Anglijska 11-klas-kalinina-2019

© Калініна Л.В.,
Самойлюкевич І.В., 2019
© Видавництво «Генеза»,
оригінал-макет, 2019ISBN 978-966-11-0971-0
Ê17
Ка а Л. В.
Англійська мова : (11-й рік навчання, профільний
рівень) = English : підруч. для 11 кл. закл. заг. серед.
освіти / Лариса Калініна, Інна Самойлюкевич. — Київ :
Генеза, 2019. — 208 с. : іл.
ISBN 978-966-11-0971-0.
Матеріал підручника сприяє розвитку інтегративних, кому ні-
ка тивно-пізнавальних, комунікативних і когнітивних умінь на основі
взаємопов’язаного навчання всіх видів мовленнєвої діяльності. Cкла-
дається із 5 розділів (Units).
Наприкінці кожного розділу подано рубрику Your Test Pack для
контролю і самоконтролю засвоєних знань.
ДК . .
УДК 811.111(075.3)
Ê17
Рекомендовано Міністерством освіти і науки України
(наказ Міністерства освіти і науки України від 12.04.2019 № 472)
Вида о а ра о д р ав и о в. Прода а оро о
Формат 70×100/16. Ум. друк. арк. 16,9. Обл.-вид. арк. 15,15. Тираж 17 419 пр.
Вид. № 1995 Зам. №
Видавництво «Генеза», вул. Тимошенка, 2-л, м. Київ, 04212.
Свідоцтво суб’єкта видавничої справи серія ДК № 5088 від 27.04.2016
Віддруковано у ТОВ «ПЕТ», вул. Ольмінського, 17, м. Харків, 61024.
Свідоцтво суб’єкта видавничої справи серія ДК № 4526 від 18.04.2013.
Навчальне видання
КАЛІНІНА Лариса Вадимівна
САМОЙЛЮКЕВИЧ Інна Володимирівна
АНГЛІ СЬКА МОВА
р ав а про и р в
П др и д а а ад в а а о р д о о в и
Рекомендовано Міністерством освіти і науки України
Вида о а ра о д р ав и о в. Прода а оро о
Головний редактор Наталія Заблоцька. Редактор Інна Лук’янчук. Головний художник
Світлана Желєзняк. Художній редактор Oлена Мамаєва. Технічний редактор Цезарина
Федосіхіна. Комп’ютерна верстка Лариси Кулагіної.

3
ЛЮБИЙ ДРУЖЕ
ТА ЛЮБА ПОДРУЖКО!
Перед вами новий підручник з англійської мови. Він має 5 розділів
Units, кожен з яких ознайомлює з новою цікавою темою, наприклад, e
n orl , reat E ectations , lo al areness то о.
Кожен урок розділу містить новий лексичний та граматичний матері-
ал, засвоєння якого допоможе вам спілкуватися зі своїми однокласниками
на будь-яку з тем, о вивчаються. к о ви відчуєте трудно і при ви-
вченні граматичного матеріалу, скористайтеся розділом irst i it
у кінці підручника, у якому ви знайдете пояснення до мовного матеріалу.
Підручник містить цікаві пошукові вправи з використанням інформа-
ційно-комунікаційних технологій, о дасть вам можливість реалізувати
власну інформаційно-цифрову компетентність під час вивчення англій-
ської мови.
Виконуючи творчі вправи підручника, ви зможете проявити свою кре-
ативність, висловити власну точку зору з різних проблем, поцікавитися
думками своїх друзів, порівняти власні думки з думками однокласників.
Усе це дозволить вам вільно спілкуватися із зарубіжними друзями.
У кінці кожного розділу ви також знайдете пакет завдань ( Your Test
Pack ), виконання яких допоможе поступово підготуватися до успішної
здачі ЗНО.
На вас чекає зустріч з цікавими люльми, які розкажуть про себе, про
свої захоплення, поділяться своїми думками та ідеями. Ви зможете зна-
йти відповіді на питання, які вас цікавлять.
Good Luck!
Хай астить
УМОВНІ ПОЗНАЧЕНН :
– for inquisitive learners – for creative thinkers
– for digital natives – Culture Comparison
– for critical thinkers
– at Home
– a diﬀerentiated task– a diﬀerentiated task

4
CONTENTS
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Unit 1. Me And My World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Unit 2. One Person’s Meat… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Unit 3. Ukraine At Large . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Unit 4. Great Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Unit 5. My Global Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
FIRST AID KIT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Grammar in Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Writing Samples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Audioscripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208

5
In this unit, you will learn how:
Unit 1
ME AND MY WORLD
• to describe rights and duties of the youth today;
• to talk about your responsibilities in the family;
• to discuss behaviour patterns of teenagers;
• to integrate your skills on the topic;
• to check the level of knowledge and skills on the topic,
getting ready for independent testing.getting ready for independent testing.

6
Unit One: Me And My World
1.1. What Rights and Duties are Right for you?
Word Bank Phrase Bank Communication Box
a reciation
eers
e ertise
crucial
to rotect
ell- eing
iolation
generation
otential
ulnera le
to launch
to a iliari e onesel ith...
to oul the histor
hu an rights acti it
to change so ething or etter
ci ic acti it
to ro ote alues
rain rain
in line ith so ething
to take a antage o so ething
to aintain health
ctuall ...
ccor ing to o i-
nion sur e ...
Surel ...
In this regar ...
urther ore...
I. Go Ahead!
Look at the photos and say what rights the young people in them want to defend.
What is your attitude to it?
E x a m p l e : I think young people gathered to defend their right to freedom.
In my opinion nobody has the right to imprison innocent people.
Everybody can express his/her point of view.
II. Reading
a) Read the information from Ukrainian newspapers about the rights, duties and
problems of Ukrainian youth as different people see them. Say who you agree
with and why.

7
1.1
UKRAINIAN YOUTH: RIGHTS, DUTIES, PROBLEMS
I think the ne generation o Ukrainians
which is educated igital, is ore connecte
to the orl an ith an ore rights than
their arents an gran arents en o e . or
e a le, ha ing access to an in or ation
an aterials ro a i ersit o national
an international sources oung eo le got
the o ortunities to a iliari e the sel es
ith the li est les o their eers ro i er-
ent countries, their ro le s, the a s the
use their rights. Thus, the can co are their
ree o s, rights an uties ith those o
teenagers a roa . But e shoul n’t orget
that a lot o oung eo le, who were born in an in e en ent Ukraine, ha e
ature on the asis o crises an rotests. assi e artici ation o the
stu ents an the oung on the Euro ai an re olution is the i i e on-
stration o their rights to ree o o thoughts an e ression o their
ie s an uties to e en the uture o Ukraine an the as iration o the
oung. ctuall , the role which is played the oung as agents o olitical
an social changes in the countr a ears to e an uch ore than going
out into the streets.
But it isn’t eas to get ahea in olitics. The sociologists sa that the
oung ha e a great otential to oul the histor o their countr , ut er-
sistence an har ork are nee e ro the to achie e a real e ocrac .
u an rights acti ists clai that the e olution o ignit re resente
a turning oint or a art o Ukrainian outh, who are eager to change the
li e in the countr or etter. The on’t ant to e onl consu ers o oli-
tics, ut also creators an acti e artici ants.
(The Ukrainian Journal)
* * *
Since the e olution o ignit an the
latest e ents which took place in on ass,
Ukrainian societ has itnesse a signi i-
cant increase in acti is . lot o oung
eo le get together, oin oluntar organi-
ations an o oluntar ork, which is a
valuable part of the country’s population
needs. n not onl that. ccor ing to o in-
ion sur e s, the le el o con i ence in the
ar , which en o s a goo re utation a ong
the outh, is rather high. No on er, hen
the ar e con lict in the East o Ukraine egan, the outh olunteere i -
e iatel . an oung eo le elie e it to e their ut to oin the ar
ithout eing orce .
Surel , oung Ukrainians ha e the right to take an acti e art in ci ic
acti ities. Politicians e hasi e, that the rinci le areas o concern that o-
ti ate the to o it are the ro ision o ai or chil ren in hu anitarian
crises an the e enсe o hu an rights. In this regar , Ukrainian outh
launch ca aigns ro oting ci il alues such as
tolerance an e ualit . Peo le shoul learn ho to
get along ith each other.
(The Kyiv Post)
BrE e hasise
AmE e hasize

8
UNIT 1
* * *
Ukrainian outh has the right to e ucation, ut accor ing to e ert o ser-
ations a istur ing tren , which includes the decline of general and voca-
tional education, is taking lace no a a s. The can take either o the i
the ha a chance. The Nation i e stu ies o outh o Ukraine 2017 sho that
onl 44 o oung Ukrainians are satis ie ith the ualit o e ucation in
general, an onl one thir elie e that Ukrainian e ucation eets the nee s
o the o ern la our arket. or co arison, accor ing to the Euro aro eter
Poll o 2014, 73 o oung eo le in the Euro ean Union (EU) agree that
their e ucation ro i e the ith the skills the nee e to in o s in line
ith their uali ications. urther ore, in 2016 59 o
oung eo le in the EU state that their national e uca-
tional s ste s ere a a te to the o ern la our arket.
The oung eo le ant to reali e their rights an get ro-
oun kno le ge oth at school an Uni ersities. That’s
h the rotest against iolations o stu ents’ rights or e ualit in e uca-
tion. u lic o inion oll, which was commenced in 2013 sho e that 62
o oung Ukrainians state that the e ucational ser ices o not corres on to
the current stan ar s, 60 na e lack o aterial, technical, inancial an
other ro ision o the Uni ersities. es ite this, stu ents still stri e or high-
er e ucation ecause the elie e that s ecial kno le ge an e ertise are
i ortant actors in in ing o .
(Destination.com.ua)
* * *
Young Ukrainians are a are that the
li e in the crucial ti e or their countr ,
hen the in o o o ortunit has een
o ene an that the ust e a le to take
a antage o it. The ti e has co e to re-
ali e their as irations, rea s an rights.
rticle 24 o the Unite Nations Con-
ention on the ights o the Chil gi es
the the right to health an health care.
That’s h oung eo le are concerne
a out ro le s relate to health li ing:
the en iron ent, ecolog , oor e ical
care, a use o s oking an taking rugs.
The set u outh centres, chil ren’s
ca s, stu ent s ort leagues, which promote healthy li est les, in ol e oung
eo le into i erent social an s ort acti ities. The ho e not onl to aintain
their o n health an the health o others, ut to e elo e isting Ukrainian
tra itions, achie e ents o social rogra s to rotect against negati e e ects
o the glo al cultural integration rocess, that led to change in attitudes, al-
ues, social ell- eing o oung eo le.
oreo er, Ukrainian outh consi er nature rotection to e their ut .
The ocus on the urning ro le s o en iron ental rotection in the coun-
tr , which in their view ill reser e the eaut o nature or uture genera-
tions. Their slogans are si le ut con incing: No e orestation in the Car-
athians , Sto olluting air , on’t thro aste into the ri ers an lakes .
I think, it’s criticall i ortant to a to un erstan oung eo le’s ro -
le s, a itions an intentions, to kee in in their rights an uties, e-
cause the outh o 2018 ill e a ong those, ho ill ake ke ecisions in
Ukraine in 2025 an later.
(The Business Today)
BrE la our
AmE la or

9
1.1
ACROSS CULTURES
A voluntary organization is an organi ation
that is organi e or su orte eo le ho gi e
their one , ser ice etc. ecause the ant to an
o not inten to ake a ro it.
The United Nations (UN) a large
international organi ation that
al ost e er countr in the orl elongs to, hich as
esta lishe in 1945 to ake sure that there is eace in the
orl an that countries ork together to eal ith
international ro le s.
The European Union (EU) a olitical an econo ic
organi ation esta lishe to encourage tra e an rien l
relations et een its e er countries.
à) For inquisitive learners: to know more, use the sites:
htt :// . eter ont in .co /2010/12/teenagers-rights-an -
res onsi ilities/
htt s://teens.lo etokno .co /Songs out ro ing U
htt s:// . outhhoo .org/go ern ent/si in e .as
b) Read the texts again and fill in the chart with rights and duties of Ukrai-
nian youth mentioned. Comment on their manifestations.
Rights Duties
the right to health and health care... .
III. Language Track
Phonetics in Context
In the texts, find and reproduce introductory phrases in context according
to the pattern. Practise saying them in your own sentences.
P a t t e r n : Actually, the role which young people play as agents of political
and social changes in the country appears to demand much more
than going out into the streets.
Actually, young Ukrainians take an active part in the life of the
country.
Words and Phrases in Context
From the texts, reproduce the sentences with the following vocabulary
items – ‘any’ and ‘either’ in context. Using electronic dictionary, analyse
the difference in their meanings and use them in your own contexts.
From the texts, reproduce nouns formed from the following verbs and
make up your sentences with them.
Фото: будь-яка
волонтерська
організація в
Україні

10
UNIT 1
E x a m p l e : to express – expression
The youth have the right to freedom of expression.
I believe, the right to freedom of expression is extremely impor-
tant for young people, because everyone should have his/her per-
sonal opinion and be able to express it.
to demonstrate
to participate
to change
to achieve
to increase
to populate
to provide
to defend
to observe
to educate
In the texts, find and reproduce sentences with the following words
and word combinations in context. Add 2–3 logically connected
sentences to develop the idea of the context.
E x a m p l e : to enjoy rights
I think the new generation of Ukrainians, which is educated
digital, more connected to the world and with many more rights
than their parents and grandparents enjoyed. They are digital
natives and have access to different sites and programmes.
Moreover, young people feel comfortable with new technologies
and many of them have become their bare necessities.
crisis an rotests
agents o olitical an social change
to en o a goo re utation
to e co liant ith current stan ar s
to ro ote a health li est le.
a turning oint
ecline
to e a a te to
to stri e or
BECOMING A DIGITAL NATIVE
а) Language Search
From the text, find and reproduce phrasal verbs below to fill in the diagram.
Using the sites suggested find 3 more phrasal verbs with this verb, with dif-
ferent meanings and give examples to show how to use them in your own
contexts.
htt s:// .englishclu .co / oca ular / hrasal- er s-list.ht
htt s:// . luentu.co / log/english/english- hrasal- er s/
htt s://en.o or ictionaries.co /english
to get
ahead

11
1.1
b) Information Search
Search the Internet and find information about some well-known volunteer
organizations in Ukraine. Focus on:
their ai s
the role the la in the li e o outh in Ukraine
the artici ation o oung Ukrainians in the .
Present your findings to the class and comment on the possible youth’s
rights and duties in them.
Grammar in Context
1. From the texts, reproduce grammar constructions in bold in contexts and
interpret their meanings.
2. Complete the instructions and illustrate them with your own sentences.
elati e clauses can e defining or non-defining.
I ou ant to i enti hich e er o a grou the sentence talks a out,
use...
I ou ant to gi e a itional in or ation a out the noun it re ers to,
use...
o to our First Aid Kit . 169 or ore in or ation
3. Read the pair of sentences below. Combine them by changing the
second sentence into a relative clause. Use a relative pronoun and
commas when necessary.
E x a m p l e : I bought the ‘Kyiv Post’. I can read it in the evening.
I bought the ‘Kyiv Post’ I can read in the evening.
1. I re e er the a . I artici ate in the Euro ai an re olution.
2. There are olunteers. The hel the o ulation in the East o Ukraine.
3. Young Ukrainians rea o eace. The can’t ha e it hen there is a
ar con lict in the East.
4. No there are olitical o ser ers. The su l eo le ith true-to-li e
in or ation.
5. e li e in Ukraine. In our countr the econo ic an olitical situation
changes slo l .
6. lot o eo le su er ro the a sence o a goo o . Those eo le li e
in i erent arts o Ukraine.
7. an oung Ukrainians are rea to oul the histor . These Ukraini-
ans are stu ents.
8. lot o teenagers are eager to get a soli higher e ucation. The can’t
o ithout ne technologies.
9. ne outh clu has eco e s ecial to e. I co e to it e er a .
o to our B or ore e ercises

12
UNIT 1
IV. Communication Track
Speaking
Spoken Production
a) Food for Thought
To protect rights, the United Nation has worked out an international agree-
ment called “The United Nations Convention on the Rights of the Child”.
Read these rights and say which you fully enjoy and in what way. Are you
deprived of any? Which rights do you hope to realize later?
Spoken Interaction
b) In pairs, look at the photo (p. 13), identify yourselves with the characters and com-
plete the dialogue using the following useful phrases.
ll chil ren ha e the right to non-iscri ination ( rticle 2).
Chil ren ha e the right to li e. State
arties shoul ensure to the a i u
e tent ossi le to sur i al an
e elo ent o a chil ( rticle 6).
Chil ren ha e the rights to e ress
their ie s reel ( rticle 12).
Chil ren ha e the right to ree o o
e ression, ree o to seek, recei e
an i art the in or ation an i eas
o all kin s ( rticle 13)
Chil ren ha e the rights to ree o o
thoughts, conscience an religion.
State arties shoul res ect these
rights ( rticle 14).
Chil ren ha e the rights to eet other
eo le. Chil ren can oin organi ations,
take art in eetings an eace ul
e onstrations hich o not a ect
other eo le’s rights ( rticle 15).
Chil ren ha e the right to ri ac , the right to the rotection o the la against the inter erence ith it ( rticle 16).
Chil ren ha e the right to
in or ation. State arties
shoul ensure that the chil
has access to in or ation an
aterial ro a i ersit o
national an institutional
sources es eciall those ai e
at the ro otion o his/her
social, s iritual, oral,
h sical an ental health
( rticle 17).
Chil ren ha e the rights to the en o ent o the high stan ar s o health an health care ( rticle 24).
Chil ren ha e the right to
e ucation an e elo ent
( rticle 28, 29).
Chil ren ha e the right to rest an leisure ( rticle 31).

13
1.1
Useful phrases:
a e ou e er thought o ...
Perha s ou coul ...
oul ou care to ...
h not ...
...is crucial, isn’t it
I’ a little uncertain...
e can’t...other ise...
e shoul e initel ...unless...
et’s look at the other si e o ...
It’s ti e to...
But it goes uch urther than
that.
A. ...
B. ...
A. ithout ou t, oung Ukrai-
nians ha e not onl rights ut
uties too. o ou agree
B. Sure, I o. ctuall , an o
the e onstrate it e er
a .
A. ... ...
B. ...
A.
B. ...
c) The nationwide poll “Youth of Ukraine 2017” states that Ukrainian “Genera-
tion Z” acquires additional meanings in terms of attitudes, values and rights
in the new Ukrainian context. In groups, discuss the statement above and
come up with your ideas as to new challenges of rights and duties of Ukrai-
nian youth.
Listening
a) Before you listen
You are going to listen to a s chologist’s o inion a out ro le s o oung
eo le. She entitle her iece o in or ation Young Peo le l Pro le s .
In the hole class, co ent on the title an sa hat ro le s o oung
eo le the s chologist is going to touch u on an ho uch the are
attri uta le to Ukrainian outh.
b) While you listen
Listen to the information and mark true/false statements below.
1. To a arents o teenagers orr a lot a out increasing iolence.
2. Teenagers elie e it’s easier to li e in the o ern orl .
3. The onl reason or teenagers’ ro le s is o ert in the a ilies.
4. So e s chologists clai that teenage ro le s occur hen the are
le t alone.
5. Teenagers nee ore care an attention ro a ults.
6. hen teenagers can’t in the ans ers to the ro le s that orr
the in the a il , the get the ro other eo le.
7. ur societ elie es that teenagers are ol enough to e res onsi le or
their or s an ee s.
8. Teenagers are ell a are o their rights an res onsi ilities an can
co e ith the .
9. The s chologist consi ers that teenagers are not sure o their ecisions.
10. The s chologist thinks that all orries, concerns an ro le s o
teenagers ill isa ear in the uture.
A. ...

14
UNIT 1
с) After you listen
The author o the article clai s that so e eo le agree that teenagers are ol
enough to e res onsi le or hat the sa an o an shoul e gi en a lot
o ree o an rights. The o osite grou elie es that teenagers are too
oung to e taken seriousl .
In grou s, iscuss these oints o ie an oice our o inion.
In the hole class, co are our o inions an co e u ith our lists o
reco en ations or a ults. Begin ith: when you deal with teenagers...
Writing
а) Before you write
I ou ant to argue ith eo le a out our rights an uties in Ukraine
an e ress our o inion, rite an o inion essa .
In grou s, rainstor ith our rien s hat argu ents shoul our
essa contain.
ake a list o or s an hrases ou can use in our o inion essa to
soun con incing.
b) While you write
How to Write an Informal Opinion Essay
Content Tips Language Tips
State the to ic an our o i-
nion in an intro uctor ara-
gra h.
rite t o or ore aragra hs
an resent se arate ie -
oints su orte our rea-
sons.
estate our o inion in con-
clusion.
In ie ...
In o inion...
To start ith...
nother a or reason is...
urther ore...
In a ition to this...
It’s argue that...
Contrar to hat eo le a elie e...
s o ose to the a o e i eas...
ll things consi ere ...
Taking e er thing into account...
o to our First Aid Kit . 187 or a Sa le o an inion Essa
Culture Comparison
Search the Internet and make a Culture comparison
hat rights an uties o our eers a roa en o
a e ou got the sa e rights an uties I not ho o the i er
At Home: In your WB write an opinion essay on the rights and duties signifi-
cant to you.

15
1.2
1.2. What Makes Teenagers Different and Alike?
consi erate
ell- annere
ill- annere
sel ish
s ite ul
to sociali e
intuition
ran o
to initiate
to re lace
acce ta le
to ull
re ar ing
to en o e er inute o ...
to u ge eo le ...
to e eas or i icult to eal
ith...
to e a real treat
cross-cultural co unication
on the outsi e/insi e
on e ual ter s
to lose one’s heart
to change e on recognition
to treat so e o ith ignit
ong ti e no see
Basicall ...
But in the en ...
B the a ...
onestl ...
I. Go Ahead!
Look at the photos and say how teenagers may differ.
E x a m p l e : I believe teenagers are different in their preferences in sport.
Some like team sport, others prefer individual sport. It depends.
II. Reading
à) Read the teenagers’ talk and say how much you agree with them.
Ann: e , gu s, long ti e no see o as our International outh ca
i ou en o it
Alex: I ou ask e, I i . Though all o us ere i erent, I en o e e er
inute o s en ing ti e ith the .
Ann: It takes an kin s to ake the orl as u sa s. If we were
the same, life would be dull. Besi es, e are rought u i erentl .
Діти-підлітки
займаються
різними видами
спорту
Одна дівчина мріє
стати вчителем
(навчає дітей), інша
лікарем (лікує
тварин)
Підлітки за
столом поводять
себе по-різному.
Одні добре, інші
погано.
Діти купляють
різний одяг

16
UNIT 1
So e are consi erate, rea il gi e in an ell- annere , others are
sel ish or e en s ite ul an ne er gi e u .
Vasyl: I think no one in the orl looks e actl alike e en i entical t ins. I
ersonall , ne er u ge eo le the a the look. The i erence in
a earance is not that i ortant or e. I a erson is eas to eal
ith, has a nice sense o hu our, then it’s a real treat to ake rien s
ith her/hi .
Kate: True, true. Peo le eha e i erentl an act i erentl . There ere
chil ren ro an countries in the ca . So e s oke i erent lan-
guages an ha i erent cultures. I it were not for our cultural and
language differences, we wouldn’t get a great experience in cross-
cultural co unication.
Ann: hat o ou ean
Kate: I ean that the ossi ilit to co unicate ith chil ren o i erent
countries roa ene hori on, taught e to e tolerant o the things
the on’t like an acce t the i ea that i erent’ oesn’t ean a ’.
Ann: It as reall a re ar ing e erience.
Alex: I can’t agree ore. t irst e i n’t kno ho to sociali e ith teen-
agers ro Englan an erica. The looke goo on the outsi e, ut
ersonalit ostl co es ro the insi e not the outsi e, ou kno .
Ann: intuition tells e that if a person looks good, he/she will be al-
ways kind and friendly.
Vasyl: There is so ething in hat ou sa . I a e rien s ith o an l-
ice ro San rancisco an learne a out a er interesting tren that
ha starte in erica ran o acts o kin ness.
Ann: I’ e ne er hear a out it. Can ou tell us a little ore a out it
Vasyl: Basicall , ollo ers o the o e ent calle The in ness e olution ,
ill ull an illingl co it senseless acts o eaut ’, like gi ing
lo ers to strangers, s iling at el erl eo le, icking u litter etc.
o sai that it as their teacher ho hear a out another ran o act
o iolence on T an eci e to change the or iolence’ to kin -
ness’, then the hole tone o the state ent as change ro negati e
to ositi e. lice sa s that ran o acts o kin ness are those little
s eet, lo el things ou o or no reason e ce t to e a nicer erson.
Alex: I like this i ea too. If you do something nice for someone, it will
make you and them feel better. lice an o organi e one a in
our ca un er the slogan h not co it an act o ran o kin -
ness to a . So the ne t a e ent to the nearest illage an trie
it. It as ust antastic It taught an o us not to e onl kin , ut
ore tolerant an res ect ul to others.
Kate: No that ou’ e entione an act o ran o kin ness I re e ere
the a o Positi e Thinking initiate our English rien uth.
It looke like a ga e to re lace an negati e thoughts ith ositi e
ones. But in the en it hel e an sh chil ren not to lose their
hearts hile talking ith their eers ro
a roa ut to co unicate on e ual ter s, to
re eal their o n sel es. B the a , uth re-
sente e ith the ook o era Pei er ho
rote a out ositi e thinking.
Ann: I think it’s uite acce ta le to tr it ith our class ates. a e so e
o our gu s ill change their eha iour or etter an sto ull ing
others ut treat the ith ignit an res ect.
Alex: Treat others as ou ant to e treate , as the sa ing goes. But if they
had been with us in the International camps, they would have changed
beyond recognition. It’s not that i icult to a a t our eha iour to
the e ectations o others.
BrE eha iour
AmE eha ior

17
1.2
ACROSS CULTURES
San Francisco a cit an ort in
Cali ornia kno n or eing a er
eauti ul cit , uilt on hills ne t to a
a .
Vera Peiffer a ell-kno n English s cho the-
ra ist, the author o an ooks ho set u the
Pei er oun ation in 1994 to hel eo le in their
ersonal e elo ent.
b) Team up with your friends. One team presents “An Act of Random Kind-
ness”, the second team – “A Day of Positive Thinking” suggested by the
children’s International friends. What is your attitude to these activi-
ties? How do they help to change people’s behaviour?
For inquisitive learners: to know more use the sites:
htt s:// . o ernghana.co /li est le/5465/the- ost-co on-
ro le s-teenagers- ace-to a .ht l
htt s:// .theguar ian.co /societ /2016/se /24/teenagers-
generation-in-crisis
htt s://greatergoo . erkele .e u/article/ite /ho teens to a
are i erent ro ast generations
III. Language Track
In the text, find and reproduce 10 words with the sounds / /, / / in their
contexts. Practise saying them in your own sentences.
E x a m p l e : How was your international youth camp?
I think youth is the future of the country.
From the text, reproduce the sentences with the following vocabulary
items ‘next’ and ‘near’ in context. Using electronic dictionary, analyse
From the texts, reproduce words and word combinations with the opposite
meanings. Illustrate them with your own examples.
E x a m p l e : the same – different
People are different and we should respect them and treat with
dignity.

18
UNIT 1
cheer ul
inconsi erate
ill- annere
generous
goo -hearte
a turning oint
to look goo on the outsi e
e il
un rien l
intolerant
useless e erience
From the text, reproduce words and
phrases which are attributable to the
description of different behaviour
patterns to complete the word cloud.
Use them to describe someone from
the class and let your friends guess
who you mean.
a) Language Search
contexts.
to give
in
Search the Internet and find some information about typical behaviour pat-
terns of teenagers in England and the USA. Focus on:
their eha iour co e at school
their eha iour ith arents an a ults
their eha iour ith each other.
Present your findings to the class and comment on the differences and
similarities in your American and English peers’ behaviour.

19
1.2
Grammar in Context
From the text, reproduce grammar constructions in bold in contexts and
Complete the instructions and illustrate them with your own sentences.
I ou ant to talk a out so ething that is likel to ha en in the uture,
use
I ou ant to talk a out unlikel uture e ents, i aginar or i ro a le
situations in the resent, use
I ou ant to talk a out ossi le e ents in the ast that i n’t ha en,
regrets or criticis , use
Read teenagers’ advice seeking letters in the youth magazine and
fill in the correct conditionals.
ear E itor,
I a riting a S S letter to ou. I ou look at
the hoto I ha e attache ou easil
guess ro le . I o ten argue ith u ,
ecause she ne er listens to e, ne er asks
hat I think or eel. I elie e i she
e an ing an ore tolerant, li e
ha e een easier or e. She gi es e or ers
e er a like: ou’ e got to ear another ress. I on’t ant ou to look
too il . I ou ut on this ress ou look lo el or I insist
on our going to the art ith e. You’ll get to kno ne eo le etc. But
I ant to sociali e ith rien s an ear the clothes I like. I ou
gi e e a iece o a ice I e thank ul to ou.
Sincerel ,
Ann
ear E itor,
Yester a I ha a er un leasant talk ith
rien s. I I een tolerant o
the , our talk eco e a ro .
The atter is that rien s ante e
to go to the concert ith the . I re use to
oin the ecause I as not intereste in
rock- usic. I it another kin o
usic I e initel go ith the .
rien s got o en e an sai that i I go ith the e
e rien s an longer. I lo e rien s so I ga e in.
onestl , I i n’t like the concert: the usic as too lou an the rock
usicians ere not e citing. I I to this concert I elt
etter. But rien s ere thrille an en o e e er inute o it. i I
ake the right ecision as tolerance usti ie

20
UNIT 1
Speaking
Spoken Production
a) Food for Thought
Read the examples of behaviour patterns. Choose those which seem unac-
ceptable for you. Which are typical of teenagers? Which of them would you
prohibit in public places if you could?
Sticking chewing gum
everywhere .
Swearing in public places .
Not cleaning up after your dog .
Spitting in the streets .
Throwing litter everywhere .
Drinking beer in the streets .
Talking on a mobile phone in public . Forgetting to say “Thank you”
and “Sorry”
Coughing and yawning with your
mouth open in public places .
Spoken Interaction
b) Pair up with your friends and discuss different behaviour patterns of teenagers in
a form of a game “Look on the Bright Side”.
Guidelines Useful Phrases
ne o ou is a essi ist’ ho
eels negati e a out all eha iour
atterns an s eak onl a out
ro le s.
The other is an o ti ist’ ho
looks at the right si e an is a le
to see the a antages in e er sit-
uation. E en hen so ething is
reall rong, he/she tries to in
the a out, gi es so e goo a -
ice to cheer u a essi ist.
I su ort the i ea...
I ha e nothing against...
It soun s strange to e...
I’ a solutel against the i ea that...
...irritate(s) e
It is (not) necessar to...
It’s (i ) ossi le to...
I’ a solutel ositi e (negati e)
that...
I’ or ... ecause...
...one shoul n’t orget that.
Situation Cards
1. Your tea lost the ga e:
ou la e the la ers, the
re eree an oursel
ou congratulate the other tea
on their ictor .
2. So e o in our class is earing
is atche clothes:
ou isa ro e an critici e the erson
it oesn’t ake an i erence to ou,
ut ou sa a e leasant or s.
3. You o not agree ith hat our
rien sa s:
ou interru t an sa that he is
talking nonsense
ou listen an sa that
e er o has the right to
e ress his/her o inion.
4. You alk ho e an see our class-
ates ighting:
ou start gru ling a out their a
eha iour an orali ing
ou tr to sto the sa ing that the
ust recogni e each other’s right to
e ho the are.

21
1.2
c) In groups, comment on one of the statements:
It takes many kinds to make the world. Make some
effort to understand others and be tolerant of them.
Everyone is special by being different. Respect his/her
right to be who he/she is.
Everybody is different, but we are all equal. No one is
allowed to be spiteful or arrogant to others.
Be proud of who you are and treat others as you want
to be treated.
d) In the whole class, summarize your ideas in a poster “Behaviour Patterns Make a
Man”.
Behaviour Patterns Make a Man
a e ar an trust ul relations ith our a il an rien s.
...
Listening
You are going to listen to a stor on tolerance. In 5 grou s, think an eci e:
here the stor takes lace
ho the ain characters o the stor are
ho the characters e onstrate their tolerance.
b) While you listen
Each grou one one ill listen to one art o the stor .
et together an arrange the stor in the right or er.
In the hole class, listen to the stor the secon ti e to check i ou
ere right.
c) After you listen
In the hole class, role- la a T sho Teens Talk a out Tolerance . Use the
gui elines:
Sa hat tolerance is or ou an h it is i ortant.
h tolerance is es eciall i ortant to a .
h eo le are intolerant.
i e the e a les o inci ents ou ake u hich can ser e as e a les
o intolerance.
i e inci ents ro our li e or ro the li e o other eo le hich can
ser e as e a les o tolerance.
Writing
a) Before you write
I ou ant to get a iece o a ice ro an eo le, rite an a ice-
seeking letter, hich is u lishe in a aga ine or a ne s a er section
calle etters to the E itor .

22
UNIT 1
Brainstor ith our rien s: hat orries teenagers in their eha iour
an eha iour o others an h ou ant to get so eone’s a ice.
ake a list o or s an hrases ou can use to e ress our orr .
b) While you write
How to Write an Advice-Seeking Letter
Start our letter ith an intro-
uction in hich state the rea-
son or riting
rite 2 3 aragra hs escri-
ing our ro le s ro i -
erent ers ecti es
aise uestions that orr ou
an gi e our e lanations
sk or o inion
rite so e closing re arks in
our conclusion an ask or
hel .
I’ riting to ou in ho e...
There’s no one I can turn to...
Ne er in il est rea s...
It oul e ost use ul to kno ...
I oul e elight ul i ...
I ust a ologi e or trou ling ou
ith re uest...
Thank ou in a ance or our kin
coo eration...
I oul like to thank ou or our
ti e...
o to . 187 or a Sample of an Advice-Seeking Letter
Culture Comparison
1) hat ro le s in eha iour atterns orr British an erican
eers re the the sa e as ours
2) hat o our oreign rien s o to resol e con licts or a oi the
an eco e tolerant o others o ou o the sa e
At Home: In your WB, write an advice-seeking letter about someone’s behav-
iour patterns that worry you.
1.3. What are your Household Chores?
necessit
tireso e
ust in
neat
to re olt
chaotic
a liances
entirel
housekee ing
househol chores
to take a og or a alk
to take out the ru ish
to e in or er
to ash u
t run the house
to kee the house ti
to e in a ess
to clear u the ess
to ake so ething a rule
In a or ...
That cat on’t u
I’ll see to it
n the contrar ...
...is such a hea ache
n secon thoughts...
I. Go Ahead!
Look at the pictures and read speech bubbles. Say what household chores the
teenagers have. Are they happy to do them? Are you the same or different?

23
1.3
E x a m p l e : I think it is the girl’s duty to take her dog for a walk, but she is
not willing to do it. I believe it has become a problem in the family.
II. Reading
Oksana is a head of the children’s council in her school. She organized a competi-
tion: “My Household Chores: a Headache or Fun” and asked the schoolchildren to
share their experience in it, to illustrate them with photos.
à) Read what some children wrote about their domestic chores and say if you share
their opinions.
ur a il is rather ig, e are si
altogether. grann , u ,
ol er sister, ounger rother an
e. oreo er, arents an gran-
n ork e er a , that’s h i i -
ing househol chores is a necessit .
I on’t think the are tireso e or
un leasant. e all hel one another
an that’s h our lat is al a s in
goo or er. I think u is a role-
o el or us as to housekee ing. She is e tre el organi e an rises hal an
hour e ore an one else in the a il . She sa s it’s her ut to ake all the
chil ren, to re are reak ast an gather the a il at the orning ta le.
ter reak ast a lea es or ork an takes out the ru ish on the a . It
is his res onsi ilit to kee a ust in e t an clean. hile u is us
ith little rother, sister an e are hel ing each other in the kitch-
en. orning uties inclu e utting lates an
cu s ack to their laces an taking e or a
alk. e also has a ut to guar the house
hen e er o is a a .
* * *
s a rule, u runs the house
an kee s it ti , ut she ants
rother an e to o our roo our-
sel es ecause e are not little ki s
as she sa s.
rother Nick is 5 ears senior
an I share the roo ith hi . e
a e it a rule to get u an to ake
his e at once, that’s h it is al-
a s neat. I like to sta in e longer
an hen I u out o e I lea e it
BrE ru ish
AmE gar age, trash

24
UNIT 1
un a e ecause I’ late. I’ es eratel tr ing to in hat clothes to ut
on an that’s h clothes are usuall thro n o er the chairs. In a or ,
our roo is in an a ul ess e er orning.
ne a rother re olte : That cat on’t u , Paul. ur roo is
chaotic an isor ere . See for yourself. Clear u this ess Since this orn-
ing it’ll e our ut to ake a e an to o our roo e ore reak ast, an
I’ll see to it .
I lo e rother an ne er o ect to hat he sa s. Thus, I o this ut
regularl an can’t sa that it is un leasant an oring. n the contrar , the
sight o the roo in er ect or er a eals to e ost.
* * *
I can o ten hear rien sa
this house ork is ne er one. There
is al a s so ething to o in the
house . I un erstan hat she eels
a out her househol chores an on’t
agree ith her. Cleaning the house,
ashing clothes, ashing u took a
lot o ti e hen eo le ha to o
househol o s han . In the 21st
centur househol a liances ans er
e er nee . I’ sure there are so
an la our-sa ing e ices in e er
house. or e a le, u oesn’t
ash clothes, linen an other ite s herself, ut a ashing achine oes it
er uickl . ut is to hang the ashing an then to iron it. I a e
ut leasura le hen I ut on ear hones an o it to the usic.
hen e ha e a art in the house it’s res onsi ilit to o the sho -
ing. u akes a sho ing list or e an I go to the su er arket to
u ro ucts. I en o myself hel ing o in the kitchen using a oo
rocessor, or a i er. It turns cooking into a leasure. So, househol chores
are not onl oring.
* * *
I’ a nor al teenager. I ant to go out ith
rien s an o teenage things. But arents in-
sist on oing househol chores. or e, it is
such a hea ache I’ ha to ha e o n roo ,
hich looks uite isor ere . The loor is co ere
ith ooks an iles o a ers, socks an sli ers,
e en e t co ee cu s. So eti es I ish I as
ti ier an u o ten cleans the roo or e,
ecause she hates it eing ess .
But one e iso e change attitu e to house-
hol chores entirel . class ate ca e to e one
a an seeing a terri le isor er in the roo sai that the roo re lects
ersonalit . t irst, I elt asha e an con use , ut on secon thoughts
I eci e that it is a challenge to change li est le. I a e a general cleaning
in roo by myself an since that ti e I on’t onl o roo ut kee
the hole house s otless. oreo er, I ecorate roo ith lo er ots,
ecause I’ intereste in otan an thus I ha e got a ne ut to look
a ter the . So, no I’ lease with myself.
b) Read the children’s information again and fill in the opinion chart with
their attitudes to their household chores.

25
1.3
Opinion Chart
+ –
e like to hel each other. It’s such a hea ache
III. Language Track
In the text, find and reproduce 10 words with the sounds / /, /h/ in their
contexts. Practise saying them in your own sentences.
E x a m p l e : My parents work every day that’s why dividing household chores
is a necessity.
Dividing household chores is a must in many families.
items – ‘duty-duties’ and ‘responsibility’ in context. Using electronic
dictionary, analyse the difference in their meanings and use them in your
own contexts.
From the texts, reproduce the household chores suitable to the following
statements.
E x a m p l e : the room is in a mess – to clear up the mess
The lates an cu s are irt .
The ust in is ull.
The clothes are irt .
e’ e run out o ro ucts.
The roo is in isor er.
The og is at the oor. It nee s resh air.
I’ e inishe ashing the linen.
The lo er- ots are r .
No the lates an cu s are clean.
From the text, reproduce words and word combinations which may
be attributable to the description of the household chores in the
following content areas:
kitchenroom clothes
Make up your own sentences with them.

26
UNIT 1
a) Language Search
contexts.
to put
back
Search the Internet and find some information about household chores of
British and American teenagers. Focus on:
hat househol chores are t ical o British an erican teenagers
ho regularl the o their househol chores
hat attitu e to their chores is.
Grammar in Context
From the text, reproduce grammar constructions in bold in contexts and
Complete the instructions and illustrate them with your own sentences:
hen the su ect an o ect o a sentence re er to the sa e or things,
use...
In the eaning o ‘alone’ or ‘without help’, use...
hen the su ect an o ect o a sentence re er to the sa e eo le an
these eo le ha e a t o- a relationshi , use...
hen the su ect is ore than t o eo le, use...
o to our First Aid Kit on . 170 or ore in or ation
Look at the pictures below, read and complete the mini-dialogues
with reflexive pronouns.

27
1.3
hat a nice ress ho a e
it or ou
I a e it myself an sister
e roi ere it. e o ten hel
.
ook at You are irt
again.
I hel e a an gran a
in the gar en. e al a s hel
. n look at the ench,
I a e it .
The roo is in er ect or er.
i ou hel gran augh-
ter
No, she i it all .
reat on’t o it .
et her tr .
el to the cakes. I a e
the , .
i n’t our grann hel ou
Usuall e hel , ut
this ti e I a e the all
.
Speaking
Spoken Production
a) Food for Thought
Read what people said about housekeeping. Think and decide if it is
only parents’ responsibility to run the house.
Housekeeping ain’t no joke (Housekee-
ping is not a joke) .
Louise May Olcott
“The whole process of homemaking,
housekeeping and cooking, which ever has
been woman’s special province, should be
looked on as an art and a profession”.
Sarah Joseph Hale

28
UNIT 1
Spoken Interaction
b) In pairs, discuss your household chores completing the dialogue. Use the phrases
below.
Useful phrases:
h, It’s reall tireso e.
h, ear, I a sorr to hear that.
h, oor ou.
That’s too a .
h, hat a it .
h on’t ou...
I I ere in our shoes, I’ ...
on’t sa ie ook at the right si e o ...
You’ etter...
Discussing Household Chores
You see your friend with a big
shopping bag, greet him/her and
ask him/her where she/he was
going with such a big bag .
Agree to help your friend and ask
him/her why she/he has such a
heavy bag .
Express your surprise and say
that in your family parents do the
shopping and ask her/him if she
likes this household chore .
Say about your responsibilities and
your attitude to them .
Answer your friend’s question and
ask her opinion about it .
Express your delight .
Greet your friend and express your
joy of seeing him/her . Tell him/her
that you did the shopping and ask
her/him to help you with a bag .
Tell your friend that it is your duty
to do the shopping when your
family is expecting guests .
Answer in affirmative and say that
it isn’t the only duty . You like to
help in the kitchen . Ask your friend
about his/her household duties .
To keep the conversation say
what you think about domestic
duties and ask your friend if he/she
shares the duties in the family .
Tell your friend what you think
about housekeeping and thank
your friend for help .
c) In groups, think and decide how labour-saving devices changed people’s attitudes
to housework and turned many household chores into a pleasure.
Listening
You are going to listen to nna artin’s stor S ring ouse Cleaning , in
hich she escri es her e ories o this rocess in her a il in the US .
rou u ith our rien s an sa :
i s ring house cleaning has gone ro o ern housekee ing
hat e ories nna artin kee s a out this rocess
hat o estic chores nna ight ha e uring s ring house cleaning.

29
1.3
b) While you listen
isten to the stor an ut the ictures elo in the correct succession as
the are entione in the stor .
c) After you listen
In grou s, iscuss s ring house-cleaning in our a il using the star-
techni ue.
Who takes part in it?
When does this process take place
in your family?
What do you do to make your
work more pleasant?
Which spring cleaning chores
do you do?
How often do you do
spring-cleaning?
d) In the whole class, compare cooperation styles in housekeeping in the USA and in
your country. Does it reveal the truth of the saying “Many hands make light work”?
Writing
Work in groups and design a creative project “The Portrait of Ukrainian
Youth”.
1. Choose the or at or our ro ect (a oster, a T sho , a sli e resen-
tation etc).
2. in the necessar in or ation a out outh’s rights, uties, o estic
chores, eha iour atterns etc.

30
UNIT 1
3. Collect the results o the nation i e olls, iagra as, sche es, ta-
les, hotos, ictures, uotes an other illustrati e aterials to ake
our ro ect attracti e.
4. Think o an interesting a o resentation our ro ect.
5. E aluate our rien s’ ro ects, using the e aluation car elo .
Evaluation Card
Write Group 1 Group 2 Group 3
1. I the in or ation as su icient
an con incing.
2. I the illustrati e aterial as suit-
a le an essential.
3. I the or at o the ro ect as un-
usual an interesting.
4. I the resentation as success ul.
Culture Comparison
in so e in or ation a out i erent a s o housekee ing in the
English s eaking countries an co are the ith Ukrainian ones.
1.4. Developing Integrated Skills
I. Suppose a charitable fund announced that it would donate 100 000 hryvnias for
setting up a youth centre. Group up with your friend and come up with your ideas
on such items.
Item I
hat kin o a centre o ou ant to set u ho a e the artici-
ants o the centre
hat ill e its ai s an tasks
Item II
hat uestions ill the oung eo le iscuss in their eetings
hat outh ro le s ill the centre tr to sol e
Item III
o ill the centre look like hat shoul e in the centre
o oul ou istri ute the one gi en hat ill e the ain i-
nancial riorit
II. Look at the photos below. Pair up with your friend and discuss the advantages of
promoting a healthy way of life in the family. Say if this lifestyle is present in your
families.

31
1.4
III. You are going to have a press conference with Green Peace members. Team up
with your friends.
Team 1 ill e oung Ukrainians, the e ers o the eco clu ho are
intereste in the ro le o en iron ental rotection an ant their guests
to ans er their uestion.
Team 2 ill la the arts o reen Peace e ers, ho are rea to gi e all
the in or ation ou ant.
The collage elo ill hel the tea s to ocus on the uestions an ans ers.
The ecological
situation in
Ukraine
Interesting
eco-projects
The most important
environmental
events
The role of
youth in nature
protection
Global issues of
environment
The most memorable events
of the Green Peace members’
activities

32
UNIT 1
IV. In the whole class, make a mini-project: a class agreement on the “Basic Rules of
Behaviour”. Think and discuss the following aspects.
The rights of others
Atmosphere in the class
The educational processRelationships
HealthSafety
Make a list of rules and present them to the whole class giving reasons for
each of the rules. Follow these rules from now on.
1.5. Your Test Pack
A. Use of English
1. Read the text below. For questions (1–10) choose the correct answer (A, B, C, D).
There is an example at the beginning (0).
It is true that there 0 are so an ro le s acing teens to a . So e o
rien s are 1 ith their li e an turn 2 rugs an alcohol.
I think a ults shoul n’t e 3 to hat their chil ren o. nce ou
reach the age o si teen or se enteen, our arents think ou ol 4 to
eci e or 5 an let ou o hat ou ant.
rien s an I on’t o 6 e citing ut e usuall ha e un ust
eing aroun each other. e tr to hel each other i e 7 , ecause a
lot o the ti e, eing a teenager isn’t un. I think it’s a _8 . You
_9 go to school an our arents ant ou to get goo arks an er
o ten ou eal 10 our o n ro le s.
A B C D
0 ere are ill e is
1 issatis ie lease satis ie ha
2 on to u on into
3 concerne ha lease in i erent
4 enough too uite er
5 oursel es oursel es the sel es oursel
6 so ething an thing nothing so e
7 can ought to shoul ust
8 a o right ut leasure
9 ha e to a can ought to
10 on o er ith

33
1.5
2. Read the sentences and fill in the right word-form.
1. s an teens, I’ against iolence on T .
2. arents ant to kno a out in li e.
3. an oung eo le are o i erent outh
organi ations.
4. ur eeting ith eco-clu e ers as the ost
.
5. I I ere ou, I oul n’t rel on hi , he is er
.
6. It’s i icult to eal ith her, ecause she is er
an loses her te er easil .
7. Un ortunatel , roo is o ten an
u can’t stan it.
8. househol chores ha e eco e .
9. I eca e ac uainte ith a o ho is
i erent ro rien s.
10. I a e it a rule, not to lea e e an
roo .
I ENT
BITI US
P TICIP TE
EN Y
IEN
P TIENCE
ESS
NECESS Y
ENTI E
E
TI Y
B. Reading
Read the article and put the paragraphs in the correct order.
ter e ucation an stu ing co es the great challenge: entering the
la our arket. In the case o Ukraine, the le el o une lo ent,
et een 15 an 17 er cent, is not as shocking as in other arts o Euro e
(such as reece or S ain, ith aroun 50 an 44 er cent outh) une lo ent
res ecti el .
o e er, although the le el o une lo ent is not alar ing, an
though te orar contracts are relati el unco on, aroun hal o
Ukrainian outh o not ork in o s that corres on to their e ucation an
training, an there is a great eal o in or al e lo ent, together ith
little en orce ent o ork lace rights an , in general, er lo ages (an
a erage o aroun 150 euros er onth).
The a orit o oung Ukrainians (aroun 80 ercent) o er hel ingl
re er to seek e lo ent in the ri ate sector, here the think the
ill ha e a etter chance o a higher salar an ore o ortunities to e elo
their career. E en so, the a aila le sur e s o not resent us ith er
ositi e igures regar ing the relationshi et een e ectations an realit
in aterial ite s: onl eight er cent o the oung sa the li e co orta l ,
an onl one er cent that the ha e reache a esira le inancial status.
E erts agree that it oul e use ul to anal se current ten encies in
or er to a a t aca e ic e ucation etter to the la our arket, o er
assistance so that oung eo le can choose a ro essional career ore care ull
an ro i e ore e ucation in the usiness iel . s tro ansk i oints
out, close to 38 er cent o oung eo le oul like to set u their o n
usiness . Is the u lic sector not attracti e at all
There are eo le ho are also intereste in the u lic sector, ho ant
to change things, e en ith the lo salaries, ut it oul a e e
hel ul to raise the a to ro i e ore oti ation sa s leksan r
Ust enko, a recent econo ics gra uate an re resentati e o the Euro ean
Youth Parlia ent in Ukraine.
B
E
C
I
G

34
UNIT 1
In this conte t, the ossi ilit e ists that earlier in est ent in e ucation
an the talents o the ost recent generations a e s uan ere , an
e uall that issatis action at ork a lea to lo le els o ro ucti it .
nother great risk is that oung eo le ho are etter e ucate gra uates
or ith ost-gra uate stu ies a lea e the countr in search o etter
o ortunities a roa .
Ukraine has a long histor o igration, an there are su stantial
Ukrainian ias oras in se eral arts o the orl . In 2014, so e 33,000
oung Ukrainians ere li ing in the Euro ean Union, stu ing or un ertaking
so e or o training. Can one s eak o a rain rain
It e en s here the go. I the stu in Polan , or e a le, here
it’s easier to get a i lo a, the nor all co e ack to Ukraine. I the
estination is er an , there is a greater ossi ilit that the ill go on
stu an sta there , clai s Sta n .
The a orit o oung eo le o not ant to e igrate, ut to a the
unsta le econo ic situation, the con lict in the south-east o the countr
an the search or a higher stan ar o li ing are the rinci al oti ations
hen it co es to acking one’s ags, an ill ro a l continue to e so in
the uture.
C. Listening
Listen to a teenager’s experience of living in a new culture and tick off the sen-
tences which she/he advises to bear in mind if you are abroad.
1. It’s i ortant to a a t our eha iour to the custo s o the countr .
2. You shoul orget a out our o n culture.
3. es ect tra itions o the countr ou are in.
4. I ou on’t ollo the eha iour atterns attri uta le to the oreign
culture, ou’ll get a cultural shock’.
5. on’t co are the cultures or tr to in i erences an si ilarities
ith ours.
6. Being a roa ou shoul re ain o en to all ne i ressions an learn
rather than u ge.
7. There’s no nee to re are or li ing in another culture e orehan .
8. There is a lot in co on in cultures.
9. You shoul e tolerant an un erstan ing hile eing a roa .
10. i ing in another culture is al a s re ar ing.
D. Writing
To sum up what you’ve learned in this unit, write an essay “Me and My World”.
A
D
F
H

In this unit, you will learn how:
Unit 2
ONE PERSON’S MEAT...
• to talk about meals;
• to discuss your preferences in food and recipes of your
favourite dishes;
• to describe healthy and unhealthy food;
• to integrate your skills on the topic;
• to check the level of knowledge and skills on the unit,
getting ready for independent testing.

36
Грінки з
сиром
UNIT 2: ONE PERSON’S MEAT…
2.1. How much do you know about
meals around the world?
isconce tion
oats
snack
her s
egg lant
la
to ing
essential
re nants
to s rinkle
sauce
culinar highlight
to shatter a th
to ser e on s ecial occasions
to gro in o ularit
to e a ir a ourite a ong...
to treat so e o to...
to ha e a s eet tooth
to e in one’s list o likes
to look a eti ing
to get ri o ...
I ust con ess...
Poor guess
I e ecte as uch
Thanks to...
You are sure to
like it
I. Go Ahead!
Look at the photos and say what countries these drinks and food come from and
what you know about their origin.
a hamburger Coca-cola Sushi a sandwich
E x a m p l e : I think a hamburger is from America. I tasted it in McDonald’s.
There are different kinds of them – with meat and cheese.
II. Reading
a) Teenagers of one school set up a cookery club “Pampushka” which is very popu-
lar in school because it holds different interesting activities. Today they have a
cookery slide-show “Meals around the World” in which their international friends
will take part. Read their information and say what historical facts about meals
of the world you’ve learned about.
Yorkshire
pudding
Huggis Welsh rabbit Irish stew

37
2.1
PART I
et e start. I isite Britain t ice an as intro uce to so e reall
interesting ishes. I ust con ess that there are so e ths an isconce -
tions in Ukraine a out the oo an rink in Britain. So e o us elie e that
English cuisine is lan an its culinar highlight is roast ee , that the Yeo-
en ar ers o the uar at the To er o on on are still calle Bee eat-
ers . I’ like to shatter so e ths an resent ou the ost o ular ishes
in each art o the countr .
It’s true that roast ee is a tra itional ir a ourite a ong eo le that
has laste or eca es. You ro a l kno the ancient Celtic ar ers ke t a
ariet o ani als an use their eat in their eals. To a roast ee is
ser e as Sun a unch. Tra itionall , it is calle Sun a roast. It is a large
iece o ee , cooke in an o en an in an British a ilies it is usuall
eaten ith Yorkshire u ing. re ou sur rise o ou think it is s eet
Poor guess It’s a national British ish a e aking a i ture o lour,
eggs an ilk in at, nor all in se arate ieces like
s all cakes. You can see it in the irst sli e. It looks
a etising, oesn’t it
Scotlan has also uch to o er. an o ou eat
orri ge or reak ast an think that it is a t ical
English eal, on’t ou You are rong, it is a tra itional Scottish oo ,
eaten ith salt. No a a s, those ho ant to lose eight oil oats in ater
an add a lot o i erent ruits. But I’ like to intro uce ou another tra i-
tional Scottish ish huggis. It is a e ro shee ’s sto ach an re in s
e o our Ukrainian loo sausage, ut igger. English rien sa s that
no huggis is onl ser e on s ecial occasions. In recent ears a ne egetar-
ian ersion o huggis is gro ing in o ularit . You can see it in the secon
sli e.
n hat co es into ou in hen ou hear the na e o the elsh ish
elsh ra it’ I e ecte as uch You think it’s a ain eal, right I’
like to reassure ou. This ish is eaten as a s all eal or as art o a eal,
consisting o rea ith cheese on it cooke un er heat until the cheese
elts. It’s a reall satis ing snack. In Ukraine e o ten ake such a toast
in a icro a e o en an call it a hot cheese san ich’. No ou kno that
this ish ca e ro ales. It is in the thir sli e. n the ourth sli e is
e ote to Irelan an its a ous Irish ste . This ish is still regular at
an ta les in Irelan . Its ingre ients are arious, ut otatoes an la are
the essentials in this ish. I learnt a out Irish ste hen I as rea ing e-
ro e . ero e’s a ous no el Three en in a Boat . You re e er ho
three rien s ere tr ing to cook Irish ste to get ri o all re nants o oo .
I couldn’t help laughing reading a out it ut in act, it sho s ho o ular
the ish as at that ti e an to a it i n’t lose its o ularit . I ou got
intereste in British eals, our cooker clu ill share the reci es ith lea-
sure. n no eet our international guest ro reece.
Stuffed grape leaves Moussaka Baklava
BrE appetising
AmE appetizing

38
UNIT 2
PART II
ello, na e is n reas an I’ gla to ar-
tici ate in our cooker sli e-sho . So e o ou
ro a l ha e ne er taste reek oo . So I’
here to correct this istake an not onl to sho
sli es, ut sho ho to cook so e o the national
ishes.
In ancient reece cooking eca e a highl e-
elo e art an aster cooks ere the highest
ai en in the countr . Through their contacts
ith sia, reeks learne to ake their iet
ainl egetarian. Thanks to our geogra hical
osition an a oura le cli ate, countr is rich in egeta les an ruit,
hich e use a lot in cooking.
I ou ha ene to e in reece ou’ll necessaril e treate to stu e
gra e lea es ecause it is a tra itional reek oo . I kno gra es gro s in
Ukraine so ou a also cook this ish. ook ho I’ oing it. First and
foremost I cho onions then add a cu o rice an ince la . After that I
s rinkle her s like int an asil. Now I i e er thing together an roll u
the gra e lea es. Afterwards e’ll ut the ish into the o en or an hour an
a hal . B the en o our sho stu e gra e lea es ill ha e een rea . So
ou’ll hel oursel es to the ish.
ere in Ukraine I taste ca age rolls. The are er elicious ut i erent.
In the secon sli e ou see another national ish hich is in the list o likes o
an tourists. It is oussaka. E er reek house i e has her o n reci e o the
ish hich she consi ers to e the est, ut there are so e co ulsor ingre i-
ents egg lants, eat, cheese an her s. You see there’s no national ish ith-
out her s in countr . n no akla a, the est treat or ki s. I ou ha e
a s eet tooth, ou are sure to like it. It’s a essert o thin, lak la ers o astr ,
hone an nuts. ook at it in the sli e. I ha e outh atere . n ou
on’t e u set, I rought so e rea a e or ou. ere ou are.
PART III
Risotto Pasta Pizza
rien s an I ha e s ent a eek in Ital this ear at the in itation o
our international rien s. n co ing ack e ant to share our i ressions
a out Italian cuisine.
You kno o course, that Ital is ho e o so e orl ’s ost o ular culinar
ro ucts. ong the there is Italian cheese, co ee, ar a ha an e tra-
irgin oli e oil. Italian cuisine relies on the an other resh ingre ients cooke
on the s ot an a co ination o egeta les, ruits, sea oo , ish an oli e oil.
e’ e learne that Italian iet is lant- ase in nature, ith a hea e hasis
on e geta les, grains, see s an eans. Besi es, it is characteri e its si lic-
it , ith an ishes, ha ing onl ro t o to our ain ingre ients.
e li e in an Italian a il an ai attention to the act that or Ita lians
eals are seen as a ti e s en ith a ilies an rien s, thus eals ten to e

39
2.1
longer than in other cultures. nota le as ect o
Italian eals is that the ri o or irst course is
usuall a illing ish such as risotto or asta.
In the 1-st sli e ou see risotto, hich con-
tains ai e, rice, ee an utter. ice is care-
ull re are to a sor the la ours o roth,
ine, utter an oli e oil.
on’t take it or illa hich e eat in Ukraine
an hich has rice as the ain ingre ient. It onl
looks like it ut in realit it’s i erent.
Pasta is the ish in hich noo les o arious
length, i ths an sha es are the ain oo . In
the secon sli e ou can see s aghetti ser e ith to ato sauce. I ou add
ince ee on a e o s aghetti, ou’ll ha e a ne ish s aghetti Bolo-
gnaise , kno n as S ag Bol . So not or nothing Ital-
ians ha e a nickna e noo le lo ers’.
But ith our hel e ant to ake a ell-kno n in
Ukraine Italian ish. uess hat ish e ean E actl
It’s i a. Sur risingl enough, i a is not urel Ita lian
in ention. ur Italian rien s tol us that in ancient reek an Eg t eo le ate
lat ake rea ith to ings such as otatoes, egeta les an Ital is res on-
si le or sha ing i a into the current or . You see an ancient cultures
ha e ha a han in the e olution o i a, ha en’t the It ill e also interest-
ing or ou to kno that the irst eo le ho trie i a ere ing U erto an
ueen argherita. The lo e it an since that ti e it eca e a hit a ong Ital-
ians. To a e’ll ake this er i a hich is a e in a atriotic st le. atch
us an guess h it is calle atriotic. First, e ust ake a lat roun rea ,
ut e a e it re iousl . Now e ill re are a to ing an ill eel to atoes
an then slice the . In the meantime, rien ill cut o arella into hal .
ter that e ill ake the sauce i ing crushe garlic an green asil lea es.
Next, e’ll s ooth sauce o er the ase ith the ack o a s oon an scatter o -
arella an to atoes. Finally, e ri le i a ith oli e oil an ut it into the
heate o en or 8 10 inutes until cris . While our i a is eing ake can
ou ans er our uestion a out its atriotic st le
oo stu ents ou are ll colours o the i a re to atoes, hite o -
arella an green asil lea es are the colours o Italian lag. ur i a is
rea . Last but not least e’ll add resh asil lea es an so e oli es to
ecorate it. el oursel to Italian i a in a atriotic st le.
ACROSS CULTURES
Yeomen warders or Beefeaters a grou o en
ho guar the To er o on on. The ear a re
uni or ro the Tu or erio an are calle
ee eaters’.
Jerome K. Jerome (1859 1927) an English riter,
est kno n or his hu orous no el Three en in a
Boat .
Mozzarella a so t hite Italian cheese,
o ten use on i as.
BrE la our
AmE la or
Jerome K.
Jerome

40
UNIT 2
htt s:// .in e en ent.co.uk/li e-st le/ oo -an - rink/reci es
htt s:// .tra elchannel.co / ust-eat- oo s ro -aroun -the-
orl
htt s:// . cgoo oo .co /reci es/categor /cuisines
b) Read the text again and make a list of dishes which have resemblance to
those popular in Ukraine. Fill in a comparison chart and say how they differ.
Comparison Chart
The name of a dish Differences
Welsh rabbit the name...
In groups, compare and discuss your charts.
III. Language Track
In the text, find and reproduce introductory phrases in context according
to the pattern. Practise saying them in your own sentences.
P a t t e r n : Tra ditionally, it is 'served with sauce.
Tra ditionally, Ukrainian borsch is served with sour cream.
items – ‘food’ and ‘meals’, ‘taste’ – ‘flavour’ in context. Using electronic
dictionary, analyse the difference in their meanings and use them in your
own contexts.
From the text, reproduce verbs which are used to describe any recipe to
compete the word cloud. Use them to describe any recipe from a slide-
show.

41
2.1
From the text, reproduce the following words and phrases and interpret
their meanings. Make up your own sentences with them.
th
isconce tion
to re in o
a s ecial occasion
a satis ing snack
re nants o oo
co ulsor ingre ients
rea - a e
lant- ase iet
a illing ish
a) Language Search
From the text find and reproduce phrasal verbs below to fill in the diagram.
Using the sites suggested find 3 more phrasal verbs with this verb with dif-
contexts.
to come
back
Search the Internet and find some information about 1–2 interesting na-
tional dishes from any country to continue a cookery slide show. Focus on:
their origin
the a the are cooke
the a the are ser e .
Present your findings to the class and express your opinion.
Grammar in Context
From the text, reproduce grammar items in bold and interpret their
meanings.
Complete the instructions and illustrate them with your own sentences.

42
UNIT 2
I ou ant to escri e the rocess in the or er it ha ene , use...
I ou ant to ocus on ti e, use...
Work in groups and make a recipe of a dish. Each member of the group
describes his card of the recipe.
Group 1: How to make yogurt cucumber salad.
Group 2: How to make vegetable salad with avocado.
E x a m p l e : First we peel avocado.
o to our WB or ore e ercises
Speaking
Spoken Production
a) Food for Thought
There is a lot of food and drinks from different countries in Ukraine.
Say which of them are popular in your country and why. What food
or drink from abroad became your favourite.

43
2.1
b) Spoken Interaction
In pairs, role-play the situation below. Use the useful phrases from the box.
Role 1: Your international friend from Japan is coming to you on a visit. It
is his/her first visit to Ukraine and you want to please her/him with
your national dishes and also say that some Japanese dishes are also
popular in your country.
Role 2: You have an international friend in Ukraine. At his/her invitation
you are coming to Ukraine on a visit. You know that he/she is a mem-
ber of his/her school cookery club and you are bringing him/her a
present – a Cookery Book with Japanese dishes. You also want to
taste Ukrainian dishes and have a recipe of those you like the best.
Useful Phrases:
i ... ... , long ti e no see.
o as our tri
hat o ou sa to...
oul ou like...
o o ou in ...
o o ou call (cook)...
The ish tastes...
I’ e ne er eaten an thing like that e ore.
It’s incre i le
Thank ou or sharing...
... as a real treat.
... ill e in list o likes ro no .
c) In groups, discuss the truth of one of the proverbs or quotes suggested be-
low. Illustrate them with the examples of your personal experience.
Listening
You are going to listen to the talk of Philip Stewart who is going to cook his
favourite dish for the greatest American holiday “Thanksgiving Day”. He
talks with his wife Ellen and his son Robert. Look at the products and de-
cide what dish the man is going to cook.
“Food is a dangerous article. Too
much food makes you fat, too
little food makes you dead”.
ark ar ing,
British co e ian
“Every cook praises his own broth”.
English ro er
Tastes differ.
Fasting comes after feasting.
Feast today and fast tomorrow.
English ro er s
“Where you eat is sacred”.
e is Bur ell,
S anish il - aker

44
UNIT 2
Apples Flour Butter Sugar Walnuts Cinnamon
b) While you listen
Listen to the talk and correct mistakes in the statements below.
1. Phili egins to get rea or cooking counting one .
2. Ellen orries that her hus an is too uick.
3. e takes utter ro the shel es.
4. alnuts ake his ish a ous.
5. Phili ’s i e sai that all the s ices are on the ta le.
6. s it turne out the le t the cinna on in the sho .
7. Phili ’s son o ie lo es a les in his a ’s ish.
8. o ie agrees to hel his a out an goes to the arket.
9. is u a ises o ie to ut on a hat, ecause it’s col outsi e.
10. o ie asks his arents not to ans er le an ra’s call.
c) After you listen
In the whole class, make a recipe of Philip’s dish. Try to describe the
process of its cooking. Is this dish popular in Ukraine? If yes, what
ingredients do you put into it? On what occasions do you eat this dish?
Writing
a) Before you write
If your international friend likes one of Ukrainian dishes and asks you how
you’ve made it, give him / her a recipe.
In grou s, rainstor ith our rien s hat ish o Ukrainian cuisine
is o ular ith oreigners.
ake a list o ingre ients or this ish.
b) While you write
How to write a Recipe
ake a list o ingre ients. Steps
Boil...
Cut...
Slice...
Cho ...
r etc.
o to our First Aid Kit . 188 or a Sa le o a eci e

45
2.2
Culture Comparison
ericans cook s ecial ishes or their great holi a Thanksgi ing
a . Search the Internet an in out the reci es o these ishes.
Co are the ith the ishes Ukrainians cook or s ecial occa-
sions.
At Home: Write a recipe of your favourite dish.
2.2. What are your Food Preferences?
nutritious
to ski
to other
ho e- a e
lour- ase
incre i le
to assi ilate
organic
high-calorie
to ut on eight
to ine out
a enturous eaters
to snack through the a
to iss so ething a l
i rinks
to one’s heart’s content
to e concerne a out the oo
It’s ages since
e’ e et
ice ersa
s ar as I re e -
er...
I’ all or it
I it isn’t lice
e go
I. Go Ahead!
Look at the photos and say what preferences in food these people may have. What
makes you think so?
E x a m p l e : I think the man in the first photo prefers fattening food, because
he has a weight problem.
II. Reading
a) Read the conversation of teenagers discussing their preferences in food and say
whose opinion you share and why.
MEETING AFTER A LONG ABSENCE
Alice: i, gu s, I’ ack
Vasyl: It’s ages since e’ e et I it isn’t lice You look terri ic. ust like
a real erican girl hen i ou co e ack
Alice: e change rogra as o er three a s ago an so I’ here.
Ann: la to eet ou, lice. o as our li e in the US
Alice: I like Seattle an school, the house I li e in e er thing, e ce t
oo .

46
UNIT 2
Helen: It can’t e You look as i ou’ e ut on a little eight, eating tast
nutritious oo .
Alice: arents sa the sa e But it as i ossi le to atch eight
ecause host a il ha a solutel i erent re erences in oo
than I ha . s ell as the eal sche ule.
Helen: hat o ou ean
Alice: host u i n’t other ith reak asts at all an e ha either
ast oo like a ha urger or i a or so eti es reak ast as
ski e entirel . ere in Ukraine I got use to u ’s hot reak asts
an a cu o co ee.
Vasyl: You said you studied in Seattle, didn’t you? n Seattle is kno n as
a lace here eo le can ha e goo co ee. I rea a out it in so e
aga ine. i n’t ou ine out
Alice: course e i . ericans are a entur-
ous eaters an en o ethnic oo . The can
snack throughout the a on chi s, rench
ries ut or the ain eal o the a in-
ner ost a ilies usuall go to so e restaurant hich eatures ethnic
oo like e ican, Chinese. host a il en o s eating Te - e
ecause host u is the Tai anese.
Ann: o interesting You liked Thai food, didn’t you
Alice: ice ersa I re er ho e- a e oo an isse u ’s sou s an
cutlets an e en aren ks an ancakes a l .
Ann: s ar as I re e er, you didn’t like flour-based food, did you
Alice: ight, ut erican e erience sho s that there is nothing like
holeso e tast Ukrainian oo .
Alex: I ou ask e I ha e nothing against unk or
takea a oo . It’s a part of a ritual when you
have an outing, isn’t it hen ou go out ou
can eat shashl k, cris s, san iches, ha e
i rinks an on’t other a out our ta le anners. oreo er,
ou can enjoy the fresh air and scenic views an relax to your heart’s
content, can’t you
Vasyl: You are an incura le ro antic, le . But I a ersonall concerne
a out the oo I eat.
Helen: course ou shoul e You are a school champion, the best swim-
mer of the year, aren’t you?
Vasyl: I a , an this is the reason h I re er ell- alance iet ith all
kin s o eat, ilk ro ucts an cereals. Food is the basic fuel of
our life, isn’t it?
Helen: So it is. But ou orgot a out egeta les an ruits. Not that I’ a
egetarian, ut I re er to eat eat ith egeta les. u sa s
eat is etter assi ilate ith the .
Ann: Your u is a octor an she kno s est. Besi es, i ou ant to
atch our eight an sta slen er ou shoul eat health oo like
egeta les an ruits. I also can’t o ithout all kin s o egeta le
an ruit sala s.
Helen: The onl ro le is i the egeta les e eat are organic an
Vasyl: ook here, girls, ou can go on talking a out our iets nineteen to
the o en. But I ha e a etter i ea. et’s go to the ca e an reali e
our oo re erences there.
Alex: I’ all or it
Alice: e too.
Ann, Helen: gree then. e go
BrE chi s
AmE rench ries
BrE takeway
AmE takeout

47
2.2
b) Read the text again and fill in the preference chart below. Comment on
teenagers’ food preferences.
Preference Chart
Food Preferences Reasons
o e a e oo ikes her other’s ishes
Ôîòî. elen,
дівчинка
середьної
статури
Ôîòî. le ,
загорілий
хлопець
elen
Ann
le
as l
lice

48
UNIT 2
ACROSS CULTURES
Seattle a cit an ort in ashington State in the
North est o the US . It is also an i ortant
usiness centre an a centre o the ock usic
in ustr .
Tex-Mex relate to the st le o cooking ro the
South estern US, ase on erican an e ican
st les.
French fries long thin ieces o atato cooke
eing rie in oil.
Taiwan an islan o the SE coast o China.
htt s:// .aca e ia.e u/31934941/ oo re erences are
strongl in luence cultural tra itions
htt s:// .science irect.co /to ics/ oo -science/ethnic- oo s
III. Language Track
From the text, reproduce exclamatory sentences in context with a correct
intonation, following the pattern.
P a t t e r n : Hi, gu s I’ ack
Practise saying them in chain.
items – ‘junk’ and ‘fast’. Using electronic dictionary, analyse the
difference in their meanings and use them in your own contexts.
From the texts, reproduce adjectives which characterise food in context
to fill in the table. Match them to their meanings and say which of them
are attributable to you.
Organic a) oo hich akes ou ut on eight
b) naturall gro n, ha ing no che ical a iti es
c) likel to ake ou health
d) containing an use ul su stances
e) oo hich is cooke at ho e
f) oo that ou u at a sho or restaurant to eat at ho e
g) oo o little or no alue
h) oo relate to a articular nation.

49
2.2
From the text, reproduce words and word combinations which can be
used to describe food in the places in the logos below. Say which of them
is your favourite.
a) Language Search
From the text find and reproduce phrasal verbs below to fill in the diagram.
contexts.
to go
on
Search the Internet and find some information about food preferences of
teenagers abroad. Focus on:
their eal sche ule
their a ourite oo an rinks
here the usuall ha e the .
Present your findings to the class.

50
UNIT 2
Grammar in Context
From the text, reproduce grammar constructions in bold and interpret
their meanings.
Complete the instruction and make up your own sentences.
I ou ant to check the in or ation ou elie e to e true or co ent on
a situation, use...
A radio chat show host is interviewing teenagers about their preferences
in drinks. Complete the interview with appropriate question tags.
Host: ll o ou ha e i erent oo re erences, haven’t you?
A Teenager: Certainl , so an en, so an tastes.
Host: But all teenagers like i rinks like so a ater an coca
cola, ...
A Teenager: Not all teenagers. I ersonall ne er rink the . I think the
o us har , ...
Host: ight. I on’t rink the either. Your arents also on’t rink
the ... hen the ere our age such rinks ere not o u-
lar. n hat o ou usuall rink to inish our eal- reak-
ast or lunch
Teenager 1: s or e, I like tea. Tea is ore use ul than co ee, ...
Teenager 2: It’s our a o looking at it. You are a tea erson, ...
Teenager 1: I a an ou are a co ee erson, ... Peo le, ho like co ee,
sel o rink tea.
Host: o an cu s o tea or co ee can ou ha e er a et’s take
our orning. You ha en’t an , ...
Teenager: I ha e ha t o cu s o lack co ee. It’s nor al, ...
Host: Who can answer your friend’s question? I see you have different opinions.
Let’s discuss your ideas.
Speaking
Spoken Production
a) Food for Thought
Different teenagers have different food preferences. What are yours? Voice
your opinion in a form of a poem.
“I Am” Poem
I am (two special characteristics.)
Example: (I am an adventurous eater and a great admirer of fruits).
I want (an actual desire).
I understand (something you know is true).
I say (something you believe in).

51
2.2
I worry (something that really bothers you).
I feel (a feeling about your food preferences).
I hope (something you actually hope for).
I am (the first line of the poem repeated).
b) Spoken Interaction
Move round the classroom and interview your friends about their food pre-
ferences. Summarise your findings and discuss them with your friend in
pairs. Use useful phrases.
Useful Phrases:
hat are our tastes ( re erences) in oo
hat oo is to our liking
re ou a hea / ess / a enturous eater
The... is elicious, take a ice an taste it.
I on’t reall eel like eating...
I can’t sa no’ to...
...is the oo to eat.
To each his o n.
There’s no accounting or tastes.
с) Suppose you have been given a chance to run your school canteen for a day.
In grou s, lan the enu or the i a eal taking into account i -
erent oo re erences o school chil ren.
In the hole class, co are our enus an co e u ith our inal
ersion.
Listening
You are going to listen to a funny story how two little vegetables influenced
the Emperor’s food preferences. Think and decide what vegetables they may
be and what makes you think so.
b) While you listen
Listen to the story and mark true/false statements.
1. The E eror like to eat ell an aske the erchant a out his a ou-
rite ishes.
2. The erchant sai that he ha the in one sack.
3. There ere onions in his sack.
4. The E eror ha ne er hear a out onions an aske the erchant to
cook the .
5. eal ith onions as elicious, e ce t one sala .
6. The e eror ante to u the onions an o ere the erchant a sack
ull o one .
7. hen the erchant o ene his sack he oun gol , ru ies, ia on s
an other recious articles in it.
8. nother erchant hear the stor an eci e to tr his luck.
9. e o ere the E eror garlic ut the latter i n’t like its taste.
10. The E eror thanke the erchant or his eals an ga e hi a sack
ith the ost alua le treasure onions.

52
UNIT 2
с) After you listen
In the whole class think and decide why people’s attitude to food and
drinks has been changing through centuries. What could influence
their food preferences? Illustrate your ideas with examples.
Writing
a) Before you write
I ou ant to escri e our re erences in oo , learn to rite a e-
scri ti e aragra h.
in the class ates ho ha e the sa e re erences in oo an ake a
grou . Then think an eci e hat actors oti ate ou to choose this
oo .
b) While you write
How to Describe your Food Preferences
rite a to ic sentence to su arise
the i eas o the aragra h.
i e e a les or e lanations to
illustrate our ain oint.
oi the etails that are not to
the to ic.
I’ like to escri e...
...is ir a ourite ecause...
I in this oo ecause...
hat I like ost in this oo ...
... akes ou eel...
o to our First Aid Kit . 187 or a Sa le o a escri ti e Paragra h
2.3. What Food is Healthy and Unhealthy for You?
o esit
to re uce
lean
intake
i re-rich
starch
hole- eal
inso nia
to che
nutritionist
igesti e
to ha en o ernight
out ar signs
sugar snack
to increase one’s energ le el
rotein-rich oo s
to cut in on so e o
to e o en to e eri ents
instea o
to e on the run
to go le eals o n
to in ulge one’s ishes
The act is...
The uestion arises...
I ou are a are o it...
n e ore I orget...
s a result...
Not onl that
Sur risingl as it a
see ...
Conse uentl ...
In the a o continua-
tion...
I. Go Ahead!
Look at the photos below and decide which of the columns in the table (p. 53) the
food items should be put into. Say why you think so.

53
2.3
White bread Tea Sugar Jam Eggs
Yoghurt Biscuits Pasta Juice Coca-cola
Fried fish Chips Hot dog Rice Cake
Food you should eat because
doctors recommend
Food which is said
to be bad for you
Food you like
Fish
E x a m p l e : I think doctors recommend teenagers to eat more fish than meat
because it contains protein and... .
II. Reading
a) Suppose you have a chance to participate in the conference in which different
health professionals take part. Write 5 questions you’d like to ask them. Read
what these specialists say to learn if you got answers to your questions.
IN FAVOUR OF HEALTHY FOOD
ll li ing things nee oo , ecause it is the asic uel o li e. It kee s us
ar , gi es us energ an hel s ki s an teenagers to gro health . I on-
er, hat ill ou sa i ou ask oursel es: hat oo is goo or us an
hat is har ul s a e iatrician I clai that a goo iet is linke to a
goo health. Eating a oor iet has een linke to a lot of illnesses. ore-
o er, a eating ha its are usuall ollo e igesti e ro le s, o esit
an heart iseases. But ou ust realise that ill health oesn’t ha en o er-

54
UNIT 2
night. It can take an ears to e elo , o ten
ithout any out ar signs. But un ante iseas-
es can e re ente changing to a health iet
an li est le. E en a few si le changes can ut
ou on the right roa . irst an ore ost cut
o n on eating sugar oo s such as cakes, is-
cuits, u ings an s eets e en or a s eet. The
are a or our o , hich a sor s sugar er
uickl . The act is, eating sugar oo s can gi e
ou an i e iate sense o energ an ell- eing.
But, un ortunatel , it oesn’t last long. That
ha eeling is usuall ollo e a oo
crash . So the uestion arises h eat oo s that
ill ake ou eel high an then lo ust cut out sugar snacks Instea ,
have a few ieces o resh ruit i ou ant to increase our energ le el
uickl . I’ sure ou’ll eel much etter Eat plenty of resh ruit an eg-
eta les at least i e ortions a a . I also a ise ou
to eat ore oo s that contain rotein, like ish, chicken
an eggs. Protein-rich oo s are satis ing an nutri-
tious an can gi e ou the sa e ha eelings as
sugar.
* * *
Sorr to cut in on ou, colleagues, ut there
are a couple of things I’ like to a . I kno that
some teenagers re er unk oo like ha urgers
an i as. The reason is that our nose an outh
are e tre el sensiti e to the la our an s ell
o the oo e eat, es eciall i it looks an s ells
goo . I ou are a are o it, ou shoul eat a wide
variety o reall tast use ul oo s to sti ulate
all these senses. re ou o en to e eri ents
Then a ice is instea o unk oo tr cheese
or ruit sala s, ish or egeta le sou to gi e our
taste u s a treat. Besi es, a total amount o at
oo s ou eat shoul e re uce . Eat ore lean
eat an oultr , ut our intake o i re-rich starch oo shoul e in-
crease . s a nutritionist I a ise ou to egin our a ith high i re
reak ast cereals an a hole- eal rea toast an a cu o tea. on’t in-
ulge our ishes. I ou in ulge oursel in nothing, ou are sure to ha e
ro le s. n e ore I orget, li it the uantit o salt ou take using
less in cooking an at the ta le. n re e er, e eat to li e
* * *
highl res ecte health ro essionals o-
cuse on a uni ersal truth eat health oo an
ha e a health o . No ou t, a health iet
akes ou h sicall health . But I ant to ra
our attention to health oo or our rains.
slogan is: Eat health oo an ha e a health
in I ant to su ort i ea ith the U
ental ealth oun ation’s research that sho s
that our iets ha e change a lot. s a result, the
le el o ental illnesses like e ression or inso -
nia has increase . Not onl that. Their research
sho s that health oo a ects teenagers’ eha-
BrE s eet
AmE essert
a nutritionist
a psychoterapist
a pedicatrician

55
2.3
iour. The carrie out an e eri ent in one o the English schools here
the ser e onl health oo . Sur risingl as it a see , ut the teachers
sai that their chil ren’s eha iour in class ha een a lot etter. The e-
ca e cal er an the concentrate ore. Conse uentl , the ere learning
ore. So, hat o all the e eri ents an researches suggest ou eating
To i ro e our e or , eat ish, es eciall sal on. To ight’ inso nia,
eat nuts. I e ression is a ro le , eat ro n rice, I ou orr a out our
later ears, cook oli e oil. hate er ou eat or o, use our rain an sho
or our ental health.
* * *
There are many eo le ho are al a s on the
run an ha e little or no ti e to eat.
It also concerns ou, teenagers, ho are go -
ling eals o n on our a to school or uring
the reaks. I ou eat too ast an on’t che
our oo ro erl , ou o not lea e enough ti e
or the rain to sen the signal o satis action
ack to the sto ach an , there ore, ou eat ore
than ou oul ha e eaten the sa e a ount o
oo slo lier. Your outh has lots o ner e en -
ings that sen a essage to our rain. This sig-
nal is i ortant ecause it ill let ou kno hen
ou are ull. I our rain isses the signal ou
go on eating an eating. So, al a s ake ti e to sit o n an eat our eals
at the ta le. In the a o continuation o hat other artici ants o the
con erence ha e sai , I’ like to a ise ou to take ore e ercise, hich ill
lea ou to eating the right oo at the right ti e. Not onl regular e er-
cises ut an ering aroun arks or hills or ountains ill gi e a ro t
eat a lot of rotein along ith i re-rich ruit, egeta les an sala s. These
suggestions a not a eal to ou, ut ou’ll get ack the energ our o
use u uring e ercises. So eighing all ros an cons, ou shoul agree
that to e concerne a out the oo ou eat is a ust.
b) Read what health professionals say again and fill in the Healthy Food Chart.
Healthy Food Chart
The reasons of eating healthy food The negative consequences
Eat ore ish, lean eat an oultr . Eating unk oo ill lea ou to
utting on eight.
In the whole class, comment on your charts.
ACROSS CULTURES
The UK Mental Health Foundation Brit-
ish charita le organi ation, that ro i es
in or a tion, carries out research an ca -
aigns to i ro e ser ices or eo le a -
ecte o ental health ro le s.
a psychologist

56
UNIT 2
htt s:// . entalhealth.org.uk/a out-us
htt s:// . itness aga ine.co /reci es/health -eating/su er-
oo s/the-ne -su er oo s/
htt s:// .health24.co / iet-an -nutrition
htt s:// .cana a.ca/en/ser ices/health/health -eating.ht l
III. Language Track
From the text, reproduce sentences in context with introductory phrases
with correct intonation, following the pattern. Practise saying them in
your own contexts.
P a t t e r n : ' irst an ore ost 'cut ' o n on 'eating 'sugar oo s.
From the textm reproduce the sentences with the following vocabulary
items – ‘to wonder’ and ‘to wander’. Using electronic dictionary, analyse
From the texts, reproduce adjectives which can be attributable to the
following photos in the photo gallery. Explain your choice.
E x a m p l e : Cut down sugary foods even for a sweet. I think many of us
enjîy ice-cream and fizzy drinks, but none of us thinks how they
may influence our health...
From the text, reproduce words and phrases to complete some advice of health
professionals.
E x a m p l e : Cut down on eating sugary things.

Anglijska 11-klas-kalinina-2019

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