9 англ любченко_пособ_2009_укр

Серія «12-річна школа»
Заснованау 2006 році
• уроки
АНГЛІЙСЬКОЇ
МОВИ
9 клас
О. С. Любченко
Харків
Видавнича група «Основа»
2009

УДК 37.016
ББК 74.268.1Англ
JI93
Любченко О. С.
JI93 Усі уроки англійської мови. 9 клас. — X .: Вид. група
«Основа», 2009. — 288 с. — (Серія «12-річнашкола»).
ISBN 978-611-00-0288-2.
Методичний посібник «Усі уроки англійської мови в 9 класі» ставить
за мету надати допомогу вчителеві в підготовці до уроків.
Автор пропонує базовуоснову 70уроків англійської мови звикористан
ням автентичних матеріалів.
Учитель може створити власний конспект уроку, використовуючи
посібник.
Посібник рекомендований учителям загальноосвітніх закладів, які
працюють у 9 класі за програмою 12-річної школи.
УДК 37.016
ББК 74.268.1Англ
Навчальне видання
Серія «12-річна школа»
ЛЮБЧЕНКО Олександр Сергійович
УСІ УРОКИ АНГЛІЙСЬКОЇ м о в и .
9 клас
Головний редактор О. С. Любченко
РедакторA Л. Мирошніченко
Відповідальний за видання Ю. М. Афанасенко
Технічний редактор О. В. Лебедева
Коректор О. М. Журенко
Підп. до друку 03.08.2009. Формат 60x90/16.
Папір офсет. Гарнітура Шкільна. Друк офсет.
Ум. друк. арк. 18,00. Зам. № 9-08/17-05.
TOB «Видавнича група “Основа” »
61001, м. Харків, вул. Плеханівська, 66
тел. (057) 731-96-33
e-mail: office@osnova.com.ua
Свідоцтво суб’єкта видавничої справи
Свідоцтво ДК № 2911 від 25.07.2007 р.
ISBN 978-611-00-0288-2
© Любченко О. C., 2009
© TOB «Видавнича група “Основа” », 2009

CONTENTS
FIRST SEMESTER
Lesson 1. My Family, My Friends and Me.
Introducing thetopic..................................................................... 5
Lesson 2. Autobiography. Vocabulary.................................................. 8
Lesson 3. Autobiography. Listening. Reading ....................................22
Lesson 4. Autobiography. Use of English............................................. 31
Lesson 5. Autobiography. W riting........................................................37
Lesson 6. Autobiography. Project ......................................................... 42
Lesson 7. Exam practice.................................................................................43
Lesson 8. Across cultures .............................................................................. 47
Lesson 9. Home reading ................................................................................. 50
Lesson 10. Topic Summary.............................................................................. 57
Lesson 11. Environment .................................................................................. 60
Lesson 12. Environment. Pollution ............................................................... 63
Lesson 13. Environment. Pollution............................................................... 70
Lesson 14. Environment. Pollution ............................................................... 74
Lesson 15. Environment. Global Issues .........................................................78
Lesson 16. Home reading ................................................................................. 81
Lesson 17. Environment. Global problems ...................................................84
Lesson 18. Exam practice................................................................................. 86
Lesson 19. Across cultures .............................................................................. 89
Lesson 20. Topic Summary. Projects .............................................................93
Lesson 21. Mass Media. Introducing the topic ............................................ 95
Lesson 22. Television ........................................................................................97
Lesson 23. Mass media in Ukraine ...............................................................102
Lesson 24. Grammar practice........................................................................ 105
Lesson 25. Home reading ............................................................................... 108
Lesson 26. Mass media in Great Britain ..................................................... I l l
Lesson 27. Mass media in the USA. Reading comprehension ................114
Lesson 28. Television: a wonder or a curse?
Listening comprehendion...........................................................117
Lesson 29. Exam practice. Written comprehension .................................120
Lesson 30. Speaking comprehension............................................................122
Lesson 31. Grammar practice. Non-defining relative clauses................ 122
Lesson 32. Home reading ............................................................................... 128

4 Усі уроки англійської мови. 9 клас
SECOND SEMESTER
Lesson 33. Youth culture ...............................................................................131
Lesson 34. Grammar. Gerund ...................................................................... 133
Lesson 35. Youth culture .............................................................................142
Lesson 39. Grammar practice. Reported speech .......................................154
Lesson 40. Youth culture. Project..............................................................162
Lesson 41. Home reading .............................................................................163
Lesson 42. Exam practice.............................................................................167
Lesson 43. Science in technology in the
English-speaking countries ......................................................171
Lesson 44. Grammar. Past Perfect. Passive Voice ...................................176
Lesson 45. Science and technology in English-speaking countries _181
Lesson 46. Science and technology in English-speaking countries .... 183
Lesson 47. Science and technology in English-speaking countries _188
Lesson 48. Cities of Great Britain ..............................................................193
Lesson 49. Cultural monuments of Great Britain ....................................203
Lesson 50. Cities of the U SA .........................................................................207
Lesson 51. Home reading .............................................................................. 216
Lesson 52. Exam practice.............................................................................. 223
Lesson 54. Jobs and professions ..................................................................228
Lesson 55. Jobs and professions .................................................................. 231
Lesson 56. Grammar. Modal Verbs..............................................................235
Lesson 63. Assessing writing skills .............................................................266
Lesson 69. Reserved........................................................................................287
Lesson 70. Reserved........................................................................................287
References..........................................................................................................288

FIRST SEMESTER
LESSON 1
My Family, My Friends and Me. Introducing the topic
Aims and objectives:
introducing the aims and objectives for the current academic
year
revising the vocabulary
revising and brushing up basic skills
introducing the topic “Autobiography”
Equipment: writing paper, handouts for the games
Sequence
I. Warming-up
1. The teacher greets the students with the beginning of the new aca
demic year and sets the goals for the course of studying in the
9th grade paying special attention to the examination and the
ways of preparing for it.
2. The class is divided into 2-3 groups. The teacher asks the groups
to share their opinions about how they have spent their summer
holidays by finding the greatest number of adjectives to complete
the sentence “My summer holidays were...” . (Time — 2 minutes.)
After that the groups share their variants.
3. Most probably, the students have changed in some way. The teach
er asks the students to have a close look at each other and write
a sentence, describing what exactly has changed. If the number of
students is even, the activity can be performed in pairs.
II. Main part
1. Revising the structure of the English sentences
The teacher reminds (or elicits from the students) the word order
in affirmative, negative and interrogative sentences. After this is
done, the class is given a task to accomplish.
Task. You will have a chance to check how well you remember the
English grammar. Each of you will be given a piece of paper with a few

jumbled sentences. Put the words in the correct order. If you do it cor
rectly, reading every third word you will find a message.
1) class / will / you / to / and / tomorrow / come / 1. (You and I will
come to class tomorrow.)
2) travelling / I / on / not / am / usually / keen. (Usually, I am not
keen on travelling.)
3) to / give / chance / never / a / despair! (Never give a chance to
despair!)
4) person / a / you sociable / are / very ? (Are you a very sociable
person?)
5) the / it / in / to / was / sail / interesting / ocean? (Was it interesting
to sail in the ocean?)
6) for / this / work / person / does / Microsoft? (Does this person
work for Microsoft?)
Message: I am a very interesting person.
This can be done in pairs or groups to save the time. In this case, it
is not bad to think of a small prize for the winner.
2. The game “My Word”
This is a competition, in which students try to score as many points
as possible by continuing a story started by the teacher using a given
set of words.
The teacher gives the handout to each student and checks if all the
words are familiar. After that, the rules are explained: the teacher
starts telling the story, and the students must continue it when the
teacher stops using as many words from the list in their sentences as
possible. Each word is assigned a certain number of points, and it may
be used only once. The student who gets the highest score wins.
The beginning of the story maybe as follows (depends on the teacher):
I’ve had a wonderful summer this year. First, I...
After the player is chosen (or appointed), he / she contributes
a sentence to the story using as many words from the list as possible.
Other students may question the suggested vocabulary. If the suggest
ed words are agreed upon, the student’s score is counted, and another
student takes the turn.
1 2 3
Purple — 3 Destroy — 3 Computer — 1
Unhappy — 2 Prevent — 3 Bus driver — 2
Square — 3 Enjoy — 1 Kettle — 3

First semester 7
1 2 3
Seventy-five — 2 Drop — 2 Swan — 2
Pretty — 1 Snooze — 3 Film star — 1
Plastic — 2 Prefer — 2 Queen — 2
Noisy — 2 Stammer — 3 Football pitch — 3
Expensive — 1 Swim — 1 Shirt — 1
Striped — 3 Forget — 1 Camel — 2
Ugly — 1 Whistle — 3 Frying pan — 3
Independent — 3 Show — 1 Fish — 1
Hard-working — 3 Hide — 2 Overcoat — 2
Fat — 1 Build — 1 Bridge — 2
Japanese — 2 Sneeze — 3 Cave — 3
Prehistoric — 3 Miss — 2 Glasses — 1
Flat — 2 Smash — 2 Detective — 2
Mad — 1 Explain — 2 Bucket — 2
Open — 1 Apologize — 3 Monster — 1
Cruel — 2 Kick — 1 Grand piano — 3
Accidental — 3 Smell — 2 Violinist — 2
Extraordinary — 2 Take after — 2 K e y -1
Final — 3 Scream — 1 Wheel — 1
Pink — 2 Chase — 3 Telescope — 2
Scientific — 2 Put up with — 3 Pudding — 3
Sour — 1 Long for — 3 Acrobat — 3
Musical — 3 Regret — 2 Chimney — 2
Greedy — 1 Fondle — 3 Waterfall — 3
Muscular — 3 Investigate — 3 Bottle opener — 2
Northern — 2 Giggle — 2 Volcano — 2
After the game is over and the scores are counted, the students are
divided into 3 or 6 groups depending on the total number of students
in the class. Groups 1 and 4 work with the list of adjectives (the first
column), groups 2 and 5 work with the list of verbs (the second col
umn), and groups 3 and 6 work with the list of nouns (the third col
umn). If there are not many students in the class or little time availa
ble, the work may be limited to 10-12 words from the list.
Task. Describe your classmate (friend, teacher etc.) using the
words from the list.

3. Introducing the topic
After the groups have produced their sentences, the teacher draws
the students’ attention to the fact that not only adjectives (which is
quite common) but also other parts of speech can be used for describing
both people’s appearance and character.
T. You have just used a great variety of words to describe mostly
appearance and character. There is one more way of describing people
but it mainly deals with telling the facts from people’s history and
background. Such way of describing is called “biography”, and you
know it quite well.
We are going to start this year with telling not about other people
but about ourselves, and this is called “autobiography” .
Before writing autobiographies let’s practice describing biogra
phies of other people by playing a game.
Game “Lifeswap”
The students are given the cards (one for each student). The teach
er asks to imagine that they are the people in the cards and think
a while how old they are, what their education and occupation may be,
what they do every day, where they work, what their hobbies are, etc.
There may be a need to prepare a certain questionnaire for the students
to note down the answers. Then the students are told they would like to
change their lifestyle. They have to think of what they really dislike
about their present lifestyle, and what they are looking for. Then the
students go round the class and talk to the others in search for the per
son with whom they would like to swap lifestyles.
See cards on the pages 9,10.
III. Summary
IV. Homework
Use 12 words (4 adjectives, 4 verbs and 4 nouns) not used in the
class from the table to the game “My Word” to describe yourself.
LESSON 2
Autobiography. Vocabulary
introducing and practicing the vocabulary
developing basic skills
Equipment: writing paper, pictures, handouts

First semester 11
I. Warming-up
The teacher divides the class in 2-3 groups and shows the first
picture explaining that it is not complete, and that the groups are to
guess what is missing by asking “Yes / No” questions. If the answer is
“no” , another group takes its turn.
After the students have guessed what is missing, the teacher shows
them the complete picture and asks the groups to create a title to it.
The titles are shared and explained. The best title may be awarded
with a small prize.
II. Main part
1. Checking on Homework
The teacher collects the papers, chooses one student and asks him /
her to randomly read one self-description with the class having to
guess who the person is. If the guess is correct, the student takes his /
her turn in reading. Five or six papers would be enough, the teacher
encouraging the class to guess actively.
2. Listening
Before listening the teacher introduces the words in bold and asks
the students to predict the sentences, in which they are used in the
text. The predictions are noted down.

Listen to the text and find out if you guessed right.
A Quiet Life
Felix Catt is a typical resident of Siberia Avenue, Surbiton. He
looks gloomy, but in fact he is quite happy, and he leads a quiet life in
this suburb of London. His wife Gertie looks after him carefully; she
cleans the house regularly, and feeds him daily on well cooked meat
and tinned vegetables. There is always a supply of fresh water for his
whisky, and plenty of carpet space for putting practice, so he is very
comfortable and content with suburban life.
Felix is very fond of his old dog, Sam. They go for walks together
on Sundays. Today he is taking Sam to the local vet, because he is afraid
that he is going blind. However, the vet is confident of curing him by
means of a small operation. He is giving Sam an injection before oper
ating on him, so that he will sleep peacefully the whole time and not
feel any pain. There is even a pretty nurse standing by to comfort Sam
in case he feels unhappy and lonely in the strange surroundings.
In general, both Felix and Sam think that they don’t have a bad
life, and they have no desire to change it for anything more adven
turous.
After the sentences have been discussed, the teacher asks students
to reconstruct the text using the key words.
3. Vocabulary practice
Analyze the examples of sentences with active vocabulary and
make the ones of your own describing a person you know.
Examples
He said the job was hard, but, in fact, it was easy.
Good nurses look after their patients like mothers.
Rich people feed their dogs on the best cuts of meat.
Zoo keepers are usually content with their jobs.
Our cat went deaf when he was very old.
Tim is confident of finding the picnic spot.
You can do almost anything by means of hard work.
A team of surgeons operated on the patient.
The police stood by in case of trouble.
The students produce their sentences and share them with the
class.
4. Across cultures
The teacher draws students’ attention to the word “suburb” and
elicits the understanding of the difference between living in the sub

First semester 13
urbs of a big city in Ukraine and English-speaking countries. The
aim — to be able to make conclusions about the people’s status based
on the area they live in.
5. Role-play “Tower block” (Present Simple for describing habits)
Essential vocabulary
Biochemistry, chemistry, biology, lit. (literature), geography,
warden, philosophy, physics, PhD, architecture, anthropology, sociol
ogy, PE (physical education), engineering, politics, agriculture, ocea
nography, economics, geology, technology, saxophone, violin, guitar,
double bass, cello, drums, droning, bleeping, yowling, thumping, vi
bration, grunt, yell, shouting, cheep, whistle, swearing, yapping,
scream, barking, fitness freak / fanatic, opera buff, computer buff,
folk dancing, unearthly hour, all hours of the day, a whole bunch, get
worked up, just as well, keep the noise down, indescribable, get on
with.
How to use the game
The game can be played with between 7 and 46 students — the
more the merrier! If you have a small class, it’s a good idea to combine
classes with another teacher for this game. You will need a fairly large
space for this game. If you don’t have a large classroom or hall, it’s
best done outside.
Copy one role card for each student. The cards are printed in the or
der of the ‘floors’ in the tower block (page 1= ground floor, page 2 = first
floor, etc.) so if you have fewer than 46 students, make sure that you
copy the cards in the order they are printed in the book (ie. if you have
twenty-five students, use the first twenty-five cards). You will also
need to prepare up to seven large sheets of paper with the words,
GROUND FLOOR, FIRST FLOOR, SECOND FLOOR, etc. written on
them (depending how many students, and therefore floors, you have in
the ‘tower block’). These should be placed on the ground to indicate
where the floors of the block are: etc.
SECOND FLOOR
FIRST FLOOR
GROUND FLOOR leaving enough space for students to assemble
themselves in rows.
Give each student a role card.
Tell them they are all college students and live in a college hall of
residence which is x floors high.
They have information on the card about themselves and their
neighbours above and on either side of them. Several of their neigh
bours have annoying habits.

Give them some time to read and absorb the information and ask
you about problems.
The object of the game is for the students to use the information
they have about their neighbours to arrange themselves in rows cor
responding to the floors of the tower block.
To do this, they will have to get up and move around the class, ask
ing questions and describing themselves and their habits so that they
find their neighbours, and then find the right place on the right ‘floor’ .
(On every floor, there are about half the students who know the exact
location of their rooms: the others should be able to locate themselves
using them as reference points.)
When they are in the right places, ask them to complain to their
neighbours about their annoying habits.
GROUND FLOOR
You live on the ground floor. You are a biochemistry student and
you play a lot of tennis. No one lives on your left, but in the room on
the right there is a history student who plays the saxophone, very of
ten and very noisily. Above you there is a chemistry student who is
a fitness fanatic and does early morning exercises at 6 a. m. every
morning. With all this noise, it’s hard to concentrate on your work!
You live on the ground floor. You are a history student, but
you’re very interested in jazz and you play the saxophone in a jazz
band. To your right there are two art students — you don’t know
much about them. To your left there’s a biochemist, sporty type,
plays tennis. Above you there’s a philosophy student — there’s always
a group of them there — you can hear their voices droning on and
on late at night — you can’t think what they find to talk about for
so long.
You study art and share a room with another art student. On one
side of you there’s a student who plays the saxophone and on the other
side of you there’s a student who plays the violin. And above you
there’s a student with a computer — you can hear the wretched thing
bleeping away all night.
You study art and share a room with another art student, on the
ground floor.
You are a music student (violin) and live on the ground floor. In
the room next door on the left there are two art students and on the
other side there’s an English literature student who has late night par
ties nearly every night. Above you there’s a biology student who plays
the guitar terribly badly. You’re very sensitive about music and you
can’t bear it. You’d like to move!

First semester 15
You are an English lit. student and live on the ground floor. You
hate this place! Next to you there’s a music student who is always prac
tising the violin and above you there are two students who are always
quarrelling. And the other student next door... you haven’t said any
thing, but you’re sure there’s a cat in there — you can hear it yowling
sometimes. It’s against college regulations to keep pets.
You study geography and live on the ground floor, in the end
room. On your left there’s a very noisy English literature student, has
parties all the time. And above you there’s a physics student. You
don’t know what goes on in that room, but there are the most extraor
dinary noises coming from it at all hours of the day and night. You
don’t like to complain though, since you have a secret — although it’s
against college regulations, you have a pet — a kitten. You don’t think
anyone knows and you don’t want to be found out.
FIRST FLOOR
You’re a chemistry student and a fitness freak. You don’t know
the other students in the college very well, but there’s a philosophy
student next door — usually a whole bunch of philosophy students ac
tually, up till all hours, working out the meaning of life or whatever.
At least there’s no one the other side (you have an end room) and above
you there’s only the warden who’s very quiet.
You’re a philosophy student and you have a room in between two
fanatics. One is a fitness freak and wakes you up at six every morning,
bouncing around doing exercises and the other is a computer buff and
spends the whole time bleeping away on a stupid machine. As if that
weren’t enough, the room above you is occupied by someone very
strange, judging by the grunts and yells coming from that room.
You’ve never met them, and you wouldn’t want to!
You’re a computer science student and you have a very noisy room
on the first floor. On your right there’s abiology student who plays the
guitar excruciatingly badly and on the other side there’s a philosophy
student who has earnest and excitable discussions late at night. You
can’t think what these philosophy students get so orked up about. And
above you there’s some kind of amateur jazz musician.
You’re abiology student, but spend most of your time learning the
guitar. In fact, you’d like to give up biology and study guitar. Your
room is very noisy. On the left there’s a computer student, spends most
of the time playing with a home computer and on the other side there
are two French students who spend most of the time quarrelling. Above
you there’s a fitness fanatic, a PE student who spends the whole time
thumping up and down doing aerobic exercises.

You study French and share a room on the first floor with another
French student. You wish you didn’t as you don’t get on well.
You study French and share a room with another French student.
You don’t get on very well. Next to you on one side there’s a guitar
player, and on the other there’s a physics student. You don’t know
what goes on in that room but there are some extraordinary noises
coming from it sometimes. Above you there’s an Italian student who’s
an opera buff...
You study physics and are doing a PhD in sound and vibration re
search. You have two very noisy neighbours in the room on your left:
two very quarrelsome French students — you wish they’d leave each
other alone. You have an end room on the first floor so there’s no one
on your right, but above you there’s an architecture student who plays
the double bass. Just as well you don’t work in your room. Most of your
work is done up at the lab, though you do try out the tapes you need for
your experiments back in your room occasionally.
SECOND FLOOR
You are the college warden and have an end room on the second
floor. It’s pretty noisy in this college and you’re often having to tell
the students to keep the noise down. Above you there are two foreign
students from Africa — they play very odd music. And next to you
there is an anthropology student — the noises that come from that
room are indescribable! You thought there was something very odd go
ing on there until you had a word about it and found out that the noises
were tape recordings of grunts and yells of some tribe they’re research
ing in the Anthropology Department.
You study anthropology (you’re doing research into the war cries
of tribes in the Upper Volta) and you have a rather noisy room in hall.
On your right is a medical student who plays jazz very loudly late at
night and above you is someone who plays the cello. At least your other
neighbour is quite quiet — it’s the college warden.
You’re a medical student and have a room in college. College! It’s
more like a zoo! Above you are some very noisy sociology students who
have late night discussions and on your right there’s a PE student who
does early morning exercises. Between them they completely ruin your
night’s sleep. But the worst is the student next door on the left. You
don’t know what is going on in that room, but you’ve never heard nois
es like that in your life... At least your interest (jazz) is harmless.
You’re a PE student and have a room on the second floor between
a jazz freak and an opera buff. And above you there’s someone learning
Chinese, practises tones all day long... the place is a lunatic asylum!

First semester 17
You study Italian and love Italian opera. You live on the second
floor, between an architecture student who plays the double bass and
a PE student who wakes you up at six every morning with noisy exer
cises. At least there’s no one living in the room above you.
You study architecture and play the double bass. You live in quite
a musical corner of the college. Next to you, on the left, there’s an Ita
lian student who’s an opera buff and above you there is a Russian stu
dent who likes folk dancing. You wish he / she wouldn’t practise it on
your ceiling though... You have an end room so there’s no one the other
side, thank goodness.
THIRD FLOOR
You are a Kenyan student and share an end room on the third floor
with another African. Next to you there’s a maths student who plays
the cello and above you there’s an engineer who has wild parties. You
don’t mind the noise though.
You are a Nigerian student and share with another African student.
You study maths and play the cello. You have a rather noisy room
and would like to change it. On your left there are two foreign students
who play odd music and cook strange things and on your right there’s
a sociologist who is forever having noisy discussions. You can’t under
stand why people get so worked up over ideas. Above you there’s some
one who studies Greek and must be a fitness fanatic judging from the
early morning thumps and thuds...
You are a sociologist and live in a room on the third floor between
a cello player and someone who’s always doing strange voice exercises.
At least the room above you is fairly quiet.
You study Chinese and are having a lot of trouble with the pronun
ciation. You wish you had a quieter room so you could concentrate. On
your left there is a sociologist and above you there’s a politics student.
Both of these spend the whole time arguing and shouting and having
endless heated discussions. The walls are so thin you can hear every
word — and a lot of nonsense it all is. You’re heartily sick of the words
‘parameter’ , ‘situation’ , and ‘viable’ . At least the room on your right
is empty.
You study Russian and are particularly interested in Russian folk
culture. You are learning several Russian dances. You have an end
room on the third floor, and the room on your left is empty, so it’s
fairly quiet.
FOURTH FLOOR
You study mechanical engineering and have the end room on the
fourth floor next to someone who studies Greek and wakes you up at

six every morning doing aerobic exercises. The two students above
you, who study German, are always quarrelling, so it’s pretty noisy
here.
You study Greek and have a room in college, but you wish you
didn’t. Your left hand neighbour is a mechanical engineer who has
wild parties every night and above you there’s a civil engineer who has
card parties. Sometimes you can’t get to sleep till three or four in the
morning and you have to get up at six to do your aerobics and learn
your irregular verbs. On the other side there’s a nurse who’s pretty
quiet.
You’re doing a nursing degree and are on night duty at the mo
ment. At least most of the people are out during the day so you can get
some sleep, but the student above you seems to have a dog: you can
hear it barking during the day. It’s against the regulations of course,
to keep pets. Your other neighbours are a Greek student on your left
and a politics student on your right.
You study politics and live on the fourth floor between a nursing
student and an education student. Neither of them give you much
trouble, but above you there’s an agricultural student who gets up at
about five every morning, God knows what for, to milk the cows or
something probably. You’re a late-night person, so object to being
woken up so early.
You study education and have a room between a politics student
and an oceanographer. The politics student has heated late-night dis
cussions with friends almost every night, keeping you awake till three
or four sometimes. Why do politicians always shout so loud? The ocea
nographer is a harmless chap, but has a budgie (strange pet for an oce
anographer) which cheeps and whistles early in the morning. So bet
ween the politics and the budgie, you don’t get much sleep. The student
upstairs plays the drums every afternoon, so no chance of an afternoon
nap either...
You study oceanography and have an end room on the fourth floor,
next to an education student. Above you there’s an economics student
who belongs to a morris dancing society and practises the steps, bells
and all, right over your head.
FIFTH FLOOR
You study German and share a room on the fifth floor with an
other German student. Pity you don’t get on...
You study German and share with another German student. You
quarrel a lot. You have an end room, but your neighbour on the right,
an engineering student, is very fond of cards and has card parties most

First semester 19
evenings. There’s an engineering student below you too, who also has
noisy late night parties. And above you there’s a Spanish student with
a parrot. Worse than an alarm clock, that parrot, wakes you up at half
past five every morning by swearing in Spanish.
You are a civil engineer and have a room between two bickering Ger
manstudents and anArabic studentwith anoisy dog. It’sagainstthe rules
to keep pets. You’re surprised the warden hasn’t found out about it — it’s
always yapping. But your worst neighbour is the one above you. You play
cards till late most nights, so you like to lie in, but the student above you
does early morning exercises, and thumps around on the floor for about
an hour between six and seven every day.
You study classical Arabic and have a room between a civil engi
neer, on the left, who has noisy late night parties and an agriculture
student, on the right, who gets up at half past five every day. The stu
dent above you has late night parties too. You never get any sleep. But
you don’t like to complain because they might protest about your dog.
It’s strictly against the rules to keep pets in the college and you don’t
want the warden to find out.
You study agriculture and have a very noisy room on the fifth
floor between a student who plays the drums and a student with a yap-
py dog. You like to get up early and the student upstairs has a baby
which cries at night and keeps you awake so you never get enough
sleep. You know pets aren’t allowed in the college, surely babies aren’t
either.
You study electrical engineering and play the drums in a local rock
group. You have a room between an agricultural student and an eco
nomics student. Neither give you much trouble — anyway you’re usu
ally too busy practising drums to hear anything. There are two ac
countancy students upstairs, but they’re very quiet.
You study economics and have an end room on the fifth floor. Your
next door neighbour is an engineer who plays the drums very loudly in
the afternoons — just when you want to put some folk music on and
practise your morris dancing steps. Upstairs are some very noisy dra
ma students.
SIXTH FLOOR
You study Spanish and have an end room on the top floor which
you share with your parrot. You’re very proud of Pedro because you’ve
taught him to swear in Spanish — he has a perfect accent. You like
your room, the only problem is the food technologist next door who
leaps around doing exercises at some unearthly hour in the morning
and of course wakes the parrot who starts swearing in Spanish...

You study food technology and have a room between a Spanish
student and a pharmacist. The Spanish student has a rather rude par
rot, but that’s no problem compared to the pharmacist’s late night par
ties. You like to get up early in the morning to do your fitness train
ing, so resent being kept awake late at night...
You study pharmacy and have a room on the top floor between
a food technology student (on the left) and a geologist (on the right).
Neither are ideal neighbours — you go to bed late so you like to
lie in in the mornings, but the food technologist gets up at about
five and crashes around doing exercises, and the geologist has
a baby which yells and screams all night and early in the morning.
You’ve had a word with them, but all they do is moan about your
parties.
You study geology and are having a hard time since you have a six
month old baby. She shouldn’t be in college with you, but what else can
you do? Just hope the warden doesn’t find out. Your right hand neigh
bours are two very quiet accountants but your left hand neighbour is
a pharmacist who has noisy late night parties that keep the baby — and
you awake.
You are an accountant and share a room on the top floor with an
other accountancy student.
You study accountancy and share a room with another account
ant. You have noisy neighbours — a student with a screaming baby,
on the left, and a group of hysterical drama students, on the right.
You’re fed up.
You are a drama student and have an end room on the top floor
next to a pair of dozy accountants. It’s so quiet in there you reckon
they’ve probably sent each other to sleep! You’re working hard on
a play at the moment and a group of you often have rehearsals in your
room.
FLOOR PLAN
1 2 3 4 5 6
SIXTH FLOOR
Spanish
student
Food
technology
student
Pharmacy
student
Geology
student
Two ac
countancy
students
Drama
student
FIFTH FLOOR
Two
German
students
Civil
engineering
student
Classical
Arabic
student
Agricul
tural
student
Electrical
engineer
ing student
Economics
student

First semester 21
1 2 3 4 5 6
FOURTH FLOOR
Mechanical
engineer
ing student
Greek
student
Student
nurse
Politics
student
Education
student
Oceano
graphy
student
THIRD FLOOR
Two
African
students
Maths
student
Sociology
student
Chinese
student
(empty) Russian
student
SECOND FLOOR
College
warden
Anthropo
logy
student
Medical
student
PE student Italian
student
Architec
ture
student
FIRST FLOOR
Chemistry
student
Philosophy
student
Computer
science
student
Biology
student
Two
French
students
Physics
student
GROUND FLOOR
Biochemist
ry student
History
student
Two art
students
Music
student
English
literature
student
Geography
student
III. Summary
IV. Homework
Complete the sentences.
1) Felix Catt is__ of Siberia Avenue, Surbiton.
2) He looks__ , but in fact he is quite__, and he__in this suburb of
London.
3) His wife Gertie__ ; she__, and__well cooked meat and tinned
vegetables.
4) There is always__ for his whisky, and plenty o f ___for putting
practice, so he is__with suburban life.
5) Felix is very__ Sam.
6) They__ on Sundays.
7) Today he is taking Sam to__ , because he is afraid that__.
8) However, the vet is__ curing him__ a small operation.
9) He is giving Sam__ before operating on him, so that he will__ the
whole time and not feel any__. There is even a pretty nurse__to
comfort Sam in case he__and lonely in __
10) In general, both Felix and Sam think that they__, and they have
__to change it for anything more__ .

LESSON 3
Autobiography. Listening. Reading
practicing listening and reading skills
practicing vocabulary
developing speaking skills
Equipment: handouts, writing paper
Sequence
I. Warming-up
Fact or Fiction
In this game, one person tells a short story about themselves or
someone they know or heard about. Usually it is something funny or
crazy. It can be a true story, or something made up.
Example: Josh tells a story about his Uncle Leo who sleeps in the
nude. One day Uncle Leo was sleepwalking and he went outside and
took his dog for a walk. The next door neighbour was coming home late
from work and saw him! She called the police and he got arrested for
being naked in public.
Everyone around the room has to say whether they think Josh’s
story is fact (true) or fiction (made up). Josh reveals the truth when
everyone has guessed. Members can take turns telling a story.
II. Main part
The students read their sentences in turns, and the class decides if
they are correct or not. After the sentences have been read out, the
teacher may read the text “A Quiet Life” again to have the class com
pare their results with the original.
2. Conversation T—Cl
Please, explain how you understand the meaning and the origin of
the word “autobiography” .
When do you think people have to write autobiographies?
Have you ever had to write your autobiography? What was the
reason? What language did you do it in?
Have you ever heard the word “CV”? It’s the abbreviation of the
two words in Latin “curriculum vitae” . What does it mean?
3. Reading
Read the following passage and guess what forms of autobiogra
phy are less common.

First semester 23
The most common example of an autobiography is still the written
form. And when writing an autobiography, you have two primary
choices: you can start with a blank sheet of paper or a use a fill-in-the-
blank format, basically a book (workbook) with questions, prompts
and other activities to help you go back into your memory banks and
pull out “memorable gems” that you’ve, perhaps, long forgotten
about.
Nowadays, most autobiographies are written in the form of the so-
called CV or resume. This is very close to the fill-in-the-blank form except
for the fact that here you basically cover a few most important facts of
your life. CVs are much shorter than traditional autobiography essays and
are more convenient for employers to find out as much necessaryinforma
tion about the candidate as possible in a very short time.
The students share their guesses, the teacher encouraging them
all and finally giving the correct answer (CD and video formats).
If the class is bright enough, the teacher may spend a few minutes
having the class discuss the reasons for these new formats to appear.
T. There is a very important difference between the two most com
mon autobiography formats. Read two sample autobiographies and
find out what this difference is.
An Example of CV / Resume
1) First name, middle name, family name — Barack Hussein
Obama.
2) Date of birth, age — 4 August 1961, 48 years old.
3) Citizenship — USA...
4) Family — married to Michelle Robinson (1992), children: Malia
Ann (1998), Natasha (2001).
5) Religion — Protestant Christian.
6) Occupation — President of the United States of America...
7) Job Experiences — U. S. Senator (2004-2008), Illinois State leg
islator (1996-2004)...
8) Learning Experiences — Harvard Law School (1991) — Juris Doc
tor (J. D.); Columbia University (1983) — B. A. in political
sciences...
9) Hobbies and Leisure Activities — cooking, poker, spending time
with his family, dancing, and talking on the phone with his wife,
Michelle Obama...
10) Sports — basketball.
11) Travels and international experience — Afghanistan, France,
Germany, Iraq, the U. K, Russia, Italy and others.

12) Awards — 2 Grammy awards for his 2 books; honorary doctorate
from Weslyan University, honorary member of the Crow Nation,
Native American tribe.
13) Achievements — the first black President of the United States;
has spread major political influence throughout the youth popula
tions and activated interest in the political communities; steps to
wards change by motioning for environmental, educational and
health care reforms; cut taxes for 95% of the American popula
tion.
14) Additional information...
An Example of an Autobiography
I was born on a warm, sunny day in June in Sarasota, Florida.
I still live in Sarasota, Florida, and I go to school at Booker High
School. I live with my mom, Kate; my brother, Jake; and my Aunt Mol
ly. When I was born, my bother was fifteen-months-old and hid under
the table from me. Jake is a sweet kid and he would do anything for me,
but like all brothers and sisters we fight like cats and dogs. Sometimes
when no one was around, Jake would come up to me and bite my toes
for no reason. I still love him but only because he is my brother.
Who I am in life
My name is Sally Friday. I started school when I was six years old.
I went to kindergarten through fifth grade at Booker Elementary and
while I was there, I won an award for perfect attendance. I also won an
award for honor roll all four terms. Then I attended Booker Middle
School, and there I also won a couple of awards: one for perfect attend
ance and two for being named Student of the Year — one in sixth grade
and the other in eighth grade. I am now a senior at Booker High School.
I plan on finishing school and maybe going to a community college.
What life means to me
Life to me means friends and family who you can trust and who
trusts you. I am pretty much on the happy side of life, but like all teens
I do have my “days of” . That means I do have some sad days or de
pressed days. I have a few friends here that sort of look out for me and
when I am having a bad day, I have someone here at school to talk to.
I make my school days go by thinking of either the next hour or what
I will do when I get home or on the weekend. I’m not seeing anyone now
but when I did have a boyfriend, our favorite places to go were the
movies and out to dinner. Sometimes we went to the beach. Only once
we went to an amusement park: Universal Studios. We were together
for twenty-nine days and then we broke-up; so no, I don’t think it was
forever.

First semester 25
What’s my outlook on the future
The year 2018 will make twenty years since I graduated from high
school. I think I will probably be still living here in Sarasota. I will be
quite comfortable with my living situation, meaning that I will be mar
ried to Paul Smith. We will have one child: Linda Teresa Smith, who at
that point will be three years old and a little devil. Paul is a sweet guy;
he will do anything for anyone. He is six feet tall and built well. He has
baby blue eyes and blond hair. We will have been together for five
years and will be happy together — this is forever.
Conclusion
As I said in the beginning, I was born here in Florida and I’ve lived
here my whole life. I would like to see more of the USA but unfortu
nately, I don’t have any money to leave Florida to go anywhere right
now. I hope you have enjoyed reading my life story as much as I have
enjoyed writing it for you. Try to get as much as you can out of school;
you’re only there for twelve years and when you graduate, you’re home
free. Here’s a tip for you to live or try to live by: If you think it, it can
be done.
The students share their ideas (expected answers: CVs are more
formal and neutral, they just give information: essays are more emo
tionally colored, they give both information and attitudes).
4. Relaxation
Game “Office politics”
Exponent
I think that...
In my opinion, etc.
adjectives for describing character
Lexical areas
character, talents and abilities
Punctual, efficient, inefficient, cheerful, grumpy, bad-tempered,
hopeless at, precise, rigid, inflexible, flexible, organized, disorgan
ized, decisive, indecisive, friendly, pompous, good-natured, down-to-
earth, narrow-minded, kind, natural, careless, weak, open-minded,
unpretentious, competent, miserable, standoffish, moaning, com
plaining, nice, shy, kind-hearted, forgetful, gentle, moody, muddled,
tolerant, broad-minded, absent-minded, vague, rude, eccentric.
How to use the game
The game may be played with 8-16 players. If you have more than
16 students, play the game in two or more groups.

Copy one role card for each student in your group / class.
If you play with 9 people, you will have to add the information about
Gerry (just joined, very nice but rather shy) to Chris’s role card. If you
play with more than 9 you will have to add the information about the last
person in the series to Gerry’s role card, for example, if you play with
twelve students then the last card in the series will be the twelfth card,
Dani, and you will have to add the information about Dani (joined at the
sametime, nice, but absent-minded)toGerry’srole card. You will also need
sticky labels or pins for badges. Give out the role cards to the students.
Ask them to make a badge for themselves with their name on. Tell them
that they all work in the same office and that since their boss is leaving,
one of them is eligible for promotion. Naturally, everyone hasvery strong
ideas about who it should / shouldn’tbe, which theywant to communicate
to as many people as possible.
However, the rule is: you can say as much as you like about the
people behind their back, but never to their face.
The object of the game is to find out what other people think of
you.
You can either set a time limit on the game and when it is up, see
how many people discovered anything about themselves and whether
they discovered one opinion or two conflicting ones, or make a rule
that as soon as people discover an opinion about themselves, they
should sit down, out of the game. It then gets progressively harder for
those that are left to find anything out. The aim of the game then is not
to be left in until last.
JO
Someone in your department is going to be promoted to supervi
sor. Naturally, you hope it’s going to be you.
You wouldn’t mind if Sam or Alex gets the job. Sam’s very effi
cient and Alex is a nice cheerful person. But you hope it’s not Terry or
Pip. Terry’s very bad-tempered and Pip’s hopeless at figures.
Talk to people and find out what they think. Try to convince them
of your opinion. Don’t tell anyone directly what you think of them, of
course, but you can tell them what other people think of them, if you
like. Your main aim, though, is to find out what other people think
about you!
SAM
You wouldn’t mind if Alex or Terry gets the job. Alex is a cheerful
sort of person and Terry is good-natured. But you hope it’s not going

First semester 27
to be Pip or Robin! Pip is absolutely hopeless at figures and Robin is so
rigid and narrow-minded.
course, but you can tell them what other people think of them, if you
like. Your main aim, though, is to find out what other people think
about you!
ALEX
You wouldn’t mind if Terry or Pip gets the job. Terry is very good-
natured and kind and Pip is very careful and precise: very good with
figures. But it would be a disaster to have Robin or Jan. Robin is so
narrow-minded and Jan is so careless and disorganised. TaJk to people
and find out what they think. Try to convince them of your opinion.
Don’t tell anyone directly what you think of them, of course, but you
can tell them what other people think about them, if you like. Your
main aim, though, is to find out what other people think about you!
TERRY
You wouldn’t mind if Pip or Robin gets the job. Pip is very careful
and precise: very good with the accounts and Robin is very flexible and
open-minded. But it would be terrible if Jan or Chris got the job! Jan is
totally disorganised and Chris is so pompous.
Talk to people and find out what they think. Try to convince them of
your opinion. Don’t tell anyone directly whatyou think of them, of course,
but you can tell themwhat other peoplethinkabout them, if you like. Your
PIP
You wouldn’t mind if Robin or Jan gets the job. Robin is a very
tolerant and flexible person and Jan is very organised. But you’d hate
to have to work for Chris or Jo! Chris is so unbelievably pompous and
Jo is so indecisive.
course, but you can tell them what other people think about them, if
you like. Your main aim, though, is to find out what other people think
about you!

ROBIN
You wouldn’t mind if Jan or Chris gets the job. Jan is very compe
tent and organised and Chris is a nice, unpretentious down-to-earth
sort of person. But it would be a disaster if Jo or Sam got the job. Jo is
so weak and indecisive and Sam is very inefficient.
Talk to people and find out what they think. Try to convince them of
your opinion. Don’t tell anyone directly whatyou think of them, of course,
but you can tell themwhat other peoplethink about them, if you like. Your
JAN
You wouldn’t mind if it’s Chris or Jo. Chris is a very pleasant,
down-to-earth person and Jo is a good decision-maker. But it would be
dreadful if Sam or Alex were promoted! Sam is terribly inefficient and
Alex is a grumpy, miserable sort of character: always moaning and
complaining.
about you!
CHRIS
You wouldn’t mind if Jo or Sam gets the job. Jo thinks clearly and
is decisive, and Sam is a very efficient worker. But it would be awful to
have Alex or Terry in charge! Alex is always so grumpy and Terry has
a terrible temper.
about you!
GERRY
You’ve just joined the firm and you don’t know many of the people
yet. However, you don’t like Jo much — seems a rather weak and inde
cisive person. Sam seems more efficient.

First semester 29
TONI
yet. However, you don’t like Sam much — seems very inefficient. Alex
seems nice and cheerful, always making jokes. Gerry joined at the same
time as you: very nice, but rather shy.
LESLIE
You’ve just joined the firm and don’t know many of the people
yet. However, you don’t like Alex, who seems a miserable type: told
you off for being late. Terry seems nicer: very good-natured and
kind-hearted — showed you how the coffee machine worked on your
first day. Toni joined at the same time as you: very nice but a bit
forgetful.
DANI
You’ve just joined the firm and don’t know many of the people
yet. However, you don’t like Terry, who is very bad-tempered and
shouted at you on your first day. Pip seems nicer: much more gentle.
Leslie joined at the same time as you: very nice but a bit moody.
PHIL
yet. However, you don’t like Pip much — seems to be very muddled
and added up your wages wrong. Robin seems nice, very tolerant and
broad-minded. Dani joined at the same time as you: very nice, but a bit
absent minded.
BOBBIE
yet. However, you don’t like Robin much: a very narrow-minded and
inflexible character. Jan, who showed you round on your first day
seems very organised. Phil joined at the same time as you: very nice
but not very punctual.
PADDY
yet. However, you don’t like Jan much — seems very disorganised to
you. Chris was very friendly to you on your first day: very natural and
not a bit standoffish. Bobbie joined at the same time as you: very nice
but rather vague.
SANDY
yet. However, you don’t like Chris much — seems rather cold and
pompous and was very rude to you on your first day. Jo would make

зо Усі уроки англійської мови. 9 клас
a good supervisor: firm and decisive. Paddy joined at the same time as
you: very nice but a bit eccentric.
After the game is over, the teacher asks the students to go back to
the two autobiography samples and use the game active vocabulary to
characterize the people.
5. Listening
The students are given blank CV forms. Their task is to fill in as
much information as possible while listening to the interview.
P r o f i le. Peter Parker
I n t e r v i e w e r . ...With us in the studio this morning is Peter
Parker.
Good morning, Peter.
Pet er. Good morning.
I n t e r v i e w e r . .. .Peter Parker is an English Language teacher.
He was always good at languages at school, so he decided to take his
degree in French and German. When he finished his university stud
ies, he began teaching in a secondary school in England. Two years
later, however, he met someone by chance who offered him a job teach
ing English to foreign students during the long summer holidays. His
students were adults and he enjoyed the work immensely. He soon
found he was more interested in teaching his own language to foreign
ers than foreign languages to English schoolboys.
Since then he has specialised in this work. He has found that one
of the advantages of the job is that it enables him to find work almost
anywhere in the world. First he went to Africa for two years and then
he spent a year in Arabia. After this he went to Greece where he has
worked for the last 3 years. He hasn’t been to South America yet but he
intends to go there next. He has taught men and women of all ages and
of various nationalities. He has also learned to get on with all kinds of
people and to adjust to different ways of life. So far he has not regret
ted his decision to follow this career.
Now then, Peter, tell me...
The students share their results eventually trying to reconstruct
the text heard.
III. Summary
IV. Homework
Interview 5 people (relatives, neighbors, teachers etc.) and com
plete their CV forms.

First semester 31
LESSON 4
Autobiography. Use of English
practicing the vocabulary
practicing the grammar (tenses)
developing speaking skills
Equipment: writing paper, handouts
Sequence
I. Warming-up
Who am I?
In this game, the teacher prepares cards with famous people’s
names on them. One card is taped on the back of each student. Then
everyone pretends they are at a party and asks each other questions to
find out their own identities. When someone guesses their own name
correctly, the name-tag gets taped to their front and they continue to
chat with the party guests until everyone is wearing the nametag on
the front.
II. Main part
1. Grammar work
The teacher asks the students to note down the verb tenses they hear
and then reads out the text “Profile: Peter Parker” one more time.
The students share their results (Present Simple, Past Simple,
Present Perfect). The teacher elicits the difference of using those tense
forms to make sure the students understand the idea.
Practice
Ex. 1
Use the Past Simple or Present Perfect.
1) I (buy) a new tie last week but I (not wear) it yet.
2) He (already see) that film. He (see) it when he was in London.
3) “W hen__ you (meet) Mr. Smith?” “I (meet) him the day before
yesterday” .
4) “__ you ever (speak) to him?” “Yes, I (speak) to him before the
party” .
5) Peter (live) in Greece for the last three years. He (live) in Africa
before he (go) to Greece.
6) I (just have) my lunch. I (finish) eating ten minutes ago.
7) I (make) five mistakes so far today. Yesterday I (make) three mis
takes altogether.

8) I (never play) rugby in my life, but I (play) football when I was at
school.
Ex. 2
Use Present Perfect or Past Simple and add “since”, “for” or
“ago” .
1) He (come) to Athens four years__ .
2) I (live) in this town__ the last six months.
3) Peter (work) in Greece__ three years now.
4) Two years__ I (go) to Spain for my holidays.
5) He (not finish) his homework yet, although he (start) it two hours
6) I (play) tennis__ an hour and then I (go) for a swim. I (play) a lot
of tennis__the summer began.
7) They (stay) in Paris several days before they (fly) to Rome.
8) We (not see) John this morning, but we (see) him a couple of days
Ex. 3
Write each sentence using Past Simple or Present Perfect, and
add “since” , “for” or “ago” . Add any other necessary words.
1) train / arrive / ten / minutes.
2) he / work / this firm / June.
3) I / not play / tennis / I / be / boy.
4) I / work / office / two years; / then / I / go / London University.
5) they / be / that pub / two hours / now.
6) I / not speak / Mrs. Smith / Christmas.
7) three years / Peter / buy / new car.
8) he / not see / Mary / they / go / a party / last month.
2. Checking on Homework and creative writing
The students demonstrate their completed CVs. The teacher asks
them to choose one and write a biography description essay using
Present Perfect and Past Simple.
The essays are read out in the class.
3. Relaxation
Imagine that you finished school long ago, and now it’s time for
you to get back together after so many years.
Game School reunion
Lexical areas
Habits, jobs, school life

First semester 33
Chewing gum, bike sheds, paper darts, share, fantastic, practical
jokes, detention, chatting, tell tales, actor, businessman, dentist,
model, politician, taxi driver, soldier, undertaker, vicar, dustman,
TV interviewer, spy, pilot, accident prone.
How to play the game
Play the game with 8-16 players. If you have more than 16 in the
class, divide the class into two or more groups.
Copy one role card for everyone in the class / group.
It is important to copy the cards in order, so if you have 9 people in
a group, use the first 9 cards, if you have 10, use the first 10 and so on.
Also see note below.
Make one copy of the questionnaire for every three or four people.
If your class / group is smaller than 16, cut off the questions which are
about the role cards you are not using.
You will also need sticky labels or pins for badges. Give out the
role cards and ask each student to make themselves a badge with their
‘name’ on. Give them a few minutes to read and absorb the informa
tion on the card, then tell them that they are going to a school reun
ion — twenty-five years on.
They are very curious about what happened to their old school
mates, and should try and mingle and find out as much as possible
about what people are doing now.
When they have finished gossiping, regroup them into threes or
fours and give each group a questionnaire to fill in.
The object of the game is to complete as many statements as possible.
The group that can answer the most is the winner.
Note: Because of the way the game is constructed, if you play with
more than 8 people, you will have to add a piece of information on one
role card. For example, if you have a group of nine, no one will have
any information about the ninth person, Chris, so you will have to add
on one role card (any one except Chris’s own) the information that
Chris used to play practical jokes. If you have ten people, the informa
tion about the tenth person, Jan, will be missing and you will have to
add that onto a role card. And so on up to the 16th person, Glen(da).
(Gfen№) used to be accident prone.) It is always the information about
the last person that is missing.
ALEX
You are a successful actor.
You’re very curious about what has become of the people you used
to know at school. In particular you remember: Toni, who used to
smoke in the bike sheds in the lunch hour.

Leslie, who used to pull the girls’ hair. Dani, who always chewed
gum.
You wonder how they’ve changed and what they’re doing now.
TONI
You are a successful doctor.
to know at school. In particular you remember: Gerry, who always used
to have new clothes. Leslie, who used to pull the girls’ hair. Dani, who
always chewed gum.
LESLIE
You are a successful company manager.
to know at school. In particular you remember:
Dani, who always chewed gum.
Gerry, who always used to have new clothes.
Terry, who never used to share sweets.
DANI
You are a successful dentist.
Gerry, who always had new clothes.
Sam, who used to have a fantastic 10-speed bike.
GERRY
You are a successful fashion model.
Terry, who never used to share sweets,
Phil, who used to throw paper darts at the teacher.
TERRY
You are a successful politician.
to know at school. In particular you remember: Alex, who used to be
the teacher’s pet.
Toni, who used to smoke in the bike sheds in the lunch hour.

First semester 35
Leslie, who used to pull the girls’ hair.
SAM
You are a taxi driver.
Dani, who always chewed gum.
PHIL
You are a soldier.
CHRIS
You are an undertaker.
Sam, who had a fantastic 10-speed bike. Terry, who never shared
sweets.
JAN
You are a train driver.
Alex, who used to be the teacher’s pet. Chris, who used to play
practical jokes.
ROBBIE
You are a vicar.
Jan, who always used to be late for everything.

Chris, who used to play practical jokes.
PAUL
You are a dustman.
Chris, who used to play practical jokes. Jan, who used to be late
for everything.
Robbie, who used to be the naughtiest in the class — always get
ting detentions.
PIP
You are a teacher.
Paul, who always used to come top in class.
Robbie, who was the naughtiest in the class.
Jan, who always used to be late for everything.
JO
You are a successful TV interviewer with your own chat show.
Pip, who never did any homework.
Paul, who always used to be top of the class.
Robbie, who was the naughtiest in the class.
SIMON / E
You are a secret agent.
Jo, who was always chatting in class.
Paul, who always used to come top.
GLEN / DA
You are a jumbo jet pilot.
Simon / e, who used to tell tales.

First semester 37
Jo, who was very talkative and used to chat in lessons.
Work together to discuss the people you met at the school reunion
and to fill in as much of the questionnaire as you can.
ALEX used to and now.
TONI used to and now.
LESLIE used to and now.
DANI used to and now.
GERRY used to and now.
TERRY never used to and now
SAM used to and now.
PHIL used to and now.
CHRIS used to and now.
JAN used to and now.
ROBBIE used to and now.
PAUL used to and now.
PIP never used to and now
JO used to and now.
SIMON / E used to and now.
GLEN / DA used to and now.
Speaking
The students get blank CV forms with the task of interviewing
each other and filling the forms in. the results are shared in the class.
III. Summary
IV. Homework
Choose one of the CVs of the classmates you’ve interviewed and
write a biography report not mentioning the classmate’s name using
Past Simple and Present Perfect.
LESSON 5
Autobiography. Writing
practicing filling in CV forms
practicing using vocabulary for describing attitudes
practicing speaking skills

Sequence
I. Warming-up
Jeopardy
In this game, everyone writes down a few (three to ten, depending
on the time available, answers to questions about themselves. After
writing down the answers, people have to form pairs or small groups
and try to find out what the questions are.
Example: (answer = purple) “What is your favorite colour?”
“Blue” . “What colour do you hate?” “Green” . “What colour is your un
derwear?” “Purple!” You can stop at three guesses if you want, or keep
going until someone in the club can guess the question.
II. Main part
The students read out their biography reports with the rest of the
class guessing who the person is. Then, the students take turns until
all the reports have been read out.
2. Creative writing
T. As you remember, CVs or resumes are mostly used by employers
to get the necessary information about the potential worker. Now
you’ll pretend you want to be employed by a certain company or firm.
The first step is writing and sending out your resume (CV) to the com
pany.
Here’s the list of your potential employers. Choose the company
you would like to work for and write your CV so that the management
would be interested in employing you.
“Coca-Cola” , “McDonald’s” , “General Motors” , “Microsoft”,
“NASA” , “The New York Times” , “BBC”, “MTV” .
The students complete their CVs and submit them to the teacher.
Then the class is divided into the groups according to the number of
firms applied for. Each group receives its own set of CVs with the task
of evaluating them from the point of view of potential employers. The
results with explanations are shared in the class.
3. Vocabulary practice
T. As you remember, CVs are very close in format to the primitive
fill-in-forms. They just give basic information about the candidate
and are not more than a primary acquaintance with a potential worker.
Today we are going to work with more complicated forms of autobiog
raphy — those, which require not only giving just information but also

First semester 39
showing your attitudes, which is very important in the upcoming job
interview.
The teacher brings the class back to the example of an autobiogra
phy from lesson 3 and asks the students to note down its structure and
find out the vocabulary used for expressing the ideas (target answer:
adjectives, adverbs, degrees of comparison, phrasal verbs — i.e. the
ways of expressing emotional attitudes).
After this is done, the teacher suggests working with the autobi
ography worksheet.
Autobiography Worksheet
Date:
Name:
1) How would you describe yourself in 20 words or less? How would
others describe you in 20 words or less?
a) Myself
b) Others
2) What are my strengths? Weaknesses?
Strengths
Weaknesses
3) What are my best subjects in school? Why?
4) What are the subjects I need more help with? Why?
5) What am I good at (examples: sports or hobbies)?
6) What achievements am I proudest of? Why?
7) Where I see myself (what am I doing?) in 2 years, 5 years, and
10 years?
2 years
5 years
10 years
8) What is most important to me — money? career? relationships?
travel? health? spirituality? something else? Why are they impor
tant?
9) Do I prefer to lead or follow? Why? Give examples
The students walk around the class and interview 2-3 peers about
question lb, noting down the answers to use them in completing the
form afterwards.
After that, the teacher gets the students analyze the questions
and the possible answers using the essential vocabulary:
Share, fantastic, practical jokes, detention, chatting, tell tales,
actor, businessman, dentist, model, politician, taxi driver, soldier,
undertaker, vicar, dustman, TV interviewer, spy, pilot, accident prone
punctual, efficient, inefficient, cheerful, grumpy, bad-tempered,

hopeless at, precise, rigid, inflexible, flexible, organized, disorgan
ized, decisive, indecisive, friendly, pompous, good-natured, down-to-
earth, narrow-minded, kind, natural, careless, weak, open-minded,
unpretentious, competent, miserable, standoffish, moaning, com
plaining, nice, shy, kind-hearted, forgetful, gentle, moody, muddled,
tolerant, broad-minded, absent-minded, vague, rude, eccentric.
Biochemistry, chemistry, biology, literature, geography, warden,
philosophy, physics, PhD, architecture, anthropology, sociology, PE
(physical education), engineering, politics, agriculture, oceanogra
phy, economics, geology, technology, saxophone, violin, guitar, dou
ble bass, cello, drums, fitness freak / fanatic, opera buff, computer
buff, folk dancing, get worked up, just as well, indescribable, get on
with.
It is not bad to suggest a person everybody in the class knows well
for completing the worksheet in his / her name for practice with the
following discussion.
4. Relaxation
Game “Crystal balls”
Function practised
making predictions
Exponent
will have will be
How to use the game
This game may be played with any number of students.
Divide the class into two: fortune tellers and fortune hunters.
Copy enough hunter cards for the fortune hunters and enough
crystal balls for the fortune tellers, making sure that as far as possible,
there is an appropriate crystal ball for every hunter.
Seat the fortune tellers behind desks in different parts of the
room, and give them each a crystal ball.
Give the fortune hunters each a hunter card. Allow them some
time to read the card and ask you about any problems.
Ask the fortune hunters to give back, or put away, their cards and
the fortune tellers to turn theirs over so they can gaze into the crystal
ball. Then ask the fortune hunters to visit the fortune tellers and ask
about their future, until they find a fortune teller who will give them
the news they want to hear.
The object of the game is for the fortune hunters to find a fortune
teller to tell them what they want to hear.

First semester 41
Hunter cards
You want some good news about your love life.
You want some good news about money matters.
You want some good news about your future family (you want lots
of children).
You want some exciting news about travel
You want an interesting career.
You want to be famous.
You want good news about your health.
Crystal balls
You are a specialist in love. Predict a good / interesting love for
everyone you meet. Be inventive! If they ask you about other things,
say that the ball is cloudy and you can’t see.
You are a specialist in money matters. Predict a good financial fu
ture for everyone you meet. Be inventive! If they ask you about other
things, say that the ball is cloudy and you can’t see.
You are a specialist in family life. Predict a happy family life and
large numbers of children to everyone you meet. If they ask you about
other things, say that the ball is cloudy and you can’t see.
You are a specialist in travel. Predict interesting travel experi
ences for everyone you meet. Be inventive! If they ask you about other
You are a career specialist. Predict an interesting / successful ca
reer for everyone you meet. Be inventive! If they ask you about other
You are a specialist in fame. Predict success and fame for every
one you meet. Be inventive! If they ask you about other things, say
that the ball is cloudy and you can’t see.
You are a specialist in health. Predict a healthy life and vigorous
old age for everyone you meet. Be inventive! If they ask you about oth
er things, say that the ball is cloudy and you can’t see.
IV. Summary
V. Homework
Complete the Autobiography Worksheet for yourself. Make sure
to bring electronic images to illustrate each point in the worksheet for
making a project.

LESSON 6
Autobiography. Project
developing all basic skills
developing students’ creativity
assessing students’ achievements
Equipment: computer lab, electronic images brought by students
or, if unavailable, writing paper, markers, photos, glue
Sequence
I. Warming-up
Broken Telephone
This is a listening and pronunciation activity that always gets peo
ple laughing. The teacher first must think of a sentence or phrase and
whisper it to the person beside her. That person will then whisper what
she heard to the next person. Each person can only say, “Can you please
repeat that?” one time. When the message reaches the end of the chain
that person must speak out loud. Oftentimes the message will be com
pletely different when it reaches the end. Try to find out where the
chain broke! In a big group you can send the message two ways and find
out which team comes closest to the real message.
The suggested message is “Before too long he longed for that for
four years, too” .
II. Main part
1. Project
Since most of schools are equipped with computer labs, students
may create their autobiography in an electronic format. If there are no
computers available, the teacher should provide students with every
thing necessary for creating a paper-based autobiography (paper,
markers, scissors, glue etc.) In both cases the project automatically
includes using the home assignment, which allows not to check it sepa
rately.
The students are told they are to create their electronic autobiog
raphies with the help of computer (suggested software: Microsoft Of
fice Publisher, Microsoft Word or Microsoft PowerPoint depending
on which of them the students and the teacher feel more comfortable
with).
The teacher facilitates the process, helping the students to ar
range the text and the pictures. Since the work is rather informal and

First semester 43
emotional, the teacher should encourage students’ creativity and sense
of humor.
If there is an opportunity to print the students’ works out, that
would be the best way to both assess the students’ work and let them
feel proud of their achievements by posting the prints on the class
room walls.
III. Summary
IV. Homework
Students should revise the vocabulary for speaking about hobbies
and pastimes.
LESSON 7
Exam practice
revising the vocabulary
practicing the structure of the exam talk
practicing writing and speaking skills
Equipment: writing paper, speech patterns, handouts
Sequence
I. Warming-up
Hot Seat
In this game, the class is split up into teams. One member from
each team sits facing the group. The teacher holds up a word (or writes
it on the board if you are in a classroom) for all of the team members to
see except for the players in the hot seats. The teams must try to get
the person in the hot seat to guess the word or phrase (no direct prompts
are allowed — only describing or miming). The first person to guess
correctly gets to stand up and a new member from the team takes the
hot seat. The person on the other team has to remain in the hot seat
until she gets an answer first. You can keep score or just play for fun.
Warning! This is a loud game because people tend to get excited and
yell!
The suggested phrases for the groups are:
Collecting stamps
Collecting coins
Making crafts
Playing sports

II. Main part
After all the phrases are guessed, the teacher asks the students
what it is that unites all those activities eliciting the word “hobby” .
As long as the word is said, the teacher draws the students’ atten
tion to one of the examination topics and offers the set of speech pat
terns, which may help talk about it.
You are participating in a language course. In a group, you are
talking about your childhood hobbies. Tell about what your hobby was
and when you did it and then tell about what your hobby is now.
Suggested grammar tense(s): PAST / PRESENT
What are you going to talk about?
I am going to tell you about my childhood hobby.
PAST TENSE
What was your childhood hobby?
Reading (novels, poetry, comic books, plays,
newspapers).
Writing (novels, poetry, plays).
Playing music (on the guitar, the piano, the
accordion, the violin).
Collecting (stamps, sports cards, coins, post
My childhood hobby was... cards, badges, bugs, butterflies).
Singing.
Playing cards.
Drawing.
Painting.
Making crafts.
Playing sports
How did you do this hobby?
To... I...
Example: To collect stamps I...
Bought stamps from all over the world.
Put them in a stamp album.
Learned about their meanings
Why did you like this hobby?
It was interesting.
I learned new things.
It was good exercise.
It was a lot of fun.
I could show other people my work.
I could compete with other kids

First semester 45
When did you do these hobbies?
After school.
In the morning.
I usually... In the afternoon.
(iexample: played the guitar) In the evening.
In my free time.
In the (summer, fall, winter, spring) time
Where did you do these hobbies?
At home.
In my room.
I usually...
(iexample: made crafts)
At school.
In the school gymnasium.
In the school field.
In the (dance, music, art) studio.
In the house of culture
PRESENT TENSE
What is your new hobby?
Reading (novels, poetry, comic books, plays, newspapers)
Writing (novels, poetry, plays).
Playing music (on the guitar, the piano, the accordion,
the violin).
Collecting (stamps, sports cards, coins, postcards,
badges, bugs, butterflies).
Singing.
Playing cards.
Drawing.
Painting.
Making crafts.
Playing sports.
Why do you like this new hobby?
I like my new hobby because...
It is interesting.
I learn new things.
It is good exercise.
It is a lot of fun.
I can show other people my work.
I can compete with other kids
How do you do this new hobby?
To... I...
Example: To collect stamps I...
Buy stamps from all over the world.
Put them in a stamp album.
Learn about their meanings

Where do you do this new hobby?
After school.
In the morning.
In the afternoon.
I usually...
(example: play the guitar)
In the evening.
In my free time.
In the (summer, fall, winter, spring) time.
There are too many people here.
There is too much traffic.
There isn’t much to do
When do you do this new hobby?
At home.
In my room.
I usually...
(iexample: make crafts)
At school.
In the school gymnasium.
In the school field.
In the (dance, music, art) studio.
In the house of culture
The students work with the patterns individually or in pairs ask
ing and answering questions. It is not a bad idea to have students note
down their answers to make a complete story frame using linking
words and phrases.
Then the teacher asks students to hide their stories and suggests
retelling them using the set of questions as a plan.
1) What are you going to talk about?
2) What was your childhood hobby?
3) How did you do this hobby?
4) Why did you like this hobby?
5) When did you do these hobbies?
6) Where did you do these hobbies?
7) What is your new hobby?
8) Why do you like this new hobby?
9) How do you do this new hobby?
10) Where do you do this new hobby?
11) When do you do this new hobby?
III. Summary
IV. Homework
Students write a story describing two unusual hobbies they pre
tend to have had in the childhood and to have now using linking words
and phrases and the essential vocabulary of the previous lessons.

First semester 47
LESSON 8
Across cultures
developing socio-cultural competence
developing basic skills
Sequence
I. Warming-up
Celebrity interview
Preparation: Copy the handout — one copy for each student.
One student is invited in front of the class. He / she should think
of a famous celebrity — someone everyone in the class will know. The
teacher tells the class this is a mystery guest and they each have to ask
him / her a question about his / her life and then guess who that is. The
questions should be answered in character trying to get a question
from everyone before any guesses.
Celebrity interview
You will ask questions to that celebrity — but never ask about the
name! Start by saying:
I n t e r v i e w e r . Welcome to today’s celebrity interview. May
I ask you a few questions?
C e l e b r i t y . .. .Thank you. It’s lovely to be here and I’m happy to
answer all your questions.
Questions
1) Ask if he / she is well. How are you?
2) Ask where he / she lives. Where...?
3) Ask if he / she lives there alone Do...?
4) Ask when he / she usually gets up and goes to bed. When...?
5) Ask what he / she usually wears. What...?
6) Ask who makes his / her breakfast. Who...?
7) Ask what his / her favourite TV programme is. What’s...?
8) Ask what he / she enjoys and hates most in his / her daily life. What...?
9) Ask what he / she wants to do in the future. What...?
(Use your imagination and write your own question here.)
10. ...?

So who is the celebrity? Do you know? Finish the interview by
saying:
I n t e r v i e w e r . Thank you for answering my questions... (say
the name)
C e l e b r i t y . .. .It’s been a pleasure. Good-bye.
II. Main part
The students tell about the unusual hobbies to the class, the latter
deciding which one was the funniest and most unusual.
2. Conversation T—Cl
What is a “culture shock”? Have you ever experienced it in your
life? What was it about?
What makes a nation’s culture?
Why is it important to know another nation’s culture?
What do you think brings misunderstanding between people of
different nations? Is it the lack of the language or not knowing the
culture?
After the discussion is over, the teacher provides an example of
misunderstanding cultures. It may be as follows.
Somewhere in the 1970s a new Soviet diplomat in Britain invited
his colleague from the Foreign Office for dinner. The dinner was very
important for him, so his wife did her best to please the VIP guest and
cooked a nice chicken. However, the guest seemed to be displeased with
the dinner and left rather coldly.
The diplomat and his wife could not understand the reason for
that. Some time later the diplomat found out that chicken was not the
food to have at a VIP dinner while in the Soviet Union it was consid
ered a nice dish for receiving guests.
The British diplomat being offered a chicken regarded it as lack of
respect to him and so took it coldly.
It took the Russian much time and effort to make good relation
ship with that person again — all because of not knowing some basic
cultural aspects.
Another example may be like this.
In the 1990s the USA started a wide range of exchange programs
with Russia, Ukraine and other countries of the former USSR.
Every American leaving for those countries was given a booklet
with instructions what to do and what not to do.

First semester 49
One of them read, “Never put on white tennis shoes when going
out — that will definitely indicate that you’re an American” .
You may imagine the Americans’ surprise when they arrived in
Kyiv and saw 5 out of 10 Ukrainians dressed in white tennis shoes.
The students read and discuss the information, if possible, provid
ing their own examples.
3. Reading
Read the following passage and complete the table noting down
the things that are different in the two cultures.
In America there is a strongly developed feeling of “privacy” , it
means that every person has the right for “personal space’ or ‘personal
bubble’ , which must not be invaded, normally, it’s a circle of 60-70 cm
around a person. During a conversation you shouldn’t try to get closer
to your counterpart as this may be regarded as violating ‘personal
space”, and cause the American to backup for keeping the distance.
Therefore, those who love tapping people on the shoulders, grasping
their buttons, etc. must realize this won’t be understood and accepted,
and, most probably, will cause nothing but annoyance, sometimes it
even may be regarded as an attempt of sexual harassment.
The right to ‘privacy is fundamental to Americans, and it extends
into your personal space in the house, in response, it is expected that
you will treat personal rooms of all the family members with the same
respect independently on their ages. It goes without saying that it is
your duty to keep your room (and your bathroom if you have a separate
one) neat and clean.
Never ask questions concerning the financial state of americans as
well as the cost of things — this is regarded as a brutal violation of
‘privacy’ .
American children are generally much more self-reliant and inde
pendent than kids in the former Soviet Union. Most of them start
working and earning their pocket money at 14-15. Be sure, the notion
of “privacy’ regarded to children is kept as solidly as regarded to any
adult inhabitant of america.
Addressing people may seem strange for a Ukrainian, it’s quite
normal for kids to call adults by their first name (at school, however,
it’s common to say “sir” or “ma’am”).
USA Ukraine

After the table is completed and discussed, it is not a bad idea to
role-play some typical situations, in which some students stand for
Ukrainians, and some — for Americans. It normally brings much fun
and allows the class to revise necessary vocabulary and structures.
III. Summary
IV. Homework
Getting ready for the home reading lesson.
LESSON 9
Home reading
It is recommended that the students get the stories for home read
ing in advance, so that they could work on them before the lesson.
“MADDENED BY MYSTERY:
OR, THE DEFECTIVE DETECTIVE” BY STEPHEN LEACOCK
The great detective sat in his office. He wore a long green gown
and half a dozen secret badges pinned to the outside of it.
Three or four pairs of false whiskers hung on a whisker-stand be
side him.
Goggles, blue spectacles and motor glasses lay within easy reach.
He could completely disguise himself at a second’s notice.
Half a bucket of cocaine and a dipper stood on a chair at his elbow.
His face was absolutely impenetrable.
A pile of cryptograms lay on the desk. The Great Detective hastily
tore them open one after the other, solved them, and threw them down
the cryptogram-shute at his side.
There was a rap at the door.
The Great Detective hurriedly wrapped himself in a pink domino,
adjusted a pair of false black whiskers and cried,
“Come in” .
His secretary entered. “Ha” , said the detective, “it is you!”
He laid aside his disguise.
“Sir” , said the young man in intense excitement, “a mystery has
been committed!”
“Ha!” said the Great Detective, his eye kindling, “is it such as to
completely baffle the police of the entire continent?”
“They are so completely baffled with it” , said the secretary, “that
they are lying collapsed in heaps; many of them have committed sui
cide” .

First semester 51
“So” , said the detective, “and is the mystery one that is absolutely
unparalleled in the whole recorded annals of the London police?”
“It is” .
“And I suppose” , said the detective, “that it involves names which
you would scarcely dare to breathe, at least without first using some
kind of atomiser or throat-gargle” .
“Exactly” .
“And it is connected, I presume, with the highest diplomatic con
sequences, so that if we fail to solve it England will be at war with the
whole world in sixteen minutes?”
His secretary, still quivering with excitement, again answered
yes.
“And finally” , said the Great Detective, “I presume that it was
committed in broad daylight, in some such place as the entrance of the
Bank of England, or in the cloak-room of the House of Commons, and
under the very eyes of the police?”
“Those” , said the secretary, “are the very conditions of the mys
tery” .
“Good”, said the Great Detective, “now wrap yourself in this dis
guise put on these brown whiskers and tell me what it is” .
The secretary wrapped himself in a blue domino with lace inser
tions, then, bending over, he whispered in the ear of the Great De
tective:
“The Prince of Württemberg has been kidnapped” .
The Great Detective bounded from his chair as if he had been
kicked from below.
A prince stolen! Evidently a Bourbon! The scion of one of the old
est families in Europe kidnapped. Here was a mystery indeed worthy
of his analytical brain.
His mind began to move like lightning.
“Stop!” he said, “how do you know this?”
The secretary handed him a telegram. It was from the Prefect of
Police of Paris. It read: “The Prince of Württemberg stolen. Probably
forwarded to London. Must have him here for the opening day of Exhi
bition. 1,000 pounds reward” .
So! The Prince had been kidnapped out of Paris at the very time
when his appearance at the International Exposition would have been
a political event of the first magnitude.
With the Great Detective to think was to act, and to act was to
think. Frequently he could do both together.
“Wire to Paris for a description of the Prince” .
The secretary bowed and left.

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