Английский язык в фокусе 9 класс Учебник Ваулина Дули

Virginia Evans Jenny Dooley Olga Podolyako Julia Vaulina m ,TT A Syllabus . w based on W ^ Common » , European ^ ^ Framework^ О Student's Book Express Publishing PROSVESHCHENIYE PUBLISHERS УДК 373.167.1:81 1.111 ББК В1.2Англ-922 Аб4 Серия «Английский в фокусе» основана в 2006 году. На учебник получены положительные заключения Российской академии наук (№ 10 ? 06-52 J 5/45 от 03.08.2009 г.) и Российской академии образования (Ns 01-5/7д-86 от W.07.2009 г.). Авторы: Ю.Е. Ваулина, В. Эванс, Дж. Дули, О.Е. Подоляко Authors; Virginia Evans, Jenny Dooley, Olga Podolyako, Julia Vaulina Acknowledgements AutEiors' Acknowledgements We would like to thank all the staff at Express Publishing who have contributed their skills to producing this book. Thanks are due in particular to: Meryl Phillips (Editorun-Chief); Julie Rich (senior editor), Nina Peters and Rianna Diammond [editorial assistants); Alex Barton (senior production controller) and the Express Publishing design team. We would also like to thank those institutions and teachers who piloted the manuscript, and whose comments and feedback were Invaluable in the production of the book. Colour Illustrations: Pan, Stone. While every effort has been made to trace all the copyright holders, if any have been inadvertently overlooked the publishers will be pleased to make the necessary arrangements at the first opportunity. Английский язык. 9 класс : учеб, для общеобразоват. учреждений / [Ю.Е. Ваулина, Аб4 В. Эванс, Дж. Дули, О.Е. Подоляко]. — 2-изд., доп, и перераб. - М. : Express Publishing : Просвещение, 2010. - 21 б с. : ил. - (Английский в фокусе). - ISBN 978-5-09-024605-7. УДК 373.167,1:811.111 ББК 81.2АНГЛ-922 Учебное издание Серия «Английский в фокусе» Ваулина Юлия Евгеньевна Эванс Вирджиния Дули Дженни Подоляко Ольга Евгеньевна Английский язык 9 класс Учебник для общеобразовательных учреждений Центр группы германских языков Руководитель Центра В. В, Копылова Зам. руководителя Центра по проектам И.Н. Темнова Руководитель проекта Ю.А. Смирнов Выпускающий редактор М.Д. Семичвв Редактор Е.Ю. Туйцына Корректор Н.Д. Цухзй Налоговая льгота - Общероссийский классификатор продукции ОК 005-93 - 953000. Изд.лиц. Серия ИД Ns 05824 от 12.09.01. Подписано в печать 14.04.10. Формат 60x90/8. Бумага офсетная. Гарнитура Прагматика. Печать офсетная. Уч.-изд. л. 10,0. Тираж 50 000 экз. Заказ № 2263. Открь1тое акционерное общество «Издательство «Просвещение», 127521, Москва, 3-й проезд Марьиной рощи, 41, Express Publishing. Liberty House, New Greenham Park, Newbury, Berkshire RG19 6HW Tel.: (0044) 1 635 817 363 Fax: (0044) 1635 817 463 e-mail: [email protected] http.y/www.expresspublishing.co.uk ОАО Тверской ордена Трудового Красного 3|^мени полиграфкомбинат детской литературы им, 50-летия СССР. 1 70040, г. Тверь, проспект 50 лет Октября, 46. С ISBN 978-5-09-024605-7 ® Express Publishing, 2009, 2010 ® Издательство «Просвещение», 2009, 2010 Все права защищены Contents Module 1 — Celebrations .... (pp. 9-24) Module 5 — Art & Literature (pp. 73-88) 1a Reading & Vocabulary .... PP- 10-11 5a Reading & Vocabulary pp. 74-75 1b Listening & Speaking PP- 12-13 5b Listening & Speaking pp. 76-77 1c Grammar in Use PP- 14-15 5c Grammar in Use pp. 78-79 Id Vocabulary & Speaking ... PP- 16-17 5d Vocabulary & Speaking pp. 80-81 1e Writing Skills PP- 18-19 5e Writing Skills pp. 82-83 If English in Use P. 20 5f English in Use P- 84 Culture Corner 1 P- 21 Culture Corner 5 P- 85 Across the Curriculum ... PP- 22-23 Across the Curriculum pp. 86-87 Module 2 - Life & Living (PP- 25-40) Module 6 — Town & Community... (pp. 89-104) 2a Reading & Vocabulary .... PP- 26-27 6a Reading & Vocabulary pp. 90-91 2b Listening & Speaking PP- 28-29 6b Listening & Speaking pp. 92-93 2c Grammar in Use PP- 30-31 6c Grammar in Use pp. 94-95 2d Vocabulary & Speaking ... PP- 32-33 6d Vocabulary & Speaking pp. 96-97 2e Writing Skills PP- 34-35 6e Writing Skills pp. 98-99 2f English in Use P- 36 6f English in Use P- 100 Culture Corner 2 P- 37 Culture Corner 6 P- 101 Going Green 2 PP- 38-39 Going Green 6 pp. 102-103 Module 3 - See it to belive it .... (pp. 41-56) Module 7 — Staying safe (PP- 105-120) 3a Reading & Vocabulary ... PP- 42-43 7a Reading & Vocabulary pp. 106-107 3b Listening & Speaking .... PP- 44-45 7b Listening & Speaking pp. 108-109 3c Grammar in Use PP- 46-47 7c Grammar in Use pp. 110-111 3d Vocabulary & Speaking .. PP- 48-49 7d Vocabulary & Speaking pp. 112-113 3e Writing Skills PP- 50-51 7e Writing Skills pp. 114-115 3f English in Use P- 52 7f English in Use P- 116 Culture Corner 3 P- 53 Culture Corner 7 P. 117 Across the Curriculum .. PP- 54-55 Across the Curriculum pp. 118-119 Module 4 — Technology (pp. 57-72) Module 8 - Challenges (pp. 121-136) 4a Reading & Vocabulary ... PP- 58-59 8a Reading & Vocabulary pp. 122-123 4b Listening & Speaking .... PP- 60-61 8b Listening & Speaking pp. 124-125 4c Grammar in Use PP- 62-63 8c Grammar in Use pp. 126-127 4d Vocabulary & Speaking .. PP- 64-65 8d Vocabulary & Speaking pp. 128-129 4e Writing Skills PP- 66-67 8e Writing Skills pp. 130-131 4f English in Use P- 68 8f English in Use P- 132 Culture Corner 4 P- 69 Culture Corner 8 P- 133 Going Green 4 PP- 70-71 Going Green 8 pp. 134-135 Grammar Check pp. 137-153 Song Sheets pp. SS1-SS4 Spotlight on Russia pp. 1-10 Грамматический справочник pp. GR1-GR22 Irregular Verbs P- GR23 Word List pp. WL1-WL23 Appendices P- WL24-WL25 ... Ill Table of Contents la (pp. 10-11) VOCABULARY GRAMAAAR Festivals & Celebrations 1b (pp. 12-13) superstitions 1c (pp. 14-15) present simple; present continuous; present perfect; present perfect continuous; adverbs of frequency; exclamations Id (pp. 16-17) Special Occasions idioms related to ‘cake’ relative clauses 1e (pp. 18-19) using adjectives & adverbs in descriptions If (p. 20) word formation: past/present participles -ed, -ing; phrasal verbs: turn; prepositions Culture Corner 1 (p. Nations; Progress Che< 21) - Pow-Wow. The Gathering of Nations; Across tl :k 1 (p. 24) le Curriculum (PSHE) (p. 22-23) Remembrance Day 2a (pp. 26-27) houses; household chores 2b (pp. 28-29) idioms related to house/home 2c (pp. 30-31) infinitive/-ing forms; too/enough 2d (pp. 32-33) Towns/Villages; Neighbours 2e (pp. 34-35) direct/indirect questions 2f (p. 36) word formation: nouns from adjectives; phrasal verbs: make; prepositions Culture Corner 2 (p. 37) - 10 Dowing Street, Going Green 2 (pp. 38-39) In Danger; Progress Check 2 (p. 40) 1 3a (pp. 42-43) describing monsters; ways to look 3b (pp. 44-45) Dreams & Nightmares 3c (pp. 46-47) simple past; past continuous; past perfect; past perfect continuous; used to; would 3d (pp. 48-49) The mind must/can’t/may (assumptions) 3e (pp. 50-51) verb-adverb collocations using adverbs in narratives 3f (p. 52) word formation: compound adjectives; phrasal verbs: come; prepositions Culture Corner 3 (p. 53) - The Most Haunted Castle in Britain; Across the Curriculum (History) (pp. 54-55) Painting Styles; Progress Check 3 (p. 56) 4a (pp. 58-59) technology 4b (pp. 60-61) Computer Problems 4c (pp. 62-63) future simple; be soing to; future continuous; future perfect; future perfect contiuous; present continuous; present simple; time clauses; clauses of puprose/result 4d (pp. 64-65) the Internet; idioms related to technology 4e (pp. 66-67) using linkers 4f (p. 68) word formation: nouns from verbs; phrasal verbs: break; prepositions Culture Corner 4 (p. 69) - The Gadget Show on five; Going Green 4 (pp. 70-71) E-waste ... Why so much junk? Progress Check 4 (p. 72) IV READING LISTENING, SPEAKING, FUNCTIONS WRITING Let’s Party (multiple matching) interview about festivals short paragraph about a festival a dialogue about superstitions expressing concern/worry a postcard intonation in exclamations listening (multiple matching) Sweet 16 (multiple choice cloze) expressing likes/dislikes describing special occasions Hogmanay (an article) descriptive article of an event discussing a school celebration Live in Space! (match headings to paragraphs) interview about space write a leaflet about life on Earth with gravity a dialogue about household chores listening (multiple choice - T/F/NS) criticising/apologising expressing anger & annoyance Sleep Tight (article) talking about home life a letter (text completion) describing your neighbourhood and neighbours House Elves (article) informal letters/emails In Search of Nessie (multiple matching) describing creatures diary entry about a sighting of a monster a dialogue about a person’s dream speculating: narrating a dream; expressing surprise & concern; listening (multiple matching) What a Coincidence! (article) multiple matching an email about a strange event Just an Illusion (text completion) making assumptions/suggestions describing paintings The Ghostly Inn (story) listening for ideas The Hounted Cellar (story) a story Where are the Robots? (text completion) speculating a summary a dialogue about a computer problem offering solutions/responding; hesitating/avoiding giving a direct answer; listening (multiple choice) an informal letter giving news talking about your weekend plans; talking aboatu the future Living in a Wired World (article - word formation) asking for/expressing opinions discussing websites an essay opinion essays (structuring paragraphs) V 5a (pp. 74-75) VOCABUURY GRAAAAAAR types of art; art 5b (pp. 76-77) types of music; music likes/dislikes 5c (pp. 78-79) comparatives & superlatives; gradable/non-gradable adjectives 5d (pp. 80-81) films: cinema; idioms related to entertainment (would) prefer - would rather/sooner 5e (pp. 82-83) adjectives describing films/books 5f (p. 84) word formation: forming verbs with prefixes: dependent prepositions; phrasal verbs: run Culture Corner 5 (p. 85) - William Shakespeare; Across the Curriculum (Literature) (pp. 86-87) The Merchant of Venice; Progress Check 5 (p. 88) 6a (pp. 90-91) animals: animal shelters: volunteer work 6b (pp. 92-93) map symbols & road features 6c (pp. 94-95) the passive; the causative; question words + ever 6d (pp. 96-97) public services; jobs & qualities; idioms with ‘self’ reflexive & emphatic pronouns 6e (DD. 98-99) strong adjectives 6f (p. 100) phrasal verbs: check; dependent prepositions; word formation: forming abstract nouns Culture Corner 6 (p. 101) - Welcome to Sydney, Australia; Going Green 6 (pp. 102-103) Green Transport: Progress Check 6 (p. 104) 7a (pp. 106-107) fears; phobias; emotions 7b (pp. 108-109) emergency services 7c (pp. 110-111) conditionals (Types 0, 1. 2, 3); wishes 7d (PP. 112-113) food & health modals (present forms) 7e (pp. 114-115) using linkers 7f (p. 116) word formation; forming verbs from nouns/ adjectives; dependent prepositions; phrasal verbs: keep Culture Corner 7 (p. 117) - BEWARE! The USA’s Dangerous Wild Animals; Across the Curriculum (pp. 118-119) Protect yourself (PSHE): Progress Check 7 (p. 120) 8a (pp. 122-123) parts of the body; injuries: experiences 8b (pp. 124-125) risks; feelings 8c (pp. 126-127) reported speech; reporting verbs; some/any/every/no & compounds 8d (pp. 128-129) survival: equipment: idioms related to animals question tags 8e (pp. 130-131) 8f (p. 132) word formation: revision; words often confused: phrasal verbs: carry reporting a dialogue Culture Corner 8 (p. 133) ■ Helen Keller; Going Green 8 (pp. 134-135) The Challenge of Antarctica; Progress Check 8 (p. 136) VI READING LISTENING, SPEAKING, FUNCTIONS WRITING This Can’t Be Art... or Can it? (multipe matching) interviewing an artist short paragraph about art a dialogue about music likes/dislikes asking about/stating preferences; emphatic stress; making arrangements; listening (multiple matching) Classical Music Quiz comparing people quiz about modern singers and performers Bollywood (article - open cloze) expressing film preferences; reviewing a film summary of a text an email reviewing a book expressing opinions/recommending an email reviewing a book Lending a Helping Hand (match headings to paragraphs) persuading someone to join an animal shelter email to a pen friend about volunteer work you do a dialogue giving directions asking for and giving directions; listening (T/F/NS); stressed syllables The Leaning Tower of Pisa (article) World Monuments Quiz quiz about endangered world monuments using public services; giving a witness statement an email about a school trip email describing a day trip Fears and Phobias summary of text, express emotions summary of a text a dialogue - Calling the emergency services telephoning & making requests; calling the emergency services; listening (T/F/NS) express regrets, make wishes vour wishes & regrets Do vou have healthv habits? (Quiz) asking for information; discussing habits an essay about computer games expressing arguments a for-and-against essay (topic/ supporting sentences) a story (verb forms) Never Give Up (an article - T/F/NS) talking about accidents; an interview sentences expressing your attitude towards life a dialogue about an extreme sport taking risks, seeking approval, expressing disapproval/doubt; listening (multiple matching) giving orders; reporting an email about an accident someone had Are you lost in the jungle? (article -match headings to paragraphs) giving a talk; making decisions; intonation in question tags an advert; a letter of aoDlication letter of application (formal style) Vll Mod Celebrations ♦ Before you start... • What is your favourite celebration? • How do you like to celebrate special events e.g. birthdays! Look at Module 1 Find the page numbers for pictures 1-4. ♦ Find the page numbers for • a dictionary entry □ • a quotation □ • a plan for an article □ L • a poem □ Listen, read and talk about... • festivals & celebrations • special occasions • cultural events • Remembrance Day Learn how to... • express concern & worry • reassure someone • make exclamations Practise ... • present tenses • idioms with ‘cake’ • phrasal verbs: turn • word formation: past/present participles • words often confused: habit/tradition/custom, spectators/audience/crowd, let/make/allow, luck/chance/opportunity Write / Give... • a short paragraph about a festival in your country • a descriptive article about a celebration • a short article about a cultural event in your country • a presentation on a special day that commemorates something in your country Ik t Reading & Vocabulary Reading 1 2 Look at the pictures. Which shows: a scarecrow, people dressed up as pirates, a tomato fight, a Russian character! Read the introduction and the first sentence in each paragraph. What is the text about? »' Listen, read and check. r study skills Matching Key Words Read the questions and underline the key words. Read the texts and try to find words/phrases that match the key words. They will often be paraphrased. 3 Read the text. Which festival: 1 lets you experience an adventurous life from the past? 2 takes place in a very small place? 3 requires you to dress up in different clothes? 4 has had some unusual competitors? 5 celebrates a change of season? 6 helps people in need? 7 offers the chance to taste a national dish? 8 takes place in a city centre? 9 has a huge fireworks display? 10 includes a big bonfire? If you’re in the tiny Spanish town of Buhol in Valencia, Spain during the last week of August, make sure you take a spare change of clothes because things get very, very messv! ‘La Tomatina' is a huge food fight that has been a strong tradition in Buhol since around 1945. No one really knows how it began, but everybody knows how it ends! The week of the fight includes a fireworks party, music, dancing, colourful street parades and even a huge paella cooking contest. Then, about 30,000 people throw around 100,000 kg of tomatoes at each other for one hour. (^Pirates of the Caribbean 4 Э Find synonyms in the texts for the words below. Text A: extra, dirty Text B: fake, opportunity, feel Text C: main, collects, prize, clever Text D: represent b Find opposites for the underlined words. ► messy tidy 5 Read the article again, then close your book and tell your partner two things you remember about each festival. 10 Have you ever wanted to be a pirate? If so, for ten days in November, Georgetown in the Cayman Islands transforms into a typical pirate town. The Pirates Week fesdval begins with a mock kidnap, complete with tall ships and rowing boats.Visitors have the chance to wear fancy dress costumes and experience life as a pirate.There are also street parties, treasure hunts and a huge fireworks display. 6 Vocabulary Festivals & Celebrations Fill in with: strong, experience, change, raise, street, enter, takes, bright, make, cooking, fireworks, transforms. Choose four phrases and make one sentence for each festival using them. Every year on 6* October, the central market square of Brussels in Belgium becomes full of people made of straw ... yes. scarecrows! This festival, which raises money for local charities, has been extremely popular since it first started in 2001. Past winners of the ‘Best Scarecrow Award’ have included a medieval knight scarecrow and even a Che Guevara one! If you think you can do better, why not enter the competition yourself? All you need are some old clothes and a bright idea! (S) Maslenitsa - Farewell to Winter r If you want to watch parades, see fireworks and open-air theatre performances and eat until you burst, then the Maslenitsa carnival (or ‘Blini Week') in the heart of Moscow is the festival for you! This fun festival takes place around the end of February and celebrates the end of winter and the beginning of spring. For this reason, all the festival-goers eat blini (pancakes), which symbolise the sun (round, golden and warm). At the end of carnival week, there is a big bonfire to say a final goodbye to winter! 1 8 2 a of clothes charity 3 tradition 9 the 4 colourful competition parades 10 5 contest 11 into a 6 life pirate town 7 display 12 it place 7 Underline the correct word. The Rio Carnival is a(n) 1) annual/monthly festival that 2) takes place/shows in Brazil in February or March and 3) invites/attracts people from all over the world. People watch the colourful samba 4) parade/march. The organisers usually 5) let off/burn fireworks. It’s a festival everyone has to 6) experience/feel. Speaking 8 Work in pairs. You are a journalist reporting on one of the festivals in Ex. 2. Your partner is taking part in it. Prepare questions and act out your interview. ► A: So, are you enjoying the festival? B: Oh, yes, very much! I love pretending to be a pirate! A: It sounds like fun! So tell me, how long does the festival last? etc. Writing 9 Think of a festival in your country. Spend 5 minutes writing a short paragraph about it. Write about: place, date, activities. Read your paragraph to the class and ask them to guess what festival it is. 11 г Read the dictionary entry. How is it related to the rhyme and the pictures? superstition /.supa'stijan/ (n) — A belief in things or events that bring g(H)d or bad luck that is not logical or has no scientific explanation. 5 Everyday English Expressing concern/worry Qfff Use the language in the table and the phrases to act out exchanges, as in the example. 3 Read the superstitions below. Are there similar superstitions in your country? • Seeing a shooting star is very good luck. • Killing a spider is bad luck. • If a ladybird lands on your hand it is good luck. • Seeing a rainbow when it isn’t raining is very good luck. Listening Э Read statements A-E about attitudes towards superstition and luck. Which do you agree with the most? Say why. A It’s better to be safe than sorry. В Superstitions are an important part of my culture. C You make your own luck. D Superstitions have no place in the modern world. E Superstitions are just a bit of fun. Ь1йф Now listen to the speakers 1-5. Which of the comments above might each speaker say? Expressing concern • Are you alright? • What’s the matter? • Is there something wrong/on your mind? • Is there anything worrying/troubling you? Expressing worry • I’m {a bit/really) worried/anxious (about/that) • ... really worries me/makes me anxious. Reassuring • Don’t worry. Everything will be alright/You’ll be fine (if you)... • There’s nothing to worry/be anxious about. You should ... • It’s quite alright. ... is/are quite harmless. • I’m sure that if you ... (then)... Speaker 1 2 3 4 5 Comment 12 1 tomorrow’s exam - Friday 13th (study hard) ► A: Is there somethins on your mind? B: Yes, I’m a bit worried about tomorrow’s exam as it’s on Friday 13th. A: Don’t worry about that. I'm sure that if you study hard then you’ll be fine. 2 taking the boat out tonight - full moon (take care) 3 broken a mirror - 7 years’ bad luck (think rationally) 4 walked under a ladder - something bad will happen (pay less attention to old wives’ tales) 6 Read the sentences (1-4). Which; express worryl express concernl reassure! 1 Oh, no, I can’t believe it. 2 What’s the matter? 3 Try not to worry too much. 4 I’m really worried about it. The sentences have been taken from a dialogue between two friends. What’s the dialogue about? Listen and read to check. 7 d Read the dialogue and complete the sentences 1-5. ( Lucy: Lucy: К Jane: Lucy: Jane: Lucy: Jane: Lucy; Jane: Lucy: Jane: Jane: Lucy: Jane: 1 Lucy is worried because..... 2 Lucy believes it’s bad luck to 3 Jane doesn’t believe....... 4 Lucy gets a phone call from .. 5 Lucy has taken part in..... Oh, no, I can’t believe it! What am I going^ to do now? Lucy, what’s the matter? I’ve just killed a poor little spider - look! Oh, dear! Try not to worry too much. It was an accident, after all. That’s not the point! What do you mean? Well, killing a spider is bad luck! Didn’t you know that? Oh, no! Now you’ll never pass your exams or win that school writing competition you entered! It’s not funny, Jane! I’m really worried about it. I’m sorry. I don’t mean to make fun of you, but REALLY, Jane! Killing a spider is bad luck? You don’t really believe that, do you? Yes, I’m quite superstitious, you know. I never go anywhere without my lucky charm. Well, I think superstitions are all a load of rubbish. I walk under ladders all the time and nothing bad ever happens ... hey, is that your mobile phone ringing? Oh, yeah ... oh, it’s Mrs Smith, the English teacher! Maybe I did win the competition! You see! Forget the spider! Quick, answer it. Perhaps it’s your lucky day, after all! 8 b List the superstitions mentioned in the dialogue. Do they bring good or bad luck? C In pairs read out the dialogue. Give it a title. Intonation Listen to the exclamations and mark the stressed syllables. What are these sentences in your language? That’s a load of rubbish! What a coincidence! That’s not the point! You lucky thing! Lucky for us! React to the comments below with an exclamation from Ex. 8a. Pay attention to the intonation. “Isn’t it great we’ve got a day off school tomorrow?” “Don’t worry. It was just a black cat.” “I’ve just won E100 in a competition.” “Oh, no! I broke a mirror. Now I’ll have 7 years’ bad luck!” “I found a four leaf clover and later I found £10 in the street.” Say it right 9 Ч»' Choose the correct response. Listen and check. 1 A: Good luck for tomorrow! B: a You’re welcome! b Thanks, I’ll need it! A: We didn't win the match. B: a Better luck next time, b Lucky for some. A: I’m going on holiday next week, a Lucky you! b Best of luck. В 10 Discuss most popular superstitions in your family with your partner. Speaking 11 Think of the most popular superstitions in your country. Discuss them with your partner. Report to the class. 13 Grammar in Use / 2 14 Present tenses Grammar teferenc^ a Read the postcard. Which of the verbs in bold is in the present perfect continuous! Dear Olga, Greetings from Brazil! 1)l’ve been here since Monday and 2) I am having a fantastic time at the Rio Carnival. 3) I love it here. The weather is wonderful and the atmosphere of the carnival is amazing. 4) I’ve been dancing every night in the streets to the samba music. 5) I’ve taken lots of photos of the amazing costumes to show you when I get back. Right now 6) I’m lying on the beach relaxing. Later 7) I’m having dinner at a local restaurant and then 8) I’m going back to the party. Wish you were here. Claire b Match the verb forms in the postcard to their uses. • a fixed arrangement in the near future (x2) • an action happening now • a temporary situation • an action completed recently • an expression of feeling • an action which started in the past and continues to the present • an action which started in the past and continues to the present with emphasis on duration What are these tenses in your language? Put the verbs in brackets into the correct present tense. Give reasons. 1 A: When........(the parade/ start)? B: It......(start) at 11 o’clock so we...(meet) at 10:30. 2 A: Tim.......(look) tired........(he/have) a tough time? B: Yes, and he......(think) of taking a week off. 3 A: ......(you/ever/attend) a music festival? B: Actually, I.....(go) to the U2 concert this Sunday. 4 A: You look exhausted. What........(you/do)? B: I......(dig) in the garden since morning. 5 A: Why........(you/smell) the candy floss? B: It......(smell) nice and it......(remind) me of when I was young. 3 Put the verbs in brackets into the present simple or continuous. How do the sentences differ in meaning? 1 a Paula........(look) sad. b Paula ........ (look) for her car keys. 2 a This soup ........... (taste) delicious. b He.........(taste) the soup to see if it needs salt. 3 a This fabric........(feel) soft. b Toby ........ (feel) unwell at the moment. 4 a Lucy........(think) Shakira is great. b Lucy........(think) of buying Shakira’s new album. 5 a He.........(have) three cats. b He ........ (have) a party on Saturday. Complete the questions using do, so or have. Then ask and answer to find out about your partner’s life. r always 100% usually 75% often 50% sometimes 25% rarely/seldom 10% never 0% Л HOIM OFTEM 1 a late night? 2 out with friends? 3 shopping? 4 the washing-up? 5 out for a meal? 6 to a party? 7 a family get-together? 8 a shower/bath? 9 the ironing? 10 to bed after midnight? J A: How often do you have a late night? B: I rarely have a late night in the week, but at the weekend I often go to bed after midnight. 5 а In pairs, use the phrases to act out dialogues, as in the example. • go to a rock festival • give a speech • sleep outdoors • go to a fancy dress party • stay up all night • play a musical instrument in public • take part in a parade • dance in the street ► A: Have you ever been to a rock festival? B: No, I haven't but I’ve been to a jazz festival. Have you ever given a speech? A: yes, / have. It was last year. I was ... b Tell the class about your partner. ► Andy has never slept outdoors before. 6 7 8 Use the phrases to write sentences, as in the example. Use the present perfect or the present perfect continuous. 1 Sally looks different, (dye/hair/recently) ► She has dyed her hair recently. 2 My ears hurt, (listen/to loud music/all afternoon) 3 Ann is sunburnt, (lie/in the sun/all day) 4 Sam can’t get back into his house, (lose/key) 5 Jane looks terribly worried. (justJbreakymirror) 6 Mike isn’t coming, (see/the film/before) Fill in with the present perfect or present perfect continuous and choose for or since. 1 I....(not/be) to a party for/since last year. 2 It.......(rain) for/since hours. 3 He........(know) Sally for/since six years. 4 They......(be) in the team for/since 2d02. 5 We........(not/see) George for/since a long time. 6 John......(read) for/since early this morning. Act out dialogues, as in the example. 1 excited - organise/party: • send out invitations / • buy food / • book a band / ► A: You look really excited! What have you been doing? B: I’ve been organising a party. A: Really? What have you done so far? B: Well, I’ve already sent out the invitations and I’ve bought the food, but I haven’t booked a band yet. 2 exhausted — do/homework: • finish/maths / • write/essay / • study/test X 3 dirty — work/garden: • plant/new flowers / • dig up/weeds / • cut/grass Л 9 Put the verbs in brackets into the correct tense. Compare with your partner. Dear Xenia, How are you? I 1)......(be) really busy recently because tomorrow 2)......(be) one of the most important days of my school life - my prom night! 3)....(you/ever/hear) of a prom before? Let me tell you all about it! Here in the USA. the schools 4)......(have) prom nights every year to congratulate the students who 5)............... (just/tinish) school that year. Everyone 6)....(dress up) in their best outfits and we 7)....(dance) the evening away in style. I 8)....(look forward to) this day all year! The good news is that I 9)...... (find) the perfect dress! The prom 10).....(start) at 8 so John 11).......(pick me up) at my house at 8 o’clock in his new car. I 12)........ (feel) quite nervous at the moment to tell you the truth. Anyway, I'll write and tell you all about the big day! Love, Jennifer 10 Exclamations Read the sentences. Which words do we use to form exclamations? Is it the same in your language? 11 1 What a nice party! 2 What beautiful decorations! 3 How well he dances! 4 Isn’t it a great party! Write exclamations for the following. 1 You like your friend’s new outfit. 2 The cake at a party is delicious. 3 You see a very pretty girl. 4 You admire the way someone sings. Speaking 12 o© Exchange school news with your partner. Find out about recent events, things going on at the moment and anything planned for the near future. Use present tenses and the adverbs in the list. just yet already for since at the moment many years now next week all week ► A: We’ve just opened a new library at my school. B: Oh, that’s great! We haven’t got round to building one yet. 15 Vocabulary & Speaking 1 Special Occasions Match the pictures to the phrases. Then use the phrases to describe the pictures. pull crackers, exchange gifts/ cards, decorate trees, sing carols, eat a special meal dress up, wear masks, watch street parades, throw streamers blow out candles, receive gifts/ cards, have a party, eat a special cake, take pictures, make a toast 2 How do you think the people in the pictures feel? Have you celebrated these occasions? How did you feel? • excited • nervous • thrilled • enthusiastic • impatient surprised 3 4,‘ Listen to three people describing occasions. Which event (A, В or C) does each describe? Which words helped you decide? How does each person feel? В graduation party A wedding reception--------- - ^ birthday party b Which of the following expressions match the events in Ex. 3a? 1 Many happy returns! 2 Happy anniversary! 3 Congratulations! 4 Season’s greetings! 5 All the best! 6 Happy New Year! What are these expressions in your language? Idioms with ‘cake* Try to explain the idioms in bold. Check in Appendix 3. Are there similar idioms in your language? 1 Her new CD sells like hot cakes. 2 His birthday was fantastic. He got lots of cards and presents but the icing on the cake was the surprise party his friends threw for him. 3 You can organise the party. It will be a piece of cake for you. 4 Sarah wants to go away for her birthday but she also wants to have a big party with all her friends. It sounds to me like she wants to have her cake and eat it. 16 What is a ‘Sweet Sixteen’? Read the text and choose the correct word for each gap. 0, A sweet sixteen is a 1)...type of birthday party for young girls in the USA. It is a type of coming-of-age event and it is a major 2)...in a teenage girl’s life. Whenever there is a party, most girls get really excited about it so you can imagine how much fuss is made about a sweet sixteen party. Many girls spend most of their senior year of junior high school talking about and planning their parties - what theme to have, where to 3)...it and, of course, what to wear! How big the party is 4)...mostly on the budget of the parents. Some parties are very 5)..They take place at a hotel with a band, rich food, a photographer, flower arrangements and much more. Other kinds of sweet sixteen parties are more casual. Some girls have a barbecue or even a beach party. Others 6)...on dinner and a trip to the theatre in a limousine. However they choose to celebrate though, everyone wants to 7)...their sweet sixteen as a very special day in their life. A specific A experience A enjoy A depends A formal A select A remind b Think of a celebration you enjoyed a lot. Describe it to the class. Talk about: what the celebration was, where/when it happened, who was there, how you felt. Relotive douses Grammar Reference 6 3 Fill in: which, where, who, whose or when. Which of these words can be omitted in the defining relative clauses? Defining 1 I like parties......have a theme. 2 Jane is the person........I think throws the best parties. 3 The festival.......I like the most is Christmas. Non-defining 1 Katie, ....... brother is an actor, is getting married next week. 2 October 31st , ........ Halloween takes place, is also my birthday. 3 Buhol.........La Tomatina is held every year, is a small town in Valencia. 4 Mehmet..........is Muslim, celebrates Ramadan. 7. Лшлийсми) M ibik k.1. 7 b Which relative clauses can we omit without changing the meaning of the sentences? Use appropriate relatives to join the sentences. 1 Sarah loves Christmas. She is six years old. 2 Halloween is a great festival. Children always dress up as ghosts or witches. 3 Carnival is a popular festival. It is celebrated in many countries. 4 №rk lives next door. He is a clown. 5 Bonfire Night is an important festival in England. It is celebrated on November 5th. Make sentences about the people/places/objects in the pictures, as in the example. Сз) I j ^ crackersH ^ cinema ^ cake zoo"; ' ' ' clown ; cook^ ► Crackers are things which we pull at Christmas. Complete the sentences. Use relative pronouns. 1 I like parties ► where I can meet lots of people. 2 I prefer cakes... 3 I don’t like costumes.. 4 I can’t stand people.. 5 I like films... 6 I enjoy meeting people.. 7 I often go to places.. 8 I like reading books.. Tell your partner. How similar/ different are your ideas? 17 Writing Skills Descriptive articles describing events 1 Ч.' Listen to the music and look at the picture. What event do you think the people are celebrating: Carnival? The Queen’s birthday? Scottish New Year? A wedding? 1 Which of the following do you think people do: before the day? on the actual day? • bake cakes and biscuits • listen to the bells chime midnight • clean their houses • kiss and wish each other ‘Happy New Year’ • listen to traditional music • join hands and sing • visit friends and neighbours Ч»' Listen to check your answers. S I A descriptive article describing an event (a carnival/festival) which takes place every year uses present tenses and normally includes: an introduction in which we mention the name/type, time, place of the celebration and the reason we celebrate it. a main body in which we describe the activities that happen before the actual event (put up decorations, prepare traditional food) and the actual event, in separate paragraphs, a conclusion in which we describe people’s feelings (At the end of the day, everyone feels tired but happy.) and any other final comments on the event. 3 Read the article and match the paragraphs to the headings. A final comments/people’s feelings В the actual event C setting the scene (name/type, time, place, reason) D activities before the actual event !► In Scotland, the New Year’s Eve celebration is called Hogmanay which means ‘new morning' in Celtic. It is surely the most exciting celebration of the year. Preparations for the celebrations start early on December 31st. People clean their houses and throw out old unwanted things. They also bake special shortbread biscuits and a rich fruit cake called ‘Black Bun', to share with family and friends on the big day. On the night of Hogmanay there are live concerts and fabulous carnivals in the streets of all Scottish towns. A lot of excited people get dressed up in colourful costumes. In some cities there is also a long torchlight procession through the streets that crowds watch excitedly. As soon as the bells chime twelve, everyone kisses and heartily wishes each other a Happy New Year. Then people join hands and proudly sing the traditional song ‘Auld Lang Syne’. After that, there is a stunning fireworks display which is the icing on the cake. On 1st January people visit friends and neighbours to wish them luck for the New Year. Hogmanay is certainly a great celebration. People feel happy to be with friends and family and look forward to a good year full of success. 18 How can you make a descriptive article more vivid and lively? Read the study skills and say. Find examples in the text. 7 study skills r Vivid descriptions To make your description more vivid, interesting and lively, use a variety of descriptive adjectives and adverbs. People line the crowded streets. Watch the brightly coloured floats. People cheer enthusiastically for the arrival of the New Year. 5 и Read the descriptions below and fill in the gaps with the adjectives given. May Day • stunning • festive • ► enthusiastic tall • colourful The 1).....maypole and 2)....... co.stumes give the square an extremely 3).......atmosphere. " The villagers dance around the maypole, creating a 4).......pattern of ribbons. The 5)....crowd cheers as the May Queen arrives. 0 Hotting Hill Carnival • brightly decorated • local • huge • delicious • crowded 1)......musicians, who have practised hard for the big event, play on the 2)......floats as they parade through the 3)............ streets. The people in the crowd dance energetically or stand eating 4)......food from the 5)......variety of stalls 6 Choose the correct adverbs. 1 Huge crowds wait slowly/patiently by the side of the river for the race to begin. 2 People spend the afternoon wandering happily/ beautifully around the stalls. 3 Everyone watches hurriedly/excitedly for the first floats to appear around the corner. 4 War veterans march in the parade, proudly/ smartly displaying their medals. 5 People cheer enthusiastically/exotically as the band marches by. Writing (a descriptive article of an event) a Read the rubric and underline the key words. What are you going to write? Who for? A teenage magazine has asked its readers to take part in a descriptive writing competition entitled ‘Celebrations Around the World’. Write your article describing a celebration in your country (120-180 words). b Gil Portfolio: Gather information and use it to answer the questions in the plan. Use your answers to write your article. Plan Introduction Para 1: What is the name of the celebration? When/Where does it take place? What is the reason for it? Main body Para 2: What preparations do people make before the day? (decorations, food, rehearsals, etc.) Para 3; What happens during the actual event? (costumes, food, activities, etc.) Conclusion Para 4: How do people feel during/after this celebration/event? What final thoughts/comments can you make? Smih Didn’t you hear me banging on your ceiling last night? Not really! We ha(^ a party and were making a lot of noise ourselves. 19 English in Use Word formation a Read the theory, then fill the gaps with words derived from the words in brackets. tet/Present PartidE>tes -ed, -ing We use -ed participles to describe how we feel and -ing participles to describe what something or someone is like. We got bored. (How did we feel? Bored.) The play was boring. (What was it like? Borins.) ^ 3 1 Vt funny Here’s what Evelyn has to Lee say “I find April Fool's Day quite 1)...(tire). I can’t stand people playing silly jokes on one another all day long. It's so 2).....(annoy)! Also I always ieel 3)..(embarrass) when someone tries to play a trick on me. Young people seem to get all 4)...(excite) about it though. It's 5)...(amaze) how they keep coming up with ways to fool people. You would think that they would get 6). (bore) after a while, but no. What’s even more 7)... (surprise) is the number of people who forget about April Fool's Day and get caught out. Anyway, I'm glad it only goes on until midday. Imagine how 8)...(exhaust) it would be for someone to play tricks on you all day long.' b What do you think of April Fool’s Day? How do you feel about playing tricks and having tricks played on you? Tell the class. 2 20 Words often confused Choose the correct word. Check in your dictionary. Make sentences using the other words, 1 Getting together for Sunday lunch is a family habit/tradition/custom. 2 The spectators/audience/crowd really enjoyed the play. 3 My mum doesn’t let/make/allow me put my feet up on the new sofa. 4 1 bumped into Sandra by luck/chance/ opportunity at the shops today. 5 Phrasal verbs: turn Fill in: down, up, into, off, back. Check in Appendix 1. 1 I love this song! Turn it...and let’s dance! (increase the volume) 2 Don’t turn ...... that job, Adam - it’s a great opportunity! (refuse) 3 He’s usually rather quiet, but at carnivals he turns......a real party animal! (becomes) 4 Once I leave my house, I never turn........ It’s very bad luck, you know, (return) 5 I hope Jessica turns.....soon, (arrives) 6 Turn the lights ..... and I’ll bring in the birthday cake and candles, (switch off) Dependent prepositions Fill in: for, of, with or in. Check in Appendix 2, 1 My little brother is eight and still believes .........magic. 2 The reason.......Earth Day celebrations is to create environmental awareness. 3 Although she is twenty, she is still afraid .........the dark. 4 The Toronto Film Festival is famous ....... appearances by major Hollywood stars. 5 The road was crowded........cars and buses heading for the festival. 6 They got tired.......waiting for the band to appear and took a walk around the park. 7 She is interested....learning more about traditional celebrations. 8 Everyone was pleased ....... the success of the Arts Festival. Grammar revision a Think of a celebration in your country. Make notes under the headings. Use your notes to talk to the class about it. Talk for 1.5-2 minutes. Use present tenses. • name of celebration • when and where it takes place • how long people have celebrated it • how people celebrate it • how people feel about it b 4^ Discuss a school celebration you enjoyed and how you felt. 1 Look at the pictures and listen to the music. What do you think Pow-Wow is? Read the text to find out. ULTURE 4 CORNER L The Gathering of Nations Every year the colours and musical rhythms of Native American culture come alive at pow-wows all over America. The Albuquerque Pow-Wow in New Mexico is North America's biggest and most spectacular celebration of the Indian way of life. More than 3,000 dancers represent over 500 different Indian tribes from the USA and Canada at the pow-wow. The event always begins with the Grand Entry of Dancers. The dancers enter the arena group by group from all four entrances. Soon the arena explodes with colour, sound and movement. At the end of the event there are prizes for the best dancers and singers. The Indian trader s market is also a great attraction for people coming to the pow-wow. Indian artists display their traditional handicrafts. Beautifully designed jewellery and charm bags are just some of the items on sale at the market. There are also food stalls where people can taste treats such as enchiladas, bannock or tostados. The Albuquerque Pow-Wow is a magnificent celebration. It is one of the most colourful and entertaining events in the USA. 2 a .:.ф Read again and mark the sentences as Г (True), F (False) or Ns (Not stated). 1 The Albuquerque Pow-Wow is the only event of its kind in the USA. 2 There aren’t many different Native American tribes left. 3 The best dancers win prizes. 4 Everyone makes their own costumes. 5 Only Native Americans can attend the Pow-Wow. b Match the words in bold to their meaning. • impressive • seller • stadium • exhibit • bursts • stands • refreshments • crafts 3 'm Listen to and read the text. Make notes under the headings. Use your notes to tell your partner all about the Albuquerque Pow-Wow. • what is it & where it takes place • what people do • food A music • how people feel about it Project: Find out about an interesting cultural event in your country. Make notes under the headings in Ex. 3. Use your notes to write a short article about it for the school magazine (60-100 words). 21 Across the Curriculum 1 2 * Personal, Social & Health Education What events are important to remember each year for a person! for a society? Why? Ч»' Look at the pictures and listen to and read a verse of the poem below about World War I. In Flanders fields the poppies blow Between the crosses, row on row, That mark our place; and in the sky The larks', still bravely singing, fly Scarce^ heard amid^ the guns below. In Flanders Fields, John McCrae (1872-1918) ' a kind of bird ^ hardly ^ among What do you think the British remember on Remembrance Day? How do they do this? Read through the text to check. r study skills Matching Read the list of headings, then read the text. Underline the key words in the headings, then read the text again paragraph by paragraph and try to find words/phrases that match the headings. 3 Match the headings to the paragraphs. One heading does not match. Give reasons. A solemn commemoration ^ The significance of red poppies ^ The meaning of Remembrance Day СГ An emotional event 22 How are these things related to Remembrance Day? Tell your partner. • 11 November • Poppy Day • wreaths • fields of bright red poppies • the Royal Family • two-minute silence • traditional songs 5 6 Match the underlined words in the text with their meanings below, then use each one in an example of your own. • mark • happens • important • go to • single • remarked • easily damaged • trumpet Fill in: remember, remind, memorise, then use each of these words in an example of your own. 1 .....me to call Doug this evening. 2 Please......to feed the cat later. 3 Our teacher has asked us to....a poem for the next lesson. Remembrance 1)...... Every ye:ir durinj' ihc week Ixjfore 11 N'ovember, people all over Brilain wear a little red paper poppy. They do this to eonunemorate Remembrance Day, or I’oppy Day, which takes place each year on 11 November to rememlxrr the millions who died for their country. Poppy Day is on this date becau.se World War 1 ended in the ll'** hour of the 11* day of the 11''' month in 1918. 7 2)....... The poppy is the symbol of Remembrance Day because they are the only flowers that grew on the battlefields after VCorld War 1. They are very delicate flowers, too, and live for a short time. Some people have also pointed out that fields of bright red poppies look like fields of IjIockI. There are many poems alx)ut Remembrance Day and many of them mention poppies. One of the mo.st famous of the.se [xx’ms is In Fbndcrs Fields. 8 Speaking Э 'v,Listen to and read the text. Discuss with your partner three facts about Remembrance Day you would like to tell your family. b Project: Is there a special day to remember war veterans in your country? Collect information about it, then tell the class all about it. Talk for 1.5-2 minutes. Talk about; • name • reason • what people do Read the quotation. What does it mean to you? Discuss. 3)...... Memorial scnfices take place all over Britain on the second Sunday in November which is known as Remembrance Sunday.The Royal Eamily and top politicians attend a special .ser\ ice in London at the tienolaph. which metinsThe Etnpty Tomb’in Greek. Old war veterans lay wreaths on the steps of the tnonument.-M 1 latn, there is a two-minute siletice. .\ lone .soldier plays a piece of tnusic calletl The Ijtsi Р<ы on the buule to itunxluce the Iw4)-mimite silence. Soldiers play another piece. The Рои.че, to signal the end of it. .Mu.sicians also play traditional wartime .songs such as The While Cliffs of Doverund It's и ionp, Way lo Tippemry. “War does not determine who is right - only who is left.” Bertrand Russell, philosopher, 1872-1970 Progress Check 1 1 2 3 4 5 6 7 8 9 10 2 1 2 3 4 5 6 7 8 9 10 3 1 2 3 4 5 24 Fill in: final, display, change, pull, life, parade, raise, won, throwing, place. The festival included a noisy street...... Remembrance Day takes.......on 11th November. Lots of festivals have a fireworks..... They worked hard and managed to.........money for the charity. At La Tomatina you need a spare......of clothes. I love to.....crackers at Christmas. The people were waving and........streamers. The Maslenitsa festival is about saying a ...... goodbye to winter. Who.......the competition? Once a year at Georgetown in the Caribbean, people can experience.......as a pirate. / Points: _ у 10X2 20 Complete the sentences with the correct present forms of the verbs in brackets. What.......(you/do) so far for the party? Helen......(not/believe) in ghosts. The parade.....(start) at 10 am so let’s hurry. Petra ...... (look) upset because she .......... (lose) her lucky charm. This rose......(smell) nice and sweet. The kids......(watch) TV at the moment. .....(you/look) forward to your birthday party next week? Owen.......(not/see) a fireworks display before. Tom is exhausted because he.......(work) in the garden all day. Kate is tired. She.....(work) since morning. I Points: _ \10X2 20 Fill in the gaps with past/present participles formed from the words in bold. Imagine how........ (excite) it would be to visit the Rio Carnival. It was a really..... (bore) party. No one liked it. It’s so..... (annoy) when people talk on their mobile phones when they drive. The party was a success. Everyone was .......... (thrill). I always feel ....... (surprise) at how fast Christmas comes around each year. , / Points: _ 5X4 20 4 Complete the sentences with the correct relative. 1 We like festivals .... celebrate a cultural tradition. 2 Jane,........lives in the flat above, is a dancer. 3 Moscow,.........Maslenitsa is held every year, is a huge city. 4 Maria, .......favourite food is cake, really loves birthday parties. 5 November 5th, .........Bonfire Night takes place, is also my birthday. / Points: __ \5X2 10 ^ Fill in the gaps with the correct preposition. 1 I am interested .......... learning about other cultures. 2 The streets were crowded..........people. 3 1 know a few people who believe....superstitions. 4 My sister is afraid......spiders. 5 We can’t wait.........Christmas to come. / Points: _ \5X2 10 ^ Match to form exchanges. 1 What a nice party! a Thanks. I’ll need it! 2 Good luck! b Don’t talk rubbish! 3 That’s very bad c Better luck next luck! time. 4 I lost my keys on d Thanks. I’m glad Friday the 13th. you think so. 5 We lost the match. e What a coincidence! / Points: _ \ 5X4 20 My score: ____ 100 I Can talk and write about festivals and celebrations talk about special occasions and cultural events express concem/worry and reassure someone make exclamations write a descriptive article about a celebration give a presentation on a special day in English Mod Life & Living ♦ Before you start... • Are you superstitious? Why(not)? • What is your favourite festival? Why? ^ Look at Module 2 Find the page numbers for pictures 1 -4. ♦ Find the page numbers for • a word map [ I • a joke I I • newspaper headlines I I ♦ Listen, read and talk about... • houses • living in space • household chores & household pests • family matters • 10 Downing Street • animal habitats ♦ Learn how to ... • criticise & apologise • express anger & annoyance ♦ Practise... • the infinitive/-ins forms • too/enoush • adjectives • direct/indirect questions • idioms related to houses • phrasal verbs: make • word formation: forming nouns from adjectives • words often confused: brush/sweep, cupboard/wardrobe, dean/wash, washing/cleani ns ♦ Write / Make ... • a leaflet giving instructions • an email to a friend • an informal letter/email • a short article about a famous house/building a poster about animals in your country A A i III m,i liU I yiWWl 'll i!-^ ШМ Reading & Vocabulary 1 Choose the correct word to make true sentences about yourself. 1 I live in a block of flats/cottage/caravan/ house. 2 I live on the 1st, 2nd, 3rd, etc. floor/in the city centre/in the suburbs/in a village. 3 My neighbourhood is quiet/noisy/crowded. 4 There’s a(n) garage/attic/spare room/basement in my house. r study skills Using word maps A word map organises words related to a particular topic into meaningful categories and sub-categories. Using word maps helps to build our vocabulary. 2 Copy the word map in your notebook. In a minute add as many words as you can think of. Compare with your partner. detached — cottage — outside features drive — porch — СШЗ® appliances furniture — armchair — sofa dishwasher vacuum cleaner Use the words to describe your house to your partner. ► I live in ... There are ... rooms in it. ... etc. Reading 3 26 Read the title of the article and look at the pictures. What do you think living on a space station would be like? Listen and read to find out. Read again and match the headings to the paragraphs. There is one that you do not need to use. Think of an alternative heading for each paragraph. Discuss with a partner. A В C 5 Spare Time in Space D The Right Training E Good Housekeeping F Keeping Clean and Healthy Time to Relax Living Among the Stars Match the words/phrases in bold in the text to the meanings. • look at for a long time • touches • huge • hitting • fasten • exercising • inhabitants • shut out • shortage • going round Vocabulary 6 Fill in: sleeping, zero, soft, space, pitch, lack, vacuum, airless, household, do. 1 ... 6 2 ... station 7 muscles go 3 ... 8 4 ... bag 9 football 5 ... 10 experiments Choose five phrases and make sentences about the astronauts on the ISS. !► How would you like to live three hundred and sixty kilometers above the Earth, flying at almost thirty thousand kilometres an hour through dark, airless space? Well, that’s exactly how the astronauts working on the giant International Space Station (ISS) live. ‘Cool!’ you might say. Well... maybe. Let’s take a look at what it’s really like to live in space. Living in zero gravity means doing lots of things differently. First of all, you can forget about having a nice hot shower in the morning, as the water droplets would simply float away. Astronauts have to use a vacuum hose to wash with. Also, when muscles don’t have to work against gravity as they do here on Earth, they go soft. So the residents of the ISS actually spend 2 hours a day working out on exercise bikes and rowing machines. There’s no escape from household chores on the ISS. As dangerous bacteria grow quickly in zero gravity, the astronauts clean the whole station every day, which is about the size of a football pitch! Also the lack of gravity makes the simplest things in life seem quite weird! Take eating for example, to stop their meals floating away, astronauts have to ‘post’ food packages into a special tray and then strap the tray to their legs. At least there’s no washing up to do, though. The astronauts simply put their dirty dishes and rubbish into plastic bags and send them back to Earth. When it comes to sleeping, there’s no need for a bedroom! The astronauts could sleep anywhere, but they can’t risk bumping into any computer controls so they strap themselves into a sleeping bag on the wall. It’s a truly relaxing experience, as nothing presses against the skin. It’s important to cover your eyes, however, to block out the light of the sun as the sun rises and sets every 45 minutes when you are orbiting the Earth. So, when astronauts aren’t doing experiments or chores or repairing equipment, do they get any free time? Well, a little! They often send emails back home, read books or watch movies, but most of all they like to stare out of the window and take pictures of their real home. Earth! 1 Household chores Fill in: make, do, mop, keep, wash, take, dust, bans out. 1 ......my room tidy 2 ......the washing-up, the ironing, chores 3 ......the beds, breakfast 4 .....the rubbish out, the dog for a walk 5 ......the floor 6 ....the dishes, the clothes 7 ......the washing 8 .....the furniture Do you help at home? Use adverbs of frequency and the completed phrases to make sentences. Tell your partner how you feel about it. ► / often help at home. I’m happy to help. I sometimes take the dog for a walk. I don’t mind doing it. Speaking 8 Э Work in pairs. You are a journalist and your partner is one of the astronauts living on the space station. Prepare questions and interview your partner about life in space, then swap roles. ► A: What’s it like living in zero gravity? How do you eat, for example? B: Well, it’s a lot of fun. When we eat, we ... b Write three things that impressed you from the text. Read them to your partner. c Would you like to live in space? Why/Why not? Discuss in pairs. Writing 9 Portfolio: It’s the year 3050 and a group of teens who were born on a space station are coming to visit Earth. Write a leaflet giving instructions about how to eat, sleep, wash, exercise, do chores and spend free time in a place with gravity. ► When eating, your food doesn’t float away so don’t strap your tray to your legs! Simply sit down at a table and put your food... 27 1 Listening & Speaking / Family matters Describe the picture. How are the people related? What are they doing? How are they feeling? 2 Which member of your family do the sentences best describe? 3 He/She... 1 never gets off the phone. 2 is always taking things without asking. 3 never helps around the house. 4 never switches the lights off. 5 is always leaving things everywhere. 6 never tidies up. 7 plays loud music. 8 doesn’t let me stay out late. 9 is always there for me. 10 helps me with my homework. Everyday English Critidsins/Apologising Work in pairs. Use the language in the table to criticise and apologise for the following annoying behaviour at home, as in the example. 28 Criticising Apologising • That’s/It’s not very • Sorry!/l’m so sorry. 1 good/nice. won’t do it again. • You shouldn’t • 1 am (very) sorry. 1 do/have done that. didn’t realise... • 1 don’t like/want... • Please forgive me. 1 • You drive me didn’t mean to... crazy/get on my • 1 apologise./1 do nerves when you ... apologise. • 1 can’t stand it when you ... 1 You leave the kitchen in a mess every time you make something to eat. 2 You never turn off the lights. 3 You never let me watch what I want to on TV. 4 You always play your music really loud. A: You leave the kitchen in a mess every time you make somethins to eat. It’s not very nice. B: Sorry! I won’t do it again. d You are going to read a dialogue between a mum and her daughter. Read sentences A-F. What is the dialogue about? A But, Mum, I’m so busy at the moment. В What have I done now? C It’s not my fault. D Well... you’ve got a point there. E I can tidy it up later. F And then I can give you a hand with dinner. Use the sentences A-F to complete the dialogue below. There is one extra sentence. Listen and check. Mum: Emma, I’d like a word with you. Emma: Oh, Mum! 1)......... Mum: Just look at the state of your bedroom! You shouldn’t have left it like that. Can’t you tidy up? Emma: But, Mum, I’m doing my homework now. 2)............... Mum: That’s what you always say, Emma! You treat this place like a hotel! Emma: 3).......... Mum: Well, you’re not the only one in this house who’s busy, young lady! I work all day and then I come home and cook dinner and do all the housework. I’m not your slave, you know! Emma: 4).......... Look, Mum, I’m REALLY sorry. How can I make it up to you? Mum: Well, you can start by tidying up this mess! Emma: OK, Mum! 5)......... Mum: Now, that’s better! Thank you! 5 Find phrases in the dialogue which mean: • Look at the mess in your bedroom. • I want to talk to you. • It’s not my job to do everything for you. • What can I do to say sorry? • You’re right about that. • Help you. 6 7 © a In pairs, read out the dialogue. Speaking 8 Take roles. Your friend is coming to visit this afternoon and you have tidied your room. Now your room is a mess because your brother/sister has been in and left his/her things everywhere. Criticise your brother/ sister. Act out your dialogues. Record yourselves. Intonation Expressing anger & annoyance ,, Listen and find the stressed syllables. Listen and repeat. • Oh, Mum! • Come here, young man! • Just look at this mess! • I’ve just about had enough! • That’s what you always say! • You treat this place like a hotel! • I’m not your slave, you know! Say it right 9 Choose the correct answer. Listen and check. 1 A: It won’t happen again. B: a I hope not. b I guess so. 2 A: I’m so sorry I’ve annoyed you. B: a You’re welcome. b Don’t worry about it. 3 A: You’d better not do that again! B: a I promise I won’t. b I would rather not. 10 Listening Read statements 1-7. Listen and say whether the statements are True, False or Not stated. Listen again and check. 1 Pam doesn’t want to go to the cinema. A True В False C Not stated 2 Jane goes to the cinema every week. A True В False C Not stated 3 Jane gets more pocket money than Pam. A True В False C Not stated 4 Jane sometimes cooks dinner at home. A True В False C Not stated 5 Pam doesn’t help around the house. A True В False C Not stated 6 Pam’s mum works part-time as a manager. A True В False C Not stated 7 Jane will call in on Pam later. A True В False C Not stated 11 Idioms related to houses Fill in: a home from home, get on like a house on fire, as safe as houses, ^ home and dry. Check in Appendix i A: What do you think, John - is our plan risky? B: Not at all! It’s 12 (very safe) A: Is that Anna and Fiona together? I didn’t know they were friends. B: Yes, they are really close. “ They........(get on very well) A: You really liked staying at The Regent Hotel, didn’t you? B: Yes, I did. It was like .......... (very comfortable) A; I am glad we got the loan from the bank. B: Me too. It means we’re...... (not expecting further problems) Think of seven new phrases you have learnt in this lesson. Make sentences using them. Tell your partner. 29 Grammar in Use Infinitive/-ing forms Grammar Reference 1 Complete with the -ing form, to-infinitive or infinitive without to. Find examples in the text. Check in the Grammar Reference section. like/love/prefer/don’t mind/can’t stand, etc. +.... can/must/may/will, etc. +......... look forward to/have difficulty (in)/be used to, etc. + kind/sad/lucky/clever/glad, etc. +...... manage/want/expect/offer/help/promise, etc. + let/make/hear/see/feel +....... “Sleep tight, don’t let the bedbugs bite!’ You may think your little brother or sister is the only one who wants to ‘bug’ you at home. Well... think again! These insects feed on our blood while we sleep. Yuck! However, they have difficulty laying eggs if the temperature is below 10'’C. They are always glad to find a warm place, so keep your bedroom cool! You probably have millions of these at home, but they're far too small to see! Dust mites like eating dead skin and hair. Vacuuming a lot helps to get rid of them. Cockroaches live in warm, dark places. They can't stand living in clean bright areas. They can carry nasty diseases, so don't let them live in your house. Don't expect to get rid of them easily, though! Cockroaches can live for up to a week without their heads! Gross! 2 30 Read the text again. Close your books and make sentences about these insects. Use these phrases: have difficulty in, glad to, like eating, can carry, don't let, don’t expect. 3 Fill in the gaps with the verbs in brackets in the correct form. Then do the quiz answering each question Yes or No. Do you your family 1 I usually manage..(get on) well with every'one at home. 2 I often offer...(help) with the housework. 3 I don't deny....(do) something wrong if I did it. 4 I don't mind...(help) with the cooking . 5 I avoid...(play) my music really loudly. 6 When my parents make me......(do) .something, I don't complain. 7 I let other members of my family. (borrow) my things. 8 I don't take other family members' things without.....(ask). 9 After....(have) a bath, I always dean it. 10 When I promise to help a family member.. (do) something, I always keep my word. mostly ‘yes’: Well done! Keep up the good work! mostly ‘no': You really bug people! You'd better change your waysl c. Put the verbs in brackets into the to-infinitive or the -ing form. Explain any differences in meaning, then check in the Grammar Reference section. 1 a Do you remember ............ (switch) the coffee maker off before leaving for work this morning? b She always remembers..........(switch) the coffee maker off before she leaves for work. 2 a If you can’t get to sleep, try.....(drink) some hot milk. b Carrie tried.......(open) the door, but it was stuck. 3 a Pam has stopped......... (watch) TV; she’s doing housework now. b Pam has been doing housework all day, but now she has stopped........(watch) some TV. 4 a John went on.........(talk) about his life in Madrid all day long. b After telling me about his family, John went on..........(talk) about his life in AAadrid. 5 6 Put the verbs in brackets in their correct form. 1 A: Do you want........(go) out tonight? B: Yes! I hate ....... (stay) in on Saturday nights! 2 A: I’m really afraid ....... (do) a bungee jump. B: Well, most people are nervous about ..........(do) new things for the first time. 3 A: Oh no! I think I forgot.....(turn off) the TV! B: Don’t worry, I remember you.........(turn) it off. 4 A: I’m sorry.......(tell) you this, but I think we’ve just missed the train. B; Well, it’s no use ...... (worry) about it now. We’ll have........(wait) for the next one. 5 A; I don’t know what’s wrong with my CD player. I just can’t.....(fix) it. B: Why don’t you try......... (call) Tim? He’s great at.......(fix) things! Use the words in the boxes to make true sentences about yourself. make hate enjoy look forward to can’t stand can’t will let don’t mind want like watch TV write letters travel by train listen to music stay out late help with the housework tidy my room walk the dog become a teacher visit my aunt go shopping ► Aly parents make me tidy my room. 1 Complete the sentences to make true sentences about your home life. Compare with your partner. 1 1 would love... 6 I don’t mind.. 2 1 avoid... 7 I can’t help... 3 1 can’t stand... 8 I’d rather... 4 1 usually avoid... 9 I hate... 5 1 try... 10 It’s not worth ► / v/ould love to have my own room. 8 9 Match the sentences (1-2) to the meanings (a-b). Are there similar structures in your language? 1 I saw John cross the street. 2 I saw John crossing the street. a 1 saw part of the action, b I saw the whole action. Put the verbs in brackets into the -mg form or the infinitive without to. 1 1 think Tony’s in the next room. 1 heard him .............(talk) on the phone a moment ago. 2 Harry felt something...........(run) across his hand, but he didn’t see what it was. 3 Mum could hear Kate............(sing) in the shower while she made breakfast. 4 We stopped to watch an artist.........(draw) portraits in the street. 5 I see the postman...........(deliver) the mail every day. Too — Enough Grammar Reference 10 study the examples. Then rewrite the sentences using too or enough, as in the example. Helen is too tired to do any housework. (She is so tired that she can’t do any housework.) This homework is too difficult for me (to do). (It’s so difficult that I can’t do it.) He’s clever enough to fix the TV. (He is so clever that he can fix it.) She’s not old enough to stay at home alone. (She needs to be older before she can stay at home alone.) We’ve got enough sugar to make a cake. (We’ve got so much sugar that we can make a cake.) 1 Mary is so busy that she can’t come out tonight. ► Mary is too busy to come out tonight. 2 James is so clever that he can solve this problem. 3 I have so much money that I can buy this expensive watch. 4 They were so tired that they fell asleep during the film. 5 We’ve got so much food that we can give you some. 6 He spoke so fast that I couldn’t understand him. 31 Vocabulary & Speaking 1 Towns/Villases Read the phrases. What are they in your language? Use as many phrases as you can to talk about where you live. ► / live in (a quiet village). There are (beautiful traditional) houses and (tree-lined) streets. There aren't (any big shops). There is a (small local shop) where ... (villuge) industrial modern noisy attractive old beautiful traditional spacious 2 3 Ч*' Listen to Alex describing his neighbourhood. What is it like? What shops are there? Use these prepositions and places/shops from the lists to describe your neighbourhood. Prepositions in front of, next to, between, opposite, behind, to the left/right of, on (the corner) of Places/Shops school, baker’s, cafё, chemist’s, bus stop, butcher’s, block of flats, corner shop, restaurant, supermarket, grocer’s, park, newsagent’s, bank, hairdresser’s ► My neighbourhood is noisy and crowded. I live in a small flat with a balcony. There are a few shops that are usually busy. There’s a baker’s next to my block of flats ... Neighbours a Sort the adjectives into positive/negative. Compare with a partner. sociable selfish helpful arrogant caring talkative easily annoyed rude forgetful silly nosy b Think of your neighbours. Which of the adjectives would best describe them? Tell your partner. Give reasons. My next-door neighbour. Airs Smith, is very sociable. She often visits us for a chat. 32 5 Read the text and match the phrases (A-G) to the gaps (1-6). There’s one extra phrase. Dear Jane, Hi. How are you? I hope you are well. Sorry it’s been so long since I've written, 1).... Well. I love my new house and neighbourhood! The neighbours are fantastic 2).....A young woman called Kate lives next door. She watered my plants for me 3)......She also walks my dog for me from time to time, too. I really like her a lot and we often go out to the cinema or for a coffee together. Mrs Green who lives across the road is really nice. She watches my house in the evenings when I’m out and in return I do a bit of shopping for her 4)... It’s completely different from where I used to live, 5).on the street and play loud music late at night. No one was friendly there. My old neighbours 6)......... If 1 had known how much better things could be, I would have moved house a lot sooner! I really love it here. I’m so glad I moved. How are things with you? Write back soon and tell me all your news. Perhaps you can come for a visit some time. Love. Paula 6 Match to make exchanges. A while I was away last weekend В would peep at me from behind their curtains C who is very nice and friendly D and I’ve made friends with some of them already E where the kids next door would drop litter F but as you know I’ve been busy moving house or some other small errands 1 Would you like me to water your plants while you’re away? 2 I’m so sorry we made so much noise last night. It won't happen again. 3 Would you be able to watch over our house for us while we’re away? 4 Shall I get you some milk when I’m at the supermarket? 5 Would you mind not playing loud music early on Sunday mornings? d e Sure, it would be a pleasure. When are you leaving? Of course. Sorry about that, I didn’t know it was a problem. That’s really kind of you, but Mrs Jones has already offered to do it. Oh, don’t worry about it. It didn’t wake us up. Oh, would you? Thanks, that would be great! 7 QO Act out similar exchanges for the following situations: 1 You need someone to feed your cat while you are away. 2 Your neighbour’s dog keeps digging up the flowers in your garden. 3 You wonder if your neighbours would like you to babysit for them on their wedding anniversary. 4 Your next-door neighbour is ill. You offer to do his shopping for him. 8 QO What makes a good neighbour? Spend five minutes writing a few sentences on the topic. Read your sentences to your partner. How similar/different are your ideas? Discuss in pairs. 3 Лпмниский язык К.1. 33 а«>' Informal letters/emails 1 Informal letters/emails are sent to people we know well, e.g. friends, relatives, etc. They can be letters/emails: of invitation, accepting & refusing invitations, asking for & giving permission, apologising, asking for & giving advice, giving news, expressing thanks/ congratulations, etc. They normally consist of: • an informal greeting (Dear Olsa). • an introduction with our opening remarks & reason for writing (Hi! I just thought I’d write to say...). • a main body of two or more paragraphs containing the information we need to write about. We normally start a new paragraph for each topic. • a conclusion with our closing remarks (I have to go now.). • an informal ending (Love from, Best wishes + your first name). Letters/Emails written in answer to written input should include all the information asked ^or in our own words._______________________ Match the beginnings (1-5) to the endings (A-E). What type of letter is each text from? Thank you so much for the lovely flowers you J sent me while I was in hospital. It was so kind of you and they really cheered me up! I just got your letter and of course I’d love у' to come to your birthday party. I m sure j it’ll be a lot of fun! | Hi! Hope you’re well. I’m writing to ask for j your help with a problem I have. I just don’t j know what to do! I 4 I’m so sorry to hear that you’ve been in hospital. I really hope that you feel better soon and I’d love to visit you some time. Hi! What plans do you have for the summer? I’d love it if you could come and stay with me for a week in June! A I’m really looking forward to it. See you then! В Let me know as soon as you can so we can make the arrangements. C I’d appreciate any advice you can give me and I hope to hear from you soon. D Thanks once again and I hope to see you soon. E So look after yourself and get well soon. Please ' let me know if there’s anything I can do. | 2 34 a -i© Read the rubric and look at the underlined words, then answer the questions. You have received a letter from vour English-soeakinQ pen friend Richard. ...I spend a lot of time in my bedroom listening to music and playing on my computer. What is vour house like? How much time do vou spend in vour room? What is there to do in vour area for entertainment? Write him a letter and answer his 3 questions. Write 80-100 words. 1 Who are you writing to? 2 What information should you include? b Read the model. What is each paragraph about? Has the writer included all the information needed? Dear Richard, Thanks for your letter It was nice ofyvu to drop me a line. My house is quite со.чу. It’s a small house in the suburbs. It has two bedrooms, a bathroom, a kitchen and a lounge. There's a small garden, too. .Ur bedroom is upstairs. I don V really hang out in my mom much. / pnfer to he outside with my friends. In my area, there is a park where I play findball and ride my hike. Ihere is also a small games arcade whew I sometimes go to play pinball. Well, that’s all for now. Write soon. Boris 3 Read the theory and find examples of informal style in the letter. Informal style In informal letters/emails we use: everyday phrasal verbs (turn up, harts out) idioms (Sorry to hear you're feelins under the weather.} informal linkers (and, so, well, but) short forms (I'm, you're, etc.) Read the theory. How do the subject and the predicate (verb) of a direct question differ in an indirect question? Direct - indirect questions Direct questions can start with an auxiliary or modal verb (can, do, etc.) or with a question word (who, what, when, etc.). Will he come? When is he comins? Indirect questions are polite questions. They can start with; Can you tell me ...? Do you know if...? I'd like to know... Do you know if he will come? Can you tell me when he is coming? Form direct questions. Then change them into indirect questions. 1 Ask your pen friend about his/her daily routine. 2 Ask your pen friend about his/her summer holiday. 3 Ask your pen friend about his/her free-time activities. 4 Ask two questions about your pen friend’s family. ► 1 What is your daily routine like? Can you tell me what your daily routine is like? 5 6 7 Read the rubrics, underline the key words and answer the questions. A You have received a letter from your English-speaking pen friend Peter. ...Hope you had a gi'eat summer. What did you do? Did you have a good time? It's my birthday next week and I can’t wait!... Write him a letter and answer his questions, then ask him about his birthday plans. В You have received an email from your English-speaking pen friend Robert. .../ hope you had a safe journey home. It was great spending time together. I hope you will come and visit again soon... Write him an email to thank him and his family for their hospitality, then invite him to stay with you. 1 What type of letter/email does each one ask for? 2 Who is going to read each letter? 3 What information should each letter include? 4 What questions can you ask in each letter? Portfolio: Choose one rubric and write your letter/email (80-100 words). When you have finished, check it against the following: Checklist Have you included all the necessary information? Are the paragraphs clear and in a logical order? Are there any spelling/grammar mistakes? Have you used an appropriate greeting/beginning/ending? What are you doing? 35 1 Word formation Read the box, then fill in the correct form of the words in bold. Forming nouns from adjectives We can use these suffixes to form nouns from adjectives: -ance arrosant - arrosance -cy urgent - urgency -ence different - difference -ness gentle - gentleness -ity sane - sanity There is no need for....... between best friends. The teacher explained the ......of recycling to the class. Thank you for all your...... during my stay. You need a lot of......to work with children. We have installed a....... system at our house. Physical......is important to stay fit and healthy. Phrasal verbs: make SECRET IMPORTANT KIND PATIENT SECURE ACTIVE 2 Fill in: up for, out, of, off with, up. Check in Appendix 1. 1 It was so foggy that we couldn’t make....... the number of the house, (see clearly) 2 The burglar made ......... our TV and DVD player, (stole and ran away with) 3 Peter bought his mum some chocolates to make ........ breaking her favourite vase. (compensate for) 4 Don’t believe anything Tom tells you - he’s always making........stories! (inventing) 5 What do you make..........Steve’s new idea? (think about) 3 Prepositions Fill in: to, in, on, at. Check in Appendix 2. 1 be close....the city centre; 2.....the corner of the room; 3.....the corner of the street; 4 be ....home; 5 be.....a hurry; 6.......ruins; 7 go .... the direction of; 8 live .... the suburbs; 9 live .... a field; 10 live ... a farm; 11 be ....school; 12 go......school Choose five phrases and make sentences about yourself/your family. ► / live close to the city centre. Words often confused 4 Choose the correct word. Check in your dictionary. Make sentences using the other words, 1 Can you brush/sweep the floor in the kitchen, please? 2 Why don’t you hang your coat in the cupboard/ wardrobe? 3 Don’t forget to clean/wash your teeth! 4 I have to do some washing/cleaning - I’ve got no clean clothes. 5 Grammar revision ^ Complete the advert with the correct -ing or infinitive form of the verbs in brackets. Are you sick and tired of 1)..... (do) housework? Would you love 2)........ (have) someone 3)....... (help) you with it? Well, that's easy 4)......(fix)! Simply let us 5)...(give) you a helping hand! From 6)....... (clean) the house from top to bottom to 7)......(do) the gardening. we can 8)....(take care of) it all. So, what are you waiting for? Call us on 0115 9333748 9).......... (arrange) an appointment. We look fonft^ard to 10)....(see) you soon! 36 J ULTURE ^ CORNER A 1 Look at the title of the text and the picture. Think of three questions about 10 Downing Street. Read through the text and see if you can answer them. ■ lO Downin'' Street or ‘Number It)' as the British call it, is one of the j most famous addresses in the world 1)........However, it is also a very busy place where hundreds of people work and where many ; oirieial functions. Cabinet meetings and state dinners take place. 1 i Many people will immediately recognise the front of the building ' 2)...... ! i Number 10 was originally given to the first prime minister. Sir ; Robert Walpole, as a gift. 3).....Before he moved in. though, he I joined 10 Downing Street to the large house behind it and had some alterations made. So even though Number 10 looks like an ordinary ! terraced house from the outside, 4)..... There are many beautiful ! rooms with elegant decor and fine furniture including the State I Dining Room, the Study, the Terracotta Room and the White I Drawing Room, rtiere are portraits of every past prime minister ' hanging on the wtills of the Grand Staircase 5)......Tlie table in I this room is boat-shaped so that the Prime Minister can always see j everyone sitting around it! The Prime Minister's private home is a furnished Hat on the second floor, once described by Margaret Thatcher (British Prime Minister from 1У79-1УУ0) as ‘living above the shop". The Prime Minister also has his own study 6)......... There, he often meets colleagues. V receives important guests, makes phone calls or gives interviews. but he wanted It to be used by all future prime ministers and in the Cabinet Room, where government ministers meet to discuss important issues because the Prime Minister and other well-known politicians often make important announcements in front of its famous big black door where he works and reads as it has been the home of British prime ministers since 1730 which includes many secretaries and civil servants inside it is an extremely grand place 2 L»' Read the text again and match the missing phrases (A-G) to the gaps (1-6). There is one extra phrase you do not need. Listen and check your answers. How are the following related to 10 Downing Street? Tell your partner. • the Grand Staircase • the Cabinet Room • Margaret Thatcher • Sir Robert Walpole 3 Explain the words/phrases in bold. Use some to complete the sentences. 1 10 Downing Street was......a small terraced house before Sir Robert Walpole changed it. 2 There are 23.......who are members of the Cabinet. 3 The Queen attends many........every year. 4 There are a number of ........ palaces and buildings in London. 5 6 Listen to and read the text. Tell the class four interesting facts you remember from the text. Project: Do some research about a famous house/building in your country, then write a short article about it. Write: who lives there, what it's like (inside and outside), its history & any other interestins facts about it. 37 5f9S«2^«>r--; '•••• •■ ^K 4 l^®3d the definitions, then match the animals I in the pictures to them. ( Mammals ( Amphibians Insects r Fish Birds Reptiles are animals that give birth to their babies and feed them milk (e.g. dogs, horses). are creatures that can live both on land and in the water (e.g. frogs). are small animals with six legs. Most, but not all, have wings, too (e.g. bees). are creatures that live in the water and have fins and a tail (e.g. salmon, sharks). have feathers and wings and they lay eggs Most can fly (e.g. eagles, swans). are cold-blooded creatures with scales and they lay eggs (e.g. crocodiles, snakes). 2 3 ► Otters are mammals. Read the newspaper headlines. What problems do places where animals live face? WATER POLLUTION THREATENS POND LIFE DEFORESTATION PUTS MANY SPECIES AT RISK NEW HOUSES MAKE FOXES HOMELESS FARMERS DESTROY WILDLIFE HABITATS TOURISM DESTROYS LOCAL BIRDS’ HOMES Read the title of the article and the first sentence in each paragraph. What is the article about? Read through and check. No one really knows how many millions of species of wildlife exist on Earth, but one thing is for sure, plants and animals are all around us! Some live in the woodlands, rivers, hedgerows and ponds in and around our neighbourhoods. Others live in our school playgrounds, private gardens or even in the tiny spaces between grains of sand! owl THE BIG PROBLEM Unfortunately, as towns and cities get bigger, humans are destroying these habitats. To build more houses and roads they are cutting down trees in woodlands and forests, which are home to animals such as foxes, otters, red squirrels and hedgehogs and beautiful plants Read the text and mark the sentences T (True), F (False) or NS (Not stated). 1 Wildlife habitats come in all sizes. 2 Building new houses has destroyed the most habitats. 3 You can find squirrels in woodlands and forests. 4 Herons and trout are in danger because of farms and factories. 5 There are no otters left now. 6 Only wildlife charities can save the habitats that are in danger. 7 A balcony can become a habitat. 38 such as bluebells and daffodils. Litter in the streets harms wildlife and poisonous chemicals from farms and factories are getting into rivers, ponds and lakes. When this happens, animals such as frogs, newts and species of birds and fish such as herons and trout can no longer survive. In the same way, many reptiles are dying out around ponds. In fact, three wildlife species become extinct every hour because of habitat destruction...and it's humans who are causing all this damage! So, what can we do to help protect the habitats around our towns and cities? Well, quite a lot actually! For example, you could find out about the different animal habitats near your home and about any problems that they have. Then you can write letters to the local council or wildlife charities to ask them to do something about the problems. Also, NEVER throw any rubbish in the street and pick up any litter that you see in woodland, hedgerows, gardens and parks. Lastly, why not create your own little wildlife habitats in gardens or even on balconies? It's actually quite easy to do! snake squirrel Match the words/phrases in bold to their meanings • extremely small • types • continue living • die out • rows of bushes between fields or along lanes • organisations that help people or animals r study skills Summarising To summarise a text, read it and think of a heading for each paragraph. Make notes of the main points under these headings. Use these points to make your summary using your own words. 8 6 Read the text and make notes under these headings. Use your notes to give the class a summary of the text. • where wildlife exists • the problem • the solutions Project: In groups, collect information about habitats in your country. What animals live there? What problems do they face? Make a poster. Stick pictures on it and write a few sentences about each habitat. How can we make sure that the countryside remains unspoiled and that more habitats are not destroyed? Spend three minutes writing a few sentences on the topic. Read your sentences to your partner. 39 Progress Check 1 2 3 Fill in: pitch, vacuum, household, spacious, sociable, extinct, make, suavity, take, next-door. 1 They live in a.....house with a garden. 2 Most people don’t like doing......chores. 3 He likes being with people. He’s very....... 4 Residents of the ISS wash with a.....hose. 5 My.......neighbour is very friendly and sociable. 6 There is zero......in space. 7 Can you please.......your bed? 8 Astronauts on the ISS have to clean an area the size of a football.....daily. 9 If we don’t protect wildlife habitats, more animals will become........ 10 ......the rubbish out, please. Points: 10X2 20 4 5 6 7 8 9 10 40 Complete the sentences with the correct -ing or infinitive forms of the verbs in brackets. What would you like........(do) tonight? She risks......(lose) her keys when she leaves them lying around. Our teacher makes us........(do) our homework every day. The thief admitted.......(steal) the money. It was silly of you....(forget) to lock the door. Bob suggested.......(go) to the beach. Tom wants........(finish) work early today. She didn’t let me.......(enter) the room. Instead of ....... (mow) the lawn, Mark was watching TV. I am in charge of .......... (make) the party arrangements. I Points: — \10X2 70 Complete the sentences with words derived from the words in bold. There is no......you can do your chores later if you want. URGENT My neighbour is so full of...He thinks he is never wrong. ARROGANT I can’t tell the..between the twins. DIFFER I miss the....of the countryside. QUIET Please do the writing..... in your notebook. ACTIVE /„ . , \ Points: —I ,5X4 20! 4 5 6 1 2 3 4 5 a b c d e Fill in the gaps with the correct preposition. My new flat is right......the city centre. Laura’s house is.....the suburbs. Jane is waiting for you.......the corner of the street. Harry grew up........a farm. It feels like I spend most of my time....school. / Points: — \5X2 10 Fill in the gaps with the correct particle. Paul should write children’s books, he’s always making........stories for his kids. What do you make.........your new neighbours? I’ll make.......not doing my chores this week, I promise. The thief made .......... the painting without knowing it wasn’t the real one. Your handwriting is terrible. I can’t make....... what it says. / Points: \5X2 Match to form exchanges. I’d like a word with you. I’m sorry. You shouldn’t have done that. I’m not your slave you know. How can I make it up to you? I know. I won’t do it again. You’re right. What have I done now? You can start by doing the dishes. Don’t worry about it. / Points: — ^5X4 20 10 My score: 100 I Can • talk and write about living in space • talk about houses, neighbourhoods and neighbours • criticise and apologise • express anger and annoyance • write an informal email/letter , _ ,, , ........................... in English Mod See it to believe it Before you start... • What do you like, dislike about your house? • Do you help out at home? How? • What is your neighbourhood like? Do you get on with your neighbours? Why/Why not? ♦ Look at Module 3 Find the page numbers for pictures 1 -4. ♦ Find the page numbers for • a ‘dream dictionary’ I I • some shapes I I Listen, read and talk about... • mysterious creatures • dreams and nightmares • strange coincidences • paintings and illusions • mystery stories • painting styles • Learn how to ... • speculate & agree or disagree • express surprise & concern • talk about the past • make assumptions • make suggestions & agree or disagree • describe paintings ♦ Practise... • past tenses • used to/would • idioms with ‘paint’ • phrasal verbs: come • word formation: compound adjectives • words often confused: scenes / sishtings/sish ts, fantasy/imagination/illusion, witnesses/spectators/investigators, same/similar/alike ♦ Write / Give ... • a diary entry for a sighting of a monster • a mystery/ghost story • a presentation about a castle/house *5^ / Reading & Vocabulary Reading 1 2 Э Look at the creatures in the pictures. Have you heard of them? If so, what do you know about them? Tell the class. b Describe the creatures in the pictures. Use these words: huge eyes, giant tentacles, sharp hooks, a long tail, a humped back, long arms, a short neck, a snake-like head, two-legged, a hairy body. r Which country is each creature from? Listen and read to find out. Read the texts again. Which creature(s) (A-C)... 3 live in water? 1 .... 2 .... could be creatures that people thought had died out? 3 .... 4 .... have people been seeing for longer than you might think? 5 .... often used to destroy something? 6 .... have people found the bodies of? 7 .... Match the highlighted words and phrases to their meanings. stayed alive with great force shocking, disgusting until now came closer wide close to things that have been seen tell people about I Match the underlined words in the I text to their opposites below. 1 different 5 top 2 destroy 6 blunt 3 real 7 luckily 4 unknown 8 miniature In^searphtpf iMessie... the Loch Ness Monster and pther .my^terip^s (monsters! Ws e’ve all heard well-known stories of ancient mythical creatures such as dragons, unicorns and giants, but to this day, people all over the world continue to report sightings of various mysterious monsters! So...we asked our readers to tell us about any creatures like these from their country... I^the KrakerT^ Vocabulary 5 Fill in: recorded, humped, horrifying, mythical, snake, human, sharp, giant, violent, extinct. 42 1 2 3 4 5 creatures 6 ... whirlpool back 7 ... -like head 8 ... prints sightings 9 ... ape squid 10 ... legends ^ legendary creatures ), Э Hi, I'm Kevin from Inverness, Scotland! I'm sure you've all heard of our famous Loch Ness Monster, \with its humped back, long tail and snake-like head. But you probably didn't know that people have been reporting sightings of this strange monster since the 6th century! The first modern sighting was in 1933 when a couple who were driving home saw a creature rolling and diving in the lake. Since then there have been over a thousand recorded sightings and even some photos taken of Nessie. Some people believe that Nessie is a dinosaur called a plesiosaur that somehow survived in Loch Ness but the truth is still a mystery. I’m Jens from Norway and we have the legend of the Kraken, a horrifying deep-sea monster that was a mile and a half across. As ships approached, the Kraken would wrap its giant tentacles around them or create a violent whirlpool to pull them down to the bottom of the ocean. The Kraken are a species of giant squid. In 2007, fishermen caught a ten-metre long squid with eyes the size of dinner plates and sharp hooks on some of its tentacles off the coast of Antarctica. There’s no doubt that giant squid exist, but exactly how big they can grow to and whether they have destroyed ships still remains a mystery. I’m Mary from Oregon, USA. As you probably already know, a strange-looking big hairy creature called Bigfoot (or Sasquatch) has been part of American folklore for years. Since the 1800s, there have been more than 3,000 sightings of Bigfoot, who most witnesses describe as being a two-legged creature two to three metres tall that has long arms and a short neck. Investigators say there’s no way that its footprints, at around 40cm long, could be human prints! Some scientists believe that Bigfoot could be a species of extinct ape, but unfortunately so far no one has found a Bigfoot body, fossil or skeleton. So...what do you think? Are these stories fact or fiction? Send us similar stories from your part of the world! 6 Ways to look Check the verbs below in the Word List. Use them in the correct form to complete the sentences. • stare • catch a glimpse of • glare spot • glance 1 When I saw the strange creature, I couldn’t stop.......(looking for a long time) at it. 2 Kelly.......(looked for a short time) quickly at her watch and then back at the water. 3 I think I just....(saw briefly but not well) a small hairy creature. Did you see anything? 4 The creature seemed to........(look angrily) at me from the page of the book. 5 Did you ....... (notice) anything strange in the lake? Choose three verbs and make sentences of your own. Speaking 7 Read the text again. Close your books and in pairs discuss the things that impressed you most. Writing 8 Portfolio: Imagine you saw one of the monsters in the text. Spend five minutes writing your diary entry for the day of the sighting. Write: where you were & what you were doing, exactly what you saw, how you felt, what happened next. Read your entry to the class. 43 Listening & Speaking 1 Dreams & Nishtmares a The pictures show a teenager dreaming. What is he dreaming about? b What do you think his dreams mean? Read the ‘dream dictionary’ below to find out. Dream dictionary common dreams teeth falling out = you are anxious about your appearance being chased = you feel confused, you have a lot on your mind falling = you are under stress flying = you are feeling confident being lost = you have lost your way in life missing a bus, train, plane etc. = you are sad because you have missed an opportunity exams = you are stressed out because you are unprepared for something being unable to move = you feel lost you don’t know what to do about a situation 44 Discuss the questions in small groups. How often do you; remember your dreams? have nightmares? What kinds of things do you dream about, e.g. school, your friends? Have you ever had a dream or nightmare over and over again? What was it about? How did you feel? Do you think dreams have meanings? Do you know of a book or a film related to dreams? 3 Everyday English Speculating ' Use the ideas in the dream dictionary in Ex. 1b and any of your own ideas to act out exchanges, as in the example. Inviting speculation Speculating • What do you think ... (this means, etc.)? • Do you have any idea what...? • I think (it means)... • I can’t say for sure, but it might... • Well, it could (mean)... Agreeing Disagreeing • You could/might be right. • Do you really think so? • That’s a thought. • That can’t be right! • I doubt that (very much). • Surely not! • You must be joking! A: I had a dream that my teeth were falling out. What do you think this means? B: Well, it could mean that you are anxious about your appearance. A: Surely not. 4 а Listen and repeat. • Poor you! • Oh, that’s horrible! • I had a horrible nightmare last night. • shaking like a leaf and with my heart pounding • That’s a thought! • That’s a relief! • I couldn’t get back to sleep. b These phrases appear in a dialogue between two friends. What is the dialogue about? Listen and read to find out. Katie: Good morning, Lizzie. Lizzie: Is it? Katie: I think someone got out of the wrong side of the bed this morning! What’s the matter? Lizzie: Oh, I’m just a bit tired, that’s all. I had a horrible nightmare last night. I woke up shaking like a leaf and with my heart pounding. Then I couldn’t get back to sleep. Katie: Poor you! What was the nightmare about? Lizzie: Well, I was trying to get to an exam, but my legs just wouldn’t move. Katie: So ... did you finally get there? Lizzie: Yes, but then I realised that I couldn’t answer any of the questions! Katie: Oh, that’s terrible! I once dreamt that, either. I looked it up. It could mean that you are afraid of letting someone down. Lizzie: That’s a thought! So it doesn’t mean I’m going to fail my exams then? Katie: No, don’t worry. Nightmares are just your subconscious mind trying to deal with all your stresses and worries, that’s all. Lizzie: That’s a relief! 5 6 Read the dialogue again and complete the sentences. Compare with your partner. 1 Lizzie didn’t sleep well because....... 2 In her dream, Lizzie was finding it difficult to 3 In her dream, Lizzie;s legs...... 4 Lizzie thought her dream meant she was going to........ Find sentences in the dialogue which mean: • What’s the problem? • I’m so sorry. • That’s awful. • Everything’s OK. • I feel better now. r In pairs, read out the dialogue. study skills Improving intonation Record yourself while doing an intonation exercise. This way you can play the recording back and improve your intonation. Intonation Expressing surprise & concern ЧListen and mark the stressed syllables. 8 1 I don’t believe it! 4 2 That’s horrible! 5 3 What’s the matter? You can’t be serious! Is everything alright? Listen again and repeat. Listening 9 You will hear 5 statements. Match the statements 1-5 to the sentences A-E. Use each sentence once to complete the table. A The speaker is talking about his/her favourite dream. В The speaker thinks dreams don’t mean anything. C The speaker is describing an unpleasant dream. D The speaker is explaining what his/her dream meant. E The speaker is talking about a dream he/ she had over and over again. Speaker 1 2 3 4 5 Comment 1 10 Speaking Work in pairs. Imagine you had a strange dream last night. Tell your partner and ask them to speculate about its meaning. Record yourselves. 11 Think of ten phrases you have learnt in this lesson. Make sentences using them. Tell your partner. 45 Grammar in Use Past tenses Grammar Reference 1 Name the tenses in bold in the texts. How is each tense formed? Which express an action/ actions which: a were happening at the same time in the past? b was in progress at a stated time in the past? c was happening when another action interrupted it? d happened before another action in the past? e happened one after the other in the past? f shows the duration of a past action happening before another past action? What a Coincidence! In 1953, a man called Irv Kupcinet 1) was staying at a hotel in London when he found some items in his room with the name Harry Hannin on them, the name of a good friend of his. Two days later, he received a letter from Hannin. Hannin told him an amazing story! A few weeks before, he 2) had been staying at a hotel in Paris when he found a tie in a drawer - with Kupcinet’s name on it! In 2008, an Australian woman lost an earring in the sea. Three days later, she 3) was talking to her husband while he 4) was cleaning some fish he 5) had just caught. He 6) saw something shiny inside and 7) pulled it out... it was the earring his wife 8) had lost! In Detroit, USA in the 1930s, a man called Joseph Figlock 9) was walking down the street when a baby fell from a high window onto him. Then, a year later, another baby fell from the very same building onto him again! 2 о Choose the correct tenses. Explain your choices. 1 Jane was angry because Mark wasn’t calling/ hadn’t called her since last weekend. 2 Sophie had a headache because her baby sister had been crying/was crying all afternoon. 3 Joanna switched/had switched the TV off and went to bed. 4 Mike slipped and twisted his ankle while he was piaying/had played football yesterday. 5 Tony was shocked. He couldn’t believe what had just happened/just happened. 6 After John had parked/had been parking the car, he went into the house. 7 This time yesterday, we lay/were lying on the beach sunbathing. 8 I didn’t go out last night because I wasn’t finishing/hadn’t finished my homework. 9 Jack had been working/was working at the company for ten years before he left. 10 He was driving/had been driving for an hour when the car broke down. 3 Put the verbs in brackets into the past simple or the past continuous. \ j Listen and check. Sam: Who 1).........(be) that on the phone, Ann? Ann: George. I 2) ........ (think) about him when he 3) ......... (call), actually. What a coincidence! Sam: It is! 4)........ (l/tell) you what 5)........ (happen) to me and my mum when we 6)......(shop) in London a few years ago? Ann: No, what? Sam: Well, we 7) .......... (look) around an old second-hand bookshop when my mum 8)...... (come) across one of her favourite childhood books. She 9)........ (show) it to me and when she 10)........... (open) it, it 11).......(have) her name written inside! Ann: Wow, so it 12).......(be) her very own book! I bet you 13)......(not/expect) that! I Sam: No, I didn’t! \________________________________________________ 46 Note: The past perfect continuous is the pasK equivalent of the present perfect continuous. Compare: I'm tired. I've been typing letters since morning. I was tired yesterday. I had been typing letters since morning. ^ Put the verbs in brackets into the past perfect or the past perfect continuous. 1 Tom was angry because he......... (miss) the last train home. 2 Katie......(only/work) in her new job for a month when she got a promotion. 3 By the time we got home, everyone .......... (eat) dinner. 4 Sarah was angry because she......(wait) for the bus for over an hour before it arrived. 5 Harry ..... (dig) in the garden so he was covered in mud. 6 Alice ..... (not/finish) her homework by bedtime. 7 They.......(cook) for over three hours before the guests arrived. 8 I......(just/decide) to walk home when the bus came along. Use the adverbs and time expressions below to make the sentences about yourself. Use past tenses. yesterday since ago while when for last summer at 5 o’clock yesterday afternoon by June ► / didn’t watch TV yesterday. 5 6 Ussd to/Would Grammar Reference I Complete the sentences with used to or didn't use to. In which sentences could you also use woulcR 1 When I was a child, we.....go camping every summer by a beautiful lake. 2 I.....play football three times a week, but I don’t anymore. 3 I.....like vegetables very much, but I love them now. 4 When I was younger, I......go for long walks in the countryside with my family. 5 In the past, people ....... lock their doors around here, but they do now. 6 My brother Tom.......make fun of me all the time when we were kids. 7 Ч,' Listen and tick (/) what Sam and Cathy used to do when they were young and cross (X) what they didn’t use to do. Then write sentences. I I stay at their grandma’s ■. all summer [ I play in the garden I I help with the housework I [ go to bed late I I go to the beach alone I I feed the chickens They used to stay at their grandma’s all summer. 8 9 Make similar sentences about yourself when you were a child. Use used to/didn’t use to or would. Swap memories with your partner. n' 1)............ (work) in a cellar in York, England, when suddenly a Roman soldier on a horse 2)........ (step) through the wall of the cellar! More .soldiers then 3)... (follow) them. They 4)....... (wear) helmets and they 5)........ (carry) swords. Then, Harry' 6)...(notice) that the soldiers 7).(look) very short btxause their legs 8).(be) below the floor of the cellar! Howev'er, they' then 9).(pass) an area that archaeologists 10)...(work on/recently) and Harry saw that they 11)...(walk) on an old Roman road under the cellar. Terrified, Harry' 12).(run) out of the house. Later, Harry' 13)..... (find out) that some Roman soldiers 14).... (go) missing in York many centuries before and that no one 15)....(ever,'find) them. Maybe these 16).....(be) the soldiers that he saw! I ULTURE CORNER 1 Who are these people and how are they related to the castle in the text? Read the text to find out. • Lady Mary Berkeley • Lord Grey of Chillingham • The Blue Boy • Edward I Read the text again and for each gap (1-7) choose the correct answer A, B, C or D. Can you 1).......visiting a place where ghosts lurk round every 2)......and strange noises go bump in the night? Well, that's exactly what people say happens at Chillingham Castle in Northumberland, England, which 3)...... back to medieval times. The most famous ghost is Lady Mary Berkeley, the wife of Lord Grey of Chillingham. She wanders along the corridors 4).....for her husband who left her with a broken heart. Some people say they have heard the rustling sound of her dress as she walked past them. Another ghost is ‘The Blue Boy'. Many people 5) .......the years have seen this mysterious boy dressed in blue appear suddenly in front of them. Chillingham Castle is very 6)....with ghost hunters and there are special ghost tours available. However, it is also a great place to visit for 7).who is interested in history. You can see the medieval Great Hall, the State Room where Edward I stayed as well as the dungeons and torture chambers. So, even if you don't believe in ghosts, it is well worth a visit! В believe В bend В dates В viewing В over В preferred В everyone C consider C corner C sends C reaching C between C popular C someone D D D D D D D imagine corridor ages looking by favourite anyone 3 Match the words in bold in the text with their meanings in the list below. What part of speech is each? • passages • strange • prison • show up • hide • sth that causes pain/suffering • soft sound • bang 5 Listen and read the text. Imagine you are a tour guide at the castle. Tell your partner some interesting facts about the castle. Project: In groups, collect information about a famous castle or house in your country and present it to the class. Write: its name, where it is, what it is famous for, who lives there, what one can see there. 53 1‘,Listen and repeat. What are these words in your language? Painting reclangle triangle square cube f cylinder 2 3 Look at paintings A & B. Which uses bright colours, dark/duU colours? What style of painting is each picture? How do these styles differ? Read the texts to find out. Cubism was a popular painting style from around the 1900s. Pablo Picasso and Georges Braque were two — -----1).......Cubist painters. They ? used Cubism to show people a new way of ^’’2)......the world. They looked at an object or person and ^ broke it down into shapes. Then they put these shapes [back together to make a picture which represented the ^3).....object even though it may not look very much i ^ like it anymore. They used shapes such as rectangles, ^cylinders and cubes. Most of their paintings were dark and used dull colours like grey and brown. This makes the painting seem to have many layers and so it can be seen from a number of 4) viewpoints. FAME study skills r ---------------------------------' Word formation Read the title of the text to get an idea what the text is about. Read the text once quickly. For each gap decide what the part of speech the missing word is e.g. noun, verb, adverb, etc. You may need to write the word in the plural or with a negative meaning. Think of possible prefixes and suffixes. Fill in the gaps. Check the spelling. Read the completed text to check if it makes ^sense.____________________________^ 4 Read the text and fill in the gaps 1 -8 with the correct word formed from the capitalised words. Compare with your partner. ORIGIN 6 7 54 Ч, Listen and read to answer the questions. 1 When was Cubism popular? i 2 How did Cubism get its name? 3 What style did Dali paint in? 4 What did Surrealist painters use to get ideas for their paintings? Match the words in bold to their meanings. • not bright • effect • part/piece • angles Idioms with ‘paint’ Complete the sentences with the correct idioms. Check in Appendix 3. Are there similar ones in your language? • paint the town red • like watching paint dry • paints a grim picture of (sth) • paint (sb/sth) with the same brush (as sb/sth else) 1 This film is so boring it’s.... 2 I want to have some fun. Let’s go out tonight and....... 3 I know Sam and Dan can be a bit boring but don’t......... Tim ........ Not all people who like science fiction are bores! 4 The documentary........life in the war-torn region. в I Salvador Dali I Swans Reflectina Elephants ШЭ!) 8 Read the description. Which painting does it match? How does the author feel about the painting? This picture shows many different lines and shapes like squares and triangles. When I look very closely, however, I can also see other things such as parts of bodies and objects. The artist has used many dull colours such as brown, grey and green in the painting, which give it a very gloomy feeling. This painting makes me feel quite sad. Find paintings on the Internet or in reference books which represent the two styles of painting discussed in the text. Present them to the class. This painting is called................ painted it in 19........ It shows......... The painter uses........ colours. The painting makes me feel......... 9 Use these words to describe the other painting. • strange objects • swans on a smooth lake • reflection of elephants in lake • bright colours • clear blue sky How does it make you feel: astonished, anxious, curious, confused, excited? 4 4 Do you agree with I I this quote? Discuss in small groups. i Words of Wisdom “Painting is just another way of keeping a diary. ” Pablo Picasso 55 ProgressiCheck 1 Fill in: survived, violent, sishtin^s, humped, mythical, rustling, torture, dull, glimpse, illusion. 1 Many old castles used to have......chambers. 2 As the v^ind blew the leaves made a......sound. 3 The Kraken would create a ......... whirlpool to pull ships down to the bottom of the sea. 4 Cubist paintings often have......colours. 5 Every culture has stories of.....creatures. 6 Nessie could be a dinosaur that somehow......... 7 We caught a(n).......of a weird-looking creature hiding in the bushes. 8 ...... of strange creatures have been reported by people all over the world. 9 People who see one picture inside another are experiencing an optical........ 10 Nessie has a long neck and a........back. I Points: __ '\^10X2 20 2 Write the correct form of the verbs in brackets 1 3 4 7 8 9 10 3 Kate was bored because she........ (not/go out) all weekend. We....... (walk) for an hour when it started to rain. This time last week we......(lie) on a beach. After Bill .... (mow) the lawn, he collected the grass cuttings for compost. I didn’t sleep well last night because 1 ...... (worry) about my exams. Daniel felt ill last night because he..... (eat) sweets all day. John......(wash) the car when it started to rain. Paul......(not/watch) a DVD yesterday. Wendy ....... (cook) dinner for over two hours before the guests arrived. Jim ...... (not/finish) all his homework by the time he went to bed. / Points: _ \ 10X2 20 Form compound adjectives using the words below. • three • blue • well • deep • good 56 1 Sam is a very.....-looking man. 2 I had a nightmare about a......-headed monster. 3 My nephew is a cute little.....-eyed boy. 4 The Kraken was a .........-sea monster from Norwegian legend. 5 Nessie is a....-known monster from Scotland. / Points: _ \ 5X4 20 Fill in the gaps with the correct preposition. 1 Jack was nervous.......camping in the forest. 2 Sue thought.......a good idea to raise money. 3 Will knew.......experience not to walk through the woods at night. 4 Have you heard........Bigfoot? 5 They succeeded........working out the answer. ( Points: _ \5X2 10 ^ Fill in the gaps with the correct particle. 1 Eve came.............with a great idea for a story. 2 Dave came........a secret passage in the castle. 3 A strange feeling came ........ me as I walked home. 4 I can’t wait for Spielberg’s new film to come.... 5 Lee feels ill. He must be coming.......with the flu. , / Points: __ \5X2 10 ^ Match to form exchanges. 1 What do you think this a Why not? means? b I know! 2 It might mean you are c You could be right, anxious. d I can’t say for sure 3 What’s the matter? e I’m just a bit tired, 4 Shall we go to the art gallery? 5 That’s horrible! / Points: __ \5X4 20 ' My score: __ 100 I Can ... talk and write about mysteries/ghost stories • talk about dreams and nightmares • talk about paintings and illusions • speculate and agree/disagree • make assumptions • express surprise and concern • write a diary entry • write a ghost story ........ ... in English WM'- Mod ж - г '4г^ Technology Before you start... • Do you believe there are mysterious creatures? What books/films do you know about them? • What is the worst nightmare you have ever had? • Have you ever visited a haunted house? • What is your favourite ghost story? Why? ♦ Look at Module 4 Find the page numbers for pictures 1-4. ♦ Find the page numbers for • a mind map □ • speech bubbles □ Listen, read and talk about... • robots & technology • computers & the Internet • The Gadget Show • e-waste ♦ Practise... • ways of talking about the future • time clauses • clauses of purpose/result • idioms related to technology • phrasal verbs: break • word formation: forming nouns from verbs • words often confused: invented/discovered, research/experiment, offer/suggest, electric/electronic, engine/machine, access/download, effected/affected, offer/suggest ♦ Write / Give ... • a short summary of a text • an opinion essay • a short article about a TV programme in your country • a two-minute talk about e-waste Learn how to... • offer solutions & respond • hesitate & avoid giving a direct answer • ask for & express positive or negative opinions —^ % Reading & Vocabularyy, Where are the 1 Read Isaac Asimov’s Laws of Robotics below and look at the pictures. How do you think they are related to the text? ^ /a robot may not injure a human being or through inaction allow a human being to come to harm. S A robot must obey orders given to it by human beings, except where such orders would conflict with the First Law. ^ A robot must protect its own existence as long as such protection does not conflict with the First or Second Laws. 2 3 Which of the following do you think robots can do? Decide in pairs. • do the ironing • cook dinner • walk the dog • climb stairs • vacuum the carpets • mow the lawn • talk • run • think • make decisions Which of the following do you think robots possess/show? Decide in pairs. Read and check. • intelligence • reasoning • mobility • consciousness • creativity • accuracy Reading ■X.i Read the text and fill in the gaps 1-6 by choosing one of the phrases (A-G). There is one extra phrase. 5 58 Science fiction writers, including Jules Verne and Isaac Asimov, wrote about rockets to the moon, nuclear power, i the Internet and robots. All of these I things are now a reality: 1)....So j where are these household robots we were promised? Where are our robot helpers to do the ironing, cook dinner, walk the dog, clean the house and so on? It is true that we have already got some robots 2) ........ but what about the humanlike companions we were promised that can walk, talk and cater for all our needs? Perhaps it is much more difficult in practice than in theory to build such a robot. The truth is that for such a robot to exist it must be able to think 3)....They don’t have the knowledge to give a Vocabulary Technology Fill in: built, overcome, divided, become, perform, cater, exist. 1 One day, robots in our homes will...a reality. 2 Today, we have robots that are able to ..... one task only. 3 Scientists have not yet....the problem of how to make a robot think. 4 Experts are ...... as to when we will all have robot assistants. 5 It would be great to have a robot to.for all our needs. 6 Honda.......a robot called ASIMO that can climb stairs . 7 Robots that can think like humans do not...yet. -н«»я щ к ■ -I robot intelligence or the power of ! W44V04C reasoning. Worse still, ■*.**«j it seems that they may never work it out. Researchers say that the best way to overcome this problem is to study the human brain 4)..... Nevertheless, scientists have already overcome other problems such as mobility. For example, Honda's ASIMO robot can walk, run and climb stairs without any problems. Also, robots can now look more human thanks to roboticist David Hanson’s invention of a skin covering called Frubber 5) .....Language may be another obstacle as robots have to be able to understand figurative speech such as idioms. 6) ..... All in all, experts are divided as to when robot assistants may become a reality. Some say five years, others say fifty. Who knows - soon household robots may be as common as home computers. A and try and create an artificial brain that copies its functions В and scientists simply don’t know how to give robots this ability C as well as gestures and emotional responses D that is of course, except for the robots. E which has been used on robots such as Repliee Q2. F which can perform a single task such as vacuuming the carpets or mowing the lawn, G but robots do not have this ability. 6 Match the words from the text to make phrases, then use them in sentences of your own to talk about the text. nuclear figurative household artificial emotional overcome brain robots a problem power speech responses 7 8 r Choose the correct word. Check in the Word List. 1 The invention/discovery of a thinking robot lies in the future. 2 Robot factory workers are now a fact/reality. 3 The main problem/trouble with creating a robot is how to give it intelligence. 4 I would love to own a robot that could clean/clear my house. 5 Language is a(n) obstruction/ obstacle to creating a fuctioning robot. 6 It is quite ordinary/common for households to have a microwave. Speaking Imagine that robots existed that could do all the housework and lots of other tasks, too. In pairs, discuss how your life would change if you had one. A: Robots could do the boring jobs like cleaning the windows, couldn’t they? B: Tes, and they could even wash the car, so we’d have much more free time. Writing study skills Summarising Make notes on the main points of the text under appropriate headings. Start your piece of writing with one sentence that summarises the idea of the whole text. Write your summary, including all the main points in your own words. Check that your summary is clear, complete and makes sense. 9 Read the text again. Think of a heading for each paragraph. Make notes under the headings. Write your summary. Read it to the class. 59 Listening & Speaking / 1 Computer problems Look at the mind map. Write as many words as you can think of related to computers. Compare with your partner. b Work in pairs. Use the language in the box to talk about computer problems, offering solutions and responding. (Internet} website I network i memory».. i laptop (Hardware) monitor I—i jdisc drive i scanner;...I (Software) | i document j 2 Choose the correct word. Check in the Word List. 3 1 The screen has frozen/stopped. 2 I forgot to save/store the document. 3 I think I’ve got a virus/germ because my computer is very slow. A I can’t connect/join to the Internet. 5 My Internet link/connection is really slow. 6 I can’t transfer/download this music as the link isn’t working. 7 The printer has got out/run out of ink. 8 I’ve spilt/poured something on the keyboard. 9 The hard/tough disk is full. 10 I can’t get this DVD to drive/work. 11 I’ve deleted/wiped a file by mistake. Everyday English Offerins solutions/Respondins a Match the problems to the solutions. 1 have a virus a 2 can’t connect to b the Internet 3 computer crashed c 4 lost some files d reboot the system use anti-virus software to do a full scan run a search call your Internet service provider Offering a solution Responding • Have you tried/ thought of...? • How about...?/Why don’t you...?/You could try... • 1 (would) suggest that you... • The best thing to do is to... • OK, I’ll try it. • That’s a good/not a bad idea. • (1 suppose) that might work. • Well, it’s worth a try. • I’ve already tried that and it didn’t work. ► A: I think my computer has a virus. B: Why don’t you use anti-virus software to do a full scan? A: OK, I’ll try it. 4 a Read the first two exchanges. What is the dialogue about? 'ч,' Listen, read and check. Adrian: Paul: Adrian: Paul: Adrian: Paul: Adrian: Paul: Adrian: Paul: Adrian: Paul: Hi, Paul, Adrian. Hi. What’s up? I’ve got a problem with my computer. Can you help me? I’ll try. What is it? Well, my computer keeps crashing. What exactly happens? Does the screen keep freezing? Yes. The cursor sticks in the same place and I can’t do anything. Have you tried switching it off and on again? Yes, I have, but then after a while the same thing happens again. Hmm. Have you got anti-virus software on your computer? Yes, I have. Right. Well, I suggest that you do a full scan with your anti-virus software. It could be a virus that’s causing your problem. Try that, then call me again if you still have a problem. OK. I’ll do that. Thanks, Paul. You’re welcome. 60 b Read the dialogue and complete the sentences. 1 Adrian has got a problem with...... 2 His computer keeps....... 3 It seems that the cursor..... 4 Paul suggests switching...... 5 Adrian will do...... 6 Paul thinks that the cause of the problem 5 6 a Find words/phrases in the dialogue in Ex. 4a which mean: 1 What’s the matter? 2 I will do my best. 3 What exactly is the problem? 4 Any time. b Listen to and read the dialogue in Ex. 4 again. Then read the dialogue out in pairs. Pay attention to the intonation. Intonation Hesitating/Avoidins giving a direct answer a Listen to the exchanges and repeat the phrases in bold. Listen again and mark the stressed syllables of the words in bold. 1 A: Do you know a lot about computers? B: Well... sort of. 2 A: Do you use the Internet a lot? B: Er ... you could say that. 3 A: Would you agree that Internet shopping has a lot of disadvantages? B: Dm ... in a way, yes. 4 A: You play a lot of computer games, don’t you? B: Well... I suppose so. ©f" Ask your partner questions about the following. Your partner responds using the phrases in bold in Ex. 6a. • hobbies • friends • free-time activities • study habits A: You play a lot of football, don’t you? B: Um ... you could say that. 1 8 9 Say it right Choose the correct answers. Listen and check. 1 A: Can you give me a hand with my computer? B: a Sure, what’s the problem? b There’s no problem. 2 A: Let me take a look at that printer problem for you. B: a You’re welcome. b That’s really kind of you. 3 A: Would you like me to fix that for you? B: a Thanks, but I think I can manage. b I don’t think so. 4 A: Would you help me sort this problem out, please? B: a Sure, why not? b I’m fine, thanks. Speaking Portfolio: Your computer won’t connect to the Internet. Ask your friend for help. Use the dialogue in Ex. 4 as a model. Record yourselves. Listening Listen to five speakers (1-5) talking about computers and match them to the statements A-E. A I’m good with computers. В Computers can take up a lot of your time. C I couldn’t live without my computer. D The Internet has changed the way my family and myself live our lives. E I only know the basics. Speaker 1 2 3 4 5 Comment 10 Think of ten new words/phrases you have learnt in this lesson. Make sentences using them. Tell your partner. 61 Ways of talking about the future Grammar Refcrence~j d Read the theory box. Say the examples in your language. Future simple • for decisions made at the moment of speaking. You're very busy. I'll help you. for future predictions about what we think or believe will happen. / think t will pass the exam. for promises, threats, hopes, requests & offers. Will you help me cook the dinner? • for actions/events which will definitely happen in the future. Sfeve will be sixteen in May. Be going to • for predictions based on what we know or what we can see. It’s very sunny today. It’s not soins to rain. • for future plans/intentions/ambitions. I’m gains to buy my brother a puppy for his birthday. Future continuous • for actions which will be in progress at a certain time in the future. This time next week he will be flying to Moscow. Future perfect • for actions which will have finished at a certain time in the future. We will have left for Spain by the end of next month. Future perfect continuous • to stress the duration of an action up to a certain time in the future. By this time next week he will have been working here for 3 years. Present continuous • for fixed arrangements in the near future. We’re having a dinner party tomorrow. Present simple • for timetables. The bus to Glasgow leaves at 9:00 pm. b Identify the verb forms in bold in the letter. Why is each verb form used? Dear John, Hi! How are you? I've been really busy lately Ixxrause I'm entering a Young Inventor's Competition next month. It's at the National Exhibition Centre on the 17th August. It starts at 10 am and finishes at h pm. I'm going to give a presentation of my invention to hundreds of people. Until then I'll be working night and day to improve it. 1 won't tell you now what it is but I think everyone will be surprised. By the day of the competition I think I'll have had enough time to make it perfect. Do you know I'll have been working on it for almost a year by then? Well, that's all for now. I hope you can come and see me and my invention. Write back soon. Owen 2 3 62 Fill in will or be going to in the correct form. Give reasons. 1 A; What are your plans for the summer? B: I ......take a cruise to the Bahamas! 2 A: I don’t know how to save this file. B: Don’t worry, I.....help you. 3 A; I’m going out for a walk. Are you staying here? B; No, I......come too. 4 A: I don’t have any money. I’m broke. B: I.......lend you some, but I need it back by Saturday. 5 A; What are these eggs for? B: I ....... bake a cake for Tom’s birthday. 6 A; I’ve got a terrible headache. B: Then take an aspirin and lie down. You ........ feel a lot better. 7 A: Look at that girl over there carrying all those books. B: I think she......drop them! Choose the correct verb forms. 1 Do you come/Are you coming to Greg’s dinner party this evening? 2 Tom's bus will have left/leaves at 7 pm. 3 What’s the weather like outside? Do you think it is going to rain/is raining today? 4 The school orchestra is performing/performs in Berlin this weekend. 5 I’m helping/ril help you with your homework when I finish mine. 6 Apologise to Ann or I will tell/am telling her the truth. 7 Those shoes are really cheap! I think I’ll buy/l’m buying them. 8 Will you help/Are you helping me with the dishes? 9 It’s very cold. It’s going to snow/is snowing later tonight. 10 The plane will have been landing/ lands at 8:45 pm. 5 а Listen to Jane talking about herself. What are her: plans for the weekend! ambitions for the future! hopes and fears for the future! b What about you? Tell your partner. Put the verbs in brackets into the future continuous or the future perfect. 1 He can’t come to the party because he........(work). 2 Don’t call me before 9 am because I.......(sleep) then. 3 .....(you/finish) by 8 o’clock? 4 We........(make) all the food for the party by lunchtime. 5 ..... (you/go) shopping this afternoon? If so, I’d like a lift. 6 This time next week we.......(lie) on a beach. 7 They.......(arrive) in Vienna by two o’clock tomorrow. 8 Paul.......(see) Jack at the office today so he can tell him. 9 By Sunday afternoon we.......(return) home. 10 This time tomorrow he........(fly) to Australia. 6 What are your plans for the weekend? What will you be doing at ten o’clock on Saturday and Sunday and what will you have done by Saturday evening and by 10 pm on Sunday? Tell your partner. Time douses Grammar Reference rencc^ 7 d Read the examples. What tense do we use after time words (when, before, until, as soon as, after, etc.) to refer to the future? / won’t go out until it stops raining, (time clause) I’ll call you when I finish school, (time clause) BUT: When will you call me? (question word) I know when I’ll be back, (objective clause) b Put the verbs in brackets into the correct tense, present simple or future simple. 1 A: B: 2 A: B: 3 A: B: 4 A: B: 5 A: B: 6 A: B: As soon as Kate........(get) in, ask her to call me. Sure, no problem. If you ..... (lend) me £10, I .......... (pay) you back tomorrow. Alright. Are you going out tonight? Yes, I......(visit) Jane after I........(finish) dinner. By the time John ......... (get) home tonight it ....... (be) very late. Oh dear. He.........(be) very tired then. Kathy’s going bowling tonight. Well, while she.....(be) out I.......(do) some studying. I (buy) you something special when I ............. (get) paid. I........(believe) it when I.......(see) it. 8 Complete the sentences with the present simple or future simple. Compare with your partner. Take your coat before....... When we arrive in Moscow,..... Don’t tell Anna the news before He’ll go to the internet cafe as soon as........ After I finish eating,...... I will call you when....... Do you know when.........? 9 Clauses of purpose Grammar Referencej Underline the correct item. 1 We went by car in order that/so that we could leave any time we wanted to. 2 They ran down the street in order that/so as not to miss the bus. 3 Sam and Linda went to the chemist’s to/so that get some medicine. 4 They turned the TV down so as not to/in case wake the baby. 5 You’d better take an umbrella in case/so that it rains. 6 He went outside to/so as get some fresh air. Clauses of result Grammar Reference! 10 Fill in: so or such. It was......a lovely day that she decided to go to the beach. This film is......boring that I’m falling asleep. There were.........amazing gadgets at the technology exhibition that I found it very interesting. Games consoles cost........much money that I can’t afford to buy one. The gadget had.........confusing instructions that I couldn’t understand them. 63 Vocabulary & Speaking 1 Internet What do you know about the Internet? Do the quiz. Ч Listen and check 1 What is 'the Internet'? a a way of sending mail electronically b a worldwide system of computer networks 2 What does 'www' mean at the begiiming of many website addresses? a World Wide Web b Wireless Web World 3 When did Tim Bemers-Lee create the Web*? a in 1975 b in 1989 4 In 1993, there were about 600 websites. How many were there by 2006? a about a million b over 100 million 5 Which country has the highest number of Internet users? (75%) a Japan b Sweden 6 What does ISP stand for? (the company you use to access the Internet) a Internet Service Provider b Instant Site Producer 7 How many web pages does the average Internet user visit each month? a about 250 b about 1,000 8 How many websites per day are added to the Internet? a about 17,000 b about 5,000 * a system of documents accessed via the Internet 2 What else would you like to know about the Internet? Write three questions. Read the text to check if your questions are answered. When was the last time you used the Internet? Chances are, it was very recently! And you 1)........ (probable) send emails instead of letters, don’t you? In the very early days of the Internet, in the 1970s and 80s. it was only really used by academics and military 2)..... (research), but in the 1990s 'its 3)..... (popular) boomed in a way that had never been seen before. To illustrate this, it took 38 years for radio to reach 50 million 4)...(use), 13 years for TV and yet only 5 years for the Internet! Many of us already use the Internet to make telephone calls, rent movies, buy music and watch TV programmes. Very soon, the Internet will be 3D, not 2D, and everything from our cars to our kitchen appliances will be connected to our local networks. There is already an ‘Internet fridge’, for example, that emails a 5).....(shop) list to your local supermarket and checks your schedule to coordinate a convenient 6).....(deliver) time! However, not everyone has access to technology. In fact, only 17% of the world's 7)....(populate) is connected to the Web. This figure depends on where you live, though: in North America the number is around 70%. Also, about 80% of all websites are in English, which many people in the world don’t speak. Still, governments and IT 8)........ (institute) are working hard to bridge this divide, so perhaps in the not-too-distant future, the Internet really will take over the whole world! 3 айф Read again and complete the gaps (1-8) with the correct word formed from the word in brackets. Compare your answers with a partner. b Listen and read the text. What do these numbers refer to: 1970s, 38, 13, 5, 17%, 80%1 64 5 6 Idioms related to technology Fill in: be on the same wavelength, get one’s wires crossed, be light years ahead of, not be rocket science in the correct form. Check in Appendix 3. 1 I think we’ve........ because that’s not what I was trying to say. (misunderstand one another) 2 Anna usually agrees with me - we ........... (think in the same way) 3 Everyone can learn how to use the Internet - it......! (is not complicated or difficult to understand) 4 Technology in Japan....technology anywhere else, (is a lot more advanced than) Use the words to complete the sentences (1-7). modem phone line subscription access email account broadband server 1 How much do you pay each month for your .........to your Internet service provider? 2 I can access my........ from anywhere in the world. 3 I’ve just bought a new......because my old one was very slow. 4 Why don’t you upgrade your Internet connection to......? It’s much faster. 5 When we move to our new house, we will have a ...... put in straight away so we can connect to the Internet. 6 I can’t connect to the Internet. Maybe the .........is busy. 7 Not every person has........to the Internet. 3 Read the statistics. Which of the activities do you and other members of your family use the Internet for? Do you use it for anything else? Compare answers with your partner. "4)NLINE b Q Discuss the following. 92% browse/surf the Web 88% send/receive emails 87% get information about hobbies & interests 81% get product or service information 74% read the news 65% get information for school or work 63% get travel information 60% download images or photos 58% look up entertainment events 56% check the weather ^ Л UIMK Ч K'l. 7 8 1 What are your favourite websites? Why? 2 Do you know... • a good search engine? • a good site to help you with your homework? • a useful site to help you improve your English? Listening for ideas \Listen to two friends trying to decide what new feature to include in the school magazine to improve it. What do they decide on? • a crossword • a review section (films, DVDs, CDs, etc.) • horoscopes • competitions Speaking Ф Your school is going to set up its own website. You and your friend have been asked to discuss what to put on the new website. You can choose from the following as well as use your own ideas: • pages displaying students’ work • photos of school events • a regular letter from the head teacher • a calendar of events happening during the school year. Use the language below to act out your dialogue. You can use the tapescript for Ex. 7 as a model. Make sure you discuss ail the options and include your own ideas. Come to a decision about which two options to include. Asking for opinions Positive/Negative opinions • What do you think • Not bad. (about this)? • That’s a (really) good/ • What is your great idea. opinion/view? • It’s/That’s nothing • How do you feel special. (about this)? • That’s an absolutely/ • Have you got any a really terrible/awful ideas about this? idea. Expressing opinions • Asiseeit,... • In my opinion,... • 1 think ... 9 Тй|нк! Think of six words/phrases you have learnt in this lesson. Make sentences using them. Tell your partner. 65 1 < Opinion essays What does an opinion essay consist of and what style is normally used? Read the theory to find out. When writing an opinion essay, we present our personal opinion on a particular topic supported by reasons and/or examples. This type of essay is written in a formal style. We use formal linkers, impersonal tone and passive structures. We should avoid colloquial expressions, short forms and personal examples. An opinion essay consists of: an introduction in which we introduce the topic and clearly state our opinion, a main body consisting of three paragraphs. In the first two paragraphs we present our viewpoints supported by reasons and examples. In the third paragraph we present the opposing viewpoint. We connect our points with appropriate linking words. We start each main body paragraph with a topic sentence. a conclusion in which we restate our opinion in different words. 2 Teens can get distracted by gadgets. Gadgets make life more enjoyable for teens. 66 Technology has taught young people new skills. Teens can waste a lot of time using technology. 3 Read the essay. What is the writer’s opinion and in which paragraph(s) is it stated? 3 Read the rubric. What do you have to write? Who will read it? An international student magazine is asking for essays on the following topic; Teenagers today are hooked on technolosy. Is this a positive or negative thing? Write your essay, giving your opinion. Which of the following viewpoints support a positive opinion and which support a negative opinion? !► If you are a typical teenager today, you use your MP3 player on the way to school, you text your friends all day and then surf the Net, send emails, instant messages or play on your games console in the evenings. In my opinion, teenagers are completely hooked on technology and I believe this has a positive effect on their lives. To start with, using the gadgets and devices that are available because of new technology makes life more enjoyable. For example, MP3 players make travelling more entertaining. In addition, media devices such as mobile phones and laptops allow access to information and entertainment and make communication easier and faster. Secondly, technology is a valuable resource that has allowed teens to learn new skills. For instance, many teenagers today are able to multi-task and do research using the Internet. Furthermore, they have learnt keyboard and computer skills that will help them at school and later in their working lives. ^ On the other hand, there are those who believe that technology has had a negative effect on today's teenagers. They say that teens become distracted and waste their time with their gadgets instead of concentrating on more important things such as schoolwork. As a result, teens become antisocial as they prefer to communicate digitally instead of face-to-face. in conclus'ion, teenagers' use of gadgets and devices enriches their daily experiences in many ways. As technology advances. I think teenagers will be better prepared for the future. Linkers 4 3 Look at the highlighted linking words/phrases in the essay in Ex. 3. Which: introduce an opinion? list points? add more points? introduce a contrasting viewpoint? introduce examples? introduce a consequence? summarise? b Replace each highlighted item with an appropriate alternative from the list below. All in all For instance It seems to me that like In my view First of all Consequently What is more Furthermore Alternatively г study skills 7 Structuring paragraphs Each main body paragraph should start with a topic sentence which dearly states the main idea of the paragraph. This should be followed by supporting sentences which justify the main idea and/or give examples. 5 6 3 Put the sentences below in the correct order to make a main body paragraph. Which is the topic sentence? Which sentences support it? A We can communicate with people whenever we need to, for example, via instant messaging or email. В This, of course, saves us a lot of time and effort. C In the first place, computers make our daily lives easier. D In addition to this, we can find information, pictures, services and other resources on the Internet very quickly and easily. b Write supporting sentences for the following topic sentences. Compare with your partner. 1 To begin with, online shopping can be a lot more convenient than shopping in the normal way. 2 On the other hand, there are certain disadvantages to teenagers owning mobile phones. Writing (an opinion essay) Read the rubric and find the key words, then answer the questions. You have had a class discussion about the use of technology in modern society. Now your teacher would like you to write an essay giving your opinion on the follovring: The modern world relies on technological devices too much. Write your essay (120-180 words). 1 Who are you? Who are you writing for? 2 What do you have to write? 3 How many paragraphs will you write? What will you include in each? Match the viewpoints (1-4) to the reasons/ examples (a-d), then think of one more viewpoint with reasons/examples. 1 Technology can make our lives a lot easier. 2 Increased use of technological gadgets has brought security problems. 3 Technology can be unreliable. 4 Learning how to use technological devices prepares you for the future. . . . . . ^ ^ a Machines and computers can break down and cause more problems than they solve. b Future employers will need employees who are used to technology. c Devices such as computers and mobiles are convenient and save us time. d There have been many cases of people having mobile phones stolen in the street and sometimes shopping websites are not secure, у 8 Use your answers from Ex. 7 to write your essay. Answer the questions in the plan to help you. Plan Introduction Para 1: How can you introduce the topic? What is your opinion? Main body Paras 2-3: What is the main idea of each paragraph? Where should you write it? What reasons/examples can you write to support it? Para 4: What is the opposing viewpoint? What reasons/examples are there to support it? Conclusion Para 5: How can you restate your opinion? TV definitely causes violence. 67 1 English in Use Word formation Read the box, then complete the sentences with nouns derived from the words in bold. Use your dictionary. Forming nouns from verbs We can add certain endings to verbs to make nouns e.g. -ment (move - movement), -ing (train — trainins), -tion (create — creation}, -ssion (transmit — transmission), -ery (recover -recovery), -ation (organise — organisation). 2 1 Tom stayed home to accept.........of his new plasma TV. (deliver) 2 Click on the ...... in the email to see the pictures they sent us. (attach) 3 The.......of the computer changed our lives forever, (invent) 4 Since Jane’s.......of online dictionaries, she refers to them for all her homework, (discover) 5 The parents at the meeting voted for an increase in....... on computers in the new school year, (spend) 6 There is a lot of ........ available on the Internet! (inform) Dependent prepositions Fill in the gaps with: for, about, from, with, in, or on. Check in Appendix 2. 1 John wrote to his cousin ......... the new website. 2 Every new invention starts......an idea. 3 Kate has every electrical gadget available apart.......a games console. 4 Creating a robot is much more difficult..... practice than.......theory. 5 She relies ...... her PC to keep informed about global events. 6 He doesn’t like shopping so he uses the Internet to cater......most of his shopping needs. 3 5 Phrasal verbs: break Fill in: out, out of, into, up, down. What does each phrasal verb mean? Check in Appendix 1. 1 They think the forest fire broke..because of a loose electrical wire. 2 Burglars broke .... Dad’s office last night and stole his computer. 3 James and Mandy had a terrible argument and then they broke...... 4 What’s wrong with the washing machine now? It’s always breaking...! 5 They broke.....prison and escaped. Which phrasal verb best describes the picture? Words often confused Choose the correct word, then make sentences using the other words. 1 Thomas Edison invented/discovered the light bulb. 2 We did an interesting research/experiment in our Chemistry class yesterday. 3 Do you have an electric/electronic oven? 4 There is something wrong with the engine/ machine of my car. 5 Can I access/download the Internet from this computer? 6 Digital cameras have dropped in price, which has positively effected/affected sales. 7 Nowdays, more companies only offer/suggest work to people with computer skills. Grammar revision Complete the sentences about yourself. 1 This time next week I...... 2 By the end of next year, I..... 3 I think I....next summer. 4 I.......tonight. 5 I hope......in the future. 6 I......by the time I get home. 7 I.......at home this afternoon. 68 1 Look at the picture and the logo. What regular features do you think a TV programme called The Gadget Show might have? 4r^ Listen and read to find out. ULTURE CORNER The Gadget Show five ON With technology changing all the time, how can we keep up with all the latest gadgets? Wouldn't it be nice if there was a weekly TV programme that told us all about the latest technology, how it works, how much it costs and whether it is any good? Here's the good news! There is a show like that and it's called The Gadget Show. The Gadget Show airs on Channel Five in the UK and it is also available on satellite TV and through the Internet via its website, https://fwd Five.tv/aadget-show. This popular show lasts for an hour and it is now in its tenth year. The presenters of the show are Jon Bentley, Jason Bradbury and Suzi Perry. Each week they actually test all the latest gadgets and tell viewers what is worth buying. There is a challenge each week for the presenters to test a certain gadget to the limits. Also, there is a test that judges an item on a number of levels to find the best product in a certain category. In addition, one lucky viewer each week wins all the latest gadgets and electronics in the programme's competition. So, if you want to learn about new technology or if you'd like to know the best brand (of the latest gadget) to buy, watch The Gadget Show. •л—. -t 3 Read the text again and answer the questions. 1 How often is the programme on? 2 Where can you watch The Gadget Show? 3 Who are the presenters of the show? 4 What can viewers expect to see on the programme? 5 What can you win in the competition? Match the words in bold to their meanings, then use them in sentences of your own. • a person who watches a TV programme • is broadcast • group of similar things • task that tests the value of something • a version of something made by one manufacturer in particular • forms an opinion on 5 6 7 You are visiting your English pen friend. Right now you are watching TV. The Gadget Show comes on. Take roles and find out about the show: • what it is • how often it is on • who presents it • what it features What is your favourite TV programme shown in your country? Present it to the class. Include: when it airs, who presents it, what regular features it has, why you like it. Project: Use your answers to Ex. 5 to write a short article similar to the one in Ex. 1. |ICT Visit the website in the article and watch a webisode of The Gadget Show. Tell the class what you think of it. 69 Look at the graph about e-waste Which of these devices do you own? Which have you replaced recently? What did you do with the old ones? Whal 1$ e-WQSte? i 0». f V - Televisions \k tettsirTirttfiBi eft. 15x: DVO/VCR players. CDployers.iodios. Hi-fi sets. eic. 15% Reirigerotors 20% Washing machines, dryeis, air-condllionefs, vacuum cleaners, coffee machines, foasfers, irons efc. 30% I Ш I- w < о 2 о (Г ь- о ш —I LU 2 What is e-waste? How can it be a problem? Read the text to find out. There's no doubt about it, electronic and electric goods 1).... our lives much easier, but unfortunately there's a(n) 2)....to pay for this! As technology advances at a faster pace each year, appliances and gadgets quickly become outdated and people throw more of them 3) ............ Also, electronic equipment has become more available and cheaper, so people often replace their old computers and TVs instead of getting them repaired. This 4)......tons of electronic waste, or 'e-waste'. In the USA alone people get rid of about 250 million computers a year and only 10% are recycled! I^So what's the big deal? Well, unfortunately e-waste 5)........... over a thousand chemicals, many of which are very toxic. Most e-waste currently 6)......in landfills where chemicals and heavy metals such as lead, cadmium, chromium and mercury gradually leak into the soil which can eventually cause great harm to people. Some e-waste is burnt, but this 7)........toxic gases into the air. When e-waste is simply dumped in landfills it can emit poisonous fumes. It can also 8).....dangerous chemicals into the soil which can affect the food chain. Fortunately, all is not 9)....! Manufacturers are starting to 10).....more recycling and reduce the number of toxic chemicals they use. Also, many countries have signed treaties to stop the exporting of e-waste to other countries. But there are things you can do to help solve this problem, too. Just remember the 3Rs -REDUCE, REUSE, RECYCLE! 70 rio HOW YOU CAN HELP... REDUCE; Look after your equipment and you won t need to replace it so often. REUSE: Sell or donate your old appliances and electronic items to someone who can still use them e.g. a computer technician could reuse the components in your old computer. RECYCLE:Take old mobile phones, batteries etc. to recycling banks’, refill your print cartridges and find out where you can recycle bigger items such as computers. 3 Read again and choose the best word (A-D) for each gap. Compare with your partner. 1 A form В do C help D make 2 A money В price C expense D cost 3 A out В over c off D down 4 A designs В creates c develops D brings 5 A holds В carries c contains D includes 6 A backs up В concludes c finishes D ends up 7 A puts в releases c lets D causes 8 A leak в drip c spill D ooze 9 A gone в lost c ended D finished 10 A push в convince c persuade D encourage 4l?.: Ф Match the paragraphs to the headings. One heading does not match. 1 E-waste: what, where and why? 3 Chemical chaos 2 E-viruses and recycling junk mail 4 Recycling: the way forward 5 a Match the words/phrases in bold with their meanings below. why is this important damage j poisonous at the moment speed little by little parts thrown away give for free ^ agreements old-fashioned b Use some of the words in bold in the text in the correct form to complete the sentences (1-5). 1 That book about computers was written in 1990. It’s so .........now. 2 Many factories emit.....fumes. 3 I can’t keep up with the fast.....of technology. 4 If you don’t want that printer anymore, why don’t you .........it to the local primary school? 5 Look at all this rubbish that people have....here! 6 Speaking Portfolio: Make notes under the headings in the table, then use your notes to give a two-minute talk about e-waste. ► electronic/electric What is e-waste? products that we A throw away Why is e-waste a problem? What can we do about the problem? 7 Read the saying. What does it mean to you? Discuss. i Words ol Wisdom C *4»' Listen to and read the text. Say four things you have learnt about e-waste. “Waste is a tax on the whole people.’’ Albert W. Atwood f’ 71^ Progiie$s Check 1 Fill in: email account, perform, broadband, overcome, become, exist, phone line, server, build, subscription. 1 Robots can......simple tasks. 2 I can check my......from any computer. 3 A.....connection is much faster than a standard connection. 4 Robot technology still has some problems to 5 In the future, robots and humans will ......... alongside each other. 6 You have to pay a monthly ......... to use the Internet. 7 If the ..... is busy, you might have problems connecting to the Internet. 8 Scientists nowadays can ....... some fantastic machines. 9 I don’t have a......in my house so I can’t use the Internet. 10 Robots will soon....part of everyday life. I Points \lOX2 ■ 20 ) 3 1 2 3 4 5 Fill in the sentences with the correct particle. Tom and Julie’s relationship broke...... The boy’s face broke......in spots. The thief broke......our house. The lion broke......the wooden crate. My old car is always breaking.... Points: 5X4 20 ^ Fill in the gaps with the correct preposition. 1 Mike has a separate computer.......all his films on it. 2 The Internet is great.....staying in touch. 3 They talk......computers all the time. 4 I can access the Internet ......... my brother’s computer. 5 You can play many games........the Internet. / Points: __ 5X4 20 2 Put the verbs in brackets into the correct future tense: future simple, future perfect, future continuous, future perfect continuous. 1 The film.......(start) by the time you arrive. 2 I can’t go out on Saturday or Sunday night. I ......(study) all weekend. 3 He.......(drink) three litres of water by the end of the day. 4 What.......(you/tell) him about the printer? 5 She......(play) football for three years in June. 6 I want to do something fun. I know, I........(go shopping) with my friends. 7 I........(write) this essay for two months by the time I hand it in. 8 Luke.......(call) you back in an hour. 9 If you’re going out, I....(come) with you. 10 This time next week I.....(travel) across France. / Points: _ \10X2 20 ■ Match to form exchanges. w 1 What’s up? a You’re welcome. 2 Call me again if you b I’ve got a problem still have a problem. with my computer. 3 Thanks, Paul. c I’ll try. 4 Can you help me? d Yes. The cursor 5 Does the screen keep sticks in the same freezing? place. e OK. I’ll do that. Points: ____ 5X4 20 My score: ____ 100 I Can talk and write about robots and technology offer solutions to computer problems and respond to them use future tenses to say what I will be doing use technology-related idioms write an opinion essay give a presentation on environmental issues like e-waste 72 ... in English Mod Art & Literature ♦ Before you start... • Do you have a favourite gadget? What is it? • How do you think robots will be part of our lives in the future? Ф Look at Module 5 Find the page numbers for pictures 1-4. ♦ Find the page numbers for • an extract from a play I I • a quiz I I • a spidergram about types of art I I ♦ Listen, read and talk about... • types of art • types of music • music likes/dislikes • William Shakespeare • The Merchant of Venice ♦ Learn how to ... • ask about & state preferences • make arrangements • be emphatic • express opinions & give recommendations ♦ Practise... • comparatives & superlatives • gradable/non-gradable adjectives • (would) prefer/would rather/sooner • idioms related to entertainment • phrasal verbs: run • word formation: formins verbs with prefixes • words often confused: set/situated, plays/stars, takes!makes, presentation/performance, exhibit/exhibition ♦ Write ... • a quiz • an email reviewing a book • a short text about a famous writer m / Reading & Vocabulary Reading 1 2 Read the title of the text, the introduction and the subheadings and look at the pictures. What do you expect to read about? Listen, read and check. d Read again. Which type of art (A-C) ... 1 can’t be seen in the usual way? 2 requires special control of the body? 3 attracted the interest of the media? 4 was made by a very young artist? 5 had well-known owners? 6 was inspired by a childhood experience? 7 is over 50 years old? 8 has a lot of opponents? 9 was done by an artist that was well-known by the public? 10 is done by an artist who doesn't want people to know his/her identity? 3 4 b Suggest another heading for each text. Explain the words in bold. Fill in the gaps with the words in the list to make collocations. Use the completed phrases to make sentences based on the text. grains take private artistic anonymous miniature animal learning add stay perfectly 1 sculptures 6 still 2 remain 7 creativity 3 8 value to 4 difficulties 9 property 5 behaviourist 10 of rice Willard Wigan’s miniature sculptures are really 5 amazing. Find the opposites to the following words. Text A: huge, unimportant, impatiently Text B; excluded, inability Text C: beautiful, responsible, public, worthless THi*s> I If you think art always means Picasso, Monet or Van Gogh, well, not everyone agrees with you! Just take a look at this... A Micro-Sculptures Willard Wigan (born in 1957 in England) is the creator of the smallest works of art on Earth! His miniature sculptures include The Titanic on a pinhead, a cat on an eyelash and the six wives of Henry VIII in the eye of a needle. Some are a lot smaller than the full stop at the end of this sentence. Wigan started making tiny things w'hen he was a child. People made him feel small because he had learning difficulties, so he decided to show them how significant small could be! How does he create his unbelievable micro-sculptures? He slows his breathing, then patiently sculpts or paints between heartbeats, so that his hand stays perfectly still. He spends months carving his tiny creations from materials such as toothpicks, sugar crystals and grains of rice and then paints them with a tiny hair such as an eyelash. So how do visitors to W'illard Wigan's exhibitions view his work? Through a microscope, of course! Vocabulary Types of art 3 What are the types of art in the spidergram in your language? Can you add any more types? Which do you like/don’t you like? Why? 6 74 model making ► / like drawing because it makes me feel relaxed. в Chimponiee Art In 2005, three paintings sold at an auction in London for £12,000. The painter was a chimfwnzce. Congo did the paintings more than fifty years ago when he was three years old. Altogether, he did nearly four hundred drawings and paintings before he died in 1964. Congo was a popular guest on Zootime, a British television show hosted by animal behaviourist Desmond Morris. In 1957, Morris held an exhibition of 'chimpanzee art', which included some of Congo's work. He wanted to try to understand chimps’ ability to be creative, as well as our own human desire for artistic creativity. Congo's art didn't impress ever^'one, but apparently famous artists Pablo Picasso and Joan Miro were fans of his - both owned one of his paintings! C Urban Grailiti Banksy (no one knows his real name) is a British street artist who is famous for his graffiti that has appeared on walls and buildings in cities around the world. He also sometimes holds 'shows' of paintings, usually in warehouses. In February 2007, Sotheby's auction house in London auctioned six of Banksy's works, fetching almost £400,000 altogether. Later that year, Banksy won an art award, but he didn't turn up to collect it - he prefers to remain anonymous. Dc'spite Banksy's 'success', there are many people who see his work as vandalism rather than art. They see graffiti as ugly, irresponsible and childish and they say Banksy encourages more people to do it. Many city councils remove Banksy's works from their walls but they cannot do anything when it is on private property. In fad, many people want to keep his work on the walls of their building as it adds value to the properU' because it is considered by many to be a valuable work of art. b Read the table. Fill in the person(s). Material/Equipment watercolours, oil paints, easel, paintbrush clay, stone, chisel camera, tripod potter’s wheel, clay, water, kiln stage, costumes, set Person Type 1 painter painting 2 sculpture 3 photography 4 pottery C theatrical Э performance 7 Use the verbs in the correct form to complete the sentences below. • sketch • paint • portray • colour in • design 1 Many artists ....... the outline of their subject before they begin to paint. 2 Many children ........ black and white pictures using crayons when they are very young. 3 Susan spent her holiday ......... the local landscape. 4 The architect ........ our new house last year and now we are building it. 5 The artist.......the woman as a queen in the portrait. Speaking 8 d Say three things you remember from each text. b Work in pairs. Take roles and interview Willard Wigan about his art. ► A: How do you set ideas for your sculptures? B: I read a lot and get insipiration from history, etc. 9 In your opinion, are the works presented in texts A-C art? Discuss in groups. Report to the class. 10 Writing What would life be like without art? How can art benefit a society? Spend five minutes writing a few sentences on the topic. Read your sentences to your friend. Discuss your opinions. 75 Listening & Speaking 1 Aius?c likes/dislikes Listen and match the music extracts (1-4) to the types of music below. • classical • opera • jazz • folk • rock • heavy metal • pop • country • rap • hip-hop • soul • electro • reggae Which types of music do you prefer? Discuss your likes/dislikes with your partner. ► A: / love/l really Uke/I'm crazy about/l’m really into ... (classical music, etc.). I find it relaxing/ exciting, etc. B: Ale too./1 really hate/1 don’t Uke/I’m not crazy about/l’m not really into/l prefer ... . It makes me... 2 76 Complete with the words in brackets. Check with your partner. 1 ......to that noise. Can you......anything? (listen/hear) 2 I really like the theme ..... to that soap opera. It’s got a really nice ....... (tune/ melody) 3 ‘Why do you keep ......... that song?’ ‘Well, I’m ...... it at the concert next week.’ (singing/humming) 4 Do you remember the words of the first ...... of the second ........ of that song? (line/verse) 5 I can’t go to weight ........ with you today because I’ve got music....(practice/training) 6 ......the music or I will come and........it ......! (turn down/turn off) 3 Everyday English Asking about/Stating preferences Find out about your partner’s preferences. Ask him/her about a song, a film, a TV programme, a special dish, etc. Act out exchanges, as in the example. Asking about preferences • Do you like ...? • What do you think of...? • Doesn’t this ... (sound great, etc.)?/lsn’t this ... (fantastic/funky, etc.)? • What... do you like/prefer? • What’s your favourite ...? Positive Negative • It’s pretty good, isn’t it? • 1 (absolutely) love it! • Wow, yes, it does/yes it is/it’s fantastic/cool! etc. • It’s great. It’s totally my kind of (thing/ music, etc.). • Well, it’s OK/not bad. • To be honest, I’m not too keen on it. 1 prefer... • Actually, it’s not really my kind of (thing/music, etc.). • 1 don’t (really) like it, to tell you the truth. A: Do you like ‘Believe’ by Dima Bilan? B: It’s pretty good, isn’t it? a Listen and repeat. 1 What sort of music do you like? 2 I was wondering if you wanted to come with me. 3 To be honest. I’m not too keen on rock music. 4 Do you fancy going to that? 5 Sure, count me in! b The sentences are from a dialogue between two friends. What is the dialogue about? 'чг Listen, read and check. Dan: Andy: Dan: Dan: Andy: Hey, Andy. What sort of music do you like? Different types really. Why do you ask? Well, I’ve got two tickets to see the Foo Fighters next week and I was wondering if you wanted to come with me. Oh! Well, to be honest I’m not too keen on rock music. I prefer pop music. That’s OK. I’ll ask someone else. What sort of music do you like then? I like music that you can dance to. Artists such as Ne-Yo, Rihanna and Justin Timberlake are totally my kind of thing. Yeah. They’re pretty good. 1 also like hip-hop and rap. i think Jay-Z and Kanye West are fantastic. Well, there’s a Kanye West concert coming up next month. Do you fancy going to that? Actually, I’ve already got tickets. Do you want to go with me? Sure, count me in! Great. 5 6 7 Read again and complete the sentences. 1 Next week Dan is going to...... 2 Dan invites...... 3 Andy likes....... 4 Andy is going to..... 5 Andy asks Dan........ Say it right Makins arrangements Choose the correct response. Listen and check. 1 A: How about going to see ‘The Waves’ on Saturday? B: a Sounds great! b How amazing! 2 A: Do you want to come with us to that new jazz club tonight? 8: a I can’t make it. I’m afraid, b It’s not a good idea. 3 A: Dan, are you coming to the music festival with us this summer? B: a Yes, it’s a great idea, b Yes, count me in! Portfolio: Your favourite singer/band is coming to do a concert in your town. Invite your friend. Act out your dialogue. Record yourselves. 8 Listening You will hear five speakers. Read the statements A-E. Then listen and match each speaker to the correct statement. A The speaker recently learnt to play a musical instrument. В The speaker only listens to one type of music. C The speaker’s taste in music affects the way he/she dresses. D The speaker thinks it is important to have broad musical tastes. E The speaker only listens to music when he/she is travelling. Speaker 1 2 3 4 5 Statement 9 Intonation Emphatic stress Э Read the box. Listen and repeat. What is being emphasised in each sentence? study skills r Syllables Different syllables in a phrase/sentence can be stressed to emphasise a particular content word. This changes the meaning of what someone is saying.__________^ 1 a The concert was very boring, b The concert was very boring. 2 a You mustn’t talk so loudly, b You mustn’t talk so loudly. b Listen to two different ways of saying the sentences below. Which syllable is stressed each time? How does the meaning change? 10 The meal was extremely expensive. William gave me this lovely scarf. Katy can’t join us for a meal on Saturday. Think of ten phrases you have learnt in this lesson. Make sentences using them. 77 Comparatives & superlatives Grammar Reference 1 2 How much do you know about classical music? Do the quiz to find out. Classical Husic 1 Who is considered by many to be the most talented composer of the 19th century? A Tchaikovsky В Handel C Mozart 2 Which composer has the most operas in the repertoire of leading opera houses today? A Rossini В Puccini C Mozart 3 Which of the following composers lived the longest? A Johann Sebastian Bach В Joseph Haydn C Guiseppe Verdi 4 Which of these three composers died later than the others? A Johann Sebastian Bach В Claude Debussy C Benjamin Britten 5 Which of the following is Vivaldi’s most famous work? A The Planets В The Four Seasons C The Creation 6 Which composer has the biggest musical output? A Wagner В Vivaldi C Verdi 7 Who was the youngest of these child prodigies when they started composing? A Liszt В Mozart C Schubert g Z ‘9 9 ‘V S ‘D к ‘Э £ ‘g 2 ‘V I. Э Read the quiz and find all the comparative and superlative forms. Then complete the table below. Adjective/Adverb Comparative Superlative young younger late latest big bigger talented more talented famous more famous long longer many/much more good/well better best little less least carefully more carefully most carefully How do we form comparatives/ superlatives of adjectives/ adverbs? Which irregular forms are there in the table in Ex. 2a? study skills r -------------------------------^ Learning grammar structures Comparing an English grammar structure to its equivalents in your language will ^help you to learn it more easily._^ C Are the rules for comparatives and superlatives similar in your language? 3 Fill in the correct form of the adjective/adverb in brackets in the comparative/superlative degree. 1 This painting is by far ......... (expensive) one in the gallery. 2 I like this painting......(much) than that one; the colours are ......(warm). 3 Tim is definitely......(talented) artist in my school. 4 I like to watch art lessons on TV but i wish they would do the drawings.......(slowly). 5 Which of these pictures do you think is......(good)? 6 If you studied your subject a bit ......... (carefully), your artwork would improve a lot. 7 I think this painting must have been ....... (difficult) to paint than that one. 8 Ryan draws much ................. (accurately) than I do. 9 That’s.......(bad) performance I’ve ever seen. 10 There are a lot of people in the gallery. In fact, I think this is ..........(busy) I’ve ever seen it! Note: as... as is used to compare two people/things that are equal in some way. The second performance wasn’t as successful as the first. 78 5 Read the examples. Say them in your language. Which show(s) a difference/ similarity between two people/thinssl a changins situation? something is increasing? 1 Andrea is getting better and better as the days go by. 2 The older she gets, the more beautiful she becomes! 3 Tony is a bit/slightly/a little better at singing than Sam. 4 Your car is a lot/much more comfortable than mine. 5 She is as clever as her sister. Complete the gaps with the correct form of the adjectives in brackets. 1 A: Did you manage to learn the new piece of music? B; Yes, but it was ........ (difficult) than I expected. 2 A: Shall we meet at 7 o’clock in the park? B: Sure, but 9 pm is....... (late) I can stay out until. 3 A: Who’s that over there? B: Oh, that's Harry. He’s........ (intelligent) boy in the school. 4 A; So, you didn’t agree with Dan, then? B: No! The........(much) he said, the......... (angry) I felt! 5 A: What was the pianist like? B: Good, but not .......... (talented) as the one I saw last year. 6 A: Thanks so much for the concert ticket! B; It’s....... (little) I could do after all the help you’ve given me. 7 A; Greg’s playing has improved, hasn’t it? B: Yes, he’s getting.......(good) and......... (good) all the time! Speaking 6 Use the adjectives in comparative/superlative forms to describe your friends to your partner. • old • tall • good • hardworking • intelligent • patient • funny 7 Gradable/Non-sradable adjectives Read the theory, then choose the correct words. Gradable adjectives mean that the person or thing referred to can have more or less of the quality mentioned. They have comparative and superlative forms (apart from very). We can use extremely, fairly, rather, slightly, very with them (Very small, slightly more expensive, etc.). Non-gradable adjectives do not have comparative and superlative forms. We can use absolutely, totally and completely with them (absolutely full, totally empty, etc.). 1 We couldn’t afford tickets for the concert. They were completely/extremely expensive. 2 They were slightly/totally worried when all the lights went out. 3 It was extremely/absolutely cold in the mountains. 4 The journey home was completely/extremely comfortable. 5 They were absolutely/rather certain that all the tickets had sold out. 6 Shakira is a very/completely famous singer. 7 He told me to be totally/very careful on the way home because the roads were rather/ absolutely slippery. 8 Pete was slightly/fairly sure he’d seen the film before. 9 He was absolutely/rather thrilled about the idea of going to Madagascar. 10 The building was fairly/totally empty. No one was there. Writing 8 In pairs, collect information about modern singers or performers and compile a quiz similar to the one in Ex. 1. Use comparative/ superlative adjectives and adverbs. Exchange your quiz with another pair, then do the quiz. 1 Which song was number one in the charts for the longest time in 2007? A Umbrella by Rihanna В Shine by Take That C About You Now by Sugababes ► Jane is the most hardworking student in the class. 79 Vocabulary & Speaking^ Films 1 Spend one minute writing down as many words as you can think of related to films. List them under the appropriate headings. Compare with your partner. Which is your favourite type of film? (^rbs perform action (p^ple. I actor 1 Look at the picture. What do you know about Bollywood? What else would you like to learn about it? Write three questions. Read the text and see if you can answer them. 3 Read the text again and fill in the gaps (1-10) with the correct word. Compare with your partner. Listen and check. Э Why are the following mentioned in the text? • 1899 • colourful costumes • Hollywood • kidnappers • Britain b Have you ever seen any Indian films? Did you like them? Why (not)? Tell your partner. 5 Spend five minute writing a short summary of the text. Read your summary to the class. ► The first Indian short film was made in 1899. Bollywood What do you get when you take the 'B' from the Indian city of Bombay and exchange it 1) ...... the 'H' in Hollywood? Bollywood, of course! Bollywood is the nickname for the Indian film industry. It's 2) ..new-the first Indian short film was made in 1899 - and 3) ..days it's massive! It is the largest film industry in the world, making up to eight hundred films a year - twice as many 4)..... Hollywood. Sometimes, the films are made so fast that the same actors shoot scenes for four different films on the same set 5)..the same time! So, 6) ... are actually plenty of differences between Bollywood and Hollywood! Firstly, Bollywood films are actually more like musicals, with lots of singing, dancing and colourful costumes. They are usually in the Hindi language and last three 7)...four hours. They can be 8)....family relationships, unusual coincidences or kidnappers and villains, but most often they are classic romantic tales of 'boy meets girl'. In fact, some young people say that they find the storylines a 9)..too predictable. Bollywood's biggest audience outside India is in Britain, 10)...many Indians went to live about fifty years 11)... It's not just Indians who watch the films, though. There have been some popular Bollywood films in English, such 12) ... 'Bride and Prejudice' and 'Monsoon Wedding'. There are even Bollywood waxworks at Madame Tussauds! 80 Ч p I Grammar Reference 6 (Would) prefer/ Would rather/sooner Read the box, then tell your partner which of the following you prefer. prefer + -ing form/noun + to + -ing form/nourT\ {general preference) / prefer eating Italian food to eatins Chinese food. would prefer + to -inf + (rather) than + inf without to (specific preference) / would prefer to so swimmins (rather) than sunbathe all day. would rather/sooner + inf without to + than + inf without to I’d rather/sooner so swimmins than play basketball. 7 1 going to the theatre or going to the cinema 2 getting a takeaway or eating out at a restaurant 3 watching action films or watching comedies 4 going to the cinema or watching TV all day today Ж Discuss, as in the example. • comedy • action • western • science fiction • mystery • adventure • romance • crime ► A: Do you like comedies? B: Not really. I prefer action films to comedies. A: How about a western tonisht? B: I'd prefer to watch a mystery rather than watch a western. Vocabulary Films 8 Fill in: special effects, plot, actins, set, action-packed, stunts, box off ice, starrins, cast, costumes. Pirales of the Caribbean: At World's End is a brilliant 1).film 2)...Johnny Depp and Oriando Bloom. Its exciting 3)... follows the attempts of the crew of the Black Pearl to rescue their captain, Jack Sparrow, from prison. As well as the usual adventures at sea, part of the story is 4).in exotic Singapore. The 5)...is really convincing with an excellent 6).including Keira Knightley as Elizabeth Swann and Keith Richards as Captain Sparrow's dad. The film is full of 7).For example, Davy Jones, the captain of the ghost ship, has a beard that looks like a wriggling octopus. And in the sword-fighting scene, the acrobatic 8)...remind you of a circus. Finally, the 9).are really colourful and perfectly recreate the atmosphere of the period. No wonder At World’s End was such a 10).success! 6 Английский Я1МК 9 КЛ. Listening & Speaking 9 Listen to three people talking about the types of films they like. Which does each person like/not like? What reasons do they give? © РКП What are your favourite films? Which type are they? Why do you like them? Tell your partner, using the language below. Describing the film 1 really like/love ..., which is a film about/set in ... I think ... is an amazing film. ... is one of my favourite films. It focuses on .... Giving reasons ... because I always really enjoy romantic comedies/ war films, etc. I think the special effects/ costumes/scenery/acting, etc. is/are amazing. I think... is an amazing actor/actress and I find the film really exciting/action-packed/moving/ interesting, etc. What I like best about... are the special effects/ graphics/sound effects/stunts, etc. I really love ..., which is a ... film set in ... . I realty like it because ... 10 Idioms related to entertainment Fill in: in the spotlisht, it takes two to tanso, runnins the show, face the music. Check in Appendix 3. Are there similar idioms in your language? 11 1 I’m not looking forward to giving my presentation tomorrow. 1 really hate being ........ (the centre of attention) 2 You can’t ignore the problem you’ve caused this time; you’ll have to ......... (accept the negative consequences) 3 The argument Ben and I had wasn’t all my fault you know;......! (two people are responsible) 4 Don’t worry about the film club meeting; while you are away, Angie is quite capable of.... (being responsible/making all the decisions) Choose a film and present it to the class. Use the text in Ex. 8 as a model. 81 1 Emails reviewing books, films, etc. Read the box. Reviews are short descriptions of books, films, plays, TV programmes, etc. They are usually written on websites/in magazines/newspapers, etc. or as part of a letter to inform readers and to give them your opinion/recommendation about whether or not they should read the book, see the play, etc. Present tenses are usually used and a variety of adjectives to make your comments clearer and more precise. A review usually consists of: • an introduction giving background information about the book/film, etc., e.g. the title, type (adventure, horror, comedy, thriller, etc.), the name of author/director. • a main body consisting of two paragraphs (one giving a summary of the plot, the other general comments on the plot, main characters, etc.). • a conclusion recommending or not recommending the book/film, etc., giving reasons to support your recommendation. 2 Read the rubric and answer the questions. 1 What is the purpose of the email? 2 What do you have to write? 3 What kind of information should you include? 4 What style will you write in? Why? You have just received the following email from a friend: r an 1 From: Susan 1 Subject: Read any good books? Hey, I’m going on holiday in a week and I would like to take a good book with me. Have you read a good one recently? If so, please write and tell me all about it. What type of book is it? What’s it about? What did you like about it? Reply soon, Susan 3 Read the email and match the paragraphs (1-4) to the descriptions (A-D). A general comments on the book В reason for writing/background information C summary of plot D opinion/recommendation vrith reasons & closing comments From: Julie Banks Subject: RE: Read any good books? Hi Susan! I bet you can’t wait to go on holiday! Don't worry about which book to take because I've just read a brilliant fantasy thriller set in Ireland. It's called Artemis Fowl and it's by my favourite author, Eoin Golfer. ^ Let me tell you a bit about the book. Basically, it's a fairy tale for our times. It's about a fairy police officer called Captain Holly Short who is kidnapped by the twelve-year-old evil genius. Artemis Fowl. He wants the fairies to pay a lot of gold to get her back. Unfortunately for Artemis. Holly Short is a member of the fairy secret police and her senior officer will do anything to rescue her. So, as you can imagine, the plot is very exciting and fast-paced and it is very funny, too. The characters are also well developed. There is a lot of action and interesting high-tech gadgets. The theme of good versus evil is strong throughout. ^ Well, that's about it. All in all, Artemis Fowl is an excellent book that I think is very well written. I couldn't put it down from the very first page! I would definitely recommend that you read it. Have a great holiday! Julie Read again and find phrases which mean: • You must be excited about your holiday. • I’m going to explain some things about the book. • I’ve got nothing else to tell you. • From the beginning, I couldn’t stop reading it. 82 * Write your reply to Susan’s email (120-180 words). 5 Adjectives a Look at the list of adjectives below. Which are positive/negative/neutral in meaning? Which are used in the email in Ex. 3? What do they describe? b Use the language to talk with your partner about some books you have read or films you have seen, as in the example. ► A: I recently read‘Artemis Fowl'. B: Oh, really? What did you think of the plot? A: I thousht it was fast-paced and exciting. B: What about the characters? etc. Expressing opinions and giving recommendations 6 Which of the following phrases: express opinion? recommend? What phrases does the writer of the email in Ex. 3 use to express her opinion and recommend the book? • I really think that you should read the book. • I think that this is the author’s best book so far. • I would highly recommend the book to you. • I wasn’t too keen on the beginning. • In my opinion, some of the characters were a bit shallow. • I found the plot extremely dull. • If I were you, I’d definitely give reading this book a try. 7 intriguing, mysterious, clever, interesting, well-written, well-developed, fast-paced, slow-paced, predictable, funny, unimaginative, exciting plot mysterious, clever, interesting, likeable, irritating, dull, evil, unusual, shallow, well-developed characters : slow-paced, dull, unusual, i predictable, unexpected, : disappointing, exciting, • surprising, satisfying beginning/ending Writing (an email reviewing a book) a Read the rubric and underline the key words. What do you have to write, who to and why? What style will you write it in? Who is your favourite author? You have received this email from your English pen friend, John. I’d love to read a book written by an author in your country. Can you suggest a book t could read? Write a reply to John (100-140 words). b 'гф What will you write about in each paragraph? Choose a book you have recently read and complete the notes in the paragraph plan about it. Plan ' Introduction Para 1 Who wrote it? Where is it set? What type is it? What is the title of the book? Main body Para 2 What are the main points of the plot? | Who is/are the main character(s)? | Para 3 What positive comments do you have about the plot, characters, beginning/ ending and themes of the book? Conclusion Para 4 What is your recommendation? ! I C Use your answers to write your email. f Excuse me. Do you know you’re reading your newspaper upside down? certainly do - do'^ you think it’s easy? I ^ 83 1 Word formation Read the box, then complete the sentences with verbs derived from the words in capitals. Forming verbs vrith prefixes Some verbs consist of a prefix plus a verb. The prefix changes or modifies the meaning of the verb. Some common prefixes are re- (= again, rethink, rewind), mis- {= implying a mistake, misspell, mislead), under- (= not enough, undercharge, underpay), over-(= too much, overcharge, overdo) and dis- (for negation, disappoint). 1 David and Sylvia usually...... about which film to go and see. (AGREE) 2 The author had to.......his book to include an extra chapter. (WRITE) 3 Jane was very busy when rehearsing for the concert - she ....... how many rehearsals there would be! (ESTIMATE) 4 Don’t.......me -1 think the painting is good, I just wouldn’t hang it in my living room! (UNDERSTAND) 5 They ....... us in the restaurant but they quickly realised and gave us some money back. (CHARGE) 6 Directors often......old film classics such as The War of the Worlds. (MAKE) Dependent prepositions Fill in: in, of, by, with, for, at or to. Compare answers with your partner. Check in Appendix 2. 1 What sort.......music do you like? 2 It was very nice......him to invite us to go to the concert. 3 Mozart is one of the best composers.....all time. 4 He is popular ....... teens all around the world. 5 Some paintings.......Congo the chimp were sold......a lot of money.......auction. 6 Daniel Craig stars.....Quantum of Solace. 7 He is famous......his landscapes. 8 The paintings add value......the house. 2 3 Phrasal verbs: run Fill in: into, out of, through, away, over. Check in Appendix 1. 1 Let’s run.....that dance sequence just one more time, (rehearse) 2 Sharon thought David was out of town, but she ran ..... him at the cinema, (met by accident) 3 He almost ran......a cat yesterday when it jumped in front of his car. (knocked down) 4 The book is about a young boy who runs .....from home, (leaves because you are unhappy) 5 We’ve run ...... sugar — I’ll go and buy some, (have none left) Words often confused Choose the correct words, then check in a dictionary. 1 The book is set/situated in Tudor times. 2 Matthew Fox plays/stars the lead role in ‘Lost’. 3 My sister takes/makes photographs for a living. 4 I’m going to a dance presentation/performance at the theatre tonight. 5 The Mona Lisa is the most famous art exhibit/ exhibition in the Louvre. Grammar revision 5 Read the given text. Choose the right grammar form for the capitalised words. Fill in the gaps. The concert 1) ......... already ......... START and Emma was still stuck in the 5 o’clock traffic. She was on her way to see her favourite band. She 2).........to drive to CHOOSE the concert because the bus would have been too busy. She 3)......... forward to LOOK the concert all week. “I can’t believe I 4).......it!” she said MISS aloud. She sighed and tuned in to the radio station she usually 5) ......... to. Her LISTEN favourite band 6) ........! “How unfair”, PLAY she 7) ..........She had a ticket for the THINK concert and she had to listen to it on the radio! 84 Id Look at the picture showing a scene from a famous play by William Shakespeare. Which type of play do you think it is, a comedy or a tragedy? What do you think the play is about? LTURE CORNER William Shakespeare (i564-i6i6) England. He language. Who exactly was he? William Shakespeare was an English poet and playwright during Elizabethan times (the time of the reign of Queen Elizabeth I). He was bom in Stratford-upon-Avon, a town in the centre of is the greatest writer in the English What did Shakespeare write? I Shakespeare wrote thirty-six plays, all of which are still studied, performed and even made into films ail over the I world! Shakespeare also wrote many love sonnets*. j What were his plays about? ^ Shakespeare wrote three kinds of plays; comedies (A Midsummer Night's Dream, Much Ado About Nothing), tragedies (Romeo and Juliet, Hamlet, Othello) and histories (Henry V). Common themes in his comedies were mix-ups, mistaking one person for another or women who disguise themselves as men - although the actors were all men anyway! In The Merchant of Venice, a well-known comedy, a moneylender asks for a pound of flesh from a merchant who can’t pay him back some money! Life vvas hard during Elizabethan times and Shakespeare’s tragedies reflect this, such as Hamlet which is very bloody and is about revenge, deception and fate. 2 b Look at the subheadings. In pairs, try to answer these questions, l,,' Listen, read and check your answers. жф Read again and mark the sentences as T (True), F (False) or NS (Not stated). Correct the false statements. 1 Shakespeare’s plays are only performed and studied in England. 2 Shakespeare earned a lot of money. 3 Romeo and Juliet is a comedy. 4 There weren’t any women actors in his plays. 5 Shakespeare’s plays showed what life was like in Elizabethan times. 6 The original Globe Theatre was destroyed by fire. Where were his plays performed and who went to see them? Most of Shakespeare’s plays were performed at the Globe Theatre in London, which could hold about 3,000 people. Elizabethans of all social classes enjoyed going to the Globe, even though it was noisy and smelly and the common people had to watch the play standing up in front of the stage. As there was no roof, people got very wet when it rained! There was hardly any scenery, but there were fantastic costumes and even special effects such as fireworks, smoke and actors ‘flying’. The original theatre burnt down in 1613, but a modern replica opened in 1997. * poems with a fixed pattern of lines, syllables and rhymes 3 4 5 Match the words in bold to their meanings. • the period of time a queen/king rules a kingdom • person who lends other people money for a fee • lies • destiny • trader • person who writes plays • piece of the body • thinking sb is sb else • copy • hurting someone who has hurt you • show • fit • change their appearance What did you find most interesting in the text? Write a few sentences. Read your sentences to your partner. IICT Project: Collect information about a famous writer from your country. Write a short text. Write: date/place of birth, what he/she wrote, what he/she usually wrote about and any other interesting information. 85 / Across the Curriculum ** '> W,- 'V •• *> ** •• Vn. 1 2 What type of play is the The Merchant of Venice? What do you know about it? Read the information below. How do the characters below relate to the story so far? • Antonio • Portia • Bassanio • Shylock The story so far... Antonio is a merchant from Venice. His friend Bassanio wants to borrow some money to allow him to marry Portia, a rich heiress. Antonio's money is tied up in his trade ships that arc at sea .so he suggests that Bassanio borrows the money from Shylock, a moneylender, in Antonio's name. Shylock does not like Antonio. He offers to lend Bassanio the money, but if he cannot pay it back, he wants a pound of Antonio's flesh. Despite Bassanio's warnings, Antonio agrees. Bassanio goes to Belmont and gets married to Portia. Liter, he hears that Antonio has lost his ships, and that Shylock wants payment. He goes to Venice to help Antonio. At the trial, a legal expert arrives to decide what should be done. It is Portia disguised as a young lawyer... 3 Read the extract and answer the questions. 1 Why does Shylock praise the lawyer? 2 Why does Bassanio praise the lawyer? 3 Why does Shylock change his mind and ask for the money? 4 Why does the lawyer tell Bassanio to wait and not rush? AAatch the words in bold in the texts to their meanings. • person who has inherited a lot of money • makes it legal • judgement • seized, taken away • (a couple) promise to be with each other • be certain • morally good and fair THE MERCHANT VENICE PORTIA (dressed like a lawyer) A pound of the merchant's flesh is yours. The court awards it and the law authorises it. SHYLOCK What a righteous judge! PORTIA And you must cut this flesh from his chest. The law allows it, and the court awards it. SHYLOCK What a wise judge! A sentence! Get ready! PORTIA Wait a moment, there is something else. This contract does not give you any biwd. The exact words are 'a pound of flesh'. So take your price of a pound of flesh. But while you are cutting it, if you spill One drop of blood, you will die and everything you own According to the laws of Venice will be confiscated By the state of Venice. BASSANIO What an upright judge! Pay attention! What a wise judge. SHYLOCK Is that the law? PORTIA You shall see for yourself. For as you asked for justice, rest assured, You shall have more justice than you want. 5 6 / Listen to the extract. Take roles and read the extract aloud. How many different emotions do you think Shylock feels in this extract? Discuss in groups. 86 BASSANIO What a wise judge! Pay attention to a wise judge! SHYLOCK I'll lake their offer of two times the loan, then. And let the merchant go. BASSANIO Here is the money. PORTIA Wait! The man shall have justice. Wait! Don't rush! He shall have nothing except the penally. PORTIA So, gel ready to cut off the flesh. Don't spill any bkюd or cut any more or less Than a pound of flesh. If you cut any more Or less than exactly a pound, even as much To make the weight lighter or heavier By a fradion of a twentieth of an ounce, no, even if the scale turns By as much as a hair. You will die and all your possessions will be confi.scated. -\v * 7 8 9 Listen to what happened in the end. In groups, give the story a different ending. Write a summary of The Merchant of Venice. Present it to the class. 10 ) In groups, collect information about Shakespeare and his plays. Present it to the class. You can visit this website: https://shakespeare.palomar.edu/ \ Woids of Wisdom Read the quote. What does it mean? Discuss. “It is not in the stars to hold our destiny but in ourselves.” William Shakespeare 87 88 IFill in; miniature, private, anonymous, all-star, artistic, spray, action, potter’s, special, success. 1 Jack loves films with great........effects. 2 A good film doesn’t always have to have an...... cast. 3 Jane was doing well in her pottery classes so she bought her own......wheel. 4 Banksy is an artist who wants to remain......... 5 Graffiti artists use.....paint. 6 Willard Wigan makes.........sculptures. 7 Lots of people must see a film at the cinema to make it a box office........ 8 All humans have a desire for.......creativity. 9 James Bond films are always........-packed. 10 City councils can’t remove graffiti from ....... P™P«rty. /Points: _ \10X2 20 2 Complete the sentences Nvith the correct comparative/superlative form of the adjectives/ adverbs in brackets. 1 She came.........(late) than we expected. 2 That was........(bad) film I have ever seen. 3 She works.......(carefully) than others. 4 He is........(intelligent) of all. 5 My mum is.......(talented) artist in my family. 6 She’s the.......(tall) in her class. 7 Tony is getting.....and.....(good) at painting. 8 You need to be a bit........(patient) with them. 9 He couldn’t have sculpted the statue any........ (skilfully); it’s perfect. 10 Tracey is....(hardworking) than Janet. Points: , 10X2 20 3 Complete the sentences with verbs formed using the prefixes re-, dis-, m/s-, under- and the verbs in capitals. 1 Eve made a lot of mistakes in her homework so she decided to......it. DO 2 Many people.........artists such as Van Gogh and Picasso. UNDERSTAND 3 Paula had to........surgery on her knee. GO 4 Works by great artists are beginning to ........ from auction houses as they are all in museums or private collections. APPEAR 5 Modern artists often use new methods to......... classic paintings. CREATE / pojpfj. \5X2 lo ^ Fill in the gaps vrith the correct preposition. 1 Who stars......the Harry Potter films? 2 Shakespeare is the best playwright....all time. 3 It was very nice....Tim to give me a lift home. 4 The painting fetched over £5,000 .....auction. 5 Banksy’s artwork is very popular......the young urban population. Points: 5X4 20 5 6 Fill in the gaps with the correct particle. 1 He’s upset because his cat got run.....yesterday. 2 The actors ran.......the scene once more. 3 The film is about a boy who runs.......from home. 4 I’ve run.......of v4iite paint. Can you buy me some? 5 Jack ran.......an old school friend in the park. / Points: __ ^5X2 10 Match to form exchanges. 1 Isn’t Ne-Yo’s new song a That’s OK. b No, I don’t. 2 How about seeing a film tonight? 3 Do you like comedies? d Sounds good! 4 Sorry, but it’s not my kind of thing. 5 I really loved that film. c Me tool e it’s not bad. Points: ____ 5X4 20 / My score: ___\ \ looj I Can talk and write about art • talk about music • ask about & state preferences • make arrangements • express opinions & give recommendations • write a quiz • write an email reviewing a book in English Town & Community ♦ Before you start... • Who is your favourite artist? • Describe your favourite painting or a well-knov/n painting to your partner. Look at Module 6 Find the page numbers for pictures 1-4. ♦ Find the page numbers for • a street map □ • a quiz □ L • a quotation □ Listen, read and talk about... • volunteering • map symbols and road features • world monuments • public services • Sydney, Australia • green transport Learn how to ... • ask for & give directions • role-play situational dialogues Practise ... • the passive • the causative • reflexive & emphatic pronouns • strong adjectives • idioms with reflexive pronouns • phrasal verbs: check • word formation: formins abstract nouns • words often confused: community/society, pedestrians/walkers, sign/signal, stop/station Write / Make ... • a quiz about world monuments • an email describing a trip to a place • a leaflet about a town/city • a presentation on green transport • an email persuading a friend ambulance Mm 1 Reading & Vocabulary / Э Look at the pictures. Which of the following can you see? • people helping out at an animal shelter • a man visiting senior citizens • a woman helping a disabled senior citizen • people planting trees • people helping to clean up a pond • a person working with children • people giving supplies to victims of an earthquake b Have you ever done any of these things? If not, which one would you like to do? Why? Tell the class. Reading 2 Read the title of the text, then read the first and the last sentence in each paragraph. What is the text about? ЧГ Listen, read and check. 90 ► Picture A shows a woman helping a disabled senior citizen. Most teens hang out with their friends or watch TV after schooi, but fifteen-year-oid Richard Evans is different. He helps out at a local animal shelter. !► “I started working at the animal shelter after school a year ago. Some people came to my school to give a talk about ways teens can help out in the community. I liked the idea of getting involved with something worthwhile, and as I’ve always loved animals the shelter seemed the natural choice for me. Basically, I help out for a couple of hours about twice a week, more in the holidays. Sometimes 1 help the staff members feed and clean and exercise the animals. Other times, I answer phone calls or help members of the public to choose a pet. Last year during the summer holidays, I also spoke to some groups of children about looking after pets properly and the importance of showing kindness to animals. I especially enjoyed that! study skills Matching headings to the paragraphs Read the headings. Then, read the text quickly to get an idea of what it is about. Look for key words or synonyms to help you match the headings to the ideas in the paragraphs. Go through the choices of headings and choose the one that fits best. When most people think of animal shelters, they think of cats and dogs. Well, there are plenty of both at our shelter, but there are sometimes farm animals there, too, such as horses, sheep, goats, chickens, ducks and once, even a llama who we named Jack! Most of the animals are either brought to the shelter by their owners because they can no longer take care of them, or they are removed from their homes because they are not being looked after properly. Once I went with a member of staff to rescue a pony from a farm where it had been extremely neglected. I found it hard not to burst into tears when I first saw the pony, but I was pleased to report that he made a full recovery at the shelter. Some of the animals need more care than usual, so a foster home is found for them. I have taken home two little kittens before, as well as an injured guinea pig and a puppy that had been found abandoned in a rubbish bin. Sometimes my mum jokes that our house is more like a zoo than a homel Summer is the busiest time for shelters, with many people simply abandoning their pets when they go on holiday. So why not ask to volunteer at your local shelter this summer? Or you could do something else, such as going to a charity event, or volunteering to visit a senior citizen for a few hours a week. I’ve learnt a lot about myself and others through volunteering and I’ve met a lot of interesting people, too!" 3 йф Read the text again and match the headings to the paragraphs. There is one that you do not need to use. Compare answers with a partner. A Special Needs D В Summers Only E C Reasons Why F All Shapes and Sizes Odd Jobs It All Helps Vocabulary 4 Make a list of all the animals mentioned in the text. Spend three minutes adding as many animals as you can to your list. Compare with your partner. List the animals under headings such as: farm, wild, birds, fish, etc. ► farm: hen, dog, cow, etc. 5 Fill in: natural, senior, animal, charity, foster, answer, staff, full, take, burst. Make sentences about Richard using the completed phrases. 1 ► animal shelter 7 make a 2 choice recovery 3 members 8 home 4 phone calls 9 event 5 6 into tears 10 ► Richard helps out at a local animal shelter. 6 Fill in the gaps with the verbs below in the correct form. • volunteer • support • donate • encourage • get involved 1 My family.......old clothes and books to the local charity shop. 2 I.......once a week at a children’s hospital. 3 Many people........charities by giving money to them regularly. 4 The fact that so many of Paul’s friends came to see him in hospital after the accident really.......him. 5 She liked the idea of ....... with the local animal shelter and their campaign. Speaking j 7 Imagine you are Richard. Use the information in the text to persuade your partner to join you at the shelter. ► You can volunteer as often as you like. Writing 8 Еф Imagine you have just started doing some volunteer work after school. Write an email to your English pen friend persuading him/her to do some volunteer work too. Say: what kind of volunteering you are doing, when & how often, what kind of jobs you do, why you think your friend should Join you (60-80 words). 91 1 Listening & Speaking Map symbols & road features Match the labels on the diagram (1-8) with the words (A-H) below. Then use the words A-H to complete the sentences 1-8. A traffic lights В zebra crossing C roundabout D pavement E car park F bus lane G hospital H junction 1 Go round the.........and take the third exit. 2 Walk on the.........not on the road. 3 Stop! The........are red. 4 Let’s cross the road at the......- it’s safer. 5 Is there any room in the.......? 2 Look at the symbols below. Which of them relate to: sightseeing? transport! services? Do you have similar symbols in your country? e © CarPaik Infotmalion Telephone U tti Hotsendmg LeiswB Centre Public Toilets i) ШЭ(№ Water Activities Park and Ride Cycle Lane Nature Reserve 92 3 6 Two roads meet at a.... 7 You mustn’t drive in the ..; it is for buses only. 8 He must go to....to have an operation. Everyday English Givins directions QQ- Imagine you live in the town on the map in Ex. 1. Your partner asks you for directions to various places on the map starting from the post office. Asking Excuse me, could you tell me the way to ....? Is there a ... near here? How do you get to ... from here? Do you know how I can get to ...? Where is the nearest...? Replying (Yes,) turn left/right, go straight on/ahead until you get to the traffic lights/the corner, etc. Go past the ..., then take the first/second etc. tuming/road/ street on the left/right, turn left/right into ... Street. The ... is on/to the left/right, just opposite/next to/after/before/behind the... etc. ► A: Excuse me, how do I get to the hospital, please? B: Turn right into Stone Street, then go straight on until you get to Eaton Road. Cross at the zebra crossing and turn left down Eaton Road. The hospital will be on your right. Reading Read the dialogue and complete gaps 1-5 with the questions. There are two questions that you do not need to use. Listen and check. Excuse me, 1)....... Erm... perhaps from the bus station, but I’m not sure. You could ask at the tourist information office. 2)...... Yes, just go to the end of the street and turn right at the traffic lights. It’s just two streets down on the comer. Oh, thanks a lot. 3)...... Sure, go ahead. 4) ...... Yes, I’ve heard the Sea View Hotel is very nice. 5) ..... I think you can book that at the tourist information office, too. Oh, that would be great. Thanks. You’re welcome and enjoy your stay in Blackpool. 5 6 a Find sentences in the dialogue which mean: • Sorry to bother you but... • I don’t know for certain. • Would it bother you • do it • your time spent here b Ч»'Listen and read the dialogue, ^^ike roles and read it aloud. Listening Read statements 1-7. Listen and say whether the statements are True, Fo/se or Not stated. Listen again and check. 1 Sam and George have enjoyed their holiday. A True В False C Not stated 2 The weather hasn’t been very good that week. A True В False C Not stated 3 Sam enjoyed her donkey ride. A True В False C Not stated 4 George still has to buy some gifts. A True В False C Not stated 5 The entrance fee to the Sea Life Centre is expensive. A True В False C Not stated 6 The Sea Life Centre is too far to walk to. A True В False C Not stated 7 Fish and chips are Sam’s favourite food. A True В False C Not stated 9 A Do you mind if I ask something else? В Is it nearby? C Sorry, could you repeat that, please? D How can I book a room? E Do you know where I can get a bus to Blackpool Tower? F Can you recommend a good hotel? G Is it a long way from here? 7 Say it right Choose the correct response to the statements. 'ч ► Listen and check. 1 I’m lost — can you a Take the No. 5 bus help me? from the station. 2 Is the post office far b Of course. Where from here? are you going? 3 How often do the c Yes, there’s one just buses to the zoo run? across the road. 4 Is there a good cafe d About every half around here? hour. 5 What’s the best way e No, just a five- to get to the airport? minute walk away. 8 Intonation ч r' Listen and mark the stressed syllables, then listen again and repeat. Does the speaker’s intonation rise or fall in each question? • Could you repeat that? • Is it OK to take one of these maps? • Is this seat taken? • Is there a newsagent’s near here? Speaking Portfolio: You have been invited to a meal at Marco’s Restaurant. You don’t know how to get there. Ask a passerby for directions. Use the dialogue in Ex. 4 as a model. Record yourselves. 93 The Passive ^ Read the text and find all the passive forms. Use them to complete the table. The Leaning Tower of Pisa in Italy was constructed as the bell tower for the city's cathedral. However, at that time the architects weren't experienced. So, it was built on soft ground and as soon as it had been built, it slowly began to lean. Over the years, many attempts were made to stop the tower from leaning. Once, people removed stones from the bottom in order to put strong metal rods in, but the stones that were being removed were part of the foundations so the tower leaned even more! Since then it has been reinforced to correct this. Today, the tower can still be seen leaning to one side. It is covered in marble and it is very beautiful. Unfortunately, however, it was closed to the public in 1990 after it was revealed that a single busload of tourists at the top could make it fall over completely! All the same, it will be visited by tourists for many years to come. Active Passive Present Simple 1 1 Marble covers it. in marble. Past Simple 1 Builders built it on soft It on soft ground. ground. Past Continuous ... the stones that people ... the stones that were removing were part... were part... Present Perfect Since then, people have Since then, it reinforced it... reinforced. r — . _ - _ . ™ ^ Future Simple Tourists will visit it for ... it many years to come. many years to come. Past Perfect ... as soon as the builders ... as soon as it had built it... 2 Read the theory. Then rewrite sentences 1-9 in the passive. Omit the agent where necessary. Modal J Today, you can still see the | Today, the tower... tower leaning to one side. } leaning to one side. 94 We use the passive: • when the person who carries out the action is unknown, unimportant or obvious from the context. My computer was fixed last week. • when the action itself is more important than the person who carries it out. The new school will be opened by the mayor on 1st June. • when we do not want to say who/what is to blame. Many mistakes have been made. We use by + agent to say who or what carries out the' action. We use with + instrument/material/ ■ ingredient to say what the agent used. The cake was t made by Sally. It was made with chocolate fudge. The agent is often omitted in passive sentences when the subject of the active sentence is: people, one, someone, they, etc. Someone stole Tom's car. Tom’s car was stolen. The agent is not omitted when it is a specific or j important person or when it is essential to the meaning of the sentence. The government has , passed a new law. A new law has been passed by ! the government. 1 the painting/not put up yet ► The painting hasn’t been put up yet. 2 the old house/renovate/when fire broke out 3 the building/finish/next month 4 all the concert tickets/already/sell 5 ‘The Starry Night’/paint/Van Gogh 6 this bread/freshly bake/this morning 7 a children’s playground/build/in the park now 8 photography/not allow/in the museum 9 the Colosseum/build/by Vespasian in 70-80 AD. 3 '« ►' Put the verbs in brackets into the correct passive form. Complete the quiz, then listen and check. ____________ --------------------------------i [• I 1 When......(the Eiffel Tower/ ■«.■ir»] build)? A 1889 В 1898 2 What.....(the Taj Mahal/make) of? A red sandstone В white marble 3 Why......(the Egyptian Pyramids/build)? A as tombs for the pharaohs В as monuments to the gods 4 Which famous monument .......... (can/see) from\ almost every part of the city? A the Colosseum, Rome В the Acropolis, Athens 5 It . (estimate) that 2 to 3 million people died while building a monument. Which one? A the Great Wall of China В Stonehenge 6 Which of these famous sites .... (endanger) by tourism? A Machu Picchu, Peru В Uluru, Australia 7 According to legend, which famous building ... (destroy) if the ravens* ever leave it? A Bran Castle. Romania В The Tower of London J a type of big black birds_________________________ 4 Read the notices. Where could you see each one? Expand them into full sentences using the passive. 1 PIMASM KMBP poas on A IBAP 2 Pl£ASE DO NOT TOUCH THE EXHIBITS 3 MUSEUM BEING RENOVATED. 4 POOLClDSeD_ 5 LA3 MOVED TO 4th FLOOR ► Dogs must be kept on a lead, (park) The Causative Grammar Reference 6 5 Read the two examples. Which sentence is illustrated in the picture? Which means that someone else did something for Tom? How is the sentence formed? 1 Tom is repairing his car. 2 Tom is having his car repaired. Rewrite the sentences. 1 Andy’s gardener is tidying up his garden. Andy ► is bavins his garden tidied up. 2 Meg’s friend has painted her nails. Meg........ 3 The mechanic is going to fix John's car tomorrow. John....... 4 The painter painted Mike’s bedroom last week. Mike....... 5 The dressmaker will shorten Sue’s dress. Sue........ 6 Brian’s dad has built a garden shed for him. Brian...... The town hall is being renovated. Use the ideas to make sentences. • walls/paint (yesterday) • flowers/plant (tomorrow) • missing tiles/replace (now) • windows/clean (2 days ago) • fence/mend (now) • grass/mow (next week) ► They had the walls painted yesterday. 1 8 Question words + ever Read the theory, then fill in: whatever, whichever, whenever, wherever, whoever or however. ‘Ever’ can be added to question words to mean ‘any’ (however = in any way that; whatever = anything that; whenever = any time that; wherever = any place that; whichever = any of; whoever = anyone who). Come to my house whenever you like! 1 .....Ann goes, her sister goes too. 2 .....you do, don’t drop the camera! 3 ......I try to visit that museum, it’s closed. 4 ......wants to come, join me. 5 ......hard I try, I can never please Mike. 6 ‘Where shall I sit?’‘.....you like.’ 7 ......Brian cooks, it’s always delicious. 8 TV is so boring lately,...channel I watch. IICT Portfolio: Write your own quiz like the one in Ex. 3 about endangered world monuments using the passive. Give your quiz to your partner to complete. You can visit this website: https://www.wmf.org 95 Vocabulary & Speaking Public services Э Look at the public services in the pictures. Which of the places would you call/go to if you wanted to: open a savings account? buy a stamp? report a fire? visit a friend who is ill? buy a train ticket? borrow or return some books? pay in/withdraw some money? report a crime? meet the mayor? send a parcel? have your car washed? b Which of these places did you last call or go to? What for? ► / went to the post office yesterday to send a parcel to my aunt. 1 1 2 3 4 5 6 7 8 9 10 11 3 Match the sentences to make exchanges. Listen and check, then say where each is taking place. Which words helped you decide? 2 Jobs S( qualities In which place(s) in Ex. la do the following people work? What qualities do they need? Why? Make sentences. • nurse • attendant • surgeon • doctor • librarian • mayor • secretary • police officer • forensic scientist • detective • cashier • postal worker • fire officer • postman friendly brave organised fit healthy strong caring patient skilful intelligent careful hardworking likeable efficient calm honest responsible practical ► A nurse works in a hospital. A good nurse needs to be caring as she looks after sick people. 1 2 Two stamps, please. a Two second-class tickets to b Manchester, please. c I’d like to send this parcel to France, please. d Tm just returning these books. I’d like to withdraw some money from my account. e I’d like to open an account, f please. Which platform does the 8:30 g from London arrive at? Excuse me, have you got ‘Harry Potter and the Philosopher’s h Stone?’ Single or return? Platform twelve. Certainly. How much? Tm afraid it’s out right now. Would you like to reserve it? First or second class? OK. Could you fill in this form? They’re a week overdue. That’s one pound, please. Can you put it on the scales? ' Imagine you are in London. You need to do the following. In pairs, act out dialogues. Record yourselves. • send a birthday present to your friend at the post office • reserve a particular book for your history project at the library • change some money into pounds at the bank 96 5 Э Look at the form. What is it for? What do you expect to hear? b You are going to listen to an interview. Where do you think the dialogue takes place? Listen and check. C Listen again and complete the gaps (1-6). Newtown Police СДВ1ИЭ Jackie 1)............... ^ ^ Wensleydale Drive, Nottingham *jji.i.i,i.i.ij,iii..i.iao4e2i. Description of incident: man speeding down River Street on 3).....about 35 years old, short 4).......hair,- snatched bag from old lady, containing 5) .....and £200 cash. Old lady fell over, badly bruising her 6) .....Man sped off. P C Penderton rCFcndcrton study skills_________________________ ^Role-playing Try to use your imagination when role-playing. Think of the situation, who you are, how you might feel, what gestures you might use etc. This will make your dialogue more realistic. 6 Imagine you are Jackie. You are just on your way back from the police station, when you bump into a friend. Tell him/her all about the incident you witnessed. Your partner asks for details. A: Hi Tim! Hey, you'll never guess what happened to me today. B: What? A: I was comins back home from school when I saw an old lady set robbed, etc. 7 Ашлийский я lUK 9 КЛ. 7 Reflexive & emphatic Grammar Reference pronouns Read the theory, then fill in the correct pronouns. Is each one reflexive or emphatic? Reflexive pronouns are/can be used: • after certain verbs and prepositions e.g. burn, cut, wash, make, hurt, etc. when the subject and object of the verb are the same. He hurt himself while digsins in the garden. • to describe emotions/states after be, feel, seem. You don't seem yourself today. • after prepositions. They should be ashamed of themselves! Emphatic pronouns give emphasis to the noun. She herself prepared everything for the party. They can also mean ‘without help*. I made the cake myself.^ 1 2 3 4 5 6 7 8 9 10 Ann burnt.........while cooking. Tim had to go to hospital after he cut......on some broken glass. I really don’t feel..today. Shall we make.........some lunch? The Smiths painted their house.......... Be careful! If you fall off that wall, you’ll hurt The cat sat by the fire washing...... Greg was very pleased with .......when he got the promotion at work. He.......organised everything for the holiday. Pat quickly looked at ...... in the mirror before she left the house. 8 Idioms with ‘self’ Check the idioms in Appendix 3. Use some of them in their correct form to complete exchanges 1-4. • by ...self • did it ...self • make ...self heard • enjoy ...self • make ...self clear • behave ...self • help ...self 1 A: Mmm. Can I have one of these cakes? B: ........I 2 A: Did your friends help you paint your room? B: No, I......... 3 A: Don’t ever do that again! Do I........? B: Yes. I’m sorry. 4 A: Rob had a lot to say at the meeting, didn’t he? B: Yes, he certainly likes to......! 97 1 An email describins a visit to a place Read the theory. How could you start/end such an email? An email describing a visit to a place usually consists of four paragraphs. • In the introduction you write your opening remarks and give details about the visit (when, where, who with) • In the main body you write a general description of the place then you write what you did and saw there. Each paragraph should deal with a separate point. • In the conclusion you give your final comments and feelings about your experience, then you sign off. ' A variety of adjectives are used to i make the description more vivid. / 2 3 Read the email that Steven sent to Olga describing a recent visit to the British Museum. Match the paragraphs (1-4) with the topics below. A what he did and saw В description of the museum C feelings and final comments D name, place, date, who with 8 What opening/closing remarks does the email include? b Which of the following are opening/closing remarks? Decide in pairs. 1 That’s all for now. 2 Hope you are OK. 3 I have to go now. 4 Sorry, I didn’t write earlier but I was busy with schoolwork. 5 How’s it going? I From: Steven j To: Olga I Subject: My school trip! Hi Oiga, How are you? I’m fine but I’ve been really busy lately! I thought I’d just write and tell you all about the wonderful day I had last Tuesday. I went to the British Museum in London with my History class. Our guide told us that the museum has about 13 million objects altogether and is one of the oldest museums in the world! There are some absolutely fascinating collections from many places, including Roman artefacts, Aztec art and the famous Rosetta Stone. There are also a variety of eating places and interesting gift shops selling items such as history books and replicas of museum sculptures and jewellery. ^ We arrived at the museum at opening time and were taken by our guide to see the Egyptian exhibition, including mummies and hieroglyphics. Then, we saw 'Lindow Man', which is a 2,000-year-old body of a man from the Iron Age. It was so interesting! After this we had some free time to wander around the different exhibits, then we had a drink and a delicious cake in one of the caf6s. All in all, I had a really fantastic day, but I was absolutely exhausted by the end of it! One of the really good things about the museum is that it’s free to get in. so I’m planning to go back again with my friends next week! Have to go now, Steven 98 Strons adjectives Read the box. Find examples in the email in Ex. 2. Some adjectives are ‘base’ adjectives (good. badj\ angry, etc.) whereas others are ‘strong’ adjectives (fantastic, awful, furious, etc.). We can only use ^ absolutely to make a ‘strong’ adjective even stronger (absolutely amazing). We can only use very with a j ‘base’ adjective (very good). We can use really with ‘base’ or ‘strong’ adjectives (really good, j really awful). у 5 3 Match the base adjectives to their equivalent strong adjectives, then use some to complete the sentences. Use absolutely, very or really with them. Jiflggl? 1 tired 2 big 3 tasty ЙШШ iiiijtite 4 small a tiny 5 old b delicious 6 afraid c huge 7 dirty d terrified 8 interesting e exhausted f ancient 8 filthy h fascinating The Egyptian exhibit was ► absolutely fascinating, (strong) We were........by the time we had walked to the top of the tower, (base) I enjoyed seeing the ...... artefacts in the museum, (strong) He had been playing football on a muddy pitch so he was.........(strong) It was a .......... house with only two bedrooms, (base) The food in the Visitors’ Centre cafe was..... (base) I found the tour guide’s talk......(base) She hated snakes so she was.........when she saw the python, (strong) 6 b Write four more similar sentences of your own. Compare with your partner. Writing (an email describing a day trip) • Ф Portfolio: You have just been on a day trip with your family e.g. to a museum, a zoo, a wildlife park, an unusual tourist attraction, etc. Write an email to your English pen friend Paul to tell him all about it (120-150 words). Use the plan below. Plan Introduction Para 1 greeting, opening remarks, general details about place Main body Para 2 description of the place you visited (what was there) Para 3 what you did/saw there Conclusion Para 4 feelings, closing remarks 7 Swap papers. Evaluate your partner’s piece of writing. Check for: • communicative purpose & style • cohesion & coherence • vocabulary • grammar mistakes • word order • punctuation & spelling mistakes 1500 BC. What does this mean? ж I think it’s the ^'' I number of the car that ran her down.у 99 1 2 3 Phrasal verbs: check Fill in: out of, on, out, in, up on, off. Check in Appendix 1. 1 Shall we check.....that new Thai restaurant tonight? (try) 2 They checked ...... at the hotel and they were shown to their rooms, (registered) 3 Tm just going to check....... things at the office, (make sure sb/sth is alright) 4 Let’s call a taxi to pick us up and then check .........the hotel, (pay the bill & leave) 5 I’ve checked.....the items on my list, (ticked) 6 I checked........my brother to make sure he was doing his homework, (made sure) Dependent prepositions Fill in: to, about, into, with, of, from. Check in Appendix 2. 1 Craig has got involved ...... a community action group. 2 Jack thought ...... a good way to raise money for the charity. 3 Have you ever thought ....... doing some volunteer work? 4 People shouldn’t get a pet if they can’t take care.......it. 5 Many of the animals in the shelter have been rescued........bad homes. 6 Jane burst ..... tears when she saw the neglected animal. 7 If you show kindness.....an animal, it will be a loving pet. Words often confused ‘ Choose the correct word, then make a sentence with the other one. Compare with your partner. 1 Jack is popular in the community/society. 2 Many pedestrians/walkers can be seen hiking in these hills at the weekends. 3 When you reach the roundabout, follow the sign/signal that says ‘North London’. 4 You can catch the number thirty bus from the stop/station outside the bank. Word formation d Read the theory, then use the suffixes to form nouns from the words in capitals. Are there similar rules in your language? Forming abstract nouns We use the following suffixes to form some abstract nouns in English: • noun + -hood (child - childhood), -ship (fellow - fellowship) • adjective + -ity (national - nationality), -ness (friendly - friendliness), -ment (encourase -encourasement) • verb + -age (carry — carriase), -ation (imasine — imagination) . 5 1 In ten years of....... Bob and Sylvia have only been abroad once. (A^RRY) 2 The houses in my ......... are very old. (NEIGHBOUR) 3 It was a ...... when I didn’t win the race. (DISAPPOINT) 4 Your......is very important to me. (FRIEND) 5 Big Ben is one of London’s tourist ...... (ATTRACT) 6 Thank you so much for your......(KIND) 7 .....is a terrible feeling. (LONELY) 8 There’s a ..... that the library will be closed when you get there. (POSSIBLE) Use the dictionary to write down ten more abstract nouns, then compare with your partner. How many have the suffixes above? Which have different suffixes? Grammar revision Think of a popular monument in your country. Collect information under the headings. Present it to the class. Use the passive. • name • located • built in/by • used for • visited 100 i 1 Read the title and the subheadings. What can someone do in Sydney? Read through and check. ULTURE CORNER W@l©om@ to Sydney. There's no place in the world like it! Here are our TOP FIVE suggestions fora truly unforgettable experience... DO THE SYDNEY HARBOUR BRIDGE CLIMB No visit to Sydney \«ould be complete without seeing the famous Harbour Bridge & Opera House. But for those of you who like a bit more 1)....... (excite), how about climbing the Harbour Bridge’s arch - the largest in the world! Climbs take hours. TAKE A SCENIC SEAPLANE FLIGHT Why not splash out on a seaplane tour for breathtaking views of the city and the islands in Sydney's 2) ......... (beauty) natural harbour? As well as getting the chance to take some spectacular photographs (look out for Shark Island, shaped like a shark!), your experienced pilot will give a detailed commentary throughout the flight. 2 Read again and fill in the correct derivatives of the words in brackets. 3 a Say why the following are mentioned in the text: • Shark Island • Chinatown • a pilot • a ferry ride • one-kilometre long beach • koala bears ► Shark Island is used in the text because you can take spectacular photosraphs of it as it is shaped like a shark. □ GO ON A SYDNEY CYCLING TOUR On this fun bike tour, you’ll see over thirty city 3) ......... (attract) including the Royal Botanic Gardens and Chinatown. In the afternoon, you'll take a ferry ride ' to see the city skyline. If you’re 4)......(luck), you may even catch a glimpse of endangered penguins or migrating humpback whales! HAVE A SURFING LESSON ON BONDI BEACH What better place to learn to surf than on this 5) ........ (fame) one- kilometre-long beach? The two-hour group lesson will teach you how to understand surfing conditions and to practise your ^ technique before you get into the water. Or if you don’t fancy surfing, you could always go rollerblading or 6) Vjskateboard) or simply relax in a trendy caf6 GO ON AN ECO-TOUR IN THE BLUE MOUNTAINS Leave the hustle and bustle of city and head 7) .... (approximate) 50 km west of Sydney for the 8).....(wonder) Blue Mountains. This two-day tour starts with breakfast with koala bears, followed by visits to ancient aboriginal sites and a ride \^the world’s steepest railway. b Ч Listen and read the text. What is the author’s purpose? Explain the words in bold. Check in the Word List. 5 6 Does Sydney sound like an interesting city to visit? Tell your partner giving reasons why. ICT Portfolio: In small groups, do some research on a town/city in your country and make a similar leaflet to advertise it. 101 I Green Transport 1 Spend one minute writing down as many words related to transport as you can. Compare with a partner. bus, motorbike, tram, ticket, etc. 1 © Discuss the questions. Are roads/streets in your town/ city crowded? When? What public transport is there in your town/city? When does it run? Which means of public transport do you and your family members use? How do you find it: e.g. cheap, expensive, crowded, efficient, etc.? Does your town/city have any programmes such as the ones below to reduce traffic? Have they been successful? • increasing public transport e.g. trams, underground trains • increasing cycle lanes • making carpooling*/bus/taxi lanes • banning cars from the town/city centre • making drivers pay to drive into/park in the city centre • many people driving to work/school in the same car 3 Everybody's worried about the high levels of pollution in cities at the moment ... and a lot of it is because of exhaust emissions* from cars, motorbikes, lorries, buses and taxis. Luckily, some cities are coming up with some creative solutions! * pollution from vehicles A lUL-ltUxi' A new type of public transport has been appearing in British cities over the last few years - 3-wheeled environmentally-friendly rickshaws from Asia. They run on natural gas and are called tuk-tuks because of the sound their engine makes. Each colourful tuk-tuk has its own individual design on it, such as a Union Jack*, and even has a hood and curtains to keep out the rain and cold. These mini taxis can go at speeds of up to 56 km per hour, and are a huge hit with both tourists and locals. flag of the United Kingdom What do the pictures in the article show? Which of the features below, belong to each type of transport? • wheels • a windscreen • windscreen wipers • seats • pedals • handlebars • a basket • headlights • a steering wheel .j Read the texts and mark the statements as T (True), F (False) or NS (Not stated). 1 Tuk-tuks are made in Asia. 2 All tuk-tuks are painted red, white and blue like the British flag. 3 All the bikes for rent in Paris are grey. 4 Renting a bike in Paris doesn’t cost much. 5 River taxis in Jakarta operate 24 hours a day. 6 The taxis help people go to the markets. 102 / YOUR в If you go to Paris, don't be surprised if you see a lot of people riding grey bikes with metal baskets on the front up the Champs Elysees! Since summer 2007 there have been thousands of bikes available to rent on the streets of Paris. The idea is simple - you buy a cheap pass for a day or a week, pick up a bike from one of 750 'docking stations', ride it to your destination and then put it back at another docking station. Now traffic is down, noise is down, pollution is down, parking is much easier and everyone from tourists to businessmen in suits get around the city on two wheels! ШШЖ к The authorities in Jakarta, Indonesia, have come up with the clever idea of making use of the city's network of rivers and canals for a new form of public transport -river taxis! As there are also markets along some of the rivers, you can hop off and do a little shopping on the way! The authorities hope this service will ease Jakarta's terrible traffic problem as there are about 5 million vehicles on the city's streets, growing about 10% yearly. 5 6 a Match the words in bold with their meanings below. Use five of them to make sentences about green transport. • cover • where you are going • as you go • unique pattern • very popular • there to borrow • ticket • matching jacket and trousers • people in power • get off quickly • are powered by b Find phrasal verbs in the text which mean: collect (text B), travel around (text B), think of (text C). 'чListen and read the texts. How have the means of transport in the texts helped reduce pollution? Tell the class. 7 Work in groups of five. Imagine you are the Minister of Transport and his/her assistants. Decide what programme to adopt to reduce traffic in your town. Present your programme to the class. 8 Read the quote. What do you think H.G. Wells meant by this? Do you agree with him? Djscuss in groups. 103 I ProgrepsCheck 104 IFill in: animal, burst, foster, senior, charity, postal, petrol, plate, wipers, hall. 1 Every car has its own number on the number...... 2 Some abandoned animals are lucky and find a .........home. 3 Windscreen......are useful when it rains. 4 I was so upset that I....into tears. 5 Our school holds a ...... event every year to raise money for a good cause. 6 We can fill the car with fuel at the....station. 7 Tim spends his spare time helping out at the local..........shelter. 8 The mayor works at the town........ 9 Anyone over the age of 65 is considered to be a citizen. 10 Someone who works at the post office is a....... worker. ( Points: __ |^10X2 20 2 Complete the sentences with the correct passive form of the verbs in brackets. 1 Dogs must........(keep) on a lead. 2 The Eiffel Tower.......(build) in 1898. 3 The house.......(paint) when the fire started. 4 All the concert tickets.....(already/sell out). 5 The new museum.........(open) by the mayor next week. 6 As soon as the fire....(put out) the fire fighters left. 7 This dress......(make) from cotton. 8 This book.......(return) to the library yesterday. 9 The birthday present........(send) tomorrow. 10 The museum...... (visit) by a million people so far. / Points: __\ \^10X2 20 ) ^ Fill in the correct question word with ‘ever’. 1 I can do.......I like tomorrow as I’ve got the day off. 2 .....one you buy, it costs the same amount of money. 3 Tony can have fun........he is. 4 .....wins the competition will get a trip for two to Disneyland. 5 You can come and stay with us......you like. / Points: __\ \5X4 20 ) y| Fill in the correct preposition. 1 All of us should get involved.our community. 2 If you show kindness....an animal it will respect you. 3 Tom’s dog was rescued...a bad owner. 4 Some animals go to a shelter because their owners can’t take care...them any more. 5 We thought....a number of ways to raise money for charity. /points: \5X2 10) Fill in the gaps with the correct particle. 1 Let’s go and check......that new restaurant on the high street. 2 Sam checked ..... and went to wait in the departure lounge. 3 Can you check....the dinner and make sure it’s not burning? 4 I’ve checked.....everything on the list so we can finish shopping now. 5 What time do we have to check.....of the hotel? Points: , 5X2 10 ^ Match to form exchanges. 1 Is there a bank near g Every hour, here? b First or second 2 I’m lost. Can you help class? c Yes. Turn left 3 It’s just in the next here. street. xhank you very 4 How often do the much. trains run? e Where are you 5 Two stamps, please. trying to go? / Points: _ \ЪМ 20 / My score: _ Ф1 100 I Can ... ' • talk and write about volunteering i • talk about public services & places in a town ' • ask for & give directions • write a quiz ’ • write an email describing a day trip • give a presentation on green transport ................................. in English Mod Staying safe ♦ Before you start... • What tourist facilities are there in your town/city? • Do you help your community? How? Look at Module 7 Find the page numbers for pictures 1 -4. ♦ Find the page numbers for • a poster □ • a dictionary entry □ L • a proverb □ Listen, read and talk about... • fears and phobias • emergencies • healthy habits • dangerous wild animals • personal safety and risk • Learn how to ... • make requests & respond on the telephone • discuss an imaginary situation Practise ... • conditionals types 0, 1, 2 & 3 • wishes • modals (present forms) • idioms related to emotions • phrasal verbs: keep • word formation: forming verbs from nouns / adjec tives • words often confused: poor/weak/low, harm / damage/ruin, customs / habi ts /manners, lead/pass/spend Write / Give ... • a summary of a text • a note apologising to a friend • a for-and-against essay • a paragraph about a wild animal • a talk on self-defence Reading & Vocabulary Reading 1 Look at the pictures. Which of them make you; • scream? • freeze? • sweat? • shake like a leaf? • run away? ► Snakes make me freeze. 2 3 5 6 Read the title and the first sentence of each paragraph of the text. What do you expect to read about? Read and check. - Read again and fill in the gaps with the phrases A-G. There is one phrase that you do not need to use. Check with your partner. Vocabulary Match the highlighted words/ phrases with their synonyms below, cause sth to start working make sb feel shy/ashamed shout laughed at sets off disappear not logical Fill in: human, fisht, public, shake, beats, scream, nervous, come. Then make sentences with the phrases. 1 .....loudly 2 .....like a leaf 3 .....emotion 4 .....system 5 .....our fears 6 heart.......faster 7 .....places 8 fears......true Find all types of phobias mentioned in the text. What are they in your language? 7 Idioms related to emotions Э Fill in: scared to death, long face, bright red, over the moon, green with envy, through the roof, butterflies in her stomach. Check in Appendix 3. 1 Samantha had.......before the first performance of the play. 2 Olga was.......when she saw the ghost. 3 Julia went......when her teacher told her off for talking. 4 Liam was........when he saw Jack’s new car - he wanted one too! 5 Susan has got a very.......today. I think she’s still upset about failing the exam. 6 Antony was........when he found out that he had won the competition. 7 David went........when he found out that his brother had taken his MP3 player without asking. 106 “Come on, get in quickly!" your friend shouts from inside the lift that should take you up to the top floor of the department store. "Errm...ril take the stairs and meet you up there!" you yell back. As the doors close, you feel very relieved. It's a long way up to the eighth floor, 1)..... If fhis sounds like you, or perhaps heights turn your legs to jelly, you scream loudly If you see even the tiniest spider in the bath or you shake like a leaf if you have to answer a question in class, you're not alone! The truth is, most of us are at least a little afraid of something - bees and wasps, for example, the dark, 2)......So fear is a basic human emotion. In fact, we actually need it to survive. Whenever we meet danger or feel unsafe, the brain reacts, instantly sending signals to activate the body's nervous system. As a result, we might shake or sweat and our heart starts beating faster in order to pump more blood to our muscles to get us ready for action, 3).... This response is called ‘fight or flight' and is only turned off when the brain gets enough information to be sure that there is no more danger. What is incredible is that all this can happen in just a few seconds! Needless to say, fear is not always a good thing! People who have a phobia such as agoraphobia (fear of being in crowded public spaces such as a busy market or a bus), claustrophobia (fear of enclosed spaces like lifts or tunnels). b Which of the emotions below is/was each person in Ex. 7a feeling? Make sentences, as in the example. sadness/depression nervousness angei happiness/joy jealousy 8 1 nervousness ► Samantha was feeling nervous. How would you be feeling if: 1 you forgot the words of a song while singing in a concert? 2 you got stuck in a lift? 3 someone told a lie about you? 4 you had to give a speech in front of the whole school? 5 you won first prize in a competition? Tell your partner. arachnophobia (fear of spiders) or even something unusual like ablutophobia (fear of washing) are extremely afraid of something. This may have developed after a very scary experience. A teenager who was bitten by a dog as a young child, for example, may now be too afraid to walk to school with his friends in case he sees a dog. This is because his brain has ‘remembered' the fear that he felt when the dog bit him, 4)......This may embarrass him. cause him to miss out on spending time with his friends or even to be teased by them. Between 5 and 10% of the population have phobias but there are ways to fight our fears. First of all, it's important to stop avoiding the scary situation. It may help to make a list of fears from the least to the most scary 5)...This will not be easy, but when we see that our worst fears didn't come true, we will realise that they are irrational and there is no real reason to be afraid. Then, we will change how we respond to them 6).... A В C D and then face them one by one. or taking exams. and eventually our fears will melt away! so now even just thinking about seeing a dog triggers the same fear reaction. but you don’t care - anything to get out of going in a lift! which will help you to find out the reason for your fear. such as running away or fighting. J Speaking 9 Read again and make notes under the headings. Use your notes to give the class a summary of the text. • what fear is • what phobias are • how to overcome phobias Writing 10 Portfolio: Write a short summary of the text. Read it to your partner. 107 Listening & Speaking 1 a Look at the poster. What is the purpose of it? When does an English person dial 999? What for? b Lift the telephone handset and dial 999. I Tell the operator which of the following emergency services you want: • fire • police • ambulance • coastguard • mountain rescue • cave rescue I Wait for the operator to connect you to the emergency service. ^ Tell the emergency service • where the trouble is • what the trouble is • where you are • the number of the phone you are using. In an emergency, з call » 999 Never make a false call. You risk the lives of others who really need help and it’s against the law. You can also be traced immediately to the phone where the call came from. 112 is used across the European Union to contact the emergency services. 1 b What emergency services do you have in your country? What number do you dial for them? Listening a Read statements 1-6. Which emergency service are they about? b сф ^ ,■ Listen and say whether statements 1 -6 are True, False or Not stated. Listen again and check. 1 There are 19 rescue centres in the UK. A True В False C Not stated 2 Most rescues take place at sea. A True В False C Not stated 3 Dave’s rescue centre responds to 24 calls each day. A True В False Most emergencies Involve swimmers. A True В False HM Coastguard has four helicopters. A True В False C Not stated C Not stated C Not stated 108 The Coastguard Rescue Service’s volunteers know a lot about the area where they live. A True В False C Not stated 3 Everyday English Telephoning & Making requests Take roles and use the language in the box and the ideas below to call the emergency services, as in the example. Asking • Can I speak to ..., please? • Could you put me through to ..., please? Responding • Just a moment, please. • Please, hold the line. • Stay on the line, please. Requesting • Would/Could you, (please),...? • Can I have ...? • Please, send help as soon as possible. • Please, come as quickly as you can. • HM Coastguard/boat sinking/ Mar Harbour • Police/car being stolen/Grange Road, Brighton • Ambulance Service/man hit by lightning/New Road, Poole ► A: Could you put me through to the Coastguard, please? B: Just a moment, please. ... Coastguard. A: There's a boat sinking in Mar Harbour. Would you, please, send help? B: Help is on the way. Stay on the line, please. Can I have your name and number? A: Certainly. It’s ..., etc. Read the following sentences from a telephone dialogue. • Which service do you require? • Ambulance, please. • Please, hold the line. • The man is lying in the road unconscious. • Just by the traffic lights. • An ambulance will be there as soon as possible. • OK, I’ll do that. What is the dialogue about? Listen, read and check. Operator; Emergency services. Which service do you require? Man; Ambulance, please. Operator; Please, hold the line. I’ll put you through. Man; Thank you. Operator; Man; Operator; Man; Operator; Man; Operator; Man; Operator; Man; Ambulance Service. What is the nature of the emergency, please? A car has just knocked a man off his motorbike. The man is lying in the road unconscious. Is anyone else hurt? No, just the rider of the motorbike. Right. Where exactly are you? Just by the traffic lights at the corner of Station Street and Baker Avenue, Newtown. OK, please, stay where you are and don’t move the man. An ambulance will be there as soon as possible. OK, I’ll do that. Thank you. Please, stay on the line. Can I have your full name and the number you are calling from, please? Of course. It’s Mike Green on 07786265413. 5 6 Read again and complete the sentences, then explain the words/phrases in bold. 1 The man is calling the....... 2 The operator connects the man with the... 3 The man has called to report that........ 4 ......is hurt. 5 The operator tells the man not....... Find sentences which mean; 1 Hold on a minute. 2 What exactly has happened? 3 Could you tell me your exact location? 7 Intonation Read the theory, then read sentences 1-4 and say which words you don’t expect to be stressed. Listen and check, then listen again and repeat. Weak forms We put emphasis on the words that are the most important for a message to be understood (usually nouns, main verbs, adjectives). These words are the stressed forms, while the ones that are less important are weak forms that are not stressed (usually articles, prepositions, auxiliary verbs, pronouns & conjunctions). Compare the examples: We had a picnic in the park, (with stressed words) We had a picnic in the park, (with no stressed words) Can you understand the message as easily when there are no stressed words? 1 The sea was so rough that day that many boats got into trouble. 2 When the man set out to climb the mountain, he had no idea that the weather would change so fast. 3 It was Jane who left last. 4 There is a man lying in the road unconscious. Say it right 8 Choose the correct response to the statements. Listen and check. Listen again and repeat. 1 You look scared. What’s the matter? 2 You should face your fear. 3 Did you call the police? 4 Can I speak to John, please? 5 Is that 2630846? a Yes, they’re on their way. b Yes, you’re right, c Sure. Just a moment, d No, sorry. You’ve got the wrong number, e I just saw a spider. Speaking 9 You see a house on fire. Call the emergency services and ask for the fire service. Report the emergency. Your partner is the operator. Use the dialogue in Ex. 4 as a model. Record yourselves. Then take roles and read out the dialogue. 10 Think of ten phrases you have learnt in this lesson. Make sentences using them. Grammar in Use 1 Conditionals Grammar Reference (Types 0, 1, 2, 3) 3 Read the sentences (1-4) and match them with the descriptions below (A-D). Say the sentences in your language. A an imaginary situation in the present/future В an impossible situation in or regret about the past C a real possibility in the present/future D a general truth or fact *'1Я If animals don’t drink water, they die. If we all plant trees, forests won’t disappear. 3 Use if or unless to make sentences, as in the example. Compare with your partner. 1 2 3 4 5 6 7 people/enjoy their jobs it/not rain/tomorrow he/study hard you/drive more carefully you/mix red and white you/go to the chemist’s I/see Jane Л 8 you/hurry a not pass the exams D b have an accident L' c be late for school d buy me some aspirin? e go on a picnic f work better g give her your message h get pink If we all used bicycles, there wouldn't be so much pollution. If all governments had banned hunting, the tiger wouldn’t have become an endangered species. b Complete the table with: past simple, present simple, past participle. Type Conditional Clause Main Clause 'N 0 lf + present simple ' 1 If + present simple, future simple i 2 If + would + bare infinitive ; 3 If + past perfect. would + have + ^ 2 no Discuss how these sentences differ in meaning. Check in the Grammar Reference section. If you stop eating so much junk food, you’ll lose weight. Unless you stop eating so much junk food, you won’t lose weight. If people enjoy their Jobs, they work better. I Complete the sentences. Which I type of conditional is each one? 1 Plants die if you ........ (not water) them. 2 If I see Tim, I.....(invite) him to the party. 3 If you...... (ask) me, I would have helped you with the gardening. 4 If you finish your homework, we ..........(go) out. 5 If I were you, I ...... (clean) the oven before you use it. 6 If I had known it was your birthday, I......(buy) you a present. 7 If you .... (exercise) more, you would be a lot healthier. 8 If you ..... (study) hard, you will get good grades. 9 If he......(come) to the party, he would have had a great time. 10 If I......(arrive) home earlier, I would have time to cook. 5 6 Put the verbs in brackets into the correct tense. 1 I broke my leg so I can’t play football. If I.....(break) my leg, I.......(play). 2 Dad had a car accident because the roads were slippery. if the roads...... (not/be) that slippery, Dad ......(have) a car accident. 3 Unless you.......(use) the proper equipment, you.......(hurt) yourself. I know. I always wear a helmet and pads. 4 What ....... (you/do) if you saw an injured man on the pavement? I......(help) him. 5 That was a great lunch. I’ll go swimming now. If I.....(be) you, I.......(wait) an hour. 6 Unless you.......(wear) warmer clothes, you ......(catch) a cold. Write true answers to the questions in full sentences. Compare with your partner. 1 What colour do you get when you mix blue and red? ► If you mix blue and red ... 2 What will you do if it rains this weekend? 3 If you had to go and live on a desert island and could only take three things with you, what would you take? 4 If you had been born two hundred years ago, what would your life have been like so far? 5 If you had woken up late this morning, what would have happened? Wishes Grammar Reference 7 Q yi Discuss the questions in pairs. 8 What would you do if you: noticed someone following you? spilt coffee all over someone? locked yourself out of your house? saw someone cheating in an exam? found a huge spider in your bedroom? What would have happened if: you hadn’t done your homework for today? you had gone to bed really late last night? you had been born in another country? you had found some money in the street this morning? Complete the sentences with your own ideas. Compare with your partner. 1 If I hadn’t gone out last night,... 2 If you didn’t watch so much TV,... 3 If plants aren’t watered,... 4 If I hadn’t set my alarm clock,... 5 If you help me with my project,... 9 ct Read the sentences. Which is: a wish for the present? a regret for the past? • I wish I wasn’t afraid of heights. • If only I hadn’t argued v^'th Julie. b Complete the table. I wish/lf only +.....tense, (wish for the present) I wish/lf only +.....tense, (regret for the past) 9 ^ Q Tom is upset. Read his thoughts and write about his wishes and regrets. 1 I don’t have a car. 2 I can’t find a good job. r 3 I didn’t do well in the Maths test. 4 My friends are angry at me 5 I didn’t manage to get tickets for the match on Saturday, j ► / wish I had a car. 11 Write sentences, as in the example. I cut my finger. I should have been more careful using the knife. I can’t climb the mountain because I’m afraid of heights. I’ve got sunburn. I shouldn’t have stayed in the sun for so long. I can’t play outside because I’m ill. didn’t look where I was going and I bumped my head. 1 I wish ► / had been more careful usins the knife. If ► / had been more careful using the knife, I wouldn’t have cut my finger. 12 Write three things you wish for the present and two things you regret doing. Tell your partner. Ill 1 Vocabulary & Speaking Habits How can we stay healthy? How healthy do you think you are? Do the quiz to check. Do you agree with the score? Do you have 9 You’re starving! What do you have as a snack? a an apple and a glass of milk b nothing — I’ll wait until dinner c a bag of crisps, some biscuits and a fizzy drink You’ve got an important Maths test! What do you have for breakfast? a cereal with milk and a glass of orange juice so I can concentrate well in the test b a cereal bar to eat on the way — that way, I have time for some last-minute revision c nothing You’re feeling a bit tired but you haven’t done any exercise for a few days. What will you do? a join in a game of football in the park for half an hour b relax tonight and go to the gym tomorrow c relax on the sofa and watch TV 4 There’s a good film on TV later, but you have to get up early tomorrow. What do you do? a record the film and go to bed b stay up to watch the film c watch the film, then check my emails 5 You’ve had a terrible day. How will you let off steam? a play tennis with a friend, then talk through my problems b sit in front of the TV and try to forget c cry all night Your score Mostly As- Well done! You know how you need to live to stay healthy. Keep it up but don’t forget to treat yourself once in a while, loo! The key is to have a balanced life. Mostly Bs; Good nutrition, exercise and plenty of rest and sleep is needed for good health. Make some small changes and you'll feel a lot healthier! Mostly Cs; You have terrible habits! Stressing out. eating badly and not sleeping enough is a recipe lor disaster! Make some changes! ------------- 2 Discuss your answers to the quiz in pairs. Decide: 1 which questions relate to: food/ drink? exercise? state of mind? 2 which areas you are doing best in and in which area(s) you need to make improvements. 3 what you could do to be healthier e.g. drink fewer fizzy drinks, walk to school instead of taking the bus, do morning exercises, join a gym. ► A: I don’t exercise regularly. B: If I were you, I’d join a gym. A: I guess you’re right. 3 Food & Health Fill in: starving, treat, nutritious, home-made, dessert, roast, tasty, thirsty, snacks, slice. 1 Mmmm! This soup is very........ 2 Can I have a glass of water? I’m quite..... 3 Would you like a......of chocolate cake for.......? 4 Fruit and vegetables are very....They are full of vitamins. 5 I always eat out. I miss eating....food. 6 Let’s eat out at a restaurant tonight. It’s my.... 7 Crisps and popcorn are popular children’s...... 8 What’s for dinner? I’m....... 9 I will have the.....beef with steamed vegetables. Match the words to make collocations. Then make sentences, as in the example. 1 lose/put on a a sports team/a gym 2 cut down on/give up b a sport/an activity 3 take up c a diet 4 join d junk/fatty foods, fizzy drinks 5 go on e weight 112 ► She decided to go on a diet to lose weight. 5 Choose the correct word. Check in your dictionaries. 7 8 9 10 Active kids burn/destroy more calories, so they need to eat more. Fruit must be part/section of a healthy diet. Meat, poultry and fish are rich/full in iron. Control/Check your weight once a month. АЛаке sure you bite/chew your food slowly before you swallow/ sip it. Calcium makes/builds strong bones so make sure dairy products/produce are part of your daily diet/food. To do this exercise, raise/rise your arms up over your head. Regular physical/body activity is just as important as a healthy diet/eating habits. АЛаке sure you follow/stay to a diet that works/does for you. Fruit, vegetables and grains are full/rich in vitamins and short/low in fat. 7 Modals (present forms) Grammar Reference 6 Read the sentences. Which modals: give permission? express obligation? express lack of necessity? express prohibition? give advice? express possibility? N At the sports centre... You have to/must/need to wear trainers on the indoor tennis courts and football pitches, (it’s necessary/it’s the rule) You don’t have to/don’t need to/needn’t be a member of the sports centre to use the swimming pool, (it’s not necessary) Members may/can use all of the sports club’s facilities. (it’s allowed) Children mustn’t/can’t use the swimming pool without being accompanied by an adult, (it’s not allowed) The centre might/may/could be closed to the public on competition days, (it’s possible) You should/ought to lock your valuables in a locker to keep them safe, (it’s the best thing) b Choose the correct words, giving reasons. 1 You mustn’t/needn’t dive into the shallow end of a pool. 2 Must/Can we play football in this park? 3 You may/must drink plenty of water to stay healthy. 4 You mustn’t/don’t have to be a member to use the gym. 5 Do you must/need to ask your mum if you have to/can go to the match? 6 It’s getting late; I ought to/may go to bed. 7 I’m going to try this new diet; it might/can work. 8 You don’t have to/shouldn’t miss meals. 8 Английский ялик ^ кл. 8 __ _ Use appropriate modal verbs to ask and answer questions. 1 Ask your partner’s permission to borrow his bike. Your partner refuses. ► A: Can I borrow your bike, please? B: Sorry, but I'm afraid I have to use it this afternoon. 2 Ask the secretary at your local sports centre if you need any special equipment for the gymnastics class. The secretary tells you that everything is supplied. 3 Ask your teacher’s permission to leave class early today. Your teacher agrees. 4 Ask your friend if he/she thinks it’s possible that the new ice-skating rink will open next weekend. Your friend isn’t sure. йф You are interested in taking a course of hourly first aid lessons at your local community centre. Your parents can pay £5 per hour. You are free ail day on Sundays and from 5 pm to 7 pm on Mondays to Fridays. Before making a dedsion, ask the course organiser about: • what first aid techniques are taught • what days and times the course operates • how much an hour’s lesson costs and if there are any discounts. Your partner is the course organiser and uses the card to answer your questions. • how to treat burns, scalds and cuts - life-saving skills (CPR and rescue breathing) • 4 pm to 6 pm Wednesdays and Fridays- 10 am to4 pm Saturdays • £6 per hour - £4.50 per hour for bookings of at least 5 lessons Act out your dialogue. Remember to: be active and polite, ask the questions and find out all the information you need before you decide if you will join the club. 113 1 For-and-against essays a Read the theory. For-and-against essays discuss the pros and cons a specific topic. They are written in a formal style. In the introduction we present the topic without giving your opinion. In the main body paragraphs we present the points for and against in separate paragraphs. We support our arguments with justifications and examples. We start each paragraph with a topic sentence that introduces the main idea of the paragraph. We support the topic sentence with examples and justifications. In the conclusion we write a balanced summary of points of the main topic and give our opinion. Appropriate linkers are used to connect similar ideas and introduce opposing ideas. b Read the rubric and answer the questions. Violent computer games are hugely popular with children but many parents would like to see them banned. Your teacher has asked you to write an essay discussing the pros and cons of banning video games. 1 What do you have to write? 2 Who are you writing for? 3 What style should you use? 4 How many paragraphs should you write? 2 3 In pairs, try to think of two arguments for banning violent computer games and two against it e.g. for: someone who sees violence in games all the time might become violent themselves. Read the essay and check if any of your ideas were mentioned. Which paragraph (1-4) contains; • the reasons ‘for’ with justifications/examples? • the writer’s opinion? • the reasons ‘against’ vdth justifications/examples? • a clear presentation of the topic? violence and crime as A recent survey found that 80% of computer games played by youngsters have some violence in them. Should violent video l| games be banned to avoid any harmful influences on children? There are some advantages to banning violent computer games. To start with, they promote entertainment, making them seem glamorous and acceptable. Consequently, children may think it is alright to be aggressive in real life. Also, game heroes are often invincible and children sometimes confuse fantasy and reality. As a result, they may not understand that real violence has real consequences. On the other hand, there are some arguments against banning violent video games. Firstly, they are an outlet for children to let off steam. Fighting the bad guys in a game can release tension and may make children calmer and less aggressive in real life. Secondly, playing video games can build different skills. Shooting games, for example, help children develop co-ordination skills. All in all, there are arguments both for and against the banning of violent video games. I strongly believe it should be up to individual parents to decide what games their children play and therefore they should not be banned. 5 Topic/Supporting sentences Find the topic sentences in each main body paragraph. Which sentences support them? Which are: justifications? examples? a Which of the highlighted words/phrases in the text do the following: 114 introduce points? list/add points? show contrast? introduce examples/justifications?j conclude? b Replace each of the words/phrases with one of the phrases from the list below. • In conclusion • For this reason • Moreover • In addition • for instance • Because of this • However • To begin with • In the first place 6 7 8 9 Underline the correct linking words/phrases. 1 One point in favour of/AAany people suggest that banning violent TV programmes is that viev^ers may begin to identify v^th the aggressive characters. Consequently/On the other hand, they may become violent themselves. 2 Furthermore,/Many people are against if young people travel in groups at night, they will be a lot safer. As a result/However, fewer youngsters will become victims of street crime. 3 Some people believe that/One reason why motorcycles should be banned from motorways is that they are too dangerous. In particular/For example, the number of deaths due to motorcycle accidents is extremely high. Read the sentences (1-3) and underline the phrases that are used to express an opinion. Which phrase is used to give the writer’s opinion in the essay in Ex, 2? What is the writer’s opinion? Do you agree? 1 I strongly believe that it would be better if schools ran courses on self-defence. 2 I am totally opposed to installing CCTV cameras in every school and workplace. 3 I am very much in support of banning smoking in all public places. Writing (a for-and-against essay) Read the rubric and underline the key words. What do you have to write and in what style? What are the two sides of the argument? Your school newspaper has asked for essays discussing the arguments for and against banning violent sports. Write your essay (120-180 words). Listening for ideas Э 4r’ Listen to David and Anna giving their opinion about the proposal. Who is for and who is asainst it? David Anna b What reasons do David and Anna give to support their point of view? Listen again and complete the table. arguments ‘for’ justifications/examples • Some sports are simply an excuse for 1) • People who take part in violent sports risk 2) or death. • There is enough violence in our world, without sportsmen getting hurt on TV. • Many young 3) are seriously injured every year. arguments ‘against’ justifications/examples • Violent sports can be a 4) way to relax and let off steam. • Instead of banning violent sports, improve 6) • General 5) in society will be reduced. • Injuries will be reduced. 10 Use the table in Ex. 9b and the plan below to write your essay (120-180 words). Make sure you start each main body paragraph with a topic sentence. Plan Introduction Para 1 present the topic (without giving opinion) Main body Para 2 arguments ‘for’ with justifications/ examples Para 3 arguments ‘against’ with justifications/ examples Conclusion Para 4 summarise the main arguments and give your personal opinion 115 English in Use 1 2 Phrasal verbs: keep Fill in: back, out of, up with, on, off. Check in Appendix 1. 1 Please keep the dog......the kitchen - it’s not hygienic to have him in there, (prevent from entering) 2 Keep.......! The burning building is about to collapse! (don’t go near) 3 Martha and Kate kept......whispering, even after I had told them to stop, (continued) 4 Jody was finding it very difficult to keep .........her schoolwork. (stay on schedule) 5 The sign says ‘keep......the grass’, (don’t walk on) Word formation Read the theory, then complete the gaps (1-5) with the correct words derived from the words in brackets. Forming verbs from nouns or adjectives We use the prefix en- or the suffix -en to form verbs meaning ‘make’ from nouns or adjectives: targe - enlarge, dark - darken, able - enable, wide - widen > Before installing or replacing a light bulb, 1)......(sure) that the light switch is turned OFF. STOP AND TAKE A BREAK. ' DRIVING WHILE TIRED 2) (clanger) LIVES! A Stitch in TIME 14 High Street, Bingham Need a pair of trousers to be 3)......(short) or a skirt to be 4)......(length)? We do all kinds of clothing alterations. new study shows smoking 5)...(weak) THE HEART 116 Which text would you see: • in the headlines of a newspaper? • on the back of a product’s packaging? • on a motorway/busy road? • in the adverts section of a newspaper? 3 Dependent prepositions Fill in: from, to, in. Check in Appendix 2. 1 Obesity can lead......heart disease. 2 Eat foods rich in vitamin C to protect yourself .........coughs and colds. 3 Simon is allergic.....bee stings. 4 Exercise regularly to stay....good shape. 5 Ben is still recovering....his nasty fall. 5 Words often confused Choose the correct words. Check in the Word List. Make sentences with the other words. 1 My brother has a poor/weak/low diet. All he eats is bread and potatoes. 2 ‘Don’t harm/damage/ruin the spider, Frank. Just put it outside.’ 3 We should all improve our eating customs/ habits/manners. 4 John leads/passes/spends a very busy life. Grammar revision ■ Read the text and fill in the gaps (1-7) with the correct verb forms. Sarah stood at the end of the high wooden bridge, 1)..........like a leaf. 'Oh, if only 1 2)............ afraid of heights!' she thought. 'What shall I do? I can't cross the bridge!' Suddenly, Sarah realised that all her friends 3)......... the bridge and were already out of sight. 'Oh no!' she thought. 'If I don't catch up quickly, the others 4)........ me behind and it's already getting dark!' W'ith this thought, she twk a deep breath, held onto the side of the bridge tightly, 5)......... her eyes and walked quickly over the bridge. At the other end, Sarah's friend Eddie 6)........ for her. 'I came back to see where you were', he said. Sarah smiled to herself. It was only a start, but if she could cross such a high bridge, one day soon she 7).........totally overcome her fear! SHAKE NOT BE CROSS LEAVE CLOSE WAIT BE ABLE TO I __________/ LTURE CORNER 1 The USA’S Dangerous WUd Animals Over a million alligators live in slow-moving rivers, lakes, marshes and swamps in the southern states of Florida, Louisiana, Texas and Georgia. They are usually 3 to 5 metres long and eat almost anything, swallowing it whole. They often hide motionless, usually waiting to snatch their prey and drag it under the water. Never try to feed alligators or walk too close to the edge of the water. You don’t want to become an alligator’s next meal! Fascinating fact: Alligators have about 80 teeth which are replaced continuously. Throughout their lifetime they go through at least 2,000 of them! 1 2 3 Grizzly bears live alongside streams, lakes and rivers in Alaska and northwestern states such as Idaho, Montana, Washington and Wyoming. Although sightings are not very common, these huge animals are the most dangerous of all bears and _________ can easily kill or seriously injure humans. They can be unpredictable and ferocious, especially when they are hungry, injured or with their cubs. So, if a bear approaches you. don’t mn and if you are attacked, lie face down and play dead! Fascinating fact: Grizzlies can run much faster than humans and even climb trees! Look at the animals in the pictures. What do you know about them? Why are they dangerous? Listen and read to find out. Read again. Which animal: 1 often steals food from people? 2 isn’t seen very often? 3 can kill soon after birth? 4 is more dangerous at certain times? 5 usually eats its food in one piece? Explain the words in bold. Check in the Word List. Make notes about each animal under the headings below. Choose one animal and use your notes to tell the class about it. • where it lives • how it can be dangerous • how you can protect yourself I Rattlesnakes live mostly in the southwestern states, such as California and Arizona and are the most common type of poisonous snake in the country. There are 16 different species, but they all have one thing in common - a rattle on their tail that is used to warn other creatures (and people!) to stay away. A rattlesnake bite is very painful and the venom can be fatal. So, when you are walking in an area where there could be snakes, watch where you step. If you know there are rattlesnakes around, wear strong leather boots! Fascinating fact: Baby rattlesnakes are able to attack prey minutes after they are bom! ® Raccoons might look cute and cuddly, but they can actually carry many diseases, including rabies, a deadly virus. They are often found in attics or garages, or searching for food in rubbish bins, which they can open with their paws. If you see a raccoon don’t touch it. If you are ever scratched by one, wash the scratch well and see a doctor immediately. Read the table. What are the verbs in bold in your language? Try to add more animals to the categories. Check with your partner. 1 mosquitoes, ants, dogs bite 2 cats, parrots, rabbits scratch 3 scorpions, wasps, jellyfish sting 4 horses, donkeys, bulls kick 5 snakes, camels, llamas spit 5 Do some research and write notes using the headings in Ex. 3 about a wild animal in your country. Write a paragraph about it. Present it to the class. 117 1 Personal safety & risk Read the situations (1-4). What do you think self-defence is? Read the definition to check. PROTECT You are waiting for a lift, but when it arrives and the doors open, you see that it is empty apart from a man standing in the corner. He makes you feel uneasy. What would you do? A trust your bad feeling and not get in В get in anyway C something else The school bullies start shouting insulting comments at you on your way home from school. What would you do? A shout insulting comments back В say nothing and walk away C something else 3 You have just left the school library and it’s starting to get dark. Your dad is at work so he can’t pick you up. What would you do? A take the short cut across the park - you’re tired and want to get home quickly В catch the bus, sit at the back and fall asleep C something else 4 You are walking back from your friend's house one day when a mugger suddenly tries to snatch your bag. What would you do? A let him take your bag immediately В hold onto your bag tightly, then run away if you can C something else 2 3 self-defence /.self diTeas/ (n) the action of protecting yourself against something bad Now imagine you are in each situation. What would you do in each? Discuss in pairs, then report back to the class. A: What would you do in the first situation? B: Welt, if the man in the lift made me feet uneasy, I wouldn’t set in. A: Yeah, me too. It’s too risky, etc. Look at the title of the text, the photograph and headings 1-4 in Ex. 3b. What is the text about? Read through and check. 118 л г 0First things first, ALWAYS trust your instincts! Let's say you are walking your dog 1).......a lonely road one evening and you suddenly get the feeling that you are being watched. Well, that could be your intuition 2)...you that it would be a good idea to get 3)......a busier road as quickly as possible. Also, if you ever do find yourself in a threatening situation, don't do anything that could 4).....the situation worse, if a mugger tries to snatch your bag in the street, for example, give it to him immediately without putting up a fight. If you try to fight or run, the attacker could become violent and you could end 5).......... getting hurt. In the same 6)......., if a stranger in the street or even someone you know says something insulting to you, don't say something rude back. Just walk away calmly without getting into fight. Basically, don't take risks! [^Avoid a possible attack before it happens by using your common sense! This means always walking in well-lit, busy 7)....... never taking short cuts through lonely streets, making sure friends and family know where you are and when you will be back and always having your mobile phone with you. Also, don't forget to walk fast and confidently, because attackers usually 8)....... vulnerable targets. Lastly, whenever possible, don't go out alone at night, and if you ever have to travel alone on public transport, always sit near the driver - and stay awake. r^lf you ever do get attacked, don't think that you can just beat your attacker with an expert karate kick like the ones you've seen in the movies, poke him or her in the eyes with your keys and run 9).....! An attacker will usually be ready because they will expect you to do these things. The only answer, then, is to take a self-defence class. A good self-defence instructor will teach you special techniques such as how to surprise your attacker. You will also have time to practise your moves so that you won't panic 10).....an attack — you will know exactly what to do! So, contact your police station or local community centre to find out where you can take a class. 1 A apart В away C aside D along 2 A saying В speaking C telling D talking 3 A orito В back C across D down 4 A make в do C change D turn 5 A for в to C by D up 6 A manner в way C style D mode 7 A regions в areas C parts D departments 8 A look for в watch out C look to D find out 9 A around в up C away D forwarti 10 A during в while C through D across b Match the paragraphs to the headings. There is one heading that does not match. 1 Take a self-defence class 2 Feel safe 3 Use your head 4 Reduce the risks Read again and choose the correct word (A, B, C or D) for each gap. What is the author’s purpose? Explain the words in bold. Check in the Word List. Use five of them in sentences of your own. 5 6 'ч,' Listen and read to make a list of things you should and shouldn’t do to protect yourself. Imagine you are a police officer giving a talk about self-defence to some students. Use your list to help you give your talk. Record yourself. You should... You shouldn’t... trust your instincts do anything to make a situation worse Discuss the following proverb. 7 1 Words ol Wisdom “One pound of learning requires ten pounds of common sense to apply it.” Persian proverb 119 Progress Check 1 2 Fill in: freeze, embarrassment, jealous, crowds, cut down on, rich, starving, thirsty, put on, home-made. 1 I’m always......after football practice so I often buy a snack on my way home. 2 AAatt is really...of his friend Harry’s new mobile phone. 3 That cafe serves delicious....... soup and bread rolls at lunchtime. 4 You should.......fatty foods if you want to lose weight. 5 Ann doesn’t go to busy markets because she can’t stand being in........ 6 Sam has.......a lot of weight since he started his new office job. 7 I......every time I see a spider - I’m so afraid of them! 8 Did you bring any water? I’m so........I 9 A lot of fruit and vegetables are......in vitamin C. 10 John went bright red vrith........when he tripped over on the stage. ( Points: _ 1^10X2 20 Put the verbs in brackets into the correct tense. 1 If you stop eating so much junk food, you........ (lose) weight. 2 I wish I......(not be) so afraid of the dark. 3 If you........(play) a team sport, you would be a lot fitter and healthier. 4 Unless it stops snowing, I ....... (not go out) today. 5 If I.....(go) to bed earlier last night, I wouldn’t have felt so tired this morning. 6 If you......(mix) blue and yellow, you get green. 7 If we all ....... (use) public transport more instead of cars, pollution will be reduced. 8 If only 1.....(not get) angry at Tim today. 9 If I wasn’t on a diet, I....(order) a dessert. 10 If Katy had worn a helmet, she..........(not hurt) her head when she fell off her bike. Points: ___ 10X2 20 3 Choose the correct modals. 1 You shouldn’t/needn’t run if a grizzly bear approaches you. 2 Taking up a new sport must/might be a good way for you to lose weight. 3 I mustn’t/don’t have to go to school tomorrow; it’s Saturday. 4 You don’t have to/mustn’t drive while tired. 5 You must/might see a doctor immediately if a raccoon scratches you. / pQjp^j. \ 5X4 ' ЙГ j ^ Fill in the gaps with the correct phrasal verb. 1 “Please keep......the grass!” the gardener said to the children in the park. 2 The baby kept....... crying, even after he had been fed. 3 Sometimes, Josh finds it difficult to keep.... the other students in his class. 4 Mum is always telling us to keep the cat...... the kitchen. 5 ‘Keep......from the fire!’ the police shouted at the crowd. /Points: _ \ 5X4 20 ^ Match to form exchanges. 1 Could you put me through to the police, please? 2 Can I have your name and number? 3 Which service do you require? 4 What’s the nature of the emergency? 5 I’ll put you through. I Can ... a Certainly. It’s John Banks on 8475643. b Coastguard, please, c Please, hold the line. d Thank you very much. e A car has knocked a man off his bike. ( Points: _ \5X4 20 My score: ____ 100 • talk and write about fears and phobia • make an emergency call • use conditionals and express wishes and regrets • talk about health and fitness • write a for-and-against essay • give a talk about self-defence 120 ... in English Challenges ♦ Before you start... • What are you afraid of? Do you think it’s a phobia? • Do you have a healthy lifestyle? Why (not)? Look at Module 8 Find the page numbers for pictures 1-4. ♦ Find the page numbers for • a text message П • an application form □ L • a motto □ Listen, read and talk about... • overcoming difficulties/injuries • taking risks • survival • Helen Keller • Antarctica Learn how to... • talk about injuries • seek approval and express doubt • give a talk Practise ... • reported speech (statements, orders, questions) • reporting verbs • some/any/every/no & compounds • question tags • idioms related to animals • phrasal verbs: carry • \word formation: revision • words often confused: injured/harmed, ^ain/win, suitably/properly, lose/miss, recover/rescue, avoid/prevent, instead of/besides, make/do, inspiring/promising, disability/inability Write / Give... • an email using reported speech • a talk on surviving in the jungle • a letter of application • a short biography of an inspiring person • a presentation on Antarctica Reading Look at the pictures and read the title and the introduction to the texts. What do you know about these people? What challenges do you think each person faced? Listen and read to find out. Read again and mark the sentences 1-9 T (True), F (False) or NS (Not stated). Correct the false sentences. Bethany was a professional surfer by 2003. Bethany didn’t see the shark before it attacked her. People were surprised when Bethany started surfing again soon after her accident. Bethany doesn’t worry about sharks any more. Bethany never questions why she lost her arm. Tom can’t move his arms or legs. Tom’s dad has always loved film making. Tom’s dad controls the camera for him. Tom believes that his disability gives him an advantage when filming. Vocabulary 3 a Match the highlighted words/phrases to their meanings. • encouragement • concentrate on • frightening them away • give up • soon • appear • v/ithout moving at all • huge • understood • face • place firmly b Explain the words in bold. Use the words in sentences of your own. ► She left the room, slammins the door furiously behind her. Fill in: total, positive, seriously, win, face, experience, feel, terrifying, brain, survive. 1 6 to... 2 to a 7 .. bruised competition 8 to .. sorry for sb 3 miracle 9 .. damage 4 5 experience attitude 10 to... 122 Make sentences about each person using the completed phrases. Bethany Hamilton and Tom Conaway both found themselves facing extremely difficult challenges - but they refused to give up... Eighteen-year-old Bethany Hamilton paddles furiously into the gigantic wave. As she feels the back of the board lift, she leans forward, then quickly pushes herself up, plants her feet on her board and carefully rides the wave as it moves quickly towards the beach. All this is nothing unusual for a champion surfer, but for Bethany it is a total miracle! In 2003, Bethany had already won several competitions and had plans to become a professional surfer. Then, one sunny October morning, she was surfing with her friends on a beach near Kauai, Hawaii. Suddenly, a four-metre-long tiger shark attacked her, ripping off her arm. Most people would have become very depressed after such a tragedy, but Bethany amazed everyone. They couldn’t believe their eyes when they saw her getting back on her surfboard only three weeks after her terrifying experience. This was not easy, though. Apart from the difficulties of learning to surf with just one arm, she also had to face her fear of getting attacked by a shark again. ‘It's always in my mind,' she says, ‘and it always will be, but I've got to keep my mind on having fun, and just surfing.’ Bethany is not only a champion surfer, but her positive attitude is also an inspiration to many. She has even been to Thailand to help children who experienced the 2004 tsunami disaster with their fear of water. Sometimes, Bethany asks herself 'Why me?' but then she thinks of how her experience has helped her be a better person. Bethany's motto is 'Me quit? Never!' В It's five thirty in the morning and fifteen-year-old Tom Conaway is sitting perfectly still in the wetlands of California waiting for some wildlife to come into sight. Before long, thousands of birds are squawking noisily and Tom is lucky enough to be able to film them up close in their natural habitat. But what makes Tom different from any other wannabe film-maker? When Tom Conaway was only four years old. the car that he was travelling in rolled down a mountain. He was thrown out of the window and his spine was seriously bruised. Since then, his brain hasn’t been able to send messages to parts of his body to tell them to move. But Tom doesn't waste any time feeling sorry for himself. Til be in a wheelchair the rest of my life,’ he says, ‘but I consider myself lucky. Really. I mean, I sun/ived a horrible accident with no brain damage at all.' One afternoon, about two years after the accident, Tom’s dad realised that filming was a hobby that the two of them could easily share. So, Doug Conaway strapped a camera to Tom’s chair so that he could film his brother’s football games. Now. Tom either uses a ‘helmet camera’ to film, or his dad sets up a camera on a tripod and Tom controls it by wireless remote control while watching the camera view on the screen of a DVD player on his knee. Tom even sees his disability as a secret power when he is filming. The fact that it’s so ‘easy’ for him to sit still means that he can film animals without scaring them off! Tom’s positive attitude is amazing. ‘Everyone has bumps in the road that they have to deal with,’ he says. ‘That’s all being in a wheelchair is for me: just a little bump in the road.’ 5 Find opposites for these words/phrases. Text A Text В 1 slowly (para 1) 1 moving (para 1) 2 ordinary (para 1) 2 quietly (para 1) 3 amateur (para 2) 3 artificial (para 1) 4 happy (para 3) 4 from a distance 5 negative (para 4) (para 1) 6 Parts of the body - Injuries List all the parts of the body mentioned in the texts. Then add as many as you can in a minute. Categorise the words under the headings: Face Body ► eyebrows forehead arm finger 7 3 Find the odd word out. Check in your dictionaries. scratch your face!leg/hand break your arm/eye/knee/ankle bruise your eye/spine/eyebrow/cheek sprain your ankle/wrist/ear/finger burn your hand/teeth/tongue/face cut your spine/finger/leg/lip bump your head/shoulder/knee/tongue b Discuss using the phrases, as in the example. 8 • scratch leg/climbing tree • burn hand/cook dinner • sprain ankle/trip on step • cut finger/chop vegetables A: Have you ever scratched your leg? B: Yes, I have. A: How did it happen? 8: t was climbing up a tree. Speaking & Writing Imagine you are either Bethany or Tom. Your partner is a radio interviewer. Prepare questions and act out your interview. Record yourselves. 9 Now that you have read about Bethany and Tom, will you change the way you see the challenges in your own life? In five minutes, write a few sentences about this. Discuss your ideas with your partner. 123 Listening & Speaking 1 2 Takins risks Э Look at the activities in the pictures. What do they all have in common? Why? b Choose one of the activities and imagine you are doing it. What can you see, hear, feel, smell? How do you feel: excited, scared, thrilled, terrified? Tell your partner. I'm skiins in the mountains. The air smells clean and fresh. I feel excited. Everyday English Seeking approval Use the language in the table and the ideas below to make exchanges, as in the example. 3 Read the first two exchanges in the dialogue. How do you think Brian got his black eye? 's,Listen, read and check. Seeking approval • I’m thinking of.... What do you think?/Do you think it’s a good idea? • What do you think about...? Do you think I should? Approving Yes, definitely! Sure, go for it! I think it’s a great idea! If I were you, I would. Why not? Expressing doubt/disapprovai • If I were you, I wouldn’t.... • I would think twice about doing that./I’m not sure that’s a good idea. Hmm ... I don’t know. • speaking to someone you don’t know at a party • getting a new haircut/outfit • trying some food you’ve never tried before • taking up a new hobby • getting a part-time/summer job • learning a foreign language A: I’m thinkins of goins to speak to that girl over there. Do you think I should? B: Sure, go for it. etc. Tom: Brian: Tom: Brian: Tom: Brian: Tom: Brian: Tom: Brian: Tom: Brian: Tom: Brian! How did you get that black eye? Oh, it was something silly, really. Oh, dear! What happened? Well... remember I told you that I wanted to try an extreme sport? Yeah, of course I remember. Well, I finally decided to have a kitesurfing lesson! Kitesurfing! Isn’t that really risky? It is a bit but it was fantastic. Actually, I’m thinking of joining the kitesurfing club. What do you think? I wouldn’t if I were you! You got a black eye, so it’s obviously dangerous! You should stick to a safer sport if you ask me! Oh, no! I didn’t get my black eye from kitesurfing. My friend Paul accidentally hit me in the eye with his bag on the way home. Oh, I see. What do you think about coming with me next time I go? It’s great fun! Hmm ... I don’t know. Read again and match the highlighted words/ phrases to their meanings: clearly, stay with, not on purpose. Use each in an example of your own, then read out the dialogue in pairs. 124 5 Portfolio: Imagine that you go to school with scratches on your face. Your partner asks what has happened. Act out your dialogue. Use the dialogue in Ex. 3 as a model. Record yourselves. 8 Your partner has just spent the weekend doing an extreme sport. Ask him/her questions about it. Use What...?, Who...?, How...?, Where...?, When...?. Pay attention to the intonation. Say it right 6 Choose the correct response to the statements. 4^' Listen and check. Listen again and repeat. A: So, what did you do at the weekend? B: I went rock climbing. A: How excitins'. Who did you so with? etc. Get well soon! You’re looking under the weather. Ouch! That hurt! My arm’s a lot better now. Have you done something to your leg? 9 Listening йф Listen to some teenagers talking about some risks they have taken. Match each speaker to the statements below. Listen again and check. What risk did each person take? Yes, it really hurts. What happened? Thanks a lot! Actually, I’m not feeling very well at all. Oh, that’s good. Intonation The speaker isn’t usually a risk-taker. The speaker was persuaded to do something by others. The speaker wishes they hadn’t done something. The speaker decided not to do something in the end. The speaker enjoyed something more than they expected to. 7 Listen and underline the stressed words. Listen again and repeat. 1 A: Where are you from? B: I’m from Russia. Speaker 1 2 3 4 5 Statement A; What do you do? B: I’m a student. 10 A: When did you start ice climbing? B: I started three years ago. Think of ten phrases you have learnt in this lesson. Make sentences using them. Tell your partner. 125 Grammar in Use Reported speech Direct speech^ 1 ,^Well, you'll just hav^ to be a little patient! Reported speech j--------- - Did you hear atxaut the man who told his doctor that he was shrinking? - No. What did the doctor tell him to do? - He said that he would just have to be a little patient! a Read the cartoon and the joke. Which shows: the actual words the people said? the exact meaning of what the people said, but not their actual words? b Read the table below and fill in the gaps, then answer the questions. Direct speech Reported speech Present simple Past simple “I’m cold,” said Angie. Angie said (that) she was cold. Present continuous Past continuous “I’m shrinking!” said the man. The man told the doctor (that) he Present perfect 1) “I’ve bumped my head,” Brian Past perfect told me. Brian told me (that) he had bumped Past simple his head. “1 didn’t go to the doctor Past perfect today,” he said. He said (that) he hadn’t been to the Will doctor that day. “You 2) have to be a Would little patient,” said the The doctor told him (that) he doctor. 3) have to be a little patient. Direct orders/commands Reported orders/commands “Look at these scratches on She told me to look at those my arm!” she said to me. scratches on her arm. “Don’t go out in the cold,” He told me not to go out in the he said to me. cold. 126 How do tenses change from direct to reported speech? How do pronouns change? What verbs are used to report the people’s words? Which one is used when the person spoken to is not mentioned? How do we report positive/negative commands? How does today, yesterday, these change in reported speech? How do you think tomorrow, next week, last year, this change? Check in the Grammar Reference. 2 Choose what the speaker actually said. 1 Frank told me that he couldn’t move his arm. a “I haven’t been able to move my arm." b "I can’t move my arm.’’ 2 Ben told his brother to stay in bed that day. a “Stay in bed today.” b “I stayed in bed yesterday.” 3 Tracy and Sam said they would be careful at the beach, a “They’ll be careful at the beach.” b “We’ll be careful at the beach.” 4 Tom said that he hadn’t been feeling very well the previous week. a “I haven’t been feeling very well this week.” b “I wasn’t feeling very well last week.” Fill in said or told, then report what the people said. Compare your answers with your partner. say (that) tell sb (that) say to sb 1 “This is the second time I’ve broken my wrist,” Sam ► told me. ► Sam told me that was the second time he had broken his wrist. 2 “I’ve just broken a glass.” Jack .........me. 3 “Don’t shout. I have a headache,” Jane. 4 “We’re not coming to the cinema tonight,” Ryan.......us. 5 “Tim is working today,” Brian to Joanne. 6 “I don’t know where my MP3 player is,” I.....to Greg. Work in groups of T three. Give and report orders. ► S1: Stand up, Nick. S2: What did Tina say? S3: Tina told you to stand up. 3 5 Imagine you have just received the text message below from a friend. Report the message to Mr. Davidson. •• О (>) Reporting verbs Grammar Reference Hi, it’s Tom. I can't come to music practice. I'm not feeling very well. I'm going to the doctor’s. Don’t worry. I'll be there on Friday. Please tell Mr. Davidson for me. ► Tom told me that he couldn’t.. 6 Reported questions Grammar Reference j d Read the table, then fill in the gaps in the theory with: changed, yesino, wh-. Direct speech Reported speech • “Where did the accident happen?” she asked me. • “Were you out last night?” he asked us. • She asked me where the accident had happened. • He asked us whether/ if we had been out the previous evening. I When we report a 1)........question, we use'^ if/whether. When we report a 2)........ question, we use the same question word. The word order is 3)........ b Report the questions the doctor asked his patient. 1 What is the problem? When did you start feeling ill? - Have you got a sore throat? Do you feel sick? ■ The doctor asked what the problem was. Have you taken any painkillers? 7 Read the theory. Then use the verbs in brackets to report the sentences (1-7). N We can use: • complain, explain, promise, remind + that clause, • advise, beg, warn + sb + to -inf, • agree, offer, threaten, refuse + to -inf, instead of say, tell, ask in reported speech. "I'll do it,’’ he said. He promised that he would do it. “Your appointment is at 2 pm," she said, (remind) “Don’t step on that broken glass,” he said, (warn) “I’ll lend you my MP3 player,” said Pam. (offer) “I am late because there was a lot of traffic,” said Bill, (explain) “You should put a plaster on your finger,” Mum told me. (advise) “I’m not going to the doctor,” he said, (refuse) “I won’t be late,” said Jane, (promise) 8 Some/ any! every! Grammar Reference'j no & compounds Fill in the gaps with some, any, every, no + the appropriate compound. 1 There’s ► someone at the door. I think it’s the postman. 2 There’s......like Bluebell Forest! It’s beautiful! 3 Has.......seen George? 4 I know......about surviving in deserts. Do you? 5 Oh, no!.......is going wrong today! 6 Would you like.......to drink? 7 ......is a better climber than Andrew! Writing 9 Portfolio: Your friend Paul has told you about the accident he has had. Now he can’t go camping this weekend with you and your other friend David. Write a short email to David telling him what Paul said. Use reported speech. Hi David! Guess what! Paul told me that he had an accident. He said that... 127 Vocabulary & Speaking 1 Survival Read the title of the text. What do you expect to read? Read to check. Are you in the jungle? Find out how to hang on until help arrives. Have you seen the TV series lost'? If you have, you'll know that it's about a group of people whose plane has crashed on a remote island. They seem to find it quite easy to find food, build shelters and protect themselves from storms in the thick jungle on the island. But suppose you were lost in the jungle — will it be as easy for you to survive? First things first, a jungle can be difficult to walk through! So, use a stick to part thick vegetation and to see and avoid any poisonous spiders or insects. This trekking will be very hard on your body, however, and will make you hungry. So, what's on the menu? Well, you might find some fruit to eat in a tropical forest, but how about some nice juicy creepy-crawlies as well? You might turn your nose up, but insects are an amazing source of protein and are low in fat. One warning, though! Avoid brightly coloured insects, which are usually poisonous. ^ Keep your eyes open for storms. Some tropical forests get up to ten metres of rain in a year — about the height of a four-storey building — and mudslides are common, too. So, if you don't want a mud bath, stay away from steep hillsides when you see dark thunder clouds! After the storm has passed, perhaps you can drink some of the rainwater that you will find held in the cupped leaves of some plants. Hopefully, after all this, you will see a small aeroplane flying overhead. Here's your chance to signal for help. That piece of broken bottle you found, should do the trick! Simply hold it up to the sun and move it so that sunlight reflects off it towards the plane. Hopefully help will soon be on its way! 2 Read again and match the headings (A-F) to the paragraphs (1-5). There is one heading you do not need to use. Then explain the words/phrases in bold. What to do when you get hungry The best place to take shelter from storms The challenges of moving through the jungle One way you can get rescued Whether you’ll be able to make it in the jungle How to deal with the weather 1 2 3 4 5 3 's, J Listen and read the text. Why does the author mention the following: ‘Lost’, insects, rain, aeroplane, broken bottle? study skills Giving a talk When you give a talk, look mainly at your audience. Only look at your notes occasionally to remind you of what to say. Speak slowly and clearly and make your voice lively to interest your listeners. _______________________________________________^ Speaking Make notes from the text under the following headings: • vegetation • food & drink • weather • signalling for help Use your notes to give a short talk about how to survive when lost in the jungle. 5 128 What would you do if you were lost in a desert? Spend five minutes writing a few sentences. Read your sentences to your partner. 6 Vocabulary Imagine you are going on a mountain hike. Decide what you are going to take with you. warm clothes sunscreen insect repellent map 7 d Check these words in the Word List. Use them to complete the sentences (1-7). • cast • plaster • antiseptic cream • ice pack • sling • ointment bandage 1 A: Don’t move! I think your leg is broken. B: Oh, no! I’ll have to have a(n)..put on it! 2 A: Ouch! I’ve just cut my big toe on that piece of glass. B: Clean it and put a(n).......on it. I’ve got one in my bag. 3 A: How’s your arm, Paul? B: Well, I’ve still got to wear a(n).......so that I don’t move it. 4 A; I fell over today and grazed my arm. B: Put some........on it to stop it from getting infected. 5 A: Look! I bumped my head on a cupboard door today. B: Here, put some of this ......... on it. It’s really good for bruises. 6 A: My wrist is still swollen after I sprained it yesterday. B: Put a(n) ....... on it. That will take the swelling down. 7 A: Ouch! I’ve done something to my wrist. B: Why don’t you put a{n)......on it? b Tell the class about a time when you really hurt yourself and what you did afterwards. ► A few weeks ago, I was playing football when ... \И1ЛПЙСКНМ RlUR Ч КЛ. Question tags Grammar Reference 8 ► A: Shall we take a compass? B: Yes. We might get lost. How about taking a rope? A: I don’t think we’ll need that. Do you think we should...? etc. rucksack . / _____ pen knife first aid kit Yes, they are. But that tells us something, doesn’t it? Yes, it does. Someone’s stolen our tent, haven’t they? ЧListen to and read the cartoon. How are question tags formed? Listen again and repeat. No. I’m looking at the stars.1 ________________They’re beautiful, aren’t they?) You aren't asleep yet, are you? Yes, they have! Well, go and look for it, then, will you? 9 Copy the table. Fill in the appropriate question tag. Listen and tick. Listen again and repeat. 1 Sue’s very nice, ...? 2 Let’s go home now, ...? 3 You didn’t see a snake, ...? 4 Bill has gone camping, ...? 5 He can’t be serious, ...? 6 You don’t like that horrible painting,...? 7 It was a great party, ...? 10 Idioms related to animals Fill in the sentences with the idioms below. What does each idiom mean? Check in Appendix 3. Are there any similar idioms in your language? bark up the wrong tree take the bull by the horns have a bee in his bonnet kill two birds with one stone let the cat out of the bag 1 Joe won’t stop talking about bungee jumping. He......about it. 2 I really don’t think that man had anything to do with the robbery. The police are ....... 3 You’ll never know whether you would like skydiving or not unless you......and try it! 4 Fortunately, no one ........ and told Chris about the surprise party. 5 I ...... and met an old friend for coffee while I was in London visiting my parents. 129 1“ Letters of application 1 Read the advert and underline the most important information, then answer the questions. 1 What is the purpose of the advert? 2 Who is it aimed at? 3 Where could you see it? 4 What qualities/experience do you need if you want to apply? 5 How do you apply? VOLUNTEERS AGED 13+ WANTED for the Sea Turtle Rescue Centre on the Greek island of Zakynthos to patrol and clean beaches, provide tourist information & help injured turtles. No experience necessary, but applicants must: — have an interest in conservation. — be fit and good at dealing with people. — speak English (other languages is an advantage). Download our application form and email it, with your letter of application, explaining why you would be a suitable volunteer, to: [email protected] f Imagine you want to apply to be a volunteer at a rescue " centre this summer. Fill in the application form below. Volunteer Centre Application Form Surname:........ Forename(s):........ Age:..........Sex (M/F):...........Nationality:......... Address:................................................. Email address:................ Tel. no.:................ I am interested in participating (please circle one): 12th_25th jui. 26‘4ul. - Aug. 9^h - 22"''Aug. Languages (please / & indicate level of knowledge — basic, intermediate or advanced/fluent): English Q] ......... German Ц ................ French Ц ........... Russian Ц ............... Spanish ............ Italian Ц ............... Other (........) □ Hobbies/Interests: ... 3 a Read the theory box. Letters of application When we write a letter applying for a position (for a job, to be a volunteer, etc.), we should include: • opening remarks/reason for writing - what job/position we are applying for, where/when we saw it advertised • a main body (2 paragraphs) - all the necessary information, including age, what you do (student, etc.), relevant qualifications/experience (school exams, helped with an environmental project, etc.), skills/ personal qualities/ relevant interests (languages, personality, etc.) • closing remarks — other important information (where/when to contact you, what you have enclosed, etc.) You should use formal style when writing a letter of application. D Tick the information that you would expect to appear in a letter of application for the position in the advert in Ex. 1. Read the letter on p. 131 and check. 1 what your personality is like 2 what you did yesterday 3 why you are interested in wildlife conservation 4 how fit you are 5 what you look like 6 why you like the Greek Islands 7 evidence that you are good at dealing with people 8 information about your family 9 languages you can speak 10 when/how you can be contacted J 130 Read again. What is each paragraph about? Dear Mr Hudson, I saw your advertisement in Monday’s edition of ‘The International Student’ and I am interested in applying to be a volunteer at your rescue centre. I am a fifteen-year-old student. I enjoy my studies very much and am particularly good at languages. I have just taken the PET English exam and passed witn a grade A. In addition, I speak a little German. I am very interested in environmental issues. Last year, I was a member of the school environment club and was involved in various conservation projects. ! I am described by my teachers as cheerful, sociable and hardworking. Moreover, last summer I worked part-time in my father’s shop serving customers where I learned how to deal with a variety of people. In addition, I am quite/it and active as I am the goalkeeper in my school/ootball team. I attach my completed application form. I would be very grate/ul if you would consider me as a volunteer. I can be contacted at the number on my application form at any time. I look forward to hearing from you. Yours sincerely, Hannah Smith 5 a Read the theory box. Format style When we write a formal letter, we use: • more advanced vocabulary (With reference to your advertisement,... NOT: About your advert,...) • formal linking words/phrases (In addition, however) • the passive (/ can be contacted... NOT: You can contcct me...) • polite/full forms (I would like to apply... NOT: I'd like...) We DO NOT usually use colloquial expressions, phrasal verbs and short forms. Find formal phrases/sentences in the letter in Ex. 4 which mean the same as the informal ones below. 1 2 3 8 9 10 I read your ad in the newspaper last Monday. I want to help out at your rescue centre. I got an A in the English exam that I took two months ago. 1 was in the environment club last year and I helped with lots of projects. My teachers say that I’m ... This taught me how to get on with different people. You’ll find my application form with this letter, too. I’d like it if you let me be a volunteer. You can call me ... whenever you like. I can’t wait to hear back from you. 6 Writing (a letter of application) Кф Read the rubric and the advertisement and underline the key words. What will you write and why? What information will you include in each paragraph? You would like to do some volunteer work this summer and have just seen this advertisement in an international students’ magazine. You are really keen on applying for the position. Write your letter of application (120-180 words). Warrtedl Volunteere to help us organise activities at our summer camp for children with learning disabilities. Applicants should: • be 15 to 16 years old • speak English • have experience In working with children • be hardworking and patient Send your application letter, explaining why you would be a suitable volunteer, to: Mr Johnson at РрНпест&МШаИ.со.ик Write your letter. 131 1 English in Use Words often confused Choose the correct words. Listen and check, then write examples using the other words. 3 0@ШЮ сш /G f In Clearwater, Florida a(n) 1) injured/ I harmed bottlenose dolphin named JJ I Winter has 2) gained/won the ability I to swim 3) suitably/properly again. I Winter 4) lost/missed her tail after she I was caught in a crab trap when she was \ a baby. She was 5) recovered/rescued, but \she wasn't expected to survive as dolphins need their tails to 6) avoid/prevent predators and to jump out of the water to breathe. However, Winter amazed everyone ’ by thinking of a new way to swim — moving from side to side like a shark, 7) instead of/besides up and down like other dolphins. Now an artificial tail 8) made/done of silicone and plastic has been made for Winter. It's an amazing story of survival that is even 9) inspiring/promising people who have a(n) 10) disability/inability. 2 Word formation Еф Complete the gaps (1-5) with words formed from the words in capitals. I 4f jessie sat down silently on the sand with the other 1)........who had come to see the turtles hatch from their nests. ’5 The 2)........ workers had warned the i group that they might have to wait a very long time — even all night! Also, as baby turtles head towards the moonlit :i sea when they hatch, they would also V have to wait in total 3).....so that the 4 turtles would not be confused by any Other source of light, jessie didn't mind. ilt was very 4)........and beautiful on the beach. However, after a few hours, jessie was (1^ finding it very difficult to keep her eyes «■ open. Then, suddenly, it happened! Tiny J little turtles began to pop out of the sand ' one by one and dash towards the sea. It was one of the most 5).........experiences 1^, of jessie's life. TOUR CONSERVE 5 Phrasal verbs: carry Fill in: on, off, out, away, throush. Check in Appendix 1. 1 Harry didn’t think he would remember what to say in his speech, but in the end he carried it.......(managed) 2 The police still don’t know who carried..... the attack, (did) 3 The government has made some proposals to help the environment, but we don’t know whether they’ll actually carry them ....... (complete them, despite possible difficulties) 4 Sarah got carried......when she passed her exams and started screaming and jumping up and down, (over-excited) 5 Paul carried ...... talking after I had told him to stop, (continued) Dependent prepositions Fill in: on, of, in or for. Check in Appendix 2. 1 She had difficulty.....keeping her balance on the surfboard. 2 Ted couldn’t face his fear.....snakes. 3 In spite of her disability, Claire never felt sorry herself. 4 Ann’s accident resulted........a severe head injury. 5 Tom tried to keep his mind.....winning the race. Grammar revision Imagine you heard the conversation below. Report it to your friend. DARK PEACE AMAZE \ 132 Julie: I can’t believe you did a parachute jump! Did you find it scary? Brian: I didn’t really think about it. I just jumped! Julie: Were people watching on the ground? Brian: Yes, there were lots of people. I’m doing another jump next week. Do you want to come and do a jump, too? Julie: I don’t think so. I would be very afraid. Brian: Don’t be afraid! The trainers will show you what to do. Julie: OK, then. I’ll do it! Julie told Brian that she couldn’t believe that he had done a parachute jump. Then she asked ... Helen Keller (1880-1968) Imagine a person who couldn't see or hear but despite this, they could still write, read and make friends. They also went to university, wrote many books, travelled all over the world and met 12 US presidents. What an amazing person that would be! Incredibly, a person like this really existed! Her name was Helen Keller. She was from Alabama in the USA and she was both blind and deaf. When Helen was only 1 year old, she had a terrible illness which left her unable to see or hear. Over the next few years, Helen would often saeam and be very badly behaved. When she was 7, Helen's family admitted that they needed help and they found a tutor for her, Anne Sullivan. Anne, who had very poor eyesight herself, was very strict with Helen. She started to teach her to spell out words with her hands, such as 'doll' and 'cake' but Helen didn't really understand what the words meant. Then, one morning, Anne tried something new. She held Helen's hand under some water and spelled 'W-A-T-E-R' into her other hand. That day, Helen learned 30 words! From then on, Helen progressed rapidly. She learnt to read Braille and to type with both a Braille and an ordinary typewriter. She also learnt to understand what her teacher was saying by feeling her mouth when she spoke. When Helen was 20, she went to university, where she began to write her first book, 'The Story of My Life'. She graduated in 1904, becoming the first deaf-blind person to get a degree. Helen wrote a lot of books and essays, gave lectures around the world and worked hard to raise money for and improve the living conditions of the blind. All in all, Helen's life was an incredible inspiration. ULTURE „ CORNER 1 Which part(s) of the body do we need for the five senses below? • hearing • touch • sight • taste • smell ► We need our ears to hear. Imagine you don’t have one of these senses. How would your life be different to how it is now? Tell the class. 2 What do you know about Helen Keller? Why was her life “an inspiration”? t,,’ Listen, read and check. ^ What do the following numbers/dates refer to? • 30 • 1904 • 20 • 1 • 7 • 12 Read and answer the questions (1-6), 1 What was so incredible about Helen Keller? 2 What was Helen like when she was a young child? Why do you think she was like this? 3 How did Anne Sullivan influence Helen’s life? 4 What did Helen achieve when she was an adult? 5 What impresses you most about Helen Keller? 6 What can we learn from Helen’s life? 5 Try to explain the words in bold in the text from the context they are found in e.g. tutor ■ teacher. Check in the Word List. 6 Write a short summary of the text. Read it to the class. 7 Portfolio: Find information about a famous person from your country who inspires you and write a short biography of them. You can include: date/place of birth, childhood, what famous for & why, achievements, date of death (if from the past) & your own ideas & attitudes. 133 .^■J T-- -.'j.‘ . ■"■■ . -V.'-’- ■ 1 The Challenge of What do you know about Antarctica? Read the fact file. Which piece(s) of information do you find most impressive? All About Antarctica • It is the coldest, windiest, highest & driest place in the world. • It is approximately 48 times the size of the UK and twice as big as Australia. • It has over 90% of the world's ice & 70% of its fresh water. • In some places, its ice is over 3 km thick. • It has not rained in the 'dry valleys' region of Antarctica for at least 2 million years. • The lowest temperature ever recorded in Antarctica was -89.6°C. • Some of the fish around Antarctica have proteins in their bodies which stop their blood from freezing. 2 Check the collocations in the Word List, How could these things be related to Antarctica? Read the text to find out, • greenhouse gases • burning fossil fuels • rising world temperatures • melting ice • adventurous tourists • CO2 emissions • global warming The Earth’s Last Great Wilderness A hundred years ago, the great explorers Scott, Shackleton and Amundsen were racing to be the first to reach the South ^ Pole. Today, the beautiful frozen continent of Antarctica is facing some very different challenges... CBSEB® Global warming is nothing new. We all know that burning fossil fuels, greenhouse gases and deforestation are 1).world temperatures to rise. But 2).the past 50 years, Antarctica's temperatures have increased by about 3*C, around 10 times more than the rest of the world! As a result, glaciers and sea ice are melting and ice shelves are breaking off into the sea, which is very bad news! If Antarctica's thick, polar ice sheet 3).melts, not only will the world heat up generally. but global sea levels could rise by about 6 metres, flooding many coastal areas. This is extremely worrying, as almost every city with over 10 million people is 4).the coast! Another problem is that melting ice forms clouds, which 5). to more snowfall. This can make life very difficult for some of the wildlife in Antarctica, such as penguins, whose eggs rot in the snow. 3 1 2 3 4 5 6 7 8 9 10 Read again and choose the correct word (A-D) for each gap (1 -10). Listen and check. A meaning В causing C putting D effecting A to В from C about D over A eventually В lastly c lately D truly A at В on c about D around A directs В leads c follows D results A whole В total c big D full A intention В cause c opinion D reason A carry В put c bring D have A set down В made up c set up D put down A break В kill c injure D damage 134 Explain the words/phrases in bold. Check in the Word List, then use some of them to complete the sentences below. 1 The world’s rainforests could completely vanish in one hundred years because of........ 2 Sea turtles lay their eggs on the beach, then....them in the sand. 3 The river burst its banks,.......the nearby village. 4 Seals are often caught and eaten by........such as sharks, whales and polar bears! 5 The temperature in Antarctica...from about -70"C to 20°C. - Scientists are also worrying about rising sea temperatures. In seas just 2"C warmer, mollusks cannot bury themselves in the seabed, limpets cannot turn over and scallops can't swim. These creatures are then caught more easily by predators and the 6).....food chain is affected. It won’t be long, therefore, before larger birds and animals such as whales, seals and sealions are endangered if sea temperatures continue to rise! Antarctica isn’t called ‘the Earth’s last great wilderness’ for no 7)..I No country owns it and no native people live there. Therefore, its clean air, water and ice make it the perfect place for scientists to 8).out research. Therefore. Antarctica has become the world’s largest laboratory! Many countries have 9)..........scientific bases there, which means that the population now ranges from about 1,000 in winter to about 4,000 in summer. Also, 30,000 adventurous tourists now visit Antarctica each year. It might seem like a nice idea to visit a totally unspoilt place full of amazing scenery, wildlife, glaciers and icebergs, but wherever there are humans, there is impact on the environment such as rubbish, COg emissions from burning fuel and pollution from boats. If we are not careful, both scientists and tourists may 10)....the very qualities that draw them to Antarctica! Help Stoiir OOiEn A, 6 7 Why is it important for us to protect Antarctica? How can we do this? Spend three minutes writing a few sentences on the topic. Read them to the class. Ш If you were offered an all-expenses-paid trip to Antarctica, would you go? Why/Why not? Discuss. Speaking How can you use less energy? In three minutes, complete the spidergram with as many ideas as possible. Compare with your partner, then report back to the class. To use less energy, I... always switch off lights when I leave a room Think! mean? 8 i Words of Wisdom Read the motto. What does it ‘Take nothing but pictures. Leave nothing but footprints. Kill nothing but time.’ Motto of the Baltimore Grotto, a covins society 9 ICT Project: In groups collect information about Antarctica on the Internet or in reference books and give a presentation to the class. Include: • what animals live there • what is being done to protect them You can visit this website: https://www.coolantarctica.org 135 Progress Check 1 3 Fill in: sprain, burnt, sunscreen, map, cat, plaster, injured, disability, bandage, rucksack. 1 Unfortunately, the driver of the car was seriously ..........in the accident. 2 Don’t forget to take......to the beach; it’s a very hot day. 3 It’s just a little cut; clean it and put a...on it. 4 AAargaret’s party was supposed to be a surprise, but Daniel let the ..... out of the bag and told her about it by mistake. 5 Why don’t you put a........on your wrist if it still hurts? 6 Did James..........his ankle while playing football? 7 It’s best to take a.........with you to carry your things in when you go on a hike. 8 I think we’re lost; can you pass me the........? 9 Many athletes have overcome a.........and reached the top of their sport. 10 I........my hand while cooking dinner yesterday. ( Points: ___\ \10X2 20 j 1 Report what each person said. 1 “We are going on a hike tomorrow,” John told me........ 2 “Go to the doctor’s,” Jenny said..... 3 “Have you still got a sore throat?” Amanda asked. 4 “Matt’s got a really bad headache,” Andrea said. 5 “Fortunately, she didn’t break her leg,” Samantha said to me............. I Points: __ \5X4 20 Choose the correct words. 1 Anyone/No one is more adventurous than Jake. 2 There’s nothing/something I have to tell you. 3 Someone/Everyone admires Tom for what he has achieved. 4 I’ve lost my umbrella; I’ve looked everywhere/ nowhere for it! 5 Do you know anything/something about surviving in the desert? / Points: _ \^5X4 20 5 1 2 4 5 a b c d e Fill in the gaps with the correct phrasal verb. The police think they know who’s been carrying .....the burglaries. Bethany carried.......surfing after she lost her arm in a shark attack. Amanda didn’t think she would be able to put on an American accent in the play, but in the end she carried it.....really well. Everyone was surprised when the prime minister actually carried....the changes he had proposed. John got carried ...... when he won the race and started screaming and running around. j Points: _ у 5X4 20 Match to form exchanges. How did you get your broken arm? What do you think about coming skydiving with me next week? Do you think I should go trekking in the mountains? My throat’s a lot better now. You’re looking under the weather. Yes, I’m not feeling very well at all. Oh, that’s good. I had a little accident last week. I would think twice about doing that. Hmm... I’ll think about it. ! Points: _ \ 5X4 20 My score: ____ 100 I Can • talk and write about challenges • seek approval about taking risks • report what people said • talk about survival • write a letter of application & a short biography • give a presentation about Antarctica in English 136 GrammarCheck 1 Module 1 ( Present Tenses J Underline the correct tense. 1 Are you doing/Do you do anything special tonight? 2 Marion is allergic to dairy products. She hasn’t eaten/ hasn’t been eating chocolate for years. 3 Daniel thinks/is thinking about moving to a bigger house in the countryside. 4 Sue has been working/is working in this company for ten years now. 5 You look/are looking very pale. Is everything OK? 6 The film starts/has started at 22:00 pm. We must be at the cinema by 21:30. 2 138 Put the verbs in brackets into the correct present tense. 1 A: Why are your clothes dirty? B: Because I.......(work) in the garden all morning. 2 A; Why are you upset? B: Because I.......(lose) my car keys. 3 A: Would you like some homemade cake? B: Yes, please. It..... (smell) delicious. 4 A: Are you busy? B: Yes. I...(work) on this project all day and I.... (still/not finish). 5 A: Who........(use) my MP3 player? B: I have. 6 A: What’s that noise? B: Jason....(have) a birthday party. 7 A: What....(people/wear) on Remembrance Day? B: A little red paper poppy. 8 A: ......(you/find) a dress for the prom night? B: Unfortunately, not yet. 3 Use the prompts to ask and answer questions, as in the example. 1 What time/you/get up/every morning? ► A: What time do you get up every morning? B: I get up at 7:00 every morning. you/have breakfast/in the morning? What time/your dad/leave for work? you/meet/your friends/in the afternoon? your mum/do the shopping/every day? What/you/do/in your free time? Read the email and put the verbs in brackets into the correct present tense. From: Subject: Sally Benson Burns night supper 1 Hi Sue, Sorry I 1).....(not/write) sooner but I 2)......(be) busy with my cousins in Scotland. How are things there? What 3).......(you/be) up to recently? It's really great here. I 4)..... (just/come) from a Burns night supper. They 5)........... (celebrate) the work of this famous Scottish poet, Robert Burns, for over two centuries. They 6)......(serve) cock-a-leekie soup which is made with chicken and potatoes. Then, while serving the main dish, haggis, pipers 7)...... (play) the bagpipes and the cook 8)........... (put) the haggis on the host’s table. They 9)......(finish) the night with some poetry. I have to go now. 110)......(surf) the Net for the past 2 hours and my cousin 11).......(still/wait) for me to get ready to go shopping. Bye Sally__________________________________________________________________ 5 The people below like doing different things. Look at the table and, in pairs, ask and answer questions, as in the example. Name David Smith Susan Jameson Sally Hill Daniel Johnson How long write songs/4 years play tennis/2004 I How many write/40 songs play/100 matches collect stamps/2 years collect/200 stamps take pictures/2006 take 500/pictures ► A: How long has David been writing songs? B: He has been writing songs for four years. A: How many songs has he written so far? B: He has written 40 songs. 6 7 Adverbs of frequency Read about Danny’s daily routine and make sentences, as in the example. Use the verbs in brackets and the adverbs of frequency. 1 Danny ► always goes (go) jogging in the morning, (always) 2 He.......(take) the bus to school. (seldom) ^ 3 He.......(play) basketball in the afternoon, (often) 4 He.......(meet) his friends at the weekend. (sometimes) 5 He.......(visit) his grandparents after school. (usually) 6 He.......(surf) the Net on a weekday, (never) Form questions using How often ...? to ask your partner, as in the example. Then use the answers to fill in the table. Use A (always), U (usually), О (often), S (sometimes), R (rarely) or N (never). 1 you/have breakfast in the morning? ► A: How often do you have breakfast in the morning? B: I always have breakfast in the morning. A: 1 often have breakfast in the morning. 2 your dad/drive you to school? 3 your grandparents/visit you? 4 your family/go on a picnic? 5 you/tidy your room? 6 your maths teacher/assign a lot of homework? You Your partner You 1) ► have (have) breakfast in the morning. A 0 Your dad 2) (drive) you to school. Your grandparents 3) (visit) you. Your family 4) (go) on a picnic. You 5) (tidy) your room. Your maths teacher 6) (assign) a lot of homework. 8 Relative clauses Read the text and fill in the gaps with the appropriate relative pronoun. вагИе FESTIVAL Have you ever experienced a garlic festival? If not, then you have never been to Gilroy, California, 1)....... the garlic festival takes place every year on the last full weekend in July. Since 1979, 2).....this festival first took place, it has raised over $7,500,000! This garlic festival, 3)...started as a regional festival, has now become an international event. It isn’t only adults 4)..can enjoy musical entertainment but there is also a children’s area 5)...there are arts and crafts and a beauty competition. There is also a Miss Gilroy Garlic Festival Queen 6)....... role, among others, is to represent Gilroy at various festivals. Each year cooks submit their recipes and the best ones win a place in the final at the festival. Garlic enthusiasts 7)....have been trying the unusual recipes for almost \ 30 years hope to do so for many more \ years to come. It is a very popular event and this is the reason 8).... , ^ you have to book early so as not to miss it! — ^ 9 Join the sentences, as in the example. Put commas where necessary. Write D for defining, ND for non-defining. Decide whether the relative pronoun can be omitted or not. 1 Buckingham Palace is in London. It is the residence of the Queen of England. Buckingham Palace, ► which is in London, is the residence of the Queen of England. (ND - relative pronoun cannot be omitted) 2 I bought a book yesterday. It’s very interesting. The book.......... 3 Sam’s birthday is on Saturday. He’s having a party this weekend. Sam.......... 4 I’ve been studying all day. That’s why I’m very tired. I’ve been studying all day........ 5 The best time to visit Scotland is on New Year’s Eve. Hogmanay takes place then. The best time to visit Scotland is on New Year’s Eve....... 6 Amy is taking part in the carnival. She has made her costume herself. Amy......... Grammar Check Module 2 1 ( Infinitive/-ing form ^ Put the verbs in brackets into the correct infinitive or -ins form. 1 Sue promised......(study) harder. 2 The suspect denied......(steal) the old woman’s purse. 3 Her parents don’t let her...(stay) out late. 4 After......(do) the household chores, I always relax on the sofa. 5 I really look forward to ......... (visit) EuroDisney at Christmas. 6 The new James Bond movie is worth...... (see). 2 Choose the correct answer. 1 I suggest .... London this New Year’s Eve. How does that sound to you? a visit b visiting c to visit 2 It was really kind of David..you a lift home. a to give b give c giving 3 The man refused .......... the policeman’s questions. a answer b answering c to answer 4 I can’t decide what....to the dinner tonight. a wear b wearing c to wear 5 James offered......me up from the airport. a to pick b pick c picking 6 Diana eventually admitted.....the vrindow. a break b breaking c to break Helen is a vet. Use the ideas below to talk about her, as in the example. spend/hours/treat/sick animals manage/combine/work and family life hope/build/her own animal hospital can’t stand/see/stray animals sometimes/find it difficult/ handle large animals would like/travel/round the world ► Helen spends hours treatins sick animals. 3 Put the verbs in brackets into the correct infinitive or -ins form. Getting your teens to tidy up! Saturdays can be hectic if you work all week. You want 1)....... (invite) friends over for dinner, but the house is a mess. You seem 2).....(spend) most of the day tidying up after your kids. You just hate 3)..(shout) at them all the time but don’t know what 4)...(do). Well, you should 5)......... (make) some changes! Prepare a list of chores and ask your children 6) .... (choose) the ones they would prefer 7) .... (do). Maybe you could even 8)....... (give) them a small reward such as baking their favourite chocolate cake if they manage 9).. (complete) their tasks. Before you know it, everyone will look forward to 10).... (help) out at home and you will enjoy 11)...(be) at home at the weekends! 5 Match column A with column В to make correct sentences, as in the example. 1 Do you go 2 We’d better 3 My parents don’t let me 4 1 can’t stand 5 I’d rather 6 Do you mind 7 I can’t help 8 It’s no use doing the ironing. I find it very boring, trying to make him change his mind. He’s so stubborn, laughing at his jokes, live in a house than in a flat. doing everyday chores? take the dog for a walk now before it gets too late, jogging every day? stay up late. ► 1 G Do you so josS'OS every day? 140 6 Complete the questions with the verbs from the list in the correct form. Then tell the class about yourself. • share • rent • spend • live • tidy • have Living Preferences Questionnaire Questions Your answers Would you prefer 1) ► to live in the city or in the countryside? Would you rather 2).......a house or a flat? Which room of your house do you like 3).......time in? Would you mind 4).........your room with your brother/sister? in the city Do your parents expect you 5)....... your room yourself? Do your parents allow you 6) ....... pets in your house? ► / would prefer to live in the city because there are a lot of shops, cinemas and other things to do. 7 Put the verbs in the correct form, as in the example. Dear Sue, I was really exciced to hear that you are planning to visit Russia over Christmas. Here is what you need I) ► to know (know) before you come here. Remember 2)......(take) heavy clothes and boots with you.You don’t have 3)...(bring) your skis.You can rent equipment for skiing here. It’s worth 4). (visit) the Grand Kremlin Palace in Moscow. Don’t forget 5) ..... (take) a tour at the magnificent Hermitage Museum. It’s one of the largest museums in the world. How about 6)......(go) ice skating? Ice rinks are not very expensive and I’m sure you’ll have a great time.Try 7)....(relax) in a Russian style sauna and then roll around in the snow. Afterwards, your skin will be really smooth. Well, that’s all for now. Call me when you get here. Yours, Olga 8 Too - Enough Look at the pictures and make sentences using too or enough, as in the example. 1 Sam/strong/lift the watermelon ► Sam is strong enough to lift the watermelon. 2 Mr Smith/tired/work 4 It/windy/go windsurfing 'tJ~ 9 5 The exercise/difficult/do Wayne and his family have recently moved to a new town but Wayne does not like it. Use the ideas below to talk about it, as in the example. Use too or enough. • house — old • bedroom - not spacious • neighbours — nosy • neighbourhood - crowded • garden - narrow • garage - not big ► Wayne’s new house is too old. GrammarCheck Module 3 I Past tenses 1 Read the story and fill in the gaps with the past simple or the past continuous. One cold, stormy afternoon, Harry’s dad 1)............ (tell) him a ghost story called ‘Scary Sally’. “One day long ago,” he 2).......(say), “a man 3)....... (walk) through the woods, when he 4).......... (notice) that strange lights 5)....... (shine) in the north, south, east and west. Suddenly, he also 6).......... (see) a strange woman. Big, black crows 7)........(fly) above her head. Then, the crows 8)............ (chase) the terrified man out of the woods! Nowadays, people still sometimes see the strange lights, the witch and the crows.” Harry 9).......(not/believe) his dad’s story! That night, Harry 10).......(hear) a strange tapping sound at his bedroom window. Harry 11).........(look) out of the window and 12)........(scream) loudly! He ^3).......(can) see some strange lights and big, black crows 14).......(circle) in the trees... • What do you think Harry did after that? 2 Underline the correct item. 1 By the time Graham arrived at the train station, the train has already been leaving/had already left. 2 How long had you been trying/had you tried to call Tom before he finally answered the phone? 3 The children had been putting away/had put away their toys before their mum came back home. 4 Alan had a headache because he had played/ had been playing computer games all afternoon. 5 Simon had saved/had been saving money for many years before he bought his own house. 6 The football game had just been starting/had just started when it began to rain. 3 Read and match. Then put the verbs in bold in the correct tense. 1 l/surftheNet 2 Mike/have lunch 3 Daniel/already get to the airport 4 Sarah’s clothes/ be wet 5 Julia/sleep when he/realise he/ leave his passport at home. because she/walk in the rain. when we suddenly/ have a power cut. and then do the washing-up. when a loud noise/ wake her up. 5 1 c / was surfing the Net when we suddenly had a power cut. Put the verbs in brackets into the correct past tense. 1 Yuri ........ (work) on his computer for two hours before it........(break down). 2 I ........ (mop) the floor while my brother was cutting the grass. 3 ........ (you/sleep) when the earthquake ........(start)? 4 This time last week, I........(fly) to Paris. 5 Sam was really happy because he .............. (pass) all his exams. 6 Sarah ........ (clean) the house by the time her parents.........(come) back. 7 James ......... (wait) for a while and then ........ (open) the door to see who........... (make) that strange noise. 8 Marion.........(not/go) shopping because she ........ (spend) the morning with her little brother that day. Correct the mistakes. 1 Carol was making a phone call and then left the office. ► made 2 What did you do at 10 o’clock yesterday morning? 3 Rob was twisting his ankle, so he couldn’t play football. 4 When I was younger, I was living with my parents. 5 Bill was cooking dinner by the time I got home. 142 6 Read the email and put the verbs in brackets into the correct past tense. Last week we asked readers to send us descriptions of their funniest dreams. Here’s the winning email from Gerry in England. 11).....(study) for an exam the \whole evening so I was quite tired when I went to bed. In the dream I was at school. I 2)..... (enter) my classroom and 3)......(sit) at my desk when suddenly I realised that all my classmates 4)...(wear) masks of farm animals! My teacher entered the room. I tried to read the test paper she 5)..... (hand out) but all the questions were in some strange animal language with moos and baas! The rest of the class 6)..(write) their answers without any problem. In the morning I woke up and heard some cows outside my window. They 7)...... (break) through our gate during the night. The noises they 8)...(make) all night had probably caused my dream! 8 9 3 7 Use the phrases to prepare a short story. Tell the class. Use connectors {and, because, but) where the dashes (-) are. A Coincidence It/be/Friday evening. Daniel/just arrive/Heathrow Airport/London. take/his luggage - get/a taxi -go/his hall of residence. he arrive/flat — open/his suitcase, be surprised -his suitcase/be full of women’s clothes, he/realise - he/take the wrong suitcase, he call/the Lost and Found Department at the airport - the officer/say/nobody/report/they/ take/wrong suitcase. Daniel/be really upset, he go/kitchen - make dinner, the door/open - a girl/enter the flat, she/hold his suitcase! he/ go/his bedroom - return holding/her suitcase, show it to the girl — they/start laughing. Used to/Would Rewrite each person’s comment using used to or didn’t use to. 1 Susan - “ I eat a lot of salads now." ► I didn’t use to eat a lot of salads. 2 David - “I don’t drive to work any more.” 3 Pete - “I go jogging every day now." 4 Lisa - “I’ve got a rabbit now.” 5 The Johnsons - “We don’t live in a flat any more.” 6 Sarah - “I cook every day now.” Sarah Stevens won the lottery last year. Now she is a millionaire. Fill in the gaps using used to/didn’t use to and the verbs in brackets. Then say in which sentences you could also use would. I Before I was a millionaire, I... • 1)....... (rent) a small flat but now I have bought my own house. • 2) ...... (take) the bus to work but now I have my own car. • 3).......(not/buy) new clothes but now I can go shopping every day. • 4) ...... (go) camping but now I stay in expensive hotels. • 5) ...... (not/have) enough money to help the poor, but now I often give money to charity. ► It was Friday evening. Daniel had just arrived at Heathrow Airport in London. бгаттагчСНеск Module 4 ( Future tenses ) 1 Look at the pictures and fill in the gaps with the verbs from the list in the present continuous, the future simple, the present simple or be soing to form: • fly • drop • start • become • help 1 The play......at 21:00. 2 Helen..........a pop singer one day. 3 Daniel.........to №drid in an hour. 4 I ....... you carry these shopping bags! 2 5 Look out! You.......mum’s favourite vase. Circle the correct item. 1 I’m very tired. I...bed early tonight. A will go to В go to C am going to go to 2 Don’t worry. I......late tomorrow morning! A am not going to be В am not C will not be 3 Now that he has the money he......his own flat. A is buying В is going to buy C buys 4 My aerobics class.....at 8 pm. A is starting В starts C going to start 5 The phone is ringing. I....it! A am getting В get C will get 3 Read the letter and put the verbs in brackets into the correct future tense. Dear Lillian, Hello! How is your life in Hawaii? I'm writing to you because I'm building a dog robot. I I)...... (take) it to my teacher to help me finish it at the end of this week. By the time you read this, it 2)...... (perform) tasks for 5 days, which is i5 days in dog years! So far, it can bring items, but when I finish it, it 3) ....... (learn) many other commands, such as feeding other dogs and chasing cats. ! think you 4)..... (love) it. Write back .soon with any suggestions. Regards, .James 4 Look at Emily’s schedule for Saturday, then complete the sentences using the verbs in brackets, as in the example. Use the future continuous, future perfect or future perfect continuous. 10:00 wake up 11:00 have her hair cut 14:30 have lunch 15:30 watch TV 18:00 surf the Net 20:30 meet her friends 22:30 be back home 1 By 10:30 in the morning, she ► will have woken up (wake up). 2 At 11:00, she..........(have) her hair cut. 3 By 15:30, she..........(have) lunch. 4 At 15:45, she..........(watch) TV. 5 By 19:00, she ......... (surf) the Net for an hour. 6 By 23:00, she........(go) back home. 144 5 6 Put the verbs in brackets into the future continuous, future perfect or future perfect continuous. 1 A: This time next week I......(fly) to Madrid. B: Really? Can I join you? 2 A: You’ve been surfing the Net all morning! B: Yes. By 11 o’clock I ..... (surf) the Net for four hours. 3 A: Have you moved to your new flat yet? B: No, I......(move) at the end of this week. 4 A: .......(you/go) shopping later today? B: Yes. Do you need anything from the shops? 5 A: You look tired! B: Yes. By 9 o’clock I ...... (study) for five hours. 6 A: Why don’t you come to my house at seven o’clock? B: ......(you/come) back from work by then? 7 A: Sarah is retaking her driving test next week. B: I know. She.......(take) it three times so far! 8 A: Haven’t the builders finished repairing the roof yet? B: No, not yet. By the end of this week, they .........(repair) the roof for two weeks. Time clauses In pairs, use the prompts below to make sentences, as in the example. 1 leave the office/finish work (when) ► He wilt leave the office when he finishes work. buy a new computer/ get paid (as soon as) stay in the house/stop raining (until) 4 meet his friends/do his homework (after) 8 9 Underline the appropriate time phrase and put the verbs in brackets into the correct tense. 1 Don’t forget to turn off the lights after/before you......(leave) the house. 2 I ..... (vacuum) the carpets while/since you......(do) the ironing. 3 By the time/As long as Sam ....... (realise) his mistake, it.....(be) too late. 4 He..... (not/know) when/until she....... (come) back. 5 I ..... (call) you as soon as/until I ..... (arrive) home. 6 I ..... (pay) you back the moment/while I ......(get) paid. Clauses of purpose Underline the correct item. 1 I’ll take some food with me in case/so that I get hungry. 2 Peter got a loan from the bank so to/in order to buy a new house. 3 Sue has bought a microwave in case/so that she wants to heat up food quickly. 4 Tom upgraded his Internet connection to broadband so as to/in order that be able to surf the Net faster. Clauses of result Complete each sentence with two to five words, including the word in bold. 1 Steve doesn’t pay much attention to his teacher. He always gets into trouble. little Steve pays.......to his teacher that he always gets into trouble. 2 Her suitcase was heavy. She asked her brother to help her. such She had........she asked her brother to help her. 3 Daniel spent a lot of money last weekend. He can’t pay his bills now. much Daniel spent.......last weekend that he can’t pay his bills now. 4 The weather was bad on Sunday. We didn’t go to the beach. such It was ........on Sunday that we didn’t go to the beach. Grammar Check Module 5 Comparatives and superlatives) Complete the gaps with the correct comparative/ superlative form of the words in brackets. 3 Put the adjectives in brackets into the correct form, adding any necessary words. 1 Liz-fl photographer, sculptor, videographer, installation artist, snacker Liz Hickok cleverly transforms gigantic city buildings into colourful little mosaic models. Some people say that the jewel-like sculptures look 1)...... (little) like art and 2)........ (much) like food. That's because Ms Hickok's construction material of choice is Jell-0, a colourful and wobbly dessert made up almost entirely of water. She admits it is 3).......(easy) than it looks. Also, she is 4)..... (interested) in producing art than viewing it; and with each new project, her skills get 5)........... (good) and better. At 33 years old, she is 6)...... (young) than many artists and her life is 7)....... (exciting) than she could ever imagine. Her 8).......(late) design is a city in the middle of an earthquake. But, if one of her skylines is missing a monument, it is not due to a natural disaster. Admittedly, she snacks while sculpting... 2 Choose the correct answer. 1 Pete is.......helpful person of all. a less b little c the least 2 The more you exercise, the..........you'll become. a fit b fitter c fittest 3 Emma is not as.........her sister. a funny as b funnier than c funny 4 This T-shirt is......cheaper than the blue one. a much b very c lot 5 As Ivan grew up, he got taller and........... a the tallest b taller c tall 6 Tom is.......older than his brother. a slightly b little c by far Paul David ' Slava old / / / / / / tall /// /// /✓ clever // / // / friendly /// // / handsome /// // / 5 1 Slava is ► older than (old) David. 2 David is.........(tall) as Paul. 3 Slava is.........(clever) of all. 4 David is........(friendly) than Paul. 5 Paul is........(handsome) of all. Cross out the unnecessary word. 1 The armchair is not as more comfortable as the sofa. 2 The more harder you work, the more successful you become. 3 Mark is very much faster than his brother. 4 My new laptop is by far better than my old one. 5 Sue’s husband is much more older than her. 6 As I went on reading the book, it got less and less exciting. Fill in the gaps with the correct form of the adjective/adverb in brackets. 1 A: This pink skirt really suits you. B: Yes and it was ....... (cheap) than I had expected. 2 A: Could you speak a bit....(slowly), please? B: Yes, of course. I’m really sorry. 3 A: Do you like the cake? I’ve made it myself. B: Yes. That’s by far...... (good) cake I’ve ever had. 4 A: Is your new flat in the city centre? B: Yes and it’s also.....(close) to the tube station. 5 A: I really appreciate your help. B: Don’t mention it. If you need any ........ (far) help, just call me. 146 6 Think of famous singers, actors, etc. in your country. Use the following adjectives to compare them. • young • talented • handsome • friendly • successful famous ► / think Dima Bilan is younger than 1 Gradable/Non-gradable adjectives Underline the correct word. 1 Teachers need to be very/completely patient with students. 2 It would be fairly/totally irresponsible of you to leave the children on their own in the park in the evening. 3 The essay that Mike wrote was interesting and fairly/extremely well written. 4 Josh is a(n) rather/absolutely likeable little boy. 5 I really enjoyed the new James Bond movie. Quantum of Solace, as it is totally/extremely fast-paced and imaginative. 6 After a warm day yesterday, the snowfall today was completely/fairly unexpected. 9 Would (prefer)/Would rather/sooner Read the interview and put the verbs in brackets into the correct form. Interviewer: On the show Lost, Sawyer enjoys reading. Do you read a lot of books as well? Josh: I must admit, I prefer 1)...... (exercise) to 2).......(read). Interviewer: You look fit, you must read a lot! Josh: True, but I would rather 3)....... (spend) more time with my family than at the gym. Interviewer: Hawaii is a paradise. Could it be your permanent home? Josh: Hollywood is where the business is, so I’d have to say that I would prefer 4)........(live) in California rather than 5)........(live) in Hawaii. However, I would sooner 6)........ (surf) the Hawaiian waves than 7)........(have) a successful shopping trip on California’s Rodeo Drive. 8 Daniel and Susan saw these two films last night. Use the adverbs in the box to say what they thought of each film. Then think of a film you’ve recently seen and describe it to your partner using the adverbs in the list. • totally ( **** ) • extremely ( *** j • rather (**) • slightly (*) and the Kingdom of the Crystal Skull Plot: 1) ► extremely imaginative (***) Characters: 2)........ mysterious (**) Ending: 3)........ predictable ( 10 Plot: 1)........ imaginative (**) Characters: 2) .. mysterious (***) Ending: 3)...... predictable (*) Ask and answer questions using would rather, prefer or would prefer and the prompts below. The choice of answers is yours. football or basketball? ► A: Do you prefer football or basketball? B: t prefer football to basketball. to have a salad or cheeseburger for dinner? listening to music or watching TV? have lunch at home or eat out today? see a romantic comedy or see a horror film? to go to the cinema or go to the theatre tonight? GrammarXhe^k Module 6 Passive voice j 3 1 2 Look at the information and write sentences using the passive in the correct tense, as in the example. Put the verbs in brackets into the correct passive tense. 1 A: Can I take a photo of the statue, please? B: I’m afraid not, sir. Cameras........ (not/ allow) in the museum. 2 A: Has your new fridge arrived? B; No, it........(not/deliver) yet. 3 A: When...........(Pete/promote) to Managing Director? B: Last week. 4 A: What’s going on over there? B: Oh, a new house..........(build). 5 A: Why are you so afraid of bees? B; Because I......... (sting) by a bee when I was a little boy. 6 A: When will you finish your project? B: It ........ (must/finish) by tomorrow morning. 7 A: Who ......... {The Day the Earth Stood Sf/7//direct) by? B: Scott Derrickson. 8 A: Are you driving to work today? B; No. My car.........(not/repair) yet. Put the verbs in brackets into the passive. 1 Our house.........(burgle) last night. 2 This building.......(estimate) to be at least 200 years old. 3 All the packaging ......... (must/remove) before placing the pizza in the oven. 4 Unfortunately a lot of dogs......(abandon) in the streets by their owners. 5 £100,000 ......... (donate) to the local orphanage by somebody who wanted to remain anonymous. 6 How often..........(cats/should feed)? Located: Giza Necropolis, which is part of Cairo, Eg>T)t Built: around 2,720—2,560 BC over a period of 20 years Made up of: 2.3 million limestone blocks Interesting facts: • used as a tomb for King Khufu • still unknown how people placed the blocks • the Pyramid’s features are so large you can see them from the moon The Great Pyramid of Giza is located in the Giza Necropolis, which is part of Cairo in E^ypt. The causative I Look at the pictures. Use the ideas to make Г sentences, as in the example. • nails/do • dress/mend • sofa/deliver • eyes/test • bed room/paint 1 Susan ► had her bedroom painted last week. 2 Ann........now. 3 Paula........tomorrow. 4 David........every six months. 5 Linda must........ 148 5 6 Read the situations, then write sentences using the causative form. 1 Claire is going to the optician to repair her glasses tomorrow. What is she going to do? ► She is going to have her glasses repaired. 1 Somebody is taking a picture of Linda now. What is Linda doing now? 3 Danny’s jacket is dirty. It has to be dry-cleaned. What should he do? 4 Somebody stole Paul’s mobile yesterday. What happened yesterday? 5 Sandra has paid somebody to fix her fridge. What has she done? 6 Bill’s car was serviced yesterday. What happened yesterday? 7 Claire’s hair is cut every month. What does she do every month? 8 Sarah will go to the dentist’s for a check-up tomorrow. What will she do? Question words + ever Underline the correct word. 1 Why do you always blame me whenever/wherever something goes wrong? 2 You can visit me whichever/ whoever day is best for you. I really don’t mind. 3 You can have your birthday party whatever/wherever you like. 4 Mike could not fix the problem whatever/however hard he tried. 5 AAay I speak to whoever/ whichever is in charge here? 6 You’re so lucky! You eat whichever/ whatever you want and you don’t put on weight. 7 Whenever/However I hear this song, it always reminds me of you. 8 You can have your hair cut whatever/however you want. Reflexive & emphatic pronouns Fill in the gaps with the correct reflexive or emphatic pronoun. Then write R for reflexive or E for emphatic. 8 Viktor is making the salad ► himself. Ann is sitting on the beach by........... Mr Johnson always mows the grass......... Susan is looking at........in the mirror. "I’ve painted my face...........’’ The children are enjoying......... Use the ideas to ask and answer questions, as in the example. 1 Olga/clean/the house? (/) ► A: Did Olga clean the house? B: Yes, she did it herself. 2 Vladimir/repair/his car? (X) ► A: Did Vladimir repair his car? B: No, he had it repaired. 3 Gena and Alina/decorate/their house? (/) 4 Ross/fix/the tap? (/) 5 Vera/plant/flowers in her garden? (X) 6 Barbara/prepare/dinner? (/) 7 Helen/make/her wedding dress? (X) 8 The Walkers/paint/their balcony? (/) Grammar Check Module 7 Conditionals ^ 1 Use the phrases to make full sentences, then say which type of conditional each sentence is. 1 it/be/sunny tomorrow, l/go/to the park ► If it’s sunny tomorrow, I’ll go to the park. (1st Conditional) you/work out/regularly, you/keep fit I/eat /chocolate, I/get /red spots on my face you/not study, you/not get/good marks you/leave/ice in the sun, it/melt l/save some money, i/buy/a new computer 2 Look at the pictures, then use the ideas to write conditional sentences. What type is each sentence? '--------------------------^ Galia studied really hard. She passed the exam. ________________________/ ► If Galia hadn’t studied really hard, she wouldn’t have passed the exam. (3rd Conditional) This watch is very expensive. Susan won’t buy it. Elbe wasn’t careful. She fell down and twisted her ankle. He forgot his mobile at work. He called his boss from a phone box. 150 Helen has to do her homework. She won’t play with her friend. 3 Fill in: if or unless. 1 ........you leave now, you’ll be late for work. 2 ........I am not busy in the afternoon. I’ll call you. 3 ........you book your tickets in advance, you won’t get to see the concert. 4 ....... I wake up early on Saturday, I’ll go shopping. 5 ........you water the flowers regularly, they won’t grow. Complete the sentences for each picture using Type 3 conditionals, as in the example. 1 not be/late ► not miss/train ► If Ross hadn’t been late, he wouldn’t have missed the train. 2 not miss/train > not sit/bench 3 not sit/bench ► not find/cheque of £100,000 4 not find/cheque * not take/it to the bank 5 not take/cheque to the bank * not receive/ £10,000 reward 5 6 7 Choose the correct answer, 1 “Can you help me with my homework?” “If I wasn’t busy, I..you.” A will help В would help C help 2 “I’m not feeling very well today.” “If I were you, I..at home.” A am staying В will stay C would stay 3 “Where are my sunglasses?” “If you....in your desk drawer, you’d have found them. A look В had looked C looked 4 “Are you going to Jane’s party tonight?” “If I finish work early tonight, I..” A go В will go C would go Wishes Put the verbs in brackets into the correct tense. 1 A: I wish Tom.......(come) to your party. B: Yes. We would have had a great time. 2 A: I really miss my brother. If only he..... (be) here. B: Why don’t you visit him? 3 A: If only people......(drive) more carefully. B: Yes. Then there would be fewer accidents. 4 A: I wish I ........ (not/be) so rude to Ruth this morning. B: I know. I think you should apologise. Make sentences, as in the example, 1 Anna is busy today. We can’t go shopping together. ► / wish Anna weren 't busy today. 2 I lent Diana my favourite earrings. She lost them. 3 I lied to my best friend. He is upset with me now. 4 I didn’t bring my umbrella with me. I am soaking wet now. 5 My flatmate always make a lot of noise. I can’t study. 6 I touched the frying pan yesterday. I burnt my hand. 8 Rewrite what the children are thinking using I wish/If only. Then say which sentences refer to the present and which refer to the past. 1 I can’t hear 2 I left my lunch 3 I want to go the teacher. Ц home. щ outside and play vrith my friends. * I - 4 I don’t know the answer. | didn’t“d” ^^ to bring * =— i my exercise book. 1 ► / wish I could hear the teacher, (present) Modals Q Choose the correct answer. Give reasons. 1 You......see a doctor if you’re not feeling well. A mustn’t В should C might 2 You ...... do the washing up - I’ve already done it. A mustn’t В can’t C needn’t 3 That.......be Tracey ringing the doorbell. She said she would come round. A won’t В can C ought to 4 If you miss school because you are sick, you ....get a note from the doctor. A might В may C have to 5 ....I have another slice of cake, please? A Should В Must C May 6 Tim’s story......be true - he’s making it up! A can’t В mightn’t C shouldn’t 7 Not many people........speak six languages. A may В ought to C can 8 I really.....reply to Samantha’s email. A might В must C may 9 I know you don’t like Ben, but you ....... at least say hello to him. A need В shall C could 10......I carry those heavy bags for you? A Shall В Must C Ought GrammaNCheck Module 8 Reported speech 2 1 The following people describe their experiences with an extreme sport. Report what they said, as in the example. I surfed for the first time last year. “It is dangerous,” my mother said but I promised to be careful. It was an amazing experience and I felt like a bird! (AAark) ► Mark said (that) he had surfed for the first time the previous year. His mother said (that) it was dangerous, but he promised to be careful. It was/had been an amazing experience and he felt/had felt like a bird. I’m having a great time skydiving in Spain. I’ve been here for nearly a week. There was only one nasty moment when my parachute got stuck. “Why did I sign up for this?” I thought at the time. Luckily, I remembered to pull the safety parachute, which worked immediately. (Katya) I taught my friends how to do parkour last^ week. It was thrilling because we ran like we were being chased. I’m really happy because I can jump from building to building with my I’m taking part in the Winter Olympics competition next year. It will be my first professional event and I’m really excited. Reaching speeds of 70 mph on your board can be pretty scary at time, but I won’t stop competing until I’ve taken the gold! (Sasha) 3 Fill in the gaps with say or tell in the correct form. 1 He........me to meet him outside the cinema. 2 Tom.........that he wanted to take up a new hobby. 3 “I’ll see you tomorrow,” Sharon........Steve. 4 Phil ........ to me that he had sprained his ankle while playing football. 5 “I’m feeling much better today,” Linda....... 6 “Stop laughing at me!” Mark.........to Peter. Underline the correct item. What were the speaker’s exact words? 1 A: Did Susan go to Daniel’s party? B; She couldn’t. She said she has to/had to get up early the next day. ► "/ have to get up early tomorrow. ” 2 A: Where is Sue? B: She’s sleeping. She said she has/had a headache. 3 A: Is David coming to the cinema tonight? B: Yes. He said he would/will meet us at the main entrance. 4 A: Have you seen Joan? B: Yes. She said she went/was going shopping. 5 A: Nina is moving to her new flat. B; Yes. She told me she was needing/needed help. 6 A: Will Jane be at the gym today? B; No. She said she felt/had been feeling ill all day. Turn the following into reported speech, as in the example. 1 “Please, don’t move your leg, Susan.” ► Ms Jameson asked Susan not to move her teg. 2 “Lift your leg a bit higher. ” 3 “Turn your foot to the right, please." 4 “Don’t take off the bandage.” 5 “Stand up slowly, please.” 152 5 6 7 Reported questions Report the following questions, as in the example. 1 “When did you sprain your wrist?” Jane asked Sally. ► Jane asked Sally when she had sprained her wrist. 2 “Did you cut your finger while you were chopping vegetables?” Tom asked Elena. 3 “Have you ever broken your ankle?” Peter asked Alison. 4 “Have you got a stomachache?” the doctor asked. Yesterday, reporter Paul Smith interviewed Dave Stephens, a Whitewater rafting instructor. He asked him the following questions. Turn them into reported questions. 1 Why did you decide to become a whitewater rafting instructor? ► Paul asked Dave why he had decided to become a whitewater rafting instructor. Is it difficult for somebody to learn how to do whitewater rafting? What do you like most about your job? Have you tried any other extreme sports? What plans do you have for the future? Are you satisfied with your life? Reporting verbs Turn the following into reported speech using appropriate introductory verbs. 1 “Don’t forget to buy some milk on your way back home,” Mum said to Martin. ► Mum reminded Martin to buy some milk on his way back home. 2 “Yes, I broke your mobile,” Claire said to Adam. 3 “I’m sorry I forgot to call you on your birthday,” Molly said to Julie. 4 “Of course I won’t give away your secret,” Diana told Louise. 5 “You should see a doctor,” Martin told David, 6 “Stop talking or I’ll punish you,” the teacher told Sam. 8 9 Some/any/every/no & compounds Underline the correct item. 1 He didn’t tell me anything/nothing about it. 2 Come to the phone, please. There’s anyone/ someone who wants to speak to you. 3 Did one/anyone call while I was out? 4 Is nothing/something wrong with Jane? 5 I really like living in Los Angeles. There is anywhere/nowhere better than herel 6 Not everyone/anyone likes football. 7 You can sit everywhere/anywhere you like. Question tags AAatch the sentences to the correct question tags. О Sue has never been to Italy, She is our new maths teacher. Open the window. Let’s go to the cinema tonight, Julie is never late for work. This is your mobile, Adam bought a new laptop yesterday, Alina has breakfast every morning. О isn’t it? shall we? is she? didn’t he? doesn’t she? isn’t she? has she? will you? 10 Correct the sentences. Open the window, don’t you? That is a very expensive bag, isn’t that? Mike seldom goes jogging in the park, won’t he? I’m late, am I? Let’s go to the park, will we? Everyone went to Sam’s party, didn’t he? Module 1 Module 2 1 Ч ►' Read the title of the song. How are these key words related to it? Listen and read to find out. • laughter • fun • enjoy • friends • cheer • celebrate 1 It's Party Time The sound of laughter fills the air Now all our friends are here So let's relax and all enjoy The party atmosphere The time is right, we're feeling great So come on, everyone It's party time, let's celebrate Let's all have lots of fun The lights are shining everywhere So colourful and bright Let's listen to the music play 2 3 According to the singer, what makes a good party? Why do you think people have parties? Discuss, giving reasons. Read the title of the song. Think of two things that make a neighbourhood a nice place to live in. Listen and read. Are any of your ideas mentioned in the song? 2 3 My Neighbourhood My neighbourhood is peaceful It's the perfect place to rest It's easy to relax here When you're feeling tired or stressed My neighbourhood is pretty It's the perfect place to stay You're always very welcome If you want to getaway I fcnow you would be happy In my little neighbourhood Td be so glad to see you And the place would do you good The people here are friendly Everybody wears a smile Why don't you pack a suitcase? Come and visit for a while My street is clean and quiet And it isn't very wide It's shady and it's leafy With tail trees on either side My house is warm and cosy It's attractive and it's new It's also very spacious So there's lots of room for you What do you think the singer of the song is asking the listener to do? Which words show you this? Would you rather live in the city or in the countryside? Discuss, giving reasons. SSI Module 3 Module 4 1 f Read the title of the song and the words/ phrases in the list. What is this song about? Listen, read and check. • dose my eyes • everything’s okay • traveller or a king • escape • come true • always free • catch rainbows 1 My World of Dreams When I close my eyes at night I travel far away 1 go to my world of dreams Where everything's okay I can be a movie star A traveller ora king When I'm in my world of dreams I can be anything Aii my dreams are wonderful They always make me smile I forget my problems And escape just for a while In my dreams, i'm powerful There's nothing I can't do Maybe if I dream enough My dreams will all come true In my dreams, I'm always free And all the world is mine I'm as happy as can be And everything is fine I can fly up to the stars Catch rainbows in my hands 1 can travel over seas And visit different lands ЧRead the title and the chorus of the song. What is the song about? Listen, read and check. • crashing • disconnected • download • online • won’t work • virus • techno troubles 2 What does the singer dream about? 2 'Г Techno Wizard When you've got a virus Or you think a file has gone When your laptop's crashing Or you just can't turn it on When you've disconneaed And you just can't get online Call me on my mobile And soon things will all be fine Tm a techno wizard You can call me day or night I fix techno troubles And make everything all right If you've got a problem And you don't know what to do Call the techno wizard And I'll make things work for you When a file won't download Or your PC's running slow Just ask me to fix it And you know I won't say no When your screen is frozen And it just won't work at all Don't get stressed or worried 'Cause there's someone you can call Why does the singer say that you shouldn’t worry if you have the kind of problems mentioned in the song? 3 What about you? What are your dreams about? Discuss. SS2 3 Why do you think so many people use computers if there are lots of things that can go wrong? Discuss, giving reasons. Module 5 Module 6 1 Read the title of the song. Think of two reasons why you like music. Listen and read. Are any of your reasons mentioned in the song? I love music When I'm sad or feeling blue There's one thing I love to do I play songs I love to hear Then my problems disappear / love music, feel the beat Clap your hands and stamp your feet Feel the rhythm, jump and shout That's what music's all about When I play my favourite song I can dance and sing along All my troubles fly away I feel everything's okay When I'm dancing, I feel fine I feel like the whole world's mine Everything's all right with me When the music sets me free j 1 Read the title and the first verse of the song. What do you think this song is about? Read, listen and check. INfH Lend a hand In your own community Are things as good as they can be? Or are there people who need you? Are there some things that you can do? Lend a hand and help someone Helping others can be fun Try it and you'll understand That it feels great to lend a hand Look around your neighbourhood And give your time, do something good Help a friend, make someone smile Just listen for a little while You can help by being there And showing people that you care These little things can mean a lot And time is something we've all got 2 How does the singer feel about music? 2 Where does the singer suggest you can spend your time helping people? 3 Why do you think music is important to different people? Discuss, giving reasons. 3 Why do you think it is important to help others? Discuss, giving reasons. SS3 Module 7 Module 8 1 ',»■ Read the title and the word/phrases. What do you think the song is about? Listen, read and check. • get angry • busy day • long faces • tired or stressed • happiness • smiling • go wrong • jealous • sadness • mood 1 \ Some people get angry When things don't quite go their way Some people get so anxious When they have a busy day Some people have long faces When they’re feeling tired or stressed But I just wear a smile Because happiness is best / look on the bright side It's the only way to be I believe things will be fine And nothing can hurt me Looking on the bright side Keeps me smiling all day long I know life is wonderful And nothing can go wrong Some people feel jealous Other people feel afraid Some people feel sadness That's the choice that they have made Your mood is your decision And it's always up to you So I choose to find happiness In everything I do ________________________________^ Ч Read the title and the first verse of the song. What is the song about? Listen, read and check. Don't Give Up Sometimes troubles get us down And leave us feeling bad Sometimes life brings tragedies That make us feel so sad It's hard to face the world again When all your hope is gone But I know that you will find The strength to carry on Don't give up or turn away When things are going wrong I know that you will survive For you are brave and strong Don't give up when times are hard ‘Causeyou can make it through You can win against the odds I believe in you Sometimes life sends challenges We think we just can't meet Sometimes we face problems That we think we just can't beat It's easier to turn away But don't give up the fight I know that you have the strength To make things turn out right 2 How similar/different is the singer from the other people in the song? 2 What is the singer’s advice? 3 SS4 Why do you think it is important to be positive when bad things happen? Discuss, giving reasons. 3 What kind of problems do people face in daily life, and how do they overcome them? Discuss, giving reasons. I Letter from the Editors Welcome to Spotlight on Russia! Hi there! We are Mark and Amy and we would like to welcome you to the latest edition of Spotlight on Russia. We are both Year 9 students from Ridgeway Secondary School in Liverpool, England. We are taking part in a Russian student exchange programme and over the next year we’re looking forward to learning all about Russian people and their culture. We are very excited to be the Guest Editors for Spotlight on Russia. We will be travelling all over this glorious country, experiencing Russian traditions first-hand. We look forward to bringing you stories that include facts and information about historical villages and monuments, famous people and places, as well as a ghost story or two! We hope to hear from you also; tell us what you enjoy most about life in your country! Feel free to send us your suggestions and ideas about what we should see and do during our stay in Russia. You can contact us by email at [email protected] - we look forward to hearing from you. We hope you enjoy this issue. Mark ^rny Contents 1 Special Days Tatiana’s Day 2 Old Neighbours The Village of Shuvalovka 3 Ghost Stories The Domovoy and Rusalka 4 Robot Technology Russian Androids 5 Great Works of Art The Tretyakov Gallery 6 Beautiful Buildings The Moscow Kremlin 7 Problem Solving The Telephone of Trust 8 Inspiring People Irina Slutskaya 3 4 5 6 7 8 9 10 Everyone enjoys a good celebration! There is one special day in Russia that students especially like celebrating. Spotlight on Russia takes a closer look at... Tatiana’s ГПГТ Every year on 25th January, students, teachers and professors celebrate Tatiana’s Day. This holiday celebrates Saint Tatiana, the patron saint of students. Schools and universities all over Russia celebrate it with various events. In many schools former students come to talk to the school children about their university studies. The best students receive awards and in some cities, such as Nizhniy Novgorod, citizens choose the best Tatiana from all the students of the city. Some communities have begun using ^e day to put on plays and performances for families and neighbours in their area. In the evening, people dance in the street or let off fireworks. Russians believe the patron saint was named after Count Ivan Shuvalov's mother, Tatiana. On 25th January, 1755, Count Ivan and Empress Elizabeth the Great agreed to build the first Russian university in Moscow. Tatiana’s name day also happened to be 25th January, so because of this, the tradition began. For over 200 years this celebration has taken place around Russia. DISCUSS • What is your favourite celebration? • When is it celebrated? • What special events occur during this time? Find information on another celebration in Russia and research the history behind it. Write and tell us about it. 11 АН1.ШЙСКИИ я>ык 9 k.1. We all know what it is like to live in modern homes and enjoy a peaceful neighbourhood, but what was life like hundreds of years ago for villagers in northern Russia? Spotlight on Russia takes a look at life in... the Russian Village of Shuv^IovK^ СШЭ The Russian Village of Shuvalovka is a wonderful cultural experience. Visitors can see what life in a northern village was like hundreds of years ago. The modern village of Shuvalovka is a copy of what the community looked like in 1714. The original neighbourhood was started by five Finnish farming families. Over the years, various people got the land and new buildings and shops were added. At one time in its history Count Ivan Shuvalov was the owner of the land. The village has recreated the traditional log home cabins that the 18th-century Novgorod peasants lived in. Inside each house there is a Russian stove where the family cooked their meals c# out what life was hke for your grandparents. Where did they live? Did they live in a community? What was their house like? and slept on benches. There are also reproductions of the local shops and mills that provided people in the community with their everyday needs. Other main attractions in the village include Masliany Lug or Butter Meadow. This area was and still is the perfect place for fun and games. Many festivals, popular sports tournaments, fairs and music events are held here all year round. In the winter months the village also hosts holiday events and offers a skating rink, sledding hills, traditional sleigh rides and horseback riding. DISCUSS What would your perfect house be like? Describe it. Where would you like to live if you could choose any place? Why? Who would you like to have as neighbours? Do you believe in superstitions and ghosts? In Russia, there are many people that believe there are friendly ghosts that live in their homes, who bring them good luck and good fortune! Spotlight on Russia introduces you to two friendly neighbourhood ghosts. Russia has superltmons a^^^^ folklore. j meDomovoy Stories The Domovoy is a house spirit who lives under the doorstep or behind the stove. Sometimes, the owner of a new house puts a piece of bread under the new stove to attract the Domovoy. The Domovoy brings good luck to a house if its family treats him well. He finishes household jobs when the family is asleep and takes care of family animals. He also screams during the night if there is a stranger outside or a fire. I /Г ^ ) Another well-known spirit is the Rusalka. She is the spirit of a young woman who drowned. People that have seen her say she has long wet hair that never dries. The Rusalka lives at the bottom of lakes, rivers or streams, but when there is a new moon she comes out to a nearby forest or meadow. There, she sits on a tree and combs her hair or dances in circles with other Rusalkas. When the Rusalka sees a handsome man she sings beautiful songs to him and leads him to the bottom of the water where he drowns. Do you believe in superstitions and ghosts? Why? Why not? Have you ever been to a haunted place? How did you feel? If you could be a ghost would you choose to be good or bad? Why? Do some research about superstitions and ghosts. When and where do these stories come from? Do you know Russia is one of the world leaders in developing new robot technology? Spotlight on Russia takes a closer look at robot technology and the latest achievennents being made by Russian companies. Russia has always been a world leader in developing new technology. Recently, Russia has achieved success in developing robot technology'. The first big succe.ss came in 2003 with ARNE and ARNEA. the male and female androids, or human robots. They were made by students from St. Petersburg University and the company called New Era. These androids were able to walk, talk, avoid obstacles, understand orders, and remember objects and colours. In 2(H)4, the St. Petersburg University — team, using technology from ARNE and ARNEA, won the RoboCup champion,ship in Portugal. RoboCup is a competition in which androids play football against each other. The Russian company Android Robotics created a more advanced android AR-UK) Dobrynya in 2007. This robot was able to ski and dance. However, the real goal of android research was to make an android that could do human Jobs, .so in 2008 they created the 1-VAN android .scries. These androids do the work of a security guard and a miner. Ru.ssia is also creating robots for the public market. In 2008 the Russian company Robotronic created a robot suitcase called Tony. Tony follows its owner by tracking a card in its owner’s pocket. It is able tt) avoid obstacles so it doesn't bump into other travellers and if sometme tries to steal it, it will .sound an alarm. Find information on a Russian company that builds robots. Write and tell us about it. Do you think robots are useful? Why? Why not? Would you like to have a robot? What would you like it to do for you? Is it a good idea to replace people with robots in certain jobs? Why? Why not? Russians take great pride in their art and there are many treasure houses of Russian fine art all over the country. Spotlight on Russia takes a closer look at the Tretyakov Gallery. The Tretyakov Gallery is in Moscow not far from the Kremlin and it is the national treasury of Russian fine art. The Moscow merchant and industrialist Pavel Mikhailovich Tretyakov (1832-1898) founded the museum in 1856 by starting a collection of works of art by artists of his day. He presented his collection to the city in 1892. Today, all the art inside the gallery, which includes more than 130,000 works, is by Russian artists who have made a contribution to the history of Russian art. Artworks from the 11th to the early 20th century are displayed in one building on Lavrushinskiy Pereulok and the more modem works including many by post-war avant-garde artists are in a new building on Krymskiy Val. The Lavrushinskiy Pereulok site has 62 rooms filled with art. It has an amazing collection of Russian art including many famous paintings by Isaac Levitan and Ilya Repin such as the masterpieces "March" and "Buriaky on the Volga". There is also the Engraving Room which has an impressive collection of engravings including the Rovinsky Collection, the Mosolov Collection and many others which used to belong to Russian nobles and the royal family. The museum also houses a large collection of ancient, medieval, Russian and Soviet coins, medals, plaques and banknotes. The gallery on Krymskiy Val is also called the House of Artists. Here you can see a fine collection of early modern art - including Malevich's "Black Square" and Kandinsky's "Composition VII". The Tretyakov Gallery is open every day except Mondays from 10 am to 7 pm and the House of Artists is open every day except Mondays from 10 am to 8 pm. Admission costs from 50 - 130 rubles for children and students and from 100 - 225 rubles for adults. Prices are cheaper for the elderly. DISCUSS Do you like art? Who is your favourite artist? What is your favourite style of art? Why? If you could create any kind of art, what would it be? Why? Help us find out about another Russian ert museum. Do some research, select your favourite one and tell us about it. There are many famous places to visit all around Russia, but one place in particular is known by name all over the world. Spotlight on Russia takes you into the world-famous Moscow Kremlin. I The Moscow Kremlin Tlie w'oaf krmlin means fortress in Russian. The most famous and well-known is the Moscow Kremlin. It is a lai^»e, walled area in the heart of Moscow. The Kremlin is built next to the Mosk\'a River on one side and Red Square on the other. Inside, there are beautiful palaces, churches and cathedrals, as well as various other attractive state buildings, tree-lined squares and peaceful gardens. Tlie wall around the Moscow Kremlin is 2,235 metres long and fi\-e to nineteen metres thick. There are twenty towers that kx)k out over the city in every' dtrcxrtion. Spas.skaya Tower Is 71 m tall and is the main tower that l(X)ks out o\'er Rcxl Sc]uare. The Moscow Kremlin and Red Square were designatai a UNESCO World Heritage site in 1990. This is not surprising when you discover ho\v many incredibly beautiful churches and palaces there arc. For example, in Cathedral St]uare tliere are three magnificent cathcxirals from the late 15th and early 16th centuric's. Tlic Cathcxiral of the Assumption is the oldest. It is made of white stone and has five golden domes. Many Orthodox patriarchs are buried there. Across the square is the Cathedral of the Annunciation, which also has golden rcxifs and domes, laside there are some early 15th-century icons by Tlieophanes and Andrei Rublvov. Then, there is the Cathedral of St Michael the Archangel where the princes of Moscow and the tsars of Russia are buried. Next to the square is the w'hitc hell tower of Ivan III and at the bottom is the huge Tsar Boll which was made in 1733-35 but has never Ьсч.'п rung. Then close bv is the Tsar Cannon which dates from 1586 and stands next to the mid-17th-century Cathedral of the Twelve Apostles and the Patriarchal PalacT?. DISCUSS • Have you ever been to the Moscow Kremlin? Describe your experience. • Why is the Kremlin so important to Russia? Have you faced difficult situations in your life and wished for some help and advice? Well, for children and teens in Russia, it’s just a phone call away. Spotlight on Russia learns about an important source of help and support for young Russians - the Telephone of Trust. Silig This useful service is available in many cities in Russia to offer help, support and ad\ice to young people who call the helpline because they are ha^^ng difficulty dealing with a problem, 'fhe dedicated members of staff are specially trained to deal with teenage issues such as arguments at home, problems at school, bullying, peer pressure, drugs and much more. They are also able to help teens deal with feelings of anger, shame, loneliness, fear or jealousy by offering psychological support and coping techniques. The Telephone of Trust is often nin by local education departments and offers free access day and night, anonymit)^ confidentiality and respect to anyone who calls. We asked one volunteer what ad\ice she would give for the following problems: I argue with my parents all the time, what can 1 do? ft can he frustrating when ijour parents don’t lei you do what you want. Arguing can make you and your parents feel angry and upset. Try to talk to your parents calmly. Listen to what they have to say and they will be more likely to listen to you. T feel like running away, what can 1 do? If you are unhappy, running away will not make it better. You will have different problems if you are alone on the streets. Talk to us about how you feel. It may be hard to talk about what's wrong but it will really help. We will always listen and we can help you find a way to solve your problems without y^^mning away. DISCUSS • How do you deal with your problems? • Have you ever called a helpline? When? Why? If not, would you in the future? Why (not)? ------^ What are some of the common \ emotional or psychological problems that people your age face and what can they do to deal with them? Hold a class discussion. > People Irina Slutskaya won many awards and championships in figure skating, but it was her strength and determination in life that made her a true champion! Spotlight on Russia introduces you to an inspiring Russian champion who beat the odds and made it to the top. It is not unusual for athletes to push themselves hard to reach their goals. However, not many have dealt with the challenges that Irina Slutskaya has faced. From a young age, Irina learned to cope with health problems. She loved figure skating and didn't want to let her asthma stop her. Irina knew she could take care of herself and become a champion figure skater. In 19%, she became the first Russian woman to win the Women’s European Figure Skating title. She also won the title in 1997 and finished third at the 1996 World Championship. Over the next few years she continued to improve her skills and win competitions. In 2(K)2 Irina won her first World Championship title. Later that year, she was faced with one challenge that was out of her control. Her mother was very sick and Irina had to stop skating to take care of her. A year later, her mother’s health improved and Irina was ready to return to skating. However, then her own health began to suffer and Irina feared that she would never skate competitively again. Amazingly, Irina began skating again in 2005. She trained very hard and gave her best ■' performance ever. Irina won her second World Championship title in front of her family and friends in Moscow. Write to us and tell us about your real-life hero. What challenges did this person overcome and how have they made a difference in their life? 10 DISCUSS What challenges have you faced in your life? How did you overcome them? Who is your favourite Russian athlete? Why? Would you like to be a famous athlete? Why? Why not? Грамматический справочник MODULE 1 Present Simple — Настоящее простое время Формообразование: V/Vs в 3-м лице единственного числа. Правописание формы 3-го лица единственного числа • к большинству глаголов 3-го лица единственного числа добавляется -s. I talk - he talks • к глаголам, оканчивающимся на -ss, -sh, -ch, -х или -о, добавляется -es: / miss - he misses, I fish - he fishes, I match -he matches, i mix - he mixes, i go - he goes • у глаголов, оканчивающихся на согласную + у, -у изменяется на -i и добавляется -es: / fry - he fries НО: к глаголам, оканчивающимся на гласную + у, добавляется -s. / pay - he pays Употребление Present Simple употребляется, когда речь идет о: • повседневных и регулярных действиях. We take а lunch break at 1:30 in the afternoon. • повторяюиуихся действиях. She goes to the gym every Wednesday. • привычках. He always takes the train to work. • обзорах, спортивных комментариях, рассказах. Meryl Streep acts beautifully in this film. • расписаниях/программах (в том числе в значении запланированного будущего). The play starts at 8:00. • восклицаниях. Here comes Elainel • последовательных действиях в настоящем. Не teaches Law at the university. Указатели времени (сигналы), употребляемые с Present Simple: usually, often, always, every hour/ day/week/month/ summer/year, etc, every morning/ evening, at night/the weekend, on Fridays. Adverbs of frequency — Наречия частотности Наречия частотности показывают, как часто происходит действие. always (100%), usually (75%), often (50%), sometimes (25%), never (0%) Употребление Наречия частотности употребляются перед смысловым глаголом, но после глагола to be и после вспомогательных глаголов. She’s always late for classes. They never go out on Mondays. He has never travelled abroad. Present Continuous — Настоящее продолженное время Формообразование: глагол “to be” в Present Simple (am/is/are) -l- основная форма глагола -I- суффикс -ing. Правописание • У глаголов, оканчивающихся на -е, -е опускается и добавляется -ing. bake - baking, sunbathe - sunbathing • У глаголов, оканчивающихся на гласную -Ь согласная с ударением на этом слоге, согласная удваивается и прибавляется -ing. occur - occurring, begin - beginning HO: discover - discovering • У односложных глаголов, оканчивающихся на гласную -I- согласная, согласная удваивается и прибавляется -ing. sit - sitting, stop - stopping Употребление Present Continuous употребляется, когда речь идет о: • действиях, происходящих сейчас, в момент речи. We are watching TV now. • действиях, происходящих в настоящий период времени. We are painting the kitchen today. • запланированных действиях в будущем, особенно когда известно время и место действия. We’re leaving for Moscow this evening. • временных ситуациях. She is living with her grandparents at the moment. • меняющихся и развивающихся ситуациях. She is getting thinner and thinner. • c такими наречиями, как always, constantly, continually, для выражения эмоционального состояния (часто раздражения) по поводу часто повторяющихся действий. She’s always complaining. Примечание. Следующие глаголы не имеют формы Present Continuous: have (= possess), like, love, hate, want, know, remember, forget, understand, think, believe, cost, etc. (cm. c.GR2 Stative Verbs) / remember our holiday in Italy. GR1 Грамматический справочник Указатели времени (сигналы), употребляемые с Present Continuous: now, at the moment, at present, nowadays, these days, today, tomorrow, next month, etc. Present Simple & Present Continuous — Настоящее простое время и Настоящее продолженное время • Present Simple употребляется, когда речь идет о привычных состояниях. Richard speaks Polish. НО: • для временных ситуаций употребляется Present Continuous. She’s washing her hair now. • Present Simple употребляется, когда речь идет о повторяющихся действиях. She wakes up at 6:00 every morning. HO: • для действий, происходящих в настоящий период времени, употребляется Present Continuous. He’s working really hard these days. • Present Continuous употребляется, когда речь идет о запланированном действии в будущем. We are leaving to St Petersburg on Monday. HO: • когда речь идет о транспорте в значении запланированного будущего употребляется Present Simple. The train leaves at 9. Stative Verbs — Глаголы состояния В английском языке есть глаголы, которые обозначают состояние, а не действие предмета/лица. Эти глаголы не употребляются в Present Continuous. Среди них: • глаголы чувственного восприятия (appear, feel, hear, look, see, smell, sound, taste). It sounds fantastic. • глаголы, описывающие мыслительную деятельность (believe, forget, know, realise, remember, understand). / realise how difficult it is. • глаголы, выражающие чувства и эмоции (desire, detest, enjoy, hate, like, love, prefer, want). Sarah enjoys cooking. • некоторые другие глаголы (be, belong, contain, cost, fit, have, include, keep, matter, need, owe, own, weigh, wish). The dress costs £500. Некоторые из этих глаголов могут употребляться в Present Continuous, но в другом значении. PRESENT SIMPLE PRESENT CONTINUOUS think she’s a lovely girl. = думать, полагать) He has got a hamster. (= иметь, владеть) You can see the volcano from the hilltop. (= видеть) The chicken tastes salty. (= быть ... на вкус) The perfume smells flowery. (= иметь запах, пахнуть) She appears to be having a great time. (= быть очевидным, оказаться) The trousers fit perfectly. (= подходить no размеру) I am thinking about moving to the capital. (= обдумывать, обсуждать) She is having a difficult time at work. (= проводить время) He is having lunch now. (= обедать) He is having a bath. (= принимать ванну) I’m seeing Lisa in the afternoon. (= встречать(ся) Paul is tasting the soup to see if it is warm enough. (= пробовать на вкус) She is smelling the roses. (= нюхать, вдыхать аромат) Paul is appearing in a new theatre production. (= выступать, появляться) Tim is fitting a new door in the garage. (= устанавливать) Примечание. Глагол enjoy может употребляться во временах Continuous для выражения особого предпочтения. Jack really enjoys reading crime novels, (общее предпочтение) НО: He’s enjoying the party very much, (уточненное предпочтение) Глаголы look (когда речь идет о чьей-либо внешности), feel (переживание определенных эмоций), hurt и ache могут использоваться во временах Simple и Continuous без изменения значения. She looks very beautiful today. = She is looking very beautiful today. Present Perfect — Настоящее совершенное время Формообразование: глагол “have” + 3-я форма смыслового глагола. 3-я форма правильных глаголов образуется путем добавления -ed. complain - complained Для неправильных глаголов: have + Past Participle (см. список неправильных глаголов). GR2 Грамматический справочник Употребление Present Perfect употребляется, когда речь идет: • о действиях, начавшихся в прошлом и продолжающихся по настоящее время (в основном с глаголами состояния know, be, have, possess, own). He has had this computer for two years. (= Он купил компьютер 2 года назад и он все еще у него есть.) • о действии, произошедшем в прошлом, но имеющем видимый результат в настоящем: Look at Тот. He’s sad because he has failed his exam. • о действиях, произошедших в неустановленное время в прошлом. При этом действие более важно, чем время. Не has talked to Maria. (Когда? Неизвестно; это не имеет значения.) Не has drunk two cups of coffee today. (It is still the same day.) She has been to the gym seven times this week. • о недавно завершенных действиях, результат которых налицо в настоящем. She has done the shopping. (Действие завершено. Покупки на настоящий момент сделаны. Время неизвестно или не имеет значения. Очевиден результат.) • о личном опыте, переживаниях, изменениях, которые произошли. She has cut her hair short recently. A также: • в предложениях со словами “today”, “this morning/afternoon/week”, “so far” и т.п., когда эти периоды времени не закончены к моменту речи или важно подчеркнуть количество. Указатели времени (сигналы), употребляемые с Present Perfect: just, already, yet, ever, never, for, since. Present Perfect Continuous — Настоящее совершенное продолженное время Формообразование: глагол “have/has” + been + смысловой глагол + -ing. Употребление Present Perfect Continuous употребляется, когда: • подчеркивается значение длительности действия, которое началось в прошлом и продолжается до настоящего времени. Не has been rearranging the living room since Friday. • обозначается действие, начавшееся в прошлом и продолжающееся некоторое время. Оно может еще длиться или быть завершено, но обязательно иметь видимый, ощутимый результат в настоящем. She’s happy because she’s been listening to her favourite CD all day. • необходимо выразить злость, раздражение, критику по поводу неоднократного действия. She has been using ту computer without asking me. • речь идет о повторяющихся действиях в прошлом, продолжающихся до настоящего момента. Не has put on weight because he’s been eating junk food every day since last month. Указатели времени (сигналы), употребляемые с Present Perfect Continuous: since, for, how long (при акценте на длительности действия). Present Perfect vs Past Simple — Настоящее совершенное время и Прошедшее простое время Past Simple употребляется, когда речь идет о: • действии, произошедшем в установленный момент в прошлом. Liz watched а film yesterday. (Когда? Вчера. Время указано.) • действии, которое началось и закончилось в прошлом. Paul had an earache for a week. (У него больше не болит ухо.) Present Perfect употребляется, когда речь идет о: • действии, которое произошло в неопределенное время в прошлом. Liz has watched а film. (Неизвестно когда.) • действии, которое началось в прошлом и все еще продолжается в настоящем. Paul has lived here for two years. (Он все еще живет здесь.) Have gone to/Have been to/Have been in • She has gone to work. (Она ушла на работу (в дороге или уже на работе. Она пока не вернулась.) • Не has been to Berlin. (Он бывал в Берлине. Он был в Берлине, но сейчас он уже не там. Он вернулся.) • They have been in St.Petersburg for eight months. (Они в Санкт-Петерурге 8 месяцев. Они сейчас там.) Exclamations — Восклицания Восклицания — это слова или предложения, употребляемые для выражения восхищения, удивления и т.п. Для образования восклицательных предложений используются обороты со словами what (а!ап), how, such, so или вопросы с отрицанием. • how + прилагательное/наречие How tall she is! How carefully he drives! GR3 Грамматический справочник • what + a/an (+ прилагательное) + исчисляемое существительное в ед. числе What а pretty baby! What an amazing story! What an experience! • what (+ прилагательное) + неисчисляемое существительное или существительное во множественном числе What colourful paintings! What horrible weather! (NOT: What a horrible weather) • вопросы c отрицанием: Isn’t it great to be here! Relative clauses — Определительные придаточные предложения Определительные придаточные предложения начинаются с относительного местоимения или наречия. Употребление: • who(m)/that употребляются по отношению к людям. The girl who/that lives next door to Jan is my cousin. • which/that употребляются no отношению к вещам, предметам. The shop which/that has just opened in Wendover Street is lovely. • whose употребляются no отношению к людям, животным или предметам, чтобы обозначить принадлежность. She’s the girl whose father is a pilot. That’s the car whose interior was destroyed by fire. Who, which или that могут быть опущены, если они являются дополнением в определительном придаточном предложении. You met а woman. She’s ту auntie Mary I The woman (who) you met is my auntie Mary Who, which или that не могут быть опущены, если они являются подлежащим в определительном придаточном предложении. А girl lives next door. She’s a famous actress. The girl who lives next door is a famous actress. Relative adverbs — Относительные наречия Относительные наречия используются в начале по отношению придаточных определительных Употребление: • when/that употребляются по отношению ко времени. That was the year (when/that) she finished school. • where употребляется no отношению к месту. The gallery where we found this picture is very famous. • why употребляется no отношению к причине. The reason (why) she was late is still unclear. Defining - Non-defining relative clauses — Ограничительные и неограничительные определительные придаточные предложения • Ограничительные определительные придаточные предложения дают необходимую информацию, которая является существенной для значения главного предложения. Такие предложения не обособляются запятыми. Они вводятся словами who, whom, whose, which or that. The museum which was under repair has reopened. (Какой музей? Тот, который был на ремонте.) • Неограничительные определительные придаточные предложения дают дополнительную информацию, которая не является существенной для главного предложения. Такие предложения обособляются запятыми. Они вводятся словами who, whom, whose or which (но не that). Cate Blanchett, who stars in ‘The Lord of the Rings’, is a great actress. (Определительное придаточное предложение дает информацию о Cate Blanchett. Если ее опустить, значение главного предложения не изменится.) • Особо следует различать придаточные предложения с which, относящиеся ко всему главному предложению, имеющие значение следствия. В этом случае придаточные предложения обособляются запятой. She has to wake up at 6 every day, which she doesn’t like, (‘w Tich’) Подлежащее определительного придаточного предложения (не может быть опущено) flonaKiiTOf"'* определительного придаточного предложения (может быть опущено) '“■ПрЙЗДлбж- ность (местоимение не может быть опущено) употребляется в отношении людей who/that That’s the girl who is a famous actress. who/whom/ that The man (who/ whom/that) you spoke to is my brother. whose That’s the boy whose father is a pilot. употребляется в отношении предметов/ животных which/ that / heard a song which/ that was written by Justin Timbertake. which/that The book (which/that) you borrowed is mine. of which/ whose That’s the book of which/ whose (the) first page is missing. GR4 I pdMMdmneCKMM UipdBUHMMU. • Whom, which и whose может быть использовано в выражениях, обозначающих количество, с of (some of, many of, half of etc.). She got a lot of job offers. Most of them were from investment banks. She got a lot of Job offers, most of which were from investment banks. • That может быть использовано вместо who, whom или which, но никогда не используется после местоимений и предлогов. She’s the girl who/that plays the piano very well. The person to whom you were speaking is my brother, (‘that’ is not possible) МОДУЛЬ 2 Infinitive — Инфинитив Инфинитив с частицей to употребляется: • для выражения цели: She went to the supermarket to buy some cheese. • после глаголов, обозначающих отношение к будущему действию другого лица {agree, appear, decide, expect, hope, plan, promise, refuse, want etc.) в структурах smb to do smth. / expect him to be here. I want you to come. • после would like, would prefer, would love и т.д. для выражения определенного предпочтения. / would love to come to your party. • после прилагательных, обозначающих чувства и эмоции (happy, glad, sad etc.), выражающих го-товность/неготовность (eager, reluctant, willing etc.), описывающих проявление черт характера человека (clever, kind etc.) и прилагательных lucky и fortunate, по отношению к какому-либо действию. / was sad to hear you were not feeling well. Примечание. C прилагательными, описывающими характер, также используются безличные конструкции it + be + adjective/noun. It was kind of you to tend me your laptop. It was moving to see him again after so many years. • после too/enough. She’s old enough to watch the film. • после be + the first/second/next/last etc. She was the first person to call me on my birthday. • после глаголов (и выражений с ними) ask, decide, explain, find out, learn, want, want to know etc., когда за ними следует вопросительное слово. She asked те when to get the tickets. • в устойчивых выражениях to tell you the truth, to be honest, to sum up, to begin with, etc. To sum up, the government needs to take measures to deal with unemployment more effectively. Примечание. Если два инфинитива с частицей to соединяются союзами and/or, частица to второго инфинитива опускается. / would love to до to Paris and see the museums. • после некоторых существительных: honour, goal, way etc. It’s an honour to take part in this festival. You can find a better way to spend your time. • c so + adjective + as. Would you be so kind as to help me with the door? • c ‘only’, выражающим неудовлетворительный результат. She drove all the way to the mall only to find it was closed. • в выражениях for + noun/pronoun + to -inf. It was very unusual for John to speak so rudely. Примечание. Dare в значении ‘осмелиться сделать что-либо’ употребляется с инфинитивом с to или без частицы to. I don’t dare (to) tell him the truth. Dare, обозначающее угрозу, предупреждение или злобу, употребляется без частицы to. Don’t you dare talk to me like that. Dare, обозначающее вызов, употребляется с инфинитивом с частицей to. / dare you to dive into the sea from the cliff. Инфинитив без частицы to употребляется: • после модальных глаголов. Sally сап speak Portuguese fluently. • в глагольных выражениях let, make, see, hear, watch, notice и feel + smb + инфинитив без частицы to (Complex Object). They let him travel on his own. HO: c be made, be heard, be seen в страдательном залоге употребляется инфинитив с частицей to. She was seen to speak to flowers in her garden. Примечание. Когда после see, hear и watch следует -ing форма глагола, в страдательном залоге их форма не изменяется. / heard her crying in her room. She was heard crying in her room. • после had better и would rather. You had better put a jacket on. Примечание. Help can be followed by either the to-infinitive or the infinitive without to. She helped me (to) carry the desk. -ing form — -ing форма глагола -ing form употребляется: • в роли подлежащего. Exercising is good for your health. • после глаголов: admit, appreciate, avoid, consider, continue, deny, fancy, go (for activities), imagine, mind, miss, practise, prevent, quit, save, suggest. You should avoid eating junk food. GR5 Грамматический справочник GR6 • после глаголов love, like, enjoy, prefer, dislike, hate для выражения общего предпочтения. Brian prefers walking alone. • после выражений: be busy, it’s no use, it’s no good, it’s (not) worth, what’s the use of, can’t help, there’s no point (in), can’t stand, have difficulty (in), have trouble etc. / have difficulty (in) understanding what he says. • после глаголов spend, waste, lose (time, money etc.). He spends an hour playing the guitar every day. • после частицы to c такими глаголами и выражениями, как: think of, apologise for, object to, look forward to, be used to, in addition to. She’s looking forward to receiving a letter from him. I was thinking of calling John. He apologised for being late. • после глагола prefer. She prefers walking to driving on the way to work. • после глаголов hear, listen to, notice, see, watch и feel для обозначения незавершенного действия. / saw Paul waiting for the bus. (Я видел только часть /(ррагмент действия.) НО: Инфинитив без частицы to употребляется с hear, listen to, notice, see, watch и feel для обозначения завершенного действия. / didn’t see Paul get on the bus. (Действие было завершено.) Примечание: be/get used to + -ing form I’m used to working very hard. (It’s my habit.) HO: / used to work very hard. (I don’t any more.) Differences in meaning between the to-infinitive and -ing form - Разница в значении между инфинитивом с частицей to и ing-формой глагола После некоторых глаголов может употребляться как инфинитив с частицей to, так и ing-форма глагола с разницей в значениях. • forget + инфинитив с частицей to — забыть, не помнить. She forgot to buy milk. • forget + -ing-форма глагола — забывать (о событии в прошлом). /’(( never forget visiting London for the first time. • remember + инфинитив c частицей to - помнить, не забывать. Did you remember to call Maria? remember -r -ing-форма глагола — помнить о событии в прошлом. / remember meeting her in Paris. • mean + инфинитив c частицей to — намереваться, собираться. / apologise. I didn’t mean to upset you. • mean -r -ing-форма глагола — подразумевать, предполагать. Being a good doctor means devoting your life to helping others. • regret + инфинитив c частицей to — сожалеть о том, что приходится сообщать что-либо неприятное (обычно употребляется в Present Simple с такими глаголами, как say, tell, inform, announce). / regret to inform you that your application has been rejected. • regret + -ing-форма глагола — сожалеть о чем-либо. I regret hurting your feelings. • try + инфинитив c частицей to — стараться делать все возможное. I tried to convince her that everything would be alright. • try -Г -ing-форма глагола — делать что-то в качестве эксперимента. You should try exercising more often. • stop + инфинитив c частицей to — остановиться на время с целью что-либо сделать. While he was driving to work, he stopped to buy a sandwich. • stop + -ing-форма глагола — прекратить делать что-либо. She stopped drinking coffee months ago. • go on + инфинитив c частицей to — закончить действие и приступить к новому действию. She did the washing up, then went on to tidy up the kitchen. • go on + -ing-форма глагола — продолжать делать что-либо. She went on talking for hours. • want + инфинитив c частицей to — желать, хотеть. / want to travel to Africa. want + -ing-форма глагола — что-либо требует какого-либо действия. Му саг wants cleaning. • be sorry -г инфинитив с частицей to — сожалеть. / was sorry to hear you haven’t been feeling well. • be sorry for + -ing-форма глагола — извиняться за что-либо. I’m sorry for being so abrupt with you. • hate + инфинитив c частицей to — испытывать неудовольствие по поводу предстоящего действия. / hate to disappoint you but he’s not coming. hate + -ing-форма глагола — не любить то, что приходится делать. / hate troubling you, but could you help me with Грамматический справочник this? • be afraid + инфинитив с частицей to — бояться делать что-либо, сомневаться, колебаться. She was too afraid to travel on her own. • be afraid of + -ing form ~ бояться, что может случиться действие, обозначенное -ing формой глагола. When exercising, Гт afraid of injuring ту back. Verbs taking to-infinitive or -ing form without a change in meaning ~ Глаголы c инфинитивом c частицей to или -ing-формой глагола без разницы в значении • begin, continue, intend, start + инфинитив с частицей to или -ing-форма глагола. Две -ing-формы глагола не могут следовать друг за другом. She began talking/to talk. NOT: She is beginning talking. BUT: She is beginning to talk. • advise, allow, encourage, permit, require + дополнение + инфинитив с частицей to. Не advised те to stay indoors. • advise, allow, encourage, permit, require + -ing-форма глагола. He advised taking two tablets. • need, require, want + инфинитив c частицей to/ -ing-форма глагола/инфинитив в форме страдательного залога. You need to mow the lawn. The lawn needs mowing. The lawn needs to be mowed. • be advised, be allowed, be encouraged, be permitted, be required + инфинитив c частицей to. C этими пассивными конструкциями употребляется только инфинитив с частицей to. / was advised to take two tablets. Too - Enough • Too (b значении «слишком») употребляется перед прилагательными и наречиями и используется для выражения чрезмерного количества какого-либо качества, имеет отрицательное значение. Air Smith is too busy to see you right now. • Enough («достаточно») употребляется после наречий и прилагательных и используется для выражения достаточного количества какого-либо качества, имеет положительное значение. Emma сап speak Spanish well enough to have a simple conversation. Примечание. В отрицательных предложениях enough имеет отрицательное значение. Тот is not old enough to drive yet. • Enough/Not enough также употребляется перед существительными и показывает достаточное/не-достаточное количество чего-либо. We have enough time before the plane leaves so there’s no need to hurry. There were not enough chairs for everyone so some people had to stand. МОДУЛЬ 3 Past Simple - Прошедшее простое время Форма: Past Simple для правильных глаголов образуется путем прибавления -ed. Past Simple неправильных глаголов образуется путем изменения формы этих глаголов (см. список неправильных глаголов). Форма Past Simple не изменяется по числам, за исключением глагола to be (was/were). Правописание (форма Past Simple правильных глаголов) • к глаголам, оканчивающимся на -е, добавляется -d: / wave - / waved • в глаголах, оканчивающихся на согласную + у, -у меняется на -1 и добавляется -ed: / cry — I cried • к глаголам, оканчивающимся на гласную + у, добавляется -ed; / pray - / prayed • в глаголах с ударной гласной между согласными последняя согласная удваивается и добавляется -ed: / skip - / skipped • в глаголах, оканчивающихся на -1, -I удваивается и добавляется -ed: I travel - I travelled Употребление Past Simple употребляется, когда речь идет о: • действиях, произошедших в прошлом. Bruce called Tina yesterday morning. • действиях, произошедших в прошлом, с указанием точного времени. She went to the gym at 7 o’clock. (Когда? В 7 часов.) • повторяющихся действиях в прошлом. We often travelled to London when we were students. • последовательных действиях в прошлом. She woke up, put some clothes on and ran out of the house. • законченных действиях в прошлом, не связанных с настоящим, с указанием точного или предполагаемого времени. Henry James wrote many novels. GR7 Грамматический справочник Указатели времени (сигналы), употребляемые с Past Simple: yesterday, yesterday morning/evening etc, last night/week etc, two weeks/a month ago, in 1988 etc. Past Continuous - Прошедшее продолженное время Форма: форма прошедшего времени глагола to be (was/were) + причастие настоящего времени (-ing форма смыслового глагола). Употребление Past Continuous употребляется для описания действия в процессе развития в прошлом, когда речь идет о: • действии, которое происходило в определенное время в прошлом. It was raining when we got up this morning. • действии, которое происходило в прошлом и было прервано другим действием, тогда Past Continuous употребляется для описания действия в раз-витии/процессе (длительное действие), а Past Simple — для описания действия, которое прервало его (краткое действие). Не was reading his essay when he noticed a mistake. • двух или более одновременных действиях в прошлом (обычно выполняемых разными людьми). While she was feeding the baby her husband was also talking on the phone. • о фоновой ситуации в рассказах и повествованиях. The wind was howling and dark clouds were gathering in the sky. Paul was standing ... etc. Указатели времени (сигналы), употребляемые с Past Continuous: while, when, as, all day/night/morning/ yesterday etc. Past Simple и Past Continuous • Past Simple употребляется для описания действия, которое произошло в указанное время в прошлом. Не lost his wallet three weeks ago. HO: Past Continuous употребляется для описания действия в процессе развития, которое происходило в определенный момент в прошлом. Не was jogging in the park yesterday afternoon. • Past Simple употребляется для описания последовательных действий в прошлом. Не closed the windows, turned off the lights and locked the door. HO: Past Continuous употребляется для описания одного или более одновременных действий, выполняемых разными людьми в прошлом. Tim was reading а book and his brother was listening to music. Past Continuous употребляется для описания действия в развитии/процессе, которое было прервано. Past Simple употребляется для описания действия, которое его прервало. As George was driving to work his car broke down. Past Perfect время Прошедшее совершенное GR8 Форма: had + причастие прошедшего времени (3-я форма) смыслового глагола. Употребление Past Perfect употребляется, когда речь идет о: • действии, которое предшествовало другому действию в прошлом. Roy had fallen asleep before his parents returned home. • действии, которое завершилось в прошлом, при описании его результата. Лт had shaved his beard and he looked very nice. Примечание: Past Perfect является эквивалентом Present Perfect в прошедшем времени. a) He had argued with a friend and he felt miserable. (Действие ‘had argued’ произошло в прошлом и результат ‘felt miserable’ был налицо тоже в прошлом.) b) Не has argued with а friend and he feels miserable. (Действие ‘has argued’ произошло в прошлом, a результат ‘feels miserable’ очевиден в настоящем.) Указатели времени (сигналы), употребляемые с Past Perfect: before, after, already, just, till/until, when, by, by the time, never, for, since. Past Perfect Continuous - Прошедшее совершенное продолженное время Форма: had -ь been + причастие настоящего времени (-ing форма смыслового глагола). Употребление Past Perfect Continuous употребляется, когда: • подчеркивается длительность действия, которое началось и закончилось в прошлом перед другим действием в прошлом, обычно с since или for, how long. Не had been living in the city for ten years before he moved to the countryside. • обозначается действие, которое длилось некоторое время в прошлом, и описывается его результат (в прошлом). The children had been playing in the garden all afternoon so their clothes were dirty. (Дети играли Грамматический справочник в саду весь день; описывается результат; у них была грязная одежда.) Примечание: Past Perfect Continuous является эквивалентом Present Perfect Continuous в прошедшем времени. a) Топу had been working for many hours so he was tired. (Действие ‘had been working’ продолжалось некторое время в прошлом и результат ‘was tired’ был налицо в прошлом.) b) Топу has been working for many hours so he is tired. (Действие ‘has been working’ началось в прошлом, a результат ‘is tired’ все еще виден в настоящем.) Указатели времени (сигналы), употребляемые с Past Perfect Continuous: before, for, since, till!until, how long. Конструкция Would/Used to • Would/used to (always/often etc.) + начальная форма глагола без частицы to используются, когда речь идет о повторяющихся действиях в прошлом. She used to/would play tennis three times a week when she was a teenager. • В этом случае used to/would может быть заменено Past Simple без изменения в значении. When I was at university, I performed!used to perform in theatrical plays. HO: Для обозначения единичного действия, которое произошло в определенное время в прошлом, употребляется Past Simple, не used to. / lost ту purse yesterday. (NOT: I used to lose my purse yesterday.) • Used to употребляется также для обозначения фактов из прошлого, которые более не имеют места в настоящем. / used to work as a waiter. Now I work as an electrician. (NOT: I would work as a waiter.) Logical Assumptions/Deductions (must, may, can’t) — Модальные глаголы (must, may, can’t) — Логические заключения/выводы Логические заключения/Выводы (must, may, can’t) • Must — употребляется, когда есть полная уверенность в вероятности действия в настоящем или прошлом. Тот looks guilty. Не must have done something wrong. • May/Might/Could — употребляется, когда есть вероятность, что действие, происходит или происходило. There’s а lot of traffic today so John might be late. 12 Английский язык 9 кл. Sue may have returned your book. Check your desk. Can’t/Couldn’t — употребляется для выражения невозможности действия в настоящем или прошлом. The TV can’t be broken. It’s brand-new. She couldn’t have said something so rude. She is an extremely polite person. МОДУЛЬ 4 Future Simple — Будущее простое время Формообразование: will + V. Употребление Future Simple употребляется, когда речь идет о: • прогнозах, предсказаниях на будущее (обычно с глаголами: hope, think, believe, expect, imagine; c выражениями: I’m sure. I’m afraid; c наречиями: probably, perhaps, maybe, etc.) / think she’ll change her mind. Perhaps Peter will join us. • обещаниях. / promise I’ll help you tidy the house. • сиюминутных решениях. It’s cold in here. I’ll turn the heat up. Примечание. ‘Shall l/we’ обычно используется в вопросительной форме, когда делается предложение или высказывается просьба о совете. Shall we до to the museum today? Указатели времени (сигналы), употребляемые с Future Simple: tomorrow, the day after tomorrow, next week! month/year, tonight, soon, in a week/month/year. Другие способы выражения значения будущего Be going to Форма: глагол to be + going to + V. Употребление be going to употребляется, когда речь идет о: • планах на будущее и намерениях. Ivan is going to Join a boxing club soon. (He’s planning to...) HO: will употребляется для выражения решений, принятых в момент речи. Гт bored, i’ll call ту friend to chat. • прогнозах, основанных на том, что мы видим или знаем. Look out! You’re going to step on the dog’s tail! HO: will употребляется для прогнозов, предсказаний будущих событий, основанных на наших предположениях. GR9 Грамматический справочник Evelyn hasn’t studied much so I don’t think she’ll pass her maths test. принятых решениях по поводу действий в ближайшем будущем. Dylan is soing to invite his friends to dinner. (Он уже решил сделать это.) Future Perfect время Будущее совершенное Форма; will have + причастие прошедшего времени (3-я форма) смыслового глагола. Употребление Future Perfect употребляется, когда речь идет о: • действии, которое совершится до определенного момента в будущем. We will have finished our course by the end of June. Указатели времени (сигналы), употребляемые с Future Perfect: before, by, by then, by the time, until/till (только в отрицательных предложениях). Future Continuous — Будущее продолженное время Форма: will be + причастие настоящего времени (-ing форма) смыслового глагола. Употребление Future Continuous употребляется, когда речь идет о: • будущем действии в процессе его совершения в определенный момент в будущем. This time next week I’ll be sunbathing in Sochi. • действии, которое наверняка произойдет в будущем согласно плану, договоренности. She will be driving to Cheshire tonight. • вежливом вопросе о чьих-либо намерениях на ближайшее будущее. Will you be watching the show tonight? Present Simple в значении будущего Расписания/Программы The plane takes off at 10:00 am. Present Continuous в значении будущего Договоренность на ближайшее будущее Гт throwing а surprise party for ту brother on Saturday. Time Clauses — Придаточные предложения времени В придаточных предложениях времени используются глаголы в Present Simple или Present Perfect, но не в формах будущего времени. Они вводятся при помощи слов и выражений, как while, before, after, until/till, as, when, whenever, once, as soon as, as long as, by the time, etc. By the time we get there the film will have started. (NOT: By the time we will got there ...) После таких слов и выражений, как unless, if, suppose/ supposing, in case etc., употребляются Present Simple и Present Perfect, но не формы будущего времени. Таке ап umbrella in case it rains later. (NOT: in case it will rain later.) Формы будущего времени употребляются с: • when — когда оно является вопросительным словом. When will you go on holiday? • if/whether — после выражений, обозначающих неуверенность/незнание и т.п., таких, как / don’t know, I doubt, I wonder. I’m not sure etc. / don’t know whether he will get the job. Clauses of Purpose предложения цели Придаточные Придаточные предложения цели вводятся при помощи: • to/in order to/so as to + infinitive He is running to/in order to/so as to catch the bus. • so that + can/will (в значении настоящего/ будущего) She’ll stay at the office late so that she will finish the report. • so that + could/would (в значении прошлого) Joe joined a gym so that he could become fitter. • with the view to/with the aim of + -ing form He went to the bank with the aim of asking for a loan. Clauses of Result — Придаточные предложения следствия • Придаточные предложения следствия вводятся при помощи: that (after such/so...), (and) as a result, (and) as a consequence (официально), consequently (офиц.), so, therefore etc. It hadn’t rained for two months and as a result the country was facing a water shortage. • such a(n) + (прилагательное) + исчисляемое существительное в единственном числе + that + придаточное предложение. Mrs Abbot is such a good teacher that all her students love her. • such + (прилагательное) + исчисляемое существительное в единственном числе + that + придаточное предложение. They’re such nice people that everybody likes them. • such + a lot of + существительное + that + придаточное предложение. He had such a lot of GR10 грамматический справочник work to do that he had to cancel our dinner plans. • so + прилагательное/наречие + that + придаточное предложение. They were talking so loudly that the librarian asked them to leave the library. • so + few/little/many/much + имя существительное + that + придаточное предложение. There was so much traffic on the streets that it took us an hour to drive home. • so + прилагательное + a(n) + существительное + that + придаточное предложение. It is so popular a museum that it's always crowded. • as a result/therefore/consequently/so + that + придаточное предложение. V/e couldn’t find a room to book in that hotel and therefore we had to look elsewhere. МОДУЛЬ 5 Comparatives — Степени сравнения прилагательных и наречий • Сравнительная степень употребляется при сравнении объектов. Превосходная степень указывает на высшую степень качества у того или иного объекта в группе подобных. После прилагательного в сравнительной степени обычно используется than (чем). Аппе is shorter than Helen. • Перед прилагательным в превосходной степени обычно используется определенный артикль the (относящийся к определяемому существительному). После прилагательного в превосходной степени обычно используется in или of. Lena is the youngest of the three sisters. Raul is the funniest person in the class. Образование степеней сравнения прилагательных и наречий: • к односложным прилагательным добавляется -(е)г для образования сравнительной степени и -(e)st для образования превосходной: small - smaller - smallest Примечание: у односложных прилагательных, оканчивающихся на гласную -Ь согласную, эта согласная удваивается: hot - hotter - hottest • большинство двусложных и многосложные прилагательные образуют сравнительную степень с помощью more (более), а превосходную с помощью most (наиболее). sociable - тоге sociable - most sociable Примечание 1: в двусложных прилагательных, оканчивающихся на согласную + у, -у заменяется на -i и добавляется -er/-est: easy - easier - easiest Примечание 2: прилагательные clever, cruel, friendly, gentle, narrow, quiet, shallow, simple, stupid образуют сравнительную и превосходную степени сравнения как с -er/-est, так и при помощи more/most: friendly - friendlier/more friendly - friendliest/ most friendly • к наречиям, совпадающим по форме с прилагательными [hard, fast, early, late, high, low, deep, long, near, straight), добавляется -er/-est: fast - faster - fastest • к другим наречиям (e.g. quickly, slowly, easily) добавляется more/most. • Исключения: good/well - better - best much - more - most far - farther/further - farther/furthest bad/badly - worse - worst little - less - least Примечание: elder/eldest употребляется для описания людей из одной семьи. Her elder/eldest sister is an architect. Типы сравнительных оборотов: • as + прилагательное + as (употребляется, чтобы показать, что два объекта чем-то похожи). В отрицательных предложениях употребляется not as/so ... as. The blue skirt is as expensive as the red one. • less + прилагательное + than (выражает различие между двумя объектами). Противоположностью является тоге ... than. Paul is less successful than his brother. • the least + прилагательное+ of/in (употребляется для сравнения объекта с двумя или более схожими объектами). The opposite is most... of/in. She is the least ambitious person in the company. • much/a lot/far/a little bit/slightly + comparative (выражает степень различия между двумя объектами). Brian is slightly older than Claire. • comparative and comparative употребляется, чтобы показать увеличение, уменьшение чего-либо. The traffic gets worse and worse every day. • the + comparative ..., the + comparative (показывает, что два объекта изменяются вместе или что одно зависит от другого). The longer the day went on, the more tired she became. • by far + the superlative (подчеркивает разницу между объектом и двумя или более схожими объектами). Last year was by far the best the company has ever had. GR11 Грамматический справочник Expressing Preference - Выражение предпочтения Для выражения общего предпочтения употребляются: • I prefer + noun/-ing + to + noun/-ing. / prefer vegetables to meat. I prefer painting to drawing. • I prefer + to-infinitive + rather than + bare infinitive. I prefer to go out rather than stay at home on a Saturday. Для выражения ситуативного предпочтения употребляются: • I’d prefer + to-infinitive {+ rather than -r bare infinitive). I’d prefer to go to a restaurant (rather than eat in). • I’d prefer + noun (+ rather than + noun). Would you like some tea? - I’d prefer a glass of water, thank you. • I’d rather + bare infinitive (+ than + bare infinitive). I’d rather go to the concert than stay at home. МОДУЛЬ 6 The Passive Voice — Страдательный залог Формообразование. Страдательный залог образуется при помощи глагола to be (в нужном времени) и 3-й формы смыслового глагола. ACTIVE PASSIVE GR12 Present Simple Mary makes tea. Tea is made by Mary. Present Continuous 1 am making tea. Tea is being made (by me). Past Simple Mary made some cakes. Some cakes were made by Mary. Past Continuous Mary was making tea. Tea was being made by Mary. Present Perfect Simple Mary has made tea and coffee. Tea and coffee have been made by Mary. Past Perfect Simple Mary had made tea. Tea had been made by Mary. Future Simple Mary will make tea. Tea wilt be made by Mary. Future Perfect Simple Mary will have made tea. Tea will have been made by Mary. Infinitive Mary has to make tea. Tea has to be made by Mary. Modal Verbs Mary may make tea. Tea may be made by Mary. Passive Voice употребляется: • когда очевидно или, напротив, неважно, кто выполняет действие. The food was cooked. (Мы не знаем, кто приготовил еду.) The shirt is being washed. (Неважно, кто стирает рубашку.) The criminal has been arrested. (Очевидно, что полиция арестовала преступника.) • когда само действие важнее, чем субъект, выполняющий его, например: в заголовках новостей, газет-нь:х статьях, заметках, рекламе, инструкциях и т. п. Shoplifters will be prosecuted. • когда мы хотим избежать ответственности за какое-либо действие или когда говорим о неприятном событии и не хотим говорить, кто виноват. Hundreds of people were injured in the train crash. • когда делается акцент на действующее лицо. The flowers were sent by the Queen herself. • чтобы сделать высказывание более официальным или вежливым. Aiy bag has been ruined. (More polite than saying ‘you’ve ruined my bag’.) Изменение действительного залога в страдательный: • Дополнение предложения в действительном залоге становится подлежащим в страдательном залоге. • Смысловой глагол не изменяется по времени, но форма его изменяется на форму страдательного залога. • Подлежащее предложения в действительном залоге становится дополнением, указывающим на исполнителя действия, и употребляется с предлогом by или опускается. Subject Verb Object ACTIVE Liz painted a portrait. PASSIVE I { ' } Subject Verb Agent The portrait was painted by Liz. Только переходные глаголы (глаголы, имеющие прямое дополнение) могут иметь форму страдательного залога. Active: Paul swims every day. (непереходный глагол; нет формы страдательного залога) Примечание. Некоторые переходные глаголы {have, fit, exist, seem, suit, lack, resemble) не имеют формы страдательного залога. This colour suits you. (NOT: This colour is suited by you.) В повседневной речи при обсуждении событий, произошедших неожиданно или в результате происшествия, вместо глагола to be употребляется глагол to get. Не got hit by a truck. Грамматический справочник By + исполнитель действия употребляется для того, чтобы обозначить, кем было совершено действие. With + инструменты/материалы/ ингредиенты употребляется для того, чтобы обозначить, что использовалось при совершении действия. This photosraph was taken by my brother. It was taken with a digital camera. • Существительное, обозначающее исполнителя действия, может быть опущено, если подлежащее в предложении действительного залога выражено словами: they, he, someone/ somebody, people, one etc. People have discovered the truth. (= The trut has been discoverd.) • Существительное, обозначающее исполнителя действия, не может быть опущено, если исполнитель действия является существенным для значения предложения. The novel was written by Graham Greene. • У глаголов, имеющих два дополнения, таких, как: bring, tell, send, show, teach, promise, sell, read, offer, give, lend, можно образовать две модели страдательного залога. Philip will send Sarah a gift, (active) Sarah will be sent a ^ift. (passive, более типичная форма) A sift will be sent to Sarah by Philip, (passive, менее типичная форма) • в вопросах в страдательном залоге с who, whom или which by не опускается. Who gave you this book? Who were you given this book by? • После hear, help, make и see в Passive Voice следует инфинитив с частицей to. She made me lie. I was made to lie. Примечание. После hear, see и watch может употребляться причастие настоящего времени в действительном и страдательном залоге. We saw her stealins. She was seen stealins- Causative — Каузативная форма Форма: have + прямое дополнение + 3-я форма глагола. В предложениях действительного залога подлежащим является лицо, совершающее действие, тогда как в предложениях каузативной формы действие совершается не лицом, обозначенным подлежащим предложения, а кем-то другим за или для него. ACTIVE PASSIVE Present Simple She designs clothes. She has clothes designed. Present Continuous She is designing clothes. She is having clothes designed. Past Simple She designed clothes. She had clothes designed. Past Continuous She was designing clothes. She was having clothes designed. Future Simple She will design clothes. She will have clothes designed. Future Continuous She will be designing clothes. She will be having clothes designed. Present Perfect She has designed clothes. She has had clothes designed. Present Perf. Cont. She has been designing clothes. She has been having clothes designed. Past Perfect She had designed clothes. She had had clothes designed. Past Perfect Cont. She had been designing clothes. She had been having clothes designed. Infinitive She wants to design clothes. She wants to have clothes designed. -ing form She likes designing clothes. She likes having clothes designed. Употребление Данная конструкция используется для обозначения действия, выполняемого кем-либо для лица, обозначенного подлежащим. They hired а professional to decorate their country house. They had their country house decorated. (They didn’t do it themselves. - A professional did it.) • В каузативной форме глагол to have употребляется в отрицательных и вопросительных предложениях с вспомогательным глаголом do/does/don’t/ doesn’t (Present Simple) или did/didn’t (Past Simple). Adam doesn’t have his jumpers dry cleaned. Did you have your eyes checked? • Get часто используется в каузативной форме вместо have. Did Mary have/get her hair dyed? • Каузативная форма может употребляться вместо страдательного залога, когда речь идет о несчастных случаях или неудачных случайностях. George had his car stolen from the car park. (= His car was stolen from the car park.) GR13 Грамматический справочник Reflexive Pronouns - Возвратные местоимения Форма: myself, yourself, himself, herself, itself, ourselves, yourselves, themselves. Употребление Возвратные местоимения употребляются: • после некоторых глаголов (behave, burn, cut, enjoy, hurt, kill, look at, laugh at, introduce, dry, teach etc.), когда подлежащее и дополнение являются одним лицом. She tausht herself how to play the He cut himself while he was chopping vegetables. • после глаголов be, feel, look, seem. Helen doesn’t seem herself lately. • после предлогов. You need to take better care of yourself. HO: Возвратные местоимения не употребляются после предлогов места. You сап put these glasses in the cupboard behind you. (NOT: behind yourself) После некоторых глаголов возвратные местоимения не употребляются. Среди них: wash, shave, (un)dress, afford, complain, meet, wake up etc. The purse was expensive and I couldn’t afford it. (NOT: afford it myself) HO: Возвратные местоимения употребляются после глаголов wash или dress, когда речь идет о маленьких детях или животных. She’s been teaching her little daughter how to dress herself. Запомните выражения: Enjoy yourself! (= Хорошо тебе провести время!) Behave yourself! (= Веди себя хорошо!) I like being by myself. (= Я люблю побыть в одиночестве.) She lives by herself. (= Она живет одна.) By myself, by yourself, by himself etc. (= я один (одна), ты один (одна), он один/она одна и т.п.) Help yourself to some cake. (= Угощайся тортом.) Do it yourself. (= Сделай это сам.) Make yourself at home! (= Чувствуй себя как дома.) Make yourself heard. (= Говори, чтобы тебя услышали.) Маке yourself understood. (= Добейся, чтобы тебя поняли.) Придаточное с if I Главное предложение МОДУЛЬ? Conditionals: type 1 — Придаточные предложения условия (тип 1) • Conditionals (type 1) используются для выражения реальной или очень вероятной ситуации в If -г V/V. future simple If she does well at the interview, she will get the job. • Если придаточное условия стоит перед главным предложением, они разделяются запятой. Если главное предложение стоит перед придаточным с if, запятая не ставится. Примечание. С придаточными предложениями условия (тип 1) может использоваться unless (если не) + глагол в утвердительной форме (= if -I-глагол в отрицательной форме). She will not speak to him unless he apologises. (If he doesn’t apologise, she will not speak to him.) Conditionals: types 2 & 3 — Придаточные предложения условия (типы 2 & 3) • Conditionals (type 2) используются для выражения воображаемой и маловероятной ситуации в настоящем и будущем. В придаточном предложении с if в 1-ми 3-м лице единственного числа употребляются как were, так и was. Также используется структура /f / were you... для того, чтобы дать совет. Придаточное с if I Главное предложение If -г V2/was,were +Vj^g would/could/might + bare infinitive (без to) If 1 had a good voice, I would become a singer. If Paul was not working today, we could go to the beach. If I were you, I would stay in tonight. ____________ Conditionals (type 3) используются для описания воображаемой ситуации в прошлом. Они также используются для выражения сожаления о том, что прошло, или критики по поводу уже прошедших событий. Придаточное С if I Главное предложение If + had + V3/ had been +У, mg would/could/might + bare perfect infinitive (без to) If I had studied harder, I would have passed the exams. If he hadn’t been studying that hard, he wouldn’t have passed his exams. настоящем или будущем. • Придаточные предложения условия обычно вводятся при помощи if, а также: unless (= if not), providing, provided (that), as long as, on condition (that), but for + -ing form/noun, otherwise, GR14 Грамматический справочник or else, what if, supposing, even if, only if. Unless she starts studying harder, she’s going to fail her exams. Get up now or else you’ll miss your appointment. Put your sweater on, otherwise you’ll get cold. We’ll leave on Monday, supposing the weather’s fine. Примечание. Если предложение начинается только с Only if, подлежащее и сказуемое главного предложения меняются местами. Only if you are dressed formally, will you be allowed in. Если предложение с if стоит перед главным предложением, две части предложения разделяются запятой. If you are feeling tired, you must rest. HO: You must rest if you are feeling tired. В придаточных предложениях условия (тип 2) в официальном английском после if во всех лицах употребляется were вместо was. If he were/was here, things would have been different. В предложениях с it will, would или should не употребляются. If you stay up late, you can get into trouble. (NOT: if you will stay) Однако will, would или should употребляются в предложениях с if, когда речь идет о просьбе, а также для выражения раздражения, сомнения, неуверенности, настойчивости. If she should need help, ask her to call me. (сомнение /неуверенность — Я сомневаюсь, что ей ронадобится помощь.) If you will stop arguing, we will find a solution. (просьба — Пожалуйста, прекрати спорить.) Глагольная форма Употребление I wish/lf only + past simple/past continuous 1 wish 1 was not working right now. (but 1 am) If only 1 were going to the concert tonight, (but I’m not) для выражения желания изменить настоящую ситуацию I wish/lf only + past perfect 1 wish 1 had studied harder, (but 1 didn’t) If only 1 hadn’t been so foolish, (but 1 was) для выражения сожаления по поводу чего-то случившегося или неслучивше-гося в прошлом I wish/lf only + subject + would + bare inf. 1 wish you wouldn’t be so rude to your sister. If only you would stop arguing. для выражения: - повелительного наклонения в вежливой срорме - желания, чтобы ситуация или поведение человека изменилось Примечание. Конструкция If only используется так же, как и I wish, но придает высказыванию большую экспрессивность и яркость. Were может употребляться вместо was после “wish” и “if only”. / wish I were young again. Случаи, когда можно опустить ‘if В таких случаях should (cond. type 1), were (cond. type 2) и had (cond. type 3) стоят перед подлежащим. If he should pass the exam, he will apply to university. —> Should he pass the exam, he will apply to university. If there were an election tomorrow, who would you vote for? —> Were there an election tomorrow, who would you vote for? If I had known, I would have told you. —> Had I known, I would have told you. Wishes — Выражение желания • Конструкции I wish/lf only используются для выражения желания, а также сожаления. Эквивалентом в русском языке могут служить обороты; Хорошо бы/Если бы только/Вот бы. Medals — Модальные глаголы к модальным глаголам относятся can/could, may/ might, must/have to, ought to, shall/should, will/ would. • Форма модальных глаголов, кроме have to, не изменяется. • После модальных глаголов следует инфинитив без частицы to. • Модальные глаголы употребляются перед подлежащим в вопросительных предложениях. В отрицательных после них употребляется частица not. • Когда за модальным глаголом следует инфинитив смыслового глагола, он относится к действию в настоящем или будущем. Не should wash his car more often. Когда за модальным глаголом следует перфектный инфинитив, он относится к действию в прошлом. Не should have washed his car before he left for his trip. GR15 Грамматический справочник GR16 Обязательство/Долг/Необходимость (must, have to, should/ought to) • must выражает долг/строгое обязательство сделать что-либо, показывает, что какое-либо действие крайне необходимо. If the pain persists i must see a doctor. • have to выражает обусловленную обстоятельствами необходимость. The vet says we have to give some medicine to our do2- • had to — форма прошедшего времени для must и have to. • should/ought to выражает обязательство, рекомендацию. You should send her a card for her birthday. Отсутствие необходимости (don’t have to/need to, needn’t) • don’t have to/don’t need to/needn’t выражает отсутствие необходимости делать что-либо в настоящем или будущем. You don’t have to buy extra bread. You don’t need to tell them if you’re leaving earlier. She needn’t go on a diet. • didn’t have to выражает отсутствие необходимости в прошлом. Неизвестно, было это сделано или нет. They didn’t have to take them out to dinner. (We don’t knov^ if they took them out.) Разрешение/Запрет (can, may, mustn’t, can’t) • can/may употребляются для того, чтобы попро-сить/дать разрешения на что-либо. May является более формальным, чем сап. Сап/Мау / borrow your pen? Yes, you can/may. • mustn’t/can’t употребляются, когда запрещается что-либо делать (правилами, законом). You mustn’t/can’t talk loudly in the library. Возможность (can, could) • can + инфинитив употребляется для обозначения общей, теоретической возможности действия. Не используется для конкретной ситуации. It сап get pretty cold up here. • could/may/might + инфинитив употребляется для выражения возможности действия в определенной ситуации. It might be cold today, so bring an extra jumper. Примечание, can/could/might может употребляться в вопросительных предложениях, may не может. Where could I buy a good coat? • could/might/would + перфектный инфинитив употребляется, когда речь идет о действии в прошлом, которое было возможно, но не произошло. I could have lent you some money, but I hadn’t been paid yet. Примечание. Формы инфинитива образуются следующим образом: Present Simple: (to) go Present Continuous: (to) be going Present Perfect Simple: (to) have gone Present Perfect Continuous: (to) have been going Способность/Неспособность (can, could, was able to) • can выражает умение, способность сделать что-либо в настоящем или будущем. Не сап perform magic tricks. • could выражает способность делать что-либо в прошлом. She could work longer hours when she was younger. • was(n’t) able to выражает (не)способность сделать что-либо в прошлом. Не was(n’t) able to attend yesterday’s meeting. • couldn’t выражает неспособность выполнить действие в прошлом. Daniel couldn’t swim when he was three. He couldn’t/wasn’t able to swim yesterday because it was a bit chilly. Критические замечания (could, should, ought to) • could: You could at least be polite to her. (настоящее время) You could have waited for them to come, (прошедшее время) • should: He should be more patient. She should have apologised to them, (но она не сделала это) • ought to: She ought to stop wasting her parents’ money. Предложения (can, would, shall, could) • can: Can I bring you something else? • would: What else would you like? • shall: Shall I pick you up from work? • can/could: We can rent a DVD. We could go on a picnic. Вероятность (will, should/ought to) • will: He will ask her to marry him. (100% уверенность) • should/ought to: They should/ought to be here soon. (90% уверенность; только будущее время; это вероятно) Совет (should, ought to, shall) • should: совет общего характера She should seek the help of a professional. • ought to: совет общего характера Everyone ought to recycle. • shall: просьба о совете Shall I complain to the manager? грамматический справочник МОДУЛЬ 8 Reported Speech — Косвенная речь Прямая речь — это чьи-либо цитируемые, точные слова. На письме прямая речь заключается в кавычки. Косвенная речь передает точное содержание чьего-либо высказывания, но не точные слова. В косвенной речи на письме кавычки не используются. После глаголов (say, tell) используется или может быть опущено that. Say - Tell • say + that + clause. She said (that) she was very happy. • say при отсутствии личного дополнения. Jack said (that) he felt tired. • say + to + дополнение, выраженное местоимением + (that) + clause. She said to me (that) she was very happy. • tell + дополнение, выраженное личным местоимением + (that) + clause (кому). She told me (that) she was very happy. • употребляется say + инфинитив c частицей to, но не say abeut. We use speak/talk about instead. Ann said to wake her up at 3:00. He spoke/talked about the meeting. Использование say, tell, ask hello, good nnorning/afternoon etc., something/ nothing, so, a prayer, a few words, no more, for certain/sure, etc. the truth, a lie, a story, a secret, a joke, the time, the difference, one from another, somebody one’s name, somebody the way, somebody so, someone’s fortune, etc. a question, a favour, the price, after somebody, the time, around, for something/somebody, etc. Reported Statements косвенной речи Высказывания в • в косвенной речи личные/притяжательные местоимения изменяются соответственно значению предложения. Helen said, “I’m having a party.’’ (прямая речь) Helen said (that) she was having a party, (косвенная речь) Sue said, “I always cook myself. ” (прямая речь) Sue said (that) she always cooked herself, (косвенная речь) • Косвенной речью передаются чьи-либо высказывания, совершенные давно (передача высказываний, совершенных в прошлом) или недавно (передача высказываний, совершенных недавно). 13 Английский ЯЗЫК 9 кл. Передача высказываний, совершенных недавно В косвенной речи времена могут изменяться или оставаться прежними. Прямая речь: Stella said, “I’ve ordered pizza.” Косвенная речь: Stella said (that) she had ordered pizza. Передача высказываний, совершенных в прошлом Глагол, вводящий косвенную речь употребляется в Past Simple, а времена изменяются следующим образом: ПРЯМАЯ РЕЧЬ КОСВЕННАЯ РЕЧЬ Present Simple —> Past Simple “/ want to learn Japanese. ” She said (that) she wanted to learn Japanese. Present Continuous —> Past Continuous “We are watching a film.” They said (that) they were watching a film. Present Perfect —> Past Perfect “/ have brushed my teeth. ” She said (that) she had brushed her teeth. Past Simple —» Past Simple or Past Perfect “1 mowed the lawn. ” She said (that) she mowed/had mowed the lawn. Past Continuous —> Past Continuous or Past Perfect Continuous “He was playing the piano. ” She said (that) he was playing/had been playing the piano. Не said, “I will always remember you. ” He said, “I can’t see you. ” He said, “We can visit you soon. ” He said, “It may rain. ” He said, “What time shall we call her?” He said, “Shall I buy this car?” He said, “Shall I give you a hand?” He said (that) he would always remember me. He said (that) he couldn’t see me. (present) He said (that) they would be able to visit me soon, (future) He said (that) it might rain. He asked what time we would call her. (information) He asked (me) if he should buy that car. (advice) He offered to give me a hand, (offer) GR17 Грамматический справочник Future Simple -» Future in the Past “1 will meet you at 7.00. ” She said (that) she would meet me at 7:00. При этом слова и выражения, обозначающие время, заменяются на: now then, immediately today —> yesterday yesterday —> the day before, the previous day tomorrow the next/following day this week —> that week last week —> the week before, the previous week next week —¥ the week after, the following week ago -4 before here —> there GR18 Глагол + инфинитив с частицей to Прямая речь Косвенная речь agree “Yes, I’ll call He agreed to call you. ” me. demand “Show me He demanded to be everything! ” shown everything. offer “Would you He offered to help like me to me. promise help you?” “i’ll be nicer He promised to be to Jenny. ” nicer to Jenny. refuse “No, 1 won’t He refused to join join you. ” me. threaten “Turn down He threatened to the music or call the police if 1 I’ll call the didn’t turn down the police. ” music. claim “1 saw her He claimed to have crying.” seen her crying. Глагол -1- инфинитив с Прямая речь Косвенная речь частицей to advise “You should He advised me to drink some drink some water. allow water. ” “You can wear He allowed me to my jacket. ” wear his jacket. ask “Please, close He asked me to the door. ” close the door. beg “Please, He begged me to please, listen listen to him. command to me.” “March!” He commanded the encourage “Go ahead, soldiers to march. He encouraged me open the door. ” to open the door. forbid “You mustn’t He forbade me to park here. ” park there. Глагол + инфинитив с частицей to Прямая речь Косвенная речь instruct “Press the Не instructed те to button and press the button and wait for the wait for the message message to appear. ” to appear. invite “Would you He invited me to go like to come to my party?” to his party. order “Stop He ordered me to shouting stop shouting immediately. ” immediately. permit “You may go He permitted me to now. ” SO. remind “Don’t forget He reminded me to to take the take the keys with keys with you. ” me. urge “Eat your He urged me to eat food.” my food. warn “Don’t go out He warned me not in this rain. ” to go out in that rain. want “I’d like you He wanted me to i to be quiet. ” be quiet. Глагол + инфинитив с частицей to Прямая речь Косвенная речь accuse sb of “You ate my sandwich. ” He accused me of eating his sandwich. apologise for “I’m sorry 1 disappointed you. ” He apologised for disappointing me. admit (to) “Yes, 1 broke the vase. ” He admitted (to) breaking/ having broken the vase. boast “1 am taller He boasted about about/of than you. ” being taller than me. complain “! have a He complained of about/of headache. ” having a headache. deny “No, 1 didn’t use your card. ” He denied using/having used my card. insist on “You must take care of yourself. ” He insisted on me/my taking care of myself. suggest “Let’s cook dinner. ” He suggested cooking dinner. Грамматический справочник Времена в косвенной речи не изменяются, когда; • глагол, вводящий косвенную речь (say, tell, etc.) стоит в Present Simple, Future Simple или Present Perfect. “/ can’t speak French,” he says. —> He says (that) he can’t speak French. 5 • говорящий сообщает общеизвестные факты. “The sun sets in the west, ” Mr Smith said. Mr Smith said that the sun sets in the west. I • в косвенной речи передаются придаточные условия 2, 3 типа (желания или нереальные I’ условия в прошлом). “/ wish / was а film star,” he said. —> He said he wished he was a film star. (, • говорящий передает что-либо сразу после I высказывания. “The view is breathtaking,” he said. —> He said that the view is breathtaking. Reported Questions - Вопросы в косвенной речи • Если прямой вопрос начинается с вопросительных слов (who, where, how, when, what и т. п.), в косвенном вопросе употребляется то же вопросительное слово. “Where are you from?” she inquired, (прямой вопрос) She inquired where I was from, (косвенный вопрос) • Когда прямой вопрос начинается со вспомогательных глаголов (be, do, have) или модальных глаголов (сап, may и т. п.), косвенный вопрос вводятся при помощи if или whether. Глагол + how/ where/why/ u ..L Прямая речь Косвенная речь what/whether гг + clause explain to sb “This is how He explained how + to-inf you write it. ” to me how to write it. wonder He asked He wondered himself, “How how he could can 1 win the award?” win the award. He asked He wondered himself, “Where is Paul?” where Paul was. He asked He wondered himself, “Why is why she was so she so upset?” upset. Не asked, “Do you want a ride to school?” (прямой вопрос) He wanted to know if/whether t wanted a ride to school, (косвенный вопрос) • В вопросах в косвенной речи глагол употребляется в утвердительной форме. Вопросительный знак и такие слова/ выражения, как please, well, oh и т. п., опускаются. Время глагола, местоимения и указатели времени изменяются так же, как в утвердительных предложениях. “Could you give те а hand, please?” he asked. (прямой вопрос) He asked me whether I could give him a hand. (косвенный вопрос) Indirect Questions — Косвенные вопросы • Косвенные вопросы образуются при помощи выражений: Could you tell те ...?, Do you know ...?, I wonder ..., I want to know ..., I doubt..., и T. П., a глагол имеет утвердительную форму. Если косвенный вопрос начинается с / want to know ..., I wonder ... или / doubt ..., знак вопроса опускается. Порядок слов прямой. Прямая речь “Where is the library?” Косвенный вопрос Do you know where the library is? Reported Requests/Suggestions - Прось-бы/предложения в косвенной речи • Просьбы/предложения в косвенной речи образуются с помощью глаголов (ask, beg, suggest), после которых следует инфинитив с частицей to, -ing форма глагола или придаточное относительное с that в зависимости от используемого глагола. “Please, don’t до,” he said to me. He begged me not to go. (просьба) “Let’s watch a film,” he said. —> He suggested watching a film, (предложение) “You’d better take an aspirin,” he said. —> He suggested that I (should) take an aspirin. (предложение) Reported Orders/Commands -Приказы/распоряжения/указания в косвенной речи • Приказы, распоряжения и указания в косвенной речи вводятся с помощью глаголов advise, order, tell + sb + (not) to-infinitive. “Be patient!” she said to me. (прямая речь) —> She told me to be patient, (косвенная речь) GR19 Грамматический справочник “Don’t до!’’ he said to her. (прямая речь) —> He ordered her not to go. (косвенная речь) “Be careful, ’’ he said to me. He advised me to be careful, (указание) Модальные глаголы в косвенной речи Когда предложение в косвенной речи относится к прошедшему времени, модальные глаголы при переводе в косвенную речь изменяются следующим образом: will/shall would, can —^ could (относится к моменту pe4H)/would be able to (относится к будущему), may might/could, shall should (просьба дать совет)/ would (обращение за HHc|DopMauMefi)/offered (предложение), must —> must/had to (обязательство) (* must не изменяет своей формы), needn’t -> didn’t need to/ didn’t have to (относится к моменту pe4n)/wouldn’t have to (относится к будущему). Would, could, used to, mustn’t, should, might, ought to и had better остаются неизменными при переводе в косвенную речь. Изменение модальных глаголов в косвенной речи Прямая речь Не said, “You must send him a reply. ” He said, “She must be upset. ’’He said, “You needn't worry." He said, “You needn’t come that early tomorrow. ” He said, “They should give me a receipt. ” Косвенная речь He said (that) I had to send him a reply, (obligation) He said (that) she must be upset. (deduction)He said (that) I didn’t have to/didn’t need to worry, (present) He said (that) I wouldn’t have to go/come that early the next day. (future) He said (that) they should give him a receipt. Другие глаголы, вводящие косвенную речь agree “Yes, that is a He agreed that it gorgeous dress. ” was a gorgeous dress. boast “Tm a great He boasted that he painter. ” was a great painter. claim “1 know He claimed that he everything. ” knew everything. complain “You always He complained that lie to me. ” 1 always lied to him. deny “I’ve never He denied that he met her. ” had ever met her. exclaim “It’s splendid!” He exclaimed that it was splendid. explain “It’s not He explained that it difficult at was not difficult at all.” all. inform sb “You will be He informed me given a test. ” that 1 would be given a test. promise “1 won’t do He promised that he this again. ” wouldn’t do that again. suggest “You can cope The doctor suggested with this that 1 could cope problem. ” with that problem. He asked He wondered himself, “Shall whether he should 1 go home?” go home. He asked He wondered where himself, “Where am 1 he was heading to. wonder + heading to?” whether + He asked He wondered what clause himself, “What should 1 tell them?” he should tell them. He asked He wondered how to himself, “How can 1 stop this?” stop that. Quantifiers: Some - Any - No - Every & their compounds - Местоимения, передающие значение неопределенного количества, и их производные_______________ Some, any и по употребляются с неисчисляемыми (uncountable) существительными и исчисляемыми (countable) существительными во множественном числе. We need some eggs and some butter. УТВЕРЖДЕНИЕ I ВОПРОС I ОТРИЦАНИЕ Люди somebody/ someone, everybody/ everyone anybody/ anyone nobody/ no one, not anybody GR20 Грамматический справочник Пред- меты something, everything anything nothing not anything Места somewhere, everywhere anywhere nowhere not anywhere There’s somebody at the door. Is anyone here? There is no one here. = There isn’t anyone here. I’ve looked everywhere but I can’t find him. Примечание. Would you like something to eat? (предложение) What’s wrong? Have you lost something? (ожидание положительного ответа) If anyone calls, tell them to leave a message. Anyone who wants to come must give me their names now. You can come any time. (He важно, кто придет и в какое время.) Some и его производные (somebody, someone, something, somewhere etc.) употребляются в утверждениях. Му jacket must be near here somewhere. Some и его производные также употребляются в вопросах для выражения предложений или просьб. Would you like some cake? Can I have some milk with my tea, please? Any и его производные (anyone, anything etc.) употребляются в вопросительных предложениях. Has anyone called? Not any употребляется в отрицательных предложениях. There isn’t any fruit in the basket. Any и его производные также употребляются с такими словами, выражающими отрицание, как without, never, rarely. I have never met anyone like him. Hardly any употребляется в утвердительных предложениях с неисчисляемыми существительными и исчисляемыми существительными во множественном числе. There is hardly any salt in the soup. There were hardly any children at the park. Когда any и его производные употребляются в утвердительных предложениях, они имеют следующее значение: неважно, что/кто/когда. You сап say anything you want to the Journalist, (не важно что) Anyone can take part in the competition, (не важно кто) No и его производные употребляются вместо not any в отрицательных предложениях. В данном случае используется утвердительная форма глагола: They haven’t got any money./They’ve got no money They didn’t buy anything./They bought nothing./There wasn’t anybody in the room./ There was nobody in the room. • Every употребляется c исчисляемыми существительными в единственном числе. Every student in the class laughed with the teacher’s joke. Примечание. C производными от some, any, no и every глагол употребляется в единственном числе. There is someone in the room. Everything seems to be going fine. Every - Each • Местоимение every употребляется c исчисляемыми существительными в единственном числе. Оно относится к группе людей или предметов и имеет значение «все, каждый, всякий» и т. д. Every student has а library card. (= all students) • Each также употребляется с исчисляемыми существительными в единственном числе, но относится к отдельным членам группы людей, предметов и т. д. Each visitor was given a day pass, (каждому посетителю в отдельности) • Everyone и each (one) может употребляться с of. Обычно each используется, когда речь идет о двух людях или предметах. Every употребляется, когда речь идет о троих или более людях или предметах. She owns two flats and she decorated each (one) of them beautifully Paul has written many novels. Everyone of them has been a best seller. A few/few - A little/little A few и few употребляются c исчисляемыми существительными во множественном числе. А little и little употребляются с неисчисляемыми существительными. • А few означает «немного, но достаточно». We have а few apples. Мы можем сделать яблочный пирог. Few означает «мало, почти нисколько» и употребляется с very для усиления. There were (very) few visitors in the museum. • A little означает «немного, но достаточно». It’s а little cold - would you like me to close the window? • Little означает «мало, почти нисколько» и может быть использовано с very для усиления. We have (very) little time left. We must hurry up. Question Tags — Вторые части разделительных вопросов Вторые части разделительных вопросов обра- GR21 Грамматический справочник зуются при помощи вспомогательного глагола и соответствующего личного местоимения. Вспомогательный глагол в вопросе соответствует глаголу, употребляемому в предложении; если в предложении нет вспомогательного глагола, то используется do/does (Present Simple) или did (Past Simple). Если предложение утвердительное, то вопрос в конце будет отрицательным. А если предложение отрицательное, то в конце используется обычный общий вопрос. Не works in the bank, doesn’t he? She couldn’t remember his phone number, could she? Примечание. Let’s требует shall we? - Let’s put some music on, shall we? Let me/him требует will you/won’t you? ^ You’ll let me borrow this shirt, won’t you? I have (имею, владею) требует haven’t I? HO: I have (b составе идиомы) требует don’t I? — He has a blue car, hasn’t he? Last weekend he had a cold, didn’t he? This/That is требует isn’t it? - This restaurant is very cheap, isn’t it? I am требует форму aren’t I? — I am late, aren’t I? При употреблении отрицательного повелительного наклонения (императива) употребляется конструкция will you? - Don’t tell anyone, will you? GR22 грамматический справочник Irregular Verbs Infinitive Past Past Participle Infinitive Past Past Participle leave left left lend lent lent let let let light lit lit lose lost lost make made made mean meant meant meet met met pay paid paid put put put read read read ride rode ridden ring rang rung rise rose risen run ran run say said said see saw seen sell sold sold send sent sent set set set sew sewed sewn shake shook shaken shine shone shone shoot shot shot show showed shown shut shut shut sing sang sung sit sat sat sleep slept slept smell smelt (smelled) smelt (smelled) speak spoke spoken spell spelt (spelled) spelt (spelled) spend spent spent stand stood stood steal stole stolen stick stuck stuck sting stung stung swear swore sworn sweep swept swept swim swam swum take took taken teach taught taught tear tore torn tell told told think thought thought throw threw thrown understand understood understood wake woke woken wear wore worn win won won write wrote written be was bear bore beat beat become became begin began bite bit blow blew break broke bring brought build built burn burnt(burned) burst burst buy bought can could catch caught choose chose come came cost cost cut cut deal dealt dig dug do did draw drew dream dreamt (dreamed) drink drank drive drove eat ate fall fell feed fed feel felt fight fought find found fly flew forbid forbade forget forgot forgive forgave freeze froze get got give gave go went grow grew hang hung (hanged) have had hear heard hide hid hit hit hold held hurt hurt keep kept know knew lead led learn learnt (learned) been born(e) beaten become begun bitten blown broken brought built burnt(burned) burst bought (been able to) caught chosen come cost cut dealt dug done drawn dreamt (dreamed) drunk driven eaten fallen fed felt fought found flown forbidden forgotten forgiven frozen got (gotten) given gone grown hung (hanged) had heard hidden hit held hurt kept known led learnt (learned) GR23 Word List MODULE 1 la bonfire /bDnfaisV (C n) костер bright /brait/ (adj) яркий burst /bsist/ (v) лопать(ся) carnival /'кшшуэ!/ (C n) карнавал celebrate /'sebbreit/ (v) праздновать chance /tjams/ (C n) возможность, шанс change of clothes (phr) сменная одежда charity /'tjaersti/ (C n) благотворительная организация, благотворительность city centre /,siti 'sents/ (C n) центр города competitor/кэт'реМэ/ (С n) соперник, конкурент contest /'knntest/ (С n) соревнование display /di'splei/ (C n) показ dress up (phr v) наряжаться enter /'ents/ (v) зд. принять участие experience /ik'spisrisns/ (v) испытывать extremely /ik'striimli/ (adv) чрезвычайно, крайне, очень fancy dress costume /,fensi 'dres .kcstjum/ (C n) маскарадный костюм farev/ell /fes'weV (C n) прощание festival /'festival/ (C n) фестиваль final /'faml/ (adj) завершающий, конечный, последний firework /'faiawsik/ (C n) фейерверк huge /hjuids/ (adj) огромный, гигантский in need (phr) нуждающийся в чем-то include /m'kluid/ (v) включать join /d3om/ (v) присоединяться kidnap /'kidnsp/ (C n) похищение человека knight /nait/ (C n) рыцарь local fbukali (adj) местный march /maitj/ (C n) марш, демонстрация market square /,ma:kit'skwes/ (C n) рыночная площадь medieval /medi'hval/ (adj) средневековый (относящийся к 600— 1500 годам н.э.) messy /mesi/ (adj) грязный mock/rnnk/ (adj) поддельный, притворный, шуточный national dish /.пге/эпэ! 'dij/ (С n) национальное блюдо open-air /,эирэп 'еэ/ (adj) происходящий на открытом воздухе paella /pai'els/ (U n) паелла (испанское блюдо) pancake /'paenkeik/ (С n) блин performance /pa'foimans/ (С n) представление pirate /рагэгэг/ (С n) пират raise /ген/ (v) собирать (деньги) require /n'kwaw/ (v) требовать rowing boat /rauir) baut/ (C n) гребная лодка scarecrow/'skeskrau/ (C n) пугало spare /spea/ (adj) запасной straw /stro:/ (U n) солома street parade /'strht pa.reid/ (C n) уличный парад, демонстрация strong /strop/ (adj) зд. устоявшийся symbolise /'simbalaiz/ (v) символизировать take place (phr v) 1. происходить, случаться; 2. состояться WL1 tiny /tami/ (adj) крошечный tradition /tra'drjan/ (C n) традиция transform /treens'foim/ (v) изменять, преобразовывать treasure hunt /'шеза ЬлпГ/ (С n) «охота за сокровищами» (игра) trip /trip/ (С п) короткое путешествие, поездка typical /'tipikal/ (adj) типичный unusual /лп']шзиэ1,-зэ1/ (adj) необычный village /уййз/ (С п) деревня winner /'wma/ (С п) победитель Vocabulary: Festivals St Celebrations annual /cenjual/ (adj) ежегодный attract /a'trffikt/ (v) привлекать bright idea /,brait ai'dia/ (C n) умная мысль или предложение burn /Ьз:п/ (v) сжигать colourful street parade /,кл1эГэ1 'strut pa.reid/ (C n) красочный (уличный)парад cooking contest /'kukip ,kratest/ (C n) кулинарный конкурс enter a competition (phr) принять участие в соревновании fireworks display/'farewaiks di.splei/ (C n) фейерверк, салют invite /m'vait/ (v) пригласить let off (phr v) зд. запускать make sure (phr) удостовериться, убедиться monthly /тлп0И/ (adj) ежемесячно raise money for charity (phr) собирать деньги на благотворительность spare change of clothes (phr) запасная сменная одежда strong tradition /strop tra'dijsn/ (C n) устоявшаяся традиция 1b a load of rubbish (phr) чепуха, ерунда accident /'leksidsnt/ (C n) несчастный случай alright /pd'rait/ (adv) в порядке anxious /'lEpkJss/ (adj) нервный, беспокоящийся attention /s'tenjan/ (U n) внимание attitude /'^titjuid/ (C n) отношение к чему-либо/кому-либо butterfly /b/vtsflai/ (С n) бабочка coincidence /kau'msidsns/ (C n) совпадение concern /ksn'ssin/ (C n) забота, беспокойство culture /клЩэ/ (С n) культура dictionary entry /'dikjansri ,entri/ (C n) словарная статья four-leaf clover /foi Hifklsuvs/ (C n) четырехлистный клевер full moon (S n) полная луна, полнолуние harmless /Ьа;тЫ (adj) безвредный, безопасный kill /kil/ (v) убивать ladder /'Iffids/ (C n) лестница (приставная) ladybird /'leidibsid/ (C n) божья коровка luck /1лк/ (U n) удача, везение lucky charm /kki 'tjaim/ (C n) счастливый талисман Word List match /mastj/ (C n) матч modern /mDcln/ (adj) новый, современный old wives’ tale (phr) бабушкины сказки (неправдоподобные истории) on one’s mind (phr) все время думать о чем-либо pass one’s exams (phr) сдать экзамены point /point/ (C n) тема разговора, важный момент в речи говорящего rainbow /'гетЬэи/ (С п) радуга rationally /'гж/эпэШ (adv) рационально, разумно reassure /irnojuo/ (v) успокаивать, утешать shooting star /Jump'sta;/ (C n) падающая звезда spider /'spaido/ (C n) паук superstition /,su:p3'stiJon/ (U n) суеверие, предрассудок trouble /'tribal/ (v) беспокоить(ся), тревожить(ся) what the matter? (phr) в чем дело? world /w3:ld/ (C n) мир worry /'wAri/ (v) беспокоить(ся), волновать(ся) о чем-либо wrong/гор/ (adj) неудовлетворительный, неправильный 1с admire /эсГтаю/ (v) восхищаться чем-либо album /aslbsm/ (С п) музыкальный альбом amazing /э'тешр/ (adj) изумительный, поразительный atmosphere /'reimssfra/ (S n) атмосфера, обстановка candy floss /'tendi fins/ (U n) сахарная вата congratulate /kan'grastjsleit/ (v) поздравлять dance the evening away (phr) танцевать весь вечер decoration /deks'reijsn/ (C n) украшение delicious /di'hjas/ (adj) очень вкусный dig /dig/ (v) копать, рыть DJ (disc jockey) /.diidjei, 'disk,d3nki/ (C n) ди-джей dye /dai/ (v) красить, окрашивать exhausted /ig'zoistid/ (adj) уставший, истощенный fantastic /fen'tasstik/ (adj) отличный, фантастический get-together /'gettageSa/ (C n) встреча, сбор, вечеринка greetings /'griitipz/ (PI n) приветствие important/im'poitant/ (adj) важный in style (phr) элегантно, изящно invitation /,mvi'teij3n/ (C n) приглашение midnight /'midnait/ (U n) полночь nervous /'naivas/ (adj) нервничающий, взволнованный organise /'oigsnaiz/ (v) организовывать, устраивать outdoors /'aot,do:z/ (adv) на открытом воздухе, на улице outfit (С n) наряд plant /plaint/ (С n) растение prom night /'promnait/ (C n) выпускной/школьный бал recently /'riisantli/ (adv) недавно remind /n'mamd/ (v) напоминать samba music (U n) самба (энергичная бразильская музыка) send out (phr v) отправлять stay up all night (phr) не спать всю ночь sunburnt /'sAnbsint/ (adj) сгоревший на солнце (о загаре) take а week, some days etc off (phr) взять неделю (несколько дней) отдыха take part in (phr v) участвовать в team /tirni/ (C n) команда terribly /'terabli/ (adv) ужасно tough /tAf/ (adj) трудный unwell /An'wel/ (adj) нездоровый, плохо себя чувствующий weed /wild/ (С n) сорняк 1d Special Occasions all the best (phr) всего хорошего band /bcend/ (C n) группа (музыкантов) base on (phr v) основывать на чем-либо blow out candles (phr) задуть свечи budget /'bAdsit/ (C n) бюджет can’t stand (phr) испытывать сильную неприязнь casual /'кжзиэУ (adj) повседневный, простой clown /Ыаоп/ (С п) клоун coming-of-age (phr) достижение совершеннолетия congratulations /kangrcetjs'leijsnz/ (PI n) поздравления decorate a tree (phr) нарядить, украсить дерево depend on (phr v) зависеть от eat a special meal (phr) съесть праздничное блюдо enthusiastic /m.Gjuizi'iestik/ (adj) зд. восторженный exchange a gift/card (phr) обмениваться подарками/поздравительными открытками excited /ik'saitid/ (adj) взволнованный flower arrangement /'flausr s'remdsrnant/ (C n) цветочная композиция formal /'foimsl/ (adj) официальный fuss /fAs/ (S n) суета, суматоха ghost /gsust/ (C n) привидение graduation party /graedsu'eijsn 'paiti/ (C n) вечер в честь окончания института (выпускной вечер) happening /Ъжрэпщ/ (С п) случай, происшествие Happy anniversary! (phr) С годовщиной! Happy new year! (phr) C новым годом! impatient /im'peijsnt/ (adj) нетерпеливый informal/m'foimsl/ (adj) неофициальный junior high /,d3u:ni3 'hai/ (C n) средняя школа (в США), в которой обучаются дети в возрасте от 11 до 15 лет limousine /'limaziin/ (С п) лимузин таке а toast (phr) выпить за, провозгласить тост в честь кого-либо/чего-либо Many happy returns (phr) С днем рождения mostly /тзозгШ (adv) главным образом, по большей части plan а party (phr) организовать вечеринку pull а cracker (phr) рождественский обычай в некоторых западных странах — двое берут крекер (кусочек печенья), внутри которого запечен подарок (листок бумаги с названием подарка), и тянут каждый на себя. Тот, кому досталась большая половина крекера, получает этот подарок, rely on (phr v) надеяться на кого-либо/чего-либо rest /rest/ (v) опираться, основывать(ся) rich /ritj/ (adj) жирный, питательный (о еде) season’s greetings (phr) поздравления с праздником WL2 Word List senior year /'simisjia/ (C n) выпускной год в школе shock /Jnk/ (v) возмущать, шокировать sing a carol (phr) спеть рождественский гимн specific /sps'sifik/ (adj) особенный streamer /'striims/ (C n) серпантин strict /strikt/ (adj) строгий, суровый surprise party/sa'praiz ,pa:ti/ (C n) вечеринка-сюрприз surprised /sa'praizd/ (adj) удивленный take pictures (phr) фотографировать teenage/'thneids/ (adj) подростковый theme /0i:m/ (C n) тема thrilled /0nld/ (adj) взволнованный throw /0ГЭО/ (v) давать, устраивать, организовывать (мероприятия) unique /ju:'ni:k/ (adj) уникальный wear a mask (phr) носить маску wedding reception /'wedip n,sepj3n/ (C n) официальное празднование свадьбы (после венчания) witch /wrtjy (С n) колдунья, ведьма zoo /zu:/ (С n) зоопарк 1е arrival /a'raivsl/ (U n) приезд bake /beik/ (v) печь, запекать (в духовке) banging /Ъжрщ/ (U n) громкий стук, шум ceiling /'sidip/ (С n) потолок cheer /фэ/ (v) поощрять, поддерживать одобрительными восклицаниями chime/tjairn/ (колокольный) звон crowd /kraud/ (С п) толпа display /di'splei/ (v) демонстрировать, показывать energetically /.епэУзенкИ/ (adv) энергично enthusiastically /m,0ju:zi'ffistikli/ (adv) с энтузиазмом, восторженно exotically /ig'zDtikli/ (adv) экзотично, необычно fabulous/'ftebjsbs/ (adj) ошеломительный, поразительный, удивительный festive /'festiv/ (adj) праздничный float /flaut/ (C n) платформа на колесах fruit cake /'fruit keik/ (C n) фруктовый торт gather /'дж5э/ (v) собирать(ся) heartily /'haitili/ (adv) сердечно hurriedly /'liAndli/ (adv) поспешно, торопливо join hands (phr) браться за руки maypole /'meipaul/ (C n) майское дерево (столб, украшенный цветами и лентами, вокруг которого танцуют на майском празднике) medal /'medl/ (С П) медаль patiently /'peijantli/ (adv) терпеливо pattern /'ржгэп/ (С п) узор proudly /'praudli/ (adv) гордо ribbon /'пЬэп/ (С п) лента shortbread biscuit/Joitbred'biskit/ (С n) песочное печенье slowly /'sbuli/ (adv) медленно smartly /'smaitli/ (adv) аккуратно, искусно, изящно stall /stoil/ (C n) прилавок stunning /'sUiTip/ (adj) сногсшибательный, великолепный WL3 success /ssk'ses/ (n) успех, достижение surely fjoili/ (adv) конечно unwanted /An'wontid/ (adj) нежелательный veteran /'vetsrsn/ (n) ветеран villager /'vilidss/ (C n) сельский житель wander I'vmndsI (v) бродить war /wo:/ (C n) война 1f allow /o'lau/ (v) разрешать, позволять annoy /э'пэт/ (v) досаждать, докучать audience /'oidions/ (C n) публика, зрители, слушатели boring /boirip/ (adj) скучный, неинтересный bump into (phr v) неожиданно встретить кого-либо by chance (phr) случайно come up with (phr v) придумывать crowd /kraud/ (C n) толпа custom /'kAstom/ (C n) обычай, традиция embarrass /im'baros/ (v) смущать, приводить в замешательство environmental awareness /m'vaironmentl o'weonos/ (U n) осознание необходимости защиты окружающей среды fool /full/ (v) дурачить, обманывать habit/'hsbit/ (С n) привычка head for (phr) двигаться к increase /m'kriis/ (v) увеличивать let /let/ (v) позволять, разрешать luck /1лк/ (U n) удача magic /'msdjik/ (U n) волшебный, сверхъестественный make /meik/ (v) заставлять, побуждать midday /.mid'dei/ (U n) полдень opportunity/,Dp3'tju:n3ti/ (C n) возможность play a joke on sb (phr) подшутить над кем-либо refuse /ri'fjuiz/ (v) отвергнуть, отказать(ся) sofa /'ssufs/ (C n) диван spectator/spek'teita/ (C n) наблюдатель tradition /tra'di/sn/ (C n) традиция trick ItnkI (C n) обман, хитрость, шутка volume /‘vDljuinV (U n) звук Culture Corner 1 arena /э'пшэ/ (C n) арена attraction /s'traskjsn/ (C n) аттракцион charm bag /'tj'aim bag/ (C n) талисман, амулет (мешочек с амулетами) come alive (phr) ожить entrance /'entrsns/ (C n) вход entry /'entri/ (C n) зд. словарная статья explode /ik'spbod/ (v) взорваться, разразиться grand /grsend/ (adj) грандиозный handicraft /'hsudikmift/ (C n) вещь ручной работы, поделка jewellery /'dsuialri/ (U n) драгоценности, ювелирные изделия movement/'muivmsnt/ (U n) движение, перемещение on sale (phr) в продаже, выставленный на продажу pow-wow /'pauwao/ (С n) собрание, сборище (североамериканских индейцев) Word List prize /praiz/ (C n) приз rhythm /'пбэт/ (C n) ритм spectacular/spek'taekjub/ (adj) впечатляющий, захватывающий trader /treidg/ (C n) торговец treat /triit/ (C n) угощение tribe /traib/ (C n) племя PSHE attend /a'tend/ (v) присутствовать, посещать battlefield /'bstlfidd/ (C n) поле боя bravely /'brervli/ (adv) смело bugle /'bjuigsl/ (C n) рог, горн commemoration /kg.mema'reijan/ (C n) (торжественная) церемония в память о чем-либо cross /kros/ (С п) крест delicate /'dehkst/ (adj) нежный, тонкий, чувствительный emotional Л'тэи/эпэ!/ (adj) эмоциональный field /fi:ld/ (С п) поле gun /длп/ (С п) огнестрельное оружие lay Яег/ (v) класть, положить lone Лэип/ (adj) одинокий mark Imaikl (v) отмечать memorial service /тэ'тэшэ! ,s3:vis/ (С n) заупокойная или поминальная служба memorise /'memsraiz/ (v) выучивать наизусть, запоминать mention /'теп/эп/ (v) упоминать monument /'mtmjumant/ (С п) монумент, памятник роет /'рэоэт/ (С п) стихотворение point out (phr v) заметить politician /,рв1э'гЯэп/ (С n) политик poppy /'pupi/ (С n) мак remember /п'тетЬэ/ (v) помнить remind /n'mamd/ (v) напоминать, делать напоминание rov/ Irsul (C n) ряд royal /'гэ1э1/ (adj) королевский signal /signal/ (v) сигнализировать, показывать significance /sig'mftkans/ (U n) важность silence /saibns/ (U n) тишина, молчание soldier /вэоМзэ/ (С n) солдат solemn /snbm/ (adj) торжественный symbol /'simbal/ (C n) символ top It pi (adj) главный, высший verse /v3is/ (C n) строфа (песни, стихотворения) veteran /Vetaran/ (C n) ветеран wartime /'waitaim/ (U n) военное время wreath /п:0/ (С n) венок MODULE 2 2a airless /ealas/ (adj) безвоздушный appliance /a'plaians/ (C n) бытовой прибор armchair /aimtjea/ (C n) кресло astronaut /'Kstranait/ (C n) астронавт, космонавт attic /жпк/ (С n) чердак bacteria /baek'tiaria/ (C n) бактерии basement /'beismant/ (C n) подвал block of flats /,blok av'flffits/ (C n) многоквартирный дом busy schedule (phr) плотный график caravan /'kaeravren/ (C n) трейлер control/kan'traol/ (C n) панель управления cool /ки:1/ (adj) (сленг) классный cottage /'kDtids/ (C n) коттедж cover /клуэ/ (v) накрывать crowded /'kraudid/ (adj) переполненный, оживленный detached /di'tetjt/ (adj) отдельно стоящий dishwasher /'dij,wnja/ (C n) посудомоечная машина drive /draiv/ (C n) подъездная дорога droplet /'droplit/ (C n) капля equipment /I'kwipmant/ (U n) оборудование, инструменты escape /I'skeip/ (U v) зд. избегать exercise bike /'eksasaiz ,baik/ (C n) велотренажер experiment /ik'speramant/ (C n) эксперимент feature /'fntjb/ (C n) особенность float /ЯэиГ/ (v) зд. плавать по воздуху football pitch /'fotbod ,pitf/ (C n) футбольное поле garage /'g^nds, -шз/ (C n) гараж giant /'d3aiant/ (adj) огромный gravity /'grffivsti/ (U n) сила тяготения hall /hod/ (C n) холл, прихожая household chore /haushsold'tjo:/ (C n) повседневная работа no дому inhabitant /шЪжЬлэпг/ (С n) житель lack /1жк/ (U n) недостаток maybe /'meibi/ (adv) возможно, вероятно muscle /'nussl/ (C n) мышца orbit /oibit/ (v) орбита porch /poitj/ (C n) подъезд press against (phr v) давить, надавливать repair /п'реэ/ (v) ремонтировать, чинить resident /'rezidsnt/ (C n) житель rise /raiz/ (v) всходить (о солнце) rowing machine /гэощ тэД;п/ (С n) гребной тренажер set /set/ (v) заходить (о солнце) sofa /'ssofa/ (С n) диван space /speis/ (U n) космос space station /'speis ,stei|3n/ (C n) космическая станция spare room /,spes 'ra-.m, 'rom/ (C n) свободная комната stare /stea/ (v) пристально смотреть, уставиться strap /strap/ (v) прикреплять, привязывать study /'sudi/ (C n) кабинет suburb /'sAb3:b/ (C n) пригород tray /trei/ (C n) лоток truly /'trudi/ (adv) на самом деле vacuum cleaner /'v®kjusm ,kli:na, 'Vffijkum/ (C n) пылесос vacuum hose /ужк]иэт haoz,'vsjkom/ (C n) вакуумный шланг village /'vdid3/ (C n) деревня washing-up /,wnjir)'лр/ (U n) мойка посуды weird /wiad/ (adj) странный, причудливый work out (phr v) упражняться, тренироваться zero gravity /zisrao'grasvsti/ (U n) невесомость WL4 Word List Vocabulary: household chores do the ironing (phr) гладить белье do the washing (phr) стирать одежду do the washing-up (phr) мыть тарелки dust the furniture (phr) протирать мебель instruction /in'strAkJsn/ (C n) инструкция journalist Мзатэкз!/ (C n) журналист keep a room tidy (phr) поддерживать чистоту в комнате leaflet niiflit/ (С n) листовка, буклет make the beds (phr) заправлять кровать swap Iswvpl (v) меняться sweep the floor (phr) подметать пол 2b annoyance /э'пэюпз/ (U n) раздражение apologise /a'pnbdsaiz/ (v) извиняться drive sb crazy (phr) доводить до безумия fault /fo:lt/ (S n) вина get off the phone (phr) прекратить разговаривать по телефону get on sb’s nerves (phr) действовать кому-либо на нервы have а point (phr) говорить по сути Have had enough (phr) C меня хватит make it up to sb (phr) мириться c кем-либо manager /masmdss/ (C n) менеджер matter /'maeta/ (C n) дело mess /mes/ (S n) беспорядок, грязь part-time/ipait'taim/ (adv) неполный (рабочий) р,еиь pocket money /'рлкп ,тлп1/ (U n) карманные деньги reproach /n'prautj/ (v) упрекать slave /sleiv/ (C n) раб state /steit/ (C n) состояние switch off (phr v) выключать treat Itriitl (v) относиться к 2c admit /ad'mit/ (v) принимать, допускать artist /'aitist/ (C n) художник avoid /a'void/ (v) избегать bedbug /bedbAg/ (C n) клоп below /bi'bu/ (adv) зд. менее чем borrow /Ългэо/ (v) одалживать break /breik/ (C n) перерыв, перемена bug /Ьлд/ (v) докучать, надоедать can’t help (phr) быть не в состоянии контролировать свои чувства и поведение can’t stand (phr) не выносить кого-либо cockroach /kckraotf/ (С п) таракан complain /ksm'plem/ (v) жаловаться cool IkmV (adj) прохладный cross IkrosI (v) переходить, пересекать deliver /di'hvs/ (v) доставлять deny /di'nai/ (v) запрещать disease /di'ziiz/ (C n) болезнь dust mite /'dAstmait/ (C n) пылевой клещ expect /ik'spekt/ (v) ожидать WL5 fall asleep (phr) уснуть feed on (phr v) питаться get on (phr v) ладить (c кем-либо) get rid of (phr v) избавляться от (чего-либо) go on (phr v)продолжать gross Igvsvsl (adj) омерзительный, отвратительный insect Ansekt/ (C n) насекомое it’s not worth (phr) это не стоит того keep one’s word (phr) сдержать слово keep up (phr v) продолжать lay/lei/ (v) нести (о яйцах) look forward to (phr v) ждать чего-либо с нетерпением member /'тетЬэ/ (С п) член mind /maind/ (v) зд. все равно nasty /'naisti/ (adj) опасный, неприятный pest /pest/ (С n) вредитель, паразит portrait /'poitrat/ (С n) портрет shower /Хаиэ/ (С п) душ skin /skin/ (U n) кожа sleep tight (phr) крепко спать solve /snlv/ (v) решать temperature /'temprstjs/ (C n) температура vacuum /vaskiusm, -kjom/ (v) пылесосить 2d arrogant /’гегэдэщ/ (adj) высокомерный, надменный attractive /э'щжкцу/ (adj) привлекательный babysit /'beibisit/ (v) присматривать за детьми baker’s /'beiksz/ (C n) пекарня balcony /'btelksni/ (C n) балкон bank /Ьэерк/ (C n) банк busy /bizi/ (adj) оживленный cafe /'ktefei/ (C n) кафе caring Деэпр/ (adj) заботливый chemist’s /'kemists/ (C n) аптека corner shop /,кэ:пэ'|ор/ (C n) мелкий магазин curtain /кздп/ (С n) штора dig /dig/ (v) копать drop /drop/ (v) ронять easily annoyed /,i;z9li s'noid/ (adj) легко раздражимый errand /erand/ (C n) поручение, задание feed /fi:d/ (v) кормить forgetful /fs'getfal/ (adj) забывчивый grocer’s /'grausaz/ (C n) бакалея helpful /'helpfsl/ (adj) услужливый in return (phr) взамен чего-либо industrial /m'dAstrial/ (adj) промышленный isolated /aissleitid/ (adj) изолированный keep /ki:p/ (v) продолжать kid /kid/ (C n) ребенок litter /'lits/ (U n) мусор local /'1эикэ1/ (adj) местный make friends with sb (phr) подружиться c кем-либо modern fmvdnl (adj) современный move house (phr) переехать в новый дом narrow /паггзо/ (adj) узкий neighbour tneibsl (С n) сосед Word List neighbourhood /'neibshud/ (C n) округа newsagent’s /'nju:z,eid33nts/ (C n) газетный киоск nosy Мзиг!/ (adj) любопытный peep /pi:p/ (v) подглядывать pleasure /'р1езэ/ (C n) удовольствие pretty /'pnti/ (adj) хорошенький rude /ruid/ (adj) грубый selfish tielfifl (adj) эгоистичный silly /siiy (adj) глупый sociable/'saujsbal/ (adj) общительный spacious /'speijss/ (adj) просторный talkative /'toikstrv/ (adj) разговорчивый traditional /trs'dijsnsl/ (adj) традиционный tree-lined /triilamd/ (adj) усаженный деревьями ugly /'лдШ (adj) некрасивый, уродливый water /'worts/ (v) поливать wedding anniversary /wedir) жш,уз:зэп/ (C n) годовщина свадьбы wide /waid/ (adj) широкий wonder fv/MidsI (v) интересоваться 2e accept /ak'sept/ (v) принимать appreciate /a'priifieit/ (v) быть благодарным arrangement /3'reind3msnt/ (C n) договоренность cheer sb up (phr v) подбадривать кого-либо congratulations /кэп,дгж1(э'1е1/эпг/ (PI n) поздравления consist of (phr v) состоять из cosy /'kaozi/ (adj) уютный daily routine /,deili mi'tiin/ (C n) ежедневные дела games arcade /geimz a:,keid/ (C n) игровой зал hang out (phr v) проводить время hospitality /hrjspi'trebti/ (U n ) гостеприимство input /'input/ (U n) полученная информация invitation /,mvi'teifsn/ (C n) приглашение journey /'d33:ni/ (C n) путешествие pen friend /'penfrend/ (C n) друг no переписке permission /рэ'пп/эп/ (U n) разрешение, позволение pinball /'pinbo:!/ (U n) пинбол refuse /n'fjuiz/ (v) отказываться relative/'rebtrv/ (C n) родственник remark /n'maik/ (C n) комментарий upstairs /Ap'steaz/ (adv) наверху 2f address /s'dres/ (C n) адрес alteration /oilts'reijan/ (C n) изменение announcement /s'naunsmsnt/ (C n) объявление be sick and tired (phr) устать от чего-либо brush /Ьгл// (v) чистить щеткой Cabinet /'ksbmat/ (С n) Кабинет министров civil servant /sivsl 's3;v9nt/ (C n) государственный служащий clean /kliin/ (v) чистить cleaning /'kliinir)/ (U n) чистка colleague /'knliig/ (C n) коллега cupboard /'kAbsd/ (C n) шкаф для посуды decor /'deiko:/ (U п) декор elegant /'eligant/ (adj) стильный, элегантный elf /elf/ (C n) эльф fine /fain/ (adj) отличный furnished /fimijt/ (adj) меблированнный gentle /'d3entl/ (adj) добрый, мягкий gentleness /'d3entln3s/ (U n) доброта, мягкость gift /gift/ (C n) подарок government minister /длуэтэпг 'mmists, длуэптэпУ (C n) министр grand /grrend/ (adj) впечатляющий, внушительный grave /greiv/ (adj) серьезный gravity /'grievsti/ (U n) гравитация guest /gest/ (C n) гость interview /'mtsvju;/ (C n) интервью move in (phr v) переехать official function /э,й/э1 'Глрк/эп/ (С n) официальный прием ordinary /'oidansri/ (adj) обычный originally /a'ndsmsli/ (adv) изначально past /paist/ (adj) предыдущий, прошлый prime minister /,praim 'mmists/ (C n) премьер-министр, глава правительства receive /n'siiv/ (v) принимать recognise /'rekagnaiz/ (v) узнавать sane /sein/ (adj) здравый sanity /'saensti/ (U n) здравый ум security /si'kjusrsti (U n) безопасность state dinner /,steit'dins/ (C n) официальный обед sweep /swiip/ (v) подметать terraced house /terast'haus/ (C n) дом ленточной застройки urgency/'3:d3snsi/ (U n) срочность urgent /'3:d33nt/ (adj) срочный wardrobe /woidrsob/ (C n) гардероб wash /wnj/ (v) мыть washing /'wnjiri/ (U n) стирка Going Green 2 at risk (phr) в опасности become extinct (phr) вымирать (о животных или растениях) charity /'tj^rsti/ (С n) благотворительность chemical /,кегшкэ1/ (С п) химическое вещество damage /,d£emid3/ (U n) повреждение deforestation /di:,fnr3'steij3n/ (U n) вырубка леса destroy /di'stroi/ (v) уничтожать feather /'feds/ (C n) перо fin /fin/ (C n) плавник grain /grein/ (C n) зд. песчинка habitat /'hiebitfet/ (C n) место обитания harm /haim/ (v) наносить вред hedgerow Z'hed3r3u/ (C n) живая изгородь homeless /'hsomlss/ (adj) бездомный litter /1йэ/ (U n) мусор local council /,1эикэГкаоп5з1/ (C n) местная власть pick up (phr v) подбирать playground /'pleigraond/ (C n) игровая площадка poisonous /"paKsnss/ (adj) ядовитый pollution /рэ'1ш/зп/ (U n) загрязнение WL6 Word List pond /pond/ (C n) пруд remain unspoiled (phr) оставаться неиспорченным solution /ss'luijan/ (C n) решение species /‘spi:Ji:z/ (C n) вид survive /sa'vaiv/ (v) выживать threaten /'Gretn/ (v) угрожать tiny/'tami/ (adj) крошечный wildlife /'waildlaif/ (U n) дикая природа wing /wip/ (C n) крыло woodland /'wodbnd/ (C n) лес MODULE 3 3a across Is'krosI (prep) в ширину ancient /'emjsnt/ (adj) древний ape /eip/ (C n) (человекообразная) обезьяна, примат approach /э'ргэиг// (v) приближаться blunt /bUnt/ (adj) тупой (о предметах) bottom tbvlsml (C n) дно (моря, океана) couple /'клрэ1/ (С n) пара (муж и жена, мужчина и женщина) create /kri'eit/ (v) создавать creature /'kriitjs/ (С n) существо disgusting/dis'gAstip/ (adj) отвратительный dive /daiv/ (v) нырять в воду doubt /daut/ (C n) сомнение dragon /Угждэп/ (C n) дракон exactly /ig'zfektli/ (adv) точно exist /ig'zist/ (v) существовать extinct/ik'stipkt/ (adj) вымерший fact /fekt/ (U n) факт, действительность famous /'feimss/ (adj) известный fiction /'fikjsn/ (U n) выдумка folklore /'fsukb:/ (U n) фольклор footprint /'futpnnt/ (C n) отпечаток ноги (лапы) force /fais/ (U n) сила fossil /'fossl/ (C n) ископаемое, окаменелость giant Мзаипг/ (adj) огромный, гигантский giant Фзаюпг/ (С n) гигант hairy/'heari/ (adj) волосатый hook /huk/ (C n) крюк horrifying/'hnrafai-ir)/ (adj) ужасный, страшный humped /huvmpt/ (adj) горбатый in search of (phr) в поиске (кого-либо/чего-либо) investigator/m'vestigeita/ (С n) исследователь legend /'ledsand/ (C n) легенда monster /'munsta/ (C n) монстр, чудовище mysterious /mi'stiarias/ (adj) таинственный, загадочный mythical /'miGikal/ (adj) мифический neck /пек/ (C n) шея off the coast (phr) недалеко от берега probably /'probabli/ (adv) возможно recorded /n'koidid/ (adj) зд. зафиксированный remain /п'теш/ (v) оставаться report /п'рэд/ (v) сообщать, докладывать roll /гэи1/ (v) катиться sharp //а:р/ (adj) острый shocking /'Jnkig/ (adj) шокирующий sighting/'saitig/ (C n) наблюдение similar /smala/ (adj) похожий skeleton /'skelatan/ (C n) скелет snake-like /'sneiklaik/ (adj) змееподобный species /'spiifuz/ (C n) виды (растений, животных) squid /skwid/ (C n) кальмар strange /stremds/ (adj) странный, необычный tail /teil/ (C n) хвост tentacle /'tentaksl/ (C n) щупальце unfortunately /лпТэфэпэгШ (adv) к сожалению unicorn /'ju:niko:n/ (C n) единорог various/Veariss/ (adj) различный violent /Varabnt/ (adj) сильный, мощный whirlpool /Vsilpu:!/ (C n) водоворот witness /'witnas/ (C n) свидетель, очевидец Vocabulary: ways to look briefly /'briifli/ (adv) кратко catch a glimpse of (phr) увидеть мельком glance /gla;ns/ (v) бросить быстрый взгляд glare/д1еэ/ (v) пристально смотреть (часто со злостью) impress /im'pres/ (v) впечатлять notice /'naotis/ (v) замечать spot /spot/ (v) замечать stare/stea/ (v) уставиться, пристально смотреть (часто с удивлением) зь anxious /'£er)k|as/ (adj) беспокоящийся appearance /a'piarans/ (U n) внешность chase /tfeis/ (v) преследовать confident /'knnfidant/ (adj) уверенный в себе confused /kan'fjuizd/ (adj) озадаченный deal with (phr v) справляться c чем-либо doubt /daut/ (v) сомневаться fail /fell/ (v) претерпевать неудачу, завалить (экзамен) get out of the wrong side of the bed (phr) встать «не с той ноги» horrible /Irorabal/ (adj) жуткий, страшный lose one’s way (phr) зд. запутаться, потеряться mind /maind/ (C n) разум miss /mis/ (v) упускать, терять возможность nightmare /падтеэ/ (С n) кошмар opportunity/npa'tjumati/ (С n) возможность over and over (phr) много раз подряд, снова и снова pound /paund/ (v) колотиться (о сердце) relief /ri'liif/ (U n) облегчение shake like a leaf (phr) дрожать (от страха) situation /sitju'eijan/ (C n) ситуация speculate /'spekjoleit/ (v) размышлять stressed out /strest'aot/ (adj) нервный, напряженный subconscious /sAb'konJas/ (adj) подсознательный surely /foili/ (adv) несомненно, конечно under stress (phr) находиться в напряженном состоянии, в стрессе unpleasant/лп'р1егэп1/ (adj) неприятный unprepared /лпрп'реэЬ/ (adj) неподготовленный Word List 3c actually /Eektjuali, -tjali/ (adv) на самом деле ankle /'ждкэ!/ (С n) колено break down (phr v) ломаться (об устройствах) coincidence /ksu'msidsns/ (C n ) совпадение come along (phr v) прибывать company /'клтрэпУ (C n) компания (фирма) drawer /dro:/ (C n) ящик (тумбочки) earring 1Ъхщ1 (С n) серьга equivalent /I'kwivsbnt/ (C n) эквивалент expect /ik'spekt/ (v) ожидать item /'aitsm/ (C n) предмет make fun of (phr v) смеяться (над кем-либо), высмеивать mud /nud/ (U n) грязь promotion /ргэ'тэо/эгг' (C n) продвижение (no службе) pull out (phr v) вынимать, вытаскивать receive /n'siiv/ (v) получать second-hand/,sekand'hand/ (adj) подержанный, бывший в употреблении shiny/faini/ (adj) блестящий shocked /fokt/ (adj) шокированный slip /shp/ (v) поскользнуться switch off (phr v) выключать (электрический прибор) tie /tai/ (C n) галстук twist /twist/ (v) подвернуть (ногу) 3d complicated /'kumplikeitid/ (adj) сложный для понимания elderly/'eldali/ (adj) пожилой image /'muds/ (C n) картина, изображение individual /mdiVidsual/ (adj) индивидуальный optical illusion /дрпкэ! f 1и:зэп/ (C n) оптическая иллюзия play tricks on (phr) обманывать, дурачить process /'prsuses/ (C n) процесс series /'sisri-.z/ (C n) ряд, последовательность take in (phr v) принимать, пропускать train track /'treintrak/ (C n) железнодорожный путь Vocabulary: The mind assumption /э'влтр/эп/ (C n) предположение background /'biekgraund/ (C n) задний план brain IbxQinl (C n) мозг canvas /'keenvas/ (U n) холст cart /ka:t/ (C n) повозка, телега collect /ks'lekt/ (v) собирать demonstration /deman'streijan/ (C n) показ, демонстрация exhibition /eksi'bijan/ (C n) выставка fantasy /'fajntasi/ (U n) фантазия field worker /Tuld ,w3:ka/ (C n) полевой рабочий foreground /fDigraund/ (C n) передний план illusion /1'1и:зэп/ (С n) иллюзия, обман зрения imagination /i,maed3i'neij3n/ (U n) воображение location /bu'keijan/ (C n) местоположение lose touch with reality (phr) утратить представление о действительности, жить в мире грез maid /meid/ (С п) служанка mind /mamd/ (С п) соображать oil /oil/ (U n) масляная краска (масло) original /э'гЬзэпэ!/ (С п) подлинник, оригинал portrait /'poitrat/ (С п) портрет realistic/ns'listik/ (adj) реалистичный reflection /n'flekjan/ (С n) отражение scene /si:n/ (C n) сцена, пейзаж shade /Jeid/ (C n) оттенок shadow /fsdau/ (C n) тень take up (phr v) зд. занимать (место) test /test/ (C n) проверка, тест Зе bill Рой! (С n) счет chat /tj'aet/ (v) беседовать, болтать climax event /'klaimaeks I,vent/ (C n) кульминация contrasting /ksn'traistii)/ (adj) контрастирующий develop /di'vebp/ (v) 1. развивать; 2. проявлять ( фотопленку) fiercely/'fiasli/ (adj) грубо gasp /gaisp/ (v) задыхаться horror /Ъотэ/ (U n) ужас imaginary /I'miedsanari/ (adj) воображаемый, выдуманный include /m'kluid/ (v) включать в себя inn /ш/ (С n) маленькая гостиница it gets dark (phr) темнеет lounge daonds/ (C n) комната отдыха old-fashioned /sold 'fejand/ (adj) старый, устаревший passer-by/,pa:s3'bai/ (C n) прохожий police station /pg'lks ,steij3n/ (C n) полицейский участок ruined /'ru'.md/ (adj) разрушенный sequence /'siikwsns/ (C n) порядок set the scene (phr) зд. описывать место действия simplistic /sim'plistik/ (adj) упрощенческий stay the night (phr) остаться на ночь в каком-либо месте tale /teil/ (С п) рассказ troubled /'длЬэЫ/ (adj) обеспокоенный variety/vs'raisti/ (С n) разнообразие, многообразие 3f alike /s'laik/ (adj) одинаковый, похожий archaeologist /.aikibbdsist/ (С n) археолог cellar /'sel3/ (C n) подвал classic/'klffisik/ (adj) классический helmet /'helmit/ (C n) шлем investigator /inVestigeit3/ (C n) исследователь plumber /'рктэ/ (C n) водопроводчик same /seim/ (adj) такой же, одинаковый scene /si:n/ (C n) сцена, пейзаж sight /salt/ (C n) зрение, видимость sighting /'saitir)/ (C n) наблюдение similar /'simels/ (adj) похожий WL8 Word List soldier /'зэоЫзэ/ (C n) солдат spectator /spek'teits/ (C n) зритель spine-chilling /'spam.tjilip/ (adj) ужасающий sword Isoidl (C n) меч well-preserved /,wel pn'zsivd/ (adj) хорошо сохранившийся witness /'witnas/ (C n) очевидец, свидетель Culture Corner 3 bang /Ьжр/ (C n) очень громкий звук bend /bend/ (C n) изгиб castle /'kaissl/ (C n) замок consider /kan'sida/ (v) полагать, считать corridor /'korido:/ (C n) коридор date back to (phr) относиться к (веку, году, т. п.) dungeon /'dAnd3sn/ (С п) подземелье go bump in the night (phr) наткнуться на что-либо haunted /'homtid/ (adj) посещаемый призраками hunt /Ьлпг/ (v) преследовать leave sb with a broken heart (phr) разбить кому-либо сердце lurk /1з:к/ (v) прятаться medieval /,medi'i;val/ (adj) средневековый passage /'paesid3/ (C n) проход, коридор prison /'prizan/ (C n) тюрьма rustling /'r^slщ/ (adj) шуршащий show up (phr v) появляться torture chamber /'toitfa tJeimba/ (C n) комната пыток turn /Гзш/ (С n) поворот view /yju:/ (v) видеть wander /'wonda/ (v) бродить Across the Curriculum 3 angle /'$вдэ1/ (C n) угол break sth down (phr v) разделять что-либо cube /kju:b/ (C n) куб cylinder /'silmds/ (C n) цилиндр (геометрическая фигура) dull idfAI (adj) зд. тусклый element /'elamant/ (C n) доля impact /'imprekt/ (C n) влияние layer tlsisl (C n) слой rectangle /'rektcepgal/ (C n) прямоугольник represent /repn'zent/ (v) символизировать shape /Jeip/ (C n) форма smooth /smu:5/ (adj) гладкий square /skwea/ (C n) квадрат triangle /'ггашодэ!/ (C n) треугольник viewpoint /'vjmpamt/ (C n) зд. угол зрения MODULE 4 4a ability /a'bilati/ (C n) способность and so on (phr) и так далее artificial /,a:ti'ftjal/ (adj) искусственный assistant /a'sistant/ (C n) помощник, ассистент WL9 brain /brein/ (C n) мозг cater for (phr) удовлетворять (требования) companion /кэт'раещэп/ (С n) друг conflict /'krmflikt/ (U n) конфликт, ссора consciousness /'konjssnas/ (U n) сознание, разум copy /'kupi/ (v) копировать, имитировать creativity /,kri:ei'tiv3ti/ (U n) творчество decision /di'si33iV (C n) решение divided /diVaidid/ (adj) зд. разделяющийся (о мнении) emotional response /1,тэи/эпэ1 ri'spcns/ (С n) эмоциональная реакция except for(phr) кроме existence /ig'zistans/ (U n) существование expert /'ekspsit/ (C n) эксперт, профессионал figurative speech (phr) образная речь function /'Глрк/эп/ (С n) функция gesture /'d3estja/ (C n) жест harm /ha:m/ (U n) вред helper /'helps/ (C n) помощник in theory (phr) теоретически inaction /т'жк/эп/ (U n) бездействие injure Лпёзэ/ (v) ранить, причинять вред intelligence /m'telid3sns/ (U n) интеллект, рассудок invention /m'venjsn/ (C n) изобретение ironing /'аюпщ/ (U n) глаженье (одежды) knowledge /'пЫйз/ (U n) зд. понимание mobility /msu'bibti/ (U n) мобильность mow the lawn (phr) косить лужайку nuclear power /,nju:klis 'раиэ/ (U n) атомная энергия obey /su'bei, Э-/ (v) подчиняться obstacle /лЬвГэкэ!/ (C n) помеха, преграда perform /ps'foim/ (v) выполнять power of reasoning (phr) способность к умозаключениям promise /'рготк/ (v) обещать protect /prs'tekt/ (v) защищать protection /prs'tekjsn/ (n) защита reality /ri'sbti/ (U n) реальность reasoning /'riizamp/ (C n) умозаключение roboticist /гэи'ЬЫккг/ (C n) инженер, создающий роботов rocket /'rokit/ (C n) ракета science fiction /,saisns'fikjsn/ (U n) научная фантастика scientist /'saiantist/ (C n) ученый simply /'simpli/ (adv) просто task /taisk/ (C n) задание vacuum /'vsekjusm, -kjum/ (v) пылесосить Vocabulary; Technology be divided (phr) зд. разделяться (о мнении) become а reality (phr) становиться реальным build /bild/ (v) строить cater for one’s needs (phr) удовлетворять чьи-либо нужды clean /kliin/ (v) чистить clear /klis/ (v) убирать common /'кьтэп/ (adj) обычный discovery /dis'kAvsri/ (C n) открытие functioning/'Глык/эпщ/ (adj) функционирующий Word List gadget/'gsdsit/ (C n) прибор (обычно электронный) high-tech /,hai'tek/ (adj) высокотехнологичный housework /'hauswsik/ (U n) работа no дому invention /mVenJan/ (C n) изобретение microwave/'maikraweiv/ (C n) микроволновая печь obstacle /'nbstaksl/ (C n) помеха, преграда obstruction /sb'strAkfsn/ (C n) заграждение, барьер ordinary /'oidsnsri/ (adj) обыкновенный overcome a problem (phr) решить проблему own /эип/ (v) владеть, иметь в собственности perform а task (phr) выполнять задание problem /'problsm/ (С n) проблема reality/ri'isbti/ (U n) реальность trouble ДглЬэ!/ (C n) проблема, неприятность 4b Computer problems anti-virus /,жпР Vaisrss/ (adj) антивирусный (о компьютерных программах) basics /'bcTsiks/ (PI n) основы by mistake (phr) no ошибке connect /кэ'пекг/ (v) соединять, подсоединять crash /kraej/ (v) внезапно ломаться cursor ^3:83/ (C n) курсор delete /di'lbt/ (v) удалять disc drive /'diskdraiv/ (C n) дисковод document /'dnkjument/ (C n) файловый документ (в компьютере) download /,daon'l3ud/ (v) загружать данные из Интернета frozen /Тгэшэп/ (adj) «зависший» (о компьютере) germ /Дзз:т/ (С п) микроб give sb а hand (phr) помогать кому-либо hardware /'haidwea/ (U n) зд. комплектующие (компьютера) Internet connection /'mtsnet кэ,пек/эп/ (С n) связь с Интернетом Internet service provider (ISP) (phr) Интернет-провайдер laptop /'laeptop/ (C n) ноутбук link Дщк/ (C n) ссылка memory /'memsri/ (C n) зд. компьютерная память monitor /'тпшГэ/ (С n) монитор network /'netw3ik/ (С n) сеть pour /рэ:/ (v) наливать reboot /,ri:'bu:t/ (v) зд. перезагружать компьютер related to /n'leitidгэ, to/ (adj) относящийся к чему-либо rely on (phr) полагаться на run a search (phr) зд. искать информацию в Интернете run out (phr v) кончаться save /seiv/ (v) зд. сохранять информацию на компьютере scan /sk®n/ (С n) зд. проверять компьютер на наличие вирусов scanner /вкзгпэ/ (С п) сканер screen isknml (С п) экран software /'snftwes/ (U n) программное обеспечение для компьютера 14 Английскийязык9 кл. sort out (phr v) решить (проблему) spill /spil/ (v) проливать stick /stik/ (v) зд. замирать, зависать (о курсоре мыши) store /sto;/ (v) хранить take up (phr v) занимать (время) transfer /ГггепзТз:/ (v) = зд. передавать (инсрормацию) virus /'vararss/ (С п) зд. компьютерный вирус web site /'websait/ (С n) Интернет-сайт wipe /waip/ (v) чистить 4c bowling /ЬэоЬп/ (U n) боулинг broke /Ьгэик/ (adj) обанкротившийся, без денег enter/'ents/ (v) принимать участие (в конкурсе) exhibition /eksi'bijsn/ (С n) выставка inventor /m'vents/ (C n) изобретатель lend dend/ (v) одалживать (кому-либо что-либо) orchestra /dikistrs/ (C n) оркестр presentation /.prezsn'teijbn/ (C n) презентация tired /taisd/ (adj) уставший 4d absolutely /.rebss'luitli/ (adv) абсолютно academic (хЪ'йегтк! (C n) ученый access (to) /'skses/ (U n) доступ alone /э'1эип/ (adv) только average /'revands/ (adj) типичный, средний awful /'oifsl/ (adj) ужасный bridge the divide (phr) уменьшать разницу broadband /'broidbaend/ (adj) зд. широкополосный (Интернет) browse /brauz/ (v) просматривать Интернет-сайты busy /'bizi/ (adj) занятый calendar /'krebnda/ (C n) календарь check /tjek/ (v) проверять compare /кэт'реэ/ (v) сравнивать competition /кптрэ'ц/эп/ (C n) соревнование convenient /ksnVimisnt/ (adj) удобный coordinate /ksu'oidmeit/ (v) согласовывать crossword /'kroswsid/ (C n) кроссворд deliver/di'livs/ (v) доставлять (что-либо куда-либо) display /di'splei/ (v) выставлять напоказ distant /'distant/ (adj) далекий, удаленный electronically /.ehk'tronikli/ (adv) электронно, электронным способом email account /iimeil a.kaunt/ (C n) электронный почтовый адрес feature /Тш/э/ (С n) статья, сенсационный материал global /'д1эиЬэ1/ (adj) глобальный government /'длуэтэш, 'длуэптэпГ/ (С п) правительство hobby /'hobi/ (С п) хобби horoscope /'Ьюгэзкэир/ (С п) гороскоп illustrate /'ibstreit/ (v) демонстрировать image /'mnd^/ (С n) фотография, картинка institution /,msti'tju:j3n/ (С n) большая организация look up (phr v) зд. искать что-либо military/'militsri/ (adj) военный WL10 Word List modem /'maodsm, -dem/ (C n) модем phone line /'faunlam/ (C n) телефонная линия, телефонное соединение population /pDpju'leiJsn/ (С n) население product /'prodAkt/ (C n) товар, продукт receive /n'si;v/ (v) получать regular /'regjsla/ (adj) обычный, регулярный research /ri'ssit// (U n)исследование review /nVju:/ (C n) отзыв schedule /Jedju;], ,ske-/ (C n) расписание search engine /'s3:tj,end3m/ (C n) поисковая система (в Интернете) server /'saiva/ (С n) сервер service /saivis/ (C n) сервис, обслуживание site /salt/ (C n) зд. Интернет-сайт subscription /sab'skripJaiV (C n) подписка surf /s3:f/ (v) проводить время (в Интернете) take over (phr v) брать под контроль, контролировать upgrade /лр'дгей/ (v) улучшать website /'websait/ (С n) Интернет-сайт wirelessly /'waralssli/ (adv) без проводов worldwide /.waild'waid/ (adv) глобально 4e advance /sdVains/ (v) продвигаться antisocial /.жпР'зэцГэ!/ (adj) недружелюбный break down (phr v) ломаться communication /кэ,т]и:ш'ке1/эп/ (C n) общение concentrate on (phr v) концентрироваться на чем-либо convenient /kanVimiant/ (adj) удобный daily /'deili/ (adv) ежедневно device /diVais/ (C n) прибор digitally /'did3itl-i/ (adv) электронно distracted /di'strsektid/ (adj) отвлеченный easy /'i:zi/ (adj) легкий enjoyable/in'd3oiabal/ (adj) приятный, доставляющий удовольствие enrich /in'ritj/ (v) обогащать entertain /enta'tem/ (v) развлекать face-to-face /,feista 'feis/ (adv) лицом к лицу fast /faist/ (adj) быстрый for instance (phr) например gadget /'gsedsit/ (C n) прибор games console /'geimz ,квп5эи1/ (C n) игровая приставка hooked on (phr) “подсесть” на что-либо instant messaging (phr) обмениваться мгновенными сообщениями через Интернет multi-task /,тлШ 'taisk/ (v) делать несколько вещей одновременно online /'mlam/ (adj) подключенный к Интернету rely (on) /ri'lai/ (v) рассчитывать, надеяться на что-либо research /п'ззф/ (v) исследование resource /n'zois, -'so:s/ (С n) ресурс skill /skil/ (С n) умение solve /sdIv/ (v) решать typical /'tipikal/ (adj) типичный unreliable /дпгПаиЬэ!/ (adj) ненадежный valuable/'vffiljusbsl,-jsbal/ (adj) ценный waste /weist/ (v) тратить попусту WL11 4f access /'tekses/ (v) иметь доступ affect /эТеИ/ (v) влиять derive /di'raiv/ (v) происходить discover /dis'kAvs/ (v) обнаруживать effect /I'fekt/ (v) достигать electric /I'lektnk/ (adj) электрический electronic /.ehk'tronik/ (adj) электронный engine /'endsmi (C n) мотор, двигатель experiment /ik'spenmsnt/ (C n) эксперимент forever /fsr'evs/ (adv) навсегда invent /mVent/ (v) изобретать machine /mdfnn/ (C n) аппарат, прибор offer /bfa/ (v) предлагать (кому-либо что-либо) suggest /ss'd3est/ (v) предлагать (что-либо сделать) vote /v3ot/ (v) голосовать Culture Corner 4 air /еэ/ (v) транслировать в прямом эфире available on (phr) доступный brand /brsnd/ (C n) торговая марка, бренд category /'kretagsri/ (C n) категория challenge /'tjEel3nd3/ (C n) испытание judge /d3Ad3/ (C n) судья level /‘levsl/ (C n) зд. уровень сложности logo /Ъидэи/ (С n) логотип satellite /'ssetaiait/ (С n) спутник to the limit (phr) до предела via /Vaia, 'vi:3/ (prep) через viewer /vjuia/ (C n) телезритель Going Green 4 affect /a'fekt/ (v) влиять agreement /s'gri'.mant/ (C n) соглашение at the moment (phr) в настоящий момент back up (phr v) поддержать big deal (phr) важно burn /Ьз:п/ (v) гореть cadmium /kaadmiam/ (U n) кадмий chemical /'кетшкэ!/ (C n) химикат, химическое вещество chromium /'krsumiam/ (U n) хром component /кэт'рэипэш/ (C n) компонент conclude /kan'kluid/ (v) подводить итог convince /kan'vins/ (v) убеждать currently /'клгэпГИ/ (adv) в настоящий момент donate /dao'neit/ (v) жертвовать drip /drip/ (v) капать dump /dviTip/ (v) бросать emit /I'miit/ (v) выделять encourage /m'kAnds/ (v) поощрять eventually /iVentJusli, -tjsli/ (adv) в конце концов e-waste /i: weist/ (U n) мусор, состоящий из электрических приборов export /ik'spoit/ (v) экспортировать food chain /'fuidtfem/ (C n) пищевая цепь fume /flu:m/ (C n) дым, испарение goods /gudz/ (PI n) товары Word List gradually /'дгжс1зиэИ/ (adv) медленно harm /ha:m/ (v) причинять вред, боль heavy metal /,hevi'metl/ (C n) тяжелый металл landfill /tendfil/ (C n) закапывание мусора, мусорная свалка lead /led/ (U n) свинец leak /И:к/ (v) протекать little by little (phr) понемногу manufacturer /,гпжгциТ£екфгэ/ (C n) производитель mercury /'msikjuri/ (U n) ртуть monitor /'rannits/ (C n) монитор no doubt about it (phr) без сомнений old-fashioned /,эиИ'fasjsnd/ (adj) устаревший ooze /u:z/ (v) медленно течь outdated /aot'deitid/ (adj) устаревший pace /peis/ (U n) скорость persuade /pa'sweid/ (v) убеждать poisonous /'poizsnss/ (adj) ядовитый print cartridge /'pmit ,ka:trid3/ (C n) картридж для принтера recycle /rii'saiksV (v) перерабатывать отходы reduce /n'djuis/ (v) уменьшать refill /,г1;ТШ (v) заправлять (о картридже для принтера) release /n'liis/ (v) выбрасывать (вещества В атмосферу) repair /п'реэ/ (v) чинить replace /n'pleis/ (v) заменять reuse /,ri:'ju:z/ (v) повторно использовать soil /soil/ (U n) почва tax /tasks/ (C n) налог toaster Дэш1э/ (C n) тостер ton /1лп/ (n) тонна toxic /'tDksik/ (adj) ядовитый, токсичный toxic gas /,tr)ksik'gses/ (C n) ядовитый газ treaty /'triiti/ (C n) соглашение MODULE 5 5a ability /a'bilsti/ (C n) возможность add value (to) (phr) увеличить стоимость animal behaviourist (phr) ветеринар-бихевиорист (ветеринар, занимающийся лечением нарушений в поведении животных) art laitl (U n) искусство artist /aitist/ (C n) художник, мастер artistic creativity (phr) художественное творчество auction /'э:к/эп/ (С n) аукцион auction /'э:к/эп/ (v) выставлять что-либо на аукцион auction house (phr) здание, где проходит аукцион award fe'woid/ (С п) награда, приз breathing /'Ьгибщ/ (U п) дыхание brush /Ьгл// (С п) кисть carve /ka:v/ (v) вырезать (в камне или дереве) childish /'tjaildij/ (adj) ребяческий, детский city council /,siti'kaunssi/ (C n) городской совет collect /ks'lekt/ (v) получать, забирать consider /lon'sids/ (v) считать create /kri'eit/ (v) создавать creative /kri'emv/ (adj) творческий creator/kri'eits/ (C n) создатель desire /di'zais/ (C n) сильное желание drawing /'droiip/ (C n) рисунок encourage /ш'клпбз/ (v) побуждать exclude /ik'skluid/ (v) исключать exhibition /,eksi'bijan/ (C n) выставка eyelash /'aitej/ (C n) ресница fan /fen/ (C n) фанат fetch /fetj/ (v) выручать (о деньгах), зарабатывать graffiti /grs'fiiti/ (U n) граффити, настенный рисунок grain /дгеш/ (С n) зерно guest /gest/ (С n) гость heartbeat /'ha:tbi:t/ (C n) сердцебиение hold /ЬэиМ/ (v) проводить (мероприятие) host /haost/ (v) вести теле-, радиопрограмму huge /hju:d3/ (adj) огромный human /'hjuimsn/ (adj) человеческий identity /ai'dentati/ (C n) зд. имя impress /im'pres/ (v) впечатлять include (v) включать irresponsible/ira'spDnssbal/ (adj) безответственный learning difficulties (PI n) необучаемость material(s) /rns'tisrial/ (U n/Pl n) материал(ы) miniature sculpture (phr) миниатюрная скульптура needle /'ni:dl/ (C n) игла opponent /э'рэипэп!/ (C n) оппонент, противник own /эип/ (v) владеть owner /'эипэ/ (С n) владелец painting /'peintig/ (C n) картина patiently /'peijsntli/ (adv) терпеливо pinhead /'pmhed/ (C n) головка булавки popular/'pnpjsb/ (adj) популярный private property (phr) частная собственность produce /prs'djuis/ (v) производить, изготавливать remain anonymous (phr) оставаться неизвестным remove /n'muiv/ (v) забирать significant/sig'nifiksnt/ (adj) важный stay perfectly still (phr) замирать success /ssk'ses/ (U n) успех take a look (at) (phr) посмотреть the public /5э 'рлЬкк/ (S n) публика tiny /'tami/ (adj) крошечный toothpick /tuiGpik/ (C n) зубочистка turn up (phr v) появляться ugly /4gli/ (adj) безобразный, уродливый unbelievable/дпЬПпуэЬэ!/ (adj) невероятный valuable /Valjusbal, -jsbsl/ (adj) ценный valueless /'vKljuibs/ (adj) ничего не стояш,ий vandalism /'vEendslizsm/ (U n) вандализм view /vju:/ (v) смотреть warehouse /'weshaus/ (C n) склад well-known /wel'nsun/ (adj) известный Vocabulary; Types of art architect /'aikitekt/ (C n) архитектор benefit /'bensfit/ (v) помогать, приносить пользу WL12 Word List chisel /'tjizsl/ (C n) стамеска, долото clay /klei/ (U n) глина colour in (phr v) раскрашивать costume /'kostjum/ (C n) костюм crayon /'kreian, -on/ (C n) пастель design /di'zain/ (v) создавать дизайн drawing Z'drour)/ (U n) рисование easel /'iizsl/ (C n) мольберт kiln /kiln/ (C n) печь для обжига и сушки глиняных изделий landscape /'Isndskeip/ (С п) ландшафт local/'ЬикэУ (adj) местный model making /'mndl ,meikii)/ (U n) построение модели, моделирование oil paint (C n) масляная краска outline /'autlam/ (C n) набросок, эскиз paint /pemt/ (v) рисовать краской paintbrush /'pemtbrAj/ (C n) кисть painting /'pemtip/ (U n) рисование performance /pa'foimans/ (C n) представление photography/fs'tngrafi/ (U n) фотография (занятие, хобби) portrait/'poitrat/ (C n) портрет portray /poi'trei/ (v) изображать (кого-либо) potter’s wheel (phr) гончарный круг pottery /'рЫэгУ (U n) гончарные, керамические изделия sculpture /'skAlptJa/ (U n) скульптура set /set/ (C n) декорации sketch /sketj/ (v) набросок spidergram /'spaidagrsm/ (C n) схема spray painting /'sprei pemtig/ (U n) рисовать c помощью аэрозоли stage /steids/ (C n) сцена subject /'sAbd3ikt/ (C n) сюжет tripod /'traipnd/ (C n) штатив watercolour /woitskAb/ (C n) акварель 5b affect /эТекУ (v) влиять arrangement /э'гетЬзтэпУ (C n) приготовление be keen on (phr) любить что-либо broad /broid/ (adj) широкий content /'knntent/ (U n) содержание cool /ku:l/ (adj) (сленг) клевый, крутой count sb in (phr) включать кого-либо, брать с собой extract /'ekstrffikt/ (С n) отрывок fancy /'fensi/ (v) нравиться funky /'fAgki/ (adj) (сленг) классный hum /Ьагп/ (v) напевать line /lain/ (C n) строчка melody /'mebdi/ (C n) мелодия musical instrument /mjuiziksl 'mstrsmant/ (C n) музыкальный инструмент practice /'prrektis/ (U n) практика, тренировка preference /'prefarans/ (C n) предпочтение sing /sig/ (v) петь soap opera /'saup драга/ (C n) мыльная опера taste /teist/ (C n) вкус theme tune (phr) главная музыкальная тема training/'tremig/ (U n) тренировка turn down (phr v) уменьшать звук turn off (phr v) выключать (прибор) verse /v3is/ (C n) строфа, стих 5c accurately/'aekjuratli/ (adj) внимательный by far(phr) намного can afford (phr) позволить (купить что-либо) child prodigy /,tjaild'prodadsi/ (C n) одаренный ребенок compile /kam'pail/ (v) составлять composer/кэт'рэогэ/ (C n) композитор composition /.knmpa'zijgn/ (C n) зд. музыкальная композиция decrease /di'kriis/ (v) уменьшать(ся) equal /nkwal/ (adj) одинаковый gallery /'gtebri/ (C n) галерея go out (phr) гаснуть (об огне, свете) hardworking /,ha:d'w3:kig/ (adj) работающий, не покладая рук improve /im'praiv/ (v) улучшать(ся) increase /m'kriis/ (v) увеличивать(ся) leading /'Ihdig/ (adj) ведущий, главный, передовой opera house /bparahaus/ (C n) оперный театр output /autput/ (U n) музыкальные произведения patient /'peijsnt/ (adj) терпеливый quiz /kwiz/ (C n) викторина repertoire /'repstwa;/ (C n) репертуар sell out (phr v) распродавать (товар) slippery /'slipsri/ (adj) скользкий talented /'taebntid/ (adj) талантливый thrilled /0rild/ (adj) взволнованный, возбужденный unfair/,Ап'кеэ/ (adj) нечестный 5d acting /'aektig/ (U n) играть роль (в фильме, пьесе) action film (phr) боевик action-packed /ajkjsn'paskt/ (adj) насыщенный действием all-star /o:! sta:/ (adj) состоящий только из звезд (о фильме) audience /'o-.dians/ (С п) зрители box office /'bnks pfis/ (S n) билетная касса cast /kaist/ (C n) распределение ролей coincidence /kau'msidans/ (C n) совпадение colourful /'kAbfal/ (adj) разноцветный consequence /'ktmsikwsns/ (C n) последствие exchange /iks'tjemd3/ (v) обмениваться (чем-либо) focus /'fsukas/ (v) сосредоточиваться graphics /'grffifiks/ (PI n) компьютерная графика ignore /ig'no:/ (v) игнорировать kidnapper /'kidnaeps/ (C n) похититель last /laist/ (v) длиться look forward to (phr v) ждать c нетерпением low-budget/|bu'bAd3it/ (adj) малобюджетный massive /'mresiv/ (adj) массивный nickname/'nikneim/ (C n) прозвище perform /рэТэ:гп/ (v) выступать plenty (of) /'plenti/ (U n) много WL13 Word List plot /plot/ (C n) сюжет predictable /pn'diktabsl/ (adj) предсказуемый presentation /prezan'teijsn/ (C n) презентация relationship /n'leijsnjip/ (C n) отношение (между людьми) scene /si:n/ (C n) сцена (в фильме, пьесе) scenery /'simsri/ (U n) декорации science fiction /,saians Вдэп/ (U n) научная фантастика set /set/ (C n) съемочная площадка shoot /Ju:t/ (v) снимать фильм special effects /spejal I'fekts/ (PI n) спецэффекты star /sta;/ (v) звезда (фильма) storyline /'stoirilain/ (C n) сюжет stunt /sUnt/ (C n) каскадерский трюк takeaway /teikawei/ (C n) готовые блюда, отпускаемые на дом tale /teil/ (С n) история twist /twist/ (С n) неожиданный поворот villain /'vibn/ (С n) отрицательный герой waxwork/'wffiksw3:k/ (С n) восковая фигура 5е all in all (phr) в общем и целом author /'э:0э/ (С п) автор background /Ъгекдгаиш!/ (С п) подоплека character /'кжпкгэ/ (С п) герой (книги, фильма) comment /'koment/ (С п) комментарий, мнение consist of (phr v) состоять из director /di'rekts, dai-/ (C n) режиссер disappointing/disa'pomtir)/ (adj) разочаровывающий dull /dAl/ (adj) скучный evil /'iivsl/ (adj) злой, злобный evil /'iivsl/ (U n) зло evil genius (phr) злой гений exciting /ik'saitir)/ (adj) захватывающий fairy /'fesri/ (C n) фея fairy tale /'fesri teil/ (C n) сказка fantasy /'fentssi/ (C n) фэнтези fast-paced /,fa:st'peist/ (adj) быстро развивающийся intriguing /in'triigip/ (adj) интригующий irritating /'irsteitip/ (adj) раздражающий kidnap /'kidnaep/ (v) похищать likeable /'laiksbsl/ (adj) приятный, милый main /mem/ (adj) главный precise /pn'sais/ (adj) точный recommendation /.rekamen'deijsn/ (C n) совет, рекомендация rescue /'reskju:/ (v) спасать review /nVju:/ (v / C n) 1. писать отзыв; 2. отзыв satisfying/'sffitisfai-ц)/ (adj) удовлетворительный senior officer (phr) старший офицер shallow /'Jasbu/ (adj) поверхностный slow-paced /,sbu'peist/ (adj) медленно развивающийся summary /'sAmari/ (C n) краткое изложение, резюме surprising/sa'praizir)/ (adj) неожиданный theme /0i:m/ (C n) зд. основная идея, мысль unexpected /Amk'spektid/ (adj) неожиданный unimaginative /дш'тжЬзтэЬу/ (adj) лишенный воображения upside down /Apsaid'daun/ (adv) вверх ногами variety/va'raiati/ (C n) разнообразие versus /'v3:s3s/ (prep) против well-developed /,wel di'velapt/ (adj) хорошо сформировавшийся 5f act /ffikt/ (C n) акт (в пьесе или опере) arrange /3'remd3/ (v) расставлять, приводить в порядок by accident (phr) случайно charge /tjaids/ (v) запрашивать цену estimate /'estimeit/ (v) оценивать exhibit /ig'zibit/ (C n) выставочный экземпляр exhibition /eksi'bijsn/ (C n) выставка knock down (phr v) сбивать c ног play /plei/ (v) играть роль rehearsal /n'hsisal/ (C n) репетиция rehearse /п'Ьз:з/ (v) репетировать scenery /'simari/ (U n) декорации sequence/'siikwans/ (C n) последовательность событий situated /'sitjueitid/ (adj) расположенный take a photograph (phr) делать снимок, фотографировать Culture Corner 5 bloody /'bkdi/ (adj) кровавый burn down (phr v) сжигать comedy /'kmriadi/ (C n) комедия common /'клтэп/ (adj) зд. простой (люд), принадлежащий к низшему слою общества deception /di'sepjan/ (U n) обман, ложь destiny /'destani/ (S n) судьба disguise /dis'gaiz/ (v) менять внешность, маскироваться fate /feit/ (S n) судьба fee Ifni (C n) вознаграждение flesh /flej/ (U n) плоть history /,h!stari/ (C n) зд. историческая пьеса hold /hauld/ (v) вмещать (количество людей) merchant /'maitjant/ (C n) купец mistake /mi'steik/ (v) ошибаться mix-up /'miksAp/ (C n) путаница moneylender /'niAnijenda/ (C n) ростовщик pay back (phr v) отдавать долг playwright /'pleirait/ (C n) драматург poet /'pauit/ (C n) поэт pound /paond/ (C n) фунт (мера веса = 453,6г.) reflect /ri'flekt/ (v) зд. показывать reign /гет/ (С n) правление, царствование replica /'rephka/ (С n) точная копия (чего-либо) revenge /n'vends/ (U n) месть roof /ru:f/ (C n) крыша rule /ги:1/ (U n) править, управлять (государством) trader /'treida/ (C n) торговец tragedy /'trasdsadi/ (C n) трагедия Literature: Across the Curriculum authorise /'a:0araiz/ (v) официально разрешать award /a'woid/ (v) награждать WL14 Word List change your mind (idm) передумать chest /tjest/ (C n) грудь confiscate /'konfiskeit/ (v) конфисковывать contract /'kDiitrffikt/ (C n) договор, контракт court /ko:t/ (C n) суд emotion /I'msujan/ (C n) эмоция exchange /iks'tjemds/ (C n) обменяться парой фраз expert /'ekspsit/ (C n) эксперт, профессионал extract /'ekstrffikt/ (C n) отрывок fair /Геэ/ (adj) честный fraction Яггек/эп/ (C n) частица get engaged (phr) сообщить о помолвке heiress/'еэгэ8, 'eares/ (С n) наследница inherit /m'hent/ (v) наследовать judge /(1злс1з/ (C n) судья judgement Мзлёзтэпг/ (U n) решение суда justice /'d3Astis/ (U n) справедливость legal /'legal/ (adj) 1. законный, 2. судебный loan /Ьип/ (С n) заем, ссуда morally /'rrmrsli/ (adv) морально, нравственно ounce /auns/ (C n) унция (мера веса = 28,3 г.) penalty/'peniti/ (С n) наказание possessions /pa'zejanz/ (PI n) имущество praise /preiz/ (v) восхвалять quote /kwaut/ (C n) цитата rest assured (phr) не волнуйся righteous /'raitjas/ (adj) справедливый rush /гл// (v) торопиться scale /skeiV (C n) весы seize /si:z/ (v) зд. конфисковывать sentence /'sentans/ (C n) приговор spill /spil/ (v) проливать take part (in) (phr) принимать участие trade /treid/ (U n) торговля trial /'traial/ (C n) суд upright /'лргад/ (adj) честный warning/'wamip/ (C n) предупреждение wise /waiz/ (adj) мудрый MODULE 6 6a a couple of (phr) немного a variety of (phr) множество abandoned /a'brendand/ (adj) зд. брошенный, покинутый animal shelter /жшгпэ! Jelta/ (C n) приют для животных burst into tears (phr) расплакаться campaign /кжт'реш/ (C n) кампания charity event /г/жгэП i,vent/ (C n) благотворительная акция charity shop /'tjarstijop/ (C n) магазин, торгующий подержанными вещами и отдающий выручку на благотворительные цели clean up (phr v) прибирать community /ks'mjuinati/ (S n) общество, община disabled/dis'eibsld/ (adj) нетрудоспособный donate /dsu'neit/ (v) дарить, жертвовать encourage /m'kAnd3/ (v) побуждать WL15 farm /fa:m/ (C n) ферма feed /fi:d/ (v) кормить field /fi:ld/ (C n) поле foster home /'fosta haunV (C n) приют get involved with sth (phr) принимать участие guinea pig /'gmipig/ (C n) морская свинка hang out (phr v) проводить время help out (phr v) помогать hen /hen/ (C n) курица importance /im'poitans/ (U n) важность kindness /'kamdnas/ (U n) доброта lend (sb) a helping hand (phr) помогать, протянуть руку помощи llama /'1а:тэ/ (С п) лама look after (phr v) присматривать, заботиться о ком-либо таке а full recovery (phr) выздоравливать natural /'пж1/эгэ1/ (adj) естественный neglect /ni'glekt/ (v) зд. бросить, покинуть owner /'эопэ/ (С п) владелец paraphrase /'psrsfreiz/ (v) перефразировать, сказать иначе persuade /pa'sweid/ (v) убеждать properly /'рпорэИ/ (adv) должным образом, правильно remove /n'mu.-v/ (v) убирать rescue /'reskju:/ (v) спасать senior citizen /simia 'sitazan/ (C n) пожилой человек staff member /'staif ,memba/ (C n) штатный сотрудник support /sa'part/ (v) поддерживать, помогать talk /гэ:к/ (С n) речь the public /5э 'pAblik/ (U n) публика victim /'viktim/ (C n) жертва volunteer /vnlan'tia/ (v) волонтер, доброволец worthwhile/,w3:0'wail/ (adj) стоящий 6b a long way (phr) далеко от attention /a'tenjan/ (U n) внимание book IbvkJ (v) бронировать cycle lane /'saikailem/ (C n) велосипедная дорожка cycle trail /'saikal treil/ (C n) велосипедная тропа directions /di'rekjanz, dai-/ (PI n) указание, как дойти куда-либо entrance /'entrsns/ (С n) вход exit /'egzit, 'eksit/ (C n) выход messy /'mesi/ (adj) грязный nature reserve /‘пеф n,z3:v/ (C n) заповедник overtake /suva'teik/ (v) обогнать park and ride (phr) временная стоянка parking meter /ра:кщ ,mi:t9/ (C n) счетчик времени стоянки автомобиля passerby /,pQ;s3'bai/ (С n) прохожий pavement /'peivmant/ (C n) тротуар recommend /reka'mend/ (v) рекомендовать repeat /n'pi:t/ (v) повторять ride /raid/ (C n) поездка (на автомобиле, лошади, осле) roundabout /'raundsbaut/ (С п) кольцевая автотранспортная развязка Word List rubbish bin /'глЫ/Ьщ/ (C n) мусорный бак run /глп/ (v) зд. ездить по маршруту (о транспорте) sightseeing /'sait,si:n3/ (U n) осматривать достопримечательности stay /stei/ (S n) пребывание tourist information office /.tosnst mfs'meijan .nfis/ (C n) справочное бюро для туристов town hall /,taun'ha:l/ (C n) здание муниципалитета traffic lights /'trasfik laits/ (PI n) светофор traffic sign /'trafik sam/ (C n) дорожный знак zebra crossing /,zi:bra'krosir), ,ze-/ (C n) наземный переход (“зебра”) 6c according to /s,ko:dn3 ts, tu/ (prep) согласно (кому-либо / чему-либо) all the same (phr) все равно architect /'aikitekt/ (C n) архитектор attempt /s'tempt/ (C n) попытка bell tower /'beltaus/ (C n) колокольня break out (phr v) начаться, разразиться (о пожаре, эпидемии) busload /Vsbud/ (С n) зд. полный автобус carry out (phr v) выполнять cathedral /ka'eiidrsl/ (C n) собор construct /кэп'зГглкг/ (v) строить cover /'клуэ/ (v) покрывать destroy /di'stroi/ (v) уничтожать dressmaker/.dres'meika/ (C n) портниха endanger /m'demd^s/ (v) подвергать опасности essential /I'senjsl/ (adj) важный estimate /'estimeit/ (v) приблизительно рассчитывать exhibit/ig'zrbit/ (C n) выставочный экземпляр experienced /ik'sprerianst/ (adj) опытнь!Й fence /fens/ (C n) ограда foundations /faun'deijsnz/ (PI n) фундамент illustrate /'ibstreit/ (v) изображать ingredient /m'griidisnt/ (C n) ингредиент instrument Anstramant/ (C n) инструмент lab /1жЬ/ (C n) лаборатория lead /liid/ (C n) поводок lean /И:п/ (v) наклоняться legend /'ledsand/ (C n) легенда marble /'maibal/ (U n) мрамор mechanic /гш'кгешк/ (C n) автослесарь mend /mend/ (v) чинить monument /'mnnjumant/ (C n) памятник mow /mao/ (v) косить obvious /'nbvias/ (adj) очевидный omit /ao'mit, Э-/ (v) зд. опускать pass a law (phr) принять закон pharaoh /'fearau/ (C n) фараон raven /'rervan/ (C n) ворон reinforce /,ri:m'fais/ (v) укреплять remove /n'muiv/ (v) убирать renovate /'renaveit/ (v) реставрировать replace /n'pleis/ (v) заменять rod /md/ (C n) стержень sandstone fseendstaon/ (U n) песчаник shed /Jed/ (C n) сарай site /salt/ (C n) место, где находится известный памятник, здание и т.п. soft /snft/ (adj) мягкий tile /tad/ (С n) черепица tomb /Ш:т/ (С n) надгробие 6d attendant /a'tendant/ (C n) обслуживающий персонал badly /'baedli/ (adv) сильно borrow /'borau/ (v) занимать, брать на время brave /breiv/ (adj) смелый bruise /braiz/ (v) ставить синяк bump into (phr v) натолкнуться на кого-либо неожиданно calm /ка:т/ (adj) спокойный careful /'keafa!/ (adj) осторожный caring /'кеэпо/ (adj) внимательный, заботливый cashier /ksejia/ (C n) кассир contain /kan'tein/ (v) содержать description /dfsknpjan/ (C n) описание detailed /'diiteild/ (adj) детальный, тщательный draw out (phr v) снимать деньги со счета efficient /I'fijant/ (adj) эффективный enjoy oneself (phr) хорошо проводить время fill in (phr v) наполнять fire station /'faia ,steijan/ (C n) пожарное депо first class /,f3ist'klQis/ (adj) первый класс (впоезде, самолете) fit /fit/ (adj) находящийся в хорошей физической форме forensic scientist /fa.rensik 'saisntist, -zik/ (C n) судмедэксперт friendly /'frendli/ (adj) дружелюбный gesture /'dsestjs/ (C n) жест hardworking /haid'waiknj/ (adj) работающий, не покладая рук healthy /'helGi/ (adj) здоровый honest /'nnsst/ (adj) честный in charge (of sth) (phr) ответственный за что-либо incident /'msidant/ (C n) инцидент, происшествие intelligent /m'telid33nt/ (adj) умный knit /mt/ (v) вязать likeable/'laiksbsl/ (adj) милый mayor /тез/ (C n) мэр nurse /nais/ (C n) медсестра organised /'oigsnaizd/ (adj) организованный overdue /suvs'dju:/ (adj) просроченный parcel I'pa-.ssV (C n) посылка patient /'peijsnt/ (adj) терпеливый pay in (phr v) класть деньги на счет petrol station /'petrsi ,steij3n/ (C n) заправочная станция platform /'ptetfoim/ (C n) платформа postal worker /'paustl ,\уз:кэ/ (C n) почтальон, почтовый работник practical /'ргжкикэ!/ (adj) зд. практикующий promotion /ргэ'тэи/эп/ (С п) продвижение по службе public service /рлЬкк'ssivis/ (С п) зд. государственные службы WL16 Word List report /ri'poit/ (v) сообщать responsible /rtspcnsabsl/ (adj) ответственный return /ri'tsm/ (v) возвращать return ticket /п,тз:п 'tikit/ (C n) обратный билет savings account/'seivipz 9,kaunt/ (C n) сберегательный счет scales /skeilz/ (PI n) весы second class /,seksnd 'klais/ (adj) второй класс single ticket /,8щдэ1 'tikit/ (C n) билет в один конец skilful /'skilfsl/ (adj) умелый, опытный snatch /snffitj/ (v) хватать speed /sped/ (v) спешить, быстро идти stamp /staemp/ (C n) марка strong /strop/ (adj) сильный surgeon /'s3:d33n/ (C n) хирург withdraw /wid'dro:, WI0-/ (v) снимать деньги со счета witness /'witnas/ (С n) свидетель, очевидец witness /'witnas/ (v) быть свидетелем 6e altogether /pdta'geda/ (adv) вместе artefact /'aitifaakt/ (C n) артефакт, памятник старины awful /'o:fal/ (adj) ужасный collection /ka'lekjan/ (C n) коллекция consist of (phr v) состоять из deal with (phr v) иметь дело с exhibition /.eksi'bijan/ (C n) выставка fascinating /'faesaneitip/ (adj) зд. интересный filthy /'fil0i/ (adj) очень грязный furious /fjoarias/ (adj) в бешенстве guide /gaid/ (C n) гид hieroglyphics /.haira'glifiks/ (PI n) иероглифы Iron Age /'aianeidj/ (U n) Железный век muddy /'niAdi/ (adj) грязный pitch /pitj/ (C n) поле (для игры в футбол, гольф, т. п.) tiny /'taini/ (adj) крошечный vivid /'vivid/ (adj) яркий wander (around) /'wmda/ (v) бродить 6f abroad /a'braid/ (adv) за рубежом action group /'ffikfangru:p/ (C n) инициативная группа community /ka'mjuinati/ (C n) община hiking /'haikip/ (U n) поход pedestrian /pa'destrian/ (C n) пешеход queue /kju:/ (C n) очередь register /'redsista/ (v) регистрировать(ся) sign /sam/ (C n) знак signal /'signal/ (C n) сигнал society /sa'saiati/ (C n) общество Station /'steijan/ (C n) (автобусная) станиоля stop /stop/ (C n) остановка walker /'wo-.ka/ (C n) ходок Culture Corner 6 aboriginal /eeba'nd^anal/ (adj) аборигенский approximate/a'proksimat/ (adj) приблизительный arch /a:tj/ (C n) арка breathtaking /'bre0,teikiri/ (adj) захватывающий дух catch a glimpse (phr) увидеть мельком commentary /'knmantari/ (C n) комментарий detailed /'diiteild/ (adj) детальный eco-tour /'iiksutus/ (C n) экологический тур experience /ik'spiarisns/ (C n) опыт harbour /'Ьа;Ьэ/ (C n) гавань head /bed/ (v) идти/ехать прямо humpback whale /ЬлтрЬжк'weil/ (C n) горбатый кит hustle and bustle (phr) суета, толкотня и шум look out for (phr v) остерегаться migrate /mai'greit/ (v) мигрировать (о животных, птицах) scenic /simik/ (adj) живописный seaplane /'siiplem/ (C n) гидроплан skyline /'skailain/ (C n) горизонт spectacular /spek'teekjuls/ (adj) впечатляющий splash out (phr v) тратить деньги на что-либо steep /stiip/ (adj) зд. крутая (дорога) technique /tek'niik/ (С n) зд. техника trendy /'trend!/ (adj) модный view /vju;/ (C n) вид Going Green 6 a huge hit (phr) большой хит adopt la'dvpU (v) принимать available /a'veibbsl/ (adj) доступный ban Ibsenl (v) запрещать basket /'baiskit/ (C n) корзина carpooling /'ка:,рш1щ/ (U n) поочередное использование личных автомобилей группой владельцев для общественных нужд crowded /'kraudid/ (adj) заполненный (людьми) cycle lane /'saiksl lem/ (C n) велосипедная дорожка despair /di'spes/ (v) отчаиваться destination /desti'neijan/ (C n) место назначения docking station /'dnkig .steijsn/ (C n) место, где можно оставить велосипед, машину efficient /I'fijsnt/ (adj) эффективный environmentally-friendly /m.vairanmentl-i 'frendli/ (adj) не приносящий вреда окружающей среде exhaust emissions /ig'zoist i,mij3nz/ (PI n) выхлопные газы for rent (phr) в аренду form /form/ (C n) вид handlebar /'handlba;/ (C n) велосипедный руль headlight /'hedlait/ (C n) фара hood /hud/ (C n) складной верх (автомобиля) hop (off) /hnp/ (v) спрыгнуть individual design (phr) индивидуальный дизайн keep out (phr v) не пропускать locals /'laoksiz/ (PI n) местные жители mean /mim/ (v) иметь ввиду network of rivers and canals (phr) сеть рек и каналов number plate /'плтЬэ pleit/ (С n) номерной знак (на автомобиле) on the way (phr) по пути operate /'upsreit/ (v) работать WL17 Word List pass /pa:s/ (C n) jd билет pattern /ржгэп/ (C n) рисунок power /'раиэ/ (v) приводить в действие quote /kwsut/ (C n) цитата reduce /n'djuis/ (v) уменьшать rent /rent/ (v) арендовать rickshaw /'nkjo:/ (C n) рикша river taxi /nvs.tfeksi/ (C n) паром run on (phr v) работать на (газу) steering wheel /'stianp whl/ (C n) руль successful /ssk'sesfsl/ (adj) удачный suit /suit, sjuit/ (C n) костюм the authorities Idi oi'enrstiz/ (PI n) власти the human race /бэ'hjuimsn ,reis/ (S n) человечество Union Jack/juinjsn'd38ek/ (C n) национальный флаг Великобритании unique /jui'niik/ (adj) уникальный vehicle /ушка!/ (C n) транспортное средство windscreen /'wmdskrim/ (C n) переднее стекло (автомобиля) windscreen wiper/'wmdskrim ,waipa/ (C n) дворник (у автомобиля) MODULE 7 7a activate /'®ktiveit/ (v) приводить в действие bite /bait/ (v) кусать come true (phr) зд. сбыться department store /di'paitmant sto:/ (C n) универмаг develop /di'vebp/ (v) зд. развиться embarrass /im'bieras/ (v) смущать enclosed /m'kbuzd/ (adj) закрытый fight one’s fears (phr) перебороть страхи freeze /friiz/ (v) замереть, застыть (от страха) human emotion /,hju:msn I'maujan/ (C n) человеческая эмоция injection /т'бзек/эп/ (С n) укол, инъекция instantly /'mstsntli/ (adv) мгновенно irrational /I'rasjanal/ (adj) нелогичный, абсурдный lift /lift/ (C n) лифт melt away (phr v) исчезать miss out on (phr v) зд. избегать muscle /'niAssl/ (C n) мускул needle /'niidi/ (C n) игла public place /рлЬкк'pleis/ (C n) общественное место pump /рлтр/ (v) качать (о жидкости) react /ri'ffikt/ (v) реагировать relieved /n'liivd/ (adj) облегченный run away (phr v) убегать set off (phr v) вызывать что-либо shake like a leaf (phr) дрожать как осиновый лист sound /saimd/ (v) зд. иметь отношение, звучать sweat /swet/ (v) потеть tease /tiiz/ (v) дразнить tiny /'tami/ (adj) крошечный trigger /'trigs/ (v) вызывать что-либо turn one’s legs to jelly (phr) зд. подкоситься (о ногах) Vocabulary: Emotions bark Ibaikl (v) лаять be green with envy (phr) позеленеть от зависти be over the moon (phr) быть безмерно счастливым be scared to death (phr) быть напуганным до смерти confusion /кэп'Ошзэп/ (U n) замешательство frown /fraun/ (v) хмуриться go bright red (phr) краснеть (от стыда) go through the roof (phr) сильно разозлиться have a long face (phr) выглядеть несчастным have butterflies in one’s stomach (phr) сильно нервничать jealousy /'dsebsi/ (U n) зависть joy /6301/ (U n) радость nervousness /'nsivssnss/ (U n) нервозность overcome /доуэ'клт/ (v) преодолеть performance /ps'foirnsns/ (C n) выступление phobia /'fsubis/ (C n) страх, фобия stray /strei/ (adj) бездомный tell (sb) off (phr v) отчитывать, ругать кого-либо 7b cave rescue /,keiv'reskju:/ (S n) служба спасения спелеологов dial /daisl/ (v) набирать номер (на телефонном аппарате) emergency /I'msidssnsi/ (U n) чрезвычайная ситуация handset /'htendset/ (C n) телефонная трубка hold the line (phr) не вешать трубку, оставаться на линии involve /in'volv/ (v) включать knock (off) lm)kl (v) зд. сбросить, сбить make a false call (phr) делать ложный вызов mountain rescue/mauntsn'reskju:/ (S n) служба спасения альпинистов move /muiv/ (v) зд. двигать on one’s way (phr) no пути operator/ирэгепэ/ (C n) оператор (телефонной службы) poster /'psusts/ (C n) постер put (sb) through (phr v) соединить c кем-либо (о телефонном разговоре) require /n'kwais/ (v) требовать(ся) respond /ri'spmd/ (v) отвечать the coastguard /бэ 'ksustgaid/ (S n) береговая охрана trace /treis/ (v) проследить звонок unconscious /лп'клп/эз/ (adj) без сознания 7c ban /basn/ (v) запрещать cheat /tfiit/ (v) жульничать desert island /dezat'aibnd/ (C n) необитаемый остров endangered species /m,demd33d 'spiijiiz/ (C n) вымирающие виды first aid /faist'eid/ (U n) первая помощь imaginary/i'mffid33ii3ri/ (adj) выдуманный pad Ipsedl (C n) наколенник, налокотник (и другие элементы защитной экипировки) WL18 Word List proper/'props/ (adj) подходящий regret /ri'gret/ (v) жалеть о чем-либо set the alarm clock (phr) ставить будильник sunburn /'5лпЬз:п/ (U n) солнечный ожог 7d accompanied /э'клтрэтё/ (adj) сопровождаемый balanced /'baebnst/ (adj) гармоничный, сбалансированный bar /ba;/ (C n) зд. плитка be a recipe for disaster (phr) залог провала be part of (phr) быть частью чего-либо build /bild/ (v) зд. развивать burn calories (phr) сжигать калории check /tjek/ (v) проверять chew /tj'u:/ (v) жевать concentrate /'knnssntreit/ (v) концентрироваться, сосредоточиваться control /ksn'trsul/ (v) контролировать что-либо, руководить cut down on sth (phr v) сокращать что-либо dairy produce/'desri ,prodju:s/ (U n) молочная продукция dairy product /"desri prodAkt/ (C n) молочный продукт dessert /di'zsit/ (C n) десерт destroy /di'stroi/ (v) уничтожать diet fdaist/ (U n) зд. режим питания extremely /ik'striimh/ (adj) чрезвычайно fizzy drink /,fizi'drink/ (C n) газированная вода, лимонад follow a diet (phr) придерживаться диеты full of /'fulsv, nv/ (adj) заполненный чем-либо give up (phr v) сдаваться go on a diet (phr) садиться на диету grain /дгеш/ (С n) зерно join /d3om/ (v) присоединяться keep sth up (phr) продолжать что-либо keep to sth (phr v) придерживаться чего-либо key /ki:/ (C n) ключ (к успеху) lack Лавк/ (U n) отсутствие чего-либо let off steam (phr) «выпустить пар», успокоиться locker/'Inks/ (C n) шкафчик (враздевалке) lose weight (phr) терять вес low in /'bum/ (adj) зд. содержащий небольшое количество чего-либо make /meik/ (v) изготавливать, производить nutrition /njm'trijsn/ (U n) питание once in a while (phr) время от времени physical /'fiziksl/ (adj) физический put on weight (phr) набирать вес raise /reiz/ (v) поднимать record /ri'ksid/ (v) зд. записывать (звук) rest /rest/ (U n) отдых revision /n'vissn/ (U n) повторение rich in /'ntjm/ (adj) зд. содержащий большое количество чего-либо rise /raiz/ (v) подниматься roast /rsost/ (adj) жареный section /'sekfsn/ (C n) секция, часть shallow/'j'cEbu/ (adj) неглубокий, мелкий WL19 sip /sip/ (v) медленно потягивать (напиток) snack /snffik/ (C n) легкая закуска starter /'starts/ (C n) закуска перед основным блюдом starving /'starvig/ (adj) сильно голодный steamed /stiimd/ (adj) приготовленный на пару stress out (phr v) сильно нервничать swallow /'swnlso/ (v) глотать take up (phr v) зд. заняться (спортом) talk through (phr v) детально обсуждать что-либо treat oneself (phr) зд. баловать себя valuables /'valjusbslz,-jsbslz/ (PI n) ценности work /w3ik/ (v) зд. приносить результат 7e aggressive /s'gresiv/ (adj) агрессивный argument /'aigjumsnb (C n) аргумент consequence /'knnsikwsns/ (C n) последствие contrast /'knntraist/ (U n) отличие coordination /ksupidi'neijsn/ (U n) координация (движений) definitely /'defsnstli/ (adv) определенно, точно identify with (phr v) зд. сопоставлять кого-либо с чем/кем-либо individual /mdi'vidsusl/ (adj) индивидуальный install /in'sts:!/ (v) устанавливать (прибор) invincible/m'vinssbsl/ (adj) непобедимый justification /dsAstifi'keiJsn/ (C n) зд. обоснование opposed to /s'psuzd ts, to/ (adj) выступающий против чего-либо opposing /s'psuzig/ (adj) противостоящий outlet /'autlst/ (C n) зд. отдушина, выход (дляэмоций) release /n'liis/ (v) зд. выпускать (напряжение) self-defence/self di'fens/ (U n) самозащита survey /'saivei/ (C n) опрос tension /'tenjsn/ (U n) напряжение 7f allergic /s'bidsik/ (adj) страдающий аллергией alteration /oilts'reijsn/ (C n) зд. переделка (одежды) custom /'kAstsm/ (C n) обычай damage /'dremids/ (v) повреждать good shape (phr) в хорошей форме habit /'hffibit/ (C n) привычка harm /harm/ (v) наносить вред lead /li;d/ (v) привести (к чему-либо) lead a quiet, busy etc. life (phr) вести (спокойный, занятый) образ жизни low /1эи/ (adj) низкий manner /'maens/ (С n) способ, метод out of sight (phr) вне поля зрения pass /pais/ (v) проходить (о времени) poor /рэ:/ (adj) зд. скудный protect /prs'tekt/ (v) защищать recover /п'клуэ/ (v) выздоравливать ruin /'ruiin/ (v) уничтожать shaky/Jeiki/ (adj) нестабильный spend /spend/ (v) проводить (время) study /sUdi/ (C n) детальное изучение weak /wi:k/ (adj) слабый Word List Culture Corner 7 alligator /shgeits/ (C n) аллигатор approach /s'prsutj/ (v) приближаться beware /bi'wes/ (v) быть осторожным bite /bait/ (v) кусать(ся) cat flap /'kffitflsep/ (C n) маленькая входная дверца в дом для кошек common /'кшпэп/ (adj) обычный, обыкновенный continuously /ksn'tmjussli/ (adv) постоянно cub /клЬ/ (С п) детеныш cuddly /клёШ (adj) приятный, милый (которого хочется обнять) disease /di'ziiz/ (С п) болезнь drag/drag/ (v) тащить, волочить (по земле) edge /еёз/ (С п) край ferocious /fg'rsujss/ (adj) свирепый go through (phr v) зд. расходовать grizzly bear /.gnzli Ъеэ/ (C n) гризли (североамериканский медведь) kick IkikJ (v) ударять ногой marsh /ma:J/ (C n) болото motionless /'mgofsnbs/ (adj) недвижимый painful /pemfsl/ (adj) болезненный paw /рэ:/ (C n) лапа (животного) poisonous /'poizanss/ (adj) ядовитый prey /prei/ (U n) добыча rabies /'reibiiz/ (U n) бешенство raccoon /гэ'кшп, ra:-/ (C n) енот rattlesnake /'rtetlsneik/ (C n) гремучая змея scratch /skratj/ (v) царапать(ся) sighting /'saitip/ (C n) наблюдение slow-moving river /,sbu muivip'отэ/ (C n) спокойная река snatch /snretj/ (v) хватать spit /spit/ (v) плевать(ся) sting /stir)/ (v) жалить swamp /swDmp/ (C n) болото unpredictable /Anpri'diktsbal/ (adj) непредсказуемый venom /'vensm/ (U n) яд (паучий, змеиный) warn /worn/ (v) предостерегать Across the Curriculum area /'еэпэ/ (C n) территория beat /bin/ (v) зд. побеждать bully /ЪоИ/ (С n) задира class /klais/ (C n) школьный урок common sense /,квтэп'sens/ (U n) здравый смысл community centre /kg'mjuingti .sents/ (C n) общественный центр confidently /'knnfidantli/ (adv) уверенно department /di'paitmgnt/ (C n) отдел (в организации) end up (phr v) оказаться expert /'ekspait/ (adj) опытный, квалифицированный find out (phr v) обнаружить get across (phr v) донести идею (до кого-либо) get back (phr v) возвращаться get down (phr v) приседать get up (phr v) вставать in the same way (phr) точно также instinct /'mstigkt/ (C n) инстинкт insulting/m'sAltir)/ (adj) оскорбительный intuition /mtju'ijgn/ (C n) интуиция kick /kik/ (C n) удар ногой look for (phr v) искать что-либо look to (phr v) надеяться, рассчитывать на manner /'тшпэ/ (S n) метод, манера mode /maud/ (C n) метод, режим mugger /'тлдэ/ (С n) грабитель poke /рэик/ (v) тыкать put up a fight (phr) оказать сопротивление region /'п:ёзэп/ (С n) регион run around (phr v) бегать туда-сюда run away (phr v) убегать run up (a debt or bill) (phr v) задолжать кому-либо short cut /fort kAt/ (C n) кратчайший путь snatch /snretf/ (v) хватать threatening /'eretn-щ/ (adj) угрожающий vulnerable target /,уа1пэгэЬэ1 'taigit/ (C n) уязвимая цель watch out (phr v) быть осторожным well-lit /,wel 'lit/ (adj) хорошо освещенный MODULE 8 8a advantage /adVamtids/ (C n) преимущество artificial /,a:ti'fijgl/ (adj) искусственный, ненатуральный attack /g'tffik/ (v) нападать board /bo:d/ (C n) доска (для серфинга) brain damage (phr) повреждение мозга bump /Ьлтр/ (С n) колдобина, выбоина carefully fkesfsW (adv) аккуратно, осторожно champion /'t/ffimpian/ (adj) зд. отличный come into sight (phr) попасть в поле зрения, стать видимым concentrate on /'konsantreit лп/ (v) сконцентрироваться на чем-либо deal with (phr v) разобраться, решить (проблему) depressed /di'prest/ (adj) подавленный, угнетенный disability /,dis3'biM/ (С n) инвалидность encouragement/ш'кАпёзтэпУ (U n) ободрение, поощрение, поддержка experience а disaster (phr) пережить бедствие, несчастье eyebrow /'аЛгаи/ (С п) бровь face а challenge (phr) справиться со сложной задачей, проблемой fall off (phr v) отвалиться от чего-либо, отпасть fall over (phr v) упасть feel sorry for sb (phr) сожалеть, жалеть кого-либо film /film/' (v) снимать на камеру frighten away /,fraitn a'wei/ (v) спугнуть furiously /'fjuarigsli/ (adv) яростно, бешено gigantic /dsai'gsntik/ (adj) гигантский give up (phr) оставить, отказаться, бросить inspiration /,mspi'reij3n/ (C n) вдохновение, воодушевление WL20 Word List keep my mind on (phr) сосредотачиваться на чем-либо lift /lift/ (v) поднимать(ся) motto /'motao/ (C n) девиз, лозунг ordinary /'oidsnari/ (adj) простой, обычный paddle tpxdV (v) грести (руками) perfectly still (phr) совершенно неподвижный plant /plamt/ (v) ставить, размещать, устанавливать positive attitude (phr) положительное отношение, настрой quit /kwit/ (v) бросать, прекращать (делать что-либо) rip (off) /.rip'of/ (v) вырвать силой, насильно (из рук) roll (down) /гэи1/ (v) катить(ся) scare (sb off ) /skes/ (v) спугнуть scratch /skrsetj/ (v) царапать, оцарапать seriously bruised (phr) получивший серьезные повреждения, серьезно раненый set up (phr v) настраивать, устанавливать share //еэ/ (v) делить(ся) slam /slrem/ (v) захлопывать spine /spam/ (C n) позвоночник sprain /sprein/ (v) растянуть (связки, сустав), вывихнуть squawk /skwoik/ (v) пронзительно кричать strap /strsep/ (v) зд. закрепить ремнем survive an accident (phr) пережить несчастный случай, аварию (остаться в живых) terrifying experience (phr) ужасное событие, случай total miracle (phr) настоящее чудо trip (over) /trip/ (v) спотыкаться tripod /'traipod/ (C n) щтатив, тренога wannabe /Wnsbi:/ (C n) человек, стремящийся стать известным (обычно безуспешно) wetlands /'wetbndz/ (PI n) заболоченная местность wheelchair /'widtjes/ (С n) кресло-каталка win a competition (phr) выиграть соревнование wireless remote control (phr) беспроводной пульт дистанционного управления 8b accidentally /,aeksi'dentl-i/ (adv) случайно, нечаянно approval /э'ргшуэ!/ (U n) одобрение, благоприятное мнение kitesurfing /'kait,s3:fir)/ (U n) кайтинг (вид спорта — скольжение по воде на доске для серфинга с прикрепленным к ней большим воздушным змеем) obviously /'nbvissli/ (adv) явно, очевидно on the way (phr) no пути outfit /'aotfit/ (C n) наряд risk-taker /'nsk,teika/ (C n) человек, идущий на риск; рисковый человек seek /silk/ (v) искать skydiving /'skai,daivip/ (U n) затяжные прыжки с парашютом stick to (phr v) придерживаться чего-либо, продолжать делать что-либо take up (phr v) браться за что-либо, заинтересоваться чем-либо WL21 tightrope /'tait-гэор/ (С п) натянутый канат trek /trek/ (v) переход, путешествие under the weather (phr) плохо себя чувствовать, выглядеть нездоровым, больным Whitewater rafting /.waitwoita 'гшйщ/ (U n) сплав на плоту по реке с порогами (рафтинг) 8с beg /beg/ (v) просить, умолять bump /Ьлтр/ (v) ударять(ся), врезаться command /ks'mamd/ (С п) команда, приказ, указание painkiller /'pem,kil3/ (С п) болеутоляющее средство, обезбол и вающее plaster /'plQists/ (С п) пластырь shrink /Jnpk/ (v) уменьшаться, сжиматься sore throat(phr) больное горло threaten /'Gretn/ (v) угрожать, грозить warn /worn/ (v) предупреждать, предостерегать 8d antiseptic cream (phr) антисептический крем bandage /'biendids/ (C n) бинт, повязка cast /kaist/ (C n) гипс crash /kraej/ (v) разбивать(ся) creepy-crawly/,kri:pi'kroili/ (C n) ползучая тварь (о насекомом), страшное противное насекомое do the trick (phr) добиться своего, достичь цели first aid kit /,f3ist'eid kit/ (C n) медицинская аптечка graze /greiz/ (v) оцарапать, ободрать hang on (phr v) держаться, продержаться, выжить hold (sth) up (phr v) поддерживать что-либо ice pack /'aisprek/ (C n) пузырь со льдом insect repellent (phr) средство для отпугивания насекомых juicy /'d3u:si/ (adj) сочный jungle /'djAngsl/ (C n) джунгли low in fat (phr) содержащий мало жира, нежирный mudslide /'mAdslaid/ (С n) оползень ointment /bintmant/ (C n) мазь overhead /puvs'hed/ (adv) над головой part /pa:t/ (v) разделять, отделять peek /pi;k/ (v) быстро взглянуть penknife /'pen-naif/ (C n) перочинный нож poisonous /роиэпэз/ (adj) ядовитый protein /'prsutim/ (U n) протеин, белок reflect /ri'flekt/ (v) отражать(ся) remote /n'msut/ (adj) отдаленный, дальний rope /тэир/ (С n) веревка, канат rucksack/'глкзгек/ (С п) рюкзак shelter /'Jelta/ (С п) приют, кров, пристанище signal /'signal/ (v) давать знак, сигнализировать sling/slip/ (С п) перевязь (для сломанной руки), повязка source /so:s/ (С п) источник steep hillside (phr) крутой склон stick /stik/ (С n) палка sunscreen /'sAnskrim/ (U n) солнцезащитный крем (лосьон) thick/01к/ (adj) густой, частый Word List thunder /'0Anda/ (U n) гром turn your nose up (phr) задирать нос vegetation /yedsa'teijsn/ (C n) растительность warning /'womir)/ (C n) предупреждение, предостережение 8e advantage /adVamtids/ (C n) преимущество apply /3,plai/ (v) обращаться c просьбой, заявлением conservation /.tonva'seijan/ (U n) охрана, сохранение (окружающей среды) consider /kan'sids/ (v) обдумывать, рассматривать, взвешивать contact /'kontekt/ (v) связываться, общаться, контактировать disability /.disa'bibti/ (С n) бессилие, инвалидность enclose /m'kbuz/ (v) прилагать, вкладывать evidence /'evidsns/ (U n) доказательство fit /fit/ (adj) в хорошей физической форме, здоровый fluent /'fluisnt/ (adj) хорошо говорящий (наязыке) get on with (phr v) ладить, иметь хорошие отношения с кем-либо goalkeeper /'дэи1,к1:рэ/ (С п) голкипер, вратарь grateful /'greitfal/ (adj) благодарный indicate /'mdikeit' (v) указывать, обозначать nationality/nasja'nsebti/ (C n) гражданство, национальность opening /'эирэпщ/ (С n) вакансия participate /paftisapeit/ (v) участвовать part-time /,pa:t'taim/ (adv) в режиме неполного рабочего дня (недели) personality /рзиэ'пжЬб/ (С п) личность, индивидуальность project /'prodjekt/ (С п) проект purpose /'p3ipss/ (С п) назначение, цель quality /'kwnbti/ (С п) качество studies /'sudiz/ (PI n) обучение, занятия suitable /'suitsbal, 'sju:-/ (adj) пригодный, подходящий volunteer /'уЫэп,11э/ (С n) доброволец, волонтер wildlife /'waildlaif/ (U n) живая природа 8f artificial/aiti'fijsl/ (adj) искусственный, сделанный человеком avoid /aVoid/ (v) избегать besides /bi'saidz/ (adv) в дополнение, кроме того crab trap (phr) ловушка для крабов dash /drej/ (v) мчаться, нестись disability /dissbibti/ (C n) бессилие, инвалидность expect /ik'spekt/ (v) ждать, ожидать, надеяться from side to side (phr) из стороны в сторону gain /дет/ (v) получать, добиваться harmed /haimd/ (adj) травмированный hatch /haetf/ (v) вылупляться (из яйца) head toward (phr) направляться, следовать куда-либо inability /.mabibti/ (U n) неспособность injured /'ind33d/ (adj) поврежденный, раненый inspire /m'spais/ (v) вдохновлять instead of /m'sted sv, dv/ (adv) вместо чего-либо lose /lu:z/ (v) терять, лишаться miss /mis/ (v) упустить, пропустить moonlit /'mumlit/ (adj) залитый лунным светом nest /nest/ (C n) гнездо parachute /'pterajuit/ (C n) парашют predator /'predats/ (C n) хищник prevent /pri'vent/ (v) предотвращать, не допускать promising/'promisip/ (adj) многообещающий, подающий надежды properly /'propsli/ (adv) должным образом, как следует recover /п'клуэ/ (v) вновь обретать, возвращать rescue /'reskju:/ (v) спасать severe /siVis/ (adj) серьезный silicone /siliksun/ (U n) силикон suitably /'suitabli, 'sju:-/ (adv) соответственно, подходящим образом survival /saVaivsI/ (U n) выживание think (sth) up (phr v) придумывать, выдумывать что-либо trainer /'trems/ (C n) тренер, инструктор, дрессировщик win /win/ (v) выиграть (соревнование, игру) Culture Corner 8 achievement /s'tfnvmsnt/ (C n) достижение admit /ad'mit/ (v) признавать attitude /,»titju:d/ (C n) отношение blind /blamd/ (adj) слепой deaf /def/ (adj) глухой deaf-blind /,def'blamd/ (adj) слепоглухой degree /di'gri:/ (C n) (ученая) степень exist /ig'zist/ (v) существовать, жить eyesight /'aisait/ (U n) зрение feel /fill/ (v) трогать, прикасаться give a lecture (phr) читать лекцию graduate /'gnedgueit/ (v) оканчивать (школу или ВУЗ) impress /im'pres/ (v) производить впечатление improve /im'pruiv/ (v) улучшать incredible/m'kredabal/ (adj) невероятный influence /'mfluans/ (v) влиять inspiration /mspi'reijsn/ (U n) вдохновение, воодушевление living conditions /'livig ksn.dijsnz/ (PI n) условия жизни, существования ordinary /'oidanari/ (adj) обычный, простой progress /pra'gres/ (v) развиваться, совершенствоваться raise money (phr) собирать деньги rapidly /'raspidli/ (adv) быстро spell out (phr v) произносить no буквам strict /stnkt/ (adj) строгий type /taip/ (v) печатать (на компьютере, пишущей машинке) typewriter /'taip.raita/ (С n) пишущая машинка Going Green 8 adventurous tourist /adiventjaras 'tusrist/ (C n) экстремальный турист (любитель всего необычного и захватывающего) WL22 Word List affect /s'fekt/ (v) затрагивать, оказывать влияние all-expenses-paid (phr) включающий или покрывающий все расходы, оплаченный заранее base /beis/ (С п) база break off (phr v) отламывать(ся), обрывать bring out (phr v) производить burn fossil fuels (phr) сжигать ископаемое топливо burst its banks (phr) размывать берега (о реке) bury fbtn! (v) зарывать(ся) в землю cardboard /'kaidboid/ (U n) картон carry out (phr v) выполнять, осуществлять CO2 emission /,si: эо'tu: I,mij3n/ (C n) выделение углекислого газа (C02) в атмосферу continent /'kmitmant/ (С n) континент deforestation /di:,fDrs'steij3n/ (U n) вырубка лесов direct /di'rekt, dai-/ (v) направлять, нацеливать draw /dro;/ (v) привлекать endangered /m'demdssd/ (adj) находящийся под угрозой eventually /iVentJusli/ (adv) в итоге, в конечном счете explorer /ik'spbira/ (С n) исследователь flood /flxd/ (v) заливать, затоплять follow tfvibvl (v) следовать food chain /'ftcdtjem/ (C n) пищевая цепь glacier/'gtesia/ (C n) ледник global warming /,д1эиЬэГ\¥э:гшг)/ (U n) всемирное (глобальное)потепление greenhouse gas /.grimhaus'gees/ (C n) парниковый газ ice sheet /'aisjiit/ (C n) ледяной щит ice shelf /'aisjelf/ (C n) шельфовый ледник iceberg /'aisbsig/ (C n) айсберг impact /'impaekt/ (C n) сильное воздействие laboratory /ЬЪлгэГп/ (С n) лаборатория lead to (phr v) приводить к чему-либо, быть причиной чего-либо limpet/'limpit/ (С п) блюдечко (видмоллюска) таке up (phr v) составлять, формировать melting ice (phr) тающие льды (в полярных зонах) mollusk /'rriDlssk/ (С п) моллюск polar/'рэиЬ/ (adj) полярный predator /'predata/ (С п) хищник put down (phr v) класть, опускать put out (phr v) тушить, гасить quality/'kwnbti/ (C n) качество range /remds/ (v) зд. варьироваться result in (phr v) приводить к, давать в результате rising world temperatures (phr) повышение температуры на Земле rot /rot/ (v) гнить, разлагаться scallop/'skobp,'skte-/ (C n) гребешок (видрыбы) scenery fsr.nari/ (U n) пейзаж, вид seabed /'siibed/ (S n) морское дно set down (phr v) записывать set up (phr v) устанавливать truly /'trudi/ (adv) действительно, в самом деле unspoilt/,An'spoilt/ (adj) неиспорченный vanish /'v®nif/ (v) исчезать wilderness /'wddsnss/ (S n) дикая местность, пустыня worrying/'wAri-ig/ (adj) волнующий WL23 Appendices APPENDIX 1 Phrasal Verbs break down = сломаться break into = врываться (куда-либо) break out = внезапно начаться, разразиться break out of = вырываться, убегать break up = прекратить отношения (с кем-либо) carry away = увлечься carry off = справляться carry on = продолжать что-либо делать carry out = выполнять carry through = доводить до конца check in = регистрироваться (на рейс, в отеле) check off = отмечать галочкой check on = проверять (все ли в порядке с кем-либо) check out = пробовать check out of = оплатить счет check up on = убедиться come across = случайно натолкнуться come down with = заболеть чем-либо come out = выступать (на публике) come over = овладевать (о чувстве) come up with = предлагать (идею) keep back = держаться в стороне keep off = не приближаться keep on = продолжать что-либо делать keep out of = препятствовать от keep up with = следовать (расписанию) make of = понимать make off with = убежать c украденным make out = четко видеть make up = изобретать make up for = компенсировать что-либо run away = убегать run into = случайно встретить кого-либо run out of = кончиться (обычно о продуктах) run over = задавить run through = репетировать turn back = возвраш,аться turn down = отказываться turn into = становиться turn off = выключать turn up = 1) увеличивать звук, 2) появляться WL24 APPENDIX 2 Dependent Prepositions add to добавлять afraid of бояться allergic to иметь аллергию на apart from кроме at auction на аукционе be at home быть дома be at school быть в школе be sold for быть проданным за believe in верить в burst into врываться в cater for заботиться о close to близко от crowded with переполненный difficulty in сложность в famous for известный fear of страх get involved with ввязываться в go to school учиться в школе (ходить в школу) hear from (= learn news of) услышать hear of (= know) знать in a field в поле in a hurry в спешке in good shape в хорошей форме in practice на практике in ruins разрушенный, в руинах in search of в поиске in the corner of the room в углу комнаты in the direction of no направлению к in the suburbs в пригороде in theory теоретически interested in заинтересованный kindness to доброжелательность know from experience знать no опыту lead to приводить к чему-либо nervous about нервничать nice of мило c (твоей) стороны of all time абсолютно, полностью on a farm на ферме on the corner of the street на углу улицы painting by картина (принадлежит кисти...) part of часть pleased with довольный popular with популярный среди protect from заш,иш,ать от reason for причина recover from излечиваться от rely on надеяться на rescue from спасать от result in приводить к sorry for сожалеть о sort of как бы star in играть в (фильме) start with начинать с succeed in добиться успеха в take care of заботиться о think of думать о (задумываться о) think about серьезно обдумывать (перед принятием решения) tired of устать от write to sb about sth написать кому-либо о чем-либо APPENDIX 3 Idioms as safe as houses = совершенно надежный bark up the wrong tree = идти no ложному следу be a piece of cake = простой, легкий be light years ahead of = быть намного продвинутым be on the same wavelength = думать точно также be over the moon = быть безумно счастливым behave oneself = вести себя хорошо by oneself = без чьей-либо помощи, сам do sth oneself = делать что-либо самостоятельно enjoy oneself = хорошо проводить время face the music = держать ответ get on like a house on fire = двигаться вперед быстрыми темпами get one’s wires crossed = не понимать go bright red = краснеть от смущения go through the roof = сильно разозлиться green with envy = зеленый от зависти have a bee in one’s bonnet = помешаться на чем-либо have a long face = выглядеть несчастным, жалким have butterflies in one’s stomach = сильно нервничать have your cake and eat it = пытаться совместить несовместимое help oneself = угощаться home and dry = в безопасности home from home = комфортное место, “второй дом" in the spotlight = в центре внимания it takes two to tango = нужно ^ ^ . Syllabus ■ w based on w ^ Common a ^ European ^ ^ Framework^ *** ISBN 978-5-09-024605-7 785090 246057 ess Publishing ____0S______ ПРОСВЕЩЕНИЕ ИЗДАТЕЛЬСТВО