CONTENTS
INTRODUCTION ……………………………………………………..…4
TO THE STUDENT ……………………………………………...4
TO THE TEACHER …………………………………………...…5
UNIT ONE. ENGLISH IN OUR LIFE ………………………………….6
UNIT TWO. EDUCATION …………………………………………..…18
UNIT THREE. TRANSPORT ………………………………………….32
UNIT FOUR. CARS ...……………………………………………..……45
UNIT FIVE. BUSES ...………………………………………………….54
UNIT SIX. TRAINS ………….…………………………………………62
UNIT SEVEN. UNDERGROUND ……………………………………..72
UNIT EIGHT. PLANE …………..…………………………..…………82
SOURCES ……………………………………………………………….93
3
INTRODUCTION
TO THE STUDENT
This book is to help you to improve your skills in reading and speaking
English, the English grammar and vocabulary.
All students need practice. There are a lot of different certain basic things in
English. They cannot be mastered without a great deal of practice. In order to
improve your English, you should try to make the most of your classroom time.
REMEMBER:
 Good learners know that a teacher cannot do everything.
 To make progress, you must take responsibility for your own learning.
Learning English or other languages is like learning to ski or skate. Your
teacher can show you what to do, but you must do it.
 People often remember things better when we work them out for ourselves,
rather when we are simply told. Asking questions does not mean you are
stupid. It is a vital part of the learning process.
 Speaking tasks, group work are not a waste of time. If you are asked to do this,
it gives you a chance to use your English.
 Do more than give a ‘minimum response’. This will help you to be more
confident with your English.
 No one can learn languages without making mistakes. Don’t worry about every
little mistake, identify important mistakes and work on those.
 Your first languages can help you learn English, if some words or grammar
structures are similar. But the less you rely on translation, the better you will
communicate in English.
 It is never enough simply to know something. You must be able to do things
with what you know.
Each unit here gives you the vocabulary of transport, words and expressions
that will be useful to you and help you understand written and spoken English.
You can find interesting facts about different vehicles, their history and
development.
4
TO THE TEACHER
This course is for the students studying English for scientific and technical
purposes (ESP). The course is designed to familiarize the students of non-language
higher education institutions with the information on motor vehicles and electrical
transport in particular.
The material has been specifically designed for a variety of class environments
and as the basis for individual and group work as well as for self-study (marked ***).
This course consists of the nine units and is expected to be covered during at
least 70 classroom hours and about 100 hours for self-study. These are:
Unit One. English in Our Life
Unit Five. Buses
Unit Two. Education
Unit Six. Trams
Unit Three. Transport
Unit Seven. Underground
Unit Four. Cars
Unit Eight. Planes.
Most of the units provide the learner of English with original texts from
different sources.
Each unit contains:
 Pre-reading Activity which involves students’ own experience when possible
and motivates them to read.
 Text which focuses on one type of transport.
 Reading Comprehension which confirms the content of the text either in
general or in detail.
 Vocabulary Focus which encourages students to work out the meaning from
the context and reinforces the vocabulary further.
 Vocabulary Development with word-formation exercises which helps students
improve the range of words and phrases for active or passive use.
 Vocabulary Exercises which are means of presenting and improving the
vocabulary.
 Grammar Focus which includes different aspects of the English grammar with
rules and relevant exercises. These are:
Unit One. Sentence Structure: Subject, Verb, Object etc.
Unit Two. Direct and Indirect Objects
Unit Three. Uses of ‘they’
Unit Four. Conjunctions
Unit Five. Modal Verbs CAN, MUST
Unit Six. Prefixes and Suffixes
Unit Seven. Asking Question
Unit Eight. Phrasal Verbs.
 Speaking Practices serve as models to demonstrate how to use words and
expressions in everyday conversations. The practical exercises give students
additional practice in using words and conversational structures found in the
unit.
5
UNIT ONE. ENGLISH IN OUR LIFE
Pre – reading Activity




Where and when did you begin to study English?
Have you ever learnt any foreign language at an intensive language course?
Do you think it would be easy for you to speak English all day long?
Do you think it is easier or more difficult to learn a foreign language in the
country of this language?
 Have you ever socialized with English native speakers in an informal situation?
Make sure you know these words:
definition
ape
utter
lack
lit
– визначення
– мавпа
– вимовляти
– відчувати недолік
– синиця
1. Read the text and answer the following questions.
***
What Is Language?
A language is a signalling system which operates with symbolic vocal sounds,
and which is used by a group of people for the purposes of communication.
Let us look at this definition in more detail because it is language, more than
anything else, that distinguishes man from the rest of the animal world.
Other animals, it is true, communicate with one another by means of cries: for
example, many birds utter warning calls at the approach of danger; apes utter
different cries, such as expressions of anger, fear and pleasure. But these various
means of communication differ in important ways from human language. For
instance, animals’ cries are not articulate. This means, basically, that they lack
structure. They lack, for example, the kind of structure given by the contrast between
vowels and consonants. They also lack the kind of structure that enables us to divide
a human utterance into words.
We can change an utterance by replacing one word in it by another: a good
illustration of this is a soldier who can say, e.g., ‘tanks approaching from the north’,
or he can change one word and say ‘aircraft approaching from the north’ or ‘tanks
approaching from the west’; but a bird has a single alarm cry, which means ‘danger!’
This is why the number of signals that an animal can make is very limited: the
great tit is a case in point; it has about twenty different calls, whereas in human
language the number of possible utterances is infinite. It also explains why animal
cries are very general in meaning.
1. What is a language?
6
2. What is the main role of any language?
3. What other means of communication are there?
4. Why is language universal?
Make sure you know these words:
jumbo jet
worldwide
radio and television
broadcasting
retrieval
infiltration
abolition
eradicate
(F).
– реактивний лайнер
– в усьому світі
– радіомовлення і телебачення
– пошук, вибір даних
– проникнення
– скасування, анулювання
– ліквідувати
2. Read the text and decide if the statements after it are true (T) or false
***
English As a World Language
English is losing its political and cultural associations and becoming the
property of all cultures. Over 70 countries in the world use English as the official or
semi-official language, and in 20 more English occupies an important position. It is
the main foreign language taught within most school systems worldwide, many
newspapers are published in English and it is the language of much radio and
television broadcasting. English is the language of international business, the main
language of airports, air traffic control and international shipping. It is the language
of science, technology and medicine, and it is estimated that two-thirds of all
scientific papers today are first published in English. It is the language of diplomacy
and sport; it is one of the working languages of the United Nations and the language
used by the International Olympic Committee. International pop culture and
advertising are also dominated by English. 70% of the world’s mail is written in
English, and 80% of all information in electronic retrieval systems is stored in
English.
English infiltration of foreign languages is often regarded with horror. One of
the Presidents of France, Pompidou, recommended a return to totally unpolluted
French with an abolition of all Anglicisms. In official documents ‘fast food’ and
‘jumbo jet’ were to be referred to by French expressions instead. But it would be
difficult to eradicate the use of such familiar French terms as ‘le weekend’, ‘le
sandwich’, or ‘le parking’. French is not the only ‘polluted’ language. In German we
find ‘der Babysitter’, ‘der Bestseller’ and ‘der Teenager’. ‘Il weekend’ turns up again
in Italian, where we can also find ‘la pop art’ and ‘il popcorn’. ‘Jeans’ is found in
almost every language of the world, and in Spanish we also have ‘pancakes’, and
‘sueter’ (sweater). Russian young people like to wear the latest trainer-style ‘shoozy’.
But this invasion is not one-sided. Other languages have quietly been getting their
7
own back for a long time. Native English speakers may think they are speaking ‘pure’
English when they talk about the alphabet, the traffic, a mosquito, a sofa, a garage,
their pyjamas or their boss, but Greek, Italian, Arabic, French, Hindi and Dutch
speakers know better!
1. English is losing its importance for the world culture. ( )
2. More than 90 countries in the world use English as their official and semiofficial language. ( )
3. English is one of the main languages for mass media. ( )
4. English is then the working language of all international airlines. ( )
5. All scientific papers today are first published in English. ( )
6. The staff of all foreign embassies should know English. ( )
7. English is the only language that ‘pollutes’ other languages. ( )
8. It is impossible to preserve language purity in the age of computer
technologies. ( )
3. Vocabulary Focus
A. Read the text ‘What Is Language’ again and find all the words which have the
same meaning. Notice how they are used and the punctuation that is used with
them.
B. The following sentences are based upon the information contained in the text
‘What Is Language’. Complete the sentences making use of each of the following
words.
illustration
an example
for example
for instance
a case in point
such as
1. At the approach of danger many birds utter warning calls: this is
_________________ of animals communicating with each other.
2. Cries, _______________ those of anger, fear and pleasure, are uttered by apes.
3. There are important differences between human language and animal
communication: _________________, animals’ cries are not articulate.
4. Animals’ cries lack, __________________, the kind of structure that enables
us to divide a human utterance into words.
5. A good _________________ of changing an utterance by substituting one
word for another is a soldier who can say ‘tanks approaching from the north’ or
‘tanks approaching from the west’.
6. The number of signals that an animal can make is very limited: the great tit is
________________.
C. Find words in the text that mean the same or are similar to the following and
write them in the blanks.
8
1. Something you say or the action of saying something.
______________________________
2. A system of communication by written or spoken words, which is used by the
people of a particular country or area.
______________________________
3. Something that you hear, or what can be heard.
______________________________
4. The process by which people exchange information or express their thoughts
and feelings.
______________________________
5. Belonging to or relating to people, especially as opposed to machines or
animals.
______________________________
6. The smallest unit of language that people can understand if it is said or written
on its own.
______________________________
7. To express an idea, feeling, thought etc. using words.
______________________________
8. One of the human speech sounds that you make by letting your breath flow out
without closing any part of your mouth or throat or a letter of the alphabet used
to represent a vowel.
______________________________
9. The thoughts or ideas that someone wants you to understand from what they
say, do, write etc.
______________________________
10.A word or group of words with a particular meaning.
______________________________
4. Vocabulary Development
A. Complete the table below using a dictionary. The first one has been done for
you.
Noun
(for person, device)
learner
Noun
(for idea)
learning
Verb
Adjective
learn
learned,
learning
reading
writer
pronounce
known
practice
B. Choose the following most suitable words to fill in the gaps in the sentences
below.
1. communicate communication communicator communicative
a) The ability to ______________ effectively, both orally and in writing, is also
important.
b) I considered myself more a performer than a ______________.
c) It provides students with the language and ______________ skills they will
need in their professional lives.
9
d) Good ______________ is vital in a large organization.
2. speak speakers spoken unspeakable
a) Why do people not just ______________ directly and say what they mean?
b) One very important problem in early learning is caused by the difference
between ______________ and written language.
c) You will need one or more native ______________ of the language to help
you in your learning.
d) Her tastes in everything are, invariably, ______________.
3. transcribed transcript transcription
a) The ______________ showed without a doubt that the attack not only took
place but was in fact deliberate.
b) Work at your ______________ for four or five minutes.
c) The conversation had been ______________ into phonetic script.
d) Pronunciation is shown by a system of phonetic ______________.
4. use (v) usage use (n) user used usable useful
a) Are we allowed to ______________ a dictionary in the test?
b) Drunken drivers are a menace to themselves and other road ______________.
c) Promote the efficient ______________ of all forms of energy to reduce
consumption.
d) I know the bicycle’s old, but it’s still ______________.
e) Electric vehicles built in 1920 were still in ______________ in the 1950s.
f) Crackdown shows one third of ______________ cars are not safe.
g) The Internet is becoming a ______________ tool for investors.
C. Match each phrase on the left with a phrase on the right. Write your answers in
the boxes.
1.
2.
3.
4.
5.
6.
7.
to read English books
to write something down
to practise speaking
to try to learn the language
to guess a word
to try to study
to use a dictionary
a) without the teacher
b) in every way possible
c) from films, TV and records
d) in cases of difficulty
e) in real situations
f) every day if possible
g) without being told to
1
2
3
4
5
6
7
5. Vocabulary Exercises
A. Read the text. Decide which answer A, B, C or D best fits in each space. Then
answer the questions.
How to Use a Dictionary
1. Don’t look up a (1) _______ in a dictionary unless you are sure of its spelling.
10
2. Always check all the meanings given for a word because the same word may
have a different meaning in a different (2) _______.
3. Remember that consulting a (3) _______ can be very helpful, but during a
conversation you should use other methods, for example, asking for an explanation or
expressing what you mean by different words.
4. Get to know the range of information that is available in your dictionary (e.g.
pronunciation, different uses of the word, etc.), the (4) _______ symbols and the
codes that your dictionary uses.
5. When you check the meaning of a (5) _______ verb remember to look up the
complete verb, for example ‘work out’, not just ‘work’.
6. Your dictionary can give you a lot of help with the English (6) _______
telling you if a noun is countable or uncountable, giving you all forms of irregular
verbs, telling you whether a verb is followed by an infinitive or by a gerund.
7. If you want to check the meaning of an (7) _______, look for information
under a key word. For example, if you have trouble understanding ‘It’s taken for
granted today that children should study a foreign language at school’, look for help
under ‘grant[ed]’.
8. Your dictionary will help you to (8) _______ between words with similar
meanings.
9. It is very important to study the (9) _______ of each word the dictionary gives
you because they will show you how the word is used and in what context.
10. Try and work out the meaning of an (10) _______ word from its context
before you look it up in a dictionary.
1. A. word
2. A. meaning
3. A. book
4. A. monetary
5. A. spoken
6. A. grammar
7. A. word
8. A. find out
9. A. examples
10.A. well-known
B. sentence
B. context
B. dictionary
B. mathematical
B. written
B. transcription
B. sentence
B. know
B. letters
B. familiar
C. figure
C. sentence
C. journal
C. transcription
C. every
C. pronunciation
C. idiom
C. write
C. situations
C. unfamiliar
D. picture
D. sense
D. article
D. written
D. phrasal
D. syntax
D. adjective
D. distinguish
D. meanings
D. famous
1. Why is it needed to check a word meaning?
2. What range of information is available in any dictionary? in a dictionary for
specific purposes?
3. How to check the meaning of an idiom?
B. Read the text about differences between British and American English. Try to
change and write down the sentences below in British English.
Foreign students with the knowledge of English often experience considerable
difficulty in their first contacts with American speakers. The problem here, however,
11
usually has more to do with pronunciation than with the language itself. Apart from
the typically nasal quality of American speech, there is a number of basic differences
between British and American pronunciation:
a) words ending in -ary and -ory have a stress on the next to last syllable in
American: secret'ary, laborat'ory;
b) Americans often pronounce [r] in position where it is not pronounced in
British English: car, here;
c) in such words as bath, news the American pronunciation will be [bәeӨ],
[nu:z];
d) other words which are pronounced differently: tomato, address. In American
English the pronounciation is [tә'meitau] and ['әedres].
In American English there is an increasing tendency to employ a simplified
spelling. The commonest feature of this simplified spellings is the use of -or in all
words that in English contain -our: thus Americans write labor, honor, honorable,
also many Americans write thru for through, Marlboro for Marlborough,
traveling/traveled
for
travelling/travelled,
canceling/canceled
for
cancelling/cancelled, center for centre.
There are, however, a number of cases in which British and American people
continue to use different words to mean the same thing. These are still in constant use
and have retained their national character. Here are a few examples illustrating
certain variations in the two languages.
Transportation
British
American
baggage reclaim
bonnet (of a car)
booking office
cabin attendant
car park
Circus (Piccadilly)
coach
cul-de-sac
dual carriageway
engine-driver
filling station
garage
goods train
guard (of a train)
hand luggage
lay by
left-luggage office
level crossing
lift
lorry
baggage claim
hood
ticket window
flight attendant
parking lot
Circle
bus
detour
divided highway
engineer
gas station
service station
freight train
conductor
carry-on bag
rest area (on highway)
baggage room
grade crossing
elevator
truck
12
motorbike
motorway
non-smoking compartment
pavement
petrol
pram
queue
railway station
railway
refreshments
return ticket
roundabout
scooter
single ticket
sleeper
standard class
ticket collector
timetable
to book
traffic light
tram
transport
underground, tube
way out
motorcycle
freeway
no-smoking car
sidewalk
gas or gasoline
baby-carriage, pull-off
line
train station
railroad
snack bar
round-trip ticket
traffic circle
moped
one-way ticket
sleeping car
second class
conductor
schedule
to reserve
traffic signals
streetcar, trolley
transportation, transit
subway
exit
1. Outside there was snow and slush along the streets and sidewalks.
____________________________________________________________________
2. Motorists went their way through orange traffic cones and detour signs.
____________________________________________________________________
3. The conductor punched our ticket and displayed it over the seat to indicate our
destination.
____________________________________________________________________
4. The renewal of the subway station, for example, presented a series of problems
only hinted at here.
____________________________________________________________________
5. You just walk down this corridor and around these elevators to the bank on the
far side.
____________________________________________________________________
6. Solution: We arranged for public transportation to shuttle students to campus
from a parking lot across town.
____________________________________________________________________
7. The flight was cancelled, and that really messed our schedule up.
____________________________________________________________________
8. He lived in his own home rather than a secured gubernatorial mansion and took
a public streetcar to his office each day.
13
____________________________________________________________________
9. On the street, the veterans are cited for loitering, jaywalking, riding the trolley
without paying.
____________________________________________________________________
10.Do you have to reserve tickets in advance?
____________________________________________________________________
11.The truck purred along the road, with the other truck following it.
____________________________________________________________________
12.The more freeway access there is, the less San Franciscans have to share their
streets with out-of-towners.
____________________________________________________________________
6. Grammar Focus
A.
Sentence Structure: Subject, Verb, Object etc.
 The parts of a sentence are the subject, verb, object, complement and adverbial.
A statement begins with the subject and the verb.
 There are five main structures which we can use to make a simple statement.
1. SUBJECT
My arms
Something
VERB
are aching.
happened.
2. SUBJECT
VERB
I
need
Five people
are moving
The subject and object can be a pronoun (e.g.
piano).
OBJECT
a rest.
the piano.
I) or a noun phrase (e.g. the
3. SUBJECT
VERB
COMPLEMENT
This piano
is
heavy.
It
was
a big problem.
The complement can be an adjective (e.g. heavy) or a noun phrase (e.g. a big
problem). The complement often comes after be. It can also come after
appear, become, get, feel, look, seem, stay or sound.
4. SUBJECT
VERB
It
is
Their house
is
An adverbial can be a prepositional phrase (e.g.
nearby).
5. SUBJECT
VERB
14
ADVERBIAL
on my foot.
nearby.
on my foot) or an adverb (e.g.
OBJECT
OBJECT
It
’s giving
me
David
bought
Melanie
We use two objects after verbs like give and buy.
backache.
a present.
 Adverbials
We can add adverbials to all the five main structures.
My arms are aching terribly.
I really need a rest.
Of course this piano is heavy.
Fortunately their house is nearby.
To everyone’s surprise, David actually bought Melanie a present yesterday.
B. Parts of the sentence
Mike and Harriet are on holiday. They have written a postcard to David and
Melanie. Look at each underlined phrase and say what part of the sentence it is:
subject, verb, object, complement or adverbial.
Example:
We’re having a great time.
object
.
The weather is marvellous.
We really enjoy camping
It’s great fun.
We’re on a farm.
We like this place.
The scenery is beautiful.
________________________
________________________
________________________
________________________
________________________
________________________
C. Sentence structure
After moving the piano, the five friends had a rest and a cup of tea. Look at this
part of their conversation and then write the letters a) – e) in the correct place.
a)
b)
c)
d)
e)
David:
Tom:
Mike:
David:
Harriet:
1.
2.
3.
4.
That was a difficult job.
I agree.
I’m on my deathbed.
Someone should give us a medal.
I’ve made some more tea.
Subject + verb
Subject + verb + object
Subject + verb + complement
Subject + verb + adverbial
Subject + verb + object + object
b
.
_____________
_____________
_____________
_____________
D. Word order
Put the words in the correct order and write the statements.
Example:
is / Melanie / very nice
Melanie is very nice.
15
1. football / likes / Tom
____________________________________________________________________
2. an accident/ David / had.
____________________________________________________________________
3. moved/ the piano /we
____________________________________________________________________
4. a tall woman/ Harriet /is
____________________________________________________________________
5. sat/ on the floor / everyone
____________________________________________________________________
6. gave/ some help / Mike’s friends /him
____________________________________________________________________
E. Adverbials
These sentences are from a news report. Write down the two adverbials in each
sentence. Each adverbial is a prepositional phrase or an adverb.
Example:
Prince Charles opened a new sports
in Stoke
.
centre in Stoke yesterday.
yesterday
.
1. He also spoke with several young
people.
2. The sports centre was first
planned in 1994.
3. Naturally, the local council could not
finance the project without help.
4. Fortunately, they managed to obtain
money from the National Lottery.
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
7. Speaking Practice
Foreign Language in People’s Life
A. What do you like more in language learning? Rank the following:
Quite
like
reading English books in the original
reading adapted English books
learning new words
listening to English songs
using the language in the classroom
using the language while travelling
practising what you know with your group-mates in
pairs and working in groups
16
Like
Dislike
Hate
communicating with native speakers
doing grammar exercises
doing tests for self-check
writing e-mail letters to your foreign friends
watching video in English
listening to English stories on audio cassettes
browsing the Internet
Ask your group- mate (friend):
What does he or she hate, dislike and like in learning English? And why?
B. What is more difficult for you in language learning? Rank the following:
Easy Difficult Impossible
reading English books in the original
reading adapted English books
learning new words
listening to native speakers on tapes
understanding grammar rules
expressing your ideas orally
expressing your ideas in writing
pronouncing words
remembering what you have learned
communicating with native speakers
doing grammar exercises
doing tests for self-check
doing tests to be assessed by the teacher
Ask your group-mate (friend):
What is easy, difficult and impossible for him or her in learning English? And
why? How is he or she going to improve English?
17
UNIT TWO. EDUCATION
Pre – reading Activity
 What are the first year students nicknamed?
 Where do university students live?
 What subjects do students study at university or academy?
Make sure you know these words:
guild
scholar
grant
donation
funding
– організація
– учень
– грант
– грошове пожертвування
– фінансування
1. Read the text
***
The Development of Universities
The word ‘university’ comes from the Latin word ‘universitas’, meaning ‘the
whole’. Later, in Latin legal language ‘universitas’ meant ‘a society, guild or
corporation’. Thus, in mediaeval academic use the word meant an association of
teachers and scholars. The modern definition of a university is ‘an institution that
teaches and examines students in many branches of advanced learning, awarding
degrees and providing facilities for academic research’.
The origins of universities can be traced back to the Middle Ages, especially
the 12 – 14th centuries. In the early 12th century, long before universities were
organised in the modern sense, students gathered together for higher studies at certain
centres of learning. The earliest centres in Europe were at Bologna in Italy, for law,
founded in 1088; Salerno in 1115, Italy for medicine; and Paris, France, for
philosophy and theology, founded in 1150. Other early ones in Europe were at
Prague, Czechoslovakia, founded in 1348; Vienna, Austria, founded in 1365; and
Heidelberg, Germany, founded in 1386.
The first universities in England were established at Oxford in 1185 and at
Cambridge in 1209. The first Scottish university was founded at St. Andrews in 1412.
By comparison, the oldest universities in the U.S.A. are at Harvard, founded in 1636,
and Yale, established in 1701.
In the 15th and 16th centuries, three more universities were founded in
Scotland: at Glasgow in 1415, Aberdeen in 1494, and Edinburgh in 1582. The next
English university to be founded was not until the 19th century – London, in 1836.
This was followed, later in the 19th and early 20th centuries, by the foundation of
several civic universities. These had developed from provincial colleges which were
mainly situated in industrial areas. Manchester, for example, received its charter in
18
1880, and Birmingham in 1900. In addition, the federal University of Wales was
established in 1893 comprising three colleges.
Several other civic universities were founded in the 1940s and 1950s, such as
Nottingham in 1948, Southampton in 1954 and Exeter in 1957. However, it was in
the 1960s that the largest single expansion of higher education took place in Britain.
This expansion took three basic forms: existing universities were enlarged; new
universities were developed from existing colleges; and seven completely new
universities were founded. The latest, Kent University, in south-east England, and
Warwick, in the Midlands, were both founded in 1965. Like the other new
universities, they are situated 45 kilomerters away from town centres and are
surrounded by parkland and green fields.
Finance for universities comes from the three sources, namely grants from the
government (the largest), fees paid by students, and donations from private sources.
All the British universities, except one, receive some government funding. The
exception is Buckingham, which is Britain’s only independent university, and which
received the Royal Charter in 1983.
One of the latest university developments was the foundation in 1969 of the
Open University. It is a non-residential university which provides part-time degree
and other courses. It uses a combination of correspondence courses, television and
radio broadcasts, and summer schools organized on a regional basis.
2. Reading Comprehension
A. Understanding the reading.
1.
2.
3.
4.
***
When were the first universities in Europe organised?
What is the oldest university in Great Britain?
What are the sources where finance for universities comes from?
What is Open University?
B. Below is a summary of the passage in sentences which are given in the wrong
order. Put the sentences in the correct order by writing the letters (a – j) next to
numbers (1 – 10).
a. The quarter of a century from 1940 to 1965 was the period when there was a
big increase in the number of universities in Britain.
b. The Open University was founded in 1969.
c. The oldest American university was founded in the 17th century.
d. One of the original meanings of ‘university’ was an association of teachers and
students.
e. There is one private university in Britain: it was established in 1983.
f. After three more Scottish universities were established in the 15th and 16th
centuries, the next major developments were not until the foundation of a
number of civic universities in the nineteenth and early twentieth centuries.
g. Oxford and Cambridge are the oldest English universities.
h. Government grants are the most important source of university income.
19
i. The first Scottish university was established in the early 15th century.
j. There were gatherings of students at the centres of learning in Europe between
the 12th and 14th centuries.
1
2
3
4
5
3. Vocabulary Focus
A. Fill in the blank with the correct word.
6
7
8
9
10
***
1. About 20% of British school-leavers enter universities and different types of
_____________ which provide more work-orientated courses.
2. About 90% of students receive _____________ or loans covering tuition fees
and maintenance (accommodation and food).
3. Students completing their course of _____________ get a Bachelor degree
(Bachelor of Arts or Bachelor of Sciences).
4. _____________ completing their post-graduate work, which is usually a oneor two-year course involving some original research get Master of Arts or of
Science.
5. Some students continue to complete a three-year period of original
_____________ for the degree of Doctor of Philosophy.
6. Today there are 47 ______________ in Britain, compared with only 17 in
1947.
7. As with the school system so also with the higher ______________, there is a
real problem about the exclusivity of Britain’s two oldest universities.
8. ______________ conducts learning through correspondence, radio and
television, and also through local study centres.
B. Find words in the text that mean the same or are similar to the following and
write them in the blanks.
1. A school for advanced education, especially in a particular subject or skill.
__________________________
2. Money, that you give to a person or an organization in order to help them.
__________________________
3. To start a company, organization, system, situation etc. that is intended to exist
or continue for a long time.
__________________________
4. An amount of money that you pay to a professional person for their work.
__________________________
5. An amount of money given to someone, especially by the government for a
particular purpose.
__________________________
6. The whole system of rules that people in a particular country or area must
obey.
__________________________
7. The treatment and study of illnesses and injuries.
__________________________
20
8. The study of the nature and meaning of existence and reality, good and evil,
etc.
__________________________
9. Serious study of a subject, that is intended to discover new facts or test new
ideas.
__________________________
10.An educational institution at the highest level, where you study for a degree.
__________________________
4. Vocabulary Development
A. Complete the table below using a dictionary. The first one has been done for
you.
Noun
(for person, device)
entrant
entrance
Noun
(for idea)
entry
Verb
Adjective
enter
entered
entering
education
examiner
study
graduated
teacher
B. Choose the following most suitable words to fill the gaps in the sentences below.
1. education educator educated educational educative educated(v)
a. Those who receive training are lesser than those who receive ______________.
b. Young people need to be ______________ in new ways to be employable.
c. The approach of classroom testing against the hearing norms has a long
tradition among ______________ and researchers.
d. The boy came from a good home, was well ______________ and had every
advantage.
e. The ______________ process needs to begin early in a child’s life.
f. The American ______________ system is in need of reform.
2. entered(v) entrance entrant entry
a. Voice over Professors flew in especially from Prague to supervise the
______________ examinations and emphasise the benefits of studying in their
country.
b. Eighty percent of the children in the program had ______________ university
with good grades.
c. Certainly, Coleman and no other was the route of ______________ into the
College and into the army veterinary service.
d. The winning ______________ will receive a scholarship to the famous college
of art and a year’s supply of artist’s materials.
21
3. exam examined(v) examiners examination exams
a. Class composition and ______________ results are monitored.
b. Students will be ______________ on all aspects of English literature and
history.
c. Students who, in the opinion of the ______________, do not reach the required
standard must take the exam again.
d. Evening and weekend study, writing reports and taking ______________ can
all prove quite stressful.
e. In summary, the research aims at a detailed ______________ of the policymaking process.
4. study(v) studies(n) students studied studious
a. Many students will decide to continue their ______________.
b. They thought he should ______________ to be a doctor.
c. She spoke with ______________ politeness.
d. Francis didn’t bother with clothes or make-up. She was an extremely serious
and ______________ young girl.
e. Seventy percent of the university’s business ______________ have job offers
by graduation.
C. Fill in the blanks with the proper words in the correct form.
a) learn, study, teach
Note: both ‘learn’ and ‘study’ mean ‘to get knowledge’, but while ‘study’ is
used mainly when we mean the process itself, ‘learn’ as a rule means the result of the
process of studying, i. e. ‘to know smth. as a result of studying’; ‘study’ has an
additional meaning, i. e. ‘to examine smth. carefully;
‘teach’ is opposite in meaning to these two words as it means not ‘to get’ but
‘to give knowledge, instruction’.
1. Mother thought it necessary to ____________ Gerry something useful.
2. Leslie thought Gerry should ____________ to sail and shoot and offered to
____________ him.
3. ‘The most important thing for him is to ____________ literature,’ said Larry.
4. We ____________ our first foreign language at school.
5. Even as a boy Gerry dreamt of ____________ biology.
6. She has a very good memory and can easily ____________ several pages by
heart.
7. What subjects do you ____________ in the third year?
8. She was a good teacher and the child ____________ quickly.
9. She ____________ his face carefully before answering his question.
b) learn, find out, discover
Note: ‘learn’ may also mean ‘to be informed’ or ‘to receive information’ about
smth.; in this meaning it is very close to the words ‘discover’ and ‘find out’; ‘learn’
22
denotes getting information without any or much effort;
‘discover’ suggests that the new information is surprising, unexpected;
‘find out’ means ‘to get information by search or inquiry’, i. e. ‘making an
effort to get it’.
1. Mother was surprised to ____________ that each member of the family had a
different idea of education for Gerry.
2. I was sorry to ____________ that our hockey team again lost the game.
3. Give her a ring to ____________ if she is at home.
4. I’ve just ____________ that he had passed all his exams.
5. For a long time we tried to____________ something about his past, but failed.
6. When Bell’s rivals ____________ about his invention, they tried to claim their
own rights to it.
7. Suddenly I ____________ that I had left my notebook with her address in it
behind.
5. Vocabulary Exercises
A. Put each of the following words in its correct place in the text below.
education
learning
college
theory
vacation
libraries
teachers
staff
tutor
students
guidance
enter
progress
internal organization
discipline
proctors
courses
lectures
examinations
professors
headstudents
terms
dean
study
practice
degrees
Cambridge University
Cambridge is one of the loveliest towns of England; it is not a modern
industrial city and looks much more like a country town. The dominating factor in
Cambridge is its well-known University, a centre of (1) _______________ and (2)
_______________, closely connected with the life and thought of Great Britain. In
Cambridge everything centres on the University and its colleges.
The oldest college is Peterhouse, which was founded in 1284. The most recent
is Robinson College, which was opened in 1977. The most famous is probably
King’s, because of its magnificent chapel.
The University was exclusively for men until 1871 when the first women’s (3)
_______________ was opened. Another was opened two years later and a third in
1954. In the 1970s, most colleges opened their doors to both men and women.
Almost all colleges now are mixed, but it will be many years before there are equal
numbers of both sexes. Until today there are more than 20 colleges in Cambridge.
There is a close connection between the University and colleges, though they
are quite separate in (4) _______________ and (5) _______________. Each college
has its own building, its own (6) _______________, its own (7) _______________
23
and (8) _______________. To (9) _______________ the university, one must first
apply to a college and become a member of the university through the college. The
colleges are not connected with any particular (10) _______________. Students
studying literature, for example, and those trained for physics may belong to one and
the same college.
However the fact is that one is to be a member of a college in order to be a
member of the University. The colleges are governed by 20 or 30 ‘fellows’. Fellows
of a college are ‘tutors’ ((11) _______________, often called ‘dons’). Each (12)
_______________ has 10 – 12 students reading under his (13) ________________.
Tutors teach their own subject to those students in the college who are studying it,
and they are responsible for their (14) _______________.
Every college is governed by a (15) _______________. (16)
_______________ is looked after by (17) _______________ and numerous minor
officials called ‘bulldogs’.
The University is like a federation of colleges. It arranges the (18)
_______________, the (19) _______________ and the (20) _______________, and
grants the (21) _______________.
A college is a group of buildings forming a square with a green lawn in the
centre. An old tradition does not allow the students to walk on the grass: this is the
privilege of (22) _______________ and (23) _______________ only.
Students study at the University for four years, three (24) _______________ a
year. Long (25) _______________ lasts about three months. There are many (26)
_______________ at Cambridge; some of them have rare collections of books.
Find out whether the statement is true (T) or false (F) according to the information
in the text.
1.
2.
3.
4.
5.
6.
Cambridge was founded in the 13th century. ( )
In 1871 the first women’s college was opened in Cambridge. ( )
The University grows as a federation of independent colleges. ( )
The proctors govern colleges. ( )
Dean is a person who looks after discipline. ( )
Everybody has the privilege to walk on green lawns on the territory of the
Cambridge University. ( )
7. In Cambridge Peterhouse is the oldest college, Robinson College is the most
recent one and the most famous is King’s College. ( )
8. From the 1970s in Cambridge University one group of the colleges open their
doors only for men and the other one for women. ( )
B. Choose the correct answer.
1. New students must __________ for classes before term begins.
a) enrol
b) enter
c) join
d) teach
2. The classes were closed because of _________ of interest.
24
a) absence
b) emptiness
c) lack
d) missing
3. The tutorial system at Oxford and Cambridge is the _________ of many
universities.
a) envy
b) jealousy
c) regret
d) sorrow
4. If you want to attend a course, you should study the college _________ for full
particulars of enrolment.
a) programme
b) prospects
c) prospectus
d) syllabus
5. When you listen to a lecture, it is useful to ________ the important points.
a) clear
b) notify
c) put down
d) write on
6. The students were interested in what the teacher was saying and listened
_________.
a) attentively
b) guardedly
c) prudently
d) watchfully
7. I have English classes ________ days – on Mondays, Wednesdays and Fridays.
a) all other
b) each other
c) every other
d) this and the other
8. The most important _________ that Dr. Projector was responsible for was the
use of video in teaching.
a) innovation
b) introduction
c) novelty
d) reformation
9. At the beginning of the school year, every teacher is _________ a classroom.
a) allocated
b) distributed
c) registered
d) sorted
10.Remember that exams never start late, they always start _________.
a) ahead of time
b) at the last moment
c) in time
d) on time
11.Don’t forget to _________ your name at the top of the test paper.
a) get
b) place
c) put
d) set
12.The examiners often _________ extremely difficult questions for the written
exams.
a) create
b) make
c) set
d) write
13.Congratulations _________ passing your exams. Well done!
a) by
b) for
c) form
d) on
14.This test _________ a number of multiple-choice questions.
a) composes of
b) composes in
c) consists of
d) consists in
25
15.In a multiple-choice exercise it’s sometimes easier to _________ the wrong
answers before choosing the right one.
a) eliminate
b) exclude
c) give
d) omit
16.Dr. Inventive received a _________ from the university in order to continue his
research.
a) credit
b) grant
c) prize
d) reward
17.The _________ for the course are $150 a term.
a) charges
b) costs
c) fees
d) payments
18.Despite the excellent results in his A level exam he has not won a (n) ______to
the university.
a) aid
b) money
c) pension
d) scholarship
19.Grading is a _________ used in schools to record student achievements.
a) method
b) common
c) marking
d) occasionally
20.A co-ordinate institution has __________ men’s and women’s colleges.
a) separate
b) located
c) university
d) students
21.I never __________ a chance of improving my English if I can help it.
a) avoid
b) lose
c) miss
d) waste
22.If you want to learn a new language you must __________ classes regularly.
a) assist
b) attend
c) follow
d) present
C. Use the words given in capitals in brackets to form a word that fits in the space
and read the text. Consult a dictionary if required.
Payment Plans
Tuition (1) fees
(FEE) are payable in advance in full at the time (2)
_____________ (BILL). (3) _____________ (STUDY) may pay by cash, cheque, (4)
_____________ (MONETARY) order or credit card (Master Card or Visa). Foreign
students must pay in (5) _____________ (BRITAIN) currency.
(6) _____________ (PAY) may be made by telephone for credit card (7)
_____________ (HOLD). Payment may also be by mail. However, the College is not
(8) _____________ (RESPONSE) for lost or (9) _____________ (DELAY) mail.
Students who do not pay in full in advance (10) _____________
(AUTOMATICAL) choose the (11) _____________ (DEFER) payment plan of two
equal (12) _____________ (INSTALL). The initial payment is due (13)
_____________ (APPROXIMATE) two weeks prior to the beginning of each term.
The balance is due four weeks after the (14) _____________ (BEGIN) of the term.
26
6. Grammar Focus
Direct and Indirect Objects
A.
 Introduction
Example:
Henry gave Claire some flowers.
 Here the verb give has two objects. Claire is the indirect object, the person
receiving something. Some flowers is the direct object, the thing that someone
gives.
Example:
Henry gave some flowers to Claire.
 Here give has a direct object (some flowers) and a phrase with to. To comes before
Claire, the person receiving something.
 Here are some more examples of the two structures.
Emma gave
I’ll send
We bought
child.
Indirect
Object
Rachel
my cousin
the child
Direct
Object
a CD.
Emma gave
a postcard. I’ll send
a cake.
We bought
Direct
Object
the CD
a postcard
a cake
Phrase
With To/For
to Rachel.
to my cousin.
for the
 To or for?
 We give something to someone, and we buy something for someone.
 We can use to with these verbs:
bring, feed, give, hand, lend, offer, owe, pass, pay, post, promise, read, sell,
send, show, take, teach, tell, throw, write.
Example:
Vicky paid the money to the cashier. OR Vicky paid the cashier the money.
Let me read this news item to you. OR Let me read you this news item.
We showed the photos to David.
OR We showed David the photos.

We can use for with these verbs:
book, bring, build, buy, choose, cook, fetch, find, get, leave, make, order,
pick, reserve, save.
Example:
They found a spare ticket for me.
OR They found me a spare ticket.
I’ve saved a seat for you.
OR I’ve saved you a seat.
Melanie is making a cake for David. OR Melanie is making David a cake.
 Give + pronoun
 Sometimes there is a pronoun and a noun after a verb such as give. The pronoun
27
usually comes before the noun.
Example:
Henry bought some flowers.
He gave her some flowers.
We use her because Claire is mentioned
earlier. Her comes before some flowers.
Henry is very fond of Claire.
He gave them to Claire.
We use them because the flowers
Them comes before Claire.
B. Give + pronoun
Look at the Christmas presents and write sentences about them. Put one of these
words at the end of each sentence: necklace, scarf, sweater, tennis racket, watch.
The first one has been done for you.
1. To Mike from Harriet
Harriet gave Mike a watch
Harriet gave a watch to Mike
.
.
2. To Melanie from David
____________________________________________________________________
____________________________________________________________________
3. To Trevor from Laura
____________________________________________________________________
____________________________________________________________________
4. To Matthew from Emma
____________________________________________________________________
____________________________________________________________________
5. To Claire from Henry
____________________________________________________________________
____________________________________________________________________
C. Indirect object or ‘to’?
Write the information in one sentence. Put the underlined part at the end of the
sentence. Sometimes you need ‘to’.
 Daniel lent something to Vicky. It was his calculator.
Daniel lent Vicky his calculator .
 Mark sent a message. It was to his boss.
Mark sent a message to his boss
1. Emma sold her bike. Her sister bought it.
____________________________________________________________________
28
.
2. Tom told the joke. He told all his friends.
____________________________________________________________________
3. Melanie gave some help. She helped her neighbour.
____________________________________________________________________
4. Ilona wrote to her teacher. She wrote a letter.
____________________________________________________________________
D. ‘To’ or ‘for’?
Mark’s boss at Zedco is Mr. Atkins. He is telling people to do things. Put in ‘to’ or
‘for’.
 Give these papers to my secretary.
 Could you make some coffee for us?
1.
2.
3.
4.
5.
6.
Book a flight _________ me, could you?
Can you post this cheque ________ the hotel?
Don’t show these plans __________ anyone.
Leave a message __________ my secretary.
Fetch the file __________ me, could you?
Write a memo __________ all managers.
E. Give + pronoun
Complete each answer using the words in brackets. Sometimes you need to use ‘to’
or ‘for’.
 Matthew:
Vicky:
Why is everyone laughing? (a funny story / us)
Daniel told us a funny story.
 Trevor:
Laura:
There’s some fish left over, (it / the cat)
I’ll feed it to the cat.
1. Mark:
Sarah:
What are you doing with those bottles? (them / the bottle bank)
I’m taking ____________________________________________
2. Trevor:
Daniel:
How are things with you, Daniel? (a job / me)
Fine. Someone has offered _______________________________
3. David:
Tom:
What about those papers you found? (them / the police)
Oh, I handed __________________________________________
4. Emma:
Rachel:
It’s pouring with rain, look, (my umbrella / you)
It’s OK. I’ll lend _______________________________________
29
7. Speaking Practice
Education in Ukraine
A. Complete the questions using the words in the box. Then answer them.
assessment
grade
revising
classes
home tasks
qualification
career
group
coursework
marks
1. How many students are there in your _____________?
2. How many _____________ do you have each day?
3. How many _____________ did you get in your last English test?
4. What was your _____________ in your last English test?
5. How long does it take you to do your _____________ each night?
6. Which do you prefer: exams, continuous _____________ or a mixture of the two?
7. Which are you better at: exams or _____________?
8. When you leave school, what would you like to do a _____________ in?
9. Do you like to have music in the background when you are _____________ for an
exam?
10. Do you need to have a good _____________ in English?
B. How similar is higher education in our country? Answer the following
questions. Compare your answers with someone from your group.
1.
2.
3.
4.
5.
6.
7.
Do young people need to pass examinations before they can go to academy?
Do some students get a grant to study at our academy?
Is the tuition free if students go to academy?
Do most students go to academy at the age of 18 or 19?
Do most degree courses last three years?
What is our equivalent to the British BA or BSc?
Do we have similar postgraduate degrees in our country?
C. Match the teacher’s questions to the student’s answers.
Teacher’s Questions
1. Who is absent?
2. Why were you absent from our
classes yesterday?
3. You are late. What is your excuse this
30
Student’s Answers
a) I’m afraid I don’t quite follow
you. Can you explain it to us
once more?
b) The opposite of white is black.
c) I don’t know exactly. I want to
time?
4. When are you going to stop that noise?
5. Is this a mistake?
6. Whose turn is it to read now?
7. Can you give a few examples?
8. What is the English for ‘квиток’?
9. What words of the opposite meaning
do you know?
10. This tense tells what is being at
the present moment.
31
look it up in the dictionary.
d) Just a minute. Let me think.
e) May I read the next sentence.
f) Yes, that is a bad mistake.
g) I’m sorry for interrupting you.
h) Excuse my being late. I was
delayed by the traffic.
i) I have a good reason.
I was ill in bed. I have brought a
certificate from the doctor.
j) All are here. No one is away.
UNIT THREE. TRANSPORT
Pre – reading Activity
 What is the best way to move in public transport?
 What types of public transport are there in Kharkiv? Make a list.
 What types of transport are known worldwide?
Think of as many words related to transport as possible.
Now write the number of each drawing next to the correct word or words.
saloon car
caravan
van
hovercraft
submarine
estate car
articulaled lorry
sports car
tanker
transporter
motorbike
yacht
coach
lorry
bus
barge
ambulance
taxi
canoe
tram
Make sure you know these words:
Black Cab
Victoria
commuter train
Clapham Junction
– таксі
– великий Лондонський вокзал, головна кінцева
станція південного району
– приміський поїзд
– Клепемський вузол (один із великих
залізничних вузлів Великобританії у південній
частині Лондона)
32
Greenline Coach West Ham United
shuttle bus
1.
– “зелений автобус” Лондонських приміських
ліній – пофарбований в зелений колір
– Лондонський футбольний клуб
– автобус, курсуючий туди й назад.
Read the Text
***
Travelling in London
London is a city full of sights, history and atmosphere. There are plenty of
places to go. Wherever you are you’ll find a bus and underground nearby. So you can
reach any part of London easily and enjoy the ride. There are handy leaflets with
maps and information to plan your journeys. If you need further information, 24-hour
personal travel information by telephone is provided.
The wide choice of public transport includes bus, underground (tube), British
Railway (BR) and Docklands Light Railway (DLR). Most of South London relies on
British Rail overground services, while the redeveloped Eastern part of the city –
known as Docklands – is served by the DLR.
Getting out of the city is not straightforward because there are more than a
dozen British Rail terminals – usually grandiose Victorian buildings – which connect
the metropolis with the rest of the country, so make sure you know your station for
arrival or departure.
The main London airports are Heathrow, Gatwick, London City Airport and
Stanstead.
Heathrow is 15 miles west of London. Central London is a 45 minute journey
on the tube. Alternatively take a licensed Black Cab straight to your hotel or the
Airbus. The Airbus and the tube are much cheaper than a taxi. Tube trains run every
few minutes from early morning to late evening. It is best for people with light
luggage. Airbus is ideal if you have lots of luggage. They can be boarded near all
major hotels, rail arid coach stations and all airport terminals. Airbuses run every 15
to 30 minutes throughout the day and are fast and comfortable with friendly drivers
who offer advice and information. Disabled travellers are welcome.
Gatwick, 30 miles from London, is served by the Gatwick Express train,
taking 30 minutes to Victoria1 and costing £8.60 one way. Some commuter trains go
to and from Clapham Junction and London Bridge. A Greenline Coach service
connects Gatwick with Victoria in Central London, taking about 75 minutes and
costing £8.90.
London City Airport is only 6 miles east of the City. The nearest rail station
is Silver-town, which connects with the tube at West Ham. Also, shuttle buses
connect the airport with Canary Wharf DLR and Liverpool Street station in the City.
Stanstead. A rail service connects this airport, 32 miles north-east of London
with the City’s Liverpool Street station, taking about 40 min (£10.80).
There are over 20,000 licensed Black Cabs in London. Every driver has
undergone a stringent test of London’s geography called The Knowledge. You will
find them a wealth of knowledge. Black Cabs can be hailed in the street when their
33
‘For Hire’ sign is illuminated. Avoid unlicensed mini-cabs, especially those touting
outside stations.
2. Reading Comprehension
1.
2.
3.
Why can you reach any part of London easily and enjoy the ride?
Why should one know the station for arrival or departure?
Which types of transport are the main London airports served by?
3. Vocabulary Focus
A. Find words in the text that mean the same or are similar to the following:
1. places worth seeing
__________________
2. not far
__________________
3. to get to
__________________
4. journey
__________________
5. printed sheet with announcement or short information; a small booklet
__________________
6. directly
__________________
7. baggage
__________________
8. important; big
__________________
9. invalid
__________________
10. local train
__________________
11. a bus which runs there and back
__________________
12. severe
__________________
B. Match the words from the text with the corresponding definitions:
1. metropolis:
2. terminal
3. leaflet
4. Airbus
5. cab
a. a trademark of a large plane that carries a lot of people for short
distances
b. a taxi
c. a very large city that is the most important in a country or area
d. a big building where people wait to get onto planes, buses, or ship
or where goods are loaded
e. a small book or piece of paper advertising something or giving
information on a particular subject
1
2
3
4
5
4. Vocabulary Development
Some verbs can be formed by adding -en, -ify or -ise (sometimes spelled
-ize) to an adjective or noun.
34
Sometimes changes in spelling are necessary, for example:
fat
fatten (a lamb)
mystery
mystify (an audience)
authority
authorise (entry)
A. Form a verb from the noun or adjective on the left and write it in the space
provided. Next match the verb you have formed with an appropriate noun on the
right. Use each word once only. Write your answers in the box.
Set 1
1.
2.
3.
4.
5.
6.
7.
8.
9.
computer
emphasis
identity
memory
modern
pure
short
thick
wide
____________
____________
____________
____________
____________
____________
____________
____________
____________
a. a kitchen
b. a point
c. a road
d. a skirt
e. the soup
f. a system
g. a telephone number
h. a thief
i. water
1
2
3
4
5
6
7
8
9
1.
2.
3.
4.
5.
6.
7.
8.
9.
apology
bright
class
loose
sharp
soft
special
strength
terror
____________
____________
____________
____________
____________
____________
____________
____________
____________
a. books
b. butter
c. a collar
d. a knife
e. for a mistake
f. muscles
g. a room
h. in sports cars
i. victims
1
2
3
4
5
6
7
8
9
Set 2
5. Vocabulary Exercises
A. Fill in the gaps with one of the words given below and read the short text about
London traffic.
comfortable
decks
horses
models
omnibuses
In London one can see many buses, cars and taxes in the streets. The English
(1) ____________ are often called double-deckers, because they are very high and
have seats on the upper and lower (2) ______________. The London buses first came
35
into the streets in 1829. At first they were horse-drawn omnibuses, with three (3)
______________. They say they were imported from Paris. The double-deckers of
today are speedy and (4) _______________, but they seem to be very clumsy moving
slowly through the endless line of taxis and cars of all sizes and (5) ____________.
Still they manage to maneuver very well without running into one another.
B. There are many specialized words connected with roads and transport. Read the
clues in a box in C. ROAD SIGNS and cross out the correct word or words on the
road each time.
On the Road
A. WHAT IS IT?
1. It’s under your right foot.
2. A problem when it’s flat.
3. Part of a car also worn on the foot.
4. Something horrible to find on your windscreen.
5. Where you carry a bike on a car.
6. The fifth tyre.
7. Part of a car also found on the head of a rhinoceros.
Example:
(brake) _____
_____________
_____________
_____________
_____________
_____________
_____________
B. DOUBLES
Find the second part of the following words in the box in C:
8. traffic
9 . windscreen
10. number
11. steering
_____________
_____________
_____________
_____________
12. zebra
13. dual
14. head
15. exhaust
C. ROAD SIGNS
Identify these road signs:
36
_____________
_____________
_____________
_____________
So now you should be left with the two words. If you are correct you’ll see the name
of a little book that’s a bestseller! The ______________________________________
C. Sort the words below into two lists, one for types of vehicles, the other describing
where you might see them. One of each has been done for you.
ambulance
bicycle
bridge
bus
by-pass
caravan
car park
coach
crossroads
fire engine
VEHICLES
ambulance
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
junction
lane
lorry
motorcycle
motorway
ring road
road
roundabout
truck
van
WHERE YOU SEE THEM
bridge
.
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
Can you think of any more words to add to the lists?
Complete each sentence using the best word from the lists.
1. I usually leave my car in the town centre ________________.
2. A _________________ fare is much cheaper than a train fare.
3. Our _________________ has beds for four people.
4. Meet me at the _________________ of Broad Street and North Way.
5. Will the _________________ get her to hospital in time?
6. The next _________________ over the river is twenty miles away.
D. Choose the proper words to complete the following sentences:
advertisement
bridge
building site
bus stop
café
department
store
multi-storey
car park
newspaper
vendor
park
parking meter
pavement
37
pillar box
public
conveniences
road sign
subway
taxi rank
telephone box
kerb
lamp-post
litter bin
pedestrian
crossing
pedestrian
precinct
tower block
traffic island
traffic lights
1. The new ____________ for the latest breakfast cereal could be seen all over the
town.
2. The car had to stop because the ____________were red.
3. Have you got any coins for the ____________ ? Enough to stay here for an hour,
anyway.
4. Don’t throw your rubbish on the floor! Use the _____________.
5. Harrods is a very famous _____________ in London.
6. The safest way to cross a busy road is to use the _____________.
7. Is there a ____________ around here somewhere? I need to post this letter.
8. If you need to go to the toilet, the ____________ are outside the market.
9. He got stuck on the ____________ half-way across the road.
10. In some towns, pedestrians can use a _____________ to go under a busy road.
6. It is interesting to know
Read the following information and then answer the questions.
Word list:
hassle
to cash
cash-in price
entitlement
carnet
– неприємна ситуація
– платити чеком
– тут ціна для вигідного придбання будь-чого
– дозвіл на проїзд
– книжка з відривними квитками
Types of Tickets
You will be able to obtain a free leaflet at your local tube station which covers
underground and bus fares within Greater London.
There are a variety of tickets which can reduce the cost of travel. The longer
the period of ticket purchased the cheaper each individual journey will work out. Try
to get to grips with the London underground zone system – this can assist with any
journey. Zone 1 is the centre of the City, the area of the Circle line and inside it. Zone
numbers go outwards to Zone 6 which is on the outskirts of London as far as
Heathrow.
Note the following:
 stations at the northern end of the Metropolitan line are outside Greater London
and subject to different fares, which are listed at the relevant stations,
 if you are travelling on the Bakerloo line north of Queen’s Park the fare rate is
different, but full details are on display at the appropriate stations.
38
The main types of tickets are detailed below. Many are available at local
newsagents as well as underground stations, London Transport travel information
centres and some national railway stations.
1. You can purchase a single ticket for each journey separately as you travel.
This can prove to be expensive if you travel frequently, although definitely the best
bet for the occasional journey.
2. You can buy a return ticket which is exactly the same price as two single
tickets to and from your destination. The only advantage to this type of ticket is that
you will not have to queue twice.
3. You can purchase a one-day Travelcard if you begin your journey after
09.30. You can complete your journey at any time within the day the ticket is dated
and use the ticket as often as you like within the stated zone(s) and date. This is
excellent value if you are travelling frequently on one day.
4. Weekend Travelcards are similar to the one-day Travelcard, but allow you
to travel on the two weekend days and/or two consecutive days during public
holidays.
5. Seven-day Travelcards within specified zones allow as many journeys as
you wish within the days and zones. This is a great value ticket for commuters,
especially if you are paid weekly.
6. One-month Travelcards within specified zones allow you to travel as often
as you wish within the zones stated on the ticket for one month. Take care if you are
taking an annual holiday when purchasing such a ticket. The saving is excellent for
frequent travellers. Note that most people seem to purchase these types of ticket on
the first day of each month, so there can be long queues. They are available from any
start date in the month.
7. Three-month Travelcards can be purchased and London Transport will
always be willing to price a ticket for a different period. These types of ticket are the
least regularly purchased.
8. Annual Travelcards are usually bought by employees of companies which
give an interest-free season ticket loan as one of the benefits. It is a great benefit.
Your saving will be huge and you only have the hassle once a year of purchasing a
ticket. However, you need to make sure you will not be cashing it in. The ‘cash-in
price’ is calculated to allow for the fact that you would have been travelling for the
expired period of time. Briefly, if you cash-in a one-year ticket after six months you
will not receive as much as half of the money back; you will receive the sum paid
originally less than the cost of a six-month ticket. This is to stop people buying
annual tickets then cashing them in straight away. You can also purchase an annual
‘gold card’ season ticket for an additional sum which gives you extra entitlements.
9. Carnet tickets are available in books of ten tickets. These can be bought in
advance for travel within Zone 1 only. They represent a large saving on the purchase
on ten standard single tickets within the zone.
10. Family Travelcards and group day tickets (for groups over ten) are also
available.
39
11. Discounts are available for children and teenagers up to 17 years old, and
18-24-year-olds participating in the ‘New Deal’ programme can obtain a leaflet from
the Employment Services which will allow discounts.
In order to purchase a Travelcard of seven days or more you will need to get a
photocard which has to be kept with the ticket at all times. These are available with:
 passport photograph and resident details,
 a completed application form - available at your local underground station.
Excess Fares
If you travel beyond your Travelcard zone without paying the additional fare or
have the wrong ticket or no ticket at all for your journey you will be subject to a
Penalty Fare which is demanded on the spot. If you are in any doubt about which
ticket to purchase always ask an official.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
What allows you to travel as many journeys as you wish within the days and
zones?
What ticket do you buy to and from the destination?
What tickets are the least regularly purchased?
What ticket do you buy for each journey separately?
What ticket is excellent value if you travel frequently on one day?
What for do companies give an interest-free season ticket loan?
What is the name of books of ten tickets?
What ticket is excellent for frequent travellers?
What allows you to travel on the two weekend days?
For whom is the reduction in the usual price of tickets available?
What type of tickets was not mentioned in the above questions?
7. Grammar Focus
Use of ‘they’
A.
 They is used to talk about:
1. more than one person
Example:
The children are excited – they’re going on a trip tomorrow.
2. a general group of people
Example:
They are repairing the road.
They= the Town Council
They want to increase income tax.
They = the Government
They say it’s a marvellous film.
They = a lot of people
They tell me you are changing your job. They = somebody or some
people
40
 They and their are also used to talk about one person with:
someanynoevery-
body
one
Someone has left their pen on the desk.
Somebody told you, didn’t they!
Anybody knows that, don’t they!
Everyone has to bring their own food.
If anyone rings while I’m out, please ask them to ring back.
Grammar Comment
 They is used for:
1. two or more people you know,
2. a group of unknown people,
3. one person whose sex you do not know.
Here are some examples:
I’ve spoken to the teachers. They’re coming to the disco.
They’ve knocked down the old cinema.
 Meaning (3) may seem unusual to you, but it is perfectly natural and quite
common in spoken English:
Look! There’s someone climbing out of that window up there. I hope
they’re careful. It would be terrible if they fell.
If anybody rings, take their name and number. Tell them I’ll ring them
back as soon as I can.
Somebody must have seen it happen, mustn’t they?
Anybody could have stolen it, couldn’t they?
Nobody mentioned it, did they?
– Well they wouldn’t, would they?
 Notice they is the normal pronoun for tags and short answers with nobody,
somebody, everybody, anybody.
B. Very often they is used in sentences of this kind:
They’ve knocked down the old theatre.
They’re going to build a new swimming pool.
Re-write the following sentences. Start with they.
1. The station has been knocked down.
____________________________________________________________________
2. Taxes are going to be increased.
41
____________________________________________________________________
3. The price has been put up.
____________________________________________________________________
4. The road is being repaired.
____________________________________________________________________
5. The new airport is being planned.
____________________________________________________________________
C. Fill in they, them, their in the following:
1.
2.
2.
3.
4.
5.
6.
7.
While we are at the youth hostel, everyone has to make __________ own bed.
Someone told you, didn’t __________?
If anyone rings this afternoon, ask __________ to leave a message.
Someone was here when we were out and left __________ keys behind.
Anybody in the office would know that, wouldn’t __________?
__________’re going to re-build the Town Hall, aren’t __________?
Shhhh. I can hear someone coming. Let’s go before __________ come in.
Look! There’s someone on that building. I think __________’re going to jump!
D. After each of the following situations, try to write down who they refers to.
1. I see they’ve stared digging up the road outside your house.
They = ________________________________________________________
2. I heard on the news they’re thinking of putting interest rates up.
They = ________________________________________________________
3. They ought to do something about the mess dogs make around here.
They = ________________________________________________________
4. In Sweden they’ve got laws about the colour you can paint your house!
They = ________________________________________________________
5. They ought to raise old age pensions.
They = ________________________________________________________
6. They’ve been planning to dig a Channel Tunnel for over 100 years.
They = ________________________________________________________
7. I’m sorry they don’t make women’s shoes smaller than size 35.
They = ________________________________________________________
Can you give a ‘rule’ for they? Can it be any group of people?
E. Read the text and translate it into Ukrainian. Pay attention to the word ‘they’.
London Traffic
Traffic in London differs from that of the Continent. In England people say:
‘If you go left, you go right. If you go right, you go wrong’.
They say that once upon a time people kept to any side of the road they liked.
But then they decided to make it a rule to keep to the left. As Napoleon hated the
42
British very much, he decided that in France the people should keep to a different
side. And later on in all the countries which he conquered he made the traffic keep to
the right.
8. Speaking Practice
Asking the Way
A. Here are some questions to answer. You are standing outside the railway station.
1. Can you tell me the way to the bus stop?
2. Can you direct me to the cinema, please?
3. I’m looking for the post office. Can you help me, please?
Now practise some more questions and answers in pairs.
B. Complete the questions in list A and the answers in list B to make dialogues of
your own:
A. Could you tell me where ______________________ is?
the way to ____________________?
Where can I find a _________________________ ?
How far is the nearest _________________________?
Is there a_________________________
nearby?
You’ll find _________________________ on your left.
on your right.
right opposite.
on the corner.
B. It’s about a _________________________ minute’s walk.
Your best bet is to _________________________.
Carry straight on until you see _________________________ and
then _________________________.
C. Here are boxes of prepositions of movement
along
past
up
down
through
over
out of
under
across
and place
opposite
between
on the corner of
in front of
behind
43
near
in
Now work in pairs. Give each other detailed directions to get to the different places
on the plan.
44
UNIT FOUR. CARS
Pre-reading Activity
 Can you drive a car?
 What make of a car do you like best of all?
 What various parts of a car do you know?
Make sure you know the following words:
queer
highway
stage-coach
rival
coach
jolt
stick out
cab
– дивний
– широка дорога
– диліжанс
– суперник
– екіпаж, запряжений кіньми
– трясти, підкидати
– висовувати, стирчати
– кабріолет, будка на возі
1. Read Part 1 and answer the following questions.
How the Automobile Learned to Run
The automobile and the locomotive are the cousins. They have the same
grandmother, who lives in a museum in Paris. It has a long body on three wheels, a
seat in the middle and a steam-boiler in front. It was built by a Frenchman, Nicholas
Cugnot, in 1769.
Other engineers continued his work, producing various strange-looking cars.
One had its steam pipe in front, another at the back. One had three wheels, another
had six. These queer machines were the parents of the locomotive and the
automobile. They were just learning to go by themselves. Some could go as fast as
six or seven miles an hour. People looked in amazement. To put a stove on wheels
and expect it to take you somewhere!
In those days people travelled from one city to another in big stage-coaches.
Each of them carried twenty passengers. The coachman sat on the top, driving a team
of horses. The postman sat beside him and blew a horn.
Then the first steam coaches began to roll along the same dusty roads. The
steam coach had many enemies, first of all the owners of horse-drawn stage-coaches.
In Britain they got the government to help them in their war against the steam
coaches. Very strict rules for steam coaches were introduced. The war between the
two kinds of vehicles lasted thirty years. The stage-coach won.
1. What was queer about the parents of the automobile and the locomotive?
2. What were the stage coaches drawn by?
3. Who were the enemies of the steam coach?
45
Read Part 2 and respond by putting a plus (+) if the statement is true or a
minus (-) if the statement is false.
The steam coach had still another rival – its younger brother, the railway train.
One of the first locomotives was built in Russia by self-taught mechanics
Cherepanovs, father and son. They did it in 1834-1835. The outstanding Russian
inventors took the steam-engine off the roads and put it on rails – and they were right.
The roads in those days were very bad, and it was hard for a heavy steam coach to
move upon them. The engine often got damaged. Other engineers tried to build
stronger engines, but could only make them heavier, which was still worse. And what
a load of coal it took to draw such a heavy vehicle over a bad road! It was different
however, when the machine was put on rails. The engine could be much lighter and it
needed less coal, so did not cost so much to run.
The first railway was built by George Stephenson between Stockton and
Darlington in England. The new invention seemed to put an end to the steam coach.
But suddenly the highway locomotive, the old steam coach, blew its horn again. It
raced along the roads at an unheard-of speed, leaving the coach horses far behind.
How did this happen? The steam coach had stopped using steam. In 1886 Daimler
and Benz, two German inventors, built a petrol engine. Have you ever come across
the picture of the first automobile? If you look at it again, you will see how light and
simple the fire cart has become. Of course, the motor of the first car is still weak; it is
only one and a half horsepower. And when the automobile moves, it snakes and jolts
its passengers very hard, much harder than a horse-drawn carriage.
1. The railway train was invented before the steam coach. ( )
2. The first steam coach moved upon bad roads. ( )
3. Those steam engines that were put on rails needed a lot of coal to draw
them. ( )
4. The first railway was built by Stephenson in Germany. ( )
5. The inventors of the first petrol engine were from England. ( )
6. The first automobile was far from being comfortable. ( )
Read Part 3 and choose the one best answer A, B, C to the statements.
How to stop the terrible jolting? The roads could be made smooth by laying
floors over them, or pillows could be attached to the car’s wheels.
Both of these things have been done. An asphalt pavement has been laid over
the road like a smooth floor, and the wooden wheels have been replaced by rubber
tyres filled with air. Motorcars have been constructed employing two, three and even
four hundred horsepower engine. Today there are racing cars with as much as a
thousand horsepower. The old stage-coaches have been forgotten. Even the railway
can’t keep up with the automobile. The trains can run only on rails. But the
automobile needs no rails. It can go anywhere. We now have cars that can run on
ploughed fields, climb steep hills and even cross rivers and seas. The network of
automobile highways has been greatly enlarged too.
46
A modern automobile is very beautiful. It has nothing unnecessary sticking out
on it. It is streamlined – straight and smooth like an arrow. How comfortable and
strong it is! Faster than a train and it can carry huge loads. It takes us out of town on
a week-end, and it helps us build giant power-stations.
In the beginning automobile looked like a locomotive. Then it looked like a
horse-drawn cab. Now it does not look like anything else. It looks like what it is – an
automobile.
1. The terrible jolting could be stopped by
A. improving the roads.
B. putting pillows into the automobile.
C. making the wheels of a car more mobile.
2. The car wheels were
A. repaired.
B. reconstructed.
C. made better than before.
3. The automobiles which were invented afterwards could
A. run on rails.
B. go anywhere.
C. be enlarged greatly.
4. The automobiles of a new generation
A. look like a horse-drawn cab.
B. can make many different operations.
C. are very beautiful.
1
2
3
4
2. Vocabulary Focus
A. Name the words from which the following derivates are made. Translate both
the derivative and the root-word:
strictly; engineer; enlarged; improvement; variety; boiler; employment;
inventor; steamer; attachment; considerably; government; pavement; amazement.
B. Arrange the following words in suitable pairs:
A.
uneven
strict
rubber
straight
tyre
line
road
rule
B.
terrible
smooth
steep
comfortable
hill ____________________________
seat ____________________________
jolting ____________________________
road ____________________________
C. Form verbs by placing the prefix en- before the following words. Translate both
the derivative and the root-word:
joy, large, trust, courage, able, lighten, list, rich, sure.
47
3. Vocabulary Development
Match each adjective on the left with a noun on the right. Use each word once
only. Write your answers in the boxes.
Set 1
1. courageous
2. dangerous
3. horrendous
4. infectious
5. industrious
6. luxurious
7. nutritious
8. outrageous
9. religious
10.tremendous
1
2
3
4
5
6
7
8
9
10
a. achievement
b. behaviour
c. ceremony
d. deeds
e. disaster
f. disease
g. drugs
h. food
i. student
j. surroundings
Set 2
Now do the same with these words.
1. enviable
2. fashionable
3. foreseeable
4. incurable
5. interminable
6. portable
7. sociable
8. unbeatable
9. uncontrollable
10.unreasonable
1
2
3
4
5
6
7
8
9
10
a. clothes
b. disease
c. future
d. neighbours
e. position
f. request
g. television
h. urge
i. value
j. wait
Now write some sentences of your own using some of the word partnerships.
4. Vocabulary Exercises
A. Choose the word or phrase which best completes each sentence. Give one
answer only to each question:
1. I’m sorry I’m late. I was _____ in the traffic.
a. held back
b. held down
c. held over
d. held up
2. The bonnet of the car was badly ______ in the crash.
a. creased.
b. dented
c. crumpled
d. bruised
3. You should always carry a(n) ______ tyre in case of a puncture.
a. additional
b. extra
c. spare
d. supplementary
48
4. You’re not allowed to ______ on the brow of a hill.
a. by pass
b. overtake
c. pass by
d. take over
5. Traffic is being _____ from the main road while it’s under repair.
a. averted
b. converted
c. diverted
d. perverted
6. We had a flat tyre, which ______ our departure.
a. detained
b. sent back
c. delayed
d. called off
7. The larger your car is, the fewer kilometers it will _____ to the litre.
a. do
b. break up
c. get
d. make
8. The van was so badly damaged that it was a complete _____
a. breakdown
b. break up
c. write-off
d. ruin
9. There’s something wrong with the engine but I can’t _____ the exact problem.
a. focus
b. highlight
c. pinpoint
d. point at
10. Unless you _____ you’re in danger of having an accident.
a. decrease
b. reduce
c. slow down
d. retard
11. Instead of talking to me while you’re driving, you should _____ on the road.
a. concentrate
b. give attention c. pay attention d. be absorbed
12. The driver _____ to avoid the child who ran out into the road.
a. deviated
b. skidded
c. dodged
d. swerved
13. If he hadn’t managed to brake _____, he’d have certainly killed him.
a. by the time
b. for the time being
c. in the nick of time
d. on time
14. During the rush hour, traffic often comes to a _____
a. standpoint
b. stoppage
c. standstill
d. stand
15. The cyclist was knocked down by a lorry and received ______ injuries.
a. lethal
b. fatal
c. mortal
d. deadly
16. We were _____ a mile of our destination when we ran out of petrol.
a. hardly
b. inside
c. only
d. within
17. The two lorries were involved in a ______ collision.
a. headlong
b. head-on
c. headstrong
d. headway
18. If you take the ______ you’ll be able to avoid the town centre.
a. by-pass
b. lay-by
c. lay-out
d. outlet
49
B.
Parts of a Car
Match up the following words and numbers:
windscreen wipers
headlight
windscreen
radiator grill
exhaust pipe
…..
…..
…..
…..
…..
driving mirrors
bumper
bonnet
boot
steering wheel
speedometer
foot brake
glove compartment
…..
…..
…..
…...
hand brake
petrol gauge
accelerator pedal
gear stick
50
…..
…..
…..
…..
tyre
seatbelt
indicator
number plate
…..
…..
…..
…..
…..
…..
…..
…..
…..
…..
…..
clutch
radio
horn
C. Match the driving action with its definition. Do as many as you can and then
check your answers in a dictionary.
1 _______ accelerate
2 _______ overtake
3 _______ drive over the speed limit
4 _______ park
5 _______ crash
6 _______ look in your rear-view mirror
7 _______ slow down
8 _______ run someone over
9 _______ brake
a) make your car go less fast
b) make your car go faster
c) make your car go too fast
d) knock a person down
e) go past the car in front
f) stop your car by the side of the road
g) hit another car, wall, tree, etc.
h) make your car stop
i) watch the traffic behind you
5. Grammar Focus
Conjunctions
A.
A conjunction joins two ideas.
Example:
A: Tea or coffee?
B: Tea, please.
A: Sugar and milk?
B: Milk but no sugar, thank you.
or
joins alternatives
and
but
joins two similar ideas
joins two different or
opposite ideas
or, and, but 1. come between the ideas they join.
2. can join two sentences.
so gives the result of the first part of the sentence. It is the second part of the
sentence.
Example:
The class was boring, so I left.
The rent is too high, so we are moving.
so that gives the purpose for something. It is usually the second part of the
sentence.
Example:
I need a nursery place so that I can go to work.
You’d better write it down so that you don’t forget.
With these words the two parts of the sentence can come in either order with
the same meaning:
Example:
Because we were late, we took a taxi.
If she comes, I’ll tell her.
51
We took a taxi because we were late.
I’ll tell her, if she comes.
if gives the condition for the other part of the sentence to be true.
Example:
I’ll do it if you help me.
If anyone rings, can you ask them to call back, please?
although contrasts two ideas.
Example:
Although he’s got good qualifications, he can’t get a job.
I’m going to get one, although they are very expensive.
because gives the reason for something; answers the question Why?
Example:
Because we were late, we took a taxi.
I didn’t come because it was raining.
B. Use and, but, or because in the spaces.
1.
2.
3.
4.
5.
6.
7.
If this TV doesn’t work, bring it back ________ we’ll give you your money
back.
I’d like to stop working ________ I’ve got too much work still to do.
I’d love to come to the cinema with you ________ I saw that film last night!
My father rang me ________ he was worried about me.
We tried to get tickets ________ it was full.
Her ambition is to run in a marathon ________ to visit China.
He looked everywhere for the car _______ his wife was fond of it.
C. Use if, although, because in the spaces.
1.
2.
3.
4.
5.
6.
7.
8.
I promise not to tell him ________ I see him.
I bought an umbrella_______ it started to rain.
I bought an umbrella ________ the weather was lovely.
I recognized my cousin straightaway ________ it was years since I’d seen her.
He’s going to study in Paris ________ he passed his exams.
He went on Concorde ________ he had to get there in time for the meeting.
I’ll travel on Concorde ________ I can get to the airport on time.
________ I’ve got good qualifications, I can’t get a job.
D. Make sentences using the table below. There is only one solution, so all the
sentences make sense.
52
or
but
so that
if
although
as soon as
I’ll try to phone you at 6
at 7.
it might be half past.
we can discuss the problem.
I can find a phone box.
it might be a bit later.
I finish work.
6. Speaking Practice
A. Here is a list of good driving habits. What do you think is the most important to
a driver and what is the least important. Put the following in order (from 1 to 8).
Discuss your answer with a partner and explain your order.
A. It is dangerous to drive too close to the car in front of you. If it stops
suddenly, you may not be able to brake in time and you will crash into it.
B.
Overtake the car in front of you with great care. When you are absolutely
sure that the road ahead is clear, change lanes, accelerate and overtake quickly.
C.
The speed limit is for normal conditions. If the weather is bad, you
should drive under the speed limit. Never drive over the speed limit.
D. Children get run over because they run out into the street without
looking. When you see children playing, you should slow down and drive very
carefully.
E.
If you have to park on a hill, put the handbrake on. Also, put the car in
gear (not neutral) and turn the front wheels towards the side of the road.
F.
Use your rear-view mirror frequently to see what the traffic is doing on
the road behind you. Good drivers look in their rear-view mirror at least once every
five seconds.
G. Keep your car in good condition. Check often to see whether you have
enough oil in your engine, enough air in your tyres and enough water in your radiator.
Make sure all your lights (headlights, sidelights and indicators) are working. Only
drive with brakes that are in good condition.
H. Always wear your seat belt. You do not want to go through the
windscreen if the car stops suddenly.
1. _______
5. _______
2. ________
6. ________
3. _______
7. _______
4. _______
8. _______
B. Think about
1. At what age can people drive in your country? Can you drive?
2. What sort of car would you like to drive and why?
3. Do you have to wear seat belts in your country? Do you think this is a good
law?
4. What happens to drivers who break the law in your country?
53
UNIT FIVE. BUSES
Pre-reading Activity
 When did you travel by bus last?
 How much did you spend on bus tickets?
 Approximately how many kilometres have you travelled by bus?
Make sure you know these words:
short hop
hail
board a bus
in good time
LT
– подорож на невелику відстань
– визнавати як добре
– сідати в автобус
– своєчасно
– London Transport
1. Read the text
The Buses
The bus is ideal for short hops (a cheap fare for short journeys on most bus
routes). The top of a double-decker has been hailed as one of the best ways to see the
city centre. Most London buses are red, some are in different colours, but they will
display the sign: ‘London Transport’.
The famous red buses offer extensive services throughout the capital and there
is a frequent and reliable privately-run sightseeing service.
With 17,000 bus stops all over London, you are rarely more than a minute walk
from one. You can board at two types of bus stops:
compulsory – buses will automatically stop, unless they are full,
request – buses will only stop if you put out your arm in good time.
When you board a bus, take a seat if one is available or hold on tight.
You pay the bus driver (or conductor) or show a Travelcard. Busses have a
similar fare system to the Underground.
When you want to leave the bus ring the bell once, unless a ‘bus stopping’ sign
is lit. Buses offer a friendly, personal and safe service; nearly all vehicles have video
cameras on board. All buses are No Smoking. Never get on or off an open platform
bus except at a bus stop and always wait until the bus has stopped. Be careful when
crossing the road as buses sometimes travel in special road lanes against the traffic
flow.
Special ‘N’ numbered Night Buses run through the night – some follow
daytime routes, others have their own routes. Fares are slightly higher than on day
buses and you cannot use a One Day Travelcard, LT Card or One Day Bus Pass.
There are no child fares on Night Buses (or any bus after 22:00). All Night Buses
pass through Trafalgar Square and serve theatres, cinemas and entertainment areas.
54
2. Reading Comprehension
1. What is forbidden to do in buses?
2. What types of travel cards are there for the travellers?
3. What sign is common for all the buses in London?
3. Vocabulary Focus
А. Find the words in the text which mean the following and write them in the
blanks.
1. to show something to people or put in a place where people can see it easily
__________________
2. to get on a vehicle in order to travel somewhere
__________________
3. to go away from a place
__________________
4. to ask someone if they would like to have something
__________________
5. to make something stay in a particular position
__________________
В. Match each word or word combination on the left with a word on the right.
Write your answers in the boxes.
1. expensive
2. fare
3. open platform
4. special road
5. daytime
6. child
7. short
8. entertainment
1
2
3
4
5
6
7
8
a. route
b. services
c. fare
d. hops
e. lanes
f. areas
g. system
h. bus
4. Vocabulary Development
A. Complete the table below using a dictionary. The first one has been done for
you.
Noun
(person)
stopper
Noun
(idea)
stop
Verb
Adjective
stop
stopping
stopped
conductor
travel
pay
drive
55
B. What suffixes can you add to these words?
a. buy
b. pass
c. find
d. close
5. Vocabulary Exercises
A. Complete the sentences using an appropriate word from the box.
privately-run
compulsory
double-decker
fare system
vehicles
entertainment
traffic flow
1. The top of a ______________ is one of the best ways to see the city centre.
2. There is a reliable ______________ sightseeing service.
3. At ______________ stops buses will automatically stop, unless they are full.
4. Buses have a similar ______________ to the Underground.
5. Nearly all ______________ have video cameras on board.
6. Buses sometimes travel in special road lanes against the ______________.
7. All Night Buses serve ______________ areas.
B. Use the words given in brackets to form a word that fits in the space and read
the text. Consult a dictionary if required.
By Bus
The bus system is more (1) complicated (COMPLICATE) than the
underground system and requires (2) ______________ (CARE) studying. There are
free bus maps available which will assist you. (3) ______________ (DIFFER) areas
have different named bus systems, so it is (4) ______________ (ESSENTIALLY) to
acquire the relevant bus map(s) for your area. You need to be aware that there are no
tie-ins between the train, underground and bus systems in London.
Although the bus network is (5) ______________ (USUAL) slower than the
tube, it is an excellent way to get to see the sights and where each place is in (6)
______________ (RELATE) to the other. Many tourists pay to go on London
sightseeing tours. It can also be more (7) ______________ (PLEASURE), safer,
particularly late at night. Night-buses operate throughout the night and the bus
number is (8) ______________ (PREFIX) with ‘N’.
Many London Underground Travelcards can be used on the (9)
______________ (STATE) zones on the bus network and night-bus services. Check
(10) ______________ (LOCAL) for confirmation.
C. Verbs to do with movement.
Write the missing verbs in the sentences below. Choose from the following list and
make any changes that may be necessary.
56
bend down
chase
climb
cycle
dash
hop
jump
limp
march
pick up
ride
slide
stagger
stand
stroll
throw
1. Kangaroos don’t really run, they _____________.
2. They _____________ along the cliff path, admiring the view of the English
Channel.
3. ‘Stop thief!’ she shouted as she _____________ the thief through the park.
4. ‘Do you _____________?’
‘Oh yes. In fact I’ve got my own horse.’
5. She dropped her pen, so she _____________ to pick it up.
6.The children kicked the ball into his garden and asked him to
_____________ it back to them.
7. From a very early age it had always been her ambition to _____________
Mount Everest.
8. We had to _____________ across the stream as there wasn’t a footbridge.
9. The drunken man _____________ home along the pavement.
10. After getting a mountain bike as a birthday present he decided to
_____________ to work instead of using the car.
11. There were no seats left in the hall by the time we got there, so we had to
_____________ at the back.
12. He _____________ across the street to catch a bus on the other side.
13. There was ice on the pavement and the children were having great fun
_____________ down it.
14. The soldiers _____________ proudly through the streets to celebrate the
Queen’s 80th birthday.
15. He was _____________ so badly after being kicked on the ankle that he
was forced to leave the pitch and a substitute came on.
16. ‘Don’t leave your clothes all over the floor,’ the mother said to her 10-yearold daughter.’ _____________ them ____________!’
D. Read the text. Decide which answer A, B, C or D best fits each space. Then
answer the questions.
Coaches
National Express (1) ________ operate from Victoria coach station to all over
the (2) ________. The coach station is not connected (3) ________ the main-line
train station or the underground: it is a (4) ________ of approximately 10 minutes.
So, if you are arriving (5) ________ coach keep in mind that carrying (6) ________
bags and packages can prove difficult as you will need to cross a main road and
navigate (7) ________ steps.
57
However, travelling by coach is the (8) ________ way to travel in and out of
London (9) ________ most places in the UK. You may even consider that it is
cheaper to take the coach to Victoria, (10) ________ a taxi to your new home. There
is a taxi rank close to the coach station.
1. A. taxis
2. A. country
3. A. with
4. A. travel
5. A. by
6. A. hard
7. A. slow
8. A. cheap
9. A. for
10. A. that
B. buses
B. world
B. to
B. journey
B. on
B. heavy
B. seven
B. cheapest
B. in
B. than
C. coaches
C. region
C. for
C. go
C. in
C. hot
C. severe
C. cheaper
C. from
C. then
D. cars
D. area
D. in
D. walk
D. with
D. hollow
D. several
D. cheapen
D. to
D. the
1. What company provides the coach service all over the country?
2. What should one keep in mind when arriving by coach?
3. Is it cheaper to travel by coach in London or out of London?
E. Find the words given in column A in the ‘By Road’ and match them with their
very brief explanations in column B.
By Road
Travelling by road can be the most convenient way to transport your
belongings, as you can take them right to your door. However, parking and unloading
may be difficult. If you are using a removal company, the local council will allow
loading and unloading to take place and even cordon off an area for you, providing
they have been notified. Some councils make a charge for this service, some don’t.
Most of central London has permit parking for residents only – which as a
resident you will be grateful for. However, that means there are limited places to park
and parking meters only allow parking for a maximum of four hours at a time. If you
park illegally you will be towed away or camped and it is very expensive and timeconsuming to get your vehicle back.
A.
1. belongings
2. residents
3. cordon off
4. notify
5. illegally
B.
a. people who live and stay in a particular place
b. to surround and protect an area with police, etc. or
vehicles
c. the things you own
d. not allowed by the law
e. formally or officially tell someone about something
58
6.Grammar Focus
Modal Verbs CAN, MUST
A.
 Study these examples:
I can travel by plane.
(can = I am able to)
You must halt at a crossroad.
Grammar Comment
 We use can to express ability in the present and future (can’t – lack of ability).
Example:
Tom can’t catch a taxi.
 We use must to express obligation in the present and future.
B. Read the text and then answer the questions in writing.
Word list:
single-decker
will come round
–
–
одноповерховий автобус
тут обійде усіх пасажирів
London Buses
There are two main kinds of buses in London: the red double-decker and the
red single-decker. There are a large number of routes in London. The main places the
bus goes to are shown on the front of the bus.
Some double-deckers in London have
automatic doors, and you pay the driver when you
go in. On the single-deckers you buy your ticket
from a machine in the bus. These buses travel
between the main stations and stop at fewer stops
than the double-deckers. But most London buses
have a conductor who will come round and collect
fares.
You can get a bus map of London at most
underground stations. This map shows the routes
for all the buses. But you’ll have to find the bus
stop yourself and remember to look for the number
of the bus on the post at the bus stop. You must do so because in a busy street there
may be four or five bus stops close together.
Double-deckers have seats for 65 people. Only 5 people are allowed to stand
when the seats are full. So the conductor may stop you getting on the bus if there are
five passengers already standing.
59
1.
What kinds of buses can you find in London?
2.
Where can you see the names of the main places the bus goes to?
____________________________________________________________________
3.
What must you buy from a machine in the single-decker?
____________________________________________________________________
4.
What must you do when you go in the bus?
____________________________________________________________________
5.
What must a conductor do?
____________________________________________________________________
6.
Where can you get a bus map of London?
____________________________________________________________________
7.
What can you see on the post at the bus stop?
____________________________________________________________________
8.
Why must you look for the number of the bus?
____________________________________________________________________
9.
How many people can a bus take?
____________________________________________________________________
10. What must people do if the seats in a bus are full?
____________________________________________________________________
7. Speaking Practice
Finding Your Way
Do you understand the prepositions?
on
near
in front of
not far from
across from
the corner
the tower
the Town Hall
the station
the bus stop
at
beside
next to
opposite to
in
the traffic lights
the cinema
the car park
the Kharkiv Hotel
the shopping centre
A. Use these prepositions to talk about the town where you are staying.
1. The Pivdenny railway station is __________________________________
2. The post office is _______________________________________________
3. The swimming pool is ___________________________________________
4. The Town Hall is _______________________________________________
5. The Bus Terminal is ____________________________________________
6. Uspensky Cathedral is ___________________________________________
7. The Opera and Ballet Theatre is ___________________________________
8. _______________________________________ is next to the McDonalds’.
9. _________________________________ is opposite to the Puppet Theatre.
10.There’s a ______________________________________ in the town
centre.
60
Asking your way
 Excuse me, could you tell me
where Poltavsky Shlyakh Street is, please?
if I’m anywhere near the T. G. Shevchenko
Garden?
how to get to the State Industry Building?
or simply,
 Excuse me, I’m looking for the T. G. Shevchenko monument, please.
B. Now work in pairs. Ask your partner
1. where Sums’ka Street is?
2. the way to the nearest metro station.
3. how to get to the town centre.
4. where the nearest Currency Exchange is.
5. how far the Barber’s/Dry cleaner’s is.
6. if you can find the way to the Chemist’s.
7. if you can walk to the coach station.
61
UNIT SIX. TRAINS
Pre-reading Activity
 Do you enjoy being a passenger in a train?
 What is your favourite country (place) for a holiday and why?
 You are going on a business trip by train. You may take only ten items with
you. What are they?
Make sure you know these words:
fall into disuse
dismember
remnant
franchising out
–
–
–
–
вийти із застосування
розділяти, розчленовувати
залишок
надавати права на діяльність у певному районі
1. Read Part 1 of the text ‘History’ and answer the following questions.
History
Britain was the site of the first passenger railway line, the Stockton and
Darlington, which opened in 1825 and was called ‘the starting point of the vast
network of lines which covered a considerable portion of the globe’. By the mid-19th
century railways were being built throughout Britain and the network reached its
peak around the turn of the century. Subsequently, many smaller lines fell into disuse,
and in the 1960s and 1970s there was a major series of closures.
The railways were built by private enterprise, but became nationalized in 1948
as British Railways. However, in the mid-1990s, British Rail was dismembered and
now the whole system, including the track and stations, the trains, the maintenance
companies and both passenger and freight services are privately owned, having been
sold off following the introduction of the Railways Act 1993. Britain was the first
country in the world to privatize its entire rail network and it did so using a unique
system of franchising out services.
1. When did the first passenger railway line open? Where?
2. When did the railway network reach its peak?
3. What is the name of the British nationalized railways?
Read Part 2 of the text and respond by putting a plus (+) if the statement
is true or a minus (-) if the statement is false.
The focus of network is London, with the majority of the country’s main lines
radiating from the capital. London has a dozen main line stations which provide
direct services from the capital to all major cities and many towns across Britain.
62
There is a very large suburban network serving the London area, and several
other cities, including Birmingham, Manchester, Glasgow and Liverpool which all
have extensive local services. There are basically four types of rail link: main line,
suburban, inter-regional and rural. The principal flows on the national network are
concentrated on the main line network and the intensively used south London
suburban rail network. Although a high proportion of journeys start or end in London,
there are some high regional flows, such as between Liverpool and Manchester,
Edinburgh and Glasgow, and Swansea and Cardiff. While Britain does not have a
separate high speed network as in France and several other European countries, trains
can travel along the main lines at speeds of 125 mph (200 kmph). Trains are either
diesel powered or electric. There are two types of electrification, either with a third
rail, used principally for the south London suburban routes and overhead wires used
by the two main routes linking London with the North, the East and West Coast Main
Lines. The other main line routes rely principally on diesel powered high speed
trains.
1. The country’s main lines radiate from the central part of Great Britain. ( )
2. The suburban railway network serves the main industrial cities of Great
Britain. ( )
3. The railway network comprises four main types of rail lines. ( )
4. Britain’s trains travel along the main lines at the highest speed in Europe. ( )
5. All the line routes in Britain are both diesel powered and electric. ( )
Read Part 3 of the text and choose the one best answer A, B or C to the
statements.
The suburban lines which radiate from the large population centres are very
heavily used at peak times. These links carry high flows during the peak periods. On
average 435,000 people travel by suburban rail to central London during the morning
peak period.
There is also an extensive network of inter-regional lines connecting major
towns and cities, principally not going through London. These services have
operating speed of between 80 mph and 105 mph (130 kmph – 170 kmph) and are
normally diesel powered for increased flexibility of rolling stock.
Rural railways, often the remnants of the extensive branch line system that was
mostly closed in the 1960s and 1970s, tend to have seasonal flows as they cater for
holiday traffic and low service frequencies. Because they are used by relatively few
passengers, these services are the most heavily subsidised part of the network. This is
justified on social grounds, in terms of providing mobility, stabilizing the network,
and allowing access to the main network from local areas.
1. The suburban lines are heavily used
A. in the daytimes.
B. at night.
C. at peak hours.
63
2. Interregional lines
A. go through London.
B. do not go through suburbs.
C. do not go through London.
3. Rural lines
A. have seasonal uses.
B. are also extensively used.
C. do not provide access to the main railways.
2. Vocabulary Focus
Find in the text the corresponding English equivalents to the following word
combinations and phrases:
1. велика мережа залізничних ліній
2.
3.
4.
5.
6.
6.
7.
8.
9.
__________________________________
ділянки залізничної мережі, що отримують найбільші субсидії
__________________________________
система рейкових колій та станцій
__________________________________
використовуються у напруженому режимі
__________________________________
на межі століття
__________________________________
унікальна система, що надає право діяльності у визначеному районі
__________________________________
транспортні потоки у регіонах
__________________________________
робоча швидкість (рух)
__________________________________
підвісні дроти
__________________________________
великі перевезення місцевого значення
__________________________________
3. Vocabulary Development
Match the verb on the left with the noun on the right. Use each word once only.
Write your answers in the boxes.
Set 1
1. agonise
2. apologise
3. hospitalise
4. memorise
5. modernise
a.
b.
c.
d.
e.
a building
over decisions
facts and figures
innocent victims
your life
64
1
2
3
4
5
6. organise
7. realise
8. specialise
9. terrorise
10. vandalise
f. your limitations
g. for your mistakes
h. a patient
i. a phone box
j. in tropical medicine
6
7
8
9
10
Set 2
Now do the same with these words.
1. alleviate
2. captivate
3. cultivate
4. eradicate
5. generate
6. impersonate
7. interrogate
8. investigate
9. speculate
10. terminate
a. an agreement
b. the audience
c. a celebrity
d. a crime
e. a criminal
f. electricity
g. your garden
h. in oil shares
i. the pain
j. a problem
1
2
3
4
5
6
7
8
9
10
Remember that learning words in partnerships will help you to make your English
more natural and more effective.
3. Vocabulary Exercises
A. Fill in the correct words derived from the words in brackets
Go By Train – And Relax
British Rail say, in their new (1) advertising (ADVERTISE): ‘Don’t travel
long distance by car. It’s bad for your heart. If you travel by train, you’ll feel much
(2) __________ (GOOD).’ But is it true? How do they know? The advertisements
say this:
Doctors from Leeds University did some scientific tests. They (3) __________
(START) the tests several years ago, and now they have results.
Test 1: Several businessmen travelled from Leeds to London – about 200
miles. They drove their cars on the motorway. (There was sometimes fog, and there
was sometimes rain. There was a lot of traffic, and there were a lot of bad (4)
__________ (DRIVE)). The doctors checked their heart-beats during the journey.
They recorded the number of heart-beats per minute. The average number was very
high: 93 beats per minute. Sometimes the number was 140 beats per minute.
Test 2: The businessmen travelled from Leeds to London on the Inter-city
train. The doctors checked their heart-beats again. This time the average number was
72 beats per minute, and the maximum was only 80. The businessmen relaxed in the
train, and were less (5) __________ (NERVE) and tense during their journey.
So British Rail say: ‘Driving makes you tense. (6) __________ (TENSE)
makes you ill. Think of your heart and don’t go by car. Go by train – and relax!’
65
B. Fill in the correct words from the box below
car
return
unlucky
parking
wardens
collect
uniforms
hours
ticket
expensive
Traffic Wardens
Traffic (1) __________, a familiar sight in London, were introduced in 1960 to
control (2) __________. They wear navy-blue (3) __________ and a peaked cap with
yellow bands.
Parking in London is very (4) __________. You must either use a car park or a
parking meter where you can park for up to 2 or 4 (5) __________. In central London
it costs 10p to park for 10 minutes. If you don’t (6) __________ in time, you will
often find the traffic warden has booked you and given you a parking (7)
__________. This will mean that you must pay a ₤10 fine.
If you are very (8) __________ you may not even find your car because the
police or traffic wardens have towed it away. When you (9) __________ it you have
to pay ₤45+the ₤10 fine … so be careful where you leave your (10) __________!
C. The paragraphs of the text are mixed up. Put them in the correct order. Then
decide which statements are true (T) or false (F).
The Story of the Chunnel
A. The chunnel was by far the biggest building project in which Britain was
involved in the twentieth century. The history of this project, however, was not a
happy one. Several workers were killed during construction, the price of construction
turned out to be more than double the ₤4.5 billion first estimated and the start of
regular services was repeatedly postponed, the last time even after tickets had gone
on sale. On top of all that, the public showed little enthusiasm. On the day that tickets
went on sale, only 138 were sold in Britain (and in France, only 12!). On the next
day, an informal telephone poll found that only 5% of those calling said that they
would use the chunnel.
B. On Friday 6 May 1994, Queen Elizabeth II of Britain and President
Mitterrand of France travelled ceremonially under the sea that separates their two
countries and opened the Channel tunnel (often known as ‘the chunnel’) between
Calais and Folkestone. For the first time ever, people were able to travel between
Britain and the continent without taking their feet off solid ground.
C. At the time of writing, it is not known whether the public attitude will
change and become more positive. The direct train services between Paris and
London and Brussels and London seem to offer a significant reduction of travel time
when compared to travel over the sea, so perhaps this part of the enterprise will be
more of a success. It will not be until the next century, however, that there is a highspeed train to take passengers between the British end of the chunnel and London.
66
D. There were several reasons for this lack of enthusiasm. At first the chunnel
saving in travel time did not compensate for the comparative discomfort of travelling
on a train with no windows and no facilities other than toilets on board, especially as
the competing ferry companies had made their ships cleaner and more luxurious. In
addition, some people felt it was unnatural and frightening to travel under all that
water. There were also fears about terrorist attacks. However unrealistic such fears
were, they certainly interested Hollywood. Every major studio was soon planning a
chunnel disaster movie!
1
1.
2.
3.
4.
5.
2
3
4
The Channel tunnel means the same as the Chunnel. ( )
The cost of project was extremely high. ( )
The Chunnel was not used extensively from the very beginning. ( )
People enjoyed travelling under water. ( )
The public’s attitude to the Chunnel has become more positive. ( )
D. Decide which answer A, B, C or D best fits each space. Then answer the
questions.
Channel Tunnel
This historic (1) ______________ between Britain and France opened for (2)
_____________ in late 1994 and closed one of the “missing links” in the European
transport (3) _____________. The sleek new rolling-stock is high-tech and very
comfortable, producing an experience more akin to air travel (4) _____________ rail.
Passengers on coaches and cars get (5) _____________ a freight train run by
Eurotunnel which takes 35 minutes to travel (6) ______________ Calais and
Folkestone. For those traveling by rail there are about 40 scheduled Eurostar services,
operated (7) _____________ the French, Belgian and British. They run between
Brussels, Paris and London and there is no need to change at (8) _____________ end
of tunnel. There are two passenger tunnels – and one service tunnel – which lie 25 –
45m (82 – 147ft) below the sea bed. All the tunnels are (9) _____________ concrete
and iron, and are 31 miles (50km) long.
1. A. landlink
2. A. activity
3. A. scheme
4. A. than
5. A. to
6. A. to
7. A. with
8. A. either
9. A. makes
B. road
B. action
B. system
B. then
B. onto
B. next to
B. for
B. neither
B. done
C. connection
C. work
C. schedule
C. the
C. in
C. beside
C. by
C. both
C. made of
1. What was the ‘missing link’ in the European transport system?
67
D. relation
D. business
D. web
D. their
D. under
D. between
D. from
D. no
D. make of
2. What is the new rolling-stock very similar to?
3. What is the duration of the travel along Eurotunnel?
4. What is the length of the tunnel?
E. Read the text below. Choose the answer A, B, C or D which you think fits the
best according to the text.
Travel Information
As it is an international gateway for air and sea traffic, travelling to Britain
poses few problems. By air, travellers have a very large choice of carriers serving
North America, Australasia and Europe. Coach travel is a cheap, albeit rather slow,
form of transport from Europe, while travelling by train has been transformed with
the advent of the Channel Tunnel – three hours from Paris to London. Travelling
within Britain itself is fairly easy. There is an extensive network of roads to all parts
of the country and hiring a car is often the best way of travelling around. The
InterCity rail network is very efficient and the network to the smaller towns,
especially around London, is good. Travelling by coach is the cheapest option; the
coach network serves most areas but can be slow. If time is short, air travel is
possible but expensive.
1. Carriers that serve North America, Australasia and Europe
A. move passengers from one place to another.
B. compete with other companies.
C. provide the passengers with different goods.
D. are the only companies providing travel services.
2.Coach travel as the form of transport is characterized by everything EXCEPT
A. slow.
B. easy.
C. cheap.
D. problematic.
3. An extensive network of roads
A. is an international gateway.
B. is the best way of travelling around.
C. poses some problems.
D. serves most areas in Britain.
4. Grammar Focus
Prefixes and Suffixes
A.
 Prefixes and suffixes are very useful if you need to express an idea and there is
68
no word for it.
Here are some modern and more creative examples:
Your idea is a non-starter.
The party was a non-event.
Our school is a non-profit-making organization.
You are anti-anything I suggest, aren’t you?
The computer will have to be re-programmed.
The film is badly mis-managed.
 Some prefixes are more common with some parts of speech than others:
 un- is used with adjectives and verbs, but not with nouns.
 anti- is the commonest with adjectives.
Here are some more useful words which use prefixes:
un-fasten, un-do, re-think, re-write,
mis-manage, mis-direct,
over-pay, over-eat,
anti-war, anti-apartheid,
pro-French, pro-nuclear,
pre-war, pre-Christian,
post-war, post-1980,
non-drinker, non-driver,
ex-King, ex-teacher.
 Prefixes and suffixes are often used to help us to invent new words to say what
we mean in a very convenient way:
I can’t do anything at the moment. I’m car-less.
I’ve spent a long time looking for a scarf, but the colour is unmatchable. I can’t find anything that matches it.
 If you want to say something and you don’t know a particular word, don’t be
afraid to invent a word. Prefixes and suffixes can help you. The word you
invent may not be a correct ‘real’ word, but people will often understand you,
and that is the most important thing.
B. Use the following prefixes to make words to fit the explanations:
overproa. too enthusiastic
b. the former king
c. in favour of war
mispre-
antiex-
d. not a driver
e. do again
f. before 1900
69
nonpost-
re-
g. place wrongly
h. after 1980
i. against nuclear
Now use these words in the following sentences:
1. The _________________ demonstration marched as far as the power station
itself.
2. I can’t give you a lift. I’m afraid I’m a _________________.
3. This work isn’t good enough. You’ll have to _________________ it – and this
time be more careful.
4. _________________ women were expected to stay at home.
5. I don’t know where I’ve put your book. I must have _________________ it.
6. Calm down! Take it easy! He’s only a pop singer. There’s no need to be
_________________.
7. The _________________ comes to England quite a lot to visit his relatives in
Buckingham Palace.
8. The Conservative Party became more popular in the _________________
period.
9. I thought you were a pacifist. How can you say that you would have been
_________________ in 1945?
C. If someone is without a home they are homeless. What is the word for:
1.
2.
3.
4.
Without a child
Without hope
Without power
Without fear
___________
___________
___________
___________
5. Without thought
6. Without a friend
7. Without care
8. Without meaning
___________
___________
___________
___________
D. Some verbs can be made into adjectives by adding – able.
Example:
You can wash these trousers. You don’t have to have them dry-cleaned.
They are washable.
Make adjectives from these verbs, then use them in the sentences below. In some of
the examples you will also need the prefix un- .
break
___________
love
___________
recognize ___________
accept ___________
laugh ___________
believe ___________
wash ___________
control ___________
1. When the cat had six kittens, we didn’t want to give any of them away. They
were so _________________.
2. I wanted at least ₤200 for my moped. When he offered me ₤50, I told him his
offer was _________________ and _________________.
3. After he had been attacked, Bill’s face was hardly _________________.
4. Some plastics are almost ________________, except at very low temperatures.
5. This jumper is _________________ only in cold water.
70
6. For one man to win both the 100 metres and the marathon is totally
_________________.
7. The car was _________________ when it hit the patch of ice.
5. Speaking Practice
Going by Train
Information
●
A single is a one-way ticket.
●
If you ask for a return, the clerk may ask you when you are coming
back. This is because there are at least two types of a return ticket: an ordinary
return – the more expensive and valid on any train for a period of three months; a
cheap day return – valid only on the day you buy it, and usually only after a certain
time in the morning. Check first!
●
If you are staying in a town near London and you want a day return to
London, you may be able to buy a rail ticket which is also valid on the London
Underground.
●
Always keep your ticket until the end of your journey, when your ticket
may be collected at the barrier.
►
►
►
►
►
►
►
At the Enquiry Office
When’s the next train to (Bournemouth/ Kyiv), please?
Is there anything a bit later/earlier, please?
Is there a train to (Oxford/ Odessa) at about (9 o’clock), please?
Is it the same service on Sundays?
What time does it get to (Edinburgh/ Kharkiv), please?
Is there a buffet/restaurant car on the 7.15, please?
Which platform does the 8.13 go from, please?
Practice
What questions will you ask about these:
1. Platform – 8.37?
2. Buffet car – 12.07?
3. 13.20 – get in?
1.
2.
3.
4.
5.
6.
4. 16.00 – direct?
5. 17.09 – change?
6. 23.15 – sleeper?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
71
UNIT SEVEN. UNDERGROUND
Pre-reading Activity
 What cities in Ukraine and other countries of the world have underground
railways?
 When was the first line of the Kharkiv Metro built?
 What underground lines are now under construction in Kharkiv?
Make sure you know the following words:
outward journey
LT
retain
– мандрівка за межі місця проживання
– London Transport
– зберігати, утримувати
1. Read the Text
The Underground
The famous London Underground (Tube, as most call it) is not only the oldest
and the biggest in the world; it is one of the most modern and efficient. It comprises
11 lines covering most of London. Some have more than one branch, so it’s better to
make sure to take the correct one. Use a London Underground Journey Planner to
plan your route. Each line has a name and a different colour. The colour code signs
point to where you can find the tube line you need. Make sure you go to the correct
platform for the direction you want to travel.
Tube begins running about 5.30 a.m. and leave London on their last outward
journey between 12.30 a.m. and 1 a.m. Some routes start later and finish earlier,
particularly on Sundays. Trains finish earlier, though each line varies and some
suburbs are lucky to be served by all-night services.
Avoid the busiest time on the Underground between 08.00 and 09.30 and
18.30.
You can buy your ticket from a machine or ticket office at any Underground
station. The price of your fare depends on the number of zones you travel through.
Don’t forget to buy the right ticket before you begin your journey or you may be
stopped and have to pay a ₤10 penalty fare.
You can buy a single ticket for a one-way journey or a return ticket. Or choose
one of travel cards or LT cards.
Many Underground stations have automatic ticket gates.
Insert your ticket and take it back as you walk through. If you have a pushchair
or heavy luggage, ask a member of the staff to open one of the special wide gates.
Once your journey is complete or your ticket has expired, the gate will open but the
machine will retain your ticket.
For your safety, do not try to hold back the train door when they are closing
and remember to take care of your personal belongings and take them with you when
you leave the train.
72
When you use an escalator, keep to the right of the steps so people can pass
you if they are in a hurry. Smoking is not allowed anywhere on the Underground.
If you need help or guidance, friendly, well-trained staff can assist you and you
can also talk to them from “Help Points” at many stations.
2. Reading Comprehension
1. What is the most modern and efficient public transport in London?
2. How can one plan the route in the London Underground?
3. Whose assistance can a passenger get if he/she needs help?
3. Vocabulary Focus
A. Match the word combinations on the left with the Ukrainian equivalents on the
right.
1. correct platform
2.
3.
4.
5.
price of the fare
automatic ticket gate
expired ticket
well-trained staff
a. персонал, що добре володіє практичними
навичками
b. квиток, строк дії якого минув
c. відповідна платформа
d. турнікет
e. вартість проїзду
B. Find the words in the text which mean the following and write them in the
blanks.
1. the system of trains that run under the ground in London
____________________________
2. the things you own, especially things you can carry with you
____________________________
3. a set of moving stairs that takes people to different levels in a building
____________________________
4. the people who work for an organization
____________________________
5. a smaller, less important part of a railway that leads away from the larger more
important part of it
____________________________
4. Vocabulary Development
Some compound nouns can be formed by combining two words with no
hyphen.
A. Look at these compound nouns from the text.
wheelchair
pushchair
underground
B. Here are some other compounds with the words ‘chair’, ‘ground’.
chairman
chairwoman
chairmanship
groundnut
groundwork
groundwater
73
C. Match the words from A and B to make compound nouns. Check your answers
in a dictionary. Give the corresponding Ukrainian equivalent.
A.
1. journey
2. way
3. travel
4. rail
5. help
B.
a. bill
b. mate
c. work
d. card
e. way
5. Vocabulary Exercises
A. Fill in the gaps with one of the words given in the box and read the short text
about the metro.
Word List (American English)
nickel
– 5 центів
dime
– 10 центів
quarter
– 25 центів
one dollar bill
– квиток, що коштує 1 долар
vending machine – торгівельний автомат
fare card
visitors
gate
fare
сhange
side
The Metro
Travelling on the Washington Metro presents difficulties for (1) _________
because of the clear colour-coded map. At the bottom of the map you will find (2)
_________ and travel time information. You buy fare card at one of the yellow
vending machines. You can use nickels, dimes, quarters, one-dollar and five-dollar
bills, and the machine will give you (3) __________. You have to use your (4)
__________ to enter the Metro system by inserting it into the slot at the (5)
__________. It will be returned to you at the other (6) __________ of the gate. Do
the same thing when exiting the system.
B. Use the words given in capitals at the end of each line to form a word that fits in
the space and read the text. The first one has been done for you.
The London Underground is (1) linked (LINK) in at Bank, under the City
of London, and a number of other stations with the Docklands Light Railway (DLR).
This is an (2) ____________ (AUTOMATE) system of driverless trains which
opened in 1987. The DLR has 28 kilometers of route in East London, (3)
____________ (PRINCIPAL) linking in the Docklands (4) ____________
74
(DEVELOP) with the City. In 1998 it carried 26 million passengers. It is run on a
franchise basis, a contract won by the (5) ____________ (MANAGE) team in 1997.
An extension to Greenwich and Lewisham was (6) ____________ (OPEN) in
January 2000.
C. Here are some very brief explanations of the phrases (words) which you can find
in the text below. Write these words in the blanks.
By Underground
The London Underground covers the tube network. The underground, or tube,
as it is known, is one of the most efficient ways to travel around the capital. It can,
however, be amazingly misleading in terms of understanding where one place is in
relation to another.
The map of the underground on display has been specially designed to make
travelling around it simple and clear. The actual tube lines do not run as indicated
except in relation to each other. You will be able to see this clearly when you refer to
a street map. This means that you can get on the underground to go from Leicester
Square to Covent Garden to find that it would have been much quicker to walk the
few hundred yards along Long Acre. Here are some pointers to make travelling on
the underground easier:
• the underground operates Monday to Sunday, 364 days a year (not
Christmas Day), from approximately 5.50 a.m. to 0.30 a.m. – shorter hours on
Sundays,
• the system is shown on maps by coloured lines which are easy to follow –
each colour represents a different line,
• check which line you need, which direction – north, south, east or west –
and the name of the stop at the end of the line you will be travelling on, as this will
appear on the front of the train and also on the indicator on the platform,
• the indicators on the platforms will show the final destination of the train as
it approaches as well as how many minutes before the anticipated time of arrival of
the train,
• when changing tube lines follow the signs which indicate directions, e.g.
‘Circle Line – eastbound via King’s Cross’.
1.
2.
3.
4.
5.
6.
7.
8.
the majority of the best methods
____________________________
unexpectedly not true
____________________________
developed for specific purpose
____________________________
continue travelling by a railway system under the ground
____________________________
additional number of indicators
____________________________
not difficult to go after
____________________________
last place that you are going to
____________________________
expected thing that is measured in minutes, hours, days
____________________________
75
D. Put the following words in each space in the text below.
of (3)
on (2)
from (2)
in (3)
to
by
about
Avoiding Stress
There are a multitude (1) _______ pressures and strains (2) _______ anyone
living (3) _______ London. These include:
• long working hours
• a fast pace
• long commuting times
• impatience of others
• a need to stay streetwise.
A brief mention has already been made (4) _______ combating stress, but it is
important to understand when you are suffering (5) _______ it. It affects different
people (6) _______ different ways, so there is no definitive answer (7) _______ the
problem. There are three main stages:
Stage 1. Alarm – initial panic in a new situation. This is usually short-lived.
Stage 2. Resistance – where you feel you have the ability to continue despite
the new situation. This allows you to keep fighting a particular cause of
stress and lasts longer than Stage 1.
Stage 3. Exhaustion. This happens after you have been in the situation for some
time. It can also occur after you have moved in and started work. It
may show itself by an illness, such as a virus or cold.
All three stages eventually produce the effect (8) _______ adrenal exhaustion.
This is brought about (9) _______ overworked adrenal glands having an effect (10)
_______ the regulation of the hormone levels. Signs (11) _______ being stressed are:
• difficulties with your digestion
• difficulties with your nervous system
• deterioration of the condition of your skin, hair and nails
• speeding up of your heart-rate.
If you believe you may be suffering (12) _______ stress, the following ways
are recognised as helping to alleviate it:
• avoid stimulants including tea, coffee, alcohol and cigarettes
• eat raw fruit, vegetables and keep to a healthy diet
• learn to meditate or relax
• take regular exercise
• avoid stress for at least one day each week.
If (13) _______ doubt seek medical advice.
Now answer the questions:
1.
2.
What difficulties do Londoners suffer?
What are the particular states that grow or develop in people?
76
3.
What method to struggle with extreme tiredness do you know?
6. Grammar Focus
Asking Questions.
A.
Grammar Summary
Statement
Sentences with one auxiliary
It was raining.
He’s seen the doctor.
You can read my writing.
Question
Auxiliary
Subject
Was
it
Has
he
Can
you
Sentences with more than one
auxiliary – use the first
She’s been waiting a long time.
Has
she
They’re going to buy a new car.
Are
they
Sentences with no auxiliary – present
simple and past simple – use (do)
The bus stops in Salisbury Road.
Does
the bus
She caught the plane
she
Did
Verb
raining?
seen the doctor?
read my writing?
been waiting a
long time?
going to buy a
new car?
stop in Salisbury
Road?
catch the plane?
 Grammar Comment
 The basic rule for asking most questions in English is very simple:
Change the order of the first auxiliary.
If there is no auxiliary, use part of the verb (do).
Example:
He can come.
–
Can he come?
He could have come. –
Could he have come?
He came yesterday.
–
Did he come yesterday?
 The second part of the rule is the most important and powerful rule of
English grammar.
The verb (do) = do/don’t, does/doesn’t, did/didn’t.
This verb brings regularity to the basic structures of English. Most of the basic
structures of English – questions, negatives, tags etc. – depend on the first
auxiliary. Where there is no auxiliary, the auxiliary (do) is used in the same
way. Some people have seen (do) as an exception. It is more helpful to see it as
the auxiliary which makes English so regular.
A. Here are 8 questions to ask a new friend. The words are mixed up. Write out the
questions.
77
1. we before met have
____________________________________________________________________
2. live you do here near
____________________________________________________________________
3. to do English you speak like
____________________________________________________________________
4. interested you in sport are
____________________________________________________________________
5. ever you abroad have been
____________________________________________________________________
6. you tennis play can
____________________________________________________________________
7. single you or are married
____________________________________________________________________
8. me would cinema to to go the with like you
____________________________________________________________________
Most question word questions are made in this way:
Question word
Auxiliary
Subject
Verb
How many
How often
How
Which
Who
Why
Which floor
Whose car
did
have
can
did
could
would
do
were
you
you
I
you
we
you
you
you
buy?
been there?
get in touch with you?
choose?
ask to help?
like to go?
live on?
driving yesterday?
B. Link up these words in pairs:
1.
2.
3.
4.
5.
6.
why
when
who
where
what
how
1
2
3
4
5
6
a. carefully
b. tomorrow
c. me
d. nothing
e. outside
f. because
C. What were the questions?
1. What ________________________?
2. How ________________________?
3. Did _________________________?
78
We went to the cinema.
We all went in Steve’s car.
Yes, too fast! We were very
frightened!
4. Why ________________________?
5. What ________________________?
6. Did __________________________?
We were late.
That new horror film.
No we didn’t, we stayed in the café
till late.
D. Ask questions on the text ‘The Underground’ to get the following answers:
1.
2.
3.
4.
5.
6.
11 lines covering most of London
About 5.30 a.m.
Between 12.30 a.m .and 1 a.m.
Between 08.00 and 09.30 and 17.00 to 18.30
From a machine or ticket office at any Underground station
On the number of zones you travel through
7. Speaking Practice

Information
There are three underground lines in the Kharkiv Metro:
Kholodnogirs’ka
Saltivs’ka
Oleksiyivs’ka

There are some stations where it is possible to change lines, so be sure you
know your route! Check first on the map at the entrance to the station.

The Kharkiv metro is modern and beautiful. The platforms are wide but
sometimes they are very crowded. Be careful!

You can buy a special ticket which allows you to travel by metro during a
month.

Remember that there is NO SMOKING anywhere on the Kharkiv Metro –
not even in the stations!
Practice 1.
The best way to get to know the Kharkiv Metro is to use it as much as possible. Use
a map of the metro to complete the following:
1. _______________________________________________________________
are all mainline railway stations on the __________________ line.
2. If you want to go from __________________ to __________________ it’s
best to take the __________________ line.
3. The nearest station to the __________________ is __________________
which is on both the __________________ line and the __________________
line.
4. The __________________ line goes all the way to __________________ .
79
80
Practice 2.
Difficult Situation.
a. If you lose your ticket.
– Can I see your ticket, please?
– I’m sorry, but I seem to have mislaid it … No, I can’t seem to find it. I
really am very sorry, but I definitely had it when I got on the train (tram,
bus, etc.).
– I’m afraid so.
b. You have forgotten your identification.
– Have you got a student card?
– No, I’m afraid I’ve got nothing. Will this do? It’s a driving licence
(passport).
c. Add a missing question, answer or word:
A. –
_____________________________________________________
B. –
Don’t worry, I’ll pay the fare.
A. –
B. –
_____________________________________________________
Yes, this is where you change for the Botanichny Sad.
A. –
B. –
_____________________________________________________
No, you have two more stages to go.
A. –
B. –
How can I get to the …………………………... without changing?
_____________________________________________________
A. –
B. –
Will this train take me straight to my destination?
_____________________________________________________
81
UNIT EIGHT. PLANES
Pre-reading Activity
 Are you afraid of flying?
 Do you know all the terms you may need for your flight?
 Which form of transport do you believe is the safest and which one is the most
dangerous?
Make sure you know these words:
aerofoil-shape
forward thrust
density
angel of attack
stall
to taxy
to ease back
stick
rudder
flaps
– аеродинамічна форма
– пряма тяга
– густина
– кут злету
– викликати зрив потоку, звалюватися
– керувати, водити
– відпускати
– кермо
– кермо напрямку
– закрилки
1. Read the text.
Why an Aeroplane Flies
Do you ever look up and see a great jet airliner passing overhead and wonder
just how such a big, heavy aeroplane manages to get into the air in the first place?
You must remember that air has an atmospheric pressure that varies according
to how high you go. At sea level the air is much denser than it is higher up. The lift
that an aeroplane requires to get it off the ground in the first place is provided in part
by the special aerofoil shape of the wings and in part by the aeroplane’s forward
thrust. So the aeroplane is actually lifted off the ground by the weight of the air
pressing up underneath it.
There are, in fact, five factors that affect the way an aeroplane climbs. They
are, the shape of the wings, their area, the density of the air, the speed of the forward
thrust, and the angle of attack. That is the angle at which the aeroplane rises into the
air.
If the pilot took the plane up at too steep an angle, it might stall, and if it stalled
while it was taking off, it would almost certainly crash. A plane might also stall in
level flight – if the pilot flew too slowly, for instance. So when the plane is flying in a
straight line, at a constant height, the lift must always equal the weight.
Imagine an aeroplane was flying straight ahead at a particular height. If the
pilot increased his speed, he would have to adjust the angle of attack by putting down
the nose a fraction, to compensate. Conversely, if he reduced his speed, he would
have to compensate by raising the nose slightly.
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Taking off
The pilot taxies the aircraft out onto the runway and the plane moves forward
at increasing speed until the flying speed is reached. When the plane is moving fast
enough, the pilot eases back the stick, the nose lifts into the air and the plane leaves
the ground.
When the required height is reached, the pilot pushes forward the stick,
lowering the nose and adjusts the speed so as to ensure level flight.
An aeroplane is designed to be as streamlined as possible, in order to cut the
drag (backward pull) to a minimum.
Wing section
The rudder on the tail and the flaps on the wings and the tail provide the means
to control the aeroplane while in flight. The rudder is used to turn the aeroplane, and
the flaps to slow the plane when it is coming in to land.
The propeller of a piston-engined aircraft provides the forward thrust. The
propeller blades are curved like an aerofoil.
2. Reading Comprehension
Decide whether the following statements are true (T) or false (F):
1. The air is less dense at 100,000 feet than it is at sea level. ( )
2. The shape of the wings affects the way an aeroplane climbs. ( )
3. An aeroplane must always reach a certain speed on the runway before it can
take off. ( )
4. If the wing flaps were damaged the pilot would have no trouble in landing
the plane. ( ).
5. The angle of attack is the angle at which the plane comes in to land. ( )
6. The pilot of a light aeroplane pushes forward the stick when coming in to
land. ( )
7. If an aeroplane flies too slowly it might stall. ( )
8. The more streamlined the shape of an aeroplane the more drag there will be.
( )
3. Vocabulary Focus
Study this list of ten words and expressions and choose the eight most suitable to
fill the gaps in the sentences below:
aerofoil
forward thrust
1.
2.
3.
4.
5.
angle of attack
rudder
crashed
stall
density
streamlined
flaps
taxies
If the shape of an aeroplane is not very __________ there will be a lot of drag.
The __________ shape of the wings helps to provide lift.
The __________ of the air is greater at sea level than it is at a great height.
We call the angle at which a plane takes off the __________.
The propeller provides the __________ on a piston-engined plane.
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6. If a plane took off too steeply it might __________.
7. The __________ are used to slow down the plane when coming in to land.
8. If the pilot wishes to turn the aircraft he uses the __________.
What are the two words or expressions in the list that you did not use? Put each of
them in a sentence of your own.
4. Vocabulary Development
Match the verb on the left with a noun on the right. Use each word once only.
Write your answers in the boxes.
Set 1
1. broaden
2. deaden
3. fasten
4. sharpen
5. shorten
6. soften
7. straighten
8. strengthen
9. sweeten
10. tighten
a. the blow
b. your hair
c. your life
d. your mind
e. the pain
f. a pencil
g. a relationship
h. your seat belt
i. a screw
j. the taste
Set 2
Now do the same with these words.
1. amplify
a. your actions
2. clarify
b. the authorities
3. justify
c. the demonstrators
4. magnify
d. the evidence
5. modify
e. your plans
6. notify
f. your requirements
7. pacify
g. a situation
8. purify
h. a slide
9. specify
i. sound
10. verify
j. water
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
10
5. Vocabulary Exercises
A. Read the text.
Travelling by Air
I knew it was going to be a bad day when, on the way to the airport, the taxi
driver told me he was lost.
I had booked my flight over the telephone, so when we finally arrived, I had to
rush to the reservations desk to pay for my ticket. The woman at the desk told me that
my name was not on the passenger list. It took fifteen minutes for her to realize that
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she spelled my name incorrectly. She gave me my ticket and told me I’d better check
in my luggage quickly or I’d miss my flight.
I was the last person to get on the plane.
I found my seat and discovered that I was sitting next to a four-year-old boy
who had a cold. I sat down and wondered if anything else could go wrong.
I hate flying, especially take-off, but the plane took off and everything seemed
to be all right. Then, a few minutes later, there was a funny noise and everything
started to shake. I looked out of the window and – oh my God – there was smoke
coming out of the wing. All I could think ‘The engine is on fire. We’re going to
crash. I’m too young to die.’
Almost immediately, the captain spoke to us in a very calm voice, ‘Ladies and
gentlemen. This is your captain speaking. We are having a slight technical problem
with one of our engines. There is absolutely no need to panic. We will have to return
to the airport. Please remain seated and keep your seat belts fastened.’
Well you can imagine how frightened I was, but the crew were fantastic. The
flight attendants were really calm and told us not to worry. One of them told me to
relax and said that everything would be all right.
A few minutes later, we were coming in to land. The pilot made a perfect
landing on the runway. It was over. We were safe.
That day, I decided not to fly again. I caught another taxi and went home. But
as I closed the front door, I looked down at my case. Somehow I had picked up the
wrong suitcase.
B. Put these events in the right order, according to the passage.
a) She paid for her ticket.
b) The engine caught fire.
c) The plane landed.
d) The plane took off.
e) She picked up the wrong suitcase.
f) The reservations clerk couldn’t find her name.
g) The taxi driver got lost.
h) She went home.
i) The flight attendants told people to be calm.
j) She booked the flight.
k) She left home.
l) She checked in her luggage.
1
2
3
4
5
6
7
8
9
10
11
12
C. Find the words in the story which mean the following and write them in the
blanks.
1. the desk where you can collect your ticket if you have made a reservation
____________________
2. the part of an airport where a plane takes off and lands
____________________
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3.
4.
5.
6.
a group of people who work on the plane ____________________
a person who flies a plane ____________________
a person who is travelling on a plane ____________________
a person who looks after the people who are travelling on a plane
____________________
D. Match the beginning of the sentence with the end.
1. I checked in
____________________
2. She got on
____________________
3. The travel agent made ____________________
4. The pilot landed on
____________________
5. She caught
____________________
6. They almost missed
____________________
7. The passengers fastened ____________________
8. I booked
____________________
9. The crew were
____________________
10.She picked up
____________________
a) their flight.
b) my ticket.
c) their seat belts.
d) the plane.
e) my luggage.
f) a taxi.
g) the runway.
h) my reservation.
i) her suitcase.
j) very calm.
Just for fun
E. Imagine you are travelling 1500 kilometres. You can go by car, train, plane, bus
or ship. Fill in the chart with the form of transport you think would be the
cheapest, most uncomfortable, slowest, etc., when travelling alone and with a
friend. Compare and discuss your answers with a friend.
cheapest
slowest
most uncomfortable
most interesting
alone
with a friend
6. Grammar Focus
Phrasal Verbs
A.
 Many verbs in English are made of two, or sometimes three, words. Even if
you know the meaning of each word, you cannot guess the meaning of the
words together.
drop = fall or let fall
drop in = visit
 These are called phrasal verbs. They are made with a verb and one or more
particles (words like prepositions):
put + up/down/on
 Phrasal verbs are very common in spoken English. It is impossible to speak
or to understand English if you do not know the more common ones. Your
English will improve a lot if you try to learn them. You need to learn the
verb-particle combinations as if they were single words in your vocabulary.
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It is quite easy to guess the meaning of some phrasal verbs.
The car broke down.
stopped and wouldn’t start
Sorry. I slept in.
woke up too late
 But it is almost impossible to guess the meaning of others. You have to learn
them:
Can you put us up?
give us a bed for the night
Have I let you down?
disappointed
 There are two ways to learn phrasal verbs:
 You can take a basic verb and learn all the meanings with different particles.
I got up at 7 o’clock.
out of bed
We got off at the station.
off the bus
She got in at 11.
arrived
What did you get up to?
do
Etc.
 You can learn the particle and all the basic verbs which go with it, for
example, all the up verbs:
We brought you up to be polite.
educate at home
I’ve given up!
stopped trying
Look it up in a dictionary.
refer to
Please remember to turn up.
come
Etc.
It is best to try both ways. Making diagrams like this may help you.
off
look
up
in
bring
put
GET
UP
10 verbs with ‘OFF’
B. Put the correct form of one of these verbs in each of the following sentences.
call off
see off
get off
set off
go off
show off
pay off
take off
put off
turn off
1. It’s best to ____________________ the train at the harbour station.
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Our plane didn’t ____________________ till 11 o’clock.
I hope you remembered to ____________________ the record player.
The strike is over. They’re ____________________ it ___________________.
Let’s go to the airport with them to ____________________ them
____________________.
6. What a smell! I think this milk’s ____________________.
7. My father’s lost his job. He’s been ____________________.
8. I can’t meet you tomorrow. Can we ____________________ it
____________________ till the day after?
9. Just because you’re good at English, there’s no need to
____________________.
10.If the main film starts at 7, I think we should ____________________ at 6.30.
2.
3.
4.
5.
6 verbs with ‘DOWN’
C. Answer the following questions:
1. If your car broke down on the way to work, did it stop completely or just start
going more slowly?
2. When a shop closes down, does it close for a day, or forever?
3. If you are knocked down by a car, are you very impressed by it, or injured by
it?
4. If a good friend lets you down, are you disappointed or grateful?
5. At what age do most people settle down – 12, 26, 55, 70?
6. If you have been turned down for a job, do you get the job or not?
7 verbs with ‘ON’
D. Match the sentences with the explanations below:
1.
2.
3.
4.
5.
6.
7.
Are you carrying on with your violin lessons?
I’m getting on all right at college now.
Hold on. I’m not ready.
You must be having me on! That’s a boy!
Don’t you think you’ll need to put on your gloves?
Excuse me, could I try this one on, please?
How do you turn this machine on?
1
2
3
4
5
a. check clothes
b. wait a moment
c. continue
d. switch on
e. tease/joke
f. wear
g. succeed
6
7
15 verbs with ‘UP’
E. Choose the correct words to complete the sentences:
bring up
catch up
get up
grow up
hang up
keep up
pack up
put up
save up
wake up
wash up
wrap up
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give up
look up
turn up
Let’s start ____________________ for a winter holiday!
The present was ____________________ in lovely gold paper.
The one job I hate in the kitchen is ____________________.
Hurry! You go on and I’ll ___________________ you __________________.
Look! Rain! Let’s ____________________ quickly and get back to the car.
It’s not loud enough. Please ___________________ it ___________________.
Nobody knows the best way to ____________________ children.
If only I had my Very Simple Grammar Book, I could ___________________
it ____________________.
9. He’s making a lot of money. How long do you think he can
____________________ it ____________________.
10.I wish you would ___________________ and stop acting like a child.
11.I don’t know the answer, tell me. I ___________________!
12.I hate ___________________ on cold winter mornings!
13.____________________! You’ve slept in!
14.I can’t get a hotel. Do you know anyone who could ____________________
me ____________________?
15.If he rings again, don’t speak to him. Just ____________________.
1.
2.
3.
4.
5.
6.
7.
8.
8 verbs with ‘OUT’
F. Which sentence is the explanation?
1. We ate out.
a. We had a picnic.
b. We went to a restaurant.
6. All the girls in the office walked out.
a. All the girls went on strike.
b. All the girls went out for a walk.
2. We’ve fallen out.
a. We’ve had an argument.
b. We’ve decided to leave.
7. He really stands out in a crowd.
a. He never agrees.
b. He is very distinguished.
3. This typewriter is worn out.
a. It is old and almost unusable.
b. It is old-fashioned.
8. I must sort out my papers.
a. I must throw away all my papers.
b. I must arrange my papers properly.
4. I hope nobody finds out about it.
a. I hope nobody discovers what has happened.
b. I hope nobody says anything.
5. Bill’s going out with Mary.
a. Bill and Mary have a romantic friendship.
b. They are leaving together.
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G. Match the phrasal verbs in the first columns with the meanings in the second
columns.
1.
2.
3.
4.
5.
1
get on
turn down
carry on
put off
find out
2
6. put up with
7. call off
8. fall out
9. let down
10. put up
3
4
a. cancel
b. refuse
c. succeed
d. discover
e. tolerate
5
6
7
f. continue
g. quarrel
h. disappoint
i. delay
j. accommodate
8
9
10
H. Underline all the phrasal verbs in the following passage.
I had been trying to get through to Bill for days. It wasn’t like him not to
answer the phone. He was getting on a bit – in his mid-seventies, but it never crossed
my mind that he might be ill. He was one of those people who were always young.
He looked after people a lot younger than himself. I decided I had to find out.
My car was broken down, but I didn’t mind getting the bus – even if it meant a
two hour ride over not very good roads. But what would I say if there was nothing
wrong – if he was out in his garden, sitting reading the morning paper? Could I
pretend that I had just dropped in?
I got off the bus in the village square and walked the quarter of a mile to Bill’s
cottage. On the way I was looking for him in the face of everyone I passed. I was
looking forward to seeing him. Although he was my father’s uncle, he had been more
like a grandfather to me, always wise and never telling me off as a boy.
There was no one in the front garden. It looked neat and tidy as if someone had
been looking after it every day. My thoughts brightened as I banged on the thick oak
door with that big brass knocker which I remember I at last reached two days after
my sixth birthday. No reply. Maybe he was out shopping and hadn’t got back. I
remembered all the times he had promised to write to me, but of course he’d never
got round to it – too busy, he always said.
Maybe he hadn’t wakened up – after all, it was only 10.30. Maybe… And then
I heard a noise from the back of the house – there was someone in the back garden.
Of course – he’d be looking after his pigeons. I remembered he once borrowed a
hundred pounds from my father – to buy a new racing pigeon – he never paid it back,
but we didn’t mind.
I found a young man – in his twenties – in the back garden. ‘Is Bill around?’ I
asked, half-expecting to see Bill come out from his pigeon shed. ‘I’m just looking
after the place till he gets back from France.’
France! I thought he was having me on. Bill had never been out of the village
for 40 years.
‘Oh yes. He surprised us all. Married the postmistress last Saturday. Caught the
boat train to Paris Saturday night. The whole village was at the station.’
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There were 19, how many did you find?
7. Speaking Practice
Gatwick
Gatwick Airport, 35 miles south of London, is the fourth largest in the world.
To help you to be able to find your way around an international airport make sure you
can put the following words and expressions into 6 groups.
For example: wheelchair users= 6 (facilities at the airport)
wheelchair users
beverages
coinless cardphones
real ale
allowances
gate numbers
free trolleys
chapel
X-ray machines
pastries
security search
red channel
landing card
take-away
brand names
A3 trunk road
reclaiming V.A.T.
fully sing-posted
boarding card
check-in
The police are waiting on the second floor of Gatwick Airport terminal for Mr.
X who is strongly suspected of carrying a parcel containing secret documents. First
read the policeman’s notes on the page below and trace Mr. X’s route on the plan.
When the police stopped Mr. X the parcel he was carrying was empty. So what
do you think happened to the secret documents?
91
Now try to summarize the information you’ve got and share it with your
partner/friend.
92
SOURCES
1. Background to Britain. Mackmillan, 1993.
2. Boost Your Vocabulary 2. Penguin English Guides, 2001.
3. Build Your Vocabulary 2, 3. Language Teaching Publications, 1989.
4. English on Business. Collins, 1984.
5. Grammar and Practice. Language Teaching Publications, 1994.
6. Living and Working in London by Joanna Minett, 2001.
7. Longman Dictionary of Contemporary English, 2003.
8. Oxford Practice Grammar by Eastwood, 2005.
9. Reading 2 by Simon Hains. Cassell, 1989.
10. Situational Dialogues by Michael Ockenden. Longman, 2001.
11. Target Vocabulary 2 by Peter Watcyn-Jones. Penguin Books, 1994.
12. Test Your Vocabulary by Peter Watcyn-Jones. Penguin Books, 1985.
13. The Heinemann English Grammar. 1992.
14. The United Kingdom – a Modern Tradition. London, 2002.
15. Vocabulary Builder 1. Longman. 1993.
16. Ways to Grammar by JohnWelcome Shepherd. Macmillan, 1990.
17. Welcome to Britain. LTP, 1993.
18. Word Games with English Plus. Heinemann Games Series, 1986.
WEB-sites
1. http://www.ltmuseum.co.uk
2. http;//www.listserv@sjsuvm1.sjsu.edu
Grammar on WEB-sites
1. Alphabet: http://www.edunet.com/english/grammar/alpha.html
2. An Elementary Grammar: http://www.hiway.co.uk/~ei/intro.html
3. English Pronunciation: http://www.faceweb.okanagan.bc.ca/pron/
4. ESL Grammar Notes: Articles:http://www.fairnet.org/agencies/ica/grammar2.html
5. ESL Grammar Notes: Countable and Non – Countable Noun:
6. ESL Grammar Notes: Verb Tenses: http://www.fairnet.org/agencies/ica/gramma3.html
7. Grammar Help: http://www.hut.fi/~rvi/mi/htlp/grammar_help
8. History of the English Language: http://ebs.english.vt.edu/hel.hel.html
http://www.fairnet.org/agencies/ica/gramma1.html
9. Irregular Verbs in English: http://www. library.pitt.edu/~coops/verbs.html
10. LinguaCenter’s Grammar Safari: http://deil.uiuc.edu/web.pages/grammarsafari.html
11. On-Line English Grammar: http://www.eolunet.com/english/grammar/toc.html
12. On-Line Language Exercise: http://www.ilegroup.com/interactive/
13. Punctuation: http://sti.larc.nasa.gov/html/Chapt3/Chapt’3-roc.html
14. Self-Study Quizzes for ESL Students: http://www.aitech.ac.jp/~iteslj/quizzes/
15. Sentence Structure: Simple Sentences:
http://www.ihes.com/Sresource/Sstudy/simplesentence.html
16. The Grammar Lady: http://www.grammarlady.com/
17. The Present Perfect: http://www.ihes.com/Sresource/Sstudy/presentperfect.html
Test Materials
1. A Spelling Test: http://www.sentex.net/mmcadams/spelling.html
2. Language Test for English Language Learners:
http://www.tcom.ohio.edu/OU_Language/english/tests.html
3. Resources in Language Testing: http://www.surrey.ac.uk/ELT/Ltr.html
4. Test Your English: http://www.edunet.com/english/practice/test-ces.html
5. TOEFL Online: http://www.toefl.org/
6. TOEIC: http://www.toeic-usa.com/
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