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Р. В. Фастовец

Enaltsh speech practice

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I I I i

Учебное пособие

Тетрасистемс
 Part
IT TAKES ALL SORTS
Unit 1. Getting to Know People
Unit 2. Family Relationships
Unit 3. Going by Appearances
Unit 4. Character and Personality

UNIT 1

✓ G E T T IN G TO K N O W PE O P LE

I A INTRODUCTIONS

<*55 Focus Vocabulary

name middle name

first name / Christian name / given name (AmE) maiden name
last name / surname / fam ily name patronymic
fu ll name

M a k in g a n d Responding to Introductions

1. - Professor McQueen, this is Dr Milos.

- How do you do, Professor McQueen?
- How do you do, Dr Milos? Where are you from?
- From Greece.
- Whereabouts in Greece?
- Athens.
- What are your first impressions of England?
- Of course, it's much colder here than it is at home.
- Never mind, you'll be all right in a week or two.
2. - May I introduce myself. My name is Bill Wise. 5
 - Giad to meet you, Bill. I'm Janet Fast.
- Hello, Janet. Where are you from?
- i'm from Boston, Massachusetts.
- How do you find London?
- It's quite different from what I've expected.
- You'll soon get used to it.

3. - Excuse me. Aren't you Henry Parker?

- Yes, that's right.
- Hello,Mr Parker. I'm David Flint. I work for the BritishSteelIndustry.
- Oh, hello, David. I've heard much about you.Welcome toNew York.

4. - Madlene, have you met Jimmy Carrington?

- No, hadn't a chance. (I haven't yet had the pleasure). Happy to meet you, Jimmy.
- Nice meeting you, Madlene. You are from ...
- France. I'm on business in Canada.
- How do you find things over here?
- If it wasn't for the climate I'd like it very much.
- It won't take you long to settle down.

Word Formation

Ex. 1 Give the full names o f the following sh o rt ones.

The firs t one is done for you.

Alec - Alexander
R ic h ie - _____________________________ J u d y - _______
P a t - _______________________________ S a m - _______
Lizzy - ______________________________ Bob(by), Rob -
Betty - ______________________________ Nick - ________
Sue, Susie - _________ _______________ Jim(my) -
Jozy - ___ _________________________ Jeff - ____
Lew, Lewie - _________________________ Ellen - __
Andy - __ Becky - _

Word Use

Ex. 2 Answer the questions making various substitutions.

What's your first name?
My name is Catherine but Mum calls me Cathy.
- What's your friend's (brother's, sister's, mother's, cousin's) first name?
- What's your friend's (cousin's, fellow student's) family name?
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► Forms of Address

It is common to address people we know well by their first name.

Mr (BrE) / Mj". (AmE) is 1) a title used before a man's family name when we are
speaking to him or writing to him; 2) a title used when addressing a man in an official
position, for example, Mr Chairman, Mr President.
Mrs (BrE) / Mrs. (AmE) is a title used before a married woman’s family name when you
are speaking or writing to her.
M iss is used in front of the family name of a woman who is not married.
Ms (BrE) /M s . (AmE) is a title used before a woman's family name because it is not
important to say whether she is married or not, or when you do not know whether she is
married or not.

G c/' Note: 1. Usually Mr, Mrs, M iss is not used with names o f people who are famous, for
example, the defeat ofA d o lfH i Iter, Clinton's health care policy;
2. Mister, Missus and Miss alone (without surname) are sometimes used but
are not polite, although Miss is generally accepted as a form of address to a
woman-teacher by primary-school children in Great Britain.

► Other Forms of Address

S ir - used to a man who is clearly older and / or more senior than oneself.
S ir - is also used:
> by shop assistants, waiters etc. to their male customers;
> by schoolchildren to men-teachers;
> as a polite form of address to a stranger, even if not older or more senior. However,
this is not common nowadays in Britain, where the usual way of addressing a stranger
(either a man or a woman) is Excuse me, please. In America S ir is more common in this
situation;
> in the armed forces, to an (superior) officer;
> as a title (for knights and baronets), followed by the first name, for example, Sir
William.
Madam is used by shop assistants, waiters etc. to their female customers. Except for
this type of situation, however, madam is less widely used than Sir. It is not used when
addressing women-teachers (here Mrs / M iss with the surname is used), nor when
addressing an older or more senior woman. It is only rarely used to address a stranger,
'Excuse me, please' being the usual form.
D octor is used alone only to medical practitioners. When addressing a person with the
degree of Doctor of Philosophy or Doctor of Science the surname is always included, for
example, Dr. Brown.
P rofessor is used either with or without surname, depending on how formal or informal
one wishes to be. (Simply P ro fessor is more formal).
General I C olonel I C aptain etc. is also used either with or without the surname.
Ladies and G entlem en I Friends - to an audience.
Mr / Madam C hairm an - to the chairman of a meeting.
7
 W aiter I W aitress I P orter I Nurse etc. - to people in certain occupations. However,
this usage is now becoming rare, at least as regards W aiter I W aitress and Porter.
Instead people simply try to catch the waiter's eye, for example, or say Excuse me,
(please).
O fficer - to a policeman. If one knows his rank, one may also address him as, for
example, Constable or Inspector. In practice, however, most people approaching a
policeman for information or help use Excuse me, (please), without any form of address.

G f Note: Commercial and administrative titles such as director and manager are never
used as forms o f address.

► Less Common Forms of Address

Y our M ajesty - to a king or queen

Y our Highness - to a prince or duke
Y our L o rd sh ip - to a lord (peer) or a High Court judge
Y our H onour - to a judge (in a court of law)

► Informal Address

Baby / Babe (AmE) - a way of speaking to someone that you love,

B uddy I Bud (AmE) used to speak to a man you do not know,
Honey (AmE) - used to address someone you love.
Love / Luv (BrE) - used when you are talking to someone you love: Hurry up,
Love!; Come on, Luv, don't cry. o r to someone who you do not
know, esp. to a woman: Are you OK, Love?
Mate (BrE / AustrE) - to a man: What's the time, mate?
Old man I old boy used to address a male friend: Could I have a word with you, old
(BrE) old-fashioned - man?
Pal - used to address a man in an unfriendly way: Listen, pal, I don't
want you hanging around my sister any more.

► Forms of Address within the Family

Small children address their parents as M um m y I M om m y (AmE) and Daddy. When

they are older (about 10-11) they often change to Mum / Mom (AmE) and Dad. As aduits
they usually continue to use these forms, although some people (mainly members of the
upper and middle classes) use the formal M other and Father.
Grandparents are usually addressed as G ranny / Grandma (sometimes Gran or
Nanny) and G randad. G ran dm o the r and G randfather are used by some adults.
Aunts and uncles are addressed as A untie and Uncle usually with the first name, for

8
example, Auntie Mary, Uncle Richard. Aunt if often used instead of Auntie by older
children and adults, particularly in formal situations.
► Third-Party Introductions

In this type of introduction, a third person, C, who knows A and B, introduces A to B or

B to A.

Example: Suppose Paul and his roommate Christos are at a soccer game. Paul
sees Bob, an old friend from high school, and invites him to join them. Paul knows both
Christos and Bob, but Christos and Bob don’t know each other, so Paul makes the
introductions:
Paul: Bob, I'd like you to meet my roommate Christos. Christos is from Greece and is
studying English as a second language before he starts undergraduate school in
architecture. I think you've heard me talk about Bob, Christos. He's a good friend
from high school, and we played basketball together.
C hristos: Oh, yes. Nice to meet you, Bob.
Bob: Nice meeting you, Christos.
Notice that Paul offers more than just 'Bob, I'd like you to meet Christos. Christos this is
Bob'. Paul gives a little background information on the people he introduces and his
relationship to each, so the two new people will have some basis on which to begin a
conversation.
In informal introductions, if there isn't much difference in the two people's position,
status, or age, formal titles and last names are not usually used. The person doing the
introducing might use first and last names at first (for identification), butwhen the twobegin
talking, they often just naturally use their first names.

Example: Harriet: Kerry! Hi! I'd like you to meet my friend, Lee Jones. Lee, this is
Kerry Fields, an old friend from college.
Kerry: Hi, Lee. It's nice to meet you.
Lee: It's nice meeting you. too, Kerry.
In formal introductions if there is a difference in the two people's age, status, or position,
the third party might want to provide this information (as well as formal titles) in the
introduction.

Example: Lynne: Dr. Jackson, I'd like to introduce you to my roommate, Sharon
Harrison Sharon, this is Dr. Harold Jackson, my chemistry professor.
Dr. Jackson: How do you do, Sharon (or 'Ms. Harrison',depending onhow formal he
is). It's a pleasure to meet you.
Sharon: It's nice to meet you, too Dr. Jackson. (She wouldn't use his first name
because of his position and title - unless he asked her to).

In most situations, handshaking is optional, but these days it is more often done than not -
especially in formal social or business settings. It's very common for one person (or both)
to extend a hand when meeting someone. If you are in this situation, and you are offered a
and to shake, you should grasp it firmly and shake it briefly. Americans often tend to
~ake some judgements about people according to their handshakes, so make sure yours
s not too weak or limp, not too hard, and not too long-lasting. It should be firm and brief.
Here are some typical ways to begin third-party introductions. Of course, background
''formation, some details about the people's relationship to you, and things they may have
n common may follow these openings. They are arranged from forma! to informal: 9
 > Ladies and gentlemen. It gives me great pleasure to introduce Sir Gillmore, Head of
Her Britannic Majesty's Diplomatic Service. (Very formal)
> It is with great pleasure that I introduce (to you) Mr. Mason, Director of Cavendish
Enterprises. (Very formal)
> It's my pleasure to introduce you to Dr. Adam. (Formal)
> Allow me to introduce our marketing manager.
> I'd like to introduce you to Mrs Marantis. (Formal)
> Let me introduce my colleague, James Ridge.
> I’m honoured to present Dr Knable.
> I'm most proud to present Mrs Hilbig.
> May I present Ann Martin.
> Let me introduce you to Denise Zetts.
> I'd like to introduce my fellow student.
> I'd like you to meet Mark Blakeley.
> Daisy, Chris, I don't think you've met before.
> I've been wondering, Suzy if you know George Hudson.
> I don't believe you've ever met Kelly.
> Have you met George Fields?
> Sally, meet Stephen. Stephen, Sally.
> Hello, Bill! B ill-M ik e , M ik e -B ill.

► Self-Introductions

What happens when there's no one around to do the introducing for you? Suppose
you're at a party and see an interestirig-looking person you want to meet. The introduction
might go like this:
You: Hi there. Are you enjoying the party?
G irl: It's okay. I don't know many people here.
You: Well, let me introduce myself, and you'll know one more person. I'm Pat Bordon.
Who are you?
G irl: Natasha Wolinski. I have just moved in next door. Do you live in the building?
You: No, but I have some good friends who do. I'll be glad to introduce you to them
tonight.
G irl: Thanks. That would be nice.
Or what if you're supposed to pick up a business client at the airport, and you've never
met him, but you know what he / she looks like? Here's another dialogue to illustrate how
the self-introduction works:
You: Mr. Franks? I’m Jerry Adams. It's nice to meet you finally - after all these months
of corresponding.
C lient: It's good to meet you, too. (They shake hands.) Please call me George.
You: Thanks. Call me Jerry.
Here are some ways to begin self-introductions. Remember that the same ‘rules’ about
background or some personal information that apply to third-party introductions apply to
self-introductions. After you have introduced yourself, give the person some information
about yourself or ask the person a question about himself or herself to have a basis for
beginning a light conversation.
It's not usually necessary for you to ask, 'And who are you?' after you have introduced
yourself because most people will naturally follow with something like
10
 > It's a pleasure to make your acquaintance. My name is (Formal)
> Hello. It's niee to meet you. I’m ...
> Hi, I'm ... Nice meeting you, too
> Good to meet you. I'm ...
1. Excuse me, I don't think we've met before. I'm Tim Bruner.
2. - You must be Ray.
- That's right. Ray Starr.
- I'm Fred Harrison. I've been looking forward to meeting you.
3. May I introduce myself, I'm Linda Monk.
4. Hi, I'm Max Butler.

► Responding to Introductions

Responses to introductions don’t have to be very complicated or elaborate; they are

usually quite simple because there are only a few set expressions we use in responding.
So, after C had introduced A and B, the responses might be as follows (from forma! to
informal):
> How do you do, B?
> It's a pleasure to meet you. (Formal)
> I'm delighted to meet you / to make your acquaintance.
> - (I'm) pleased to meet you.
- Yes, it's nice to meet you, too.
> - Hello. Good to meet you.
- Nice meeting you, too. (AmE)
> - Hi, B. Nice to meet you.
- Same here. (Informal)
> - Nice / good to meet you.
- My pleasure.
> Delighted.
> Hi!

G / ' Note: 'How do you do?' is not a real question and doesn't need an answer (it is not the
same as 'How are you doing?'); it is used mostly in formal introductions.

Skill Developing
Ex. 3 Make introductions in the following formal and inform al situations. Give
appropriate background information, your relationship to the two people, and
something they m ay have in common, according to the clues provided. You don't
have to use all the information given; ju s t use what you think would be
appropriate.
Example: You're at the library with Sam, and you see Maria.
Sam W atson - your cousin / visiting from New York for a week / studying economics /
likes swimming and running
Maria Gomez - classmate / excellent swimmer ,/ from Venezuela / working on a re­
search paper 11
 You: Hi, Maria. I don't think you've ever met my cousin Sam. Sam, this is a friend from
school. Maria Gomez. Maria's from Venezuela. Sam's ju s t visiting from New York
fo r a week or so. Sam, Maria is the great swimmer I was telling you about last night
at the pool.

1. You're at lunch with Mark, a co-worker. An acquaintance of yours asks to join you.
Mark Pratt - has worked with the company for five years / moved here from Texas.
Rita James - from Austin, Texas / just got married / lives very near you.

2. You're at a party with Jose, a friend. You see your dentist.

Jose Ricardo - from Panama / studying biology / leaving for Spain on vacation soon.
Dr. Richard Welk - loves to travel / knows Luis, Jose's cousin / from Chicago.
3. You're at a conference with Janice, a colleague. You see a business acquaintance.
Janice Harvey - graduated from Georgetown University in Washington, D.C. / new to
company / likes horseback riding and tennis.
Mel Brandon - from Washington, D.C. / works for a competitor in Atlanta.

4. You're with your boyfriend or girlfriend at a play. You see your boss, Ms. Middleton.
Ms. Middleton - used to live in Loss Angeles / has three children / enjoys the theatre.
Chris Massy - from Los Angeles / studying acting / works part time at a bank.

5. You're sitting out at your apartment pool with Bassin, and George joins you.
Bassin Bradford - friend from school / good runner / enjoys sailing and surfing.
George Smelter - your brother's roommate / jogs every day / from Indiana / good cook.

Ex. 4 Choose a partner and introduce yo u rse lf to that person. Create a short
dialogue between the two o f you, and then change roles and make the
introductions and responses again. Be sure to consider shaking hands and using
titles a n d / o r first and last names if you think it is appropriate. Then switch roles
and change the introductions slightly.
Example: Introduce yourself to your new next-door neighbour.
You: Hi. I'm your neighbour in 405 - next door. My name's Duck Warner.
Neighbour: Hello. (They shake hands.) It's nice to meet you. I'm Jill Kingston. Have you
lived here long?
You: About two years. I think you'll really like it here. There's a lot of young people here,
and everyone's very friendly. Where did you move from?
Neighbour: Tennessee. I was finishing law school at Vanderbilt University, and now I'm
joining a law firm in the city.

1. Introduce yourself to the new student who has just entered your Italian class.
2. You have an appointment to meet the director of admissions to talk about admission
requirements to the university. Introduce yourself first.
3. You've just moved into a new house. Introduce yourself to the mail carrier, a man about
55 years old. 12
 Ex. 5 Kaleidoscope.
The students are divided into groups of three. One of the students in each group
performs introductions. All the time the students keep moving from group to group until
each student meets all the partners. They also ask personal questions and make small
talk.

Ex. 6 Blitz sketches.

The teacher names three students. They come out and perform introductions.
Introduce yourself to your fellow students.
Introduce your fellow students to your friend (cousin, mother).
Introduce your girl / boy friend to your father / mother.
Introduce some of your relatives to your guests.
Introduce your fellow worker to a professor from another country.
Introduce your husband to your former fellow student.
Introduce yourself to the teacher or professor you have come to work under.
Introduce your class-mate to your aunt.
Introduce yourself to your fellow traveller.

M AGE AND AGEING

^ Focus Vocabulary

adolescence manhood
adolescent mature
adult kid
adulthood middle-age(d)
ancient old
baby OAF - old age pensioner
childhood retired
childish senile
elder senior citizen 13
elderly teenager
grow toddler
grown-up womanhood
immature young
infancy youngster
infant youth
junior youthful
juvenile

to turn / to be twenty
to be a twenty-year-old person
to be under / nearly / over twenty
early "1
to be in one's mid r twenties
late
to be three years younger / older than somebody
to be a teenager = to be in one's teens
to be / to come o f age

Word Meaning

Ex. 1 Look at the example and then copy and complete the chart using the words
below. Use a dictionary to help you. Do any o f the words refer only to males (M)
or only females (F)?

young juvenile adolescent teenager mature

grown-up veteran retired elderly senile
ancient baby man boy lady
girl toddler kid youngster senior citizen
OAP

Example:

Infancy childhood youth adulthood middle age old age

<------------------- ------- child
+----------------- lad (M) -----►
■4----- woman (F) --------------------------►
young

14
Word Formation

Ex. 2 Use a dictionary to complete the chart. Notice, fo r example, that there is no
noun to describe a mature person. We have to use the adjective + noun
combination (mature person / woman etc.)

State (noun) State (adjective) Person (noun)

1) adolescence 1) 1)
2) 2) retired 2)
3) maturity 3) 3)
4) 4) 4) infant
5) 5) 5) woman
6) manhood 6) 6)
7) 7) youthful 7)
8) childhood 8) 8)

Word Use

Ex. 3 Say which o f the follow ing words you consider to be neutral, pleasant or
unpleasant in their meaning and explain why you think so.
a) young d) youthful g) mature
b) childish e) grown-up h) old
c) immature f) adult i) senile

Ex. 4 What do you call a person who is:

• fourteen - sixty-one
- a year and a half - sixty-five
- eighteen - seventy
twenty-one - forty
- sixty-nine - twenty-five

Ex. 5 What do the fo llow ing expressions mean if the person is:
- 20?
-4 0 ?
-6 0 ?
1 He’s getting on a bit. 6. He's a bit past it.
2 She's pushing 40. 7. She's just a babe in arms.
3 He’s no spring chicken. 8. He's rather young for his age.
4 She's in her prime. 9. He's over the hill.
5 He's well past his 'sell-by' date
Do you think these expressions are neutral, formal or informal?
Can you think of any people who can be characterised like that?
15
 Ex. 6 Open the brackets using the correct form o f the following words:
- old, older, the oldest
- elder, the eldest
- young, younger, the youngest
1. - I believe Jane is as (old) as you are.
- Oh, no. She is four years (old) than I am. Actually, she is (old) of my fellow-students.
2. - Is your cousin much (old) than you are?
- No, it is not so. My cousin and I are of the same age,
3. - Have you got any brothers or sisters?
- I've got two brothers. I am (young) of them. My (old) brother's name is Patric, he is five
years (old) than my (old) brother Paul and seven years (old) than me.
4. - As far as i remember, Bob's got a (young) sister. How old is she?
- She is still in her teens. She is nearly 16.
5. - Is your friend (old) or (young) than you?
- Neither, we are of the same age.
6. - Who is (young) in your family?
- In fact, I am.

Skill Developing

Ex. 7 In the fo llow ing dialogue, agree with the firs t speaker. Use w ords from
exercises 4 and 5 that mean roughly the same as the w ords in italics.
1. Isn't she very old?
- Yes. She's absolutely_______________________.
2. I think he's a child.
- Yes, he's just a ____________________________.
3. He's really immature, isn't he?
- Yes, he is rath er___________________________ .

Now disagree with the first speaker. Use words from exercises 4 and 5 that mean
roughly the opposite of the words in italics.
4. You're just a youngster.
- No I'm not. I'm q u ite ____________________ .
5. He seems very childish to me.
- Oh really. I think he's rather __ for his age.
6. You're really middle-aged.
- I don't agree. I've always thought of myself as ________.

Now make up short dialogues of your own agreeing or disagreeing with your partner.

Ex. 8 What ages do you associate with the follow ing characteristics?

wisdom exuberance creativity attractiveness 16

Find the opposite of the characteristics and say what ages you associate with them.
 (TT) P E O P L E ’S O C C U P A T IO N

^ Focus Vocabulary

actor / actress medical nurse

architect musician
artist physician
biologist physicist
chemist pilot
clerk sailor
dancer salesgirl
dressmaker scientist
driver secretary
economist shop-assistant
electrician singer
engineer steward / ess
fashion-designer student
fitter tailor
gardener turner
historian typist
journalist waiter / waitress
lawyer worker
manager employee
mechanic employer

Word Meaning

Ex. 1 From the list o f jobs given below choose those connected with manual
labour (A) and (B) with creativity o r m ental activity

1) miner 5) cleaner 9) farmer 13) salesman

2) musician 6) postman 10) reporter 14) typist
3) artist 7) driver 11) lawyer 15) conductor
4) manager 8) business owner 12) playwright 16) physicist
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Word Use

Ex. 2 Match each jo b with its description and say what else you know about these
jobs.
1. Detective a) works in a school
2. Secretary b) writes articles for a newspaper
3. Stewardess c) types letters and answers the phone
4. Postman d) works for police
5. Reporter e) brings letters to your home
6. Teacher f) brings food for the passengers on a plane

Ex. 3 Look at the questions and answers about disc-jockeys.

a) What exactly do they do? - They play records and talk about them.
b) Where do they work? - They work in discotheques and on radio.
c) What do they need? - They need a microphone and stereo equipment.

Here are six more jobs:

1. dentists 2. actors 3. nurses

4. postmen 5. waiters 6. secretaries
Now arrange these sentences in order so that they answer questions
a, b, c about each job. You must not use a sentence more than once.
1. They need lights, scenery and make-up.
2. They need a bag and sometimes a bicycle.
3. They serve people with food and drinks.
4. They work in offices.
5. They look after sick people.
6. They work in surgeries.
7. They work in bars, hotels and restaurants.
8. They use notebooks, typewriters and telephones.
9. They deliver parcels and letters to people.
10. They play parts in films and plays.
11. They look after people's teeth.
12. They usually carry a tray and a notebook
13. They work in an office and in the streets.
14. They work in hospitals and clinics.
15. They type letters and answer the telephone.
16. They use a big chair, lights and drills.
17. They work in studios, theatres and on television.
18. They use watches, needles and thermometers.

Skill Developing

Ex. 4 Speak about your parents' / relatives'jobs using the same questions. Add
some more information if necessary.
18
 Ex. 5 A. Answ er the following questions using the prompts.
1. - What's your sister's (brother's, friend's, cousin's) occupation?
- She is a teacher (a doctor, a fitter, a conductor, a medical nurse, a playwright etc.).
2. - What does your friend (mother, aunt, uncle) do?
- He works as an engineer (a teacher, a journalist, a lawyer etc.).
3. - Has your sister (friend, cousin etc.) any occupation?
- She (he) is learning to be a biologist (a chemist, a physicist etc.).
- Your sister (brother, friend's sister) is leaving school this year, isn't she?
- Yes, she is. And she says she is eager to learn typing (sewing, cooking, knitting,
handicraft etc.).
4. - What do you do for a living?
- I'm a secretary (mechanic, driver etc.).
B. A sk each other about your relatives' occupations

Ex. 6 Each o f the students o f the group is allocated a card w ith the name of his i
her fictitio u s profession. You don't see your card because it's pinned on your
back. You are to discover your profession by questioning som ebody else.
Possible questions to ask:
1 Is my job connected with manual labour (with creativity)?
2. Can I work out-of-doors / in an office?
3 Do I have to work from morning till night?
4. Can both men and women have this job? etc.

Ex. 7 Mime a certain jo b / profession and let the students o f your group guess what
job / profession it is. They may ask you Yes I No questions. Nod in agreement, shake
your head in disagreement.

Ex. 8 Speak about the jo b you would like to have after you graduate. Discuss it
with yo u r partner.

D C O U N T R IE S . L A N G U A G E S . N A T IO N A L IT IE S

Country Capital Languages Nationality

Austria Vienna German Austrian
Argentina Buenos-Aires Spanish Argentinian
Belarus Minsk Belarusian Belarusian
Flemish, French,
Belgium Brussels Belgian
Dutch, German
The United Kingdom London English British

19
Canada Ottawa English, French Canadian
 Country Capital Languages Nationality
China Peking / Beijing Chinese Chinese
Cuba Havana Spanish Cuban
Denmark Copenhagen Danish Dane
Egypt Cairo Arabic Egyptian
Germany Berlin German German
Greece Athens Greek Greek
Ireland Dublin Irish Irish
Israel Tel-Aviv Hebrew Israeli
Italy Rome Italian Italian
Finland Helsinki Finnish Finnish
France Paris French French
Japan Tokyo Japanese Japanese
Norway Oslo Norwegian Norwegian
The Netherlands
Amsterdam Dutch Dutchman / woman
(Holland)
Poland Warsaw Polish Pole
Russia Moscow Russian Russian
Spain Madrid Spanish Spaniard
Sweden Stockholm Swedish Swede
Switzerland French, German,
Bern Swiss
Italian. Romansch
Turkey Ankara Turkish Turk
The USA Washington D.C. English American

Word Formation

Ex. 1 Change the countries into nationalities and put them in the correct columns.
The firs t fo u r are done for you.

■an ■ish -ese irregular

Mexican English Japanese French

1. Mexico 6. Switzerland 11. China 16. Greece

2. England 7. Spain 12. Hungary 17. Israel
3. Japan 8. Germany 13. Denmark 18. Holland
4. France 9. America 14. Sweden 19. Belgium
5. Portugal 10. Australia 15. Italy 20. Ireland
21. Belarus

20
Word Use

Ex. 2 Fill in the diagram about someone else in the group and their family.

Skill Developing

Ex. 3 A nsw er the questions using the lis t below.

Quiz.
1. Which language in the world is spoken by most people?
2. Which language has the largest vocabulary?
3. Which is the oldest written language?
4. Which sub-continent has the largest number of languages?
5. Which language has no irregular verbs?
6. Which language has the most letters in its alphabet?
7. In which language is the largest encyclopaedia printed?

Is i t ... Spanish / Cambodian / English / Egyptian / Esperanto / Mandarin / Chinese / Indian ?

► It's Been Long

1. - Oh, it's been long. Have you been ill?
- No, I have been up North for a month.
- Where was that?
- Glasgow. I got back the day before yesterday.

2. - Come in and sit down, Dolly. We haven't seen much of you lately. 21
 - No, I've been away on holiday.
- Where exactly?
- Edinburgh, I've got a cousin there.
3. - How nice to see you again, Linda. Where have you been? Home?
- No, I’ve been visiting relatives.
- Whereabouts?
- I went to Sterling to see an uncle of mine.
4. - You're quite a stranger. Have you moved or something?
- No, I had a few weeks in Scotland.
- Where did you go?
- Aberdeen. I stayed with my brother.
5. - Oh, if it isn't Bill. It's a small world. Where have you been all this time?
- Glad to see you, Chris. I've been away on a business trip.
6. - It's lovely to see you again. Welcome home.
- Thanks. I've been missing you, dear. It's nice to be at home.
7. - Good morning, Mr Wise. Welcome back. Glad to see you looking so fit.
- Thank you, Mr Bright. It's nice to be back.
8. Martin! What a pleasant surprise!
9. Look who's here!
10. How come you are here?
11. What brought you here? What brings you here?
12. - It's great to see you, Larry!
- It's good to see you, Bill!
13. It's been ages.
14. Howdy. Where do you hail from?
15. Of all people / of all places (to meet you here).
16. Long time no see.

Ex. 4 Kaleidoscope.

The students keep moving around making small talk, greeting and introducing each other.

Ex. 5 Blitz sketches.

The teacher names three students. They come out and make small talk.

Ex. 6 A. Complete the dialogue between two women sitting in a restaurant. One o f
them greets a young handsome man who enters the restaurant. The other one is
asking a lot o f questions about him.
A: What’s his name?
B :__________________________________________________________
A: What does he do?
B:

22
A: !s he married?
B :_____________
A :_____________
B:

B. Now you are a gossip. You want to know the fo llow ing details about another
person in the room. Complete the following questions using one w ord for each o f
the spaces.

1 First name: What's first ?

2 Second name: his / her
3 Surname: surname?
4 Nationality: Where he / she from?
5 Bidhplace: was he / she ?
6 Age: How is ?
7 Home town: Where does he / she now?
8 Occupation: What he / she ?
9 Marital Status: married?
*0. Income: How does he / she ?
11. Transport: he / she got a ? What is
12. Hobbies: got any ?
*3. Languages spoken: Does any foreign ?
14. Favourite food: What of food he / she ?

'5. Sport: he / she interested sport?

C. Your partner is applying to be a member o f an International ‘pen-friend’

association to practise his / her English. Interview him / her using the form below.

1 Name 2. Second name 3. Surname

~ Nationality 5. Birthplace 6, Age

Address 8. Occupation 9. Siblings

1C. Marital Status 11. Sports 12. Transport

23
 13. Holidays 14. Hobbies 15. Languages Spoken

16. Favourite Food 17. Favourite Music 18. Pets

D. Change partners and ask and answer questions about your firs t partner.

► How are You?

1. - How are you getting on?
- Quite well, thank you. And how are you?
- Not bad, thanks.
- My best regards to your family.
- Thank you.

2. - How is your mother keeping?

- Grand. Thank you. She asked to be remembered to you.
- Thank you. Pass my love to her.
- Thanks, I'll pass it on

3. - How is your wife, Mr Flint?

- Pretty good. Thank you. And how are things with you?
- Might be better, I'm afraid. Thank you, anyway.Remember me to your wife.
- I will, thanks.

4. - Good afternoon, Mr Stone. How's business?

- So-so. Thank you. And how's your mother getting on?
- Very well indeed, thank you.
- My best wishes to her.
- Thanks a lot.

► The Way to A sk People about Their Life

> How are you? > How's tricks? }

> How are you doing? > How's life treating you?
> How are things? > How are you feeling?
> How is your father these days? > How's it going?
> > How about yourself?
24
How are you getting on?
> How is your mother keeping? > And you?
> How's business? > What's up?
> How goes it? > W hat’s up (AmE = W hat’s new? W hat’s
happening?)
> Optimistic Replies
> Great, thanks. > Fine, thank you.
> Just great. > Fine. You?
> Grand, thank you. > Quite well, thank you.
> Very well indeed, thank you. > Thank you, pretty good.
> Never better.

> Less Optimistic Replies

> Not bad, thanks. > So-so, thanks.
> Might be better, I'm afraid. Thank you, > Fifty-fifty. Thank you.
anyway. > Middling.
> Surviving. > Can’t complain.
> Could be worse.

> Giving Regards

> My best regards to your family. > Pass my love to your mother.
> Give him my regards. > Kiss her for me.
> My best wishes to her. > Will you give Carol a kiss from me?
> She asked to be remembered to you. > Say hello to your sister (from me).
> Remember me to them. > Tell Betty I said hello.
> Could you send my love to the family?

The most common reply is: I will, thank you.

Class Communication

Task 1
Getting To Know Each Other Better

All students write three interesting things about themselves on sheets o f paper and stick
them on the wall. Then the students read all the information about the others and make
"otes about the things that surprise them or the things they have in common with
someone. Then they discuss the things together.

Task 2
Role-play
25
Student A Student B
You run into your former schoolmate I fellow-stu- You are walking along the street / sitting in a cafe /
dent I colleague in the street/in a cafe/in a foreign visiting a foreign town, Somebody calls you by name.
town. You haven't seen each other for a long time. You recognise your former schoolmate I fellow-
Exchange the news about your families, jobs etc, student / colleague whom you haven't seen for a
long time. Make small talk with him I her.
fta Writing

Susan Kelly is a journalist. She works for one of the big daily newspapers in Fleet
Street and her work often takes her abroad. Susan's passport runs out this year, so she
is applying for a new one. Study the information she gives on her application form, then
use the following prompts to ask questions about her:

Where / she / born? What / surname?

Married? What / Christian names?
What / date / birth? What / address / telephone number?
Which town / born in? Which country / live in?
How old? W h a t/jo b ?

Now find out similar information about your partner. Write down the questions
your will need to ask in full, then interview your partner, note down h i s / h e r
answers, make an application form and fill it in. Don't forget to ask for the spelling o f
names or towns when necessary! Use Susan's application form as a model.

Please write in CAPITAL LETTERS and in ink

TO BE FILLED IN BY ALL APPLICANTS

Mr Mrs Miss Ms or title

Tick correct box
Your surname K E LLY
Christian names or forenames SUSAN CLARE
Maiden surname (if applicable) __
Married Single Widowed Divorced Separated
Tick correct box I I I

Age last birthday 23 Country of birth ENGLAND

Present address. 17 ENFIELD COURT. ENFIELD ROAD.
TWICKENHAM. MIDDLESEX Postcode MV6 3PQ I
Daytime telephone no 894_- 0556
(We may need to get in touch with you urgently)
Job / occupation
JOURNALIST
Town of b irth __ LEICESTER
Date of b irth ___ 5-8-1981

26
Country of residence ENGLAND
R evision and Consolidation

I. Insert prepositions i f necessary.

1. Alice Brent ca m £ ______ age two months ago.
2. - W h a t does your sister do?
- She is a chem ist_____ profession.
3. Robbie's cousin is a young m a n about twenty.
4. Mr. Johnson is his late forties, forty-eight to be exact.
5. Kelly and Jane a r e the same age.
6. Maggie is ________ age already. She turn ed_________ eighteen last week.
7. Catherine is the youngest her groupmates. She is s till________ twenty.
8. My full name is Alexander, A le c short

II. Rewrite and correct the sentences in which there are errors.

1. Dave's one of my good fellows.

2. The little boy prefers being with grown-up people to being with other children.
3. There are a lot of things for youths to do in this town.
4. May had a very difficult infancy: she had no father, and her mother was very poor.
5. Mrs Jones always takes her infant to school every morning even though he is almost ten.
6. Old Mr and Mrs Dawson are a very nice pair.

III. Translate from Russian / Belarusian into English.

27
1. Мой двоюродный брат Джек еще подросток. 1. Мой стрыечны брат Джэк яшчэ падлетак. Яму
Ему исполнится 18 в следующем году. споунщца 18 у наступным годзе.
2. Этому молодому человеку еще нет 20 лет. 2. Гэтаму маладому чалавеку яшчэ няма 20
Мы с ним одного возраста. гадоу. Мы з ¡м аднаго узросту
3. Эта двухлетняя малышка - моя племянница. 3. Тэта двухгадовая малая - мая пляменнща. Яе
Ее полное имя Патриция, но все зовут ее Пэт. поунае ¡мя Патрыцыя, але усе шчуць яе Пэт.
4. Элен на три года младше меня. В прошлом 4. Элен на тры гады маладзейшая за мяне. У
месяце ей исполнилось 15 лет. мжулым месяцы ёй споунтася 15 год.
5. Моей старшей сестре Лене почти 20 лет. Она 5. Маёй старэйшай сястры Алене амаль што 20
на два года старше меня. Среди своих гадоу. Яна на два гады старэйшая за мяне.
одногруппников она самая старшая. Сярод ceaix аднагрупшкау яна найстарэйшая.
8. Кто старше - ты или Майк? 6. Хто старэйшы - ты альбо Майк?
7. Кто самый младший в вашей семье? 7. Хто самы малодшы у вашай сям1?
8. Мой отец - человек средних лет, если быть 8. Мой бацька - чалавек сярэджх гадоу, каЛ|
точнее, ему 38. быць больш дакпадным, яму 38.
9. Самому старшему из трех братьев уже 30. 9. Найстарэйшаму з трох братоу ужо трыццаць.
10. Мой младший брат увлекается архитектурой. 10. Мой малодшы брат захапляецца архггэктурай.
11. Моя школьная подруга Кэтти учится на 11. Мая школьная сяброука Кэщ вучыцца на
врача. Она надеется стать хорошим специа­ урача. Яна спадзяецца стаць добрым спе-
листом. цыялютам.
12. По профессии моя мама экономист. Но сей­ 12. Па прафесн мая матуля - эканамют. Але
час она не работает, она домохозяйка. зараз яна не працуе, яна хатняя гаспадыня.
13. Я хорошо шью, но мне еще очень хочется 13. Я добра шыю, але мне яшчэ вельм! хочацца
научиться вязать. навучыцца вязаць.
14. Моя подруга учится в университете на втором 14. Мая сяброука вучыцца ва уншератэце на
курсе. Она изучает биологию и химию. друпм курсе. Яна вывучае б!ялопю \ хшю.
15. - У твоего двоюродного брата есть какая- 15. - 1ф ёсць у твайго стрыечнага брата якая-
нибудь специальность? небудзь спецыяльнасць?
- Да, он работает шофером. - Так, ён працуе шафёрам.
16. Хотя Мартин - швед, он живет в Дании и 16. Хаця Марци - швед, ён жыве у Дани \ ведае
знает шведский, английский и датский языки. шведскую, англмскую \ дацкую мовы.

28
 UNIT 2

[✓ I FAMILY RELATIONSHIPS

^5 Focus Vocabulary

Relations by birth: sister-in-law

aunt daughter-in-law
brother son-in-law
child, children
birth, to give birth to smb
daughter
birthday, a birthday certificate
father
to be born
grandfather
to die
grand'(d) dad(d)y
dead
grandmother /grandm a
death
granny
grannie bachelor
nanny best man
grandparents boyfriend
grandchildren bride
great grandparents bridesmaid
great grandchildren engagement
half-sister / brother ’fiancé
niece fiancée
nephew girlfriend
orphan groom / bridegroom
parents marital status
sibling marriage
sister marriage o f convenience
son marriage certificate
twins relation / relative
uncle single
spinster
Relations by marriage: wedding
husband widow
wife widower
spouse
foster parents / brother /sister
father-in-law stepm other/ father
mother-in-law
brother-in-law

29
to be divorced to be widowed
to be / get engaged to be smb 's close / distant relation
to be / get married to smb to fa ll in love (at first sight)
to marry smb to fa ll out o f love
to be related to smb to live single
to be single to live in common law

Word Meaning

Ex. 1 Use a dictionary to help you answer the following questions.

A. What differences in m eaning and use are there between these words?
1) wedding and marriage
2) bride and wife; bridegroom and husband
3) to marry, to get married and to be married
4) bachelor, single, unmarried and unattached

B. What do the w ords below mean?

bridesmaid best man reception honeymoon

C. Which o f the fo llow ing can be used w ith ‘w e d d in g ’ fo form a com pound noun
like wedding ceremony?

dress church present family guests

D. Which o f the fo llow ing:

a) is someone who your parents are iooking after as if he were a member of the family?
b) is related to you through your own or your sister's marriage?
c) is the child of your stepfather or stepmother but not of your natural mother or father?
d) is the natural child of one of your own natural parents?

brother-in-law half-brother stepbrother

foster brother

Ex. 2 Use a d ictionary and decide which o f these w ords refer to females (F), which
to males (M) and which to both (FM). Then complete the sentences below.

widow bachelor spinster lover fiancee

spouse mistress fiance divorcee widower

1. A w om an's is the man who is engaged to be married to her.

2. are people who have been married but have divorced and are now single.

30
3. A is a woman whose husband has died. A man whose wife has died is called a

4. is a formal term for 'husband or wife’.

5. S o m eo ne's is a person other than their wife with whom they have a sexual
relationship.
6. A is a rather old-fashioned and derogatory word for an unmarried woman over
forty.

Ex. 3 Discuss with a partner where these fam ily relations should be p u t on the g rid
below. Which do you consider to be close to you, and w hich m ore distant? Which
are norm ally older, and which younger?

son niece mother-in-law stepdaughter

second cousin great uncle ex-husband grand-daughter
grandparents half-brother mother sister-in-law
wife aunt sister father
daughter nephew great-grandmother husband
cousin twin sister sibling brother

CLOSEST

YOUNGEST OLDEST

MOST DISTANT

Ex. 4 A. Which o f these words and expressions means 'a c h ild whose parents
have both died'?

only child orphan unique child lonely child

B. What do the others mean?

Word Formation

Ex. 5 Use a dictio n a ry i f necessary to help you answer these questions

1) Which two o f these words can be used as a verb?

father son sister mother uncle

What does each mean?

31
 2) Which three o f these words can take the suffix -less to form an adjective meaning
'without'?

father son mother brother child

3) Which of the word-parts in the box can be used with each o f the relations below?-
■in-law step- half-

a) sister c) cousin e) son g) parents i) daughter

b) mother d) father f) uncle h) children j) grandchild

Word Use

Ex. 6 F ill in the blanks w ith the rig h t w ord 'born' / 'birth' / 'birthday'.

1. What's your place o f ?

2. When is y o u r ?
3. I was in Manchester.
4. She g a v e to a healthy boy.
5. Where was she ?

Word Meaning

Ex. 7 Look at the fo llo w ing expressions. Which o f them mean

a) to die
b) a dead person
c) dead
pass on the late Sheelagh Graham pass away
kick the bucket give up the ghost at peace the deceased

Do we have euphemisms like these in our language? Can you translate them into
English?

Ex. 8 Say what relation is:

your mother's sister to you
your father's brother to you
your mother's brother to you
your sister's son to you
your brother's daughter to you
your aunt's son to you
your aunt's daughter to you
your sister's husband to you
your brother's wife to you
your husband's parents to you
your sister's daughter to you

32
your parents' parents to you
your grandparents' parents to you
your mother to your cousin
your sister to your uncle
your husband to your parents
your sister to your children
your husband's brother to your children

Word Use

Ex. 9 Put the co rrect w ord in the gap:

to marry, to get married, to be married, got married, married, marriage.

1. A: Are y o u ?
B: No, I'm single.
2. A: Whatever happened to Ann?
B: S h e a man she met on holiday.
3. !'m never going t o _____. I prefer being on my own.
4 . 1see Susy is happy in h e r . She is to Mrs Johnson's son, isn't she?
5. Darling, I love you! Will y o u _____me?
6. We had a lovely wedding. W e _____ in spring. There were a lot of flowers.
7. Did you hear? James and H enrietta last week.
8. S h e to an architect. T h e y last year.
9. They say, A lice 's is a lucky one. When did s h e Robert?

Skill Developing

Ex. 10 Read the inform ation about the Queen M other presented below.

FACT-FILE... FACT-FILE... FACT-FILE... FACT-FILE...

Elizabeth Bowes-Lyon was born on August 4,1900. Her exact birthplace is the subject
of some dispute, but it is known that she was born in England and spent much of her
childhood there. The ninth of ten children, and the youngest daughter, she was nicknamed
Princess Elizabeth’ by her affectionate family. The
Bowes- Lyons were no strangers to royal circles (in fact,
they were descended from King Robert the Bruce) and
as a little girl Elizabeth played with the children of
British king George V.
When Elizabeth turned 18, she was lively and
attractive, with great personal charm, which did not
escape the notice of George V's second son, Prince
Albert. On December 2, 1921 he asked her to marry

33
him. He told his brother later, 'Waiting for her answer was worse than, waiting for the
German shells to arrive [the battle of Jutland].’ Elizabeth gently turned him down. On
December 26, the prince proposed again. Elizabeth laughed and said, 'You spoil me. You
must know I love proposals. But I'm afraid not, Bertie. It just wouldn't do.’ He proposed
twice more in 1922 - and twice more she refused. But the prince was in love and would not
give up. On January 13, 1923 he proposed to Lady Elizabeth again. As always, she
laughed, but this time her answer was different. ‘If you're going to keep this up forever, I
might as well say 'yes' now. And so I do.’ The marriage took place in Westminster Abbey
on April 23 of that year.
The Duke and Duchess of York started their own family in 1926, when their daughter
Elizabeth was born. A second daughter, Margaret Rose, followed in 1930.
In the decades after her husband's death the ‘Queen Mum’ remained one of the most
beloved members of the British royal family. Even after she turned 100 years old, she
continued to make official appearances and served as patron or president of some 350
organisations. She was a living link to the past; a symbol of the history and majesty of the
monarchy; and, quite simply, a remarkable woman.
Queen Elizabeth the Queen Mother died on March 30, 2002 at the age of 101. Her
friend Lord St John of Fawsley said, ‘With the passing of the Queen Mother we have lost
our most treasured national person. She was not merely a historical figure. She was
history.’
Ex. 11 A. Study the fam ily tree o f the Norton family, and then answer the questions
that follow. The ages o f those living are given in brackets below each name.

ANDREW NORTON m. BARBARA OLIVER

(d.1968) (77)

DEBORAH m.
CHARLES m. Elsie (2) Gerald Quick

(52) (d. 1981) (51) (58) (53)

HAROLD IAN m. Kate JANE ROBERT

(23) (26) (24) (15) (10)

LAWRENCE
(2 )

In Britain it is normal for the wife to take the husband's name, and for the children to
have only the father's surname. So Barbara is Mrs Barbara Norton, and Deborah, when
she was single, was called Deborah Norton.

34
 What are the full names o f the following: Deborah, Harold, Ian, Jane, Lawrence? Which
member of the family is a widow? Which is a widower? What relation are the foilowing
members of the family to Barbara? Match the name to the relationship.
Charles daughter
Deborah granddaughter
Gerald grandson
Harold great-grandson
Jane son
Lawrence son-in-law
What relation are the following members of the family to Deborah? Match the name to
the relationship.
Barbara brother Gerald nephew
Charles ex-husband Harold daughter
Frank husband Jane mother
B. Draw Your Fam ily Tree. Share the inform ation w ith y o u r partner.

C. Read the fo llow ing texts, m aking sure that you understand the m eaning o f the
underlined words.
Harold Norton is getting married next month to Mary Sutcliffe, who has been his
girlfriend since they were teenagers. Last Christmas, he proposed to her, and they became
engaged. Harold's fiancee became an orphan when she was five because both her parents
were killed in an accident but she has two brothers, Tom and William. The elder brother,
Tom, went to school with Harold, so they have been close friends since childhood. At the
moment, Harold and Mary are busy making out a list of invitations to the wedding. They are
going to invite all their relatives and a number of friends and neighbours. The day after the
wedding, the following announcement appeared in the local paper:

| N O R T O N S U T C L IF F E - Harold Norton, son of M r Charles Norton of 26 Pine \

| Close, Parley, and the late Mrs Elsie Norton to Mary Elizabeth Sutcliffe, daughter of j
I the late M r Ernest and Mrs Jean Sutcliffe, of 119 Oak Avenue, Earley, at St.Andrew's \
\ Church. The marriage service was conducted by the Reverend John Wales, Vicar of
\ Earley. The bride was given away by her brother, M r Tom Suclijfe, and the bridesmaids \
j were her cousin, Miss Sybil Chase, and the bridegroom's cousin, Miss Jane Quick. A t the \
: reception in the King's Arms, M r Gerald Quick proposed the health of the bride and :
| groom, and the bridegroom replied on behalf of the happy couple. The best man, the bride- \
j groom's cousin, M r Ian Page, was in charge of the arrangements, and afterwards made an •
i amusing speech and read out telegramsfrom friends abroad. :
r........... ........ ................... ............. ................................................................ ......................

Put the following in chronological order and then find the female equivalents: fiance,
husband, boyfriend, bridegroom. Compare the names given to a couple at different
stages in their relationship with those given to them in your country. Are there any
differences?

35
Word Use

Ex. 12 Complete the sentences, using the correct w ord o r phrase from those you
have seen above. To help you, the firs t letter o f each w ord is given. You m ay refer
to the fam ily tree o f the Norton family, and the account o f the marriage and
wedding reception.

A W E D D IN G I H A V E A T T E N D E D (by Jane Quick).

M y c ________________________ , Harold, got married last weekend and I was a

b________________ at the_w______________ A ll the family were very happy, because
we have known the b ______________, M aty Sutcliffe fo r a long time, and Harold had
been going out with her for ayear before they became e___________ .
Mary's p __________ s died in a car crash when she was veryyoung so she became an
o , but her b 1 'om is a kind man and has always
looked after her. When Harold and Mary were making out the list of
i s fo r the wedding of course, they invited all the r _________ s
and some friends and n_____________ j', but we wondered i f my m_____________'s
first h____________ , my_s__________ _ M r Page, would accept, because he lives in
Newcastle and my g__________has neverforgiven him because of the d___________ .
But he did come, perhaps because my brother lan — that's his s_____________ — was
going to be the b______________ m_________________ . I wondered what my
f ____________ would say, but Daddy is very sensible and he said he hadn't got any
time for silly family quarrels. Everyone was very happy during the m___________
service, except my U _____ Charles, the_b___________ "s father. He was a little
sad — I suppose because my A Elsie died a few years ago and he was
thinking about her.
Afterwards, we went to the r____________at the King's A rm s and had a big lunch
and everyone made speeches. Then the b__________ cut the cake, with Harold helping
her, and they went off to their honeymoon in Ibiya and left us to dance all evening. My
Uncle Charles cheered up and came up to me and said, ‘I must come and dance with my
n_____________ * the prettiest girl In the room ’ so Ife lt verypleased.

36
 Skill Developing

Ex. 13 Note down and discuss yo u r answers to the fo llo w ing questions about
marriage in y o u r country.
1. At what age do most women get married? And men?
r 2. How do most people meet their future husbands / wives?
a) through the family
b) at parties, discos, clubs etc.
c) at work or college etc.
3. Do parents have to approve of the choice of a partner?
4. Do parents ever choose the partner for their son / daughter?
5. Do people get engaged? If so, how long do engagements last?
6. How long do weddings last?
7. Are there any interesting features of marriage in your country?

Ex. 14 Here is a letter from a magazine. Read it and say w hat you w ould do i f you
were Linda.

HOW DO I CHOOSE?
Dear Joyce,
I have been going out with Tom fo r two years now, and we are planning to get married. We
share a lot of interests, and have enormous fun together, 1 know that we would have a good and
stable marriage.
Last autumn, however, we had a few problems. 1 was working abroadfor a month, and shortly
after I left Tom wrote to me saying that he had been out with his ex-girlfriend a few times. He said
they werejustfriends, but I was quite upset. A bou t this time I met A lan, who was working on the
same project as me. I was very, very attracted to him, and we began going out together. He is
obviously very much in love with me, and I am in love with him too, in a way. I have never been so
physically attracted to a man as I am to him —the memory oj certain moments with him still makes
me go weak with pleasure. But it is not only physical: we have all sorts of things in common. He
wants me to marry him. We have continued to write, and have seen each other once since then, when
he came to England. I f I did marry him, I would have to give up my jo b and go abroad, which
bothers me - my career is important to me. A n d I am worried that our relationship might not last.
Tom knows that I went out with A lan, but he does not know how powerfully I am attracted to
him. Tom and I have talked over the problem of his ex-girlfriend, and 1 was very impressed with
the way that we were able to discuss things. I am still very, veryfond of Tom, and I am sure that
we would have a good life together. In evey way but one, we are probably much better suited to one
another than A la n and I are.
What should I do? Ifeel so mixed up. Should I m ary A la n and give up myjob? Should I stay
with Tom? I f I do, I couldn't tell him the whole truth about A lan; but I hate the idea of keeping a
secret from my husband.
Please help me.
Linda • *.»*

37
 Ex. 15 What is love?

Here are some comments made by young children about love. What experiences or
observations do you think are behind these comments?

Fiona. 6 Alex, 6

o.e my friends because they play with People who love each other rub noses. I
r e . I iove Mummy. I cuddle her. The bad say hello and wave my hand. If I wanted to
thing about love is that you always have to show a boy I loved him I should give him a
get married. game. I'd give a girl a dolly.

Harries, 5 Martin, 6

Love is care. I love my gran and grandad, I love Anna but I haven't told her. And I
but older people don't love each other. I've love my Mummy. She shows she loves me
got an elder sister but I don't love her by doing things for me, like washing up.
because she is always being nasty.

Anna, 6 Peter, 6
Love is very nice, it makes me feel happy. I iove Abigail. Sometimes I hug her and
I love Ben because he's good-looking. I kiss her. I've already asked her to marry
don't think I'll get married. I won't love me and I went down on one knee. I'll marry
anyone when I'm older. her when I'm 31.
Ex. 16 The man below is trying to ‘chat up’ a woman, but without much success.
Match his ‘chat up’ lines (1-10) with the answers (a-j).

What would
you say if I
asked you to
marry me?

9. I think I could
make you very
happy.

39
 a) Better than the company. f) OK. But mind you don’t bum yourself on my
b) I don't think Amanda would suit you. cigarette!
c) I must have been given your share. g) Why, are you falling apart?
d) No, it was just bad luck. h) Why, are you leaving?
e) Nothing. I can’t talk and laugh at the i) Yes, but would you stay there?
same time. j) Yours must turn a few stomachs.

Ex. 17 Here are some English proverbs which have the word ’love" in them. They are
general comments on love. Work in groups o f three o r fo u r to make suggestions
about their meanings.

a) One cannot love and be wise.

b) Love is blind.
c ) Love me, love my dog.
d) Love will find a way.

Ex. 18 Work in pairs. Discuss the following questions.

- In what ways are you similar to or different from other people in your family?
- Do you think parents should be strict or easy-going?

Ex. 19 Read the fo llo w ing three interviews and answer the questions.
1. What kind of relationship do the children have with their parents?
2. Are the parents strict?
3. According to the mother, what is it like being a parent and what is a good parent?

Interview w ith 16-year-old dau ghter Helen

Interviewer: How do you get on with your parents?

Helen: I think I get on with them very well, really. We don't always see eye to eye on some
things, like boyfriends - they don't always approve of them - but on the whole
they're very understanding. If I had a personal problem, I think I could confide in
them, and if I was ever in trouble I know I could rely on them to help me.
Interviewer: How strict are your parents?
Helen: Well, my Dad's quite strict about staying out late at night, but I can usually get
round him. If I'm nice to him, he lets me come home a bit later. My Mum's always
telling me to tidy up my bedroom and put things away after I use them, and I have
to do some of the housework. But if I compare them with other parents I know,
they aren't very strict.
Interviewer: And who are you most like in your family?
Helen: Oh, I think I take after my mother. Everybody says we're both very independent and -
strong-willed. I like to have my own way a lot of the time, but I'm not spoilt. I don’t
always get my own way. And my parents always tell me off if I do anything wrong.

40
 Interview with 17-year-old son David

Interviewer: How do you get on with your parents?

David: I look up to them because I know they've worked hard to bring us up properly.
Interviewer: How strict are your parents?
David: They can be very strict at times. I told my Dad I wanted a motorbike, but he said it
was out of the question - it was too dangerous. My mother is strict about keeping
things tidy. I can't get out o f doing the washing up and things like that, unless I'm
very busy.
Interviewer: How do you get on with your sister?
David: I never agree with what she says, so we are always arguing. We've never been
very close, but I get on all right with her. I think I'm much closer to my mother.

Interview with Mother

Interviewer: What's it like being a parent?

Mother: Bringing up children is very difficult. You always worry about them. You have to be
very patient and put up with a lot - like noise and even criticism. And you can't
always get through to them - sometimes they just won't listen. But the advantages
of being a parent outweigh the disadvantages. The main thing is to enjoy your
children while they are young because they grow up so quickly nowadays.
Interviewer: How strict are you with your children?
Mother: I suppose I'm reasonably strict. They can't do what they like and get away with it,
and I tell them off when they do something wrong.
Interviewer: And what is the secret of being a good parent?
Mother: I think you have to give them confidence and let them know you love them. And
you have to set a good example through your own behaviour, otherwise they won't
look up to you.
Interviewer: And what do you want for your children in the future?
Mother: I want them to be happy, and I want them to look back on their childhood as a
very happy time in their lives.

Word Meaning

Ex. 20 Work in pairs. Try to w ork ou t from the context the m eaning o f the phrasal
verbs in the passage. Then match the verbs in A w ith the d efinitions in B.
A, B.
1. to get round someone a. to respect and admire someone, to have a very
good opinion of someone

2. to take after someone b. to escape being punished for something

3. to tell someone off c. to think about something that happened in the past

41
 4. to look up to someone d. to reprimand, to speak severely to someone
because they have done something wrong

5. to bring someone up e. to persuade someone to let you do or have

something, usually by flattering them

6. to get out of doing f. to raise a child, to look after a child until it is adult
something and try to give it particular beliefs and attitudes

7. to get through to someone g. to resemble a member of your family in appearance

or character

8. to grow up h. to avoid having to do something

9. to get away with something i. to succeed in making someone understand the

meaning of what one is saying

10. to look back (on something) j. to become adult and mature

Word Use

Ex. 21 Paraphrase the sentences using the phrasal verbs.

1. I have always admired and respected my father.
2. The little boy said he wanted to be a train driver when he was older.
3. She’s very similar to her mother - they are both very intelligent.
4. I often think about my childhood.
5. I can’t make her listen to me or understand what I’m trying to say.
6. When her mother died, she was raised by her aunt.
7. How can we avoid going to my brother’s party?
8. He was not punished for using bad language at home.
9. At first her father wouldn’t let her go to the all-night party, but in the end she persuaded
him to let her go.
10. She reprimanded him for breaking the window.

Ex. 22 F ill in the gaps below.

a) to dis / approve____________someone / something

b) to confide____________someone
c) to re ly __________ someone ^
d) to compare someone / som ething__________ someone / something
e) to dis / a gree someone / something
f) to a rgue_________som eone____________ something
g) to w o rry ___________someone / something
h) to listen____________someone / something

42
Word Meaning

Ex. 23 A. What do y o u think the fo llo w ing idiom atic expressions mean?
1. to see eye to eye (with someone) (on something)
2. to have / to get one's own way
3. to be close to someone
4. to be the black sheep of the family
5. to take someone's side

8. Think o f Russian / Belarusian equivalents o f these expressions.

C. Now decide w hich expressions you co u ld use in the sentences below.

1. The problem is that her parents never stop her doing anything that she wants to do.
She's become a very spoilt child as a result.
2. My family is very ashamed of my brother and never talk about him. He was expelled
from school and has been in prison twice.
3. Whenever I had an argument with my mother or father, I could always rely on my
grandparents to support me.
4. My father and I usually agree about most things, but when it comes to politics we have
completely different views.
5. i can talk to my sister about my problems because I know she will understand me and
share my feelings.

Skill Developing

Ex. 24 Work w ith y o u r partner. Take turns asking and answering the questions
below. Try to use phrasal verbs and idiomatic expressions in the box in your answer,
as well as the verbs above.

Example:
A. How do you get on with the other people in your family?
B. I don't get on with my sisters very well, but I'm very close to my mother. I feel I can
confide in her.

bring up look back on tell off

get on with look up to take after
get away with grow up get round
have one's own way see eye to eye be close to

a) What kind of relationship do you have with the people in your family?
b) Are you similar to anyone in your family?

43
 ci Do you have the same opinions as other members of your family?
d) Where did you spend your childhood?
e) Who took care of you when you were very young?
f) Did you have a strict upbringing?
g) When were you reprimanded as a child / teenager?
h) Were you able to do what you wanted all the time?
i) Who did you admire and respect when you were a child / teenager?
j) When you think about the past, what do you remember?

Ex. 25 Work w ith a d iffe re nt partner. Use the phrasal verbs and idiom atic
expressions you have learnt to describe yo u r relationship w ith one o f the
follow ing people.

grandparent teacher uncle / aunt parent

brother / sister neighbour boss cousin

Ex. 26 How phrasal verbs work. Match a sentence in A w ith one in B, and mark the
stress. Then practise saying the questions and answers.

A B
1. Do you respect your parents? a. No, he got away with it.

2, Do you like David? b. No, I can’t get through to him.

3. Did he do the washing up? c. No, he puts up with it.

4. Does he listen to you? d. No, he got out of it.

5. Was he punished for the crime? e. No, I must get down to it.

6. Have you done the homework? f. No, I don't get on with him.

7. Has he complained about the noise? g. Yes, I look up to them.

Class Discussion
J
Ex. 27 Work in pairs. D iscuss one o f the follow ing questions.
- Should boys and girls be brought up in exactly the same way?
- What are the advantages and disadvantages of being an only child?

44
Skill Developing

Ex. 28 Children and adults. Look at these statements about b rin g ing up a child.
Which ones do yo u agree w ith? Put each statem ent into one o f these categories,
and count y o u r points.
a) top priority,
b) quite im portant,
c) n o t very im portant.
A d d other statem ents i f y o u wish.
1. Children must be taught to respect authority.
2. It is important to be very firm with children.
3. It is important to show affection and love.
4. Parents should pass on family and cultural traditions to children, and teach them to
respect and obey them.
5. What matters is what parents do, not what they say. They should set a good example!
6. Children should be allowed to make decisions about their lives. If they make mistakes,
they can learn from them.
7. Children should always be told why they are being asked to do anything.
8. It is important to teach children to value education.
9....................................................................... ............... ..................................................................
10. ..........................

Find o u t w hich statem ents were p u t m ost often into the top p rio rity category by
the m ajority o f students in y o u r group. Which statem ents were m o st
controversial?

Are you fit to be a parent?

1. a-3 b-2 c-1
2. a-3 b-2 c-1
3. a-1 b-2 c-3
4. a-2 b-1 c-3
5- a-3 b-1 c-2
6. a-1 b-2 c-3
7. a-2 b-1 c-3
8. a-3 b-2 c-1
TOTAL 8-13: You are (or would be) a pretty strict parent. Don't forget that children need
patience, understanding and love as well as firmness.
TOTAL 14-19: You (would) try to be neither too strict nor too easy-going. This can be very
good- if children know what to expect; but it is no good being strict about something one day
and soft about it the next.
TOTAL 20-24: You tend towards soft-heartedness. Be careful: children need some
limits, so they can define themselves as people and set their own limits later on. The
children will know that you love them if you set the limits in a firm but loving way.

45
 Ex. 29 Many people have tried to express their idea o f ch ild h oo d and adulthood in
very short, w itty sayings. The follow ing are ten such aphorism s b y famous
people. With a partner, m atch the firs t p a rt o f each, in Column A, w ith its
continuation in Column B.
Column A Column B
1. What is an adult? a) old enough to know better.
2. Every child is b) something you do if you're lucky.
3. Adults are c) to be grown out of.
4. Schoolmasters and parents d) to be alone.
5. Youth is e) born a genius.
6. No man is ever f) a disease from which we all recover.
7. To be adult is g) A child blown up by age.
8. Growing old is h) a quest.
9. Being young is i) a very high price to pay for maturity,
10. Age is j) obsolete children.
Compare yo u r answers w ith other students. Which o f the sayings do you like
best? Why?

With a partner, w rite an aphorism on one o f these, o ra topic o f y o u r choice:

- children - parents
- students of English - teachers of English

Pin up yo u r aphorism s and discuss them.

Class Communication

Task 1
Work in teams o f three or four, choose one of the following subjects. Prepare some
more questions. When your questionnaire is ready, go round the classroom asking
your questions. Note the answers. Then report to the class what people think. Give your
own opinion as well.
FRIENDSHIP - How important are your friends to you?
LOVE & SEX - Do you think you can love more than one personat the same time?
MARRIAGE - Do you think marriage is a good thing?
PARENT-CHILD - Do you think most children communicate wellwith their parents?
RELATIONSHIPS
Task 2

Your fellow-student is showing you h er/h is family album. You are talking about her/his
relatives who you see in the pictures. I
1 . Who are your favourite and least favourite relatives?
2 . Which of your relatives do you find:
a) the most interesting?
b) the funniest?
c) the most unpleasant?

46
 d) the kindest?
e) the meanest etc.?
3. Do you take after any of your relatives? Which?

Revision and Consolidation

I. Insert prepositions where necessary.

1. Robbie's cousin is married an architect. She says she isn't happy her marriage.
2. John m arried Kate two years ago.
3. Jane is m arried two children, Susy and Betty by name.
4. - Is Lucy any relation you? - Yes, she is a close relation mine. She's my elder sister.
5. My eider brother Nick has a fa m ily his own. He m a rrie d a doctor whose name
is Alice Brent. They have a three-year-old kid, Kate by name. She is the p e t the family.
6. Bob and Leanne are g o in g together.
7. We drank a to a s t their happiness.
8. He fe ll lo v e __ her at once.
9. She's engaged a policeman.
10. His parents don't approve her.

II. Put each o f the fo llo w in g w ords in its correct place in the passage below.
bride engaged bridegroom consent wedding
civil reception honeymoon propose toast

One evening, although he was nervous, Joe decided to (1)________ to his girlfriend,
Linda. She accepted his proposal, they became (2)__________ and he gave her a ring.
After a year they had saved enough money to get married (they were both over 18 so they
didn't need their parents' (3)________ ). Some people have a religious ceremony with a
priest, but Joe and Linda decided on a (4) ceremony in a registry office. On the day
of the (5)________ Linda, the (6)___________, was very calm, but Joe, the (7)________ ,
was nervous. Afterwards, at the (8)________ , the speeches were made and the guests
drank a (9)___________to the happy couple, who finally left for a (10)_________ in Spain.

III. Change the w ords underlined to give the sentences the o p p o site meaning.
1. I like people who smoke in public places.
2. I respect mv boss, even though most of my colleagues feel the opposite.
3. Maria’s his current girlfriend. He has so many and changes them so often it's difficult to
know who is who.
4. He's senior to her in terms of length of service, so the promotion is not surprising.
5. She's not a particularly special friend of mine.

47
 IV. In the fo llow ing text there are letters m issing from various words. See how
well you can read the text, adding the m issing letters.
Letter from a Loving Mother

a
Dear son,
Just afew lines to letyou know I ’m still alive, i ’m writ_ this let slowly hec______
1k n you can’t re fast. Y won’t k n the ho ______ wheny _
because we ha moved.
Л Ь _______ yourfath . He h a lov _____ newj ______ . He h _five bun _______ men
und ______ him. He cu grass at the cemet_____ . T h _ was a wash machine in t

_
new ho ___________ when we mov in bi t hasn 4 be working t well, h a _______

_
Ip D ad’s s h in, p u s ______ the b u and haven’t se it sin .

Your sis , Mary, h a ba this morn but I hav ‘ _ found o if i t ’s

ab or a g i ___yet, so I do _ know i f y are an a u or an u n .

I we to the doc last I bu r ______ an dyo ___ father ca ___ with me. T ___ doctor
p a sm _ glass tu in my mou and to me n to t a __ fo r ten m in ___
_ __. Yourfath offered to b ___ it f r him.
It on ___rained tw this w e , first f three d a _and th _____ for f o .

We h a le t ____ from t ____undertaker. He s a if t last

p a ym o n yo grandfather’s plot isn’t p a _within sev days, th up he
_

со_______
Your lov mother.

G
P. S. 1 was going to sendyou £ 1 0 but I had already sealed up the envelope.

V. Translate from Russian / Belarusian into English.

1. У меня нет близких родственников, но много 1. У мяне няма блшх сваякоу, але шмат далёюх.
дальних родственников,
2, Катя самая младшая. Ее старшая сестра Аня 2. Каця самая малодшая. Яе старэйшая сястра
на три года старше ее. Она студентка уни- Ганна старэйшая за яе на тры гады. Яна
верситета. А самая старшая сестра Женя студэнтка ун1верс1тэта. А найстарэйшая сястра
замужем и работает инженером. Ее муж тоже Жэня замужам I працуе ¡нжынерам. Яе муж
инженер. Они хорошо ладят друг с другом. таксама ¡нжынер. Яны добра ладзяць м!жсобку.
Лена - моя лучшая подруга. Мы с ней одного 3. Лена - мая найлепшая сяброука. Мы з ей
возраста. Мы обе изучаем биологию в уни- аднаго узросту. Мы абедзве вывучаем б'тог'ф
верситете. ва уншератэце.
Он твой близкий родственник? - Нет, 4. Ён твой бл1зк1 сваяк? - Не, далёю. Але мы з ¡м
дальний. Но мы с ним большие друзья. добрыя сябры.
Моя младшая сестра увлекается игрой на 5. Мая малодшая сястра захапляецца ¡грой на
гитаре и коллекционированием марок. птары \ калекцыянаваннем марак.

48
6. Мой старший брат женат. У него своя семья. 6. Мой старэйшы брат жанаты. У яго свая сям'я.
Он женат на своей однокурснице. Они поже­ Ён ажашуся са сваей аднакурснщай. Яны
нились три года тому назад. Их двухлетняя ажаншюя тры гады таму. 1х двухгадовая дачка -
дочурка - моя любимая племянница. мая люб1мая пляменнща.
7. Катя такая упрямая. Она всегда поступает по- 7. Каця гэткая упартая. Яна заусёды дзейшчае на
своему, невзирая на советы окружающих. свой розум, не зважаючы на парады ¡ншых.
8. Поверь мне, это не сойдет тебе с рук! 8. Павер мне, гэтае табе не сыйдзе з рук!
9. Я опять поссорилась с родителями. На этот 9. Я ¡зноу пасварылася з бацькамг Гэтым разам
раз они не одобрили мою прическу. яны не ухвал1л1 маю прычоску.
10. Вы должны стыдиться своего поступка. 10. Вам мусщь быць сорамна за свой учынак.
11. Не бойтесь высказывать свое мнение. 11. Не бойцеся выказваць сваё меркаванне.
12. Я уважаю своих родителей, хотя у нас 12. Я паважаю сва^х бацькоу, хоць у нас \ розныя
различные взгляды на современную жизнь. погляды на сучаснае жыццё.
13. В данной ситуации я не могу принять ничью 13. У дадзенай атуацьн я не магу стаць на шчый
сторону. бок.
14. Мои родители не разрешают мне гулять на 14. Мае бацью не дазваляюць мне позна гуляць на
улице допоздна. Они всегда ругают меня за это. вулщы. Яны заусёды лаяцца за гэтае.
15. Ему опять удалось избежать наказания. 15. Ён ¡зноу здолеу пазбегнуць пакарання.
16. Всякий раз, когда я ссорюсь с родителями, 16. Кожны раз, кал1 я свэруся з бацькам( мой
мой дед защищает меня. дзядуля мяне баронщь.
17. Я хорошо уживаюсь (лажу) со своей сестрой. 17. Я добра ужываюся са сваёю сястрой. Мы не
Мы не всегда сходимся во взглядах, заусёды сыходзмся у поглядах, напрыклад,
например, в отношении моды и музыки, но я у адносжах да моды I музыю, але я заужды
всегда могу на нее положиться. магу на яе здацца.
18. В детстве я никогда не мог избежать мытья 18. У дзящнстве я школ! не мог пазбегнуць таго,
посуды. Это была моя маленькая каб мыць посуд. Тэта быу мой невялжю хатш
обязанность по дому. Если я забывал мыть абавязак. Кал1 я забывауся мыць посуд,
посуду, родители бранили меня за это. бацью лаял1 мяне за гэта.
19. Мой младший брат любит слушать громкую 19. Мой малодшы брат люб'щь слухаць гучную
музыку. Я ничего не могу с этим поделать, и музыку. Я шчога не магу з гэтым зрабщь, I
мне приходится мириться. мне даводзщца мщыцца.
20. Я поняла, что он поддерживает Николая, а 20. Я зразумела, што у гэтым пытанн! ён
не меня в этом вопросе. падтрымлшае Мжалая, а не мяне.
21. Как трудно жить, когда не можешь досту­ 21. Як цяжка жыць, кал1 не можаш дастукацца да
чаться до самого близкого тебе человека. самага бл1зкага табе чалавека.
22. Петя - самый маленький в семье. Его 22. Пеця - самы малы у сям'г Яго не караюць за
никогда не наказывают за плохое поведение. кепсюя лаводзжы. Баюся, ён вырасце гэтюм
Боюсь, он вырастет таким испорченным. разбэшчаным.
23. Я часто вспоминаю нашу жизнь в деревне. 23. Я часта прыгадваю нашае жыццё на вёсцы.
24. Много лет назад у девушек было довольно 24. Шмат гадоу таму дзяучат выхоувал1 давол1
строгое воспитание. строга.
25. Я похож на отца. Я люблю поступать по- 25. Я падобны да бацью. Я люблю усё рабщь на
своему, но все-таки я чаще, чем он, свой лад, але усё ж таю я часцей за яго
прислушиваюсь к мнению других. прыслухоуваюся да меркаванняу ¡ншых.
26. Бабушка мне рассказывала, что мой дядя 26. Бабуля мне распавядала, што мой дзядзька
был в семье как бельмо в глазу. быу у сямЧ як бяльмо на воку.

49
 UNIT 3

f |7 1 GOING BY APPEARANCE

^ Focus Vocabulary

What do we look like?

build/ figure - tall, short, thin, slim, slender, skinny, plump, stout, stocky, fat, overweight;
complexion - fresh, pale, sallow, tanned
face -freckled, wrinkled, long, oval, round, square, thin
hair - short, long, dark, grey, fair, dyed, coloured, straight, wavy, curly
nose - straight, hooked, long, flat, upturned

to age well to grow thinner, to recede (about hair)

to be / not to be a bit like smb to limp, to be lame
to be a pleasant-looking person to look a mess, to look scruffy
to be attractive / plain / ugly to look like smb
to be dressed spick and span to look one's age
to be nice to look at to look tidy / untidy
to be pretty (F) / handsome (M) to look beautiful / ch a rm in g /fit /
to be the sort o f person who ... happy / nice / smart / well
to be typical o f smb to look young / old fo r one's age
to be (very much) alike to lose weight / to slim
to be well-groomed to stammer
to be shortsighted / near-sighted to take after smb
to gain / put on weight to take much care over one's appearance

Word Meaning

Ex. 1 Match the adjectives on the left with their synonyms on the right.
1. ugly a. attractive
2. slim b. unattractive
3. stout c. slender
4. good-looking d. handsome
5. plain e. blonde
6. pleasant to look Y unpleasant
7. fair-haired g- overweight
8. fat h. stocky

50
 Ex. 2 Combine the nouns with the adjectives given in brackets. Use them in the
sentences of fo u r own. Pay attention to the use of the articles.
a. hair (short,, long, fair, dark, grey, straight, curly)
b. face (round, thin, oval, square)
c. figure (tall, short, well-built, thin, slim, stout)
d. nose (turned-up, long, short, straight)

► Complimenting People
1. - You do look well, Connie!
- Do I? I'm afraid, I've gained some weight.
- Have you? It does not spoil your looks. Your complexion is marvellous.
- Thank you.
2. - You really look beautiful, Pat.
- Nice to hear it. I'm just back from my holiday.
- That explains your wonderful tan.
- Thanks.
3. - Glad to see you looking so fit, old man.
- Thank you. It's very pleasant to hear it.
- My pleasure.
4. - Linda, dear! You look quite new and very charming.
- Do I? In fact I've changed my hairstyle.
- Oh, you really have and it is very becoming.
- Many thanks.

► One can look:

well good beautiful marvellous smashing
nice great smart fit lovely
charming terrific elegant fantastic super

Skill Developing

Kaleidoscope.

The students keep moving around making small talk, greeting each other, asking
'How are you?', complimenting.
Use ‘It's been long’, ‘How are you?’ (see pp. 20, 21, 23, 24), ‘Complimenting’.
Let's compliment each other Act out the conversations
1. - You do look well, Betty. - Do I? I'm afraid I’ve gained some weight.
nice, Jack, - Thank you. It’s very pleasant to hear it.
charming, Nora, - Do I? In fact, I’ve changed my hairstyle.
marvellous, David. - Do I? Nice to hear it.
2. - You really look beautiful, Alice.
fit, Jimmy,
elegant, Dolly,
smart, Bill.
3. - Glad to see you looking so fit, Ray.
51
 beautiful, Suzy - .........................................................................
smart, Mike

Ex. 3 A. Study the table below, show ing adjectives and expressions we use to
describe people. In some cases, these are used only fo r men o r o n ly fo r women.
Note that we seldom use the less attractive w ords fo r people we know and like or
we qualify them: 'He's n o t very ta ll.' (He's rather short.) o r 'She's n o t very p re tty .'
(She's rather plain.)
Men Women
Age old, elderly, middle-aged, young ...looks about (30)
Height tail, of average / medium height, short
Figure broad-shouldered, muscular, well-built ..... has a good figure
Shape fat, thin (critical), plump, slim (favourable)
Hair bald blonde, brunette
dark-haired, fair-haired, red-haired;
long, short, straight, curly, wavy
Face round, long, square, oval, wrinkled, freckled
Complexion tanned, pale, sallow, fresh
Nose long, hooked, snub (flattered)
Lips thin, full

One can get tired o f men,

I 6ut never o f compdments

B. Use adjectives from those liste d above to com plete these descriptions.
1. He used to be quite good-looking when he was (1)y_____ . He was (2)t and
(3)s_____ - he looked so elegant in evening dress. He used to play a lot of games then, so
he was (4)t from spending so much time in the open air, and of course he was
powerfully-built, (5)m and (6)b__ -s . He had a mass of (7)c hair and like
most (8)r -h people, a pleasant, (9)f face, with a funny little (1 0 )s_____
nose, and (11)f lips, as if he wanted to kiss you. I'm afraid you wouldn't recognise
him now! He's only (12)m -a but he looks about 60! Of course when men lose
their hair and go (13)b_____ , it always adds years to their real age, but his face is lined
and (14)w now, and since he gave up sport, he has put on a lot of weight, so he's
rather (15)f___ . Apart from that, sitting in that office all day has given him a (16)p____ ,
unhealthy complexion. Even his lips look (17)t now; I expect he’s got false teeth.

2. The cosmetics firms spend their time trying to get people to change their appearance.
If girls are dark-haired, they persuade them to dye their hair and become (1)b____ . If their
hair is straight, they will make it 'naturally' (2)w____ . They can make (3)s complexions
the colour of peaches and cream. If you have a (4)h nose, they will straighten it. If you
have (5)t lips you can learn to suck in your (6)c s to make them look (7)f____ .

52
 It's the same for men nowadays. You can go to clinics where they will stop you from
going (8)b____ . You can exercise to become (9)b -shouldered. And with a lamp you
can become (10)t without going outdoors.
But the biggest craze these days is that all girls must be (11 )s . In Grandfather's
day, men liked women to be (12)p____ ; their idea of a good figure was different. But now,
if I looked like that, Jack would say: 'You're getting (13)f____ . W hy don't you go on a diet?’

Ex. 4 A. Read through the follow ing descriptions o f Janet, Donna, Colin and
Robert.
Janet

She's sophisticated. Well-dressed, expensive hairstyle and so on. I'd say she was in her
late thirties or early forties, but she looks younger. She's about average height and very
slim. Her hair's very blonde, dyed, I think, but I'm not sure about that. It’s always very neat,
not long. She's got pale grey eyes with thin eyebrows. Her face is always sunburned and
very well made up. It's an attractive face ... not really beautiful, but very attractive, you
know what I mean. High cheekbones, small chin ... oh and yes, there's a beauty spot on
her left cheek. She's a very calm and reliable sort of person, very sociable and always
very, very polite.

Donna

Well, she's quite a lively, talkative person in h e r ... in her late teens. She's fairly tall
with a good figure. She's got a heart-shaped face with a small, sort of turned-up nose,
tfs very attractive really. She's got long, black wavy hair and blue eyes with very long
eyelashes. Her com plexion is ... well, she's olive-skinned. Her lips are very full ... and
she's got dimples ... dimples in her cheeks.

Colin

He's a very big guy, you know, well-built with very broad shoulders. Not fat, really,
really ... ju st well-built. He's in his early thirties. He's got a long face with thin lips. Oh,
and a small scar on his chin. He's got very short, fair hair but with long sideburns and a
moustache. Eyes ... I haven't really noticed the colour, he wears glasses. He's got thick
eyebrows and a kind of a long, straight nose. He's fairly reserved, thoughtful,
sometimes even moody.

Robert

Robert's a wonderful person really. He's elderly but not old ... still very lively and
» u s in g . He's probably in his early seventies. He’s got white hair, receding a bit, and a
small white beard. He's of medium build, a little overweight perhaps. He's got very nice,
large, brown eyes and he always seems to be smiling ... lots of wrinkles round the
«yes, laughter lines I think you call them. He's got a very high, lined forehead which
¡■rakes him look very intelligent, which he is, of course.

53
 B. Look at the examples. Complete the other columns.

Name Donna Colin Janet Robert

Age late teens

Build good figure
Height fairly tall
Hair colour black

Hair style long, wavy

Face heart-shaped,
tumed-up nose,
full lips
Eyes blue, long
eyelashes
Complexion olive-skinned
Distinguishing dimples
features
Dress

Personality lively, talkative

C. Now w ork in p a irs and tell y o u r partner i f any o f the descriptions rem inds you
o f som ebody yo u know.

Ex. 5 Read and translate the words. Try to mem orise them using a d ictionary i f
necessary.

Age Build Height

young fat 1.70m

middle-aged thin * medium height
elderly slim average height
old skinny below average
in his / her 3Q's plump tall
in his / her late teens medium-build short
in his / her mid-20's well-built (M) tallish
in his / her early 40's broad-shouldered (M) shortish
overweight

54
 Hair colour Hairstyle Face Distinguishing features
black long thin a beard (M)
brown short long a moustache (M)
red straight round side-bums (M)
fair wavy oval unshaven (M)
blonde curly square clean-shaven (M)
grey neat heart-shaped (F) a scar
white untidy high cheekbones a beauty-spot (F)
dyed with plaits (F) high forehead a mole
a brunette (F) a fringe thin lips with freckles
a blonde (F) swept back full lips with dimples
a redhead in a bun (F) a long nose with spots
mousy a pony-tail a straight nose with wrinkles
dark dreadlocks a turned-up nose with lines
dyed / coloured bald (M) a cleft chin with glasses
balding (M) a pointed chin (well)made-up (F)
thinning (M) a double chin
receding (M)

Personality Eyes Complexion Dress

quiet blue pale smart
reserved grey sunburned / sunburnt scruffy
thoughtful brown tanned well-dressed
calm hazel olive-skinned casual
moody long eyelashes fair-skinned conservative
unsociable thick eyelashes oriental elegant
sociable bushy eyelashes brown fashionable
sophisticated black
lively
cheerful
amusing
polite
reliable
talkative
aggressive
friendly
shy

► Physical description and adjective order

When we describe somebody, we tend to follow this order in our description: height
build, age, hair, eyes, face, complexion, extra features, dress. Study this example.
My cousin, Paul, is a tallish man in his mid-thirties. He is a bit plump and has got long
wavy brown hair. He has a round, friendly-looking face and small brown eyes. He has got a
little scar on his cheek from an accident he had when he was a child. He wears glasses
and has got a beard. He isn't very smart and tends to wear shabby clothes.

55
 Ex. 6 When we describe people's eyes, we norm ally sta rt w ith their size, follow ed
b y shape and colour.

Example: She has got big round blue eyes.

Put the fo llow ing w ords in to the correct order.

SIZE + SHAPE + COLOUR
1. Susan has got brown / large / round / eyes.
2. Klaus has got blue / bright / eyes / small.
3. Mary has eyes green / large.
4. Mariko has / almond-shaped / large / dark brown / eyes.
When we describe people's hair, we normally give length first followed by colour and style.
Example: He has got short black curly hair.

Put the follow ing w ords in the correct order.

LENGTH + COLOUR + STYLE
5. Mary has smooth / long / auburn / hair.
6. She has got golden / frizzy / short / hair.
7. He has got cropped / sticky / blond / hair
8. Linda has chestnut / shoulder-length / straight / hair.
H eight and b u ild
When we use common adjectives like short and tall, we can modify them by adding -ish.
She is tallish means she is fairly but not very tall. We do this in spoken English. Think of
other adjectives that can be modified in this way.
Here are some other ways of describing build which may be new to you.
Match the definition w ith the word.

frail overweight
stocky attractively thin
Someone who is slim is (old) and weak-looking
plump unattractively thin
skinny shortish but well-built

Skill Developing.

Ex. 7 Make up sh o rt dialogues follow ing the m odels below.

a) - What does your father look like?
- Well, he is not very tall, with dark hair and grey eyes.
b) - What does your cousin look like?
- She’s got a slim figure, curly hair and bright eyes. W e are very much alike.
c) - Is your brother a good-looking / handsome fellow?
- Well, I wouldn't call him handsome but he is very attractive.

56
d) - Is your girlfriend Ann pretty?
- Yes, she is beautiful. She looks very much like her mother who is still a very good-
looking woman.
Ex. 8 Complete the fo llow ing b y describing the person's appearance.
1. You can't call him handsome, actually ...
2. He is the kind of man you go for at once.
3. Richard is quite good-looking.
4. Little Jane is as pretty as a picture.
5. She is nice / pleasant to look at.
6. His sister is very plain, actually ...
7. She is not a bit like her mother.
8. Her mother is over 40, but she doesn't look her age.
9. Ann is Arthur's age, but she looks much older.
10. When you meet her, the first thing you notice is ...
11. Cathy is as cute as a doll.
Ex. 9 Say a few words about the appearance o f y o u r relatives o r friends. Use the
follow ing texts as models.
1. My sister Jane is a pretty girl of twenty. She is rather thin and looks like a teenager.
She's got dark brown eyes and brown hair. Her face is round. She looks very much like
her mother.
2. My grandmother is an elderly person. She is over seventy but She doesn't look it. She
has aged quite well. She’s got grey hair and blue eyes. She is rather stout. She’s got a
kind smile.
3. My cousin John is 22. He is a handsome fellow with an oval face, fair hair and grey
eyes. He is tall and slim. Girls think a lot of him.
4. My mother is in her early forties. I must say, she looks young for her age. She is not
very tall. She has a good figure and beautiful wavy hair. I like her brown eyes, her soft
voice and the way she smiles. We are very alike.
Ex. 10 A. Read the descriptions com posed b y Caroline Edwards.
David
My brother is 22 years old. He is of medium height and build, is a bit stocky, but strong
with it. He has long, curly fair hair. It is fashionable in Britain at the moment for men to grow
their hair. His nearly reaches his shoulders. My mother is always telling him to get it cut. He
doesn't take much care over his appearance so he often looks quite scruffy. He hates
having to wear a tie for work. When he's at home he wears comfortable clothes such as T-
shirts and jeans. He doesn't care very much what he looks like.
James
My other brother is much taller - he towers above me, even though he is only 15. He
does quite a lot of sport so he's quite strong and has well developed muscles. He has
straight brown hair which refuses to lie flat and is always sticking up. He has bluish-grey
eyes and a little nose.
He is clever and quiet and spends a lot of time at his computer. People sometimes think
that he is morose and sullen but I don't think that's the case - he just prefers to think rather
than to talk. When he does talk he has a deep voice. He doesn't pronounce his words very
dearly, but just mutters them - he can’t be bothered to speak clearly. This is typical of boys
of his age I think.

57
 Mother
My mother turned 50 this year, although she doesn't look it. She has aged quite well I
think. Only now she is beginning to show signs of old age - her hair started to go grey and
her skin is drier. She is also thinner - she used to have a tendency to put on weight. She is
usually well-dressed. She is the sort of person who always looks quite smart - I'm the
exact opposite - it doesn't matter how much time, money and energy I devote to my
appearance, I usually look scruffy. Even if 1 leave home looking good, by the time I reach
my destination I look a mess - my things are splashed, my hem has come down and I
generally look untidy as if I've never bothered.
Father
My father is quite short and a bit plump. I take after my father's side of the family. My
father is nearly bald and the hair that remains is grey. He wears sensible, practical clothes
most of the time, but for work he has to look smarter so he wears a suit and a tie. He has a
grey and blue suit which I think looks good on him. When he puts his glasses on and he
wears these suits, he looks every inch a teacher. My father is not a pleasant man. He gets
angry and loses his temper quite often.
B. Pick o u t a ll the expressions you haven't come across before. Use them in the
sentences o f yo u r own.

C. Show y o u r partner a picture o f yo u r m other (father, sister, frie n d etc.) and

describe his / her appearance using the expressions from the above exercises.

Ex. 11 Look through the window. You can see a man (a child, a woman) outside.
Say whether there is som ething noticeable in h is / h e r appearance.

Ex. 12 You are loo kin g a t y o u r reflection in the m irror. You are n o t fu lly satisfied
with yo u r appearance. In spite o f some o f yo u r drawbacks try to convince
yo u rse lf that yo u are pleasant to look a t and y o u r face is very attractive. Say what
you like in y o u r appearance.

Ex. 13 Work in pairs. One o f you reads text A, and the o ther reads text B. Find out
what happened and why. Then exchange inform ation.

)
A. Last week, Mrs Alice Woolf, aged 65, was tricked into handing
over all her savings to a smooth-talking doorstep salesman who said
he was selling burglar alarm systems. 'I was completely taken in', she
said. 'I know it was foolish to let him talk me into giving him all my
savings, but he seemed such a nice man. He came across as
completely honest. But I won’t make the same mistake again. Once
bitten, twice shy'.
When asked if she thought the man would be caught, she replied,
'I don't think he'll get away with it. I'm sure the police will catch him
sooner or later.'
J

58
 0 3
B. The police are looking for a well-dressed young man who has been
passing himself off as a doorstep salesman. Last week, he tricked an
elderly lady into giving him all her money as a deposit for a burglar alarm
system.
A police spokesman said, 'Unfortunately, it's quite easy for dishonest
people to make a living doing this kind of thing.! suppose we all tend to go
by appearances, and very often it's not easy to see through a clean­
shaven, well-spoken young man in a good suit, and with a pleasant
manner. Appearances can be deceptive, and not everyone is a good judge
of character. My advice to people is not to hand over any money until they
have checked people's references and made sure they belong to a
reputable organisation. Meanwhile we'll do our best to catch the man who
took Mrs Woolfs savings'.

Ex. 14 Work in pairs. Discuss the follow ing questions.

- When you meet someone for the first time, what do you notice most: their clothes?
voice? facial expression?
- What do these things tell you about the person?

Word Meaning

Ex. 15 Work w ith a partner. Try to work out the m eaning o f the phrasal verbs
in italics in the te x t Then match the verbs in A with the d efinitions in B.

A. B.
1. to hand something over a. to persuade someone to do something
2. to take someone in b. to deceive or trick someone
3. to talk someone into doing c. to pretend that someone / something is someone /
something something else
4. to come across as something d. to give something to someone so that they
control or own it
5. to get away with something e. to give the impression of having a particular
characteristic
6. to pass someone / something off f. to judge according to something
as someone 1 something
7. to go by something g. to see the true nature of someone / something
despite a deceptively pleasant appearance
8. to see through someone / some­ h. to escape being punished or criticised for some­
thing thing

Note: to sweet-talk somebody into doing something = (informal) to try to persuade

someone to do something by talking to them in a pleasant way.
e.g. I managed to sweet-talk her into driving me home.

59
Word Use

Ex. 16 Paraphrase the sentences using phrasal verbs.

1. I was completely deceived by his charming manner.

2. I never base my judgements on first impressions.
3. She could see what kind of man he was immediately.
4. She pretended to be an American tourist.
5. She gave the impression of being a very kind person.
6. He persuaded me to give him some money.
7. You won’t escape being punished for this!
8. The police told him to give them the gun.

Ex. 17 Complete the sentences, using phrasal verbs.

1. My sister is a very good judge of character. She c a n people immediately if they

try to deceive or trick her.
2. He escaped from the country b y as a tourist.
3. I lent him some money because he seemed anhonest person, but after that I never
saw him again. I soon realised I ___________.
4. D o n't________ his appearance. He may look nice but he’s completely untrustworthy.
5. When I first met him h e as a very indecisive person who didn't know his own
mind.
6. The salesm an buying a new washing-machine, although my old one was fine.
7. The robber told him t o the keys to the safe.
8. The robbers laughed when the bank manager said: 'You w o n 't this. The police
will catch you one day.

Ex. 18 One o f the sentences below is correct. A ll the others have one mistake in
them. Change the sentences so that they are a ll correct.

1. No, you can't have the money. I refuse to hand over.

2. She came across to be a very decisive person.
3. They got away several serious crimes.
4. He passed off himself as a policeman.
5. You should have seen him through immediately.
6. I was never taken in by his lies.
7. He talked me into sign the cheque.
8. I never go with first impressions.

60
Skill Developing

Ex. 19 Guessing Game. Work in pairs. Guess who y o u r fe llo w student is

describing.

Ex. 20 Work in pairs. Take turns asking and answering the questions beiow. Use
the phrasal verbs in brackets.
1. Do you ever base your judgement of people on first impressions? Why? Why not? (go by)
2. What impression do you think you give of yourself when you meet someone for the first
time? (come across as)
3. What do you think is the best way to avoid being tricked or deceived by people? (take
someone in)
4. Has someone ever persuaded you to do something that you regretted later? If so, what
was it? (talk someone into)
5. Imagine you could pretend to be someone else for a whole day. Who would you
choose to be? Why? (pass yourself off as)

Word Meaning

Ex. 21 Idiom atic expressions. Work with a partner. D iscuss the m eaning o f the
follow ing expressions.
1. Once bitten, twice shy.
2. Appearances can be deceptive.
3. Honesty is the best policy.

How would you express the same ideas in your own language? Do you agree that Honesty
is the best policy? Give your reasons.

Word Use

Ex. 22 How phrasal verbs work.

into

The particle 'in to ' can be used with some verbs to give the idea of persuading or forcing
someone to do something.

The phrasal verbs below have the following form: verb + someone + into. Using the verbs
in brackets, rewrite the following sentences so that they have similar meaning. Make any
necessary changes to the structure of the sentences.

Example: His boss made him resign, (force into)

His boss forced him into resigning.
1. She persuaded me to buy a new coat, (talk into)
2. The robbers made the bank manager think they were genuine customers, (trick into)
3. The Mafia frightened him so much that he remained silent, (frighten into)

61
4. She had to sell her house in order to pay off her debts, (force into)
5. The government was made to feel so ashamed that it took action, (shame into)

Now think of your own example sentences for these phrasal verbs.

Ex. 23 What is the opposite o f 'to talk someone into doing something'?

Joke

- H ow d id you know he was a ghost?

- 1 saw through him im m ediately.

Writing

Ex. 24 Work in pairs. Plan and write a leaflet giving people advice on how to deal
with doorstep salesmen. Warn them o f the dangers and give at least five 'Golden
Rules' to follow . Remember to use the phrasal verbs and expressions you have
learnt in this unit.

Ex. 25 Use the phrasal verbs and expressions yo u have learnt in this u n it to write
a sto ry which ends w ith the follow ing words:
It was only then I /h e / she realised that I / h e / she had been completely taken in.

Class Communication

Task 1

Write a description of someone in the group, using the vocabulary you have studied. Put
your descriptions in a hat, take it in turns to draw them out and say who you think is
being described, giving your reasons.

Task 2
A Detective In q u iry
The Detective must question several students (each of them is given either a picture or
a card with a description of a person). The Detective holds a duplicate of one of the
pictures to discover which of the students has the picture (the description) of the wanted
person.
Task 3
How Do You Respond to P hysical A ppearance?

1. When you firs t m eet someone, what do you loo k at firs t?

a) their hair e) the front of their body
b) their face f) the back of their body

62
c) their eyes g) the clothes they are wearing
d) their mouth h) other (please specify)_

2. When yo u First m eet someone what is y o u r general im pression?

- I can tel! by his expression that he is ...
- He strikes me as being ra th e r...
- He seems to be ...
- He appears to be fairly ...
- He looks as if he is ...
3. Which o f the fo llow ing w ill make you think m ost p o sitive ly about someone?
(Choose one only.)
a) They are well-groomed. c) They have a good physique.
b) They are well-dressed. d) They look special.

4. Think o f two people that yo u fin d very attractive. What is the m ost p h ysica lly
attractive thing about them?
a) b ) ______________________________

5. Think o f two people whose appearance you fin d unusual o r striking. What is
the m ost u n u s u a l/s trik in g thing about them?
a) b ) ___ ________ ___________ ______

Task 4

Role-Piay

Student A Student B
You tell your son / daughter / colleague / Somebody had come to see you at home /
lodger, etc. that somebody had come to see in the office / at your lodging etc. while you
you while you were away. She / he didn't were away. Unfortunately she didn't intro­
introduce herself / himself. You are asked duce herself / himself. You ask your mother /
a lot of questions. Try to describe his / her sister / colleague / landlady etc. several ques­
appearance and the general impression tions so as to guess who it was.
she / he had produced on you. Say
whether you liked her / him or not.

Task 5
Role-Play

Student A Student B
Your friend asks you to meet his / her aunt You ask your friend to meet your aunt at
at the station and gives her description. the station and give your aunt's description
to your friend.

63
 Task 6
Group improvisation

The group is split into two or three teams.

You make an arrangement to meet at the airport somebody who comes to your
company on business. You haven't seen the person before. Your colleagues give his / her
descriptions which don’t coincide. At last you call him / her on the phone and ask how you
can recognise him / her. Describe yourself as well so that the visitor could recognise you.

fa Writing

Paul Sanders is going on a business trip to Edinburgh. This is his letter to Mr Bell, a
person who is to meet Paul in Edinburgh at the station.

Ex. 1 Study Paul's lette r and then answer the questions:

16 09 Burkitt Ave
C hica g o, IL 60611
Mr G.D. Bell
M o n um e n t House
Castle Street S eptem ber 12, 2004
Edinburgh

D ear Mr Bell,
I am arriving a t W averley Station, Edinburgh, a t 11.37 a.m. next
Tuesday, S eptem ber 17th. C an you m e e t m e?
I am sorry th a t I have n o t g o t a p h oto gra p h , b u t here is a
description: I am 32, quite short with dark hair a n d a small beard. I have
g o t blue eyes. I will b e w earing a dark blue sw eater a n d light grey
trousers a n d b la c k shoes.
I look fo rw a rd to seeing you.

Yours s in c e re ly ,
Paul Sanders

1. Is it a friendly or formal letter?

2. Where do you put your address and the date when you write a formal letter?
3. Should you write your name at the top of the letter?
4. Where should you write the salutation?
5. Where should you begin the first paragraph of your letter?

64
 Ex. 2 A letter usually contains the follow ing stages:

You should use at least one paragraph for each o f the main stages.

Ex. 3 Notice that Paul's letter is a form al letter so the vocabulary and the
sentences are form al:

D e a r M r Bell,
Yours s in c e re ly .

Always think who you are writing to before you begin your letter. Mistakes in style make
your letter look odd or impolite.

Ex. 4 Imagine that yo u are going on a holiday o r business trip to another country
Write a letter to a person yo u d o n 't know, asking him / her to m eet yo u a t the
station and g ivin g a description o f yourself.

Revision and Consolidation

Translate from Russian / Belarusian into English

1. - Посмотри на эту симпатичную девушку. 1. - Паглядз! на гэтую ампатычную дзяучыну.
Ты ее знаешь? Ты яе ведаеш?
- Да, это Кэйт, родственница Бэтти. Если я - Так, тэта сваячка Бэщ, Кэйт. Kani я не
не ошибаюсь, они двоюродные сестры. памыляюся, яны стрыечныя сёстры.
2. - Твоя тетя чудесно выглядит. Ей не дашь 2. - Твая цётка цудоуна выгпядае. Ей не дас!
сорока лет. сарака гадоу.
- Ничего удивительного, тетя Элисон отно- - Нчога дз1унага, цётка Элюан належыць да
сится к тому типу людей, которые тщательно таго тыпу людзей, як!я старанна сочаць за
заботятся о своей внешности и всегда сваёй знешнасцю i заусёды добра выглядаюць.
хорошо выглядят.

й к 1624 65
 3. -Я была удивлена, когда увидела Джека, он 3. - Я была здз1уленая, кал1 убачыла Джэка, ён
сильно изменился. У него все в порядке? моцна змяжуся, У яго усё добра?
-О н болеет уже второй месяц, поэтому у - Ён хварэе ужо друп месяц, таму у яго таю
него такой нездоровый цвет лица. нездаровы колер твару.
4. - Ты очень поправился. Тебе нужно почаще 4. - Ты вельм! папаунеу. Табе трэба часцей
бывать на свежем воздухе и заниматься бываць на свежым паветры \ рабщь ф1з1чныя
физическими упражнениями. практыкаванж,
5. - Ты очень похожа на свою маму. 5. - Ты вельм1 падобная да сваёй мац!.
- Все говорят, что мы похожи, но я немного - Усе кажуць, што мы падобныя, але я крыху
ниже мамы и глаза у меня серые, а у нее ншэйшая за мащ,! вочы у мяне шэрыя, а у
зеленые. яе зялёныя.
6. - Анна выглядит такой неопрятной. 6. - Ганна выглядае на такую неахайнщу.
- Я думаю, это типично для девочек ее - Я думаю, гэта тыпова для дзяучыны яе
возраста. узросту.
7. - Сколько лет Мэри? 7. - Кольк! гадоу Мэры?
- Ей около 20, но она такая худенькая, что - Ёй каля 20, але яна такая худзенькая !
выглядит как подросток. маленькая, што выглядае як падлетак.
8. - Ты мог бы описать Мистера Джонсона? 8. - ЦТ мог бы ты апгсаць мютара Джонсана?
- Конечно, он пожилой, ему около 65 лет, - Натуральна, ён сталага веку - яму каля 65
среднего роста и телосложения, почти лы­ гадоу, сярэдняга росту \ целаскладу, амаль
сый, носит усы. Да, есть еще одна особен­ лысы, носщь вусы. Дарэчы, ёсць яшчэ адна
ность: когда Мистер Джонсон взволнован, он асаблшасць: кал! мютар Джонсан усхвалява-
начинает заикаться. ны, ён пачынае зажацца.
- Спасибо, теперь я легко смогу узнать его. - Дзякуй, цяпер я з лёгкасцю змагу пазнаць яго.
9. - В ее внешности есть что-либо особенное? 9. — Ц| у яе знешнасщ ёсць што-небудзь
- Да, родинки на левой щеке, и еще, она асаблшае?
никогда не носит очки, хотя очень близорука. - Так, радз1мка на левай шчацэ, \ яшчэ, яна
жкол1 не носщь акулярау, хоць у яе вялжая
пажшвасць.

*
Л

66
 UNIT 4

[" ✓ I CHARACTER AND PERSONALITY

^ Focus Vocabulary

admirable generous
aggressive gentle
ambitions gloomy / moody
amusing good-mannered / well-bred
arrogant / haughty greedy
boastful hypocritical
brave / courageous / fearless ill-bred
boring independent
bossy / superior (to smb) / snobbish jealous
cheerful / lively lazy / idle
calm / quiet / reserved mean
clever / intelligent / bright modest
conceited noisy
conscientious / scrupulous obstinate / stubborn
contemptuous patient
cruel polite
cunning / sly selfish
curious / inquisitive sensible
deceitful / dishonest sensitive
diligent / hard-working / industrious shy
disobedient / naughty sociable / communicative
dull talkative
envious tolerant
evil / wicked unfair
*dir / honest unbalanced
'bolish / silly / stupid vulgar
y a n k / sincere warm-hearted / kind-hearted
well-balanced
wise
witty

67
to admire smb fo r smth to get along / on with smb
to appreciate smth to have a bunch o f bad habits
to be easy / difficult / hard to deal with / to talk to / to have a lot o f faults
to work for to have a sense o f humour
to be a good mixer to have common sense
to be a person o f strong / weak character to have good / bad qualities
to be a sunny soul to keep one's promise / word
to be happy to do smth to like / dislike / hate d o in g /to do
to be pleased with smb (smth) smth
to be satisfied with smth to like the way one behaves
to be the kind ofperson you like at first sight to make smb angry / happy /s a d
to behave oneself / to behave well to make friends
to manage smb / smth
to tell lies
to tell the truth
to be fond o f smth, doing smth
to be keen on smth
to be devoted to
to be crazy about smb /sm th
to be good at smth / at doing smth
to be lazy about smth / doing smth
to get rid o f smth
to give up smth

Word Meaning

Ex. 1 Match the w ords on the le ft with the closest in /ne«

1. sad a) courageous
2. amusing b) haughty
3. wicked c) frank
4. hard-working d) dreadful
5. stubborn e) industrious
6. curious f) uninteresting
7. boring g)reserved
8. polite h) good-mannered
9. angry i) inquisitive
10. terrible j) superior
11. shy k) obstinate
12. brave, bold I) evil
13. bossy m )unhappy
14. arrogant n) furious
15. sincere o) witty

68
 Ex. 2 Match the favourable adjective on the left w ith the corresponding
unfavourable adjective o r phrase on the rig h t More than one varient is possible.

1. ambitious a) dim, stupid

2. amusing, entertaining b) disagreeable
3. beautiful (woman), handsome (man) c) dull, boring
4. bright, intelligent, clever d) having no sense of humour
5. calm e) hypocritical
6. cheerful f) lacking in initiative
7. even-tempered g) lazy, idle
8. generous h) mean
9, good-looking i) miserable
10. hard-working j) naughty
11. humorous, witty k) narrow-minded
12. pleasant, charming I) plain
13. polite m) quick-tempered
14. self-confident n) rude
15. sensitive o) shy
16. sincere p) deceitful
17. smart q) unfeeling
18. tolerant r) untidy
19. honest s) ugly
20. obedient t) moody
21. outgoing u)reserved

Which o f the five characteristics m entioned do you th in k are the m o st im portant

in a friend? Which five characteristics do you dislike m ost in other people?

Ex. 3 Put the liste d words in the colum ns which yo u think are m o st appropriate.

depressed nervous cross

glad upset frightened
miserable concerned irritated
thrilled ecstatic scared
anxious horrified astonished
heart-broken pleased delighted
furious terrified jolly

Happy Unhappy Worried Angry Afraid Shocked

69
 Ex. 4 A. Match the fo llow ing words with their definitions. Some o f the w ords may
have the same meaning.

1. naughty a)
2. haughty b)
3. obstinate other people
4. bold c)
5. shy d)
6. inquisitive dislike
7. brave e)
8. conceited f)
9. arrogant g)
10. wicked about something or someone.
11. reserved h)
12. mean i)
13. cunning j)
14. curious k)
15. sly (typical of a person)
16. stubborn I) clever in deceiving
m) courageous, adventurous; fearless, ready to suffer danger

B. Give Russian / Belarusian equivalents fo r these words.

C. Make up sentences o f y o u r own using these words.

Ex. 5 What s o rt o f person are you?

A. What are the opposites o f these adjectives?

tolerant witty sociable reliable sensitive cheerful

tactful fussy selfish brave moody inquisitive

¿ k /' Note: Sometimes you can form the opposite using a prefix or suffix.
Prefixes: -in, -un
Suffix: -less

B. Give Russian / Belarusian equivalents fo r these adjectives.

C. Which o f these do you think are positive and which are negative qualities.
Discuss the problem with y o u r partner.

70
 /

Ex. 6 A. Match the adjectives w ith the questions:

1, tolerant a. Are you generally aware of other people's feelings?

2, sociable b. Do you find it difficult to meet new people?
3. reliable c. Do you frequently make people laugh?
4. sensitive d. Does your mood change often and suddenly?
5. tactful e. When decisions have to be made, do you think first of yourself?
6. fussy f. Can your friends trust you and depend on you?
7. witty g- Do you generally like other people's company?
8. selfish h. Are there lots of things you want to do in your professional life?
9. ambitious i. Can you usually understand other people's point of view?
10. moody J- Do you worry and think too much about detail?
11. inquisitive k. Are you usually quite a happy, smiling person?
12. cheerful I. Are you interested in other people and their business?
13. shy m. Do you sometimes not tell the truth because you don’t want
feelings?
B. Give Russian / Belarusian equivalents fo r these adjectives.

► A. Intellectual ability

A b ility: intelligent, bright, clever, smart, shrewd, able, gifted, talented, brainy (colloquial)
Lacking ability: stupid, foolish, half-witted, simple, silly, brainless, daft, dumb, dim (the last
four are predominantly colloquial words)
Clever, in a negative way, using brains to trick o r deceive: cunning, crafty, sly

► B. Attitudes towards life

Looking on either the b rig h t o r the black side o f things: optimistic, pessimistic.
Outward-looking o r inw ard-looking (i.e. to the world around one or to one's own inner
world): extroverted, introverted.
Calm o r n o t calm w ith regard to attitude to life: relaxed, calm, cool, tense.
Practical, n o t dream y in approach to life: sensible, down-to-earth.
Feeling things very intensely: sensitive, vulnerable.

► C. Attitudes towards other people

Enjoying other's com pany: sociable, gregarious.

Disagreeing w ith others: quarrelsome, argumentative.
Taking pleasure in other's pain: cruel, sadistic, aggressive.
Relaxed in attitude to s e lf and others: easy-going, even-tempered.
Not polite to others: impolite, rude, ill-mannered, discourteous.
Telling the truth to others: honest, trustworthy, reliable, sincere.
Unhappy i f others have what one does n o t have oneself: jealous, envious.

71
► D. One person's m eat is another person's poison

Some characteristics can be either positive or negative depending on your point of view.
The words in the right-hand column mean roughly the same as the words in the left-hand
column, except that they have negative rather than positive connotations.

determined —> obstinate, stubborn, pig-headed

thrifty / economical —> miserly, mean, tight-fisted
self-assured —> self-important, arrogant, full of oneself (colloq)
assertive —> aggressive, bossy (colloq)
original / cute —> peculiar, weird, eccentric
frank / direct / open —> blunt, abrupt, brusque
broad-minded —» unprincipled, permissive
inquiring —> inquisitive, nosy (colloq)
generous —> extravagant
innocent —> naive
ambitious —> pushy (colloq)

Ex. 7 Match these words w ith their opposites:

1. clever a. introverted
2. extraverted b. tight-fisted
3. rude c. courteous
4. cruel d. gregarious
5. generous e. kind-hearted
6. unsociable f. half-witted

Ex. 8 Do you th in k that the speaker likes o r dislikes the people he /s h e is talking
about?

1. Di's very thrifty. 5. Dick's quite bossy.

2. Molly's usually frank. 6. I find Dave self-important.
3. Li's quite broad-minded. 7. Don't you think Jim's nosy?
4. Sam can be aggressive. 8. Jill is very original.

Ex. 9 Reword the sentences above to give the opposite im pression.

<•* Example: Di's very stingy.

72
Word Building

Ex. 10 Use a d ictio n a ry to com plete the chart.

ADJECTIVE |
VERB
-able -ful -ing -ent

admire
amuse
bore
boast
cheer
1
disagree

NOUN
ADJECTIVE
-ance, -ence -ness -y
aggressive
arrogant
diligent
independent
industrious
jealous
lazy
modest
obstinate
patient
polite
stupid

NOUN ADJECTIVE

fun
fool
hypocrisy
greed
deceit

73
 Word Use

Ex. 11 Magazines often pu blish questionnaires which are supposed to analyse

yo u r character fo r you. Look a t the words below and then m atch them to the
questions.
Example: If you arrange to meet at 7 p.m., do you arrive at 7 p.m.? Reliable

pessimistic argumentative sensitive

sociable
extravagant assertive inquisitive

1. Do you prefer to be in the company of other people?

2. Look at the picture. Do you think 'my glass is half empty'?
3. Do you find it easy to tell your boss Ifyou feel he or she has
treated you badly?
4. Do you always look out of the window if you hear a car draw up?
5. Do you often buy your friends presents for no particular reason?
6. Do you frequently disagree with what other people say?
7. Do you lie awake at night if someone has said something unkind to you?

Ex. 12 What questions like those in ex. 11 co u ld yo u ask to try to fin d o u t whether
a person is the follow ing:
1. thrifty 3. sensible 5. even-tempered 7. obstinate
2. blunt 4. intelligent 6. original

Ex. 13 Can you com plete each o f these w ord forks?

1 self- ----------------- 2 . ---------— --------- -tempered 3. ------ -minded

Write a sentence to illustrate the meanings o f each in y o u r words.

Ex. 14 Choose five o r s ix adjectives from the opposite page w hich yo u think best
describe either y o u r own o r a friend's character. How do you o r y o u r friend
demonstrate these characteristics?
Example: Sociable - 1 am sociable. I love being with other people.

Skill Developing

Ex. 15 How do you see yourself? Think about y o u r own character and personality.
Do you have any p a rticula r weaknesses o r strengths? Write down three things
about y o u r character which yo u think are good and three things w hich yo u think
are n o t so good. Then compare yo u r lis t with a partner's. Do yo u have m uch in
common?

74
 Ex. 16 Read these b rie f character descriptions. Which o f these fo u r people
sounds m o st like you? Which w ould you m ost like to meet?

Amanda

I’m an active and energetic person - I can't bear just sitting around doing nothing. It just
makes me impatient and restless. But I know what I want, and I think I’ve got what it takes
to achieve my goals. Does that make me sound horribly ambitious and selfish? I hope not!

Kevin

I'm the kind of person who knows how to have a good time. I suppose you would call
me fun-loving, but it's more than that. I actually believe in a calm, cool, easy-going
approach to life and I can't bear unnecessary anxiety and pressure. I believe in being
sociable and taking life as it comes ...

Larry

My problem can be summarised in one word: self-consciousness. I just don't have

enough confidence. I'm shy with other people, who must think I'm boring and stupid
sometimes. Lack of confidence also makes me indecisive: I spend days trying to make up
my mind what to do about quite simple things. I'm told I sometimes look moody, but in fact i
like being with other people ...

Cathy

How do I see myself? Well, I'm forgetful and disorganised - some would say absent-
minded! But i've got quite a lot of willpower, really, and I've got ideas. I'm a hardworker too
when I'm doing something I'm interested in. I'm not very articulate when it comes to public
speaking but I quite enjoy being the centre of attention, and I don't get in the least bit
nervous.

Ex. 17 Work in pairs. Discuss the questions below.

- What do you think the expression 'It takes a ll sorts to make a w o rld ’ means?
- Describe someone you consider to be strange or eccentric.

Ex. 18 Read the descriptions o f three people. Make notes on w hat is strange
about them. Then compare yo u r notes with y o u r partner.

MY AUNT

My aunt’s getting on for sixty, and she’s always been a very dynamic sort of person, but
recently she’s started to behave in a rather strange way. A few months ago she took up
karate and judo, and now she’s taken to riding a powerful motorbike everywhere she goes
Last week she turned up at my sister’s birthday party dressed in a leather jacket with Hell's

75
Angels written on the back, ‘I’ve come to liven things up’, she said, and immediately began
dancing wildly to loud rock music. My sister found it rather embarrassing.
‘I wish she’d act her age’, she said. ‘She behaves as if she were sixteen rather than
sixty’. But it doesn’t bother me at all. It takes all sorts to make a world.

ART TEACHER

I remember my art teacher because she was always going on about Van Gogh’s
paintings. In fact, they were the only thing she ever talked about and in the end we got
rather tired of hearing about them. And for some strange reason we were never allowed to
use yellow in our pictures. If we did, she’d stamp her feet and shout: T h a t’s yellow! I won’t
have yellow in my class!’
But the main reason I remember her is that she used to pick on my best friend at school.
She always chose her to punish or humiliate in front of the other pupils. On one occasion
she said, ‘Look at this girl’s work. It’s the worst in the class!’ And then she suddenly started
laughing. My poor friend put up with this for a whole year, and then one day she decided to
stand up to her. ‘Stop picking on me!’ she said. ‘And i f ! want to use yellow in my pictures, I
will!’ With that, my art teacher burst into tears and from that day on we could use any
colours we liked.

COUSIN

The strangest person I know is my cousin. He was an only child, and was used to being
the centre of attention, so he tended to show off a lot in front of other people. I can’t say he
changed very much when he grew up. On his eighteenth birthday he shaved off all his hair
and started wearing a safety-pin through his nose. I suppose he thought it would make him
stand out in a crowd. He went to university but dropped out after only one week - he said
he wanted to graduate from the university of life. The last thing I heard, he was trying to
join a circus.

Word Meaning

Ex. 19 Match the phrasal verbs in A with the definitions in B.

A. B.
1. to be getting on for something a. to begin to do something as a regular
habit
2. to take to doing something b. to be noticeable, conspicuous
3. to liven (something) up c. to defend oneself against the attacks or
demands of someone more powerful
4. to go on about someone / something d. to try to impress people by making one's
abilities very obvious, usually from pride
or vanity
5. to pick on someone e. to select someone repeatedly for
criticism, punishment or blame

76
 6. to stand up to someone f. to be nearly a certain age or time, to be
growing old
7. to show off 9- to make something more interesting,
exciting and lively
8. to stand out h. to stop participating in a course of study,
a competition or society
9. to drop out i. to keep talking about the same thing,
(of something) usually to an annoying extent

Word Use

Ex. 20 Paraphrase the sentences using phrasal verbs.

1. She must be neariy ninety.
2. His strange clothes made him very noticeable.
3. Why is the boss always criticizing me?
4. She decided to confront her boss.
5. He tried to make the party more exciting and lively.
6. She’s always trying to impress people.
7. He’s always talking about his life in the army.
8. He’s started coming home late at night.
9. She withdrew from the course.

Ex. 21 Complete the sentences, using phrasal verbs.

1. The party was very dull so we tried t o by getting everyone to dance.
2. He started a three-year drama course, but h e _______ after two months and found a
job in a hotel.
3. I don't like him because he is so vain. He's alw ays in front of other people.
4. He decided t o his boss and refuse to accept his demands.
5. Although my g rand m other______eighty, she still goes for a three mile walk every
morning before breakfast.
€. She believed the boss w a s ____________ her because he never criticised anyone else
in the office.
7. Her way of dressing made h e r________ in a crowd.
I. He never used to touch alcohol, but recently he h a s ________ drinking in the pub all
night.
ft She k e p t________ her operation. It was very boring because we had heard it all before.

Ex. 22 One o f the sentences below is correct. A ll the others have one mistake in
them. Change the sentences so that they are a ll correct.
1 She tried to live up the discussion by saying something controversial.
3L If he's always picking on you, you should stand up for him.
& She gets on for ninety.
• He makes himself stand up in a crowd by showing off.

77
5. He shouldn't have made the mistake of dropping out of college.
6. They're always going about the state of the economy.
7. She's taken to play golf at the weekends.

Skill Developing

Ex. 23 Work in pairs. Discuss the statements and questions below. Use the
phrasal verbs from this unit.
1. How old is your oldest relative?
2. What would you do if someone was always selecting you for criticism or punishment?
3. How would you make a party more interesting and lively?
4. Have you ever felt you didn't want to complete a particular course? If so, why? What
happened?
5. Think of someone who is always trying to draw attention to themselves in an obvious
way. What do you think of this person?
6. Think of someone who is always talking about something in an annoying way.
7. Have you adopted any new habits recently? If yes, what are they?

IDIOMATIC EXPRESSIONS

Ex. 24 A. Read y o u r own sta r sign description, and those o f other people you
know. Discuss w ith yo u r partner i f they are accurate o r not.

B. Try to guess w hich s ta r signs belong to other people in y o u r class.

^ VourStars ^ ☆
Aquarius (January 20 - February 18)
You are practical and realistic about what is important in life - you have your
feet firmly on the ground. You are intelligent and love thinking up new ideas
but you sometimes have a memory like a sieve. Once you have made a
promise, you never go back on it. You like change, and often wear
outrageous clothes that make you stand out in a crowd.

Pisces (February 19 - March 20)

You are sensitive, imaginative and creative, but also very emotional - your
heart ruies your head. You are not ambitious or materialistic and often have
your own head in the clouds. You are indecisive because you don’t always
know your own mind, but you are good at putting yourself in other people's
shoes.

78
 Aries (March 21 - April 20)
You are a born leader and like to dominate people. You are very active and

T rather impulsive, so you tend to do things on the spur of the moment. You
lose your temper very easily, but you get over it quickly and can be quite
charming. You're not good at following other people's advice, but you're quick
to give advice to them.

Taurus (April 21 - May 20)

You are practical, reliable, and determined. You have a mind of your own so t
is very difficult to make you do something you don't want to. This means you
can be stubborn at times. You like the security that comes from routine so
you don't like change. You are loyal and generous to your friends and w 8
stand by them whenever possible.

Gemini (May 21 - June 20)

You are intelligent, interested in everything, and have an excellent general

n knowledge. You think and talk fast and you are full of restless energy. You
are versatile and good at doing several things at the same time. You have a
strong sense of humour and often have your friends in stitches. You are
sociable, get bored easily and love change.

Cancer (June 21 - July 21)

You are very' sensitive and easily hurt. If someone says an unkind word to
you, you take it to heart, but you are also very forgiving. Your family life is
very important to you. You are sincere in love, but often take things too
seriously. You are a loyal friend and have a good memory, but you can be
moody sometimes.

Leo (J u ly 2 2 - A u g u s t 21)
You have a confident and attractive personality, but you tend to be proud.
You like to be in the public eye and you are easily flattered. You love the sun
and are very generous - indeed, you have a heart of gold. You like to
organize other people, and you are quick to stand up for someone who you
think is being attacked.

Virgo (August 22 - September 21)

You are quiet and shy and don't like crowds. You tend to be a loner and keep
yourself to yourself. You are a perfectionist - you want everybody and
everything to be perfect and this makes it difficult for people to live up to your
high standards. You prefer to play a supporting role at work and in
relationships.

Libra (September 22 - October 22)

You are sympathetic, tolerant and a good listener, so when a friend needs a
shoulder to cry on, they turn to you. Love is important for you and you are
always falling for people. However, you are indecisive. You spend a long time
weighing up all the possibilities before you make up your mind.

79
 Scorpio (October 23 - November 21)
You have strong likes and dislikes and tend to see things in black and white.
As a result, you tend to make instant judgement and rarely change your mind
lit. about things or people. You are ambitious, but love is more important to you
than success. You are very secretive and hide your true feelings. If you are hurt
you always take revenge.

Sagittarius (November 22 - December 20)

You are friendly, extrovert, and outspoken. You rebel against authority and
have a tendency to speak your mind when it would be better to remain silent.
You hate pretence and deception. You are intelligent and like to show off your
knowledge to other people. You love travel and danger and you have a hot
temper.

Capricorn (December 21 - January 19)

You are a strong-minded person who takes life and work very seriously. Your
talent and determination make you successful and you usually get to the top.
In your relationships you are faithful and loyal, but you are also possessive
and like to be in control. You are very cautious and tend to bottle up your
feelings rather than release them.

C. Look at the horoscope again. Discuss with yo u r p a rtn er the m eaning o f the
idiom atic expressions in italics.

D. Give Russian / Belarusian equivalents fo r the idiom atic expressions.

Word Meaning

How phrasal verbs w o rk

►into

Ex. 25 A. What is the general m eaning o f the particle ’in to ’ in the examples below?
1. When she heard the news she burst into tears.
2. One moment he was calm and reasonable, and the next moment he flew into a rage
and started shouting at everyone.
3. He used to be a charming man but in later life he turned intoa very unpleasant person.
4. She settled into the routine of her new job very quickly.
5. He got into the habit of watching TV every afternoon.

B. What are the two different meanings o f 'to take to ' in these sentences?
1. I took to him immediately.
2. I took to playing golf every Saturday morning.

80
Skill Developing

Ex. 26 Work with y o u r partner. Discuss the p oints below.

1. Name three people who are often in the public eye.
2. Name three people who have got to the top in their profession.
3. Name someone who is not afraid to speak their mind.
4. When was the last time someone had you in stitches'?
5. What have you done on the spur of the moment recently?
6. Do you have a shoulder to cry on when you are upset? If yes, who is it?

Ex. 27 Read the firs t text; choose words to com plete the second text; and p u t
words in the blanks in the third.

Shirley

I really like my boss. She's a lovely person, very easy to work for, very fair. She always
asks what I think before she changes anything. If there's a problem, we talk about it. She
never gets angry. I trust her, and she trusts me. it's a pleasure to work for her.

George

I get on all right with my boss. He's sometimes a bit interesting / difficult to work for. but
re's never/ usually quite fair, and he trusts me to do my job well. I hate / like that. On the
ether hand, he doesn't always realise how much /m a n y time I need for some things, and
~e comes / gets angry when I haven't finished. But on the whole, I don't know /think we get
cn too badly.

Lesley

I hate my job, and I can't stand my (1)________ . We really don't get (2)__________ wei
at all. He’s very (3)________ to talk to, because he just doesn't listen. And he's not fa ir he
can make mistakes, and that’s all right, but when I (4) a mistake, he (5)_______
argry. He changes his mind about things again and again. I can't leave my job right new
but I am really fed up with that man.

Ex. 28 Think o f a person you know (sister / uncle / teacher / boss). Speak about
the way you get on with that person. Try to use w ords from the texts above and
from the Focus Vocabulary.

Ex. 29 Read the fo llo w ing descriptions and say who these people are describing.

RELATIVE? SOMEONE THEY KNOW PROFESSIONALLY?

7 She's absolutely adorable. I think she's very pretty, she makes me laugh a lot. sre
SSfe terrible jokes but I like the way she tells them. She’s a bit naughty sometimes arc I
■muse her when she wakes me up at six o'clock in the morning, but when I hear her sing ~g
■rflte morning, well, all is forgiven. She can twist me round her little finger, of course.
 2. He was very boring and predictable. The kind of person who remembered birthdays and
anniversaries, but who made you angry because there was absolutely nothing spontaneous
about him. His ideas of fun were so unadventurous. Well, the first few years were OK, but after
that I'd just had enough. Reliable, stable, dependable, and boring.

3. Well, he's quite well-dressed and punctual. Sometimes he's cheerful and tells jokes,
but other times we have to do a lot of work. We don't really know him very well. Oh, I know
he's married, but I've never met him socially or anything like that. He seems very
professional.

4. I've never actually spoken to him. I see him every day. Of course, as he leaves his
car and gets in the lift to his office on the top floor. He's terribly well-dressed, and he must
wear expensive after-shave because you can still smell it ten minutes after he's gone.

Now, think of someone you know well. Describe h im /h e r in brief, speak about
distinguished features o f character, habits, interests. Try to compose the description in
such a way so that your groupmates could guess who the described person is: your
relative, friend, school teacher etc.

<r ^
'Wed, you've got a good sense o f Rumour,
you're Randsome andintedigent, we've got tRe
same interests andRfestyies...
(But I don't RReyour sRoes!

Ex. 30 Expand the fo llo w ing statements, express y o u r opinion.

1. You will like him if you get to know him better as he is...
2. His brother looks a bit stern b u t...
3. The girl is a little unbalanced b u t...
4. She / he is everything I dislike in a woman / man.
5. I like the way he behaves.
6. He is not the kind of person you will like at first sight b u t...
7. She is terribly boring.
8. He's got a bunch of bad habits.
9. His bark's worse than his bite.
10. She wants w h a t she wants, w hen she wants it.

82
► Likes and Dislikes

Ex. 31 M oving from one person to another ask questions about y o u r fellow
students' likes / dislikes. Each student gets a card with the task 'Find someone
w h o ...'.
a) likes going to the dentist
b) likes to be the centre of attention
c) likes making fun of other people
d) is fond of doing nothing
e) likes speaking in public
f) likes everything about his / her character
g) has a bunch of bad habits
h) likes their studies at the University
i) dislikes being laughed at
j) is fond of smoking
k) likes pets
I) is fond of chocolate

Ex. 32 Read these com m ents about sm oking and say w hich you sym pathise with
and why.
1. I really dislike the habit.
2. I would hate to think that a child of mine would start smoking.
3. People seem to detest me just because I smoke. Well, why not? I like smoking.
4. I don't care for cigarettes. They are extremely unpleasant.
5. I get a kick out of smoking. I'd like to see someone try to stop me!
6. I used to be a smoker, but now I've taken an intense.
7. There's nothing I loathe more than people who've given up smoking. They're so self-
righteous. I'm not that keen on it, but yes, I enjoy an occasional cigarette.
8. I have a love-hate relationship with cigarettes. I mean I love smoking but I hate what it
might do to me.
9. Cigarettes do not tempt me in the slightest. They never have. And I can't stand being in
public places which are full of smokers.

Ex. 33 A. Say what habits you think are good, bad. Do you have any bad habits
you w ould like to ge t rid of? Is it easy? Use the fo llow ing expressions to share
your opinion:
- I think / believe / suppose ...
- To my mind ...
- In my opinion ...
- If you ask me ...
- As for me ...
- Actually / in fact...
- What concerns smoking / drinking e tc ....

83
 You may also use the following words connected with liking and disliking. Make sure
you understand the meaning o f the words. Say which of them express liking and which
express disliking.

revolting loveable charming

detestable tempting adorable
captivating disgusting enticing
hateful desirable enchanting
repulsive to fancy
to be fond of
to be devoted to

B. Translate these words into Russian / Belarusian.

C. Use them in sentences as examples.

Class Communication

Task 1

► Test: How Brave Are You?

How brave are you? How do you react (or how do you think you would react) to the
following experiences?

Note your reactions as follows: very frightened 2; frightened 1; not frightened 0.

Take away one point from your total for each experience that excites you; take away
two points for each experience that excites you very much.
a) being driven very fast
b) flying in a big passenger plane
c) going down in a submarine
d) climbing a high ladder
e) climbing a difficult mountain
f) looking down from the top of a high building
g) being lost in a dark forest
h) being alone in the dark
i) being in the middle of a big crowd
j) being in a small tunnel
k) being in a lift that has broken down
I) learning a dangerous sport (e.g. shark-hunting, motor-racing, sky-diving)
m) speaking in public
n) taking an exam

84
o) being alone with a drunk in a railway carriage
p) seeing a big dog coming towards you
q) touching a non-poisonous spider
r) hearing a fire alarm in your hotel
s) seeing an injured person pouring with blood
t) having a non-dangerous operation

When you have finished the questionnaire, find out the scores o f different people in the
class. What are the highest and lowest scores? What is the average score? How does
your own score compare with the average? Are you surprised by your result? What kind
of scores do you think show that people are: very brave; quite brave; quite nervous; very
nervous?

Task 2

Work in groups and make up a questionnaire to find out something else about people -
for example how generous they are, or how sociable, or how honest, or how hard­
working.
Example: Do you lend money to your friends?

Task 3

► Do you know each other well?

Speak about the character, habits, likes and dislikes of one of your groupmates without
mentioning h is /h e r name. The others will try to guess who s h e /h e is.

Task 4

Recollect September 1 when you came to school as a first-former. What were your
impressions o f your first teacher?
Recollect your first impressions o f the fellow-students / the language teacher at the
University. In you opinion, what features of character should / shouldn't an ideal teacher
possess? Why do you think so?

85
► The Main Attraction

Suddenly it happens!
You ju st know he's the man
fo r you, and you haven't even
been introduced yet.
But how do you know?
And howt can you make sure
he feels the same way?

What firs t attracts men to women?

Whereas women tend to notice the eyes, teeth and smile in particular, men will be more
likely to assess the face in general and pay more attention to figure and legs.

A ccording to a recent survey b y Singles magazine, these are the top ten
attributes that men and women loo k fo r in each other, in order o f p rio rity :

Men look for a women who is: Women look for a man who is:
attractive tali
sincere professional
slim with a sense of humour
a non-smoker attractive (not necessarily handsome)
intelligent sincere
with a sense of humour intelligent
affectionate handsome
tall kind
kind educated

Complete the questionnaire. What is im portant in a new frie n d / partner?

Very important Important Not very important

Physical appearance
Clothes
Job or education
Family
Money and possessions
Personality and character
Religion
Politics
Other...

86
 Task 5

Read the fo llow ing advertisements. What k in d o f people do you th in k these are?
Do you th in k they w ill make a good m atch?

i p Good-iooking and vivacious widow aged 40,

E wanting companionship and a lasting Unattached male divorcee, 55, with custody of j
R relationship, wishes to hear from a fun-loving three teenage children, wants friendship with a i
e
but mature bachelor or widower. He should single woman who has no family responsibilities |
0
N share an interest in modem art and tennis, and willingness to travel far.
A and be a considerate non-smoker. Reply Box Z 542.
i
L Reply Box Z 351. I

Writing

Now write an advertisem ent fo r yo u rs e lf to attract the type o f p a rtn er yo u w ould

like to have. Use the given advertisem ents as models.

Task 6

Work in two groups. What are the characteristics o f a good wife / husband?

* List them in order of priority from 1 to 10

Z List them to show what makes the most perfect wife / husband.

Discuss it w ith the other group.

Task 7

Role-play

Student A Student B

*'3u are visiting your sick friend. In the course of your You've been ill for ten days already. You are eage'::
snail talk you break the exciting news - you have a leam how things are going at the University etc
new teacher / boyfriend / girlfriend etc.

Student A Student B

Ifatt are having lunch in a snack bar. You've just had You join your group-mate / fellow worker in a s^ac*
* Tjw with your friend / colleagues etc. So you are bar. You try to make small talk with him / her djc
iiafer moody. A group-mate / fellow-worker of yours he / she seems to be somewhat depressed. Try ic ire
jpms you. out what has happened.

8'7
 Task 8

D iscussion: Who is the head o f y o u r fam ily?

Task 9

interview the husband and the wife o f the year.

Class Improvisation

PROPOSAL

Roies: Mike Daisy Mike's fellow worker

his mother her mother Jim
his father her friend Sue Mrs Nosy
his sister Mrs Gossip

¿kS' Note: a) Other roles may be introduced.

b) The students can choose different names.

Mike

You've made a proposal to your girlfriend and

now you break the news to your parents

Mike's mother

Your son has made a proposal to his girlfriend. You don't like the girl. Besides you think
your son is too young to marry. He hasn't settled yet, his job doesn't pay much etc.

Mike's father

Your son has offered marriage to his girlfriend. You are not acquainted with her. You want
to know smth about her age, education, family etc. Although your wife is against the
marriage you leave it to your son to decide

Mike's sister

You want to know what your brother's girlfriend looks like

(eyes, hair, face etc.), her clothes.

88
 Daisy

You tell your mother about your boyfriend's proposal

which you have accepted.

Daisy’s mother

Your daughter has accepted the proposal of the young man you hardly know, without
asking your advice. Although your feelings are hurt it's your daughter's happiness that
matters more. You ask your daughter about her fiance's family, job etc.

Mike’s fellow worker Jim

You hear that Mike is getting married. You want to know smth about his girlfriend
(appearance, character, interests)

Mike

You come to your office and your fellow worker Jim showers you with questions.

Mrs Nosy

You hear that your neighbour's son Mike is going to marry a girl, Daisy by name.
Mrs Gossip knows Daisy. Call her and ask her about the girl. You think your daughter
Pat would make a better wife for Mike

Mrs Gossip

Mrs Nosy calls you and asks about Daisy. Tell her what you think about the girl (dates a
different boy every weekend, lazy, untidy etc.).

Daisy

You come to a cafe. Here you see Sue whom you haven't seen for a long time. Tell her
you are getting married soon.

Daisy's friend Sue

You come to a cafe. Here you see Daisy. It's been long since you saw her last.
Have a chat with her. Ask her about her boyfriend.

89
Revision and Consolidation

I. Put the fo llo w ing adjectives in the correct order.

1. Tom was a / little I rather aggressive / fat / child.
2. She had / blue / enormous / bright / eyes.
3. Her hair was a mass of / red / long / curls.
4. He was wearing a / leather / black / very pricy / jacket.
5. On her head she had a (an) / black / little / feather / amazing / hat.
6. He was a(n) / English / attractive I young / man.
7. She is a / Columbian / hard-working / quiet / student.
8. She was dressed in a / full-length / beautiful / evening / dress.
9. She's got / brown / beautiful / big I eyes.
10. He was wearing / tight / velvet / trendy / trousers.

II. Use the prom pts below to b u ild up a description o f a student. Before you begin
think about the tenses you w ill use.
1. Last month / 1/ join / evening class / because / want / learn / English.
2. First day / 1/ be / curious / look / what / other students / like.
3. When / 1/ enter / classroom / 1/ notice / one / student / particular.
4. We / now / good friends / and / we / often / meet / evenings.
5. My neighbour’s name / Manuela. She / tall / slim / Italian girl / early twenties.
6. She / big / brown / eyes / and / friendly / smile.
7. She / usually / wear / blue jeans / but / today / dressed / skirt / blouse.
8. Although / she / serious / student / she / lively / imaginative / and / have / good / sense
of humour.
9. She / like / sport / and / be excellent / dancer.
1 0 .1/ hope / we / not lose touch / each other / when / course / finish.

III. Cross out the incorrect word in each o f the following sentences.
1. I was very anxious / worried that we would miss thelast bus home.
2. Try to be kind to / with everyone you meet.
3. You shouldn't be jealous about / of your brother's success.
4. She's such a gentle / kind person: she helps everyone she meets.
5. I envy him for / of his strong character.
6. 'Do you think Ken will marry Sally?' 'I think so. He's very earnest / serious about her'.
7. I've always been curious of / about the way people live in India.
8. Are you confident with / about your English or do you think you must improve?
9. Most successful men and women share certain characters / characteristics: they are
very determined, confident and energetic.
10. Everyone was shocked at their strange behaviour / behaviours.
11.1 felt very anxious / nervous before I began to sing but I tried to be as calm as I could.
12. Mr Jones is always very critical on / of the government's education policy.

90
 IV. Translate from Russian / Belarusian into English.

Познакомьтесь с моей тетей. Ее зовут Элис. Пазнаёмцеся з маёй цёткай. Яе завуць Злю
Она замужем, и у нее двое детей по имени Том и Яна замужам, i у яе двое дзяцей, ix завуць Том .
Мэри. В прошлом году тете Элис исполнилось 50, Мэры. У тым годзе цётцы споунтася 50, але яна
но она не выглядит на свой возраст. Она выглядит не выглядае на свой узрост. Яна выглядае значна
гораздо моложе своих лет. Тетя Элис очень маладзейшай за свае гады. Цётка ЭлТс вельм
привлекательная женщина, у нее умное, доброе прывабная жанчына, у яе разумны добры твар
лицо, живые серые глаза, высокий лоб, прямой жывыя шэрыя вочы, высою лоб, прамы нос. Цётка
нос. У тети Элис есть свой стиль в одежде, она Элю мае уласны стыль у адзеннт Яна заусёдь
всегда одета с иголочки. Что касается характера, густоуна апранутая. Што да характеру, то цётка
тетя Элис очень уравновешенный человек, общи­ Элю вельм1 ураунаважаны чалавек, кантактоунь
тельный, легко ладит с людьми, у нее есть чувство з лёгкасцю ладзщь з ¡ншым1 дюдзьм!, яна мае
юмора. Я всегда могу поговорить с ней на равных пачуццё гумару. Я заусёды магу пагаварыць з ё?
(to talk on equal terms with smb) и обсудить все на роуных (to talk on equal terms with smb
свои проблемы. Тетя Элис обладает еще одним абмеркаваць усе свае праблемы. Цётка Элю мае
очень важным качеством, которое я ценю в людях, - яшчэ вельм1 важную уласщвасць, якую я цаню '<
на нее всегда можно положиться. Единственный людзях: на яе заусёды можна разлываць. Адз -=
недостаток тети в том, что она не очень практична недахоп цётю Элю у тым, што яна вегьм
и не умеет разумно тратить деньги. Муж тети непрактычная i не умее разумна трацщь гро_=
Элис, Джон Брэнт, на шесть лет старше своей Муж цётк1 Элю Джон Брэнт на шэсць гад:;
жены. По профессии он экономист и работает в старэйшы за сваю жонку. Па прафесп ён эканзм г
эдной из торговых компаний. С первого взгляда он i працуе у адной з гандлёвых кампанм. На перць
может не понравиться, но вы обязательно погляд, ён можа i не спадабацца, але =:>
аоладите с ним, когда узнаете его лучше. абавязкова паладзще з ¡м, кал ле__
пазнаёмщеся.

die: Why d id Lord create •women

so BeautifuCand so stupid?

Site: (BeautifuC, so that you marry us.

Stupid, so that we marry you.

9'
Part
HOME, SWEET HOME
Unit 1 Location
Unit 2 Furnishing and Decorating
Unit 3 Living Out
Unit 4 Household Chores
Unit 5 Pets

UNIT I

W ) LOCATION

^ Focus Vocabulary

apartment building (AmE) / floor

block o f flats (BrE) on the ground floor (BrE) /
bungalow on the first floor (AmE)
cottage / chalet (Fr) on the upper / top floor
condominium (AmE) region
detached house storey (BrE) / story (AmE)
dwelling house five-storey building (BrE) /
farmhouse five-storied building (AmE)
hut amenities
mansion air conditioning
lodging house (BrE) / rooming house (AmE) central heating
semi-detached house (BrE) / duplex (AmE) chute
studio fla t (BrE) /studio apartment (AmE) convenience(s) / mod cons
terraced house (BrE) / row house (AmE) electricity
villa lift (BrE) /elevator (AmE)
fla t (BrE) /apartment (AmE) running cold and hot water
a three-room(ed) fla t / apartment telephone
 to be located on the right / on smb s right / to the right o f smth
to be at hand
to dwell
realtor (BrE) / real estate agent (AmE)
to have a room / a house o f one's own
to have a room to oneself
to host smb / to put smb up
to inhabit
to live in the town centre / downtown (AmE) /in the suburbs / on the outskirts
to lodge
to look down onto / overlook /face smth
to move into a new fla t / house
to move house / home (BrE)
to move out
to reside
to settle
to stay at sm b ’s place / with smb
above in the middle o f
behind next to
beside opposite
between under
downstairs upstairs
in front o f

Word Meaning

Ex. 1 Match the names of the houses with their definitions.

1. block of flats (BrE) / a) a house on one level, often with a roof that does
apartment building (AmE) not slope much
2. bungalow b) a small simple shelter
3. condominium (AmE) c) a large house, especially a beautiful one
4. cottage d) a small flat with one main room, usually for only
one person to live in
5. detached house (BrE) e) a large house with a big garden in a warm
country or region
6. farmhouse f) a small house in which all the rooms are on the
same level
7. flat (BrE) / apartment (AmE) g) a building that consists of different levels and has
several flats on each level
8. hut h) a house that is not joined to another house
9. mansion i) a house that is joined to another house on one
side

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10. ranch house (AmE) j) a house that is in a row of houses that are joined
together
11. semi-detached house (BrE) / k) an apartment in a building that consists of
duplex (AmE) several apartments, all of which are owned by
the people who live in them
12. studio fiat (BrE) / studio I) a small house, usually in a village or in the
apartment (AmE) countryside
13. terraced house (BrE) / row m) the main house on the farm, where the farmer
house (AmE) lives
14. villa n) a set of rooms that are usually on the same level
and are part of a larger building

Ex. 2 A ll o f the words below can be used instead o f 'to live'. Using a dictionary i f
necessary, match them w ith their definitions.
1. inhabit a) to start to live in a place (after moving from somewhere else)
2. occupy b) (of large groups of people or animals) to live in a country or area
3. settle c) to live in a place for a while
4. lodge d) (formal) to have one's home in a place
5. reside e) to be in (a house or room)
6. squat f) (literary or old use) to live in a place
7. stay g) to stay in someone else's home in exchange for paying rent
8. dwell h) to live in an unused building without permission and without paying rent

Word Use

Ex. 3 Use the w ords above to com plete the follow ing sentences.
1. When Clare was a student at university s h e with two old ladies for a year. The
rent was very reasonable.
2. If you come to Boston for a few days, you c a n ____ with us. We have plenty of space.
3. The T uaregs parts of Northern Africa.
4. The homeless couple broke into the empty house a n d ______ there for six months. Then
the owner forced them to leave.
5. After the war, the Van Dongs left Vietnam and eventually___ in Bordeaux.
6. That house doesn't seem to b e _. There are no curtains in the windows, and I've
never seen anyone go in or out.

Word Formation

Ex. 4 Look at the verbs in block letters in the following sentences. Then complete
them using nouns formed from these verbs.
1. A person who lo dges with a family is th e ir_________ .
2. The large home which a rich family resides in is th e ir________________________ .
3. The person who occupies a home, even if only for a short time, is the _ _ _ _ _ _ _ .

125
4. The place where a person lodges, usually for a short period, is called his or her
___________ in formal English, or digs in informal British English.
5. People who squat in empty houses without the owners' permission are called________
6. A place where a group of people decide to settle, for example in a jungle or
uninhabited area, is called a ____________ .
7. The people who inhabit a country or city are called its ________________ .
8. People who went to a newly developed part of a country to settle there were often
called_______

Word Meaning

Ex. 5 Use a d ictio n a ry a n d read the follow ing advertisem ents fo r homes taken
from a British estate agent's publicity. Assum ing you had the money, which home, if
any, would you want to look at and why?
1. Spacious Victorian terraced house enjoying views across the city. Handy for local shops,
buses, schools, etc. Porch, entrance hall, 2 impressive reception rooms, kitchen;
breakfast room, bathroom with shower, 3 bedrooms, gas, central heating, small, but
delightful garden,
2. Southern outskirts city: a pre-war semi-detached 3 bedroomed house in a quiet tree-
lined road. Convenient for local shops and city buses. Period hall, good-sized lounge,
dining room, utility room / storeroom, electric storage heaters, double-glazing, charming
mature garden, garage.
3. A purpose-built upper floor flat located in one of the city's prim e residential areas, some
10 minutes' walk from the city centre and railway station. Close to local shops and cana!
path walks. Commanding superb views over the city and surrounding hills. Gas, central
heating, hail, 6m x 2m living room, bathroom, 2 double bedrooms with wardrobes, garage,
4. A very well-proportioned detached bungalow, not far from the city centre, containing a
luxury kitchen, an impressive open-plan living room with a fireplace, 4 double bedrooms,
and 2 bathrooms. Gas, central heating, fair decorative order throughout, large secluded
garden, and double garage.

This is a quiet, happy neighbourhood

■with dogs and children riding hicyctes

Ex. 6 The fo llo w ing adjectives are a ll taken from the advertisem ents above. Put
them in the table according to whether their meanings relate to size, distance, age
o r quality.
spacious fair purpose-built good-sized
prime superb impressive pre-war
close period well-proportioned luxury
open-plan mature convenient not far
secluded handy charming

126
 Size Distance Age Quality

Ex. 7 Which o f the fa cilitie s in the lis t do you use often? Which ones do you think
are important? Are there any other facilities not mentioned which you would like to
have in your neighbourhood? What do you need in your neighbourhood?

Important Useful Not Important

launderette
library
cinema
supermarket
bank
post office
swimmingpool
tennis courts
newspaper / bookshop
football pitch
basketball pitch
park
restaurant
clothes shop
museum or art gallery
language school
bus stop
video hire shop
hairdresser
pub

Ex. 8 What aspects are m o st im portant to you in a hom e? Lo ok a t this list, and
choose the three factors which you consider m ost im portant fo r a successful
home. A dd other factors i f you think im portant ones are m issing.

- it should be situated near friendly neighbours or your family.

- It should be in a quiet location.
- It should have an efficient kitchen.
- It should have an efficient bathroom.
- It should have good central heating / a good air conditioning system.
- It should be appropriate for its environment.
- It should have a comfortable sitting room.
- It should be near your work.
- It should be near shops.
Compare yo u r ideas w ith a partner's. Do you agree?

127
 Ex. 9 Expand the fo llo w ing statements. Make use o f the prom pts in brackets.
1. Robert says he is quite happy about his new house (to be located, to face smth, to be
spacious, to be modern).
2. Jane is not fully satisfied with her new flat (to be situated, to be inconvenient, to look
down on, to lack sunshine).
3. Bob is so glad they've moved into a new house (to overlook, to be close to, to be good-
sized, to have modern conveniences, to have a room to oneself).
4. Claire dislikes her present home (to leave much to desire, to leak, to creak, to need
decorating).
5. Richie is pleased with his parents’ flat (to be situated in a quiet location, not to take
much time to get to one's work, to be a well-planned flat, to have papered / tiled walls).
6. Maggy wouldn't mind moving into the country and living in the sort of house she'd really
like to live in (to be surrounded by fields and meadows, to catch a lot of sunshine, to be
really old, with lots of land, to have an open fire).

Class Communication

Task 1

Read what Kate, Nick, Melinda, R ichard and Karen think about their present
homes in Britain and about places they w ould like to live in.
Richard

I like my present home because it's in the country to start with and surrounded by fields and
because it's sort of the end of a no-through-road so very few people drive past, it's on an old
dirty track. Mind you, you hear them when they do. And because it's an old cottage and it's got
an open fire and things like that and I'm a bit of a romantic.
If I had a lot of money I'd keep the house I've got but I'd get a nice flat in the middle of
London, another one in the middle of Cardiff, because I work in those two places, and I think
a small chalet in the Alps - that'd do me.

Karen

My ideal living room would contain absolutely everything that you need for everyday life.
In fact, it would even have the bed in it because I cannot stand having to go upstairs and
downstairs having left something that I need upstairs to bring back down. So I'd have all mod
cons and every single thing you could imagine that you might need throughout the day there.

Kate

I like my present home because it's in the suburbs, there are a lot of trees around it but it's
only about half an hour's ride from the centre of town. And it's got this ridiculous patch at the
end of the garden that's owned by my next-door neighbour that has ducks and chickens and
geese who are like guard geese and who quack in the night if there are strangers about. I like
that.

128
 Nick

I like my present home because it's a flat near the City, about ten minutes out of the City
and that's very convenient for getting in, for cycling in, which is what I do. And it's also got a
lot of amenities close to it: there's a swimming pool, cinema, library, theatres. And some very
good markets as well: fruit and vegetables and clothes and that's why I like the present flat that
I've got. If I had a lot of money, I'd keep the flat that I've got in London and I’d buy one out in
the country, probably up North which is where I came from originally. In fact, I could probably
buy a house up there if 1 had a lot of money. So that's what I'd do, I'd have the two places one
for a 'pied a terre' in London and one for going up to at the weekends.

M elinda

I wouldn't mind moving home if I had enough money to move into the country and live in the
sort of house I'd really like to live in, something, preferably a beach, to wander on in the
mornings. Yes, I'd move home for that!

1. Work in pairs and discuss which o f these homes you w ould like to live in and
why. Give your reasons.
2. Share your opinions about your parents' home. Speak about the advantages and
disadvantages o f its location and the things you like and dislike in y o u r home.
Use Focus Vocabulary and expressions from the texts above.
3. Speak about the difference between homes in y o u r c o u n try and Britain.

A Writing
Ann's boyfriend, Carlos, is looking for a new flat in London. As he has been called away
on business Ann agreed to look round the flat for him and make a few notes. These are Ann's
notes to Carios.

Saw flat in Julham R oad last night.

Details as follows:
Living Room
Quite large. Gets p le n ty o f sunshine. Good, thick walls so noise no
problem . H eating b y electric fire. Paraffin heater in attic i f necessary.
Could be cold in winter.
Kitchen
Bedroom
Bathroom
R ent
N B Seem s quite reasonable for area. I f interested, p h o n e landlord
(898 7654) as soon as you g e t back.

5 3aK. 1624 129

 Note:

a) When writing notes it is essential to set out the information so that it is clear. For the
reason each new piece o f information is usually placed on a new line.
b) Certain words tend to be omitted when writing notes. Find the examples in Carlos'
notes.

A friend of yours has asked you to look around for a suitable flat. In a newspaper you
find an advertisement for a flat in St. Christopher Court and go to the Estate Agent to
discuss the details. Act out your conversation with the Estate Agent and make notes there
and then you write a message for your friend. Use the information given in the
advertisement below.

WILKINS HAWSON
Estate Agent

St. C hristopher C ourt. Low er Road. H illinadole.

The a c c o m m o d a tio n
E ntrance hall - w ith c u p b o a rd s p a c e
Lounae - 15x20 W indow s on tw o sides, with radiators, p o w e r p o in t a n d im ita tio n
gas 'lo g ' fire. A ro o m th a t w ith little e ffo rt w o u ld b e c o m e w e lc o m in g a n d
relaxing.
Dining ro o m - 10x15 A d e lig h tfu l ro o m w ith w indo w s o v e rlo o kin g the rear
g a rd e n .
Kitchen - 10x10 Fully fitted, with oven / hob, dishwasher a n d a m p le c u p b o a rd
space. A breakfast b a r runs d o w n o n e wall.
B edroom 1 15x18 A large, airy ro o m th a t w o u ld easily a c c o m m o d a te a d o u b le
-

b e d a n d w a rd ro b e , w ith a w in d o w ove rlo o kin g the rear. Bright a n d fresh.

B edroom 2 - 10x12 A n a ttra c tiv e gu e st room , or a lo ve ly ro o m fo r a single b e d .
B athroom - 12x12 Bath, b id e t a n d WC in a v o c a d o green. A u to m a tic air-
extra ctor.

There is a c o m m u n a l g a rd e n to th e rear, w h ich is m a tu re a n d spacious. Rear

g a ra g e s a re a v a ila b le to purcha se.

Price: 160.000 Tel: 01-776-9987

130
Revision and Consolidation

Translate from Russian / Belarusian into English.

1. - У вас есть свой дом? - К сожалению, нет. Мы 1. - 1ф ёсць у вас свой дом? - На жаль, не. Мы
живем в двух- (трёх-) комнатной квартире в много­ жывем у двух-(трох-)-пакаёвай кватэры у шмат-
этажном доме на улице Никифорова. павярховым доме на вулгцы Ниофарава.
2. - Ты знаешь, что Аня выходит замуж на следующей 2. - Ты ведаеш, што Ганна выхсдзць замуж на
неделе? - Неужели? Где они будут жить? - Гово­ наступным тыднГ? - Няужо? Цкава, дзе яны будуць
рят, они въезжают в новую квартиру где-то на жыць? - Кажуць, што яны уяэджаюць у новую
окраине Минска. кватэру недзе на ускране М1нска.
3. Мэри очень нравится ее новая квартира. Дом 3. Мэры вельм! падабаецца яе новая кватэра. Дом
расположен в хорошем месте, недалеко от ее размешчаны у добрым мацы, непадалёку ад яе
работы. Рядом находятся гастроном, химчистка и працы. Побач знаходзяцца гастраном, х1мчыста
прачечная. прапьня.
4. Наша квартира находится в центре города С 4. Наша кватэра знаходзщца у цэнтры горада 3
одной стороны очень удобно, т.к. все магазины, аднаго боку, гэта вельм1 зручна, бо усе крамы
театры и кинотеатры под рукой, с другой тэатры \ шатэатры пад рукой, з другога боку у
стороны, в центре очень шумно. цэнтры вельм! шумна,
5. Родители Нэвила купили дом сразу после 5. Бацьш Нэвта набыл1 дом адразу пасля вясег.г=
свадьбы. Он расположен в пригороде Лондона. Ён размешчаны у прыгарадзе Лондана. Гэта
Это двухэтажный особняк, окруженный полями и двухпавярховы асабняк, аточаны палеткам!
лугами. Дом очень просторный и светлый, из окон паллавам!. Дом вельм! прасторны I светсь 3
открывается чудесный вид на озеро. вокнау адкрываецца цудоуны вщна возера
6. Я не очень довольна нашей квартирой, в ней 6. Я не вельм! задаволена нашай кватзрай, у ей
мало солнца, т.к. все окна выходят на север. мала сонца, бо усе вокны выходзяць на ху-?-
Кроме того, мы живем на первом этаже, а это акрамя тага, мы жывем на першым паверсе а ггз
не очень удобно. вельм! нязручна.
7. - Во вторник я буду очень занята, т.к. мы пе­ 7. - У ауторак я буду вельм) занятая б: м=
реезжаем в новую квартиру. - А где она пераязджаем у новую кватэру. - А дзе япа
расположена? - В новом районе, но мне удобно месц|цца? - У новым раёне. Але мне зру+е
добираться до центра. У меня уходит двадцать дайрацца да цэнтру, Дарога да уыверотэта у мя-е
минут на дорогудо университета. займае 20 хвиин.
3. Ты можешь остановиться у нас на две недели, т.к. 8. Ты можаш спынщца у нас на два тыднг бс
комната моего брата не занята. Он сейчас в пакой майго брата не заняты. Ён зараз у •=-
командировке (to be on a business trip). мандз1роуцы.
 U NIT 2

G 3 FURNISHING AND DECORATING

^5 Focus Vocabulary

bathroom / washroom (AmE) bureau

bedroom cabinet
bedsitter (BrE) display cabinet
hall liquor cabinet
kitchen carpet / fitted carpet
living room chandelier
lounge coffee table
nursery cot (BrE) / crib (AmE)
sitting room couch / sofa / sofa bed /settee
study cupboard
toilet / loo curtain
utility room cushion
desk
air conditioner
desk lamp
cassette recorder
dining table
CD player (compact disc player)
drawer
colour TV set
dressing table
computer
DVD (digital video disk) player
dishwasher
freezer
electric /g a s cooker
iron
mirror / hall mirror
plug
microwave (oven)
record player
parquet flo o r
refrigerator (fridge) plant p o t
stereo system
rocking chair
socket
rug
tumble drier
sink
vacuum cleaner / hoover (BrE) standard lamp
armchair suite (kitchen suite)
article / item o f furniture tap (BrE) / faucet (AmE)
ashtray wall unit
built-in furniture wardrobe / clothes closet (AmE)
bookshelf washbasin
writing table

132
 to decorate to install to switch o ff / on
to fix to paint to turn o ff /o n
to furnish to repair to have smth installed / repaired / painted etc.
to hang wallpaper to whitewash

Word Meaning

Ex. 1 Using a dictionary i f necessary, explain the differences between the

follow ing items.
a standard lamp, a lamp and a chandelier
a pillow and a cushion
a stool, a chair and an armchair
a desk, a dining table, a bedside table and a coffee table
a sink and a washbasin
a washing machine and a dishwasher
a bedspread, a sheet, a blanket and a quilt
a sideboard, a wardrobe and a cupboard
an alarm-clock, a clock, a grandfather clock and a watch

Word Use

Ex. 2 Complete the following sentences with appropriate words and phrases.
1. Mary hu n g ___________________ in the wardrobe.
2. On her bedside table, there w e re .
3. After the party, the sink was full o f __________________ .
4. Before the meal George to o k ________________ out of the sideboard.
5. Although the sofa was quite hard, it was comfortable because there were some soft
_______________ on it.
6. Mary sat at her dressing table in order t o _________________________ .
7. David went into the bathroom and washed his hands in th e ________________ .

Ex. 3 A. Draw a plan o f a flat. With a partner, decide w hat furniture yo u would
need to make it com fortable. L is t the item s in the table below
B. Describe any o f the room s in the flat.

Sitting room Bedroom Kitchen Bathroom Entrance hall

'3 3
Skill Developing

Ex. 4 Draw a flo o r plan o f y o u r own home. Now w ork in pairs and describe the
room s and furniture in y o u r home to y o u r partner. Use the prepositions and
adverbs from the b ox below.
above in on top of to the right / left of
below inside opposite under
downstairs on the right / left over upstairs

Word Meanina

Ex. 5 A. Using a d ictio n a ry i f necessary, make pairs o f opposites using the words
in the box.
bright modern neglected well-maintained
out-dated gloomy attractive ugly

B. Use appropriate w ords from the b ox to com plete the fo llow ing:
1. The Greens don't iike their new house very much, it is , because there are
so few windows, and it’s quite small.
2. Although the car is four years old, it’s __ . The owners have serviced
and cleaned it regularly.
3. A: These flats that were built in the 1960s look terribly__________ and depressing from
the outside, don’t they?
B: Yes, but when they are redecorated, they can be v e ry inside.
4. The town looks lovely a n d in the morning sunshine.
5. She finds her parents’ attitudes very In fact, she says they are nineteenth
century attitudes.

Skill Developing

Ex. 6 Work in pairs. D iscuss the follow ing questions.

1. How would you improve the decoration of your classroom? / your own room?
2. Look at the picture of the flat below. What changes would you make to improve it?

FLAT
fo r sole
One-bedroom flat,
needs some attention,
convenient location,
vacant possession.
Available now.

134
 Ex. 7 A. Ann saw the advertisem ent fo r the fla t above. She contacted the estate
agent and asked to loo k round it. He showed her ro u nd the fla t the follow ing day.

- What do you think Ann will say when she looks round the flat?
- What do you think the estate agent will say?

B. Now read the text and answer the follow ing questions.

1. What needs doing to the fiat?

2. Does Ann decide to buy it?

Estate agent: Well, this is the flat. It’s vacant at the moment. I’m afraid the previous
owners didn’t look after it very well, so it’s not in perfect condition.
Ann: Mmm...
Estate agent: As you can see, it’s in need of some decoration and repair. There are four
rooms altogether: kitchen, living room, bedroom, and bathroom. This is the living
room. It hasn’t been decorated recently.
Ann: Yes, it certainly needs doing up... All the wallpaper is coming off the walls, and it’s
very cold and damp. How is the fiat heated?
Estate agent: Well, there’s an open fireplace, but it could be taken out and central heating
could be put in.
Ann: Mmm... It’s not very large. I suppose I could put up some shelves for books and
things. Do the carpets come with the flat?
Estate agent: Yes, though as you can see, they are rather old and don’t add much value
to the property.
Ann: Yes, I agree. I think they all need throwing out, to be honest. W hat’s that up there?
Is that a hole in the ceiling?
Estate agent: Oh, yes, I’m afraid it is. I didn’t notice that the last time I was here.
Ann: Well, that will definitely need seeing to before it does any damage to the proper
Estate agent: Yes, of course. But I do think the flat has potential. It could look very good if
it’s done up nicely.
Ann: Well, I’m certainly interested. Obviously I’ll need to talk it over with my husband.
You say it’s vacant. Does that mean we could move in immediately?
Estate agent: Yes, the fiat is empty so you could move in when you’re ready.
Ann: Well, I’ll certainly think it over and if we decide to make an offer I’ll call you
tomorrow. Thank you for showing me round the flat.
Estate agent: No trouble, Mrs Jones. We hope to hear from you tomorrow then. Goodbye.
Ann: Goodbye.

135
 Word Use

Ex. 8 Replace the w ords in italics in the sentences below w ith the phrasal verbs
from the box. The firs t one has been done fo r you.

put something in put something up see to something

take something out throw something out do something up
move in come off think something over
talk something over

1. Nothing has been done to this flat for a long time. It needs new curtains and a new
carpet. The doors and walls also need painting. It needs doing up (decorating /
renovating).
2. The wallpaper was very old a n d ___________ (wasn’t sticking to / attached to) the walls.
3. The fireplace was old and ugly, so th e y _____________ (removed it).
4. The house was cold and damp, so they had central heating_________ (installed).
5. There was nowhere to put any books, so they decided t o __________________ (fix in
place) some shelves.
6. The carpets were old and full of holes, so h e ________________ (disposed o f them by
putting them in the dustbin).
7. There was a serious problem with the roof. The rain was coming in and making
everything wet. It needed ____________ (repairing / dealing with) immediately.
8. Before I make a decision I need to talk to my husband about it and see what he thinks.
I m ust_________________ (discuss it) with him.
9. We would like t o ______________ (start living there) as soon as possible.
10. It’s a good idea, but I need time t o ____________ (consider it carefully) before I make a
decision.

What’s the difference between 'to take som ething o u t' and 'to th ro w som ething out'?

Ex. 9 Paraphrase the sentences using the phrasal verbs.

1. This room looks terrible. It really needs decorating.
2. Look, the wallpaper isn’t sticking to the walls.
3. That fireplace is very ugly. W e could remove it.
4. The flat doesn’t have any central heating. We must install it.
5. There are no shelves or cupboards. We could fix some to the walls.
6. There’s a lot of rubbish in this room. It needs putting inthe dustbin.
7. The cooker doesn’t work. It needs repairing.
8. We must discuss this before we decide.
9. We could start living here immediately.
10. We must consider it carefully before we decide.

136
 Ex. 10 Complete the sentences below. The firs t one has been done fo r you.

need + gerund
This construction is passive in meaning.

The roof needs seeing to. = The roof needs to be seen to.

taking out.
1. That house ugly fireplace needs-------------------
to be taken out.

2. The house _________________

3. Those shelves

4. That old table

5. The flat

6. The central heating

Ex. 11 The pictu re show s the house in good condition. Read the description o f
how the house used to loo k before it was done up.

Weil, the roof’s in bad condition and needs repairing. There’s an old fireplace but there’s no
centra! heating. The carpets downstairs have holes in them and there are no shelves or curtains
The bathroom needs decorating and the bath
itself is old-fashioned and rather ugly.
The old windows need replacing.
The outside walls of the house are cracked,
so they need some attention.
The garden is in terrible condition and it doesn’t
have a fence.
A new television aerial’s needed.
And at the moment nobody’s living there.

Example: The ro o f has been seen to.

137
Word Meaning

Ex. 12 What do the fo llow ing expressions mean? When w ould yo u use them?
1. Home, sweet home.
2. An Englishman’s home is his castle.
3. Make yourself at home.
4. It’s home from home.
5. It’s not in my backyard.

How w ould you express the same ideas in yo u r own language?

Word Use

Ex. 13 Complete the fo llo w ing sentences with a suitable idiom atic expression.
1. Come in and have a seat. I want you to feel you can behave as if you were in your
house. S o ____________ while I make a cup of tea.
2. They made me feel very welcome. It was like being in my own house. It was •

3. He had enjoyed travelling round the world and seeing different places, but at last he
had returned. He walked towards his house and thought ‘________________
4. I can do what I want in my own house. You know what they s a y , .

Dog needs home, Eats anything, especially

C
loves children.

Ex. 14 The estate agent is showing another client round the flat. Practise the dialogue
with yo u r partner, using the prom pts below.

Estate agent C lient

1. Describe the flat - it's not in perfect Comment on the wallpaper and the old 2.
condition! carpet.

3. Agree the flat needs decorating. Say it would Say the flat is cold and damp, and the 4.
look nice with new shelves, curtains etc. fireplace is ugly.

5. Say central heating could be installed. Comment on the hole in the ceiling and the 6.
broken window.

138
 7. Say that repairs will be done. Say you are interested in the flat but need to
discuss it with someone.

9. Say he or she can occupy the flat Say you need time to consider it.
immediately.

11. Say other people are interested in it. Say you will get back to him, and thank him for
his help. Say good-bye.

Writing

Ann’s husband works for a company located abroad. Ann writes a letter about the flat
and asks him whether or not they should buy it.

Skii! Developing

Ex. 15 Have you ever decorated a house o r a room yourself? Would you like to?
What are the advantages and disadvantages o f D o-it-yourself (DIY)? Which o f the
follow ing answers are the advantages and which are the disadvantages? Work
with a partner to fill in the table. A d d some more to com plete the list.

- to take a lot of time

- to be easy to get it wrong
- not to have to rely on other people
- to be fun
- to be dangerous
- to have no one to complain to
- to have sense of achievement
- to do it when you want
- to save money

Advantages Disadvantages

not so expensive

139
 Ex. 16 Here are som e things you w ould probably need i f you were decorating a
room. Work on y o u r own and decide w hether you w ould use them fo r preparation
o r fo r decorating. A d d some more things, i f necessary. Compare yo u r lis t with a
partner’s.

paint scissors wallpaper

paintbrush bucket step-ladder
roller sponge

Ex. 17 Which jo b s m entioned below can be done b y yourself? Which jo b s need

professional help? D iscuss it in groups o f three and four, use the constructions
like these:

* • Example: The windows are filthy. They need cleaning.

a) I can dean them myself.

b) I should have them cleaned (If you need professional help)

Use a dictionary if necessary:

a) to fix the door (creaking)
b) to install air-conditioning (stuffy)
c) to clean the windows (filthy)
d) to paint / to do the ceiling (peeling)
e) to install / to put in central-heating
f) to rewire the house
g) to redecorate the house / flat
h) to repair the roof (leaking)
i) to repair the pipes (dripping)

Ex. 18 The notes below describe what is wrong with the building. Read the notes
and describe w hat needs doing before it can be used, and why. Use the
constructions from the exercise above: 'it needs doing', 'to have sm th done',
'to do smth'.

Most rooms very small, not enough light in them (small windows), but some rooms have
a large fireplace. Next to railway, but noise not really noticeable. Some floorboards are
missing or rotten, windows are broken, and some ceilings have fallen down. W ater comes
in through the roof. Large garden but very overgrown, and full of old junk. Faulty electric
wiring, dripping pipes. Only one toilet. Inside doors tend to stick. Difficult to open some of
them. Some stairs are dangerous. There are no carpets, of course! Most walls have
wallpaper but it’s all filthy, and there are too many dark colours. The whole place is in
generally dirty condition.

140
 Ex. 19 A. Imagine yo u are m oving into a sm all unfurnished fla t There is torn
flow ery wallpaper in the m ain room, the paint on the ceiling is peeling. Discuss
w ith yo u r partner h o w y o u w ould redecorate it. D iscuss colours and complete the
table.
walls ceiling floor windows lighting doors
Main room
Bedroom
Kitchen
Bathroom
B. Now discuss w hat needs to be done, and who w ill do what.

Ex. 20 Think about a room that you really like either in y o u r own home o r
someone else’s house o r flat. What do you especially like in it? C onsider these
features:

- the colours, e.g. pale and restful, bright and exciting, dark and mysterious
- the windows, e.g. small, pretty, large, arched
- the furniture and furnishings
- the way the room is arranged
- the room’s general effect, e.g. restful, peaceful, exciting, vibrant, friendly

Ex. 21 A. Put the w ords in the follow ing sayings in the co rrect order to make
famous sayings and lines from songs about home. Are there s im ila r sayings and
quotations in yo u r language?

a) where / is / home / is / heart

b) wish / homeward / were / bound / 1/ 1
c) home / keep / fires / burning / the
d) no / home / like / there’s / place
e) heart / absence / the / fonder / makes / grow

B. Make o r recollect stories illu stra tin g the sayings.

Class Communication

Task 1

What w ould y o u r ideal hom e be like? First, w ork in pairs, then in teams o f three or
four. Use the fo llo w ing to help you:

v type of home v people who live there S location

141
 Task 2

Role-play

Students A and B Students C and D

Ray and Sally Bright are newly-weds. They The moving men have delivered new
are moving into a new house. They have come furniture. The Brights argue about furnishing
to see it before they move in. They discuss the living room, the study etc. They disagree
what furniture they want to buy, how they are on some points and order the moving men
going to decorate and equip the house. about.

Task 3

There is a saying
■ ■

i M E N M A K E HOUSES, W O M E N M A K E H O M E S j
I .............................. ................................... ............ ................................. .

It w ould be very interesting to fin d o u t the opinion o f g irls and boys. Do they differ
in any way?

dk Writing

Think o f an interesting room and describe it.

Paragraph 1

Say which room you have chosen and where it is.

Paragraph 2

Describe what it looks like: the colours, the furniture, any ornaments and plants etc.

Paragraph 3

Describe the atm osphere o f the room and how you feel when you are in it.

Example:

The room I am going to describe is my grandmother's sitting room in her cottage in Wales.
It 's quite a large room on the groundfloor.
The colour o f the room is very warm. The wallpaper is ... There are lots of... There is a fire
burning in thefireplace, so in winter the room is always warm and cosy. I love...

142
Revision and Consolidation

Translate from Russian / Belarusian into English.

1. Нужно прибить книжные полки. 1. Трэба прыбщь шжныя палщы,

2. Ты не поможешь мне повесить эти картины? 2. ты не дапаможаш мне павесшь гэтыя
3. Какая ужасная квартира. В потолке - дырка, карц1ны?
окна разбиты, обои отходят, в полу гнилые 3. Якая жудасная кватэра! У стоп! - яярка
доски. вокны павыбшаныя, шпалеры адыходзяиь у
4. У Смитов я была как у себя дома. падлозе - гншыя дошю.
5. Мы собираемся сделать ремонт на кухне. 4. У Смггау я была як у сваёй хаце.
6. В комнате много мусора. Его нужно 5. Мы збipaeмcя рабщь рамонт на кухнь
выбросить. 6. У пако1 шмат смецця. Яго трэба выкжуць.
7. - Как квартира отапливается? - Здесь есть 7. - Як ацяпляецца кватэра? - Тут ёсць *зм -
камин, но его можно убрать и установить але яго можна прыбраць I усталява^
центральное отопление. цэнтральнае ацяпленне.
8. Прошлые владельцы не смотрели за домом, 8. Папярэдн!я гаспадары не глядзел! дом 1~ам .
поэтому он в плохом состоянии. ён у кепск1м стане.
9. В доме необходимо поменять всю проводку. 9. У доме неабходна памяняць усю праводгу
10. В комнате очень душно, нужно установить 10. У пако1 вельм! задуштва. Трэба усталяаа^о
кондиционер. кандыцыянер.
11. Тот старый стол нужно выбросить. 11. Той стары стол трэба выюнуць.
12. Пол у нас покрыт линолеумом, стены 12. Падлога у нас пакрытая л!нолеумам
поклеены обоями, потолок побелен. паклеены шпалерам^ столь пабелена
13. Трубы протекают. Их нужно ремонтировать 13. Трубы працякаюць. 1х трэба неадкладнэ
немедленно. рамантаваць.
14. Крыша в плохом состоянии. Она протекает. 14. Дах у дрэнным стане. Ён цячэ. Яге -сс-са
Ее нужно отремонтировать. адрамантаваць.
15. Пол нужно перемонтировать. Некоторые доски 15. Падлогу трэба падрамантаваць. Не «агзе
отсутствуют, некоторые сгнили. некальюх дошак, а некаторыя прагнш
16. Кресло скрипит. С ним нужно что-то сделать. 16. Фатэль рышць. 3 ёй трэба нешта зрао_=
17. Мы бы хотели въехать в квартиру немедленно. 17. Мы хацел1 б пераехаць у кватэру адразу »
18. Что-то случилось с плитой. Ее нужно по­ 18. Нешта здарылася з плгтой. Яе трэса _а-
смотреть. глядзець.
19. У Смитов очень старый дом. Его нужно 19. У Смггау вельм! стары дом. Яго “ аса
отремонтировать. В доме нет центрального адрамантаваць. У доме няма цэнтрагьгагз
отопления, к тому же скрипят полы и протекает ацяплення, да таго ж рышць падлога I гсаяое
крыша. страха.
 UNIT 3

("✓ ] LIVING OUT

^ Focus V ocabulary

advertisement (for a room) to have privacy

host, hostess to keep to house rules
hospitality to let a house / fla t / room
a house/ flat / room to let to live apart from smb
landlady, landlord to live on one's own
owner to rent a house / fla t / room
rent to room together with
roommate to share a room
tenant

Words in Context

Ex. 1 A. Tony is a student. He has recently m oved in to his own flat. He wrote to
his friend Paul to te ll him about i t When you have read Tony’s letter, answer the
questions below.

Dear Paul,

I ’ve done it! I ’ve got a place of my own at last! I found it through an
agency a couple of weeks ago. I was looking through the paper, when I came
across an advertisementfo r flats, so I gave the agency a ring and went to see
what they had. I saw several good flats, but I couldn’t make up my mind
about them. Then I saw one I really liked. I was in two minds about taking
it because the rent was rather high, but I thought it was time I became more
independent o f my parents, and I ’m sure I was getting on their nerves — they
said they couldn’t p u t up with the noise from my stereo system any longer! So
I moved out and here I am in my ownflat!

144
 I t ’s in the suburbs on the outskirts o f London, and it ’s very convenientfor the
shops. I t’s on the second floor and consists of a bedroom, a living room, a
kitchen, and a bathroom. I t ’s nothing out of the ordinary, but it’s in quite good
condition.
I moved in last week and I ’ve already p u t up some shelves and new wallpaper
in the living room. A t present the kitchen is painted dark brown and has a
small window, so it needs brightening up. I haven’t finished doing up the
bedroomyet. I ’m going to convert it into a study and paint it blue so that it will
go with the curtains my mother has promised to five me. There’s a lovely view
from the window — it looks out onto the garden, which I share with four other
people.
I get on well with the people living above me, but unfortunately I ’m not on
good terms with the landlord at the moment. We had an argument about
sticking pictures on the wall — he said it would damage the wallpaper. A n d the
people below me say they arefed up with the noisefrom my stereo!
The good thing is that I ’ve got somewhere I can call my own. I can easily p u t you
up any timey o u ’re in Tondon. So don’t hesitate —you can drop in any time.

A l l the best,
Tony

P.S.
I ’m thinking o f having a house-warming party at the end o f the month, so i f
yo u ’d like to come, drop me a line or give me a call.

- How did Tony find the flat?

- Why did he decide to take it?
- What are his plans for the flat?
- What offer does he make?
- What invitation does he make?

B. What are the advantages and disadvantages o f liv in g away from home when
you are a student?

145
 Word Meaning

Ex. 2 A. Now underline the phrasal verbs in the letter and try to work out what
they mean.

B. Match the verbs in A with the definitions in B.

A B

1. to look through something a. to give someone accommodation

b. to have a view of somewhere
2. to come across someone / something c. to visit someone informally, to pay a ca­
sual visit
3. to put up with someone / something d. to match or suit, to make a good combi­
nation (for example, of colours)
4. to move out (of somewhere) e. to read something quickly and briefly
f. to find something or meet someone by
5. to brighten something up chance
g- to leave accommodation and take eve­
6. to look (out) onto something rything with you, to vacate a house or
flat
7. to go with something h. to make something brighter, less dull,
and more full of light
8. to put someone up i. to tolerate something, to accept some­
thing unpleasant or difficult without
9. to drop in (on someone) complaining

Word Use

Ex. 3 Paraphrase the sentences using the phrasal verbs.

1. I can’t tolerate that noise any longer.
2. You can visit us any time.
3. We leave our flat on Friday.
4. Can I quickly read your history notes?
5. The curtains don’t match the wallpaper.
6. Could you let me sleep in your house on Saturday night?
7. I found by accident an old love letter you sent me two years ago.
8. These flowers will help to make the room look brighter.
9. From my bedroom window I can see a garden full of flowers.

Ex. 4 Fill in the gaps below with suitable prepositions.

I live (1)_____________ my own (2)__________ the suburbs ( 3 ) _________ the outskirts of
London. My flat is (4)____________the second floor and it's (5)________________ good
condition. It consists (6)____________ four rooms and is very convenient (7)_____________

146
the shops. The bedroom looks out onto a garden, which I share (8)______________four
other people. I want to convert the bedroom (9)________________a study. I found the flat
(10)_____________ an agency.

Ex. 5 Complete the fo llo w ing sentences so that they illustrate the m eaning o f the
idiom atic expressions in Tony’s letter.
<*■Example: I thought the play was nothing out o f the ordinary, but m y friends thought it
was great.
1. He really gets on my nerves. He is a lw a y s ...........
2. I’m not on good terms with the people who live next d o o r.......
3. I’m fed up with my job b e ca u se .......
4. She was in two minds about accepting the job in America b e ca u se .......
5. She couldn’t make up her mind about the party. On the one h a n d .......

Ex. 6 A. The particle 'up* can be used w ith some verbs to give the idea o f
im proving som ething: I haven’t finished doing up the bedroom yet.
Look at the sentences and say w hat you think the verbs in italics mean.

1. I'm going to work in Paris next year, so I really need to brush up my French. I studied it
at school several years ago but I think I’ve forgotten a lot of it.
2. Her job is to train up people to become clerks or accountants
3. He didn’t know very much about computers, so he decided to read up on the subject in
preparation for his job interview.
4. He was told that if he wanted to continue working for the company he would have to
smarten up his appearance.
5. She managed to build up the reputation of the company in a very short time.

B. What is the difference between 'to put someone up' and 'to put something up'?

Ex. 7 A ll the phrasal verbs below are connected in some way. What is the
connection?
drop in (on someone) drop by drop round drop over
call in (on someone) call by call round call over call (on someone)

Ex. 8 Complete the fo llo w ing w ith appropriate w ords from the box, using a
dictionary i f necessary.
let rent (v) rent (n) deposit evict
landlord landlady owner tenant contract / agreement
host guest hospitality agency

We spent six months in London in 1998. Finding a home was hard. For the first week,
we were ( 1 ) of the parents of a friend of mine. They were very kind and
showed us great ( 2 ) ______ ..Our( 3 ) _______ also helped us look for a place to live
and put us in touch with an ( 4 ) _________ which specialises in short-term accommodation.
On the fourth day we went to visit a two-bedroomed fiat in Fulham which was to
147
(5 )____________. W e liked it a lot, but the ( 6 ) told us that she had promised
to ( 7 ) ___________ it to another couple the day before. They had trouble with the (8)
_________________ of the fiat where they were living: he wanted to increase their
(9 )_____________by 30 percent, and they were refusing to pay, so he was going to
1 0 )______________ them. That’s why they needed another home. W e were very worried
when we heard this, and we learnt that it is very important to read your (1 1 )_____ or
lease carefully before signing it. Then your rights as a (12) ______________can be protected.
Anyway, the next day we heard that the flat in Fulham was available after all, so we hurried
back to the agency, checked the (1 3 )___________ carefully, and paid a (1 4 ) ______ ____
of £ 600, as well as the first month’s (1 5 ) _________ - another £ 600. Living in London
was going to be pretty expensive.

Skill Developing

Ex. 9 Very often people loo k fo r accommodation. Use the advertisem ents below to
help these people to fin d som ething suitable.
1. Sam, a student, wants to rent a cheap room. He can’t afford more than £60 a week. He
doesn’t mind sharing a flat.
2. George and Martha Lane have got a iot of furniture but they haven’t got enough money
to buy a house.
3. Harry only wants to spend a few nights in a town.
4. Fred can spend up to £150 a week but he can’t afford to spend any more on heating etc.
5. The Greens (Mr and Mrs Green and two children) are looking for a house. They can
afford up to £65,000.
6. The Pikes (Mr and Mrs Pike and the twins) want to rent a house for six months only,
before they emigrate to Australia.
7. Jack Hilton wants to buy a luxury house with air conditioning system and a garden.
8. Samuel James is looking for a quiet, single room in Northwest London.

G */' Note: modem air conditioning system includes cooling, heating and balancing the
humidity level.

Houses and Apartments to Let

LARGE sunny bedsitter in quiet house. Suit middle-aged business gent. $12 p.w. 58
Richmond Rd., N.W.3. After 7.
F / F APARTMENT, all fac., bus. man only $15 p.w. inc. h / w. After 2. 681-2101.
3RD GIRL to share Apartment. Own room. Z321 POST.
3rd PERSON wanted. Near tube. Z322 POST.
SINGLE AND DOUBLE rooms to let. From $12 per week. 031-4551.
NEAR Green Park, s / c flat, 2 beds., bath., kit., 1.r., $39 p.w.
HOUSE 5 rooms. Suit small family. Six month let. Z324 POST.
DOUBLE room, use of bath, and kit. Suit business couple. No children or pets. 602-5421
UNFURNISHED Apartment. 2 beds. $1,300 p.a. $1,500 for carpets, etc.
LUXURY Apartment, large drawing room, dining room, 2 beds., c /h . Rent $60 p.w. inc
rates / garage.
 H o u s e s a n d F la ts f o r S a le
DRAB AND WORMWOOD
£52.000. An attractive, 3 beds, semi-detached house, only a few steps from shops and
railway station. Small garden front and back.
£34.000. Delightful, one bedroom fourth-floor flat, balcony, superb view (very quiet
neighbours).
£22.000. Bungalow, in pleasant estate, close to shops. 2 beds, large garden.
Mortgage can be easily arranged.
7, SOUTH STREET, EASTING 528-5431
MILLDEWS
90 West street Easting
£82.000 a detached property with the benefit of full, gas-fired central heating. Lovely
garden. Accommodation inc. spacious hall, roomy kitchen, 4 large bedrooms, lounge,
dining room, 2 baths.
Telephone: 737-5860
BED and BREAKFAST
B&B from £19.50. 543-2101; B&B (home-made beer) 632-4321
ACCOMMODATION WANTED
O.A.P. with parrot seeks comfortable room. Z 432 POST

► Abbreviations

p.w. - per week gent. - gentleman

f / f —fully furnished inc. - including
l.r. - living room O.A.P. - old age pensioner
fac. - facilities kit. - kitchen
B&B - bed and breakfast beds - bedrooms
h / w - hot water cal. - calendar
c / h - central heating bath. - bathroom
s / c - self-contained

Ex. 10 Read the dialogue and fin d out a) what inform ation Angela Sm iley wants to
get from the landlord; b) w hat inform ation she g o t from the landlord. F irst give the
facts, then Angela’s im pressions.

Phoning a Landlord
Angela is a student at a university. She is looking fo r a room to let. She saw an
advertisem ent and has decided to phone the landlord.

Landlord: Hello. 6785423

Angela: I saw your advertisement for the room.
Landlord: Oh, oh yes. That’s right.
Angela: I wonder if you could give me some more information?
Landlord: Yes, well, well, what would you like to know?

149
 Angela: Well, I was wondering ... E r ... W hat’sthe rent?
Landlord: £35 a week.
Angela: And what does this include?
Landlord: The room, obviously. It’s your ownroom. You don’t have to share. It’s a
single room. You share the bathroom and you can use the kitchen, but
there are no meals included.
Angela: Right, uhm ... and what about heating?
Landlord: No, no, you don’t have to pay for that. There’s central heating in all the
rooms, so there’s nothing extra to pay there.
Angela: Oh, lovely, and do you want the rent weekly? Is there a deposit?
Landlord: You have to pay weekly, on a Monday. And there’s one-week deposit
payable in advance.
Angela: Right, that sounds fair. Are there any particular house rules, you know, that
I've got to keep to?
Landlord: What do you mean?
Angela: Well, like what about guests and hours?
Landlord: Oh yes, well you can come and go as you warn, of course, but you must
pay a deposit for the front-door key. That’s separate from the other deposit,
I’m afraid. As for guests they should be out by eleven o’clock. We don’t like to
say that, but we’ve had a bit too much trouble, so we have to say it.
Angela: Right. Is it quite near public transport?
Landlord: Oh, yes. Five minutes to the tube station, and the bus stop is just round
the corner with buses running into town every ten minutes or so.
Angela: Lovely, it sounds very interesting. Do you think I could come and have a
look at it this evening?
Landlord: Yes, of course. I’ll give you the address. Now, it’s 35 Chestnut Avenue,
Walton. How’ll you be coming?
Angela: By car.
Landlord: Well, it’s just by the police station and the library.
Angela: Yes, well, I know it. If I come about eight, is that all right?
Landlord: That’s fine. Could you tell me your name?
Angela: Angela Smiley.
Landlord: Right. I’ll see you around eight. Goodbye.
Angela: Bye-bye.

Ex. 11 Complete the following. Make use o f the words and phrases in brackets.
1. I’m quite unhappy about the room I live in (the rent is high, a long way from the
University, to have to share, the landlady is fussy, hard to find cheap lodgings).
2. Mary is pleased with her new room (to rent a room from one’s acquaintance, the rent is
reasonable, to have privacy, to keep to house rules, to have some company at home).
3. I don’t mind sharing a room with people of my age (to be cheaper, to pay in advance, to room
together, to live apart from one’s parents, to have a lot of fun, to share household chores).

150
 Ex. 12 Work in pairs. A sk y o u r partner to describe where he o r she lives. Try to
use phrasal verbs, and idiom atic expressions in y o u r questions and answers.

Ex. 13 A. Read the text and exchange y o u r opinions about the advantages and
disadvantages o f room ing together.

Sharing a Fiat
Sharing a flat certainly has some advantages. To begin with, it should be cheaper, and if
you are sharing with people that you get on well with, it is nice to have some company at
home rather than being aione and on your own. Also the household chores are shared and
that is very important. Particularly, when you are younger, and you are living apart from
your parents for the first time, it can be very enjoyable to live with people of your own age,
whose interests and life-style you share.
However, sharing a flat does have some distinct disadvantages, and the main one is
that the flat is not your own. So you cannot do what you want in it. W hat happens if your
flat mate wants to play music? To a certain extent you have to be unselfish. What is more,
there can be little privacy.
I would say that as you get older, it is probably better to live on your own. Having had
my own flat for a few years, I would not like to have to share again.
B. How is the text organised? What is the purpose o f each paragraph? Which o f
the words underlined co u ld be replaced by one o f the fo llo w ing : on the other
hand / in m y opinion / firs t o f a ll / especially / m oreover / another p o in t is that.

fa Writing

Use the text as a m odel to write y o u r personal opinion o f sharing a flat.

Class Communication
Role-play
Task 1
Work in pairs. Suppose one o f yo u is a landlady who has a room to let, the other
is a student who is in search o f a room. The Landlady shows you round the flat. Use:
I’ve just come to see the room. That’s great (lo v e ly )...
You are welcome. Do you want me to ...?
Shall I ...? That sounds fair (interesting)
I’m wondering ... That’s fine ...
What a b o u t...? It looks attractive ...
You don’t have to ...

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 Task 2

You’ve ju s t seen the room. A friend o f yours asks you about the impressions both
o f the room and the landlady. The impressions are favourable. Use:
- How do you find the room? (a beautifully modernised flat, a built-in wardrobe,
convenient etc.).
- How much do you have to pay?
- What do you think of the landlady? W hat does she look like? What is she like?
(talkative, sociable, a smiling type of a person,...)

Task 3

You are speaking with your mother (father) over the telephone. You are very
unhappy about the lodgings.
Prompts: the roof is leaking, it faces north, a great deal of noise, a kindergarten in front of
the house, the bed is creaking, the roommate is too talkative.

Task 4

You try to persuade a friend o f yours that it’s very enjoyable to share a room with
people o f your age. Your friend is o f a different opinion.
Prompts: to be cheaper, to have a lot o f fun, nice to have company, to share household
chores, to have meals together, to have much in common etc.

Task 5

Make up a story. Try to use some o f the following phrasal verbs and expressions.
to be fed up with to be in two minds to do up
to put up with to think over to see to
to look out onto to make up one’s mind to throw out
to get on someone’s nerves to move out / in to put up
to look through to put in
to come across

- Some people say you are indecisive. <Doyou thinly

you have difficulty in making up your mind?
- ’Wed, yes and no.

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 Note: Tlie following phrases will be helpful w hen you do Tasks 6 and 7:

> Saying you are displeased or angry

> I’m very annoyed.
> Oh no!
> Oh dear!
> Oh bother! (very mild)
> What a nuisance!
> How infuriating / irritating!
> really makes me cross / angry etc.
> annoys / irritates etc. me.
> really isn’t good enough.
> isn’t very nice / pleasant etc.
> I really hate, (very strong)
> Oh, that’s great! ( sarcastic)
> Oh, hell, no.
> Oh bloody hell! (swear words)
> Oh damn! / blast! / hell! (swear words)
> Hell’s bells!
> Oh no, what next?
> (really) makes me mad / see red / my blood boil.
> What an idiot / fool etc.
> Why on earth / W hy the hell didn’t he ...?
> I’ve had Qust about) enough o f ....
> I can’t stand ....
> I’m fed up with...
> That’s the last straw!
> Look here, ...
> This is extremely irritating.
> Yes, I’m sorry, but there have been unforeseen problems.
> is most / very / extremely etc. annoying I exasperating etc.
> I’m extremely / very / most etc. displeased / unhappy / angry etc. a b o u t.
> I can’t say I’m at all pleased about / by ...
> I will not put up with ....
> ... is driving me mad / crazy

> Saying you are sorry

> I’m / 1reallyam so / very / terribly / awfully sorry (for / a b o u t)...
> I’m sorry, it / that was (entirely) my fault.
> I feel bad a b o u t...
> Please accept my apologies f o r ...
> Not at all. May I say I quite understand your feelings a b o u t...
> (Please) forgive me (for)...
> I’m extremely sorry (for)...
> I can’t tell you how sorry I am (for)...
> I (really) do / must apologise (for / about)...
> May I offer you my profoundest / sincerest apologies (for)...
 Task 6
Work in pairs
Landlady
You have an argument with your tenant. You want him / her to move out.

Tenant
Your Landlady wants you to moveout. You find it not fair.

Read the dialogue and complete task 7.

The Noisy Neighbours

Timothy: Psst! Joann! Joann! Wake up

Joann: Huh? What? What’s the matter? It can’t be seven o’clock already?
Timothy: No, It's 1:30. It’s those people next door again. Listen!
Joann: Oh, yeah. They must be having another party.
Timothy: They must be waking up the whole block. And they have three young
children. Those kids couldn’t be sleeping through that racket. It’s disgusting!
Somebody should call the police!
Joann: They’re all laughing. They must be having a good time. They never invite us,
do they?
Timothy: Joann!
Joann: Yes, dear. What is it now?
Timothy Listen! They must be leaving.
Joann: At last! Maybe we’ll get some sleep.
Timothy: I hope so. It’s nearly three o’clock. Good night, dear. Oh, no! Now they’re
having a fight.
Joann: That figures. They always have fights after parties.
Timothy: Uh-oh! They must be throwing the dishes again.
Joann: No, I think that was a vase, dear, or maybe the TV set - or both!
Timothy: Joann! Listen. There’s someone in the backyard next door.
Joann: Huh? It must be a cat.
Timothy: No, it can’t be. It’s too loud.
Joann: What time is it?
Timothy: It’s quarter to five. Who could it be? I’d better take a look. Ooh! It’s Howard,
and he’s carrying a shovel.
Joann: Really? You do not think he’s killed her, do you?
Timothy: Well, we haven’t heard her voice for a whiie. No, she’s probably sleeping.
Joann: But what could he be doing at this time of the morning?
Timothy: If he has killed her, he might be burying the body!
Joann: What! You do not think so, do you?
Timothy: He couldn’t be planting tomatoes, could he? I am going to ask him what he’s
doing.

154
 Timothy: Hello there, Howard. You’re up bright and early this morning.
Howard: I haven’t been to bed yet. We had a party last night. I hope we did not keep
you awake.
Timothy: Oh, no, no. We did not hear a thing, nothing at all. I slept like a log.
Howard: Well, it was a pretty noisy party. My wife knocked over the kids’hamster
cage while we were cleaning up. The poor hamster died. I am burying him
before the kids wake up.

Task 7
Work in teams o f three or four. A ct out the sketch ‘The Noisy Neighbours’.
A young married couple who have recently moved in next door are a nuisance to their
neighbours. They have late parties, their dog barks at night, besides they borrow things from
you and forget to bring them back.

Writina

1. Look at the advertisements which appeared on the college notice-board last

week. Are they easy to read? Can you say exactly what they mean?

Wanted
Third person to share large central flat.
Own room.

L
£95 including bills.
Contact: Angela Smith
tel: 887-8895

f ACCOMMODATION WANTED
| Huddersfield Polytechnic
| by September 26
students will need Private Lodgings
t Bedsitters, Shared Houses or Flats
If you can help, contact in complete confidence the
I Accommodation Office
The Polytechnic Queensgate
for details and explanatory leaflet
Tel. Huddersfield 3455
Ext. 2395 or 2396 (answer phone service)

R O O M TO L E T
Family house
Convenientfor public transport
Would suit student
Reasonable rent
Rhone 345-567 - any time

155
 2. Use the advertisem ents as a m odel to write a sh o rt notice fo r one o f the
follow ing item s:
1. You are looking for someone to share your flat.
2. You are looking for a flat.
3. You want to let your flat.

Revision and Consolidation

t. A. Renting a Flat
Put each o f the following words o r phrases in its correct position in the passage below.
deposit fee fiat advertisements self-contained
landlord rent block references accommodation agency

The first thing I had to do in London was find somewhere to live, if possible a small, one-
bedroomed (1) __________ . I didn’t want to share a kitchen or toilet; I wanted to be
independent in my own ( 2 ) ___________ place. I decided I could pay a ( 3 ) _________ of
£50 a week. I couldn’t find what I wanted in the newspaper ( 4 ) so I went to an
(5)_________ . They offered me a nice place. It was in a modern (6) on the third floor. I
had to pay the agency a (7) , and the ( 8 ) wanted a big
( 9 )__________ and (1 0 )____________from my employer and bank manager.
B. Buying a House
condition detached estate agent terraced spacious builder
semi-detached architect surveyor cramped removals
Tony and Sheila’s first home was a ( 1 ) __________ house, one of a line of houses all
connected. But several years later when they had a small child, they found it rather
(2 )_________ for three people. They wanted something more ( 3 ) ________ and so decided
to move. They went to an (4 ) _________ and looked at details of the houses he had to offer.
They looked at a ( 5 ) _____________house (one of a pair attached to each other), liked it,
and asked a (6) ___________ to inspect it for them. He said that it was in good
(7)_________ , and they therefore decided to buy it. Luckily they sold their house quickly
and soon a ( 8 ) __________firm was taking all their furniture and other possessions to their
new home. But already, after a couple of years, they are hoping to move again. Tony’s
business is doing well and they want to get an (9) _ _ _ _ _ _ _ _ _ _ _ _ to design a modern,
(1 0 ) house for them, and a (1 1 )____________ to build it.

II. Explain the difference between:

a) a landlord and a tenant
b) a house and a bungalow
c) ground floor and first floor

III. Put one o f the fo llo w ing prepositions in each space in the sentences below.
for at in on of through into with
1. She wanted a p la c e __________ her own.
2. He’ll m o ve___________ tomorrow.
3. He’ll m o v e his new flat tomorrow.

156
4. I share the kitchen__________ three other people.
5. The landlord asked the te n a n t__________ more rent.
6 . My flat is __________ the top floor.
7. My flat is __________a modern block.
8 . The house is __ good condition.
9. I looked _______ advertisements the newspaper.
10. She pays a rent £90 a week.

IV. Translate from Russian / Belarusian into English.

1. - У вас есть своя квартира? - Да, нам 1. -Ц| ёсць у Вас уласная кватэра? -Так, нам
посчастливилось купить ее в прошлом году. пашчасцта купщь яе у мшулым годзе, Яна
Она расположена во многоэтажном доме на знаходз.'цца у шматпавярховым доме на
улице Первомайской. вулщы Першамайскай.
2. Боб не очень доволен своей квартирой. Дом 2. Боб не надта задаволены сваей кватэрай.
расположен в новом районе, на окраине Дом знаходзщца у новым раёне, на ускраже
города. 8 квартире низкие потолки и пол гораду. У кватэры Н1зкая столь ( падлога
покрыт линолеумом. пакрытая лжолеумам.
3. В этом году мы собираемся делать ремонт 3. У гэтым годзе мы зб!'раемся рабщь рамонт
квартиры, т.к. у нас скрипят полы, обои выго­ кватэры, бо у нас рыпщь падпога, шпалеры па-
рели, нужно привести в порядок окна и двери. выгараж, трэба давесщ да ладу вокны \ дзверы.
4. В квартире моих друзей много света, т.к. все 4. У кватэры ма1х сяброу шмат святла, бо усе
окна их двухкомнатной квартиры выходят на вокны !хняй двухпакаёвай кватэры выходзяць
юг; окна большие, а потолки высокие. на поудзень, вокны вял!юя, столь высокая.
5. - Когда вы переезжаете в новую квартиру? - 5. - Кал1 вы пераязджаеце на новую кватэру? -
Я думаю, через месяц. Мы уже купили кое- Я мяркую, праз месяц. Мы ужо набыл1 сеё-
какую новую мебель: стенку и диван с креслами тое з новай мэблп сценку \ каналу з крэслам1
для гостиной и кухонный набор мебели. для гасцёуж \ набор кухоннай мэбл:,
6. Я ищу комнату. Я видела ваше объявление, 6. Я шукаю пакой. Я бачыла вашу аб'яву, што
что вы сдаете комнату и решила позвонить. вы здаеце пакой, \ вырашыла патэлефана-
Мне бы хотелось получить побольше ин­ ваць. Мне хацелася б атрымаць больш
формации. ¡нфармацьи.
7. Дэвид очень рад своей новой квартире, т.к. 7. Дэвщ вельм'! рад са сваей новай кватэры, бо
ему удобно добираться до университета. яму зручна дайрацца да ужверйтэта. Ауто-
Автобусная остановка как раз за углом. бусны прыпынак акурат за вуглом. Плата за
Плата за квартиру не очень большая. Дэвиду кватэру не вельм! вял¡кая. Дэвщу не трэба
не нужно платить ежемесячно, т.к. он запла­ плащць кожны месяц, бо ён заплащу за
тил за полгода вперед. паугода наперад.
8. - У вас есть встроенная мебель в квартире? 8. - Ц\ ёсць у вас убудаваная мэбля у кватэры?
- Да, у нас есть два стенных шкафа в - Так, у нас ёсць дзве сценныя шафы у
прихожей, Я нахожу это очень удобным. вггальж. Я л1чу гэтае вельм! зручным.
9. - У кого ты снимаешь квартиру? - У своих 9. - У каго ты наймаеш кватэру? - У свай
дальних родственников. Мне повезло, далёюх сваякоу. Мне пашанцавала: кватэра
квартира просторная и светлая, окна выходят прасторная \ светлая, вокны выходзяць у
в парк, и вид из окна прекрасный. парк \ вщ з акна цудоуны.
10. Мэри очень довольна своим новым холодиль­ 10. Мэры велым задаволеная свам новым халадзшь-
ником. Он очень удобный и занимает мало места. жкам. Ён вельм! зручны \ займае мала месца. Яна
Мэри поставила его между мойкой и буфетом. яго паставта пам!'ж мыйкай I' буфетам.
11. - Аня все еще живет у своей тети в Сере­ 11. - Ганна усё яшчэ жыве у сваёй цётю у
брянке? - Нет, она переехала в общежитие и Серабранцы? - Не, яна пераехала у ¡нтэрнат
живет в комнате с двумя первокурсницами. \ жыве ^ пако1 з дзвюма першакурсжцамГ

157
 UNIT 4

(1 7 1 HOUSEHOLD CHORES

^5 Focus V o cabulary

broom ironing board

bucket mop / a sponge mop
coat hanger peg
dishwasher scrubbing brush
dustpan washing machine
floor cloth waste bin, dust bin (BrE) /
hoover (BrE) / vacuum cleaner (AmE) waste basket, garbage can (AmE)

clean
dirty
dusty
filthy
neat
spotless
tidy
untidy

to be in a mess
to make a mess
to clean the carpets
to do the ironing
the cleaning
the cooking
the shopping
the hoovering (BrE) / to vacuum (AmE)
the washing (BrE) / to wash clothes (AmE)
washing up (BrE) / to do dishes (AmE)
to dust the furniture
to have certain duties
to make the bed
to polish the furniture
to scrub the dirt o ff with a scrubbing brush
to sweep o ff the dust
to tidy up / to hang up the clothes
to wipe the dust o ff every surface in the room

158
Word Meaning

Ex. 1 ‘C hore’ is another w ord fo r a jo b which is regular and unpleasant. It is often

used fo r jo b s around the house. Each o f the speakers below is talking about one o f
the chores in the box. Which one?

ironing bed making vacuum cleaning washing cooking

dusting washing up window cleaning shopping polishing

1. Put the dishes in the sink.

2. I'd better turn it inside out first or it may go shiny.
3. I can’t really put them outside. It looks like rain.
4. Can you get me a trolley? They're over there, look.
5. I think I'll need that big saucepan. Can you reach it?
6. The bag's full. That's why it isn't picking up all the dirt.
7. You've left finger-marks on the outside and the inside.
8. You've missed part of the mantelpiece. I'll move the ornaments.
9. You can see your face in this table now - not that you'd want to!
1 0 .1 usually change the sheets and pillow cases on Wednesdays.

Skill Developing

Ex. 2 A. Here Is a lis t o f dom estic jo b s / household chores. P ut them in y o u r order

o f preference from 1 to 16; num ber 1 being the one you m o st like and 16 the one
you m ost dislike, the others are you don't m ind doing.
morning's washing-up polishing
cleaning dinner
breakfast evening’s washing-up
lunch washing
weekend cooking ironing
sewing and mending weekend shopping
gardening odd jobs around the house
beds weekday shopping

A. Which of the chores above do you / would you find most unpleasant? Why?
B. Which of the chores have you done:
very often?__________________________________________________
often?__________________________________________________
occasionally?___________________________________________ _ _ _
Which have you never done?
Why n o t? _________________
B. You are going to share dom estic jo b s in a house / f la t w ith three other
students. In groups o f four, you have to choose four jo b s each.

159
 Ex. 3 Which appliances are used fo r which chores? What else are they used for?
<•* Example: A cooker is used for making dinner (for cooking)

_________________ cooker vacuum cleaner

_______ _ dishwasher microwave oven
_________________ blender coffee machine
sewing machine toaster
_________________ washing machine fridge
_________________ iron freezer
_________________ beater

With a partner, decide which 3 appliances (not ju s t those mentioned) deserve prizes
fo r being the m o st useful inventions fo r the household. Give reasons.

Word Meaning

Ex. 4 A. Look through the text and find all the expressions containing 'make' or 'do'.
Make a list o f them.
Pamela Royale and her partner Edith Clark are the owners of the Sea View Hotel in Brighton.
As much of their business is seasonal, they do a good deal of the work themselves. In order to
make a profit, it is necessary to keep down the cost of extra staff. Although they will never make
a fortune, for the last ten years they have a reasonable living from the hotel.
They work extremely well together, each one having certain duties. In general, Pamela
does the book-keeping and makes decisions about money. She is excellent with figures and
seldom makes a mistake. She also takes care of the decorations, particularly the flower-
arranging, which is her hobby. Edith, on the other hand, makes all the staff arrangements
and, when necessary, does the cooking. She is a very patient woman, and if guests
occasionally make complaints, she makes every effort to give them satisfaction. However, the
two ladies do not do ail the work themselves. There are usually college students to do the
cleaning and washing up. Old Albert, a retired policeman, goes in two hours a day to do the
gardening and take care of the swimming pool.
Both ladies are very popular. They believe in having an informal relationship with the
guests and often make friends with their regular visitors. Last month was their tenth
anniversary in Brighton, and they had a dinner for their friends to celebrate. Pamela made
a speech and everyone wished them lots of success for the future.

Profits are better than wages.

Wages m ake you a living;
profits m ake you a fortune.
Jim Rohn

160
 B. Now co lle ct any new expressions you can fin d using 'make' or 'do' from the
dialogue below. Put them on your 'make and do'list.
Susan Mack is talking to Lynn, one of her friends at the squash club. Lynn does not go to work,
as she has two small children.

Lynn: I really don't know how you make time to piay squash.
Susan: I only play twice a week.
Lynn: But when do you do your housework?
Susan: Well, to begin with, there are only two of us, and, because I work too, Paul does
quite a lot in the house.
Lynn: Does he do the washing up?
Susan: Oh yes, he often does the cooking, too. He makes the beds, he does his own ironing ...

Lynn: Mine doesn't even do the gardening!

Susan: Doesn't he do anything to help?
Lynn: No, he always makes an excuse. He doesn't even like me doing the hoovering when
he’s at home. He says it makes too much noise.
Susan: Can I make a suggestion?
Lynn: Please do.
Susan: Don’t make a fuss. Just don’t do any shopping for a few days. He’ll soon get hungry.

Word Use

Ex. 5 Complete the following sentences, using one word fo r each space. A ll the
expressions have appeared in the text and the dialogue, b u t try to use them before
you look back.
1. Clive Sutton's business________ a good profit last year.
2. Every company needs someone who will decisions.
3. Children friends more quickly than adults do.
4. Ken B row n his living as a taxi driver.
5. His daughter alw ays the washing up on Saturdays.
6. Jet engines a terrible noise.
7. Some children ne ve r their own beds.
8. Who is the speech at the dinner next week?
9. If you don't want to go to the party, an excuse.
10. Children can help their parents b y the shopping.
11. Can computers mistakes?
12. Jeff Wilson is going to a few odd jobs around the house tomorrow.
13. Everyone enjoyed the camping holiday last summer because I all the cooking.
14. Alan Coppell has a lrea dy the arrangements for their holiday in Malta.
15. Pamela Royale often asks her guests t o _________ suggestions for entertainment in the
hotel.

6 3aK. 1624 161

Class Communication

Task l

Read the text and say i f you ever behave like M r and Mrs Turvey do. What's yo u r
attitude to u n tidy people?
Mr and Mrs Turvey both hated housework. They were a very untidy couple who never put
things away. When they went to bed, for example, they always left their clothes in a mess on
the floor. Their kitchen was a mess, too. Even though they had a dishwasher, they always left
the dirty dishes in the kitchen sink and only did the washing-up when there wasn't a clean
plate to be found in the house. It was the same with their clothes. They never put them into the
washing machine until there was nothing else left to wear. The living room always looked as
though a bomb had just gone off. There were things everywhere. There was thick dust on
every piece of furniture and the carpet had not been cleaned for weeks. And the bathroom!
One day, when Mr Turvey couldn't find one of his shoes, and Mrs Turvey couldn't see
her face in the bathroom mirror, they decided it was time to get the house cleaned. So they
found Marie, a foreign student at a local language school, who needed some extra money.
Marie came to the house and worked all day long. She washed and dried all the clothes.
Then she got out the iron. She ironed the clothes, folded them neatly and put them away. She
swept all the dust off the floors with a large broom. She took a wet cloth and wiped the dust
off every surface in the house and then polished the furniture until it was shining. She got out
the vacuum cleaner and cleaned all the carpets. In the kitchen the floor was filthy. It was
too dirty to wash with a mop, so Marie got on her hands and knees and scrubbed the dirt
off with a scrubbing brush. Finally she made the bed and, when she had finished, the
house looked spotless.
Mr and Mrs Turvey came home that evening. There was nothing on the floor. There was
no dust on the furniture. The wood was shining and you could smell the polish. In their
bedroom all their clothes were neat, clean and tidy. ‘So what do you think?’ Mrs Turvey
asked her husband. ‘It looks nice and tidy,’ he said, ‘but how are we ever going to find
anything?’

Task 2

Role-play a ro w between a wife and a husband about their household duties.

¡& Writing

Now write short paragraphs on the topic ‘It's Better to Live in a House Than in a Flat’.
Discuss the advantages and disadvantages. While writing note the connectors and
modifiers used in the examples given below. Use the plan and the hints. Many topics for
discussion essay are like this. The statement depends on the person who makes it; it is >’ >:
not a matter o f right and wrong.

162
► Paragraph 1
In such cases, it is a good idea to develop your Introductory first paragraph by listing the
factors that make different people prefer one or the other.
In my opinion, it is not true to say it is always better to live in a house than in a flat. The
choice depends on the needs o f the particular person or family, and in any case, houses and
flats are not all the same. While some houses are large, new, comfortable and well-built,
others are small and ugly. We have to take into account the needs of the people who are going to
live in them.

► Paragraphs 2 and 3
The second and third paragraphs can usually be constructed by listing the advantages and
disadvantages of each of the alternatives. Remember that the points in favour often contain
some points against at the same time, as you can see from the chart below.

House Flat
+ - + -

larger more expensive less expensive smaller

mote rooms more housework easier to clean less space

garage work in the garden concierge no garage

garden no lift

Write two paragraphs, the firs t on houses, the second on flats. L is t the advanta­
ges and disadvantages in each case, and add any that you can think of. Also study
the same section so that you w ill be able to m o d ify any statem ent you make

Another way of approaching this topic is to consider the needs of a family with children, for
example, compared to those of a person living alone. Which do you think the family would
prefer, a house or a flat, and why? Which would the single person prefer and why? Write
alternative second and third paragraphs, this time considering the problem from the point
of view of
a) a family
b) a person living alone.

► Paragraph 4

The final paragraph should not only summarise the argument, but also contain your
personal point of view. W hether you have compared the advantages and disadvantages of
houses and flats or the situation of a family or an individual, the first sentence given here will
provide an appropriate opening. Finish the paragraph in your own way, expressing a personal
opinion, according to the approach you have adopted.
In general, the choice between a house and a flat depends on people’s personal needs and
preferences.

163
Revision and Consolidation

I. Complete each sentence with correct form o f 'make'or 'do'. Make sure you use the
correct tense! Remember m any expressions containing 'make' o r 'd o ' are w ord
partnerships - you need to learn the whole expression.
1. What do y o u for a living? - I’m a dentist.
2. H e a big mistake when he changed his job.
3. You look very tired. Would you like me to you a cup of coffee?
4. What have I with my handbag? I can’t find it anywhere!
5. I haven’t got a $20 note. Will two $10 notes ?
6. Why does it take them so long to decisions?
7. T h e y fun of him whenever he wore his new hat.
8. That w ill___ , children! You're giving me a terrible headache!
9. Why does s h e ____ such a fuss of him?
10. What have y o u to this table cloth? It's got some kind of red liquid all over it!
11. Don’t forget t o _____your hair before you go out.
12. Could y o u me a favour? Please drive me to town.
13. This car is very economical. I t ____40 miles to the gallon.
14. He had difficulty in _____his way through the crowd.
15. It’s very important to _____a good impression at this meeting.
16. Please_____ sure you’ve switched off all the lights before you leave.
17. This room co u ld with a good clean.
18. Please sit down a n d yourself at home.
19. Don’t have anything t o with him. He can’t be trusted.
20. When he was younger, h e a fortune selling clothes.
2 1 .1think the answer is 2,367. What do you _ _ _ it?
22. How would you like your steak ? - Medium, please.
23. H e so much noise that he woke her up.
24. She wasn’t very happy about_____ without sugar in her coffee.
25. The new m anager____some changes as soon as he arrived.
26. It doesn’t matter if you don’t come first as long as you your best.
2 7 .1want t o ____a phone call. Have you got any change?
28. How did yo u in your exam? - Quite well, I think.
29. Have a nice cup of tea. It w ill_____you good.
30. Take this medicine. It w ill you better.
31. What time do y o u ____ it? - Nearly six o'clock.
32. Be quiet! Don’t a sound!

II. Translate from Russian / Belarusian Into English.

1. Я уже приготовила все к отъезду. 1. Я ужо падрыхтавала усе да ад’езду.
2. Дело Стива принесло большой доход в 2. Справа Стыва прынесла вял|'ю даход у
прошлом году. мшулым годзе.

164
3. Ольга сделала ошибку, когда сняла квартиру 3. Вольга зрабта памылку, кал! зняла квагэру
по такой высокой цене. па такой высокай цане.
4. - Кто у Вас занимается домашним хозяйством? 4. - Хто у Вас займаецца хатняй гаспадастай7
- Мама, но я обычно помогаю ей: мою по­ - Мац1, але я звычайна дапамагаю ей мыю
суду, подметаю, хожу в магазин. посуд, падмятаю, хаджу у краму.
5. Нику было тяжело прокладывать дорогу. 5. Нжу было цяжка пракладаць дарогу
6. Что ты сделал с телефоном? Он не работает. б. Што ты зрабу з тэлефонам? Ен не праще
7. Сделай мне одолжение, пожалуйста. Поищи 7. Зраб! мне паслугу, кал! ласка. Пасг/кай у
в газете объявление о сдающейся квартире. газеце аб'яву пра кватэру, што здаеша
8. Прими это лекарство. Тебе станет лучше. 8. Прым! гэтыя лею. Табе стане лепш
9. Убедись, что ты выключил свет, когда 9. Упэунюя, што ты выключыу свя’тс капI
будешь уходить. будзеш сыходзщь.
10. Оля прилагает все усилия, чтобы помочь 10. Воля прыкладае усе намаганж саб дала-
родителям. магчы бацькам.
11. Почему у них уходит так много времени, 11. Чаму у ¡х щзе так шмат часу, кзб юьчяць
чтобы принять решение? рашэнне?
12. Не имей никаких дел с Петей. Ему нельзя до- 12. Не май жякай справы з Пятром Яму иельгз
верять. давяраць.
13. Не забудь перед уходом привести в порядок 13. Не забудзь перад адыходам псыбсшь
волосы. валасы.
14. Я не люблю мыть посуду по утрам. 14. Я не люблю мыць посуд ранщай
15. Она постоянно жалуется, что одна делает 15. Яна заусёды скардзщца, што адна робиь тоо
всю работу по дому. справу па хаце.
16. Заходите и садитесь. Чувствуйте себя как 16. Заходзьце \ сядайце. Адчувайие сябе як
дома. дома.
17. Выпей горячий чай. Это пойдет тебе на 17. Выпей гарачага чаю. Тэта прънясе ”эбе
пользу. карысць.
18. Очень важно произвести хорошее впечатле- 18. Вельм! важна зрабщь добрае узаяа-оче
ние во время первой встречи. падчас першай сустрэчы.
19. Как ты находишь время для того, чтобы 19. Як ты знаходзш час, каб зраб1ць уос та~-юс
сделать всю работу по дому? працу?
20. Новый менеджер сделал некоторые пере- 20. Новы менеджэр зраб1у некаторыя песамечы
мены, как только приступил к делу. як толью узяуся за справу.
21. Если не хочешь идти на вечеринку, принеси 21. Кал! не хочаш 1сц! на вечарынку тъняс
свои извинения. свае прабачэннг
22. Когда мой дед был молодым, он сколотил 22. Кал! мой дзядуля быу малады, ен чажыу
состояние, продавая одежду. багацце, прадаючы адзенне.
23. Ира много суетится, когда приезжают роди- 23. 1ра вельм! ув!хаецца, кал! прыяздгашь
тели мужа. бацью мужа.
24. - Как ты зарабатываешь на жизнь? - Я ра- 24, - Як ты зарабляеш на жыцце? - Я -поацус
ботаю переводчиком. перакладчыкам.
 Part
Ill
DO WE EAT TO LIVE OR LIVE TO EAT?
Unit 1. Daily Meals
Unit 2. Food and Cooking
Unit 3. Table Manners
Unit 4. Eating Out
Unit 5. You Are W hat You Eat

UNIT 1

f l/l DAILY MEALS

Focus Vocabulary

Meals Courses
breakfast afters / dessert
brunch appetiser(BrE) / appetizer (AmE) / starter /
dinner hors d ’oeuvre (Fr)
lunch course
supper the first / soup course
the elevenses(BrE) the main / meat course / entrée (Fr)
a bite / snack speciality (BrE) / specialty (AmE)
tea: afternoon tea, 5 o 'clock tea, high tea
Mealtimes

Two things never fail to confuse foreigners when they come to Britain: cricket and British
meals. However, whereas the visitor can live without understanding cricket (indeed, most
British people have little grasp of the rules of the game), it is almost impossible to survive
without an understanding of British eating habits. The following passage may help to make
things clearer.

192
 Understanding British meals is one of the great mysteries to the foreign visitor. Over the
centuries, the British have shown a tendency to name and re-name their meals, and to
move them about the day in an apparently random fashion. Further toconfuse outsiders,
we give different names to each mealdepending on our socialclass and part of the
country we live in.
Breakfast, which was once taken at 5 o’clock in the morning, can now be at any time
before 11.30. It has thus overtaken dinner. In Norman times - the 12th century - dinner
was at 9 am; by the 15th century it had moved to 11 am; and today it can be eaten at any
time between noon and 2.30 in the afternoon and is called lunch by a large proportion of
the population, especially the middle and upper classes and people from southern Britain,
Many farm labourers, however, who start work at sunrise and have their breakfast before
they go to work, still stop for a lunch break at about 9 o’clock. In the 14th century, supper
was at 4 o’clock - which is now called tea time. But outside the southeast of England,
working families have tea or high tea at about 6 in the evening while the rest of their fellow-
countrymen have dinner, which is often also called supper, at about 7.30 pm.

Word Meaning

Ex. 1 What do they call:

1. a meal taken between lunch and supper if dinner is not taken in the evening
2. a snack and drink taken during the morning
3. a quick meal in the middle of the day
4. the first meal of the day
5. a formal evening meal in Belarus
6. the main meal of the day in England
7. a meal eaten in the late morning

Note: See the words in the Focus Vocabulary.

Word Use

Ex. 2 Use the rig h t w ord (meal, food, course, dish).

1. We have th re e a day, breakfast, lunch and dinner. 2. I like to cook m y _____

myself. 3. T h is tastes bad. Don’t eat it. 4. Breakfast in England is generally a
b ig g e r than they have on the continent. 5. The most common th ird at our
canteen is compote. 6. Why don’t you take a of meat and vegetables? 7. Dinner
consists of several 8. I like to have a nice h o t in the evening. 9. W h ich ______
is tastier; boiled or fried? 10. Yesterday I tried to prepare a very s p e c ia l from a
French cookery book
Words in Context

► What British People Eat

W hat’s your favourite food?

What do you eat with it?
When do you have it?

You are going to read a text about what British people eat and when.
What do you want to know? Write some questions.

<•- Examples:
What do they have for breakfast?
Do they have hot food in pubs?
Do they eat a lot offish?

A traditional English breakfast is a very big meal - sausages, bacon, eggs, tomatoes,
mushrooms... But nowadays many people just have cereal with milk and sugar, or toast
with marmalade, jam, or honey. Marmalade and jam are not the same! Marmalade is made
from oranges and jam is made from other fruit. The traditional breakfast drink is tea, which
people have with cold milk. Some people have coffee, often instant coffee, which is made
with just hot water. Many visitors to Britain find this coffee disgusting!
For many people lunch is a quick meal. In cities there are a lot of sandwich bars, where
office workers can choose the kind of bread they want - brown, white, or a roll - and then
all sorts of salad and meat or fish to go in the sandwich. Pubs often serve good, cheap
food, both hot and cold. Schoolchildren can have a hot meal at school, but many just take
a snack from home - a sandwich, a drink, some fruit, and perhaps some crisps.
‘Tea’ means two things. It is a drink and a meal! Some people have afternoon tea, with
sandwiches, cakes and, of course, a cup of tea. Cream teas are popular. You have scones
(a kind of cake) with cream and jam.
The evening meal is the main meal of the day for many people. They usually have it
quite early, between 6.00 and 8.00, and often the whole family eats together.
On Sundays many families have a traditional lunch. They have roast meat, either beef,
lamb, chicken, or pork, with potatoes, vegetables, and gravy. Gravy is a sauce made from
the meat juices.
The British like food from other countries, too, especially Italian, French, Chinese, and
Indian. People often get takeaway meals - you buy the food at the restaurant and then
bring it home to eat. Eating in Britain is quite international!

Word Use

► Made 'of 'o r 'from'

‘Made fro m ’ is used when the original materials have been completely changed and
cannot be recognised: e.g. Marmalade is made from oranges.
‘Made o f’ is used when the original materials have not been completely changed and you
can still see them: e.g. The staircase is made of pine.

194
 Ex. 3 Use the rig h t preposition.
1. The salesgirl claimed that the jumper was m ade wool.
2. Many components of this machine are m ade__ plastic.
3. Margarine, which is m ade natural ingredients, seems to be more acceptable.
4. You can’t make b u tte r skimmed milk.
5. The impressive building of the bank m a d e ____steel and glass towers over the other
houses.
6. Lenses m ade plastic are as good as those m ade glass and much lighter
7. Silk is m ade___very thin thread which is produced by a silk worm.
8. My blouse is m a d e the finest silk.
9. What is viscose m a d e ?
10. Bread is m ade flour and water.
11. Their dining table is m a d e solid oak.
12. What did you make this sa u ce ? It's delicious.
13. ‘Redbrick universities’ is the colloquial name for the universities which appeared ¡r the
19th century. Normally they were m ade red brick.
14. Whisky is m a d e barley.
15. Wine is an alcoholic drink m a d e grapes or any fruit.

Ex. 4 Compare the two sentences:

For many people lunch is a quick meal.

On Sundays many families have a traditional lunch.

Can you explain the use o f article with the w ord 'lu n c h '?

► Names o f meals are used without articles.

Example:
When did you have dinner?
Is dinner ready?
Mother is cooking dinner.
While they were at breakfast, the letters were brought in. (Austen)
I have finished breakfast, ring the bell. (Ch.Bronte)

The definite article is used when the nouns are modified by a particularising attribute cr
when the situation makes them definite.

Example: The dinner we had today was very substantial. The dinner was a success

The indefinite article is used if the name of a meal is modified by a descriptive attribute

Example: After a hearty breakfast the four gentlemen had a walk.

'9 5
 Ex. 5 Fill in articles if necessary.

1. dinner is ready. Will you have it now? 2. Would you like to come over f o r dinner
on Friday? 3. W h e n lunch was over they went upstairs to rest a little. 4. It all happened
at official luncheon. 5. - How do you lik e supper? - Oh, it’s delicious supper.
6. - What will you have f o r dessert? - I’d rather h a v e apple juice. 7. - How was
tea? - tea was super. 8 . 1hope you are satisfied w ith supper. 9 . breakfast
was bacon and eggs. 10. They are g ivin g dinner in honour of her retirement. 11.1 hate
his habit of reading a newspaper a t breakfast.

Skill Developing

Ex. 6 A. Work in pairs. Agree or disagree with the following statements.

1. Many British people have a big breakfast.
2. People often have cereal or toast for breakfast.
3. Marmalade is different from jam.
4. People drink tea with hot milk.
5. Many foreign visitors love instant coffee.
6. All British have a hot lunch.
7. Pubs are good places to go for lunch.
8. British eat dinner late in the evening.
9. Sunday lunch is a special meal.
10. When you get a takeaway meal, you eat it at home.

B. Say what is true about your meals.

Ex. 7 What meals are typical in Belarus? Make use o f the following skeleton.
We simply h a ve __________________a n d _________________ ,w h ich __________________ .
We usually start w ith , which is _________________.
Then we shall either h a v e ________________ o r _________________or something like that.
Some people d r in k __________________ in the morning, and / but w e _______________ .
Some people p refer_________________ .

196
 UNIT 2

( n FOOD AND COOKING

f l l ) FOODSTUFFS

^ Focus Vocabulary

Meat Dairy Products

meat: beef, lamb, moose, mutton, pork, butter
veal, venison cheese
smoked meat cottage /cream / soft cheese
liver cream: sour cream, sweet cream
kidneys margarine
bacon mayonnaise
ham milk
sausage yoghurt
smoked sausage
wiener (AmE) Bread and Pastry
baguette (Fr) / French stick (AmE)
Poultry biscuits (BrE) / cookies (AmE)
chicken bread: brown / rye bread
duck bun
goose (geese pi.) cake
turkey croissant (FrE)
doughnuts (BrE) /donuts (AmE)
Fish and Seafood muffins
fish: cod, haddock, herring, perch, pastry
pike, salmon, sole, sturgeon, trout, tuna pie
dried /sa lte d /sm oked fish / kippers roll
tinned (BrE) /canned (AmE) fish rusks
sardines, sprats waffles
shellfish: crabs, crayfish, mussels,
lobster, oysters, shrimps (BrE) /prawn
(AmE)
caviar: black / red

197
 Dry Groceries raspberries
cereals: buckwheat, cornflakes, millet, strawberries
oatmeal, rice, semolina melon / honeydew melon
corn watermelon
flour
pasta: macaroni, noodles, spaghetti Dried Fruit
baking soda dates
yeast prunes
raisins
Confectionery
chewing gum Nuts
chocolate almond
lollipop, lolly (BrE) / lollypop (AmE) coconut
peppermint hazelnut
sweets (BrE) / candies (AmE) peanut
toffees walnut

Fruit and Berries Vegetables

apples aubergines (BrE) / eggplants (AmE)
apricots beans: French beans
bananas beefs)
citrus fruit broccoli
grapes brussels sprouts
grapefruit cabbage
kiwi fruit carrots
lemons celery
mango cucumbers; pickled cucumbers
nectarines cauliflower
oranges garlic
peaches herbs: parsley, dill
pears leek
pineapples lettuce
plums
marrow (BrE) /squash (AmE) / zucchini (AmE)
pomegranates
mushrooms
tangerines
onion(s); spring onions
bilberries
peas
blackberries
peppers / bell peppers / sweet peppers
blueberries
potatoes; new potatoes
cherries
radishes
cranberries
currants (black / red)
gooseberries

198
sorrel a bunch o f grapes / bananas
spinach a clove o f garlic
tomatoes a dozen eggs
turnips a drop o f sauce
a head o f cabbage
Sauces and Spices a joint o f meat
bay lea f a lump o f sugar
chilli (BrE) / chili (AmE) a lo a f o f bread
cinnamon a pinch o f salt
clove a pint o f beer / milk
curry a piece o f cake
ginger a piece o f toast
ketchup (BrE) / catsup (AmE) a pound o f butter
mint a segment o f orange
mustard a slice o f bread / cheese
oil: olive oil, sunflower oil, vegetable oil a squeeze o f lemon
pepper
salt: seasoning salt Containers
syrup: maple syrup a bottle o f wine
vinegar a box o f eggs / matches
a cup o f tea / coffee
Quantities a glass o f water
a bar o f chocolate a packet (BrE) /p a c k (AmE) o f cigarettes
a block o f ice a table / tea spoon o f sugar

Word Use

Ex. 1 Have a lo o k at the foods in y o u r own kitchen and fridge and arrange their
names in two colum ns.

Countable Uncountable
tomatoes cheese

199
OS' Note:

WITH COUNTABLE WITH UNCOUNTABLE

no no
none none
hardly any hardly any
some / any some / any
a few / many / a lot (lots) of a little (a bit o f) much / a lot (lots) of
(very) few / not many (very) little / not much
too many / not enough too much / not enough
plenty of a great deal of

Word Meaning

Ex. 2 Arrange the names o f vegetables from the b ox in to three groups.

potatoes cabbage peas lettuce
turnips beans spinach carrots
soya beets onions radish

Green leafy vegetables Pulse vegetables Root vegetables

Ex. 3 F ill in the ch a rt w ith the w ords given below, then complete the chart without
looking at your vocabulary. Compare y o u r chart w ith that o f y o u r p a rtn er’s.
cabbage ice cream onions saucepan tablespoon
cheesecake potato chips peanuts soda tomato juice

Beverages Snacks Vegetables Desserts Utensils

Ex. 4 Which o f the following are fruits and which are vegetables?
bean cabbage carrot celery cherry
lemon lettuce marrow onion orange
pea pomegranates peach parsley tomato
pear potato plum strawberry

200
 Ex. 5 Which o f the following are kinds o f meat and which are fish?
beef cod haddock herring mutton
pork sardine sole trout veal
venison

— You don V seem to rea lise on w h ich s id e y o u r b rea d

is b u ttered .
— W hat d o es i t m a tter? I e a t b o th sid e s!

Word Use

Ex. 6 Match the containers o r (and) the quantities in the left-hand column with the
kinds o f food in the right-hand column.
1. a bottle a) chocolates
2. a bar b) crisps
3. a box c) sardines
4. a grain d) milk
5. a jar e) jam
6. a loaf f) eggs
7. a packet g) water
8. a lump i) chocolate
9. a tin j) cake
10. a drop k) rice
11. a slice I) sugar
12. a dozen m) bread

Ex. 7 How would you normally serve these different kinds o f liquid refreshment?
Match the container with the liquid.
1. a bowl of a) wine
2. a cup of b) beer
3. a glass of c) soup
4. a mug of d) tea
5. a tankard of e) cocoa

Ex. 8 Match these traditional combinations o f food, finding the correct word on
the righ t which goes with the word on the left.
1. bacon and a) biscuits
2. bread and b) eggs
3. cheese and c) marmalade
4. fish and d) butter
5. toast and e) chips

201
 Ex. 9 Put each o f the fo llo w ing colloquial words o r phrases in its co rrect place in
the sentences below.

the salt of the earth cup of tea peanuts

a butterfingers a vegetable the cream
a piece of cake full of beans in a jam
money for jam nuts sour grapes

1. Throw it to me! Oh, I've dropped it! I a m _____________ .

2. I said I'd pay him today, but my money's in the bank and it's just closed. Now I’m

3. That's a high salary for an easy job. It's ____________.

4. He never wants to do anything interesting. He just sits around all day. He's a bit of

5. To me $1.000 is a lot of money, but to a millionaire it's ___________.

6. That firm only employs the very best graduates. They only ta k e _________.
7. I think people who help the old, sick and homeless a re _______ .
8. He’s a bit tired and lifeless now, but after a nap he'll b e ___________ .
9. She now says she didn't really want the job that she failed to get,but I think it's just

10. That's a crazy idea of hers. She must b e _________ .

11. She likes literature and classical music. Discotheques are not h e r____________ .
12. The exam was very easy. It w a s ___________.

Ex. 10 Complete the co llo q uia l sim iles below w ith the co rrect item s from the
follow ing list.
mustard cucumber hot cakes water
beetroot toast chalk and cheese jelly
sardines pancake

1. He never panics in a difficult situation. He stays as cool as a _________________

2. She was very embarrassed. She went as red as a ____________________.
3. No, we aren't cold. Your flat's very warm. We' re as warm a s _________________
4. There are no hills or slopes for miles around. It's as flat as a .
5. Some students are not very interested in the subject. Others are as keen a s ____
6. John and his brother are as different a s _________________ .
7. That singer’s new record is in great demand. It's selling lik e _______________ .
8. In the rush-hour buses, people are packed lik e ___________________ .
9. I was terrified. I was shaking like a _______ .
10. She's very extravagant. She spends money lik e ______________________

202
¿£> Writing
Compose a s to ry in w hich yo u can use a t least eight o f co llo q uia l phrases and
sim iles from exercises 9 and 10.

fin DISHES

^5 Focus V o cabulary

batter appetizing
broth / clear soup cool / cooled
cabbage rolls / pig-in-the-blanket (AmE) delicious
chips (BrE) /french fries (AmE) disgusting
chop fattening
crepe fresh
crisps (BrE) / potato chips (AmE) hot
curry iced
custard mild
cutlet mouldy
dressing nourishing
eggs: hard-boiled/soft-boiled / nutritious
fried / scrambled eggs perishable
fish and chips pickled
garnish rare
gravy ripe
a hamburger rotten
iced lemon tea sharp
jelly sour
kebab (BrE) / kabob (AmE) spicy
milkshake stale
omelette (BrE) / omelet (AmE) substantial
pancakes sweet
pickles (AmE) tasty
porridge tender
potatoes: baked / boiled / frie d /m ashed / tough
roast potatoes yacky
yummy

preserves
pudding
roast beef
salad: fru it / mixed / vegetable salad

203
 sandwich: cheese / meat / sausage /
prawn salad / tuna sandwich
sauce
sauerkraut
soup: beetroot / cabbage / fish / milk
noodle / pea soup
steak: rare / medium /w ell-done steak
toast
whipped cream

English Food

English food has a bad reputation abroad. This is most probably because foreigners in
England are often obliged to eat in the more ‘popular’ type of restaurant. Here it is
necessary to prepare food rapidly in large quantities, and the taste of the food inevitably
suffers, though its quality, from the point of view of nourishment, is quite satisfactory. Still, it
is rather dull and not always attractively presented. Moreover, the Englishman eating in a
cheap or medium price restaurant is usually in a hurry - at least at lunch - and a meal
eaten in a leisurely manner in pleasant surroundings is always far more enjoyable than a
meal taken hastily in a business-like atmosphere. In general, it is possible to get an
adequate meal at a reasonable price; in fact, such a meal may be less expensive than a
similar one abroad. For those with money to spare, there are restaurants that compare
favourably with the best in any country.
In many countries breakfast is a snack rather than a meal, but the traditional English
breakfast is a full meal. Some people have a cereal or porridge to begin with. If porridge is
prepared from coarse oatmeal (in the proper Scottish manner) it is a tasty, economical and
nourishing dish, especially when it is eaten with milk or cream, and sugar or salt.
Then comes a substantial, usually cooked, course such as bacon and eggs, sausages
and bacon or, sometimes, haddock or kippers. Yorkshire ham is also a breakfast speciality.
Afterwards comes toast, with butter and marmalade, and perhaps some fruit. Tea or coffee
is drunk with the meal. Many English people now take a full breakfast only on Sunday
morning.
The traditional English meal (lunch or dinner, lunch generally being the lighter meal) is
based on plain, simply-cooked food. British beefsteak is unsurpassed (with the best steaks
coming from the Scotch Angus cattle) and is accompanied by roast potatoes, or potatoes
done in their jackets; a second vegetable (probably cabbage or carrots), and Yorkshire
pudding (baked batter, a mixture of flour, egg, milk and salt).
English lamb chops, best when grilled, make a very tasty dish, particularly when eaten
with fresh peas, new potatoes and mint sauce. English pork is good, but English veal is
sometimes disappointing.
As regards fish, Dover soles are a delicacy. So are British trout and salmon.
Unfortunately, they are not cheap!

204
Word Use

Ex. 1 A. W ithout looking back at the text match the adjectives from the left with
the nouns on the right.
economical breakfast
substantial meal
new veal
pleasant atmosphere
Scottish price
dull surroundings
reasonable course
nourishing food
adequate peas
Yorkshire manner
attractively presented dish
fresh ham
business-like potatoes
simply-cooked pudding
traditional English breakfast
disappointing English meal
full
plain

B. Look through the text again and circle the connectives (w ords that jo in
phrases, parts o f sentences o r paragraphs).
«*• Example: though

C. Speak about Belarusian fo o d / about y o u r own m eais using as many

connectives as possible.

Word Meaning

Ex. 2 Find in the te xt the w ords that m e a n ' food" and the w ords that mean 'dish'.

Class Discussion
1. Do you prefer healthy nourishing but not very tasty food to something delicious?
2. What meal should be most substantial?
3. Which do you prefer a square breakfast and a light supper or vice versa?

205
 fin COOKING

Focus Vocabulary

io bake to beat up to mix

to barbecue to carve to peel
to boil to chop (up) to pour (in, out)
to fry to coat (with) to preserve
to grill to cut to roll
to heat (up) to drain to rub (through)
to roast to dress (with) to shell
to simmer to flavour to slice
to stew to garnish (with) to sprinkle
to grate to stir
to ice to weigh
to mash to whip
to measure

Cutlery and Kitchen Utensils

blender fork: serving fork, cocktail fork,

bowl: mixing bowl fish fo rk
carving board / fo rk / knife fo o d processor
chopping board (BrE) / cutting board (AmE) kettle: tea kettle
cloth knife
oil cloth ladle
table cloth mug
colander napkin
corkscrew peeler
dish: casserole dish
dishwasher

opener: tin (BrE) / can (AmE) opener,

bottle opener
pan: frying, roasting, saucepan
plate: deep plate, serving plate
rolling pin
salt cellar (BrE) / salt shaker (AmE)
skewers
skillet (AmE)
spoon: tablespoon, teaspoon
tableware

206
Word Use

Ex. 1 Match the ways o f cooking on the le ft with the kinds o f fo o d on the rig h t

boil a)pancakes
fry b) a cake
grill c) cabbage
roast d) cucumbers
stew e) fruit
bake f) a steak
preserve g) potatoes
pickle h) a joint of beef

Word Meaning

Ex. 2 A. The w ords ’fry", 'hake', 'b o ir, 'ro a s t a n d 'cook' are sometimes confused.
Use them to complete these sentences. Change the form i f necessary.
1. Lamb is usually In the oven.
2. Bread is also ____ inthe oven.
3. If you are going to use onions in soup, you should them in a little oil first.
4. One of the most common methods o f vegetables is sim ply them in water
5. The English are famous for th e ir beef.

B. Explain the difference between the follow ing ways o f cooking food:
to grill to roast to fry to bake to boil

Word Use

Ex. 3 Match each verb on the le ft below with the fo o d item on the rig h t it is m ost
often associated with.
A. 1. pluck a)cheese
2. crack b) an orange
3. grate c) a chicken
4. knead d) carrots
5. peel e) nuts
6. skin f) a rabbit
7. slice g) a joint of meat
8. carve h)dough
9. chop i) a loaf

207
B. 1. mince a) cream
2. shell b) meat
3. toss c) a hard-boiled egg
4. whip d)soup
5. stuff e)eggs
6. mash f) a cake
7. beat g) a chicken
8. ice h) a pancake
9. stir i) potatoes

Word Meaning

Ex. 4 The words in the bo x all describe ways o f preparing food. Using a dictionary
i f necessary, p u t them in the rig h t lis t below and explain what difference there is
between the words in each list.

carve grind stir soak

beat crush slice grate
whisk dip marinate chop

Mix or move round

Cut into pieces
Put into liquid
Make into powder or small pieces

Word Use

Ex. 5 Read the descriptions o f different ways o f cooking, and fill the blanks with
the correct verbs from the box.

roast boil steam bake

simmer grill fry

a) Cook using dry heat (normally in an oven) bread, cakes, biscuits

b) Cook meat, coffee beans, nuts________________ .
c) Cook under direct heat______________ .
d) Cook in hot oil or fa t___________________ .
e) Cook in hot water at 100° C _______________ .
f) Cook for a long period, at just below 100° C ________________ .
g) Cook above water at 100° C ______________ .

208
 Ex. 6 Fill the blanks using appropriate forms of the cooking words from exercise 5
and some of the utensils in the box below.

kettle saucepan frying pan baking tin coffee pot

cake tin steamer grill pan teapot

a) Put the vegetables in a large full of water, add a little salt, a n d _______ them for
ten minutes.
b) Bob poured a little oil into a and put it on the gas until it was hot. Then he
added some onions a n d ______ them for a few minutes before adding the mushrooms.
c) Sally had prepared the cake very carefully and had put the mixture in a round_______ .
When the oven was hot, she put the cake in a n d __________it for an hour.
d) Those are large potatoes. I know they've been cooked for 20 minutes, but I think we
should put th e _________ back on the cooker and letth e m ____________for another ten
minutes on a low flame.

Word Meaning

Ex. 7 Read through the paragraphs below.

A. Match the methods of cooking in the box with their descriptions.

simmering roasting frying baking

grilling boiling casseroling

1. When food is cooked in liquid you just see an occasional bubble on the surface.
Stews, soups, sauces are cooked this way so that food cooks steadily, or mixture thickens
gradually.
2. This gives a firm and often crisp texture. It is the process of cooking in the dry heat of
the oven. The temperature and position in the oven are very important especially with
cakes, to ensure the food is cooked throughout and doesn’t burn.
3. This browns food, keeps in the flavour and sometimes gives food a crisp texture.
Food is placed under or over the heat. Fish, meats, young poultry and toasted snacks or
toppings are cooked this way.
4. This gives food a soft texture. The term is actually a little confusing for it is the liquid
in which the food is cooked that boils, not the food itself. When liquid comes to the boil,
reduce the temperature so it just bubbles. Foods cooked in boiling liquid include
vegetables, eggs, fruit and sugar for jam, meat. The liquid can be water, stock or milk etc.
5. This method of preparing meat means cooking in an oven or on a turning spit over a
fierce heat.
6. A convenient and usually quick, easy method of cooking in fat. It gives a golden and
often crisp texture.
7. Food is cooked in steam or liquid in the oven. It's a slow tenderising process, so very
good for making the most of cheaper cuts of meat.

209
 B. Think o f the ways o f cooking you normally use when:
- preparing a quick snack
- cooking for an unexpected guest
- having a family festive dinner

Word Use

Ex. 8 Put the sentences below into the logical order and use the prepositions or
postpositions in their right places.
a) Get your cookery book and look the recipe (out, up).
b) Chop the vegetables and put them a pan (up, in).
c) Pick some fresh fish and vegetables from the market and then put them the refrigerator
until you are ready to cook (up, in).
d) Turn the oven and set it at 300 degrees (on).
e)T a^e Vne dishes of the dishwasher and put them the cupboard (out, in).
f) Make sure you clean the kitchen when you are finished (up).
g) Put the fish a baking pan and pour the sauce it (in, over).

Ex. 9 Do you know how to cook Barbecued Kabobs? Have you ever tried the
dish?
Here is the recipe.
If you complete it with the right verbs from the box you will be able to cook the dish and
enjoy it.

chop up pour on put on take out

cut up put in take off turn over

Barbecued Kabobs

First, (1)_______ (2) some wood and (3) it (4)_______ the

barbecue, or use some charcoal.
Then (5)___________some lighter fluid (6)____________and light the fire.
Now (7)_________ (8)________ the meat and vegetables, and (9)_________ them
(10)_________ a small bowl with some sauce.
(11) them (12)__________ of the bowl after twenty minutes.
Then (13) the meat and vegetables (14)_____________ the skewers and
(15) them (16) the barbecue.
(17)___________ the meat (18)_________ after ten minutes and cook it for 10-15 minutes
more.
Then (19)________ the kabobs_(20)_________ the barbecue and enjoy!

210
Words in Context

Ex. 10 Here are five sim ple ways to cook eggs. Which o f them do you prefer and
why? Discuss it w ith yo u r partner.

Boiled Eggs

One of the easiest things to make is a boiied egg. Put an egg into a saucepan full of
cold water. Put the saucepan on top of the stove. Turn on the heat. When the water starts
to boil look at your watch. You must boil the water fast for about three to four minutes only.
Then remove the egg immediately from the water and serve.

Egg Salad

If you want your boiled egg to be hard then boil the egg in water for about eight to ten
minutes. When the egg is cold, peel off the egg shell and cut up the egg. Chop a little piece
of onion with a sharp knife. Then mix the egg and onion with some mayonnaise. Now you
have egg salad. Put this on some fresh bread with some thinly sliced tomato and you have
a great sandwich.

Fried Eggs

Melt a little butter or oil in a frying pan. Break the egg into the pan without breaking its
yellow centre. Fry it quickly. This is a very popular breakfast dish in Britain and the United
States, where it is often served with toast and slices of fried bacon.

Scrambled Eggs

Scrambled eggs are also popular. First, beat two eggs together with a little milk. Melt
some butter in a frying pan and pour in the mixture. Stir with a wooden spoon and cook until
the egg starts to get thick. Make sure you have some buttered toast ready to serve the eggs on

Baked Eggs

Eggs can also be baked in the oven. Heat the oven first. Break the egg and pour it into a
special oven dish. Add a small spoonful of melted butter or cream or grate some cheese
over it, and bake it in the oven for eight to ten minutes.

Ex. 11 Look through the paragraphs again and p ic k o u t the w ords which mean
cooking o r processing food.

211
Skill Developing

Ex. 12 Make notes about y o u r favourite snack.

What is it?
What ingredients do you need to make it?
How do you make it?

Ex. 13 A. Tell yo u r p a rtn er about y o u r favourite snack.

A: What’s your favourite snack?
B: Oh, it’s a sandwich with peanut butter, honey, and a banana. It’s really delicious!
A: Ugh! I've never heard of that! How do you make it?
B: Well, first, you take two pieces of bread and spread peanut butter on them. Then cut up
a banana into small slices and put them on one of the pieces of bread. Then put the other
piece of bread on top.
A: It sounds awful!

B. Work with y o u r partner. Take turns describing how to make yo u r favourite

snack.
A: What’s your favourite snack?
B: It’s ______
A: What ingredients do you need to make it?
B: To make it you need _ _ _ _ _
A: How do you make it?
B: First, you After th a t, Next, T hen _

Ex. 14 A. Tell y o u r p a rtn er w hich o f the dishes yo u know yo u consider to be:

1. Something quick._____
2. Something imaginative._____
3. Something that you could leave in the oven to cook while you talk to the guests.______
4. Something out of a tin that you could warm up quickly._____
5. Something you could fry up quickly._____
6. Something really sim ple.______
7. Something interesting to m ake.______

B. Share the recipes fo r some o f them.

Stanley's Favourite Recipes

Are you going to have a party soon? Do you want to cook something special? Stanley
the chef recommends this recipe for VEGETABLE STEW. This is Stanley’s favourite recipe
for vegetable stew, and everybody says it's fantastic!

212
 1 V o T A T O fi"

1. Put a l i t t l e b u t t e r in to 2. Chop up a fe w onions, 3. Cut up a f e w

a saucepan.

Q
4. Pour in 5. Slice 6. Add 7. Chop up

8. Slice 9. Add 10. Cook f o r 3 hours.

When is your birthday? Do you want to bake a special cake? Stanley the chef recommends
this recipe for a fruit cake. This is Stanley's favourite recipe for a fruit cake, and everybody
says it's out of this world!

lo -
p &
1. Put 3 cups o f flour into 2. Add a little sugor. 3. Slice a few
a mixing bowl.

8. Add 9. Mix In , 10. Bake fo r 45 minutes

Do you have a favourite recipe?

Share it with other students in your class.

213
 Ex. 15 A c t o u t the conve rsa tions.

At Lunch

A: You must have some more chicken.

B: No, thanks. I'm supposed to be slimming.
A: Can't I tempt you?
B: Well, maybe i could manage a very small piece.

A: Wouldn't you like to finish up the omelette?

B: No, really, thank you. I just can't eat any more.
A: Come on, now. Surely you can manage it.
B: No, thank you, really, I must have put on pounds as it is.

A: Another piece of meat pie?

B: No, thanks, really. I'm on a diet.
A: Please do. You've hardly eaten anything.
B: It's delicious, but I don't think I ought to.

A: Do have the rest of the mashed potatoes.

B: No, thank you. I've had too much already.
A: Just take it to please me.
B: OK, but only a small piece or I won't have room for any pudding.

Tea-time

A: Would you care for a cup of tea?

B: Only if you're having one.
A: Do you take milk, sugar?
B: A dash of milk and two lumps, please.

A: How about a nice cup of tea, before you go?

B: Yes, I'd love one.
A: How do you like it?
B: A strong one with three spoons for me, please.

A: I expect you could do with a cup of tea, couldn't you?

B: I'd rather have a cup of coffee, if you don't mind.
A: Milk and sugar?
B: A milky one without sugar, please.

A: Would you like a cup of tea?

B: Only if it’s not too much trouble.
A: No trouble at all. Do you like it with milk and sugar?
B: Not too much milk and just half a spoonful, please.

214
Class Communication

Ex. 16 When a frie n d o f yo u rs from abroad comes to v is it you, w hat traditional

Belarusian dishes w ill yo u treat him / her to? D iscuss it in groups o f three o r four

Writing

Ex. 17 Read Susan's instructions. Pay attention to the underlined words and the
sentence structure.
Susan is good at cooking and, especially, she likes making cakes. Her friend Kate is not
that good at it but she is having a birthday party and would like to cook something herself.
Kate asks Susan to give her some instructions on making a chocolate pie.

And this is what Susan has written to Kate.

First, you take 100g o f biscuits and crush them in a basin.

Then, you melt 50g o f butter in the pan and stir it into the crushed biscuits. Mix together
and press into the base o f the dish to make a pie base.

After that, place 50g o f flour, some sugar, cocoa and butter in the pan and gradually stir in
half a pint o f milk. Make sure you heat gently, stirring all the time to boiling. Boil for 1
minute.

As soon as this mixture is ready, pour it into the biscuit base and leave to cool.

If liked, decorate top with cream and grated chocolate before serving.

Now write instru ction s on m aking a cup o f tea o r faying the table fo r a dinner
party.
Remember that written instructions must be clear. For this reason, they tend to consist
of short, simple sentences. Each instruction is usually placed on a new line. Imperative
forms of the verb are most commonly used for this sort of writing.
The following words and expressions are sometimes used when giving instructions.
Check that you know how to use them.

First,... Remember t o ...

Then /N e x t,... As soon a s ... you should ...
Make sure you After th a t,...
Do n o t... Take care not t o ...

215
 Ex. 18 Write the m enu fo r the annual dinner at the club you belong to.
It is quite a formal occasion, so choose a really nice four-course meal.
You can use the menu below as an example.

F a m ilies fo r C h ildren o f C h ern o b yl

affiliated with the N ational Re lief Fundfor Chernobyl Victims in Relams
Presents A Special Fund Raising E ven t

M en u
Starter
Orange Juice
A p p etizer
Bliny with red and black caviar
Herring with sour cream and dillpickles
W ild mushroom caviar
Authentic Kiev bread
Soup
Moscow-style beet bortsch with beef
Entree
Baked chicken Kiev-style
Cabbage rolls in tomato sauce
Roast potatoes
Carrots a la Rjtsse
Cucumber and sour cream salad with dill
Dessert Table
Sacher forte
Hagelnut honey cake
Spiced honey cake
Rum Babka
Fruit puree and more. . .
Coffee and Tea Cash Bar - Wine and Beer

Write a menu fo r y o u r b irth da y p a r ty /y o u r wedding / the firs t d inner yo u cook fo r

yo u r in-laws.

Skill Developing

R ole-play th e fo llo w in g situ a tio n

Task 1
A treats her / his guest to some dish,
B likes it and asks for the recipe.

216
A dictates the recipe. First she / he lists the ingredients you need for the dish, then
describes how to cook it.
B puts the recipe down.

Task 2
The w ife is going on a business trip. She knows her husband is a poor cook and is
afraid that he will be starving. She tells her husband how to cook some simple dishes.
The husband asks some questions. Later he tells his wife how he cooked his own
meals.

Task 3
In your childhood you enjoyed the food your Mum cooked for you. Has your food
changed in any way now, when you are a student?

Revision and Consolidation

I. Match the containers in the left-hand colum n w ith the kind s o f fo o d in the right-
hand column.
1. A bottle of a) chocolates
2. A box of b) crisps
3. A ja r of c) sardines
4. A packet of d) milk
5. A tin of e) jam

II. Which o f the ways o f cooking on the le ft seems to yo u m o st appropriate fo r the

kind o f food on the right. Match the items.
1. boil a) eggs and bacon
2. fry b) fruit
3. grill c)cabbage
4. roast d) a steak
5. stew e) a joint of beef

III. What actions w ould yo u norm ally perform in dealing w ith the five kinds o f food
listed? Match the verbs w ith the nouns.
1. chop a) a banana
2. melt b) bread
3. peel c) butter
4. slice d)so u p
5. stir e) carrots

217
 IV. Some meat is given a different name from the animal it comes from. What
animals do the following meats come from?
a) pork e) veal
b) beef f) mutton
c) bacon g) ham
d) venison h) moose

V. What's the opposite o f ...?

dry wine fresh bread a heavy meal
tough meat a well-done steak undercooked vegetables
cooked fish clear soup soft drinks

VI. Complete the sentences with the proper verbs given in the box.

How to make a cup o f tea

Example: Fill the kettle.

stir enjoy boil add leave pour put warm fill

1. ... the water 6. ... the tea for five minutes

2. ... the teapot 7. ... the tea into the cup
3. ... the tea into the teapot 8. ... milk and sugar
4. ... the pot with boiling water 9. ... your cup of tea
5. ... the tea
VII. Complete the sentences using the words from a) and b):
a) grill fry roast b) kettle saucepan frying pan oven
bake steam boil grill hot plate pan percolator
microwave liquidizer toaster

1. To make boiled eggs, you ( a ) _________ the eggs in water in a ( b ) ____________ for
about 3 minutes.
2. If you want potato soup, put the boiled potatoes into the (b ) __________ for a couple of
minutes with a little milk and butter and then heat.
3. To make fried eggs, you ( a ) _______________ the eggs in oil in a (b)_____________ on
the (b )_________ for about 2 minutes.
4. To make steamed rice, you ( a ) ___________the rice over some water in a ( b ) _______
on the (b) for about 30 minutes.
5. To make toast, you ( a ) _____________ the bread under the (b ) _________ for about a
minute and then turn it over and do the other side.
6. If you have a ( b ) you can make toast much more quickly.
7. To make roast lamb, you a ) the meat with some oil in the (b)_________ for
about an hour.
8. To (a )_______ a cake, you put the mixture in the (b )________ for about 40 minutes.
9. If you have a (b ) ________ cooking can take minutes not hours.
10. To make fresh coffee, you ( a ) ________ some water in a ( b ) ____________ and use a
filter or a (b )___________.

218
 VIII. Putin the connectives 'where', 'because', 'if', 'and', 'when', 'so'.
1. Do you m in d I have a coffee break?
2. I'm very hungry, I didn't have any breakfast this morning.
3. Can you tell m e I can have lunch?
4. Why are you buying so much food?
- i'm going to cook for ten people.
5. She was working as a c o o k she met her husband.
6. He is a vegetarian, he never eats meat.
7. We don't often have fis h it is difficult to buy it fresh.
8. An off-licence sells alcohol to take a w a y _______drink at home.

IX. F ill in the gaps w ith articles where necessary:

1. I don't lik e mineral water, I prefer____________ cup o f _tea.
2. Is there anything to your taste o n menu?
3. She is going to cook _ _ fish soup f o r dinner.
4. What can you recommend fo r ______ first course?
5. meat is just to my liking.
6. What do you usually have f o r ______ second course?
7.___ ____ cheese was fresh and tasty and he ate it w ith appetite.
8. At dinner we sat far from each other and could not talk.
9. A fte r dinner sit a while, a fte r supper walk a mile.
10. Who is coming t o tea?
11.1 h a d _______ supper at the hotel restaurant.
12. For _ ____ breakfast I h a d boiled egg a n d cup o f strong tea.
13. He prefers roasted meat fo r second course.
14. She like s black coffee f o r breakfast.
15. Will you please b u y loaf o f brown bread?
16. He is fond o f ______ cabbage soup.
1 7 .1 liked pork we had fo r ______ supper.
1 8 .1 h a d _____ big dinner today.
19. Did you e n jo y _____ meal?
20 . ______ juice was delicious.
21 . ___ __ dinner is cold already. W e must warm it up.
22. It is very substantial breakfast, isn't it?
2 3 .1enjoyed lunch they served at the restaurant.
24. I'd like toast for breakfast.

X. Use these w ords to com plete the sentences. You m ay use each w ord more
than once.

knife oven spoon saucepan frying pan stove peeler

1. You can b ake fo o d in th e

2. You can slice fo o d w ith a
3. You can fry food in a

219
4. You can heat food on top of the ___________________
5. You can mix food up with a __ ____ ______ ___
6. You can boil water in a_________ ___________________
7. You can chop food with a_______ ___________________
8. You can stir food with a_________ ___________________
9. You can peel food with a___________________________

XI. Translate from Russian / Belarusian into English.

1. Сейчас очень многие увлекаются вегетари­ 1. Цяпер шмат хто захапляецца вегетарыянскай
анской пищей. Вегетарианцы совсем не едят ежай. Вегетарыянцы зуам не ядуць мяса, яны
мяса, они едят овощи - картошку, морковь, ядуць гароднжу - бульбу, моркву, бурак!,
свеклу, цветную капусту, горох, салат. кветкавую капусту, гарох, салату.
2. Какой сочный арбуз! Я, пожалуй, съем еще 2. Яю сакауны кавун! Я, бадай, з'ем яшчэ ка-
кусочек. валачак.
3. Дай мне дольку апельсина, чайную ложку 3. Дай мне долечку апельана, чайную лыжку
сахара, щепотку соли, кусочек хлеба и плитку цукру, кал|'уца сол|', кавалачак хлеба I плшку
шоколада. Я буду готовить фирменное блюдо. шакаладу. Я буду гатаваць ффмовую страву.
4. Этот пудинг очень сытный, я буду есть его без 4. Гэты пудынг вельм! сытны, я буду есц! яго без
взбитых сливок и без сметаны. вяршкоу I без смятаны.
5. Какое масло лучше использовать для при­ 5. - Што лепш выкарыстоуваць, каб гатаваць
готовления пищи - сливочное или расти­ ежу: сметанковае масла Ц! алей? - Гавораць,
тельное? - Говорят, растительное полезнее. алей больш карысны.
6. Я люблю все мучное. Я знаю, что от булочек, 6. Я люблю усё з цеста. Я ведаю, што ад булак,
пирожных и печенья полнеют, но ничего не шрожных ды печыва папрауляюцца, але
могу с собой поделать. шчого не магу з сабою зрабщь.
7. Те не могла бы дать рецепт торта, который 7. !_р не магла б ты даць мне рэцэпт торта, яю
мы ели у тебя на дне рождения? мы ел! у цябе на дн1нараджэиня?
8. Вчера я собиралась испечь яблочный пирог. 8. Учора я збфалася спячы яблычны шрог. Але
Но когда я пришла домой, я обнаружила, что кал! я прыйшла дахаты, я пабачыла, што у
у меня закончилась мука. мяне скончылася мука.
9. - Какой кофе вы предпочитаете: черный или с 9. - Якую каву вы больш любще: чорную щ з
молоком? - Вообще-то, я не люблю кофе. малаком? - Увогуле-та я не люблю каву. Кал!
Можно мне чашку чая, пожалуйста? ласка, можна мне кубачак чаю?
10. Я предпочитаю свежие фрукты заморожен­ 10. Я больш люблю свежую садавжу, чым зама-
ным. В них больше витаминов. рожаную, У ёй больш вггамжау.
11.- Какое твое любимое блюдо? - Для меня нет 1 1 .- Якая у цябе люб|‘мая страва? - Для мяне
ничего вкуснее овощного рагу. няма шчога смачнейшага чым рагу з
12.- Что бы ты хотела завтра на завтрак? гароднжы.
- Пожалуй, на завтрак я бы съела тост с 12. - Што б ты хацела на сняданак? - Я, бадай,
клубничным джемом и выпила бы чашку на сняданак з'ела б тост з джэмам з
кофе с молоком. трускавак ды выпша б кубак кавы з малаком.

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13. - Ужин готов. Садитесь к столу. - Что у нас 13. - Вячэра згатаваная. Сядайце да стала. - Што у
сегодня на ужин? - Спагетти с мясным нас сёння на вячэру? - Спагец) з мясным соусам,
соусом, свежие овощи, фрукты и чай. свежая гародына, садавма Iчай.
14. Когда мы были в Англии, нам подавали 14. Кал1 мы был1 у Англн, нам дал! традыцыйны
традиционный английский завтрак: англКЫ сняданак: кукурузный хлапаю з
кукурузные хлопья с молоком, бекон и малаком, яечню з беконам, гарбату, тосты з
яичницу, чай, тосты с апельсиновым джемом. апельанавым джэмам.
15. Я не люблю каши. От них быстро попра­ 15. Я не люблю кашы. Ад ¡х хутка таусцееш.
вляешься.
16. Интересно, посолил ли я салат? - Почему ты 16. Цжава, щ пасал1у я салату? - Чаму б табе яе
не попробуешь его? не пакаштаваць?
17. - Почему ты не ешь ростбиф? - Мне кажется, 17. - Чаму ты не яа ростб1ф? - Мне здаецца, яго
он пересолен и немного жестковат. перасалт!! ён крыху цвердаваты.
18. Для того чтобы жаркое получилось вкуснее, 18. Каб смажанка атрымалася смачнейшая,
необходимо готовить его на медленном огне, трэба гатаваць яе на малым агм, пакуль яна
пока оно не загустеет. не загусне.
19. - Тебе понравился обед? - Да, обед был 19. - Табе спадабауся абед? - Так, абед быу
очень вкусным. велыш смачны.
20. - Я давно хотела спросить у тебя, как ты 20. - Я дауно хацела запытацца у цябе, як ты
готовишь этот коктейль. - Ты знаешь, рецепт гатуеш гэты кактэйль.
очень простой. Тебе понадобится немного -Ведаеш, рэцэпт вельм) просты. Табе
ванильного мороженого, фруктового сока и спатрэбщца крыху вантьнага марожанага,
хороший миксер. соку з садав1ны \ добры мжсер.
21. Всем известно, что сливочное масло 21. Уйм вядома, што сметанковае масла
невозможно приготовить из обезжиренного немагчыма зрабщь з абястлушчанага малака.
молока.
22. Я люблю сытна пад'есщ у абед - з'есщ
22. Я люблю плотно поесть в обед - закуску, закуску, суп, другое, дэсерт \ выаць кубак
суп, второе, десерт и выпить чашку крепкого моцнай кавы.
кофе.
23. - Я нжол! не перакусваю памЬк сняданкам,
23. - Я никогда не перекусываю между за­ абедам \ вячэрай. - Думаю, у цябе давол|'
втраком, обедом и ужином. - Думаю, что у сытны сняданак. Я звычайна з'ядаю на
тебя довольно плотный завтрак. Я обычно сняданак бутэрброд з сырам ! ужо праз дзве
съедаю бутерброд с сыром за завтраком и гадз1ны хачу вещ.
уже через два часа хочу есть.
24. - Як часта ты яа? - Два разы на дзень. Я
24. - Как часто ты ешь? - Два раза в день. Я ¡мкнуся не вячэраць, бо хачу пахудзець.
стараюсь не ужинать, т.к. хочу похудеть.
25. - Давай перакуам. Я памраю з голаду. - Я
25. - Давай перекусим. Я умираю с голоду. - Я тоже. таксама. Давай падсмажым бульбу \ зроб1м
Давай поджарим картошку и сделаем рыбный рыбную салату.
салат.

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 U N IT 3

(V ) TABLE MANNERS

► A List o f Do's and Don'ts

Take a slice of bread from the bread plate by hand, don't harpoon your bread with a fork.
Do not bite into the whole slice, break it off piece by piece.
Never spoil your neighbour's appetite by criticising what he is going to eat or telling
stories which are not conducive to good digestion.
Chicken requires special handling. First cut as much as you can, and when you can't
use a knife and fork any longer, use your fingers.
Never read while eating (at least in company).
When a dish is placed before you, do not eye it suspiciously as though it is the first time
you have seen it, and do not give the impression that you are about to sniff it. No matter
how surprised you are, take ail in your stride.
When you are being served, don't pick. One piece is as good as the next.
In between courses don't make bread-balls to while the time away and do not play with
the silverware.
Don't lick your spoon. If you really feel that way about it, ask for a second helping.
Don't use a spoon for what can be eaten with a fork. The forks are placed at the side of
the dish in the order in which they are to be used (salad fork, fish fork, meat fork).
When eating stewed fruit use a spoon to put the stones on your saucer.
Vegetables, potatoes, macaroni are placed on your fork with the help of your knife.
If your food is too hot, don’t blow on it as though you were trying to start a campfire on a
damp night.
Your spoon, knife and fork are meant to eat with, they are not drumsticks and should not
be banged against your plate.
Don't sip your soup as though you wanted the whole house to hear.
Don't pick your teeth in company after the meal even if tooth-picks are provided for the
purpose.
And, finally, don't forget to say Thank you’ for every favour of kindness.

W o r d Meaning

Ex. 1 Match each action on the le ft with the rig h t noun on the right.

1. You take a bite with a) a spoon

2. You lick with b) a saucer
3. You drink soup with c) a mug

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4. You cover your lap with __________________________ d) your plate
5. You cover the table with e)
6. You place a cup on f)
7. You suck through g)
8. You cut up food with h)
9. You put knife and fork together on i) a knife
10. You drink hot chocolate out of __________________________j) a tablecloth
11. You put your breakfast cereal in ____ _____________________ k) your tongue
12. You chew with____________________________________________ I) a straw

Word Use

Ex. 2 Put each o f the verbs describing ways o f eating into its co rrect place in the
sentences.
chew lick polishing off gnaw nibble at
digest consume bolt peck I pick at tuck in
gorge_____________ swallow______________________________________________________________

1. The children have no appetite. They ju s t_______________ their food. They hardly eat
anything.
2. My mother always used to say to me, ‘Now make sure you ____________ meat
carefully before y o u ____________ it’.
3. In Britain peo ple _______________ four million tons of potatoes every year.
4. He has an enormous appetite. I've seen h im ____________ four hamburgers and a pile
of chips at a sitting.
5. As children we used t o ourselves on ice-cream, chips and chocolate, and
then feel very sick.
6. The starving prisoners were so desperate they w o u ld _ any meat bones they
could find.
7. It's not good for your body t o ___________ your food so quickly. Eat slowly so that you
c a n ___________ it properly.
8. He was so hungry that when he’d finished his food, he began to ________ the plate!
9. Since she started her diet she ju s t a carrot for her lunch.
10. Nick was already at the ta b le _____________ the remains of the apple pie.

Ex. 3 A nsw er the fo llo w ing questions using w ords from the b ox in exercise Z
1. How do people eat ice-cream cones?
2. How do hungry people eat?
3. How do very greedy people eat?

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4. How do people eat if they are not very hungry?
5. How do dogs eat?
6. What is a good, healthy way to eat meat?
7. What is an unhealthy way to eat and why?

► Table Manners

Although rules regarding table manners are not very strict in Britain, it is considered
rude to eat and drink noisily. At formal meals, thecutlery isplaced in the order in which it
will be used, starting from the outside and working in. The dessert spoon and fork are
usually laid at the top of your place setting, not at the side.
After each course, the knife and fork should be laid side by side in the middle of the
plate. This shows that you have finished and the plate can be removed. If you leave the
knife and fork apart, it will show that you have not yet finished eating.
It is considered impolite to smoke between courses unless your hosts say otherwise. It
is polite to ask permission before you smoke in people's homes.
in Britain, smoking is now forbidden in many public places, e.g. in shops, in theatres and
in cinemas.

► The ABC o f Table Manners

1. Do not attract undue attention to yourself in public.

2. When eating take as much as you want, but eat as much as you take.
3. Do not eat too fast or too slowly, cut as you eat.
4. Take a little of every dish that is offered to you.
5. Sit up straight and face the table, do not put your elbows on the table while eating.
6. Do not reach across the table - simply say: ‘Would you please pass the salt'etc.
7. At a small party do not start eating until all are served. At a large party it is not
necessary to wait for all. The hostess gives a signal to her guests by saying: ‘Start
eating, please (your food will get cold)’.
8. There is no rule about eating everything on your plate, to indicate that youhave had
enough place the knife and fork together, not criss-cross.
9. When refusing a dish or helping simply say: ‘No, thank you,’ when accepting - 'Yes
please’.
10. Do not leave the spoon in your cup, when drinking tea or coffee.
11. Do not empty your glass in one gulp / at a gulp (too quickly).

Skill Developing

Ex. 4 Discuss which o f the follow ing habits you consider rude and why. Which o f
them, i f any, do yo u consider acceptable only at home, and w hich do you
consider com pletely unacceptable?

- helping yourself to food without asking

- starting to eat before everyone is served
- picking at food with your hands
- reading at the meal table

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 - resting your elbows on the table
- reaching across the table in front of people
- leaving the table before other people have finished
- not thanking the cook, the host or the hostess
- wiping your plate clean with bread
- licking your knife

Ex. 5 Act out the conversations.

Thanks for Hospitality

Flowers, given to the hostess on arrival, are always appreciated by English families
offering hospitality. The wrapping paper should not be removed.

I. - It's time we were off. III. - I think it's about time we made a
- So soon? Can't you stay a little longer? move.
- I wish I could, but I'm late already. - W h a t already? W on't you have another
-W h a t a shame! coffee?
- Thank you for a wonderful meal. - I'd love to, but I have to be up early
- I'm glad you enjoyed it. tomorrow.
- Oh dear! What a shame!
- Thank you for a most enjoyable evening.
- Not at all. Hope you can come again.

II. - 1really must be going now. IV. - If you'll excuse me, I really should be
- Wouldn't you like to stay for dessert? off now.
- That's very kind of you, but I mustn't be - Not yet surely. Have another drink at
too late. least.
- What a pity! - No, thank you all the same.
- Thanks very much for the party. - Oh dear! What a pity!
- It was a pleasure to have you. -T h a n k you very much indeed for the
delicious meal.
- Thank you for coming.

Writing

Ex. 6 Look at the example below, then write a few paragraphs about etiquette for
visitors to your country. Give helpful advice about things like table manners,
hospitality and tipping.

Table M anners
A t mealtimes in Sweden we don't use side plates fo r bread. You're
supposed to p u t j o u r bread on the table besidej o u r dinner plate.
A fte r a meal, jo u 're expected to thank the person who prepared it,
even i f it's j o u r mother orfather.

8 3aK. 1624 225

Skill Developing

Ex. 7 M ind y o u r M anners!

A. Read the questions and think about your 1. What do you say at the start of a meal?
answers. 2. What time do you have lunch and
dinner?
3. How long does a typical lunch or dinner
last?
4. Do you usually use a knife and fork? If
so, which hands do you hold them in?
B. Work in pairs and discuss your answers. 5. Do you use a napkin? If so, where do
you put it?
In my family we have dinner at seven
6. At which meals do you eat the following
o'clock.
food: melon, pasta, fish, steak?
7. Where do you put your knife and fork
when you have finished your meal?
8. Where do you put your hands when
you're at the table but not eating?
C. Tell the rest of the class what your
9. Do you eat cake with a fork or a spoon?
answers are. Use these expressions.
10. What food do you often eat with your
Both o f us think th a t... fingers at the dining table?
Neither o f us thinks th a t... 11. When do you usually drink coffee and
I think ...b u t Elena thinks... tea?
N either... n o r ... 12. When can you smoke during a meal?
13. What do you say and do when
someone raises their glass?

Words in Context

Ex. 8 Read the fo llow ing passage.

Before John and Susie Barker went to visit their grandmother, their mother told them
their grandmother thought children should have good table manners. So she wrote out this
list of instructions.

1. When you are eating you should hold your knife firmly in one hand and your fork
firmly in the other. Cut with the knife. Push the food onto your fork with your knife.
Put the food into your mouth with your fork, never with your knife.
2. Do not put your arms and elbows on the table while you are eating.
3. Chew your food very slowly. Keep your mouth closed while you are chewing. Never
speak while you have food in your mouth.
4. Do not put too much food in your mouth at one time. Take small bites only.__________

226
 5. D rink slowly from your glass or cup. When drinking from a teacup, you should lift the
cup with one hand and lift the saucer underneath with the other. Always drink silently,
even if you are drinking from a large m ug of tea or coffee.
6. When you are drinking soup move the spoon away from you in your bowl.
7. While you are eating, your napkin should be resting on your lap. When you have
finished eating, wipe your mouth with your napkin and place it neatly on the table. Put
your knife and fork together on the plate. Do not put them on the tablecloth.
8. When you are drinking through a straw do not suck violently and make a loud noise
when you reach the end o f your drink.
9. Never lick your knife. You might cut your tongue. And never lick your plate!

Skill Developing

Ex. 9 A ct o u t a telephone talk between Mrs Barker and her m other after John and
Susie have visite d their grandmother.

Ex. 10 A c t o u t a sketch.
It is a family meal. The mother is a bit annoyed with her chiidren's table manners. She
keeps telling them off:

> Would you mind not making so much noise?

> Do you have to lick your knife?
> I'd rather you didn't put your elbows on the table.
> ...

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 UNIT 4

( j/ J EATING OUT

^5 Focus V ocabulary

banquet lemonade
barbecue mineral water
black-tie party pop
buffet lunch / supper soda
cocktail party tonic
beverage coffee bar
drink salad bar
fizzy drink snack bar
still drink wine bar
alcoholic / h a r d /s tiff/str o n g drinks: bistro
beer buffet
brandy cafe
cognac canteen
gin drive-thru restaurant (AmE)
Scotch eatery
vodka fast-food restaurant / place
wine pub (BrE)
dry / table / white / red wine refreshment-room
whiskey (AmE) / whisky (BrE) takeaway (BrE) / take-out (AmE)
non-alcoholic/soft drinks: chef
coca-cola (coke) caterer
diet coke / light coke waiter / waitress
fruit juice

Word Meaning

Ex. 1 Match the w ords in the box w ith their definitions.

Use a dictionary i f necessary.
working lunch cocktail party potluck
banquet luncheon barbecue
cheese-and-wine party black-tie party hen party
buffet lunch bachelor party (AmE)/ stag night (BrE)
farewell party housewarming (party) party

228
1. a formal dinner for many people on an important occasion
2. a meal of cold food at a party or other occasion, at which people serve themselves at a
table and then move away to eat
3. a meal at which you discuss business
4. a formal lunch
5. a party for women only, that happens just before one of them gets married
6. a party at which alcoholic drinks are served and for which people usually dress formally
7. an occasion when people meet together to enjoy themselves by eating, drinking, dancing
8. an outdoor party during which food is cooked and eaten outdoors
9. a social occasion at which people wear evening dress
10. a dancing party at which cheese and wine are served
11. a party for men only, especially the night before a man's wedding
12. a meal made up of dishes or food brought by many different people
13. a party that you have because someone is leaving soon
14. a party that you give to celebrate moving into a new house

Ex. 2 Explain the difference between the w ords that mean 'a place to eat'. Use a
dictionary i f necessary.
bar canteen restaurant
bistro pub cafe
buffet refreshment room snack bar
fast food restaurant drive-thru restaurant wine bar
grill bar lunch room takeaway / take-out
patio
In class share y o u r findings w ith other students.

Note the difference:

whiskey — whisky — Scotch

‘W hiskey’ is a strong alcoholic drink made in Ireland or the US from grain.

W hisky1or ‘Scotch’ is a strong alcoholic drink made in Scotland from grain, especially barley

Fast Food

In these days of fast living many people have little time for their meals. They want
something cheap, quick and easy. The fast food companies, like McDonaids and Burger
King sell millions of meals a year - and make a lot of money.
Sam White, a customer: 'Fast food? I love it. I often eat it, so do my wife and children. I’ll
tell you why I like fast food: it's very quick, it's quite easy, it can be quite good for you Of
course, you mustn't eat too much of it. I like fast food restaurants where you don't have to
wait for the waiter. Do you know why they are called waiters? Because they wait for half an
hour before they come and serve you. No, thank you'.

The fast food business began in America. The largest and most famous fast
food chain, McDonalds, started in 1955. Since then the eating habits in
America have changed. People have always eaten in restaurants but a fa st
food restaurant is different.

229
 Ex. 3 Look a t these characteristics o f fa st food restaurant and traditional ones
and place a tick (V? against the correct one.

Fast Food Traditional

Few items on the menu ✓

No waiter / waitress service
Food ready in five minutes or less
People often stand up
Large wine list
Can use your credit card or cheque book
Must give up your coat and pay to get it back
Can stay and talk with friends
People sometimes throw their plates and cups on the streets afterwards

Ex. 4 Fast food comes from many countries. Look a t the types o f food in column A.
With yo u r partner, m atch them w ith a country in colum n B.

A B

Hamburgers the United States

Chips England
Potato salad France
Hot dogs Germany
Pizza Italy
Kebabs Mexico
Sandwiches Turkey
Croissants Japan
Tacos
Pasta
Sausages
Raw fish

‘Waiter. - How did you fin d that steaf sir?

Quest: - OhI, quite accidentally. I moved that piece
of potato and there it was, underneath.
<dsEi5

230
 Ex. 5 A. Read the description and try to guess the meaning o f the words in bold type.

The POLASH is an Indian R estaurant in O xford

Recently opened, this Indian restaurant offers authentic Indian CUISINE and a set four
course MEAL for two or four persons. Special CELEBRATIONS such as weddings,
birthdays, anniversaries are welcomed. There is also a normal a la carte MENU available.
RESERVATIONS are advisable. And there are full FACILITIES for children and disabled.
Situated opposite the railway station where there are ample car PARKING facilities.

B. F ill in the w ords in b o ld type from the text above in the description o f another
restaurant which follow s:
The PADDYFIELD is a popular restaurant, especially with business people, serving
Peking and specialising in seafood . The extensive offers six s e t _ in
addition to the 90 other dishes on offer. There a re facilities in the rear. The Paddyfieid
is also opened in the afternoon fo r and conferences. You escape from the summer
heat by enjoying y o u r in air-conditioned surroundings.

Word Meaning

Ex. 6 Match the phrases and the definitions.

1. cuisine a) a detailed list of the foods served at a meal

2. meal b) a complete meal served at a hotel or restaurant at a set price
3. menu c) a style of cooking or preparing food
4. a la carte menu d) the food served or eaten at one time
5. table d'hote e) with a separate price for each item on the menu

Ex. 7 Having Meals a t a Restaurant

Choosing a meal can be a problem sometimes because dishes are called unknown
fcwagn names. Do not guess - ask the waiter to help you.

Place S ettings

Don't let the number of knives, forks and spoons confuse you. It is simple enough - use
fsem in the order in which they are laid, the ‘place settings’ picture (diagram) below will
U p you.

231
1. napkin 2. plate 3. bread and butter plate 4. water glass 5. wine glasses 6. cup and saucer
7. fork and knife for the fish 8, fork and knife for the main (meat) course 9. butter knife
10. fork for dessert 11. spoon for dessert 12. spoon for soup.

S k ill D e v e lo p in g

Ex. 8 A c t o u t the conversations.

► In a Restaurant
!. - Can I take your order, sir?
II. - Have you decided on smth, sir?
- Yes, I'd like to try the steak.
- Yes, haddock and chips for me, please.
- And to follow?
- How about the sweet?
- Ice-cream, please.
- No sweet, thanks. Just coffee.

III. - Have you chosen smth, sir? IV. - May I take your order, sir?
- Yes, I think I'll have the curry, please. - I'll just take a small salad, please.
- What would you like afterwards? - Do you want any sweet?
- I'd like some fruits if you have any. - Apple pie and custard would be nice.
► With a girlfriend in a coffee bar

I. - What would you like to drink? II. - What can I get you to drink?
- A black coffee for me, please. - An iced Coke would go down well.
- How about smth to eat? - Wouldn't you like some cake, too?
- Y e s , I'd like a portion of that strawberry - Yes, I think I'll have a slice of chocolate
tart. sponge.
- Right. I'll see if I can catch the waitress's eye. - Right. Sit down there. I'll bring it over.

111. - What are you going to have toidrink? IV. - What do you want to drink?
- I'd like something cool. - I feel like a cup of tea.
- Would you care for some cake? - Do you fancy smth to eat?
- Yes, I'll try a piece of cheese cake. - Yes, I'd rather like some of that fruit cake
- It certainly looks tempting. I wouldn't mind - That's a good idea. I think I’ll join you.
some myself.

Ex. 9 What w ould you say in the follow ing situations? Choose y o u r variant from
the prom ts a fte r the situations.
1. You are in a restaurant. You have asked for a black coffee, but the waiter brings you a
white coffee. W hat do you say?
- Y o u :____________
2. You are in a restaurant. You have finished your meal and want to pay. What do you ask
the waiter?
- Y o u :____________
- W aiter:____________
3. You have invited some friends to come to your house for a meal. You want to make
sure that you don't give them food they don't like. What do you ask them?
- Y o u :____________
4. You are in a crowded restaurant. You see a table with one vacant chair. What do you ask the
other people at the table before you sit down?
- You: ___________

Prom pts: - Certainly, sir.

- Could I sit down here? / Is this seat free?
- Excuse me! I asked for a black coffee.
- Could you give me the bill, please?
- Is there any food that you don't like?

,;
<Diner —Waiter it's Seen hahf an hour since
I ordered that turtle soup.
'Waiter. - Yes, 6ut you know how show turtles are.

233
Class Communication

Ex. 10 Discuss the fo llow ing:

1. Many people find it very convenient to have dinner at a canteen or a cafe on week-days.
Are you of the same opinion? Why?
2. It is convenient to have a party at a restaurant rather than at home. No trouble at all. All
pleasure and fun. W hat do you think of it?

JA retired printer went into the restaurant business.

'This is an outrage —there's a needle in this soup!' —cried one o f his
customers.
Merely a typographical error, sir’, said theformer printer.
‘S houldhave Seen noodle’.

Writing

Ex. 11 Read the thank-you letter.

16 August 2001
Dear Sarah,
just a note to say thank you fo r the lovely day yesterday. It was really hard to get back to work
today after such a relaxing time. Deliciousfood, good company, a beautifulgarden —it reallyfelt like a
mnl-hollday. The kids had a great tm e too, and are still talking about the dog and thepool. It was
tspmaiiy nice to meet jjowr parent« after hearing about them for so lonyy they really are just as I
imagined them.
Would you like to come to us next weekend? You could comefo r lunch on Saturday, and we could
go for a walk in the hills afterwards i f the weather is good. Please bringyour parents i f they are still
staying withyou. I t would be lovely to see them again.
Sloping to seeyou next weekend, and with thanks againfor yesterday.
\
Dove,
Kate

N ow choose one o f these situations and write a thank-you letter.

1. You (and your husband / wife / boyfriend / girlfriend / family) have been to Sunday lunch
at your best friend's home and have met his / her fiance(e) for the first time. Write a
thank-you letter and invite them back for a meal.
2. You have been taken to lunch by an old friend of your father's / mother's who was in
your town for the day. Write, thanking him / her for the meal.

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 Role-play

Task 1

You want to arrange a business lunch for yourself and representatives o f another
company. Call the restaurant to reserve a table for the num ber o f people and time you
want. Ask what they have on their menu.

Task 2

Your friend and you are having lunch in a restaurant in London. Before paying the bill
you decide on how much to tip the waiter. (The meat was overdone, the service was
slow, some items on the table were missing).

► Proposing a Toast

1. You're at a wedding party.

Here's to the newlyweds / to the bride and bridegroom

2. You're at a pub with some friends. Jason has just bought a round of drinks. You raise
your glass.
Cheers!
Cheers!

3. You are talking to a diplomat at an Embassy reception. Cocktails are brought round. You
raise your glass.
Your very good health, Mr Pilkington.
Thank you. And yours.

4. In other situations:
I should like to propose a toast to our host I hostess I hosts I the bride etc. /
his / her / their very good health, (for very formal toasts on public occasions)

Class Improvisation
A Reunion

For this activity revise'Making Introduction’, 'It's Been Long’, ‘How are you’, 'Complimenting',
Proposing a Toast’, ‘Thanks for Hospitality’.

Former fellow students get together for a college reunion.

Act 1 . The monitor calls a friend of hers / his and suggests making a reunion party. They
call their fellow-students and discuss the arrangements. (It may be a cheese-and-
wine party, a potluck, a cocktail party, a barbecue, a buffet party, a garden party. It ran
take place at someone's home, in a garden, in a restaurant, at a camping site etc

235
Act 2. At a party. (Making small talk, eating, drinking, having a good time).
Act 3. After a party. (Exchanging thank-you calls, complimenting, gossiping).

Revision and Consolidation

I. Put each o f the fo llo w ing words o r phrases in its correct place in the passage
below.
Eating out

bill fast food cookery books eat out recipe

dish menu take-away ingredients waiter
snack tip

I'm a terrible cook. I've tried hard but it's no use. I've got lots of (1 )__________, I choose
a ( 2 ) ____________ I want to cook, ! read the ( 3 ) ___________, I prepare all the necessary
(4 ) and follow the instructions. But the result is terrible, and I just have a
sandwich or some other quick ( 5 ) So I often ( 6 ) . I don't like grand
restaurants. It's not the expense, it's just that I don't feel at ease in them. First the
(7 ) gives me a ( 8 ) _________ which i can't understand because it's complicated and
has lots of foreign words. At the end of the meal when I pay the (9) _____ I never
know how much to leave as a (1 0 )_____________ . I prefer (1 1 )_________ _ places, like
hamburger shops where you pay at once and sit down and eat straightaway. And I like
(1 2 ) places, where you buy a meal in a special container and take it home.

II. Instructions as above.

Entertaining at Home

cutlery vegetarian diet crockery*

side dish starter napkin entertaining
sink main course washing up \ dessert

Maureen often gives dinner parties at home. She loves ( 1 ) _______ . She lays the table:
puts the ( 2 ) in the right places, sets out the plates and puts a clean white (3)
_______ at each place. For the meal itself, she usually gives her guests some kind of (4)
first, for example soup or melon. Next comes the (5) . which is usually
meat (unless some of her guests are ( 6 ) ________ or if they're on a special ( 7 ) ______ ___)
with a ( 8 ) ________ of salad. For ( 9 ) it's usually fruit or ice-cream, and then coffee.
When everyone has gone home, she must think about doing the ( 1 0 ) _______ , as in the
kitchen the (1 1 )_________ is full of dirty (1 2 )____________.

*crockery (BrE) - cups, plates etc. especially made o f china

236
 III. Put one of the following words in each space in the sentences below.
to at down of for out in up through

1 . 1asked the menu. 7. I looked_________ the menu.

2 . 1like to e a t . 8. I'm very fond Chinese food.
3. He took_______ my order. 9. Could you help me set______the table?
4 . 1prefer a simple cafe____a big restaurant. 10. Put the used cutlery the sink.
5 . 1like to g o self-service places. 11. I'll wash them later.
6. Let's invite the Smiths__ dinner.

IV. Explain the difference between the words or phrases in each of the following
pairs. Use a dictionary if necessary.

a) starving and parched

b) a snack and a square meal
c) stale and mouldy
d) peckish and ravenous
e) uneatable and inedible
0 a beer-bottle and a bottle of beer
9) a starter and dessert
b) a restaurant and a cafe
<) to eat fast food and to cook from scratch
D liqueur and liquor
\
V. Try to guess the likely meaning of the words below.

Happy hour

a) the time when you finish work

b) a special time in a bar when alcoholic drinks are sold at lower prices
c) the time when you learn good news

Leftovers

a) food that has not been eaten at the end of the meal
b) unfinished business
c) lost things

Doggy bag

a) a bag for collecting a dog's litter

b) a bag for keeping a dog's food
c) a bag for taking home food that is left over from a meal, especially from a restaurant

237
 VI. Translate from Russian / Belarusian into English.
1. Я часто обедаю в этом ресторане. Здесь 1. Я часта абедаю у гэтым рэстаране. Тут
подают морепродукты. Я без ума от креветок и падаюць стравы з дароу мора. Я у захапленм
крабов. ад крэветак i крабау.
2. - Давай закажем цыпленка по-киевски. ("Chi­ 2. - Давай aaMOBiM кураня na-Kieycxy ("Chicken
cken Kiev"). - Звучит соблазнительно, но боюсь, Kiev”). - Гучыць saMaHniBa, але баюся, гэта
это дорого. - Не волнуйся, у меня с собой дорага. - Не хвалюйся, у мяне пры сабе
достаточно денег. Сегодня я угощаю. дастаткова грошай. Сёння я частую.
3. - Что вы будете заказывать на первое? - Мы 3. - Што вы будзеце замауляць на першае? -
еще не выбрали. А что бы вы посоветовали? Мы яшчэ не вырашылг А што б вы napaini? -
- Я рекомендую взять грибной суп, это наше Я рэкамендую узяць грыбны суп, гэта наша
фирменное блюдо. ф1рмовая страва,
4. - Этот столик у окна свободен? - Простите, он 4. - L|i вольны тэты CToniK каля акна? -
заказан. Я могу вам предложить столик у Прабачце, ён замоулены. Магу прапанаваць
камина, там вам будет удобно. вам стаж каля кам1на, там вам будзе утульна.
5. Мой бифштекс очень жесткий. Его невоз- 5. Мой б1фштэкс BenbMi цвёрды. Яго нема-
можно разжевать. гчыма разжаваць.
6. - Какое у вас фирменное блюдо? - Это 6. - Якая у вас ф!рмовая страва на першае? -
бараньи ребрышки в медовом соусе, - Это Гэта рабрыню з баранжы у мядовым соусе. -
вкусное блюдо? - Еще бы! У вас слюнки Яны смачйыя? - Вядома! У Вас шнв
потекут! пацякуць!
7. Давай выпьем по чашке капучино. Этот бар 7. Давай вып’ем па кубачку капучына. Тэты
славится своим кофе. бар вядомы сваёй кавай.
8. - Можно мне взглянуть на карту вин? - Да, 8. - Ц| можна мне з1рнуць на карту вжау? - Так,
вот, пожалуйста ... Что-нибудь выбрали? - вось, Kani ласка... Што-небудзь Bbi6pani? -
Да, мы остановились на бутылочке белого Так, мы спышмся на бутэлечцы белага
калифорнийского вина. кал|'фарн1искага.
9. - Мне абсолютно не понравился этот ресто­ 9. - Мне 3yciM не спадабауся тэты рэстаран.
ран. Кухня отвратительная, обслуживание Ежа вельм! кепская, абслугоуванне жахл1вае,
ужасное, официант груб. - Официант груб, афщыянт няветлшы. - Афщыянт няветшвы,
поэтому не получит чаевые. таму не атрымае на чай.
10. - Что вы хотели бы заказать? - Мы хотели бы 10. - Што б Вы жадал!' замовщь? - Мы, бадай,
начать с овощного салата. - Какую приправу пачнем з салаты з гароднжы. - Якую пры-
вы желаете? - Майонез и уксус для нас обоих. - праву пажадаеце? - Маянэз i воцат нам
А на второе? - Два бифштекса, пожалуйста. - С абодвум. - А на другое? - Kani ласка, два
кровью, средне или хорошо прожаренные? бфштэксы. - 3 крывёю, сярэдне щ добра пра-
- Средне прожаренные, пожалуйста. смажаныя? - Kani ласка, сярэдне прасмажаныя.
11.- Я возьму жареную треску или камбалу. - 11. - Я вазьму смажаную траску щ камбалу. -
Извините, этого нет в меню. Могу предложить Прабачце, гэтага няма у меню. Магу
фаршированную щуку или карпа. - Тогда я прапанаваць фаршыраванага шчупака щ
закажу карпа. карпа. - Тады я вазьму карпа.

238
12 - Что бы вы хотели на десерт? - Мне бы 12. - Што б Вы хацел! на дэсерт? - Мне б
хотелось порцию свежей клубники со взби­ хацелася порцыю свежых трускавак з узбГтым!
тыми сливками. - А я возьму кофе, мали­ вяршкамк - А я вазьму каву, малжавае
новое мороженое и печенье. марожанае i печыва,
13.- Вы готовы заказать горячее? - Что бы вы 13. - Вы зб!раецеся замауляць гарачае? - Што б
посоветовали нам? Телятину? - На вашем Вы нам napaini? Цяляцжу? - На вашым месцы
месте, я заказал бы свиные отбивные, цук­ я б замову свжыя адб1уныя, цукр, моркву t
кини, морковь и жареный картофель. - смажаную бульбу. - Гучыць здорава. Давайце
Звучит здорово. Давайте попробуем, пакаштуем.
14.- Вам принести маринованные овощи к мясу? 14. - Вам прынесщ марынаваную садавшу да
- Да, пожалуйста, я очень люблю марино­ мяса? - Так, кал! ласка, Я вельм! люблю
ванные огурцы. марынаваныя агурю.
15.- Я предлагаю тост за нашу хозяйку. - 15. - Я прапаную тост за нашую гаспадыню -
Спасибо. За вас тоже, пьем до дна. Дзякуй. I за вас таксама, п'ем да дна.

^ \ Food inspector: We notice a sign outside your restaurant that

you are serving rabbit stew today Is it all rabbit?

Proprietor: No, not exactly - it has a little horsemeat also in it.

\
Food inspector: How much horse meat?

Proprietor: - Fifty-fifty, one horse and one rabbit!

239
 U N IT 5

(✓ ] YOU ARE W HAT YOU EAT

^ Focus V o cabulary

additives hunger
genetically modified foods (GMF) / GM hungry
products / genetically engineered (GE) foods / thirst
biotech foods thirsty
to prefer
organic foods to smell
cuisine: Italian / Chinese cuisine to slim
cut down on to taste
diet to treat
digestion weight
fa t to gain / to put on / to lose weight
fattening gourmet \
low fa t / fat-free vegan
fibre vegetarian
high-fibre fo o d / diet

Word Use

Ex. 1 A. Write a d ia ry o f what you have eaten and drunk in the la st 24 hours. Be
honest!
Exam ple: Yesterday:
2 p.m. omelette, bread, water
4 p.m. apple, chocolate, coke etc.

B. Show y o u r diary to other people. What are the m ain differences and sim ilarities
between y o u r d ia ry and theirs?

Skill Developing

Ex. 2 Discuss these questions with a partner.

1. What time(s) of day (and night) do you feel hungriest?
2. How do you feel physically and emotionally when you are really hungry?
3. What activities make you feel particularly hungry or thirsty?

240
4. How many times per day (and night) do you eat and drink?
5. What kind of food do you prefer to eat when you are hungry?
6. How do you feel after eating and drinking?

Ex. 3 Your partner and you are short of money. Discuss with him / her what you
would eat in the following situations.

1. If it was hot weather, I’d choose something lik e ___________________________ .

2. In the normal way, I would probably start off w ith __________________________ .
3. However, if someone else was paying, I’d p refer__________________________ .
4. In general I quite lik e ______________ but now I’d rather h a ve _______________ .

Ex. 4 These four people were asked to talk about what they eat.
Maria: I eat a great deal of foreign food: Italian, French, Lebanese ... that sort of thing.
Strangely enough, I think I’d rather have ordinary, well-cooked English food. My favourite is
still steak! I prefer it rare. I’m also very fond of red wine, particularly Burgundy.
Alexander: I’m just not very interested in food. I usually have only a cup of tea and a
bowl of cornflakes for breakfast, and often skip lunch. For dinner, I often buy a tin of soup
or perhaps a frozen hamburger, and heat it up. Occasionally I get something from a
Chinese takeaway, or one of those fried chicken places. I never touch alcohol. It doesn't
agree with me.
Carol: Food is still one of life’s mysteries for me. It’s all my parents’ fault. They're
awfully conventional in their tastes. My mother insists on cooking things like roast beef or
lamb and boiled potatoes with some carrots or brussels sprouts. In fact,the kind of food I
have to eat is so disgusting that I’d rather not talk about it, if you don’t mind.
Dominic: I absolutely adore fish^ particularly white fish, such as sole or haddock,
cooked in a littlevvvhite wine, with some garlic and lemon. Recently, I’ve been experi­
menting with Japanese recipes, particularly raw fish. Oh, and I love fresh vegetables such
as zucchini, broccoli and asparagus, and fresh green beans. But I hate them overcooked.
Oh, and I’m terribly fond of pasta ... but it must be freshly made!

A. Imagine a meal that each one of these people had yesterday. Describe it.

B. Which person would you prefer to eat with? Why? Describe the meal you
would have with this person.

Ex. 5 Agree or disagree with the following statements about eating. Give your
reasons and compare them with your partner’s.
v Eating is such a waste of time, effort and money. It would be better if we could simply
take pills.
v You are what you eat.
v Eating is one of the greatest pleasures available. In the modern world we tend to eat
too quickly and not well enough.
y The problem is half the world eats too much, and the other half doesn’t have enough to eat.

241
 Ex. 6 Study the extract from a brochure published b y the B ritish Health
Education C ouncil which is called ‘Staying A live ’. Speak about the problem s
touched upon in the te x t What are y o u r ideas o f healthy food? Discuss them in
groups o f three o r four.
Most of us eat without realising what our food consists of. And, like any other machine,
the body functions better or worse according to the fuel we feed it. No one single food will
kill us, but a combination of the wrong sorts of food can cause ill health. Perhaps we ought
to stop and think for a moment.
Chemical additives* in food certainly make it tastier and more attractive to look at when
it often consists mainly of sugar. This is dangerous not only for our body but also for our
teeth. We should cut down on sweets, ice creams and soft drinks.
Sugar is not the only danger. The next time we eat lamb chops or cheese, or drink a
glass of milk, we should remember the high level of fat they contain. Too much fat may
lead to heart disease.
In order to be really healthy, our bodies need fibre**. Without a sufficient amount, the
digestion cannot function properly. We ought to eat more fresh fruit and vegetables, bread
and cereals such as rice. Fibre also fills us up, makes us fee! less hungry and so we eat
less of the wrong kinds of food.
Those of you who are a little overweight need not think of a diet as punishment, if you
follow a sensible eating plan. It means you can eat well, enjoy your food, but without the
same number of calories. To lose weight regularly, you should not eat more than 1500
calories a day. There is one condition, however. You must want to lose weight and not just
think you ought to do it. When you have decided, you will have to buy a special booklet
which tells you the number of calories in every type of food. You will also have to buy two
reliable scales, one for weighing your food, the other for weighing yourself. You must keep
an accurate record of everything you eat and weigh yourself at the same time every week.
If you follow the plan carefully, you should lose an average of two and a half pounds (1
kilo) a week.

* Chemical additives: chemicals which are added to food and drink.

** Fibre: substance found in certain types of food that helps to keep a person healthy by
keeing the bowels working.
Ex. 7 A. In the text above, fin d a w ord o r words that mean:
a) material for creating energy
b) meat dish
c) enough
d) in a correct way
e) cause of suffering
f) reasonable
g) measurement of energy that food will produce
h) which can be trusted
i) device for weighing
j) exact

242
 B. Answ er these questions.
1. Do many people know what is in their food?
2. Can what we eat affect how we feel?
3. Why should we eat fewer sweet things?
4. How could too much milk be dangerous?
5. Where can we find fibre?
6. Why is fibre good for slimming?
7. Does losing weight have to be painful?
8. Is it sufficient to know you should lose weight?
9. What do you think the record will show?
10. Will you lose the same amount of weight every week?

Ex. 8 Do you know anything about genetically m odified food?

Here is what some people in the USA think about this issue.

DO YOU KNOW THAT 60-70 PERCENT OF FOOD IN THE USA SUPERMARKET TODAY
IS A PRODUCT OF GENETIC ENGINEERING? IS THIS TECHNOLOGY SAFE?
W H Y DOESN'T THE GOVERNMENT WANT PEOPLE to know abo ut ITS u n n a t u r a l o r ig in s '?

IS THE FOOD AND DRUG ADMINISTRATION DOING ALL IT

SHOULD TO PROTECT PEOPLE?

by John Stauber / The Nation /

As the international uprising against genetically engineered (GE) foods c o n tr je s to

grow, the worst fear of US government and business is that the commotion afcrcac a
awaken Americans, who already consume biotech foods being rejected in Eircc-e. The
Food and Drug Administration has officially opposed biotech labeling and m anda tor sa*e:v
testing since 1992. But now Europeans are forcing American companies to segregate and
label genetically engineered foods. W e have to do what Europe and Japan have aorte -
build a powerful organised movement of farmers, consumers and environmental activities
who will target and boycott companies.
The activities want the biotech foods off the market.

243
 WHAT IS THE ALTERNATIVE TO GNIF?
The answer is organic foods.
Organic food means high standards.

How can you be sure those carrots or that loaf

of bread are really organic?
Quite simply, if its label features one of the
Biodynam ic
symbols, it's genuine. All organic food must be
Agricultural
grown and produced to a strict set of regulations A sso cia tio n
controlled by the United Kingdom Register of
Organic Food Standards (UKROFS) and the
European Union.
In addition, all organic food producers in Britain IDfGA
Irish Organic
must be certified with one of the organisations Sco ttish Organic
Farm ars and Producers
whose symbols are shown on the right - the most Growers A ssocia tion
common is the Soil Association. These organi­ Association

sations check that organic food production

standards are followed.

Organic Farm ers Soil Association

and Growars Certification Ltd

Ex. 9 A. Read the conversation and speak about different kinds o f food that cause
health problems.
Karen: Lunchtime! I’m off!
Liam: Where are you going?
Karen: That new place down the road. Tried it yet?
Liam: No, not yet. Is it any good?
Karen: Yeah, their pizzas are great.
Liam: Good, pizza and a pint for me.
John: Not me. I’m going to the chippy.
Ross: Chips are bad for you. Make you fat. Damage your heart.
Kent: I feel sorry for Rona though. Her diet’s really strict.
Janet: What’s she got?
Kent: Something wrong inside her. Gall bladder or something. No fat, nothing fried, not
even butter on her bread, and she has to have skimmed milk all the time. I
wouldn’t like that.
Sharon: Not as bad as my Dad. He’s got awful arthritis. In pain all the time. The doctor
said he must cut out all white flour and all white sugar. That means no cakes, no
pastry, even his custard has to be made with brown sugar.
Ross: My mum’s got a bad heart. They’re on at her about something in her blood -
col... something.
Kent: Cholesterol?
Ross: That’s it. Well, this col thing, it comes from eggs and meat and things like that.
She can’t have any of them.

244
Sharon: And you know about Geoffrey? He’s fifteen stone and they say he’s got to lose
six stone. He’s on a fibre diet. Has to eat lots of vegetables and wholemeal
bread and all that. But it's working - he’s looking better already.
Ross: At least he can stop when he feels like it.
Karen: Hi folks! W e’re back! Had a good lunch?
Liam: Had a cheerful time then? What have you been talking about?
Janet: All the bad things about food. There are so many problems with it.
Ross: You join me with wholemeal bread and fruit juice and you’ll be OK.
Liam: Not me!

B. Speak about someone you know who has been on a diet. What caused the
problem?

Ex. 10 Look at the diet below. It shows what a 10-year-old British boy eats on a
typical day.
Breakfast
Cornflakes (25 g) with sugar (25 g) and milk (1/4 litre), 1 boiled egg
2 slices of toast with butter (25 g)
1 cup of tea with 1 teaspoonful of sugar (25 g)

Lunch
1 pork pie 1 apple
1 portion of chips 1 chocolate biscuit
1 portion of beans 1 glass of milk (1/4 litre)

Dinner
1 cup of tomato sc up 2 slices of bread and butter (25 g)
1 piece of chicken (100g) 1 slice of lemon meringue pie
1 tomato 2 cups of tea and 2 teaspoonfuls of sugar (25 g)
lettuce (3 leaves) 1 chocolate biscuit
2 potatoes

Supper
1 slice of toast with cheese (25 g)
1 glass of milk (1/4 litre)

Discuss with a partner whether this is a healthy diet. What do you think a 10-year-
old boy in you r country would eat on a typical day?

Som e Facts about Diet

Your body needs energy, protein, minerals, vitamins and fibre. In order to get all of
these it is important to have a varied and balanced diet, and to eat the right amount. Your
body ’burns' food to get energy: the amount of energy provided by food is measured in
units called calories.
How many calories do you need? This depends on your weight and on what you do.
When you are asleep, your body uses nearly one calorie an hour for every kilogram of

245
weight. So a person who weighs seventy kilos uses about 560 calories while sleeping for
eight hours; in other words, he needs about 1680 calories just to stay alive for 24 hours,
even without doing anything. More calories are needed for different activities - from 100
calories an hour for playing football. To calculate the number of calories needed per day far
an average person, first find out that person's ideal weight. (Your ideal weight is what you
should weigh. It depends on your height and your build, and it may be very different from
your present weight). Then multiply the correct weight (in kilograms) by 40 for a woman, or
46 for a man. A 57-kilo woman may need about 2300 calories a day - more if she does heavy
physical work or a lot of sport, less if she is very inactive.
If you eat more than you need, the extra calories turn into fat: if you eat less than you
need, the body burns fat to get energy and you lose weight. One way of losing weight is by
dieting - eating less. Another way is to go on eating the same amount, but to increase your
body's need for energy by taking more exercise. But be careful. It is important to slim - or
to start an exercise programme - gradually. Don't try to lose^ai lot of weight fast. It doesn't
usually work, and it can be dangerous.

What nourishing d ie t can you recom m end fo r a c h ild who has been ill?

I am on a seafood diet.
I see food and I e at it.

Ex. 11 A. Look through the chart. Are you the rig h t weight?(+2kg o r - 2 kg is OK),
i f not, are you overw eight o r underweight? Is yo u r partner the rig h t weight? Ask
him the questions.
MEN WOMEN
Height W eight Height W eight
Small Medium Large Small Medium Large
build build build build build build
154 cm 52 kg 55 kg 60 kg 142 cm 42 kg 46 kg 50 kg
157 54 57 62 145 43 47 51
160 55 59 63 148 45 49 53
163 57 61 65 151 47 50 55
166 59 63 67 154 48 52 57
169 61 65 70 157 50 54 59
172 63 67 72 160 52 56 61
175 65 70 74 163 54 58 63
178 67 72 76 166 56 60 65
181 70 74 79 169 58 62 67
184 72 76 82 172 60 64 69
187 74 79 84 175 62 66 72
190 76 81 87 178 65 68 74

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 This is the right weight if you’re 25 years old.
If you’re between 25 and 45, add half a kilogram per year (i.e. if you’re 26 add 0.5 kg, if
you’re 27 add 1 kg, if you’re 28 add 1,5 kg etc.). If you’re over 45, add 10 kilograms. If
you’re under 25, subtract half a kilogram per year.

B. What slimming diet would you recommend to a friend o f yours who wants to
lose weight?

C. Have you ever tried a slimming diet? Read the dialogue below and say if you
recognise yourself.

I’m Slimming

Carol: Come in, Linda, dear. Happy to see you again.

Linda: Glad to see you, Carol. How are you?
Carol: I'm great, thank you. How about something to eat?
Linda: No, thank you. I'm slimming.
Carol: A cup of coffee, then?
Linda: Yes, without milk, please. I'm slimming.
Carol: And I'm going to have some ham. I'm hungry.
Linda: Well, I’d like some ham, too. A small piece for me, please.
Carol: Here is the bread.
Linda: I don't eat bread. I'm slimming. (She eats three pieces of ham with a large slice of
bread).
Carol: Help yourself to the cheese sandwiches.
Linda: Oh, no. I’m slimming. All right. I shall have a sandwich to please you. (She eats two
sandwiches).
Carol: Would you like some cake too?
Linda: Yes, I’ll try a very small piece of chocolate sponge. (She has a lot of chocolate
sponge). Oh, what lovely sweets! I’d like some of them. Not too many, of course.
I’m slimming, you see.
Carol: You are welcome to them. And help yourself to some apples.
Linda: I shall have only one. I’m slimming. (And she has three of them).

► Questionnaire %

Ex. 12 Here is a questionnaire about food and diet. Answer the questions to find
out how much you know. Compare your answers with your partner’s. The correct
answers are given below.
1 Which foods give us a lot of energy?
a) cereals
b) meat
c) fruit and vegetables
2 Which foods help to build our bodies?
a) cereals
b) meat
c) fruit and vegetables
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3. Which food is most fattening?
a) brown bread
b) boiled potatoes
c) saited peanuts
4. Which foods do we get a lot of vitamins from?
a) cereals
b) meat
c) fruit and vegetables
5. People often damage their health by eating too many
a) breakfast cereals
b) fatty foods
c) frozen vegetables
6. Which of those foods can also be dangerous to our health?
a) salt
b) tea
c) skimmed milk
7. Oranges are good to eat because they contain a lot of
a) vitamin A
b) vitamin B
c) vitamin C
8. Vitamin C is good for you because it
a) makes your hair grow
b) helps to fight colds
c) helps you to see in the dark
9. Green vegetables like cabbage need to be cooked
a) thoroughly
b) with lots of water
c) lightly
10. If you live in a cold climate you need a lot of
a) fat
b) bread
c) coffee

Answers to the questionnaire:

la 2b 3c 4c 5b 6a 7c 8b 9c 10a

W hat’s your score?

0-3 You have little idea about what to eat to keep healthy. You need to find out quickly!
4-7 You have some idea about what to eat to keep healthy, but need to improve your
knowledge.
8-10 You have a good knowledge of what you should eat and should not. But what do you
eat?

248
Skill Developing

You Are W hat You Eat!

What do your tastes in food and drink reveal about your character? Read about Charlie
Chilli, Suzie Sweet-Tooth, Hungry Harry and Picky Polly and see which one you identify
with! The character analysis is at the bottom.

i3 St f\ don’t mind what I eat,

long as there is some
. i’m not keen
chocolate on the menu. I
on dishes
adore desserts;
I love eating hot, spicyy which don't
I have so many favourites
food. I enjoy trying look beautiful
I often find it difficult to
foreign specialities in In fact, I
.choose! I like milk shakes '
haven't got a
restaurants, and fm ^and fizzy drinks better/
also fond o f preparing]! surge appetite
i tea or coffee
exotic dishes in my There are all
own kitchen. I hate sorts o f things
Suzie S w eefT o o ti
eating the same thing I refuse to eat l
two days running - 1 at all, and
even when I'm
would rather go
_hungry! given one o f
my favourites
C harlie C hilli! I always leave
I'm more interested in half o f it on .
quantity than quality. I the plate.
„can’t stand getting up
?firom the table i f l still
have room in my
stomach. I prefer rise or
potatoes and cooked Picky Polly
vegetables to salads, and
^would rather drink Coke
than fruit juice.

Hungry Harry

249
► Character Analysis

C hilli eaters are brave and adventurous; they like to shock, but they get bored and
restless very easily.

Sweet eaters are easy-going and sociable but they lack confidence. They are kind and
sympathetic but not always reliable.

Hungry eaters are hard-working and generous; they aren't ambitious and hate changes of
any sort. They worry about the future.

Picky eaters are artistic and sensitive but they lose their tempers easily. They set
themselves very high standards and don't like to fail.

Ex. 13 Look at this lis t and decide whether these are g o od o r bad eating habits.
Discuss y o u r answers w ith someone else.

very bad very good

1. eating while you are standing up 1 2 3 4 5

2. a vegetarian diet of fruit and vegetables 1 2 3 4 5

3. eating fried foods 1 2 3 4 5

4. having a large lunch every day 1 2 3 4 5

5. putting salt on your food 1 2 3 4 5

6. drinking three cups of strong coffee every day 1 2 3 4 5

7. drinking fresh orange juice every day 1 2 3 4 5

8. drinking one glass of wine every day 1 2 3 4 5

9. eating very slowly, chewing many times 1 2 3 4 5

10. eating when you are nervous or worried 1 2 3 4 5

11. having no breakfast in the morning 1 2 3 4 5

Discussion point
• What dishes is Belarus famous for?
• What kind of food is eaten a lot?
• What is a balanced diet?
• How does diet affect your health?
• Have you changed your diet recently?

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Class Communication

Ex. 14 You are go in g to do a survey about eating. Find ou t about the people in
your class using the fo llow ing questionnaire. Cross o u t o r add any questions you
like, depending on w hat you think the im portant and interesting issues are.
1. Have you ever been on a diet?
2. Do you avoid food which has additives?
3. Do you have a lot of salt with your food?
4. Do you take vitamin supplements?
5. Do you or your parents spend a lot on food?
8. Do you eat between meals?
7. Do you ‘live to eat’?
8. Do you eat frozen and ready-prepared meals?
Can you draw any conclusions about the eating habits o f people in y o u r class?

Ex. 15 Look at the CHECKLIST FOR HEALTHY EATING and discuss in groups.

What do you think you eat too much of? What do you think you don’t eat enough of?
Give each other advice about their eating habits.

CHECKLIST FOR HEALTHY EATING

Each day aim to eat most of these:
1 portion (4oz / 125gm) potato or rice
4-6 slices wholewheat* bread or
2 slices and a portion of wholemeal pasta
1/2 pint (300m!) skimmed milk
1 portion (4oz 1 125g) green leafy vegetables
such as spinach, cabbage or lettuce
1 portion (4oz / 125g) pulse vegetables
such as peas, baked beans or lentils
1 portion(4oz / 1 25g) other root vegetables
such as carrots and turnips
2 pieces of fruit
1 portion high fibre breakfast cereal
such as muesli or porridge

Each week try to include:

1 portion (6oz / 175g) white fish
such as haddock
2 portions (4oz / 125g each) lean meat
1 portion (4oz 1 125g) oily fish
such as sardines and tuna
1 portion (4oz / 125g) poultry and 3-4 eggs
2oz / 50g hard cheese or 4oz 1 125g cottage cheese
1 portion (4oz / 125g) liver or kidney

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 Each week have no more than:
4oz 1 125g butter / margarine
2oz / 50g chocolate / jam / sweets
1 portion fried food
1 pastry / slice cake
2 sweet puddings

Of course, the portion sizes given are averages and individual needs vary.

* Wholemeal (BrE) / wholewheat (AmE)

Ex. 16 A. Work in groups o f three. Each person should take one o f the roles
below.
Student A
You are a vegan. You strongly disagree with people eating meat, fish, eggs, cheese or
milk.
Student B
You are a vegetarian. You do not eat fish or meat but see nothing wrong in eating dairy
products.
Student C
You are a gourmet. You love good food, including meat, fish and dairy products.

B. Work out from the checklist the things you can and can’t eat.

C. Compare your diets and try to persuade each other o f you r po int o f view.

D. A ct out dialogues in which you:

• try to tempt a vegan / a vegetarian to eat meat
• persuade a gourmet to go on a diet

Ex. 17 Susan recently joine d a local slimming club. She was given a diet sheet
and also a set o f guidelines containing some advice and suggestions fo r new
members.

GUIDELINE FOR SUMMERS

Welcome to our slimming club! Here are a few hints to help you succeed in your diet
Please read them carefully and make them part of your daily routine.

Eating

Eat only the food listed on your diet sheet, and remember to weigh everything carefully
before each meal. Make sure you start the day with a good, healthy breakfast, and be
careful not to miss a meal, otherwise you may be tempted to eat snacks between meals.

252
 Drinks
You can drink as much tea and coffee as you like, but remember that a lot of soft drinks
are fattening. Try a low-calorie drink instead.

Restaurants
Wherever possible, avoid eating fried foods. If you know that will be difficult, try to eat
less at other meals that day!

Exercise
This is a very important part of any diet. You should take at least 30 minutes’ energetic
exercise each day. Choose something you like - swimming, dancing, gardening - and get
into the habit of doing some every day!

Checking your weight

It is a good idea to weigh yourself at the same time of day each week. Remember to
keep a weekly record of your weight so that you can see how much progress you are
making.

Ex. 18 Interview a top model. A sk her what k in d o f d ie t she follows.

Writing

Use the text GUIDELINES FOR SUMMERS as a m odel and w rite a se t o f

guidelines fo r y o u r frie n d who wants to keep always fit. Some examples o f useful
language are show n in the bo x below.

You should I You ought to ...

It is a good idea to...
Don't forget to ....
Remember to...
Make sure you....
Don't be afraid to.,.
Try to avoid -ing ...
Don't.... or you will...
You shouldn't...
Be careful not to...

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 Ex. 19 Read the report below and underline expressions connected to 'quantity'.
The firs t one has been done fo r you.

A cco rd in g to a recent Health Authority survey, eating habits among the great majority
gf teenagers are changing for the better. However, the habit of eating too many sweet
foods still persists. The report found that a third of 11-year-old boys and two-thirds of 11-
year-old girls are on a diet. However, two out of three boys still eat fried food at least every
other day, although a staggering seventy-five per cent now prefer to eat healthier cereal
and wholemeal bread for breakfast rather than the traditional British ‘fry-up’, In addition,
almost all young people appear to be cutting down on food such as hamburgers and
sausages. Nevertheless, over half of those interviewed still eat meat every day.
The report concluded that, despite much more awareness of healthier eating among the
11-16 age group, sweet snacks are still the weakness for most young people. Four out of
five teenagers still find fizzy drinks, crisps and chocolate irresistible, and hardly any of the
teenagers said they would give them up.

A. Write a sentence to sum m arise the main argum ent in the re p ort above.

B. Circle the lin kin g expressions (connectives) w hich connect the ideas in one
sentence w ith the ideas in another.

C. Write a sh o rt re port using the inform ation you collected in y o u r Eating survey.
Begin like this:

In a survey o f ... (say how many) people on ... (say what the survey was about) we found
that in our class ... {give a brief summary of the results).

Use expressions from the example report and any o f the fo llo w ing expressions:

most o f us / most people

nearly all of us / nearly everybody
none o f us / nobody
hardly any o f us / hardly anybody
a few people / some of us
about h a l f / a qua rte r/a third

254
Class Discussion

A Meat o r M urder?

To One Girl a Burger Means a MEAL To Another It Means MURDER

'It's natural for humans to eat meat' '/ felt so incredibly guilty after eating meat'

Kerry Helen

Before reading:
What is the name for:
• somebody who doesn't eat meat?
somebody who doesn't eat any animal products?

The g ro u p is d ivide d in to tw o team s.

Team 1. Those who think that a burger means a meal.

Team 2. Those who think that a burger means murder.

Note: People who share Kerry's ideas should read Text A.

People who think like Helen should read Text B.

See if your guesses about Kerry's or Helen's points of view were correct. Then answer the
questions following the text that you have read.

Text A Text B
Kerry's point of view Helen's point of view

'A diet with meat in it is a lot healthier than a Helen has been a vegetarian for a year and a half.
vegetarian one,' says Kerry, Vegetarians always 'It happened all of a sudden,' she says. I just
look a bit skinny and I should imagine a lot of them couldn't eat meat any more. It made me feel sick. I
miss out on their protein. I mean you don't get much suddenly thought of it as eating an animal, like a
protein from vegetables and fruit, do you? And lots of piece of cow, instead of a piece of beef. I did have
them need to take vitamin tablets and things. a few meat meals during the first few weeks, but I
I've never considered becoming a vegetarian. I love felt so incredibly guilty and ashamed afterwards
meat and I'll eat any kind - except possibly rabbit. that I soon stopped. I wouldn't eat meat now if you
That's because I see rabbits as pets, whereas a cow paid me.
isn't and my father brings a lot of rabbits home to chop When I told my mum I wanted to be a vegetarian,
up and eat and that puts me off a bit. I'd eat rabbit if it she went, ‘No, no, no.' But I talked to dad and he
was already chopped up and came in a packet, but i said I could; I got round them by telling them I'd
don’t like seeing animals killed. probably be sick if they gave me meat. Mum took me

255
 I think being a vegetarian is a bit half-hearted, to tell to the doctor who gave me loads of advice, and I’ve
you the truth. A bit hypocritical. You should either felt fine ever since. I've got thinner, but that's OK by
be a complete vegan or a meat-eater. Lots of me. I gave up meat because I think it's wrong to kil
vegetarians wear leather and it seems to me as if animals. Chickens and turkeys are the worst - it's
they can't make up their minds. The only stand I easier to imagine them as whole animals. I eat eggs
make is to wear fur. I’d never wear a fur jacket and cheese, but we have our own chickens so the
because certain animals are killed for their fur and eggs are free-range. Some vegetarian foods annoy
nothing else. If you kill a cow, you eat the meat and me, like when they are called vegetarian beef or
wear the skin. That's OK because it's natural for something, because that's imitating meat which is
humans to eat meat. Animals kill animals and humans nearly as bad as having the real thing. I don't find
are animals - so they kill animals to stay alive. vegetarian food boring though. School's no problem
Vegetarians tend to ieam ail there is to know about either because they always have a soya meal for the
vitamins and ail that, but I don't really think about food vegetarians.
that much. I just eat what my parents eat. I can un­ I do get a bit of stick from my friends about my
derstand people wanting to save animals, because I beliefs. They say, Til get you a pig's heart for
love animals myself, but killing animals for meat Christmas.' But it can be a bit annoying sometimes
doesn't strike me as being wrong. It’s not as if the because I'm always trying to convert them. I try not
animals are tortured or anything - it's just one shot. to, but it's difficult.
That's it. I feel so strongly about vegetarianism and I'm
Anyway, I don't see an animal on a plate when I convinced it's a healthier way of life.
have some meat. I don't think of it like that. I just like I feel really proud because turning vegetarian is a big
my meat that's all, decision to make. You do feel so much better inside
for doing it, though, To be honest, I don't know how
Complete these sentences:
people can't feel guilty tucking into a big, juicy steak.
a) Kerry thinks it's healthier to eat meat because
Complete these sentences:
b) She won't eat rabbit, unless it's chopped up, a) Helen became a vegetarian because ,..
because... b) She persuaded her parents to agree b y ...
c) She thinks vegetarians are hypocritical c) She eats...
because a lot of them ...
d) She feels strongly about fur because...
e) She is happy to eat meat because...

Now work with someone who read about Helen's Now work with somebody who read about Kerry's
point of view to find out: point of view to find out:

a) when Helen gave up eating meat, and why a) why Kerry feels that eating meat is healthier
b) what her parents said and did b) if she eats all kinds of meat
c) what kind of animals she thinks are the worst c) if she wears fur
to eat d) how she can eat animals when she's an animal
d ) what kind of food she eats lover
e) how she feels about being vegetarian

256
 Find the following words or phrases in the texts in the previous section. (Look at
both texts, not ju s t the text you read). Try to work out from context the most
likely meaning o f the words in bold from the alternatives provided.

Text A Text B
1. ... miss out on their protein 1. It happened all of a sudden
(paragraph 1) (paragraph 1)
a) something in food that build up the body a) without anyone noticing
b) lunch b) quickly and unexpectedly

2 ... is a bit half-hearted 2. 1do get a bit of stick from ...

(paragraph 3) (paragraph 3)
a) not making much real effort a) something to hit somebody with
b) very sad b) unfriendly comments

3. A bit hypocritical 3. I'm always trying to convert them

(paragraph 3) (paragraph 3)
a) too worried about their health a) have a conversation with them
b) dishonest in their feelings b) change what they believe in

4. ...as if they can't make up their minds 4. ... and I'm convinced it's ...
(paragraph 3) (paragraph 4)
a) invent something a) completely certain
b) reach a decision b) not sure if

, 5. ...the animals are torturedor anything 5. ... feel guilty tucking into a ...
(paragraph 4) (paragraph 5)
a) caused great pain and suffering a) eating enthusiastically
b) killed quickly b) refusing to eat

Each team makes a list o f arguments for or against eating meat. Now you are
ready to debate on these issues. Go ahead!

One man's meat is another man's poison.

Proverb

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4 3aK. 1624