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Английский язык. Базовый уровень. 11 класс

Учебник для общеобразовательных организаций
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Учебно-методический комплект Enjoy English «Английский с удовольствием» (11 класс) является частью учебного курса Enjoy English «Английский с удовольствием» для 2—11 классов общеобразовательных организаций. Учебник состоит из четырёх разделов, каждый из которых рассчитан на одну учебную четверть. Разделы завершаются проверочными заданиями (Progress Check), позволяющими оценить достигнутый школьниками уровень овладения языком. Учебник обеспечивает подготовку к итоговой аттестации по английскому языку, предусмотренной для выпускников средней школы. Учебник соответствует Федеральному государственному образовательному стандарту среднего общего образования. Границы государств даны на октябрь 2022 г. Аудиоприложение: https://prosv.ru/audio-enjoy11-1/
Биболетова, М. З. Английский язык. Базовый уровень. 11 класс : учебник / М. З. Биболетова, Е. Е. Бабушис, Н. Д. Снежко. - 8-е изд., стер. - Москва : Просвещение, 2023. - 216 с. - (Enjoy English. Английский с удовольствием). - ISBN 978-5-09-110501-8. - Текст : электронный. - URL: https://znanium.com/catalog/product/2126382 (дата обращения: 25.06.2024). – Режим доступа: по подписке.
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УДК 373.167.1:811.111+811.111(075.3)
ББК 81.432.1я72
 
Б59

ISBN 978-5-09-110501-8

Биболетова, Мерем Забатовна.
 
Английский язык : 11-й класс : базовый уровень : учебник / 
М. З. Биболетова, Е. Е. Бабушис, Н. Д. Снежко. — 8-е изд., 
стер. — Москва : Просвещение, 2023. — 214, [2] с. : ил. — (Enjoy 
English. Английский с удовольствием).
 
ISBN 978-5-09-110501-8.
 
Учебно-методический комплект Enjoy English «Английский с удовольствием»  
(11 класс) является частью учебного курса Enjoy English «Английский с удовольствием» 
для 2—11 классов общеобразовательных организаций. 
 
Учебник состоит из четырёх разделов, каждый из которых рассчитан на одну 
учебную четверть. Разделы завершаются проверочными заданиями (Progress 
Check), позволяющими оценить достигнутый школьниками уровень овладения 
языком. Учебник обеспечивает подготовку к итоговой аттестации по английскому 
языку, предусмотренной для выпускников средней школы.
 
Учебник соответствует Федеральному государственному образовательному 
стандарту среднего общего образования.
 
Границы государств даны на октябрь 2022 г.
 
Аудиоприложение: https://prosv.ru/audio-enjoy11-1/

УДК 373.167.1:811.111+811.111(075.3)
ББК 81.432.1я72

Б59

Учебник допущен к использованию при реализации имеющих государственную аккредитацию 
образовательных программ начального общего, основного общего, среднего общего образования 
организациями, осуществляющими образовательную деятельность, в соответствии с Приказом 
Министерства просвещения Российской Федерации № 254 от 20.05.2020 (в редакции приказа № 766 
от 23.12.2020).

© АО «Издательство «Просвещение», 2021
© Художественное оформление.
 
АО «Издательство «Просвещение», 2021
 
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З © АО «Издательство «Просвещение» для коллекции ООО «ЗНАНИУМ »

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CONTENTS

UNIT 1
Section
Grammar focus
Function
Vocabulary

Young People  
in Society

Page 8

1 Varieties  
of the English 
Language

Irregular plural 
forms
Borrowings
Common suffixes 
for adjectives
Articles  with the 
names of countries 
and languages
Passive voice 
(revision)

Expressing opinion
Making comparisons
Doing research
Describing a photo
Giving reasons
Sharing ideas
Discussing problems
Completing a text
Writing to an Internet forum
Giving a title to the text
Making comments on a statement

The names  
of countries  
and languages
Words and phrases 
related to speaking /
learning languages
Borrowings 
Linking words

2 Globalisation  
Is on  
the March

Revision of tenses
Expressing opinion
Practising reading aloud
Completing a text
Giving arguments for and against 
sth
Stating facts
Doing research
Presenting the results of research

Words used  
to describe change 
Words used  
to support or oppose  
an idea
Words used  
to describe origins

3 Rights and 
Respon-
sibilities

Modal verbs: 
obligation, 
necessity, 
permission

Interviewing 
Discussing problems
Expressing  personal opinion
Practising reading aloud
Doing a questionnaire
Writing using a plan

Words and phrases 
related to rights  
and responsibilities 
Linking devices

4 Society  
and You
Expressing personal opinion
Giving reasons
Discussing questions in pairs
Reporting ideas
Ranking criteria
Doing research
Writing a composition

Words and phrases 
related to 
contributing  
to society

5 Crimes Against  
the Planet

Progress Check

Use of articles 
(revision)
Describing pictures
Discussing and reporting the results 
of a discussion
Ranking reasons

Words related to
antisocial behaviour

UNIT 2
1 Finding  
Your Way
Tenses (revision)
Word formation
Writing captions
Expressing personal opinion 
Writing a description
Discussing questions
Categorising  
Talking about jobs
Describing pictures 
Reporting the results of a discussion
Writing comments
Completing a text
Arranging a text in a chronological 
order
Role-playing

Personal qualities /
skills
Adjectives describing 
jobs
Verbs related  
to professions / 
applying for jobs

Your Dream Job

Page 48

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Contents

UNIT 2
Section
Grammar focus
Function
Vocabulary

2 What Are You 
Going to Do 
after School?

Future perfect 
(active and passive)
Expressing personal opinion 
Stating facts
Doing Internet research
Writing a  short description
Completing a text
Discussing pros and cons
Discussing expectations
Writing a letter

Words related  
to higher education
Vocational education 
terms

3 Exams Are 
Coming
Reported speech 
(revision)
Clauses  
of consequence  so / 
such (that)

Giving reasons 
Making up a story
Expressing personal opinion
Writing a description
Doing a quiz
Giving a title to the text
Presenting photos

Types of students

4 Are There Any 
Alternatives to 
Traditional 
Classes?

Present perfect 
simple / present 
perfect continuous / 
past simple / past 
perfect 
(revision)

Discussing alternatives
Expressing personal opinion
Interviewing
Writing a description
Discussing future plans
Categorising
Giving a talk
Doing research
Reporting the results of research

Words related  
to e-learning and 
distance learning

Progress check

UNIT 3
1 Modern 
Technolo- 
gies: Pros and 
Cons

Comparing past and 
present (revision)
Future simple for 
making predictions
Suffixes (revision)

Expressing personal opinion
Discussing alternatives
Stating facts
Describing things / photos  
(following a plan)
Giving a title to the text
Completing a text
Making predictions
Giving reasons (in written form)
Asking comprehensive questions
Making comments
Doing Internet research 
Writing a paragraph

Abbreviations  
of electronic / digital 
devices
Multi-word verbs
New 
Technological
World

Page 84

2 Wonderful 
Minds
Past perfect passive
Tenses (revision)
Making guesses
Stating facts
Discussing information / problems
Doing Internet research 
Writing a composition
Completing a mind map
Giving arguments for and against 
sth
Giving advice
Interpreting proverbs
Solving linguistic and numeral 
puzzles
Reporting the results of a group 
discussion

Biographical 
information
Phrases with the 
word “problem”
Linguistic and 
numerical puzzles

З © АО «Издательство «Просвещение» для коллекции ООО «ЗНАНИУМ »

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Contents

Section
Grammar focus
Function
Vocabulary

3 Scientific 
Hypothesis
Word categories 
(revision): articles, 
prepositions, relative 
pronouns / question 
words, linking 
words, comparatives, 
indefinite and 
personal pronouns, 
expressions  
of quantity

Expressing personal opinion
Giving a gist (in written form)
Giving reasons
Stating facts 
Discussing in groups
Reconstructing an article

Words and 
expressions related  
to science

4 The Ethics  
of Cloning
Word building
Expressing opinion
Analysing facts
Sorting out opinions 
Describing a picture
Answering / discussing 
comprehensive questions
Expressing attitude to ethical issues
Writing an opinion essay

Words and phrases 
used to express 
attitude to ethical 
issues

5 The Future  
of Healthcare
Discourse
Making predictions on medical issues 
Giving arguments
Discussing health and food 
problems
Categorising “health words”
Writing a recipe for home remedy
Role-playing
Reporting the results of a discussion

Phrases with the 
word “health”
Words related to food  
and healthy eating;
to health and 
medicine
Words often confused

6 Eco-friendly 
Technology
Word building
Expressing opinion
Stating facts
Writing a paragraph
Making comments on pictures
Arranging events in the correct order
Talking on an issue
Describing a photo

Words and 
expressions  related 
to environment

7 The World 
Online
Numerals
Making comments on a cartoon
Completing a text by putting its 
missing parts
Creating and discussing 
explanations of words relating to the 
Internet
Discussing pros and cons  
of the Internet
Interpreting bar chart data
Writing a text for a bar chart

Words and 
expressions  related 
to digital 
technologies  
and the Internet

Progress Check

UNIT 4
1 In  
the Country  
or in the City

Categorising words and expressions 
Describing a picture
Expressing opinion
Writing an opinion essay
Interviewing
Reporting on the results  
of a discussion
Describing photos in comparison
Completing a text by putting its 
missing parts
Giving a talk (following a plan)
Doing research and reporting its 
results 
Preparing a brief summary

Words and 
expressions related  
to life in the city  
and in the country
What Are Your 
Whereabouts?

Page 130

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Contents

2 Unusual 
Hobbies to 
Take Up

Expressing personal opinion
Discussing pros and cons of hobbies
Giving a title to a text
Comparing pastimes
Stating facts
Writing an informal letter
Doing dictionary research
Giving a talk (following a plan)
Giving arguments for and against 
sth
Making comments on a statement  
(in written form)

Expressions with 
the word “time”
Words and phrases 
related to hobbies 
and pastimes

3 My Circle  
of Friends
Describing pictures / people
Making comments on quotations
Sorting out issues
Discussing rules
Writing “a friendship recipe”
Stating facts
Giving a summary of a text
Expressing personal opinion
Doing research and reporting its 
results 
Writing brief summary
Making notes
Describing relationships

Personality adjectives
Words and phrases 
related to friendship

4 Cultural 
Boundaries
Combining words
Describing lifestyles
Stating facts
Categorizing 
Discussing lifestyles and reporting 
the results
Writing an informal letter
Summarising the idea of a text
Describing photos

Words and phrases 
related to lifestyles
Words and phrases 
related to 
dependency  
on technologies

5 Keeping 
Traditions 

Progress Check

Talking on traditions / regional 
festivals
Doing Internet research
Writing short messages
Writing a letter to the future

Multimeaning words: 
tradition 
Congratulating

APPENDIXES
УСЛОВНЫЕ ОБОЗНАЧЕНИЯ

Appendix 1. Activity File  . . . . . . . . . . . . . . . . . . . . . . 164

Appendix 2. School English . . . . . . . . . . . . . . . . . . . . 174

Appendix 3. Learning Strategies  . . . . . . . . . . . . . . . . 185

Appendix 4. Cultural Guide . . . . . . . . . . . . . . . . . . . . 195

Appendix 5. Grammar Reference  . . . . . . . . . . . . . . . 197

Appendix 6. List of Irregular Verbs  . . . . . . . . . . . . . . 204

Appendix 7. Dialogue Vocabulary . . . . . . . . . . . . . . . 207

Key Vocabulary  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209

 — текст для аудирования

 — работа в парах

 — работа в группах

 — задание повышенной сложности

 — работа с Интернетом

 — State Exam

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Section 1

1 
Young  people  in  societY

Section 1
 Varieties of the english language

 
1 Do the quiz. use your Workbook to write the answers.

1 Do you enjoy learning English?
2 What is the main reason why you are learning English?
3 Do you remember your first English lesson? What did you feel?
4 What is your biggest achievement in English?
5 Have you ever visited  an English-speaking country?
6 Have you ever spoken/written to a foreigner in English? How did it go?
7 What other foreign languages would you like to learn?

 2 compare your answers with your partner’s. Discuss them if they are different.

З © АО «Издательство «Просвещение» для коллекции ООО «ЗНАНИУМ »

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UNIT  1  Section 1

9

No Egg in Eggplant

There is no egg in eggplant or ham in hamburger;  
neither apple nor pine in pineapple. 
English muffins were not invented in England or 
French fries in France.

Sweetmeats are candies, while sweetbreads, 
which aren’t sweet, are meat.

We take English for granted. But if we explore its paradoxes,  
we find that quicksand can work slowly, boxing rings are square,  
and a guinea pig is neither from Guinea nor is it a pig.

If the plural of tooth is teeth,  
why isn’t the plural of booth beeth? 
One goose, 2 geese. 
So, one moose, 2 meese? 
One index, two indices? 
Is cheese the plural of choose?

In what language do people  
ship by truck and send cargo by ship? 
Have noses that run and feet that smell?  
Park on driveways and drive on parkways?

How can a slim chance and a fat chance be the same, while  
a wise man and a wise guy are opposites? How can the weather  
be hot as hell one day and cold as hell another?

When a house burns up, it burns down.  
You f ill in a form by filling it out, and an alarm clock goes  
off by going on. When the stars are out, they are visible,  
but when the lights are out, they are invisible.

 
4 Look through the poem. Write down the 
words you don’t know. If you find anything 
strange about their meanings, look them up 
in a dictionary. Share your f indings with 
your classmates.

 
5 Find phrasal verbs in the last paragraph  
of the poem. Match them with the 
following def initions. Use these verbs  
in your sentences.

1 to be completely destroyed by fire — ...
2 to burst into flames — ...
3 to fill (something) completely — ...
4 to add information in the empty spaces  
of an official document — ...

 
3 Listen to the poem and read it. Which statement best summarises it?

1) The poem is about the beauty of English.
2) The poem is about learning foreign languages.
3) The poem is about the strange features of English.

parkway

?

guinea pig

pineapple

e  
ather 

eapple

driveway

boxing ring

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UNIT  1  Section 1

GRAMMAR  FOCUS:  IRREGULAR  PLURAL  FORMS 

 
6 a) Look at some irregular plural forms of nouns and find more examples in the poem.  
Check their forms in the dictionary.

Woman — women, child — children, foot — feet, ox — oxen, tooth — teeth. 

 
b) Do some Internet research and add more irregular plural nouns to the list.

 7 Work in groups. What can be done  
to make learning English easier?  
Write a list of ideas.

 8 Work in pairs. Take it in turns to describe 
the photo. What do you think the people 
are doing? Use the plan.

1 Who is in the photo?
2 Where are they?
3 What are they doing?
4 Why do you think they are doing that?
5 What do they feel?
6 Would you like to do the same?

 9 Listen to the radio programme  
about learning English and complete  
the statements. Use your Workbook.

1 “Crazy English” is a method of ...
2 Learners practise it by ...
3 This method helps the learners to ...
4 The school administration is against it 
because ...

5 “Crazy English” appeared when ...

6 Li Yang realised that ... was very effective 
for him.

7 According to his exam results, Li Yang ...

8 In 1994 he began ...

9 Today about ... people practise this method.

 10 Work in pairs. Discuss the questions.

1 How can the method described in the radio 
programme help to learn English?
2 What cannot this method do?
3 Would you like to try learning English in 
this way? Why?
4 What would you like to improve in your 
own learning?

LANGUAGE   HELP

effective / ineffective, helpful, ridiculous, 
embarrassing, fun, funny 
overcome shyness, build self-confidence, 
beat the fear of public speaking
improve your knowledge of vocabulary /
grammar
develop reading / listening / speaking /  
writing skills
fluency / accuracy

 11 You are thinking of doing a course  
in a language school. Ask five direct 
questions to find out more information 
about it. See “How to Deal with  
Asking Five Direct Questions Task”  
in Learning Strategies for help.

range of languages taught
method of teaching
duration of the course for beginners
cost of the course for beginners
discounts for students

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UNIT  1  Section 1

11

 
12 Read the dictionary entry for the word 
“borrowing” and match the words  
with the languages they come from. 

borrowing — a word from one language that 
has been adapted for use in another. 
Note: All languages borrow words from other 
languages. We use them every day without 
even being aware of that. Some new words 
arrive with the people who come and settle 
down in a new country, others provide a name 
for a new invention or concept. We have been 
borrowing words for centuries and words 
continue to travel from one language to 
another.

Word
Origin

sauna
Italian

tea
Japanese

avatar
Russian

flower
Indian

karaoke
German

coffee
French

safari
Finnish

sputnik
Chinese

piano
Arabic

koala
African

hamburger
Australian Aboriginal

 13 Work in groups. Think of examples  
of borrowings in your language. Where do 
they come from? How often are they used? 
How do you feel about them?

 
14 Read the names of some languages. 
Where do you think they are spoken?  
How do you know?

Spanglish
Chinglish
Franglais
Danglish

Hunglish
Finglish
Poglish
Runglish

Italish

 
15 Read the text about these kinds  
of languages. How do they appear?

Pidgins are new languages which develop as 
a means of communication among people who 
don’t have a common language. They are only 
used for oral communication and have smaller 
vocabularies and simpler grammar than native 
languages. Their function is often limited so 
they do not last very long. Pidgins don’t have 
native speakers and they usually disappear 
when communities move apart. However, if  
a Pidgin survives, it can develop into a Creole 
language to become a next generation mother 
tongue.
It is still uncertain where the word “pidgin” 
comes from. It has been in use since 1850 when 
it first appeared in print. The most wide-
spread view is that the word “pidgin” comes 
from the Chinese pronunciation of the English 
word “business.” Another idea suggests that 
the word originates from the English word 
“pigeon”. This bird was used in the past for 
carrying brief written messages.
The 
Russian-English 
pidgin 
language, 
Runglish, became known in 2000 when it was 
used as the language aboard the International 
Space Station. Cosmonaut Sergei Krikalyov 
said: “We say jokingly that we communicate in 
Runglish, a mixture of Russian and English 
languages, so that when we are short of words in 
one language, we can use the other, because all 
the crew members speak both languages well.” 
Since then Runglish has been listed as one of 
the on-board languages by NASA. Although it’s 
not as popular as other pidgins, it is spoken in  
a number of English-Russian communities, 
especially the Russian-speaking community of 
Brighton Beach in Brooklyn, New York.
Numerous scientists have become interested 
in pidgins in the last few decades because by 
studying these young languages it is possible to 
see how new languages appear and develop.

З © АО «Издательство «Просвещение» для коллекции ООО «ЗНАНИУМ »

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UNIT  1  Section 1

 
16 Read the text once again and say 
whether the following statements are true 
or false. Correct the false statements.

1 The languages described in the text were 
invented to help people understand each 
other better.
2 Pidgin languages are used for speaking and 
writing.
3 We don’t know for sure where the word 
“pidgin” comes from. 
4 Runglish was invented in space.
5 Runglish is the most well-known pidgin in 
the world.
6 Runglish is spoken only aboard the 
International Space Station.
7 It’s worth doing research into pidgin 
languages.

WORD  FOCUS:  
COMMON  SUFFIXES  FOR  ADJECTIVES 

 
17 Look through the text again and 
underline all the adjectives. Put them  
in the table in your Workbook. Form more 
adjectives from the words below and add 
some examples of your own. Read them 
aloud paying attention to the stress.

Suffix
Examples

-al

-ant, -ent, -ient

-ed

-ing

-ful

-ic

-ive

-less

-ious, -ous

-ible, -able

-y

tradition, effect, excellence, remark, 
understand, create, communicate, culture, 
limit, interest, ambition, wonder, 
responsibility, history, music, care

 18 Complete the sentences with the correct forms of the words in capital letters.

1
The languages they teach in this school are less … in Russia.
TRADITION
2
The language course I took last summer was … .
EXCELLENCE
3
The new method of learning English is quite …, but I don’t think it is 
… for everyone.
INTEREST
EFFECT
4
They offer a … number of free places on the course.
LIMIT
5
You can count on her to do the task on time. She is a very … person.
RESPONSE
6
He is extremely … . He wants to learn several languages and become  
a diplomat.
AMBITION

 19 Work in groups of 3—4. Draw a scheme / picture to show how languages  
influence each other. Explain it. Share your ideas with other students.  
See “Tips for Participating in a Discussion” in Learning Strategies for help.

LANGUAGE    HELP

The scheme shows …
Local dialects, means of communication,  
mother tongue, mixture
You can see how …
appear / develop / disappear / be spoken / be used

borrow from
understand each other
different / similar / widespread /  
international
Interestingly, …

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UNIT  1  Section 1

13

 
20 Work in pairs. Answer the questions.

1 What is Globish?
2 Who do you think speaks it?
3 Do you think it’s useful?
4 Does it have any future?

 
21 Read the text ignoring the gaps.  
Were your guesses correct? 

 
22 Fill in the gaps in the text with parts  
of the sentences that have been removed 
from it. What helped you to do the task? 
See “How to Deal with Fill-in-the-gap Test 
Questions” in Learning Strategies for help.

a) though the idea got lots of criticism
b) whose ambition is to promote global 
understanding between nationalities
c) a constructed language with 850 words
d) as the English language can be extremely 
complicated
e) as a tool for world peace
f) but the idea is that with 1,500 words you 
can express everything
g) specifically with the business world in mind
h) in a speech at Harvard University in 1943

 23 Work in groups of 3—4. Make two lists  
of advantages and disadvantages  
of simplified languages.

GRAMMAR  FOCUS: 
USE OF ARTICLES 
WITH THE NAMES OF COUNTRIES 
AND LANGUAGES 

 
24 Read the rules and match them  
with the examples. There is more than  
one example for each rule. 

1 We do not use “the” with the names  
of countries. There are some exceptions: 
the Netherlands, the Sudan, the Vatican 
City. 
2 We use “the” with the names of countries 
when they include words, such as state, 
republic, kingdom etc.
3 We do not use “the” with the names of 
languages when they are NOT followed  
by the word language.

Examples:
a) I’ve always wanted to learn Italian.
b) A friend of mine has gone to the USA as  
a volunteer. 
c) The Vatican City has a unique collection 
of artistic and architectural masterpieces.
d) The 
Netherlands 
became 
known 
worldwide as Holland in the 17th century.
e) The Chinese language is the oldest 
written language in the world.

People have always been in need of  
a consistent language to do business across the 
globe and lots of non-native English speakers 
are trying to solve this problem. It’s not always 
easy (1) ... . Just think of 615,000 words in the 
Oxford English Dictionary! However, some 
experts claim they have the answer.
As early as the 1920s, Charles Kay Ogden 
created Basic English, (2) ... . Ogden said that 
it would take seven years to learn English, 
seven months for Esperanto, and seven weeks 
for Basic English. The concept gained its 
greatest publicity just after the Second World 
War (3) ... . Winston Churchill and Franklin 
Roosevelt supported the idea of using Basic 
English as an international language, and 
Churchill recommended it (4) ... . Amused 
critics said that “blood, toil, tears and sweat” 
translates into Basic English as “blood, hard 
work, eyewash and body water”.
(5) ..., it did not die. Another simplified 
version of the English language appeared 
called Globish. It was created in the 1990s by 
Jean-Paul Nerrière (6) ... . It uses only the 
most common 1,500 English words and 
phrases and continues to expand as a tool of 
common understanding in simple international 
communication. This expansion of Globish 
has made some people worried about the 
cultural diversity and the purity of non-English 
languages. Some also find Globish limited in 
what it can express (7) ... .
Nerrière himself is sometimes described as 
a remarkable man (8) ... . He hopes that “some 
day it will be accepted as a viable alternative by 
the European Union or the United Nations.”
The simple goal of Globish is to reach only 
a level — a common ground — where everyone 
understands everyone else, everywhere in the 
world.

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UNIT  1  Section 1

 
25 Fill in “the” where necessary. Find the countries mentioned in the exercise 
on the world map. What languages are spoken in these countries?

1 ... Republic of Korea is near ... Japan and ... China.
2 She comes from ... Netherlands.
3 ... United States of America is located in North America between ... Canada and ... Mexico. The 
official language of ... USA is ... English.
4 ... China is the third world’s largest country. ... Chinese language is one of the most difficult for 
Europeans to learn.
5 ... Croatia lies on the northeast of Adriatic, it borders with ... Slovenia, Bosnia and Serbia.
6 ... Cyprus lies in the Mediterranean, 71 km south of ... Turkey. Most people in Cyprus speak ... Greek 
and ... English. 
7 She went to ... United Kingdom to learn ... English.
8 What countries share a border with ... Norway?
9 ... New Zealand is a country in the Pacific Ocean southeast of ... Australia. About 10% of the 
population are Maori people who lived there before Europeans came. They speak ... Maori 
language.

 26 Work in pairs. Discuss the question Do you think English should be simplified  
and made easier to learn? Share your ideas with the rest of the class.

 
27 Read what some teachers wrote on an Internet forum about that.  
Say which of the ideas are good from your point of view. Give your reasons.

Gerald Stoldt from Germany 
I know that doing business in English does not always require very good 
usage or even a complete understanding of the language. Why should we 
speak the way native speakers do when we can already understand each 
other? It is more important to be able to communicate and understand each 
other than to be grammatically correct. Sometimes students are taught 
old-fashioned phrases and vocabulary with subtle meanings and this makes  
it difficult for all users of English to understand each other! Students should 
be taught simpler English.

Daniel Somers from the UK
I don’t think there is any use in simplifying a language: if we over-simplify 
the language we teach, it will become useless for real communication.  
On the other hand, if the language is too difficult to learn, not many people 
will be able to master it. I believe we should teach a foreign language  
in a manner close to how children start learning their mother tongue,  
and then gradually work towards the real-life language. We definitely  
should aim at reaching a “real” language level, otherwise there is no sense  
in learning it at all.

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