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A) Practise using the words and word combinations in bold type to make other comparisons between some two-four regions of Russia. Write your best sentences down.




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  1. A) be anxious, worry, trouble, bother.
  2. A) between Rose and Mrs. Burlow (after the performance);
  3. A) Put the words in brackets in the correct places in the sentences.
  4. After studying the definitions above, use these new words in the sentences below.
  5. After studying the definitions above, use these new words in the sentences below.
  6. After studying the definitions above, use these new words in the sentences below.
  7. American Terminology is sometimes confusing
  8. AND SEMANTIC MOTIVATION OF WORDS
  9. Ask other students about their weekends, and complete the chart with different names.

b) In small groups, compare your own country (republic) with another coun­try (republic) you know well. What are the similarities in Climate, Industry, Peo­ple, Traffic, Railways, Scenery, City life, Food, Agriculture, Education, Clothes?

XX. Talk about your home town. Use the following dialogue as a model:

A.: You're from Wales, aren't you?

D.: Yes, that's right. I come from Swansea actually.

A.: Ah, Swansea! I've never been there. It's a port, isn't it?

D.: Oh yes — big docks, steel works and a lot of heavy industry round about. But it's funny, just outside the town there's really beautiful country. It's extremely beautiful along the coast — the Gower Peninsula. No industry or nothing — just like it was a hundred years ago.

A: Sounds great. And how large is Swansea?

D.: Oh, it's a big city. You mustn't think that all the people in Wales live in villages, We have cities too!

A.: Yes, I suppose so.

XXI. Try your hand at teaching.

1. Say what you would do in the teacher's position:

Paul, a senior in high school, must outsmart every adult with whom he comes in contact. His need to feel superior is so strong that he spends hours plotting how he can achieve his goal. He goes to the library to look up definitions and in­formation of irrelevant subject matter, and confronts the teacher with questions like "What kind of dress did Josephine wear when she married Napoleon?" Since the teacher cannot answer this question, Paul proceeds with his information and proves his superiority to the whole class.

2. a) Try and act as a teacher of geography and discuss one of the follow­ing topics. Make use of Essential Vocabulary (1). Use the map when speaking. (Give athree-minute talk.)

b) Comment on the students' knowledge of the topic, their skill of reading the map and the choice of the vocabulary:

1. The British Isles and the seas, straits and channels, wash­ing their coast. 2. The relief of England, its highlands, lowlands and mountains. 3. The rivers of England. 4. The Lake District. 5. Stratford-on-Avon. 6. The relief of Scotland. 7. The relief of Wales. 8. The climate of Great Britain. 9. The relief and cli­mate of Ireland. (See "Classroom English", Section VIII)



LABORATORY EXERCISES (I)

1. Listen to the text "The British Isles", mark the stresses and tunes. Repeat the text following the model.

Paraphrase the sentences, using the suggested speech patterns. Check your sentences with the key (oral work).

Complete the sentences with geographical terms. Write these terms down and check them with the key (oral and written work).

4. Write a spelling-translation test: a) translate the phrases into English; b) check them with the key.


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