Ëàðèñà ÊÀËІÍІÍÀ

Іííà ÑÀÌÎÉËÞÊÅÂÈ×

А НГЛІЙСЬКА
МОВА
(11-é ðіê íàâ÷àííÿ, ïðîôіëüíèé ðіâåíü)

Ïіäðó÷íèê äëÿ 11 êëàñó çàêëàäіâ çàãàëüíîї ñåðåäíüîї îñâіòè

LARISA KALININA
INNA SAMOYLYUKEVYCH

NGLISH
E (
(Year 11, Profile Level))
A textbook for Grade 11 of general
g secondary education
 ÓÌÎÂÍІ ÏÎÇÍÀ×ÅÍÍß:

– for inquisitive learners – for creative thinkers

– for digital natives – Culture Comparison

– at Home
– for critical thinkers

– a differentiated task
 ËÞÁÈÉ ÄÐÓÆÅ ÒÀ ËÞÁÀ ÏÎÄÐÓÆÊÎ!
Ïåðåä âàìè íîâèé ïіäðó÷íèê ç àíãëіéñüêîї ìîâè. Âіí ìàє 5 ðîçäіëіâ –
Units, êîæåí ç ÿêèõ îçíàéîìëþє ç íîâîþ öіêàâîþ òåìîþ, íàïðèêëàä, “Me
And My World”, “Great Expectations”, “My Global Awareness” òîùî.
Êîæåí óðîê ðîçäіëó ìіñòèòü íîâèé ëåêñè÷íèé òà ãðàìàòè÷íèé ìàòåðі-
àë, çàñâîєííÿ ÿêîãî äîïîìîæå âàì ñïіëêóâàòèñÿ çі ñâîїìè îäíîêëàñíèêàìè
íà áóäü-ÿêó ç òåì, ùî âèâ÷àþòüñÿ. ßêùî âè âіä÷óєòå òðóäíîùі ïðè âè-
â÷åííі ãðàìàòè÷íîãî ìàòåðіàëó, ñêîðèñòàéòåñÿ ðîçäіëîì “First Aid Kit”
ó êіíöі ïіäðó÷íèêà, ó ÿêîìó âè çíàéäåòå ïîÿñíåííÿ äî ìîâíîãî ìàòåðіàëó.
Ïіäðó÷íèê ìіñòèòü öіêàâі ïîøóêîâі âïðàâè ç âèêîðèñòàííÿì іíôîðìà-
öіéíî-êîìóíіêàöіéíèõ òåõíîëîãіé, ùî äàñòü âàì ìîæëèâіñòü ðåàëіçóâàòè
âëàñíó іíôîðìàöіéíî-öèôðîâó êîìïåòåíòíіñòü ïіä ÷àñ âèâ÷åííÿ àíãëіé-
ñüêîї ìîâè.
Âèêîíóþ÷è òâîð÷і âïðàâè ïіäðó÷íèêà, âè çìîæåòå ïðîÿâèòè ñâîþ êðå-
àòèâíіñòü, âèñëîâèòè âëàñíó òî÷êó çîðó ç ðіçíèõ ïðîáëåì, ïîöіêàâèòèñÿ
äóìêàìè ñâîїõ äðóçіâ, ïîðіâíÿòè âëàñíі äóìêè ç äóìêàìè îäíîêëàñíèêіâ.
Óñå öå äîçâîëèòü âàì âіëüíî ñïіëêóâàòèñÿ іç çàðóáіæíèìè äðóçÿìè.
Ó êіíöі êîæíîãî ðîçäіëó âè òàêîæ çíàéäåòå ïàêåò çàâäàíü (“Your Test
Pack”), âèêîíàííÿ ÿêèõ äîïîìîæå ïîñòóïîâî ïіäãîòóâàòèñÿ äî óñïіøíîї
çäà÷і ÇÍÎ.
Íà âàñ ÷åêàє çóñòðі÷ ç öіêàâèìè ëþëüìè, ÿêі ðîçêàæóòü ïðî ñåáå, ïðî
ñâîї çàõîïëåííÿ, ïîäіëÿòüñÿ ñâîїìè äóìêàìè òà іäåÿìè. Âè çìîæåòå çíà-
éòè âіäïîâіäі íà ïèòàííÿ, ÿêі âàñ öіêàâëÿòü.
Good Luck!
Õàé ùàñò
òèòü!

3
 CONTENTS

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Unit 1. Me And My World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Unit 2. One Person’s Meat… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Unit 3. Ukraine At Large . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Unit 4. Great Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Unit 5. My Global Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
FIRST AID KIT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Grammar in Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Writing Samples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Audioscripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
221
228
Unit 1
Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244
ME AND MY WORLD
In this unit, you will learn how:
• to describe rights and duties of the youth today;
• to talk about your responsibilities in the family;
• to discuss behaviour patterns of teenagers;
• to integrate your skills on the topic;
• to check the level of knowledge and skills on the topic,
getting
g g ready
y for independent testing.g

4 5
 1.1
Unit One: Me And My World UKRAINIAN YOUTH: RIGHTS, DUTIES, PROBLEMS
I think the new generation of Ukrainians
which is educated digital, is more connected
1.1. What Rights and Duties are Right for you? to the world and with many more rights than
their parents and grandparents enjoyed. For
Phrase Bank Communication Box example, having access to any information
 appreciation  to familiarize oneself with...  Actually... and materials from a diversity of national
 peers  to mould the history  According to opi- and international sources young people got
 expertise  human rights activity nion survey... the opportunities to familiarize themselves
 crucial  to change something for better  Surely... with the lifestyles of their peers from differ-
 to protect  civic activity  In this regard... ent countries, their problems, the ways they
 well-being  to promote values  Furthermore... use their rights. Thus, they can compare their
 violation  brain drain freedoms, rights and duties with those of
 generation  in line with something teenagers abroad. But we shouldn’t forget
 potential  to take advantage of something that a lot of young people, who were born in an independent Ukraine, have
 vulnerable  to maintain health matured on the basis of crises and protests. Massive participation of the
 to launch students and the young on the Euromaidan revolution is the vivid demon-
stration of their rights to freedom of thoughts and expression of their
views and duties to defend the future of Ukraine and the aspiration of the
I. Go Ahead! young. Actually, the role which is played by the young as agents of political
Look at the photos and say what rights the young people in them want to defend. and social changes in the country appears to demand much more than going
What is your attitude to it? out into the streets.
But it isn’t easy to get ahead in politics. The sociologists say that the
young have a great potential to mould the history of their country, but per-
sistence and hard work are needed from them to achieve a real democracy.
Human rights activists claim that the “Revolution of Dignity” represented
a turning point for a part of Ukrainian youth, who are eager to change the
life in the country for better. They don’t want to be only consumers of poli-
tics, but also creators and active participants.
(The Ukrainian Journal)
***
Since the Revolution of Dignity and the
latest events which took place in Donbass,
Ukrainian society has witnessed a signifi-
cant increase in activism. A lot of young
people get together, join voluntary organi-
zations and do voluntary work, which is a
valuable part of the country’s population
needs. And not only that. According to opin-
ion surveys, the level of confidence in the
army, which enjoys a good reputation among
the youth, is rather high. No wonder, when
the armed conflict in the East of Ukraine began, the youth volunteered im-
mediately. Many young people believe it to be their duty to join the army
without being forced.
E x a m p l e : I think young people gathered to defend their right to freedom. Surely, young Ukrainians have the right to take an active part in civic
In my opinion nobody has the right to imprison innocent people. activities. Politicians emphasize, that the principle areas of concern that mo-
Everybody can express his/her point of view. tivate them to do it are the provision of aid for children in humanitarian
crises and the defenñe of human rights. In this regard, Ukrainian youth
II. Reading launch campaigns promoting “civil” values such as
tolerance and equality. People should learn how to BrE – emphasise
a) Read the information from Ukrainian newspapers about the rights, duties and get along with each other. AmE – emphasize
problems of Ukrainian youth as different people see them. Say who you agree (The Kyiv Post)
with and why.

6 7
UNIT 1 1.1
***
Ukrainian youth has the right to education, but according to expert obser- ACROSS CULTURES
vations a disturbing trend, which includes the decline of general and voca- A voluntary organization – is an organization
tional education, is taking place nowadays. They can take either of them if that is organized or supported by people who give Ôîò
Ôî òîî: á
áóóä
äüü--ÿ
ÿêà
à
they had a chance. The Nationwide studies of youth of Ukraine 2017 show that their money, service etc. because they want to and âî
âîë
îëî
ëîîíò
îíò
í ååð
ðñü
ñüêà
êà
only 44% of young Ukrainians are satisfied with the quality of education in do not intend to make a profit. îðãà
îð ãàíі
íіççà
àööііÿ â
general, and only one third believe that Ukrainian education meets the needs Óê
Óêððààїí
їíі
of the modern labour market. For comparison, according to the Eurobarometer The United Nations (UN) – a large
Poll of 2014, 73% of young people in the European Union (EU) agreed that international organization that
their education provided them with the skills they needed to find jobs in line almost every country in the world belongs to, which was
with their qualifications. Furthermore, in 2016 59% of established in 1945 to make sure that there is peace in the
young people in the EU stated that their national educa- BrE – labour world and that countries work together to deal with
tional systems were adapted to the modern labour market. AmE – labor international problems.
The young people want to realize their rights and get pro-
found knowledge both at school and Universities. That’s The European Union (EU) – a political and economic
why they protest against violations of students’ rights for equality in educa- organization established to encourage trade and friendly
tion. A public opinion poll, which was commenced in 2013 showed that 62% relations between its member countries.
of young Ukrainians stated that the educational services do not correspond to
the current standards, 60% named lack of material, technical, financial and
other provision of the Universities. Despite this, students still strive for high-
er education because they believe that special knowledge and expertise are à) For inquisitive learners: to know more, use the sites:
important factors in finding job.  http://www.petermontminy.com/2010/12/teenagers-rights-and-
(Destination.com.ua) responsibilities/
 https://teens.lovetoknow.com/Songs_About_Growing_Up
***  https://www.youthhood.org/government/si_index.asp
Young Ukrainians are aware that they
live in the crucial time for their country, b) Read the texts again and fill in the chart with rights and duties of Ukrai-
when the window of opportunity has been nian youth mentioned. Comment on their manifestations.
opened and that they must be able to take
advantage of it. The time has come to re- Rights Duties
alize their aspirations, dreams and rights.
Article 24 of the United Nations “Con- the right to health and health care... .
vention on the Rights of the Child” gives
them the right to health and health care.
That’s why young people are concerned
about problems related to healthy living: III. Language Track
the environment, ecology, poor medical Phonetics in Context
care, abuse of smoking and taking drugs.
They set up youth centres, children’s
camps, student sport leagues, which promote healthy y lifestyles, involve young  In the texts, find and reproduce introductory phrases in context according
people into different social and sport activities. They hope not only to maintain to the pattern. Practise saying them in your own sentences.
their own health and the health of others, but to develop existing Ukrainian P a t t e r n : Actually, the role which young people play as agents of political
traditions, achievements of social programs to protect against negative effects and social changes in the country appears to demand much more
of the global cultural integration process, that led to change in attitudes, val- than going out into the streets.
ues, social well-being of young people. Actually, young Ukrainians take an active part in the life of the
Moreover, Ukrainian youth consider nature protection to be their duty. country.
They focus on the burning problems of environmental protection in the coun-
try, which in their view will preserve the beauty of nature for future genera-
tions. Their slogans are simple but convincing: “No deforestation in the Car- Words and Phrases in Context
pathians!”, “Stop polluting air!”, “Don’t throw waste into the rivers and lakes”.
I think, it’s critically important today to understand young people’s prob-  From the texts, reproduce the sentences with the following vocabulary
lems, ambitions and intentions, to keep in mind their rights and duties, be- items – ‘any’ and ‘either’ in context. Using electronic dictionary, analyse
cause the youth of 2018 will be among those, who will make key decisions in the difference in their meanings and use them in your own contexts.
Ukraine in 2025 and later.
 From the texts, reproduce nouns formed from the following verbs and
(The Business Today)
make up your sentences with them.

8 9
UNIT 1 1.1
E x a m p l e : to express – expression b) Information Search
The youth have the right to freedom of expression. Search the Internet and find information about some well-known volunteer
I believe, the right to freedom of expression is extremely impor- organizations in Ukraine. Focus on:
tant for young people, because everyone should have his/her per-
sonal opinion and be able to express it.  their aims;
 the role they play in the life of youth in Ukraine;
 to demonstrate  to increase  to defend  the participation of young Ukrainians in them.
 to participate  to populate  to observe Present your findings to the class and comment on the possible youth’s
 to change  to provide  to educate rights and duties in them.
 to achieve
Grammar in Context
 In the texts, find and reproduce sentences with the following words
and word combinations in context. Add 2–3 logically connected
sentences to develop the idea of the context. 1. From the texts, reproduce grammar constructions in bold in contexts and
interpret their meanings.
E x a m p l e : to enjoy rights 2. Complete the instructions and illustrate them with your own sentences.
I think the new generation of Ukrainians, which is educated
digital, more connected to the world and with many more rights Relative clauses can be defining or non-defining.
than their parents and grandparents enjoyed. They are digital If you want to identify which member of a group the sentence talks about,
natives and have access to different sites and programmes. use...
Moreover, young people feel comfortable with new technologies If you want to give additional information about the noun it refers to,
and many of them have become their bare necessities. use...
3. Read the pair of sentences below. Combine them by changing the
 crisis and protests;  a turning point; second sentence into a relative clause. Use a relative pronoun and
 agents of political and social change;  decline; commas when necessary.
 to enjoy a good reputation;  to be adapted to; E x a m p l e : I bought the ‘Kyiv Post’. I can read it in the evening.
 to be compliant with current standards;  to strive for I bought the ‘Kyiv Post’ I can read in the evening.
 to promote a healthy lifestyle.
1. I remember the day. I participated in the Euromaidan revolution.
2. There are volunteers. They help the population in the East of Ukraine.
BECOMING A DIGITAL NATIVE 3. Young Ukrainians dream of peace. They can’t have it when there is a
war conflict in the East.
а) Language Search 4. Now there are political observers. They supply people with true-to-life
From the text, find and reproduce phrasal verbs below to fill in the diagram. information.
Using the sites suggested find 3 more phrasal verbs with this verb, with dif- 5. We live in Ukraine. In our country the economic and political situation
ferent meanings and give examples to show how to use them in your own changes slowly.
contexts. 6. A lot of people suffer from the absence of a good job. Those people live
 https://www.englishclub.com/vocabulary/phrasal-verbs-list.htm in different parts of Ukraine.
 https://www.fluentu.com/blog/english/english-phrasal-verbs/ 7. Many young Ukrainians are ready to mould the history. These Ukraini-
 https://en.oxforddictionaries.com/english ans are students.
8. A lot of teenagers are eager to get a solid higher education. They can’t
do without new technologies.
9. My new youth club has become special to me. I come to it every day.
ahead

Go to your WB for more exercises

to get

10 11
UNIT 1 1.1
IV. Communication Track
Useful phrases:
Speaking
 Have you ever thought of... ?
Spoken Production  Perhaps you could...
 Would you care to ... ?
a) Food for Thought  Why not ... ?
To protect rights, the United Nation has worked out an international agree-  ...is crucial, isn’t it?
ment called “The United Nations Convention on the Rights of the Child”.  I’m a little uncertain...
Read these rights and say which you fully enjoy and in what way. Are you  We can’t...otherwise...
deprived of any? Which rights do you hope to realize later? A. ...  We should definitely...unless...
t to B. ...  Let’s look at the other side of...
h a v e the righarties A. Without doubt, young Ukrai-  It’s time to...
All children Children ion. State p child
discriminatiohave the right to non- informat nsure that the n and
nians have not only rights but  But it goes much further than
n (Article 2). duties too. Do you agree? that.
should ess to informatioity of B. Sure, I do. Actually, many of
acce ivers
ild ren ha ve the rig ht to life. State hasterial from a d stitutional them demonstrate it every
Ch the maximum ma and in ed
parties should ensure to survival and national pecially those aim / h er
day.
extent possible to (Article 6). s A. ... ...
ld sources epromotion of hisoral, B. ...
development of a chi at the m
spiritual, tal health A.
Children hav social, and men B. ...
expression, e the right to frreeeed physical 17).
dom (Article
and impart freedom to seek, rece off
of all kinds th e in fo rmat iv e c) The nationwide poll “Youth of Ukraine 2017” states that Ukrainian “Genera-
(Article 13) ion and ideas Children have the rights to express tion Z” acquires additional meanings in terms of attitudes, values and rights
their views freely (Article 12). in the new Ukrainian context. In groups, discuss the statement above and
Children have the rights to freedom of Children hav come up with your ideas as to new challenges of rights and duties of Ukrai-
thoughts, conscience and religion. enjoyment e the rights tto the nian youth.
State parties should respect these standards of of the high
rights (Article 14). care (Article health and health Listening
24).
eet other h e the h rig
th i ht tto a) Before you listen
the rights to mnizations, ld en hav
Childr
Children have n can join or ga education and dev elop ment You are going to listen to a psychologist’s opinion about problems of young
people. Childre meetings and peaceful (Ar ticl e 28, 29)). people. She entitled her piece of information “Young People – Old Problems?”.
take part in s which do not affect Children hav In the whole class, comment on the title and say what problems of young
demonstration rights (Article 15). an d leisure (Art
e the right tot rest people the psychologist is going to touch upon and how much they are
other people ’s icle 31). attributable to Ukrainian youth.
Children have the right to
the right to the protectio privacy, b) While you listen
law against the interfere n of the
it (A
( rticle 16). nce with Listen to the information and mark true/false statements below.
1. Today parents of teenagers worry a lot about increasing violence.
2. Teenagers believe it’s easier to live in the modern world.
3. The only reason for teenagers’ problems is poverty in the families.
4. Some psychologists claim that teenage problems occur when they are
left alone.
5. Teenagers need more care and attention from adults.
6. When teenagers can’t find the answers to the problems that worry
them in the family, they get them from other people.
7. Our society believes that teenagers are old enough to be responsible for
their words and deeds.
8. Teenagers are well aware of their rights and responsibilities and can
Spoken Interaction cope with them.
9. The psychologist considers that teenagers are not sure of their decisions.
b) In pairs, look at the photo, identify yourselves with the characters and complete the 10. The psychologist thinks that all worries, concerns and problems of
dialogue using the following useful phrases. teenagers will disappear in the future.
12 13
UNIT 1 1.2
с) After you listen 1.2. What Makes Teenagers Different and Alike?
The author of the article claims that some people agree that teenagers are old
enough to be responsible for what they say and do and should be given a lot Word Bank Phrase Bank Communication Box
of freedom and rights. The opposite group believes that teenagers are too
young to be taken seriously.  considerate  to enjoy every minute of...  Long time no see!
In groups, discuss these points of view and voice your opinion.  well-mannered  to judge people by...  Basically...
In the whole class, compare your opinions and come up with your lists of  ill-mannered  to be easy or difficult to deal  But in the end...
recommendations for adults. Begin with: when you deal with teenagers...  selfish with...  By the way...
 spiteful  to be a real treat  Honestly...
Writing  to socialize  cross-cultural communication
 intuition  on the outside/inside
а) Before you write  random  on equal terms
 to initiate  to lose one’s heart
 If you want to argue with people about your rights and duties in Ukraine  to replace  to change beyond recognition
and express your opinion, write an opinion essay.  acceptable  to treat somebody with dignity
 In groups, brainstorm with your friends what arguments should your  to bully
essay contain.  rewarding
 Make a list of words and phrases you can use in your opinion essay to
sound convincing.
I. Go Ahead!
b) While you write Look at the photos and say how teenagers may differ.
How to Write an Informal Opinion Essay

Content Tips Language Tips Ïііä

Ï äë
ëіòêè
ііò
òê
êè è çà
Äііòè
Ä òè-ï-ïіä
іäëëііòê
òêè ññò
òîëîì
îëîì
îë îì ïîâ îâîäîäÿÿòòü
 State the topic and your opi- – In my view... çàéì
çà éìàþ
àþòü
àþòüòüñÿñÿ
nion in an introductory para- ñåá
ñå áåå ïî
î--ððііççí
íî
îììóó..
– In my opinion... ðііçí
ð çíèèììè âè
âèäàäàììè
è Îäí
Îä íіі äîá
îáð ðåå, ііí
íø
øіі
graph. – To start with... ñï
ñïîð
ïîððò
òóó
 Write two or more paragraphs – ïî
ïîãà àííî
î.
– Another major reason is...
and present separate view-
points supported by your rea- – Furthermore...
sons. – In addition to this...
 Restate your opinion in con- – It’s argued that...
clusion. – Contrary to what people may believe...
– As opposed to the above ideas... Îä
Î äí
íàà äііâ
â÷÷èèíà
íà ìðі
ðієє
– All things considered... ñòà
ñò àò
òè ââ÷ ÷è
èòòåë
åëåì Äіòè
è êóï
ïë
ëÿÿþò
ÿþ
þòü
((í
íà
àââ÷
÷ààє ääііòå
òåé)
åé)
é), іíø
øà à ðіçí
íèé
é îä
äÿÿã
– Taking everything into account...
– ëіêà
ëіêà
ëіêàðåðåì (ë(ëіêó
óєє
òâ
òâàðè
àðèí
àð èí)
Go to your First Aid Kit p. ___ for a Sample of an Opinion Essay

Culture Comparison
Search the Internet and make a Culture comparison
E x a m p l e : I believe teenagers are different in their preferences in sport.
Some like team sport, others prefer individual sport. It depends.
 What rights and duties do your peers abroad enjoy?
 Have you got the same rights and duties? If not how do they differ? II. Reading
At Home: In your WB write an opinion essay on the rights and duties signifi- à) Read the teenagers’ talk and say how much you agree with them.
cant to you. Ann: Hey, guys, long time no see! How was your International youth camp?
Did you enjoy it?
Alex: If you ask me, I did. Though all of us were different, I enjoyed every
minute of my spending time with them.
Ann: It takes many kinds to make the world as my mum says. If we were
the same, life would be dull. Besides, we are brought up differently.
14 15
UNIT 1 1.2
Some are considerate, readily give in and well-mannered, others are
selfish or even spiteful and never give up. ACROSS CULTURES
Vasyl: I think no one in the world looks exactly alike even identical twins. I
personally, never judge people by the way they look. The difference in San Francisco – a city and port in
appearance is not that important for me. If a person is easy to deal California known for being a very
with, has a nice sense of humour, then it’s a real treat to make friends beautiful city, built on hills next to a
with her/him. bay.
Kate: True, true. People behave differently and act differently. There were
children from many countries in the camp. So we spoke different lan-
guages and had different cultures. If it were not for our cultural and
language differences, we wouldn’t get a great experience in cross-
cultural communication.
Ann: What do you mean?
Kate: I mean that the possibility to communicate with children of different Vera Peiffer – a well-known English psychothe-
countries broadened my horizon, taught me to be tolerant of the things rapist, the author of many books who set up the
they don’t like and accept the idea that ‘different’ doesn’t mean ‘bad’. Peiffer Foundation in 1994 to help people in their
Ann: It was really a rewarding experience. personal development.
Alex: I can’t agree more. At first we didn’t know how to socialize with teen-
agers from England and America. They looked good on the outside, but
personality mostly comes from the inside not the outside, you know. b) Team up with your friends. One team presents “An Act of Random Kind-
Ann: My intuition tells me that if a person looks good, he/she will be al- ness”, the second team – “A Day of Positive Thinking” suggested by the
ways kind and friendly. children’s International friends. What is your attitude to these activi-
Vasyl: There is something in what you say. I made friends with Roy and Al- ties? How do they help to change people’s behaviour?
ice from San Francisco and learned about a very interesting trend that
had started in America – random acts of kindness. For inquisitive learners: to know more use the sites:
Ann: I’ve never heard about it. Can you tell us a little more about it? https://www.modernghana.com/lifestyle/5465/the-most-common-
Vasyl: Basically, followers of the movement called “The Kindness Revolution”, problems-teenagers-face-today.html
willfully and willingly commit ‘senseless acts of beauty’, like giving https://www.theguardian.com/society/2016/sep/24/teenagers-
flowers to strangers, smiling at elderly people, picking up litter etc. generation-in-crisis
Roy said that it was their teacher who heard about another random act
of violence on TV and decided to change the word ‘violence’ to ‘kind- https://greatergood.berkeley.edu/article/item/how_teens_today_
ness’, then the whole tone of the statement was changed from negative are_different_from_past_generations
to positive. Alice says that random acts of kindness are those little III. Language Track
sweet, lovely things you do for no reason except to be a nicer person.
Alex: I liked this idea too. If you do something nice for someone, it will Phonetics in Context
make you and them feel better. Alice and Roy organized one day in
our camp under the slogan “Why not commit an act of random kind-
ness today?”. So the next day we went to the nearest village and tried In the text, find and reproduce 10 words with the sounds //, / / in their
it. It was just fantastic! It taught many of us not to be only kind, but contexts. Practise saying them in your own sentences.
more tolerant and respectful to others.
Kate: Now that you’ve mentioned an act of random kindness I remembered E x a m p l e : How was your international youth camp?
the “Day of Positive Thinking” initiated by our English friend Ruth. I think youth is the future of the country.
It looked like a game to replace any negative thoughts with positive
ones. But in the end it helped many shy children not to lose their
hearts while talking with their peers from Words and Phrases in Context
abroad but to communicate on equal terms, to BrE – behaviour
reveal their own selves. By the way, Ruth pre- AmE – behavior
sented me with the book of Vera Peiffer who  From the text, reproduce the sentences with the following vocabulary
wrote about positive thinking. items ‘next’ and ‘near’ in context. Using electronic dictionary, analyse
Ann: I think it’s quite acceptable to try it with our classmates. Maybe some the difference in their meanings and use them in your own contexts.
of our guys will change their behaviour for better and stop bullying  From the texts, reproduce words and word combinations with the opposite
others but treat them with dignity and respect. meanings. Illustrate them with your own examples.
Alex: Treat others as you want to be treated, as the saying goes. But if they
had been with us in the International camps, they would have changed E x a m p l e : the same – different
beyond recognition. It’s not that difficult to adapt your behaviour to People are different and we should respect them and treat with
the expectations of others. dignity.

16 17
UNIT 1 1.2
 cheerful  a turning point; Grammar in Context
 inconsiderate  to look good on the outside
 ill-mannered  evil
 generous  unfriendly  From the text, reproduce grammar constructions in bold in contexts and
 good-hearted  intolerant interpret their meanings.
 useless experience  Complete the instructions and illustrate them with your own sentences.
If you want to talk about something that is likely to happen in the future,
 From the text, reproduce words and use…
phrases which are attributable to the If you want to talk about unlikely future events, imaginary or improbable
description of different behaviour situations in the present, use…
patterns to complete the word cloud. If you want to talk about possible events in the past that didn’t happen,
Use them to describe someone from regrets or criticism, use…
the class and let your friends guess
who you mean. Go to your First Aid Kit p. ___ for more information

 Read teenagers’ advice seeking letters in the youth magazine and

fill in the correct conditionals.

BECOMING A DIGITAL NATIVE Dear Editor,

I am writing a SOS letter to you. If you look at
a) Language Search the photo I have attached you ______ easily
From the text, find and reproduce phrasal verbs below to fill in the diagram. guess my problem. I often argue with my mum,
Using the sites suggested find 3 more phrasal verbs with this verb, with dif- because she never listens to me, never asks
ferent meanings and give examples to show how to use them in your own what I think or feel. I believe if she _____
contexts. demanding and more tolerant, my life _______
 https://www.englishclub.com/vocabulary/phrasal-verbs-list.htm have been easier for me. She gives me orders
 https://www.fluentu.com/blog/english/english-phrasal-verbs/ every day like: “you’ve got to wear another dress. I don’t want you to look
 https://en.oxforddictionaries.com/english too wild. If you ______ put on this dress you _____ look lovely” or “I insist
on your going to the party with me. You’ll get to know new people” etc. But
I want to socialize with my friends and wear the clothes I like. If you ______
give me a piece of advice I _______ be thankful to you.
in
Sincerely,
Ann

Dear Editor,
to give Yesterday I had a very unpleasant talk with
my friends. If I _____ been tolerant of
them, our talk _________ become a row.
The matter is that my friends wanted
me to go to the concert with them. I refused
to join them because I was not interested in
rock-music. If it _____ another kind of
music I _______ definitely go with them.
My friends got offended and said that if I _______ go with them we
b) Information Search ________ be friends any longer. I love my friends so I gave in.
Search the Internet and find some information about typical behaviour pat- Honestly, I didn’t like the concert: the music was too loud and the rock
terns of teenagers in England and the USA. Focus on: musicians were not exciting. If I ______ to this concert I _______ felt
better. But my friends were thrilled and enjoyed every minute of it. Did I
 their behaviour code at school; make the right decision? Was my tolerance justified?
 their behaviour with parents and adults;
 their behaviour with each other.
Present your findings to the class and comment on the differences and Go to your WB for more exercises
similarities in your American and English peers’ behaviour.

18 19
UNIT 1 1.2
IV. Communication Track c) In groups, comment on one of the statements:

Speaking It takes many kinds to make the world. Make some

effort to understand others and be tolerant of them.
Spoken Production
a) Food for Thought
Everyone is special by being different. Respect his/her
Read the examples of behaviour patterns. Choose those which seem unac- right to be who he/she is.
ceptable for you. Which are typical of teenagers? Which of them would you
prohibit in public places if you could?
Everybody is different, but we are all equal. No one is
Sticking chewing gum allowed to be spiteful or arrogant to others.
Not cleaning up after your dog.
everywhere.
Coughing
C hi and d yawning
i with ith your Be proud of who you are and treat others as you want
mouth open in public places. to be treated.

Talking on a mobile phone in public. Forgetting to say “Thank you”

and “Sorry” d) In the whole class, summarize your ideas in a poster “Behaviour Patterns Makes a
Throwing litter everywhere. Man”.
Swearing in public places. Behaviour Patterns Make a Man
Drinking
g beer in the streets.
Spitting
p g in the streets.
 Have warm and trustful relations with your family and friends.
 ...

Spoken Interaction Listening

b) Pair up with your friends and discuss different behaviour patterns of teenagers in
a form of a game “Look on the Bright Side”. a) Before you listen
You are going to listen to a story on tolerance. In 5 groups, think and decide:
Guidelines Useful Phrases  where the story takes place;
 who the main characters of the story are;
 One of you is a ‘pessimist’ who  I support the idea...  how the characters demonstrated their tolerance.
feels negative about all behaviour  I have nothing against...
patterns and speak only about  It sounds strange to me... b) While you listen
problems.  I’m absolutely against the idea that...  Each group one by one will listen to one part of the story.
 The other is an ‘optimist’ who  ...irritate(s) me  Get together and arrange the story in the right order.
looks at the bright side and is able  It is (not) necessary to...  In the whole class, listen to the story the second time to check if you
to see the advantages in every sit-  It’s (im)possible to... were right.
uation. Even when something is  I’m absolutely positive (negative)
really wrong, he/she tries to find that... c) After you listen
the way out, gives some good ad-  I’m for ...because...
vice to cheer up a pessimist.  ...one shouldn’t forget that. In the whole class, role-play a TV show “Teens Talk about Tolerance”. Use the
guidelines:
Situation Cards  Say what tolerance is for you and why it is important.
 Why tolerance is especially important today.
1. Your team lost the game: 2. Somebody in your class is wearing  Why people are intolerant.
 you blame the players, the mismatched clothes:  Give the examples of incidents you make up which can serve as examples
referee and yourself;  you disapprove and criticize the person; of intolerance.
 you congratulate the other team  it doesn’t make any difference to you,  Give incidents from your life or from the life of other people which can
on their victory. but you say a few pleasant words. serve as examples of tolerance.
3. You do not agree with what your 4. You walk home and see your class- Writing
 friend says: mates fighting:
 you interrupt and say that he is  you start grumbling about their bad a) Before you write
talking nonsense; behaviour and moralizing;
 you listen and say that  you try to stop them saying that they  If you want to get a piece of advice from many people, write an advice-
everybody has the right to must recognize each other’s right to seeking letter, which is published in a magazine or a newspaper section
express his/her opinion. be who they are. called “Letters to the Editor”.
20 21
UNIT 1 1.3
 Brainstorm with your friends: what worries teenagers in their behaviour
and behaviour of others and why you want to get someone’s advice.
 Make a list of words and phrases you can use to express your worry.
b) While you write
How to Write an Advice-Seeking Letter

Content Tips Language Tips

 Start your letter with an intro- – I’m writing to you in hope...
duction in which state the rea- – There’s no one I can turn to...
son for writing; – Never in my wildest dreams...
 Write 2–3 paragraphs descri- – It would be most useful to know...
bing your problems from dif- E x a m p l e : I think it is the girl’s duty to take her dog for a walk, but she is
ferent perspectives; – I would be delightful if... not willing to do it. I believe it has become a problem in the family.
 Raise questions that worry you – I must apologize for troubling you
and give your explanations; with my request... II. Reading
 Ask for opinion; – Thank you in advance for your kind Oksana is a head of the children’s council in her school. She organized a competi-
 Write some closing remarks in cooperation... tion: “My Household Chores: a Headache or Fun” and asked the schoolchildren to
your conclusion and ask for – I would like to thank you for your share their experience in it, to illustrate them with photos.
help. time...
à) Read what some children wrote about their domestic chores and say if you share
their opinions.
Go to ___ for a Sample of an Advice-Seeking Letter Our family is rather big, we are six
altogether. My granny, my mum, my
older sister, my younger brother and
Culture Comparison me. Moreover, my parents and gran-
Search the Internet and make a Culture comparison
ny work every day, that’s why divid-
ing household chores is a necessity.
1) What problems in behaviour patterns worry British and American I don’t think they are tiresome or
peers? Are they the same as yours? unpleasant. We all help one another
2) What do your foreign friends do to resolve conflicts or avoid them and that’s why our flat is always in
and become tolerant of others? Do you do the same? good order. I think my mum is a role-
model for us as to housekeeping. She is extremely organized and rises half an
At Home: In your WB, write an advice-seeking letter about someone’s behav- hour before anyone else in the family. She says it’s her duty to wake all the
iour patterns that worry you. children, to prepare breakfast and gather the family at the morning table.
After breakfast dad leaves for work and takes out the rubbish on the way. It
is his responsibility to keep a dustbin empty and clean. While mum is busy
1.3. What are your Household Chores? with my little brother, my sister and me are helping each other in the kitch-
en. My morning duties include putting plates and
Word Bank Phrase Bank Communication Box cups back to their places and taking Rex for a BrE – rubbish
 necessity  household chores  In a word... walk. Rex also has a duty – to guard the house AmE – garbage, trash
 tiresome  to take a dog for a walk  That cat won’t jump when everybody is away.
 dustbin  to take out the rubbish  I’ll see to it!
 neat  to be in order  On the contrary... ***
 to revolt  to wash up  ...is such a headache As a rule, my mum runs the house
 chaotic  t run the house  On second thoughts... and keeps it tidy, but she wants my
 appliances  to keep the house tidy brother and me to do our room our-
 entirely  to be in a mess selves because we are not little kids
 housekeeping  to clear up the mess as she says.
 to make something a rule My brother Nick is 5 years senior
and I share the room with him. He
I. Go Ahead! made it a rule to get up and to make
his bed at once, that’s why it is al-
Look at the pictures and read speech bubbles. Say what household chores the ways neat. I like to stay in bed longer
teenagers have. Are they happy to do them? Are you the same or different? and when I jump out of bed I leave it
22 23
UNIT 1 1.3
unmade because I’m late. I’m desperately trying to find what clothes to put Opinion Chart
on and that’s why my clothes are usually thrown over the chairs. In a word,
our room is in an awful mess every morning. + –
One day my brother revolted: “That cat won’t jump”, Paul. Our room is
chaotic and disordered. See for yourself. Clear up this mess! Since this morn- We like to help each other. It’s such a headache!
ing it’ll be your duty to make a bed and to do our room before breakfast, and
I’ll see to it”. III. Language Track
I love my brother and never object to what he says. Thus, I do this duty
regularly and can’t say that it is unpleasant and boring. On the contrary, the Phonetics in Context
sight of the room in perfect order appeals to me most.

*** In the text, find and reproduce 10 words with the sounds / /, /h/ in their
I can often hear my friend say contexts. Practise saying them in your own sentences.
“this housework is never done. There E x a m p l e : My parents work every day that’s why dividing household chores
is always something to do in the is a necessity.
house”. I understand what she feels
about her household chores and don’t Dividing household chores is a must in many families.
agree with her. Cleaning the house,
washing clothes, washing up took a
lot of time when people had to do Words and Phrases in Context
household jobs by hand. In the 21st
century household appliances answer  From the text, reproduce the sentences with the following vocabulary
every need. I’m sure there are so items – ‘duty-duties’ and ‘responsibility’ in context. Using electronic
many labour-saving devices in every dictionary, analyse the difference in their meanings and use them in your
house. For example, my mum doesn’t own contexts.
wash clothes, linen and other items herself, but a washing machine does it
very quickly. My duty is to hang the washing and then to iron it. I made my  From the texts, reproduce the household chores suitable to the following
duty pleasurable when I put on my earphones and do it to the music. statements.
When we have a party in the house it’s my responsibility to do the shop- E x a m p l e : the room is in a mess – to clear up the mess
ping. My mum makes a shopping list for me and I go to the supermarket to
buy products. I enjoy myselff helping my mom in the kitchen using a food
processor, or a mixer. It turns cooking into a pleasure. So, household chores  The plates and cups are dirty.
are not only boring.  The dustbin is full.
 The clothes are dirty.
***  We’ve run out of products.
 The room is in disorder.
I’m a normal teenager. I want to go out with my  The dog is at the door. It needs fresh air.
friends and do teenage things. But my parents in-  I’ve finished washing the linen.
sist on my doing household chores. For me, it is  The flower-pots are dry.
such a headache!I’m happy to have my own room,  Now the plates and cups are clean.
which looks quite disordered. The floor is covered
with books and piles of papers, socks and slippers,
even empty coffee cups. Sometimes I wish I was  From the text, reproduce words and word combinations which may
tidier and my mum often cleans the room for me, be attributable to the description of the household chores in the
because she hates it being messy. following content areas:
But one episode changed my attitude to house-
hold chores entirely. My classmate came to me one
day and seeing a terrible disorder in the room said that the room reflects my
personality. At first, I felt ashamed and confused, but on second thoughts
I decided that it is a challenge to change my lifestyle. I made a general cleaning
in my room by myself and since that time I don’t only do my room but keep room kitchen clothes
the whole house spotless. Moreover, I decorated my room with flower pots,
because I’m interested in botany and thus I have got a new duty – to look
after them. So, now I’m pleased with myself.
b) Read the children’s information again and fill in the opinion chart with
their attitudes to their household chores.

24 25
UNIT 1 1.3

BECOMING A DIGITAL NATIVE

a) Language Search
From the text, find and reproduce phrasal verbs below to fill in the diagram.
Using the sites suggested find 3 more phrasal verbs with this verb, with dif-
ferent meanings and give examples to show how to use them in your own
contexts.
 https://www.englishclub.com/vocabulary/phrasal-verbs-list.htm
 https://www.fluentu.com/blog/english/english-phrasal-verbs/ – What a nice dress! Who made – Look at ______! You are dirty
 https://en.oxforddictionaries.com/english it for you? again.
– I made it myselff and my sister – I helped my dad and granddad
embroidered it. We often help in the garden. We always help
back ______. ______. And look at the bench,
I made it ________.

to put

b) Information Search – The room is in perfect order. – Help ___ to the cakes. I made
Search the Internet and find some information about household chores of Did you help my granddaugh- them, _____.
British and American teenagers. Focus on: ter? – Didn’t your granny help you?
– No, she did it all ____. – Usually we help ______, but
 what household chores are typical of British and American teenagers; – Great! Don’t do it _______. this time I made them all
 how regularly they do their household chores; Let her try. _______.
 what attitude to their chores is.
Go to your WB for more exercises
Grammar in Context
IV. Communication Track
 From the text, reproduce grammar constructions in bold in contexts and
interpret their meanings. Speaking
 Complete the instructions and illustrate them with your own sentences: Spoken Production
When the subject and object of a sentence refer to the same or things, a) Food for Thought
use... Read what people said about housekeeping. Think and decide if it is
In the meaning of ‘alone’ or ‘without help’, use... only parents’ responsibility to run the house.
When the subject and object of a sentence refer to the same people and
these people have a two-way relationship, use... “Housekeeping ain’t no joke (Housekee-
When the subject is more than two people, use... ping is not a joke)”.
Louise May Olcott
Go to your First Aid Kit on p. ____ for more information “The whole process of homemaking,
housekeeping and cooking, which ever has
been woman’s special province, should be
looked on as an art and a profession”.
 Look at the pictures below, read and complete the mini-dialogues
with reflexive pronouns. Sarah Joseph Hale

26 27
UNIT 1 1.3
Spoken Interaction b) While you listen
b) In pairs, discuss your household chores completing the dialogue. Use the phrases Listen to the story and put the pictures below in the correct succession as
below. they are mentioned in the story.
Useful phrases:
 Oh, my! It’s really tiresome.
 Oh, dear, I am sorry to hear that.
 Oh, poor you.
 That’s too bad.
 Oh, what a pity.
 Why don’t you...
 If I were in your shoes, I’d...
 Don’t say die! Look at the bright side of...
 You’d better...
Discussing Household Chores

You see your friend with a big Greet your friend and express your
shopping bag, greet him/her and joy of seeing him/her. Tell him/her
ask him/her where she/he was that you did the shopping and ask
going with such a big bag. her/him to help you with a bag.

Agree to help your friend and ask Tell your friend that it is your duty
him/her why she/he has such a to do the shopping when your
heavy bag. family is expecting guests.

Express your surprise and say Answer in affirmative and say that
that in your family parents do the it isn’t the only duty. You like to
shopping and ask her/him if she help in the kitchen. Ask your friend c) After you listen
likes this household chore. about his/her household duties. In groups, discuss spring house-cleaning in your family using the star-
technique.
Say about your responsibilities and To keep the conversation say Who takes part in it?
your attitude to them. what you think about domestic
duties and ask your friend if he/she
shares the duties in the family. When does this process take place Which spring cleaning chores
Answer your friend’s question and in your family? do you do?
ask her opinion about it.
Tell your friend what you think
about housekeeping and thank
Express your delight. your friend for help.
What do you do to make your How often do you do
work more pleasant? spring-cleaning?
c) In groups, think and decide how labour-saving devices changed people’s attitudes
to housework and turned many household chores into a pleasure. d) In the whole class, compare cooperation styles in housekeeping in the USA and in
your country. Does it reveal the truth of the saying “Many hands make light work”?
Listening

a) Before you listen Writing

You are going to listen to Anna Martin’s story “Spring House Cleaning”, in Work in groups and design a creative project “The Portrait of Ukrainian
which she describes her memories of this process in her family in the USA. Youth”.
Group up with your friends and say:
1. Choose the format for your project (a poster, a TV show, a slide presen-
 if spring house cleaning has gone from modern housekeeping; tation etc).
 what memories Anna Martin keeps about this process; 2. Find the necessary information about youth’s rights, duties, domestic
 what domestic chores Anna might have during spring house cleaning. chores, behaviour patterns etc.
28 29
UNIT 1 1.4
3. Collect the results of the nationwide polls, diagrammas, schemes, ta-
bles, photos, pictures, quotes and other illustrative materials to make
your project attractive.
4. Think of an interesting way of presentation your project.
5. Evaluate your friends’ projects, using the evaluation card below.
Evaluation Card

Write Group 1 Group 2 Group 3

1. If the information was sufficient
and convincing.
2. If the illustrative material was suit-
able and essential.
3. If the format of the project was un-
usual and interesting.
4. If the presentation was successful.

Culture Comparison III. You are going to have a press conference with Green Peace members. Team up
with your friends.
Search the Internet and make a Culture comparison
Team 1 will be young Ukrainians, the members of the eco club who are
 Find some information about different ways of housekeeping in the interested in the problem of environmental protection and want their guests
English speaking countries and compare them with Ukrainian ones. to answer their question.
Team 2 will play the parts of Green Peace members, who are ready to give all
the information you want.
The collage below will help the teams to focus on the questions and answers.
1.4. Developing Integrated Skills Global issues of The most important
The role of
youth in nature environment environmental
I. Suppose a charitable fund announced that it would donate 100 000 hryvnias for protection events
setting up a youth centre. Group up with your friend and come up with your ideas
on such items.
Item I
 What kind of a centre do you want to set up? Who may be the partici-
pants of the centre?
 What will be its aims and tasks?
Item II The most memorable events
of the Green Peace members’
 What questions will the young people discuss in their meetings? activities
 What youth problems will the centre try to solve?
Item III
 How will the centre look like? What should be in the centre?
 How would you distribute the money given? What will be the main fi-
nancial priority?
II. Look at the photos below. Pair up with your friend and discuss the advantages of The ecological Interesting
promoting a healthy way of life in the family. Say if this lifestyle is present in your situation in eco-projects
families. Ukraine

30 31
UNIT 1 1.5
IV. In the whole class, make a mini-project: a class agreement on the “Basic Rules of 2. Read the sentences and fill in the right word-form.
Behaviour”. Think and discuss the following aspects.
1. As many teens, I’m against violence on TV. VIOLENT
Relationships The rights of others The educational process
2. My parents want to know about my ________ in life. AMBITIOUS
3. Many young people are _________ of different youth
organizations. PARTICIPATE
4. Our meeting with eco-club members was the most
Safety Atmosphere in the class Health ______________. ENJOY
5. If I were you, I wouldn’t rely on him, he is very
____________. FRIEND
Make a list of rules and present them to the whole class giving reasons for 6. It’s difficult to deal with her, because she is very
each of the rules. Follow these rules from now on.
________ and loses her temper easily. PATIENCE
7. Unfortunately, my room is often __________ and my
mum can’t stand it. MESS
1.5. Your Test Pack 8. My household chores have become my ____________. NECESSARY
9. I became acquainted with a boy who is __________
A. Use of English
different from my friends. ENTIRE
1. Read the text below. For questions (1–10) choose the correct answer (A, B, C, D). 10. I made it a rule, not to leave my bed _______ and my MAKE
There is an example at the beginning (0). room ________. TIDY
It is true that there 0 are so many problems facing teens today. Some of
my friends are ___1___ with their life and turn ___2___ drugs and alcohol. B. Reading
I think adults shouldn’t be ___3___ to what their children do. Once you Read the article and put the paragraphs in the correct order.
reach the age of sixteen or seventeen, your parents think you old ___4___ to B After education and studying comes the great challenge: entering the
decide for ___5___ and let you do what you want. labour market. In the case of Ukraine, the level of unemployment,
between 15 and 17 per cent, is not as shocking as in other parts of Europe
My friends and I don’t do ___6___ exciting but we usually have fun just (such as Greece or Spain, with around 50 and 44 per cent youth) unemployment
being around each other. We try to help each other if we ___7___, because a respectively.
lot of the time, being a teenager isn’t fun. I think it’s a ___8___. You E However, although the level of unemployment is not alarming, and
___9___ go to school and your parents want you to get good marks and very though temporary contracts are relatively uncommon, around half of
Ukrainian youth do not work in jobs that correspond to their education and
often you deal ___10___ your own problems. training, and there is a great deal of informal employment, together with
little enforcement of workplace rights and, in general, very low wages (an
A B C D average of around 150 euros per month).
0 were are will be is C The majority of young Ukrainians (around 80 percent) overwhelmingly
prefer to seek employment in the private sector, where they think they
1 dissatisfied pleased satisfied happy will have a better chance of a higher salary and more opportunities to develop
their career. Even so, the available surveys do not present us with very
2 on to upon into positive figures regarding the relationship between expectations and reality
in material items: only eight per cent of the young say they live comfortably,
3 concerned happy pleased indifferent and only one per cent that they have reached a desirable financial status.
4 enough too quite very I Experts agree that it would be useful to analyse current tendencies in
order to adapt academic education better to the labour market, offer
5 ourselves yourselves themselves yourself assistance so that young people can choose a professional career more carefully
6 something anything nothing some and provide more education in the business field. As Mytrofanskyi points
out, “close to 38 per cent of young people would like to set up their own
7 can ought to should must business”. Is the public sector not attractive at all?
8 a job right duty pleasure G There are people who are also interested in the public sector, who want
to change things, even with the low salaries, but it would maybe be
9 have to may can ought to helpful to raise the pay to provide more motivation” says Oleksandr
Ustymenko, a recent economics graduate and representative of the European
10 on over by with Youth Parliament in Ukraine.
32 33
UNIT 1
A In this context, the possibility exists that earlier investment in education
and the talents of the most recent generations may be squandered, and
equally that dissatisfaction at work may lead to low levels of productivity.
Another great risk is that young people who are better educated – graduates
or with post-graduate studies – may leave the country in search of better
opportunities abroad.
D Ukraine has a long history of migration, and there are substantial
Ukrainian diasporas in several parts of the world. In 2014, some 33,000
young Ukrainians were living in the European Union, studying or undertaking
some form of training. Can one speak of a brain drain?
F “It depends where they go. If they study in Poland, for example, where
it’s easier to get a diploma, they normally come back to Ukraine. If the
destination is Germany, there is a greater possibility that they will go on
study and stay there”, claims Stadny.
H The majority of young people do not want to emigrate, but today the
unstable economic situation, the conflict in the south-east of the country
and the search for a higher standard of living are the principal motivations
when it comes to packing one’s bags, and will probably continue to be so in
the future.
Unit 2
C. Listening
Listen to a teenager’s experience of living in a new culture and tick off the sen-
tences which she/he advises to bear in mind if you are abroad. ONE PERSON’S MEAT...
1. It’s important to adapt your behaviour to the customs of the country.
2.
3.
You should forget about your own culture.
Respect traditions of the country you are in.
In this unit, you will learn how:
4. If you don’t follow the behaviour patterns attributable to the foreign • to talk about meals;
culture, you’ll get a ‘cultural shock’. • to discuss your preferences in food and recipes of your
5. Don’t compare the cultures or try to find differences and similarities favourite dishes;
with yours. • to describe healthy and unhealthy food;
6. Being abroad you should remain open to all new impressions and learn • to integrate your skills on the topic;
rather than judge. • to check the level of knowledge and skills on the unit,
7. There’s no need to prepare for living in another culture beforehand. getting ready for independent testing.
8. There is a lot in common in cultures.
9. You should be tolerant and understanding while being abroad.
10. Living in another culture is always rewarding.
D. Writing
To sum up what you’ve learned in this unit, write an essay “Me and My World”.

34
 2.1
UNIT 2: ONE PERSON’S MEAT… PART I
Let me start. I visited Britain twice and was introduced to some really
2.1. How much do you know about interesting dishes. I must confess that there are some myths and misconcep-
tions in Ukraine about the food and drink in Britain. Some of us believe that
meals around the world? English cuisine is bland and its culinary highlight is roast beef, that the Yeo-
men warders of the Guard at the Tower of London are still called “Beefeat-
Word Bank Phrase Bank Communication Box ers”. I’d like to shatter some myths and present you the most popular dishes
in each part of the country.
 misconception  culinary highlight  I must confess... It’s true that roast beef is a traditional firm favourite among people that
 oats  to shatter a myth  Poor guess! has lasted for decades. You probably know the ancient Celtic farmers kept a
 snack  to serve on special occasions  I expected as much! variety of animals and used their meat in their meals. Today roast beef is
 herbs  to grow in popularity  Thanks to... served as Sunday Lunch. Traditionally, it is called Sunday roast. It is a large
 eggplant  to be a firm favourite among...  You are sure to piece of beef, cooked in an oven and in many British families it is usually
 lamb  to treat somebody to... like it eaten with Yorkshire pudding. Are you surprised? Do you think it is sweet?
 topping  to have a sweet tooth Poor guess! It’s a national British dish made by baking a mixture of flour,
 essential  to be in one’s list of likes eggs and milk in fat, normally in separate pieces like
 remnants  to look appetizing small cakes. You can see it in the first slide. It looks
 to sprinkle  to get rid of... BrE – appetizing
appetizing, doesn’t it? AmE – appetising
 sauce Scotland has also much to offer. Many of you eat
porridge for breakfast and think that it is a typical
I. Go Ahead! English meal, don’t you? You are wrong, it is a traditional Scottish food,
Look at the photos and say what countries these drinks and food come from and
eaten with salt. Nowadays, those who want to lose weight boil oats in water
what you know about their origin. and add a lot of different fruits. But I’d like to introduce you another tradi-
tional Scottish dish – Huggis. It is made from sheep’s stomach and reminds
me of our Ukrainian blood sausage, but bigger. My English friend says that
now huggis is only served on special occasions. In recent years a new vegetar-
ian version of huggis is growing in popularity. You can see it in the second
slide.
And what comes into you mind when you hear the name of the Welsh dish
‘Welsh Rabbit’? I expected as much! You think it’s a main meal, right? I’d
like to reassure you. This dish is eaten as a small meal or as part of a meal,
consisting of bread with cheese on it cooked under heat until the cheese
a hamburger Coca-cola Sushi a sandwich melts. It’s a really satisfying snack. In Ukraine we often make such a toast
in a microwave oven and call it ‘a hot cheese sandwich’. Now you know that
E x a m p l e : I think a hamburger is from America. I tasted it in McDonald’s. this dish came from Wales. It is in the third slide. And the fourth slide is
There are different kinds of them – with meat and cheese. devoted to Ireland and its famous Irish stew. This dish is still regular at
II. Reading many tables in Ireland. Its ingredients are various, but potatoes and lamb are
the essentials in this dish. I learnt about Irish stew when I was reading Je-
a) Teenagers of one school set up a cookery club “Pampushka” which is very popu- rome K. Jerome’s famous novel “Three Men in a Boat”. You remember how
lar in school because it holds different interesting activities. Today they have a three friends were trying to cook Irish stew to get rid of all remnants of food.
cookery slide-show “Meals around the World” in which their international friends I couldn’t help laughing reading about it but in fact, it shows how popular
will take part. Read their information and say what historical facts about meals the dish was at that time and today it didn’t lose its popularity. If you got
of the world you’ve learned about. interested in British meals, our cookery club will share the recipes with plea-
sure. And now meet our international guest from Greece.

Гріін
Гр нки
ки з
сиро
си ром

Yorkshire Huggis Welsh rabbit Irish stew

pudding Stuffed grape leaves Moussaka Baklava

36 37
UNIT 2 2.1
PART II longer than in other cultures. A notable aspect of
Italian meals is that the primo or first course is
Hello, my name is Andreas and I’m glad to par- usually a filling dish such as risotto or pasta.
ticipate in your cookery slide-show. Some of you In the 1-st slide you see risotto, which con-
probably have never tasted Greek food. So I’m tains maize, rice, beef and butter. Rice is care-
here to correct this mistake and not only to show fully prepared to absorb the flavours of broth,
slides, but show how to cook some of the national wine, butter and olive oil.
dishes. Don’t take it for pillaff which we eat in Ukraine
In ancient Greece cooking became a highly de- and which has rice as the main ingredient. It only
veloped art and master cooks were the highest looks like it but in reality it’s different.
paid men in the country. Through their contacts Pasta is the dish in which noodles of various
with Asia, Greeks learned to make their diet length, widths and shapes are the main food. In
mainly vegetarian. Thanks to our geographical the second slide you can see spaghetti served with tomato sauce. If you add
position and favourable climate, my country is rich in vegetables and fruit, minced beef on a bed of spaghetti, you’ll have a new dish – spaghetti “Bolo-
which we use a lot in cooking. gnaise”, known as “Spag Bol”. So not for nothing Ital-
If you happened to be in Greece you’ll necessarily be treated to stuffed ians have a nickname ‘noodle lovers’.
grape leaves because it is a traditional Greek food. I know grapes grows in BrE – flavour
But with your help we want to make a well-known in AmE – flavor
Ukraine so you may also cook this dish. Look how I’m doing it. First and Ukraine Italian dish. Guess what dish we mean? Exactly!
foremost I chop onions then add a cup of rice and minced lamb. After that I It’s pizza. Surprisingly enough, pizza is not purely Italian
sprinkle herbs like mint and basil. Now I mix everything together and roll up invention. Our Italian friends told us that in ancient Greek and Egypt people ate
the grape leaves. Afterwards we’ll put the dish into the oven for an hour and flat baked bread with toppings such as potatoes, vegetables and Italy is respon-
a half. By the end of our show stuffed grape leaves will have been ready. So sible for shaping pizza into the current form. You see many ancient cultures
you’ll help yourselves to the dish. have had a hand in the evolution of pizza, haven’t they? It will be also interest-
Here in Ukraine I tasted cabbage rolls. They are very delicious but different. ing for you to know that the first people who tried pizza were King Umberto and
In the second slide you see another national dish which is in the list of likes of Queen Margherita. They loved it and since that time it became a hit among Ital-
many tourists. It is Moussaka. Every Greek housewife has her own recipe of the ians. Today we’ll make this very pizza which is made in a patriotic style. Watch
dish which she considers to be the best, but there are some compulsory ingredi- us and guess why it is called patriotic. First, we must bake a flat round bread,
ents – eggplants, meat, cheese and herbs. You see there’s no national dish with- but we made it previously. Now w we will prepare a topping and will peel tomatoes
out herbs in my country. And now baklava, the best treat for kids. If you have and then slice them. In the meantime, my friend will cut mozzarella into half.
a sweet tooth, you are sure to like it. It’s a dessert of thin, flaky layers of pastry, After that we will make the sauce mixing crushed garlic and green basil leaves.
honey and nuts. Look at it in the slide. I have my mouth watered. And you? Next, we’ll smooth sauce over the base with the back of a spoon and scatter moz-
Don’t be upset, I brought some ready made for you. Here you are. zarella and tomatoes. Finally, we drizzle pizza with olive oil and put it into the
heated oven for 8–10 minutes until crisp. While our pizza is being baked can
PART III you answer our question about its patriotic style?
Good students you are! All colours of the pizza – red tomatoes, white moz-
zarella and green basil leaves are the colours of Italian flag. Our pizza is
ready. Last but not least we’ll add fresh basil leaves and some olives to
decorate it. Help yourself to Italian pizza in a patriotic style.

ACROSS CULTURES
Yeomen warders or Beefeaters – a group of men
Risotto Pasta Pizza who guard the Tower of London. They wear a red
uniform from the Tudor period and are called
My friends and I have spent a week in Italy this year at the invitation of ‘beefeaters’.
our international friends. On coming back we want to share our impressions
about Italian cuisine.
You know of course, that Italy is home of some world’s most popular culinary Jerome K. Jerome (1859–1927) – an English writer,
products. Among them there are Italian cheese, coffee, parma ham and extra- best known for his humorous novel “Three Men in a
virgin olive oil. Italian cuisine relies on them and other fresh ingredients cooked Boat”.
on the spot and a combination of vegetables, fruits, seafood, fish and olive oil.
We’ve learned that Italian diet is plant-based in nature, with a heavy emphasis Mozzarella – a soft white Italian cheese,
on vegetables, grains, seeds and beans. Besides, it is characterized by its simplic- often used on pizzas.
ity, with many dishes, having only from two to four main ingredients. Jerome K.
We lived in an Italian family and paid attention to the fact that for Italians Jerome
meals are seen as a time spend with families and friends, thus meals tend to be
38 39
UNIT 2 2.1
For inquisitive learners: to know more use the sites:  From the text, reproduce the following words and phrases and interpret
https://www.independent.co.uk/life-style/food-and-drink/recipes their meanings. Make up your own sentences with them.
https://www.travelchannel.com/must-eat-foodsfrom-around-the-  myth  remnants of food
world  misconception  compulsory ingredients
https://www.bbcgoodfood.com/recipes/category/cuisines  to remind of  ready-made
b) Read the text again and make a list of dishes which have resemblance to  a special occasion  plant-based diet
those popular in Ukraine. Fill in a comparison chart and say how they differ.  a satisfying snack  a filling dish
Comparison Chart

The name of a dish Differences Go to your First Aid Kit p. ___ for more information

Welsh Rabbit the name...

BECOMING A DIGITAL NATIVE
a) Language Search
In groups, compare and discuss your charts. From the text find and reproduce phrasal verbs below to fill in the diagram.
Using the sites suggested find 3 more phrasal verbs with this verb with dif-
III. Language Track ferent meanings and give examples to show how to use them in your own
contexts.
Phonetics in Context
 https://www.englishclub.com/vocabulary/phrasal-verbs-list.htm
 https://www.fluentu.com/blog/english/english-phrasal-verbs/
 In the text, find and reproduce introductory phrases in context according  https://en.oxforddictionaries.com/english
to the pattern. Practise saying them in your own sentences.
P a t t e r n : Tra ditionally, it is 'served with sauce.
back
Tra ditionally, Ukrainian borsch is served with sour cream.

Words and Phrases in Context

to come
 From the text, reproduce the sentences with the following vocabulary
items – ‘food’ and ‘meals’, ‘taste’ – ‘flavour’ in context. Using electronic
dictionary, analyse the difference in their meanings and use them in your
own contexts.
 From the text, reproduce verbs which are used to describe any recipe to
compete the word cloud. Use them to describe any recipe from a slide-
show.
b) Information Search
Search the Internet and find some information about 1–2 interesting na-
tional dishes from any country to continue a cookery slide show. Focus on:
 their origin;
 the way they are cooked;
 the way they are served.
Present your findings to the class and express your opinion.

Grammar in Context

 From the text, reproduce grammar items in bold and interpret their
meanings.
 Complete the instructions and illustrate them with your own sentences.
40 41
UNIT 2 2.1
 If you want to describe the process in the order it happened, use... b) Spoken Interaction
 If you want to focus on time, use... In pairs, role-play the situation below. Use the useful phrases from the box.
Role 1: Your international friend from Japan is coming to you on a visit. It
Go to your WB p. ___ for more information is his/her first visit to Ukraine and you want to please her/him with
your national dishes and also say that some Japanese dishes are also
popular in your country.
 Work in groups and make a recipe of a dish. Each member of the group Role 2: You have an international friend in Ukraine. At his/her invitation
describes his card of the recipe. you are coming to Ukraine on a visit. You know that he/she is a mem-
Group 1: How to make yogurt cucumber salad. ber of his/her school cookery club and you are bringing him/her a
present – a Cookery Book with Japanese dishes. You also want to
taste Ukrainian dishes and have a recipe of those you like the best.
Useful Phrases:
 Hi ... ... , long time no see.
 How was your trip?
 What do you say to... ?
 Would you like... ?
 How do you find... ?
 How do you call (cook)... ?
 The dish tastes...
 I’ve never eaten anything like that before.
 It’s incredible!
 Thank you for sharing...
 ...was a real treat.
Group 2: How to make vegetable salad with avocado.  ...will be in my list of likes from now.

c) In groups, discuss the truth of one of the proverbs or quotes suggested be-
low. Illustrate them with the examples of your personal experience.

“Food is a dangerous article. Too

much food makes you fat, too “Every cook praises his own broth”.
little food makes you dead”.
English proverb
Mark Harding,
British comedian

Tastes differ.
E x a m p l e : First we peel avocado. “Where you eat is sacred”.
Fasting comes after feasting.
Lewis Burwell,
Go to your First Aid Kit p. ___ for more exercises Feast today and fast tomorrow. Spanish film-maker
English proverbs

IV. Communication Track

Speaking Listening

Spoken Production a) Before you listen

a) Food for Thought You are going to listen to the talk of Philip Stewart who is going to cook his
There is a lot of food and drinks from different countries in Ukraine. favourite dish for the greatest American holiday “Thanksgiving Day”. He
Say which of them are popular in your country and why. What food talks with his wife Ellen and his son Robert. Look at the products and de-
or drink from abroad became your favourite. cide what dish the man is going to cook.
42 43
UNIT 2 2.2
Culture Comparison
Search the Internet and make a Culture comparison
 Americans cook special dishes for their great holiday Thanksgiving
Day. Search the Internet and find out the recipes of these dishes.
Compare them with the dishes Ukrainians cook for special occa-
sions.
At Home: Write a recipe of your favourite dish.
Apples Flour Butter Sugar Walnuts Cinnamon

b) While you listen 2.2. What are your Food Preferences?

Listen to the talk and correct mistakes in the statements below.
1. Philip begins to get ready for cooking counting money. Word Bank Phrase Bank Communication Box
2. Ellen worries that her husband is too quick.  nutritious  to put on weight  It’s ages since
3. He takes butter from the shelves.  to skip  to dine out we’ve met!
4. Walnuts make his dish famous.  to bother  adventurous eaters  Vice versa
5. Philip’s wife said that all the spices are on the table.  home-made  to snack through the day  As far as I remem-
6. As it turned out they left the cinnamon in the shop.  flour-based  to miss something badly ber...
7. Philip’s son Robbie loves apples in his dad’s dish.  incredible  fizzy drinks  I’m all for it!
8. Robbie agrees to help his dad out and goes to the market.  to assimilate  to one’s heart’s content  If it isn’t Alice!
9. His mum advises Robbie to put on a hat, because it’s cold outside.  organic  to be concerned about the food  Off we go!
10. Robbie asks his parents not to answer Alexandra’s call.  high-calorie
c) After you listen
In the whole class, make a recipe of Philip’s dish. Try to describe the I. Go Ahead!
process of its cooking. Is this dish popular in Ukraine? If yes, what Look at the photos and say what preferences in food these people may have. What
ingredients do you put into it? On what occasions do you eat this dish? makes you think so?

Writing

a) Before you write

If your international friend likes one of Ukrainian dishes and asks you how
you’ve made it, give him / her a recipe.
 In groups, brainstorm with your friends what dish of Ukrainian cuisine
is popular with foreigners.
 Make a list of ingredients for this dish.
b) While you write
How to write a Recipe E x a m p l e : I think the man in the first photo prefers fattening food, because
he has a weight problem.
Content Tips Language Tips
II. Reading
Make a list of ingredients. Steps
a) Read the conversation of teenagers discussing their preferences in food and say
 Boil... whose opinion you share and why.
 Cut...
 Slice... MEETING AFTER A LONG ABSENCE
 Chop...
 Fry etc. Alice: Hi, guys, I’m back!
Vasyl: It’s ages since we’ve met! If it isn’t Alice! You look terrific. Just like
a real American girl! When did you come back?
Alice: My exchange program was over three days ago and so I’m here.
Go to your First Aid Kit p. ____ for a Sample of a Recipe Ann: Glad to meet you, Alice. How was your life in the US?
Alice: I liked Seattle and my school, the house I lived in – everything, ex-
cept food.
44 45
UNIT 2 2.2
Helen: It can’t be! You look as if you’ve put on a little weight, eating tasty b) Read the text again and fill in the preference chart below. Comment on
b
nutritious food. teenagers’ food preferences.
Alice: My parents say the same! But it was impossible to watch my weight Preference Chart
because my host family had absolutely different preferences in food
than I had. As well as the meal schedule.
Helen: What do you mean? Food Preferences Reasons
Alice: My host mum didn’t bother with breakfasts at all and we had either
fast food like hamburger or pizza or sometimes breakfast was skipped Homemade food Likes her mother’s dishes
entirely. Here in Ukraine I got used to mum’s hot breakfasts and a
cup of coffee.
Vasyl: You said you studied in Seattle, didn’t you? And Seattle is known as
a place where people can have good coffee. I read about it in some
magazine. Didn’t you dine out?
Alice: Of course we did. Americans are adventur- BrE – chips
ous eaters and enjoy ethnic food. They can AmE – French fries
snack throughout the day on chips, French Alice
fries but for the main meal of the day – din-
ner most families usually go to some restaurant which features ethnic
food like Mexican, Chinese. My host family enjoys eating Tex-Mex
because my host mum is the Taiwanese.
Ann: How interesting! You liked Thai food, didn’t you?
Alice: Vice versa! I prefer home-made food and missed my mum’s soups and
cutlets and even varenyks and pancakes badly.
Ann: As far as I remember, you didn’t like flour-based food, did you?
Alice: Right, but my American experience shows that there is nothing like
wholesome tasty Ukrainian food. Vasyl
Alex: If you ask me I have nothing against junk or BrE – takeway
takeaway food. It’s a part of a ritual when you AmE – takeout
have an outing, isn’t it? When you go out you
can eat shashlyk, crisps, sandwiches, have
fizzy drinks and don’t bother about your table manners. Moreover,
you can enjoy the fresh air and scenic views and relax to your heart’s
content, can’t you?
Vasyl: You are an incurable romantic, Alex. But I am personally concerned
about the food I eat. Ann
Helen: Of course you should be! You are a school champion, the best swim-
mer of the year, aren’t you?
Vasyl: I am, and this is the reason why I prefer well-balanced diet with all
Ôîòî
Ô
Ôîò
Ôî
îòòî î. Hele
Helleen,
He n
kinds of meat, milk products and cereals. Food is the basic fuel of
our life, isn’t it? äііâ
ä â÷
÷èèííêà
êà
Helen: So it is. But you forgot about vegetables and fruits. Not that I’m a ñåðå
ñå ðåä
äüüíî
íîї
vegetarian, but I prefer to eat meat with vegetables. My mum says ñòàò
ñòòàò
àòóð
óðè
meat is better assimilated with them.
Ann: Your mum is a doctor and she knows best. Besides, if you want to
watch your weight and stay slender you should eat healthy food like Helen
vegetables and fruits. I also can’t do without all kinds of vegetable
and fruit salads.
Helen: The only problem is if the vegetables we eat are organic and… Ôîòî
Ôî
Ôîò
îòî
òîî. AAllex
x,
Vasyl: Look here, girls, you can go on talking about your diets nineteen to çàãî
çà ãîð
ðііë
ëè
èé
the dozen. But I have a better idea. Let’s go to the cafe and realize õë
õ ëî
îï
ïååö
ïå öü
our food preferences there.
Alex: I’m all for it!
Alice: Me too.
Ann, Helen: Agreed then. Off we go! Alex

46 47
UNIT 2 2.2
 From the text, reproduce words and word combinations which can be
ACROSS CULTURES used to describe food in the places in the logos below. Say which of them
is your favourite.
Seattle – a city and port in Washington State in the
Northwest of the USA. It is also an important
business centre and a centre of the Rock music
industry.

Tex-Mex – related to the style of cooking from the

South western US, based on American and Mexican
styles.

French fries – long thin pieces of patato cooked by

being fried in oil.

Taiwan – an island off the SE coast of China.

BECOMING A DIGITAL NATIVE

For inquisitive learners: to know more use the sites: a) Language Search
https://www.academia.edu/31934941/Food_preferences_are_ From the text find and reproduce phrasal verbs below to fill in the diagram.
strongly_influenced_by_cultural_traditions Using the sites suggested find 3 more phrasal verbs with this verb, with dif-
https://www.sciencedirect.com/topics/food-science/ethnic-foods ferent meanings and give examples to show how to use them in your own
contexts.
III. Language Track  https://www.englishclub.com/vocabulary/phrasal-verbs-list.htm
Phonetics in Context  https://www.fluentu.com/blog/english/english-phrasal-verbs/
 https://en.oxforddictionaries.com/english
 From the text, reproduce exclamatory sentences in context with a correct
intonation, following the pattern.
on
P a t t e r n : Hi, guys! I’m back!
Practise saying them in chain.

Words and Phrases in Context

to go

 From the text, reproduce the sentences with the following vocabulary
items – ‘junk’ and ‘fast’. Using electronic dictionary, analyse the
difference in their meanings and use them in your own contexts.
 From the texts, reproduce adjectives which characterise food in context
to fill in the table. Match them to their meanings and say which of them
are attributable to you.
Organic a) food which makes you put on weight; b) Information Search
b) naturally grown, having no chemical additives;
c) likely to make you healthy; Search the Internet and find some information about food preferences of
d) containing many useful substances; teenagers abroad. Focus on:
e) food which is cooked at home;  their meal schedule;
f) food that you buy at a shop or restaurant to eat at home;  their favourite food and drinks;
g) food of little or no value;  where they usually have them.
h) food related to a particular nation. Present your findings to the class.

48 49
UNIT 2 2.2
I worry (something that really bothers you).
Grammar in Context I feel (a feeling about your food preferences).
I hope (something you actually hope for).
 From the text, reproduce grammar constructions in bold and interpret I am (the first line of the poem repeated).
their meanings. b) Spoken Interaction
 Complete the instruction and make up your own sentences. Move round the classroom and interview your friends about their food pre-
If you want to check the information you believe to be true or comment on ferences. Summarise your findings and discuss them with your friend in
a situation, use... pairs. Use useful phrases.
Useful Phrases:
Go to your First Aid Kit p. ____ for more information  What are your tastes (preferences) in food?
 What food is to your liking?
 Are you a heavy / messy/ adventurous eater?
 A radio chat show host is interviewing teenagers about their preferences  The... is delicious, take my advice and taste it.
in drinks. Complete the interview with appropriate question tags.  I don’t really feel like eating...
Host: All of you have different food preferences, haven’t you?  I can’t say ‘no’ to...
A Teenager: Certainly, so many men, so many tastes.  ...is the food to eat.
Host: But all teenagers like fizzy drinks like soda water and coca  To each his own.
cola, ... ?  There’s no accounting for tastes.
A Teenager: Not all teenagers. I personally never drink them. I think they
с) Suppose you have been given a chance to run your school canteen for a day.
do us harm, ... ?
Host: Right. I don’t drink them either. Your parents also don’t drink  In groups, plan the menu for the midday meal taking into account dif-
them ... ? When they were your age such drinks were not popu- ferent food preferences of school children.
lar. And what do you usually drink to finish your meal-break-  In the whole class, compare your menus and come up with your final
fast or lunch? version.
Teenager 1: As for me, I like tea. Tea is more useful than coffee, ... ?
Teenager 2: It’s your way of looking at it. You are a tea person, ... ? Listening
Teenager 1: I am and you are a coffee person, ... ? People, who like coffee,
seldom drink tea. a) Before you listen
Host: How many cups of tea or coffee can you have per day? Let’s take
your morning. You haven’t many, ... ? You are going to listen to a funny story how two little vegetables influence
Teenager: I have had two cups of black coffee. It’s normal, ... ? the Emperor’s food preferences. Think and decide what vegetables they may
Host: Who can answer your friend’s question? I see you have different opinions. be and what makes you think so.
Let’s discuss your ideas.
b) While you listen
Go to your WB p. ____ for more exercises Listen to the story and mark true/false statements.
1. The Emperor liked to eat well and asked the merchant about his favou-
rite dishes.
IV. Communication Track 2. The merchant said that he had them in one sack.
3. There were onions in his sack.
Speaking 4. The Emperor has never heard about onions and asked the merchant to
cook them.
Spoken Production 5. A meal with onions was delicious, except one salad.
a) Food for Thought 6. The emperor wanted to buy the onions and offered the merchant a sack
Different teenagers have different food preferences. What are yours? Voice full of money.
your opinion in a form of a poem. 7. When the merchant opened his sack he found gold, rubies, diamonds
and other precious articles in it.
“I Am” Poem 8. Another merchant heard the story and decided to try his luck.
9. He offered the Emperor garlic but the latter didn’t like its taste.
I am (two special characteristics.) 10. The Emperor thanked the merchant for his meals and gave him a sack
Example: (I am an adventurous eater and a great admirer of fruits). with the most valuable treasure – onions.
I want (an actual desire).
I understand (something you know is true).
I say (something you believe in).

50 51
UNIT 2 2.3
с) After you listen
In the whole class think and decide why people’s attitude to food and
drinks has been changing through centuries. What could influence
their food preferences? Illustrate your ideas with examples.

Writing

a) Before you write

White bread Tea Sugar Jam Eggs
 If you want to describe your preferences in food, learn to write a de-
scriptive paragraph.
 Find the classmates who have the same preferences in food and make a
group. Then think and decide what factors motivate you to choose this
food.
b) While you write
How to Describe your Food Preferences

Content Tips Language Tips Yoghurt Biscuits Pasta Juice Coca-cola

 Write a topic sentence to summarise  I’d like to describe...
the ideas of the paragraph.  ...is my firm favourite because...
 Give examples or explanations to  I find this food…because...
illustrate your main point.  What I like most in this food...
 Avoid the details that are not to  ...makes you feel...
the topic.

Go to your First Aid Kit p. ____ for a Sample of a Descriptive Paragraph

ph Fried fish Chips Hot dog Rice Cake

Food you should eat because Food which is said Food you like
doctors recommend to be bad for you
2.3. What Food is Healthy and Unhealthy for You? Fish

Word Bank Phrase Bank Communication Box

 obesity  to happen overnight  The fact is... E x a m p l e : I think doctors recommend teenagers to eat more fish than meat
 to reduce  outward signs  The question arises... because it contains protein and... .
 lean  sugary snack  If you are aware of it...
 intake  to increase one’s energy level  And before I forget... II. Reading
 fibre-rich  protein-rich foods  As a result... a) Suppose you have a chance to participate in the conference in which different
 starch  to cut in on somebody  Not only that health professionals take part. Write 5 questions you’d like to ask them. Read
 whole-meal  to be open to experiments  Surprisingly as it may what these specialists say to learn if you got answers to your questions.
 insomnia  instead of seem...
 to chew  to be on the run  Consequently... IN FAVOUR OF HEALTHY FOOD
 nutritionist  to gobble meals down  In the way of continua- All living things need food, because it is the basic fuel of life. It keeps us
 digestive  to indulge one’s wishes tion... warm, gives us energy and helps kids and teenagers to grow healthy. I won-
der, what will you say if you ask yourselves: what food is good for us and
I. Go Ahead! what is harmful? As a pediatrician I claim that a good diet is linked to a
good health. Eating a poor diet has been linked to a lot of illnesses. More-
Look at the photos below and decide which of the columns in the table (p. 53) the over, bad eating habits are usually followed by digestive problems, obesity
food items should be put into. Say why you think so. and heart diseases. But you must realise that ill health doesn’t happen over-
52 53
UNIT 2 2.3
night. It can take many years to develop, often viour. They carried out an experiment in one of the English schools where
without any outward signs. But unwanted diseas- they served only healthy food. Surprisingly as it may seem, but the teachers
es can be prevented by changing to a healthy diet said that their children’s behaviour in class had been a lot better. They be-
and lifestyle. Even a few simple changes can put came calmer and they concentrated more. Consequently, they were learning
you on the right road. First and foremost cut more. So, what do all the experiments and researches suggest you eating?
down on eating sugary foods such as cakes, bis- To improve your memory, eat fish, especially salmon. To ‘fight’ insomnia,
cuits, puddings and sweets even for a sweet. They eat nuts. If depression is a problem, eat brown rice, If you worry about your
are bad for your body, which absorbs sugar very later years, cook olive oil. Whatever you eat or do, use your brain and shop
quickly. The fact is, eating sugary foods can give for your mental health.
you an immediate sense of energy and well-being. ***
But, unfortunately, it doesn’t last long. That There are many people who are always on the
a pedicatrician “happy feeling” is usually followed by a “mood run and have little or no time to eat.
crash”. So the question arises why eat foods that It also concerns you, teenagers, who are gob-
will make you feel high and then low? Just cut out sugary snacks! Instead, bling meals down on your way to school or during
have a few pieces of fresh fruit if you want to increase your energy level the breaks. If you eat too fast and don’t chew
quickly. I’m sure you’ll feel much better! Eat plenty off fresh fruit and veg- your food properly, you do not leave enough time
etables – at least five portions a day. I also advise you for the brain to send the signal of satisfaction
to eat more foods that contain protein, like fish, chicken back to the stomach and, therefore, you eat more
and eggs. Protein-rich foods are satisfying and nutri- BrE – sweet
AmE – dessert than you would have eaten the same amount of
tious and can give you the same “happy” feelings as food slowlier. Your mouth has lots of nerve end-
sugar. ings that send a message to your brain. This sig-
*** nal is important because it will let you know when a psychologist
you are full. If your brain misses the signal you
Sorry to cut in on you, colleagues, but there go on eating and eating. So, always make time to sit down and eat your meals
are a couple off things I’d like to add. I know that at the table. In the way of continuation of what other participants of the
some teenagers prefer junk food like hamburgers conference have said, I’d like to advise you to take more exercise, which will
and pizzas. The reason is that our nose and mouth lead you to eating the right food at the right time. Not only regular exer-
are extremely sensitive to the flavour and smell cises but wandering around parks or hills or mountains will give a prompt –
of the food we eat, especially if it looks and smells eat a lot off protein along with fibre-rich fruit, vegetables and salads. These
good. If you are aware of it, you should eat a wide suggestions may not appeal to you, but you’ll get back the energy your body
variety of really tasty useful foods to stimulate used up during exercises. So weighing all pros and cons, you should agree
all these senses. Are you open to experiments? that to be concerned about the food you eat is a must.
Then my advice is instead of junk food try cheese
or fruit salads, fish or vegetable soup to give your b) Read what health professionals say again and fill in the Healthy Food Chart.
taste buds a treat. Besides, a total amount of fat a nutritionist
foods you eat should be reduced. Eat more lean Healthy Food Chart
meat and poultry, but your intake of fibre-rich starchy food should be in-
creased. As a nutritionist I advise you to begin your day with high fibre The negative consequences
breakfast cereals and a whole-meal bread toast and a cup of tea. Don’t in- Eat more fish, lean meal and poultry. Eating junk food will lead you to
dulge your wishes. If you indulge yourself in nothing, you are sure to have
problems. And before I forget, limit the quantity of salt you take by using putting on weight.
less in cooking and at the table. And remember, we eat to live! ? ?
***
My highly respected health professionals fo- In the whole class, comment on your charts.
cused on a universal truth – eat healthy food and
have a healthy body. No doubt, a healthy diet
makes you physically healthy. But I want to draw ACROSS CULTURES
your attention to healthy food for your brains. The UK Mental Health Foundation – Brit-
My slogan is: “Eat healthy food and have a healthy ish charitable organization, that provides
mind!” I want to support my idea with the UK information, carries out research and cam-
Mental Health Foundation’s research that shows paigns to improve services for people af-
that our diets have changed a lot. As a result, the fected of mental health problems.
level of mental illnesses like depression or insom-
nia has increased. Not only that. Their research
a psychoterapist shows that healthy food affects teenagers’ beha-

54 55
UNIT 2 2.3
For inquisitive learners: to know more use the sites:  Cut out...  Limit the quantity of...
https://www.mentalhealth.org.uk/about-us  Instead have...  To improve your memory eat...
https://www.fitnessmagazine.com/recipes/healthy-eating/super-  Eat plenty of...  To fight insomnia eat...
foods/the-new-superfoods/  Eat more food that  Use your brains...
https://www.health24.com/Diet-and-nutrition  Try...  Make time...
https://www.canada.ca/en/services/health/healthy-eating.html  Begin your day with...  Take more...

III. Language Track In teams, summarize your completions in the form of a recommenda-
tion list for teenagers who want to have a healthy lifestyle.
Phonetics in Context
BECOMING A DIGITAL NATIVE
 From the text, reproduce sentences in context with introductory phrases a) Language Search
with correct intonation, following the pattern. Practise saying them in
your own contexts. From the text, find and reproduce phrasal verbs below to fill in the diagram.
Using the sites suggested find 3 more phrasal verbs with this verb, with dif-
Pattern: 'First and foremost 'cut 'down on 'eating 'sugary foods. ferent meanings and give examples to show how to use them in your own
contexts.
 https://www.englishclub.com/vocabulary/phrasal-verbs-list.htm
Words and Phrases in Context  https://www.fluentu.com/blog/english/english-phrasal-verbs/
 https://en.oxforddictionaries.com/english
 From the textm reproduce the sentences with the following vocabulary
items – ‘to wonder’ and ‘to wander’. Using electronic dictionary, analyse
the difference in their meanings and use them in your own contexts. down
 From the texts, reproduce adjectives which can be attributable to the
following photos in the photo gallery. Explain your choice.

to cut

b) Information Search
Search the Internet and find some information about possible healthy life-
styles of teenagers abroad. Focus on:
 what food they consider healthy;
 what food recommended by health specialists they eat;
 what their attitude to unhealthy food is.
Present your findings to the class.

Grammar in Context

 From the text, reproduce grammar items in bold and interpret their
E x a m p l e : Cut down sugary foods even for a sweet. I think many of us meanings.
enjîy ice-cream and fizzy drinks, but none of us thinks how they
may influence our health...  Complete the instruction and make up your own sentences with them.
If you want to speak about quantity of food, use...
 From the text, reproduce words and phrases to complete some advice of health
professionals.
Go to your First Aid Kit p. ____ for more information
E x a m p l e : Cut down on eating sugary things.
56 57
UNIT 2 2.3
 Oksana recently won the competition for teenagers “If you Want to Be Useful Phrases:
Healthy”. Look at the picture prompts and say what recommendation
Oksana gave her peers to become healthy, using quantifiers.  Are you in favour of... ?
 Don’t you think we should eat... ?
 How many times a week do you eat... ?
 Are you concerned about... ?
 What are the advantages of... ?
 If I want a snack, I take...
 Cut down ... or you’ll be overweight.
 I believe we have to think about…
 I think ... and ... is a good combination
 My friends tend to buy fresh food and...
 Take my advice and...
A: I say, ... are you in favour of healthy food?
B: In a way I know, we have to think about our health. But for me it’s easier
said than done.
A: ...
c) In the whole group, discuss the problem question: “Do you eat to live or live to eat?”

Listening

a) Before you listen

They say eating habits of people have changed a lot nowadays. You are going to
listen to the description of eating habits in different countries. In groups, think
and decide if these habits have changed for better or worse. Try to predict people
E x a m p l e : You should eat more vegetables because they are full of vitamins. of what countries stick to healthy lifestyle. What makes you think so?
b) While you listen
Go to your WB p. ____ for more exercises Listen to the information and complete the sentences.
1. People show more interest to Japanese food because ... .
2. Japanese food contains ... .
IV. Communication Track 3. As a result Japanese food ... .
4. The greatest American barbecue ... .
Speaking 5. On this day ... .
Spoken Production 6. Almost everything can be barbecued ... .
a) Food for Thought
7. Everybody forgets ... .
8. Inevitably, after the barbecue ... .
Unfortunately, many teenagers are unaware of the consequences of 9. But it can be guaranteed ... .
eating unhealthy food. Take your cell phones and decode the words or 10. Ukrainian cuisine is worth talking about ... .
word combinations in the QR codes suggested, attributable to the 11. If you are hungry, ... .
health problems. Think and decide how to avoid them. What advice 12. Foreign tourists believe that ... .
can you give to those teenagers who prefer unhealthy food?
c) After you listen
Say if you were right in your predictions.
In the whole class, discuss the truth of the old saying “You are what you look”.
Think and decide how the food you eat and eating habits can affect your look.

Writing

Work in groups and design a creative project in the form of the Internet
b) Spoken Interaction page “Good Healthy Life”.
Pair up with your friend and discuss pros and cons of healthy and unhealthy 1. Think and decide what sections you will include in your Internet page.
food. Complete the dialogue using useful phrases. 2. Find necessary information for every section.
58 59
UNIT 2 2.4
3. Collect illustrative materials (photos, pictures, quotes, results of ex- III. The proverb goes: “A balanced diet is a cookie in each hand”. Look at the
periments or researches) to make your project attractive. pyramid below and in groups make a balanced diet. Have a display of your diets,
4. Think of an interesting way of your project’s presentation. discuss and compare them. Сhoose the best which will be the cookie in each
5. Evaluate your friends’ projects using the evaluation card below. hand.
Evaluation Card

Write Group Group Group

1 2 3
If the sections of the Internet page are well-chosen.
If the information is interesting and sufficient.
If the illustrative material was suitable and essential.
If the presentation was successful.
Culture Comparison
Search the Internet and make a Culture comparison
 Find the information how eating habits of people in different coun-
tries changed in the 21st century. Compare their changes with those
typical of Ukrainians.

2.4. Developing Integrated Skills

I. This year you will become a student. Suppose you’ve got your first scholar-
ship and want to organize dinner for your family and friends. Say:
 How much money you are going to spend on it (bear in mind the the
scholarship is given once a month).
 What dishes you’ll cook for them.
 What products you will buy to cook favourite dishes of your family
members and friends.
II. Look at the photos and together with your partner discuss how environmen-
tal problems affect the food we eat. Is there any way out?

IV. If you were a Minister of Healthcare in Ukraine, what measures will you take
to promote healthy lifestyle in your county? In groups, make a list of propositions
for the Verkhovna Rada.
In the whole class, summarise the ideas of the groups and present a final ver-
sion.

60 61