This document is the introduction to an educational guide about Britain. It discusses the importance of developing sociocultural competence when learning foreign languages in order to effectively communicate across cultures. This involves understanding not just language skills but also the cultural norms and context of communication. The guide aims to help students learn about British culture, traditions, history and everyday life to improve their sociocultural competence in English and facilitate intercultural understanding. It uses interactive methods and authentic materials to engage students with topics about Britain.

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Рівне - 2014
НАВЧАЛЬНО-МЕТОДИЧНИЙ
ПОСІБНИК
КОРОТКИЙ ПОГЛЯД НА
БРИТАНІЮ
КРАВЧУК ІРИНА МИКОЛАЇВНА
Рівненська міська рада
Комунальна установа «Рівненський міський методичний кабінет»

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KRAVCHUK I.M.

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Автор: Кравчук Ірина Миколаївна, вчитель англійської мови
Рівненської загальноосвітньої школи І-ІІІ ступенів №5
Рівненської міської ради, спеціаліст вищої категорії,
учитель-методист
Посібник: «Короткий погляд на Британію»
Cхвалено методичною радою Рівненської ЗОШ І-ІІІ ступенів №5 Рівненської
міської ради, протокол № 2 від 12.11. 2013
Рецензент: кандидатпедагогічних наук, Воробйова І.А.
доцент кафедри теорії і практики
англійської мови та прикладної лінгвістики РДГУ
Навчально-методичний посібник укладений з урахуванням
комунікативно-діяльнісного підходу до вивчення англійської мови. Матеріали,
представлені у посібнику, спрямовані на формування у школярів необхідних
іншомовних навичок та вмінь, формування соціокультурної компетенції учнів
шляхом ознайомлення з культурою країни, її традиціями, історією та
сучасністю.
Посібник демонструє інтерактивні прийоми та методи роботи на основі
країнознавчого матеріалу та автентичних джерел.
В посібнику використано велику кількість ілюстративного матеріалу,
частину якого складають знімки зроблені автором посібника в період
перебування в Об’єднаномуКоролівстві Великої Британії та Північної Ірландії.
Посібник доповнений СD диском на якому розміщено ілюстративний та
картографічний матеріал, завдання для контролю знань. Кожне завдання
посібника супроводжується презентацією в Power Point.
Посібник може бути використаний вчителями англійської мови як на
уроках так і в позаурочний час для формування соціокультурної компетенції
учнів, студентами педагогічних вузів та всіма, хто прагне розширити знання та
удосконалити навички володіння англійською мовою.

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ЗМІСТ
Вступ …………........................................................................................................... 6
Reading. THE NATIONAL SYMBOLS ………………………………............……. 9
Reading. BRITAIN’S NATIONAL FLOWERS ……………………………………12
Listening.THE STONE OF DESTINY…………………………………………...…15
Listening. THE RAVENS…………………..…………………………………….…17
Reading. COUNTIES, BOROUGHS, PARISHES………………………………….18
Reading. TITLES AND HONOURS………………………………………………...20
It is interesting to know. TITLES AND HONOURS…………………...….………..25
Listening. THE OAK TREE……………………………………………………...….28
Speaking. FORMAL MANNERS………………………………………...…………30
Speaking. INFORMAL MANNERS………………………………………….……..31
Listening. DOUBLE DECKERS………………………………………….…………33
Listening. THE FIRST BUS CONDUCTRESS…………………………………….35
Reading. STONEHENGE………………………………………….………………..37
Speaking. IMAGE. STONEHENGE………………………………………………..40
Reading. HADRIAN`S WALL…………………………………………...…………43
Reading. STATUES ON HORSES……………………………………………….…45
Reading. LADY GODIVA…………………………………………….…………….47
Reading. QUEEN BOUDICCA (OR BOADICEA)……………………………….50
It is interesting to know. BIG BEN……………………………………………….…52
Watching activity. EDINBURGH……………………………………………….….54
Listening. DUDLEY ZOO…………………………………………………….…….57
Reading. DUDLEY ZOO……………………………………………………………59
Reading. ANIMALS IN SPORT………………………………………………….…61
Reading. BRASENOSE COLLEGE…………………………………………….…..64
Using of English. KENILWORTH CASTLE……………………………………….71
Quiz. ALL ABOUT BRITAIN………………………………………………………73
SOURCES…………………………………………………………...………………75

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ВСТУП
Початок третього тисячоліття, коли посилюються та стають більш
очевидними процеси інтеграції України у Європейську та світову спільноти,
ставить нові вимоги перед українською освітою, її якістю та змістом. Один із
перших та найважливіших соціальних інститутів, покликаних формувати нову
модель світогляду та установлення відносин із навколишнім світом – це
інститут середньої освіти, зокрема його невід’ємна складова – навчання
іноземним мовам.
Підготовка учнів середньої школи до комунікації на міжнаціональному рівні
– таке завдання стоїть перед учителем іноземної мови на сучасному етапі
розвитку суспільства. Це передбачає не тільки навчання мовному матеріалові –
лексичному, граматичному та фонетичному – але й формування
соціокультурної компетенції як складової комунікативної компетенції, без якої
неможливо досягти високого рівня міжкультурного спілкування.
Соціокультурна та соціолінгвістична компетенції разом з мовленнєвою,
мовною та прагматичною компетенціями є компонентами комунікативної
компетенції (Програми для загальноосвітніх навчальних закладів. Англійська
мова. 5-9 класи. 2013). Як показує досвід, ігнорування або недостатня увага до
екстра- та паралінгвістичних компонентів спілкування може призвести до
непорозумінь та появи негативних стереотипів, які заважають зближенню та
поліпшенню відносин між представниками різних культурних груп.
Численні дослідження з питань взаємодії культур свідчать про те, що
зміст і результати різноманітних міжкультурних контактів багато в чому
зумовлюються здатністю їх учасників розуміти один одного ідосягатизгоди,
яка передусім визначається етнічною культурою кожної із взаємодіючих
сторін, психологією народів, цінностями, домінуючими в певній культурі. В
антропології такі взаємостосунки різних культур отримали назву
“міжкультурної комунікації”, яка означає обмін між двома і більше
культурами та продуктами їх діяльності, що здійснюється в різних формах.

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Такий обмін може відбуватися як у політиці, так і в міжособистісному
спілкуванні людей у побуті, сім’ї, неформальних контактах.
Отже, міжкультурне іншомовне спілкування (а тільки такий рівень
спілкування і є нормальним) вимагає взаєморозуміння, а не лише розуміння
сказаного і вміння реагувати на репліку (Ю.І.Пассов). Взаєморозуміння не
слід розглядати поверхнево як розуміння на вербальному рівні, розуміння
значення слів, фраз, мовленнєвих функцій; необхідно враховувати не тільки
те, що людина говорить/пише, але й те, який зміст сказане/написане має в
контексті міжкультурної комунікації. Головною передумовою
взаєморозуміння, його основою є культурне тло, тобто набуті знання про
культуру країни, мова якої вивчається, без яких не можливе спілкування
іноземною мовою, адекватне його цілям й умовам, а також культурним
нормам даної мовної спільноти. Сукупність таких фонових знань ми
визначаємо як соціокультурний аспект спілкування. Він охоплює знання з
різних сфер, зокрема літератури, музики, архітектури, образотворчого
мистецтва, історії, географії, економіки, політики, традицій, звичаїв та
повсякденного життя народу, мова якого вивчається.
Культурний бар’єр є небезпечнішим і неприємнішим, ніж мовний.
Культурні помилки, зазвичай, сприймаються болючіше, ніж мовні. Глибина
проблеми міжкультурної комунікації стає особливо очевидною при
зіставленні культури рідної країни і країни, мова якої вивчається. Ось чому
методисти акцентують увагу на необхідністі у навчальному процесі діалогу
культур: культури рідної країни та культури країни, мова якої вивчається.
Навчально-методичний посібник укладений з урахуванням
комунікативно-діяльнісного підходу до вивчення англійської мови. Матеріали,
представлені у посібнику, спрямовані на формування у школярів необхідних
іншомовних навичок та вмінь, формування соціокультурної компетенції учнів
шляхом ознайомлення з культурою країни, її традиціями, історією та
сучасністю.

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Посібник демонструє інтерактивні прийоми та методи роботи на основі
країнознавчого матеріалу та автентичних джерел.
Посібник доповнений СD диском на якому розміщено ілюстративний та
картографічний матеріал, завдання для контролю знань. Кожне завдання
посібника супроводжується презентацією в Power Point.
Посібник може бути використаний вчителями англійської мови як на
уроках так і в позаурочний час для формування соціокультурної компетенції
учнів, студентами педагогічних вузів та всіма, хто прагне розширити знання та
удосконалити навички володіння англійською мовою.

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READING
THE NATIONAL SYMBOLS
THE FLAG
The flag of the United Kingdom, known as the Union Jack, is made up of three
crosses. Theupright red cross is the cross of St. George, the patron saint of England.
The white diagonal cross is the cross of St. Andrew, the patron saint of Scotland.
The red diagonal cross is the cross of St. Patrick, the patron saint of Ireland.
The Welsh dragon does not appear on the Union Flag. This is because when
the first Union Flag was created in 1606, the Principality of Wales by that time was
already united with England and was no longer a separate principality.
Ensign is а flag flown on an ensign-staff at the stern of а ship to indicate
nationality. The British ensigns have а white, blue, or red field with а Union Jack in
the upper corner next to the staff.
The white ensign consists of the red cross of St. George on а white flag
with the Union Jack in the upper quarter next to the staff. It
is worn by vessels of the Royal Navy and Royal Yacht
Squadron which accompany the King or Queen. The Royal
Navy and Rоуаl Yacht Squadron are used for official state visits to other countries
and also when the monarch inspects the ships of the Royal Navy. The Yacht sails
between the war-ships, the crews dressed in parade uniforms give three cheers of hip,
hip, hurrah.
This tradition dates back to the 16th century, when Queen Elizabeth I greeted
her Navy after their victory over thе Spanish Armada.
The blue ensign is worn by ships commanded by оfficers commissioned in the
Royal Reserve and by yachts of certain clubs. The red ensign is used by the merchant
navy. The Royal Standard is а personal flag of the Sovereign and is used only when

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the Sovereign is present. It bears the arms of England quartered with those of
Scotland and Ireland.
A
Post-reading task
Match the flags, the namesof the parts of the B
country and the saints
Northern Ireland C
Union Jack St. Patrick
Royal Standard St. David
England St. Andrew D
Scotland St. George
Wales E
F

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Completethe sentences:
1. The flag of the United Kingdom, known as….
2. The first Union Flag was created….
3. The ………… does not appear on the Union Flag.
4. ……… is а flag flown on an ensign-staff at the stern of а ship to indicate
nationality.
5. The British ensigns have а …….. field with а Union Jack.
6. The Royal Standard is а …….. of the Sovereign
THE HOUSES OF
PARLIAMENT
BUCKHINGHAM PALACE

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READING
BRITAIN’S NATIONAL FLOWERS
The national flower of England is the rose. The
flower has been adopted as England’s emblem since the
time of the Wars of Roses – civil wars (1455 – 1485)
between the royal house of Lancaster (whose emblem was a
red rose) and the royal house of York (whose emblem was a
white rose). The Yorkist regime ended with the defeat of King Richard III by the
future Henry VII at Bosworth on 22 August 1485, and the two roses were united into
the Tudor rose (a red rose with a white centre) by Henry VII when he married
Elizabeth of York.
The national flower of Northern Ireland is the
shamrock, a three-leaved plant similar to clover which is
said to have been used by St Patrick to illustrate the
doctrine of the Holy Trinity.
The Scottish national flower is the thistle, a prickly-
leaved purple flower which was first used in the 15th
century as a symbol of defence.
According to a curious legend, in very ancient times
the Norsemen once landed somewhere on the east coast of
Scotland, with the intention of plundering and setting in
the country. The Scots assembled with their arms and took
their station behind the river Tay, the largest in Scotland, as the only practicable fort.
As they arrived late at night, weary an tired after a long march, they pitched their
camp and rested, not expecting the enemy before the next day.
The Norsemen however were near; noticing that no guards or sentinels
protected the camp, they crossed the Tay, intending to take the Scots by surprise and
slaughter them in their sleep. To this end, they took off their shoes so as to make the
least noise possible. But one of the Norsemen stepped on a thistle. The sudden and

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sharp pain he felt caused him to shriek. The alarm was given in the Scots’ camp. The
Norsemen were put to fight, and as an acknowledgement for the timely and
unexpected help from the thistle, the Scots made it their
national emblem.
The national flower of Wales is usually considered to
be the daffodil, which is traditionally worn on St David’s
Day. However, the humble leek is also considered to be
traditional emblem of Wales, possibly because its colours, white over green, echo the
ancient Welsh standard.
The three flowers – rose, thistle and shamrock
– are often displayed beneath the shield on the Royal
Coat of Arms.
Post-reading task
Answerthe questions on the text:
- Which flower is the national emblem of
England?
- Why did the English take the rose as their national emblem?
- What was the War of Roses?
- What is a Tudor rose?
- What was the result of the War of Roses?
- Which flower is the national emblem of Scotland?
- Which flower is the national emblem of Northern Ireland?
- Who used the shamrock to illustrate the doctrine of the Holy Trinity?
- Why did the Scots take the thistle as their national emblem?
- Who were the Norsemen?
- Why did they land on the coastof Scotland?
- How did the Norsemen, according to the legend, want to outwit the Scots?
- What alarmed the Scots?
- Do you find the legend about the Scottishthistle really curious?

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- Which flower is the national emblem of Wales?
- When is the daffodil traditionally worn?
- Why is the humble leek also considered to be the traditional emblem of Wales?
- Where are the three flowers – rose, thistle and shamrock often displayed
beneath the shield?
Completethe Royal Coat of Arms withBritain’snationalflowers.
A B C D E F
A- D-
B- E-
C- F-

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LISTENING
THE STONE OF DESTINY
In Westminster Abbey there
was а large stone which has an
interesting history. The legend
says the stone was brought from
Scotland. It was for а long time
the seat on which the kings of
Scotland sat when they were
crowned. Duncan, Macbeth and
Malcolm sat on this stone at their
coronations. Edward 1 of England invaded Scotland many times and once he brought
the Stone of Destiny to England.
The legend says wherever this stone goes, а Scottish king rules. It proved to be
true after the death of Queen Elizabeth in 1603 when King James of Scotland became
king of England and Wales too. The kings and queens of Britain still sit on this stone,
but not on it alone. In the 13th century King Edward 1 ordered to make an oak chair
as а throne for the English coronations. The Stone of Destiny was fitted into the seat
of the chair, and the king could sit on both the English throne and the Scottish stone
at the same time. This stone is now in Scotland.
Post-listening task
Answer the questions.
1. Where was the Stone of Destiny brought from?
2. Why was it brought to England? What does the legend say about that?
3. When did it prove to be true?
4. What was the stone fitted into?
5. Where is the Stone of Destiny now?

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Complete the sentences
1. In ….. there was а large stone which has an interesting history.
2. It was for а long time the seat on which ….. of Scotland sat when they were
crowned.
3. Duncan, Macbeth and Malcolm sat on this stone at ……..
4. …….. of Britain still sit on this stone, but not on it alone.
5. The king could sit on …….. at the same time.
CORONATION OF ELIZABETH II, 1953

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LISTENING
THE RAVENS
According to the legend the Tower of Londonand the United Kingdom will
fall down if ravens disappear from the Tower of London.
It is supposed that there have been at least six ravens in residence at the tower
for centuries. During the Second World War most of the Tower's ravens disappeared
through shockduring bombing raids, leaving a sole survivor named 'Grip'. The
ravens whose forfathers used to find food in the Tower still live here as a part of its
history. The birds are carefully guarded.
Post-listening task
Answerthe questions:
1. What does the legend say about he ravens in the Tower of London?
2. How many ravens lived in Tower at least?
3. Did the ravens disappear during the Second World War?
4. What was the name of the bird, survived during the Second World War?
5. Why are the birds carefully guarded?

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READING
COUNTIES, BOROUGHS, PARISHES
Counties are the oldest divisions of the country in England and Wales. Most of
them existed before the Norman conquest. They are still used today for local
government purposes, although a few have been ‘invented’ this century (e.g.
Humberside) and others have no function in government but are still used for other
purposes. One of these is Misslesex, which covers the western part of Greater London
(letters are still addressed ‘Middx’) and which is name of a top-class cricket team.
Many counties have ‘shire’ in their name (e.g. Hertfortshire, Hampshire,
Leicestershire). ‘Shires’ is what the counties were originally called.
Boroughs were originally towns that had grown large and important enough to
be given their own government, free of control by the country. These days, the name
is used for local government purposes only in London, but many towns still proudly
describe themselves as Royal Boroughs.
Parishes were originally villages centered on a local church. They became a
unit of local government in the nineteenth century. Today they are the smallest unit of
local government in England.
The name ‘parish’ is still used in the organization of the main Christian
churches in England.
Post-reading task
Answerthe questions
1. What is the principal subdivision of the country?
2. What is the oldest unit of local government in the country?
3. What is the smallest unit of local government in the country?
4. What is the synonym to county?
5. How long did most of them exist?
6. What is the difference between the country and the borough?

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Where is the picture of borough, parish, county?
A B
C

20. 20
READING
TITLES AND HONOURS
Pre-reading task
Jig-saw reading
The teacher organises students into four groups. Every group has a part of the text
for reading and discussing.
А peer is а person entitled to sit in the House of Lords. When а man is made а
peer he has to decide what title he will take. Не mау decide on а new nаmе for his
title or he mау use his family nаmе. The Labour Prime Minister Attlee (1945 —
1950), for example, became Earl Attlee, but Eden (1955 — 1957) became Earl of
Avon.
Some men who have the title of Lord are not peers at all. The eldest son of а
Duke, Marquis or Earl becomes heir of his father's title. Younger sons of Dukes and
Marquis are Lords for the whole of their life-time, unless they are made peers or
become heirs through the death of their brothers.
Every daughter of а Duke, Marquis or Earl is called Lady and she continues to
be so called for the whole of her life. She mау take the nаmе of her husband on
marrying, but she is still called Lady.
Apart from the peerage there are mаnу other titles and orders which mау be
given to British subjects. The best known of these is Knighthood, which is given to
people who in some way have distinguished themselves. А knight is called Sir and
his wife is called Lady. The Knight's title is not hereditary. There is, however, the
Baronetcy which is а hereditary title and carries the title Sir. The title Dаmе of the
British Empire is а female equivalent to knighthood but not many women have
received it.
There are nine British orders of Knighthood. The highest of them is the order
of the Garter. The others given in order are The Thistle (1687), St. Patrick (1788), the
Bath (1399), the Star of India (1861), St. Michаеl and St. George (1818), the Indian
Empire (1877), the Royal Victorian Order (1896), the British Empire (1917 — 1918).

21. 21
Such orders as the Thistle, St. Patrick and the Bath are accompanied with the title of
"Lord".
The orders are conferred by the Queen, usually acting on the advice of the
Prime Minister. The ceremony known as an investiture is held at Buckingham Palace.
The Most Noble Order of the Garter
The highest order of Knighthood in
Great Britain was founded by King Edward
III in 1348.
The popular legend is that the Countess
of Salisbury accidently slipped her garter at а
court ball. It was picked up by the King who
noticed the looks exchanged by the
spectators, then put а blue band around his own knee.
Now the order of the Garter consists of two parts: а collar gold chain worn
around the neck with St. George killing the Dragon, and the Star — an 8-pointed star
with а cross in the centre and а ring around
the cross with the words "Honi sort qui mal у
реnse"' which mean "Shame on them who
think badly".
The order is conferred to the members
of the Royal family and 25 knights. Most of
the men who hold this order are already peers or princes. The only Ladies of the
garter are the Queen and the eldest
daughter if she is heir to the throne.
Since 1912 the only commoner to
receive this order was Sir Winston
Churchill awarded by Elizabeth II in
1957.
This order gives the bearer а place

22. 22
in St. George' s. Chapel in Windsor, where the Royal Family attends mass on
Sundays, Easter, Christmas and other holidays and where the children of the Royal
Family are christened. Besides this order gives the right to be buried in Westminster
Abbey.
Knights of the Bath
This order comes from the ceremony of bathing
which was formerly practised as а symbol of purity
before the order was given. It was established in the
reign of Henry IV (1399 — 1413). The last knights
were created at the соronation of Charles II in 1661.
There are now three orders of the Bath: G.C.В. which
stands for Grand Cross of the Bath, К.С.В.— Knight Commander of the Bath and
С.B.— Companion of the Bath.
All these orders give the holder the title of "Sir" for lifetime аnd his wife the
title of "Lady". Only the holder of the Grand Cross of the Bath can have his title of
Sir or Baronet transferred to his eldest son after his death. The daughters and younger
sons of titled persons may bear the title of the Right Honourable but it cannot be
transferred on the female line.
In former times the receiver of the order of the Bath
stood on one knee and the King or Queen touched his left
shoulder with а sword and pronounced "Rise Sir..."
Nowadays the titles are given to administrative officials
such as Prime Minister, ministers and members of
Parliament, outstanding lawyers, doctors, politicians,
scholars, artists, etc.
Each year under the signature of the Queen on new
year they publish in the press the names of those who аrе granted these orders for
outstanding service to the соuntry. The holders of these orders and titles must be
British subjects or holders of а British passport.

23. 23
Victoria Cross
The highest military British award for acts of
remarkable valour instituted by Queen Victoria in
1856. The ribbon is now claret coloured, but
formerly blue for the Royal Navy and red for the
Army.
It is а bronze Maltese Cross with а Lion in its
centre and under it the words "For Valour". It is
worn on the left side of the breast and takes
precedence over all other decorations.
The crosses are made of the metal of the guns captured in the Crimean War at
Sebastopol (1855). This is to identify it with the bravery of the Russian soldier that
defended these guns, hence the highest award for bravery to this very day.
Post-reading task
What orders do they wear?
EdwadThomas
Chepmen
Queen Victoria
JamesI

24. 24
I. Answerthe questions
1. Who has the right to sit in the House of Lords?
2. How does the peer choosethe name for his title?
3. What title does the elder son inherit?
4. What titles do the younger sons inherit?
5. What titles can daughters inherit?
6. What titles may be given to British subjects?
7. How many orders of Knighthood are there in Great Britain?
8. Who confers the orders?
9. Where does the ceremony take place?
II. 1. When was the highest order of Knighthood in Great Britain founded?
2. What does the legend say?
3. How many parts does the Order of the Garter consist of?
3. What words are written on the star?
4. How many knights are there?
5. Who are the only Ladies of the Garter?
6. Who was the Order given to by Elizabeth II in 1957?
7. What rights does the Order give the bearer?
III. 1. What does this order come from?
2. Who was this ceremony establish by?
3. When were the last knights created?
4. How many Orders of the Bath are now?
5. What title do these orders give to the holder?
6. What ceremony took place in former times?
7. Who are titles given to nowadays?
8. Who can be the Knight of the Bath?
IV. 1. What is the highest military British award?

25. 25
2. Who instituted Victoria cross?
3. What does Victoria cross looklike nowadays?
4. What colour were the ribbons?
5. What is it made of?
6. Where is the order worn?
7. What is this order identified with?
IT IS INTERESTING TO KNOW…
HONOURABLE
The Honourable (written abbr the Hon) (in
Britain) a title placed before the names of
various members of the peerage, including
the children of barons and viscounts and
younger sons of earls: the Honourable
Michael Stewart;
(in Britain) a title used by Members of
Parliament when speaking to or about
another member during a debate, even
when they are criticizing one another: I
refer you to the answer given earlier by
the Honourable Member for Chesterfield.
I disagree with my Honourable Friend the
member for Bolsover.
T. Gainsborough. The Honourable Mrs. Graham
MISS AND MRS
Both words are abbreviations of ‘mistress’, from the time when that
word was the feminine of ‘master’. Since the late 17 C unmarried women have
been called ‘Miss’ and married women ‘Mrs’ (pronounced ‘missis’, though the

26. 26
written from is an abbreviation of the full ‘mistress’). Both titles were at that
time limited to women of the upper and middle class, likely to become mistress
of a household employing servants. In most European countries unmarried
women above a certain age are addressed as married women (madame rather
than mademoiselle). The British have rigidly kept to ‘Miss’ regardless of age,
making the eldery spinster a characteristic figure of national life and literature.
In the 1970s and 1980s the American ‘Ms’ was often used to avoid this
intrusive distinction, but a more recent trend has been to dispense with prefixes
altogether, addressing people by their given and family names (Mary Smith
rather than Ms Smith).
LADY
Lady in the UK, the formal title
of the daughter of an earl, marquess, or
duke, and of any woman whose
husband’s rank is above that of baronet
or knight; the title ‘Lady’ is prefixed to
her first name. The wife of a baronet or
a knight is also called ‘Lady’, but uses
the title by coarsely only, and has it
prefixed to her surname.
Sir Joshua Reynolds. Lady Caroline Howard
NAMES
The following are also associated by British people with one or more the four
nations.
The prefix “Mac” or “Mc” in surnames (such as McCall, MacCarthy,
MacDonald) is always either Scottish or Irish. The prefix “O” (as O’Brien, O’Hara) is
distinctly Irish. A very large number of surnames (for example, Davis, Evans, Jones,
Lloyd, Morgan, Price, Rees, Williams) suggest Welsh origin (although many of these

27. 27
are found throughout England). The most common surname in both England and
Scotland is actually ‘Smith’.
First names can also be indicative. The Scottishform of “John” is “Ian” and its
Irish form is “Sean” (although all three names are common throughout Britain).
There are also nicknames for Scottish, Irish and Welsh men. For example, an English,
Welsh or Irish person might refer to an address a Scottish friend as “Jock”, whatever
his first name is. Irishmen are called “Paddy” or “Mick” and Welshmen are known as
“Dai” or “Taffy”. If the person is not a friend the nickname can sound rather
insulting.
THE HOUSE OF WINDSOR
Windsor is the family name of the royal family. The press sometimes refers to
its members as ‘the Windsors’. Queen Elizabeth is only the fourth monarch with this
name. This is not because a ‘new’ royal family took over the throne of Britain four
reigns ago. It is because George V, Elizabeth’s grandfather, changed the family
name. It was Saxe-Coburg-Gotha, but during the First World War it was thought
better for the king not to have a German-sounding name.
The monarchy is very popular with majority of the British people. The
monarchy gives British people a symbol of continuity, and a harmless outlet for the
expression of national pride.

28. 28
LISTENING
THE OAK TREE
Pre-listening task
- Manycountries have naturalsymbols. What plants(symbols of the countries)
do you know?
The oak has always been seen as the national
tree of England. Its great height, age and strength
made it the king of the English forest, and a symbol
of endurance.
The tree was also sacred to the Druids and the
Anglo-Saxons, and it sheltered an English king,
Charles II, when he was on the run from his
enemies.
During the
Civil War, King Charles II fought against Oliver
Cromwell. One battle took place at Worsester in
1651. Charles and his men were defeated and had
to escape. As night fell they lost their way and
were forced to take shelter at Boscobel House in
Shropshire.
At Boscobel, Charles borrowed clothes from
a caretaker and disguised himself. He cut his hair
short and blackened his face with soot. Then
Charles set off north. Several times he was nearly
discovered and was forced to return to the house.
By now Cromwell’s men were hot on the trail and Charles was told it would be safer
to hide in the nearby woods. Charles hid in a huge oak tree and watched as armed
soldiers searched the woods below.
That night Charles crept back to the house. Two days later he left and after
many more adventures, escaped to France.

29. 29
If you visit Boscobel House, you can still see an oak tree in the grounds. But
the tree in which Charles hid died long ago.
Post-listening task
I. Are the statements true or false? Correct the false statements.
1. The oak has always been seen as the national tree of Scotland.
2. The tree was also sacred to the Druids and the Anglo-Saxons.
3. Charles and his men were defeated at Worsester in 1651 and had to
escape.
4. As night fell they lost their way and were forced to take shelter at
Boscobel House in Shropshire.
5. Charles set off south.
II. Complete the sentences.
1. Its great height, age and strength made it ………, and a symbol of
endurance.
2. The oak tree sheltered an English king, Charles II, when he ……..
3. During the Civil War, King Charles II fought against……..
4. Charles cut ……… and blackened his face with soot.
5. Charles hid in …… and watched as armed soldiers searched the
woods below.
6. Two days later Charles left and after many more adventures, escaped
to ……...
7. If you visit ……., you can still see an oak tree in the grounds.
8. But the tree in which Charles hid ……long ago.

30. 30
SPEAKING
Ask your partnerand complete the story
I. FORMAL MANNERS
Formal manners are part of
the British …... British people
used to make polite conversation
on general topics, but otherwise
……. Men used to take off their
hat when ……, walk on the
outside of the pavement/
sidewalk when with a woman so
that she did not get splashed by traffic, and hold doors open for her. Keeping feelings
……… was also part of good manners, and it was not thought appropriate to show
anger, affection, etc. in public. Now, …….. stand on ceremony (= behave formally)
and even in formal situations most people are friendly and relaxed and concerned to
put others at their ease.
II. FORMAL MANNERS
……… are part of the
British stereotype. British
people used to make …….on
general topics, but otherwise
remain distant. …… used to
take off their hat when a
woman passed, walk on the
outside of the pavement/
sidewalk when with a woman so that she did not get splashed by traffic, and hold
doors open for her. Keeping ……… under control was also part of good manners,
and it was not thought appropriate to show anger, affection, etc. in public. Now,
fewer people stand on ceremony (= behave formally) and even in formal situations
…… are friendly and relaxed and concerned to put others at their ease.

31. 31
SPEAKING
I. INFORMAL MANNERS
(WHAT)… do not have to
be formal. It is friendly as well as
polite to say ‘hello’ or ‘good
morning’ to (WHO)….., to say
‘please’ and ‘thank’ to family and
friends as well as to strangers, and
to apologize if you hurt or upset
somebody. (WHAT)….. and a
smile are also important.
(WHO)….. shake hands when they are introduced to somebody for the first
time but, except in business, rarely do so when they meet again. Nowadays, unless
there is a great age difference, most adults use each other’s (WHAT)….straightaway.
(WHERE)….., on aircraft, etc. customers are often addressed respectfully as ‘Sir’ or
‘Madam’ to show that they are important to the company. People are expected to
arrive (WHEN)….. for both business and social events and it is considered bad
manners to be late or not to telephone to let people know if you are delayed.
II. INFORMAL
MANNERS
Good manners do
not have to be formal. It is
friendly as well as polite
to say (WHAT)… to
somebody you meet, to say ‘please’ and ‘thank’ to family and friends as well as to
strangers, and to apologize if you hurt or upset somebody. A warm tone of a voice
and (WHAT)…. are also important.
People shake hands (WHEN)……. but, except in business, rarely do so when
they meet again. (WHEN)……, unless there is a great age difference, most adults use

32. 32
each other’s first names straightaway. In shops and banks, on aircraft, etc. customers
are often addressed respectfully as ‘Sir’ or ‘Madam’ to show (WHAT)……. to the
company. (WHO)….. are expected to arrive on time for both business and social
events and it is considered bad manners to be late or not to telephone to let people
know if you are delayed.

33. 33
LISTENING
DOUBLE DECKERS
Pre-listening task
-Whatkinds of transport do the British use?
Every day, thousands of
British use the big red buses to
move around town.
The idea of the ‘double
decker’ is actually much older
than the motor bus; it is simply
a continuation of the system
that was used for public
transport in the age of horse-
drawn vehicles, when some of
the passengers sat inside, and the rest travelled on the roof. Too bad if it was raining!
Of course, passengers could take a sort of oil-cloth cover out the back of the seat of
them, and pull it over them; but they still got pretty wet.
Post-listening task
I. Are the statements true or false? Correct the false statements.
1. Every day, thousands of British use the big red buses to move around town.
2. The idea of the ‘double decker’ is actually much younger than the motor bus.
3. Double decker it is simply a continuation of the system that was used for public
transport in the age of horse-drawn vehicles.
4. Long ago some of the passengers sat inside, and the rest travelled on the roof.
5. The passengers could take a sort of oil-cloth cover out the roof of the bus, and
pull it over them.
II. Complete the sentences.
1. Every day, …….use the big red buses to move around town.

34. 34
2. The idea of the ‘double decker’ is actually ……. than the motor bus.
3. Double decker it is ……… that was used for public transport in the age of
horse-drawn vehicles.
4. Long ago some of the passengers ……, and the rest travelled on the roof.
5. The passengers sitting on the roof got pretty ……..

35. 35
LISTENING
THE FIRST BUS CONDUCTRESS
The first BUS CONDUCTRESS was Miss Kate Barton, who began working
for her father’s bus company, Barton Transport of Beeston in 1909. Her sisters Ruth
and Edith joined the firm as condructresses in 1911, after trying factory-work and
domestic service and finding neither to their liking. They wore long green coats on
duty and Kate Barton sported a male conductor’s peaked cap. The other girls
preferring to go bareheaded as they were proud of their long hair. As long hours on
cold buses were considered bad for them, an improvised heating system was installed
in one of the Durham Churchill buses operated by Barton’s, the exhaustpipe being
run through the interior of the bus to radiate the passenger compartment. Late-night
runs were unpopular, Edith recalls, as they had to contend with drunks; as other times
it was overamorous passengers that provided a hazard. Kate Barton left the buses
when she married in 1918, and her sisters shortly afterwards.
The first conductresses employed on London buses were recruited in February
1916 as a wartime measure to enable more men to be released for the Services.
Post-reading task
Answer the questions
1. Who was the first bus coductress?
2. Where did she begin working?
3. When did she begin working?
4. Who joined the company in 1911?
5. Why did they join the company?
6. What did they wear?
7. What did Kate Barton sport?
8. Why did the other girls prefer to go bareheaded?
9. What system was installed in one of the Durham Churchill buses operated by
Barton’s?
10.When did Kate Barton leave the buses?

36. 36
11.Why did she leave the buses?
12.What was the reason for women to work as conductresses at the beginning of
the XX century?

37. 37
READING
STONEHENGE
Pre-reading task
- Look at the pictures and compare them.
- What are these buildings?
- Where are they situated?
- Are they similar in form?
- How old are they?
- What were these buildings made for?
Stonehenge (Old English ‘hanging stones’) is a megalithic monument on
Salisbury Plain, 3 km/1.9 mi west of Amesbury in Wiltshire, England. The site
developed over various periods from a simple henge (earthwork circle and ditch),
dating from about 3000 BC, to a complex stone structure, from about 2100 BC,
which included a circle of 30 upright stones, their tops linked by lintel stones to form
a continuous circle about 30 m/100ft across.
It is one of the most famous and mysterious archaeological sites in the world.
One of its mysteries is how it was ever built at all with the technology of the time (the
stones come from over 200 miles away in Wales). Another is its purpose. It appears
to function as a kind of astronomical clock and we know it was used by the Druids

38. 38
for ceremonies marking the passing of the seasons. It has always exerted a fascination
on the British imagination, and appears in a number of novels and stories, such as
Thomas Hardy’s Tess of the D’Urbevilles, Gilberth Keith Ghesterton’s Stories about
Pater Brown
These days Stonehenge is not only of interest to tourists, but is also a gathering
point for certain minority groups such as hippies and ‘New Age Travellers’. It is now
fenced off to protect it from damage.
Post-reading task
Group I
Are the sentences true or false? Correct the false sentences.
1. Stonehenge (Old English ‘hanging stones’) is a megalithic monument on
Salisbury Plain.
2. The complex stone structure includes a circle of 20 upright stones
3. Stonehenge forms a continuous circle about 30 m/100ft across.
4. Stonehenge is one of the most famous and mysterious archaeological sites in
the world.
5. Stonehenge has no mystery at all.
6. The stones come from over 300 miles away in Wales.
7. Stonehenge was used by the Druids for ceremonies marking the passing of the
seasons.
8. These days Stonehenge is the place of interest only to tourists.
Group II
Find the followingnumbersin the text. What do they refer for? Make a sentence
about each number.
3 100 30 2100 3000 200 1.9

39. 39
Plan Group Activity
Retell the text one after the other according to the plan:
- Location
- Age
- Construction
- Mysteries
- Stonehengenowadays
Writing
Write a letter to your friend about one of the most mysterious places on the Earth.

40. 40
SPEAKING
IMAGE
STONEHENGE
Think about the picture What’s your reaction when you see this picture?
- it looks nice
- I’d like to visit this place
- it’s never like that where I live
- horrible
- lovely
- exciting
- …….

41. 41
Use your imagination Where are all the people who live nearby?
What are they doing?
Why do people come to this place?
How do they spend their time here now?
How did people spend their time there many centuries ago?
What special things could people do there at that time?
What did people bring with them when they came here?
What would this picture be like if it were in colour?
What would this scene be like in daytime?
Talk to a partner Talk to a partner and find out
- what experience he/she has had of travelling
- how he/she likes to travel
- when he/she likes to travel
- when he/she prefer to go sightseeing
- what countries he/she would like to visit to
Group opinion Work in groups of 3 or 4
Make a detailed contrast of the two epocs:Ancient Britain
and modern Britain. Here are some ideas about the aspects
you could consider:
- the food they eat
- the clothes they wear
- the way they spend their free time
Talk to another partner With a partner, make a list of as many words as you can
think of that can be used to talk about Stonehenge.
Compare your list with those of the others.

42. 42
What aboutyou? Do you like to go sightseeing?
Is time of the day very important to you?
When do you feel most comfortable and at your bestduring
the daytime or at night?
Do you believe that the time of the day can influence
people’s well-being and their behaviour?
Write aboutit You are in Britain. You have just been to Stonehenge. You
are full if impressions. Write a letter to your friend and tell
about your visit to Stonehenge.

43. 43
READING
HADRIAN’S WALL
Look at the pictures
-What can you see there?
- Is this wall similar to Great Wall of China?
- What was the aim of construction of both walls?
- Do they exist till nowadays?
Hadrian’s Wall is an ancient wall across England from Carlisle in the east to
Newcastle in the west. The Roman Emperor Hadrian wanted to protect Roman
Britain from attacks by Scottish tribes. So he told his soldiers to build a wall. It took
them nearly six years to complete it.
The Roman soldiers guarded the wall, which was 117 kilometres long and 4
metres high. Now there are only ruins left of Hadrian’s Wall. But still, Hadrian’s
Wall is the most popular tourist attraction in northern England and a Word Heritage
Site

44. 44
Post-reading task
- Find Hadrian Wall on the map.
- Who built Hadrian Wall?
- Why was Hadrian Wall built?
- What do these numbers mean? - 117 - 4 – 6
- Why does Hadrian Wall still attract tourists?

45. 45
READING
STATUES ON HORSES
Look at these pictures of statues of horses.
What do they have in common?
What is different?
Who are people on the horses?
What are they famous for?
Сharles I Richard I, Lion Heart
Wellington
Read the text and find out information to describe these pictures.
Public places in Britain often have statues of people on horses, usually former
leaders and army generals. If the horse has both front legs in the air, it means that the
rider died in the battle. If the horse has just one front leg in the air, it shows that the

46. 46
rider died as a result of wounds received in battle. If the horse has all four legs on the
ground, it indicates that the rider died peacefully at home in bed.
Is this true? It was true many centuries ago when monuments were devoted to
military leaders. In the XVIII th century this explanation was given to all statues of
people on horses.
In the XIX th century the book“Popular Fallacies Explained and Corrected”
was published by A.S.E. Ackermann. In his bookhe explained this mistake.
Post-reading task
A. Complete the sentences
1. Public places in Britain often have ……
2. If the horse has both front legs in the air, it means that the rider ……
3. If the horse has just one front leg in the air, it shows that the rider …..
4. If the horse has all four legs on the ground, it indicates that the rider ….
5. In the XVIII th century this explanation was given to …..
6. ………..explained this mistake in his book.
B. Describe the monuments, using information from the text
Khmelnytskyi Washington
Avgystys I Peter I

47. 47
READING
LADY GODIVA
Readingand SpeakingActivity
Pre-reading task
- Look at the pictures and read the
poem and try to predict
- What is the text about?
- Whom are the pieces of art
devoted to?
Upon the streets of Coventry,
exposed to some, unveiled for all,
I walk with joy to make my stand
to open up, to stand up tall
I leave behind more modest grace
of family, friend, of past unspent
and take up now the martyr’s pole
ashamed to hide, all curtains rent
And now for what?
(Jim Owens)

48. 48
Lady Godiva is a historical figure connected with Coventry in the 11 C, whose
fame derives from a legend first appearing in a 13 C chronicle. This states that in
1057 her husband Earl Leofric, irritated by her complaints that his taxes on the people
of Coventry were too harsh, replied provokingly that he would reduce them if she
would ride naked through the crowded marketplace. She did so, preserving her
modesty with her long hair.
The attractive story was much repeated; one 14 C version added that the tax on
horses was the only one not reduced, presumably as a punishment on Godiva’s
accomplice. The extra detail of Peeping Tom (who disobeyed an order not to look at
her nakedness and was struck blind) first appeared in 1678, the year in which a
Godiva procession became part of Coventry’s annual fair. Both respectable and
titillating, Godiva was a favourite with Victorian painters. The statue of her by Reid
Dick (1879-1961) in the centre of Coventry, at Broadgate, was put in 1949. The
statue was put in the centre of the square in front of the St.Trinity Church. The legend
says it was founded by Lady Godiva. Nowadays a trade centre was built between the
monument and the Church.

49. 49
Post-reading task
Group I
- Make up and act a dialogue between Lady Godiva and Earl Leofric
Group II
- Retell this story as Peeping Tom
Writing activity
Write a story about the life in Coventry during the time of Lady Godiva and Earl
Leofric

50. 50
READING
QUEEN BOUDICCA (OR BOADICEA)
Pre-reading task
Look at the picture and say –
-Whom is this monument devoted to?
-Where is this monument situated?
In AD 43 there were a lot of kings and queens all over Britain. The Roman
emperor, Claudius, wanted to be emperor of all Britain. His Roman soldiers came to
Britain to take the country from the British kings and queens.
Boudicca, queen of the Iceni (native Britons, who lived in what is now
Norfolk), often referred to by the Latin form Boadicea. Her husband, king
Prosutagus, had been a tributary of the Romans, but on his death AD 60 the territory
of Iceni was violently annexed. Boudicca was scourged and her daughters were

51. 51
raped. Boudicca raised the whole South-Eastern England in revolt and with 100,000
fighting men, before the main Roman armies could return from campaigning in
Wales she burnt Londinium (London), Verulanium (St. Albans) and Comulodunum
(Colchester).
These towns were all burnt to the ground and all the people were cruelly killed.
Later the Romans under governor Suetonius Paulinus defeated the British between
London and Chester. They were virtually annihilated and Boudicca poisoned herself.
She wanted to be Queen of all Britain, but the Romans were too strong. We
remember her because she was the first famous British queen.
Post-reading task
Find the geographicalnames, mentioned in the text, on the map.
Answer the questions
- Why did the
Romans want to
conquer Britain?
- Who was
Boudicca?
- How many men
did she gather in
her army?
- Where was the
Roman army
when she burnt
Wales she burnt
Londinium ,
Verulanium and
Comulodunum ?
- What advantages did the Roman army have over the army of the Iceni queen?

52. 52
IT IS INTERESTING TO KNOW
BIG BEN
 The real name of the
tower that houses the
clock is simply “The
Clock Tower”. Big
Ben is just the
nickname given to the
largest bell in the
tower, formally
known as “Great
Bell”. However, since
the nickname is much
more recognizable,
“Big Ben” has
become much more
commonly used.
 According to a survey carried out in 2008, Big Ben is the UK’s most
popular tourist attraction.
 The Clock Tower is also known as Big Ben Tower, and is sometimes
erroneously referred to as St. Stephen’s Tower. St Stephen’s Tower is
actually found in the center of the west side of the Houses of Parliament,
and acts as the public entrance.
 Big Ben first chimed on the 31st of May, 1859.
 A golden inscription, written in Latin, can be found at the base of each
clock dial. It reads “Domine Salvam Fac Reginam Nostrum Victoriam
Primam”, meaning “O Lord, keep safe our Queen Victoria the First”.

53. 53
 The origin of the name “Big Ben” remains uncertain. Some believe that
the Clock Tower was named after civil engineer and politician Benjamin
Hall, who was very tall. Others believe the tower was named after
heavyweight boxer Benjamin Caunt, an Englishman who won a
tournament in the year the tower was at the center of a great debate in
London.
 Big Ben chimes every 15 minutes and the sound can be heard for a
radius of up to 5 miles.
 Whenever Parliament is in session, the Union Flag is flown from
Victoria Tower.
 The clock’s time is adjusted every year with an old British penny. If the
clock is fast, a penny is added to the pendulum, and if the clock is slow,
one is removed.
 Finally, the history of Big Ben began with a problem. Its construction
was marked by delays in delivery, budget issues and bureaucracy.
Additionally, the tower was too small for the mechanical clock, and the
16.25 tonne bell broke the day after testing, so a replacement had to be
very gently placed in the bell tower. The minute hand has also been
changed twice, since it was too heavy to move around the clock face.
 Big Ben weights 13 tons!
 The famous clock towel is called St Stephen’s Tower. It’s 96 metres
high.
 The tower has 4 white clock faces. They look north, south, east and west.
 The minute hands in each of the clock faces are nearly 5 metres long!
 The clock reacts to extreme weather conditions. In 1962, for example,
the New Year was ten minutes late because of heavy snow! And on the
27th of May, 2005, the clock stopped for 90 minutes because of the hot
weather.

54. 54
WATCHING ACTIVITY
EDINBURGH
Pre-watching task
-Look at the list of places of interest in Edinburgh and try to make the route of your
visit to Edinburgh.
workshops of bagpipes King Arthur’s Seat
the Royal Mile EDINBURGH Edinburgh
Castle
the Palace of Holyroodhouse the Firth of Forth
While watching activity
- While watching the film, try to arrange these places of interest in a logical
order.
VIDEOSCRIPT
Edinburgh
Edinburgh, capital of Scotland, is one of Britain`s most attractive cities.
It`s a city for people who like to walk. You are never far from green parks, gardens
and hills – even in the main shopping streets. It`s a busy modern city, but history is
everywhere. At the top of the highest hill in Edinburgh is Edinburgh Castle. Soldiers
have marched through its gates for nearly a thousand years. It was the home of
Scotland`s royal family until the year 1603 when King James the Sixth of Scotland
became king of England as well and went south to live in London.
This famous road is called the Royal Mile. It begins at the castle and goes
eastwards. Off the royal mile you can explore old narrow streets on foot. You`ll find
some interesting shops.
The kilt, the most important part of Scotland`s national dress, is made from
tartan cloth. To make a kilt takes eight meters of tartan cloth. Kilts are worn by men
and women, but a men`s kilt has a pocketmade from leather and silver. It`s worn in

55. 55
front and it`s called a sporran. Fora souvenir, how about tartan hat? Or perhaps a
useful umbrella.
Bagpipes – the national instrument of Scotland. In this workshop, craftsmen
make the woodenpipes. The bag is made of leather and covered in tartan.
Customer in bagpipeshop: Aye. Very nice. Lovely. I`ll take it.
Shopkeeper: Right.
At the other end of the Royal Mile is the Palace of Holyroodhouse. It was built
by a Scottish king before Scotland and England were united to make Great Britain.
Now Holyroodhouse is a second home for the British king or queen, who usually
visits Edinburgh in the summer. When the Royal Family is not there, you can visit the
palace. You can see the staterooms and walk around the gardens and the ruins of the
abbey, a much older building.
Behind the Holyroodhouse is one of the Edinburgh`s nine hills. This one is a
long-dead volcano; it`s called King Arthur`s Seat. From the top you can look
northwards to the great river, the Firth of Forth, and the road bridge which crosses it.
The road bridge is modern, but the rail bridge is quite old. It has carried trains to the
Highlands for more than a hundred years.
Post-watching activity
I. Answerthe questions
ROUTE - EDINBURGH
FINALLY
AFTER THAT
LATER ON
NEXT
AT FIRST

56. 56
SAW
VISITED
WERE IMPRESSEDBY
ADMIRED
WALKEDALONG
WATCHED
What did you visit at first?
Where did you go next?
What were you impressed by later on?
What did you watch after that?
What did you admire finally?
II. Find out, is this right, wrong or may beyou don’t know.
1. Edinburgh is the city for those who like to walk.
2. Edinburgh Castle is situated on the top of the lowest hill.
3. Edinburgh Castle was a home of the English royal family until 1603.
4. The famous road is called the Royal Mile.
5. It takes seven metres of tartain cloth to make a kilt.
6. A man’s kilt pocketis called a sporran.
7. Bagpipes are made in every national workshop.
8. The Palace of Holyroodhouse was built in 1601.
9. You can visit the Palace of Holyroodhouse every time you want.
10.The Fifth of Forth is the name of the bridge.

57. 57
LISTENING
DUDLEY ZOO
Pre-listening task
Group 1- Where is Dudley Zoo situated?
Group 2 - When was Dudley Zoo founded and opened to the public?
Dudley Zoo is based at The Broadway, Dudley, in the West Midlands, not far from
Birmingham on a lovely 40-acre site boasting both a ruined medieval castle and a
rolling park with over 160 species of animals and some 900 creatures, making for a
wonderfully varied and informative family day out.
Dudley Zoo is in the grounds of Dudley Castle, the Zoological Society having been
founded in 1935, with the family attraction opening to the public two years later.
The family attraction additionally boasts a range of native and exotic animal species
kept in enclosures, tanks and in the Zoo’s own farmyard. These include Alpacas,
Reindeers, Goats, Pigs, Sheep, a variety of slithering Snakes, dwarf Crocodiles,
numerous Lizards, Tapirs, Porcupines, Gazelle, Oryx, Babirusa, Squirrels, Wallabies,
squawking Parrots, a good number of Frogs, a hatful of Spiders of all shapes and
sizes, Flamingos, Cockroaches, Terrapins, Chinchillas and BooBook owls.
-Post-listening task
- What do these numerals mean?
900 40 1935 160
- What animals can the visitors see there?
Complete the sentences
1. Dudley Zoo is based at The Broadway…..
2. Dudley Zoo makes a wonderfully varied and informative family ……

58. 58
3. Dudley Zoo is in the grounds of…….
4. The family attraction additionally boasts a range of native and exotic…….
Writing Activity
Write a postcard to your friend about your impressions to the visit to the zoo.

59. 59
READING
DUDLEY ZOO
-pre-reading
-What zoo rules do you know?
-reading
- post-reading
Look at the maps of Dudley ZOO. Examine the map carefully. Find information
about…
Group 1 – Find information about zoo rules. What can you do at the zoo? What

60. 60
mustn’t you do at the zoo?
Group 2 - Find information about zoo sections. What sections are there in Dudley
Zoo? What can you see in every section?

61. 61
READING
ANIMALS IN SPORT
The active reading of the text “Animalsin sport”
A-Step Pre-reading task (lets discuss the problem)
B-Step
Whilereading Work
The first look at the text
Read the text “Animals in sport”
Traditionally, the favourite sports of the British upper class are hunting, shooting
and fishing. The most widespread form of hunting is foxhunting — indeed, that is
what the word 'hunting' usually means in Britain. This is a popular pastime among
some members of the higher social classes and a few people from lower social
classes, who often see their participation as a mark of newly won status.

62. 62
Killing birds with guns is known as “shooting” in Britain. It is a minority
pastime confined largely to the higher social classes; there are more than three times
as many licensed guns for this purpose in France as there are in Britain. The birds
which people try to shoot (such as grouse) may only be shot during certain specified
times of the year. The upper classes often organize “shooting parties” during the
“season”.
The only kind of hunting which is associated with the working class is hare-
coursing, in which greyhound dogs chase hares. However, because the vast majority
of people in Britain are urban dwellers, this too is a minority activity.
The one kind of hunting' which is popular among all social classes is fishing. In
fact, this is the most popular participatory sport of all in Britain between four and
five million people go fishing regularly. When fishing is done competitively, it is
called “angling”
Apart from being hunted another way in which animals are used in sport is
when they race. Horse-racing is a long established and popular sport in Britain, both
“flat racing” and “national hunt” racing (where there ire jumps for the horses),
sometimes known as “steeplechase”. The former became known as 'the sport of
kings' in the seventeenth century, and modern British royalty has close connections
with sport involving horses. Some members of the royal family own racehorses and
attend certain annual race meetings (Ascot, for example); some are also active
participants in the sports of polo and show-jumping (both of which involve riding a
horse).
The chief attraction of horse-racing for most people is the opportunity it
provides for gambling. Greyhound racing, although declining, is still popular for the
same reason. In this sport, the dogs chase a mechanical hare round a racetrack. It is
easier to organize than horse racing and the dogs' has the reputation of being the
'poor man's racing'
Foxhunting works like this. A group of people on horse, dressed in eighteenth
century riding clothes, ride around with the pack of dogs. When the dogs pick up the
scent of the fox, somebody blows a horn and then dogs, and riders all chase the fox.

63. 63
Often the fox gets away, but if not, the dogs get to it before the hunters and tear it to
pieces. As you might guess in a country of animal-lovers, where most people have
little experience of the harsher realities of nature, foxhunting is strongly opposed by
some people. The League Against Cruel Sports wants it made illegal and the
campaign has been steadily intensifying. There are sometimes violent encounters
between foxhunters and protestors (whom the hunters call “saboteurs”).
C-Step Discovering at the Text
Group A. Answerthe questions:
1. What is the most widespread form of hunting?
2. What is shooting?
3. What kind of hunting is associated with the working class?
4. What kind of “hunting” is popular among all social classes?
5. What is the kind of racing where there are jumps for the horses?
6. What kinds of racing are popular now? What is the reason?
7. How foxhunting works?
Group B. Fill in the gapswithwordsfrom the list -
Greyhound, declining, pack, foxhunting, gambling,theseventeenth century, flat
racing
1. ……….is a popular pastime among some members of the higher social classes and a few
people from lower social classes, who often see their participation as a mark of newly
won status.
2. The only kind of hunting which is associated with the working class is hare-
coursing, in which ………..dogs chase hares.
3. The chief attraction of horse-racing for most people is the opportunity it provides for
……..

64. 64
4. Horse-racing is a long established and popular spore in Britain, both “…………” and
“national hunt” racing (where there ire jumps for the horses), sometimes known as
“steeplechase”.
5. The former became known as 'the sport of kings' in ……………., and modern British
royalty has close connections with sport involving horses.
6. Greyhound racing, although ………, is still popular for the same reason. In this sport, the
dogs chase a mechanical hare round a racetrack.
7. Foxhunting works like this. A group of people on horse, dressed in ……………..riding
clothes, ride around with the pack of dogs.
Group C. What kind of animalsport is it?
1. It is a minority pastime confined largely to the higher social classes
2. In fact, this is the most popular participatory sportof all in Britain between four
and five million people go in such kind of sportregularly.
3. In this sport, the dogs chase a mechanical hare round a racetrack.
4. A group of people on horse, dressed in eighteenth century riding clothes, ride
around with the pack of dogs. When the dogs pick up the scent of the fox, somebody
blows a horn and then dogs, and riders all chase the fox. Often the fox gets away, but
if not, the dogs get to it before the hunters and tear it to pieces.

65. 65
READING
BRASENOSECOLLEGE
A Short Guidefor Visitors
Pre-reading task
Visitors are welcome to colleges in Oxford. But before visiting any of them visitors
should keep several rules.
Can you predict any rules for visitors? Compare your predictions with the following
rules.
Please note
• In the event of an accident or emergency the Lodge (through which you entered
College) should be contacted immediately. The staff there will then take appropriate
action in accordance with the College's emergency plan.
• If а fire аlаrm sounds you should proceed immediately to the assembly point marked
on the map of College below, and then follow аll instructions given.
• Please keep to the route indicated. Visitors who deviate from this route will be asked
to leave.
• People live and work here аll year round, so please be as quiet as possible and respect
the privacy of the residents. We ask you not to walk on the grass, and not to peer
through windows or take photographs through them. Other photography is permitted.
Thank you for your со-operation.
-Examine the plan of Brasenose College and say what areas of the college are
allowed to visitors.

66. 66
Welcome to Brasenose College, familiar to many from its appearances on film
and television, especially in Morse and Lewis. There has been an institution called
Brasenose on this site since at least 1279. Before the foundation of Brasenose College
in 1509 part of the site was occupied by Brasenose Hall, one of the mediaeval Oxford
institutions which began as lodging houses
and gradually became more formal places of
learning. The name derives from а door
knocker in the form of а ring through the
bronze (brazen) nosе of an animal.
Leaving the Lodge you enter Old
Quadrangle. The lower two floors of these
buildings were the original College, built
between 1509 and 1522 with the Hall (to the
left) and Tower (behind you) at their present
heights. The third floor dormers were added in
the first half of the seventeenth century when
more space was needed.
Turn right and walk round the
quadrangle in an anti-clockwise direction.
You will pass beneath а sundial added in
about 1719. In the corner of the quadrangle [А] pause to look back at the fine view of
the College gatehouse, with the eighteenth century dome of the Radcliffe Саmerа and
thе mediaeval spire of the University Church beyond. This is the most famous view
of Brasenose and has been reproduced many times, notably by J.М.W. Turner and
А.С. Pugin, and in an early photograph of W.Н. Fox Talbot. In the next corner оf the
quadrangle [В] you will see а stone set over the doorway. This is а nineteenth century
replica оf thе original foundation stone laid here on 1st June 1509.
Continue round the quadrangle to the doorway with six steps. [С]
The weathered busts on the building are seventeenth century. Those above you
represent the ninth century philosopher John Scottus Eriugena (traditionally

67. 67
associated with Brasenose
Hall) and King Alfred (to
whom legend attributes the
foundation of Oxford
University). The two busts
high on the wall to the left are the Founders of
Brasenose.
Go uр the steps and turn left through
the doors into the Dining Hall.
The basic structure of Hall has changed
little since it was built in the early sixteenth
century. The panelling dates from the 1680s
and the ceiling and fireplace from the mid eighteenth century. Before then Hall was
heated with braziers, the smoke escaping through а louvre in the roof.
At the far end of Hall is the Brazen Nose knocker, thought to be thirteenth
century and possibly the one from which Brasenose Hall took its namе. Above are
portraits of the Founders, Sir Richard Sutton, а lawyer, and William Smyth, Bishop
of Lincoln. To the right оf William Smyth is а portrait of Alexander Nowell,
Principal of Brasenose in 1595. Не was а keen fisherman, and is portrayed with his
rod hanging behind him and fish hooks on the table.
Walking back down the Hall you pass (on the left) portraits of three well
known former undergraduates: Henry Addington, Prime Minister of the United
Kingdom 1801-1804, Robert Runcie, Archbishop of Canterbury 1980-1991, and
novelist William Golding, winner of the Nobel Prize in Literature in 1983. Оther
former undergraduates [not pictured] include
John Buchan (author), Colin Cowdrey (England
cricket captain), Leslie Scarman (Law Lord),
Michael Palin (comedian and travel writer),
Andrew Lindsay (Olympic gold medallist in
rowing) and David Cameron (Prime Minister).

68. 68
Above the right hand door to Hall is а portrait оf Jоусе Frankland, а Tudor benefactor
to the College. She is reputed to have been the first woman in England to own а
watch, which she holds in her hands.
Go out of the Hall, turn rightand go down the
steps back into Old Quadrangle. Turn right
and walk to the end of the quadrangle and
then turn right through the tunnel. Emerge
into a small quadrangle, follow the path
forward and right tо thе opposite corner and
then раuse at the entry tо а large quadrangle. [D]
This is New Quadrangle and was built in four stages between 1881 and 1911.
The architect was Sir Thomas Jackson, who also designed the Examination Schools
in High Street.
Please do not enter this area, which is not open to the public.
Turn round and look at the small quadrangle behind you, around which you
have just walked. This is known as the Deer Park, possibly as а sly dig at the real one
in Magdalen College. To your left is the late fifteenth century kitchen of Brasenose
Hall. This is the oldest building in College and has been used for cooking or eating
for over five hundred years; in 2010-2012 it was refurbished as part of а major
renewal of our kitchen and dining facilities. It is surmounted by а chimney copied in
1912 from а Tudor original elsewhere in College. On the other side of the Deer Park
is the Library (on the first floor, with arched windows), built 1657-1664 and not open
to the public.
Retrace your steps to the south east
corner of the Deep Park (E) and enter the
Chapel.
Buit between 1656 and-1666, the Chapel
is one of very few сhurches begun in England
during the Commonwealth period, and the style
is an unusual mix of Gothic and Baroque. In an

69. 69
early example of recycling а fifteenth century hammer beam roof was transported
from another Brasenose property in Oxford. The dimensions of the Chapel were
chosen to fit the timbers, but the roof was immediately hidden by the wood and
plaster fan vaulting. The present colouring of the vaulting was designed by С.Е.
Kempe in the 1890s.
Cross the Antechapel and stand by the rоре to look into the main body of the
building. The different colours of paving show that there used to be more rows of
seats, when daily Chapel attendance was compulsory. The internal fittings are mostly
eighteenth and nineteenth centuries. The brass lectern was given in 1731 and the
marble behind the altar in 1733. The chandeliers have had а chequered history; they
were presented in 1749, given away to а parish
church when gas was installed here,
subsequently converted to gas themselves,
returned to the College when the church went
over to electricity, and finally converted back to
candles. The organ саsе by Sir Thomas Jackson
(above you) dates from 1892 and the organ
from 1974. Turn round to look at the Antechapel. Opposite is the memorial to
College members who died in World War I; you will see the memorial for World
War II opposite the door when you leave the Chapel. On the wall to your left is а
brass plate (third from the right) in memory оf С. von Ruperti, а German
undergraduate who died in 1943 'fighting for his country'. The window facing you is
painted glass of 1776; the rest оf thе coloured glass in the Chapel is stained glass of
the nineteenth century.
As you leave the Chapel look up above the door. The
enormous portrait and the paintings of hands on the adjacent
wall are оf John Middleton of
Наlе in Lancashire (1570s -
1623), who is reputed to have
been 9' 3" in height and who

70. 70
visited Brasenose in 1617. One of the College rowing eights is always called by his
nickname, 'The Childe of Hale'. Below the portrait is а memorial to Principal Albert
Watson, an early work of Eric Gill (1905).
Leave the Chapel and continue straight ahead through the Deer Park.
The room on your right with oval windows (beneath the Library) was originally an
open cloister. It provided shelter for those taking exercise and also served as the
College's burial ground; we have the names of fifty nine people buried there. It was
made into rooms in 1807, probably to а design by Sir John Soane.
Walk through the tunnel back into Old Quadrangle and the way out. We
hope that you have enjoyed your visit.
Post-reading task
- Find and read warnings in the Guide.
- Find and read instructions in the Guide.
Answer the questions:
- Why is the college named so strangely?
- How many yards are there in Brasenose College?
- What do these numerals mean?
1279 1509 1719 1657 1656 1892 9`3``
Work in groups
- Group I
Tell about Old Quadrangle
- Group II
Tell about Deer Park
- Group III
Tell about New Quadrangle
Writing
Write a short guide for visitors, using information from the text

71. 71
USING OF ENGLISH
KENILWORTH CASTLE
Pre-reading task
Read the text and choosethe correctanswers to complete the sentences.
Kenilworth Castle, often called
one of the 1 castle ruins in
England, is built on а hill over-
looking the 2 of
Kenilworth in West Midlands.
On approaching Kenilworth city,
the ruins of the castle suddenly
loomed through the mist, giving
the city а 3 appearance.
Kenilworth Castle 4 many
stories, and many secrets. А
quick read through the 5
gave me а colourful image of
the way things must have been
inside these forbidding stone
walls аll those years 6 . А
secret meeting between 7
Elizabeth the 1st and Robert
Dudley, Earl of Leicester took
8 here. In nineteenth century the castle narrowly escaped being burnt to the 9
when а lazy kitchen boy left а pig roasting on the ореn 10 unattended. The castle
11 took me to а dark dank dungeon,
complete with gruesome instruments of torture. Hidden in one corner is а tiny cell,
little more than а hole, where countless prisoners were left to rot away. It' s hard to
imagine how а grown person could fit 12 а place so small.

72. 72
A B C D
1 finest beautiful nice most
2 cottage country city village
3 mysterious clear particular modern
4 creates reads reveals holds
5 tour guide excursion guidebook handout
6 before ago after since
7 Queen Mistress Lady Miss
8 participation place seat chair
9 earth mud ground globe
10 water fire air earth
11 voyage trip journey tour
12 on into at onto

73. 73
QUIZ
ALL ABOUT BRITAIN
1.What is the Queen`s name?
2.What is the most famous park in London?
3.What is the main clock in GB?
4.What had been a castle,then a prison and now is a museum in London?
5.What town was Shakespeare born in?
6. What are the capitals of England, Scotland, Wales and Northern Ireland?
7.Where does Santa Claus put Christmas presents?
8.What side of the road does the transport go on in Britain?
9.When do English people celebrate Christmas?
10.In Ukraine we have the hryvnia, in the USA – the dollar. What currency is used in
Britain?
11.What has always been in the centre of the room in English houses? The English
people like to sit near it in the evening.
12.Where is the famous Nelson`s Column situated?
13.What do English people like to drink many times a day?
14.Who of the conquerors gave the name Britannia to GB?
15.How many houses (chambers) does the British Parliament consist of? Name them.
16.What is the popular name given to the national flag of the UK?
17.What is the heart of London? (in the West End).
18.What holiday is called the holiday of all sweethearts, husbands and wives, boys
and girls?When it is celebrated?
19. Name 3 areas of London.
20.What do English people call The Father of London?
21.What theatre did Shakespeare found? Why was it given this name?
22.Why was the main clock called Big Ben?
23.How big is Big Ben?
24.What is the emblem of England?

74. 74
25.Where are Kings and Queens coronated?
26.Where is the official residence of the Queen in London?
27.What nation has preserved its original language?
28.What do Englishmen use for height instead of meters and centimetres?
29.What part of Britain was George Byron born in?
30. How many stations does the Underground in Londonhave?
31.Who is a patron saint of Scotland?
32.How many bridges are there over the Thames?
33.What town is the Royal port?
34.What colour are the British buses, post-boxes and telephone-boxes?
35.What cathedral is the biggest in London?
36.How long is Thames?
37.Who were the ancient inhabitants of British isles?
38.What ancient peooples became the `creators` of English language?
39.What is called the `Key of England`?
40.What are the national colours of Britain?
41.Who became the popular character of British legends as a national hero and the
protectorof poor?

75. 75
SOURCES
 Атласчудес света. Москва, БММ АО, 1995
 Древо познания.Наука и техника.Киев, МаршаллКавендиш, 2006
 Детская иллюстрированная энциклопедия.Москва, Дорлинг
киндерсли, 1999
 Фотографії, зроблені Кравчук І.М.
 Animalsin sport. Foxhunting// EnglishLearner’sDigest. – 1998. - #21
 Encyclopedia Britannica2001
 http://en.wikipedia.org
 It is interesting to know. Київ, Радянська школа, 1986
 KarpiukO. Welcometo EnglishStudy– 6. Тернопіль, видавництво
Карпьюка,2002
 news.bbc.co.uk
 news.nationalgeographic.com
 www.cnn.com/2007/TRAVEL
 www.dudleyzoo.org.uk
 www.panorams.dk
 www.royal.gov.uk
 www.time.com/time/photogallery