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Unit Organization

                                The  units  have  similar  structures.  Almost  each  unit  contains
                            extensive  vocabulary  notes,  readings  that  examine  the  topic  from
                            different points of view, and exercises to supplement the readings.

                            Vocabulary

                                Units  1  and  2  contain  extensive  English-Ukrainian  vocabulary
                            notes  relating  to  a  common  theme.  Set  expressions  will  enrich  the
                            learners' vocabulary. Units 3, 4 and 5 include only the most essential
                            vocabulary items.

                            The Reading Text

                                The first readings in any chapter are more general and provide the
                            framework and background for the topic. The later readings are more
                            complex. Most readings are intended as homework.

                            Exercises

                                The  chapters  contain  diverse  exercises  and  tasks  to  supplement
                                the reading texts.
                                1.  Phonetic exercises  include transcribing,  intoning, expressive
                                   reading, learning by heart, and reproduction.
                                2.  Vocabulary exercises, varying from chapter to chapter, follow
                                   a  number  of  formats,  including  definitions,  synonyms,
                                   antonyms,  word  forms,  matching,  words  in  sentences,
                                   multiple choice, set expressions, proverbs and sayings.
                                3.  Grammar  exercises  are  expected  to  develop  grammatical
                                   competence in using certain patterns from the main texts.
                                4.  Conversational    activities.  Their  language  level  and  design
                                   vary.  Some  require  that  students  share  information  about
                                   themselves and their values. Others aim at teaching students
                                   the  skills  of  critical  thinking  and  comparison.  Making  up
                                   dialogues  and  situations  is  more  suitable  for  lower  levels,
                                   while  role-playing  and  commenting  is  good  for  more
                                   advanced  learners.  There  are  a  number  of  communication
                                   activities  which  engage  students  in  thought-provoking
                                   interaction,  brainstorming,  values  clarification,  prioritizing
                                   and others. Therefore, teachers should choose in advance the


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