Table Of ContentMinistry of Higher and Secondary Special
Education
Uzbekistan State University of World Languages
G.Bakieva, M.Iriskulov, F.Russek,
G.Kan, S.Tahirjanova, N.Kambarov.
Stay in
Touch
¤çáåêèñòîí Ðåñïóáëèêàñè Îëèé âà ´ðòà ìàõñóñ òàúëèì
âàçèðëèãè òîìîíèäàí ÷åò òèëè (èíãëèç òèëè)äàí àñîñèé
äàðñëèê ñèôàòèäà òàâñèÿ ýòèëãàí
COURSE-BOOK
Tashkent—2005
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Editor in chief Frances RUSSEK
Editors Sarah JUNCK
Andrea ZVARA
c O‘zbekiston Davlat Jahon
Tillari Universiteti
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CONTENTS
UNIT 1 ....... 7 UNIT 2 .......... 29
ART MUSIC
UNIT 3 ....... 55 UNIT 4 ......... 78
ENTERTAINMENT RELIGIONS
UNIT 5 ...... 105 UNIT 6 ........ 127
MASS MEDIA UNIVERSITY EDUCATION
UNIT 7 ...... 147 UNIT 8 ........ 163
WORLD TRAVEL LOVE AND MARRIAGE
UNIT 9 ...... 181 UNIT 10 ...... 200
HEALTH HOLIDAY TRADITIONS
AROUND THE WORLD
UNIT 11 .... 218 UNIT 12 ...... 239
COMMUNITY ASSOCIA- SUPPLEMENTARY READING
TIONS IN UZBEKISTAN
AND AMERICA
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INTRODUCTION
Welcome to Stay In Touch, a course book designed for 3rd
year students of English in Uzbekistan. The book challenges
students to be actively involved in the learning process. Rather
than sitting as passive receivers of knowledge, students are
encouraged to work with teachers and the text to gain a more
complete understanding of the content and the language used.
The topics presented in Stay In Touch will introduce students
to a variety of information about culture, the arts, health, and
features of American and Uzbek communities. The texts include
both classic and modern literature from America and Great Britain.
There are also texts by and about Uzbek classic and modern
masters in various fields.
Students are guided and encouraged by the exercises and tasks
in Stay In Touch to think critically and to apply the new language
to produce meaningful English speech and writing.
Teachers should find sufficient material to prepare lessons that
are communicative but also contain grammar review (revision)
and vocabulary building.
Organization of Units
Stay In Touch consists of 12 Units and Answer Key.
Units 1 through 11 are divided into 4 sections.
Sections 1, 2, and 3 contain:
• Vocabulary from the texts with English definitions rather
than translation; a useful tool for students who may have difficulty
finding an English-English dictionary.
• Warm-up or pre-reading discussion questions provide an
initial speaking opportunity, draw the students’ interest to the text,
and reveal their prior knowledge of the topic.
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• Text(s) related to the theme of the unit. Texts are taken
from literature, the Internet, and reference materials. For each
unit, texts were chosen that combine the familiar with the unfamiliar
to prompt student response to the information as they read and
learn.
• Comprehension exercises take the student from simple
questions of identifying information in the text, to more complex
questions that require inference, opinion, and analysis.
• Grammar notes in some sections review the rules of
the grammar to be used in the following exercises. Students should
refer back to the grammar notes in previous units when they meet
the same structure in grammar exercises later in the book.
• Grammar exercises allow students to apply the grammar
notes from the unit. Many include phrasal verbs for vocabulary
building. In order to maintain the flow and logic of each unit’s
theme, most of the grammar exercises use the vocabulary and
information from the texts.
• Speaking practice exercises use a variety of
communicative activities. Students are directed to work in pairs,
groups, and individually to discuss, debate or create their own
story based on the content of the unit texts.
Section 4 of each unit is devoted to writing. Each writing
task is related to the unit’s content.
Many of these tasks may be assigned as homework. Some
writing assignments may serve as preparation for oral presentation
projects.
Unit 12 is Supplementary Readings, most with
comprehension questions or exercises. These readings can be
used for additional classroom material or as home reading
assignments.
Answer Key –This portion of Stay In Touch is included with
the following understanding:
Students are responsible for learning! Therefore, students
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must develop self-discipline, skills for self-correction, and self-
motivation in learning. The student who first tries to determine
the correct answer can check to see if they understand the
instructions and can then proceed with confidence (not looking at
all the answers until finishing the exercise!). Students who simply
copy the answers from the key have chosen not to learn. The
choice each student makes will be evident when quizzes, tests,
and exams are given.
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UNIT ONE
ART
SECTION ONE
A European Masterpiece
Vocabulary
Represented an image, likeness or reproduction of
someone or something in a painting
Bodice the part of a woman’s dress above the
waist (not including the sleeves)
Pleats a fold or crease, especially a flattened
fold in cloth doubled upon itself
Patterns a repeated decorative design on paper,
cloth, carpet, etc.
Devoid lacking; free from; without any
Languorous without energy; soft or tender mood
Russet reddish-brown color
Labyrinthine coils complicated, irregular network or
pattern of turns and curves
Fretted a design or pattern of continuous straight
lines joined at right angles
Pre-Text Discussion
1. Name the various kinds of the fine arts.
2. What does a painter need to create a painting?
3. What is the difference between a drawing and a painting?
4. What famous art galleries of the world do you know?
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Do you recognize this
picture?
Do you know what
museum this masterpiece is
in?
Who is the painter?
What is unusual about
this picture?
Text
Leonardo da Vinci. Mona Lisa (Gioconda)
She is represented sitting in front of a marble balcony. The
left arm rests on the arm of the seat, and the fingers fold over the
end of it. The right hand, perhaps the most perfect hand ever
painted, lies lightly over the left hand and wrist. On the sleeves
and bodice the pleats of a satin dress take the light, and worked
along the braid, as if it were the signature of the artist, is one of
the interlacing patterns. The curling auburn hair escaping at either
side from the veil, and just brushing the bosom as it falls, has
perhaps the most resemblance to earlier works. The eyes look
out at you, gray, devoid alike of eyelash or eyebrow, heavy-lidded,
languorous yet strangely intent. The face is full and of a southern
type, and the lips are smiling. She was listening to music while he
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painted, so Vasari tells us. Beyond the balcony a strip of herbage
has a warm russet glow, and road and river wind away on either
side in labyrinthine coils amidst the fretted rocks to where, in
the far distance, shadows are deep and still water lies among the
hills.
Check Comprehension
1. We don’t know who the sitter is, but we know the name of
someone who did. Who is it?
2. What is striking about the portrait?
3. What is in the background of the portrait, beyond the
balcony?
4. How did the painter harmonize the nature with the portrait?
5. Is there anything in the painting that is similar to da Vinci’s
earlier works?
Grammar Notes
Prepositions
A preposition expresses the relationship that its object (a noun,
pronoun, or noun clause) has to the rest of the sentence. Most
English prepositions have several different functions. At the same
time, different prepositions can have very similar uses.
Prepositions of place (location) often give a logical ‘picture’
of the relationship between two objects. In order to check your
own use of prepositions of place, visualize the two objects in the
relationship the preposition indicates.
Grammar Practice
Insert the following prepositions/prepositional phrases to make
logical sentences. Some sentences have more than one possible
answer.
on top of; in front of; over; next to; behind
1. She laid the clothes on the chair ________ him.
2. He stood ________ the portrait admiring its beautiful detail.
3. ________ the house you could see the distant mountain
range.
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4. He laid his hand ________ the letter and remembered her
kind words.
5. She held the teapot ________ his cup and asked if he
wanted more.
6. Mr. Mor paused ________ the door, deciding whether or
not to tell his wife about their outing.
7. He went upstairs to his bedroom, collected plenty of papers
and put them ________ himself to draft the epistle.
8. They stood ________ each other in front of the mantelpiece
9. Demoyte left the room again, closing the door ________
himself with a bang.
10. Mr. Mor looked ________ Miss Carter’s head to see that
Demoyte was standing at the open door and had witnessed the
scene.
Vocabulary Practice
Exercise: Rewrite the following sentences using the active
words from the text.
1. There were flattened folds in her dress and on the sleeves.
2. Though her eyes lack eyelashes and eyebrows, they impress
the viewers by their tender and strangely intent state.
3. A warm reddish-brown glow of a strip of herbage was
seen beyond the balcony.
4. In the background of the picture we can see a road and a
river wind away on either side in complicated, irregular turns and
curves.
Speaking Practice
Task: Defend or refute the following statements giving
reasons for your position.
1. Leonardo da Vinci’s Mona Lisa is the greatest masterpiece
in the world.
2. Mona Lisa’s smiling lips are striking to everyone who views
the painting.
3. Mona Lisa’s eyes don’t impress any viewers since there
are no long black eyelashes or eyebrows.
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