Учебник английского языка. = English Language Coursebook. Уровень B2—B2+

УЧЕБНИК 
АНГЛИЙСКОГО ЯЗЫКА
ENGLISH LANGUAGE 
COURSEBOOK
Уровень B2—B2+
Москва
Издательство «ФЛИНТА»
2024
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УДК 811.111(075.8)
ББК 81.432.1я73
У91
Авто р ы:
А. А. Будникова, К. Ю. Кинденова, Е. С. Молчанова, Е. В. Стырина 
(Национальный исследовательский университет
«Высшая школа экономики»); 
С. Ю. Хованова (ГАОУ ВО «Московский городской
педагогический университет»)
Ре це нзе нты:
Пол Саймон Ньюсон — PGCE, доктор филологии,
преподаватель английского языка, руководитель собственной онлайн-школы;
С. Ю. Степанова — канд. филол. наук, доцент кафедры фонетики и лексики 
английского языка им. В. Д. Аракина Института иностранных языков 
Московского педагогического государственного университета
Учебник английского языка. = English Language Coursebook. 
У91 Уровень B2—B2+ / А. А. Будникова, К. Ю. Кинденова, Е. С. Молчанова, Е. В. Стырина, С. Ю. Хованова; под ред. А. А. Будниковой. — 
Москва : ФЛИНТА, 2024. — 411 с. — ISBN 978-5-9765-5495-5. — 
Текст : электронный.
В учебнике поступательно совершенствуются языковые навыки 
(фонетический, грамматический, лексический), развиваются речевые 
умения (чтения и аудирования, говорения и письма) и интегративные 
умения, позволяющие студентам успешно использовать английский 
язык как средство общения в межкультурной академической среде на уровне В2+ и создавать собственные коммуникативные продукты: самопрезентацию, академический имейл, информационное 
письмо-приглашение. Учебник включает семь текстов, дополненных 
обширным комплексом авторских тренировочных и коммуникативных упражнений, а также раздел, содержащий систематизированный 
теоретический материал по фонетике и грамматике английского языка, списки лексических единиц с коллокациями, примерами употребления и лингвистическим комментарием, а также практические задания для их усвоения.
Для развития иноязычной коммуникативной компетенции студентов бакалавриата, обучающихся по гуманитарным направлениям.
УДК 811.111(075.8)
ББК 81.432.1я73
ISBN 978-5-9765-5495-5 
© Коллектив авторов, 2024
© Издательство «ФЛИНТА», 2024
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‘TO HAVE ANOTHER LANGUAGE 
IS TO POSSESS A SECOND SOUL.’
Charles the Great
PRODUCTS: 
SELF-INTRODUCTION, 
ACADEMIC 
EMAIL, 
EVENT INVITATION
Ö GRAMMAR FOCUS: nouns, articles, category of case
Ö VOCABULARY FOCUS: working with a dictionary, general 
vs academic meanings, British and American variations, 
personality 
adjectives, 
transferable 
skills, 
topic-related 
vocabulary
Ö PRONUNCIATION FOCUS: English sounds, syllable, word 
stress, sentence stress, rhythm, Low Fall, Low Rise
Ö LISTENING SKILLS: identifying listening purposes, determining 
the speaker’s purpose and attitude, recognising literal meaning, 
understanding vocabulary, note-taking
Ö READING SKILLS: scanning
Ö SPEAKING SKILLS: giving extended answers to questions, 
talking about personal strengths, skills, talents, and abilities, 
talking about educational and professional background
Ö WRITING SKILLS: describing a location, person, event
 
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GETTING TO KNOW
1. Do you have experience of introducing yourself in a formal 
academic setting (school conference, panel discussion, education 
championship)? If yes, what challenges did you come across? In 
what way does a formal self-introduction differ from an informal 
one?
2. Record an audio self-introduction sharing information about 
yourself and your expectations for this course. Elaborate on what 
you found diffi
 cult / easy when completing the task.
THE BENEFITS OF A BILINGUAL BRAIN
LEAD-IN
1. Look at the famous people in the photos. Do you recognise all 
of them? What do you think they all have in common?
 
 
 
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2. Discuss how language acquisition affects your cognitive, 
personal, professional development.
LISTENING PRACTICE:
IDENTIFYING LISTENING PURPOSES
3. Work in groups and discuss the questions below.
1) Why do people learn foreign languages?
2) What meaning do prefi
 xes mono-, bi-, and multi- have?
3) How profi
 cient one should be in a language to be called a 
‘bilingual’?
4) Do you consider yourself bilingual or multilingual?
5) Have you ever heard of ‘neurolinguistics’? What does it 
study?
4. Watch the video about the benefi
 ts of a bilingual brain. 
Do 
NOT 
take 
any 
notes. 
Link: 
https://www.youtube.com/
watch?v=MMmOLN5zBLY&t=40s. Answer the questions below.
1) What is the purpose of the video?
a. To inform the audience about the advantages and 
disadvantages of bilingualism.
b. To persuade listeners to learn more foreign languages.
c. To detail the three types of bilingual brains.
d. To demonstrate the impact of bilingualism on one’s 
brain.
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2) Why does the narrator talk about Gabriella’s family that 
immigrated to the US from Peru?
a. To show the distinction between the three types of 
bilingualism.
b. To indicate that immigration demands one to acquire 
the local language.
c. To give an example of bilingual speakers.
d. To demonstrate the interrelation of the types of 
bilingualism and the level of language profi
 ciency.
3) What is the video mainly about?
a. The types of bilingualism.
b. The advances in neurolinguistics.
c. The benefi
 ts of bilingualism.
d. The controversies associated with bilingualism.
4) What does the speaker say about bilingualism?
a. It makes people smarter.
b. It makes people healthier.
c. It makes people more rational.
d. It makes people more emotional.
5. Watch the video again and make notes to answer the questions 
below.
1) How is language ability measured?
2) Balanced bilingualism is a common linguistic phenomenon.
a. True
b. False
3) Match the types of bilingualism (compound, coordinate, 
subordinate) with their defi
 nitions:
a. a learner who acquires the second language by 
streaming information through their primary language;
b. an individual who learns two linguistic codes 
simultaneously and in the same environment, with a 
single set of concepts;
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c. a person who works with two sets of concepts, learning 
the second language independently from the fi
 rst and 
within a different contextual environment.
4) All three types of bilinguals can demonstrate profi
 cient 
language abilities.
a. True
b. False
5) The brain imaging technology has shown that:
a. people’s left and right hemispheres have different 
functions;
b. people use both hemispheres in language acquisition;
c. only one hemisphere is responsible for language 
acquisition;
d. language acquisition involves both types of functions.
6) What can be inferred from the phrase: “It’s well known that 
the brain’s left hemisphere is more dominant and analytical 
in logical processes, while the right hemisphere is more 
active in emotional and social ones, though this is a matter 
of degree, not an absolute split.”?
a. 
Scientists still argue whether such a distinction does exist.
b. The distinction between two types of functions is not 
completely fi
 xed.
c. The distinction between two types of functions depends 
on the individual’s brain structure.
d. Some people tend to be more emotional and some more 
analytical.
7) What is the critical period hypothesis?
8) What can be inferred from the phrase: “If this is true, 
learning a language in childhood may give you a more 
holistic grasp of its social and emotional contexts.”?
a. If you learn a language in adulthood, you will miss the 
language’s social and emotional contexts.
b. It is better to learn foreign languages in childhood.
c. The idea has not yet been proved to be fully trusted.
d. Adults unlike children have a purely analytical approach 
to language acquisition.
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9) Which word does the speaker use synonymous to 
‘disability’?
10) Name one reason or example stated by the author that 
supports the claim that children learn languages more easily 
and one that refutes it. What discourse marker does the 
speaker use to highlight that the reason or example counters 
the claim?
LISTENING PURPOSES
Listening for university studies is typically done with the intent and 
purpose to:
● 
Determine the speaker’s attitude — questions asking to 
identify the speaker’s purpose, stance, and attitude.
● 
Identify the main idea(s) — questions asking to identify 
the central idea or gist.
● 
Recognise literal meaning — questions about facts, details, 
or explicitly stated information.
● 
Analyse reasoning and fi
 nd evidence — questions asking 
to analyse reasons that back a claim and search for specifi
 c 
statements or details that provide evidence to support the 
reasons.
● 
Draw conclusions and make inferences — questions 
asking to come to conclusions by synthesising information 
and to interpret what is said by going beyond the literal 
meaning.
● 
Understand vocabulary — questions about the meanings 
of familiar and unfamiliar words and terms as they are 
used in the context.
Match the questions from exercise 2 to the purposes of listening 
discussed above. Some purposes can be used more than 
once. Explain your choice. Do you think you will use different 
comprehension strategies when listening for different purposes? 
Why (not)?
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(a). Is the speaker’s attitude towards bilingualism mostly positive, 
negative, or neutral? Do you agree with the speaker? Why (not)?
6 (b). State which reasons from the list below mentioned by the 
speaker support the benefi
 ts of multilingualism and which refute 
them. Be attentive, some reasons have NOT been stated in the video.
● 
better chances of getting 
a job
● 
no need to watch fi
 lms 
with subtitles
● 
delay of diseases, like 
Alzheimer’s
● 
increased number of 
lan 
guage errors
● 
decreased mathematical 
literacy
● 
slower pubertal 
develop 
ment
● 
increased reaction times
● 
higher density of the 
grey matter
● 
enhanced executive 
func 
tion
● 
better social skills
● 
language mixing
● 
easier travelling
6 (c). Discuss with a partner which of the reasons you fi
 nd 
convincing and which you do not. Explain why.
GRAMMAR FOCUS:
NOUNS
7 (a). Read the excerpt below and say which of the nouns in bold 
cannot form plurals.
Bilingualism is a fascinating phenomenon that has been the subject 
of much research in the fi
 eld of linguistics. The study of bilingualism involves the examination of data from various corpora, as well 
as the analysis of the acoustics of speech and the contents of written 
texts. Researchers have developed numerous hypotheses about the 
cognitive and social effects of bilingualism and have formed teams 
to conduct experiments and gather evidence to test these hypotheses.
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