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Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

ДЕПАРТАМЕНТ ОБРАЗОВАНИЯ И МОЛОДЕЖНОЙ ПОЛИТИКИ ХАНТЫ-МАНСИЙСКОГО АВТОНОМНОГО ОКРУГА – ЮГРЫ БЮДЖЕТНОЕ УЧРЕЖДЕНИЕ ВЫСШЕГО ОБРАЗОВАНИЯ ХАНТЫ-МАНСИЙСКОГО АВТОНОМНОГО ОКРУГА – ЮГРЫ «СУРГУТСКИЙ ГОСУДАРСТВЕННЫЙ ПЕДАГОГИЧЕСКИЙ УНИВЕРСИТЕТ»

У ЧЕБНО-МЕТОДИЧЕСКОЕ ПОСОБИЕ Направление подготовки 44.03.05 Педагогическое образование (с двумя профилями подготовки) Направленность «Иностранные языки»

Сургут, 2017

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

УДК 811.111(075) ББК 81.432.1я73 Р 41

Печатается по решению Редакционно-издательского совета СурГПУ

Учебно-методическое пособие утверждено на заседании кафедры лингвистического образования и межкультурной коммуникации Протокол № 8 от 20 января 2017 года

Рецензенты: Профессор кафедры лингвистического образования и межкультурной коммуникации Сургутского государственного педагогического университета, кандидат филологических наук, доцент Путятина Е.И. Доцент кафедры лингвистики и межкультурной коммуникации Сургутского государственного университета, кандидат филологических наук Карнюшина В.В.

Р 41

People : учебно-метод. пособие : направление подгот. 44.03.05 Педагогическое образование (с двумя профилями подготовки), направленность «Иностранные языки» / Бюджет. учреждение высш. образования ХМАО – Югры «Сургут. гос. пед. ун-т» авт.-сост. : Ю. В. Сургай, Ю. В. Волобуева, С. С. Дрига. – Сургут : РИО СурГПУ, 2017. – 184 [1] с.

Учебно-методическое пособие предназначено для организации аудиторной и внеаудиторной работы по формированию коммуникативной компетенции студентов в сфере межличностного общения. Данное учебно-методическое пособие рекомендуется студентам старших курсов направления 44.03.05 Педагогическое образование (Направленность «Иностранные языки»). УДК 811.111(075) ББК 81.432.1я73

 Сургутский государственный педагогический университет, 2017

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Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

ВВЕДЕНИЕ Предлагаемое учебно-методическое пособие является составной частью учебно-методического комплекса по дисциплине «Практический курс английского языка» для студентов 3-4 курса направления 44.03.05 Педагогическое образование / Направленность «Иностранные языки». Место дисциплины в структуре ОПОП ВО Дисциплина «Практический курс английского языка» относится к вариативной части учебного плана. Для освоения этой дисциплины студенты используют знания, умения, навыки, сформированные в процессе изучения курсов «Иностранный язык», «Практическая грамматика английского языка», «Практическая фонетика английского языка», «Введение в языкознание», «Основы учебной деятельности в вузе», «Методика преподавания иностранных языков и культур». Цель дисциплины «Практический курс английского языка» – обучение иноязычному устному и письменному общению для решения задач межличностного, межкультурного и профессионального взаимодействия. Задачи изучения дисциплины: 1) совершенствование речевых умений аудирования, говорения, чтения и письма; 2) расширение словарного запаса студентов; 3) развитие навыков речевого моделирования коммуникативной ситуации с учётом индивидуальных, культурных и социальных особенностей партнёра; 4) обобщение и систематизация знаний о культурных особенностях Великобритании. Компетенции обучающегося, формируемые в результате освоения дисциплины:  способность к коммуникации в устной и письменной формах на русском и иностранном языках для решения задач межличностного и межкультурного взаимодействия (ОК-4);  способность работать в команде, толерантно воспринимать социальные, культурные и личностные различия (ОК-5);  способность и готовность осуществлять рецептивные виды речевой деятельности на изучаемых иностранных языках (ПК-13);  способность и готовность использовать языковые средства для достижения коммуникативных целей в конкретной ситуации общения на изучаемых иностранных языках (ПК-14);  способность и готовность к коммуникации на изучаемых иностранных языках в соответствии с социокультурными особенностями их носителей (ПК-15). В результате освоения дисциплины студент должен: знать:  языковые нормы изучаемых иностранных языков (произносительную, графическую, грамматическую, лексическую, стилистическую);  нормы этики и культуры речевого общения в странах изучаемых языков;  типологию речевых и языковых ошибок в иноязычном тексте;  основные приёмы компенсации в условиях дефицита языковых средств при восприятии иноязычного текста;  критерии оценки различных жанров устной и письменной речи на иностранном языке;  основные коммуникативные формулы и клише, отражающие нормы этики и культуры речевого странах изучаемых языков;  дискурсивные стратегии построения текстов различных жанров;  основные приёмы компенсации в условиях дефицита языковых средств при построении высказывания на иностранном языке;  базовые социокультурные нормы поведения, принятых в странах изучаемого языка;  существенные характеристики менталитета населения стран изучаемого языка;  основные иноязычные эквиваленты названий культурных и страноведческих реалий российского социума; уметь:  анализировать языковые единицы современного английского языка;  отбирать языковой инвентарь для активного и пассивного владения;  выбирать языковые средства и дискурсивные стратегии в соответствие с коммуникативной целью, ситуацией общения и социокультурными традициями носителей английского языка;

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Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

 планировать собственное речевое поведение и адаптировать его с учетом социокультурных особенностей участников коммуникации;  интерпретировать устный и письменный англоязычный текст;  строить устное и письменное высказывание на английском языке;  оценивать собственную и чужую речь на английском языке и приёмами коррекции речевых ошибок;

владеть:  набором действий по определению цели восприятия текста;  схемой выделения существенных характеристик текста, необходимых для его понимания и интерпретации;  набором действий по анализу и интерпретации устного и письменного высказывания на изучаемых иностранных языках (включая структурирование, компрессию и декомпрессию текста);  схемой оценивания устного и письменного высказывания на иностранном языке;  схемой выделения существенных характеристик языковых и речевых явлений и единиц;  схемой анализа коммуникативной ситуации;  схемой выбора дискурсивной стратегии;  схемой выбора языковых средств;  набором действий по построению устного и письменного высказывания на изучаемых иностранных языках (анализ коммуникативной ситуации, выбор языковых средств, выбор дискурсивных стратегий, построение высказывания);  схемой оценивания собственной речи на изучаемом иностранном языке;  схемой компенсации в условиях дефицита языковых средств при построении высказывания на иностранном языке;  набором действий по анализу и интерпретации текстов на изучаемом иностранном языке с точки зрения их исторического и социокультурного контекста;  схемой построения высказывания на изучаемом иностранном языке с учётом его социокультурных особенностей;  схемой сравнения культуры родной страны и стран изучаемого языка;  набором грамматических форм и конструкций в иноязычном (английском и французском / немецком) тексте;  набором лексических единиц общеупотребительного и тематического характера на уровне B2 (пассивный словарный запас);  навыками различных видов аудирования и чтения на изучаемых иностранных языках;  навыками оценивания чужой речи с позиции языковых норм;  компенсаторными навыками в условиях дефицита языковых средств при восприятии иноязычного текста;  навыками грамматического оформления высказывания на изучаемом иностранном языке;  набором лексических единиц общеупотребительного и тематического характера на уровне В2 (активный словарный запас);  навыками структурирования, компрессии и декомпрессии текста;  навыками ситуативного использования коммуникативных формул и клише для осуществления заданных коммуникативных задач на изучаемом иностранном языке;  навыками построения текстов на изучаемом иностранном языке различной жанровой и стилевой отнесенности;  навыками оценивания собственной речи на изучаемом иностранном языке  приёмами компенсации в условиях дефицита языковых средств при построении высказывания на иностранном языке;  лексическим минимумом ключевых слов социокультурного значения (основные топонимы, прецедентные имена, национально-маркированная лексика);  навыками анализа и интерпретации текстов на изучаемых иностранных языках с учётом их социокультурного содержания;  навыками анализа и интерпретации текстов на изучаемых иностранных языках с учётом их социокультурного содержания;  навыками построения высказывания на изучаемом иностранном языке с учётом его социокультурных особенностей;

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Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

иметь опыт:  анализа лексико-грамматического содержания высказывания на изучаемом иностранном языке;  аудирования учебных и аутентичных текстов разных жанров на изучаемом иностранном языке;  извлечения и интерпретации информации учебных и аутентичных текстов разных жанров на изучаемом иностранном языке;  оценивания чужой речи на изучаемом иностранном языке;  применения компенсаторных приёмов в условиях дефицита языковых средств при восприятии иноязычного текста;  общения на изучаемом иностранном языке в соответствии с правилами речевого этикета и коммуникативной ситуацией;  создания текстов различных жанров на изучаемом иностранном языке в разных стилях в зависимости от коммуникативных задач;  структурирования, компрессии и декомпрессии текста на изучаемом иностранном языке;  ситуативного использования коммуникативных формул и клише для осуществления заданных коммуникативных задач на изучаемом иностранном языке;  оценивания собственной речи на изучаемом иностранном языке  использования компенсаторных умений в условиях дефицита языковых средств при построении высказывания на иностранном языке;  анализа и интерпретации текстов на изучаемом иностранном языке с учётом их социокультурного содержания;  моделирования ситуаций общения с носителями изучаемого иностранного языка;  построения высказывания на изучаемом иностранном языке с учётом его социокультурных особенностей;  планирования собственное речевое поведение и адаптировать его с учетом социокультурных особенностей участников коммуникации;  сравнения культурных реалий родной страны и стран изучаемого языка. Т а блица 1 Матрица формируемых дисциплиной компетенций Учебные элементы

ОК-4

ОК-5

1. Appearance and character 1.1. Appearances are deceptive * * 1.2. Personality begins where comparison ends * * 1.3. Researching yourself * 1.4. Dealing with different types of people * * 1.5. Idioms about personality features * 1.6. National character * * 2. Feelings and emotions 2.1. Control your emotion or it will control you * * 2.2. Stress * 2.3. Idioms about feelings and emotions * 2.4. Discussing emotions * * 2.5. Voicing emotions * * 2.6. Expressing emotions: inversion * 3. Relationships 3.1. Types of relationships * 3.2. Love and romance * * 3.3. Family matters * 3.4. Socializing * * 3.5. Making small talk * * 3.6. Complimenting people * *

ПК-13

ПК-14

ПК-15

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Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

Структура и содержание дисциплины Дисциплина «Практический курс английского языка» изучается с III по IX семестры. Общая трудоемкость дисциплины составляет 28 зачетных единиц – 1008 часов (аудиторная работа 352 часа, из них занятия в интерактивных формах – 68 часов, самостоятельная работа – 467 часов). Поскольку дисциплина носит практический характер, аудиторная работа может составлять до от 40 до 50% трудоемкости дисциплины. Основной формой организации учебного процесса по данной дисциплине являются практические занятия, которые требуют домашней подготовки в объёме не менее двух часов. Самостоятельная работа предполагает чтение аутентичных художественных текстов, работу по расширению индивидуального словарного запаса, а также закреплению умений и навыков, приобретенных в ходе практических занятий (лексико-грамматические упражнения, тесты, кроссворды). Индивидуальные занятия предусматривают отчёт по самостоятельной работе, работу с дополнительными дидактическими материалами, аудиоматериалами и электронными учебными пособиями, выполнение тестовых заданий, консультирование студентов по интересующим их проблемам в рамках учебной дисциплины. Содержание дисциплины охватывает все основные сферы общения (бытовую, социокультурную, образовательную, профессиональную) и тематически соответствует примерной образовательной программе обучения английскому языку в средней школе (в соответствии с ФГОС ООО, ФГОС С(П)ОО), что помогает обеспечить компетентность выпускника в области преподаваемой дисциплины «Иностранный язык». Учебная программа дисциплины «Практический курс английского языка включает следующие модули: About myself, Working day (I семестр), My flat, Future profession (II семестр) Meals, Shopping (III семестр), Choosing a career, Education, Upbringing, Foreign languages, Travelling, Leisure, Youth Problems (IV семестр), Great Britain, the Russian Federation, London, Surgut (V семестр), Appearance and character, Feelings and emotions (VI семестр), Relationships, Health and sport, Environment (VII семестр), Arts and entertainment, Science and technology (VIII семестр), Law and order, Mass-media, Employment (IX семестр). Образовательные технологии. Обучение строится на основе системно-деятельностного подхода. Для активизации учебной деятельности обучающихся применяется игровое обучение (ролевая игра, деловая игра), технология критического мышления, проектное обучение (метод проектов), технология портфолио, технология модерации. Предлагаемое учебно-методическое пособие People является составной частью учебнометодического комплекса по дисциплине «Практический курс английского языка» для студентов 3–4 курса направления 44.03.05 Педагогическое образование (с двумя профилями) / Направленность “Иностранные языки”. Настоящее учебно-методическое пособие охватывает три взаимосвязанных модуля: Appearance and character, Feelings and Emotions, Relationships, которые изучаются последовательно и имеют объём по 1,5 ЗЕТ, что, в среднем, составляет по 22 аудиторных часа. Цель каждого из них состоит в совершенствовании коммуникативных умений студентов в области межличностного общения. Каждый модуль посвящён отдельному аспекту этого общения (внутренний мир человека, его проявления в характере и поведении, отношения человека с окружающими его людьми) и состоит из шести учебных элементов (см. таблицу 1). Задачи модулей: 1) освоить лексический и фразеологический минимум межличностной сферы общения, а также социокультурные особенности коммуникативного поведения жителей Великобритании в ситуациях межличностного общения; 2) освоить коммуникативные стратегии и нормы речевого (устного и письменного) поведения в ситуациях межличностного общения в англоязычных странах; 3) развивать речевые умения аудирования, говорения, чтения и письма в рамках тематики межличностной сферы общения. Приложения содержат вспомогательные материалы, которые необходимы при подготовке ряда заданий: список дискурсивных маркеров для письменной и устной речи, методические указания по реферированию статьи на английском языке, список критериев оценивания различных видов работ, профориентационная анкета. В целях осуществления преемственности между языковым материалом младших и старших курсов в приложениях приводятся речевые образцы из основных учебников предыдущих курсов, которые студентам предлагается использовать в своей устной и письменной речи. Применение этих конструкций является обязательным требованием при выполнении ряда заданий.

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Использование настоящего учебного пособия предполагает организацию учебного процесса в соответствии с требованиями системно-деятельностного подхода, в рамках которого акцентируется внимание на развитии метапредметных умений обучающихся, формируемых на основе учебных действий с предметным материалом. Работа по каждому разделу настоящего пособия представляет собой практикум, состоящий из языковых, условно-речевых и речевых упражнений. На первом этапе осуществляется предъявление тематической лексики или её выделение из текстов, далее происходит её семантизация, как правило, беспереводными способами. Следующий блок заданий нацелен на закрепление новой лексики с помощью различных типов лексико-грамматических упражнений (лексические игры, составление собственных упражнений, прямой и обратный перевод, установление соответствия, завершение, решение кроссвордов и т.д.). Далее предполагается включение новой лексики во все виды речевой деятельности (различные виды аудирования и чтения, пересказ и реферирование текстов). Заключительный блок заданий каждого раздела содержит упражнения, стимулирующие творческое применение новых лексических единиц или коммуникативных стратегий в собственной устной и/или письменной речи обучающихся (эссе, составление рассказов, моделирование речевых ситуаций). В состав каждого модуля входит один или несколько учебных элементов, направленных, главным образом, на формирование социокультурной компетенции студентов. Они состоят из заданий, связанных с изучением идиоматики межличностной сферы общения, а также особенностей менталитета носителей английской культуры и их сопоставление с особенностями менталитета носителей русской культуры. Следует отметить, что работая по настоящему учебному пособию, вполне допустимо менять последовательность изучения модулей, сохраняя при этом последовательность учебных элементов внутри каждого модуля. Тем не менее, работа по каждому элементу не требует строгой последовательности и полного покрытия материала и предполагает возможность адаптировать учебный процесс к потребностям группы или отдельных обучающихся. Часть упражнений могут быть использованы для самостоятельной аудиторной работы студентов, а также в качестве вариативных заданий: изготовление карточек с предложениями, составление кроссвордов и упражнений, составление тематических рассказов, реферирование статей из периодических изданий и т.д. Аудиторная работа по дисциплине проводится в форме практических занятий. Поскольку коммуникативная компетенция может формироваться только в процессе коммуникативной деятельности, на каждом занятии предполагается использование интерактивных форм: лексические игры, ролевые игры, дискуссии. Кроме того, важно, чтобы на каждом занятии активизировались различные виды речевой деятельности. Настоящее учебно-методическое пособие предполагает следующие виды самостоятельной работы студентов: работа со словарём, направленная на определение значения лексических единиц, выявление их системных отношений в рамках лексической системы английского языка (синонимы, антонимы), а также подбор русских эквивалентов и вариантов их перевода в контексте; прямой и обратный перевод предложений и текста; составление и решение кроссвордов с тематической лексикой; составление тематических рассказов; моделирование ситуаций общения; аудирование аутентичных текстов; чтение и интерпретация аутентичных текстов; реферирование аутентичных текстов; написание эссе. Уровень сформированности знаний, умений и навыков студентов проверяется в рамках текущего и рубежного контроля, а также промежуточной аттестации. Текущий контроль предполагает использование различных форм: устный опрос, лексикограмматический тест, мини-доклады, составление рассказа, ролевая игра, эссе. Рубежный контроль состоит из двух этапов. Первый этап осуществляется в интерактивной форме, а именно, в форме ролевой игры. Студентам предлагается инсценировать ситуацию межличностного общения. Весь процесс является импровизацией, так как роли и участники назначаются случайным образом. Второй этап представляет собой реферирование аутентичной или русскоязычной статьи из периодических изданий по тематике модуля. Промежуточная аттестации проводится в форме комплексного теста, включающего задания по моделированию ситуаций межличностного общения на заданную тематику, а также реферированию текста в рамках тематики межличностного общения.

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Общие требования и критерии оценивания. Критерии оценивания речевой деятельности обучающихся: адекватная реализация коммуникативного намерения, соответствие языковым нормам (произносительной, грамматической, лексической, стилистической) речи носителей языка, логичность, содержательность, связность, смысловая и структурная завершенность, выразительность, соблюдение естественного темпа говорения (графических норм для письменных работ), соответствие социокультурным особенностям речи носителей языка, аутентичность лексического наполнения речи. Более подробное описание критериев оценки различных типов устных и письменных высказываний представлено в приложении 4. Источниками материала для данного пособия послужили отечественные и зарубежные учебники, аутентичные тексты из монографии Кейт Фокс Watching the English, толковые словари, словари синонимов, тезаурусы, электронные статьи по психологии, периодические издания, Интернет-ресурсы и др. Данное учебно-методическое пособие направлено на организацию самостоятельной работы обучающихся. В нём представлены содержательные элементы учебного процесса и методические рекомендации по их реализации. Используемые сокращения AmE – American English BrE – British English e.g. – for example sb – somebody sth – something

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UNIT I APPEARANCE AND CHARACTER

Цель: совершенствование коммуникативных умений в сфере межличностного общения. Задачи: 1) освоить основную лексику и фразеологические единицы в рамках темы «Внешность и характер»; 2) совершенствовать умения чтения и аудирования аутентичных текстов в рамках темы «Внешность и характер»; 3) развивать умения устной и письменной речи в рамках темы «Внешность и характер».

тер»;

Учебные результаты:  знать основную лексику и фразеологические единицы в рамках темы «Внешность и харак-

 уметь строить монологические и диалогические высказывания в рамках темы «Внешность и характер»;  владеть навыками анализа и интерпретации аутентичных текстов в рамках темы «Внешность и характер». Структура учебного элемента: учебный элемент состоит и шести тематических блоков, в рамках которых изучаются номинации черт внешности и характера, наиболее употребительные идиомы, описывающие внешность и личность человека; обсуждаются способы взаимодействия с людьми различных психотипов, рассматриваются особенности русского и британского национального характера. Формы контроля текущей успеваемости: устный ответ, составление лексико-грамматической карточки, моделирование ситуаций речевого общения, решение кроссвордов, реферирование статьи, составление и презентация рассказа, эссе. Критерии оценки выполненных заданий: адекватная реализация коммуникативного намерения, соответствие языковым нормам речи носителей языка (произносительные, грамматические, лексические, стилистические нормы), логичность, содержательность, связность, смысловая и структурная завершенность, выразительность, соблюдение естественного темпа говорения, графических норм для письменных работ, соответствие социокультурным особенностям речи носителей языка, аутентичность лексического наполнения речи, субъектное взаимодействие и обратная связь (для диалогической речи), эстетичность оформления (для письменных работ).

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1.1. APPEARANCES ARE DECEPTIVE

Interpret the following proverbs and quotes about appearances and find their Russian 1. equivalents. Which statement is illustrated by the picture above?  All is not gold that glitters.  The face is the index of the mind.  Appearances are deceptive.  A good dress is a card of invitation, a good mind is a letter of recommendation.  'Let us be grateful to the mirror for revealing to us our appearance only'. Samuel Butler  'Appearances are not held to be a clue to the truth. But we seem to have no other'. Ivy ComptonBurnett 2. Work in small groups and discuss these questions. a) Who do you think is the most handsome man in the world? b) Who do you think is the most beautiful woman in the world? c) What makes them more attractive than other men and women? 3. A) Read the article and express your attitude to the problem discussed. PLASTIC SURGEON REVEALS WHICH CELEBRITY FACIAL FEATURES CLIENTS WANT MOST By Alana Moorhead, The Sun August 31, 2016 It’s official: this is the world’s most desirable face according to requests for famous facial features from women about to undergo cosmetic surgery. The Kate Middleton’s 'mathematically perfect' nose is the facial feature most women ask for before they`re about to go under the knife while Keira Knighley`s eyelids are the second most popular. They topped a list of the nine most wanted facial features from 1,000 patients who had cosmetic procedures with London facial cosmetic surgeon Dr. Julian De Silva. De Silva has kept a log of the most popular requests over the last 10 years showing which stars women most want to look like. He has created a composite which combines the nine most requested features in one 'perfect face'. De Silva, from the Centre advanced Facial Cosmetic and Plastic Surgery in Hammersmith, London, said that patients often wanted to copy the looks of their favorite celebrity. He said: 'You will often have a consultation with a patient who will present you with a picture of a well-known person and will say: "I want to look like that". 'Obviously, the challenge for me is to look at their facial proportions and advise whether this will be a good look for them after surgery. 'Thankfully, a lot of the time, it works very naturally to replicate a nose like the [Kate Middleton`s] or eyelids similar to Keira Knightley`s.

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'Most patients are pretty realistic in their objectives. They know that a new nose is not going to make them look like Kate Middleton. 'But a nose like Kate`s might perfectly complement the rest of their features and give them a much more beautiful face'. De Silva said that Middleton, 34, had the most popular nose because it was mathematically almost perfect. To the naked eye, her nose is straight, delicate and feminine and science confirms that Middleton`s nose, with its 106-degree nasal tip rotation (recent research shows that noses between 104-108 degrees in their orientation are the most beautiful) deserves a place on the world’s most perfect face. While Middleton`s nose is front and center, blepharoplasty (eyelid surgery) is the most popular facial surgical procedure and Knightly is by far the most popular celebrity option. Jennifer Lopez`s arched eyebrows are the inspiration for brow and forehead 'lifts' which are increasingly being sought to avoid 'eyebrow droop' which makes people appear fatigued and can affect eyesight. Penelope Cruz`s luscious lips are the envy of women across the world and the actress is the name on most people`s lips when they are seeking fillers, augmentation, and reduction. Angelina Jolie’s cheeks are legendary and the inspiration when women are seeking silicone cheek implants or fat cell insertions to give them the cheeks they crave. As more women take action to preserve their youthful looks, you would expect a younger celebrity to have the perfect skin they desire. But, despite being 37, Reese Witherspoon inspires countless facelifts and stem cell procedures as her clear, smooth skin, with its age-defying beauty, makes it onto the perfect face. And singer Miley Cyrus, 23, is the envy of women all over the world for her clear, lineless forehead, while Selena Gomez, 24, is the world’s most 'chinspirational' woman. And despite her age, 70-year-old Cher is still the inspiration for women seeking neck lifts to achieve the same smooth, youthful effect as the 'Believe' singer. De Silva said: 'What is wrong with wanting to look like your favourite star? It helps cosmetic surgeons to quickly establish exactly what a patient wants.' These are the most beautiful women in the world – who wouldn’t want to look like that? Most popular celebrity facial features requested by women planning facial cosmetic surgery:  Nose: Duchess of Cambridge  Eyes: Keira Knightley  Eyebrows: Jennifer Lopez  Lips: Penelope Cruz  Cheeks: Angelina Jolie  Skin: Reese Witherspoon  Forehead: Miley Cyrus  Chin: Selena Gomez  Jaw: Cher

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B) Comment on the meaning and structure of the phrase in bold type. What type of word formation is applied in the adjective? C) Study the rules of using quotation marks in English paying attention to the difference between its British and American variants. Comment on the use of quotation marks in the article paying special attention to the excerpt: He said: 'You will often have a much more beautiful face'. 4. Choose a proper title for each set of words describing appearance. Comment on their meaning and find their Russian equivalents. age built clothing complexion distinguishing features dress facial features gait posture general appearance hair colour hairstyle height 1. attractive beautiful (F) pretty (F)

elegant good-looking

handsome (M) impressive imposing

plain unimpressive ugly (negative) repulsive

in his / her early 40`s in his / her late teens

in his / her mid-20`s in his / her 30`s

middle-aged thirtyish

diminutive medium height

shortish short

tall tallish

4. black brown

fair-skinned olive-skinned

oriental pale

sunburned tanned

5. casual conservative

elegant fashionable

scruffy smart

well-dressed stylish

6. awkward halting

heavy light

steady swaying

unsteady walk with a stoop

7. a blonde (F) a brunette (F) a redhead (F) sandy

black blonde brown chestnut

dark dyed fair ginger

grey/gray mousey red white

8. a beard (M) a beauty-spot (F) a birthmark a mole

a moustache (M) a scar a tattoo side-burns (M)

(well) made-up (F) clean-shaven (M) unshaven (M)

with glasses with spots wrinkles / with wrinkles, lines

2. elderly forty something 3. 1.70 m average height below average

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9. bear oneself well

hold one`s body upright

stooping

10. athletic chubby (of children) chunky (approving) have a good figure well-built (M) medium-build

stocky fat, obese (impolite) overweight plump stout paunchy

delicate slender slim lean graceful fit broad-shouldered (M)

skinny (impolite) feeble thin frail bony

thinning (M) bald (M) (of a man) balding (M) (of a man) receding (M) natural neat untidy, messy

wavy curly fine thick spiky straight

parted in the middle / on the left swept back with plaits (F) with highlights in a bun (F)

a broken nose a straight nose a long nose a turned-up nose high cheekbones

oval long round square heart-shaped (F)

long eyelashes bushy eyelashes thick eyelashes thin eyebrows high forehead

11. a fringe a pony-tail (F) have a haircut shoulder-length medium-length

12. a cleft chin a double chin a pointed chin full lips thin lips a square jaw

5. Study the vocabulary for describing a person`s appearance.

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Tip: The suffix -ish is useful for describing people and its meaning is equivalent to the phrase a bit: e.g. She`s tallish. He has brownish hair. He must be thirtyish. 6. Answer these remarks with the opposite description. e.g. A: I thought you said he was the short, chubby one. B: No, quite the opposite, he`s the tall, thin-faced one. 1) A: Was that his brother, the dark-skinned, wavy-haired one? B: No, quite the opposite, his brother`s... 2) A: She`s always quite well-dressed, so I`ve heard. B: What! Who told you that? Every time I see her, she`s... 3) A: So Charlene`s that rather plump fair-haired woman, is she? B: No, you`re looking at the wrong one. Charlene's... 4) A: So, tell us about the new boss; good looking? B: No, I'm afraid not; rather... 5) A: I don't know why, but I expected the tour-guide to be middle-aged or elderly. B: No, apparently she`s only... 7. A) Match the words and their definitions. сhubby

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obese

overweight

paunchy

plump

stocky

stout

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

1) (especially of a man) fairly short and having a body that is wide across the shoulders and chest; extremely fat in a way that is dangerous for health; 2) Fat; 3) а) having a pleasantly soft, rounded body or shape; b) a polite word for 'fat'; 4) (especially of older people) fat and solid-looking, especially around the waist; 5) with a fat stomach, especially on a man; 6) (especially of children) fat in a pleasant and attractive way; 7) (approving) short and heavy. B) Translate the sentences paying attention to the words describing build. 1. The man was described as short and stocky and very strong. 2. She was not just overweight; she was clinically obese. 3. He used to be very overweight. 4. I'm only a few pounds overweight, but I just can't seem to lose them. 5. Mrs. Blower was the stout lady with the glasses. 6. Through the net curtains I saw a short stocky man standing in the middle of his living room. 7. He was a heavy man, paunchy, with a lined, kind face. 8. The chubby baby had slimmed down by the time she was a toddler. 9. Maria was small and plump with a mass of curly hair. 10. He pushed a plump little hand towards me. 11. She could almost see them, a tall, thin girl on the cusp of womanhood and a stocky boy with Serephinian eyes. 8. Solve the crossword puzzle below. CLUES Across 2) (formal) very short or small; 5) sunburnt; 10) thin and looking physically fit and healthy; 11) one of the two bones on each side of your face, below your eyes; 12) untidy or dirty; 14) red (hair colour); 15) of a dull light brown colour. Down 1) a red or brown mark on the skin that some people are born with; 3) large and impressive; 4) too fat, in a way that is dangerous for your health; 6) a dark brown lump or spot on your skin that is permanent; 7) with a fat stomach, usually on a man; 8) bending the top half of the body downwards; 9) any of the small brownish spots on the skin that turn darker or increase in number upon exposure to the sun; 13) slightly fat, in the way a healthy baby or young child is.

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APPEARANCE

9. Match the words in list A with the words in list B. (Sometimes more than one answer is possible.) A) smooth perfect sparkling full a big a turned-up good high a square dimples

В) teeth eyes bone structure in the cheeks jaw lips nose skin cheekbones smile

10. Make up 5 phrases describing appearance. They should contain 2–3 adjectives arranged according to the rule below. ORDER OF ADJECTIVES Opinion – Value – Size – Age – Shape – Colour – Origin – Material – Temperature e.g. a pretty little wooden house (value + size + material) a beautiful old red London bus (value + age + colour + origin) This word order is not compulsory. Sometimes a short adjective comes before a long one: a soft, comfortable chair; a happy, peaceful home; a tall, handsome man; a bright, cheerful smile. The adjective big generally comes before value adjectives: a big bad wolf, a big tall building, a big handsome man, a big fat woman.

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11. In a survey, ten thousand British men and women were asked about what they thought represented perfect male and female faces. When the data was processed by computer, these were the results. Do these images represent your idea of the perfect male / female face?

12. Use the words and phrases from the previous activities to discuss your idea of a perfect male / female face. What is it that makes the faces attractive? 13. A) Read this article which describes research into the nature of beauty. Find out whether, according to the research, the following statements are true or false. a) Beauty is 'in the eye of the beholder'. b) Most film stars and supermodels don't have ideal features. c) Most women prefer men with gentle features. d) There is more pressure on men to be perfect than there is on women. e) There are only subtle differences in what is considered to be beautiful by people from different cultures. IS BEAUTY IN THE EYE OF THE BEHOLDER? Is there such a thing as the perfect face? Is beauty something you can measure? Recent scientific evidence suggests that the answer is 'yes'. A new science, the science of attraction, has come to the conclusion that beauty is objective and quantifiable and not, as the romantics believe, in the eye of the beholder. For more than a century it was thought that a beautiful face was appealing because it was a collection of average features. Using his computer system, Dr David Perrett of the University of St Andrews has challenged the theory In a key experiment, photographs of women were ranked for their attractiveness by a number of volunteers. Two composite pictures were then created: one, the average of all the pictures; the other made from those rated most attractive. Although the faces looked very similar at first glance, a significant number said they preferred the composite of most attractive faces.

'The conclusion I reached,' said Dr Perrett, 'was that the most attractive shape was not average. If you look at famous film stars and supermodels, most of them have ideal features – larger than normal eyes, higher arched eyebrows, slightly smaller noses, cheekbones are a little more prominent. Even popular cartoon characters such as Betty Boop. Yasmin from Aladdin and Bambi have big eyes, small turned-up noses, big mouths and small chins. And if these features are exaggerated, the attractiveness rating goes up even more. Julia Roberts is a good example of this.'

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But what do scientists make of men`s faces? Do men with large eyes, high cheekbones and a small chin have the same irresistible appeal? Researchers were a bit shocked at the top-ranking male face. They expected it to have the classic square jaw and strong cheekbones, but instead, women seem to prefer men with gentle faces. Although there is more pressure on females to be perfect, research suggests that men and women look for many of the same things: for example, expressive features such as arched eyebrows and a big smile were associated with attractiveness in men. Dr David Perrett puts forward an evolutionary reason to explain why so many women now swoon over baby-faced stars such as Leonardo DiCaprio and Tom Cruise. Women like a man with a feminine face because he is more likely to have higher levels of the female hormone oestrogen [iːstrədʒən] and therefore to make a kinder and more trustworthy husband and father. But do these ideals of beauty manage to cross cultural boundaries? For instance, in some cultures, lips discs, scars and tattoos are considered to be attractive. Professor Cunningham of the University of Louisville, Kentucky, found that there were only very subtle differences between ethnic groups. For example, Asians tended to prefer faces that were slightly less mature and slightly less expressive, whereas blacks preferred faces that were a little more plump. In other words, although there might be a little truth in the old adage that beauty is in the eye of the beholder; by and large, we all seem to be attracted to the same things. B)

Work with a partner. Do you agree with the statements mentioned above?

14. A) Cosmetic surgery is becoming more and more commonplace. Do you think this is a good or a bad thing? B) You are going to hear a discussion about cosmetic surgery. Do you think these three people are likely to be for or against cosmetic surgery?

Jean Oldham, beauty editor

Rita Taylor, cosmetic surgeon

Michael Hirst, Christian journalist

C) Below are some of the points made in the discussion. Try to define who made each point. Then listen again and check. a) True beauty comes from being intelligent and interesting, not from being physically perfect. b) Cosmetic surgery can give people more confidence. c) There's nothing wrong with trying to improve on what nature has given us. d) People should be grateful for what God has given them. e) It is selfish and indulgent to spend money on superficial improvements when there is so much poverty and sickness in the world. f) Cosmetic surgery can be more beneficial than a holiday, because the effects last longer. g) We should accept ourselves as we are. h) Having cosmetic surgery is similar to having your hair dyed or your teeth straightened. i) It is good to see life experience showing on people's faces. j) People who feel good about the way they look are more likely to do well in their career. D)

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Work with a partner. Which points in C do you agree with?

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15.

Render the following article in English (in written form) using the patterns from appendix 2. ГЛАВНОЕ, ЧТОБЫ КОСТЮМЧИК СИДЕЛ

Психологи утверждают, что впечатление о человеке складывается уже в первые полторы минуты знакомства. И каким оно будет, во многом зависит от одежды. Поэтому, если вы хотите с первого взгляда понравиться работодателю и без проблем влиться в новый трудовой коллектив, уделите своей внешности особое внимание! Правило номер один: умеренность Выражать свою оригинальность в одежде – это, конечно, здорово. Но только не на работе. Японские психологи установили, что самая высокая производительность труда достигается в тех коллективах, где служащие носят форму или костюмы одного стиля (видимо, тогда мужчинам и в голову не приходит заигрывать со своими коллегами-женщинами, а стало быть, ничто не отвлекает от работы). Неуместны в рабочей обстановке кофточки с декольте до талии и чересчур откровенные мини-юбки, если, конечно, только вы не работаете в фирме интимных услуг. Одежда должна быть модной, но без крайностей. В отношении украшений девиз тот же: ничего лишнего! Допускается лишь минимум: например, пара изящных колец на руках, браслет, цепочка, серьги. Километровые цепочки, громоздкие бусы, массивная дешевая бижутерия не подходят для деловой одежды. Более того, по мнению не которых психологов, слишком бросающиеся в глаза украшения могут даже затруднить контакт с окружающими. Скажем, если вы отправляетесь на важные переговоры, надев огромные серьги или прицепив к блузке вычурную брошь, ваш собеседник поневоле будет на них отвлекаться, вместо того чтобы внимательно вас слушать. Правило номер дв а: аккуратность Офисная одежда должна быть аккуратной и чистой – никаких пятен, заплаток, болтающихся ниток и оторванных пуговиц. Ведь вы работаете с людьми и поэтому просто обязаны производить хорошее впечатление. К тому же каждый работник – это своего рода визитная карточка фирмы. Представьте себе, что вы зашли в продуктовый магазин, а на фартуке продавца красуются два огромных грязных пятна. Вряд ли вы захотите что-то покупать в этом месте, не так ли? Но если о чистоте одежды большинство из нас худо-бедно пекутся, то следить за обувью многие забывают – пройдутся пару раз губкой и все. Между тем психологи считают, что башмаки могут многое рассказать о владельце. Так, если человек терпеть не может грязных ботинок, скорее всего, он и во всем остальном аккуратен, любит, чтобы каждая вещь лежала на своем месте. Те же, кто не заботится о чистоте туфель, нередко рассеянны, нечистоплотны и способны на рабочем месте уст роить жуткий беспорядок, например, сметав важные бумаги с пакетиками из-под чая. Аккуратность должна быть так же во всем остальном: прическе (никаких синих челок и торчащих кверху прядей!), вашей сумочке, рабочем столе. Ведь вы произведете отталкивающее впечатление на людей, извлекая из папки безжалостно смятый документ или протягивая работодателю изрядно потрепанную трудовую книжку. И еще. Дамам необходимо помнить, что колготки с зацепками, стрелками или тем более дырками способны окончательно подорвать ваш имидж. Поэтому обязательно имейте при себе запасную пару на всякий случай. Правило номер три: соо тветствие обстан овке Деловая одежда должна напрямую соответствовать требованиям того места, где вы работаете. Скажем, если вы педагог, то неуместно приходить в школу в расшитой бисером джинсе или легкомысленной юбочке с бахромой. Старшеклассники примут вас за своего и прощай тогда дисциплина! Менеджер магазина, одетый сверхмодно, может вселить в покупателя чувство собственной неполноценности, и тот сбежит, прежде чем сделает какие-то покупки. Сотрудник банка или офшорной компании вряд ли произведет хорошее впечатление на клиента, если будет писать китайской ручкой или прикуривать от копеечной зажигалки. И наоборот, если все ваши коллеги, включая начальство, предпочитают свободный стиль в одежде, не стоит каждый день появляться на рабочем месте в белоснежной блузке с жабо и застегнутом на все пуговицы строгом пиджаке – окружающие вас не поймут! Если же вы планируете сменить работу, перед собеседованием необходимо особенно тщательно продумать свой наряд. Так, одна дама парикмахер всю зиму пыталась устроиться на работу, но ее не брали, несмотря на солидный стаж. Получив очередной отказ, она, не выдержав, попросила

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объяснить причину. Администратор салона в шутку сказала ей, что она выглядит как богатая клиентка (у нее была роскошная шуба и очень дорогие часы), а не как безработный парикмахер. В следующий салон она уже пошла в обычной куртке, и ее взяли на работу. Так что ориентируйтесь по обстановке! Правило номер четыре: ярко-к расное не носить! А также другие кричащие, «ядовитые» цвета и агрессивные расцветки. Напомним, под агрессивными расцветками имеют в виду клетку, полоску, горошек, зигзаги и прочие рисунки, вызывающие рябь в глазах. Специалисты по видеоэкологии уверены, что если долго смотреть на такую ткань, то неизбежно появится усталость, раздражение даже, возможно, злость. А теперь представьте себе, что будет, если вы в такой кофточке придете узнавать насчет работы. С большой долей вероятно ста можно пред положить, что желаемое место достанется другому. Точно так же не рекомендуется надевать раздражающую глаза одежду на важные встречи, переговоры, совещания своим внешним, видом вы можете оттолкнуть собеседников. А вот синий цвет, напротив, очень даже рекомендуется для деловой одежды. По мнению специалистов, человек в синем костюме производит впечатление знающего, авторитетного. Спокойные зеленые оттенки тоже приветствуются – они зрительно успокаивают, настраивают на доброжелательный лад. Серый и белый – нейтральные цвета, как нельзя лучше подходящие для рабочей обстановки. Бежевый же вас очень выручит, если вы придете на собеседование к работодателю. Как показали психологические эксперименты, женщин, одетых в костюмы цвета беж, чаще брали на работу по сравнению с «разноцветными» дамами. Причем особой популярностью пользовались не подчеркивающие фигуру бежевые платья, а именно костюмы... Так что, если вы планируете искать работу, возьмите это на заметку! Впрочем, в качестве повседневной рабочая одежда цвета беж тоже вполне подходит. Твоя походочка как в море лодочка Подобрав одежду в соответствии с требованиями бизнес-этикета, не забудьте подкорректировать... походку. Ведь дорогие туфли и солидный костюм «потеряются» при вялой поступи. Поэтому гордо распрямите спину и добавьте больше упругости в ваш шаг! Тем самым вы произведете на окружающих впечатление живого, энергичного, целеустремленного человека. А это очень ценные качества для карьерного роста! Юлия Панова

16. Read the description below and decide which actor it is about.

George Clooney

Jim Carrey

He's not classically good-looking. He doesn't have the macho appeal of Mel Gibson or the bone structure and piercing eyes of Richard Gere. He's not cute like Jonny Depp or handsomely tough like Brad Pitt. But he certainly has something, he has that certain something often called the 'It' factor. What is it about this man that makes so many of us regularly turn on a rather boring series on the TV about doctors or queue up at the box office to see him? (1) are the eyes. With bushy eyebrows and heavy lids, he has the sort of warm brown eyes (2) he must have suffered, that he must be the sensitive sort. Kind, gentle and caring, (3) understand you, would know exactly what to say to cheer you up, to make you feel good when you are feeling down. His eyes are bedroom eyes.

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(4) his strong masculine chin and this, combined with the unshaved look he often has, offsets the sensitivity of his eyes. It is this mixture of strength and softness (5) desirable. (6), his other features are unexceptional. His hair is short and graying, his nose is straight and, well, normal. He just seems like a regular guy. He seems to prefer casual clothes which go well with his five o'clock shadow. A white T-shirt and a jacket perhaps, nothing too formal, but he still looks smart and respectable. In fact, (7) man you could introduce to your mother, although, come to think of it, your mother is probably a fan, too. Perhaps, you should keep them apart for the time being. 17. A) Find the places (1–7) in the text above where the following phrases should go. a) Another striking feature is … b) Apart from that … c) He looks just the sort of … d) …that makes him so … e) The first thing you notice about him… f) …which make you think … g) …you feel that he would … B) Rearrange the words below to make the beginnings of sentences. e.g. He just like looks. He looks just like ... a) b) c) d) e) f)

a from about about deep a

has he him him down he

he judging is is he like

look looks me something I looks

of the most that is typical

the way strikes there probably

what think

18. Prepare and present in class a 1–2 minute description of a person you know and show how the way he / she looks reveals his/her personality. Use the active vocabulary of the unit as well as the speech patterns from A and B. The guidelines and the example below may help you.  Choose someone to describe. It may help to have a photograph of them in front of you. It doesn`t matter if you don`t know about their personality. You can make guesses based on their appearance.  Brainstorm two short lists of adjectives and other phrases: one to describe their appearance; one to describe their personality.  Decide what is most noticeable about their face or their clothes. What does this tell you about them?  If you know the person well (or you have seen them on TV), how do they stand, walk, use their hands, move? What facial expressions do they often have? What does this tell you about their personality?  How do you feel about this person? You may like to close your description with your personal view. Example: (done by a student) The person I want to tell you about is to my mind unique in appearance and in wide row of qualities she possesses. You might not notice her at first sight. It happens because of the style of the clothes she chooses to wear during working days. Old pale sweater, rubbed jeans of unknown color, dirty gym shoes, which sometimes make you think she doesn`t have enough money to afford a second pair of shoes. Apart from that, looking at her head draws in your mind fanciful designs of divine wavy blond hair, which dazzling beauty, for some reason was stolen from you by the horrible disgusting bun that is like a piece of mud on the white tablecloth. All these features transform the girl into inconspicuous being blended with the background. Then you might want to ask me – what makes her so important to me and why am I describing her? As well as you I was a lucky person to witness Vika at the beginning of her adulthood when she was seventeen or eighteen. It is easy for me to talk about her appearance of that period as she didn't change much. She just gave more time to her looks.

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The first thing you notice about her built are soft lines of a slender but not thin body. I didn't mean that she is plump. Comparing to me she seems a tall and medium-build woman who is supposed to be a model judging from such magnificent features. The face of hers is like a different dimension – a book that is always new, but not less attractive. Despite the fact that her long and thick eyelashes are blushed by the blond color, the mascara does the magic. Turquoise as a salt sea, her eyes, no matter how far or close you are, envelop your spirit in warmth and calmness. Vika's face forming such composition that when you are in front of her it is as if you're lying on the soft grass of her attention watching the blue sky of her eyes under the branchy tree of her eyelashes with the sun as her hair covering all. Pale tender skin that makes her look just the sort of angel is completed by thin face with full pink lips and a straight long nose giving her the attributes of smartness and decency a priori. The last thing – a tattoo. She's got one. It's Wall-E that is being carried away by the large mass of balloons. Just as her -always ready to accept something new and run away into the depth of the unknown lighting everything up with her turquoise ['t3:kwa:z] – greenish blue or bluish green a priori [eɪ praɪ`ɔ`raɪ; a:`prɪ`ɔ:rɪ], adj – known to be true independently of or in advance of experience of the subject matter; requiring no evidence for its validation or support. Wall-E – a robot from a famous American science fiction romantic comedy film (2008). 19. A) Study the idioms presented below and try to find their Russian equivalents using no dictionary. Discuss your variants in class. Idiom – an expression whose meaning is different from the meaning of the individual words. For example, ‘to have your feet on the ground’ is an idiom meaning ‘to be sensible’. Mind that very often idioms are informal. chip off the old block down-at-heel all brawn and no brain dressed to kill dressed up to the nines face that would stop a clock fresh as a daisy look the picture look the picture of health look a sight not a hair out of place spitting image thin on (the) top vertically challenged fit as fiddle

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A person who is a chip off the old block resembles one of their parents in appearance, character or behaviour. A person who is down-at-heel is someone whose appearance is untidy or neglected because of lack of money. Someone who is physically very strong but not very intelligent is said to be all brawn and no brain. When someone, especially a woman, is dressed to kill, they are wearing very fashionable or glamorous clothes intended to attract attention. Someone dressed up to the nines is wearing very smart or glamorous clothes. Someone who has a face that would stop a clock has a shockingly unattractive face. Someone who is (as) fresh as a daisy is lively and attractive, in a clean and fresh way. If someone looks the picture, they look very pretty. To look the picture of health means to look extremely healthy. If a person looks a sight, their appearance is awful, unsuitable or very untidy. If someone does not have a hair out of place, their appearance is perfect. If one person is the spitting image of another, they look exactly like each other. If someone, usually a man, is thin on the top, they are losing their or going bald. This term is a humoristic way of referring to someone who is not very tall. In very good health.

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B) Translate the following sentences into Russian. 1. Angela is always impeccably dressed – never a hair out of place. 2. Caroline must be going to a party – she's dressed up to the nines. 3. Dad's gone a bit thin on top in the last few years. 4. He's an impressive player to watch, but he's all brawn and no brain. 5. High shelves are difficult for vertically challenged shoppers. 6. I’m never dressed to kill. I just try to be neat. 7. James is wearing a hat because he's getting thin on top. 8. I met Molly the other day. She looked as fresh as a daisy. 9. James is a chip off the old block – he reacts the same way as his father. 10. Nice to see you again Mr. Brown. I must say you look the picture of health. 11. Sarah is the spitting image of her mother. 12.Bill Jones is a chip off the old block. He's a banker just like his father. 13. She arrived at the reception dressed to kill. 14. She must look a sight with red swollen eyes. 15. The down-at-heel student I first met became a successful writer. 16. Father got a little thin on top as he got older. 17. I always feel fresh as a daisy after a shower. 18. The little girl looked the picture in her new dress. 19. You may feel sick now, but after a few days of rest and plenty of liquids, you'll be fit as a fiddle. 20.The man was dressed to kill in a tuxedo, hat, gold watch and expensive shoes, because he was going to accept an award. 21. He seemed well-educated, but looked so down at heel. His clothes were scruffy and he needed a haircut. 22. I was shocked when I learnt about Mark's death; he seemed to look the picture of health. 23. They must have been on their way to a weddingor something. They were dressed up to the nines. 24. You'll recognize him – he's tall and thin, with a face that would stop a clock! 25. Bognor today is a shabby, down-at-heel place. 20. Make up and present in class a 1 minute story or a dialogue containing at least 7 idioms from the list above.

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1.2. PERSONALITY BEGINS WHERE COMPARISON ENDS

Karl Lagerfeld

Work in groups. Read the proverbs and quotes below and choose three of them that appeal 21. to you most. Discuss them with your groupmates (interpreting, comparing your choices, relating to your life experience). Recall as many Russian proverbs about character as you can. 1) A man shows his character by what he laughs at. German proverb 2) When wealth is lost, nothing is lost; when health is lost, something is lost; when character is lost, all is lost. German proverb 3) Character is habit long continued. Greek proverb 4) Character is easier kept than recovered. English proverb 5) If there is character, ugliness becomes beauty; if there is none, beauty becomes ugliness. Nigerian proverb 6) A person's character is like pregnancy it cannot be hidden. African proverb 7) If you damage the character of another, you damage your own. African proverb 8) Like a fence, character cannot be strengthened by whitewash. American proverb 9) Reputation is what you are in the light; character is what you are in the dark. American proverb 10) Ability will enable a man to get to the top, but character will keep him from falling. American proverb 11) Blood is inherited; character is earned. Venezuelan proverb 12) Three things show a man's character: his drinking, his pocket, and his anger. Hebrew proverb 13) Watch your character; it becomes your destiny. Tibetan proverb 14) One can easily judge the character of a person by the way they treat people who can do nothing for them. Traditional proverb 15) A leopard cannot change its spots. Traditional proverb 16) Personality is to a man what perfume is to a flower. Charles M. Schwab 17) Two things define your personality, the way you manage things when you have nothing, and the way you behave when you have everything. Unknown 22. Listen to the song and fill in the blanks. Find out the meaning of the unfamiliar words that you have come across in the song. (http://yandex.ru/video/search?text=logical%20song&path= wizard&filmId=1cD8Fr7DUXI) THE LOGICAL SONG Roger Hodgeson When I was young It seemed that life was so ... A miracle, oh it was beautiful, ... And all the birds in the trees Well they'd be singing so happily Oh ..., oh ...watching me But then they sent me away To teach me how to be ... Logical, oh ..., ... And they showed me a world Where I could be so ... Oh ..., oh ..., ... There are times when all the world's asleep The questions run too deep For such a simple man Won't you please, please tell me what we've learned I know it sounds absurd But please tell me who I am

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Now watch what you say Or they'll be calling you a ... A ..., oh ..., ... Oh won't you sign up your name We'd like to feel you're Acceptable, ..., oh ..., a vegetable At night when all the world's asleep The questions run so deep For such a simple man Won't you please, please tell me what we've learned I know it sounds absurd But please tell me who I am, who I am, who I am, who I am

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23.Study the meanings of the following words and phrases that can help you to speak about a person`s character. Find their Russian equivalents. Use at least 7 of these words in sentences of your own written on a card with the translation on its back side. innate qualities acquired traits learnt features asset, n merit (strength) at heart motive, drive, n attitude, n reaction, response, n characteristic feature self-esteem, n deep down trait, n demerit, n virtue, n faculty, n to be a sunny soul by nature fault, n hereditary traits 24. Study the synonyms of the words 'character' and 'quality' and define their differential features. Use 5 of them to make up a 1 minute story or dialogue of your own to present it in class. 1) The combination of mental characteristics and behavior that distinguishes a pers character on or group. Someone`s character – use this especially about hoe someone behaves towards other personality people. It`s true he can be emotional at times but that`s just part of his personality. Yun has a lovely, warm personality. The fundamental character or disposition of a person – use this especially to say that nature someone is naturally good or bad. Kindness and sympathy were in his nature. By nature She is generous by nature. It`s not in sb`s nature It was not in his nature to take risks. The emotional part of someone`s character, especially how likely they are to temperament become angry, happy, sad, etc. His calm quiet temperament made him popular with his colleagues. One's usual mood; temperament. She had a sunny disposition and a warm smile. disposition This program may not be suitable for people with nervous disposition. 2) quality attribute characteristic

trait side streak quirk there`s sth about sb

Something such as an ability or a way of behaving that is part of someone`s character. Besides intelligence and charm Bella had some less desirable qualities. A part of someone`s character, especially a part that is thought by other people to be good or useful. He had all the attribute of a great leader: charisma, energy, discipline, and resourcefulness. [usually plural] Someone`s characteristics are the qualities that are typical of them and make them easy to recognize. All great leaders share certain characteristics which must be seen as the key to their success. Ralph can be very mean sometimes, it`s one of his less endearing characteristics. A distinguishing feature, as of a person's character. Pride seems to be one of her family traits. A distinct aspect, a part of someone`s character, especially one that is different from the rest. e.g. the shy side of his personality. Val revealed her wild side at the office party. A part of someone`s character that is quite different from the rest, especially one that makes him behave badly. There was a streak of wildness in him А strange or unusual habit or a part of someone`s character. She took pride in her children`s quirks and individuality, and made no effort to try to change them. You say this when there is sth about a person`s character that you like or dislike, but you are not sure exactly what it is. I don`t know what it is but there is something about this man that irritates me.

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25. Psychologists distinguish four types of temperament: melancholic, phlegmatic, sanguine and choleric. Look at the pictures below and define which type of temperament is presented by each set of pictures.

26. Explain the meanings of the following words and phrases describing personality. Think of their synonyms and Russian equivalents. hot-tempered conscientious a great listener independent creative a negotiator messy curious a peace-maker outgoing demanding a people-pleaser picky dependable a perfectionist spoilt diligent an effective team player studious diplomatic bossy well-organized even-tempered cautious competitive 27. For each example choose the two adjectives that can be used to complete the sentence. 1) Sam's always making _____ remarks at my expense. witty patronizing encouraging 2) After the accident Bob was too _____ to make a statement to the police. bewildered prejudiced distracted 3) She's a difficult woman to work for _____ and unpredictable. earnest haughty overbearing 4) It was very _____ of you to let that lorry pull out. courteous supportive considerate

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5) My boss was really _____ when 1 first started the job – always ready to help out or give advice. supportive loveable considerate 6) Vicky has a very _____ view of working-class people as lazy and ignorant. overbearing snobbish prejudiced 7) I know he doesn't say much, but he isn't unfriendly. He's just a bit _____ . timid reserved earnest 28. A) These eight pairs of adjectives have similar meanings but one adjective in each pair has positive associations, the other negative. Write them in the correct column. Use your dictionary to help you. Aggressive / assertive, self-assured / arrogant, shrewd / cunning, smarmy / charming, stubborn / resolute, tactless / frank, trusting / naïve, unprincipled / open-minded. Positive

Negative

B) Read the sentences and decide if the speakers are describing people in a positive or negative way. Then complete the sentences using the adjectives from A. 1. Dean gets very _____ when he's drunk, always trying to pick fights with people. 2. Jane has no sense of right and wrong. She's completely _____. 3. Dave can be very _____ sometimes, but he manages to give his true opinion without being hurtful. 4. Sara was very _____ to take Ben at his word. It's obvious that the man's a born liar. 5. Kate is a very _____ judge of character. She knew immediately that he wasn't being honest. 6. He's so _____! He never changes his mind, even if he knows he's wrong! 7. Joe never believes for a moment that he might be wrong – he's unbearably _____. 8. Everybody likes Colin when they first meet him – he's just so utterly _____. 29. Study the meaning of the following words and arrange them in two columns: 'strengths', 'weaknesses'. Find synonymous words. dull nervous aggressive sensitive enthusiastic arrogant reliable silly boring fussy open spiteful bossy foolish patient strong candid helpful petty strong-willed careful honest polite stupid charming independent quick-tempered talkative cock-sure industrious relaxed thoughtful cold kind responsible trustworthy competitive lively ruthless two-faced conceited mean selfish vigorous considerate nasty sensible 30. Use a suitable prefix or suffix to form the opposites of the adjectives below. Here are some examples. unhappy insincere unindishonest impolite disimcareless illegible -less ilagreeable dependable helpful organised respectful approachable pleasant hospitable patient scrupulous articulate satisfied imaginative practical sensitive biased discreet intelligent prudent sincere competent harmless kind credible sociable compassionate efficient likeable possible tactful communicative enthusiastic logical legal thoughtful considerate faithful loyal predictable tolerant contented flexible mature reasonable decisive friendly obedient reliable

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31. Match the words in the left column with their synonyms in the right one. A) B) clever absent-minded amusing cruel cunning bright foolish kind excitable cheerful loving considerate fair crafty vigorous thrifty forgetful direct trustful petty frank even-handed capricious observant good-natured irritable entertaining carefree jolly insincere silly naïve level-headed kind attentive choosy reliable self-assured light-hearted energetic self-confident sensible economical brutal snobbish stuck-up shallow affectionate two-faced trustworthy 32. Match the words in the left column with their opposites in the right one. A) B) mean / stingy boastful unsociable narrow-minded unreliable assertive peaceful amusing pleasant courageous modest lazy naive intelligent senseless enthusiastic boring gregarious shy generous industrious prejudiced gorgeous thick-skinned shy self-confident disgruntled cowardly aggressive plain dull stupid kind tolerant sensible decent sophisticated vulgar foolish bright trustworthy touchy satisfied foolish sensible conceited cruel nasty indifferent tense broad-minded intelligent modest relaxed 33. Put each of the following words in its correct place in the passage below. true proud vain thick-skinned conceited

devoted successful

snobbish contemptuous

Mrs. Arrogance next door thinks she is better than other people. She thinks she is superior, 'high class'. In other words, she's a (1) _____ person. She is very (2) _____ of herself and very (3) _____ of other, 'ordinary' people. I've heard her boast to neighbours about her lovely house, her big cur, her (4) _____ husband, his high salary. She's a very (5) _____ person too, always admiring herself in a mirror. Mr. Arrogance also has a very high opinion of himself. His neighbours think he is a very (6) _____ person, but the Arrogances are both so (7) _____ that other people's criticism of them has no effect on them at all. I think that one day they 'll find that they have no (8) _____ and (9) _____ friends left, and then they'll be sorry. Pride comes before a fall. 34. Characterise a person in one word. Try to complete the adjectives below. Each one has a dot for every letter missed. 1) He’ll tell you directly that you’re getting old. c.n.id 2) She has practically no secrets. o.n 3) He always gets what he wants. s.r.n.-wi.led 4) He hates to lose. c.mp…t…e

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5) She neither has deep knowledge nor is interested in anything serious. sh...l.w 6) He is like a mule. o.s.in.t. 7) He won’t let anything stand on his way. r…hl...s 8) ‘I can do it without any effort’. b…stf.l 9) She does what she is told. ob.d…t 10) He likes to do exciting or dangerous things, and is not afraid of taking risks. ad...nt.r…s 11) She is often anxious about her cat’s bad mood. f.s.y 12) She never wastes money. ec.n…c.l 13) ‘Have I been the best at my English exam?’ It was just luck. m.d...t 35. Play a game. Divide into two teams. Each team is to work with the same topical word (e.g.'CHARACTER') written on the two parts of the blackboard. The teams act simultaneously. One by one the members of each team come to the blackboard and write under each letter of the 'main word' a word referring to the topic 'Personality' and starting with this letter. It must be a singular noun, adjective or verb in its infinitive form. The game is over when one of the teams finish and let the teacher know about it. Then the score is recorded: one point for each letter of each correctly spelt word referring to the topic. The winner is the team with the highest score. 36. A)Which three of the following traits of character do you value in people most? Place them in order. Discuss the results with your partner. modesty generosity patience imagination creativity frankness obedience kindness courage honesty tolerance ambition sensibility tenderness mercy sensitivity B )Which three of the following traits of in order. Discuss the results with your partner. shyness arrogance laziness hypocrisy meanness aggressiveness greediness dishonesty pomposity irresponsibility

character do you find most intolerable? Place them pettiness possessiveness snobbishness stubbornness

37. Write the suitable adjective from the list below to fill in the gaps in the sentences. rude literate helpful aggressive selfish moody honest ambitious sensitive neat illiterate careful shy organised imaginative careless sociable patient impolite cheerful talkative pessimistic independent competitive unreliable punctual jealous decisive dishonest reliable lazy extrovert 1. I have got a lot of friends. I'm ... 2. I never tell a lie. I always tell the truth. I'm ... 3. My brother never shares his toys. He is ... 4. My father helps my mum with the housework. He is ... 5. I have a well-paid job. I'm financially ... from my parents. 6. I never go to school late. I'm always ... 7. Most of the politicians are ... 8. Arda is such an ... person that nobody trusts him. 9. I’m very ... I always plan my day. 10. He never changes his mind. He is ... 11. She’s usually ... She laughs a lot. 12. He never does his homework. He is ... 13. He shouts at his mother. He is ...

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14. I’m very ... today because the weather is too cloudy and dark. 15. He always tries to be the best. He is ... 16. She was a ... driver. She never had an accident. 17. He always thinks that bad things will happen. He is ... 18. He can read and write. He is ... 19. He can’t read and write. He is ... 20. My husband is a very ... man. He waits for me for hours at the shopping centre. 21. I’m a bit ... so I sometimes miss details. 22. I’m a bit ... and I easily get angry with my friends. 23. ...people are good at forming new and exciting ideas. 24. ...people get upset easily by the things people say or do. 25. He gets upset when his best friend talks to other people. He is ... 26. She is often … with people she doesn’t know. 27. He never stops talking. He is very ... 38. Compound adjectives are made of two parts and are usually joined by a hyphen. Join the words from column A to the words from column В to make synonyms for the adjectives in column С. The first one has been done for you. A. B. C. a) forgetful absent-minded assured absentfaced b) hypocritical bigc) confident going easyheaded d) arrogant quickhearted selfe) kind minded stuckf) snobbish up twog) intelligent witted warmh) relaxed 39. Can you complete each of these word forks? Write a sentence to illustrate the meanings of each of your words. 1. … 2. ... 3. ... self- ... ... -tempered ... -minded … ... ... 40. Psychologists classify personality traits into five groups: emotional, volitional, moral, mental, communicative. Classify all words denoting personality traits you have learnt according to their function. Fill in the chart below using commas to separate synonyms, and dashes to do so for opposites. Work in pairs, each dealing with one type of features. Discuss the results in class. Types of features Emotional Moral Mental

Communicative Volitional

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Adjectives describing personality lively, cheerful, energetic – apathetic, calm honest, fair – dishonest, deceitful; generous – mean, greedy, stingy inventive, enterprising, resourceful – unimaginative; narrow-minded – broad-minded, shallow courteous, polite – impolite, impudent, coarse hard-working, industrious, painstaking, studious – lazy; persistent, goal-oriented, single-minded

Corresponding nouns cheerfulness (dis)honesty, fairness, deceitfulness; generosity – meanness, greed, stinginess inventiveness, resourcefulness, imaginativeness; narrow-mindedness – broad-mindedness, shallowness courtesy, politeness, impudence

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41. A) Do you believe in horoscopes? Here are the twelve signs of the zodiac. Match their names with the icons. Transcribe the Latin variants of words denoting the zodiac signs.  Aries / the Ram  Taurus / the Bull  Gemini / the Twins  Cancer / the Crab  Leo / the Lion  Virgo / the Virgin

     

2

1

5

6

9

10

Libra / the Scales Scorpio / the Scorpion Sagittarius / the Archer Capricorn / the Goat Aquarius / the Water Carrier Pisces / the Fish

3

4

7

8

11

12

B) Read the descriptions of all zodiac signs and choose the one that presents your character. See the key to learn if the verbal portrait coincides with your sign. Discuss the results with your partner. Make notes of the vocabulary and speech patterns used to describe personality. Add them to the table you made in activity 40. A. Their basic impulses are to assert themselves and to initiate events. They are impulsive and impatient. They're pioneers and they want quick results. They think quickly and they're quick-witted but they're not rational or philosophical. They like to plan ahead but they tend to overlook details and don't foresee problems. They're perfect leaders but they can be bullies and tend to be thoughtless and inconsiderate. They're not very thorough. They're fearless and always ready to accept a challenge. They are punctual, walk fast and don't like being told what to do. They don't brood over their failures. B. Their basic impulses are to provide security, to protect and to bring out the best in people. They need to feel safe and secure. They like to stay in one place and they're not keen travellers. Their moods change quickly and they sometimes appear to be aggressive, but under the surface they're sentimental. They have long memories, like to live in the past and hate to throw anything away. They're artistic, imaginative and sensitive. They tend to take things to heart and get upset easily. They're protective and like to look after people. They're untidy and good cooks. C. Their basic impulses are to make things clear, to be comfortable and to construct. They're practical, reliable and steadfast. They love good food and comfort. They have strong feelings and tend to be self-centred. They need security and possessions. They're patient, methodical and stable but they can be stubborn and resent being contradicted. They only work hard if they're enjoying what they're doing and they hate change. They are musical and good at gardening. They are slow to anger but can be bitter enemies. They have great warmth and this makes them loved. D. Their basic impulses are to shine as individuals and as leaders. They're stylish and they like to be the centre of attraction. They love power. They're generous and creative and good at encouraging other people to be happy and do their best. They're good organisers but sometimes they're too pompous and even conceited. No one could call them shy: they're gregarious and they like nothing better than enjoying themselves. Sometimes their ambition and their need to be a success may lead them into underhand dealings, but they can be loyal and faithful too. They are playful and like the sound of their own voices. They are poor judges of character.

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E. Their basic impulses are to organise, systematise, formulate and structure. They are patient and persevering and they can put up with hardship and frustrations. They like to plan carefully and coolly so that their ambitions can be achieved and they don't expect success to come quickly. They're cool and calculating and they can be too severe and demanding. They tend to worry unnecessarily and be pessimistic. They're suspicious of new ideas and inventions. They're faithful, serious and resourceful. They like the security of a fixed routine, can be somewhat shy and enjoy solitude. F. Their basic impulses are to seek harmony, balance and justice. They like to be liked and they're sociable and very charming. Although they are ambitious, they try to get what they want with a smile rather than threats. They're good at persuading people and they're diplomatic. They are sometimes indecisive and over-sensitive, even remote and cold, but people like their unselfishness and considerateness and think they're charming. They find it easy to make friends. They love nice smells and they're very romantic. They're idealists. They find friends everywhere and are great entertainers. G. Their basic impulses are to bring about change, to investigate and transform. Their feelings are intense and they have a magnetic quality. They tend to be jealous and stubborn. They're not prepared to trust people and they can be cruel and vindictive. They have a strong sense of purpose and they can be subtle and secretive. They're strong, silent types. They can be courageous but they can be dangerous too. They have good self-control. They enjoy solving problems and can be difficult to live with. H. Their basic impulses are to re to reform, to create and to understand. They are thinkers and full of unusual, even eccentric ideas change the world. They put intense energy into their cause but they can be dogmatic and even fanatical. They can be rudely tactless and touchy but they're broad-minded and inventive. They're friendly but people never know what's going to happen next when they're around and they sometimes find it difficult to get close to people. They tend to be impractical and are tremendously likeable, but they resent criticism. I. Their basic impulses are to be of service, to analyse, criticise and to discriminate. They're terribly fussy and like things to be perfect and places to be tidy. As perfectionists themselves, they don't suffer foot gladly, but they're modest and conscientious. They tend to suppress their emotions and worry about things. Sometimes they can be a bit hypocritical. They are practical people and good at remembering details. They're good learners and good teachers. They are calm and practical and find it hard to relax. J. Their basic impulses are to submerge themselves for the sake of others. They are compassionate and sympathetic. They cry easily and can't bear to see suffering. They are sensitive and emotional. They're sometimes indecisive and they can be temperamental and careless. They tend to get confused easily. They're artistic and rather impractical. They're escapists and lack ambition and are not competitive. They are good in jobs that require imagination and they don't like hurting other people. They can be absentminded. They are lovable and adoring. K. Their basic impulses are to communicate, to make connections and satisfy their curiosity. They're adaptable, versatile and communicative. They're always on the go, talking and finding things out. They're good at languages and mentally agile. They're light-hearted and don't take things seriously. Their moods can swing suddenly and sometimes they can be inconsistent and people may think they're two-faced. They don't like hard monotonous work. They love variety and change. They are witty and can't stand waiting. L. Their basic impulses are to extend horizons through speculation, travel and widespread interests. They're deep thinkers, open-minded and love sport and outdoor activities. They have a sense of adventure and like exploring. They tend to be outspoken and can be tactless and inconsiderate. Their restlessness means that they don't like to be committed or tied down. They can be extravagant and boastful but they are kind to other people and optimistic. They are unpredictable and impatient, but generous and always good-humoured. C) Rephrase one of the descriptions from B using synonyms. 42. Say in short what sort of person he / she is. e.g. Robinson Crusoe was very clever in finding a way out of all his difficulties. – He was very inventive (enterprising).

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1. You could rely upon Maggie. She would never let the cat out of the bag. 2. He was wonderful. He would never grudge you anything be it money, books, ideas. 3. Rebecca easily won the hearts of all those who met her. 4. Martin never dropped any work half-way. 5. Robbin was easy to deal with. 6. June always had her own way in everything. 7. Mike was never good at doing anything about the house. He was always sure to drop or break something. 8. Huckleberry Finn never let a friend down. 9. Christine was a very pleasant companion. 10. There was nothing Tom was afraid of. 11. Oliver was afraid of everybody and everything. 12. He always had a ready answer to every remark. 13. Anne is constantly on the phone. She`s so… 14. Still in bed at lunch-time! Come on! Get up! You … boy. 15. Don`t forget to take your passport! You`re so … 16. Don`t just think of yourself, that`s so... 17. I love Anna! She makes friends very easily, she`s very… 18. Tom is a great guy but he doesn`t speak much, he`s rather… 43. A) Do you think that the speaker likes or dislikes the people s/he is talking about? 1) Di`s very thrifty. 2) Molly`s usually frank. 3) Liz`s quite broad-minded 4) Sam can be aggressive. 5) Dick`s quite bossy. 6) I find Dave self-important. 7) Don`t you think Jim`s nosy? 8) Jill is very original. B) Reword the sentences above to give the opposite impression. e.g. Di`s very stingy. 44. A) Use synonyms to replace the words in bold in these sentences. Can you identify with any of the sentences in A? Discuss with a partner. 1) My ideal partner would have to be someone caring, good-looking and dependable. 2) I think I'm quite a level-headed sort of person. I haven't done anything crazy yet...! 3) I'd say I feel relaxed about work – I never let things worry me. 4) People think I'm unfriendly, but actually, I'm just really shy. 5) My parents are extremely conventional. I wish they were more tolerant. 6) I prefer to go out with people older than me. You can have more interesting conversations with somebody who's experienced and grown-up. 7) I know somebody who likes to think she's mysterious. In fact, she's very boring, 8) My friend's very wealthy, but you'd never know it because he's so unpretentious. 9) I've got a friend who's rather selfish – probably because her parents spoilt her when she was a child. B) You can turn certain adjectives into nouns by adding the suffixes: -ity and -ness. Add suffixes and make any necessary changes to turn the adjectives below into nouns. e.g. sensitive → sensitivity → happy → happiness Flexible, lively, friendly, compatible, sad, generous, weak, mature, sexy. 45. Discuss the following points using the topic vocabulary of the unit. A) 1) What kind of person will never…?  arrest anyone's attention  do a silly thing  take a risk  disobey instructions  spend more than he can afford  wave in the face of danger  take anything to heart  fail his friend.  lose his temper

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2) What kind of people…?  are often lonely  are usually surrounded by people  are easily forgotten  are quick to see the point  think only for themselves 3) What do you call a person who …?  can't keep a secret  can appreciate a piece of art  feels deeply  pokes his nose into other people's affairs  intrudes his views on others  is always sure of himself B) What kind of people are called …?  good mixers  poor mixers  colourful  discreet  business-like  sympathetic  revengeful

 feel uneasy in company  keep their thoughts to themselves  easily lose their patience  enjoy other people's confidence.  gets annoyed easily  keeps on forgetting things  is unlike others  says what he thinks  has no moral principles  is mostly in high spirits.  ambitious  persistent  haughty  humble  placid  broad-minded  vain.

C) 1) What traits of character would you appreciate in a …?  mother  father  bosom friend  teacher. 2) What traits of character are required to make a good…? What traits must prevent one from becoming a good specialist in those fields?  politician  builder  interpreter  teacher  journalist  doctor  painter 46. A) Magazines often publish questionnaires which are supposed to analyse your character for you. Look at the words below and then match them to the question which aims to decide whether a person is like that. e.g. If you arrange to meet at 7 p.m., do you arrive at 7 p.m.? Reliable pessimistic argumentative extravagant assertive 1. 2. 3. 4. 5. 6. 7.

sensitive sociable inquisitive

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

B) What questions like those in A could you ask to try to find out whether a person is the following? Thrifty, blunt, sensible, intelligent, even-tempered, original, obstinate

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1.3. RESEARCHING YOURSELF

47. Choose five or six adjectives which you think best describe either your own or a friend's character. How do you or your friend demonstrate these characteristics? e.g. sociable – I am sociable because I love being with other people. 48. Do you agree with the quotation below? Every person has three characters: one that is attributed to him by people around, one that he attributes to himself and one that is real

Victor Hugo

49. Work in pairs or groups of three. Write 3 positive and 3 negative features of your own character. Then write 3 positive and 3 negative features of your partner. Compare your lists about each person, discuss the discrepancies and answer the following questions.  What traits of your character would you like to get rid of?  What features of your character would you like to pass to your children? What are you like? Describe your personality to your partner using the patterns 50. suggested below. I am extremely … I am a perfect … I am very … I tend to be … I am sometimes … I am quite … I am a little I am not very … I find it hard to … I am a poor … I am not … at all. 51. Test yourself. WHAT'S YOUR PERSONALITY TYPE? PLANNER OR SPONTANEOUS 1. Are you...? a) a perfectionist who hates leaving things unfinished b) someone who hates being under pressure and tends to over-prepare с) a bit disorganized and forgetful d) someone who puts things off until the last minute

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2. Imagine you have bought a piece of self-assembly furniture (for example a wardrobe or a cabinet). Which of these are you more likely to do? a) Check that you have all the items and the tools you need before you start. b) Carefully read the instructions and follow them to the letter, с) Quickly read through the instructions to get the basic idea of what you have to do. d) Start assembling straight away. Check the instructions only if you get stuck. 3. Before you go on holiday, which of these do you do? a) Plan every detail of your holiday. b) Put together a rough itinerary, but make sure you've left plenty of free time, с) Get an idea of what sort of things you can do, but not make a decision until you get there, d) Book the holiday at the last minute and plan hardly anything in advance. FACTS OR IDEAS 4. Look at the picture below. Write down on a piece of paper what you see. Allow yourself about 30 seconds for this. Then see the task before the notes on scoring results.

5. You need to give a friend directions to your house. Do you ...? a) write down a list of detailed directions b) send a link to Google Maps с) give rough directions d) draw a simple map showing only the basic directions 6. When you go shopping in the supermarket, do you ...? a) always go down the same aisles in the same order b) carefully check prices and compare products с) buy whatever catches your eye d) go round a different way each time, according to what you want to buy HEADS OR HEARTS 7. If an argument starts when you are with friends, do you...? a) face it head on and say what you think b) try to find a solution yourself с) try to keep everyone happy d) do anything to avoid hurting people's feelings 8. Imagine you had the choice between two flats to rent. Would you...? a) write down what your ideal flat would be like and then see which one was most similar b) make a list of the pros and cons of each one с) just go with your gut feeling d) consider carefully how each flat would affect other members of your family 9. Imagine a friend of yours started going out with a new partner and they asked you for your opinion. If you really didn't like them, would you...? a) tell them exactly what you thought b) be honest, but as tactful as possible с) try to avoid answering the question directly d) tell a 'white lie'

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EXTROVERT OR INTROVERT 10. You are out with a group of friends. Do you...? a) say hardly anything b) say a bit less than most people с) talk quite a lot d) do nearly all the talking 11. When you meet a new group of people, do you...? a) try to stay with people you already knew b) have to think hard about how to keep the conversation going с) try to get to know as many people as possible d) just try to enjoy yourself 12. If the phone rings when you are in the middle of something, do you...? a) ignore it and carry on with what you're doing b) answer it quickly, but say you'll call back с) have a conversation, but make sure you keep it short d) welcome the interruption and enjoy a nice long chat Question 4 (FACTS OR IDEAS?). Which option best describes what you wrote down? a) If its basically a list of what appears in the picture, b) It tells the story of what's happening in the picture. с) It tries to explain what the picture means, d) If s a lot of ideas that the picture made you think of. А) For each section, find out which personality type you are. 1) more a and b = planner more с and d = spontaneous 2) more a and b = facts more с and d = ideas 3) more a and b = head more с and d = heart 4) more a and b = introvert more с and d = extrovert В) With your four types, find out which of the categories below you fit into. Then read the description of your personality type. С) Now find out what your partner's personality type is, and read the description, BIG THINKER = Spontaneous + Ideas + Heart +Extrovert How they see themselves: talkative, curious, logical, self-sufficient What they are like: ingenious, bored by routine, can be rude, rebellious, critical of others COUNSELLOR = Planner + Ideas + Heart + Introvert How they see themselves: gentle, peaceful, cautious What they are like: relaxed and creative, deeply private, can be difficult to get to know CO-GETTER = Spontaneous + Facts + Head + Extrovert How they see themselves: inventive, enthusiastic determined, alert What they are like: resourceful, tough-minded, may become frustrated by routines and constraints IDEALIST = Spontaneous + ideas + Heart + Introvert How they see themselves: bright, forgiving, curious What they are like: generally easy-going, flexible, can be stubborn, may refuse to compromise INNOVATOR = Spontaneous + Ideas + Heart + Extrovert How they see themselves: imaginative, sociable, sympathetic What they are like: energetic sensitive, creative, sometimes illogical, rebellious, unfocused LEADER = Planner + Ideas + Head + Extrovert How they see themselves: bright, independent, logical What they are like: organized, good at solving large-scale problems, can be critical and aggressive MASTERMIND = Planner + Ideas + Head + Introvert How they see themselves: logical, thorough, bright What they are like: efficient, independent rarely change their minds, critical of those who don't understand them

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MENTOR = Planner + Ideas + Heart + Extrovert How they see themselves: intelligent outgoing, sensitive What they are like: articulate, warm, lively, extremely sensitive to people's needs, may become overbearing NURTURER = Planner + Facts + Heart + Introvert How they see themselves: gentle, conscientious, mature What they are like: quiet and caring may have trouble making decisions that could hurt others, tend to avoid conflict others may take advantage of them PEACEMAKER = Spontaneous + Facts +Heart + Introvert How they see themselves: steady, gentle, sympathetic, What they are like: sensitive to the feelings of others and the world around them, often animal lovers, can be self-critical, often difficult to get to know PERFORMER = Spontaneous + Facts + Head + Extrovert How they see themselves: enthusiastic, sociable, sensitive What they are like: fun-loving, outgoing, often good motivators, can be unreliable PROVIDER = Planner + Facts + Heart + Extrovert How they see themselves: sympathetic easy-going, steady What they are like: warm, caring, traditional, tend to avoid conflict not afraid to express their beliefs REALIST = Planner + Facts + Head + Introvert How they see themselves: mature, stable, conscientious What they are like: loyal, straightforward with others, good at meeting deadlines, respect facts and rules, can be obsessed with schedules, critical of others, may not have faith in other people's abilities RESOLVER = Spontaneous + Facts + Head + Introvert How they see themselves: understanding, stable, easy-going What they are like: independent rational, good at finding solutions, natural risk-takers, they enjoy an adrenaline rush, often focus on short-term results, sometimes lose sight of the bigger picture STRATEGIST = Spontaneous + Ideas + Head + Introvert How they see themselves: bright logical, individualistic What they are like: quiet easy-going, intellectually curious, logical, may forget practical issues, for example paying bills or buying groceries, may be critical or sarcastic can be insensitive to the emotional needs of others SUPERVISOR = Planner + Facts + Head + Extrovert How they see themselves: stable, practical, sociable What they are like: natural organizers and administrators, irritated when people don't follow procedures, other people find them bossy Make a pile of cards with topical vocabulary. Work in groups. One person takes a card 52. from the pile so that everyone but he/she could see its face. The groupmates are to explain the word on the card so that its holder could name it. They may use synonyms, antonyms, gestures and pictures. 53. А) Some positive characteristics can become negative if developed excessively. Match the positive traits in the left-hand column with their negative development in the right-hand column. 1) inquisitive, nosy (colloquial) determined → 2) aggressive, bossy (colloquial) thrifty, economical → 3) extravagant assertive → 4) peculiar, weird, eccentric, odd original → 5) unprincipled, permissive broad-minded → 6) pushy (colloquial) inquiring → generous → 7) naïve self-assured → 8) blunt, abrupt ambitious → 9) self-important, arrogant, haughty, full of oneself (colloquial) 10) miserly, mean, tight-fisted, stingy, greedy generous → 11) extravagant innocent → 12) obstinate, stubborn, pig-headed frank / direct / open → В) Think of some possible negative development of the following qualities. Energetic, polite, calm, honest, modest, careful, cautious, sensitive.

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54. Work in groups. Discuss these questions with your classmates. 1) Which are your 'Top Ten' personality traits? Which qualities do you find most admirable or endearing? Explain why. 2) What qualities do you think are  needed in a good friend?  hoped for in a parent?  required in a dangerous situation?  Which traits do you find most objectionable or annoying? Why? 55. Discuss the following points in groups. Summarize the results of your discussion in 3–5 sentences. 1) What are the essential factors that help to mould a person's character?  background and environment  educational possibilities  cultural standards  circumstances 2) What are the ways and means by which a person's character is revealed and estimated?  appearance  speech characterization  manners and attitudes  likes and dislikes  horoscope

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1.4. DEALING WITH DIFFERENT TYPES OF PEOPLE

56. Watch the video '07 types of toxic people you should stay away from – (Improve your Personality)' on https://www.youtube.com/watch?v=pa5YjKSxh48 and take notes of the kinds of people to keep away from. Discuss the following in groups.  What kind of people mentioned in the video do you consider most intolerable?  Discuss your experience of dealing with different kinds of people mentioned. Do you have a lot of them around?  Suggest some tips for dealing with each kind of toxic people. 57. Read and summarize one of the articles below (A–F). Discuss your articles in groups. A) How to Deal with Arrogant People The best way to deal with an arrogant person is to understand why he is being arrogant. This may sound odd, but the truth is, as soon as you know the reason behind his arrogance you will pity him. Arrogant people think that they are always right, they think that they know the best answers to all life problems and they think that they are better than most of the ordinary people. Arrogance is no more than a shield that covers inner emptiness and sometimes an inferiority complex. Arrogance is a defense mechanism used by the subconscious mind in order to prevent further criticism. If someone had a terrible childhood and if he was hurt by others he may develop arrogance in order to prevent further criticism from hurting him, the trick usually works, because if someone criticized him he can simply devalue him and assume that he is worthless. Arrogant behavior can be a result of feeling neglected. If someone felt that he is not getting all the attention he deserves, he may unconsciously become arrogant just to attract some of the lost attention. Arrogant people are single minded, they either think that they are superior to others or inferior to them. This arrogant person who is intimidating you feels inferior to someone else because this is how his mind works, this arrogance may be nothing more than a way to cover this feelings of inferiority he experiences when dealing with someone else. Dealing with an arrogant person is much easier than you think. Just treat him as if he is not superior, I am not asking you to ignore him, just treat him as if he is like the other normal people and this will be enough to let him avoid you. The arrogant person is carving for attention so if you ignored him you will remind him of his old wound and this will let him forget about his superiority when dealing with you. Impressing an arrogant person is very simple, just convince him that you can do something that is of importance to him better than him and he will become impressed. In my book ‘How to make someone fall in love with you’, I described how you can make narcissists and arrogant people fall in love with you by making them believe that you are superior to them. The moment you make those people believe that you are more powerful than them, they will stick to you like your shadow.

By M.Farouk Radwan, MSc http://www.2knowmyself.com/Arrogance_causes/dealing_with_arrogant_people

B) Dealing with an over sensitive person or partner Over sensitive people are fragile, yes they may not beat you if you didn’t handle them with care (because most of over sensitive people hate physical activities) but they may hate you for it. If you have an over sensitive partner and you didn’t understand that he is over sensitive then many problems will arise and your relationship could end quickly. If you want to win the over sensitive person as a friend or if you want to keep your relationship going on with your over sensitive partner then follow these guidelines whenever you communicate with him / her:  Never be harsh: the over sensitive person will do his best to avoid harsh people. If you shout a lot or if you are a little aggressive in dealing with people then rest assured that you wont get along with the over sensitive person. Make minimal critical comments: I am not asking you to avoid criticism completely because I know that sometimes its a must however do your best not to constantly criticize the over sensitive person. The more you criticize him the more he will avoid you.

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 Never use physical violence: If you use violence then the over sensitive person will not only do his best to avoid you but he may hate you too.  Be a nurturing partner: the more kind and nurturing you are the more will the over sensitive person love you.  Be more romantic: the over sensitive person thinks with his emotions when it comes to relationships. The more romantic you become the more the over sensitive person will love you. By M.Farouk Radwan, MSc http://www.2knowmyself.com/emotional_sensitivity/Dealing_with_an_over_sensitive_person_partner

C) How to deal with a stubborn person and how to spot him before he even speaks While Karim was working hard on an assignment that should be handed in 2 days he got a call from one of his friends on his cell phone. As he was really busy he decided not to answer now and call his friend back in ten or fifteen minutes. A moment later Karim’s mobile started ringing again: it was the same friend calling. Karim didn’t reply for the second time too. When his friend called for the third time, Karim switched his cell phone off without replying and decided not to answer anyone else for the rest of the day!!! Although Karim finished the assignment 10 minutes later he decided to keep his phone switched off not to allow anyone to call him!!! But didn't he intend to call his friend after he finishes his assignment? Even though that was true in the beginning his friend's insistence on calling him triggered his stubbornness and so he decided not to answer calls for the entire day!! A stubborn person is someone who refuses to change his mind about an idea or an action that he is about to take. The stubborn person also refuses to give a clear explanation or reason for his resistance. The moral of the above story is to show you that a stubborn person may not always be stubborn but that there are things that could trigger his stubbornness and so force him to resist while refusing to even consider listening to others. While the following reasons can possibly make someone behave stubbornly in certain situations still there are also people who are stubborn by nature and who would resist change regardless of the situation.  Defending his idea: Some people think that if people didn't agree with them then they become unimportant!! Those people identify themselves with their ideas and so feel that their identity is threatened when people don't believe them.  Feeling that people are taking his opinion for granted: Some people tend to think that others take their opinion for granted and so they try to hold on to opposing opinions just to force others to pay attention to their opinion even if they were convinced that they are not right.  Having a reason that he can't reveal: Sometimes a stubborn person may have a strong reason for refusing to change his mind but out of shyness or any other compelling reason the person decides to hide his reasons. Stubborn people can really cut off all means of negotiation and that’s why knowing if a person is stubborn or not before talking to him can be very useful. Fortunately, with face-reading you can determine, with a reasonable degree of accuracy, if a person is stubborn just by examining a few of his facial features. (see the face reading section for more information). If you were in a relationship with a stubborn person then by just triggering his stubbornness you can motivate him to love you more. By just telling him that people think that your relationship will end soon he will do his best to prove them wrong and so he will love you more. Here are a few guidelines for dealing with stubborn people:  Don’t keep pushing or insisting on your opinion and be flexible. As you saw in the above story being pushy may result in a counter-productive effect.  Try to understand the reason behind that person’s stubbornness and encourage him to speak honestly because after all, he may have a point.  Every now and then make him feel that you are taking his opinions into consideration. Everyone hates how stubborn people refuse to give up their ideas or intentions. If you are a stubborn person then try to provide a convincing reason for refusing to change your mind and if you can't then admit that you were wrong. By M.Farouk Radwan, MSc http://www.2knowmyself.com/Stubborn_definition/how_to_deal_with_a_stubborn_person

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D) How to be more self confident Lots of people mistakenly believe that being confident at a certain situation is determined by the parameters that controls this situation but the shocking fact is that your level of self confidence at a certain situation is determined even before you encounter that situation!! The main reason lots of people fail to build self confidence is not the lack of a strong will but its rather the lack of the right information about self confidence. In this article i will give you some more tips that will help you become more self confident. Self confidence is all about trusting your abilities, skills, mind or even looks depending on the situation you are facing. Since the human being always matches the data he collects from the outside world to his beliefs and modifies it so that it supports these beliefs, a person would never manage to feel confident before he would manage to convince himself that he is worthy. this means that being satisfied with whom you are is the key step to becoming confident. If you managed to feel satisfied with yourself then you will discard any piece of information that contradicts with your beliefs and you will remember each piece of information that proves that you are worthy. This is how the human mind works, its modifies the data it receives and customizes it to match its internal belief system. Lets suppose that you had to give a presentation after two hours, what will determine your level of confidence during that presentation is how you feel about yourself before the presentation. Its your view of yourself before a situation that determines how will you act during that situation. For example, if you were concerned about your self image and if you believed that your clothes doesn't suit you well then most probably you will never act confident during the presentation. Its all about believing in yourself before you encounter the situation and not how you act during the situation. This means that you can never build self confidence by trying to act confident during certain situations but you must learn how to recall the state of confidence throughout your day. If you were feeling confident at your home at 5 Pm then most probably you will feel confident when talking to a stranger in the street at 5:30 pm. By M. Farouk Radwan, MSc http://www.2knowmyself.com/how_to_be_more_self_confident

E) Dealing with Difficult People As a well-meaning individual, you may be tempted to try and change them. Don’t bother. It’s not going to happen. If you try, they will continue to be difficult and demanding, while you become increasingly frustrated. Now, as good as this advice is, you may think that it makes the situation seem hopeless. Fear not. There are a few tips and tricks that you can employ to combat the negativity that tends to ooze from difficult personalities. The first step to coping with difficult people is to understand why they are the way they are. First, classify them. Then, choose your reaction. There are four common types of difficult people. 1. Openly aggressive people. When these people get mad, they yell. They’re loud, combative, and they expect the person that they are interacting with to run away or rise to the fight. Typically, openly aggressive folks are also completely irrational when they are angry. The best thing to do is to let them run out of steam before responding. Don’t worry about winning the battle of right or wrong. Your goal should be to express your views. Stand up to open aggressors, but don’t fight with them. Be confident and assertive, not aggressive. 2. Quiet people. Timid people can seem like very difficult people. They may ignore you or give you silent, sullen looks. They may respond to every question or interaction with a non-committal “I don’t know”. The fact is, they do know; they just don’t want to say. Draw quiet people out of their cocoon by asking them questions that can’t be answered with just a yes or a no. Press them for specifics. If all else fails, wait them out. Long silences may make them uncomfortable enough to say something. When they finally do start talking, make sure you listen. 3. Negative people. These poor folks are like scared children who have little faith in themselves and in the world in general. They have probably been kicked in the face by life one too many times. They are constantly discouraged, they complain, and they cause others to drown in the despair that they create. Rather than argue these difficult people out of their negative personas, be positive and optimistic in their presence. For every negative comment, make a positive one. Your constant optimism may inspire them to behave differently.

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4. Snippy or mean people. These difficult people are experts at making mean, offensive, off the cuff comments. They love to make subtle remarks and innuendoes. Unlike openly aggressive people, snippy people like to make sneak attacks using covert hostility. They use humorous insults, sarcastic tones, disapproving looks, and derisive snorts at every opportunity. Their goal is to feel superior and the only way they can do it is to make you feel bad. You may feel uncomfortable responding to them or calling them on their behavior. However, the typical snippy person does not like confrontation. If you question their behavior, you may be surprised at how quickly their attitude changes. Try not to take a difficult person`s behavior personally. Their attitude is probably habitual, not personal. At the same time, don`t try to appease them or play into their behavior. Difficult people thrive on this and they`ll keep coming back for more. Most importantly, never try to beat them at their own game. They have been practicing for years; you're just an amateur. Learning how to deal with difficult people can take time. As discouraging as the process may be, don`t give up. The strategies shown above will not alter a difficult person`s personality, but they will undermine their ability to frustrate you on a daily basis. Always be consistent and make every effort to not fight negativity with negativity. Remember, some people simply can not help being who they are. http://www.stepbystep.com/Dealing-with-Difficult-People-130215/

F) Loving Men With Bad Tempers: Why and How to Cope with Them An adult having a temper is no different than a toddler having a tantrum. Believe it or not, some adults are stuck in childhood to the degree that they occasionally have what I call an adult temper tantrum. People typically describe an adult with this problem as having a 'bad temper', but the truth is that they have temper tantrums just like little kids do. In society, it seems to be more prevalent and accepted that men have bad tempers. Ever wonder what all the women do when society says it's not okay for them to turn over a table or scream all over the house? In a nutshell, women are more likely to internalize their feelings. Recently a client of mine told me about what happens in her house when her husband loses his temper. In short, everyone gets scared and walks around on eggshells until her husband gets his mood under control. My client loves her husband but is afraid this trait will never change. What`s more, I know that she is but one of millions of women who live with someone with an anger problem. These environments slowly chip away at the victim's self-esteem to the point that he or she starts feeling hopeless about the future or things ever getting better. Why would anyone – man or woman – still engage in temper tantrums as a grown adult? There are actually a few reasons, but one reason is particularly important: The people who engage in this behavior do so because they are able to get away with it without suffering serious consequences. Far too often, the loved ones tell themselves that the one with the temper can`t truly change. I explain consistently with my clients that people can`t necessarily change their personality but can certainly change their behaviors. Having a temper tantrum as an adult reflects behavior that can be changed, as opposed to the more severe diagnosis of Intermittent Explosive Disorder (IED). In case you're not familiar with it, individuals with this disorder have anger problems, but the anger is so severe that it causes the individuals to be physically violent toward themselves, others, or property. With individuals who simply have bad tempers, they blow up, lash out, and scream, but they are often careful to avoid violence. What should you do when the person you love has a temper? Let me be clear when I say this: If someone in your house is guilty of adult temper tantrums, you must say 'No more'. You must create a 'No Tantrum Policy' to protect the peace of your house and environment. Everyone must learn how to manage their feelings, and there are countless better outlets for getting rid of frustration when someone feels overwhelmed than to have an infantile mood implosion. The most important thing to do if someone in your life has tantrums that affect you is to sit the person down and seriously describe how the tantrums affect you. Explain that you are willing to work together with that person to help him or her find better ways to cope when he or she feels overwhelmed. Have a mental time limit in your head of how long you are willing to give him to change, and stick to it. Force yourself to come out of the closet and let your closest friends and family members know that your partner has a problem and that you have set a time limit for the change to occur – no more protecting the one with the temper and hiding the truth from others. Honestly, you need to say certain things out loud to others to hear yourself admit that there`s a problem, and you must enlist their support for the potentially rough road ahead. Seth Meyers Psy. D https://www.psychologytoday.com/blog/insight-is-2020/201208/loving-men-bad-tempers-why-and-how-cope-them Posted Aug 28, 2012

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G) How to Deal With Wishy Washy People When it comes to annoying habits, one of the most frustrating for many people is someone who can't make up their mind. Whether it is about reneging on something they have agreed to, or even someone who believes fiercely in one position and tries to convince everyone, and then flips a month later. This is played up in politicians, but it can be just as frustrating in a neighbor, a partner, or a friend. However, if it is someone you must have in your life, or that you want in your life, there are ways to cope with this and make it better. Here are a few ideas: Get it in Writing If you need someone to hold to something, get them to write it down, and hold them to it. This is especially important if they are borrowing money from you or promising something that requires a lot from both of you. If you need something from a wishy washy person, let them know that you are getting it in writing, and draw up some sort of contract. Contracts are designed to protect both parties from forgetting or changing their minds about their obligations. It's okay to use them outside of business, and if it continues to happen with them, then use it as a reason to stop doing business with them, even of a personal nature. Ask them their Reasoning For people who change opinions like they change clothes, and try and convince the world that they are right, ask them questions to better understand how they came to a certain conclusion. Some people act this way because they are looking for attention. Others are acting this way because they are insecure and don't really feel comfortable with any opinions. Either way, by asking them to explain their point of view in a calm and kind way, you can both give them the attention they crave as well as possibly helping them to feel a little more confident in their opinions as they learn a little bit more about them. Be careful not to be hostile or condescending with them while they talk out their ideas. Simply work with them as a sounding board to help them better see where they stand. It is more than likely that they will be a little more firm in their opinions once they feel heard and understand, and they have talked out their point of view. Be Compassionate No matter what you do with a wishy washy person, you probably won't be able to fully change them, and you will more than likely need to be okay with that if that person is to stay in your life. This is true whether they have to be, like your boss, or if you choose them, like a friend. Written by Pam MS, NCSP | Fact checked by Psychology Dictionary staff http://psychologydictionary.org/article/how-to-deal-with-wishy-washy-people/

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FOLLOW UP 58. Solve the crossword puzzles below. Pay attention to the parts of speech required by each clue.

A)

CLUES

Across 3. persistently holding to what is wrong 7. faithfulness, devotion 10. loving and tender 12. inattentive, unhelpful 16. unprincipled, immoral 17. having or displaying a sense of overbearing self-worth or self-importance 18. particular in making a choice; difficult to please 19. sociable, easy going, enjoying company Down 1. easily becoming annoyed or angry 2. double-faced 4. insensibility, lack of wisdom the quality of being not frank or honest 5. self-willed, obstinate 8. not easily noticed or seen; not prominent or striking 9. brave, fearless 10. easy to approach and to talk to; friendly 11. steady persistence in a course of action, a purpose, a state, etc., esp. in spite of difficulties, obstacles, or discouragement 13. conceited 14. easily upset or irritated; oversensitive 15. slavish

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B)

CLUES

Across 3. showy 5. not easily upset or offended 6. marked by or given to extravagant, often tasteless display 7. very skilful at something that you have learned 8. characterized by or liable to sudden unpredictable changes in attitude or behaviour; impulsive 12. imprudent in spending money 14. a little shy and tending to concentrate on your own thoughts and feelings 15. behaving in a rude way that shows no respect for someone 16. the opposite of 'greedy' 17. wordy, excessively talkative in a rambling manner, esp. about trivial matters. 19. the quality of behaving or speaking in such a way as to avoid social embarrassment or distress 20. having difficulty in making decisions Down 1. unreliable, undependable 2. lacking experience or worldly wisdom 4. the quality of being unfriendly, aggressive 8. harsh, rude 9. inventive, enterprising 10. hard-working, pains-taking 11. avoiding the society of others 13. the state or quality of being calm, quiet 18. sullen, withdrawn, or moody, through or as if through resentment

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59. Create a 15 items crossword puzzle on the topical vocabulary of the unit. Use appendix 6. 60. Read the excerpt from chapter 1 of the novel 'Nothanger Abbey' by J. Austin. Prepare expressive reading and literary translation of the italicized sentences. Describe Catherine Morland in your own words using the topical vocabulary of this unit. NOTHANGER ABBEY by Jane Austen No one who had ever seen Catherine Morland in her infancy, would have supposed her born to be an heroine. Her situation in life, the character of her father and mother, her own person and disposition, were all equally against her. Her father was a clergyman, without being neglected, or poor, and a very respectable man, though his name was Richard – and he had never been handsome. […] A family of ten children will be always called a fine family, where there are heads and arms and legs enough for the number; but the Morlands had little other right to the word, for they were in general very plain, and Catherine for many years of her life, as plain as any. She had a thin awkward figure, a sallow skin without colour, dark lank hair, and strong features; – so much for her person; – and not less unpropitious for heroism seemed her mind. She was fond of all boys` plays, and greatly preferred cricket not merely to dolls, but to the more heroic enjoyments of infancy, nursing a dormouse, feeding a canary-bird, or watering a rose-bush. Indeed she had no taste for a garden; and if she gathered flowers at all, it was chiefly for the pleasure of mischief – at least so it was conjectured from her always preferring those which she was forbidden to take. Such were her propensities – her abilities were quite as extraordinary. She never could learn or understand anything before she was taught; and sometimes not even then, for she was often inattentive, and occasionally stupid. Her mother was three months in teaching her only to repeat the 'Beggar's Petition'; and after all, her next sister, Sally, could say it better than she did. Not that Catherine was always stupid – by no means; she learnt the fable of 'The Hare and many Friends', as quickly as any girl in England. Her mother wished her to learn music; and Catherine was sure she should like it, for she was very fond of tinkling the keys of the old forlorn spinnet; so, at eight years old she began. She learnt a year, and could not bear it; – and Mrs. Morland, who did not insist on her daughters being accomplished in spite of incapacity or distaste, allowed her to leave off. The day which dismissed the music-master was one of the happiest of Catherine`s life. Her taste for drawing was not superior; though whenever she could obtain the outside of a letter from her mother, or seize upon any other odd piece of paper, she did what she could in that way, by drawing houses and trees, hens and chickens, all very much like one another. Writing and accounts she was taught by her father; French by her mother: her proficiency in either was not remarkable, and she shirked her lessons in both whenever she could. What a strange, unaccountable character! – for with all these symptoms of profligacy at ten years old, she had neither a bad heart nor a bad temper; was seldom stubborn, scarcely ever quarrelsome, and very kind to the little ones, with few interruptions of tyranny; she was moreover noisy and wild, hated confinement and cleanliness, and loved nothing so well in the world as rolling down the green slope at the back of the house. Such was Catherine Morland at ten. 61. Prepare a 1 minute oral description of one of your classmates without naming him / her (use 'this person' or 'Х' instead of the name and personal pronouns). Bring out clearly his / her most prominent individual traits both positive and negative. The following aspects of his / her personality should be covered:  mental abilities,  communicative qualities,  manners, behavior,  moral qualities,  emotional features,  business qualities and volitional traits. Use the topical vocabulary and grammatical patterns from appendix 1, activities 16 and 41 and the text below. Present your descriptions in class letting your groupmates guess the name of the person under discussion.

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I have known, Jan Smith both professionally and personally, for several years, since 1992, when she first joined my department, she has been a reliable, resourceful and conscientious member of my staff with a thoroughly professional attitude to her work. She has cheerfully taken on extra responsibilities and can be relied on to take over when other staff are absent or unavailable. She particularly enjoys dealing with members of the public and has a knack of putting people at their ease. She is adept at defusing delicate situations with an appropriate word and a smile. As her portfolio shows, she is also a very creative and talented person and her work shows great promise. During her time with us her attendance has been excellent. She is an intelligent, thoughtful, and imaginative person, I have no hesitation in recommending her for the post.

62. Write a 350–400 word essay describing either a person you like or admire, or a person you loathe. You may use real or fictitious names. See the hints for writing a descriptive essay in appendix 9. Make use of the various speech patterns from appendix 1 and those from activities 16 and 41.

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1.5. IDIOMS ABOUT PERSONALITY

63. Study the following idioms describing a person`s character and fill in the blanks in the sentences below. a smart alec

Someone who tries to appear clever or who answers questions in a clever way that annoys other people.

a couch potato*

If you refer to someone like this, you criticize them for spending a lot of time sitting and watching television.

a doubting Thomas

A person who will not believe something without proof, or without seeing it for themselves.

down to earth

Not a dreamer but a realistic and practical person who has sensible reactions and expectations.

an abbreviated piece of nothing

This slang expression refers to someone who is considered to be insignificant or worthless.

a bad egg

An untrustworthy person often involved in trouble whose company should be avoided.

an eager beaver

A person who is hardworking and enthusiastic, sometimes considered overzealous.

to be …to a fault

To say that someone has a good quality to a fault means that they have a lot, or even too much, of that quality.

full of piss and vinegar

Very lively, boisterous or full of youthful vitality.

to be all mouth and no trousers

To talk a lot about doing something but never do it.

happy-go-lucky

Cheerful and carefree all the time.

a mouse potato

A person who spends a lot of time in front of the computer.

the life and soul (of the party)

Someone who is very lively at social events.

a whiz kid

Someone, usually young, who is very talented and successful at doing something.

a wet blanket

So boring or unenthusiastic that they prevent others from enjoying themselves.

Notes * This phrase can be used within an of-phrase, e.g. I am a bit of a coach potato. How much of a coach potato are you? 1. Apparently the new engineer knows what he`s doing – a real ... from what I`ve heard. 2. Bob doesn`t think much of his new colleague. He calls him an … 3. Come on! Relax! Don't be such a …! 4. Don`t ask Suzy for help. She`s fun, but not very … 5. Don`t be such a … There are better ways of spending your time than in front of the TV. 6. Some … interrupted the game claiming that the answers were incorrect! 7. He says he`s going to complain to the manager, but he`s … 8. He`s ... sort of guy – always in good humour. 9. I don`t want my son to be friends with Bobby Smith. Bobby`s a … 10. I had to look after a group of kids …

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11. I had to show him my membership card. What a …! 12. My aunt is generous …, always ready to help anyone who claims to be in need. 13. My son and his friends are all … – constantly glued to the computer 14. love going out with George because he`s always …! 15. The new accountant works all the time – first to arrive and last to leave. He`s a real …! 64. Make up 10 sentences (including at least 4 questions of different types) of your own with the idioms from the previous activity. Write them on a card with the translation on the opposite side. 65. Make up and present in class a 1 minute story using at least 7 idioms under study. Work in two teams. Prepare 5 new idioms about personality for a word auction. It can be 66. either choosing the right meaning of one idiom or the right 'idiom – meaning' set). Make up 1–2 sentences to demonstrate the use of each idiom after revealing the answer. Choose idioms which meanings are hard to deduce. Play 'a word auction' in class. 67.

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1.6. NATIONAL CHARACTER

The term 'national character' is used to describe the enduring personality characteristics and unique life styles found among the populations of particular national states. This behavior is sometimes considered on an abstract level, that is, as cultural behavior without actual reference to necessarily different personality modalities. It may also be considered as motivated by underlying psychological mechanisms characteristic of a given people. International Encyclopedia of the Social Sciences COPYRIGHT 2008 Thomson Gale

68. А) Work in groups and discuss which 3 features (positive and negative) you consider to be the brightest in the Russian national character. В) Compare your ideas with those of other groups. С) Now compare your list with the one given in the text presented in the key section of this textbook.

Streotype is a conventional, formulaic and oversimplified conception, opinion or image.

69. А) Work in groups and discuss which 3 features (positive and negative) you associate with the British. В) Look at the picture and comment on the features of the British national character it presents.

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С) Study the texts given below and pick out the most distinctive features of the British national character and stereotypes about the British. 1. John Bull is an imaginary figure who is a personification of England, similar to the American 'Uncle Sam'. He is shown in cartoons and caricatures as a prosperous farmer of the 18th century. John Bull first appears as a character in a series of political satires by John Arbuthnot (1667–1735). Arbuthnot was a Scottish scientist, doctor and political satirist. His series of John Bull pamphlets, 'The History of John Bull', introduced John Bull as the typical Englishman: 'an honest plain-dealing fellow, choleric, bold, and of a very inconstant temper' (from Law is a Bottomless Pit). Bull is usually pictured as a stout man in a tailcoat with breeches and a Union Flag waistcoat, dressed in the fashion of the Regency period. He also wears a low topper (sometimes called a John Bull topper) on his head and is often accompanied by a bulldog. His size and apparent gluttony represented prosperity in an age where rosy cheeks and plump faces were a sign of good health. The John Bull character was that of a drinking man, hard-headed, down-to-earth, averse to intellectualism, fond of dogs, horses, ale, and country sports. 2. A WARNING TO BEGINNERS After George Mikes GEORGE MIKES [‘mi:kiS] is the author of the funniest book ever written about the British. He was born in Hungary but made Britain his home. In 'How to Be an Alien' he describes the strange things British people do and say – the things that make them different from other Europeans. In England everything is the other way round. You must understand that when people say 'England', they sometimes mean 'Great Britain' (England, Scotland and Wales), sometimes 'the United Kingdom' (England, Scotland, Wales and Northern Ireland), sometimes the 'British Isles' (England, Scotland, Wales, Northern Ireland and the Republic of Ireland) – but never just England. On Sundays in Europe, the poorest person wears his best clothes and the life of the country becomes happy, bright and colourful; on Sundays in England, the richest people wear their oldest clothes and the country becomes dark and sad. In Europe nobody talks about the weather; in England, you have to say 'Nice day, isn't it?' about two hundred times every day, or people think you are a bit boring. In Europe you get Sunday newspapers on Monday. In England, a strange country, you get Sunday newspapers on Sunday. In Europe people like their cats but in England they love their cats more than their family.

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In Europe, people eat good food. In England people think that good manners at the table are more important than the food you get to eat. The English eat bad food but they say it tastes good. In Europe important people speak loudly and clearly; in England they learn to speak slowly and quietly so you cannot understand them. In Europe, clever people show that they are clever by talking about Aristotle, Horace and Montaigne; in England only stupid people try to show how clever they are. The only people who talk about Latin and Greek writers are those who have not read them. In Europe, almost every country, big or small, fights wars to show they are the best; the English fight wars against those people who think they are the best. The English already know which country is really the best. Europeans cry and quickly get angry; instead of this the English just laugh quietly at their problems. In Europe people are either honest with you or they lie to you; in England people almost never lie, but they are almost never quite honest with you either. Many Europeans think that life is a game; the English think cricket is a game.

From How to Be an Alien. Retold by Karen Holmes

3. THE BRITISH IN QUOTES

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 The English are great lovers of themselves and of everything belonging to them. They think that there are no other men than themselves, and no other world but England. Italian visitor (1500)  Every Englishman is convinced of one thing, that to be an Englishman is to belong to the most exclusive club there is. Ogden Nash, American humorist  The British tourist is always happy abroad as long as the natives are waiters. Robert Morley

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 Anyone who has been to an English public school will feel comparatively at home in prison. Evelyn Waugh, English writer  It could be my British need for discipline that makes me admire the American appetite for freedom and passion. Steve Winwood  An Englishman, even if he is alone, forms an orderly queue of one. George Mikes, Hungarian-born English writer

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 In Britain you need four 'thank yous' to buy a bus ticket. Beppe Severgnini, Italian writer  If an Englishman gets run down by a truck, he apologises to the truck. Jackie Mason, American comedian  When two Englishmen meet, their first talk is of the weather. Samuel Johnson, English poet, critic and lexicographer

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 Without understanding eccentricity, no one can claim to understand the British. Nigel Dempster, English journalist and writer

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 There is in the Englishman a combination of qualities, a modesty, an independence, a responsibility, a repose which one would seek in vain among the Nations of the Earth. Charles Dickens  What defines Britishness are the shared values of tolerance, fair play, and decency. Tony Blair, Prime Minister  Nothing could be more inappropriate to American literature than its English source since the Americans are not British in sensibility. Wallace Stevens

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Not only England, but every Englishman is an island. Novalis, German poet and novelist

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 The British do not expect happiness. I had the impression, all the time that I lived there, that they do not want to be happy; they want to be right. Quentin Crisp  The British nation is unique in this respect: they are the only people who like to be told how bad things are, who like to be told the worst. Winston S. Churchill

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The British electors will not vote for a man who does not wear a hat. Lord Beaverbrook

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I have done my time living on the run. I`m British and I want to come home. Gary Glitter

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'No hugs, dear. I`m British. We only show affection to dogs and horses'. Jocelyn Dashwood D)

Work in groups to make up a mind map depicting the British national character.

70. Translate the following excerpt in English using the topical vocabulary of the unit. He удивительно, что главными человеческими достоинствами в супружеской жизни три четверти опрошенных англичан назвали взаимопонимание, тактичность, предупредительность, а главной помехой для нее свыше половины опрошенных сочли плохой характер. Эти данные, основанные на результатах авторитетного социологического исследования, приводит автор книги «Английский характер» Джеффри Торер. При всей относительности любых анкетных опросов, результаты их во многом показательны. Торер, в частности, обобщил мнение тысяч опрошенных о том, какие качества они ценят в своих супругах выше всего. Отвечая на вопрос о мужьях, 33% английских жен назвали понимание, 28% – заботливость, 24% – юмор, 23% – честность, 21% – верность, 19% – щедрость, 17% – любовь, 14% – терпимость. По мнению английских мужей, жена, прежде всего, должна быть хорошей хозяйкой (29%), затем непосредственно следуют такие качества, как уживчивый характер (26%), взаимопонимание (23%), любовь (22%), верность (21%), внешность (21%), умение готовить (20%), ум (18%). С другой стороны, английские мужья больше всего осуждают в своих женах такие черты, как сварливость (29%), глупость (24%), сплетничество (21%), мотовство (17%), эгоизм (16%). Жены же считают наиболее нетерпимыми недостатками своих мужей эгоизм (56%), недостаток ума (20%), инертность, нежелание помогать по дому (18%), неопрятность (17%), нечестность (16%). В. Овчинников. «Сакура и дуб»

71. (advanced level) Read the concluding chapter of the book 'Watching the English: The Hidden Rules of English Behaviour' written by Kate Fox, a British social anthropologist, Co-Director of the Social Issues Research Centre in Oxford and a Fellow of the Institute for Cultural Research. Prepare a written rendering of the excerpt using the phrases from appendix 2. Mind to use your own words, avoid quoting from the text.

Pic. 1. Defining characteristics of Englishness.

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THE CORE: SOCIAL DIS-EASE The central 'core' of Englishness. It is our lack of ease, discomfort and incompetence in the field (minefield) of social interaction; our embarrassment, insularity, awkwardness, perverse obliqueness, emotional constipation, fear of intimacy and general inability to engage in a normal and straightforward fashion with other human beings. When we feel uncomfortable in social situations (that is, most of the time) we either become over-polite, buttoned up and awkwardly restrained or loud, loutish, crude, violent and generally obnoxious. Both our famous 'English reserve' and our infamous 'English hooliganism' are symptoms of this social dis-ease, as is our obsession with privacy. Most peculiarities of English behaviour are traceable, either directly or indirectly, to this unfortunate affliction. Key phrases include: 'An Englishman`s home is his castle'; 'Nice day, isn`t it?'; 'Oi -what you looking at?'; 'Mind your own business'; 'I don`t like to pry, but ...'; 'Don`t make a fuss / scene'; 'Don’t draw attention to yourself'; 'Keep yourself to yourself'; '`Ere we go, `ere we go'; 'Enger-land! Enger-land! Enger-land!'. REFLEXES Our deeply ingrained impulses. Our automatic, unthinking ways of being / ways of doing things. Our knee-jerk responses. Cultural equivalents of laws of gravity. Humour Probably the most important of our three basic reflexes. Humour is our most effective built-in antidote to our social dis-ease. When God (or Something) cursed us with The English Social Dis-ease, He / She / It softened the blow by also giving us The English Sense of Humour. The English do not have any sort of global monopoly on humour, but what is distinctive is the sheer pervasiveness and supreme importance of humour in English everyday life and culture. In other cultures, there is 'a time and a place' for humour: among the English it is a constant, a given – there is always an undercurrent of humour. Virtually all English conversations and social interactions involve at least some degree of banter, teasing, irony, wit, mockery, wordplay, satire, understatement, humorous self-deprecation, sarcasm, pomposity-pricking or just silliness. Humour is not a special, separate kind of talk: it is our 'default mode'; it is like breathing; we cannot function without it. English humour is a reflex, a knee-jerk response, particularly when we are feeling uncomfortable or awkward: when in doubt, joke. The taboo on earnestness is deeply embedded in the English psyche. (English humour is not to be confused with 'good humour' or cheerfulness – it is often quite the opposite; we have satire instead of revolutions and uprisings.) Key phrases include: 'Oh, come off it!' (Our national catchphrase, along with 'Typical!') Others impossible to list – English humour is all in the context, e.g. understatement: 'Not bad' (meaning outstandingly brilliant); 'A bit of a nuisance' (meaning disastrous, traumatic, horrible); 'Not very friendly' (meaning abominably cruel); 'I may be some time' (meaning 'I`m going to die' – although, come to think of it, that one was possibly not intended to be funny). Moderation Another deep-seated, unconscious reflex. I`m using the term 'moderation' as shorthand for a whole set of related qualities. Our avoidance of extremes, excess and intensity of any kind. Our fear of change. Our fear of fuss. Our disapproval of and need to limit indulgence. Our cautiousness and our focus on domesticity and security. . Our moderate industriousness and moderate hedonism (the 'work moderately, play moderately' principle we really live by, rather than the 'work hard, play hard' one we like to quote). We do everything in moderation, except moderation, which we take to ludicrous extremes. Far from being wild and reckless, the English 'youth of today' are even more moderate, cautious and unadventurous than their parents’ generation. (Only about 14 per cent do not suffer from this moderation-abuse – we must rely on these rare risk-seekers for future innovation and progress.) Key phrases include: 'Don`t rock the boat'; 'Don`t go overboard'; 'Don`t overdo it'; 'For the sake of peace and quiet'; 'Can`t be bothered'; 'All very well, in moderation'; 'Safe and sound'; 'Order! Order!'; 'A nice cup of tea'; 'If it was like this all the time, we wouldn’t appreciate it'; 'Over-egging the pudding'; 'Too much of a good thing'; 'Happy medium'; 'What do we want? GRADUAL CHANGE! When do we want it? IN DUE COURSE!' Hypocrisy The English are rightly renowned for their hypocrisy. This is an omnipresent trait, insidiously infecting almost all of our behaviour – and even the 'ideals' we most prize, such as modesty, courtesy and fair play. You could say that most of our politeness / modesty / fairness is hypocritical, but also that most of our hypocrisy is a form of politeness – concealment of real opinions and feelings to avoid

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causing offence or embarrassment. English hypocrisy seems to be mainly a matter of unconscious, collective self-deception rather than a deliberate, cynical, calculated attempt to deceive others. Hypocrisy comes easily to us not because our social dis-ease makes us naturally cautious, oblique, indirect, disinclined to say what we mean or mean what we say, prone to polite pretence rather than honest assertiveness. Our hypocrisies also reveal our values. We are no more naturally modest, courteous or fair than any other culture, but we have more unwritten rules prescribing the appearance of these qualities, which are clearly very important to us. Key phrases: too numerous to list – English conversation is littered with polite euphemisms and other disguises, deceptions and denials – on average, at least every other 'please', 'thank-you', 'sorry', 'nice', 'lovely' (plus smiles, nods, etc.) is hypocritical. OUTLOOKS Our worldview. Our way of looking at, thinking about, structuring and understanding things. Our sociocultural 'cosmology'. Empiricism The most fundamental of this 'outlook' cluster. 'Empiricism' is shorthand for our down-toearthness; our matter-of-factness; our pragmatism; our cynical, no-nonsense groundedness; our gritty realism; our distaste for artifice and pretension (yes, I realize that last bit rather contradicts what I said about our hypocrisy, polite euphemisms, etc., but I never claimed that we were consistent). Key phrases include: 'Oh, come off it!' (overlap with Humour – English humour is very empiricist); 'At the end of the day'; 'As a matter of fact'; 'In plain English'; 'I`ll believe it when I see it'; 'Typical!' (overlap with Eeyorishness, also very empiricist). Eeyorishness* More than just our incessant moaning. Quite apart from the sheer quantity of it, which is staggering, there is something qualitatively distinctive about English moaning. It is utterly ineffectual: we never complain to or confront the source of our discontent, but only whinge endlessly to each other, and proposing practical solutions is forbidden by the moaning rules. But it is socially therapeutic – highly effective as a facilitator of social interaction and bonding. Moaning is also highly enjoyable and an opportunity for displays of wit. Almost all 'social' moaning is humorous mock-moaning. Real, tearful despair is not allowed, except among intimates. Even if you are feeling truly desperate, you must pretend to be only pretending to feel desperate . By 'Eeyorishness' I mean the mindset/outlook exemplified by our national catchphrase 'Typical!': our chronic pessimism, our assumption that it is in the nature of things to go wrong and be disappointing, but also our perverse satisfaction at seeing our gloomy predictions fulfilled. Our special brand of fatalism – a sort of curiously sunny pessimism. Key phrases include: 'Huh! Typical!'; 'The country`s going to the dogs'; 'What did you expect?'; 'I could have told you'; 'There’s always something'; 'Mustn`t grumble'; 'Better make the best of it'; 'Never mind'; 'Blessed are they who expect nothing, for they shall not be disappointed'. Class-consciousness All human societies have a social hierarchy and methods of indicating social status. What is distinctive about the English class system is (a) the degree to which our class (and/or class-anxiety) determines our taste, behaviour, judgements and interactions; (b) the fact that class is not judged at all on wealth, and very little on occupation, but purely on non-economic indicators such as speech, manner, taste and lifestyle choices; (c) the acute sensitivity of our on-board class-radar systems; and (d) our denial of all this and coy squeamishness about class: the hidden, indirect, unspoken, hypocritical/self-delusional nature of English class-consciousness (particularly among the middle classes). Key phrases include: 'It is impossible for an Englishman to open his mouth without making some other Englishman hate him or despise him'; 'That sort of background'; 'Don`t say "serviette", dear: we call it a napkin'; 'Mondeo Man'; 'A bit naff / common / nouveau / flashy / vulgar / unsmart / uncouth / Sharon-and-Tracey / suburban-semi / petit-ourgeois / mock-Tudor ...'; 'Stuck-up posh tart (hooray / upper-class twit / old-school-tie / snob / public school yah- yah /green-wellie /Camilla ...) thinks s / he’s better than us'; 'What do you expect from a jumped-up grocer`s daughter?'; 'That nice little man from the shop'. Values Our ideals. Our fundamental guiding principles. The moral standards to which we aspire, even if we do not always live up to them.

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Fair play English 'fair play' is not a rigidly or unrealistically egalitarian concept – we accept that there will be winners and losers, but feel that everyone should be given a fair chance, providing they observe the rules and don`t cheat or shirk their responsibilities. Fair play is an underlying theme in most aspects of our unwritten etiquette, not just the games and sports with which it is most famously associated: queuing is all about fair play round-buying, table manners, 'orderly disorder', driving etiquette, flirting codes, business etiquette, polite egalitarianism**, etc. are all influenced by this principle. Our penchant for compromise, our constant balancing and weighing up of 'on the one hand' and 'on the other hand' are a product of fair play + moderation. Our tendency to support the underdog – and to be wary of too much success – is also about fair play. Much of English morality is essentially about fair play. Key phrases include: 'Well, to be fair ... '; 'In all fairness ... '; 'Given a fair chance'; 'Come on, it`s only fair'; 'Fair`s fair'; 'Fair enough'; 'Firm but fair'; 'Fair and square'; 'Wait your turn'; 'Take turns'; 'Be fair'; 'Fair cop'; 'That`s not cricket / not on / out of order!'; 'Level playing-field'; 'Don`t be greedy'; 'Live and let live'; 'On the other hand'; 'There`s always two sides'; 'On balance'; 'Let’s just agree to disagree, shall we?' Courtesy A powerful norm. Some of our politenesses are so deeply ingrained as to be almost involuntary – the 'sorry' reflex when bumped, for example, is a knee-jerk response for many of us – but most require conscious or indeed acutely self-conscious effort. The English are often admired for our courtesy but condemned for our 'reserve', which is seen as arrogant, cold and unfriendly. Although our reserve is certainly a symptom of our social dis-ease, it is also, at least in part, a form of courtesy – the kind sociolinguists call 'negative politeness', which is concerned with other people`s need not to be intruded or imposed upon (as opposed to 'positive politeness', which is concerned with their need for inclusion and social approval). We judge others by ourselves, and assume that everyone shares our obsessive need for privacy – so we mind our own business and politely ignore them. But our polite sorries, pleases and thank-yous are not heartfelt or sincere – there is nothing particularly warm or friendly about them. Politeness by definition involves a degree of artifice and hypocrisy, but English courtesy seems to be almost entirely a matter of form, of obedience to a set of rules rather than expression of genuine concern. Key phrases include: 'Sorry'; 'Please'; 'Thank-you / Cheers / Ta / Thanks' (every culture has these words, but we use them more); 'I’m afraid that ..'; 'I’m sorry, but ...'; 'Would you mind ... ?'; 'Could you possibly ... ?'; 'I don`t suppose ...'; 'How do you do?'; 'Nice day, isn`t it?'; 'Yes, isn`t it?'; 'Excuse me, sorry, but you couldn`t possibly pass the marmalade, could you?'; 'Excuse me, I`m terribly sorry but you seem to be standing on my foot'; 'With all due respect, the right honourable gentleman is being a bit economical with the truth'. Modesty The English are no more naturally self-effacing than other nations, but (as with courtesy) we have strict rules about the appearance of modesty, including prohibitions on boasting and any form of self-importance, and rules actively prescribing self-deprecation and self-mockery. We place a high value on modesty, we aspire to modesty. The modesty that we actually display is often false – or, to put it more charitably, ironic. Our famous self-deprecation is a form of irony – saying the opposite of what we intend people to understand, or using deliberate understatement. Problems arise when the English try to play this rather silly game with foreigners, who do not understand the ironic code and tend to take our self-deprecating remarks at face value. Modesty also requires that we try to play down or deny class / wealth / status differences – polite egalitarianism involves a combination of the three 'key values' (courtesy, modesty, fair play) with a generous helping of hypocrisy. Key phrases include: 'Don`t boast'; 'Stop showing off'; 'Don`t blow your own trumpet'; 'Don`t be clever'; 'Don`t be pushy'; 'I do a bit of sport' (meaning I`ve just won an Olympic medal); 'Well, I suppose I know a bit about that' (meaning I`m the acknowledged world expert on it); 'Oh, that`s all a bit over my head, I`m afraid) (ditto); 'Not as hard as it looks/just lucky' (standard response to any praise for personal achievement). http://www.rulit.me/books/watching-the-english-read-369480-1.html

*This word is coined from 'Eeyore' ([’i:ɔr]), a character in the Winnie-the-Pooh books by A. Milne. He is generally characterized as a pessimistic, gloomy, depressed, anhedonic, old grey stuffed donkey who is a friend of the title character, Winnie-the-Pooh. **A social and political philosophy asserting the equality of all men, especially in their access to the rights and privileges of their society.

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UNIT II FEELINGS AND EMOTIONS

Цель: совершенствование коммуникативных умений в сфере межличностного общения. Задачи: 1) освоить основную лексику и фразеологические единицы эмоциональной сферы; 2) ознакомиться с языковыми средствами и дискурсивными стратегиями выражения эмоций в устной и письменной речи английском языке; 3) совершенствовать умения чтения и аудирования аутентичных текстов в рамках темы «Чувства и эмоции». 4) развивать умения устной и письменной речи в рамках темы «Чувства и эмоции». Учебные результаты:  знать основную лексику и фразеологические единицы в рамках темы «Чувства и эмоции»;  владеть языковыми средствами и дискурсивными стратегиями выражения эмоций в устной и письменной речи в английском языке;  уметь строить монологические и диалогические высказывания в рамках темы «Чувства и эмоции»;  владеть навыками анализа и интерпретации аутентичных текстов в рамках темы «Чувства и эмоции». Структура учебного элемента: учебный элемент состоит и шести тематических блоков, в рамках которых изучаются номинации эмоций и состояний, стратегии управления своими эмоциями; языковые средства и дискурсивные стратегии выражения различных эмоций в устной и письменной речи. Формы контроля текущей успеваемости: устный ответ, составление лексико-грамматической карточки, моделирование ситуаций речевого общения, решение кроссвордов, реферирование статьи, составление и презентация рассказа, ролевая игра, эссе. Критерии оценки выполненных заданий: адекватная реализация коммуникативного намерения, соответствие языковым нормам речи носителей языка (произносительные, грамматические, лексические, стилистические нормы), логичность, содержательность, связность, смысловая и структурная завершенность, выразительность, соблюдение естественного темпа говорения, графических норм для письменных работ, соответствие социокультурным особенностям речи носителей языка, аутентичность лексического наполнения речи, субъектное взаимодействие и обратная связь (для диалогической речи), эстетичность оформления (для письменных работ).

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2.1. CONTROL YOUR EMOTION OR IT WILL CONTROL YOU

'People will forget what you said, people will forget what you do, but people will never forget how you made them feel'. Jason Barger

1. You'll hear the same words spoken in 6 different ways. Decide which word from the list below best describes each speaker`s mood or tone. Well, good evening. Thank you both for getting here on time and for waiting so patiently. Everyone else seems to be rather late, or maybe they haven`t been able to make it. Anyway, we`ll make a start I think, and if any of the others do come we can always fill them in on what`s happened so far … annoyed

anxious businesslike despondent eager jaded patient sarcastic timid

impatient

Take it in turns to read the speech aloud in different ways. Can your partner guess what mood you are trying to convey? 2. Study the collocations of the word 'feeling'.

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3. Choose the right answer. 1) Many people feel 'afraid' when they ... a) see their best friend b) pass an English lest c) lose a pen d) see a big spider 2) Many people feel 'angry' when ... a) they have an argument c) someone says 'hello'

b) they sleep a long time d) they eat an apple

3) Many people feel 'bored' when they ... a) have many things to do b) forget to do something c) remember to do something d) have nothing to do 4) Many people feel 'calm' when they ... a) are in a quiet place b) cry c) watch an action movie d) fall down 5) Many people feel 'confident' when they ... a) tell people to do something b) know how to do something c) forget to do something d) dent want to do something 6) Many people feel 'curious' when they ... a) don't want to know something b) must do something c) want to know something d) do not have to do anything 7) Many people feel 'embarrassed' when they ... a) eat candy b) make a mistake c) go to sleep d) have brown hair 8) Many people feel 'excited' when they ... a) find money b) wake up c) lose money d) go to sleep 9) People may feel 'jealous' when they ... a) have something I want b) give me something с) want something I have d) eat something 10) Many people feel 'lonely' when they ... a) are with many people b) watch a funny movie c) are not with other people d) watch a long movie 11) Many people feel 'nervous' when they ... a) see a flower b) start a test In school c) order a hamburger d) finish a test at school 12) Many people feel 'proud' when they ... a) get an A+ on a test in school b) forget to study for a test in school c) get an 'F' on a test In school d) study for a test in school 13) Many people feel 'shy' when they ... a) run very fast b) buy something c) listen to music d) meet new people 14) Many people feel 'stressed' when they … a) watch an interesting TV show b) sing 'Happy Birthday' c) eat chocolate cake or Ice-cream d) don`t have enough time to do something

Your score: 13-14 = Excellent 11–12 = Very good 9–10 = Good

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4. Study the meanings of the following words and find corresponding abstract nouns where possible. HAPPINESS AND UNHAPPINESS You feel: ecstatic when you are madly in love or are spiritually uplifted for some reason; content(ed) when you are peaceful and satisfied with what you have; Notice that content is not used before a noun. You can say 'She is content' or 'She is contented' but only 'a contented person'; cheerful when life is looking quite bright and positive; grateful when someone has done you a favour; delighted when something has happened that gives you great pleasure, when you hear news of someone`s good fortune, for instance; miserable when everything seems wrong in your life; discontented when your life is not giving you satisfaction; fed-up (with sth) / sick and tired (of sth) when you have had enough of something disagreeable; You could be fed up with someone's rudeness, for instance, or sick and tired of someone`s behaviour; depressed when you are miserable over a long period of time; Depression is considered an illness in some severe cases; frustrated when you are unable to do something that you want to do; confused / mixed up when you cannot make sense of different conflicting feelings or ideas; 'mixed up' is more colloquial. EXCITEMENT, ANGER AND ANXIETY You feel: excited when you are expecting something special to happen, for example before a party or before a meeting with someone special; agitated when you are worried or upset; inspired when you are stimulated to creative deeds or words; You might feel inspired after listening to some very powerful music, perhaps, or you might be inspired to action by a friend; enthusiastic when you have very positive feelings about something, for example a new project; thrilled when something extremely exciting and pleasing happens – quite a colloquial word; She was thrilled when the film star kissed her. cross when you are angry or bad-tempered; It is often, though not exclusively, used about small children; quite a colloquial word; furious / livid / seething when you are extremely angry; livid and seething are more informal; in a rage / fury are other ways of saying furious or violently angry; anxious when you are afraid and uncertain about the future; I am so anxious about the results of my exams that I can`t sleep; nervous when you are afraid or anxious about something that is about to or may be about to happen; I always feel nervous when I have to go to the dentist. Feeling nervous is a little bit like feeling excited but it is a negative feeling whereas excitement is positive; apprehensive when you are slightly nervous or anxious about something in the future, worried when anxious thoughts are constantly going through your head; upset when something unpleasant has happened to disturb you; It often combines feelings of both sadness and anger. 5. Read the following sentences and translate then into Russian paying special attention to the words in bold. 1) Every morning, Sam is so enthusiastic to begin his day that he jumps out of bed and begins to sing. 2) A year after being fired from his job, Alan is still very bitter. He has a lot of resentment towards his former boss. 3) Even though I am accustomed to traveling for business, I still get homesick if I am away from my home for more than a week. 4) Katie feels threatened every time her boyfriend talks to another girl. She thinks that every girl wants to steal him.

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5) In the U.S., Thanksgiving is a holiday in which people give thanks for the blessings they have. Before the Thanksgiving meal, family members will say what they are thankful for. 6) I am absolutely furious!! I cannot believe that my dog chewed my favorite shoes. Now they`re ruined! 7) Cats are so curious that they often get into trouble. Once, my cat fell into the bath tub because she wanted to know what was inside! 8) When Dave found out that the plumber charged him double the normal amount to fix his toilet, he felt cheated. 9) After his grandmother passed away, Ken was so grief-stricken he couldn`t get out of bed. 10) When Emily has a lot of work to do and feels stressed, she becomes very tense and cannot relax. 11) Our friend Lily makes us feel left out when she has a party but doesn't invite us. 12) Even in hard times when I don't have a lot of money, I stay hopeful and believe that next month will be better. 13) My aunts enjoy inviting me to their romance book club. I always feel trapped because I don't want to hurt their feelings by saying no, but I also don't want to go and listen to sixty-year old women talk about romance. 14) As a teenager, Alexandra liked to be rebellious and defy her parents. She used to sneak out of the house after her parents fell asleep to go to parties. 15) When I see that puzzled look on your face, I know that you didn`t understand my question. 16) Mr. and Mrs. Porter are very cautious about answering their door. If they are not expecting a visitor, they won`t open the door. 17) Wow! I`m really impressed that Ashley can speak 7 languages, whereas I only speak one! 18) It`s difficult to not become discouraged while looking for a job, especially when you hand out your resume to employers and no one calls you. 19) After Kylie had her heart broken by her ex-boyfriend, she felt so down and blue. I tried to cheer her up, but she just wants to be sad for awhile. 20) He felt invincible and was sure that nobody would beat him. 21) When I found out that Santa Claus wasn`t real, I was so disappointed that all of the presents really came from my parents and not the North Pole. 22) Craig felt uncertain as to whether he should accept the attractive job offer or keep his current, less glamorous job. He just wasn't sure what to do. 23) Grandpa was very proud of me when I got a promotion at work. He took me out to dinner to celebrate. 24) When Eve handed Adam a shiny, red apple, he felt tempted to taste the delicious-looking fruit. 25) I`m a little doubtful about whether to get married or not. 26) We are delighted that you will be coming to visit us. It will be so nice to have you here. 27) The actors were humiliated by the newspaper critic`s review of their new movie. The respected critic said the film was as pleasant as week-old garbage rotting in the sun. 28) After waiting in line for an hour at the bank, the woman grew impatient and left. 29) Patrick felt quite awkward going to his ex-girlfriend`s wedding. He thought maybe shouldn't go since it could be uncomfortable to see her again. 30) My mother came home exhausted after working a 12-hour shift at the hospital. She went straight to bed. 31) Carrie didn`t feel satisfied with the report she wrote. It needed to be perfect to present it to her boss, and it was still missing quite a few details. 32) I am anxious to hear back about the job interview I had on Friday. I hope I get the job! 33) After his wife left him, he was so miserable that he stopped shaving, gained 20 kilos, and didn`t leave the house for weeks at a time. 34) Jamie was in a bar with his friends one night when he saw a beautiful girl. He felt confident that night so he went to go talk to her. Unfortunately, he returned to his friends within minutes feeling rejected after she refused to talk to him. Poor Jamie. 35) Walking to the bank to deposit money makes me very uneasy. I'm always scared someone is going to rob me. 36) Nothing makes me more upset than when I fail my exams. I feel depressed the rest of the day. 37) Many times, co-workers feel burdened with the task of covering the mistakes of their irresponsible colleagues. 38) Once, I got a horrible haircut that left me looking I got electrocuted. For months, I felt self-conscious about going outside my house. I swear everyone was laughing at me.

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39) I don`t feel energetic right now, if fact I feel quite lazy and I don`t want to do anything. 40) Although the storm destroyed many of the buildings along the shore, we feel fortunate that our house didn`t suffer any damage. 41) I`m concerned about Gregory. He has been very withdrawn from the rest of the world ever since he lost his job. 42) Allison broke up with her boyfriend because of his jealous behavior. He never let her talk to other men and always screened her calls. 6. Work in groups. Choose the correct adjective for the facial expressions below. There can be more than one correct answer. Can you come up with suggestions of your own?

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7. Study the ways of classifying emotions suggested by different scholars. Work out your own way of organizing the vocabulary denoting feelings. Robert Plutchik's theory says that the eight basic emotions are the following.  Fear → feeling afraid. Other words are terror (strong fear), shock, phobia.  Anger → feeling angry. A stronger word for anger is rage.  Sadness → feeling sad. Other words are sorrow, grief (a stronger feeling, for example when someone has died) or depression (feeling sad for a long time). Some people think depression is a different emotion.  Joy → feeling happy. Other words are happiness, gladness.  Disgust → feeling something is wrong or dirty.  Trust → a positive emotion; admiration is stronger; acceptance is weaker.  Anticipation → in the sense of looking forward positively to something which is going to happen. Expectation is more neutral.  Surprise → how one feels when something unexpected happens. PLUTCHIK`S WHEEL OF EMOTIONS

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Find the Perfect Word for Your Feelings with This Vocabulary Wheel Patrick Allan

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8. Choose the best word from those given to complete each of the sentences which follow. enthusiastic

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confused cross thrilled depressed fed-up frustrated discontented

upset

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1. I didn`t know who was telling the truth. I felt totally … 2. Some mothers are … for several months after the birth of a baby. 3. I think she is bad-tempered because she is … She wanted to be an actress and not a school-teacher. 4. Although he seems to have everything anyone could possibly want, he is still … 5. He went skiing for the first time last month, but now he is so… about it that he can talk of little else. 6. My baby brother gets very… by the evening if he doesn't have an afternoon sleep. 7. This rainy weather has gone on for so long. I feel really … with it. 8. He was terribly… when he heard the news of his friend`s accident. 9. She was … when she learnt that she had won the first prize. 9. Look at these words and match them with their synonyms below. Amazed, annoyed, clever, confused, depressed, determined, different, disappointed, dull, encouraged, exciting, frightened, glad, respected, revolting, shocked, upset, worried, worrying. Admired, anxious, astonished, bewildered, delighted, despondent, disgusting, disillusioned, distressed, disturbing, diverse, dreary, heartened, horrified, indignant, persistent, scared, talented, thrilling. 10. Choose the appropriate variant to fill the gaps in the sentences. 1) I used to be so _______, but now I worry about everything. carefree nervous sleepy 2) I am so _______ about starting university this year! I can`t wait! depressed enthusiastic smart 3) I've been pretty ________ with my job, so I`m looking for a new one. unhappy happy 4) I was _______ with the architecture in Tokyo. It was amazing. content excited impressed 5) Katie is very _______ for all the help you have given her. unhappy great grateful 6) After we saw that horror movie, I felt _______ all night. frightened sympathetic convinced 7) Hey, stop yelling! Why are you so_______? convinced upset flattered 8) I was so _______ watching that movie that I fell asleep twice. excited bored impressed 9) When John saw his ex-girlfriend talking to another boy, he became very_______. afraid exhausted jealous 10) I got drunk and made a fool of myself at the party. Now I feel _______. surprised embarrassed insulted 11. Write sentences about the situations when you experienced the following feelings. e.g. anxious I felt anxious until we heard the results of my mother`s medical tests.  anxious  apprehensive  grateful  in a rage  miserable  inspired  enthusiastic

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12. You, of course, know the basic expressions: 'I`m hungry / thirsty / hot / cold / tired / cross'. Colloquially, the English say the same things using a much stronger expression. What do you think people mean when they say the phrases below? 1. I`m boiling. 2. I`m dying for a drink. 3. I`m seething. 4. I`m freezing. 5. I`m starving. 6. I`m worn out. 7. I`m fed up. 13.

Recall the happiest moments in your life and tell your groupmates about them.

14. A) You'll hear the same words spoken in eight different ways – pay attention to the underlying meaning conveyed by each speaker`s tone of voice. Decide which word from the list in the frame best describes each speaker`s tone. Ah, there you are. I was wondering where you`d got to. Luckily I had some work to get on with so I wasn`t bored. Anyway, even if the film has started by the time we get there, I don't think it'll matter, do you? amused

bored

cross

friendly

furious

kind

sad

unemotional

B) Listen to the recording again and note down at least one other adjective (or phrase) to describe the tone of each speaker. Compare ideas with your partner`s. 15. below.

Work in groups. Discuss how you would feel in these situations. Use the speech patterns

 I would feel +Adj / N  I would be +Adj  This is +Adj  It is +Adj 1) You went to town forgetting your wallet at home. 2) You lost your office ID. 3) A friend broke a promise. 4) You $25 million in the lottery. 5) A friend couldn’t come to your birthday party. 6) Your wife/husband moved to another country for work. 7) You could not comprehend some grammar rules in the session. 8) Your boss told you that you were going on a vacation. 9) You wanted to cheat on your partner. 10) Your partner gave much bigger and expensive gift to your mother. 11) You heard someone knock but saw no one when you opened the door. 12) This TV show wasn't saying anything informative or new. 13) Your favorite goldfish had died last night! 14) Your acquaintance won $25 million in the lottery!! 15) Your friend was pregnant and had twins (two babies). 16) You had been working all day. 17) A fly kept buzzing around your head. 18) You lost your favorite hat. 19) You had spilled juice on somebody`s clothes. 20) You had been running for three miles! 21) Your son wasn`t home yet, and it were after midnight. 22) You were going to take your driving test today. 23) Your dog was run over by a car!! 24) Somebody told a good joke that made you laugh. 25) Somebody was picking his nose in public!

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26) The teacher said that your English was getting better. 27) You couldn`t pass the test after trying two times. 28) The dog did its mess on the carpet!!! 29) An unfriendly dog had big teeth! 30) Somebody was talking about statistical formulas for hours!! 31) You wanted to learn about this new computer. 32) You spilled water on your clothes. 33) The hurricane was going to hit our city! 34) A man shot and killed his wife after they had an argument!!! 35) Everyone forgot your birthday. 36) You found out that you were adopted. 37) You had just run 10 kilometers. 38) Had your wallet stolen. 39) You got 100% on an English test. 40) Your doctor told you that you had one week to live. 41) You got lost in the desert. 42) You could meet your favourite celebrity. 43) You won the first prize in a competition. 44) You bought a car and it broke down the next day. 16. A) (advanced level) Read and listen to these lines of conversation and express your ideas on the following.  Who could be speaking?  What might the situation be? 1) Get this heap of old metal out of my drive! Now! 2) You mean more to me than words could ever say. 3) I could be wrong, but I think someone not a million miles from here is to blame for this. 4) Wow! I could never do anything like that. Stick men are my limit. 5) I`ll have to consult my diary. Life`s just so hectic at the moment. You know me, I`m so much in demand. 6) Come оn, you can tell me. I won`t breathe a word to anyone, I promise. 7) Could you not keep getting at me in front of our friends? It looks so awful. 8) Thank God you're here. When I couldn`t get you on your mobile, I thought you`d had an accident. 9) He came in the top two per cent in the country. So his father and I are thrilled to bits. 10) Well, I think you did very well to come third. Keep up the good work and you`ll win next time. 11) Oh, come on now, don`t cry. You`ll be fine. It`s only a graze. Hardly bleeding at all. 12) It was nothing. Anybody would have done the same. 13) I can`t tell you how much I appreciate everything you`ve done for me. I`d have been so lost here on my own. 14) I`m out of here right now! I don`t like the look of that lot. 15) You`re kidding me. Nobody gets hitched wearing green wellies! 16) What d`you mean I'm a couch potato?! I go to the gym twice a week. B) Which of these emotions are expressed in A? Sometimes more than one is suitable. Admiration, boastfulness, gratitude, reassurance, adoration, curiosity, indignation, relief, amusement, encouragement, irritation, sarcasm, anxiety, fear, modesty, suspicion, astonishment, fury, pride. C) Say the lines from A to your partner according to the emotion. Listen again and compare the stress and intonation. D) Listen to someone asking the same question in several different ways. Try and identify the emotions. e.g. So, what are you going to do with this?

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17. Study the following phrases describing a person`s emotional condition and ways of displaying emotions. Find the Russian equivalents of these phrases. Emotional condition Display of emotions to feel good (fine, great) to express (hide, disguise, control, reveal, relieve) one`s feelings to be bright and happy to cope with one`s feelings to be in a good mood an outlet for one`s feelings to feel bad (uneasy, anxious, lonely, to get angry at sb / sth scared, miserable, guilty) to let off steam to feel put upon to keep one`s cool to be upset to burst into laughing (crying) to be tense and jumpy to behave calmly and coolly to be furious to take one`s irritation out on sb to be in a bad temper to scream and yell at sb to keep (lose) one`s temper to fly into a rage to be in raptures over sth 18. Make up a 1 min story on any topic using at least 10 topical vocabulary items from this unit. Present your story in class. 19. Using the topical vocabulary of this unit find English equivalents to the following words denoting feelings and emotions.  радость, удовольствие, эйфория  безразличие  раздражение, нервозность  благодарность  разочарование  возмущение, негодование  растерянность, смятение  восхищение, восторг  скорбь  жалость, сочувствие  скука  интерес, любопытство  смущение, застенчивость  любовь, нежность  сомнение, нерешительность  надежда  спокойствие, умиротворение  напряжение  страх  невозмутимость  стыд, вина, раскаяние  ненависть, презрение  тревога, беспокойство  обида  удивление, изумление  озорство  удовлетворенность  отвращение  унижение, уязвлённость  оторопь, шок  усталость  печаль, грусть, подавленность, уныние  ярость, гнев, досада  подозрение, настороженность, недоверие 20. Create a 10 items crossword puzzle on the topical vocabulary of the unit. Use appendix 6. 21.

Listen to the song and fill in the gaps. What feeling is described in it?

Mark Almond A LOVER SPURNED A lover spurned A lesson learned On love you’ve got Your _____ ______

And every day More ____ to pay A lesson learned From a lover spurned

Shed bitter _______ Now love has turned The sweet _______ Of a lover _______

It was all so cozy for you You had a wife, two children And a beautiful house And me, well you wanted me

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A passing phase A week of love But all at once You had ______

When it ______ your needs And now, now I have nothing Just a handful of _____ photographs Nothing but a cold empty heart

It ______ so soon Waned with the moon No _____ ______ For a lover spurned

But I`m not easily forgotten I’ll appear when you _____ expect To make you pay You asked for it that way

She`ll destroy you with her little _____ See you _______ all the blame Make you pay _____ _____ _____ For the pleasure of watching you squirm

She`ll come to get you with a _____ Write poison letters to your wife ______ destroy your life For the pleasure of watching you squirm

She`ll tell her friends to treat you ______ That you just weren`t good enough Make the going really _____ For the pleasure of watching you ______ ______

She`ll make a ______ of you at work Drag your name through the ______ Make sure that it really hurts For the pleasure of watching you burn in hell

22. Work in groups. Look at the pictures below. Discuss your ideas about the emotions depicted and the details that indicate them. A)

1

2

3

4

5

6

7

8

9

11

12

10

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B)

23. Work in pairs. Make a list of things that might make either of you feel angry, happy, unhappy, excited, surprised or afraid. Then join another pair and ask them to say how they would feel about the things in your list and ask them why, like this. – Would you feel afraid if you found a scorpion in your bed? – Afraid? No, I`d be absolutely terrified! – Why that? – Because if I hadn`d found it, it might have stung me! 24. (advanced level) Listen to the recordings about the mechanisms providing the functioning of emotions. Summarize the reports in writing (two reports in one paper).  Emotions and the brain. Part I [Электронный ресурс]. – Режим доступа: http://www.professional-counselling.com/ list-of-human-emotions.html  Emotions and the brain. Part II [Электронный ресурс]. – Режим доступа: http://www.professional-counselling.com/list-of-human-emotions-and-feelings.html 25. (advanced level) Some adjectives have similar meanings but have a different 'FORCE'. Notice how these adjectives are arranged in the chart to show their force. AFRAID: anxious, apprehensive, frightened, nervous, panic-stricken, petrified, scared, scared stiff, terrified, uneasy, worried. Slightly Anxious Apprehensive Nervous Uneasy worried

'Normal' Afraid Frightened Scared

Very Terrified

Extremely Panic-stricken Petrified Scared stiff

А) Work with an explanatory dictionary. Make a chart to show the relative FORCE of these adjectives. Treat the one in CAPITALS as the 'normal', unemphatic one. ANNOYED CALM SURPRISED HAPPY UNHAPPY

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angry, cross, discontented, dissatisfied, furious, grumpy, indignant, irritated, livid, resentful, upset, wild composed, detached, impassive, indifferent, relaxed, self-controlled, serene, unemotional, unmoved, unruffled, unworried amazed, astonished, horrified, shocked, stunned, taken aback, thunderstruck amused, cheerful, delighted, exhilarated, glad, jubilant, light-hearted, on top of the world, overjoyed, pleased, satisfied, thrilled dejected, depressed, desperate, disappointed, discontented, disgruntled, dissatisfied, down, fed up, feeling low, gloomy, glum, heartbroken, inconsolable, miserable, sorry, upset, wretched

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26. From the links below choose two videos to watch and summarize them in written form on a separate sheet of paper. Before handing in your summaries present them in class and discuss in groups the ideas suggested in the videos. Relate the tips to your own experience. 1) Anger Management Techniques [Электронный ресурс]. – Режим доступа: http://www.youtube.com/watch?v=BsVq5R_F6RA 2) Dealing With Jealousy [Электронный ресурс]. – Режим доступа: http://www.youtube.com/watch?v=1rcqwRgVvvw 3) How to Break Bad Habits [Электронный ресурс]. – Режим доступа: http://www.youtube.com/watch?v=OnFVFfAImEg 4) How to Deal with Embarrassment [Электронный ресурс]. – Режим доступа: http://www.youtube.com/watch?v=9MW1OWcb39M 5) How to Stop Procrastinating [Электронный ресурс]. – Режим доступа: https://go.mail.ru/search_video?sbmt=1485852137131&fm=1&q=How+to+Stop+Procrastinating+&d= 3839893353&sig=8851ad5fc3&s=Youtube 6) Learn how to cope with anger and frustration … watch this video with Dr. Larry Iverson [Электронный ресурс]. – Режим доступа: http://www.angermanagementnewsnetwork.com/masteremotions/how-to-cope-with-anger-and-frustration-dr-larry-iverson-video/ 7) Overcome Jealousy in 3 Minutes #LOVElife[Электронный ресурс]. – Режим доступа: http://www.youtube.com/watch?v=-Wq9eQialmU 8) Self Esteem Tips: Dealing with Body Image Issues [Электронный ресурс]. – Режим доступа: http://www.youtube.com/watch?v=IgqMqtnTJeE 9) Steps To Become A Great Conversationalist... From Matthew Hussey / Get The Guy [Электронный ресурс]. – Режим доступа: http://www.youtube.com/watch?v=m0L-Lm7cjyEThe 10) Stress Management Strategies: Ways to Unwind [Электронный ресурс]. – Режим доступа: http://www.youtube.com/watch?v=0fL-pn80s-c 11) Tricks for Overcoming Fear [Электронный ресурс]. – Режим доступа: http://www.youtube.com/watch?v=GDjwfFmXwfE 12) Ways to Stop Bullying [Электронный ресурс]. – Режим доступа: http://www.youtube.com/watch?v=ynTuA_tlZDE 13) How to develop & improve patience – Soft skills & Personality development [Электронный ресурс]. – Режим доступа: https://go.mail.ru/search_video?sbmt=1485791830718&fm=1&q=how+to+develop+patience 14) How to stay Happy, Motivated & Positive in life? Personality development & Confidence building. [Электронный ресурс]. – Режим доступа https://www.youtube.com/watch?v=g-GYxnVuw2U 15) How to control your negative thoughts & Emotions. (Soft skills by Skilolopedia) [Электронный ресурс]. – Режим доступа: https://go.mail.ru/search_video?sbmt=1485792010617&fm=1&q=how+to+develop+soft+skills&d=24819 69912&sig=4e0d751f6c&s=Youtube 16) Emotional Intelligence by Daniel Goleman [Электронный ресурс]. – Режим доступа: https://go.mail.ru/search_video?sbmt=1485792010617&fm=1&q=how+to+develop+soft+skills&d=19373 27833&sig=75f952734b&s=Youtube 17) What is empathy? [Электронный ресурс]. – Режим доступа: https://go.mail.ru/search_video?sbmt=1485792261740&fm=1&q=how+to+develop+empathy&d=4009746 4&sig=0cdd13f063&s=Youtube 27. Test yourself. Can You Read People`s Emotions? http://well.blogs.nytimes.com/2013/10/03/well-quiz-the-mind-behind-the-eyes/?_r=0 28. Work in pairs. Read one of the articles and render its contents to your partner. Use the patterns from appendix 2. Discuss the ideas suggested and your own experience of dealing with such problems. A) Feeling Inferior and inferiority complex He was a successful and intelligent person who has got lots of loving friends but something inside him keeps telling him that he is not as worthy as others. Whenever he meets new people the inner voice whispers in his ears: 'Hey, you know you are different, you know you lack something; even if you appear successful, you are still not like them'. 73

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He thinks that every single laugh around him is considered a scorn and every whispering couple are talking about him. He doesn`t feel worthy or in other words he`s feeling inferior. The man was suffering from feelings of inferiority and inadequacy. When such feelings take over the person`s life and prevent him from functioning normally then it can be called an inferiority complex. That man suffered from inferiority complex because during his childhood he was physically weaker than the other kids at his age. Usually any kid who suffers from a certain physical defect will not develop inferiority complex unless someone makes him believe that he is different. This is exactly what happened with that kid, his friends used to beat him, bully him and make fun of him and this made him feel different. Years later he became a very social person, academically successful and a great basketball player. Yet the feelings of inferiority still lived inside him. This man`s subconscious mind still carries the feelings of weakness he experienced earlier and that`s why he feels worthless around people. The man labeled himself with labels such as weak, inadequate, stupid and clumsy. These labels accompanied him everywhere and despite the fact they were buried deep into his subconscious they were always in control of his behavior and feelings. Because the man was successful in his life and didn`t have any reason to feel inferior he`s tried to convince himself that he`s fine but this method never worked. This man didn`t get the fact that his subconscious mind needs much more proofs than this one in order to help him stop feeling inferior. Sometimes the main reason people fall in love with others is their own feelings of inferiority! In my book 'How to get over anyone in few days' I pointed out how one of the reasons that could make someone fall in love with someone else is his need to compensate for his own weaknesses. People who fall in love because of their feelings of inferiority have a hard time getting over the person they loved because when losing him they lose an important source for compensation. In such a case the right solution is to deal with the inferiority itself and not the breakup simply because you don't need the person but you just need to compensate for your own weaknesses. Every normal human being feels inferior to others at some points during his life but when that feeling takes charge of his behavior, emotions and prevents him from going on with his normal life then its a sign of the presence of an inferiority complex. If you are feeling inferior all the time then its time to recall your past and try to understand where have you acquired such a feeling in your life. Those feelings of inferiority you`re suffering from can be nothing more than a false belief you formed about yourself as a result of bad childhood experiences. Getting over inferiority is not that hard. You just need to dig into your past and examine the environment that you were raised up in. By M. Farouk Radwan, MSc http://www.2knowmyself.com/inferiority_complex

В) How to Stop Feeling Insecure Many people experience insecurity at some time during their life. We may not be appreciated for our talents, our achievements, personality or values. Feeling insecure often happens because we make the mistake of viewing ourselves from the perspective of others. People judge us and others based on appearance, professional title, education level or by the size of a bank account and material possessions. Battling insecurity is not easy. There are many reasons why the negative thoughts and emotions emerge. Learn to overcome the negativity and build self-esteem. Stop the Comparisons Insecurity may take control when viewing yourself in the light of someone who seems to have it all. They are good-looking, popular, successful and fearless. You probably never stop to consider that this person may have had cosmetic procedures, is unethical in business, is despised by associates and squeals in fear at the sight of a spider. Regardless of the persona one may reflect, they are just as human, frail and imperfect as anyone else. Evaluate Yourself Consider starting a self-esteem journal. Begin writing by listing your best qualities. If you are having a difficult time coming up with personal traits, list humility as number one. Think about the goals you attained or the personal achievements that you have accomplished. Consider the qualities that enabled you to reach the finish line or win the prize. Remember the times that someone paid you a compliment or relied 74

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on you to accomplish a task. What was said? What do they see in you? Add these traits. Ask family members or friends to give you their honest opinion. Keep adding to the journal. When feeling down or defeated, take the time to review everything written. Protect Yourself Quit punishing yourself by trying to be accepted by people in the so-called popular crowd. Odds are they do not give you a second thought, and you should not hold what they say or do in high esteem. If there is someone among co-workers, family members or your social circle who insists on boosting their own ego by degrading you or others, do what is takes to avoid them. Busy yourself with work, not office gossip. Decline invitations where the debasing individuals might also appear. Choose Your Inner Circle Maintain relationships with people who have your back and understand the concept behind give and take. Choose to associate with people who willingly accept and love you as a worthwhile person despite all of your faults, quirks and capabilities. Socialize with people with whom you feel comfortable, safe and secure. Continue Growing Read the book that you always wanted to read. Take a class, pick up a hobby or learn a new skill. Allow yourself to experience new things and add to your list of accomplishments. Participate in activities that make you happy and quit worrying about what others think. Written by Pam MS, NCSP | Fact checked by Psychology Dictionary staff http://psychologydictionary.org/article/how-to-stop-feeling-insecure/

29. A)

Render the following article into English using the patterns from appendix 2. ОТ ЧЕГО ЗАВИСИТ НАСТРОЕНИЕ?

Психолог Мария Падун о внешних и внутренних факторах настроения, удовлетворении базовых потребностей и значении самореализации 7 НОЯБРЯ 2016 Для более четкого понимания предмета обсуждения необходимо разделить настроение, эмоциональное состояние и эмоциональные реакции, то есть разграничить понятия, которые относятся к эмоциональной жизни. Реакции – это быстрые изменения эмоционального фона в ответ на какието внешние или внутренние события. Эмоциональные состояния длятся какой-то период времени, а настроение – это устойчивая эмоциональная характеристика. Причины и факторы, которые влияют на настроение, делятся на внешние и внутренние. Внешние причины – это ситуации, жизненные события, процессы, которые задаются извне и опосредуются через наши внутренние характеристики. Разные люди в одной и той же ситуации, заданной внешним контекстом, чувствуют себя по-разному. Это происходит потому, что они по-разному относятся к ситуации, по-разному ее оценивают, видят в ней различные последствия и перспективы. И когда мы говорим о внешних факторах, об ухудшении настроения, каких-то неприятностях, неудачах, утратах, потерях, то всегда стоит помнить, что эти факторы никогда сами по себе не действуют – они опосредуются через личные когнитивные механизмы, посредством которых человек их обрабатывает. Внутренние факторы биопсихосоциальны. Биологические факторы настроения – это, безусловно, соматическая роль здоровья, тонус нервной системы, некоторый биохимический баланс и дисбаланс. Также к биологическим факторам относятся колебания настроения, связанные с сезонностью или с суточным временем: есть люди, которые чувствуют подавленность только весной и осенью, в переходные периоды или, например, только по утрам, но никак не в течение дня или вечера. Если это наблюдается с детства или с подросткового возраста, то мы предполагаем, что это следствие внутренних механизмов, внутренних биохимических причин. Если говорить про психологические факторы, которые влияют на настроение, то можно рассмотреть настроение как следствие удовлетворения базовых человеческих потребностей. Когда базовые человеческие потребности удовлетворены, то настроение чаще всего бывает хорошим. Первая глобальная группа потребностей – проблема в защищенности, безопасности, какой-то предсказуемости – то, что обеспечивает человеку спокойствие или отсутствие тревоги. Правда, это еще не само настроение, потому что спокойный человек – это не человек в хорошем настроении, однако это некоторая база для того, чтобы человек мог каким-то образом проживать 75

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и переживать свою жизнь и быть в том или ином эмоциональном состоянии. Если потребность в безопасности не удовлетворена и человек переживает прямую или косвенную угрозу (например, боится заболеть каким-то опасным заболеванием, но при этом для этого нет никаких оснований), то он испытывает тревогу, которая его истощает. Длительное переживание тревоги приводит к тому, что человек становится подавленным, теряет энергию и параллельно у него появляется депрессивная симптоматика. Второй достаточно мощный фактор – это способность переживать удовольствие и создавать для себя ситуации, в которых удовольствие переживается. Это большая проблема для современных людей, особенно для жителей мегаполиса: люди не каждый день переживают удовольствие и испытывают позитивные эмоции – в основном их жизнь заполнена рутиной, которую они исполняют и не задаются вопросом «Что я сейчас чувствую?». Удовольствие и позитивные эмоции – это то, что дает психическую энергию. Если мы переживаем позитивные эмоции, то мы словно находимся в тонусе, становимся бодрыми и сильными в психологическом смысле этого слова. Следующий компонент этой структуры – это переживания по поводу самого себя. Человек не может быть в хорошем настроении, если испытывает негативные эмоции в отношении своей личности. Если он недоволен собой, не может себя уважать, если у него низкая самооценка, то он на каждом шагу будет наталкиваться на негативные переживания, которые будут влиять на его настроение. Чувство опоры и уважение к себе, ощущение, что ты при неудаче все равно себя не оставишь, тоже вносят вклад в эмоциональное самочувствие. Последний фактор, характерный не для всех, но для большинства, – это самореализация, то есть понимание того, что твоя жизнь для чего-то нужна, что ты оставляешь осмысленный след на этой земле и что это хорошо не только для тебя, но и для всего мира. Для кого-то это проявляется в воспитании детей, для кого-то – в любимой профессии, для кого-то – в увлечении. Этот фактор настроения прочно связан с перспективой жизни, с вечностью, с будущим.

Мария Падун кандидат психологических наук, старший научный сотрудник лаборатории психологии посттравматического стресса Института психологии РАН, практикующий психолог, психотерапевт https://postnauka.ru/faq/69885

B)

КОМПЛЕКС НЕПОЛНОЦЕННОСТИ

07.10.2016 http://psyh.info/psihologiya-lichnosti/harakter/kompleks-nepolnotsennosti.html

Комплекс неполноценности представляет собой синдром повышенной чувствительности к критике при низком оценивании своей личности. Это состояние характеризуется чувством своей мнимой ущербности. Комплекс неполноценности выражается в субъективном ощущении собственной никчемности. Такой человек не может до конца принять самого себя, ему кажется, что он в чем-то хуже остальных. Привычка сравнивать себя с другими часто приводит к тому, что мы свои значимые достижения не способны оценить по достоинству, зато замечаем чужие преимущества. Комплекс – это всегда результат нехватки внимания со стороны родителей, ближайшего окружения. Чтобы преодолеть в себе ощущение ненужности и бесполезности, придется много работать над характером, воспитывать уверенность в себе. ПРИЧИНЫ КОМПЛЕКС А НЕПОЛ НОЦЕ НН ОСТ И Комплекс неполноценности формируется тогда, когда личность не получает достаточно внимания и любви. Сам комплекс развивается постепенно, берет начало из детства. Строгое воспитание приводит к тому, что часто интересы ребенка не учитываются, его пытаются сравнивать с более успешными братьями и сестрами, одногруппниками в детском саду и одноклассниками в школе. Другие причины развития комплекса будут рассмотрены ниже. Высокие требования Когда к ребенку предъявляются невообразимо высокие требования, а он не может им соответствовать, развивается комплекс неполноценности. Комплекс формируется по причине того, что малыш чувствует себя нелюбимым и невостребованным. Он не знает, чем компенсировать собственную никчемность и чувствует, что не оправдывает возложенных на него надежд. Следует помнить о том, что любые комплексы проистекают из субъективного чувства неполноценности.

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Наличие физических недостатков Другой причиной формирования комплекса неполноценности является наличие физических недостатков. Когда у человека имеются какие-то изъяны внешности, сохранить самоуважение к собственной личности становится труднее. Общество выдвигает к человеку достаточно высокие требования, учит его быть безжалостным к другим и самому себе. Если кого-то в детстве обижали одноклассники, дразнили за наличие выраженных дефектов внешности, то комплекс неполноценности развивается стремительно. Этот комплекс укрепляется с течением времени, становится второй натурой личности. Нередки случаи, когда уже взрослому человеку становится нелегко разобраться со своими комплексами, принять и полюбить себя настоящего. КОМПЛЕКС НЕПОЛНО ЦЕНН ОСТ И У МУЖЧИН Комплекс неполноценности встречается как у мужчин, так и у женщин. Причем мужчины оказываются в этом вопросе наиболее уязвимыми и ранимыми. Большинство представителей сильного пола скрывают свои чувства, но наличие комплекса может выдать свое присутствие в любой момент. Проявляется комплекс неполноценности в том, что мужчина чувствует себя нелюбимым и невостребованным. Особенно это касается одиноких парней, на которых девушки не обращают внимание. Комплекс неполноценности у мужчин имеет более ярко выраженное проявление. Для него важно проявлять себя в делах, быть успешным в любом начинании. Иногда несколько неудач на работе, идущих вслед друг за другом, способны сформировать комплекс неполноценности. Человек лишается покоя, сна, уверенности в себе и своих силах. Неуспешный мужчина не может быть вполне счастливым, поскольку он должен чувствовать себя главой семьи, добытчиком, опорой и защитой, главным покровителем супруги и детей. КОМПЛЕКС НЕПОЛНО ЦЕНН ОСТ И У ЖЕНЩИН Комплекс неполноценности у женщин в основном строится вокруг темы замужества и детей. Создание семьи – необходимое условие для счастья девушки. Ее природа такова, что она не может удовлетвориться только построением удачной карьеры, ей недостаточно иметь лишь высокую должность. Если женщина, достигнув определенного возраста, так и не смогла выйти замуж, у нее формируется комплекс ненужности. Сам комплекс берет начало от неудовлетворенной потребности. Быть матерью, дарить кому-то свое тепло и заботу – важный шаг в становлении женщины. Не давая этим качествам раскрываться, женщина обедняет себя, лишает главного источника вдохновения. Комплекс неполноценности есть результат того, что девушка упускает в своей жизни чтото значимое и ценное. Комплекс формируется быстро и заставляет ее постоянно нервничать, стесняться собственной неустроенности. Незамужние девушки могут завидовать подругам, стремиться нянчить чужих детей, стараясь при этом компенсировать собственный комплекс. КАК ИЗБАВИТ ЬСЯ ОТ КОМПЛЕКСА НЕП ОЛНОЦЕ ННОСТ И Комплексы доставляют нам немало страданий и душевного дискомфорта. Любой комплекс мешает развиваться, идти вперед к намеченным целям. Комплексы загоняют личность в рамки, не дают ей осуществить желаемое. Как избавиться от комплекса неполноценности? Прежде всего, необходимо понимать, что это приобретенное состояние. Не нужно отождествлять комплекс со своей личностью. Отделите себя настоящего, целостного от комплекса, который в действительности только препятствует вашему нормальному развитию. Анализ ситуации Это первое, что стоит сделать при обнаружении комплекса. Если не предпринять вовремя никаких действий, то комплекс будет не просто мешать жить, а сделается серьезной преградой к тому, чтобы почувствовать себя счастливым. Найдите ту причину, по которой вы считаете себя недостойным счастья. Это может быть физический недостаток или психологическое проявление. Кто-то страдает от повышенной стеснительности, другие не могут долгое время устроиться на работу. В любом случае над комплексом необходимо работать. Он не исчезнет сам собой. Глубокий анализ ситуации поможет разобраться, откуда пошло развитие комплекса, какие обстоятельства этому способствовали. Комплекс неполноценности нельзя назвать безобидным явлением, о котором можно не беспокоиться. На самом деле это весьма существенная проблема, от нее страдают многие люди, особенно молодые. Комплекс неполноценности – это всегда симптом неблагополучия личности. Счастливый человек раскрывается во всей своей полноте, ему не приходится долгое время подстраиваться под обстоятельства. Когда мы имеем возможность быть самим собой, отпадает необходимость в масках и личинах. 77

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Принятие себя Истинное принятие себя невозможно без работы над собой. Иногда приходится немало потрудиться, прежде чем появится положительный результат. Перестаньте сравнивать себя с другими. Осознайте, что вы уникальный, один такой на свете и другого нет. Когда мы сравниваем себя с другими, то, как правило, делаем это так: соотносим свои слабые стороны с достижениями окружающих. Комплекс заставляет нас не замечать собственные достоинства, но зато существенно увеличивает в размерах недостатки. Человеку действительно начинает казаться, что он ничего не стоит. Комплекс неполноценности заставляет нас негативным образом относиться к собственной личности, поддаваться унынию при первых неудачах. Принятие себя начинается с того, чтобы научиться терпимо относиться к собственным недостаткам. Прежде чем бороться с комплексами, нужно «вооружиться» знаниями. Полюбите себя таким, какой вы есть, пусть вы знаете за собой кучу недостатков. Но у вас есть и достоинства. К примеру, вы ленивый человек, но зато отличаетесь большой отзывчивостью, добротой, искренностью. Начните вести тетрадь, в которой будете отмечать свои сильные стороны. Старайтесь расширять представления о себе, тогда комплексы скоро вас покинут. Развитие талантов Как работать над комплексом? Развивайте самооценку! Без этого важного правила, любые старания могут пойти насмарку. Что больше всего способно повысить самооценку? Конечно, развитие талантов и способностей. Когда человек замечает, что может делать что-то такое, что не получается у остальных, это поднимает его над обстоятельствами, заставляет начать относиться к себе лучше. Кроме того, выявленные таланты помогают становлению индивидуальности. Такой человек никогда не позволит, чтобы им управляли в дальнейшем, не будет бесконечно подстраиваться под обстоятельства и желания других людей. Комплекс исчезнет тогда, когда вы научитесь ценить и уважать собственную личность. Пока человек находится в своей проблеме, он ее на самом деле не решает, а прячется в нее, словно в кокон. Умение воспринимать критику К сожалению, нам в жизни встречаются не только приятные люди. Если бурно реагировать на любое негативное высказывание, то можно лишиться душевного комфорта надолго. Умение правильно воспринимать критику – очень ценное качество, помогающее бороться с комплексами. Откажитесь от мысли всегда все делать правильно. Не ошибается лишь тот, кто не пробует. Никогда не оценивайте себя с негативной стороны, не ругайте по пустякам. Когда вы будете внутренне знать, что полезны для самого себя и общества, комплекс со временем начнет исчезать. Имея внутренний стержень, можно достичь в жизни любых результатов. Комплексы для того и даны нам, чтобы мы учились быть счастливыми, работали над собой. Таким образом, комплекс неполноценности – это не приговор, а задача, которая требует от человека максимальной сосредоточенности. Нужно позволить себе быть счастливым именно сейчас, а не ждать наступления идеальных условий. C)

ПРИЧИНЫ ПАТОЛОГИЧЕСКОЙ ЛЕНИ У ВЗРОСЛЫХ

Апр262016 https://blog.wikium.ru/prichiny-patologicheskoj-leni-u-vzroslyh.html

Утверждения о пользе или вреде лени человеческой разнятся от «Лень есть корень всех зол» до «Лень создала цивилизацию». И все же, несмотря на оптимизм заявлений о пользе лени, намного чаще мы встречаемся с этим состоянием как проблемой, препятствием для того, чтобы оставаться успешным и активным во всем. На вопрос о том, каковы истинные причины лени, разные ученые дают разные ответы. Вот только несколько из них. Нейробиологические механизмы лени Исследование с помощью сканирования мозга методом MRI (магнитно-резонансная запись активации мозговых зон) показало удивительные различия между людьми, которые легко переходят от принятия решения к активным действиям, и теми, для кого начать что-то делать, представляет затруднение. Дело в том, что за «скачок» от решения к действию отвечает определенный участок премоторной зоны коры больших полушарий головного мозга. В эксперименте выяснилось, что этот участок активизировался по-разному у «легких на подъем» и апатичных. У апатичных (или ленивых) очаг возбуждения на этом участке был «ярче», чем у активных испытуемых. 78

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Следствие из такого наблюдения позволяет заключить, что причина лени имеет скорее биологическую природу, чем социальную: для того, чтобы активизировать переход от покоя к активности, апатичным приходится прикладывать значительно больше усилий, чем всем остальным. Вот она природа лени – переход от принятия решения к активным действиям требует от ленивых людей существенно больших усилий и в целом больше энергичности, чем от всех прочих. А любой нормальный организм, как известно, всячески стремится к сбережению своих ресурсов. Как инстинкт самосохранения превращается в механизм саморазрушения Пожалуй, самая распространенная форма лени получила название «прокрастинация» – устойчивая привычка откладывать дела на неопределенный срок. Порою к этому действительно имеются реальные психофизиологические предпосылки:  высокая утомляемость и быстрая усталость после длительной болезни;  истощение организма вследствие непосильных нагрузок;  недостаток сил на основе гормональных расстройств (например, гипотериоза);  длительное пребывание в стрессовой ситуации. Лень в таких случаях есть не что иное, как инстинкт самосохранения, и выполняет для человека очень экологичную функцию самозащиты. Однако, если такое отношение к делам и задачам затягивается, то физиологическая природа лени медленно, но верно сменяется на психологическую. Возникает привычка откладывать дела на потом, а, главное, человек привыкает к такому негативному статусу, как «безответственность». И лень остается даже после выздоровления и полного устранения всех симптомов соматического расстройства. Мотивационный дефицит или борьба мотивов? Когда человек заставляет себя делать то, что делать ему, на самом деле, не хочется, это является результатом борьбы двух мотивов – «хочу» и «надо». Победа «надо» над «хочу» называется волевым усилием. Если видимых физиологических причин для апатии нет, то психологи склонны рассматривать личностную черту «прокрастинация» как психологическое расстройство мотивационной сферы. Ну, не хватает человеку волевых усилий, чтобы побудить самого себя сделать то, что требуется именно тогда, когда требуется! Если это результат такого устройства мозга, о котором говорилось в начале статьи, то мотивационный дефицит можно ослабить только специальными тренировками. Постепенно усложняя задачи, помогать человеку с подобным расстройством, преодолевать свою психическую болезнь. Но намного чаще речь идет о том, что в борьбе мотивов мотив «хочу» побеждает лишь потому, что человек был так воспитан, а точнее не воспитан. Недаром много пишут о воспитании силы воли, о произвольном поведении, о волевой саморегуляции. Это все входит в обязательные задачи воспитания, которые решаются с самого детства, с момента, когда у ребенка формируются первые навыки произвольного поведения. Наиболее частые причины такого проявления лени у взрослых:  недостаток воспитания трудовых навыков;  инфантилизм волевой сферы;  отсутствие навыка самоконтроля. Стремление к удовольствию, возможность заниматься только приятными и легкими, не требующими усилий, делами рано или поздно формируют прокрастинацию и, в конце концов, закрепляют ее как устойчивую форму поведения. В литературе часто встречаются истории, когда ленивый герой под влиянием обстоятельств или случая менялся до неузнаваемости, внезапно становился решительным и целеустремленным. Далеко ходить за примерами не придется, просто вспомните былину об Илье Муромце. Итак, к изменению поведения приводят изменившиеся обстоятельства. До тех же пор, пока человек не испытывает реальной нужды или какой-либо опасности, потребности начать действовать вопреки своей лени не возникает. Лень как эхо нашей личности Однако, часто у поведения, которое воспринимается окружающими, как патологическая лень, причины кроются в особенностях личности. Причем спектр личностных качеств, провоцирующих лень, необычайно широк и разнообразен. Во-первых, очень большой друг лени – перфекционизм, то есть стремление все доводить до совершенства, до блеска. Под влиянием такой установки у человека есть только два выбора – сделать что-то лучше всех или… не делать этого вовсе. В результате, понимая, что спра79

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виться с задачей блестяще не получится, человек отказывается от выполнения этой задачи, следуя максималистскому принципу «Полюбить – так королеву, проиграть – так миллион». А в результате получается – «Лучшее – враг хорошего». Перфекционистские наклонности, как предпосылки лени, устраняются очень быстро, если у человека не остается выбора, и он оказывается лицом к лицу с простой дилеммой «Делай, как сможешь, либо останешься голодным». Во-вторых, лень порождается противоположной крайностью – чрезвычайно низкой самооценкой и неуверенностью по типу «Мне ни за что не справиться с этим заданием». Подобная неуверенность в себе провоцирует стремление отодвинуть дела на более поздний срок или вовсе отказаться их выполнять. Человек и в этом случае, оказавшись перед выбором «сделать и опозориться» или «не делать и так избежать позора и провала», предпочитает второй вариант. Низкая самооценка в этой ситуации формирует сильную мотивацию избегания неудач, когда цель – не достичь результата, а уйти от негативных последствий своих действий. Стратегия бездействия в таком случае является наиболее эффективной. В-третьих, причиной лени может стать элементарная недисциплинированность и неорганизованность. В таких случаях помогают разные приемы управления временем, самоменеджмента и планирования. Главное условие, при котором человек возьмет на вооружение все эти приемы, это наличие у него личностно значимого дела и очень привлекательной цели. Интеллектуальная лень – пожалуй, самый печальный и унылый вид лени. Активное восприятие здесь подменяется миросозерцанием:  некритичным;  пассивным;  однообразным;  лишенным выбора;  неэмоциональным. Такое отношение к миру строится на базовом тезисе «Мне скучно и не интересно». Леность ума не свойственна детям, напротив, они любопытны и активны в освоении нового. А вот у взрослых это развивается часто и приводит к нежеланию не то что докапываться до истины, а даже просто хотя бы поразмышлять над проблемой. Это весьма опасный жизненный опыт, поскольку мозг, как и другие органы, жаждет интеллектуальных тренировок и медленно, но верно деградирует в условиях слабой умственной работы. Интеллектуальная лень, чаще всего, имеет социальную природу – человеку комфортно жить в условиях, когда за него принимаются важные решения, телевизор понятно и доступно разъясняет ему, что такое хорошо и что такое плохо, а на работе от него требуется выполнение стандартных задач по одному и тому же алгоритму. Противоположностью интеллектуальной лени считается высокий уровень познавательной активности, который складывается из:  любознательности;  заинтересованности;  стремления постичь суть вещей и событий;  критичности мышления;  искренним любопытством к тому, как устроен окружающий мир. Для того, чтобы не утратить эту уникальную человеческую способность и потребность удивляться новым граням мира, надо постоянно предлагать своему мозгу все более и более сложные задачи. Пусть это будут интеллектуальные игры или специальные развивающие упражнения, дискуссии или критический анализ событий – все равно. Главное – не позволять своему мозгу лениться, не давать ему ни малейшего шанса застыть в своем развитии. В заключение еще раз хочется подчеркнуть, что лень – это не отдельный феномен, а всего лишь симптом, показывающий, что с человеком что-то не в порядке. Проявляясь одинаковым способом – нежеланием действовать или сдвиганием дел на потом, лень может иметь самые разные причины – от физиологических и до социальных.

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D)

ЧТО НЕ СТОИТ ГОВОРИТЬ РЕБЕНКУ, КОГДА ОН ПЛАЧЕТ

В первую очередь родителям необходимо отказаться от фразы «Не плачь!». Дело в том, пишет автор The Huffington Post Рома Китти Норрисс, что слезы – очень важная часть естественной, врожденной системы восстановления организма. Когда мы ощущаем физический или эмоциональный ущерб, вместо того чтобы копить боль и оставаться в напряжении, мы «разряжаемся» с помощью плача, смеха, вспышки гнева и так далее. Именно так организм перерабатывает и высвобождает эмоции, возвращаясь к душевному равновесию. Поэтому, хотя сами мы наверняка с раннего детства слышали от взрослых эту фразу – «Не плачь! Сейчас же прекрати реветь!», не стоит повторять ее своим детям. Ведь запрещая плакать, мы блокируем для них саму возможность пережить боль или какое-то другое неприятное событие, и успокоиться. Поэтому вместо того чтобы стыдить и подавлять, в ситуации детского «рева» нужно вести себя прямо противоположным образом – активно поощрять плач, демонстрировать свое полное понимание ситуации и всяческую поддержку. Тогда ребенок не только сможет справиться со своими негативными эмоциями, но и почувствует, что он не одинок в своем горе, и связь между вами станет только крепче. Вот несколько фраз, которые можно использовать, чтобы показать, что вы здесь, с ним в его несчастье, и не только не осуждаете, но полностью понимаете состояние малыша. Основные слова поддержки: – Я рядом. – Я вижу, как ты расстроен. – Я понимаю, как это тяжело, мой любимый. – Я буду с тобой, пока ты так расстроен. – Я никуда не уйду. – Ты в безопасности. – Для меня нет ничего важнее, чем быть тут с тобой сейчас. – Мне так жаль, что ты потерял свою игрушку / твой друг сказал, что… / ты уронил мороженое. – Я слушаю тебя, мой малыш. Снова и снова обращайте внимание ребенка на ситуацию, которая стала причиной его слез: 1. Ты действительно очень хотел эту игрушку / мороженое / чтобы папа остался дома / пойти гулять в парк. 2. Эта собака / мальчик / машина / то, как я закричала … действительно очень напугали тебя. 3. Давай еще разок посмотрим на твою царапину / коленку / пальчик. При этом контролируйте ситуацию (и, конечно же, выслушивайте бурные протесты): – Я не могу разрешить тебе… пойти на праздник / толкнуть девочку / съесть эту конфету / поиграть с моими очками / и так далее. – Я хочу, чтобы ты… надел ботинки / доделал домашнее задание / сел в машину / и так далее. Напоминайте ребенку о том, что ситуация вовсе не так безнадежна, как ему кажется: – Скоро ты снова получишь шоколадку. – Я знаю, ты с этим справишься. – Мама скоро вернется. – Я уверена, что ты хорошо проведешь время. – Тебе очень идет эта футболка. – Это не будет длиться вечно. Постарайтесь избегать навешивания ярлыков («Я вижу, что ты в ярости»), отвлечения ребенка от испытываемых им негативных эмоций («А давай пойдем и посмотрим, что делает папа»), попыток исправить ситуацию («Вижу, что ты хочешь мороженое, пойдем в магазин»), логических рассуждений («Ну ты же уже ел мороженое вчера»), попыток пожурить, пристыдить или успокоить («Что за ужасные звуки ты издаешь»), а также обещания награды или наказания («Если ты немедленно не успокоишься, мы пойдем домой»). https://deti.mail.ru/news/chto-stoit-i-ne-stoit-govorit-rebenku-kogda-plache/

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2.2. STRESS

30. Read the text and find synonyms to the words in bold. STRESS Introduction Stress has several definitions. To some psychologists, stress is an event that produces tension. Others describe it as a physical or psychological response to such an event. Still others believe it to be a person`s perception of the event. Components of Stress A stressor is an event or situation that causes stress. An event that is a stressor for one person may not be for another. For example, traveling in an airplane may be a stressor for someone who has never flown, but not for a flight attendant. Stress is a person’s reaction to a stressor. A stress reaction is the body`s physical response to a stressor. Stress may seem like a bad thing. However, there are two types of stress. Negative stress, or distress, comes from extreme tension or pressure. It can harm mind and body. Positive stress, or eustress, comes from striving to meet life`s challenges. Stress is a normal part of life. It goes hand in hand with working toward a goal or facing any challenge. In fact, stress can spur us on to greater achievements. For example, the stress of playing in the big game can motivate athletes to high performance. We cannot escape stress. We can learn to cope with it, though, so that it makes life interesting rather than overwhelming. Another part of stress is how a person perceives and evaluates a situation. This is called the cognitive model of stress. We size up a situation and decide if it is stressful. For example, if we perceive a situation as dangerous, we react with stress. Coping with Stress Stress can smother your enjoyment of life and make you unhappy. If you focus on the positive, though, stress may be simply a roadblock to overcome. Coping with stress is an attempt to gain control over part of your life. People cope with stress in many ways. There is no one best way. People use the coping styles that work best for them. Some ways of coping are not healthy. Under stress, we may act in ways that harm ourselves or others. Psychological Coping Strategies Cognitive appraisal is your evaluation of an event that helps determine how stressful it will be for you. For example, if you see the upcoming test as a challenge you can meet, it will not cause you much stress. If you see it as a threat, however, your stress will be high. Two defensive coping strategies are denial and intellectualization. In denial, you decide that the event is not really stressful. Intellectualization is a way of coping in which you size up the situation without getting your emotions involved. Both of these coping strategies can prevent physical reactions to stress. However, in both cases, you are not really dealing with the problem. By seeing the situation as a challenge and not a threat, you can deal with the stress actively rather than simply defend against it. Active coping strategies involve changing the environment or situation to remove the stressor or reduce the stress you feel. Hardiness is a personality trait that can act as an active coping strategy. Hardy people feel they have the ability to do something about the situation. They actively try to achieve goals and solve problems, instead of feeling threatened or powerless by them. For example, suppose you must give a speech. You are being hardy if you approach the assignment as a positive experience, believe you can do it well, and prepare for and practice your speech. You can also actively reduce stress by controlling the number of stressful events you face. Escape is one way to do this. If a social event becomes stressful for you, you can leave. Another way is to control the timing of stressful events, when possible. This way, you can avoid having them hit you all at once. For example, if you are going to have a baby soon, you may want to put off looking for a new home. Sometimes you can`t escape or change the timing of stressful events. For example, you may have an exam on the same day that a big project is due. In cases like this, problem-solving, or facing the matter head-on, can be the best way to cope. Viewing frustrations as problems to be solved turns the situation into a challenge rather than a setback. Problem-solving means thinking through the situation in a way that 82

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leads to a reasonable decision. For example, you could map out your time so that you worked on the project at some times and studied for the exam at others. You could decide that giving up social activities the weekend before the due date would solve the problem. Your thinking style can also affect your ability to cope. Optimists usually put the best face on any event. If they lose a game, they might say, 'I`ll do better next week'. Pessimists always see the dark side. If they fail at something, they might say, 'That always happens to me'. Research shows that pessimists are more likely to die at a young age. Using a relaxation technique can help you cope with stress. Progressive relaxation is a method for reducing muscle tension. You lie down comfort ably. Then you tense and relax each major muscle group in turn. Meditation is a mental relaxation method. You focus your mind on something and then let it go. The purpose is to clear your mind and produce an inner peace. Biofeedback is a way to bring certain body processes, such as blood pressure and muscle tension, under your conscious control. You are hooked up to a machine that gives feedback on your body`s responses. In this way, you can, for example, train yourself to relax. Keeping a sense of humor will help you get through stressful times. Laughing actually releases tension. Physical exercise is another way. It provides an outlet for the body`s fight-or-flight responses. It may even help bum off stress hormones. Support groups beyond your personal network can also help – Alcoholics Anonymous, Weight Watchers, crisis intervention centers, and so on. You can also seek help from professionals, such as psychologists, doctors, social workers, and ministers. A situation can be stressful if it is new to you. Training to prepare can ease the stress. For example, if you are nervous about playing tennis at a friend`s club, you might take tennis lessons first. Much of the stress we feel comes from relationships with other people. A good way to manage stress is to develop skill in dealing with others. 31. Match the words with their definitions. a) positive stress, which results from motivating strivings and challenges stressor b) lying down comfortably and tensing and releasing the tension in each major cognitive appraisal muscle group in turn c) a person`s reaction to his or her inability to cope with a certain tense event distress or situation d) a focusing of attention with the goal of clearing one`s mind and producing denial an 'inner peace' e) stress that stems from acute anxiety or pressure eustress f) a coping mechanism in which the person analyses a situation from an emointellectualization tionally detached viewpoint progressive relaxation g) the process of learning to control bodily states by monitoring the states to be controlled h) the interpretation of an event that helps to determine its stress impact meditation stress biofeedback

i) a stress-producing event or situation j) a coping mechanism in which a person decides that the event is not really a stressor

32. Fill in the prepositions. 1) In biofeedback, a person is hooked … to electronic devices that provide continuous feedback relating to the physiological response in question. 2) According to Freud, people are able to use a wide range of defence mechanisms to cope … anxieties. 3) Therapists use some 400 different varieties of psychotherapy, approaches to therapy that focus … psychological factors. 4) A person with schizophrenia may laugh uproariously at a funeral or react ...anger when being helped by someone. 5) These words and these deeds go hand…hand. 6) If you feel...stress, you feel worried and tense because of difficulties in your life. 83

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7) Patients may be taught to hypnotize themselves to relieve pain or gain a sense of control …their symptoms. 8) Behaviour modification has also helped people lose weight, give …smoking and behave more safely. 9) I put the meeting …till next week. 10) …turn, this can make us less aware of our surroundings. 33. Read the text in activity 30 once again and complete the statements. 1) A stressor is an ... 2) A stress reaction is the body`s physical ... 3) Negative stress, or distress, comes from ... 4) Positive stress, or eustress, comes from ... 5) Cognitive appraisal is your evaluation of ... 6) In denial, you decide that the event is ... 7) Intellectualization is a way of coping in which you size up the situation without ... 8) Active coping strategies involve changing the environment or situation to remove ... 9) Hardiness is a personality trait that can … 10) Progressive relaxation is a ... 11) Biofeedback is a way to bring certain body processes, such as ... 12) Physical exercise provides an outlet for ... 34. Read the text in activity 30 once again and complete the table. Tell your classmates about the ways to reduce stress. Coping strategy Hardiness Escape Timing Problem-solving Thinking style Progressive relaxation Humour

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Reduces stress by ...

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2.3. IDIOMS ABOUT FEELINGS AND EMOTIONS

35. Study these idioms about feelings and emotions and the examples of using them in context. Match them with their definitions and find their Russian equivalents. 1) 2) 3) 4) 5)

Idiom to be beside yourself with (emotion) to be cheesed off (with sth) to cork up (feelings) deep down

8)

to feel like a fish out of water to get a grip on yourself to get worked up (about sth) to go bananas

9)

guilty pleasure

10)

to get hot under the collar to have a lump in your throat not to turn a hair to pour your heart out to sb to strike a raw nerve / to touch sb on the raw on tenterhooks

6) 7)

11) 12) 13) 14) 15) 16)

over the moon to wish the ground would swallow you up

17) 18) 19)

written all over face go off the deep end down in the dumps

20)

somebodycan't / couldn't be bothered (to do something) to feel like sth / doing sth)

21)

Example He was beside himself with grief when he lost his son. Jenny is absolutely cheesed off with her job. I'm really cheesed off about the lack of hand dryers in this washroom! It would be better if she showed her grief and didn`t cork up her feelings. He appears to be indifferent to his success, but deep down he's very happy Deep down he`s really a very thoughtful person. As a non-golfer, I felt like a fish out of water at the clubhouse. After the initial shock, Lisa got a grip on herself and called an ambulance. It`s his first day at school tomorrow and he`s all worked up about it. If you announce that you are going to drop out of school, your parents will go bananas! Reading gossip magazines is a guilty pleasure for many women… and some men too! If anyone criticizes his proposals, Joe immediately gets hot under the collar. The speech was so touching that I had a lump in my throat. When the police came to arrest him, he didn`t turn a hair. When she needs to pour her heart out to someone, Elsa goes to visit her grandmother. You struck a raw nerve when you mentioned divorce. They`re separating. The candidate were kept on tenterhooks for hours while the panel deliberated. We were all over the moon when we heard the good news. When I realized I was reading the wrong report, I stood there in front of the group wishing the ground would swallow me up! Her affection for her grandson was written all over the old lady`s face. Eva will go off the deep end if her kids leave the kitchen in a mess again. She`s been down in the dumps ever since she lost the match. What`s wrong with him? He's so down in the mouth about everything It was so hot I couldn't be bothered to cook. I should be revising, but I just can`t be bothered. I felt like going for a walk.

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d) (about someone`s feelings or thoughts) very clear; e) (especially British English) used to say that you do not want to make the effort to do something, or that you are not interested in doing something; f) (informal) to have an inclination or desire for; g) (informal) very sad and without much interest in life; h) absolutely delighted; i) to feel annoyed, bored or frustrated; j) this phrase is used to say that a person has a quality, knows or feels something deep inside, although he tries to keep it hidden from other people; k) to become so angry or upset that you cannot control your emotions; l) to become upset, annoyed or excited, often unnecessarily; m) to become very emotional and start behaving in a crazy way; n) to express your feelings freely; o) to fail to show or express (feelings or emotions); p) to feel annoyed, indignant or embarrassed; q) to feel so embarrassed by something that you would like to disappear; r) to feel uncomfortable in unfamiliar surroundings; s) to have a tight feeling in your throat because of a strong emotion such as sadness or gratitude; t) to lose your self-control because of the intensity of the emotion you are feeling; u) to show no emotion in circumstances where a reaction is expected; v) to try to control your feelings so as to be able to deal with a situation. 36. Fill in the sentences with the idioms below putting them in the right form. can`t be bothered deep down down in the dumps

get a grip on oneself go bananas like a fish out of water

on tenterhooks over the moon turn a hair guilty pleasure

1) Anna is … because her father just died. 2) The passengers ... when they realized that their plane would be delayed by 5 hours. 3) … in his sunless soul he was either a prince, a fool or an artist. 4) Dark chocolate is a ... of mine. 5) She is still..., stunned and elated by her good fortune. 6) The nervous young man felt … when he met his girlfriend`s parents. 7) I want the old dog, who doesn't … if you burst a balloon behind her and who sleeps on our bed at night (even if she does try to eat out feet occasionally). 8) She's ... at being chosen for the award. 9) If you ... to imagine, let me tell you. 10) I will ... if my team wins the championship! 11) Elizabeth had the knack of keeping her admirers..., as Crook well knew. 12) A: What`s your ...? B: I love listening to Britney Spears while singing in my underwear. Please don't tell anybody. 13) I was the only black person in a church full of white people, and I felt ... at first. 14) There was absolute jubilation around and people were …with it. 37. Rephrase the following sentences using the idioms listed above. 1) She wrote him a long letter, expressing her feelings freely. 2) Everyone in the room was staring at me and I stood there feeling so embarrassed and wishing to disappear. 3) I`m sorry I’ve been so sad and without much interest in life lately. I’m just upset because my girlfriend left me. 4) Some little voice, inside my soul, keeps telling me that I jumped too quickly to a conclusion. 5) John`s hatred for this work was clearly seen. 6) I am reluctant to answer this question in depth. 7) Although they have everything going for them they were not eager to put in the necessary effort to help themselves to fulfil their potential. 8) She'll get crazy when you tell her the news. 86

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9) Instinctively, I knew that I was right. 10) Everyone is just waiting excitedly for the jury to announce the results of the contest. 11) Basically, she was still a rebel. 12) I`m really good at playing football, but I`m awkward and uncomfortable when I try to play tennis! 13) Betsy remained depressed over Martha`s departure. 14) It may seem like Tom has forgotten all about the matter, but inside, he`s still torn up about it. 15) Robert felt extremely happy when he passed the important exam. 16) Jane is annoyed and disappointed with all these talks that bring no real use. 17) I feel guilt and enjoyment when I eat ice-cream at night. 38. Translate the sentences using the idioms about feelings and emotions. 1) Она была вне себя от возмущения, когда услышала эту новость. 2) Я знаю, что это сложно, но, пожалуйста, соберитесь и расскажите обо всём, что Вы видели в тот вечер. 3) Пирожки с клубничной начинкой – это моя слабость. Я не могу не есть их, даже если сижу на диете. 4) Мой муж с ума сойдет, если узнает, сколько стоило это платье. 5) Сара не могла говорить, так как была вне себя от злости. 6) Он улыбнулся и сказал «Пока!», а я ничего не смогла ответить, чувствуя комок в горле и пытаясь сдержать слёзы. 7) Я начинаю закипать, когда слышу эту наглую ложь снова и снова. 8) Тебе сейчас не стоит сдерживать свои чувства, лучше поделить своими переживаниями с другом. 9) Она с ума сойдёт от счастья, когда ты подаришь ей эти бриллианты. 10) В кругу таких образованных людей я чувствую себя не в своей тарелке. 11) С чего ты взяла, что Мэри влюблена в этого парня? – Да у неё это на лице написано. 12) Я была на седьмом небе от счастья, когда впервые увидела своего малыша. 13) Зачем ты изливаешь душу этому человеку? Он даже не утруждается тебя выслушать. 14) Джек в депрессии, так как провалил вступительный экзамен по истории. 15) Недовольство Анны зарплатой было написано на её лице. 16) Комментарий мистера Брауна по поводу его одежды, задел Джона за живое. Он разозлился, но не позволил себе сорваться. 17) Его безразличие задевает меня за живое. Я так люблю его, и мне так трудно скрывать свои чувства. 18) Мой друг был как на иголках во время конференции, но когда объявили его доклад, он взял себя в руки и блестяще выступил. 19) Тод – деревенский парнишка. Естественно, он чувствовал себя не в своей тарелке, оказавшись в огромном Нью-Йорке. 20) Я же вижу, что ты расстроен. У тебя это на лице написано. 21) Его обвинили в убийстве, а он и бровью не повёл. Да, он умеет скрывать свои чувства. 39. Make up a card with 10 sentences of your own using the idioms under study. Write their translation on the back side. 40.

Make up and act out a situation using at least 10 idioms under study.

41. Make up and present in class a 1 minute story using at least 7 idioms under study. 42. Study the following colloquial expressions and phrasal verbs about feelings and their manifestation. Use them in stories or dialogues of your own. Broad smile on the face. – Means that the person was very happy and her mouth HAPPY was showing a very clear smile e.g. When my little sister sees her father come back from work she always has a broad smile on her face. Beaming from ear to ear – Shining with a smile that stretches wide, can be used when someone is extremely happy. e.g. Children were beaming from ear to ear when they saw ice cream.

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SAD

Why the long face? – Common question that we ask when somebody LOOKS VERY SAD / UPSET. e.g. a) What happened? Why the long face? b) You`ve just got a new job, a new house – you should be happy! Why the long face?

ANGRY

He was wearing a frown – Means that he was looking annoyed or concerned and his eyebrows were lowered and forehead wrinkled. e.g. When Elena walked off after the argument with John he was left there wearing a frown on his face. Grimaced/Winced – A wince or a grimace are expressions of pain and / or disapproval. They are brief reactions to something unpleasant. (To contort one's face to indicate displeasure, disgust, or pain). e.g. She took another drink of his coffee. 'Awful,' she said with a grimace. She gave me a dirty look – A dirty look is a way of showing anger or disapproval (staring hard at someone in an unfriendly way). e.g. I got a dirty look from the teacher when I cracked a joke in class. He was purple with rage (fierce anger) – The person is so angry that parts of his face has changed colour to purple. e.g. She was purple with rage when she saw the teacher scolding her child. If looks could kill – This expression is mostly an unfinished conditional sentence. It means that the other person was looking very angrily or aggressively at somebody. e.g. I`ll never forget the expression on my boss`s face when I turned up late for work fourth day in a row.

SURPRISED

Raising Eyebrows – People in the UK raise their eyebrows to show surprise or disapproval. e.g. She raised her eyebrows when she saw me with Karin at the restaurant, she didn`t expect us to be there.

TO INSULT SOMEONE

Looking down the nose at someone – Means that the person is showing that he thinks the other person is 'lower' in importance or social status. e.g. Just because he`s rich he looks down his nose at us.

PHRASAL VERBS Cheer up

Lash out At (sb)

Crack up Calm Down

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When you’re feeling sad, and then you start to feel happy again, you’re starting to cheer up. This phrasal verb is often used to encourage other people to have a more positive attitude. For example, if your daughter is sad because she did badly in a swimming competition, you can say: 'Cheer up – you`ll do better next time!' You can also do things to help cheer another person up – imagine your brother is depressed because he broke up with his girlfriend. You could say: 'I`m going to take my brother to a basketball game to help cheer him up'. When someone suddenly and unexpectedly speaks to you in an angry way (or yells at you), they are lashing out at you. For example, if your best friend tends to get angry and impatient when her life is very busy, you could say: 'My best friend always lashes out at people when she`s under a lot of stress'. To crack up is to suddenly start laughing (we also say 'burst out laughing'.) For example, if something funny happens during English class, you could say: 'The whole class cracked up when the teacher spilled her coffee all over her desk'. The phrasal verb calm down is used to describe the process of going from angry / agitated to more relaxed / calm. For example, if your boss is having a really bad day, and he’s screaming at everybody in the office, you could say: 'I`m staying away from the boss until he calms down'.

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Choke up

Let (sb) Down Grow on (sb)

Bottle up

Goof off / Goof around Lighten up / Loosen up

When you feel such strong emotion that it’s difficult for you to talk, this is called choking up. Imagine you are listening to a speech, and the speaker is talking about his mother, who he loved very much and who died recently. He stops talking for a moment because of all the emotion. You could then say: 'He choked up when he started to talk about the last Christmas he spent with his mother'. To let someone down is to disappoint someone. Imagine you forgot your wedding anniversary, and your wife is sad and disappointed that you didn’t do anything to celebrate. You could say: 'I`m really sorry. I know I let you down'. When you don’t like something at the first impression, but gradually you begin to like it more and more, that thing has grown on you. For example, imagine you don`t like opera music the first time you hear it. However, over time, you begin to think 'it`s not so bad…' and then after a while you think 'hey, I actually like this music'. You could say: 'At first I didn’t like opera, but then it grew on me'. To bottle up your emotions is to keep them inside and not express them. For example, imagine you have a friend who is going through many difficult situations, but he never talks about the problems, and he pretends that everything is OK. You could say, 'It`s not healthy to bottle up your feelings like that'. These phrasal verbs mean to act silly– not being serious. For example, if there are three students in your class who are always talking and laughing during the lesson, passing each other notes, watching videos on their cell phones, etc. – and not listening to the teacher – the teacher might say, 'Pay attention and stop goofing off!' These phrasal verbs mean to take things less seriously, not be so rigid and humorless. When someone is TOO serious, and they seem incapable of smiling, laughing, or being relaxed, you can say: 'She really needs to lighten up!'

43. Choose the right variant to fill in the gaps. 1) Nicole`s been in a mood for days now. I wished she`d ________ it. mess about with show through look down on snap out of 2) What made Wayne so angry? He ________ with a face as black as thunder! rained off iced over snowed under stormed out 3) When the children saw the ice-cream stall, their eyes ________. lit up cried out revolved around

cheered up

4) They were ________ with excitement at the thought of seeing the sea. bubbling over sweeping away acting out jumping on 5) We were so upset that we could hardly ________ the tears. step down hold back keep off

set off

6) Miles had a lot of emotional problems but we managed to ________. straighten him out find him out send him up lay him off 7) You know they`re only to make you lose your temper! ________! Eat away Tuck in Work out

Simmer down

8) Derek was so angry at the news that he ________ the phone and rushed out of the room. called up slammed down rang off hung on 9) The crowd seemed very unenthusiastic so the MC tried to ________ some excitement. whip up strike up hit on beat out 10) Stewart will soon change his mind. I know how to ________ him. centre on get round pick through

tell on

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44. Read these Greek myths and point out all words and idioms denoting feelings. Study the meanings of those which are unfamiliar. Translate the stories into Russian trying to keep their imagery. Eurydice [jʊ`rɪdɪsɪ] Orpheus [`ɔ:fɪəs; -fju:s] Hades [`heɪdi:z] EURYDICE AND ORPHEUS were young and head over heels in love. So deep was their love that they were practically inseparable. They thought the sun rose and set on each other. These young lovers were over the moon when they were together and spent their time frolicking through the meadows. One day Eurydice was happily running through a meadow with Orpheus when she was bitten by a serpent. The poison killed her and she descended to Hades immediately. Orpheus was beside himself with grief. He was so heart-broken about the loss of his love that he composed music to express how down in the dumps he was. He was so depressed that he decided address Hades. As the overseer of the Underworld, Hades had to be hard as nails. At first Hades got cold feet but Orpheus` music was so sweet and so moving that it softened the steel heart of Hades himself. Hades gave permission to Orpheus to bring Eurydice back to the surface of the earth to enjoy the light of day. There was only one condition – Orpheus was not to look back as he ascended. Unfortunately, when they had almost reached the end of the journey, Orpheus started having ants in his pants; He got excited and suspicious that Eurydice was not following, so he looked behind to make sure was still with him. At the very moment Eurydice disappeared from sight and was taken back to the underworld. Daedalus [ `di:dələs] Minos [`maɪnɒs] Minotaur [`mɪnətɔr, `maɪnə-] Icarus [`ɪkərəs; `aɪ-] DAEDALUS was a Greek architect. He invented all kinds of things, but he was especially famous as the builder of the great Labyrinth for King Minos to keep the Minotaur in. Daedalus was proud as a peacock because he was regarded as the best architect in the world. After Daedalus built the Labyrinth, King Minos started to smell a rat. He was suspicious and fearful that Daedalus would not keep his lips sealed and reveal the secrets of the Labyrinth to somebody else. So, he kept Daedalus a prisoner in a tall tower, all alone with only his young son Icarus. Naturally, Daedalus and Icarus were cheesed off with the king's decision and began to think about how they could get away. They made the wings out of bird feathers and wax and they tied the wings on to each other and set off for freedom. At first everything went well, but after a little while Icarus got dog-tired of just flying in a straight line. He began to try to do tricks and go up and down. His father told him to cut it out and behave himself, but Icarus was having too much fun to listen, and he kept on going up, higher and higher. Suddenly he it struck him that his wings really WERE melting! He tried to go back down again, but it was too late. His wings came apart, and he fell down, down, down into the ocean, where he drowned.

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2.4. DISCUSSING EMOTIONS

Read the following dialogues. Observe the way people talk about their feelings. 45. Listen to these dialogues at http://www.focusenglish.com/dialogues/emotions/fuming.html Ann: What`s the matter? You don`t look well. James: I`m rather worried. Ann: What about? James: My exam. Ann: Oh! Is that all? James: I feel very nervous. Ann: Don`t worry about it. Try to look on the bright side of things.

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Ben: I`ve made up my mind. We`re going to Austria for the holidays. Emma: How marvellous! Ben: I`ve got a whole month off this year! Emma: A whole month. That`s terrific. Ben: We`ll leave in early June. Emma: Good! Are we taking the bicycles? Ben: The bicycles? Oh no, we`re going on a package tour. Emma: Oh no! Ben: And I thought we`d take aunt Ann with us. Emma: Oh heavens! Do we have to? I Can`t Stand Him Any Longer! Jan: What`s going on between you and Gary? Did you guys have a fight or something? Andy: I can`t stand him any more! He has such a short fuse that even a little piece of friendly advice sets him off. Jan: So what did you tell him? Andy: I told him that if he could be more patient and try not to lose his temper so easily, he would be more popular. Jan: No wonder he threw a fit. His popularity is really a sore spot. Andy: Well, I guess I`ll just keep my mouth shut. That`ll teach me to give advice! Jan: Not unless you want to die! Don`t Take It Out On Me! Vickie: Jack, can you do the dishes tonight? I`m very tired. Jack: Can`t we just put them in the dish-washer? I`ve had a very bad day, too! I just want to kick back and relax. Vickie: Hey! Just because you had a bad day today doesn`t give you permission to take it out on me! Jack: Just leave me alone, OK! Vickie: Why are you being such a turd! I wish I hadn`t gotten married! No Wonder You`re Livid! June: You look so angry. What happened? Mark: Nothing. I`d rather not talk about it. Just don`t ask. June: Come on. I think you need to let off some steam. Besides, you shouldn`t keep your feelings pent up. They`ll eat you alive. So, talk to me. Mark: All right. This morning I took my car to the garage to have them check the air-conditioner. They only gave it a once-over, refilled it with some Freon, and charged me 300 bucks! June: No wonder you`re livid. I`d be mad, too if someone ripped me off like that. Mark: Yeah. AND they were rude. They said I didn`t know anything about cars, which I don`t, but they didn`t have to be so blunt! June: Sounds like you got a raw deal! Maybe you should file a complaint with the Consumer Protection Agency. 91

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He Flared up at Me! Judy: You look like you`re fuming. What`s going on? Andy: The boss is being unreasonable! He flared up at me, making a mountain out of molehill! Judy: What`s the 'molehill' he made a mountain out of? Andy: I only made a few more copies, and I didn`t think it was any big deal, but he blew up at me! Judy: Well, he has been under a lot of pressure recently. The company has been losing money and he`s been a little bit depressed. Andy: Well, I know he has the blues, but it doesn`t mean he can vent his anger on me. Even the mention of his name starts me fuming! Clara: What happened just now, Mark? You weren`t very kind when you were talking with Ted. What do you have against him? Mark: I just don`t like him at all. Clara: Why? Is there something in particular? Mark: Well, he has such a mean streak in him! I went to his office to ask him for some help, and he simply turned up his nose at me! I was so angry that I wanted to slap him! He wasn`t like that before he got the job. Now he`s such a snob! Clara: You want my advice? Let it go. Mark: Of course, logically I know you're right, but somehow I just can`t bring myself to forget it. Even the mention of his name starts me fuming. Going to the Dentist Really Unnerves Me! Jake: Ouch! This tooth is really bugging me. Anna: Have you seen the dentist? Jake: No, I haven`t. Going to the dentist really unnerves me. I try to avoid it like the plague. Anna: Come on. Don`t be a chicken! It can`t be that bad! Jake: I`m not a chicken! But I`ll do anything to keep myself from getting in the dentist`s chair. Anna: Even deal with a tooth that`s killing you? Jake: You bet! 46.

Work in pairs. Act out one of the situations using the cliches below.

Joy and enthusiasm Great / That`s great! Marvellous! Terrific! Fantastic! How wonderful! How exciting! How thrilling! Annoyance How annoying! What a nuisance! What a bore! That`s just what I needed! I`ve just about had enough of ... Distress I`m worried. I just don`t know what to do ... I feel terrible. I`ve got a lot on my mind. I don`t feel at all happy. I`m fed up. I can`t take much more of this. Indifference I can`t say I`m interested. I couldn`t care less. Please yourself. I don`t mind what you do. The whole thing bores me to death.

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Reassurance Cheer up. Take it easy. Don`t you think you`re over-reacting a bit? There`s no need to get so upset. Don`t let it get you down. It`s not as bad as all that, surely? Oh, come on, it`s actually quite interesting. I see what you mean, but on the other hand ... 1) One of your flat-mates (room-mates) is always listening to records of opera on your hi-fi. Last night it woke you up at 2 a. m. You hate opera. Also, he / she never does his / her share of the washing-up and cleaning. Tell your friend how angry you are. 2) Your friend is late and in a bad temper. Find out what`s the matter and try to calm him / her down. 3) You have a toothache. And a headache. It`s Sunday. And it`s pouring with rain. And your girlfriend / boyfriend has left you. You had an argument and she / he left the city and you can`t contact her / him to make it up. Tell your friend about it. 4) This time it`s your friend who`s depressed. Ask what`s wrong and listen sympathetically. Try to cheer your friend up. Perhaps offer some advice or suggest something to take your friend`s mind off his / her problems. When your friend seems happier discuss what you did with the rest of the class. 5) You feel fine today. It`s a sunny day and you`re enjoying yourself. Your friend doesn`t seem so cheerful, though. Find out what the matter is and be sympathetic. 6) Try to interest your friend in these plans: going to the cinema; spending some time studying together; reading a good book I you`ve just read; helping you with some shopping; watching TV this evening; going to a museum. 7) When you have succeeded in arousing his / her interest, discuss what you did with the rest of the class. 8) Listen to your friend`s ideas and pretend to be indifferent. All your partner`s plans seem really boring to you. Even talking to other people in the class bores you to death. ENCOURAGING 47. Watch the video 'Practical phrases to encourage somebody' at http://www.learnex.in/englishphrases-to-encourage-someone-free-english-lessons-online and take notes of the phrases used for encouraging. 48. Using the script of the video at http://www.learnex.in/english-phrases-to-encourage-someonefree-english-lessons-online, think up 2 situations of each type (4 types) and write them on a card. When in class use your card to work in groups. You read one situation calling for encouragement to your classmates and they react using the proper phrases. Then another student presents his / her set of situations and so on. APOLOGIZING 49. Study the communication strategy of apologizing. Step 1. Identify what provoked a conflict / misunderstanding/ communication failure. Step 2. Apologize to your partner. Step 3. Offer an excuse, explaining the reason for your behaviour. 50. When practising apologizing, you may need the word combinations to follow. Mind! To excuse [z] – excuse, n [s]

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to apologize (to sb for sth) to offer an apology it does not excuse you to be profusely apologetic it is not excusable / it is inexcusable profuse / knee-jerk apologies heartfelt / sincere / profound apologies to accept / reject apologies lame / feeble / flimsy / ready-made / plausible /convincing / decent / reasonable excuse 51. Translate the following sentences from Russian into English. 1) Когда что-то идет не так, у него всегда готова тысяча отговорок. 2) Ваше оправдание звучит уж слишком натянуто. 3) Меня раздражают ваши бесконечные извинения. 4) Если вы опоздали на работу, у вас должна быть уважительная причина или по крайней мере правдоподобная отговорка. 5) Ваше опоздание на столь важные переговоры непростительно. 6) Он принес извинения за то, что допустил ошибку в расчетах. 7) Не надо поспешно извиняться, если Вас отчитывают на работе. Сперва надо понять, есть ли в случившемся ваша вина. 8) Ему пришлось извиниться перед коллегами за испорченный вечер и поспешно удалиться. 52. Arrange the apologizing vocabulary in three groups relating to the three steps of the communication strategy (some stock phrases can refer to more than one step), e.g. Step 1 We must have misunderstood each other.

Step 2 I am sorry I did it. I shouldn't have done it.

Step 3 But I felt so depressed last.

I didn`t mean to ... I am sorry I did it, I shouldn`t have done it. I am terribly / awfully / really sorry for ... I do apologize for ... I know how / I see why you feel this way. This awkward / embarrassing situation must have been caused by ... Is it my being late that made you so uncomfortable? I beg your pardon. Please, send my apologies to the board, 1 won`t be able to attend the meeting. My behaviour last night cannot be excused, still…, My excuse might sound feeble, but ... I`m afraid I owe you an apology. Replying to an apology You don`t need / have to apologize. That`s quite all right. Don`t worry about it. It was / is all my fault. 53. Study some more expressions and phrases to accept an apology or forgive someone. Add them to the table in activity 52. All these phrases can be used in a situation where the mistake is not of a It doesn`t matter No problem serious nature and are every day mistakes which we make unknowingly and Please don`t mention it apologize for them. For example Michelle was at a restaurant and the Chef No worries added a little more salt to the dish she ordered, when she brought this to the notice of the Chef, he apologised to her and she said – 'No problem, please get me another dish'.

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Please don`t let it happen again

This phrase could be used when the mistake is of a serious nature and you don`t want the person to repeat that mistake again. For example – Your very close friend with whom you shared your secrets makes them public and now feels really sorry for what they have done and has apologized to you, if you agree to forgive them, you can say –'I forgive you, but please don`t let it happen again'

You should be, but I forgive you

This phrase is appropriate to be used in a formal situation when the mistake is of a serious nature. For example – You`re attending the presentation meeting at your office and you discover that your colleague has presented all ideas you have prepared for the presentation in order to impress the boss. You are shocked and you confront your colleague, he apologises to you and you finally plan to forgive him then you can say – 'What you have done is unethical, and you should be sorry, but I forgive you'.

Apologies accepted

This phrase is generally used in a business setting and mostly used in written English, mostly formal letter or emails.

You couldn`t help it

This phrase is used in response to an apology for a mistake which could not be avoided, in other words there was no other option. For example – The lead singer of your band absconds without any information on the day of performance due to a medical emergency at home and later apologises, you could say 'I understand your situation, you couldn`t help it either'.

54. Watch the video 'Skillopedia – How to apologize the right way?' at https://yandex.ru/video/ search?filmId=644274062848788740&text=niharika%20aPOLOGIZING and take notes of the four tips to apologize. 55. Using the tips and strategies discussed practise apologizing in the following situations. 1) You have let your co-ed down when working on a joint project. 2) You arrived late at the railway station and both you and your colleague missed the train. Now you have to wait another four hours for the next one and you are going to be late for an all-staff meeting at the company`s head office. 3) You have accidentally taken somebody else`s towel in a gym and used it. 4) You were elbowing your way out of a crammed train and in a strive to get through brushed aside an old lady. 5) You haven`t managed to turn in your assignment on time and now you are asking for an extension of a deadline. 6) You keep losing you punch card and the receptionist at the head office who is responsible for issuing new ones is getting annoyed. 56. Study the following peculiarities of apologizing practices in Britain. Relate them to your cultural practices. 1) Pardon is the most notorious pet hate of the upper and upper-middle classes in Great Britain. To uppers and upper-middlers this is an unmistakably lower-class term, some even refer to lower-middleclass suburbs as Pardonia. 2) It is typical of the English to offer automatic, knee-jerk apologies; still don`t be misled: (his is just a reflex, not a considered admission of guilt. 3) Sorry is used as a prefix to almost any request or question: e.g. Sorry, but do you know if this train stops at Banbury?, Sorry, but is this seat free?, Sorry-do you have the time?, Sorry, but you seem to be sitting on my coat. 4) Like nice, sorry is a useful, versatile, all-purposed word, suitable for all occasions and circumstances. 5) In business etiquette Mr X sent his apologies is used euphemistically instead of Mr X is absent / Is not able to attend the meeting. K. Fox. Watching the English 95

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57. Email 1 below is a formal apology, email 2 is an informal apology. Complete the emails by choosing the correct alternatives below. The phrases are in the same order as they appear in the emails. 1/11 for / on behalf of 2/12 unprofessional conduct / unfortunate behaviour 3/13 Please accept my sincere apologies for / I`m really sorry for 4/14 You can be sure that / You have my assurance that 5/15 sort out the problem / resolve the matter to your satisfaction 6/16 I`ll / We will 7/17 To compensate for the inconvenience caused / As a friendly gesture 8/18 about what happened / regarding the incident 9/19 If you have any further queries / If there`s anything else 10/20 please call / do not hesitate to contact me Email 1: formal I am writing (1) on behalf of Promotional Products in relation to your recent complaint. I was very concerned to learn about the problems you experienced and the (2) _______ of our sales staff. (3) _______ everything that happened, and thank you for bringing it to my attention. (4) _______ I will (5) _______. (6) _______ send replacement items immediately, at our expense, and I will personally make sure that the order is correct. (7) _______ we will also send you a credit note to be used against any items in our catalogue. I have already spoken to the sales staff involved (8) _______ and we are making sure that in the future all customer complaints are dealt with in a polite and helpful manner. Once again, I hope you will accept my apologies for the inconvenience caused. I very much hope you will continue to use our services in the future. (9) _______, (10) _______on my direct line given below. Email 2: informal Laura, I`m writing (11) for all our family to say thank you very much for letting us stay at your seaside house at the weekend, we really enjoyed it. By now you have probably heard from your neighbours about the (12) _______ of my teenage son Harry and his friends when they came back from the pub late on Saturday night. (13) _______ all the noise they made, and for the damage they caused to your neighbour`s garden. (14) _______. I will do everything possible to (15) _______. (16) _______ contact your neighbours directly and offer to pay for any damage. (17) _______ I`ll also send them them some flowers and a box of chocolates. I`ve already spoken to my son (18) _______ and he promises it won`t happen again. Once again, I am really sorry. (19) _______, (20) _______ – I`ll be at home at the weekend. 58. Match the beginnings of the sentences (1-10) with their endings (a-j). 1) Please accept my … a) a replacement immediately. 2) We`re having a temporary problem b) and get back to you tomorrow. 3) We`re doing everything we can to … c) as a gesture of goodwill. 4) Can you leave it d) for any inconvenience this has caused. 5) I`ll look into the matter urgently ... e) hesitate to contact me. 6) I`ll send you … f) resolve the issue / sort it out. 7) We are sending you a small gift g) sincere apologies. 8) I can assure you that h) this will not happen again. 9) I apologise again … i) with me for a day or two? 10) If you have any further queries, do not j) with our software. 59. Rewrite the sentences below with the correct word order. 1) Thank you very much this matter for bringing to my attention. 2) I was very experienced to learn the problems about you concerned. 3) I will look the matter into and get back you to within the few next days. 4) Once again, accept our apologies please caused for the inconvenience. 5) Having this matter in detail looked into, I be of no further assistance regret that I can. 96

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60. A) Read some samples of informal apology letters at boxfreeconcepts.com, specimentemplates.org, apologyletters.net and write an apology letter/e-mail on one of the following occasions.  Being rude with your mother  Losing your friends book  Breaking an important appointment with your friend  Damaging your friend`s property Make use of the following patterns. Informal letter of apology Introduction

I hope you will understand when I say that… What can I say, except I`m sorry that… I`m sorry for… I owe you an apology. I`m sorry if I upset you in any way… I can`t describe how sorry I am and how guilty I feel. I feel dreadful about… It was my fault, and I`m sorry. My sensitivity was on vacation that day and I`m so sorry. I must beg your forgiveness for my outspoken and insensitive remarks. Please forgive me for being so late. It was inexcusable. I apologize most humbly for (ignoring your feelings).

Main body

I blame myself for what happened. It was my fault (responsibility). I`m embarrassed to admit that… Please accept this letter as my personal promise to… I am sorry for the hurt I know this causes. I admit that I was in the wrong

Conclusion

I hope you believe me when I say how sorry I am. I can`t tell you how sorry I am. I beg you to forgive me. There is no excuse for… and I hope you`ll forgive me. I sincerely hope… All this being said, I again apologize for the problems I have caused you. We hope you are willing to give us another chance. I hope this incident won`t stand in the way of our friendship. Again, I apologize for betraying your trust. I hope that as time passes you will find a way to forgive me. I understand that it might be difficult for you to accept my apology, but… I will call you later this week to apologize in person. I can promise you that this will never happen again.

B) Read some samples of formal apology letters at officewriting.com, business.lovetoknow.com, apologyletters.net and write an apology letter/e-mail on one of the following occasions.  Breaking an appointment with your dean  Not coming to an important event where your presence was necessary  Being late for an exam. Make use of the following patterns.

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Formal letter of apology Introduction

I am writing to apologize for… I am writing to offer my apologies for… I must (would like to) apologise for… Please accept my / our sincere / profuse apologies for… We apologise for… Thank you for bringing the matter / issue / problem to our attention. I appreciated your advising me of this incident. I would like to begin by giving my sincere apologies for the inconvenience that you experienced.

Main body

We accept full responsibility for the mistake. I assure you we are taking the necessary steps to prevent it from happening in the future. You have my assurance that… Please be assured that we will… I am trying to sort it out (sort the problem out) as a matter of urgency. I can assure you that this will not happen again. We are doing everything we can do to resolve the issue. Please allow me to suggest you… as compensation for… To compensate for the inconvenience caused… Please allow me to offer you… by way of compensation…

Conclusion

Once again, our (my) sincere apologies for the inconvenience caused… I hope that you will accept my apologies (that my apologies will be accepted). I hope that you can forgive (overlook) this regrettable error. Thank you for your understanding. If you would like to continue this conversation, please feel free to call me at… Should you have any questions related to this correspondence, please feel free to contact me at your convenience.

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2.5. VOICING EMOTIONS

61. Choose the most appropriate answer according to the task indicated in the parentheses. 1) This tower stands on solid rock. – … I didn`t know that. (Express surprise.) How interesting! Oh really? So what? That`s it! 2) They invited everyone except me. – … (Sympathize.) Can I help you? I`m sorry to hear that. Oh, forget it! Who cares? 3) Mommy, I passed my math test! – That`s ...! (Express approval.) good idea all right great life 4) It`s too difficult. I can't do it. – Yes, you can. ... (Encourage.) Don`t ask me why. Don`t give up. Try again. Stop bothering me. What`s the matter? 5) You are going to lose this opportunity. – … (Express indifference.) I don`t care. I don`t know. I don`t think so. I don`t want to. 6) …play the music loudly. (Complain.) If you wish, you can I wish you wouldn`t Let's Please 7) I have made your favorite cherry pie for dessert. – ... (Express joy.) Amazing! Incredible! Unbelievable! Wonderful! 8) Maybe she just missed her bus. I'm sure that she will be here soon. … (Ask not to worry.) Take care. Take it easy. Take it or leave it. Take my word for it. 9) I have burned my finger! … (Express physical pain.) Hush! Oops! Ouch! Wow! 10) I`m going to be late again! … (Express annoyance.) Alas! Oh my, Oh well, Uh-huh! 62. Watch the video 'Interjection Song' at https://www.youtube.com/watch?v=09jQbGtAR98 and then study the information below. An interjection is a short sound, word or phrase used to express (but not name!) the speaker's emotion or to convey hesitation or protest. See the list of interjections in appendix 8.  The word 'interjection' comes from the Latin word interjacere (throw between).  Interjections bear no grammatical connection with the sentences in which they are used.  Interjections are usually followed by an exclamation mark or a comma. If you intend to use interjections to express uncertainty or disbelief, it is more appropriate to use a question mark.  Since many interjections are mainly written forms of actual sounds that were produced by humans, they are hardly used in academic or scholarly writing, unless they are a part of a direct quote or otherwise.  Some interjections imitate sounds. e.g. Boom! Bang! Bzzzz. 99

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 The meaning of some interjections is very vague, they express emotion in general, so the specific meaning depends either on the context, or the situation, or the tone with which they are pronounced. Thus Oh may express surprise, joy, disappointment, anger, etc. e.g. Oh! Really? (surprise) Oh! How glad I am to see you! (joy) Oh! I`m sorry! (disappointment) Oh! Don`t be a stupid ass! (anger) Kinds of interjections Principle of classification Meaning Origin

Structure

Classes

Examples

emotional express the feeling of the speaker imperative show the will of the speaker, or his order, or appeal to the hearer primary are not derived from other parts of speech secondary are derived from other parts of speech simple Consisting of one sound or two compound

Ah, oh, alas, bravo Here, hush, sh-sh, well, come, now eh, pooh ,fie ,hush ,hey-ho ,gee-ho well, now, here, there, come, why, dear me Ah, oo, oh, coo, oof, a-ah Holla-ho, Fiddlesticks, Whoo-whoop, Wo-ho, Yo-ho, ta-ta, ay-ay

63. Highlight the interjections in the sentences below. Comment of their function. 1) Uh oh! The teacher`s caught him. 2) Hey! I’m over here! 3) Dear me! That`s a surprise! 4) You liar! Get out of here right now. 5) Alas! I`m lost in the wilds. 6) Bah! That was a total waste of time. 7) Humph, she probably cheated to make such good grades. 8) Shoot! I forgot my brother`s birthday. 9) Well, duh! That was a stupid thing to do! 10) Jeepers, that was close. 11) Yikes, the dog vomited profusely on the cat. 12) Hush! The baby may wake up 13) What! Has he invited you! 14) Phew! I am not trying that again. 15) Boo! I scared you. 16) Oh no! I forgot my password. 17) Shhh! Keep quiet in the library. 18) Oops! I have made such a silly mistake. 19) Wow! We are going to Switzerland next week. 20) Yes, I agree to what my parents say. 64. Point out all the interjections and say whether they are emotional or imperative. 1) 'The Boers are a hard nut to crack, uncle James'. 'Hm!' muttered James. 'Where do you get your information? Nobody tells'. (Galsworthy) 2) 'Oh! My eye!' he said looking very low-spirited, 'I am sorry for that'. (Galsworthy) 3) 'Good Lord!' said Fleur. 'Am I only twenty-one? I feel forty-eight'. (Galsworthy) 4) 'Good Heavens!' cried my mother, 'you`ll drive me mad!' (Dickens) 5) Heavens! How dull you are! (Sheridan) 6) 'Oh, Karen', he said, 'it`s good to have you around!' (Heym) 7) Alas! The white house was empty and there was a bill in the window. (Dickens) 100

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8) A man jumped on top of the barricade and, waving exuberantly, shouted. 'Americains! Hurrah'. (Heym) 9) Hallo, Michael! I`m rather late; been to the club and walked home. (Galsworthy) 10)Ah! you are both of you good-natured. (Sheridan) 11)'Hark!' cried the Dodger at this moment, 'I heard the tinkler', catching up the light, he crept softly upstairs. (Dickens) 12)'Who is that?' she cried. 'Hush, hush!' said one of the women, stooping over her... (Dickens) 13)Well, I don`t like those mysterious little pleasure trips that he is so fond of taking. (Voynich) 14)Now, Maria, here is a character to your taste... (Sheridan) 15)Here! I've had enough of this. I`m going. (Shaw) 65. Watch the video 'Using Interjections in English' at http://www.dailymotion.com/video/x2mswmk and take notes on the meaning and usage of the interjections presented. 66. Match interjections with their meanings. A) Yuck (Yuk) 1) used when you think something is very impressive or surprising B) Wow 2) used to show that you think something is very unpleasant C) Ah 3) used to show that you understand or realize something D) Phew 4) used to show surprise, happiness, agreement etc. E) Aha 5) used when you feel tired, hot, or relieved F) Whoops 6) a sound that you make when you feel sudden pain G) Alas 7) said when someone has fallen, dropped something, or made a small mistake H) Ouch 8) said when you think something is very beautiful, unpleasant, surprising I) Ooh 9) a shout used to get someone`s attention or to show surprise, interest, or annoyance; hello (informal) J) Hey 10) used when you want to get someone`s attention or continue what you are saying; used when you are giving an answer to a question; used to make a slight pause when you are speaking; used to show that you are very happy, angry, disappointed etc about something; used to show that you are surprised about something K) Oh 11) used to express sadness, shame, or fear (literary use) L) Hello 12) used to show that you are surprised, upset, or annoyed because something bad has (also hallo, hullo) happened M) Oh dear 13) used when calling to get someone`s attention; used when you think someone is not acting sensibly or has said something stupid; used to show that you are surprised or confused by something N) Hooray 14) shouted when you are very glad about something 67. Choose the correct interjection to complete the sentence. A) 1. ... cried the driller looking down and noticing a bent drilling line. (Bravo, come, dear me, hubba-hubba) 2. ... said the master asking his son to come closer to the horizontal lateral well. (Bravo, come, dear me, hubba-hubba) 3. ... cried Granny when her little ducklings were seeking in the oil. (Bravo, come, dear me, hubba-hubba, chuck-chuck) 4. ... our drill collars won the first prize in Hanover. (Bravo, come, dear me, hubba-hubba, chuck-chuck) 5. ... what a strong water tank! I never saw better one. (Bravo, come, dear me, hubba-hubba, chuck-chuck) B) 1. Speaker 1: _____ Speaker 2: Bless you. I hope you aren`t getting a cold. That`s the third time you've sneezed. a) Whew! b) Hooray! с) Achoo! 2. Speaker 1: You`re coming with me to the store, aren`t you? Speaker 2: _____ I`ll be ready in a minute. а) Uh-huh. b) Ah! с) Duh! 101

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3. Speaker 1: _____ Well done. That was truly extraordinary! Speaker 2: Thank you. Thank you. а) Ew! b) Shoot! с) Bravo! 4. Speaker 1: _____ How can you eat mustard and jelly together? Speaker 2: It`s not disgusting. It actually tastes good. а) Ew! b) Aw! с) Boo! 5. Speaker 1: _____ Sorry. Speaker 2: Don`t worry. We can fix that easily. а) Oops! b) Brr!

с) Whew!

6. Speaker 1: _____ I can`t believe I did it wrong. Now I have to start over again. Speaker 2: That`s too bad. а) Uh-uh. b) Argh! с) Whew! 7. Speaker 1: _____ I`m so happy to be done. Speaker 2: You deserve a good rest. а) Uh-oh. b) Rats! с) Whew! 8. Speaker 1: It`s cold in here. Speaker 2: _____ It really is. I`m freezing! а) Brr! b) Uh-uh.

с) Duh.

9. Speaker 1: _______ Did I scare you? Speaker 2: No. I knew you were behind me all along. а) Boohoo! b) Boo! с) Huh? 10. Speaker 1: Want to see my shoe collection? Speaker 2: _______ You have a lot of shoes! Do you really wear them all? а) Yay! b) Whoa! с) Darn. C) 1. _______ An interjection is ... а) an exclamation which shows thoughts or feelings b) a meaningless string of sounds с) the same as an adjective 2. Which of the following interjections is NOT an expression of surprise or wonder? а) Gee! b) Gosh! с) Boo! 3. You are vegetarian and you are offered a dish of raw meat. What do you think? а) Ugh! b) Hurrah! с) Yippee! 4. Somebody has just stepped on your toe. Which interjection would best fit the situation? а) Yoo-Jioo! b) Ouch! с) Eh! 5. _______ You are most likely to hear or use the interjection boo… a) at a theatrical performance b) while listening to a political speech c) on both of the above mentioned occasions 6. Which of the following interjections is NOT used when cheering for a team? а) Rah! b) Yay! с) Yikes! 7. …! The spinach soup is out of this world! а) Mmm b) Yuk

с) Uh

8. Your children are making a lot of noise and you want to hear the news on the radio. How do you urge silence? а) Shh! b) Tut-tut. с) Ow! 9. Which is the odd man out? (Which word fits in a different group?) а) hey b) yoo-hoo с) oops

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10. The interjection 'Woe!' is a synonym of ... а) Alas! b) Bother!

с) Really!

11. … Mary! Come here! I want to talk to you. а) Oops b) Mmm

с) Hey

12. 'Та' is synonymous of… а) take it easy b) thank you

с) tra-la-la

13. The interjections 'blimey' and 'crickey' imply … а) joy b) surprise or wonder с) irritation D) 1. …! You're stepping on my foot. (expressing pain) a) Ah b) Oh c) Ouch d) Hmmm

e) Well

2.Oh! Does it hurt? (expressing pity) a) Alas b) Er c) Dear

d) Eh

e) Hmmm

3. …, that seems good. (expressing pleasure) a) Ah b) Er c) Hmmm

d) Hey

e) O

4. …, she`s dead now. (expressing grief or pity) a) Oh b) Er c) Hay d) Alas

e) Ah

5. 'It's hot today'. '?' 'I said it`s hot today'. (asking for repetition) a) Yow b) Oh c) Eh d) Yeah

e) Hmmm

6.Lima is the capital of ... ... Peru. (expressing hesitation) a) Hmmm b) Er c) Yow d) Yhup

e) Hey

7.John. How are you today? (expressing greeting) a) Hullo b) Yeah c) Yow d) Er

e) Ah

8. …! What a good idea! (expressing surprise, joy etc) a) Hey b) Le c) Yow d) Hi

e) Er

9. …, please say 'yes'! (expressing pleading) a) Le b) Er c) Ah

d) Eh

e) Oh

10. …! look at that! (calling attention) a) Ho b) Hey c) Ye

d) Yeah

e) Le

11. … . I don`t think that`s a great idea, … (expressing hesitation, doubt or disagreement) a) Le b) Hey c) Er d) Hmm e) Oh 12. …! You`re here! (expressing surprise) a) Ah b) Oh c) Er

d) Hey

e) Ahmm

13. ...I don`t know the answer to that. (expressing hesitation) a) Oh b) Uh c) Ah d) Hm

e) Er

14. Shall we go?' '....' (expressing agreement) a) Er b) Yow c) Hey

e) Ouch

d) Uh-huh

15. '85 divided by 5 is... ...17'. (expressing hesitation) a) Um b) Eh c) Er d) Ahmm

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16. …, what did he say? (introducing a remark) a) Ah b) Yow c) Hey d) Ouch

e) Well

17. What do you think of that? (expressing hesitation) a) Eh b) Ah c) Oh d) Yow

e) Le

18. …! I`ve got a toothache. (expressing pain) a) Le b) Ah c) Oh

e) Ahmm

d) Er

19. …, I don`t think you`re the one that I`m trying to look for. (expressing hesitation) a) Oh b) Uh c) Eh d) Ah e) Hey 68. Choose interjections from the box to fill the gaps in the sentences. A) Uh-huh er eh Hello Dear Alas Hmm Oh Well Um Ah Ouch 1. …, that feel good! 2. …, she`s dead now. 3. Oh, …! Does it hurt? 4. What do you think of that, …? 5. Lima is the capital of … Peru. 6. …, John! How are you today? 7. …, I`m not sure. 8. …, please, say 'yes'! 9. …, what did he say? 10. 85 devided by 5 is … 17. 11. Shall we go? … 12. …! That hurts! B) Ah Oh Hi

Aha alas Hello

Eh Hey Er

Hmm Well

1. …, what a delicious meal! 2. …, now I see what you mean! 3. I love football but, …, I have no talent as a player. 4. …? Say it again – I wasn't listening. 5. 'Is he handsome?' '…, well – he`s got a nice friendly sort of face though he`s not exactly handsome'. 6. …, Paul. I haven`t seen you for ages. 7. …! What are you doing with my car? 8. …, there! 9. 'He says he`s doing it for our benefit'. '…, I'm still not convinced'. 10. Is that for me? …, you`re so kind! 11. …, what shall we do now? 69. Match the interjections on the left with the statements on the right. 1) 2) 3) 4) 5) 104

Ah! What? Ugh! So! Wow!

a) b) c) d) e)

It can`t be true! We finally beat them! Why did you say that? That medicine makes me vomit! You're here at last!

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70. What interjections could you use to express each of the following emotions? Anger, sudden pain, in fact, surprise, disbelief, delight. 71. Revise the following sentences adding interjections to provide more emotion. 1) Did you feel that earthquake last night? 2) I slept right through it. 3) You must be a sound sleeper. 4) How severe was it? 5) A cup of hot tea spilled on me. 72. Complete these sentences with suitable interjections. 1) We have won the match. 2) Where are you going now? 3) What a beautiful color? 4) I hear someone coming. 5) What a wicked lie. 6) Jenna shrieked, '___________!' when she saw Nick`s spider collection. 7) ___________! I hate when I mess up on a project when I am almost done. 8) ___________, you really should sing this song for the whole class. 9) '___________, you make me so mad,' Kyle said. 'Why won`t you help with the dishes?' 10)Isn`t this exciting? ___________, I can`t wait to go on this trip! 73. Think of a situation where you and a partner might be making something. You could be cooking a meal, doing yard work, or some other activity. Act out a situation using at least 5 interjections.

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2.6. EXPRESSING EMOTIONS: INVERSION (ADVANCED LEVEL)

74. Work in pairs. Discuss the difference in emphasis between these sentences. 1) At no level of society do women have equal rights with men. Women do not have equal rights with men at any level of society. 2) It occurred to me later that I had made a big mistake. 3) Not until then did it occur to me that I had made a big mistake. 4) Rarely have I felt so upset about being criticised. I have rarely felt so upset about being criticised. 5) So lonely did he feel that he went round to see his ex-wife for a chat. He felt so lonely that he went round to see his ex-wife for a chat. 6) Little did they know that the sheriff was about to draw his revolver. They didn`t know that the sheriff was about to draw his revolver. 7) At the top of the hill stood a solitary pine tree. A solitary pine tree stood at the top of the hill. 8) Bang went the door. In came Fred. On went all the lights. Out ran the cat. The door went bang. Fred came in. All the lights went on. The cat ran out. 75. Study the following cases of using inversion in English. The order of words in which the subject is placed after the predicate is called inverted order or inversion. I had never seen so many people in one room. (= normal word order) Never had I seen so many people in one room. (= inversion) X Not only he was good looking, he was also very intelligent. √ Not only was he good looking, he was also very intelligent. Inversion can be grammatical, used for the purpose of changing the grammatical meaning of the sentence, and stylistic, adding emphasis to the sentence. Inversion occurs in the following cases. Grammatical inversion 1) in questions which are not put to the subject;

Where can I find a more interesting book? Are they still at home? BUT: Who can answer my question? 2) in exclamatory sentences expressing wish Long live the Soviet Army! in which the verb is in the subjunctive May you be happy and crazy! mood; 3) when the sentence is introduced by there; There was no wind. There have been many such incidents. 4) in the following constructions; You can do it and so can I. I must leave now. – So must I. I have never liked detective stories. – Neither have I. 5) in sentences introducing direct speech. 'This is what I want', said my friend. 'I think it's all delightful', murmured Emily. Stylistic inversion 1) the adverbial modifier of place or time Down below spread the town with its wide streets, opens the sentences (it is rare but in this beautiful buildings, bridges and green parks. case the subject is generally lengthy or In the centre of the room of his flat stood the head modified by a phrase or a clause); of the family old Jollyon himself. 2) Adverbial modifiers expressed by such So ended the terrible siege of my flat. words as so, thus, here, now, there open Thus began their friendship. the sentence (n this case the subject is BUT: There she goes. (The subject is expressed by a expressed by a noun); pronoun.) 3) adverbial modifiers of manner expressed Loudly and cheerfully did the children greet him. by adverbs open the sentence; Calmly and attentively did they listen to his story. 4) so followed by an adverbial modifier opens So loudly did he speak that everybody could hear him. the sentence; So perfectly did he do his work that it won the prize. 106

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5) in vivid speech when the sentence begins with an adverb of direction: in, out, away, down (if the subject is expressed by a noun); 6) when a predicative (sometimes preceded by so or expressed by such) opens the sentence (if the subject is expressed by a noun); 7) in clauses of concession where the predicative is followed by the conjunction as (if the subject is expressed by a noun); 8) in conditional clauses in the subjunctive mood when the conjunction if is not used, and only with verbs: had, was, were, should, could; 9) any word can be made emphatic by prefacing it with the words it is or it was and using a clause after it; 10) an adverbial modifier with a negative meaning opens the sentence: never, in vain, little, etc. often to emphasise how (in)frequently things happen;

11) the adverbs hardly, scarcely (correlated with the conjunction when) open the sentence, 12) the adverb no sooner (correlated with the conjunction than); 13) after phrases that use not or no or the conjunction nor;

14) after some phrases that use only (not only ...but);

15) when an object or an adverbial modifier expressed by a word-group with not a ..., many a ... opens the sentence;

Out came the chaise. In rushed the others. Off went the gun. BUT: Down he rushed. (The subject is expressed by a pronoun) So cold was the night that they made a fire. Bright and sunny was the morning when we started. Such were the events of the day! BUT: A gloomy day it was (The subject is expressed by a pronoun) Cold as was the water, I plunged into it. Rich as was the merchant, they did not envy him. BUT: Hard as it was, we did it (The subject is expressed by a pronoun) Had I more time, I should come to see you more often. Were it not so late, I should go to the library. Could he come, we should be very pleased. It was he who did it. It was here that I saw them for the first time. Never have I been so happy as now. Little did he think about it then. In vain did he try to persuade his friends to follow his example. Little did she realise what was about to happen. Nowhere was a replacement to be found. Never have I been so taken aback. Rarely do they fail to get away for a holiday. Seldom is that pop group out of the news. Hardly ever did he wear a suit. No sooner had the German pilot caught sight of the soviet plane than began to fire. No sooner had I put the phone down than it rang again. Hardly had we started when it began to rain. Hardly / Scarcely / Barely had I got my breath back when it was time to go again. Not until he apologises will I speak to him again. Not since I was link have I had so much fun. Not for one minute do I imagine – they'll come back. In no way should this be regarded as an end of the matter. On no account are you to repeat this to anyone. Under no circumstances can we accept the offer. They did not come to the meeting. Nor did they telephone the secretary. Only after several weeks did she begin to recover. Only later did she realise what had happened. Only then did he remember he hadn`t got his keys. Only when I've finished this will I be able to think about anything else. Only in the last few days has the truth started to emerge. Only by patience and hard work will we find a solution. Only in this way do we stand any chance of success Only then did he understand it. Not a single mistake did he make. Many a sleepless night did she spend.

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Note 1) After not until, only when and only after, the inversion is in the main clause. X Not until did I see him I remembered we had met before. √ Not until I saw him did I remember we had met before. 2) Use inversion when the adverb modifies the verb, and not when it modifies the noun: Rarely seen during the day, the badger is a famously shy animal. (= inversion) Hardly anyone knows about it. (= no inversion) 3) In a composite sentence inversion can be used only in one clause. X Not until does he apologise will I speak to him again. √ Not until he apologises will I speak to him again (inversion in the main clause). X Rich as was the merchant, did they not envy him. √ Rich as was the merchant, they did not envy him (inversion in the subordinate clause). 76. Translate the sentences from activity 75 into Russian paying attention to the means of rendering the parts with inversion. 77. Which of these sentences do not contain inversion? 1) Nowhere have I seen anything like this. 2) Never give up until you have tried all the alternatives. 3) Only by paying the fees in full can we guarantee a place on the course. 4) Hardly anyone applied for the job. 5) Not since the 1940s has there been such poverty. 78. Rephrase at least one sentence from each cluster in activity 75 making it emotionally neutral. 79. Analyse the sentences in activity 75 and pick out the sentence pattern (sentence formula) of each cluster. Then find the patterns that can be united in one. (You are to get 10 patterns: 6 simple and 4 complex sentences). Use these patterns in doing the tasks below. 80. Which of these phrases (a–i) can start the sentence '... she will come'. a) Rarely if ever … b) Not only … c) Only if it`s convenient … d) Hardly anyone expects that … e) Under no circumstances … f) Under such circumstances … g) Only by asking her directly … h) There`s no way … i) Unless something unusual happens … 81. Which of these phrases (a–i) can start the sentence ' ... did she come in'. a) Little did anyone notice … b) Only if he wasn`t available … c) Barely had I sat down when … d) On no occasion I recall … e) Only when it was convenient … f) Not until we were all ready … g) Never did she knock before … h) Only then … i) It was then that … 82. Match the first (1–10) and second (a–j) parts. Translate the sentences. е.g. 1 + j Inconsistent advice about a new husband! 1. On no account should 2. Not only should he be allowed to give his opinions … 108

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3. Under no circumstances is he to … 4. Only by constantly nagging will he be … 5. Only after weeks of rigorous training will he … 6. Rarely will a man respond to a request the first time unless … 7. No way should his laundry be done for him unless … 8. Only very rarely should a garment be ironed for him … 9. In exceptional circumstances … 10. But, only if he seems really desperate … a) … learn how to switch on the vacuum cleaner. b) … should you try to solve his problems for him. c) … without the assurance that next time he will do it himself. d) … you may take what he says seriously. e) … it is in his own interests to do so. f) … he is prepared to lend a hand with the washing up. g) … be disturbed while watching a football match on television. h) … persuaded to pick his clothes up off the floor. i) … he should also be deluded into thinking you agree with him. j) … you let him realise he isn`t the boss. 83. Fill the two gaps in each sentence with an appropriate word or phrase. Do not use more than 6 words to fill each gap. е.g. In the 1990s, no sooner had one economic crisis been overcome than another came along. 1. 2. 3. 4. 5. 6.

Never … anything so beautiful …of my life. Not …primary school …I seen such juvenile writing as this. Little … he imagine that one day … in this position. Not till I pointed … his job depended on them …agree to the changes. Only by … lock could he have … into the house. Only when ... some months ... really feel at home here.

84. Fill in the gaps in these sentences with suitable words. 1) Little ... that she would win the competition. 2) Not only ... the piano brilliantly but she too. 3) Never in my life ... so humiliated! 4) Nowhere in the entire town ... able to find a room for the night. 5) No sooner ... the bath than the phone ... 6) So difficult ... the work that ... 7) Under no circumstances ... the fire doors ... 8) Not until ... finished allowed to leave the room. 9) Only after ... the police able to catch the thieves. 10) Not once during her entire ... in trouble with the law. 11)Not only ... rather naive but he also ... very sensitive. 12) No sooner ... our picnic than ... 85. Rewrite the sentences more dramatically using the structures under study. 1) We went out in our best clothes. The rain came down. 2) The umbrellas went up. We went home, wet through. 3) A tall dark stranger was sitting beside her in the train. 4) A fat tabby cat lay under the table, washing itself obliviously. 5) The edge of the cliff gave way and she fell down. 6) There was a ferocious dog behind the wall, barking furiously. 7) The thieves drove off, with the police in hot pursuit. 8) Then I realised that I had made the biggest mistake of my life. 109

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86. Fill each blank with a suitable word. Memo to teaching staff We have a problem. Rarely (1) we had a student population like this one. (2) since the 1980s can I remember so many troublesome students in our school at any one time. Not only (3) some of them treat the staff with absolute scorn, (4) they are also clearly (5) on causing as much trouble as possible among their peers. No (6) has one broken window been repaired (7) another is mindlessly smashed. (8) has our handyman painted over one piece of graffiti (9) another appears. On (10) account can such behaviour be (11) to continue. And not for one (12) should the ringleaders think they will not be punished. Only (13) such punishment is carried out will confidence return to the student body and (14) then will school life return to some kind of normality. Under no (15) will we allow the present state of affairs to continue.

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UNIT III RELATIONSHIPS

Цель: совершенствование коммуникативных умений в сфере межличностного общения. Задачи: 1) освоить основную лексику и фразеологические единицы, связанные со сферой межличностных взаимоотношений; 2) ознакомиться с социокультурными особенностями коммуникативного поведения жителей Великобритании в ситуациях межличностного общения; 3) совершенствовать умения чтения и аудирования аутентичных текстов в рамках темы «Взаимоотношения»; 4) развивать умения устной и письменной речи в рамках темы «Взаимоотношения». Учебные результаты:  знать основную лексику и фразеологические единицы, связанные со сферой межличностного общения;  знать социокультурные особенности коммуникативного поведения жителей Великобритании в ситуациях межличностного общения;  уметь строить монологические и диалогические высказывания в рамках темы «Взаимоотношения»;  владеть навыками анализа и интерпретации аутентичных текстов в рамках темы «Взаимоотношения». Структура учебного элемента: учебный элемент состоит и шести тематических блоков, в рамках которых изучаются слова и фразы, описывающие различные типы взаимоотношений людей, обсуждаются различные аспекты семейных и романтических отношений, изучаются коммуникативные стратегии и формулы речевого поведения, связанные с созданием и поддержанием доброжелательных отношений (начало и конец беседы, светский разговор, комплименты). Отдельное внимание уделяется культурной специфике речевого поведения в сфере межличностных отношений, принятого в России и англоязычных странах. Формы контроля текущей успеваемости: устный ответ, составление лексико-грамматической карточки, моделирование ситуаций речевого общения, реферирование статьи, составление и презентация рассказа, ролевая игра, эссе. Критерии оценки выполненных заданий: адекватная реализация коммуникативного намерения, соответствие языковым нормам речи носителей языка (произносительные, грамматические, лексические, стилистические нормы), логичность, содержательность, связность, смысловая и структурная завершенность, выразительность, соблюдение естественного темпа говорения, графических норм для письменных работ, соответствие социокультурным особенностям речи носителей языка, аутентичность лексического наполнения речи, субъектное взаимодействие и обратная связь (для диалогической речи), эстетичность оформления (для письменных работ).

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LEAD-IN 1. These sayings and proverbs all have something to do with relationships. Rewrite each one by filling the gaps in the incomplete sentences, keeping the meaning as similar as possible to the original sentence. Proverbs should be used sparingly in conversation, and they can sound very odd when used inappropriately. We can soften their effect by adding … as the saying goes or ... as they say: 'Well, it`s easy to be wise after the event, as the saying goes.' 1. There`s no such thing as strangers – only friends you haven`t met yet. The world is full of people who could become your friends one day. 2. A friend in need is a friend indeed. Someone who...is a true friend. 3. It takes two to make a quarrel. When there..., both parties.... 4. Out of sight, out of mind. Absent friends... 5. Absence makes the heart grow fonder. When people... they... each other more. 6. One good turn deserves another. After someone..., it`s...in return. 7. Actions speak louder than words. What really...do, not...say. 8. It takes all sorts to make a world. The world is...people. 9. Live and let live. I believe in...tolerant and....what they want to do. 10. Where there`s a will there`s a way. If you want something..., you`ll find a way... 11. Many a true word is spoken in jest. A remark that...jokingly...hidden truth. 12. It's easy to be wise after the event. You couldn`t...happen. 13. Blood is thicker than water. Family...other relationships. 14. Like father like son. A son tends...father. 15. Love is like the measles, we all have to go through it. Sooner or later everyone..., but they...eventually.

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3.1. TYPES OF RELATIONSHIPS

FRIENDSHIP Mate is a colloquial word for a good friend. It can also be used in compounds to describe a person you share something with, e.g. classmate, shipmate, workmate, flatmate. Best mate / bestie (informal): your best friend. BFF is a best friend(s) forever: used in social media to refer to a very close friend. I was chatting to my BFF about this yesterday. Soul mate: someone you`re very close to because you share the same opinions and beliefs Buddy (mainly American informal) a friend Close / mutual / trusted / old / family / childhood / good friend Pal: friend (UK slang) Penpal / Epal: someone you know from corresponding / writing: 'Find a penpal on our Penpals forum'! Casual acquaintance: someone you don't know very well. She`s just a casual acquaintance of mine Frenemy is someone who is supposedly a friend, although both parties know you don`t really like each other. Sally has been my frenemy for years. WORK Workmate is usual in non-professional contexts; colleague is more common among professional people. She`s my junior / I`m her senior / I`m senior to her, so she does what she`s told. [refers to position / length of service at work] Rival My rival in tennis beat me last week FAMILY AND ROMANCE Your siblings are your brothers and sisters. He has no siblings. Helicopter parents: ones that are hovering over you, overprotective, a parent who pays extremely close attention to his or her child's or children`s experiences and problems, particularly at educational institutions. e.g. Helicopter parents hover over their children Bride is a woman who is getting married, or who has recently married. Bridegroom is a man who is getting married, or who has recently married. The bridegroom is often simply called the groom. Fiancé / Fiancéе / fiˈɒnseɪ / can still be used for someone you are engaged to, but a lot of people feel it is dated nowadays. You will sometimes see husband- / wife-to-be in journalistic style. English has no universally accepted word for 'a person I live with but am not married to', but partner is probably the commonest. Spouse (formal) is a husband or a wife As a husband, he fulfilled the model role of an attentive and loving spouse. Your family, friends, or spouse all have their goals for you, but what do you want? Ex can be used with or without (informally) another word: She`s my ex. (girlfriend, etc.) Mistress is a woman who is having a sexual relationship with a married man. 1. Work in pairs. How many types of relationships can you find between the people in column A and column B? Use the notes above. e.g. John Silver and Lorna Fitt were once colleagues. A) В) John Silver: owns a language school for business Nora Costa: was in UK Olympic swimming team people in Bath. Worked at the Sun School, Oxford, in 1982. Was in same class at school as Ada Brigg. 1984–5.

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Josh Yates: politician, was married to Eve Cobb 1973–1980. Met Bill Nash a couple of times.

Bill Nash: works every day with John Silver. Shared a flat years ago with Eve Cobb.

Ada Brigg: was married to Bill Nash 1981–4. Swam for Britain in 1982 Olympics.

Fred Parks: politician. Knew Ada Brigg years ago, but not very well.

Ana Wood: has lived as a couple (unmarried) with Lorna Fitt: taught at Sun School Oxford 1980–7. Lives with Josh Yates. Bill Nash for the last five years. 2. Work in pairs. Look at the photos and discuss these questions.  What seems to be the relationship between the people?  What do you think has just happened? What are they saying now? What is likely to happen next?

3. You`ll hear five people talking about 'best friends'. Answer these true / false questions. 1) At school, Anne frequently dropped one friend and took up with another. 2) The schoolfriend she still knows well wasn't one of her best friends at school. 3) Mike`s friend Buzz was aggressive and tough. 4) Mike and Buzz always shared the same political views. 5) Rupert and his family do sometimes have rows. 6) Elaine and her friend laughed at the same things. 7) Elaine`s friend now lives in Austria. 8) David thinks that people who are too alike don`t get on well together. 9) It sounds as if David`s enemy at school was a bully. 10) David sometimes can't be bothered to make an effort to like certain people. 4. Work in groups and discuss these questions.  Which of the experiences you heard about in 3 struck a chord with you?  Describe the person who was your own best friend as a child – how has your relationship changed since you first got to know each other?  What do you appreciate about the friends you have now? Explain why you get on well with them.  Is it better to have just one or two close friends, or quite a few friends you don't know so well?

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ENGLISH WORDS AND IDIOMS THAT DESCRIBE RELATIONSHIPS re‧la‧tion‧ship / rɪˈleɪʃənʃɪp / noun 1. [cou ntab le] the way in which two people or two groups feel about each other and behave towards each other relationship with I have quite a good relationship with my parents relationship between the special relationship between Britain and the US 2. [countable, countable] the way in which two or more things are connected and affect each other relationship between the relationship between diet and health problems relationship to He`s studying politics and its relationship to the media. The lessons bear little relationship (=they are not connected to) the children`s needs. 3. [cou ntable] a situation in which two people spend time together or live together, and have romantic or sexual feelings for each other He`s never had a sexual relationship before. relationship with She doesn`t really want a relationship with me. in a relationship Are you in a relationship right now?

COLLOCATIONS VERBS be in a relationship Valerie and I have been in a relationship for five years. end/break off a relationship She was very upset when I ended the relationship. start/begin a relationship She is in no hurry to start another relationship. ADJECTIVES a sexual relationship He admitted having a sexual relationship with a patient. a serious/steady relationship (=one that lasts quite a long time) It was his first serious relationship. a long-term relationship I have a seven-year-old daughter from a previous long-term relationship. an on-off relationship (=happening sometimes and not at other times) Their on-off relationship seemed to have come to an end two years ago. a stormy / turbulent relationship (=one that involves many arguments) It had been a stormy relationship and there were frequent drunken rows. 4. [uncou ntab le] the way in which you are related to someone in your family relationship to 'What`s your relationship to Sue?' 'She’s my cousin.' relative, / ˈrelətɪv / n a member of your family SYN relation a gathering of friends and relatives a close / distant relative Her boyfriend is a distant relative of mine. a blood relative (=one related by birth not marriage) 332 kidneys were donated last year by blood relatives or spouses. a living / surviving relative As far as she knew, she had no living relatives. a relative by marriage How many women would be willing to care for distant relatives by marriage? friends and relatives About thirty-five close friends and relatives attended the wedding. All our friends and relations came to our wedding.

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POSITIVE RELATIONSHIPS affinity a healthy relationship

to be just good friends to be on good / friendly terms to be well matched to enjoy someone`s company to get on like a house on fire to get on well with = get along with sb to go back a long way

а natural attraction, liking, or feeling There`s an affinity between the of kinship twins that`s very rare If you are looking for a partner a good, positive relationship or are in a relationship, it is helpful to know the qualities of a healthy relationship in order to determine whether your relationship is worthwhile or unhealthy. when you want to say you`re only We`re not going out. friends with someone of the opposite We`re just good friends, that`s all. sex to have a good or friendly relationship He`s still on friendly terms with his with someone. first wife They`re such a well-matched to be similar to each other couple – they`ve been so happy since their wedding. to like spending time with someone Hang out with plenty of friends and family members who are not depressed, and enjoy their company. to get on really well with someone They get on like a house on fire

Jo and I get on well with each other Those two go back a long way. They were at primary school together. a relationship in which people like, Many doctors develop an excellent to have / establish / rapport with their patients develop a rapport with sb understand, and respect each other She has a soft spot for her youngest to be very fond of someone to have a soft spot child. for someone But I think that actually, despite to share similar interests to have a lot in common our gaps, we really have a lot in common. (informal) to have the mixture of We have our ups and downs like to have ups and downs good and bad experiences that happen all couples. in any situation or relationship to admire and respect someone He`s a role model for other players to look up to sb to look up to. to agree on a subject Adrian and Liz don`t see eye to eye. to see eye to eye

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to understand someone and enjoy similar interests to know someone well for a long time

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NEGATIVE RELATIONSHIPS a fair-weather friend a feud with / between sb

can`t stand incompatible sworn enemies to be at loggerheads to be like cat and dog to be no friend of to despise sb to get on the wrong side of to keep someone at arm`s length to loathe to look down on sb

to put sb down to rub someone up the wrong way

a friend who`s never around when you need help an angry and often violent quarrel between two people or groups that continues for a long time

She`s only a fair-weather friend.

One teacher said feuding between girls was directly linked to tensions from home. He has been accused of letting personal feuds affect his judgement. used for saying that a person dislikes James just can`t stand his mothersomeone or something very much in-law. used about people who are so We didn`t realize until too late that different that they cannot live or we were entirely incompatible. work together to hate someone Those two are sworn enemies to disagree strongly Charles and Henry are at loggerheads over the new policy. to often argue with someone Those two are like cat and dog. not like someone / something I'm no friend of his! to hate someone or something and I despised him for the way he have no respect for them treated his children. to make someone feel angry towards I don`t want to get on the wrong you side of her because she could make things difficult for me. to keep someone at a distance I'm keeping her at arm`s length for the time being. to dislike someone or something very I loathe having to get out of bed much so early on a Saturday. She simply loathes her ex-husband. to think that you are better or more She looks down on anyone who important than someone else, or to hasn`t had a university education. think that something is not good enough for you to say bad things about someone, It makes me angry when she puts to insult me down in front of my friends. to irritate someone She really rubs her sister up the wrong way.

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BEGINNING, MAINTAINING AND ENDING A RELATIONSHIP to be at someone`s beck and call to be under the thumb to be left in the dark to bend over backwards for someone to break up / to split up to cooperate with sb to do your fair share / to pull your weight to drive a wedge between sb

to drift apart to fall out with to get / become acquainted

to get to like / know / understand sb / sth to get your wires crossed to get the wrong end of the stick to go round in circles to hang out / about / around with to have a row with sb to have friends in high places to hit it off with sb

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to always be ready to do what As the office junior, she was at his someone wants beck and call all day. to be controlled by someone else He really keeps her under the thumb. to be left without enough infor- We`ve been left in the dark over mation this project. We haven`t been told how to do it. to do everything possible to help She bent over backwards for them someone when they first arrived in the town. to end relationship Tony and Jane have broken up / split up. to work with other people to Local people decided to cooperate achieve a result that is good for with the authorities against the everyone involved rebels. to do the right amount of the work He never does his fair share! The kids always pull their weight around the house. to cause two people or groups to She thinks Samantha`s jealous disagree or be unfriendly to one and is trying to drive a wedge another, especially in order to gain between her and her boyfriend. an advantage for yourself to become less close to someone, Over the years my college friends if people drift apart, their relationship and I have drifted apart. gradually ends to have a disagreement and stop I`ve fallen out with my parents being friends again. start to know someone by talking I`ll leave you two to get acquainted. or doing something together She had been briefly acquainted with him more than 20 years earlier. gradually begin to like, know, or It`ll take a while for you to get understand someone or something to know everyone. After a while, I got to like him. to misunderstand someone because I think I`ve got my wires crossed. you think they are talking about Were you talking about car or something else. personal insurance? to misunderstand someone and You`ve got the wrong end of the understand the opposite of what stick. they are saying The fault was with the other driver, not with me. to say the same things over and We always end up going round again, so never resolving a problem in circles in these meetings (BrE inf) to spend time with Marie always hung around with someone boys. I like to hang out with Carl on the weekends. to have a noisy argument I had a row with my boyfriend last night. to know important / influential Be careful what you say. He`s got friends in high places. people to quickly become good friends I didn`t really hit it off with his with sb sister.

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to keep in touch with

to keep in contact with

to keep tabs on someone

to watch someone carefully to check what they are doing to leave something undecided to not see or hear from someone any longer to be friends again after a row to spend time with other people socially, for example at a party

to leave things up in the air to lose touch with to make it up with sb to mix with sb / to socialize

to put up with sth to take someone under your wing to talk at cross purposes

to turn sour

to tell someone off

to wear the trousers

They moved away five years ago, but we still keep in touch. He`s keeping tabs on the sales team at the moment. I hate leaving things up in the air. I`ve lost touch with all my old school friends. Let`s try and make it up. I spent most of my first year at college socializing. You need to get out and mix a bit more. Maria`s parents didn`t approve of the people she was mixing with. The party gave me a chance to mix with the other students. He never socializes with people from work I can`t put up with loud music my neighbour`s playing any longer. It's driving me crazy! He took her under his wing for her first month at work. We`re talking at cross purposes here

to tolerate; to accept an unpleasant situation, although you do not like it to look after someone until they settle in. when two people don`t understand each other because they are talking about two different things (but don`t realise it) to become bad The relationship turned sour over a financial dispute. Their investments had begun to go sour. talk to someone severely for doing The boss really told me off for something wrong being late for the second time this week. Her parents told her off for doing so badly in her exams this year. to be in control She wears the trousers in their relationship

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ROMANTIC RELATIONSHIP a blind date

a crush have a crush on sb a fling an affair an old flame a one-night stand

a romance /rəʊˈmæns/ a stalker

a whirlwind romance

an arrangement in which two people who have never met before spend some time together, in order to find out whether they like each other enough to start a relationship informal a feeling of love and admiration for someone, often someone you know you cannot have a relationship with a sexual relationship that does not last very long, and is not very serious a sexual or romantic relationship, especially one that continues for a long time someone who you had a romantic relationship with in the past 1) a situation in which two people have sex once and then do not have a relationship with each other; 2) a person that someone has sex with once and then does not have a relationship with an exciting and usually short romantic relationship

Once seated, Denice tells us she`s only been on a blind date once before, and that was years ago. In mid-September, he met Pamela Digby on a blind date and proposed. It wasn`t really love, just a schoolgirl crush. I used to have a massive crush on my geography teacher. She had a fling with a car salesman.

a person who follows someone else around in an unwanted way. Many times it is a man who is obsessed with a woman and won’t leave her alone a very intense romance that starts off strong and usually is unexpected

My sister`s ex-boyfriend turned out to be a stalker. When she went out with her friends he would follow her to see what she was up to. Tom and Mary had a whirlwind romance last summer. It didn`t last though. They broke up last week. The chemistry between the marketing manager and his assistant was obvious. I think she is really pretty, but we have no chemistry together. We went on a date and there was a lot of awkward silence. Helen went out with Andrea for more than three years. Rachel isn`t single. She`s been going out with a guy from work since January. After falling in love at first sight with the shy Sachi Usui, an injury-ridden, single-eyed high school girl, the protagonist tries to win over her. Sara is going to come with her on again, off again boyfriend. I wish she would decide if she liked him or not!

chemistry

the emotional relationship between people, especially when they are strongly attracted to each other

go out with

it means that you’ve been meeting with that person on repeated occasions, you’re getting to know each other

love at first sight

to fall in love immediately you meet someone

on again, off again boyfriend / girlfriend

this is when a couple breaks up and then gets back together again frequently

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George is having an affair with his boss I had quite a shock last night. I ran into an old flame of mine. Their script is about an engaged couple whose life gets complicated when a gay one-night stand of the groom shows up. Michael married after a whirlwind romance.

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significant other / partner

sweetheart to be seeing to break up with / to break it off with to date/to date sb

to fall for sb to fall head over heels in love to fancy sb to flirt to split up (split, split) to turn sb off

unrequited love

the person who you are married to or are having a romanticrelationship with. This word is polite because it includes people who are not married, do not live together, or are gay. A more usual word is partner (spoken) a way of speaking to someone you love. The synonym is darling to be having a romantic or sexual relationship with someone to end a romantic relationship

In your case, the significant other is also a significant bother. Your significant other must agree to provide comments in the most open and positive way possible.

Come here, sweetheart. Sweetheart, I`ve got good news for you. Do you know whether he`s seeing anyone at the moment? Cindy broke up with my brother because he watches football all day. She felt very neglected. mainly American if you and another They`ve been dating for over six person are dating, or if you are months now. dating someone, the two of you At college he had dated a medical are having a sexual or romantic rela- student from Kansas. tionship with each other to fall in love He fell for Rosie when he was in hospital and she was his nurse. to start to love someone a lot (British informal) to feel sexually I think Steve fancies you! attracted to someone All the girls fancied him to behave towards someone in a way that shows your sexual or romantic interest in them to end a marriage or a sexual or romantic relationship to make someone feel that they are not attracted to you in a sexual way

Peter flirted with Maria during the class.

They`re always arguing but I don`t think they`ll ever split up. I really fancy Lisa, but her friend just turns me off. Men who stink of beer really turn me off. if your love for someone is unrequited, In 1988 there were several wellthey do not love you even though publicised cases of young people you love them committing suicide apparently because of unrequited love.

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MARRIAGE Miranda has not met any other man since she broke off their engagement. She works with children who come from broken homes.

an engagement

a formal agreement to get married

a broken home

family split up by divorce

a common-law marriage, common-law husband, common-law wife a marriage of convenience

a marriage that is recognized as valid even though it has not been officially celebrated in a religious or civil ceremony a marriage arranged for political or Gerard Depardieu plays a French financial reasons and not for love immigrant in a marriage of convenience with Andie McDowell. He told me he was in a marriage of convenience. if two people are engaged, they have How long have you been engaged? formally agreed to get married She`s engaged to someone she met at work. We got engaged about this time last year. a legal way of ending a marriage Unfortunately, the marriage ended in divorce. to end marriage She still refuses to divorce him. Paula`s parents divorced when she was 14. to be / get married to sb, to marry The day I married Sarah was the happiest day of my life. into (a family) When two people marry, they enter into a contract with each other. They were hoping to marry her to a doctor. Their seven daughters all married into prominent local families. to ask someone to marry you He proposed to her in August.

to be engaged to sb

divorce, n to divorce, to split up to marry sb

to propose to sb / to pop the question (informal) to settle down to tie the knot

to give up the single life and start Are you ever going to settle down a family and get married? (informal) to get married They tied the knot in a romantic ceremony on the banks of a fjord.

5. The person who typed these sentences has got some of the phrases and idioms mixed up with one another. Correct them. 1) Jo and Phil don`t get on eye to eye with each other. 2) I fell up with my parents last night. It wasn`t my fault. 3) We had a quarrel but now we`ve made it well. 4) Do you think Jim and Nora are making an affair? I do. 5) I see very well with all my colleagues at work. 6) She should learn to respect her olders. 7) Jo`s attractive, but her mate just turns me up completely. 6. A) Choose the correct phrasal verb to complete each sentence. 1) I really look up to / put up with my big sister. She has an amazing job and balances it really well with her family life. 2) I finally made up / put down with my boyfriend last night, we hadn`t been talking for a few days. 3) I can`t put up with / fall out her anymore, she`s driving me crazy! 4) I think I am falling out / falling for my boss...it`s awful, relationships in the workplace never end well. 122

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5) Alex really made me up / put me down. He said I`ve become a really bad friend since I started dating Richard. I`m so upset. 6) Eleanor has fallen out / looked up to with Mum because she forgot to tell her she was going to be late home. B) Discuss in pairs.  Who do you looked up to? Why?  Have you experienced to fall out with someone? What happened?  Is it easy for you to make up with someone after a fight or an argument? Read and listen to the dialogue at https://www.espressoenglish.net/phrasal-verbs7. for-romantic-relationships/. Translate the dialogue into Russian paying attention to the phrasal verbs denoting relationships. Emily: Who was that guy you were talking to at the bar? It looked like he was hitting on you. Sarah: Yeah, we struck up a conversation, and eventually he asked me out. I gave him my number, but I’m not sure if I`ll actually go out with him. Emily: Oh? How come? Sarah: He`s nice, but I just don`t feel like we have much chemistry – so I don`t want to lead him on. Emily: Well, don`t be too quick to judge. My last boyfriend and I didn`t hit it off right away – I only started to fall for him after we went out a few times and I got to know him better. We were together for 3 years. Sarah: So why`d you split up? If you don`t mind my asking. Emily: Not at all. We just started to drift apart – different interests, different plans for the future. The breakup was mutual. Sarah: Ah, that`s great. My last relationship was a nightmare – I hooked up with a guy at a New Year`s party and we were together for six months – but we were constantly fighting and making up. I don`t know how I put up with him for so long. Emily: How`d it end? Sarah: He cheated on me – I caught him making out with his ex. He begged me for another chance, but I know he was just trying to jerk me around – so I said no. Emily: Ugh! Good for you. Sarah: Heh, thanks. So how about you – are you going out with anyone at the moment? Emily: Oh, I`ve gone on a few dates here and there, but nothing serious. To be honest, I`m not really interested in settling down just yet – I`m enjoying the single life too much! 8. Fill in the blank with one of the words or phrases below. Each word or phrase is used once. in-laws, old flame, nemesis, mentor, unrequited love, crush, stalker, blind date, significant other, host 1) I get along well with my _______. I`m glad I married into such a nice family! 2) I hate Tom! He`s been my _______ since we were kids. 3) Francis is very shy. He’s unfortunately suffered from _______ two or three times. Girls just don`t seem to like him very much. 4) My first _______ was on my typing teacher when I was 14 years old. 5) I went out with my _______ for two years. It was a lot of fun, but then I went to college and the relationship died. 6) Have you ever been followed by a _______? It must be a horrible experience. 7) Mary has been with her __________ for more than ten years. They don`t want to get married. 8) Jack and Susan met by going on a __________ together that their friends had arranged. 9) Janice is an excellent _______. She has a party at her house at least once a month. 10) Without the help of my _______, I wouldn`t have become the business success that I am today! 123

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9. Fill in the blank with one of the verbs below. mock, have a crush on, sponge off, cooperate with, apologize to, initiate, hit it off with, get along with, emulate, get on the wrong side of 1) I think it`s cruel of you to ________ Jim so much. He`s doing his best, even though you can`t ________ him. As your boss I demand that you ________ him. Go over to his cubicle and ________ him immediately. Once you`ve done that you can ________ a better relationship. 2) I can remember the first time I met Rich. We ________ each other from the very first time. However, he was also unkind to those he didn`t like. I certainly didn`t want to ________ him! 3) When we are young we all ________ our parents. This is true especially if you ________ someone else and you need money to go out on dates. I try to ________ my father in my relationship with my daughter. I give her money to go out and I never make her feel as if she`s taking advantage of my generosity. 10. Rephrase the italicized phrases in the sentences using the topical vocabulary. 1) I have stopped my relationship with John as he got under control of his best friend, with whom we have strong disagreement. 2) Actually, we didn`t quarrel with Meg, we just became less close to each other. 3) I thought Alice to be trustworthy but she appeared just a friend who's never around when you need help. 4) This couple split up because they often argued about home routines. The husband didn`t want to do his amount of work. 5) It `s Meg who dominates in the family and her husband is always ready to do what she wants. 6) Jim and Jane get on really well. But sometimes Jim irritates Jane on purpose. 7) I`m so tired of this unstable relationship of ours! I suspect my husband of having a mistress. 8) When you leave me without information about your ideas and feelings I feel that you keep me at a distance. That is so annoying. 9) There was so much natural attraction between me and Alice, that I should never have thought that we could misunderstand each other are talking about two different things without realizing it. 10) Jack has got married at last. His wife appeared to be a very charismatic women. 11) No sooner he decided to propose to his sweetheart as she announced about her intention to marry another man. 12) Those two know each other well for a long time. Of course, they have had good and bad times, but on the whole that to get on really well. 13) This couple always agree on any subject. If there is some misunderstanding between them, they resolve their problems together at once and never leave things undecided. 11. Translate the sentences into English using the topical vocabulary of the unit. 1) Мы были очень близкими друзьями, но потеряли связь после моего отъезда в США. 2) Она считает, что Саманта ревнует и пытается вбить клин в её отношения с Диком. Ни для кого не секрет, что Саманта питает слабость к парню своей лучшей подруги. 3) Начальник сегодня не в духе. Он поссорился с женой, поэтому лучше его не раздражать. 4) Ты в хороших отношениях с мистером Холлом. Поговори с ним, может он обеспечит протекцию моему сыну? 5) Я знаю, что такое безответная любовь. Когда я был в 7 классе, я по уши влюбился в свою учительницу географии. 6) Мы расстались, так как были совершенно несовместимы. Я люблю свободу, а Джек пытался постоянно меня контролировать. 7) Да, я недолюбливал мистера Свифта, но не могу сказать, что мы были заклятыми врагами. 8) Его ложь вбила клин в его отношения с возлюбленной. Она чувствовала, что он держит её на расстоянии. 9) Я знаю, у тебя есть влиятельные знакомые. Как ты с ними заводишь отношения? 10) Я встречался с Энн около двух лет и даже хотел сделать ей предложение. Но когда я увидел Лиз, то по уши влюбился и порвал отношения с Энн. 124

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11) У нас с подругой много общего. Кроме того, она очень надёжный человек. 12) Мой жених постоянно меня контролирует. Думаю, мы скоро расстанемся. 13) Диана вышла замуж два года назад. Но её муж много пьёт. Вчера она сообщила, что их брак закончился разводом. 14) Питер влюбился в Сьюзан, когда встретил её в библиотеке. К сожалению, его любовь была безответна. 15) Она его любовница. Разве ты не заметила, как она флиртовала с ним на вечеринке? 16) Я не поддерживаю отношений с Ником. Это друг, которого никогда нет рядом, когда ты нуждаешься в помощи. 17) Мой возлюбленный снова поссорился со своим отцом. Они уже год не общаются. 18) Мой друг детства вчера сделал предложение Кейт. Не думаю, что он по уши влюблён. Наверное, его привлекает то, что у неё есть связи. 19) Мой супруг в дружеских отношениях с нашим соседом Стивом. Они часто проводят вместе время и ещё ни разу не поссорились. 20) Энн и Лиз отдалились друг от друга, так как влюбились в одного парня. 21) Я испытываю слабость к собакам. Это самые верные друзья. 22) Между Майком и Томом были разногласия, но после огромной помощи, которую оказал Майк, они стали близкими друзьями. 23) Мэри отлично ладит с Джеком. Они многое делают вместе, их можно назвать лучшими друзьями. 24) У нас много общего с моим другом по переписке. Несмотря на то, что по некоторым вопросам наши мнения не совпадают, мы хорошо понимаем друг друга. 25) Мэг пришлось покинуть свой родной город после замужества, но она поддерживает связь со своей лучшей подругой. 26) Мэри не верила, что когда-либо встретит свою половину. Но вчера Джек сделал ей предложение, и она не смогла отказаться. 27) Сёстры часто живут недружно, так как неверно понимают друг друга. 28) Они часто ссорятся, хоть и называют себя лучшими друзьями. 29) У него много знакомых среди влиятельных людей. Все они друзья детства. 30) После полугода отношений, Пол, наконец, сделал предложение своей возлюбленной. 31) Ромео и Джульетта хотели пожениться, но семейная вражда разрушила их жизни. 32) В течение двух лет после окончания университета у меня было много кратковременных романов, но потом я решил остепениться. 33) Узнав, что у супруга есть любовница, Энн решила с ним развестись. 34) «Я по уши влюбилась в своего старого друга и теперь знаю, что такое безответная любовь» – сказала Энн с горечью. 35) Они были помолвлены и готовились к свадьбе, но эта глупая интрижка Джона, привела их к разрыву. 36) Генри и Кейт – заклятые враги. Они просто ненавидят друг друга. 37) Я знаю, что Барбара питает слабость к своему однокласснику. Зачем тогда она завела знакомство с его другом? 38) Мы с Чарли хорошо ладим, но иногда он специально действует мне на нервы. 39) – Какая милая пара! Они так подходят друг другу! – Да, ладно. Это же очевидно, что они несовместимы. 40) В этой семье главная – Миссис Купер. Это она контролирует всех и пытается вбить клин в отношения Джона с его супругой. 12. Make up a card with 10 sentences, each containing at least 2 vocabulary items from the list above and all types of questions. Write their translation on the other side.

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3.2. LOVE AND ROMANCE

Listen to the dialogues about romance relationships at http://www.focusenglish.com/ 13. dialogues/romance/romanceindex.html. Practice their back translation with a partner. Someone has a crush on Jenny Ted: Hey, Jack, is Jenny coming with us? Jack: Yes. Why? Ted: Nothing. I`m just asking. Jack: Just asking? But why is your face burning like mad? Ah-huh, someone has a crush on Jenny, doesn't he? Ted: Who has a crush?! Jack: Come on, Ted, don`t be such a chicken. If you like her, you`ve got to tell her. Maybe she likes you. Ted: Well, I don`t have the guts to ask her out. Jack: What`re you so afraid of? Just tell her what you`re feeling about her. Ted: I`d totally die if she turned me down. Jack: But that`s better than keeping everything to yourself. You`ve got to let her know. Come on! You`ve got to take a chance! Even though you are rejected, it's not the end of the world! There`s nothing to lose, is there? Ted: I don`t know... Well, maybe, you`re right, but how am I going to tell her? He`s head over heels in love with you Mary: Jenny, I know you like Jack a lot, but what do you like about him? Jenny: Well, I don`t know, but there`s just something about him. Don`t you think so? Mary: Really? What`s that 'something'? Jenny: Well, he`s gentle, patient, successful, and MATURE. I think He`s my Mr. Right! Mary: MATURE is a good word, but don`t you think he's a little old for you? He`s almost twice as old as you are! Jenny: Well, age shouldn`t be something that comes in the way of a person`s marriage. As long as we love each other, age is not an issue. Mary: But what will others think? Jenny: I don`t care what others will think about us. I just know I love him and he loves me...and that`s all that matters. He's head over heels in love with you Fred: Hi, Jack, long time, no see! Jack: Yeah! How`s everything going? Fred: Not bad! At least I`m still alive. Jack: Just alive? I guess you`re some lucky guy. I heard you`re going out with Jane. Fred: Where did you get that idea? Jack: Oh, come on. Jane is a very nice girl, someone you meet only once in a lifetime. Fred: You`re right. I`m not boasting, but she`s really as beautiful as she is intelligent. Jack: Well, I really envy you for finding such a nice girl.

*** Fiona: I heard you`re going out with John? Jane: Yes. To be frank, I really love him to death. Fiona: You`re so lucky! Jane: Why do you say that? Fiona: Why? Are you kidding me? A guy like him is hard to find. Few boys are so caring, so patient, and, did I mention, he`s a hottie? Jane: You really think so? Fiona: Totally! I`m saying it from the bottom of my heart! And it`s obvious that he`s head over heels in love with you, too. Jane: I sure hope so! 126

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There is plenty of fish in the sea Mark: Hi, Jack, how have you been? Jack: Not very well. Mark: Why? Looks like you`re feeling very down! What happened? Jack: Nothing. Mark: Come on. For a man who`s feeling so down, there`re usually two reasons. Either his career is going downhill, or he has a broken heart. Since you`re so successful, it must be the other. Jack: Well, you`re right. I just broke up with Jane. Mark: Oh, I`m sorry. I thought you two were made for each other. Jack: Well, you never know. I`m ready for a commitment and want to settle down, but she says she wants to pursue her career while she`s still young. Mark: Well, you can`t blame her. It's always difficult to choose between career and family. Jack: Maybe you`re right. Mark: Jack, I don`t know what to say to comfort you, but cheer up! There`s plenty of fish in the sea and you`ll find your soul mate, your perfect match! Jack: Yeah, but it`s hard to forget her at the moment. You know, we were together for almost five years. It`s really hard.... I'm breaking up with her Gary: Hi, Mike, we`re having a party tonight, wanna come join us? You can bring your girlfriend. Mike: Well...I`m breaking up with Cathy. Gary: What happened? Did you have a fight? Mike: No. She`s really a very nice girl... Gary: Yeah, she is. She`s pretty, caring, and easy-going. And she`s a great cook! She`s a gem! Mike: Well, you`re right. But sometimes she`s too caring... well...no...she`s just possessive...and... uh... I kind of want a break...you know...for some room for myself. Gary: Oh?! Did you talk with her about it? Mike: I`ve tried, but...it didn`t work. Gary: Oh. So, when are you going to tell her? Mike: Maybe tonight. I don`t know. I don`t know how to tell her. Gary: I know she`s head over heels in love with you. She`ll be badly hurt! Mike: I know... I can`t get it off my mind Mary: Jane, I`m very upset about something. Can I talk with you? I`d like your opinion. Jane: What is it about? Oh, is it about Ed? Mary: Yeah, sort of... Jane: So, what`s up? Mary: What do you think of Ed, Jane? Jane: What do I think of him? You know him better than I do, don`t you? Mary: Please, don`t tease me. Just tell me. Jane: Well, remember the other day when you said that Ed is a man who really shows you nothing but consideration? Mary: Uh-hunh... Jane: And remember you said that he really makes you happy? Mary: Yeah. (Heave a sigh) Ed is indeed a gentleman. He has wonderful manners and is respectful of me. But I`m really bothered by his past! Jane: His past!? Was he an ex-con or something? Mary: No, no, no. That`s not what I mean. He used to have a girlfriend and he loved her very much. He almost married her if it were not for an accident. Jane: Oh, I see. But why are you so bothered? That`s already a history, isn`t it? Mary: I know. But I just can`t get it off my mind. Jane: Come on, Mary. You`re just being a little jealous, but that`s just fine. You know, when you love him, you`ve got to love his past, his everything... You`ve got to love him as a whole.

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We`re not seeing each other any more Ryan: Hi, Mike. Haven`t seen you for a while? How is Cathy? Mike: We`re not seeing each other any more. Ryan: What happened? Did you break up? Mike: Yeah. I got sick and tired of her nagging all the time. Ryan: Oh, I`m sorry. Maybe, you were just emotional at that moment. Do you think you guys can get back together? Mike: I don`t know. There`s plenty of fish out there in the sea. Ryan: Oh, you`re such a dog! 14. Make up and present in class a 1-min story about sb`s relationships. Make use of the topical vocabulary (use at least 10 items) of the unit. Read the excerpt from the book 'Watching the English' (by Kate Fox) and explain the 15. meaning of the italicized words and phrases. Prepare a written rendering of the contents of the article. Make use of the formulas given in appendix 1. FLIRTING RULES Kate Fox There is nearly always a grain of truth in stereotypes of national character, and the notion that the English are sexually inhibited is, I’m afraid, quite accurate. We may be as competent and indeed as passionate as anyone else once we actually get into bed, but the process of getting there is often awkward and inept. The idea that our reserve and inhibitions stem from lack of interest in sex, however, is mistaken. We may find the subject embarrassing, but the English have a keen interest in sex. Our interest in our own sex lives ensures that we do our best to overcome our inhibitions, and if we are somewhat inept at flirtation, it is certainly not for want of practice. I have conducted two big studies on flirting among the English and, in the most recent, only one per cent of survey respondents – aged 18–40 – said that they 'never flirted', and over a third had flirted with someone 'today' or 'within the past week'. You would of course get much the same result in any other country, as flirting is a 'human universal', a basic instinct, without which our species would have become extinct a long time ago. If some evolutionary psychologists are to be believed, flirting may even be the foundation of civilization as we know it. The Uncertainty Principle Even when English males are genuinely interested in a female, they may often be reluctant to convey their interest in any obvious or straightforward fashion. We have already established that the English male is: (a) not an accomplished flirt, tending to be either awkward and tongue-tied or crass and boorish, and (b) somewhat uncomfortable with the whole concept of 'dating'. Defining an encounter with a female as a 'date' is a bit too explicit, too official, too clear-cut and unambiguous – the sort of embarrassing 'cards on the table' declaration of intent that the naturally cautious, indirect English male prefers to avoid. Even when full of Dutch courage, he is unlikely to use the word ‘date’ in his drunken amorous advances, generally opting for 'shag' (or some equivalent expression) instead. This may seem strange, as 'shag' might be regarded as rather more explicit than 'date', but it makes sense in the context of beer-sodden English male logic, where asking a female to have sex with you is somehow less personal, intimate and embarrassing than inviting her out to dinner. Ideally, the English male would rather not issue any definite invitation at all, sexual or social, preferring to achieve his goal through a series of subtle hints and oblique manoeuvres, often so understated as to be almost undetectable. This 'uncertainty principle' has a number of advantages: the English male is not required to exhibit any emotions; he avoids entangling himself too soon in anything that could possibly be described as a 'relationship' (a term he detests even more than 'date'); he does not have to do or say anything 'soppy', so he maintains his stiff-upper-lipped masculine dignity; and, above all, by never making any direct, unequivocal request, he avoids the humiliation of a direct, unequivocal rejection. English females are accustomed to this rather vague, ambivalent form of courtship – although even we sometimes find it hard to read the signals accurately, and may spend inordinate amounts of time discussing the possible 'meaning' of some obscure hint or ambiguous gesture with our female friends. 128

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The uncertainty principle has its advantages for English females as well: although less emotionally guarded than our menfolk, we are easily embarrassed, and prefer to avoid precipitate declarations of amorous attraction. The uncertainty principle allows us time to gauge the suitability of a prospective mate before expressing any interest in him, and we can 'reject' unwanted suitors without having to tell them out loud that we are not interested. Foreign females, however, tend to be confused or even seriously irritated by the elusive, uncertain nature of English courtship practices. My non-English female friends and informants constantly complain about English men, whose Protean behaviour they attribute to shyness, arrogance or repressed homosexuality, depending on their degree of exasperation. What they fail to understand is that English courtship is essentially an elaborate facesaving game, in which the primary object is not so much to find a sexual partner as to avoid offence and embarrassment. The uncertainty principle, whereby neither attraction nor rejection is ever made explicit, and advances and retreats are a matter of subtle hints rather than direct invitations and refusals, allows both parties to save face. The courtship game is governed by the fair-play principle just like other sports. The Rules of Banter In most other cultures, flirtation and courtship involve exchanges of compliments: among the English, you are more likely to hear exchanges of insults. Well, mock-insults, to be precise. 'Banter',* we call it, and it is one of our most popular forms of verbal interaction generally (on a par with moaning), as well as our main flirting method. The key ingredients of flirtatious banter are all very English: humour, particularly irony; wordplay; argument; cynicism; mock-aggression; teasing; indirectness – all our favourite things. And banter specifically excludes all the things we don’t like and that make us uncomfortable: emotion, soppiness, earnestness and clarity. The rules of flirtatious banter allow courting couples to communicate their feelings for each other without ever saying what they really mean, which would be embarrassing. In fact, the banter rules require them to say the opposite of what they mean – something at which the English excel. Here is a verbatim extract from a typical flirtatious encounter, recorded on a bus, between two teenagers. The exchange was conducted in full view and hearing of a group of their friends. 'You gotta licence for that shirt? Or are you wearing it for a bet?' 'Huh! Look who`s talking – I can see your knickers, you slag!' 'It`s a thong, you nerd – not that you`d know the difference. And that`s the closest you`ll ever get to it.' 'Who says I`d want to? What makes you think I fancy you? You`re such a slag!' 'Better than being a sad geek!' 'Bitch!' 'Geek!' 'Sla – Oh, that`s my stop – you coming out later?' 'Yeah – come round about eight.' 'Right.' 'Bye.' From the conversation among their friends afterwards, it was clear that this pair had been attracted to each other for some time, had just started 'sort of going out' together (in that rather vague, non-dating way the English do these things), and were expected to become 'an item' in the near future. Even if I had not heard this subsequent discussion, I would have recognized the exchange of insults as a typical flirtation – perhaps not the wittiest or most articulate flirtatious banter I`ve come across, but a normal, unremarkable, everyday English courtship sequence. I only recorded it in my notebook because I happened to be doing a study on flirting at the time, and was collecting examples of real-life chat-up routines. I also noted that English teenagers sometimes conduct a special form of 'group courtship', in which a small group of males will exchange banter – consisting mainly of sexually charged insults – with a small group of females. This group-courtship banter is most common among working-class youth, particularly in the northern part of the country, where I have even seen male and female groups hurling flirtatious abuse at each other from opposite sides of a street. English teens and twenty-somethings can also be seen indulging in this peculiar form of collective courtship at holiday resorts abroad, where bemused local inhabitants must wonder how such raucous taunting and heckling can possibly be a prelude to love and marriage. Among older adults, I found that flirtatious banter is less overtly abusive than in these teenage examples, but that the same basic rules of irony, teasing, mock-insults and so on still apply. We females are, however, accustomed to complying with these rules, and generally do so unconsciously. 129

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We know that arguing is the English male`s primary means of bonding with other males, and that banter is thus a form of intimacy with which he is familiar and comfortable. We know that when a man persistently taunts and teases us, it usually means he likes us, and that if the sentiment is reciprocated, taunting and teasing back is the best way to express this. As with the uncertainty principle, foreign females do not have this instinctive, in-built understanding of English male peculiarities, and so tend to be baffled and sometimes offended by the banter rules. I find myself having to explain to them that 'silly cow' really can be a term of endearment, and 'You`re just not my type', uttered in the right tones and in the context of banter, can be tantamount to a proposal of marriage. I`m not saying that English men never pay straightforward compliments or formally ask women out on dates. They often do both of these things, albeit rather awkwardly, and they even propose marriage; it’s just that if they can possibly find a more circuitous way of achieving the same end, they will. *Banter friendly conversation in which people tell jokes and laugh at each other 16. Listen to the song '50 Ways to Leave Your Lover' at http://mp3-pesnja.com/song/ paul+simon+%28feat.+steve+gadd+tony+levin%29+50+ways+to+leave+your+lover and fill in the gaps. 50 WAYS TO LEAVE YOUR LOVER Paul Simon 'The problem is all … your head', she said to me The answer is easy if you take it … I`d like to help you in your struggle to be free There must be fifty ways to leave your lover She said, it`s really not my habit to … Furthermore, I hope my … won`t be lost or misconstrued But I`ll repeat myself at the risk of being … There must be fifty ways to leave your lover Fifty ways to leave your lover You just slip out the …, Jack Make a new …, Stan You don`t need to be coy, Roy Just get yourself … Hop on the bus, Gus You don`t need to discuss … Just drop off the …, Lee And get yourself free Ooo, slip out the …, Jack Make a new …, Stan You don`t need to be …, Roy You just … to me Hop on the bus, Gus You don`t need to discuss … Just drop off the …, Lee And get yourself … She said, it grieves me so to see you in such pain I wish there was … I could do to make you smile again I said, I … that and would you please explain About the fifty ways She said, why don`t we both just sleep on it tonight And I believe in the … you`ll begin to see the light And then she … me and I realized she probably was right There must be fifty ways to leave your lover Fifty ways to leave your lover 130

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17. A) Read 10 top break-up lines from a website. Which one do you think is the best / worst way of starting a break-up conversation? We need to talk.' 'It`s not you; it`s me.' When I said I was working late, I was lying.' 'Do you remember when I said that everything was all right...?' 'You are like a brother / sister to me.' 'I think we`d be better off as friends.' 'I don`t love you any more.' 'I need some time to be on my own.' 'You`re a fantastic person, but you`re too good for me.' 'Can I have my keys back, please?' B) Now read three true stories about people getting revenge on a former partner. Answer the questions with a partner. Whose revenge do you think was...? 1. the most ingenious 2. the most satisfying 3. the most embarrassing for the person it was done to 4. the least justifiable 5. the most likely to have a long-lasting effect C) Read the stories again and choose the right word or phrase for gaps 1–12. 1. a) rejected b) dumped c) broke up 2. a) turning b) putting c) creating 3. a) praised b) blamed c) ridiculed 4. a) replaced b) substituted c) revived 5. a) unwillingly b) obviously c) unbearably 6. a) stuck b) attached c) posted 7. a) invented b) created c) made up 8. a) peak b) top c) crowning 9. a) get over b) get back c) get rid of 10. a) found b) made c) took 11. a) set off b) set about c) set up 12. a) chopped up b) stamped on c) smashed GETTING YOUR OWN BACK 'Hell hath no fury like a woman scorned' according to the 17th century English playwright and poet William Congreve, and it remains as true today as it was then. 1. What do you do when love has run its course? How do you say 'it`s over? According to singer Paul Simon, There must be '50 ways to leave your lover'. Some years ago, fellow singer Phil Collins infamously (1) ________ his second wife by fax. In these more technologically advanced days the Finnish Prime Minister recently broke up with his mistress by SMS. Less cowardly is the face-to-face approach ('We need to talk' / 'This just isn`t working' / 'I love you like a friend', etc.). When French woman, Sophie Calle received an email on her mobile, she was devastated to discover that it was a message of adieu in which her partner claimed that the break-up would 'hurt me more than it will hurt you.' Here is a short extract: 'Whatever happens, you must know that I will never stop loving you in my own way – the way I`ve loved you ever since I`ve known you, which will stay part of me, and never die... I wish things had turned out differently. Take care of yourself...' With hindsight, the man almost certainly wishes that he had followed his first instinct ('It seems to me it would be better to say what I have to say to you face-to-face'), particularly as the woman he was dumping is a conceptual artist who specializes in (2) ________ private pain into art. And that is exactly what she did with her 'Dear Sophie' email. Too heartbroken to reply, she decided she would 'take care of herself' by sending the man's email to 107 women (including an actress, a poet, a ballet dancer, a singer, a novelist, a psychotherapist, an etiquette consultant, an editor, a policewoman, and even a schoolgirl). She asked all of them to read 131

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the email and to analyse it or interpret it according to their job while she filmed or photographed the result. The psychiatrist concluded that the man was a 'twisted manipulator' while the etiquette consultant criticized his manners, and the editor (3) ________ his grammar and syntax. The idea came to me very quickly. At first it was therapy, then art took over. After a month, I had got over him. There was no suffering. The project had (4) ________ the man.’ The resulting exhibition 'Prenezsoin de vows' was put on at the Bibliotheque National in Paris and was later a huge success at the Venice Biennale. And after becoming, (5) ________, the notorious 'star' of an exhibition, it`s a sure bet that when Sophie`s ex-lover dumps his girlfriends in the future, he will never ever say 'Take care of yourself!' 2. Perhaps, when she embarked on a relationship with a famous composer, actress Jane Slavin was right to wonder I if things were too good to be true. Jane first (6) ________ a message on his Facebook page last July. It said, 'You are one of my favourite composers'. He instantly replied, and within minutes he had added her to a list of cyber 'friends'. Later he emailed her asking for a date. 'He invited me to a concert and it went on from there. It was an amazing adventure,' she says. 'It all seemed so magical to be with someone so hugely talented.' However, three months into their relationship, he simply stopped emailing her. It went from 30 emails a day to nothing. No phone call, no texts, no emails. 'I thought he`d died!' So, suddenly and inexplicably rejected, Jane returned to the Internet. 'I put the words "lovely lady" into Coogle and downloaded a stunning-looking photograph of a woman and I gave her a name, Lucia. I then (7) ________ a MySpace page for her, and emailed him. The email from 'Lucia' said, 'I don`t have any friends on MySpace. I’m a great fan of your music. Will you be my friend?' By the end of the first day, he had sent her more than 100 emails. The (8) ________ moment of her revenge came when 'Lucia' agreed to a rendezvous in a little cafe in London. At the appointed time Jane walked in and said, 'Hi, how are you? I`ve not heard from you for ages'. He looked horrified. 'He said he was meeting a new PA. I said, 'Do you mind if I sit down?' and he said, 'Yes, I do, she`s going to be here any minute now'. I said, 'I`ll sit down for just a second'. I opened my bag and pulled out copies of all his messages to Lucia. When he asked, 'Is she a friend of yours?' I leant across the table and whispered to him, 'Lucia is all Jane'. 'Lucia was my revenge,' says Jane. 'It helped me (9) ________ him. I have no regrets.' 3. Who can forget the spectacular way in which Sarah Craham-Moon (10) ________ revenge on her ex-husband Sir Peter, the fifth baronet, after seeing his blue BMW parked in the driveway of a 42-year-old blonde? She promptly poured a can of white paint over the car – but that was only the beginning. Ten days later, she (11) ________ 'altering' his clothes. According to Sir Peter`s own account, she cut ten centimetres off the left arm of 32 of his Savile Row* suits, jackets and overcoats – some of which had cost him £1,000 or more. For good measure, she (12) ________ a box containing 25 Havana cigars, flattening the lot of them, and threw another six boxes of the Montecristo No 2s out of the window. But still Lady Graham-Moon hadn`t finished. A week later, she went on a bizarre 'milk-round'**, distributing 24 bottles of his finest vintage wine and port on doorsteps in the village where the woman lived. 'It gave me a hell of a buzz,' she said. *Savile Row a street in London with many shops that sell expensive clothes for men that are often specially made for each person **milk round (in Britain) the job of going from house to house regularly, delivering milk D) Without looking back at the stories, try to remember what these numbers refer to. 50 107 30 more than 100 42 32 1000 25

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E) Look at some famous sayings about revenge. Which saying do you think best fits each of the three stories? Do you agree with any of them? 'Revenge is sweet.' 'Revenge is a dish best served cold.' 'In revenge, woman is more barbarous than man.' 'An eye for an eye makes the whole world blind' 132

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part.

18.

Act out the following situations using at least 7 items of the topical vocabulary for each

1) Friends suggesting arguments and doing prioritizing after their 25-year-old friend announced his plans to marry a woman in her 40-s. 2) Two neighbours are gossiping about their neighbour whose new husband is trying to establish a relationship with her child. 3) Two elderly colleagues gossiping about a younger colleague going out to dinner with the boss A newly married couple living at the husband`s parents` are discussing the complicated relationship between the wife and her mother-in-law. 4) Parents discussing the problems in the relationships between their elder and younger child. 5) Parents suggesting arguments and doing prioritizing after their 20-year-old daughter announced her plans to marry a man in his 50s. 6) Two teachers discussing the complicated relationships in their common class. 7) Two friends are discussing a new boyfriend of their common friend. One has got a good impression of him, while the other has formed the opposite opinion.

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3.3. FAMILY MATTERS

19. A) Read the three extracts and discuss the questions that follow. 1. THIS is the story of a five-year sojourn that I and my family made on the Greek island of Corfu. It was originally intended to be a mildly nostalgic account of the natural history of the island, but I made a grave mistake by introducing my family into the book in the first few pages. Having got themselves on paper, they then proceeded to establish themselves and invite various friends to share the chapters. It was only with the greatest difficulty, and by exercising considerable cunning, that I managed to retain a few pages here and there which I could devote exclusively to animals. I have attempted to draw an accurate and unexaggerated picture of my family in the following pages; they appear as I saw them. To explain some of their more curious ways, however, I feel that I should state that at the time we were in Corfu the family were all quite young: Larry, the eldest, was twenty-three; Leslie was nineteen; Margo eighteen; while I was the youngest, being of the tender and impressionable age of ten. We have never been very certain of my mother`s age, for the simple reason that she can never remember her date of birth; all I can say is that she was old enough to have four children. My mother also insists that I explain that she is a widow for, as she so penetratingly observed, you never know what people might think ...

2. I did not kill my father, but I sometimes felt I had helped him on his way. And but for the fact that it coincided with a landmark in my own physical growth, his death seemed insignificant compared with what followed. My sisters and I talked about him the week after he died, and Sue certainly cried when the ambulance men tucked him up in a bright red blanket and carried him away. He was a frail, irascible, obsessive man with yellowish hands and face. I am only including the little story of his death to explain how my sisters and I came to have such a large quantity of cement at our disposal. In the early summer of my fourteenth year a lorry pulled up outside our house. I was sitting on the front step rereading a comic. The driver and another man came towards me. They were covered in a fine, pale dust which gave their faces a ghostly look. They were both whistling shrilly completely different tunes. I stood up and held the comic out of sight. I wished I had been reading the racing page of my father`s paper, or the football results. 'Cement?' one of them said. I hooked my thumbs into my pockets, moved my weight to one foot and narrowed my eyes a little. I wanted to say something terse and appropriate, but I was not sure I had heard them right. I left it too long, for the one who had spoken rolled his eyes towards the sky and with his hands on his hips stared past me at the front door. It opened and my father stepped out biting his pipe and holding a clipboard against his hip ... 134

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3. I was born poor in rich America, yet my secret instincts were better than money and w ere for me a source of power. I had advantages that no one could take away from me – a clear memory and brilliant dreams and a knack for knowing when I was happy. I was at my happiest leading two lives, and it was a satisfaction to me that the second one of the dreamer or the sneak – I kept hidden. That was how I spent my first fifteen years. Fifteen was young then and I knew this: The poor don`t belong. But one summer out of loneliness or impatience my second self did more than wake and watch, and more than remember. He began to see like a historian, and he acted. I have to save my life. I used to think. Early that summer I was walking down a lovely crumbling little street lined with elms, called Brookview Road. The city of Boston, with its two tall buildings, was visible from one end of the road looking east ... B) Discuss these questions and note down your answers. 1. Which extract comes from which of these books:

2. Which of the extracts makes you want to read on? Give your reasons. 3. What do the extracts have in common? 4. What are the main differences between the three extracts? 5. What kind of young person does each narrator seem to be? 6. In the first extract, how did the narrator`s family 'invite various friends to share the chapters'? And what does he mean by 'their more curious ways'? 7. In the second extract, why do you think the narrator was 'rereading a comic'? Why did he 'wish he had been reading the racing page of his father`s paper'? 8. In the third extract, what is meant by 'The poor don`t belong'? 9. What do we learn of the relationship between the narrator and his family in each extract? 20. A) The text to follow deals with a serious public concern. Study the text and use it as a starting point for discussion. Translate the italicized words and word combinations into Russian. WHY I'M MARRYING A MAN 20 YEARS YOUNGER Actress Sandra Dickinson, 57, is engaged to a man 20 years younger, the actor Mark Osmond, 37. She is far from unusual-one in eight marriages are between an older woman and a younger man. Sandra, who lives in West London and has a daughter, Georgia, 21, and grandson, Ту, four, says every woman should have a toyboy. Sometimes I catch sight of Mark and myself in a mirror – a trim, muscular, young man and a blonde woman in her 50s – and wonder how our relationship can work. But then I notice our smiles and remember how much fun we have, so I tell myself to stop worrying and appreciate my wonderful relationship. Having a toyboy has made me feel so much younger. Partly that`s because our age has never been an issue and Mark has never made me feel self-conscious in any way. We have a full, passionate relationship in every sense of the word. Though I may look my age, I don`t feel as if I am in my 50s; I feel as if I`m in my 20s. 135

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True, maybe Mark will have to push me around in a wheelchair when I'm 85, but that`s a long time off and anything could happen before then. There`s no point in analysing your life away. All I know is that I`m blissfully happy and we plan to marry next year. We discussed marriage within a year of getting together-it just seemed the logical next step. The biggest problem we`re having is finding the time to fit it in our hectic work schedules. We want a huge party with all our friends and family. I don`t feel paranoid about his leaving me-quite the opposite, he says that it is very unlikely to happen. But you can`t hang on to people. I know that if he wanted to, he could go off with someone much younger-that`s his choice. I am so much more philosophical these days. If I die before him, which is more than likely, then I`d be quite happy for him to marry again. The only thing I worry about is whether he wants to have children. We talked about this a lot, and he said he would have enjoyed being a dad, but is so happy with me that it doesn't matter. He adores my grandson. I see them together and occasionally get a pang, thinking Mark has sacrificed fatherhood for me, but he says it is not an issue. I have to believe that I deserve this chance of happiness, and so I have resolved to seize it. When Mark and I met, he seemed shy. We started chatting and I was struck by how kind and intelligent he was. We seemed to have lots in common – we both love books and the theatre – and chatted easily. We clicked in that indefinable way; we just liked each other, enjoyed the same things and made each other laugh. Our relationship developed gradually, out of friendship. Initially, I held myself back because of the age difference. But one night we went for dinner with friends and for the first time we kept catching each other`s eyes. I realized-with a bit of a shock-that we found each other attractive. It took me a couple of weeks to pluck up the courage to tell my daughter I was falling in love with a man 20 years younger than me. Then she met him and realized he wasn`t just looking for a quick fling with a well-known actress and that we were a committed couple. From then on, she was totally fine about it. Life isn`t perfect, but I am so glad Mark scooped me up with all my baggage. I feel so lucky to have found him. We`re like a couple of children together, laughing away, the age difference seems irrelevant. Our lifestyles are so full and hectic. He has made me believe in myself again, which means I am enjoying acting more than ever. In the past, I have been a great worrier and wanted everything to be perfect. My relationship with Mark has made me relaxed. Yes, it may seem unconventional, but who cares? Now I feel truly loved and life has never been better. D. Appleyard. Daily Mail

B) Translate the following sentences into English using the vocabulary of the text above. 1. Несмотря на разницу в возрасте, он принял меня такой, какая я есть, за что я ему несказанно благодарна. Иногда меня мучают угрызения совести, потому что мне кажется, что он пожертвовал ради меня отцовством. Однако я научилась ценить то, что имею сегодня. 2. Я считаю, что нельзя «цепляться» за людей, поэтому я не испытываю панический страх по поводу того, что он может оставить меня ради более молодой женщины. 3. Мой жених заставил меня забыть о комплексах, и незаметно для нас мы сблизились. 4. У нас очень плотные рабочие графики, и нам удается собраться всей семьей только по выходным. Во время одного из таких обедов мне наконец-то удалось собраться с мужеством и рассказать своей семье о новом поклоннике. 5. Как мне показалось, мимолетный роман с известной актрисой не был его целью. Он искал серьезных отношений, и теперь они уже состоявшаяся пара. 6. Сначала я изо всех сил старалась сдерживаться. Однако, узнав его лучше, я поняла, что только с ним могу быть абсолютно счастлива и решила не упускать этот шанс. С тех пор мы чувствуем себя абсолютно комфортно в наших отношениях. C) Make up a card with 10 sentences containing the vocabulary of the text above. Write their translation on the other side. D) Suggest arguments to dethrone the most typical stereotypes concerning misalliances (age difference / gap, different social / financial / ethnic / racial backgrounds) circulating in modern society. Work in groups. Suggest arguments in favour of marriage by love (love matching), 21. marriage of convenience (cupboard love) and arrange them in the order of priority. 136

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22. Render the following excerpt in English using the topical vocabulary of the unit. He удивительно, что главными человеческими достоинствами в супружеской жизни три четверти опрошенных англичан назвали взаимопонимание, тактичность, предупредительность, а главной помехой для нее свыше половины опрошенных сочли плохой характер. Эти данные, основанные на результатах авторитетного социологического исследования, приводит автор книги «Английский характер» Джеффри Торер. При всей относительности любых анкетных опросов, результаты их во многом показательны. Торер, в частности, обобщил мнение тысяч опрошенных о том, какие качества они ценят в своих супругах выше всего. Отвечая на вопрос о мужьях, 33% английских жен назвали понимание, 28% – заботливость, 24% – юмор, 23% – честность, 21% – верность, 19% – щедрость, 17% – любовь, 14% – терпимость. По мнению английских мужей, жена, прежде всего, должна быть хорошей хозяйкой (29%), затем непосредственно следуют такие качества, как уживчивый характер (26%), взаимопонимание (23%), любовь (22%), верность (21%), внешность (21%), умение готовить (20%), ум (18%). С другой стороны, английские мужья больше всего осуждают в своих женах такие черты, как сварливость (29%), глупость (24%), сплетничество (21%), мотовство (17%), эгоизм (16%). Жены же считают наиболее нетерпимыми недостатками своих мужей эгоизм (56%), недостаток ума (20%), инертность, нежелание помогать по дому (18%), неопрятность (17%), нечестность (16%). В. Овчинников. «Сакура и дуб»

23.

Read the article and render its contents in English. Use the patterns from appendix 2. ОТВЕТ ПСИХОЛОГА

Мне 24 года. С моим молодым человеком мы прожили год, не регистрируя отношений. А потом узнали, что нас ждет прибавление семейства. Я стала ждать предложения замужества, но его не последовало, а когда я сама попробовала предложить ему себя в жены, то получила вежливый отказ. Мой гражданский муж сказал, что главное в совместной жизни – отношения, а не штамп в паспорте, и если мы поженимся, то отношения лучше не станут. Я очень расстроилась, ревела в подушку целыми ночами, а мой любимый советовал не обращать ни на кого внимания, а думать только о ребенке. Наверное, я ужасный консерватор, потому что понятие «гражданский брак» в моем сознании остается синонимом понятия «сожительство». Я, как все порядочные женщины, хочу быть замужней дамой и носить обручальное кольцо. Наш ребенок уже родился, но я постоянно об этом думаю. Отношения наши сошли на нет. Подскажите, что мне делать? Говорить Вам сейчас, что само понятие «гражданский брак» – это в большинстве случаев завуалированный обман, поздно. В нашей стране этот способ уклонения от законного брака появился сравнительно недавно, пришел к нам с Запада и наиболее приемлем среди зрелых людей, которые уже однажды «обожглись» в неудачном браке. А поскольку там «у них» при оформлении брака принято заключать брачный договор (или контракт), по условиям которого разведенная женщина имеет немалые имущественные права, часто бывает так, что мужчина после развода остается ободранным как липка. Чтобы не повторять ошибки, во второй брак мужчина вступать не торопится, а предлагает своей новой избраннице пожить в «пробном», или гражданском браке. Если сложатся нормальные семейные отношения, брак можно оформить, а не сложатся – просто «разбежаться», ничего не теряя при разводе. С другой стороны, для самостоятельной и независимой в финансовом отношении женщины брак уже не представляет собой единственной возможности обеспечения достойного существования. И она соглашается на «брак без обязательств», застраховав себя от возможного посягательства незарегистрированного «супруга» уже на ее собственность. 137

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Но как солнце не может не отражаться в каждой капле росы, так и новые тенденции, которые появляются в обществе, не могут не отражаться в отношениях между мужчиной и женщиной. И если брачные контракты у нас еще не получили такого распространения, как в развитых капиталистических странах, то самостоятельных женщин, способных обеспечить себе достойное существование без участия мужчин, становится все больше. Как правило, современная бизнес-леди слишком занята, чтобы посвятить себя семейному очагу, домашнему хозяйству, проблемам и обслуживанию капризного и изнеженного существа, называемого мужем, но достаточно обеспечена, чтобы не отказывать себе в радости материнства, а своему ребенку в приличном воспитании и образовании. Поэтому на мужа она надежд не возлагает и к законному браку не стремится. Так у нас и прижилась эта, в общем-то, чуждая здравому смыслу категория – «гражданский брак». Итак, в основе этого явления на Западе – имущественные интересы. А что у нас? В какой-то степени, то же самое, но чаще – обман. Называется все это «гражданский брак», но благозвучное название сути не меняет: жениться он не собирается, а жить с женщиной, оставаясь по сути свободным, не обременяя себя обязательствами и не связывая узами брака, считает нормальным. И хоть звучит это как анекдот, но ведь факт, что, по результатам последней переписи населения число женщин, считающих себя замужними, значительно превышает число считающих себя женатыми мужчин. Предложить женщине пожить в гражданском браке, это все равно, что сказать ей: «Давай, поживем пока просто так, ‘напишем черновик семьи’. Ты, если хочешь, можешь считать себя замужней, а я останусь свободным и буду продолжать поиск той единственной и неповторимой, с которой заключу настоящий, официальный брак и буду жить ‘набело’». Никто не спорит, в браке самое главное – это чувства и отношения. (Ваш «супруг», вероятно, имеет в виду любовь и взаимопонимание?) Но разве может говорить о любви мужчина, если он не считается с чувствами своей любимой, если не понимает, что ей для душевного спокойствия нужны штамп в паспорте, обручальное кольцо на пальце и уверенность в том, что из всех женщин на Земле Он выбрал Ее и пожертвовал своей свободой ради того, чтобы быть с ней всегда? Не зря в традициях и религиях всех стран существует институт законного брака. Не зря во все времена сожительство до брака и вне брака порицалось. Вы скажете, что сейчас в гражданском браке живут многие. Да, это правда, как правда и то, что мужчины обманывали женщин во все времена. И ладно бы, если бы от этого никто не страдал. Но ведь страдают! Страдают женщины, которые живут, постоянно опасаясь осуждения со стороны окружающих. (И не верьте тем, кто говорит, что совершенно об этом не думает.) Страдают их родители, которые не знают, как отвечать на вопросы знакомых: «Говорят, ваша дочь вышла замуж? Официально?» Страдают дети, которые, пока они маленькие, задумываются, почему в их семейном альбоме нет свадебных фотографий мамы и папы, а когда подрастают, не знают, как заполнять анкеты... Каким вырастет этот ребенок, который с пеленок видит фальшь в отношениях самых дорогих ему людей? Способен ли он будет, когда придет время, взять на себя ответственность за другого человека, стать его надеждой и опорой, разделить с ним и горе, и радость? Учитывая количество слов, которые Вы сказали своему «гражданскому мужу», а также количество слез, которое выплакали в подушку, советую больше не плакать, а поговорить с возлюбленным об интересах ребенка, то есть попросить его зарегистрировать брак ради малыша. Если и это не поможет, значит, Ваш сожитель прямо дает Вам понять, что в его жизни Вы – всего лишь эпизод. Юлия АЛЕКСЕЕВА Веста. № 8 Август 2004

24. Organize a debate on the topic 'For and against common-law marriage'. 25. A) Discuss in groups.  Did you ever experience problems in the relationships with your parents when you were a teenager? Recall some situations.  Did you have conflicts? How did you behave in these situations? How did your parents behave?  Looking back at those conflicts, do you think you found optimal solutions? 138

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В) Read the article and decide which of the tips mentioned can be helpful for a teacher dealing with teenage students. HOW TO WIN AN ARGUMENT WITH A TEENAGER 1. One thing that`s hard to understand – for parents and teenagers – is the hypothalamus reaction. This is when you get an extreme reaction that can happen quickly, in reaction to very little or even nothing. This explains why one minute you seem to have a reasonable child and the next, bam. Neural pathways go through a reordering in adolescence. There`s not much point trying to have a calm discussion during these 'storms'. Just as you might defer a walk during a downpour, wait for the storm to pass before resuming a more reasonable discussion. During these explosive times, it feels, to the teen, that they are 'fighting for their lives'. 2. Don`t be afraid to have a row – some adolescents say they actually like arguing sometimes because it enables them to put their point of view across and 'things can`t get any worse'. In other words, especially if you have a fairly reasonable child, an argument may be the only time they can tell you how they really feel. 3. Never underestimate how powerfully they can be attracted to another teenager, or how much they may want a possession. If you`re arguing about this and get between your teenager and the object of their desire (real, imagined or consumer goods) you will come out badly unless you handle things carefully. Try to apply 'logical parenting' – look at the real risks (not just those you fear) and at how your child usually handles similar situations. If they are normally responsible you can afford to give them a bit more freedom, if not you can feel confident in saying no. 4. In response to 'you don`t understand / you don`t know what I`m talking about', avoid saying 'I do, I went through similar'. Instead, try something like: 'OK, maybe I don`t, but help me understand'. Teenagers are so used to being told what to do by adults that this may stop them in their tracks. And you might learn something. 5. Never lose sight of what they are trying to communicate to you, even in a row. That rabid desire for the latest computer game? It may be a sign that real life is too stressful and they need an escape. Use phrases like 'what would that mean to you?' or 'what would happen if you didn`t get it?' to ascertain why it matters. Even if you then say no (and it is not only OK to say no, but necessary at times), they will have felt listened to. 6. Don`t try to win every argument if your teen has a point. If you want them to grow up with good critical-thinking skills, they need to learn that they are listened to and, at times, may be right. Instead of saying, 'that`s my decision and that`s the end of the matter' try deferring the discussion for a time when you can both calmly talk about it. If something keeps coming up, it`s obviously important. For instance, it may be less about that individual party they want to go to and more the subject of how much freedom your teen has. Say, 'look, this obviously really matters to both of us, let`s continue to discuss it on Saturday morning (or whenever).' Another good phrase is 'I really want to give this some thought, so let`s talk about it on X' – some decisions do take careful thought and it`s really important to 'model' this to your teen. 7. Know your child and never be afraid of them. Don`t be put off by the grunts and silence. Keep working at it and don`t just leave them to it. Teenagers need their parents just as much as ever, just in different ways: they need them not to be intrusive or controlling. Strike when the iron is cold – don`t discuss important issues when you`re both really angry. If you feel rejected by your teen, you may need to do some work on yourself. 8. If the argument is getting very emotional, try introducing a practical element such as 'what time did you say the party was?' or 'what does that game do?' It can trigger the hypothalamus reaction into 'calm' mode (or calmer). 9. Don`t be afraid to allow humour into a row. If you are screaming at each other, humour can be a great defuser and teenagers love an adult who can have a laugh at themselves (don`t laugh at them, though, or you`ll have another row on your hands). 10. However big they seem, whatever they say – they need you. Never issue an ultimatum unless you can safely carry it out and never use love as a bargaining tool. 'I`m getting out of your face, but not out of your life and this is where I’ll be when you want to talk' is a great thing to say if the row has run out of traction. With thanks to Alison Roy, a child and adolescent psychotherapist (http://www.theguardian.com/lifeandstyle/2016/may/07/how-to-win-an-argument-with-a-teenager)

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26.

Read the article and render its contents in English. Use the patterns from appendix 2. ПОГОВОРИ СО МНОЮ, МАМА...

Родители, приводя ребенка к психологу для «исправления», полагают, что ребенок стал «плохим» из-за школы, улицы, друзей, своей бестолковости и т.д., но возложить на себя ответственность они не в силах. Потому что тогда откроется правда о них самих, ведь именно от мам и пап зависит судьба детей, их способность быть счастливыми в этой жизни, умение правильно и самостоятельно решать свои проблемы, преодолевать трудности. Конечно, всем родителям хочется, чтобы их дети были счастливыми. Никто сознательно не стремится держать ребенка в страхе, воспитывать его тревожным, упрямым, злым, эгоистичным, не имеющим веры в свои силы, ненавидящим окружающий мир. Все желают, чтобы их дети были вежливы, аккуратны, верили в себя. Но... Они грубят, вечно чем-то перепачканы, нервозны и беспокойны, похоже, что счастья у них нет. Почему? Если вслушаться в разговоры между родителями и детьми, можно отметить, что собеседники почти не слушают друг друга. Разговор больше похож на диалог глухих. С одной стороны, крики и наставления, с другой – отрицания и жалобы. Подобное происходит зачастую от элементарного неумения взрослых общаться с детьми. Вот несколько примеров недопустимых форм общения. «Сейчас же перестань!», «Убери!», «Быстро в кровать!», «Чтобы больше я этого не видел!». В таких категоричных, приказных фразах ребенок слышит нежелание родителей вникнуть в его проблему, неуважение к его мнению, желаниям. Такие слова вызывают чувство унижения, бесправия. В ответ дети обычно сопротивляются, бурчат, огрызаются, обижаются. «Если ты не прекратишь плакать, я уйду!», «Еще раз, и я возьму ремень!», «Не придешь вовремя – убью!». Регулярное употребление подобных угроз начиная с раннего детства – 4–5 лет ведет к необратимым катастрофическим последствиям: ребенок начинает чувствовать себя беззащитным, бесправным, ничтожным и позднее чувствует себя никому не нужным, нелюбимым. К нам на прием обратилась мама с просьбой уменьшить агрессивность ее 10-летней дочери. Дочь огрызалась, дралась с матерью, сильно ревновала к младшему братику. В ходе консультации выяснилось, что с 5-летнего возраста девочку шлепали ремнем при малейших проказах. Мама очень удивилась, что именно ее стиль поведения привел к такой ответной реакции ребенка. Если мама не изменится, то прогноз на будущее у ее девочки может стать весьма неблагоприятным. Еще примеры. «Ты обязан вести себя хорошо!», «Ты должен хорошо учиться!», «Нужно быть уважительным к родителям!». Из таких фраз дети не узнают ничего нового, так как слышали это по сто раз на дню, они просто еще раз чувствуют давление авторитета, вину, иногда просто скуку или все одновременно. «На что это похоже?», «Опять ты за свое, отстань!», «Какой же ты лентяй!», «У, плакса-вакса...», «Ну какой ты дурень!», «Ты просто дуб дубом», «Не будь лапшой»... Атакуемый такими замечаниями ребенок начинает считать, что он и в самом деле плохой, непонятливый, неумелый, у него формируется заниженная самооценка, снижается уровень желаемых достижений, ребенок растет стеснительным, тревожным, робким, недоверчивым, замкнутым. На консультацию пришел однажды папа с сыном. Ребенок не хотел делать уроки, быстро уставал от домашних заданий, зевал и через полчаса занятий не мог спокойно сидеть на месте. В процессе беседы выяснилось, что отец сильно раздражался, если сын делал что-то неправильно (криво писал буквы, делал ошибки), быстро переходил на крик и начинал мальчика ругать, угрожать лишением чего-то приятного для него. И до папы не могло дойти, что именно его поведение привело к тому, что у его сына в конце концов стало пропадать всякое желание делать то, за что постоянно критиковали. Взрослые считают своим долгом давать советы детям, не скупятся на них, часто приводя в пример себя: «Когда я был в твоем возрасте...». Однако дети не склонны к этому прислушиваться. Наши дети хотят защитить свое достоинство, право на самостоятельное принятие решений. Ведь и взрослым не всегда приятны навязываемые советы, готовые решения, а дети намного чувствительнее. Еще Эрих Фромм говорил, что любить человека – это давать ему достаточно свободы для личностного роста. Даже похвала, которая произносится слишком часто и без повода, может привести к тому, что ребенок станет зависимым от нее, будет ждать и искать комплимента («А почему сегодня меня не похвалили?»). «Я знаю, что все это из-за того, что ты ничего не умеешь...», «Небось, опять подрался», «Я вижу, что ты меня обманываешь...», «Я вижу тебя насквозь». Кто из детей (да и взрослых) любит, когда его «вычисляют»? Такие высказывания вызывают лишь защитные реакции, желание от140

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далиться, уйти от конфликта, закрыться. Конечно, удержаться от вопросов очень трудно, но лучше заменить вопросительные предложения на утвердительные, типа: «Я чувствую, что у тебя что-то случилось», «Ты молчишь», «Ты сегодня получил двойку»... Даже когда мы сочувствуем ребенку, но делаем это формально, на словах: «Брось, не обращай внимания», «Ничего страшного нет», ребенок прекрасно чувствует пренебрежение к его заботам и непонимание всей глубины его переживаний, чувств. То же самое получается и с нашим отшучиванием, уходом от искреннего разговора. «Знаешь, папа, терпеть не могу эту математику и ничего в ней не понимаю». Папа: «Как много между нами общего». То есть отец проявляет чувство юмора, а у сына проблема осталась. А такие слова, как «отстань», «мне некогда», «не, до тебя», «вечно ты ноешь»? Познакомившись с вышеперечисленными примерами общения, родители воскликнут: «Это нельзя! И это нельзя! А что же можно?». Можно и нужно главное – уважение к личности ребенка, к его праву на собственное, мнение, чувства, ошибки, искреннее внимание к его заботам, отказ от позиции «сверху». Этому можно научиться. Было бы твердое намерение у нас, взрослых. Н. ЧЕРЕПАНОВА, психолог. Сургутская трибуна, № 155 18 августа 2001 г.

27. Write an essay on one of the following topics.  Pros and cons of common-law marriage.  Should friends be alike?  Husbands and wives working together  How to cope with generation gap?

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3.4. SOCIALIZING

28. A) Read the subunit 'The rules of introduction' from the chapter 'Grooming talk' ('Watching the English' by Kate Fox), make its outline and be ready to explain each 'rule' mentioned. B)

Summarize the contents of the extract in writing. Make use of appendix 2. GROOMING TALK

I described weather-speak in the previous chapter as a form of 'grooming-talk'. Most of the much-wanted human capacity for complex language is in fact devoted to such talk – the verbal equivalent of picking fleas off each other or mutual back-scratching. THE RULES OF INTRODUCTION Grooming-talk starts with greeting-talk. Weather-speak is needed in this context partly because greetings and introductions are such an awkward business for the English. The problem has become particularly acute since the decline of 'How do you do?' as the standard, all-purpose greeting. The 'How do you do?' greeting – where the correct response is not to answer the question, but to repeat it back, 'How do you do?', like an echo or a well trained parrot – is still in use in upper-class and upper-middle circles, but the rest are left floundering, never knowing quite what to say. Instead of sneering at the old-fashioned stuffiness of the 'How do you do?' ritual, we would do better to mount a campaign for its revival: it would solve so many problems. Awkwardness Rules As it is, our introductions and greetings tend to be uncomfortable, clumsy and inelegant. Among established friends, there is less awkwardness, although we are often still not quite sure what to do with our hands, or whether to hug or kiss. The French custom of a kiss on each cheek has become popular among the chattering classes and some other middle- and upper-middle-class groups, but is regarded as silly and pretentious by many other sections of society, particularly when it takes the form of the 'air-kiss'. Women who use this variant (and it is only women; men do not air-kiss, unless they are very camp gays, and even then it is done 'ironically') are disparagingly referred to as 'Mwah-Mwahs'. Even in the social circles where cheek-kissing is acceptable, one can still never be entirely sure whether one kiss or two is required, resulting in much awkward hesitation and bumping as the parties try to second-guess each other. Handshakes are now the norm in business introductions – or rather, they are the norm when people in business are introduced to each other for the first time. Ironically, the first introduction, where a degree of formality is expected, is the easiest. (Note, though, that the English handshake is always somewhat awkward, very brief, performed 'at arm`s length', and without any of the spare-hand involvement – clasping, forearm patting, etc. – found in less inhibited cultures). At subsequent meetings, particularly as business contacts get to know each other better, a handshake greeting often starts to seem too formal, but cheek-kisses would be too informal (or too pretentious, depending on the social circle), and in any case not allowed between males, so we revert to the usual embarrassed confusion, with no-one being quite sure what to do. Hands are half-extended and then withdrawn or turned into a sort of vague wave; there may be awkward, hesitant moves towards a cheek-kiss or some other form of physical contact such as an arm-touch – as no contact at all feels a bit unfriendly – but these are also often aborted half-way. This is excruciatingly English: over-formality is embarrassing, but so is an inappropriate degree of informality (that problem with extremes again). The No-name Rule In purely social situations, the difficulties are even more acute. There is no universal prescription of handshakes on initial introduction – indeed, they may be regarded as too 'businesslike' – and the normal business practice of giving one`s name at this point is also regarded as inappropriate. You do not go up to someone at a party (or in any other social setting where conversation with strangers is permitted, such as a pub bar counter) and say 'Hello, I`m John Smith,' or even 'Hello, I`m John.' In fact, the only correct way to introduce yourself in such settings is not to introduce yourself at all, but to find some other way of initiating a conversation – such as a remark about the weather. 142

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The 'brash American' approach: 'Hi, I`m Bill from Iowa,' particularly if accompanied by an outstretched hand and beaming smile, makes the English wince and cringe. The American tourists and visitors I spoke to during my research had been both baffled and hurt by this reaction. 'I just don`t get it,' said one woman. 'You say your name and they sort of wrinkle their noses, like you’ve told them something a bit too personal and embarrassing.' 'That`s right,' her husband added. 'And then they give you this tight little smile and say "Hello" – kind of pointedly not giving their name, to let you know you’ve made this big social booboo. What the hell is so private about a person’s name, for God`s sake?' I ended up explaining, as kindly as I could, that the English do not want to know your name, or tell you theirs, until a much greater degree of intimacy has been established – like maybe when you marry their daughter. Rather than giving your name, I suggested, you should strike up a conversation by making a vaguely interrogative comment about the weather (or the party or pub or wherever you happen to be). This must not be done too loudly, and the tone should be light and informal, not earnest or intense. The object is to 'drift' casually into conversation, as though by accident. Even if the other person seems happy enough to chat, it is still customary to curb any urges to introduce yourself. Eventually, there may be an opportunity to exchange names, providing this can be achieved in a casual, unforced manner, although it is always best to wait for the other person to take the initiative. Should you reach the end of a long, friendly evening without having introduced yourself, you may say, on parting, 'Goodbye, nice to meet you, er, oh – I didn`t catch your name?' as though you have only just noticed the omission. Your new acquaintance should then divulge his or her name, and you may now, at last, introduce yourself – but in an offhand way, as though it is not a matter of any importance: 'I`m Bill, by the way.' One perceptive Dutch tourist, after listening attentively to my explanation of this procedure, commented: 'Oh, I see. It is like Alice Through the Looking Glass: you do everything the wrong way round'. I had not thought of recommending Alice as a guide to English etiquette, but on reflection it seems like quite a good idea. The 'Pleased to Meet You' Problem In a small social gathering such as a dinner party, the host may solve the name problem by introducing guests to each other by name, but these are still awkward moments, as the decline of 'How do you do?' means that no-one is quite sure what to say to each other when introduced in this manner. 'How are you?', despite having much the same meaning, and being equally recognised as a non-question (the correct response is 'Very well, thank you' or 'Fine, thanks' whatever your state of health or mind), will not do in initial introductions, as custom dictates that it may only be used as a greeting between people who already know each other. Even though it does not require an honest answer, 'How are you?' is far too personal and intimate a question for first-time introductions. The most common solution, nowadays, is 'Pleased to meet you' (or 'Nice to meet you' or something similar). But in some social circles – mainly upper-middle class and above, although some at the higher end of middle middle are affected – the problem with this common response is that it is just that: 'common', meaning a lower class thing to say. The people who hold this view may not put it quite like this – they are more likely to say that 'Pleased to meet you' is 'incorrect', and you will indeed still find etiquette books that confirm this. The explanation offered by some etiquette books is that one should not say 'Pleased to meet you' as it is an obvious lie: one cannot possibly be sure at that point whether one is pleased to meet the person or not. Given the usual irrationalities, dishonesties and hypocrisies of English etiquette, this seems unnecessarily and quite uncharacteristically scrupulous. Whatever its origins or dubious logic, the prejudice against 'Pleased to meet you' is still quite widespread, often among people who do not know why it is that they feel uneasy about using the phrase. They just have a vague sense that there is something not quite right about it. But even among those with no class prejudice about 'Pleased to meet you', who believe it is the correct and polite thing to say, this greeting is rarely delivered with ringing confidence: it is usually mumbled rather awkwardly, and as quickly as possible – 'Plstmtye'. This awkwardness may, perversely, occur precisely because people believe they are saying the ‘correct’ thing. Formality is embarrassing. But then, informality is embarrassing. Everything is embarrassing. The Embarrassment Rule In fact, the only rule one can identify with any certainty in all this confusion over introductions and greetings is that, to be impeccably English, one must perform these rituals badly. One must appear self-conscious, ill-at-ease, stiff, awkward and, above all, embarrassed. Smoothness, glibness and 143

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confidence are inappropriate and un English. Hesitation, dithering and ineptness are, surprising as it may seem, correct behaviour. Introductions should be performed as hurriedly as possible, but also with maximum inefficiency. If disclosed at all, names must be mumbled; hands should be tentatively half-proffered and then clumsily withdrawn; the approved greeting is something like 'Er, how, um, plstm-, er, hello?' If you are socially skilled, or come from a country where these matters are handled in a more reasonable, straightforward manner (such as anywhere else on the planet), you may need a bit of practice to achieve the required degree of embarrassed, stilted incompetence.

AND FINALLY … THE LONG GOODBYE RULE We started this grooming-talk chapter with greeting-talk, so it is appropriate to conclude with parting-talk. I wish I could end on a positive note and say that the English are rather better at partings than we are at greetings, but the truth is that our leave-takings tend to be every bit as awkward, embarrassed and incompetent as our introductions. Again, no-one has a clear idea of what to do or say, resulting in the same aborted handshakes, clumsy cheek-bumping and half-finished sentences as the greeting process. The only difference is that while introductions tend to be hurried – scrambled through in an effort to get the awkwardness over with as quickly as possible – partings, as if to compensate, are often tediously prolonged. The initial stage of the parting process is often, deceptively, an unseemly rush, as no-one wants to be the last to leave, for fear of 'outstaying their welcome' (a serious breach of the privacy rules). Thus, as soon as one person, couple or family stands up and starts making apologetic noises about traffic, baby-sitters, or the lateness of the hour, everyone else immediately looks at their watch, with exclamations of surprise, jumps to their feet and starts hunting for coats and bags and saying preliminary goodbyes. (Although 'Pleased to meet you' is problematic as a greeting, it is acceptable to say 'It was nice to meet you' at this point, if you are parting from people to whom you have recently been introduced – even if you have exchanged no more than a few mumbled greetings.) If you are visiting an English home, be warned that you should allow a good ten minutes – and it could well be fifteen or even twenty – from these initial goodbyes to your final departure. There is an old Dudley Moore piano-sketch – a spoof on the more flamboyant, self-indulgent, romantic composers – in which he plays a piece that keeps sounding as though it has ended (da, da, DUM), but then continues with a trill leading to another dramatic 'ending' (diddley, diddley, dum, DUM, DA-DUM), followed by yet more 'final'-sounding chords (DA, DA-DUM) then more, and so on. This sketch has always reminded me of a typical group of English people attempting to say goodbye to each other. Just when you think that the last farewell has been accomplished, someone always revives the proceedings with yet another 'Well, see you soon, then ...', which prompts a further chorus of 'Oh, yes, we must, er, goodbye ...', 'Goodbye', 'Thanks again', 'Lovely time', 'Oh, nothing, thank you', 'Well, goodbye, then ...', 'Yes, must be off – traffic, er ...', 'Don’t stand there getting cold, now!', 'No, fine, really …', 'Well, goodbye ...'. Then someone will say, 'You must come round to us next ...' or 'So, I’ll email you tomorrow, then ...' and the final chords will begin again. Those leaving are desperate to get away, and those hovering in the doorway are dying to shut the door on them, but it would be impolite to give any hint of such feelings, so everyone must make a great show of being reluctant to part. Even when the final, final, final goodbyes have been said, and everyone is loaded into the car, a window is often wound down to allow a few more parting words. As the leavers drive off, hands may be held to ears with thumbs and little fingers extended in a phone-shape, promising further communication. It is then customary for both parties to wave lingering, non-verbal goodbyes to each other until the car is out of sight. When the long-goodbye ordeal is over, we all heave an exhausted sigh of relief. As often as not, we then immediately start grumbling about the very people from whom, a moment earlier, we could apparently hardly bear to tear ourselves. 'God, I thought they were never going to go!' 'The Joneses are very nice and all that, but she does go on a bit ...' Even when we have thoroughly enjoyed the gathering, our appreciative comments following the long goodbye will be mixed with moans about how late it is, how tired we are, how much in need of a cup of tea/strong drink – and how nice it is to have the place to ourselves again (or to be going home to our own bed). And yet, if for any reason the long goodbye has been cut short, we feel uncomfortable, dissatisfied – and either guilty, if we have committed the breach of the rule, or somewhat resentful, if the other parties have been a bit hasty in their farewells. We may not be explicitly conscious of the fact that a rule has been 144

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broken, but we feel a vague sense of incompleteness; we know that somehow the goodbyes have not been said 'properly'. To prevent such malaise, English children are indoctrinated in the etiquette of the long-goodbye ritual from an early age: 'Say goodbye to Granny, now'. 'And what do we say? We say thank you Granny!', 'And say goodbye to Auntie Jane.' 'No, say goodbye NICELY!', 'And say bye-bye to Pickles'. 'We`re leaving now, so say goodbye again.' 'Come on now, wave, wave bye-bye!' The English often refer to this ritual not as 'saying goodbye' but as 'saying our goodbyes', as in 'I can`t come to the station, so we`ll say our goodbyes here'. I discussed this with an American visitor, who said, 'You know, the first time I heard that expression, I didn`t really register the plural – or I guess I thought it meant you said one each or something. Now I know it means a LOT of goodbyes'. Kate Fox 'Watching the English'

Ann is saying goodbye to Bob after an evening at his house. Read the conversation and 29. complete the 'goodbye' expressions using the words on the right. Then listen and check your answers. you

better after must for

having be Give Take

will Bye

regards journey

been See

already

The long goodbye Ann: I`d (I)____be going. Bob: It`s (2)____lovely to see you. Ann: Thank you for (3)____me. Bob: Thanks (4)____coming. Ann: I`ll (5)____off then. Bob: Give my (6)____to your family. Ann: I (7)____. Bob: (8)____me a ring. Ann: Okay. I really (9)____be off now. Bob: (10)____it easy. Ann: (11)____you. Bob: Look (12)____yourself, Ann: (13)____for now. Bob: Safe (14)____. Ann: Love (15)____. Bob: Missing you (16)____. 30. Study the communication strategy of saying goodbye. Step 1 Step 2 Step 3

Make it clear that you need to take a leave. Excuse yourself out of communication / conversation. Say goodbye employing a suitable leave-taking formula.

31. Arrange the saying goodbye vocabulary in three groups relating to the three steps of communication strategy (some stock phrases can refer to more than one step), e.g. Step 1 I really should be going.

Step 2 I still have to work on my project.

Step 3 Have a nice day.

Have a nice day / morning / weekend. It was nice seeing you again / talking to you. I really should be going / running along. / Unfortunately, I have to be going. I`ll be seeing you. / I won`t keep you. / Hope to see you soon. / I`ll be in touch. Very glad to have had a chance to talk to you / chat with you. I need to attend to other guests. 145

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Very glad to have had a chance to chat with you. Take care. / See you soon. My best regards to ... / Please give my best regards to ... / Say hello to ... Give my love to the family. You must come round to us next weekend. We look forward to doing further business with you. Sorry, but there is some urgent matter I need to attend to. I still have to work on my project. 32. Practise leave-taking strategy in the situations to follow. Make use of the phrases below.  You have run into a former classmate you lost touch with in a local supermarket. You have no time for a talk, and agree to eat out next Friday.  After successful negotiations with your partners (enthusiastic about the project) you get a feel that you need to wine and dine them and invite them to a restaurant to celebrate. You agree to meet in the evening in the hotel lounge.  While networking, you are interrupted by your PA (personal assistant) who informs you of some urgent matter; you have to take a leave. You thank your colleagues for being supportive and helpful and say goodbyes. Slang Goodbyes Casual goodbyes Formal Goodbyes Bye! Catch you later Goodbye: Bye Bye! Peace! / Peace out Farewell Later! I`m out! Take care Smell you later See you later / Talk to you later Have a good day So Long! All right then! 33. Suggest a variety of suitable leave-taking formulas in the settings to follow.  at a party (to the hosts / guests)  at a conference (to your colleagues)  in the office at the end of the day (to your subordinates / superiors)  after a PTA* meeting (to fellow parents / teachers involved / the chairperson)  at a railway station (to your fellow passenger after a trip where you practically made friends) Parent-Teacher Association: an organization of parents and teachers that works to improve their school, usually by organizing events to raise money.

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3.5. MAKING SMALL TALK

Small talk noun [uncountable] polite friendly conversation about unimportant subjects e.g. We stood around making small talk From Longman Dictionary of Contemporary English Small talk is used:  to demonstrate your willingness to talk;  to test communication channel;  to get used to each other before moving to a more substantial topic;  as a social lubricant. 34. Read the text and translate the words and word combinations in bold into Russian. Answer the questions below.  Who makes small talk?  What do people make small talk about?  Where do people make small talk?  When/ why are people expected to engage in small talk? SMALL TALK: WHO, WHAT, WHERE, WHEN, WHY Small talk is used by people to avoid uncomfortable silence in different settings. Even those who do not know each other at all have to engage in small talk. Though we often teach children not to talk to strangers, adults are expected to say at least a few words in certain situations. Short casual conversations are common for office employees working in the same department who may not be good friends. Customer service reps, waitresses, hairdressers and receptionists are expected to engage in small talk with customers. There are safe topics that people from all walks of life usually make small talk about. Weather-speak is the best choice. Talking current events, as long as you are not discussing a controversial issue, is another option. Entertainment news, such as a celebrity, is still another good topic. If the bus is extremely crowded and there is no seat available, you might talk about reasons why. Similarly, people in an office might casually discuss new paint or furniture. There are also some subjects that are not considered acceptable when making small talk. Discussing private issues such as salaries or a recent divorce is not done between people who do not know each other well, because you do not know if you can trust the other person with your secrets or personal information. Compliments on clothing or hair are acceptable; however, you should never say something (good or bad) about a person`s body. It is not safe to discuss subjects that society treats as sensitive such as religion or politics. Lastly, it is not wise to continue talking about an issue that the other person does not seem comfortable with or interested in. Most often small talk is practiced in places where people are waiting for something-for example, you might chat with another person who is waiting the bus to arrive, or to the person beside you waiting to get on an airplane, in doctor`s or dentist`s waiting room. At the office, people make small talk in lifts or lunchrooms and even in restrooms, especially if there is a line-up. Some social events (such as a party) require small talk among guests. When people talk around in a social setting to a variety of people, it is called mingling. The most common time for small talk to occur is the first time you see someone during the day-if you see a co-worker in the lounge, you might say hello and start a small talk; next time you see each other you might just smile. If there is an uncomfortable silence, it might indicate the right time to initiate a casual conversation. After someone smiles and acknowledges you, it is time to spark up a conversation. Finally, it is important to recognize the cue when the other person wants the conversation to stop. 147

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There are a few different reasons why people use small talk and most obvious is to break an uncomfortable silence. Another reason is simply to fill the time. You may not feel like chatting with anyone at a party, but it is rude to just sit in a comer by yourself. After someone introduces you to another person, show polite interest in getting to know other people instead.

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36. Watch the video '5 tips to master small talk' on http://www.learnex.in/how-to-mastersmall-talks-improve-your-communication-skills and take notes of the tips given. 37. Read the guidelines on making small talk and match the paragraphs with the corresponding titles below. Point out the key words or phrases that helped you identify the topic of each passage. 1) Defuse Unpleasant Situations. 2) Do a Little Homework. 3) Don`t Hold Back. 4) Draw the Other Person Out. 5) Greet People Appropriately. 6) Make a Clean Getaway. 7) Make Proper Introductions. 8) Remember Names. 9) Revive a Dying Conversation. 10) When in Doubt, Discuss the Setting. THE 10 BIG RULES OF SMALL TALK By Jennifer Tung Anyone who`s been caught at a wedding reception or a cocktail party discussing recent precipitation knows that making small talk isn`t as easy as it sounds. On the contrary, conversing with strangers can be awkward, stilted, even painful. But there is an art to it, and it can be mastered. 'A golden rule is that you don`t have to be brilliant-just nice,' says Bernardo J. Carducci, Ph.D., director of the Shyness Research Institute at Indiana University Southeast, in New Albany, Indiana. 'If you start with simple, even obvious comments, that makes it easier for others.' Here are 10 rules-gleaned from communication specialists and women whose jobs require extensive networking and party-going-for navigating sticky small-talk situations with style and grace. А) If your conversational skills are more reminiscent of Oscar the Grouch than Oscar Wilde, a bit of preparation is in order. 'As I drive to a party, I try to come up with two or three things to talk about in case the conversation runs dry', says Debra Fine, lecturer and author of The Fine Art of Small Talk ($17, amazon.com). 'If I've met the host before, I try to remember things about her, like her passion for skiing or a charity we're both involved in'. Anne-Marie Fowler, a San Francisco investment adviser and president of the fund-raising group San Francisco Ballet Encore!, attends business and social functions as often as seven nights a week. She says, 'I think about the key guests and what I can say to bring them into their element.' For instance, when Fowler attended the party of a recently retired CFO, she remembered that he loves modern art and asked him about his collection. To keep your conversation timely and lively, Carducci suggests scanning newspaper headlines and movie and book reviews. 'And I listen to a lot of NPR', he says. В) To kiss or not to kiss? The question is so universal (and, for some, vexing) that Hamlet might have asked it. Generally, a firm handshake is a safe, neutral bet. In social situations where faces are more familiar, the rules soften. 'If someone`s a good friend, I kiss, and if someone makes that overture to me, I’ll respond accordingly', says Barbara Roberts, a board member of the Saint Louis Art Museum who chaired a recent fund-raising gala. Cindy Cawley, an active fund-raiser and volunteer in Omaha, Nebraska, adds, 'If you`ve kissed someone before, remember to do it again, or they may feel shunned. And if you`re greeting a husband and wife, peck both, or it will look like you`re picking a favorite'. С) Introductions tend to pass in a blur, with both parties quickly blurting out names and then taking sips of wine. As a result, no one remembers who anyone is. The solution: Slow down and stay present. 'I always repeat a name once or twice after I`ve heard it,' says Cathy Filippini, a governing member of the Chicago Symphony and a sustaining fellow at the Art Institute of Chicago. 'If someone has an unusual name, take time to learn it', advises Fine. 'Don`t just move on', she says. 'Say, "I`m sorry". Let me try that. 148

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Did I get it right?' 'Similarly, if someone mumbles', says Fowler, 'say, "Would you kindly repeat your name?" And when you speak your own name, do so clearly. If you forget a name, discreetly ask a third party for help, or listen for it in conversation. If all else fails, come clean. Don`t panic, and don't feel awful', says etiquette guru Peggy Post. 'Just say, "I can`t believe it. I`ve just drawn a blank." It`s such a normal, widespread, human happening that most people will understand'. D) Begin the conversation by giving the other person something to work with. But don`t put her to work. For example, if asked what you do for a living, don`t give the short answer, thereby forcing the other person to scramble for more questions. 'Embellish your response', says Carducci. 'Say, "I`m an accountant, but I don`t cook the books". 'If someone asks what you`ve been up to,' say, "We took the kids to Italy this year," suggests Fine. 'Now they know that you have kids and have been to Italy'. Е) 'People love to talk about themselves, so be a great listener', says Cawley. Roberts concurs: 'If we`re at an exhibition, I ask what their favorite painting was. If I`ve never met them before, I ask what they do professionally and what they enjoy recreationally.' Filippini says, 'I`ll ask if they`ve seen a particular exhibit or play.' 'The questions don`t have to be that specific', adds Fine: 'You can simply say, "Bring me up to date." 'Questions can also be utterly superficial – to begin with. 'I always ask about someone’s shoes or jewelry,' says Fowler. 'Both make statements about a person. I often ask what meaning a piece of jewelry has to its wearer, and that opens up a lot of other topics'. F) It sounds like a cop-out, but it works. 'It`s something you share', says Carducci. 'If you comment on the good music or the interesting floral arrangements or how long a line for food is, and the other person agrees, that means they’re willing to talk to you'. Another fail-safe, setting-specific question is 'How do you know the host?' G) Don`t panic when there`s a lull in the conversation. 'Silences aren`t as long as you think they are', says Carducci. 'Remember that if you say something, the other person may need to process it. Think of silence as a transition'. Roberts adds, 'Sometimes silence is appropriate. You don`t want to seem like a babbling idiot'. If you sense that the other person is dying to get away, give him the opportunity to do so. Otherwise, take the conversation in a new direction using one of the above tactics. 'Throw something out there', says Carducci, 'and don`t worry about making the transition smooth'. H) The true hallmark of a skilled and gracious small-talker is the ability to introduce people with ease. In addition to announcing names, offer a piece of information about each person, or a shared interest, thereby facilitating a conversation. 'I try to be genuine and sincere and convey that each person is important, and I try to say both names slowly', says Roberts, who gives the following example: 'Kate, this is Jane. Jane and her husband just moved here from Cincinnati. Jane is interested in painting and is an artist herself. Jane, this is Kate. Kate is the museum`s director of communications'. Things get tricky when you forget one of the names. In that instance, 'mention one person’s name and gesture to the other one', says Post. 'That person will usually sense you`re at a loss and volunteer their name'. Cawley cleverly passes the buck: 'I say the name of the person I do know and then say to her, "I`ll put you in charge of the introduction"'. I) For every group of lovely people you meet at a party, there`s bound to be a lemon. Type 1 is the person who has met you on several occasions but acts as if he`s never seen you before in his life. 'I don`t like to play games, so I acknowledge that we`ve met right away', says Cawley. 'I’ll say, "You may not recall, but I remember meeting you at a fund-raiser two years ago" '. Type 2 invades your personal space. 'I don`t say anything; I just move back', says Filippini. 'If they get me against a wall, I maneuver around them'. Cawley also steps back, and 'if they follow me, I extend whichever hand is holding my cocktail, so they`re an arm`s length away', she says. Type 3 won’t stop talking about himself and hasn`t asked you a single question. 'If someone is that self-centered, exit the conversation gracefully', says Carducci. Which leads us to: J) 'Use the phrase "I need" ', advises Fine. 'I need to get some food; I haven`t eaten all day. I need to talk to a client over there. I need to meet the speaker'. Freshening your drink, using the restroom, chatting with a friend who has just arrived, and checking in with your spouse are also valid needs. 'If you can mention something from the conversation that meant something to you', says Roberts, 'it shows that you`re not running off because you`re bored. I say, "I`ve enjoyed talking to you about your volunteer work, and I hope to talk to you again" '. For extreme situations, Fowler recommends establishing 'rescue me' signals with a partner or a friend to let her know when you need help bailing out of a conversation. Cawley has paged herself to escape a dull party. 'My favorite is to ask someone else nearby – a spouse or a good friend – to dance,' says Fowler, provided there`s music and others are dancing, of course. 149

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38. Study the communication strategy of small talk. Step 1 Step 2 Step 3 Step 4

Find an appropriate starter in the setting. Proceed to relate your own experience to the talk. Ask follow-up questions to keep the talk going. Have-a-nice-day roundup.

39. Arrange the small talk vocabulary in three groups relating to the three steps of communication strategy (some stock phrases can refer to more than one step), e.g. Step 1 It`s a nice day today, isn`t it?

Step 2 Step 3 I read in the paper today Really? What was that ... it about?

Step 4 See you, have a nice day.

A) Good starters to open a conversation Did you see the match last night? Have you heard ...? / Did you enjoy ...? Is this your first trip to LA? Talking about the weather It is a beautiful day, isn`t it? / Nice day, isn`t it? It is getting warmer at last, isn`t it? We couldn`t ask for a nicer day, could we? What a splendid / awful summer we`ve had so far this year. What beautiful weather again! Talking about current events Did you catch the news today? What do you think about the situation on (the World Stock Exchange)? Aren`t we in for (a financial recession)? I hear they are finally going to start (building a new Ring road). Did you read about that awful accident in ... last week? At the office How was the weekend? / Do you have anything planned for the weekend? I can`t believe how busy / quiet we are today, can you? What do you think of the new office furniture? At a social event Are you enjoying the party? It`s a pretty nice place, isn`t it? Waiting somewhere I didn`t think it would be so busy today. The bus must be running late today. It looks like we are going to be here for a while, doesn`t it? B) Follow-up questions / feedback to keep the conversation going Really? / Did you? / Have you? / Is it? / What was it about? That`s great! / Fancy that! That`s too bad! / Oh, no! / You don’t say so! 40. Watch the video '5 tips to deal with awkward silence in a conversation' at s://www.youtube.com/watch?v=vIzmHLzLFaU and make notes of the tips suggested. 41. Employing the strategies mentioned above act out the following situations. Make use of the phrases below.  You come across your neighbour at the local supermarket and start small talk with the weather-speak (unusual heat wave you had the previous week).  Travelling from the ground to the 25th floor in a lift with a colleague from a next-door department.  A university professor and a young scientist have to share the table at a formal conference dinner.  Two strangers happen to drop in a deli for a cup of coffee. The male starts small talk to get acquainted with the pretty young lady. 150

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HOW TO KEEP AN ENGLISH CONVERSATION GOING 1. Show interest in the other speaker You don`t need to say much. Often just one word is needed to show you are interested and listening. Try 'Really?' (with a rising intonation), 'Right' or 'Sure'. You could even show you are listening with a non-word such as 'Mmm' or 'Uh-huh'. 'I hate watching rubbish on the TV'. – 'Right'. 2. Use a short phrase to show your feelings. e.g., 'How awful', 'Oh no', 'You`re joking', 'What a pity' etc. 'My neighbour had a car accident yesterday.' – 'Oh no!' 'Yes, but thankfully he wasn`t hurt.' – 'Mmm.' 3. Ask a short question You can use an auxiliary verb to make a short question which will encourage the other speaker to keep talking: 'We tried out the new Chinese restaurant last night.' – 'Did you?' 'I'm going to Barbados next week on holiday.' – 'Are you? Lucky you!' 'It's snowing again.' – 'Is it?' 4. Repeat what the other person said Do this especially if the other person has said something surprising. 'He won £200 on the lottery.' – '£200!' 'I`m going to Barbados next week.' – 'Barbados!' 5. Other ways to avoid silence If you don`t understand Sorry, I don`t understand. Sorry, could you repeat that? Sorry? I didn`t get that. If you don`t know the word I can`t find the word I`m looking for… I`m not sure that this is the right word, but… What I want to say is… If you can`t find the word immediately You don`t want to be completely silent, but you need time to find the words. Well… OK… So… You can even make some noises Hmmm… Uh-huh Umm… Agreeing with the other person You want to show that you agree, but you don`t have anything else to say. Yeah. Right. Changing the subject Everyone in the conversation has given an opinion, and now you want to talk about something else. Anyway,… Well, as I was saying… So, back to … So, we were saying … 151

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Rephrase Sometimes we say things that other people don`t understand, or we give the wrong impression. Here are some expressions you can use to say something again. What I meant to say was… Let me rephrase that… Let me put this another way… Perhaps I`m not making myself clear… Go back to the beginning If you`re explaining something, and you realise that the other person doesn`t understand, you can use the following phrases. If we go back to the beginning… The basic idea is… One way of looking at it is… Another way of looking at it is… 42. Test yourself 1) You help someone and they say 'Thank you'. Your reply is: Please No thanks You`re welcome 2) Someone tells you that they failed an exam. You say: Good luck That`s a pity That`s terrible 3) A friend tells you that her mother had an accident. You say: Bad luck! Oh really? Oh no! 4) Someone says something surprising that you don`t believe. You say: I`m not sure What`s up? You`re joking! 5) A colleague tells you that her son's football team lost the match they`d trained so hard for. You say: Bad news Oh yeah That's a shame 6) Someone says something so surprising or shocking that you don`t know how to reply! You say: I don`t understand Wow! You`re unbelievable! 7) A friend apologises to you about something and says 'Sorry'. You say: Don`t worry about it It`s not fine You`re wrong 8) Someone says something a little surprising. You say: Really? Sure? Strange! 9) Someone calls you by the wrong name. You reply: Actually, my name`s... Wrong! My name`s ... You`re mistaken. My name`s... 10) You`re standing at a bus stop. The person next to you says 'Terrible weather, today!' You reply: Isn`t it! No way! Too bad

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3.6. COMPLIMENTING PEOPLE

A compliment is like a kiss through a veil. Victor Hugo

43. Watch the video 'How to Give & Receive a Compliment' (http://yandex.ru/video/search? p=5&filmId= pFrx4tPHUXI&text=how%20to%20take%20compliment&_=1442427641469&safety=1) and define whether the following statements are true or false. 1) You should be sincere when making compliments. 2) Intonation is very important; make sure it is intensive enough. 3) Don`t be get bogged down into details when complimenting or you risk sounding too syrupy. 4) On receiving a compliment it`s a good idea to say something sweet back. 5) There is no need to give more information about the thing you`ve been complimented on. 44. Watch the video 'How to Compliment People' (http://www.ehow.com/ video_4984472_ compliment-people.html) and take notes of the 4 tips for complimenting people. 45. Study the communication strategy of giving / receiving compliments. Step 1 Step 2 Step 3

Try to find what in your counterpart appeals to you. Word a compliment maintaining an eye contact with the person. To receive a compliment, use a you-are-very-kind formula.

46. Arrange the giving / receiving compliments vocabulary in two groups relating to the two steps of communication strategy (some stock phrases can refer to more than one step), e.g. Step 2 I like the lipstick you are wearing today.

Step 3 It is so kind / sweet of you.

You look wonderful / fabulous / fantastic / superb / gorgeous today. What a nice colour / haircut / cut / bag / scarf. I`d like to congratulate you on / praise / applaud your presentation / talk. It is so stimulating / motivating / forward-looking / thought-provoking. It`s a breakthrough. The book is inspiring / fascinating. / It is an inspiration. I mean it. I like the scent you are wearing today. Oh, thank you, it`s my favourite perfume. It suits you perfectly. / It`s the latest fashion, so trendy. Where is it from? Oh, thank you, would you believe it`s Zara?! 47. Practise giving / receiving compliments strategy. Сompliment a person on:  the report of your colleague at a conference (ideas and perfect articulation of the speaker;  the house warming party of your friend;  the clothing or accessories of your colleague;  a new car of your friend. 153

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48. A) Study the notes on gender and cultural peculiarities of complimenting practices in Britain and the USA. Compare gender and cultural peculiarities of complimenting practices in Britain and the USA and relate them to your cultural practices. Summarize the conclusions in writing (7–10 sentences). Make use of the comparison formulas below. Describing similarities ... (A) ... is very like, is similar to, is identical to, is much the same as, is comparable to, is equivalent to, reminds me of, resembles, seems like, corresponds to, has a lot in common with ... (B) ... Similarly, ... In the same way, ... By the same token, ... Describing differences ... (B) ... is very unlike, is quite different from, isn`t the same as, differs from, bears no resemblance to, stands out as, has very little in common with ... (C) ... On the other hand, ... In contrast, ... Conversely, ...

BONDING-TALK English bonding-talk, another form of grooming-talk, is also largely sex-specific: male bonding-talk looks and sounds very different from female bonding-talk – although some of the underlying rules turn out to reflect the same basic values, which may qualify as 'defining characteristics' of Englishness. Female Bonding: the Counter-compliment Rules English female bonding-talk often starts with a ritual exchange of compliments. In fact, this ritual can be observed at almost every social gathering of two or more female friends. I have eavesdropped on female complimenting rituals in pubs, restaurants, coffee shops and night-clubs; at race-meetings and other sports events; at theatres, concerts, Women`s Institute meetings and biker rallies; in shopping centres and on street corners; on buses and trains; in school playgrounds, university cafeterias and office canteens. I found that when women are accompanied by men, they tend to conduct a somewhat truncated version of the complimenting ritual, although they often retreat to the ladies` loos to complete the exchange (yes, I followed them); in all-female groups, the full version will be performed in public. Observing the many variations of this ritual, and often participating as well, I noticed that the compliments are not exchanged at random, but in a distinctive pattern, in accordance with what I came to call the 'counter-compliment rule'. The pattern is as follows. The opening line may be either a straight compliment, such as 'Oh, I like your new haircut! ' or a combination of a compliment and a self-critical remark: 'Your hair looks great; I wish I had gorgeous hair like you – mine`s so boring and mousy. ' The counter-compliment rule requires that the response to either version contain a self-deprecating denial, and a 'counter-compliment', as in 'Oh no! My hair`s terrible. It gets so frizzy – I wish I could have it short like you, but I just don`t have the bone structure; you`ve got such good cheekbones. 'This must be countered with another self-critical denial, and a further compliment, which prompts yet another self-deprecating denial and yet another counter-compliment, and so the ritual continues. There are social 'points' to be gained by making amusing, witty self-critical remarks – some English women have turned this kind of humorous self-deprecation into an art form, and there can almost be an element of competitiveness in their one-downmanship. The conversation may jump from hair to shoes to thighs to professional achievement, fitness, social skills, dating success, children, talents and accomplishments – but the formula remains the same. No compliment is ever accepted; no self-denigrating remark ever goes unchallenged. When a compliment is too obviously accurate to be received with the customary flat or humorous denial, it is deflected with a hasty, embarrassed 'Well, thank you, er ... ' often followed by a self-effacing qualification of some sort, and the inevitable counter-compliment, or at least an attempt to change the subject. When I asked English women why they could not just accept a compliment, they usually responded by reiterating their denial of the specific compliment in question, and often attempting to throw in a counter-compliment to me while they were at it. This was not helpful, except in confirming that the rule was deeply ingrained, so I tried to phrase the question in more general terms, talking about the patterns I had observed in their conversation, and asking how they would feel about someone who just accepted 154

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a compliment, without qualification, and didn`t offer one in return. The typical response was that this would be regarded as impolite, unfriendly and arrogant – 'almost as bad as boasting. ' Such a person would also be seen as 'taking herself a bit too seriously. ' One woman replied, and I swear this is true and was not prompted in any way, 'Well, you`d know she wasn`t English!' Male Bonding: the Mine’s Better Than Yours Rules The counter-compliment ritual is distinctively English, but it is also distinctively female. One cannot even imagine men engaging in such an exchange. Think about it. 'I wish I could play pool as well as you do, I`m so hopeless at it. ' 'Oh no, I’m useless, really, that was just a lucky shot – and you`re brilliant at darts! ' If you find that remotely plausible, try: 'You`re such a good driver – I’m always stalling and mixing up the gears! ' 'Me? No, I’m a terrible driver, honestly – and anyway your car is so much better than mine, more fast and powerful. ' Not very likely, is it? English men have different means of achieving social bonding, which at first glance would appear to involve principles diametrically opposed to those of the counter-compliment ritual. While English women are busy paying each other compliments, English men are usually putting each other down, in a competitive ritual that I call the Mine`s Better Than Yours game. 'Mine', in this context, can be anything: a make of car, a football team, a political party, a holiday destination, a type of beer, a philosophical theory – the subject is of little importance. English men can turn almost any conversation, on any topic, into a Mine`s Better Than Yours game. I once listened to a fortyeight-minute Mine`s Better Than Yours conversation (yes, I timed it) on the merits of wet-shaving versus electric razors. And discussions of more 'highbrow' issues are no different: a recent lengthy debate on Foucault, conducted in the letters pages of the Times Literary Supplement, followed exactly the same pattern, and employed much the same kind of ad hominem arguments, as the shaving debate. The rules of the game are as follows. You start either by making a statement in praise of your chosen 'Mine' (electric razors, Manchester United, Foucault, German cars, whatever) or by challenging someone else`s assertion, or implication, or hint, that his 'Mine' is the best. Your statement will always be countered or challenged, even if the other male (or males) secretly agrees with you, or could not rationally disagree. One could hardly even imagine a male-bonding conversation in which a statement such as 'Don`t know why anyone would buy that Japanese crap, when you could have a BMW,' elicited the response 'Yes, I`m sure you’re right. ' It would be unthinkable, an unprecedented violation of macho etiquette. Although these exchanges may become quite noisy, and much swearing and name-calling may be involved, the Mine`s Better Than Yours game will none the less seem fairly good-natured and amicable, always with an undercurrent of humour – a mutual understanding that the differences of opinion are not to be taken too seriously. Swearing, sneering and insults are allowed, even expected, but storming off in a huff, or any other exhibition of real emotion, is not permitted. The game is all about mock anger, pretend outrage, jokey one-upmanship. However strongly you may feel about the product, team, theory or shaving method you are defending, you must not allow these feelings to show. Earnestness is not allowed; zeal is unmanly; both are un-English and will invite ridicule. And although the name I have given the game might suggest boastfulness, boasting is not allowed either. The merits of your car, razor, politics or school of literary theory can be glowingly extolled and explained in minute detail, but your own good taste or judgement or intelligence in preferring these must be subtly implied, rather than directly stated. Any hint of self-aggrandizement or ostentation is severely frowned upon, unless it is done 'ironically', in such an exaggerated manner as to be clearly intended as a joke. It is also universally understood that there is no way of actually winning the game. No-one ever capitulates, or recognises the other`s point of view. The participants simply get bored, or tired, and change the subject, perhaps shaking their heads in pity at their opponents’ stupidity. The Mine`s Better Than Yours game is an exclusively male pastime. Accompanying females may occasionally spoil the fun by misunderstanding the rules and trying to inject an element of reason. They also tend to become bored with the predictability of the ritual, and may even do something unthinkable, such as asking the participants if they could not simply agree to disagree. These interjections are usually ignored. What some exasperated females fail to grasp is that there can be no rational resolution of such debates, nor is there even any desire to resolve the issue. These are no more genuine debates than the chanting of rival football supporters, and football fans do not expect their ritual chants to persuade their opponents to agree with them. (This is not to say that English female-bonding is all 'sweetness and light'. It may be generally less competitive than the male variety, but I have recorded female-bonding sessions – mainly among younger women, but of all social classes – which consisted almost entirely of exchanges of heavily ironic mock-insults, and in which the participants all referred to each other, with great and obvious affection, as 'bitch' or 'slut'.) 155

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The two examples of bonding-talk – counter-compliment and Mine`s Better Than Yours – at first appear very different, and may indeed reflect some deep-seated universal differences between males and females. Recent research in sociolinguistics has focused on this competitive / cooperative divide, and without subscribing to the more extreme of the 'genderlect' theories, it is clear that male bonding-talk often tends to be competitive, while female bonding typically involves more 'matching' and co-operation. But these bonding-talk rituals also have certain important features in common, in their underlying rules and values, which may tell us a bit more about Englishness. Both, for example, involve proscription of boasting and prescription of humour. Both also require a degree of polite hypocrisy – or at least concealment of one`s real opinions or feelings (feigned admiration in the counter-compliment ritual, and fake light-heartedness in Mine`s Better Than Yours) – and in both cases, etiquette triumphs over truth and reason.

K. Fox. Watching the English

В ответ на комплимент в Штатах принято говорить Thank you. Общаясь с людьми, здесь нет необходимости преуменьшать ценность или качество того, что хвалит ваш собеседник. Реагируя на похвалу, русская женщина может сказать: Ну что вы, эта кофточка совсем старая или помоему, эта прическа мне совсем не идет. Американки отнесутся к похвале иначе: Thank you, I bought this blouse in Paris или Thanks, I am trying a new hairdresser. Лжескромность в Америке не принята. Преуменьшая комплимент, человек как бы бросает тень на хороший эстетический вкус того, кто этот комплимент сделал. Л. Виссон. Русские проблемы в английской речи

Using small talk, weather speak, complimenting and saying goodbye strategies, act out 49. a spontaneous small talk in the following situation.  At a cocktail party  With a neighbor when walking the dog  With an acquaintance in a line at a bus stop  With a former classmate at university  With a colleague on the beach of a popular resort  With a colleague in the office  With a colleague at an open air concert or some festivity  With an old friend you come across in the street  With your former school teacher you come across in the street.

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ЗАКЛЮЧЕНИЕ

Изучение межличностной сферы общения в английской культуре, лексика, фразеология и коммуникативные стратегии которой представлены в данном пособии, характеризуется высоким уровнем сложности. Это проявляется на различных уровнях. На уровне лексики наблюдается множество синонимов, большое количество полисемантичных слов, многие из которых уже знакомы студентам в других значениях, обилие стилистически окрашенной лексики. Поэтому работа с представленными в пособии лексемами предполагает не столько заучивание, сколько осмысленное освоение слова на основе тщательного анализа его семантической структуры, лексической валентности и парадигматических связей. На уровне фразеологии межличностная сфера общения, в отличие от других, изобилует идиомами, многие из которых не имеют эквивалентов в русском языке, либо имеют в основе совершенно другие образы, что также осложняет их освоение. На когнитивном уровне проблемы изучения межличностной сферы общении связаны со значительным различием в языковой концептуализации действительности в русской и английской культурах. Это обусловлено, прежде всего, тем, что большинство лексем и фразеологизмов этой сферы общения представляют собой номинации не конкретных объектов, а абстрактных понятий (отношений, эмоций, личностных характеристик). Отсюда вытекает необходимость интенсивной работы с толковыми словарями и крайне осторожного использования переводных словарей в учебном процессе. Принимая во внимание всё вышеизложенное, в этом пособии авторы сделали акцент на освоение не только языковых единиц и дискурсивных формул английского языка, но и на изучение особенностей британского и американского менталитетов, а также аналитическую работу по их сопоставлению с основными чертами русского менталитета. Значительную помощь в изучении языковой картины мира носителей английской культуры оказывает работа с идиоматическими выражениями, а также анализ семантической структуры многозначных слов, производные значение которых чаще всего образованы путём метонимического или метафорического переноса.

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KEY SECTION

1.1. APPEARANCES ARE DECEPTIVE

1.2. PERSONALITY BEGINS WHERE COMPARISON ENDS A – Aries, B – Cancer, C – Taurus, D – Leo, E – Capricorn, F – Libra, G – Scorpio, H – Aquarius, I – Virgo, J – Pisces, K – Gemini, L – Saggitarius.

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1.4. DEALING WITH DIFFERE NT TY PES OF PEO PLE

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1.6. NATIONAL CHARACTER В исследованиях Н.В. Уфимцевой и Ю.А. Сорокина представители одной нации показаны сквозь призму видения представителей другой нации, например, русские глазами американцев, японцев и т.д. Сами русские дают себе такие характеристики (даны в порядке от большей к меньшей частотности): гостеприимные (5 ответов из 100), радушные (5 ответов), добрые (4), душевные (4), терпеливые (4), щедрые (3), открытые (2), доверчивые (2), талантливые (2), изобретательные (2), отзывчивые (1), интеллигентные (1), невоспитанные (1), задумчивые (1), начитанные (1), искренние (1), лицемеры (l), умные (1), ограниченные (1), лихие (1), сдержанные (1), оптимистичные (1), отчаявшиеся (1), веселые (1), несчастные (1), усталые (1)) издерганные (1), серые (1), мрачные (1), жадные (1), злые (1), безынициативные (1), остроумные (1), великие (1), ленивые (1), бунтари (1) и т.д. Американцы видят русских такими: материалисты (7), дружелюбные (4), расточительные (3), громко говорят (2), любят развлечения (2), свободные (2), гордые (2), индивидуалисты (2), преданные делу (2), ориентированные на конкурентов (2), много работают (1), целеустремленные (1), мотивированные (1), честолюбивые (1), агрессивные (1), жадные (1), противные (1), высокомерные (1), грубые (1), ленивые (1), изобретательные (1), добрые (1), счастливые (1) и т.д. Маслова В.А. Лингвокультурология. – М.: Академия, 2001. – C. 117.

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УЧЕБНО-МЕТОДИЧЕСКОЕ И ПРОГРАММНОЕ ОБЕСПЕЧЕНИЕ 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Алонцева, Н.В. Английский язык для гуманитарных направлений = English for Specialists in Humanities: учебник для студ. учреждений высш. образования / Н.В. Алонцева, Ю.А. Ермошин. – М. : Академия, 2016. – 304 с. Бендецкая, М.Е. Практика письменной английской речи = Practice of Written English : пособие для студентов вузов / М.Е. Бендецкая ; под ред. Р.В. Фастовец. – 2-е изд. – Минск : ТетраСистемс, [2011]. – 159 c. Грамматика английского языка = A Grammar of the English Language : [учеб. пособие для студентов пед. ин-тов] / В.Л. Каушанская [и др.] ; под ред. Е.В. Ивановой. – 5-е изд., испр. и доп. – М. : Айрис-пресс, 2009. – 381 c. Грамматика английского языка. Морфология. Синтаксис : учеб. пособие для студентов пед. вузов / Н.А. Кобрина [и др.]. – 2-е изд., доп. и перераб. – СПб. : СОЮЗ, 1999. – 496 с. Инструктивно-методические материалы для формирования базы тестовых заданий итогового контроля по дисциплине/ сост. : И.Г. Глушков. – Сургут : РИО СурГПУ, 2008. Маслова, В.А. Лингвокультурология. – М. : Академия, 2001. – 208 c. Наблюдая за англичанами. Скрытые правила поведения. Практикум по культуре речевого общения = English Communication Perspectives : учеб. для студентов, обучающихся по направлению подгот. дипломир. бакалавров «Лингвистика» : в 2 т. Т. 1 / [О.А. Сулейманова и др.] ; под ред. О.А. Сулеймановой. – М. : Академия, 2013. – 237 с. Практикум по культуре речевого общения = English Communication Perspectives : учеб. для студентов, обучающихся по направлению подгот. дипломир. бакалавров «Лингвистика» : в 2 т. Т. 1 / [О.А. Сулейманова и др.] ; под ред. О.А. Сулеймановой. – М. : Академия, 2013. – 288 с. Doff, A. Clementson,T., Rea D. English Unlimited: Advanced C1. – Cambridge University Press, Cambridge, UK. – 170 pp. Doff, A. Clementson,T., Rea D. English Unlimited: Upper Intermediate B2. – Cambridge University Press, Cambridge, UK. – 170 pp. Fox, K. Watching the English: The Hidden Rules of English Behaviour / Кейт Фокс [Текст] / K. Fox. – М. : Рипол Классик, 2008. – 283 с. Jones, L. New Progress to Proficiency: New Edition. – CUP, 2002. – 208 pp. Jones, L. Progress to Proficiency: New Edition. – CUP, 1995. Kay, S. Inside Out: Student`s Book / S. Kay, V. Jones. – Oxford : Macmillan, Heinemann, 201. – 159 p. Kerr, P. Inside Out: Workbook / S. Kay, V. Jones. – Oxford : Macmillan, Heinemann, 201. – 159 p. McCartey, M., O`Dell F. English vocabulary in Use: upper-intermediate and advanced. – Cambridge University Press, 1997. – 297 p. Oxenden, C., Christina Latham-Koenig, Ch. New English File: Advanced. – Oxford University Press, 2010. – 170 pp. Oxenden, C., Christina Latham-Koenig, Ch. New English File: Upper Intermediate. – Oxford University Press, 2010. – 160 pp. Side R., Wellman G. Grammar and Vocabulary for Cambridge Advanced and Proficiency – Longman, 2003. – 288 p.

Сл овари 21. Англо-русский словарь онлайн [Электронный ресурс]. – Режим доступа: http://www.transneed.com/free_ software.html 22. Мультитран [Электронный ресурс]. – Режим доступа: http://multitran.ru/ 23. Cambridge Advanced Learner’s Dictionary [Электронный ресурс]. – Режим доступа: http://dictionary.cambridge. org/dictionary/british 24. Collins Dictionary and Thesaurus [Электронный ресурс]. – Режим доступа: http://www.collinsdictionary. com/dictionary/english 25. Longman Dictionary of Contemporary English [Электронный ресурс]. – Режим доступа: http://www.ldoceonline. com/dictionary 26. Macmillan Dictionary and Thesaurus [Электронный ресурс]. – Режим доступа: http://www.macmillandictionary. com 27. Merriam-Webster Dictionary and Thesaurus [Электронный ресурс]. – Режим доступа: http://www. merriam-webster.com/ 28. Oxford Dictionaries [Электронный ресурс]. – Режим доступа: http://oxforddictionaries.com/ 29. Roget`s Thesaurus [Электронный ресурс]. – Режим доступа: http://thesaurus.com 30. The Free Dictionary and Thesaurus [Электронный ресурс]. – Режим доступа: http://www.thefreedictionary. com/ 31. Visual Theaurus [Электронный ресурс]. – Режим доступа: http://www.visualthesaurus.com 32. Wordsmyth English Dictionary-Thesaurus [Электронный ресурс]. – Режим доступа: http://www. wordsmyth.net/

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И нт е рне т -ре с у рс ы 33. Письмо-извинение. Letter of apology [Электронный ресурс]. – Режим доступа: http://engblog.ru/letterof-apology 34. Употребление конструкции have something done [Электронный ресурс]. – Режим доступа: http://engblog.ru/ have-something-done 35. BBC news [Электронный ресурс]. – Режим доступа: http://news.bbc.co.uk\ 36. Emotional Britain? [Электронный ресурс]. – Режим доступа: https://www.youtube.com/watch?v=MTp5h_y-rmM 37. English expressions to describe your 'Mood' – Spoken English Lesson – #Michelle [Электронный ресурс]. – Режим доступа: http://minecraftnavideo.ru/play/2i16gnf3WEY/english_expressions_to_describe_ your_ mood_-_english_speaking_lesson.html 38. English expressions to describe your 'Mood' – Spoken English Lesson – #Michelle #English_Lessons [Электронный ресурс]. – Режим доступа: http://minecraftnavideo.ru/play/2i16gnf3WEY/english_expressions_to_ describe_your_mood_-_english_speaking_lesson.html 39. Expressing Feelings [Электронный ресурс]. – Режим доступа: http://usefulenglish.ru/phrases/phrasesexercise-nineExpressing Feelings [Электронный ресурс]. – Режим доступа: http://usefulenglish.ru/phrases/ phrases-exercise-nine 41. Feelings and Emotions [Электронный ресурс]. – Режим доступа: http://www.vocabulary.cl/Lists/ Feelings-Emotions. htm 42. Feelings and Emotions: English Vocabulary Game [Электронный ресурс]. – Режим доступа: http://www. vocabulary.cl/Games/Feelings.htm 43. Have something done [Электронный ресурс]. – Режим доступа: https://elt.oup.com/student/solutions/int/ grammar/grammar_09_012e?cc=hu&selLanguage=ru 44. How to accept an apology and forgive someone? [Электронный ресурс]. – Режим доступа: http:// www.learnex.in/english-lesson-accept-an-apology-forgive-someone 45. How to Keep an English Conversation Going [Электронный ресурс]. – Режим доступа http://www.englishat-home.com/speaking/english-conversation/ 46. Interjections [Электронный ресурс]. – Режим доступа: http://englishfull.ru/grammatika/mezdometiya.html 47. Interjections [Электронный ресурс]. – Режим доступа: http://medznate.ru/docs/index-4468.html? page=6 48. Interjections [Электронный ресурс]. – Режим доступа: http://partofspeech.org/interjection/ 49. Interjections [Электронный ресурс]. – Режим доступа: http://studopedia.org/4-33620.html 50. Interjections [Электронный ресурс]. – Режим доступа: http://www.englishleap.com/ grammar/interjections 51. Interjections [Электронный ресурс]. – Режим доступа: http://www.englishwithjennifer.com/interjections.htm 52. Interjections [Электронный ресурс]. – Режим доступа: http://www.eslflow.com/Idiomsandslang.html 53. Interjections [Электронный ресурс]. – Режим доступа: http://www.inglesvip.com/exercises/interjections-2.html 54. Interjections [Электронный ресурс]. – Режим доступа: http://www.lovelylanguage.ru/grammar/stylistics/ 984-interjection 55. Interjections [Электронный ресурс]. – Режим доступа: http://www.myenglishpages.com/site_php_files/ grammarlesson-interjections.php 56. Interjections [Электронный ресурс]. – Режим доступа: http://www.proprofs.com/quiz-school/story.php? title =quiz-on-interjections 57. Interjections [Электронный ресурс]. – Режим доступа: http://www.tolearnenglish.com/exercises/ exerciseenglish-2/exercise-english-5546.php 58. Interjections [Электронный ресурс]. – Режим доступа: https://www.flickr.com/photos/writingdoctor/ 2127293561/ 59. John Bull [Электронный ресурс]. – Режим доступа: http://www.historic-uk.com/CultureUK/John-Bull/ 60. Speaking about physical appearance in English – Spoken English Lesson [Электронный ресурс]. – Режим доступа: http://minecraftnavideo.ru/play/uCSseCH1XrI/speaking_about_physical_appearance_in_english_-_spoken_ english_lesson.html 61. The Secret of Happiness [Электронный ресурс]. – Режим доступа: http://www.aish.com/sp/f/ 48968901.html 62. Using Interjections in English – Free English Lesson [Электронный ресурс]. – Режим доступа: https://yandex.ru/ video/search?p=1&filmId=5605210569454455925&text=niharika%20 interjections&noreask = 1&path = wizard

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Appendix 1

SOME HELPFUL SPEECH PATTERNS

Here you can find almost all the speech patterns from the textbooks by V.D. Arakin [4, 5]. If you forget some of them, you can easily find them in the original textbook with the help of the code given before each pattern. So the code 2.3.1 means that this speech pattern can be found in Arakin textbook for the 2nd year students, unit 3, pattern 1. 2.1.2. I dislike the idea of staying at home on such a fine day. 2.2.2. He seemed to know all about influenza. 2.2.3. I can`t keep from thinking. 2.3.1. You like the way they work. 2.3.2. It was difficult for the students to make notes of his lecture. 2.4.1. They are hardly ever able to go sightseeing. 2.4.2. Father was afraid that Mother might take cold if she came. 2.4.3. We all felt that it would never do to let Father stay home. Rudeness will never do. 2.4.4. That kept Mother busy for a little while. 2.5.1. When people met him in the street they would turn away and pretend not to know him. 2.5.2. Judy said she didn`t know that people used to be monkeys. He used to work late at night. Did he use to work late at night? (colloquial) 2.5.3. I am not used to receiving presents. 2.5.4. It was Judy who had to read plain books. It was shame, not fear, that made her cry. 2.6.2. You`ve come later than usual. Yesterday this actress played better than usual. 2.6.3. He looked at me with those kind blue eyes of his. You needn't repeat to me those lies of yours. I don`t like that sharp voice of your friend`s. 2.7.1. There is hardly a country in the world where such a variety of scenery can be found. 2.7.2. That would make you think you were in Holland. Make him repeat the rule. (But: He was made to repeat the rule.) 2.8.1. We must prevent him from leaving. 2.8.2. You can`t act without feeling. 3.4.1. Mr. Finch poured himself out some more tea, without asking me. 2.8.3. His clothes made him hard to recognize. We found it hard to make up our minds about choosing a place for rest. 2.8.4. These letters are hardly worth the paper they are written on. The experiment is hardly worth the time you've spent on it. 2.9.1. My friend guessed what mystery they were talking about. So did I. They were about Mrs. Barlow`s age, so were the attendants. 2.9.2. Rose thought him quite funny. They always found Le Ros magnetic. 3.1.1. It is more like an essay than a story. This looks more like a pond than a lake. 3.1.2. He lived in the village for a year or so. 3.1.4. I should never have thought that peeling potatoes was such an undertaking. 3.1.5. The more we peeled, the more peel there seemed to be left on. The longer he stayed there, the more (the less) he liked the place. 3.1.6. There was no potato left. There was half a pork pie left. 3.2.3. It was a foolish rather than a malicious remark. She is ignorant rather than stupid. 3.2.4. Did the play impress you? – In a way. The work was well done in a way. 3.2.5. What I need is to come in contact with others. What the child needs is punishment. 3.2.6. My impulse has nothing to do with intellect or symbolism. 3.3.1. It was up to their daughters to provide smart clothing for themselves. 3.3.2. The pastry smells good. How sweet the music sounds! 3.3.3. The act was intended to display their utter disrespect for me. But: His love of learning can be respected.

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3.3.4. I looked at her for some moments before daring to open my mouth. He dared to meet his enemy face to face. But: How dare you do such a thing? He daren`t say it matters. I dare say the difficulty will disappear. 3.4.2. She hated it more than ever. 3.4.3. Why would anyone write about school? Why would she go to them? They dislike each other. 3.3.4. The man isn't smart enough. 3.4.5. My father knows as much as my teacher. He worked as hard as the rest of the group. 3.4.6. Tommy screamed with laughter. Katie flushed with pleasure. 3.4.7. How the kids must have loved it! What a comfort you must have been to your mother! 3.5.1. I can`t do a thing with him. He won`t take his pineapple juice. I can`t do a thing with the boy. He won`t let anyone come into the room. 3.5.2. He had done some constructive thinking since his last visit. I do the cooking myself. I've done enough reading for today. 3.5.3. This was no ordinary case. It was no small achievement. I am no expert in cars. 3.5.4. The suggestion proved too much for the patient's heart. The letter proved to be of little consequence. He had no premonition that this call would prove unusual. 3.5.6. Let`s try and draw that vase over there on the mantelpiece. Try and behave better. 3.5.7. Good. Let`s make it Monday, Wednesday and Friday. Good. Let`s make it next week. Why, let`s make it four o`clock. 3.6.1. George always managed to trick Tom out of some money. At the market I was cheated out of three roubles. 3.6.2. I am not to be shouted at. He is not to be interfered with. She is not to be laughed at. 3.6.3. Never give way to your despair. She gave way to her tears. Don`t give way to panic. 3.6.4. Who are you that you should shout at me? Who is he that he should order us about? 3.6.5. The moment he saw Jane, he rushed to her. The moment she turns up, send for me. The moment you need me, I`ll come. 3.6.6. It will cost you nothing to give it to me. It required me much effort to move the furniture. It will take you little time to do the job. 3.6.7. It has been sent to you out of sheer malice. She acted out of fear. 3.6.8. Then why not send it to her husband? Why not go there at once? 3.7.1. I have always hesitated to give advice. He didn`t hesitate to take such a big risk. Don`t hesitate to refuse the offer if you don`t like it. 3.7.2. They won`t accept your plan unless you alter it. You`ll fail unless you work hard. 3.7.3. He had some difficulty in lighting it. I have some difficulty in understanding spoken German. 3.7.4. He gave an apologetic laugh. I had not given him more than a cursory glance. The girl gave a deep sigh. She gave me a critical look. 3.7.5. It`s precisely what they are going to do. That`s what I`ve got to look forward to. That`s all they`ve got to hope for. 3.7.6. He was dressed in a blue suit a good deal the worse for wear. I like you none the worse for being frank. His is an old coat, but it is none the worse for wear. 3.7.7. He knows a good book when he sees it. The man knew a good painting when he saw it. 3.7.8. I can`t imagine a better place to have a rest in. I don`t know a worse place to go for holidays to. He never saw a more interesting person to speak with. 3.8.5. Garton`s hair was a kind of dark unfathomed mop. Passing through a sort of porch… It was a sort of box. It was a kind of game. 3.8.6. Perhaps he struck her as strange. The whole affair strikes me as queer. The suggestion struck him as tempting.

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Appendix 2

RENDERING AN ARTICLE

Introduction In its issue of _____ the newspaper / magazine '_____' carries an (interesting) article about _____. Number _____ of the newspaper / magazine '_____' gives (a lot of) space to the problem of _____. The article under study / consideration / discussion / analysis was published (appeared) in the newspaper / magazine '_____'. The article is headlined / entitled '_____'. The September issue of '_____' carries an article about _____. '_____' is running a story about _____. Article as a whole The key-note of the article is (that) _____. The article / In his story the author touches upon / highlights / brings to the forefront / places in the forefront / limelights / tackles the question(s) of _____ / a burning issue of today / the problem(s) of____. The problems / the matters of _____ are in the limelight in this article devoted to _____. The article deals with a topic / relevant / current issue of today. The article deals with a question of paramount importance / a burning problem / some debatable matters / questions / points / an urgent problem /a controversial question / one of the eternal questions… The author speaks at length about _____. The author addresses himself to the problem(s) / matters/issue of _____. The problem addressed to in the article is that of _____. The author / the article lays stress / emphasis on the problem of _____ /on the solution of _____ / on the steps to be taken towards _____ . The author’s argument [reasoning] is based on _____ / is supported by _____. The author’s position is justified by _____. The author builds his argument around _____. Monitoring the structure of an article Beginning The article opens in a general statement / a discussion of / a description of / an argument for / an argument against / an account of_____. The author says that ______ The author begins by describing the causes of outlining the prospects of / putting forward an idea of / an explanation for _____. At the beginning of the article the author _____. Continuation The author goes on to say that _____. Further on, the author _____. After that, the article _____. The author then moves on to _____. The author then hands over to an expert in _____. To continue his story, the author brings in 'a man on the street' who _____. Conclusion In conclusion, the author _____. The author draws a conclusion saying that _____ . The article ends in _____. Summing it up, the author _____. In the closing paragraph, the author _____. 165

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Monitoring the line of reasoning The article weighs advantages and disadvantages of _____. The author considers both pros and cons of _____. The author is balancing arguments. On the one hand, _____. On the other hand _____. In his argument the author opposes _____. Interpreting The headline admits of several interpretations. First, _____. Second, _____. This (sort of) statement implies [suggests] that _____. Perhaps, the author assumes that _____. The reader can infer from this headline / statement / paragraph / that / what is the author’s attitude to / how the author sees the solution of _____. Judging by this headline / statement / opening paragraph / conclusion, the author is skeptical / optimistic about _____. The author’s attitude / position / standpoint appears to be ambivalent strikes as____. Assessing an Article I find it an interesting / informative / controversial / illuminative / article question / idea which (can) ____ . The article raises more than one debatable question: _____. It arouses / excites / awakes interest in _____. The article / ending paragraph is suggestive / calls for action (against) _____. The author _____, and I can`t agree more. I (can`t) accept the author`s viewpoint (on _____), as / since / because_____. I can`t say / must say that I side with those who _____, as / since (Although) the author [article] voices the standpoint/position of _____, I______. There`s sth in what the author says, but _____. The author is right to (правильно делает, что) criticize / demand changes in / attribute _____ to ____. The author comes up with a proposal: _____. Unfortunately, the author has no solution to offer. He only _____. The author, to my mind, misjudges the people who ______ / misinterprets the facts / events / is misguided (by his prejudices) in his assessment of _____ / misrepresents the situation (in) ______ I can`t help seeing that in fact _____. The author fails to persuade me that _____. I can`t see the point in _____.

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Appendix 3

GUIDELINES ON SUMMARIZING

A summary is a clear concise orderly retelling of the contents of a passage or a text and is ordinarily about 1/3 or 1/4 as long as the original. The student who is in the habit of searching for the main points, understanding them, learning them, and reviewing them is educating himself. The ability to get at the essence of a matter is important. The first and most important step in making a summary is reading the passage thoroughly. After it write out clearly in your own words the main points of the selection. Subordinate or eliminate minor points. Retain the paragraphing of the original, unless the summary is extremely short. Preserve the proportion of the original. Change direct narration to indirect whenever it is possible, use words instead of word combinations and word combinations instead of sentences. Omit figures of speech, repetitions, and most examples. Don't use personal pronouns, use proper names. Do not introduce any extra material by way of opinion, interpretation or appreciation. Read the selection again and criticize and revise your words. Common mistakes in summarizing Problems 1. Using short primitive sentences.

Hints for solution Use linking devices, participial and infinitive constructions to make one sentence out of several. 2. Personal opinion or interpretation Make sure you use only facts mentioned in the text directly. is included. 3. Quoting from the text, sometimes Try to use only your own words. Keep to neutral vocabulary. the imagery of the story is included. Remember that a summary is a dry account of facts. 4. The summary describes the Exclude discourse markers conveying the structure of the story. structure of the text. Try to show the interrelation of facts and ideas rather than their sequence. 5. Broken logic (the commonest Make sure each sentences logically continues the previous one. mistake!) Keep in mind that the text is not familiar to your reader / listener. Your summary must make cause-and-effect relations evident. 6. The main characters are not Keep in mind that the text is not familiar to your reader / introduced properly. Or vice versa, listener. Provide the minimal background information about a lot of information about minor the character that is necessary to form a general picture and characters is provided. understand the story. If the story to be summarized is descriptive or expository begin by naming the general topic . Make sure you provide only information relating to the main storyline and indispensable for understanding the text. 7. Minor facts are included. Make sure you provide only information relating to the main storyline and indispensable for understanding the text. 8. The author `s modality is Tell the story on your own behalf in the third person. stressed.

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Appendix 4

SPEECH EVALUATION CRITERIA

Oral Answer (Monologue) 1. Correspondence with the subject 2. Coherency, logic and completeness 3. Language correctness: grammar, word usage, phonetic side (sounds, stresses, intonation) 4. Vocabulary richness, variety of syntactic structures* 5. The length of the utterance Dialogue 1. Correspondence with the subject 2. Interaction (the start, turn-taking, agreement/disagreement ...) 3. Language correctness: grammar, word usage, phonetic side (sounds, stresses, intonation) 4. Vocabulary richness, variety of syntactic structures* 5. The logic of the talk Written Piece of Work 1. Spelling, writing conventions 2. Correspondence with the subject 3. Coherency, logic and completeness 4. Language correctness (grammar, vocabulary, style) 5. Vocabulary richness, variety of syntactic structures* 6. Length 7. Layout Translation Test 1. Grammar, spelling and vocabulary correctness 2. The use of grammar and vocabulary under study Requirements for the Phonetic Reading / Recitation Reading 1. Distinct sounds 2. Assimilation, reduction 3. Stresses (word stress, logical stress) 4. Appropriate organization (tempo, pauses) 5. Appropriate tones *This is a target feature of speech for senior students

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Recitation 1. Distinct sounds 2. Stresses (word stress, logical stress) 3. Tones 4. Tempo, pauses 5. The knowledge of the text

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Appendix 5

DISCOURSE MARKERS

To make contrasting points........ To list points

To add more points on a topic To list advantages / disadvantages To express personal opinion

To refer to other sources To conclude

To express cause To express effect To emphasise what you say To express reality

To express difference between appearance and reality To state an argument against your opinion

Killing endangered species is illegal. However, people will not stop hunting them. First of all, the government must revise the out-of-date environmental laws, which were written twenty years ago. what is more, furthermore, also, apart Furthermore, the city should conduct from this / that, in addition to, moreover, inspections of zoos. besides, too, not to mention the fact that one / another / one other / a further / The greatest advantage of regular the main / the first / the greatest exercise is that it leads to a healthier advantage / disadvantage of... lifestyle. in my opinion / view, to my mind / In my opinion/view department stores way of thinking, personally I believe, offer a greater selection of clothes it strikes me that, I feel very strongly than small boutiques. that, I am inclined to believe that, it seems to me that, as far as I am concerned according to, with reference to According to this report, that brand of sun cream causes irritation to sensitive skin. finally, lastly, above all, all in all, On the whole, the university offers a taking everything into account, on the wide range of courses and provides whole, all things considered, in modern facilities. conclusion, as I have said, as was previously stated, to sum up because of, owing to, due to, for this Due to the harsh winter, many crops reason were destroyed. therefore, thus, as a result, conse- As a result many people have lost quently, so, as a consequence their jobs. clearly, obviously, of course, needless Needless to say, research has proved to say, in particular that eating healthy foods and exercising regularly reduce the risk of heart disease. in fact, actually, as a matter of fact, In fact, the report states that most in practice, the fact of the matter is college graduates are interested in that pursuing a Master`s degree in the future. on the face of it, at first sight, At first sight, the building looked safe apparently but after a detailed inspection it was reported to be in need of major structural repairs. it is popularly believed that, people Contrary to popular belief, the teaching often claim that, contrary to popular profession is in need of qualified belief, it is a fact that, it is often educators. alleged that, people argue that although, yet, however, nevertheless, in spite of, but, while, despite, even if, even though, at the same time firstly, in the first place, first of all, to start with, secondly, thirdly, finally

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To state other people's opinions To introduce the other side of the argument To express balance To give examples

many people are in favour of / against, some people argue that, a lot of people think / believe opponents of this view say, however there are people / those who oppose... claim that while, on the one hand, on the other hand, whereas for example, for instance

To refer to what actually happens To make general statements To make partly correct statements

as a rule, generally, in general, as a general rule, on the whole up to a point, to a certain extent, to some extent, in a way, in a sense

To express limit of knowledge

to the best of my knowledge, for all I know, as far as I know

To rephrase

that is to say, in other words

To bring up other points or aspects

as far as ... is concerned, regarding, with regard to, as for

To imply that nothing else needs to be said

anyway, at any rate, in any case

Accepting the situation

as it is, under the circumstances, things being as they are

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in practice, in effect

Many people are in favour of / against the mayor`s proposal to raise local taxes. Opponents of this view say that increasing the school year will only overwork students. While working for a large company is prestigious, it can be very stressful. For instance, in the past six months, retailers have reported a 25% drop in sales of electronic equipment. In practice, consumers spend more money on luxury items. As a rule, girls get better exam results than boys. Some companies have tried to create more positions to some extent, considering the high rate of unemployment. As far as I know, residents were opposed to the city's plan to build a nuclear power plant in their area. In other words, they disagree with the manager`s decision. As far as the community is concerned, the area is in need of a new elementary school. At any rate, a new community centre will greatly benefit the people of the town. Under the circumstances, the situation cannot be improved.

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Appendix 6

REQUIREMENTS FOR TASK CONSTRUCTION

1. LAYOUT (ОФОРМЛЕНИЕ) REQUIREMENTS  Sign each sheet of your work.  Print the whole work.  Supply the task with a key given on a separate sheet.  Keep to one style and set of symbols. 2. THINGS TO BE CONSIDERED WHEN MAKING INSTRUCTIONS TO TASKS  Mode of work (individual, pair or group)  Form of presenting results (oral, written)  References to previous activities or some supplementary materials (dictionary, schemes, etc.)  The amount of results (number of items, words, sentences, length)  Requirement to the contents (speech patterns, topical vocabulary, etc.) 3. GUIDELINES ON CONSTRUCTING A CROSSWORD PUZZLE Crossword vocabulary to solve a crossword down across grid clue entries / answers definitions / clues black squares / shaded squares answer word / answer

A crossword is a word puzzle that normally takes the form of a square or a rectangular grid of white and shaded squares. The horizontal and vertical lines of white cells into which answers are written are commonly called entries or answers. The clues are usually called just that, or sometimes definitions. White cells are sometimes called lights, and the shaded cells are sometimes called darks, blanks, blocks, or just simply black squares or shaded squares. A white cell that is part of two entries (both Across and Down) is called checked, keyed or crossed. A white cell that is part of only one entry is called unchecked, unkeyed or uncrossed. Crosswords can be regular or thematic. The creating of crosswords is called cruciverbalism among its practitioners, who are referred to as cruciverbalists, from the Latin for cross and word. Although the terms have existed since the mid 1970s, non-cruciverbalists rarely use them, calling crossword creators constructors or (especially outside the United States) setters or compilers. Form Use the same spelling principles for all the clues:  each clue should begin either with a capital letter or with a small one;  the punctuation at the end of each item should be the same (If you start the items with a capital letter, put a period or nothing at the end, if the items begin with a small letter, end them with a semicolon or nothing);  italicize or put in square brackets extra information that is not a part of the definition itself (e.g. marriage [colloquial] / marriage (colloquial)); 171

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 use italics, capital letters or quotation marks for naming words or their parts (e.g. the opposite for 'synonym' / the opposite for synonym / the opposite for SYNONYM);  use ellipsis if the enciphered word comes in the middle or end of the sentence (e.g. to take someone into your … means to tell someone something secret or private; If you to tell someone something secret or private you take him / her into your …);  use similar structures for wording the clues (e.g. if for the answer word 'cowardly' you use the clue 'lacking courage', then for the answer adjective 'generous' you should use the clue like 'ready to share one`s benefits with others' but not 'if a person is ready to share the benefits he has with others, we call him …');  if you use common abbreviations or contractions they should be used everywhere in the same way (it is not a good idea to have 'sth' in one clue and 'smth' or 'something' in another);  if you encode a compound word parts of which are spelt separately or hyphonated mind that no gaps should be supposed for the interval or hyphon. Contents  be careful with the stylistic side, in the clues neutral vocabulary is preferable; if the answer word is stylistically different, place a commentary in the clue (e.g. marriage (formal) / a formal equivalent of 'marriage' or autumn (Am) / the American equivalent of 'autumn');  avoid wordiness, the clue should be as concise as possible;  avoid using in the definition words with the same root as the answer word (e.g. it is not a good idea to define the word 'bore' as 'a boring person');  be careful with words that can be spelt in several ways (e.g., American and British like 'italicize – italicise'), keep to one language variant (the British variant);  the clues may be of different types: definitions, synonyms, explanations, 'associative chains' (parts of a set expression, a common collocation, a catch phrase, a sentence providing the context for using the answer word like 'to take someone into your … means to tell someone something secret or private'). Software for making crossword puzzles http://www.armoredpenguin.com/crossword/ http://cross.highcat.org/ru_RU/ http://cross.highcat.org/ru_RU/ http://puzzlecup.com/crossword-ru/ http://crosswordus.com/ru/puzzlemaker 4. GUIDELINES ON CONSTRUCTING A TEST 1) Типы тестовых заданий (далее ТЗ) В тестологии существуют различные классификации тестовых заданий, в которых представлены разные основания для типо-видового различия ТЗ. Тем не менее, все многообразие тестовых заданий (ТЗ) может быть сведено к двум видам: открытые ТЗ и закрытые ТЗ. В свою очередь закрытые ТЗ подразделяются (у ряда авторов) на:  закрытые тесты альтернативного выбора;  закрытые тесты множественного выбора;  закрытые тесты на установление соответствия;  закрытые тесты на установление последовательности. Открытые ТЗ подразделяются на:  тесты с дополнением;  тесты со свободным изложением. Закрытые тестовые задания – это задания, предполагающие выбор тестируемым правильного заключения из предложенных вариантов (выбор одного верного заключения, выбор нескольких верных заключений). Это задания с предписанными ответами, что предполагает наличие ряда предварительно разработанных дистракторов (англ.distract – отвлечение внимания). Все ТЗ закрытого типа содержат инструктивную часть (формулировку задания), текстовую часть и дистракторы. А) Закрытые тесты альтернативного выбора являются самыми простыми, но не самыми распространенными, так как применяются для оценки только одного элемента знания. Рекомендации CITO (Голландский институт оценки образования): «Вопросы альтернативных ответов предлагают только одну альтернативу, которую тестируемый либо принимает как правильную, либо отвергает… Отдельно взятые вопросы альтернативных ответов не очень эффективны, а вот длинные серии таких вопросов дают определенные преимущества. Ответы на них обычно не занимают много времени и есть возможность охватить весь материал по предмету, задавая как можно больше вопросов по нему». 172

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Таким образом, эта форма целесообразна для использования заданий в серии, когда для одного элемента знания задается несколько вопросов. В такой форме тест с альтернативными ответами подходит в большей степени для выявления уровня овладения сложными определениями, знания достаточно сложных схем, графиков, диаграмм понятий и т.п. Б) Закрытые тесты множественного выбора Это основной вид заданий, применяемый в тестах достижений. Задания с множественным выбором предполагают наличие вариативности в выборе. Испытуемый должен выбрать один из предложенный вариантов. Из практических соображений настоятельно рекомендуется придерживаться правила, согласно которому задание множественного выбора содержат только один правильный ответ. В том случае, если правильных ответов несколько, то такое задание переделывается в форму заданий с альтернативными ответами. В) Закрытые тестовые задания на соответствие – это задания, в которых необходимо восстановить соответствие между элементами двух списков. Задания на соответствие ценны тем, что позволяют многократно активизировать одну и ту же единицу содержания в процессе отработки умения. При определенном искусстве разработчика с их помощью можно выявить знание причинно-следственных связей. Важной сферой применения ТЗ на соответствие является также проверка знаний о взаимосвязи определений и фактов, форм и содержания, посылок и выводов. Главным преимуществом заданий этого вида является возможность быстрой оценки знаний в конкретной области и экономичность размещения заданий в тексте. Для того, чтобы ТЗ соответствия позволяли получить результат, не зависящий от внешних причин при конструировании их необходимо учитывать требования, вытекающие из особенностей восприятия:  задание должно формулироваться так, чтобы все содержание можно было выразить в виде двух множеств с соответствующими названиями;  необходимо, чтобы правый столбец содержал хотя бы один лишний дистрактор (при одинаковом количестве элементов в правом и левом столбце эффективность ТЗ снижается);  необходимо, чтобы дистракторы были равновероятно правдоподобны;  элементы столбцов должны быть выбраны по одному основанию для включения только гомогенного материала в каждое задание;  число входных данных одного списка не должно превышать 10 если их больше, то лучше составлять еще одно ТЗ;  если длина списков не совпадает, то об этом необходимо сделать указание в инструкциях и ключе. Тестовые задания открытого типа – это задания, требующие формулирование некоторого корректного утверждения самим испытуемым. Применение ТЗ открытого типа рассматривается как дополнительный метод представления заданий в тестовой форме. Основными трудностями при составлении заданий открытого типа (особенно дополнения) является соблюдения основного требования к ТЗ – наличие однозначно правильного ответа. В программе АСТ используются в основном ТЗ дополнения, для которых может быть предложено несколько вариантов сходных формулировок правильных ответов. А) Открытые тестовые задания свободного изложения – предполагают свободное изложение по сути задания. На ответы не накладывают ограничений, но формулировки ТЗ должны обеспечивать наличие только одного правильного ответа, который необходимо формализовать тестирующемуся настолько, чтобы он занял 2–3 слова. ТЗ свободного изложения эффективны там, где информация очень специфична (трудно перепутать ее смысл и изложение), если информация менее специфична, то лучше использовать ТЗ дополнения. Б) Открытые тестовые задания дополнения – предполагают ограничения формулировок ответа для ее однозначного понимания и оценивания. Задания этого типа должны иметь один правильный ответ. ТЗ дополнения, как правило, используются для проверки достаточно узкого круга учебных умений. Обычно с их помощью проверяют умения воспроизводить и применять знания в знакомой ситуации. Разработка заданий на дополнение подчиняется ряду общепринятых правил:  каждое задание должно быть нацелено только на одно дополнение, которое обозначается многоточием;  многоточие ставиться на месте ключевого элемента, знание которого является наиболее существенным для контролируемого материала; 173

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 дополнение лучше ставить в конце задания или как можно ближе к концу;  текст задания должен обладать предельно простой синтаксической конструкцией и содержать минимальное количество информации, необходимое для правильного выполнения задания;  в тексте задания не должно быть повторов и двойного отрицания. Схема разработки ТЗ дополнения достаточно проста. Сначала рекомендуется сформулировать вопрос и записать ответ, представляющий некоторое высказывание приблизительно той же длины, что и вопрос. Далее из полученного высказывания исключить ключевое слово (число, символ) и на его место поставить многоточие. Затем необходимо изменить порядок слов в высказывании таким образом, чтобы многоточие переместилось в конец предложения. ПРИМЕР: Закрытые тестовые задания

Закрытые тестовые задания на соответствие

Открытые тестовые задания свободного изложения Открытые тестовые задания дополнения

Choose the correct answer for each question. What is the national emblem of Scotland? a) Heather b) Rosemary c) Foxglove d) Thistle Match the countries with their largest cities. 1. Australia a) Perth 2. Canada b) Auckland 3. New Zealand c) Dublin d) Calgary Find a mistake and correct it. Speaker`s Corner is in Regents park in London. Correct the mistakes if any. Complete the sentences. 1. … and the Strait of Dover separate Great Britain from the continent. 2. The oldest part of London is …

Инструктивно-методические материалы для формирования базы тестовых заданий итогового контроля по дисциплине / сост. И.Г. Глушков. – Сургут: РИО СурГПУ, 2008.

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Appendix 7

CORRECTION SYMBOLS IN WRITTEN WORKS

art – use correct article fact – distorted facts gr – grammar illog – apply logic p – revise punctuation ref – check pronoun reference rep – avoid repetition s/p – make subject and predicate agree sp – correct spelling ss – revise sentence structure st – style (the word or structure belongs to another register) t – tense choice trans – provide a transition wc – check word choice wdy – eliminate wordiness wo – change the word order fm – revise the form coll – revise collocation (the words usually don`t go together)

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Appendix 8

INTERJECTIONS A______ Ack communicates disgust or dismissal. (отвращение, пренебрежение, прочь отсюда!) Ah can denote positive emotions like relief or delight (generally, pronounced with a long a). (позитивные эмоции: облегчение, восторг) Aha signals triumph or surprise, or perhaps derision. (триумф или удивление, возможно насмешка) Ahem is employed to gain attention. (для привлечения внимания) Argh, often drawn out with additional h`s, is all about frustration. (разочарование: что-то не удалось) Aw can be dismissive or indicative of disappointment, or, when drawn out, expressive of sympathy or adoration. (пренебрежение или разочарование; если растянуто, то сочувствие и обожание) Aye denotes agreement. (согласие)

В______ Bah is dismissive. (пренебрежение, отстань от меня!) Blah communicates boredom or disappointment. (скука или разочарование) Blech (or bleah or bleh) implies nausea. (тошнота) Boo is an exclamation to provoke fright. (угроза, устрашение) Boo-hoo is imitative of crying and is derisive. (насмешливая имитация плача) Boo-ya (with several spelling variants) is a cry of triumph. (возглас триумфа) Bwah-hah-hah (variously spelled, including mwah-hah-hah) facetiously mimics the stereotypical archvillain’s triumphant laugh. (злобный смех Мефистофеля: зло побеждает!)

D______ D`oh is the spelling for the muttering accompanying Homer Simpson`s trademark head-slapping self-abuse. (чувство потери, несбывшихся надежд, обречённости) Duh derides someone who seems dense. (насмешка над кем-то тупым)

E______ Eek indicates an unpleasant surprise. (неприятный сюрприз) Eh, with a question mark, is a request for repetition or confirmation of what was just said; without, it is dismissive. (с вопросительной интонацией: просьба повторить или подтвердить, с утвердительной – пренебрежение) Er (sometimes erm) plays for time. (тянет время, «ждите ответа») Ew denotes disgust, intensified by the addition of one or more e`s and / or w`s. (отвращение)

F______ Feh (and its cousin meh) is an indication of feeling underwhelmed or disappointed. (разочарование полученным)

G______ Gak is an expression of disgust or distaste. (отвращение, неприязнь) 176

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H______ Ha expresses joy or surprise, or perhaps triumph. (радость, удивление, иногда триумф) Ha-ha (with possible redoubling) communicates laughter or derision. (смех или насмешка) Hamana-hamana, variously spelled, and duplicated as needed, implies speechless embarrassment. (смущение, «нет слов») Hardy-har-har, or har-har repeated as needed, communicates mock amusement. (притворный интерес) Hee-hee is a mischievous laugh, while its variants heh and heh-heh (and so on) can have a more derisive connotation. (злобный смешок, хи-хи) Hey can express surprise or exultation, or can be used to request repetition or call for attention. (удивление, восторг, иногда – просьба повторить или обратить внимание) Hist signals the desire for silence. (просьба соблюдать тишину) Hm, extended as needed, suggests curiosity, confusion, consternation, or skepticism. (заинтересованность, смятение, испуг, скептицизм) Hmph (also hrmph or humph) indicates displeasure or indignation. (неудовольствие, возмущение) Ho-ho is expressive of mirth, or (along with its variant oh-ho) can indicate triumph of discovery. (радость, в том числе часто от находки) Ho-hum signals indifference or boredom. (безразличие, скука) Hubba-hubba is the vocal equivalent of a leer. (хитрый, плотоядный смешок) Huh (or hunh) is a sign of disbelief, confusion, or surprise, or, with a question mark, is a request for repetition. (недоверие, смятение; с вопросительной интонацией - просьба повторить) Hup, from the sound-off a military cadence chant, signals beginning an exerting task. (военное: сигнал к началу трудной задачи, «раз-два взяли!») Hurrah (also hoorah, hooray, and hurray, and even huzzah) is an exclamation of triumph or happiness. (триумф, счастье, ура!)

I______ Ick signals disgust. (отвращение)

L______ Lah-de-dah denotes nonchalance or dismissal, or derision about pretension. (смех над тщетными потугами, нас не обманешь!)

M______ Mm-hmm, variously spelled, is an affirmative or corroborating response. (подтверждение, «поддакивание») Mmm, extended as needed, conveys palatable or palpable pleasure. (удовольствие от вкуса или ощущения) Mwah is suggestive of a kiss, often implying unctuous or exaggerated affection. (имитация поцелуя, часто с преувеличением дружеских чувств)

N______ Neener-neener, often uttered in a series of three repetitions, is a taunt. (часто трижды: язвительная насмешка) Now (often repeated 'Now, now') is uttered as an admonition. (увещевание: «приди в себя, да хватит тебе! ») 177

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O______ Oh. Use it to indicate comprehension or acknowledgment (or, with a question mark, a request for verification), to preface direct address ('Oh, sir!'), as a sign of approximation or example ('Oh, about three days'), or to express emotion or serves as a response to a pain or pleasure. (Ooh is a variant useful for the last two purposes.) (Понимание, признание, с вопросительной интонацией – просьба подтвердить; реакция на боль или удовольствие (часто ooh)) Oh-oh (or alternatives in which oh is followed by various words) is a warning response to something that will have negative repercussions. (предупреждение: возможен неверный шаг) Olé, with an accent mark over the e, is borrowed from Spanish and is a vocal flourish to celebrate a deft or adroit maneuver. (из испанского: ловкий, удачный манёвр при движении) Ooh, with o`s repeated as needed, conveys interest or admiration, or, alternatively, disdain. (интерес, восхищение или презрение) Ooh-la-la is a response to an attempt to impress or gently mocks pretension or finery. ( реакция на хвастовство, на желание произвести впечатление) Oops (and the jocular diminutive variation oopsie or oopsy and the variant whoops) calls attention to an error or fault. (указывает на ошибку, недостаток) Ouch (or ow, extended as needed) signals pain or is a response to a harsh word or action. (боль от жестоких слов или действий) Oy, part of Yiddish expressions such as oy gevalt (equivalent to 'Uh-oh'), is a lament of frustration, concern, or self-pity. (из еврейского: сожаление, разочарование, забота, жалость к себе)

P______ Pff, extended as needed, expresses disappointment, disdain, or annoyance. (разочарование, презрение или раздражение) Pfft, or phfft, communicates abrupt ending or departure or is a sardonic dismissal akin to pff. (неожиданный конец или родственное Pff = разочарование, презрение) Phew, or pew, communicates disgust, fatigue, or relief. (Phooey, also spelled pfui, is a signal for disgust, too, and can denote dismissal as well. PU and P.U. are also variants.) (отвращение, усталость или облегчение) Poof is imitative of a sudden disappearance, as if by magic. (имитирует неожиданное исчезновение, как по волшебству) Pooh is a contemptuous exclamation. (презрение) Pshaw denotes disbelief, disapproval, or irritation or, alternatively, communicates facetious self-consciousness. (недоверие, неодобрение, раздражение или шутливое стеснение) Psst calls for quiet. (призыв к тишине)

R______ Rah, perhaps repeated, signals triumph. (триумф)

S______ Shh (extended as necessary) is an imperative for silence. (требование тишины) Sis boom bah is an outdated encouraging cry, most likely to be used mockingly now. (устаревшее: «ну, давай заплачь»)

T______ Tchah communicates annoyance. (досада, раздражение) Tsk-tsk and its even snootier variant tut-tut are condemnations or scoldings; the related sound tch is the teeth-and-tongue click of disapproval. (осуждение, ругание, неодобрение) 178

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U______ Ugh is an exclamation of disgust. (отвращение) Uh is an expression of skepticism or a delaying tactic. (скептичность, затягивание времени) Uh-huh indicates affirmation or agreement. (подтверждение, согласие) Uh-oh signals concern or dismay. (озабоченность, беспокойство, испуг) Uh-uh is the sound of negation or refusal. (отрицание или отказ) Um is a placeholder for a pause but also denotes skepticism. (для затягивания времени, также для выражения скепсиса)

V______ Va-va-voom is an old-fashioned exclamation denoting admiration of physical attractiveness. (устаревшее: для восхищения, физической привлекательности)

W______ Whee is an exclamation of excitement or delight. (интерес, большое удовольствие) Whew is a variant of phew but can also express amazement. (вариант phew, а также удивление) Whoa is a call to halt or an exclamation of surprise or relief. (призыв прекратить что-либо или удивление, облегчение) Whoop-de-doo and its many variants convey mocking reaction to something meant to impress. (насмешка над хвастовством) Woo and woo-hoo (and variations like yahoo, yee-haw, and yippee) indicate excitement. (Woot, also spelled wооt among an online in-crowd, is a probably ephemeral variant.) (интерес) Wow expresses surprise. (удивление)

Y______ Yay is a congratulatory exclamation. (Not to be confused with yeah, a variant of yes.) (поздравительное междометие, не путать с yeah = да) Yikes is an expression of fear or concern, often used facetiously. (страх, озабоченность, часто шутливое) Yo-ho-ho is the traditional pirates’ refrain. (традиционный припев пиратов) Yoo-hoo attracts attention. (привлечение внимания) Yow, or yowza, is an exclamation of surprise or conveys being impressed. (удивление, оценка: вот это да!) Yuck (also spelled yech or yecch) signals disgust. (Not to be confused with yuk, a laugh.) (отвращение) Yum, or yummy, is a response to the taste of something delicious and, by extension, the sight of an attractive person. (что-то вкусное или сексапильное)

Z______ Zoinks is an expression of surprise or amazement popularized by the cartoon character Shaggy, of Scooby Doo fame. (удивление) Zowie, often in combination following wowie, a variant of wow, expresses admiration or astonishment. (= wow, восхищение, большое удивление)

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Appendix 9

TIPS ON WRITING A DESCRIPTIVE ESSAY

Description is a piece of writing or speech that says what someone or something is like by giving details about them. It should evoke an impression of a place, scene, or person. Descriptions may be included in several other types of writing tasks such as narratives, letters, assessment reports, etc. In a descriptive essay you may also be asked to explain why your subject is admirable, unusual, unique, why it made such a strong impression on you, how has it influenced you, etc.

YOUR PLAN OF ATTACK: THE WINNING STRATEGIES  Choose one single impression or idea and have all your details focus on that. Don`t try to describe everything about a subject. Eliminate details that do not contribute to the main mood of your description.  Show, don`t tell. The goal is to use enough carefully chosen, specific details so that the reader should be able to see the subject in his or her mind as clearly as you see it. Describe important physical features: the age, size, shape, colour and texture but do not overdo it. Rely on your five senses to gather details about what your subject looks, sounds, feels, smells, or even tastes like. Below are some specific examples of how to use senses and sensory details to describe a stay in hospital. Sight Hearing Smell Touch Taste

The clean white corridors of the hospital resembled the set of a science-fiction movie, with everyone rushing around in identical starched uniforms. At night, the only sounds 1 heard were the quiet squeaking of sensible white shoes as the nurses made their rounds. The green beans on the plate smelled stale and waxy, like crayons. The hospital bed sheet felt as rough and heavy as a feed sack. Every four hours they gave me an enormous gray pill; its aftertaste reminded me of the castor oil my grandmother insisted on giving me when I was a kid.

 Recall. Add information you remember from the past. Try to remember when it was discovered, built, first used, etc. Try to remember an interesting incident or story involving your subject.  Compare and contrast your subject to others. What is it most like? least like? not at all like? What person, season or foreign country does it remind you of?  Analyze and evaluate. What are its strengths? its weaknesses? its future? Why is your subject important to you, to others, to the community? Does it have any practical value? any aesthetic (artistic) value? any historical value?  Define. What class or category does your subject fall into?  Observe and investigate. Notice the way people react to your subject and what their general attitude seems to be. Include people and action in your writing so that the reader can get a true picture of it. You should describe both the place and the activity: people, cars, commotion, etc.

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PARAGRAPH PLANS FOR DESCRIPTIONS DESCRIBING PLACES, BUILDINGS, OBJECTS INTRODUCTION paragraph 1 BODY paragraph 2 paragraph 3 paragraph 4... CONCLUSION closing paragraph

name, location, reason for choosing the place / object  general features / factual information: age, size, colour, materials, etc.  surroundings, sights, facilities, activities  particular details relating to sight, smell, hearing, touch, taste  details to suggest mood and atmosphere  examples, explanations, and reasons opinions, impressions, feelings, comments and/or recommendation DESCRIBING EVENTS, FESTIVALS, CEREMONIES

INTRODUCTION paragraph 1 BODY paragraph 2 paragraph 3 paragraph 4... CONCLUSION closing paragraph

name, time, place of event, reason for celebrating  preparations: decorations, rehearsals, etc.  description of actual event: activities, costumes atmosphere  examples, explanations, and reasons opinions, impressions, feelings, comments and / or recommendation DESCRIBING PEOPLE

INTRODUCTION paragraph 1 BODY paragraph 2 paragraph 3 paragraph 4... CONCLUSION closing paragraph

who the person is, when/how you first met  physical appearance: height, build, age, facial features, hair clothing  personality characteristics, beliefs, behaviour  activities, hobbies, interests, daily routine, habits opinions, impressions, feelings, comments and/or recommendation USE OF LANGUAGE

Order of Adjectives IMPORTANT! It is possible to use more than three or four adjectives to deserve something, but it sounds a bit unnatural if you have as many as nine adjectives in front < a noun: e.g. My teacher`s charming little antique tapered black Chinese wooden trumpet. When a number of adjectives go before a noun, they are generally written in the following order: DETERMINER a / one / a dozen / her / Cleopatra`s / innumerable OPINION adorable / stylish / priceless / romantic / decadent SIZE / WEIGHT short / little /microscopic / gigantic / dwarf AGE antique / brand-new / ten-year-old / second-hand SHAPE oval / spiral / streamlined / baggy / pointed / taper COLOUR jet black / checked / canary yellow / shocking pink ORIGIN Renaissance / Cherokee / Chinese / Alpine / Dutch MATERIAL gold / leather / copper / diamond / wooden / marble COMPOUND* wedding / electric / summer / disco / dining / toy *The 'compound' describes the noun`s use, type or purpose: wedding ring, summer frock. The compound noun may be hyphenated or written as one or two words: check in a dictionary.

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Another way to enlarge your description vocabulary is to build compound adjectives. They are formed with: a) present participles: a quick-acting officer, a hard-working doctor; b) past participles: a stylishly-dressed woman, a narrow-minded politician; c) cardinal numbers + nouns: a three-year-old boy, a six-foot tall man; d) well, badly, ill, poorly + past participle: a well-intentioned friend, an ill-mannered pop star. Location Verbs and Prepositions There are a number of verbs used to describe the location and surroundings of the subject by explaining its position, giving some suggestion of movement: e.g. the road leads up to, the path winds past, the building dominates the skyline, etc. You can use words from the list below in your descriptions: be set in be dotted around / about curve around be buried in wind through / up / down nestle at stretch out slope down to disappear in sprawl out be perched on tower above Organizing the details in a descriptive essay you can use spatial order, i.e. a logical arrangement of space and location. Help the reader follow you by using adequate links: above below in the distance across beneath inside adjacent (to) beside near / next (to) against between nearby along / alongside beyond off amid by on the left / right among close (to) on top of around down opposite away from further over back of here and there throughout before here / there to the right / left behind in front of under Expressing Impressions and Reactions adjectives

nouns in such expressions as

positive impressions amazing, astounding, majestic, astonishing, quaint, exquisite, elaborate, spellbinding, eye-catching, refreshing, inspiring, stimulating, overwhelming, etc. to my amazement / delight / astonishment / surprise, etc.

negative impressions barren, bleak, derelict, dilapidated, disreputable, inhospitable, squalid depressing, disappointing, terrifying, shocking, etc. to my disappointment / shock / displeasure / surprise / dismay

Study the examples below: Paris makes an immediate / enduring / lasting impression on all who visit it, since it is such a glamorous city. What strikes / impresses / delights visitors about it most is ... The most noticeable / outstanding feature of the palace is ... A huge statue of a lion is the first thing we notice upon entering the temple. One cannot help but be impressed / moved / struck by the natural beauty of the region. Without doubt, the most impressive thing about this building is... The thing which makes the most enduring impression is ...; I was immediately struck by the staggering number of huge skyscrapers, fine particularly marvels / wonders at the variety of attractions offered. The filthy, congested streets confirmed my initial impression that... The thing / feature that will disappoint any visitor is the lack of facilities. 182

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A list of the phrases to show your attitude, to give your opinion or give other people`s opinion can be found in APPENDIX. Make your description more vivid by:  using direct speech;  asking a rhetorical question;  creating mystery, suspense or anticipation;  addressing the reader directly;  using a quotation. REVISION Here are a few questions to ask yourself as you revise your description. 1. Is the essay`s purpose clear to the reader? 2. Does the essay have a clearly developed organisation? 3. Are the details arranged in an order that is easy to follow? 4. Are there enough specific details in the description to make the subject matter distinct, to the readers who are unfamiliar with the person, place or object? Where might more detail be obtained? 5. Could any sensory details or descriptive language be added to help the reader 'see' the subject matter? You might have to decide whether your vocabulary is rich enough for this purpose. 6. Does your particular attitude come through clearly with a consistent use of well-chosen details? If the assignment called for an objective description, are the details as 'neutral' as possible? 7. What might be condensed or cut?

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CОДЕРЖАНИЕ

Введение ……………………………………………………………………. ........................................ 3 Unit 1. Appearance and character ……………………………………….. ......................................... 1.1. Appearances are deceptive……………………………………………. ........................................... 1.2. Personality begins where comparison ends …………………………… .......................................... 1.3. Researching yourself ……………………………………………………......................................... 1.4. Dealing with different types of people ………………………………….. ....................................... 1.5. Idioms about personality features ……………………………………............................................. 1.6. National character …………………………………………………….............................................

9 10 24 35 40 49 51

Unit 2. Feelings and emotions ……………………………………………… ....................................... 2.1. Control your emotion or it will control you …………………………….......................................... 2.2. Stress ……………………………………………………………………......................................... 2.3. Idioms about feelings and emotions …………………………………… ......................................... 2.4. Discussing emotions ………………………………………………….. ........................................... 2.5. Voicing emotions …………………………………………………….............................................. 2.6. Expressing emotions: inversion (advanced level)………………………………………...................

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Unit 3. Relationships ……………………………………………………….......................................... 3.1. Types of relationships ……………………………………………………....................................... 3.2. Love and romance ………………………………………………………......................................... 3.3. Family matters…………………………………………………………. .......................................... 3.4. Socializing……………………………………………………………… ......................................... 3.5. Making small talk ……………………………………………………… ......................................... 3.6. Complimenting people …………………………………………………..........................................

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Заключение ....................................................................................................................................... 157 Key section ………………………………………………………………….......................................... 158 Учебно-методическое и программное обеспечение ..................................................................... 161 Appendix 1. Some helpful speech patterns …………………................................................................. Appendix 2. Rendering an article………………………........................................................................ Appendix 3. Guidelines on summarizing……………............................................................................ Appendix 4. Speech evaluation criteria …………………….. ................................................................ Appendix 5. Discourse markers …………………………….................................................................. Appendix 6. Requirements for task construction ……………………….. .............................................. Appendix 7. Correction symbols in written works ................................................................................ Appendix 8. Interjections ……………………………………………………......................................... Appendix 9. Tips on writing a descriptive essay ……………………………... ......................................

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PEOPLE Учебно-методическое пособие Направление подготовки 44.03.05 Педагогическое образование (с двумя профилями подготовки) Направленность «Иностранные языки» Техническая редакция, вёрстка С.М. Десяткова Сдано в печать 27.09.2017 г. Формат 6084/8 Печать цифровая. Гарнитура Times NR Тираж 38 экз. Заказ № 39. Авт.л. 14,9 Редакционно-издательский отдел Сургутского государственного педагогического университета 628417, г. Сургут, 50 лет ВЛКСМ, 10/2 Отпечатано в РИО СурГПУ

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