Учебник Английский язык в фокусе 11 класс Афанасьева Дули Михеева

УДК 373.167.1:811.111 ББК 81.2АНГЛ-922 А64 Серия «Английский в фокусе» основана в 2006 году. На учебник получены положительные заключения Российской академии наук (№ 10106-5215/442 от 07.07.2008 г.) и Российской академии образования (№01-5/7д-143 от 07.07.2008 г.). Авторы: О.В. Афанасьева, Дж. Дули, И.В. Михеева, Б. Оби, В. Эванс Authors: Virginia Evans, Jenny Dooley, Bob Obee, Olga Afanasyeva, Irina Mikheeva Acknowledgements Authors' 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 (Editor-in-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 lllustratbns: Pan, Stone. While every effort has been made to trace all the copyright holdera, if any have been inadvertently overlooked the pubUshers will be pleased to make the necessary arrangements at the first opportunity. A64 Английский язык. 11 класс: учеб, для общеобразоват. учреждений / [О.В. Афанасьева, Дж.Дули, И.В. Михеева и др.]. - 2-е изд., доп. и перераб. - М.: Express Publishing: Просвещение, 2009. - 244 с.: ил. - (Английский в фокусе). - ISBN 978-5-09-022092-7. УДК ББК 373.167.1:811.111 81.2АНГЛ-922 Учебное издание Серия «Английский в фокусе» Афанасьева Ольга Васильевна Дули Дженни Михеева Ирина Владимировна Оби Боб Эванс Вирджиния Английский язык 11 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.А Семичвв Редактор О.И. Грендаль Корректор И. Б. Окунева Налоговая льгота - Общероссийский классификатор продукции ОК 005-93 - 953000. Изд.лиц. Серия ИД № 05824 от 12.09.01. Подписано в печать 25.06.09. Формат 60x90/8. Бумага офсетная. Гарнитура Прагматика. Печать офсетная. Уч.-изд. л. 40,1. Тираж 50 000 экз. Заказ № 3875. Открытое акционерное общеаво «Издательаво «Просвещение». 127521, Москва, 3-й проезд Марьиной рощи, 41. Express Publishing. Liberty House, New Greenham Park, Newbury, Berkshire RG19 6HW Tel.: (0044) 1635 817 363 Fax: (0044) 1635 817 463 e-mail: [email protected] https://www.expresspublishing.co.uk ОАО Тверской ордена Трудового Красного Знамени полиграфкомбинат детской литературы им. 50-летия СССР. 170040, г. Тверь, проспект 50 лет Октября, 46. ISBN 978-5-09-022092-7 ® Express Publishing, 2008, 2009 ® Издательство «Просвещение», 2008, 2009 Все права защищены Contents Module 1 - Relationships (pp. 9-26) 1a Reading Skills ............ pp. 10-11 1b Listening & Speaking Skills ... pp. 12-13 1c Grammar in Use ............ pp.14-15 Id Literature............ pp. 16-17 1e Writing Skills ............ pp. 18-20 Module 2 - Where there’s a will there’s a way (pp. 27-44) 2a Reading Skills ............ pp. 28-29 2b Listening & Speaking Skills ... pp.30-31 2c Grammar in Use ............ pp. 32-33 2d Literature............ pp. 34-35 2e Writing Skills ............. pp. 36-38 Module 3 - Responsibility (pp. 45-62) 3a Reading Skills ............ pp. 46-47 3b Listening & Speaking Skills ... pp.48-49 3c Grammar in Use ............ pp. 50-51 3d Literature............ pp. 52-53 3e Writing Skills ............. pp. 54-56 Module 4 - Danger! (pp. 63-82) 4a Reading Skills ............. pp. 64-65 4b Listening & Speaking Skills ... pp.66-67 4c Grammar in Use ............. pp. 68-69 4d Literature.............. pp. 70-71 4e Writing Skills ............. pp. 72-76 Module 5 - Who are you? (pp. 83-100) 5a Reading Skills ............ pp.84-85 5b Listening & Speaking Skills ... pp.86-87 5c Grammar in Use ............ pp. 88-89 5d Literature........... pp. 90-91 5e Writing Skills ............ pp. 92-94 Module 6 - Communication (pp. 101-118) 6a Reading Skills ............ pp. 102-103 6b Listening & Speaking Skills ... pp.104-105 6c Grammar in Use ............ pp. 106-107 6d Literature.......... pp. 108-109 6e Writing Skills ............ pp. 110-112 Module 7 - In days to come (pp. 119-136) 7a Reading Skills ............ pp. 120-121 7b Listening & Speaking Skills ... pp. 122-123 7c Grammar in Use ............ pp.124-125 7d Literature.......... pp. 126-127 7e Writing Skills ............ pp. 128-130 Module 8 - Travel (pp. 137-154) 8a Reading Skills ............ pp. 138-139 8b Listening & Speaking Skills ... pp. 140-141 8c Grammar in Use ............ pp. 142-143 8d Literature.......... pp. 144-145 8e Writing Skills ............ pp. 146-148 Word Perfect & Grammar Check .... pp.155-179 Spotlight on Russia ............. pp. 1-10 Song Sheets ..................... pp.SS1-SS4 Grammar Reference Section ....... pp.GR1-GR20 Irregular Verbs ................. p. GR21 Study Skills..................... p. SI Word List ....................... pp. WL1-WL29 111 Table of Contents VOCABULARY GRAMMAR 1a (pp. 10-11) families 1b (pp. 12-13) relationships; idioms related to people 1c (pp. 14-15) present, future and past tenses; phrasal verbs (come); used to, be/set used to, would, dependent prepositions Id (pp. 16-17) collective nouns 1e (pp. 18-20) character adjectives linking words and phrases; Culture Corner 1 (p. 21) - Multicultural Britain; Across the Curriculum (History) (p. 22) Victorian Families; Going Green 1 (p. 23) Be Neighbourly Go Green!; Spotlight on Exams (pp. 24-25), Progress Check 1 (p. 26) 2a (pp. 28-29) stress; body language 2b (pp. 30-31) peer pressure; idioms with numbers 2c (pp. 32-33) prepositions in relative clauses; relative clauses; clauses of purpose/result/reason; phrasal verbs (put), dependent prepositions 2d (pp. 34-35) 2e (pp. 36-38) Culture Corner 2 (p. 39) - Childline; Across the Curriculum (Science) (p. 40) The Nervous System; Going Green 2 (p. 41) The wrap on Packaging!; Spotlight on Exams (pp. 42-43), Progress Check 2 (p. 44) I I «Ч 1 3E 3a (pp. 46-47) crime and the law; words often confused 3b (pp. 48-49) rights and responsibilities 3c (pp. 50-51) -;ng form, to-infinitive/infinitive without to; phrasal verbs (keep), dependent prepositions 3d (pp. 52-53) 3e (pp. 54-56) Culture Corner 3 (p. 57) - Ellis Island and the Statue of Liberty; Across the Curriculum (Citizenship) (p. 58) It’s my right; Going Green 3 (p. 59) Are you a Green citizen?; Spotlight on Exams (pp. 60-61), Progress Check 3 (p. 62) 4a (pp. 64-65) injuries 4b (pp. 66-67) illnesses; idioms related to health 4c (pp. 68-69) the passive; the causative; make, set, have; phrasal verbs (go), dependent prepositions 4d (pp. 70-71) 4e (pp. 72-76) adjectives/adverbs; linkers Culture Corner 4 (p. 77) - Florence Nightingale: The Lady with the Lamp; Across the Curriculum (History) (p. 78) London’s Burning!; Going Green 4 (p. 79) Water Pollution; Spotlight on Exams (pp. 80-81), Progress Check 4 (p. 82) IV READING LISTENING, SPEAKING FUNCTIONS WRITING Family Ties ... a World Apart talking about family a short text about your family a dialogue about a neighbour’s complaint making a complaint, apologising; inviting - accepting/declining time expressions an extract from The Devoted Friend a dialogue an article about a friend descriptive writing (people) Stressed Out! a poem, a talk on stress a dialogue between teenagers an interview; persuading/responding; expressing negative feelings/ sympathising/encouraging extract from Jane Eyre: Gateshead Hall a story a story extracts from letters informal/semi-formal letters/emails Have you been the victim of a crime? continue a story a dialogue about rude behaviour dialogues expressing regret, outrage/ disgust extract from Great Expectations act out a dialogue an essay opinion essays Against all odds prepare a radio interview a paragraph describing a dangerous journey a dialogue about an illness a dialogue with a doctor; offering help, accepting/refusing, speculating, responding extract from The Adventures of Tom Sawyer a short diary entry An Amazing Rescue a narrative (narrative techniques) VOCABULARY GRAMMAR 5a (pp. 84-85) homes and neighbourhoods 5b (pp. 86-87) problems in a neighbourhood; idioms related to parts of houses 5c (pp. 88-89) modal verbs; logical deductions; phrasal verbs (do); dependent preposition 5d (pp. 90-91) types of houses 5e (pp. 92-94) linking words and phrases Culture Corner 5 (p. 95) - Home Sweet Home; Across the Curriculum (Geography) (p. 96) Shanty Towns; Going Green 5 (p. 97) Green Belts? What are they?; Spotlight on Exams (pp. 98-99), Progress Check 5 (p. 100) 6a (pp. 102-103) space technology 6b (pp. 104-105) newspapers & the media, idioms with talk and speak 6c (pp. 106-107) 6d (pp. 108-109) animal sounds reported speech; phrasal verbs (talk); dependent prepositions 6e (pp. 110-112) Culture Corner 6 (p. 113) - Languages of the British Isles; Across the Curriculum (ICT) (p. 114) Getting the message across; Going Green 6 (p. 115) Toxic Tones; Spotlight on Exams (pp. 116-117), Progress Check 6 (p. 118) 7a (pp. 120-121) hopes & dreams; phrases with hope 7b (pp. 122-123) education (university) & training; idioms related to school 7c (pp. 124-125) cinemas conditionals 1, 2 & 3; inversions; unreal past; phrasal verbs (carry); dependent prepositions 7d (pp. 126-127) words related to character/personality 7e (pp. 128-130) Culture Corner 7 (p. 131) - Uni Life; Across the Curriculum (Citizenship) (p. 132) Community Volunteer; Going Green 7 (p. 133) Dian Fossey; Spotlight on Exams (pp. 134-135), Progress Check 7 (p. 136) 8a (pp. 138-139) geographical features 8b (pp. 140-141) airport & air travel; collocations related to travel 8c (pp. 142-143) inversion; plural/singular nouns; phrasal verbs (check); quantifiers; dependent prepositions 8d (pp. 144-145) words related to weather; idioms related to weather 8e (pp. 146-148) words describing places past participles Culture Corner 8 (p. 149) - Going to the USA?; Across the Curriculum (Art & Design) (p. 150) The Father of Modern Art; Going Green 8 (p. 151) Green Places; Spotlight on Exams (pp. 152-153), Progress Check 8 (p. 154) VI READING LISTENING, SPEAKING FUNCTIONS WRITING A life on the Streets an interview dialogue about a rubbish problem expressing annoyance; exclamations Tess of the d’Urbervilles listening and checking a report on improving an area a report Hello ... Is Anyone out there? a talk about aliens description of a day you make contact with aliens a dialogue about a survey breaking news/reacting; approving/disapproving extracts from White Fans an extract from a story an essay on learning a compulsory language an essay giving advantages/ disadvantages of using a newspaper an article “1 have a dream." talking about the future a dialogue at university talking about plans & ambitions; asking after friends poem ‘If’ listening for stressed/unstressed syllables verses of a poem; literacy techniques formal letter; extracts from an email a formal letter - Mystic Places talk about a place you would like to visit a dialogue about travel seeking permission; making a request - agree/refuse extract from Gulliver’s Travels listen to a summary write a summary of a story My favourite place a short description of a perfect place for a trip vn Module 1 Relationships Look at Module 1 Find the page numbers for pictures 1-4. ♦ Find the page numbers for • a letter П • an extract from a tale □ • a pie chart □ Listen, read and talk about... • families & relatives • relationships • friends & neighbours • friendship • people’s appearance, personality & behaviour Learn how to... • make a complaint, apologise • invite, accept/decline • use your senses in descriptive writing Practise... • idioms about families • present simple/present continuous, present perfect, present perfect continuous • past simple/past continuous, past perfect/past perfect continuous • wUl/going to, future continuous • used to - be/get used to - would • phrasal verbs: come • linkers joining similar/contrasting ideas Write / Make ... • a short text about your family • a dialogue between two characters • a description of a person • an article about ethnic groups in your country • a programme for a ‘Clean, Green Neighbourhood’ day 1 Reading Skills 1,; Close your eyes and listen to the music. Think of your family at home on a cold, snowy, winter Sunday evening. What can you see, hear, smell? How does it make you feel? ^udy skills Reading for specific information Underline the key words in the questions. Read the text(s) and find phrases which match the underlined key words. The information may be paraphrased. This helps us do the task. 2 Reading Read the text on pp. 10-11. Which person/people... 1 explains that their behaviour can affect their family’s reputation? 2 say that people have high regard for the older generation in their countries? 3 doesn’t have any siblings? 4 won’t choose their own husband/wife? 5 don’t live with both parents? 6 wishes they could see a member of their family more? 3 Q Listen and read the text again. Match the words in bold in the text to their meaning. idea, seniors, customs, boring, walk, help, scheme, become less, mother’s, is the most important thing, continue to be, ranking, comply with, no brother or sisters, good reputation Vocabulary a Write the male/female equivalent. 1 stepfather..,2 brother-in-law ... 10 3 nephew.......,4 half-sister......., 5 mother-in-law........... 6 grandson....., 7 great-grandfather.....,8 ex-husband........., 9 widow.........., 10 twin sister..... b Write five family names on a piece of paper. Swap papers. Find out how your partner is related to each person. ► Who’s Peter? He’s my grandfather. He died before I was born. a World Apart family is the cradle of life a bondsallplayaPa"'"*«*'“™‘' structute and lifestyle of each of their families! 'I am an only child because, in 1979, the government in my country introduced a one-child-per-family policy to control China's population explosion. In the countryside, several generations often live under one roof! In urban areas, however, housing is small and can only accommodate a nuclear family, so I live with just my parents. All my relations live close by. We care for and help each other and spend a lot of time together. Family honour is very I important in Chinese society, as is respect for your elders.' Cheung, 16 ['1 am an only child and I live with my parents and my grandma, or 'babushka' as we say here in Russia. My grandpa passed away last year so Babushka left her house in the country to come and live with us here in the city. When I was young I lived with my grandparents at their dacha and in many ways they were like parents to me. I don't see my parents as much as I would like, as they work long hours. Still, we've learnt to make the most of our time together, so there's never a dull moment in our house!' Natasha, 15 Complete the sentences with the words in brackets. Check in the Word List. 1 Weren’t the ....... vows beautiful at Anna and Nick’s......? (wedding/marriage) I 'My parents both come from large families, but in ours there's ' just my brother and I. Although the birth rate has dropped a lot [ here in recent years, family still takes priority. My parents make ^ us feel special. We can express ourselves openly and have our ^ opinions listened to. We have lots of family celebrations and we ^ <^n share Sunday lunch with my grandparents, aunts, uncles and cousins. Meal times are really important to us, as they are to most Italians. After dinner, we often dress up and go out for a passeggiata, or evening stroll.' Sylvia, 'My parents are separated, so my sister and I live with our mum. We spend most weekends at our father's place though, as our parents think it is important that they both remain a big part of our lives. I don't see much of either of my grandparents as they live in different cities. I am very close to my maternal grandmother though, and I speak to her on the phone a lot' Thomas, 17 'My family is the centre of my life. Family hierarchy is very important in Jordan and the young show respect to the old at all times. Getting married and having a family is a top priority for me. My marriage will probably be arranged by my father, which is quite common here. I have a large family and my house is often full of relatives visiting us. Indeed, the concept of privacy is alien to us Jordanians! Aalia, 'The Japanese believe that the strength and support of the family is essential for reaching your full potential in life. Like all Japanese children, I was taught to obey authority and to be very polite, as poor behaviour would reflect badly on my family. Being a parent is considered a very important role. My sister and brother-in-law have just had their first child, so they have started calling each other 'Otoosan' and 'Okaasan' (Father and Mother) instead of their first names. This is very common here!' Takumi, 18 6 8 There are just four people in my ........ Ш family, but more than twenty in my....... ^ family, (extended/immediate) My........ grandmother lives in a little. cottage, (old/elderly) 4 My......who came to the family celebration spanned three....! (generations/relations) 5 Some....of ours recently gave us a photo album full of pictures of our..(ancestors/ relatives) 6 A.......family consists of father, mother and children whereas a.....family consists of one parent and children (single parent, nuclear) Fill in: engaged, married, divorced, separated, single, get, widow, foster, stepmother, in-laws. 1 My sister is...to be.......to a wonderful man. 2 When she ...... from her husband, she moved to her parents’ house. 3 It’s difficult to be a.parent. 4 Her parents didn’t .... on well so they decided to get......... 5 Mrs Hams’ husband died four years ago and she hasn’t married again. She’s a..... 6 When his parents were both killed in a car accident, he was placed with...parents. 7 These are my husband’s parents. They’re my 8 When her mother died, her father got married to another woman. Her.......... looked after her well. Speaking Answer the questions. Use your answers to tell your partner about your family. • Who’s in your immediate/extended family? • How do you get on with your family members? • What family cultural traditions are there in your country? • What is important in your family? • What does family mean to you? Writing Use your answers in Ex. 7 to write a short text about your family for the “Teens” magazine. (60-80 words) ЙОЩ Do you agree with the statement ? Discuss in groups. Report to the class. IsolWls The family is the nucleus of civilization. I William J. Durant, US historian | 11 lb Listening & Speaking Skills 14.f It Vc‘> Vocabulary Relationships 1 Describe the pictures. How are the people related? 2 3 Use the phrases to discuss your relationships with various family members, friends & neighbours. Use ideas from Ex. 2. 12 Choose the correct word. Check in the World List. 1 Mrs. Jacobs is always invoiving/interfering in things that don’t concem/worry her. 2 He’s always making/picking fights with his neighbours! It’s difficult to make/have friends with him. 3 My cousin really gets/puts on my nerves! He thinks he knows everything! 4 Josh is always showing/telling off and saying how good he is at everything. 5 It’s usual/typical of him to put the fault/ blame on others. 6 His parents are extremely pleased/enjoyed with his progress. 7 Sue is very popular/famous with her friends. 8 Our mum gives/takes good care of us. We are close/near to her. 9 I’ve got a great connection/relationship vnth my brother. We never have/make arguments. 10 When John makes/gives a promise he never takes/breaks it. 11 My parents didn’t allow/let me stay out late when I was at school. 12 She always depends/relies on her family for help and support. 13 His grandparents don’t approve/agree of the way he dresses. 14 Her parents object/refiise to her staying out late. 15 I don’t really know/rec(^nise Steve. We smile and say/tell hello but otherwise we stick/keep to ourselves. ► A: I have a really good relationship with my brother. We almost never argue. B: Really? I often argue with my brother. We have almost nothing in common. Listening 4(йф О Look at the form. What is it for? Now listen and fill in the gaps (1-6). Name of caller: Mary 1)..... Complaint(s): • loud music & lots of noisy 2)..... • throwing 3)..in her garden When problem(s) first started: 4)... months ago Advice given: • keep a 5)...to record the facts • Contact 6).....if necessary Everyday English Making a complaint, apologising 5 Use the ideas below/your own ideas and the language in the box to act out exchanges. drop litter In garden d(% barks a lot/digs up plants children niake too much noise/damage property have loud arguments at night Ateking a complaint I’m afraid I have a complaint... I’m really unhappy/ annoyed/upset/ angry etc. about... Do you think you could do something about...? I wonder if you could stop (+verb+-ing)...? Would you mind stopping .„? Apologising Oh, sorry! I didn’t mean to upset youl/l had no idea! I’m really/so/ extremely sorry. Please accept my apologies. I see/understand why you’re upset. It won’t happen again. Oh, I do apologise. I/We’ll try to do something about it. ► A: Гт really upset about the litter that you keep drqpping in my garden. B: Vm really sorry. It won’t happen again. 6 Reading Q Listen and read to answer the questions. Explain the underlined phrases. 1 How are John and Phil related? 2 What is John’s problem? 3 What does Phil promise? 4 Who’s having a party on Saturday? John: Hi, I’m John Sullivan from next door. I don’t think we’ve met yet. Phil: Oh, hi. I’m Phil. Pleased to meet you. Wbuld you like to come in? John: Oh, no thanks. I’m on mv wav to a lecture. I just Phil: Sure, go ahead. John: Well, it’s just that your loud music has been keeping my housemates and me awake every night since you moved in. There’s a lot of shouting going on too. Phil: Oh... yes, (suppose we've been a bit noisy. John: Yes, I understand, but we’re sitting exams in two weeks’ time and need a good night’s sleep. Phil: Oh dear. I’m sorry. I’ll make sure that we keep it down. John: Thanks so much, Phil, I appreciate that. Phil: You’re welcome! Oh, by the way, we’re having a party this Saturday! You and your housemates are all invited! John: Oh, errr... well, OK then, it’s the weekend I suppose! Speaking 7 00 Portfolio: You have a problem vdth your new neighbour. Act out your dialogue. Use the dialogue in Ex. 6 as a model. Record yourselves. Say it right Inviting - accepting, declining 8 0 Oioose the correct response. Listen and dwck. 1 A: Do come over for coffee some time. B: a That would be nice, b OK, that’s fine. 2 A: Would you like to come for dinner tonight? B: a I wouldn’t like to. b Oh, unfortunately I can’t. 3 A: The party’s on June 4th. Will you be able to make it? B: a Yes, I can’t miss it. b I wouldn’t miss it for the world! 4 A: How about going out? B: a Sounds good, but I’m afraid I can’t, b That’s unfortunate! Idioms 9 Fill In: black sheep, trousers, blood, apple. Check in the Word List. Do you have similar idioms in your langua^? 1 Take care of your sister. She’s your own flesh and...... 2 His mother wears the.......in the family. She is the boss! 3 My brother is the......of the family. He’s always in trouble. 4 Her younger daughter is the ........ of her eye. 4 A Think! what makes friends I w different from family? In three minutes write a few sentences on the topic. 13 1 Grammar in Use 3 Present tenses Grammar Reference 10 Put the verbs in brackets into the correct ^^^^form. Explain the use of each tense. Future tenses Grammar Reference Fill in the gaps vyith the correct future tense of the verbs in brackets. What are the uses of each? 1 Be careful! You......(trip over) that rope! 2 He’s feeling a bit nervous because he........ (start) a new job tomorrow, 3 She....(finish) this book by the end of the day. Hi Frances, How are you? 11)........(be) so busy since I moved to London! And everything 2)............ (seem) so different here. 13).....(like) it but I still 4).... (feeO quite nervous! London is so busy and everyone 5)....... (rush) around all the time. I .....(always/get) lost! And it’s cold! It 7)........ (get) colder and colder each day! My lectures at the university 8)........ (start) next Tuesday! ! can’t wait! As you know ! 9).......(stay) with Aunty Jo since ! arrived in London and she ...... Ле1р) me so much already. I 11)......... (really/erijoy) spending time with her! We often ...... (chat) for a while in the afternoon. I ......fix' ojlat of my own since I got here ...... (not/find) one yet! As soon as ! ......(get) one, you must come and stay! (come) too! 7 Take a painkiller! It...(make) your headache go away. 8 We.......(visit) our parents this weekend. 9 Dad can’t come out with us tomorrow. He .........(work) all day long. a Read the examples. 1 The Queen is to visit Australia next month, (formal) 2 Hurry up! The train is about to leave, (near future) 3 Ann is on the point of resigning from her job. (near future) 4 Our flight is due to take off at 7am. (timetables) piona 2 Fill in with the present simple or present continuous. Which verbs describe: actions? states? Explain the differences in meaning. A: Why.........(you/smel!) that towel? B: It .... (smell) wonderful! What washing powder did you use? A: I......(see) my niece tonight. B: I......(see). So you won’t be coming to the cinema with us then, will you? A: I hear you........(look) for a new job. B: Yes, it.....(look) as if I’m going to lose my present one. A: We.....(think) of moving house. B; Oh, good for you! 1 ....... (think) that’s a great idea! A: What’s wrong with Tony? He......(be) usually so cheerful! B: I know. He........(be) really moody today. ^^^(certaint^bounh^uture ^^5usett!e«cpr^onsbelowtoCTmp^^ text. • are about to • is due to • on the point of • are to • bound to I am afraid that our local shoe factory is 1). closing down. The management 2)........hold a public meeting to discuss the situation on Wednesday. The meeting 3)......start at seven o’clock in the evening and I hope that they will find a solution because closure of the factory is 4)...cause a lot of problems. It employs many people from the town and already the workers’ union have said they 5)......take industrial action. Past tenses Grammar Reference 5 Put the verbs in brackets into the correct past tense. Explain your choices. 1 A: What........(happen) to Ann yesterday? B; She......(walk) home when a man....... (steal) her bag. 14 2 А: .....(you/go) out last night? B: No, I......(work) all day, so I...(stay) in and....... (watch) TV. 3 A: .....(you/see) your brother this morning? B: No, he..... (already/leave) the house by the time I ......(wake) up. 4 A: Why.......(you/run) when I.......(see) you yesterday? B: Oh, I ..... (chat) to a friend for ages when i ....... (realise) I was late for school. 5 A: I....(call) you at 10 o’clock yesterday morning. B: Oh, we probably......(not/hear) the phone. Speaking ^ In teams, use the time expressions to make sentences. • yet • still • already • before • ago • today • now • at the moment • for a long time • since Used to - be/get used to - would Grammar Reference 7d Atotch the sentences to their meanir^. Are there similar structures in your language? i 1! I He used to/would wake up a A past state that is _______early when it was a holiday. no longer true. : I He used to live in a small ь An action that is in flat, but now he lives in a now. —^ large h^se. c A repeated action in ,31 I I’ve been doing it for so long that I’m used to the past, walking to school. ** ^ action that has 4' I It's not easy, but I’m getting become a habit C What did you/didn’t you use to do on holiday when you were a child? Discuss. Dependent prepositions 8 Fill in: for, about, to. Check in Appendix 1. f i’ve always felt very dose .....my older sister. 2 He has great respect.......his grandparents. 3 You should be ashamed ........ your behaviour. 4 She is very attached......him. 5 What are you arguing......this time, you two? Phrasal Verbs (come) 9 Fill in: down with, across, up with, into, over. Check in Appendix 2. 1 We came ......... a beautiful antique table at the flea market. 2 Why don’t you come ........... tonight? We’re having pizza. 3 The symptoms show that you’re coming.......the flu. 4 They come.........at least once a week for a visit. 5 The class came ......... some great games for the party. 6 She came.......a large inheritance and bought a house. Sentence transformations 4 ^ Complete the second sentence I V so that it means the same as the first. Use the word in bold. summer holiday, my brother and I S)......love ple^ng with them in our huge garden. Sometimes we 6)........wake up eariy in the morning and go — Tom {about.. Choose one of the rubrics and write your letter/email. Swap papers and correct your partner’s piece of writing. Use the checklist. Checklist • Does the reply contain all the information in the rubric? • Is it written in the correct style? • Are paragraphs clearly laid-out? • Are there grammar/spelling and punctuation mistakes? • Is it the correct length? d Read Sophie’s words. What do you think ‘ChildLine’is? b Write down three questions you have about Child Line. Read the text to see if you can answer them. иф Read and complete the gaps with the correct form of the word in brackets. ChildLine is a free, 24-hour confidential helpline that children and young people in the UK can call when they feel they have nowhere else to turn. Our 1,400 1)...........(train) counsellors comfort, advise and protect children with a wide range of problems such as bullying, serious family problems and worries about friends. For over 20 years, we 2).....(save) children's lives, helping homeless young people 3)........(live) on the streets to find shelter, and simply giving hope to those who 4).......(think) no one cared. Every day, 5)....(many) than 4,500 children and young people call ChildLine. ChildLine has counselled around two million children and young people since 1986. ChildLine receives almost three times as many calls from girls as from boys. 22% of callers are aged 5-11, 60% are aged 12-15 & 18% are aged 16-18. About 550 teens per year call because of 6).....(press) from exams. Help beat bullying: Sadly, bullying is the 7)....(common) problem that children call ChildLine about. We can send you an anti-bullying pack full of great activities, tips and ideas. Or why not fundraise for us during anti-bullying week and help us to raise money to answer calls from a further 1,000 children every day? Start a peer support scheme: Young people can help each other! We can help you set up a 'peer support scheme' at your school and train volunteer pupils in 8)...(listen), empathy^ and problem-solving skilis. Help us take more calls: Only around half of the young people who call us every day get through. You can help by making a 9).......... (donate) or even volunteering as a childline counsellor yourself. ’ability to share another person's feelings as if they were on your own 3 Match the words in bold to their meaning: extra, private, terrorisms, protection/somevfhere to live, collect money, offering unpaid help. О Listen and read the text. Answer the questions. Use your answers to tell the class a short summary of the text. • What is ChildLine? • Where is it located? • Who does it help? • How can someone get involved? 5 6 Would you consider getting involved with ChildLine? Think of two reasons you would join it. In three minutes write a few sentences on the topic. Project: In groups, find information about a helpline or other charity that helps children and teens in your country. Use the questions in Ex. 4. Present it to the class. 39 яята ACROSS THE CURRICULUM Thalamus The Nervous Ш The nervous system is the control centre of the body. It consists of the brain, the spinal cord, which runs from the brain and down through your backbone, and a gigantic network of nerves. The brain is like the central computer for the nervous system. It receives messages from different parts of the body, and then tells the body how to react. If you touch a hot pan by accident, for example, the nerves in your skin form a message of pain. The message gets passed on through the nerves in the spinal cord to the nerves in the brain. The brain takes this message, translates it, then sends a message back telling the muscles to pull your hand away from the heat. This all happens in less than a second I The brain is a very complex organ with many different parts. The biggest part is the cerebrum, responsible for intelligence, memory, personality, emotion, speech and the ability to feel and move. Next is the smaller cerebellum, controlling balance, movement and coordination, and the brain stem. This is responsible for taking in, sending out and coordinating all of the brain's messages - just like a secretary! It also controls many automatic body functions such as breathing, heart rate and digestion. The thalamus carries messages from the sensory organs like the eyes, ears, nose and fingers to the cerebrum, and the hypothalamus controls other automatic processes such as body temperature and appetite. Lastly, there is the tiny pituitary gland, which produces and releases hormones to control growth, metabolism, our response to stress, and many other things. Nerve cells, or neurons, are like long, thiri threads with fingere, called dendrites, at each end. The dendrites of one neuron almost touch the dendritK of the next neuron. When a neuron is stimulated, by heat, touch or sound, for example, dr by some other message, it actually generates a tiny electrical signal, this releases chemicals that enable the signal to be passed on from the dendrites of one neuron to the next, until the message reaches the brain. The brain alone contains around 100 billion neurons! Read and match the headings (A-E) to the sections of the text (1-4). There is one that you do not need to use. A The longest nerve В Carrying messages C What controls our bodies D The control centre E Anatomy of the brain 2 3 О Listen and read. Write down five new things you have learnt about the brain and nervous system. Tell your partner. Portfolio: Use the information in the text to make up a quiz about the nervous system. Swap with a partner and answer the questions in each other’s quiz. 40 ^ щ "К —г '<■?■■■ i. ■■ . н/№&й ?fet Йд1 i)iil’otl(ii(jlM! Products in supermarkets these days are so 1).........(beautiful) presented: bread is wrapped in a plastic bag, biscuits in cardboard boxes, apples on plastic trays. Have you ever bought a product simply because you liked the way it looked? Ask yourself what is more important -the contents or the 2)...(wrap)! Yes, we do need packaging. It preserves goods, protects them against damage and makes them 3).....(present) to consumers. But there is a high price to pay. Did you know that anything between 10 - 50 % of the price of food today is down to its packaging? Or that packaging makes up 32% of the total weight of solid waste? This is bad news as most packaging is not 4)..(recycle), but dumped in landfills or burnt. This results in more 5).(pollute), in addition to the pollution caused by the manufacture and 6)......(transport) of packaging in the first place! 7).....(thankful), supermarkets are now working to cut back. As packages become smaller and lighter, less ener^ is needed to transport them. Lighter packaging means less waste. However, there is still a long way to go! So, what's all this got to do with you, the consumer? Well, don't buy 8).(produce) simply because of the way they look! Instead... • Choose products that use minimal packaging or 'green' packaging that is 9)...(reuse) e.g. glass jars for storing things in, recyclable (look for the recycling symbol!) or biodegradable. • Avoid individually wrapped foods. Buy in bulk, not in small 10).(pack)! • Choose products that come in concentrated form, such as 11).....(wash) powders and fabric softeners, or those that do more than one thing, like shampoo and 12). (condition) in one. • Take doth bags to the supermarket instead of asking for more plastic bags, which take around 400 years to break down! • When large products are delivered to your home, ask 13)....(manufacture) to take back the packaging (bubble wrap, boxes, etc) so they can reuse it. IF WE ALL DO OUR BIT, THEN THE PROBLEM OF PACKAGING WILL BE A WRAP! ) 1 2 3 Read the text. What is the purpose of the author? Complete the gaps (1-13) with the correct form of the word in brackets. Explain the words/phrases in bold. О Listen and read the text again. What should someone have in mind when choosing a product? Tell your partner. Portfolio: Work in small groups. Choose a product and design some 'green’ packaging for it. Present it to the class, explaining why you designed it that way. > / Sf ■Ш- ■Ш- ■ ■-S'- h-f Good habits result from resisting temptation. (proverb) Listening Listen to the radio interview. For each question (1-7), choose Д, В or C. 1 Dr Hunt says that plastic surgery nowadays A is not as popular as it was. В is popular with teenagers. C is changing. 2 According to Dr Hunt, today’s society A places too much importance on appearance. В places more emphasis on beauty than before. C helps teenagers to have a positive body image. 3 According to Or Hunt, the two types of plastic surgery A are similar. В are different. C repair injury. 4 Dr Hunt believes teens should have cosmetic surgery A to cure low self-esteem. В if a therapist agrees. C for the right reasons only. 5 According to Dr Hunt, patients under the age of 18 A need their parents’ permission. В need a certificate. C may have a problem finding a suitable surgeon. 6 Dr Hunt believes our teenage years are a time to A discover who we are. В change who we are inside. C find out what makes us happy. 7 According to Dr Hunt, the decision to have plastic surgery A can make us happier. В must be supported by a doctor. C needs careful consideration. Reading Match the headings (A-H) to the paragraphs (1-7). There is one heading that you do not need to use. \ A Unrealistic expectations | 42 в Relationship ups and downs/ C Feeling the pressure D Dealing with bullying Ё Generation gap F Fashion conscious f r , • I ....................../ G Solving problems f H Meeting the costs (?) Being picked on at school is becoming more and more ^ common and it has nothing to do with the kind of school you go to. It can happen at schools with both good and bad reputations. The difference lies in how schools de^ with the situation. Some schools place a lot of emptmis on finding solutions to the problem, while other schools tend to ignore it and pretend it is not happening. d) Making and maintaining kiendships can be one of the most fulfilling things in your life, it can also be really difficult to do, especially for teenagers, who are still not sure about what they are looking for or iMiat they need in a friend. One thing is for certain, though. If you form a close friendship with someone, it can be very upsetting if things go vwong. Participants in peer mediation schemes have the opportunity ^ to talk through their conflicts witti the help of trained student mediators. Peer mediators do not take sides or blame anyone. They listen to all participants and help them to develop their own solution to the conflict. If you are feeling frustrated or angry with a friend but have not approached them about your feelings, mediation can help! It gives you the opportunity to confront a person you are in conflict with, in a non-violent way. (?) More and more teenagers are becoming unhappy with the way they look, especially when they regard tall, thin, beautiful celebrities such as Victoria Beckham, as role models. It is very difficult, of course, for teenagers to be happy with their bodies when they feel they have to meet such unattainable standards. © Most teenagers would claim that their parents don’l understand their needs, while most parents believe that it is impossible for them to get through to their teenage children. The truth is probably somewhere in the middle. Both sides should fry to be more understanding and open to the other’s (б) There »e lots of things that teenagers are tempted to buy; CDs, mobile phone top-ups, computer games etc. But how can they afford all these things? More and more teenagers are getting part-time jobs in order to cover their expenses, and this gives them a feeling of independence. Of course, some teenagers get paid on a regular basis by their parents in return fr3r doing chores around the house. (Т) Young people nowadays feel under so much stress that they sometimes find it hard to cope. Exams are a major cause of concern for teenagers because the career they choose depends on the marks they get in their final school examinations. Therefore, teenagers need to learn how to deal with this kind of stress, which will prepare them for Use of English Fill in the gaps (1-7) with a derivative of the words in bold. Tverskaya Ulhsa, Moscow’s main street, has seen many changes over the years. About three hundred years ago it was a narrow street where you would find beautiful buildings with great 1)..and the ARCHITECT residences of the rich. In the 20th century, the government decided to 2)......the street and long queues outside state-run shops were a common sight. Today it is still known as one of the capital’s most expensive 3) .....districts, but it is also a hub of 4)...... with clubs, caf6s, restaurants and 5)......boutiques. Since 1990, the statue of literary figure Pushkin in nearby Pushkinskaya square has stood alongside the American fast food restaurant McDonalds. However, there is a price to pay for all this 6).......The quiet areas around Tverskaya could be under threat due to the 7).....of new CONSTRUCT shopping centres. WIDE RESIDENCE ENTERTAIN DESIGN DEVELOP Writing Read the extract from your pen friend’s letter. Write a letter to Fiona. In your letter: • tell her about the anti-bullying week • ask three questions about the party Write 100-140 words. So, you said you’ve just Kad art auti-buUyirig week at school. How did it go? What did it involve? I'd better go now. I’m going to a party tonight to celebrate the end о/exams! Speaking You are discussing with your brother/ sister what to buy your mother for International Women’s Day on the 8th of AAarch. Discuss with him/her what gift you would like to buy and decide on one thing that you both agree on. Choose from the following: • jewellery • scarf and gloves • flowers • tickets for the theatre You begin the conversation and have to decide on which option (only one) to choose. Your partner will play the part of your brother or sister. Remember to: • discuss all the options • take an active part in the conversation and be polite • come up with ideas • give good reasons • find out your friend’s opinions and take them into account • invite your friend to come up with suggestions • come to an agreement 43 44 Fill in: dramatic, dissusting, attitude, tricky, persuade, tempted, pressure, trust, offend, symptom. 1 I didn’t mean to.......you. I was trying to be nice! 2 His entrance was so........that everybody just stared at him. 3 A sore throat is a.....of a cold or flu. 4 The cakes looked so delicious that I was...to eat them all! 5 1 don’t care what you say, nothing will....me to eat anything like that again. 6 Peter’s.....towards his teachers often got him in trouble. 7 You can.....AAary to keep her promise. 8 There were some very......... questions in the maths test, but J think I got them right. 9 There vras such a.....smell in the room that we had to open all the windows. 10 You must be under a lot of....at the moment, having so much work to do. /points: —\ \10X2 20j 2 Fill in the gaps with the correct relative pronoun. 1 I’m not sure......of these books to read next. 2 This is the house......I used to live. 3 Peter’s the person.....you should ask. 4 Madrid,.....is the capital of Spain, is great. 5 Can anybody tell me........that car belongs to? /points: —] \5X2 10) 3 Complete the sentences using the words in bold. Use two to five words. 1 There was such a lot of traffic that he was late. b^ause He...........much traffic. 2 We’ll have to take a taxi because it’s too far to walk. such It’s...........to walk that we’ll have to take a taxi. 3 Because there was ice on the runway, the plane’s departure was delayed, due The plane’s departure was delayed ..................on the runway. 4 My sister married an American and moved to California. who % s^ier,................ moved to California. 5 The house had to be demolished because it was badly damaged in the storm, fact The house had to be demolished ....it was badly damaged in the storm. /points: —] \5X4 20) 4 5 1 2 3 4 5 6 Complete the phrasal verbs with the correct particle. I’m afraid you will just have to put....... with the pain for a day or two. They put us ........ in a terrible hotel for the conference. Due to bad weather they put....... the party for WCCIV* Put.......your coat, it’s cold. Don’t you dare put me....... like that again! /points: \5XA 20) Fill in the gaps vrith the correct preposition^ Pay attention......... the teacher’s instructiorB. He keeps boasting.......... winning the lottery. Television can have a bad influence....... children. Why do you always insist....... sitting here? The band didn’t make much of an impression ....... me. Atotch to form exchanges. HI I Can you help me with my homework tonight? |21 I Let’s go and see that new film at the Rex. 1з I I Come on! It’ll only take a minute! |41 I Please let me borrow the car tomorrow. |51 I Could you lend me a hand? This box is very heavy. c I I Can / Points: ^ \5X2 10/ I don’t want to be late for school. Sure. Let me carry it. su ppose we could. I’m afraid I’m busy tonight. Well, all right. Just this once. /points: \,5Х4 20) /Му score: I looj talk about stress & peer pressure talk and write about waste & packaging offer sympathy & encouragement persuade and respond to persuasions m English Responsibility ♦ Before you start... • What do you do to relieve stress? • Would you volunteer for a charity? Why? Look at Module 3 Ftnd the page numbers for pictures 1-4. ♦ Find the page numbers for • a proverb □ • a poem □ • a biography □ • a quiz □ Listen, read and talk about... • crime & the law • rights & responsibilities • Great Expectations by Charles Dickens • Ellis Island and the Statue of Liberty • The Universal Declaration of Human Rights • How to be a Green citizen ♦ Learn how to ... • express regret • express outrage & disgust ♦ Practise... • the -ins form, to-infinitive, infinitive without to • phrasal verbs: keep • words often confused: offence/crime, taken/driven, unlawful/Hlesai, announce/find, sentence/imprisonment, witnesses/suspects ♦ Write / Make / Give ... • an opinion essay • a short text about a famous monument • a presentation about a charity organisation Reading skills Choosing headings To choose the heading that best describes each paragraph, look for key words/phrases which are examples or synonyms of the words in each heading. Read the title of the text and the headings below. What do you think the text is about? Q Listen, read and check. A NASTY ATTACK В UNLUCKY MUGGERS cMub VICTIM 2 D CAUGHT IN THE ACT E COMMON TRICK Read again and match each posting (1-4) with a heading (A-F). There is one heading that you do not need to use. Which words/phrases helped you to find the answers? 3 Match the underlined words/phrases with their meanings: got into by force; trusting!easily tricked; small/minor; take someone’s attention away from something; was deceived; recently; in shock; remove it with a cloth; unexpectedly. Then explain the words in bold. Vocabulary Crime Sc the law A a Use words from the text to complete the T table. i Crime | Criminal Verb I : bank robbery I bank robber i rob (a bank) i ■ burglary i i burgle (sb’s house)! : mugging ! ■ shoplifting I shoplifter i shoplift s theft ! ! steal (a car) ; vandalism j vandal ; vandalise (sth) i pickpocketing i ■ steal (sb’s purse) : ; kidnapping j kidnapper i kidnap (sb) Tue Oct 26 16:34:06 Debbie A couple of months ago, I received a letter out of the blue saying I’d won a prize in an international lottery. I couldn’t even remember buying a ticket! Anyway, I contacted the people the letter was from, who asked me to send them a ‘fee’ to process my winnings. Like an idiot, I fell for it and sent them the money. I realised it was a scam when I didn’t hear from them again. So basically, the ‘prizes’ don’t exist. These terrible fraudsters are just trying to trick gullible people (like me!) into sending them money. The police say they’ve been investigating this crime for a while now, but they haven’t found the culprits yet. Mon Nov 1 09:03:12 Steve Burglars recently broke into our house while we were sleeping upstairs! My sister and I heard a noise, so we woke up our dad, who called the police. By the time the police arrived, though, the burglars had gone. While we were checking what they had taken, a neighbour reported a burglary at their house too. The police caught them red-handed! My dad’s got to give evidence in court in a few weeks! b Which of the crimes is most serious? Compare with a partner, for which of these crimes would someone: • go to court • pay a fine • go to prison • get off with a warning • do community service 5 Choose the correct words. Check in the Word List. 1 Adam has got to go to court for a driving offence/crime. Perhaps you’ve been taken for a ride by a con artist or been №e victim of some other petty crime? Or mavbe the crime was something more serious? Lef s see what our readers say. ИЗ Thur Oct 28 11:14:32 David I used to think crime was just something that happened to other people until I got mugged on the way home from school last year. The attacker just came out of nowhere, threatened me with a knife, grabbed my mobile phone and ran away. Fortunately, I was able to identify the mugger from a photo at the police station. He was a well-known criminal in the area, so the police knew where to find him. Anyway, he confessed to th^ crime, the police arrested him, and he received a two-year prison sentencel I was shaken up and bruised, but it could have been a lot worse. I even got my phone backi Sat Oct 30 20:11:54 Anna I was out shopping in the town centre when suddenly, something that looked like bird mess landed on my shoulderl Immediately, a so-called passer by appeared with a cloth to wipe it off. It wasn’t until I reached for my wallet to buy something that I realised it had been stolen. When I reported the crime to the police, I was told that this has been happening a lot lately. These people are professional pickpockets, who use any means they can to distract their victims! 2 The burglars were arrested and taken/driven to court. 3 It’s unlawful/itlegal to trespass on private property. 4 The judge announced/found him guilty of murder. 5 The murderer received a life sentence/ imprisonment. 6 There were no witnesses/suspects to the accident. 6 Complete the exchanges with the verbs below in the correct tense/form. • arrest • appear • confess • chase • pay • get • let • find • make • sentence • convict • break 1 A: Have you ever.....the law? B: Well, I once had to.....a fine for speeding! 2 A: Did the man.......to the burglary? B: Yes, the police have....... him and he’s .....in court on Thursday. 3 A: So the thieves didn’t...away with the robbery then? B: No, they didn’t. The security guards..... after them, so they didn’t manage to..... off with the money. 4 A: Did the judge .... the man guilty of dangerous driving? B: Yes, but he.......him off with just a heavy fine. 5 A: Is it true that your neighbour has just been .....of fraud? B: Yes, he has been...to ten years in prison. Speaking Continue the story. Use these words: out of the blue, irms, grab, attack, threaten, identify, criminal It was late and the streets were empty as i was going back home after work last Friday evening. What does the proverb mean? Do you agree with it? Why/Why not? 47 • to be educated • to be safe • to live & work in a clean, unpolluted environment • to be treated with respect 2 3 Think of yourself at school/home/ neighbourhood. What are your rights? What are your responsibilities? Discuss in pairs. рЯ1ЯЯ1 Read the poem. What is ‘responsibility’ for the author? Do you agree with this point of view? Discuss. “I am only one, But still I am one. I cannot do everything. But still I can do something. And because I cannot do everything 1 won’t refuse to do the something I can do” (Eduard Everett Hale) 4 ЛЯ Vocabulary Rights and responsibilities Complete the sentences with the phrases: have no right; have the right to; have the responsibility to; do their bit; take responsibility for; stand up for your rights. Compare with your partner, then use each phrase in an example of your own. 1 You shouldn’t let your employer make you work so many hours. You should...! 2 You......to speak to me like that! 3 As the captain of the basketball team, I feel I ........go to all the practices. 4 We all...freedom of speech. 5 Who’s going to .... organising the picnic next week? 6 I think everyone should..for the environment. Q Use a dictionary to help you choose the correct verbs. Listen and check. 1 No one should be allowed to violate/abolish someone else’s rights. 2 Jane has been given/put the responsibility of buying a birthday present for Kim. 3 AAany people in the world are rejected/denied their basic human rights. 4 Matt knows he was to blame for the fire. He accepts/receives responsibility. 5 Ann often says nasty things to her sister. I think she deals/treats her very badlyl 6 Lawyers olfend/defend the rights of their clients. 7 I can’t tolerate/face his attitude any more! I think it’s disgraceful! Listening 6 iH[j^ О Listen to the speakers. For questions 1-3, choose A, В or C. 1 You will hear someone talking about their schooldays. Why did he feel bad? A Some boys at school were bullying a classmate. В He got into trouble with the older boys. C He waited too long before doing something about the problem. 2 You vnll hear a woman interviewing a passerby. Who does the man feel should be mainly responsible for protecting the environment? A the government В the general public C environmental organisations 3 You will hear a woman talking about a 'Neighbourhood Watch’ scheme. How does she feel about it? A She regrets that she can’t be a part of it. В It’s essential in fighting crime. C It enables everyone to get involved. Reading 7 a Read the sentences (A-F). What do you expect the dialogue to be about? A Well, it’s fine if you don’t want to pay attention, but no one else can concentrate either if you’re talking all the time. & Yes, sometimes! And it’s really unfair on Miss Yates. She’s doing her best to prepare us well for the exam, so фе least you could do is let her teach. ’m afraid so. You’re always me^ihg arcnind in the lessons, for a start. It’s not on, you know. So you should! I’m sorry to get at you, but I feel quite strongly about this. Tell me something I don’t know! Oh, that’s a great idea. I think she’d really respect you for that. Complete the dialogue with the sentences in Ex. 7a. О Listen and check, then read out the dialogue. What right(s) is Adam violating? How is he going to put the situation right? C I’ Adam: Phew, thank goodn^is that’s over! I can’t stand Geography! Suzy: 1)........ Adam: Oh... is it that obvious? Suzy: 2)........ Adam: What’s that supposed to mean? Suzy: 3)........ Adam: Oh. Am I really that bad? Suzy: 4)........ Adam: Oh dear... I hadn’t really thought of it like that. I feel really bad now. Suzy: 5)........ Adam: It’s OK, you’re totally right, as usual! I’ll change, I promise. And maybe I could apologise to Miss Yates, too... Suzy: 6)........ Adam: Well,... I don’t mind admitting it when I’m in the wrong! 8 AAatch the highlighted words/phrases in the dialogue with their iheanings: not right; that's the correct thing to do; criticise; it's not acceptable; I'm glad that's ended; easy to see; considered; behaving in a silly way. Use each in an example of your own. Everyday English Expressing regret 9 Use the phrases in the language box to express regret for the situations (1-5), as in the example. 1 You’ve had an argument with someone. ► A: I feel really bad about the argument we had. I'd like to apologise. B: Oh, it was nothing. Don't give it another thought! You said something that offended a friend. You missed your cousin’s birthday party. You forgot to do the shopping for your mum. You didn’t help your sister when she needed you. Expressing regret I’m so sorry I ... I didn’t mean to upset/hurt/ worry etc you. I had no idea you were so upset about... Please forgive me! I feel really bad about ... so please accept my apologies/ I’d like to apologise. I realise I was/it’s wrong to... I won’t do it again. Responding That’s quite alright. Thanks, I (really) appreciate that. No problem. Apology accepted! Oh, it’s/itwas nothing. Don’t worry about it/ Don’t give it another thought! It’s OK, you really don’t need to apologise. Speaking 10 Portfolio: Imagine the conversation between Adam and Miss Yates when he apologises to her. Act out the dialogue for the class. Record yourselves. 11 Say it right Expressing outrage/disgust Q Listen and repeat the sentences expressing outrage/disgust. What might the other speaker have said? 1 That’s shocking! 2 That’s so awful, I’m lost for words! 3 No one has the right to treat someone like that! 4 That’s just not fair! 5 How outrageous! 6 That’s totally disgraceful! 49 — ■ things into the bag. It will just break! 9 I’d love (see) your new puppy! -ins form/ to-infinitive/infinitive without to Grammar Reference Read the text and find all the -ing and infinitive forms. 3 11 You must........(report) the incident to the police, Charles! 12 Do you fancy......... (go) to the cinema this evening? Use appropriate infinitive/-ing forms to tell a partner something: «You might think l>m mad, but I don't mind helping ■W^tht^f^?^sework■ quite enjoy cleaning in uDset about helping out, but think we should do our fair 2 50 share. In our/amily, my brother was always thinking up excuses to get out of his chores, so my mum drew up a chore chart! She’s reasonable, though. She wants us to take our responsibilities seriously, but if my brother or I are too busy to help because we have exams, for example, she lets us take it easy for a while!” -_____________________________,,, Which form do we use after: prept^itions?. too/enough constructions? verbs of preference e.g. like, hate? modal verbs? look forward to? let/make? can’t stand/help/lmagine? don’t mind? how about etc? to express purpose? want? remind etc? can’t wait? Put the words in brackets into the correct form of the infinitive, -ing form or infinitive without to. Give reasons. 1 How about........(order) a pizza tonight? 2 ! would like........(be) a politician when !’m older. 3 My mum made me.............. (tell) her where I had been. 4 it’s too late....... (apply) for the job. The closing date was yesterday. 5 We love........(play) board games as a family. 6 She went to school without...........(eat) any breakfast. 7 К was vciy unusual for Mum ........... (shout) like that. • you regret • you’d like you’re looking forwarcfto° • you can’t stand • you avoid you’ve always wanted you’re used to • you’ve stopped I regret being unkind to my little brother yesterday. In teams, take turns to add a sentence to the story, using the verbs below. • decide • look forward to • can’t wait • try • forget • be afraid • stop • remember • see • be happy ► TeamASI: Last summer, my friend and I decided to go on holiday together. TeamBSI: We were really... Verbs takins infinitive or -ins form without a chanse in meanins Grammar Reference 4 a Compare the sentences. How do they differ in meaning. 1 a) He continued shouting, b) He continued to shout. 2 a) He advised me to call the police. b) He advised calling the police. c) We were advised to call the police. 3 a) You need to mow the grass. b) The grass needs mowing. c) The grass needs to be mowed. Ь Fill in the gaps v/ith an appropriate -ing/infinitive form. Hemember №at some shops only allow you i) (pay) by aedit card if you have additional ID. We encourage you 2)......(sign) your new card before you Starts)....(use) it. In the event of your card 4)....(be) stolen or lost, we advise 5).....(report) the loss as soon as possible. The bank needs 6)....... (notify immediately if you change your address. Banks do not permit you 7)......(exceed) your credit limit. 1 5 A: James is going on .... U he finishes school. .... (study) law after 5 Verbs taking infinitive or -ing form with a change in meaning ►►GrammarReference 3 Read the pairs of senteiures and discuss how they differ in meaning. 1 a) I remember locking the front door, b) He remembered to pick up his sister. 2 a) ^am forgot to take out the rubbish, b) I’ll never forget going to London. 3 a) We stopped to eat lunch. b) I’ve stopped watching so much TV. 4 a) Try sharing the household chores. It’s much fairer. b) I tried to reach the shelf, but I couldn’t. 5 a) I’d prefer to go to the cinema tonight, b) I prefer watching soap operas. 6 a) I washed the dishes, then went on to vacuum the carpets, b) Adam went on talking for hours! b Put the verbs in brackets into the correct form. Give reasons. 1 A: You haven’t stopped ........ (use) that credit card, have you? B: I know. I really can’t go on....(spend) so much. 2 A: Did you remember.......(buy) the meat for dinner? B: Oops! I remembered everything else, but I completely forgot.........(do) that! 3 A: I remember.......(go) to the bank to pay that bill, but I can’t find the receipt. B: Try........(call) them to see if they have a record of the transaction. 4 A: Could you stop......... (buy) some drinks for the party on your way home? B: Sure! I’ll try....(call) Tim to invite him too. I couldn’t reach him earlier. 8 B: Oh really? I thought he preferred (learn) languages. Phrasal verbs (keep) Fill in: up with; back; on; down; away. Check in Appendix 2. Make sentences using the phrasais. 1 Can you keep the noise.......? I can’t hear myself speak! (cause to stay at lower level) 2 If you keep.....missing classes, you won’t pass your exams, (continue) 3 She kept........some vital information from the police, (hide/conceal) 4 Keep......from that boy! He’s nothing but trouble! (avoid/stay far from) 5 I can’t keep....my school work and have a part-time job as well! (manage to do/ understand all) Dependent prepositions Complete the sentences with: against, for, into, with, of. Check in Appendix 1. AAake sentences using the phrases. 1 Julie is responsible...watering the plants every morning. 2 Littering is....the law in Singapore. 3 Jan was charged..........dangerous driving. 4 What are the requirements......the course? 5 The con man tricked me.........giving him my credit card details. Sentence transformations Complete the sentences using the words in bold. Use two to five words. 1 We need to weed the garden this weekend, needs The garden.......this weekend. 2 She has been learning to dance since last year. began She.......last year. 3 I wish I hadn’t told everyone Mary’s secret, regret I........everyone Mary’s secret. 4 No one was listening, but he continued speaking. on He .......... even though no one was listening. 5 We were advised by the police not to go outside. stay The police........indoors. SramnerCNckS | 51 What do you know about Charles Dickens? What else would you like to know about him? Write three questions. Read the biography and see if you can answer your questions. Charles Dickens (1812-1870) was born in Hampshire, England, and is considered to be one of the greatest British authors of all time. During his lifetime, he used his great influence to comment on the social wrongs of the Victorian era, particularly those related to the poor in London. In fact, Dickens was no stranger to hardship himself. As a teenager, he was forced to finish school and work in a factory, while his flimily were in a debtors’ prison. This had a profound effect on Dickens and his later writings. Some of Charles Dickens’ most well-known and loved novels include Oliver Tivist (1839), David Copperfield (1850) and Л TaU of Two Cities (1859). In Great Expectations, a poor 10-year-old orphan named Pip is confronted by a prisoner. This encounter would have a huge impact on Pip’s future. 2 3 52 Look at the picture. Where are the characters? What do you think will happen In the extract? Read to find out. Read the extract again carefully and fill In the gaps v\dth a suitable word or short phrase. Compare with a partner. 1 Pip was afraid of the convict because he threatened to ............his........... “Hold your noise!” cried a terrible voice, as a man jumped out from among the graves at the side of the church porch. “Keep still, you little devil, or I’ll cut your throat!” A fearful man, all in ШсШ grey, with a great iron^ on his leg. A man with no hat, and with broken shoes, and with an old rag tied round his head. A man who had been soaked in water, and smothbr^ in mud, and lamed by stones, and cut by flints^ and stung by nettles, and tom by briars^; who and shivered, and glared and growled; and whose teeth chattered in his head as he seized me by the chin. “Oh! Don’t cut my throat, sir,” I pleaded in terror. “Please don’t do it, sir.” “Tell us your name!”, said the man. “Quick!” “Pip, sir.” “Once more”, said the man, staring at me. “Speak up!” “Pip. Pip, sir.” “Show us where you live”, said the man. “Pint out the place!” I pointed to where our village lay, on the flat m-shore'^ among the alder-trees and pollards^, a mile or more from the church. The man, after looking at me for a moment, turned me upside down, and emptied my pockets. There was nothing in them but a piece of bread. When the chinch came to itself - for he was so sudden and strong that he made it go hiefi before me, and I saw the steeple under my feet - when the church came to itself, I say, I was seated on a high tombstone, freni^lii^, while he ate the bread J^enotisly. 2 The convict turned Pip upside down because he wanted to know what was in........... 3 The convict threatened to eat Rp’s.......... 4 Pip’s.........were buried in the churchyard. 5 Pip lives with......... 6 The convict tells Pip to bring him........ “You young dog,” said the man, licking his lips, “what fat cheeks you ha’ got.” I believe they were fat, though I was at that time small for my years, and not strong. “I could eat ’em,” said the man, with a threatening shake of his head, “and I’ve half a mind to!” I earnestly expressed my hope that he wouldn’t, and held tighter to the tombstone on which he had put me; partly, to keep myself upon it; partly, to keep myself from crying. “Now lookee here!” said the man. “Where’s your mother?” “There, sir!”, said I. He jumped, made a short run, and stopped and looked over his shoulder. “There, sir!”, IВВЩИ explained. “Also Georgiana. That’s my mother.” “Oh!” said he, coming back. “And is that your father alongside your mother?” “Yes, sir,” said I; “him too; late® of this parish'^.” “Ha!” he muttered then, considering. “Who d’ye live with -supposin’ I Ipndly let you live, which I han’t made up my mind about?” “My sister, sir - Mrs Joe Gargery - wife of Joe Gargery, the blacksmith®, sir.” “Blacksmith, eh?”, said he. And looked down at his leg. After darkly looking at his leg and me several times, he came closer to my tombstone, took me by both arms, andQ[||^me back as far as he could hold me; so that his eyes looked most powerfully down into mine, and mine looked most helplessly up into his. “Now lookee here,” he said, “the question being whether I let you live. You know what a file is?” “Yes, sir.” “And you know what wittles’ is?” “Yes, sir.” After each question he tilted me over a little more, so as to give me a greater sense of helplessness and danger. “You get me a file.” He tilted me again. “And you get me wittles.” He tilted me again. “You bring ’em both to me.” He tUted me again. 5 6 7 b Explain the words in bold. Choose some and mime or draw their meaning. d Read the description of the convict again in the first section of the extract and make notes about how he: walked, looked, spoke, acted. Use your notes to describe him to your partner. b Now close your eyes and imagine you are Pip sitting on the tombstone. What can you see, smell, hear, touch? How do you feel? Explain the meaning of the underlined sections of the text in your own words. How does the convict’s way of speaking differ from Pip’s? Underline the parts of the convict’s speech that show us this and say what they mean. Why do you think Dickens did this? 8 In pairs, take the roles of Pip and the convict and act out their dialogue in the graveyard. Change the ending. ^^h^l^^^hakin^witl^earorreld*^erv2j^^ "•*тоуе^о7йаГоп?ё!Я753е1П!т1Пе!^^ upside down • stared at angrily • rough but it isn’t. 53 Opinion essays require your clear opinion on a topic7\ Opinion essays й Read the rubric and underline the key words, then answer the questions (1-3). A teen magazine is asking for opinions on the following statement: All teenagers should have a part-time job. Write an article for the magazine, stating your opinion and giving reasons/examples to support your views. (120-180 words) 1 Who is going to read your essay? Do you know this person? 2 Do you agree or disagree with the statement? Give reasons. 3 What is the opposing viewpoint? Try to think of one or two reasons to support it. b In pairs, decide which of the following statements are T (true) and which are F (false) when writing an opinion essay. Read the theory box and check. ж ж Decide on your opinion before you start writing. Write in formal style. Use present tenses. Include personal examples. State your opinion in the first paragraph only. Use a variety of linking words. State the topic in the introduction. When presenting a new viewpoint, begin a new paragraph. Never include a quotation. Present the opposing viewpoint first. Begin each paragraph however you like. You don’t have to support every viewpoint with reasons or examples. State your opinion again in the conclusion. supported by reasons and examples. They should contain: an introduction (stating the topic & your opinion), a main body (several paragraphs each with a topic sentence presenting a separate viewpoint supported by reasons/examples, and including a paragraph presenting the opposing viewpoint) & a conclusion (restating your opinion in other words). Points to consider: • Decide on your opinion before you start writing i.e. whether you agree/disagree and how strongly, as this will affect the structure of your essay. • Use present tenses and formal style, avoiding colloquial expressions, short forms & personal examples. • Include phrases to express your opinion, a variety of appropriate linking words and interesting techniques to i begin/end your essay a quotation, a rhetorical question. j Useful Language: I To express opinion: In my opinion/view. It seems to me that, j The way I see it, To my mind, I (strongly/completely) agree/ I disagree/believe that, I am totally against • To list points: First of all, In the first place, Firstly/Secondly, I To start with, To begin with I To add more points: Also, Moreover, Furthermore, In addition, I Besides, Apart from this, Another major reason To introduce contrasting viewpoints: On the other hand. However, It is argued that. Opponents of this view say To introduce examples: for example/instance, such as, in particular, especially j To conclude: To sum up. In conclusion. All in all. All things considered, Taking everything into account J 3 Read the essay on p. 55 and number the paragraphs (A-E) in the correct order (1-5). Listen and check. Which paragraph contains: second viewpoint with reasons/examples? statement of topic and writer’s opinion? opposing viewpoint with reasons/examples? the writer’s opinion in other words? first viewpoint with reasons/examples? b What is the writer’s opinion? How is it expressed and in which paragraph(s)? Paragraph structure 3 Read the main body paragraphs (2-4) in the model essay again. What is the main idea of each paragraph? Which sentence is it in? (а! I In addition to this, teenagers who have a job earn their own money and this has several advantages. Parents who are perhaps struggling financially, for example, will no longer need to find pocket money for their son or daughter. Furthermore, when teenagers earn their own money, they are usually more careful when deciding how to spend it. In this way, they learn how to handle money responsibly. [b 1 I Is it a good idea for teenagers to have part-time jobs while they are still at school? In my view, teenagers who have part-time jobs gain more than just money from their experience. I believe, therefore, that both parents and teachers should encourage teenagers to work part-time, ici I To conclude, the way I see it, teenagers learn both reSsponsibility and independence through a part-time job. Why not learn some important life lessons at an early age? After all, as they say, “Today's teenag&s are tomorrow’s adutts.’’ Id I I To start with, getting a job teaches young adults early in life how to become reliable individuals and citizens. An employer expects you to do your job well, and when someone depends on you, you feel a sense of responsibility. Moreover, a part-time job can teach valuable skills essential for your future career, such as learning to be on time, handling money and dealing with customers. __ On the other hand, some people argue that it’s unwise for to work while still studying. In particular, they fear that having a job can take up too much time and cause a student’s Work in pairs. Surest suitable supporting sentences for the topic sentences below. Include appropriate linking words/ phrases. 1 Firstly, helping to look after younger siblings develops a teenager’s character. 2 In addition, laws are essential because they protect people. First & last paragraph techniques First paragraph techniques; Your first paragraph must attract and maintain your reader’s interest. You can achieve this by: • addressing the reader directly. Hove you ever wondered what the world would be like if there were no laws? • using a quotation/saying/direct speech As the saying goes, ‘All work and no play makes Jack a dull boy’. Last paragraph techniques: As well as summarising and restating your opinion, a final paragraph may: • give the reader something to consider. The world would be a much more dangerous place if there weren’t any laws. end with a saying/quotation As Ann Sanders once said, “The hard way is the right way. ” Or a rhetorical question Aren’t teenagers part of society, after all? b Complete the table for the model essay. Compare with your partner. paragraph viewpoint/main idea reasons/examples 2 A job teaches you how to become reliable individuals and citizens When someone depends on you, you learn responsibility... Find all the linking words/phrases in the essay in Ex. 2. Which: list/add a point? introduce an example/reason? introduce an opposing viewpoint? conclude? Suggest suitable alternatives. И AH things considered, I strongly believe that parents have a huge influence on the behaviour of a teenager. As the saying goes. “The apple doesn't fall far from the tree." Щ When was the last time you did something to protect the environment? I strongly believe that we ail have a responsibility to look after our planet. As Marshall Mcluhan said, "There are no passengers on Spaceship Earth; we are all crew." ® To sum up, whilst many teenagers are not very politically-minded, I believe that teenagers should be allowed to vote if they want to. After all, don't they represent the next generation of adults? 55 7 In pairs, write a suitable introduction and conclusion for the essay title below, using appropriate techniques and expressing your opinion. Compare with another pair. All teenagers should help to look after younger siblings. Read the study skill, then express viewpoints 1-4 below using milder language. {ftudy skills Expressing your viewpoints Don’t use strong personal expressions e.g. t know, I’m sure/certain that etc. or over-generalisations e.g. All teenagers are irresponsible to express their viewpoints/opinions. Use milder language instead e.g. In my view, It seems to me that. In my opinion/view, I tend to believe, I feel. Teenagers can/have a tendency to be irresponsible etc. This will make your essay more balanced. '-------------------------------------------------/ 1 I am sure that teenagers should help out at home. 2 Teenagers definitely shouldn’t have part-time jobs. 3 Teenagers’ schoolwork will suffer if they get a part-time job. 4 All video games should be banned. 8 56 Discuss and Write 3 Read the rubrics and underline the key words. What do you have to write about in each case? What is your opinion? Give reasons. A A magazine is asking for opinions on the following: All teenagers should help with household chores. WHte an essay, giving reasons/examples to support your point of view. В You have had a class discussion about the following: Is it a good idea for a child to look after a pet from a young age? Now your teacher would like you to write an essay, stating your opinion and giving reasons/examples. (120-180 words) b Work in pairs. Think about rubric A again and match the possible viewpoints (1-3) with the reasons (A-C). What is the writer’s opinion? Add more reasons/examples to the viewpoints where possible, and suj^t one more viewpoint of your own with reasons/examples. Finally, su^st a suitable way to begin/end this essay. viewpoints Teenagers who help out at home will learn valuable skills. It’s not fair to make teenagers help out at home. It makes sense to share household chores. reasons/examples They are usually under a lot of pressure at school. AAany parents lead busy lives too, and don’t have time to do everything. They will learn to be more organised and plan their time better. 9 C Now think about rubric B. Decide on your opinion and make a similar table of possible viewpoints with reasons/examples. How could you begin/end the essay? Use your answers to Ex. 8 to help you write one of the essays. Then, swap with your partner and check each other’s work according to the checklist below. Checklist for opinion essays • Is the essay written in an appropriate style? • Does the introduction attract your interest, present the theme clearly and give the writer’s opinion? • Does each paragraph have a topic sentence introducing a separate viewpoint? • is each topic sentence foiiowed by dear reasons/examples to support It? • Are all viewpoints expressed using mild language? • Are appropriate linking words/phrases used throughout the essay? • Does the final main body paragraph present the opposing viewpoint? • Is the conclusion interesting and does it restate the writer’s opinion? iSlji Sail to Liberty and Ellis Islands in New York City’s harbour and see the world’s most symbolic monument to freedom and the 1)............(history) gateway to America! EUis Island Between 1892 and 1954, more than 12 nullion, mainly passengers sailing thirdycurt^.ycurpoor,yourhuddMna,s»>'y^^ to breathe free... I lift my lamp beside the golden door. (Emma Lazarus, American poet, 1883) ^wantingveiymuch 2 3 What is the monument in the picture? Where is it? What else do you know about it? Read the extract from the poem symbolising the message of the statue. What do you think the message is? Read the text and check. L^[j^ Complete the gaps with the correct words derived from the words in brackets. Explain the words in bold. 4 0 Listen and read the text aj^in. Imagine you are a tour guide. Use the text to give your guided tour to these two monuments. ► As we get off the boat here at EUis island, imagine how the first immigrants felt as they... 5 Portfolio: Write a short text about a famous monument in your country. Include: • what/where the monument is • what it means/represents • what a visitor can see/do there 57 ACROSS THE CURRICULUM Read article 1 of the Universal Declaration of Human Rights (UDHR) below, then discuss the questions (1-2) in small groups. 2 3 1 What are human rights? Who are they for? Why are they important? 2 What is The Declaration of Human Rights? a Read the headings. What do you expect to read in each paragraph in the text? Read again and match the headings (A-E) with a paragraph (1-4). There is one heading that you do not need to use. A Rights for all! В Adopting the declaration C Protecting freedom D Rights violations E Human rights history b о Listen and read the text again. Explain the words in bold. Portfolio: Work in groups. Find out about a charity or organisation that protects human rights e.g. UNICEF, UN, Amnesty International and present it to the class. You could find out: where its offices are, what it does, who it protects, how you can get involved etc. ■ 'J 1>- Think about how often you drink clean water, eat food, go to school or university, say or write what you think, and practise your religion (or not). These are all basic human rights, or things that you are morally or legally entitled^ to do or have. They are the same for everyone, regardless of sex, age, race, nationality or social class. They are extremely important, as they are about recognising the value and dignity of all people, everywhere and at all times! 2> Human rights weren’t invented recentlyl Discussion of them dates back to the earliest civilisations, it wasn’t until after the cruelties and injustices that took place during the Second World War, however, that it was decided that protection of human rights should be an international concern. 3>- On December 10th, 1948, the United Nations adopted the Universal Declaration of Human Rights (UDHR) in New York. It has thirty articles and protects the right to life, work, housing, free thought and many other things. Since 1948, nearly every country in the world has signed one or more agreements designed to protect the rights in the UDHR. At> Unfortunately, just because the UDHR exists, it does not mean that human rights are never violated! !n some countries, for exampie, children work in unsafe conditions or are denied the right to go to school. In others, people are in prison because of their political views. For this reason, there are many charities and organisations in the world that fight for human rights. Probably the most well known of these is Amnesty International. Here are some simplified examples of some of the articles in the Declaration of Human Rights. ’ have the right to • belong to a country • take part in politics • go to school • live in freedom and safety • have a private life • have opinions, speak them & share them with other people • to be treated equally by the law • follow the religion you want to treat you as his or her slave punish you or put you in prison without a good reason take your things from you without a good reason torture you take away your rights 4 What Is a 'green citizen'? Read the introduction to I find out. ► SI: A green citizen conserves as much water as they can, for example by always turning off the tap when... etc. ' .................... 2 Are you a green citizen? Do the quiz, then mark each sentence A (=always/very often), В (=sometimes/occasionaUy) or C (=never/ hardly ever). Explain the words in bold we are all citizens of Planet Earth and rejy on it for food, air, water and much more, so not only is it our, responsibility to care for the environment, it’s also in our best interests! So, how much effort are you making to leduce yo tjou. have to dojobs at howte, too? I'lu talelrv^ i:>art ил, a tree-i^larvttA^ da^ w, r.et0hboM.rhoool м/t Suvuia^. I'w, realltj U>olelrv0 f>rward to ft! 61 3) / / iPragnssil^heit Fill in; fee, scam, identify, suspect, grabbed, contacted, witne^, seized, stored, disposable. 1 The boy.......the old lady’s bag and ran off. 2 Don’t buy .......... batteries, use rechargeable ones. 3 Fraudsters use a......to trick people and take their money. 4 The police....a stash of stolen goods during the course of the investigation. 5 The kidnappers ....... the family with their demands. 6 I thought something was wrong when they asked me to pay a.........to process my claim. 7 I have to go to court because I was a.....to a car accident. 8 The man was attacked from behind so he was unable to.....who did it. 9 She......... at her attacker as he v/a& taken away. 10 The police are holding a....for questioning. /points: V10X2 го) 2 Put the verbs in brackets into the correct form. 1 We enjoy......(walk) in the park on sunny days. 2 I might.......away this weekend. 3 You dcm’t fancy.......(watch) TV tonight, do you? 4 He has decided ........(buy) a new car. 5 I refuse....... (speak) to him any more. 6 He left without.......(say) goodbye. 7 We want.......(thank) you for your help. 8 Bob has.......(work) late tonight. 9 Peter Would...........(enjoy) this Ьсюк. 10 How about.....(have) a pizza for supper? /points: \iox2 го) 3 Complete the sentences using the words in bold. Use two to five words. 1 Ryan has been learning to drive since last year. began Ryan............last year. 2 We need to redecorate the lounge this year, needs The lounge................this year. 3 If only I hadn’t walked home alone last night, regret I........ last night. 4 The closing date for applications was yesterday. late It’s ............, the closing date was yesterday. 5 She doesn’t usually overreact like that. unusual It is very........like that. /points: \5X4 го) A Complete the phrasal verbs with the correct T particle. 1 If you don’t keep the noise........, I’ll call the police! 2 Keep.......from unlit areas at night! 3 Tell me everything, don’t keep anything......... 4 If you keep......driving like that, you’ll have an accident. 5 Paul couldn’t keep........the Workload, so he got an assistant. 5 /points: -Л \5X2 lOj Fill in the gaps with the correct preposition. 1 Speeding is.......the law and if caught, you vrill get a fine. 2 The boy was charged........shoplifting. 3 She tricked her little brother.......giving her his chocolate. 4 Maggie is responsible......looking after three small children. 5 The main requirements ........ the job are honesty and punctuality. Points: —Г-5X2 10 6 AAatch to form exchanges. |1 I I That’s totally disgraceful! \2\ I I'm so sorry. I didn’t mean it. |31 1. My grandma was mugged. |41 I Am I really that bad? |51 I You don’t need to apologise. I Can ... Yes, Ido. I feel really bad about it. That’s shocking! I agree! That’s alright. I’m afraid so. /points: \5X4 го) 62 • talk about crime, criminals and the law • talk about rights & responsibilities • express regret • write an opinion essay • talk about being a green citizen ............................ in English Danger! Ф Before you start... • Do you know your rights? • What do you think are the most important laws a country should have? X ♦ Look at Module 4 Find the page numbers for pictures 1-4. ♦ Find the page numbers for • a joke • adial(^ue • abio^phy • a sketch □ □ □ □ Listen, read and talk about... • health • accidents & emergencies • illnesses & injuries • visiting the doctor • 77)e>Wventores о/Tom Sawyer by Mark Twain • an amazing rescue • water pollution Learn how to... • offer help • accept or refuse help • speculate & respond to speculation Practise... • the passive • the causative • make/get/have • phrasal verbs: go • prepositional phrases related to health • idioms related to health • verbs for ways of moving • narrative techniques Write / Make... • a paragraph describing a dangerous journey • a diary entry as a character in a story • a story • a project about a person who has helped improve conditions • a diary entry about the Great Fire of London • a two-minute talk about water pollution tf- S-щ isi 'o .X-. .---I? li о Imagine you are the person In the picture. Listen to the music and imagine the scene. What can you see, hear, touch, taste, smell? How do you feel? Reading 2 3 The following phrases appear in the text. What do you think the text is about? Read to find out. • life or death decision • faced with an agonising decision • send friend to certain death • slipped • incredible tale of survival • against all odds • British mountaineers • 21,000-foot peak • reached the summit • frostbitten fingers • lowered his friend over crevasse • hold weight • cut the rope • determined not to die Read again and match each sentence (A-H) to a gap (1-7). There is one sentence that you do not need to use. A But it was on this supposedly simpler route that disaster struck. В Then, believing his friend would never have survived the fall, he continued down the mountain alone. C Neither could he grab hold of the cliff, because he was too far away from the rocks. D With no food or water left and a real threat of hypothermia, they simply had to get off the mountain quickly. E This is exactly what happened to Simon Yates. F Simon’s amazing courage and determination stopped him from giving up. G In an unbelievable display of willpower, Joe managed to crawl seven miles down the mountain to safety. H The mountain had never been conquered before. f^A Imagine having to make a life or death decision, but one that affected not only your own life, but someone else’s as well! | 1 | | When he was just twenty-one years old, Simon found himself faced with an agonising decision: save his own iife but in doing so send his friend, Joe Simpson, to almost certain death, or try to save his friend, but almost certainly die in the attempt to do so. The story of Simon's choice, and the resuit of his decision, is a truiy incredibie tale of survival! In the summer of 1985, British mountaineers Joe Simpson and Simon Yates set out to ciimb S/u/a Grande, a 21,000-foot peak in the Peruvian Andes. | 2 | | So for two adventurous and bold young men, it represented an Irresistible challenge. Joe and Simon chose the most difficult way up the mountain for their ascent. Nevertheless, they reached the summit without any problems. For their descent, however, they decided to take an easier path. | 3 | | Joe slipped and broke his leg in three different places. In severe pain, he was completely crippled, unable to go on. Both climbers knew what this meant. | 4 | | So, against all odds, Simon decided to try to get his injured friend down to safety using a rope. He began lowering his friend down the mountain...one hundred incredibly painful metres at a time. At first, things went well. But then, after one particular drop, Simon got no sound or signal back from Joe. Without knowing it, in the pitch black of the night, Simon had lowered his friend over the edge of a deep crevasse^ Hanging over the cliff, Joe’s fingers were so frostbitten that he was unable to climb back up the rope. | 5 | | Both climbers were too far away from each other to communicate. Simon held on to the rope for over an hour, trying to hold Joe’s weight on the other end. But his strength grew weaker and weaker, and he felt himself being slowly pulled down towards the edge of the crevasse. Simon knew he could not hold onto the rope forever without being pulled to his death himself. So, shaking with cold, he made the painful decision - later strongly criticised by some other mountaineers - to save his own life. He took a knife and cut the rope that tied him to his friend. | 6 | | But miraculously, Joe was not killed by his falll He was badly injured, close to death in fact, and he had no food or water... but he was alive! And he was determined not to die alone! I 7 I I It took him four days. Joe’s great courage and extraordinary determination saved him. If you want to learn more about Simon and Joe’s extraordinary tale of adventure and survival, you can read Joe Simpson’s book ’Touching the Void’. A fiim of the same name has aiso been made based on Joe’s book! 1 a large, deep crack in thick ice or rock Use a dictionary to help you explain the words/phrases In bold. Vocabulary Injuries 5 In pairs, use a dictionary to help you choose the odd word which does not fit In each of the sentences (1-10). Add one more word to each group. 1 She cut her finger/bone/big toe/leg and now it's bleeding. 2 She tripped over the hosepipe yesterday and badly bruised her knee/arm/shin/muscle. 3 Tom broke his toe/arm/leg/lip yesterday. 4 My grandma recently fell down the stairs and fractured her collarbone/throat/skull/hip. 5 Oh no, I think I’ve sprained my waist/ankle/ wrist/backi I’ve got a stiff neck/shoulder/leg/heel. I think I’ve done something to my back/ thumb/knee/hair. Amy scratched her arm/face/braln/leg really badly while she was cutting the roses. I’ve got a swollen llp/head/ankle/foot. He hurt his nail/head/neck/back in the car accident. 6 Choose the correct words, then check In a dictionary. My eye really pains/hurts! I’ve got a(n) nagging/excruciating pain In my shoulder. It’s not serious, but it won’t go away. Andy Is still in harsh/severe pain with that awful football injury/wound. Ouchl This bruise Is really painful/hurtful! Brian had to be cured/treated for frostbite after his climbing expedition. We had a slim/narrow escape when our car skidded on ice. Ann had some internal/inside bleeding after the accident. By the time the ambulance arrived, the boy was unconscious/subconscious. Speaking 7 Q Listen and read the text again. Do you think Simon made the right decision? What would you have done? Why? Discuss in pairs. b In groups of three, take the roles of an interviewer, Simon and Joe and prepare questions and answers for a radio interview. Record your interview and play it to the class. Writing 8 Portfolio: Imagine you are Joe. Write a paragraph describing what happened and how you felt during your journey down the mountain to safety (80-100 words). ^ Do you agree with the statement? .....,..7 5 I don’t want to go..........pain like that again. /Pointe;_______ \5X4 20 5 Fill in the gaps with the correct prepo^on. 1 Jane recovered............. her illriess very quickly. 2 How long has Tim been complaining .......... headaches? 3 Kim is allergic........nuts. 4 Paul was treated ............ back pain by a chiropractor. 5 Tony was involved............ a terrible accident. / Points:___\ \5X2 10) 6 Match to form exchanges. 1 You’ve probably got an infection. 2 You’ll feel better in a few days. 3 it could be chickenpc»(. 4 Can I make you a hot drink? 5 Sorry you’re not well. I Can ... a I hope not! b Would youf Thanks! c Don’t worry. I’ll be fine! d You could be right, e I hope so. / Points: ___\ \5X4 20) /Му score: _____\ V looj • talk about h^lth, accidents & emergencies, j* talk and write about water pollution i • offer help andaccept or refuse help I • speculate & respond to speculation :1............. ........ in English - -fjj^ -fcigJH.s. »~^i"^ rS}^.rM:^^’.-£:i%z^-T-t^is S;-i ай:й'€5Г-аЕ:5йг^ж^&1Г#Жй£1- зшг Who are you? ♦ Before you start... • When was the last time you got ill? • Have you ever had an accident? What happened? Look at Module 5 Find the page numbers for pictures 1-4. Ф Find the paf^ numbers for • .a report I I • a quotation | | • a cartoon | | Listen, read and talk about... homelessness types of houses problems in a neighbourhood Feng Shui Tess of the cTUrbervUles by Thomas Hardy houses in Britain shanty towns green belts a neighbour’s complaint ♦ Learn how to... • express annoyance • agree/disagree • make exclamations • make assumptions ♦ Practise... • modals (probability, possibility, ability, necessity/obligation, lack of necessity, advice) • phrasal verbs: do • prepositional phrases related to home repairs • idioms related to parts of houses • formal style • linking words and phrases >fSi -Ц ^ - Write / Make / Have... • a report making suggestions/ recommendations • a short article about homes in your country • a proposal for the city council • a class debate about Green Belts “"-Г-s-*' 2 3 ял Reading ЙНауе you ever seen someone a shop doorway, in a train station or on a park bench? Why do you think these people don’t have a home? Read the title of the text and the introduction. What do you think Jasmine’s life is like? Discuss in pairs. Q Listen and check. Read the text and choose the correct answer (A, B, C or D) to answer the questions. Explain the words in bold. 1 Jasmine left home because A it was bad. В her parents died. C she wanted to be independent. D she wanted to live with her friends. 2 She moved to London because she thought A her friends didn't want her any more. В she would make new friends there. C she would get a job there. D life would be easier there. 3 She spent the first few nights A on the street. В inaB&B. C on a park bench. D at a fixed address. 4 The buildings she occasionally stays in A have plenty of room for the homeless. В are not used any more. C can be colder than the streets. D are used by others during the day. 5 Jasmine thinks the worst thing about being homeless is A having nothing to do. В the noise from the traffic. C asking for money from strangers. D the cold weather. 6 More than anything, Jasmine wants A a job. В her own home. C her self-confidence back. D to be taken seriously. 4 Every single night of the year, around 1,200 people sleep rough on hard benches and in grubby doorways on the streets of various English cities. Jasmine, twenty-two, is one of them. At first, huddled in a door entrance asking passers-by for money, she is reluctant to open up. but flien she begins to talk. This is her story... a Fill in: industrial, capital, cosmopolitan, overcrowded, historic, market, boom, shanty, new 1 Manchester is a(n).......city because there are many factories and warehouses there. 2 York is a(n)....city because it dates from 71 AD. 3 Newcastle was a(n)...... town in the 19"’ century because of the mining industry. 4 Milton Keynes is a(n)...... town that was established in 1967. 5 Edinburgh is the.....dty of Scotland. 6 London is a very.....city with people from lots of different cultures living there. 7 Dublin is a rather......city and housing is scarce. 8 Preston is a famous.....town in the north of England with indoor and outdoor markets open six days a week. 9 Fortunately, there are no....... towns in Britain. b AAake similar sentences for towns/cities in your country. “I’ve been living on the streets ever since 1 was sixteen years old, favourite doorways and 1 try to stick to busy, well-lit streets. . when 1 ran away from my foster home. My parents died when 1 Sometimes traffic fumes almost choke me, the noise is § was very young so 1 went into foster care. It wasn’t so bad but 1 deafening and there’s no privacy whatsoever. But that’s a small g wanted to make it on my own. 1 stayed on friends’ couches at price to pay for safety... c i first but eventually their parents grew tired of having me around. So how do 1 survive? Well, the government gives people like me | 1 So, 1 caught a train to London, thinking that it would be easier to money, but it’s barely enough to eat. 1 just about make ends | | survive in the big city. How wrong could 1 bel I tried to find a job meet by begging, selling The Big Issue*... whatever 1 can really. | | but no one would take me on without a fixed address. 1 slept in a 1 hate asking for money from people. Some take pity on me and g | cheap В & В for a few nights, but then my money ran out and 1 toss me a few coins or buy me a sandwich or a hot drink. But § i spent my first night in a sleeping bag on a park bench. I’ll never most just rush past me and avoid looking me in the eye. They just | forget how alone 1 felt that night. 1 lay awake, terrified and want to get back to their posh houses in the suburbs, you know. | shivering with coid. Basically, you lose your identity, your dignity, everything, on the | Living rough, you sort of go back and forth between temporary streets. It’s so boring not having a job, having nothing to do | accommodation and the street. I spend the odd night in a hostel during the day, until one of the soup kitchens opens in the g for homeless people, and there are loads of squats around the city centre too. These are usually in abandoned houses, empty evening. It destroys your soul. | 1 don’t know what the future holds. Homelessness is a vicious | office buildings, disused warehouses, places like that. Usually you share a cramped little room with around fifteen others. Some of these people are drug addicts or alcoholics, and usually the rooni’s filthy and there’s rio running water or electricity. But at least it’s a roof over your head, which can mean the difference circle that is very difficult to break out of. It’s very hard to get | work, because no one takes you seriously, and then you lose r your confidence and your self-esteem and it becomes even 1 harder. I’m on a council waiting list for a flat though. 1 want F nothing more than to have a place of my own one day. A place | between life or death when there are sub-zero temperatures outside. On the streets, the cold eats into your bones. I have my that i can call home.” •a magazine sold by homeless people in the UK Vocabulary 5 Check these phrases in the Word List. Use the phrases to complete the sentences. squat office disused fully-furnished run-down well-lit posh rough residential pedestrianised abandoned 1 Always walk on.....streets at night to be safe. 2 You, can find..... houses in rough areas of cities with high crime. 3 He had no furniture, so he rented a..house. 4 Wealthy people usually live in a big.house. 5 The council is going to renovate this old.. building and turn it into a youth centre. 6 In the industrial part of the city there are a lot of......warehouses because businesses have moved away. 7 A......is a house where people live illegally. 8 In the business district there are a lot of huge.......buildings. 9 I live in a quiet.area in the suburbs of a big city. 10 The shops in my town are located in a..... area where cars aren’t allowed. 11 There is often a lot of crime and poverty in a ...........neighbourhood, in a town or city. Speaking 6 Which adjectives best describe Jasmine’s feelings? Give reasons. • proud • lonely • abandoned • confused • excited • anxious • delighted A: I think Jasmine feels lonely because she has no family or friends to help her. Work in pairs. Take the roles of the journalist and Jasmine. Conduct your interview. Record it. 7 8£|]рЯ!Ц below? Wh5 Do you agree with the statement Why?/Why not? Just living is not enough. One must have sunshine, freedom and a little flower. Hans Christian Andersen (Danish author) ^_____________ J I Listening & Speaking SkiUs Vocabulary Problems in neighbourhoods (Check these phrases in the Word List. Which of these problems can you see in the pictures? rubbish on the streets lack of parks/trees heavy traffic on the roads street hawkers stray ianimals overcrowded public transport smells and noise graffiti be^tars dc^/bird mess cat^/motorbikes parked on the pavements Are there similar problems where you live? 2 Q Listen to three people talking about things they find annoying in the place they live. What is each person’s problem? Helen Idioms 3 4 Fill in: sink, path, drain, roof. Check in the Word List. Are there similar idioms in your language? 1 This house is in a very bad state, but at least we have a....over our heads. 2 Look how big her suitcase is! She’s taking everything but the kitchen... 3 He lied about giving me my money back. He really led me up the garden..! 4 He wastes all the money you give him. It’s like throvdng money down the...... Everyday English Expressing annoyance a О Listen again. Which of the phrases in the table did they use to express their annoyance? Expressing Annoyance Agreeing/Disagreeing • It drives me crazy. • It really gets on my nerves. • It makes me angry. • It really annoys me when... • 1 just can’t put up with it any more. • It’s a disgrace! • It makes my blood boil! • Yes, it is really annoying/irritating/ awful/ridiculous etc. • Yes, it gets on my nerves, too. • That’s a fair point. • Well, actually, 1 don’t mind it. • It doesn’t really bother me. b Use the following ideas to discuss, as in the example. 1 You see someone dropping litter on the pavement. ► A: It really gets on my nerves when people drop litter on the pavement. B: Yes, it gets on my nerves, too. Why can’t they use the bins? 2 Your neighbour's dog has fouled in front of your house. 3 You walk past an alley that stinks of rubbish. 4 You have been asked to buy a pirate CD/DVD while you are at a cafe. 5 You are on a busy bus/train squashed up against other people. Reading 5 Bob: Tom: Bob: Tom: Bob: Tom: Bob: Tom: Bob: Tom: Bob: Tom; I Read the first two exchanges in the dialogue. Where does the conversation take place? What do you think Bob wants? О Listen and read to check. Can I have a word with you for a minute, please? Sure. What is it? Well, it's about your rubbish bin actually. What’s the problem? Well, I’m sorry to say this, but it stinks and I just can’t put up with it any mote. It’s full of rubbish! What do you expect? You could put your rubbish in a bag first; so it smells less. That’s what I do. But bin bags cost money! It doesn’t cost me anything to throw my rubbish straight into the bin. Yes. I appreciate that, but the smell is offensive and very annoying. It drives me crazy! I see. Sorry about that. Also, the smell attracts flies and other insects, so it could become a health risk. That’s a fair point. OK. I’ll use bin skills 7 Listening for specific information Read the sentences and underline the key words. They will help you familiarise yourself with the content of the recording. This will help you do the task. Bob: bags from now on. Thanks. 8 Listening О You will hear a conversation between two neighbours. Listen and choose the correct answer for each question. 1 Jack has just moved in. A True В False C Not stated 2 Jane hasn’t finished unpacking yet. A True В False C Not stated 3 This is Jane’s first home of her own. A True В False C Not stated 4 Jane hasn’t got a car. A True В False C Not stated 5 Jane has been driving a long time. A True В False C Not stated 6 Jane will buy a parking permit. A True В False C Not stated 7 The Greens own a dog. A True В False C Not stated Say it light Exclamations a О A^ch the interjections to the statements. Listen and check. b Read the dialogue again and answer the questions.___________ 1 DPhew! 2 Пег... 3 Doh! 4 DYuk! 1 What is annoying Bob? 5 UOi! a That’s annoying! b Stop that! c That’s disgusting! d What a relief! e ! don’t know. 6 2 What is Tom’s reaction to Bob’s complaint? 3 What does Bob suggest as a solution? 4 What is Tom’s first reaction to Bob’s suggestion? 5 How does Bob persuade Tom to do what he wants? Speaking 00 Portfolio: Work in pairs. Your neighbour’s dcqi is keeping you awake at night. Act out a dialc^ue usit^ phrases from Ex. 4. You can use the dialr^^ie in Ex. 5 as a model. 9 b Use the interjections to complete the exchan^. 1 A: ..... B: ! know. It smells awful, doesn’t it? 2 A: I thought that car was going to hit us! B: So did!....... 3 A: When’s the next bus into town? B: ...... 4 A; Look! That boy is throwing his rubbish on the pavement. B: ......Put it in the bin! 5 A: There are roadworks in the high street again. B: ......That means more delays! Think of ten new words/expressions you have learnt in this lesson. Make sentences using them. 87 Modal verbs ►►Gramn»r Reference Read the text. Which of the modal verbs in bold expresses: probability? possibility? ability? necessity/obligation? lack of necessity/obligation? advice? prohibition? Having trouble sleeping? WeH, Feng Shui may be the answer! Feng Shui is the Chinese practice of arranging a space to achieve harmony and balance. You can easily Feng Shui a room and what’s more, you doni need to spend a lot of money to do it! To Feng Shui your bedroom, you should paint your walls and ceiling in a soft pastel colour and keep the lighting dim. Your bed must be positioned so that neither your feet nor head are facing the door. Also, your room mustn’t be cluttered. This means that you have to get rid of the stereo, the TV, and any plants. Do all this and, according to the Chinese, you should attract good luck and prosperity, in 2 Complete the sentences with the correct modal verb In the appropriate form. must/have to mustn’t/can’t don't have to/needn’t should/ought to can/may could/might can/could wlU/should can/would can/shall 1 You ..... stop at a red light, (necessity/ strong obligation) 2 You ..... park on double yellow lines. (prohibition) 3 You......drive when there Is a good public transport system, (lack of necessity) 4 .....I give you a lift? (offer) 5 We.......go to the dnema tonight, (sussestion) 6 .....you help me carry the shopping? (request) 7 The new road .......reduce the traffic in the dty centre, (future certainty) 8 The car......fit in that parking space, (inability) 9 People ...walk their dogs in the park as long as they clean up any mess, (permission) 10 They....dedde to move house, (possibility) 11 People......walk in the town centre safely now that it has been pedestrianised, (ability) 12 You.....get a job away from the city if you don't like living there, (advice) 3 Rewrite the sentences using an apprepriate modal verb. 1 It’s a pity you didn’t come to the pfarty. ► You should have come to the pa\ty. 2 You have an obligation to me not to tkl anyone. 3 I think it’s a bad idea to go out on your own. 4 It’s prohibited to turn right here. 5 I’m not sure if Pete will come to the party. 6 It’s possible that he is going to Greece in August. 7 It was a bad idea to go out. The weather was awful. 8 It’s possible that Steve wasn’t invited. 9 It’s a good idea to join a gym. 10 It’s against the law to ride a motorbike without a crash helmet. Make sentences for the following situations. Use appropriate modal verbs. 1 something you aren’t allowed to do in class ► / mustn’t eat in class. 2 something you were able to do as a child 3 something you are unable to do now 4 something you think everyone should do 5 something it isn’t necessary to do on a Saturday 6 something that is possible you will do tomorrow 5 Read the theory, then read the situations and write sentences using didn’t need to/have to or needn’t have, as in the example. didn’t need to/have to = It wasn’t necessary for something to happen & it didn’t happen. There was no school yesterday so I didn’t need to wake up early. needn’t have = It wasn’t necessary for something to happen but it did happen. It was a lovely day yesterday so I needn’t have taken an umbrella with me. (but I did) 1 It wasn’t necessary for him to wash his car yesterday as it rained during the night. ► He needn’t have washed his car yesterday. 6 2 It wasn’t necessary for Mike to catch the bus this morning as Tom promised to give him a lift. 3 We bought more food than was necessary. 4 They had lots of tomatoes, so they didn’t buy any. 5 Angie cooked last night but we took her out. Logical deductions d Read the sentences. Say them in your language. 1 John has fallen asleep. He must be really tired. (I’m sure he is.) 2 There’s no answer. She might/may/could be out. (it’s possible that she is.) 3 That can’t be Angie. She’s got long dark hair. (I’m sure she isn’t.) 4 You can’t have finished that task yet. You only started it an hour ago! (It’s not possible he finished.) 5 Someone let the cat out. It might/may/could have been Greg. (It’s possible that it is.) 6 Her light’s still on. She must have been studying all night. (I’m sure she studied...) b Rewrite the sentences using must, can’t or might/may/could. 1 I’m sure Andy didn’t do it. ► Andy can’t have done it 2 I strongly believe that James is telling the truth. 3 It’s possible she has forgotten about the party. 4 I don’t think Kevin has left yet. 5 I’m sure Mrs. Brown made these biscuits. 6 I don’t believe that Adam is cheating again. C Make as many assumptions about the pictures as possible. ► She must have got hurt! Read the theory, then rewrite the sentences (1-5) using an appropriate expression. be supposed to (= should) expresses the idea th^ sb else expects sth to be done I’m supposed to hand in my essay tomorrow. be to + infinitive (= must) expresses the idea that sb else demands sth They are to be there by one o’clock this afternoon. be supposed to/be to express what sb expects about a previously arranged event The meeting is supposed to/is to start in five minutes. ^ 8 9 1 Jane wants me to pick up Sue from school. 2 Mark said he would call me yesterday. 3 John has told me to finish my report by tomorrow. 4 I should continue the medicine for a week. 5 My mum says I have to clean my room today. Dependent prepositions Fill in: at, of(x2), in, beyond. Check in Appendix 1. Make sentences using the phrases. 1 We’re really in need...a new fridge. 2 This cooker can’t be fixed. It’s.repair. 3 The flat was...really bad condition. 4 My school is within easy reach...my house. 5 Can you take a look...our central heating? Phrasal verbs (do) Fill in: without, up, in. Check in Appendix 2. 1 Fixing that sink has really done me......! (cause to become very tired) 2 We had to do........a washing machine at first, (manage despite the absence of) 3 I’m doing......an old cottage, (renovate) 4 Do.......your shoe lace, Anna! (tie) Sentence transformations means the same as the first. Use the word nave You.......come witn me ти5^^^Г?Т!уТтюй1^Поп^П!о!^ I’m sure Robert didn’t steal the money. have Robert...the money. He has probably arrived in London by now. should He..in London by now. QrammarCheckS 89 Have you ever heard of Thomas Hardy? Can you name two of his novels? Read the biography and check. Thomas Hardy (1840-192Ю was bora in Dorset, ^gland. He studied as an architect before he went to King’s OoiDege in iJbhdon. London life didn’t suit him, though, and he returned to Dorset five years later to devote himself to writing. Aldipiig^ I^dy w talk about vour area. Remember to: Fittih: rough, run-down, warehouses, market, topital, roof, drain, full, stained, slate. 1 The door had a beautiful....glass panel In it. 2 Many people would be happy just to have a....... over their heads. 3 M Urban redevelopment scheme can turn disusedinto luxury flats. 4 We turned the corner and the house came into ...... view. 5 The council have fixed up a lot of.....buildings in nry town lately. 6 The house had a steep......roof. 7 I come from a small .....,^_lowrHn the north of England. 8 ЙЬпЧ just throw your money down the............ 9 Unfortunately, lots of people sleep....in many cities. 10 Do you know what the........city of Croatia is? /Points: _ \10X2 20 2 Fill in: must, rnustn’t, can*t, don’t hove to, should, might, would, shot/, will, can. In some case more than one answer is correct. 1 ...... you hold the door open for me, please? 2 Vbu.....use public transport when you have a car. 3 You ...... drive through a red traffic light. 4 Tom ...... move to the country soon because he hates living in the city. 5 The new bypass...... reduce traffic congestion in the town centre. 6 Drivers...... stop at a ‘stop’ sign. 7 Cyclists.....wear reflective clothing at night. 8 Most people ...... afford a house without a niortgage in the UK. 9 we visit Jane in her new flat tonight? 10 You ...;.. park on a single yellow line for one hour only in the UK. / __\ 1^10X2 ’ 20 j 3 Complete the sentences using the words in bold. Use two to five words. 1 She has probably settled into her new home by now. should She...... new home by now. 2 There was no reason to worry about finding a parking space; it was easy. need I.......finding a parking space; it was easv 5 3 It’s not a good idea to go out alone at night, go You.......alone at night. 4 It’s against the law for drivers to park on double yellow lines in Britain, not You............double yellow lines in Britain. 5 It’s possible that Pam will come to the party, come Pam.......the party. / Points:___ \5X4 20 Л Complete the phrasal verbs with the correct T particle. 1 I could do......taking the bus to work every day; it’s a nuisance. 2 Do.....your laces or you’ll trip over them. 3 Atoving house completely did me........ л 4 We don’t have much money, so we have to>do ..........a lot of things. 5 My dad buys houses, does them.........and sells them for a profit. /points: \5X2 10 j Fill in the gaps with the correct preposition. 1 I am really....need of a new car. 2 I’m afraid this old fridge is...repair. 3 My house is vdthin easy reach -------- the town centre. 4 The house is cheap because it is ..... bad condition. 5 I need to call a plumber to look...... this pipe. /points: ___\ \5X2 10) ^ Match to form exchanges. Oil It drives me crazy. Yuk! It doesn’t really bother me. Phew! f Can ... a Yes, it is really annoying! b It makes me angry, c What a relief! d Stop that! e That’s revolting! /points: ___\ \5X4 20 j (Myscore: ____ 100 • talk about homelessness • talk and write about houses • express annoyance • make exclamations • usemodals • use formal style in reports • write a report making suggestions • write a proposal to improve a shanty town • have a class debate about Green Belte Communication ♦ Before you start ... • What sort of house do you live in? • Do your neighbours do anything that annoys you? What exactly? ^ LookatAtoduleS Find the page numbers for pictures 1 -4. 4 Find the page numbers for • a biography CZI • an essay I I • newspaper headlines □ 4 Listen, read and talk about... 4 Learn how to... • offer & accept an apology • express approval & disapproval • ask for confirmation/clarification • repeat what has been said 4 Practise... • reported speech • the SETI programme • newspapers and the media • White Fang by Jack London • a biography of Jack London • languages of Britain • means of communication • ocean noise pollution (statements, questions, • phrasal verbs: talk prepositional pnrases reiateo to communication • impersonal style 4 Write/Make/Give... • a description of a day when contact with aliens is made • a for-and-against essay • a short article about languages in your country • a short presentation about means of communication • a two-minute talk about ocean noise pollution p III ■Г". :-г. ЖГ •iSii-i- Si. ж Complete the sentences with: planets, moons, comet, galaxy, solar system, satellite. Check in the Word List. r. ^ Did you know?^ Ф All the......in our....are 4.5 billion years old. ^ Jupiter has 63.......The largest, Ganymederis4iigger than Mercury. (3) The stars in the Milky Way, the......to which the sun belongs, number in hundreds of billions. The gas tail of a...always points away from the sun. The first communications.....orbited the earth every 2 hours and 37 minutes. (4 2 3 Q Close your eyes and imagine you are in a spaceship. Listen to the music. What can you see? How do you feel? t can see planets and millicva of stars. I feel cmazed. Reading a Read the title of the text and the first sentence in each paragraph. What is the text about? Read through and check. b I^Ij^ Read and match each sentence (A-H) to a gap (1-7). There is one extra sentence you do not need to use. Compare vnth your partner. A They also comb the skies looking for flashes of laser light that alien civilisations might be beaming across space. В Well, simply because it’s just not that interesting for us. C It was directed to a group of stars in our galaxy 25,000 light years away. D The fact that we have found nothing after decades of looking is pretty discouraging. E We want to talk to the aliens all right, but do the aliens want to talk to us? F But for some people, wondering is just not enough. Have you ever read a story about someone who says they have been abducted by aliens? Or perhaps they claim to have seen a UFO? Most people don’t take these tales seriously, but let’s face it... most of us have at some point found ourselves gazing up into the starry night sky, wondering if we are alone in the universe or not. 111 I They point out that there are more stars in the cosmos than grains of sand on all the beaches of the world. They are convinced that ET* and his friends are indeed out there and if so, they are determined to establish contact! In the 1960s, astronomers of the Search for Extraterrestrial Intelligence (SETI) programme began their high-tech hunt for extraterrestrial life that continues to this day. The scientists listen to radio waves by sweeping the skies with huge radio telescopes such as ‘Arecibo’ in Puerto Rico. 1^1 I The searches are based on №e hypothesis that aliens may be intentionallv sending communication signals out across the universe, or that signals from their worlds could be escaping into space - just as our own radio, television and military broadcast signals escape into the cosmos. Unfortunately, the scientists may have to face the fact that the possibility of finding what they are looking for is very small. For 4 G Millions of people in over 200 countries have already taken part. H If they don’t have radio, SETI won’t find them! Q Listen and read the text again. Match the underlined words/phrases in the text to their meanings below, then explain the words in bold. • at a particular time • on purpose • absolutely sure • accept • draw attention to the fact • small amount • wait doing nothing • taken away 102 шат,- a start, even if ^se ‘alien leiviHsatiQns’ do exist, they irngirt not be technologic^ advahced enough to anfimuniqate over long distances. [Ю Also, wift a hundred billion stars in our дОщ alone, and a billion possibie radio channels to choose from, it might take a very long time for us to tuiie into ET! So, why don’t we send our own messages instead? И| | Even if the nearest civilisation was as close as 500 light-years^ away, we would have to sit around for 1000 years waiting for a reply! All the same, in 1974, we did broadcast a radio message containing basic information about the human race. I 51 | if there is intelligent life there, we will hear from them around the year 52,000! So, how do you fancy joining in the search for intelligent life yourself? Well, the ‘SETI@home’ project allows you to do exactly that. After downloading a clever screensaver, your computer will analyse unknown or unusual signals from radio telescopes whenever you are not using it. 161 | so far, however, ET is not ‘phoning home’! So where do we go from here? Well, despite the fact that we have not yet found a shred of GonWncing evidence that alien life exists, one thing is for sure ^№e search will oo on! But perhaps we’re forgetting one important thing. 17| | Only time, perhaps thousands of yearn, will tell! 2 the rlistanne linht tramls in я иеяг Vocabulary Space technology 5 Complete the sentences with the words below. Are any of these words similar to ones in your language? • telescope • orbit • radio waves • antenna • laser • beam • signals • satellite • cosmos 1 Can you see that.......of light? I think it's coming from a.......... 2 The first......was put into........ by the Russians in 1957. 3 The moon seemed so near when I looked at it through the........... That radio doesn’t work any more. The...... has broken off. Can you see that flashing light in the distance? Maybe someone is sending........ 6 ..... enable us to transport information through the atmosphere without wires. 7 No one can really know the size of the.... we live in. It's so hugel Match the words to form collocations, then use the phrases in sentences of your own. establish шп extra-terrestrial sweep |И I I send communication I 5 I I technologically 1^1 I human П7| I broadcast Speaking f a a message advanced race life signals the skies contact Use the text to make notes under the headings below. Use your notes to give a 2-minute talk about searching for aliens. • The SETI programme • Problems of the SETI programme • How you can take part b In pairs, discuss whether or not you believe there is any point to SCTI’s activities. Give reasons. Writing Imagine you are a scientist working for the SETI programme. Write a description. of the day that you finally made contact with aliens. Write: how it happened, what happened next, how you felt : : (60-100 words). Do you agree with the statement? Discuss in groups. ^Worls¥wisdom7 “To confine our attention to terrestrial matters would be to limit the human spirit.” Professor Stefan Hawkins (British physicist) Listening & Speaking Skills 2 3 Vocabulary Newspapers & the media Describe the picture. What is the man reading: tabloid (short articles, lots of pictures) or broadsheet (larger, longer articles, more serious)? Do you have both of these types of newspapers in your country? Choose the correct words. Check in the Word List. Use the other words in sentences of your ovm. 1 Tom always scans the newspaper headings/ headlines before he goes to work. 2 There are lots of articles about celebrities in the British press/media. 3 They interrupted normal programming with a news bulletin/flash about the tragedy. 4 There’s an eight-page article/feature about recycling in today’s paper. 5 TV stations showed live covering/coverage of the match. 6 We saw his picture on the front/first page of the newspaper. Fill in: running, gutter, top, unfold, shred, broadcast, updates, hit, comes, developments. 1 My favourite magazine ....... out once a month. 2 There are news ....... every hour on that radio station. 3 I bet there isn’t a ..... of truth in that article about Tom Cruise! 4 The health service has ..... the headlines again for the third time this year. 5 In just a moment, we’ll be bringing you a live, exclusive....from the White House. 6 I hate the....press! All they print is gossip, scandal and lies! 7 The fire on the underground was the...... story on the news. 8 We’ll bring you the latest..as they...... throughout the day. 9 All of the newspapers are...... that story about the discovery of the dinosaur bones. Everyday English Breaking news - reacting Use the language in the table and the Г headlines to act out exchanges. A: Did you know that Steve Mars is close to a nervous breakdovm? B: Oh, come on! That’s ridiculous! Breaking news • You’re not going to believe this/l know it’s hard to believe, but 1 read somewhere/somebody told me that... • You’ll never guess what Iheard/readl/Guess what?! Apparently,... • Did you know that...? Showing surprise Expressing doubt Really?! That’s unbelievable! Never?!/No! 1 can’t believe it! What?! You’ve got to be kidding!/ You can’t be serious?! That can’t be right! Are you sure? Where did you hear that? Oh, come on! That’s ridiculous! Hmm... If 1 were you. I’d take that with a pinch of salt. Well, don’t believe everything you hear/read! Ronny Williams calls rival’s restaurant “shameful”. STEVE MARS CLOSE TO NERVOUS BREAKDOWN. KASSIE TO SHAVE OFF ALL HER HAIR! 1ПА 5 Reading Listening О Read the first exchange from the dialogue. What is the dialc^ue about? Listen and read to find out. Int: Hello, I’m from the local newsagents'^ association and we’re doing a survey on people’s reading habits. Would you mind answering a few questions? Ann: Not at all. Int: Great. So, what kind of new4>aper do you read? Ann: Well, I don’t get one every day but I prefer broadsheet papers because they’re well-written and informative. Int: You don’t read tabloids then. Ann: No, because you have to take everything they write with a pinch of salt. It’s not really hews. Int: What about gossip magazines? Do you ever read them? Ann: Oh, occasionally. Just for fun. I think everyone enjoys a bit of scandal now and then. Int: Do you believe the stories in them? Ann: Not really. You can’t believe everything you read, can you? Int: Did you know that nearly all the people who took part in our survey today said that they get most of their information about what’s going on in the world from gossip magazines? Ann: Really? That’s unbelievablel But then truth is stranger than fiction I ^ a Complete the sentences. 1 The interviewer works at....... 2 The survey is about....... 3 According to Ann, broadsheet papers are.... 4 According to Ann, tabloids don’t..... 5 Ann thinks the stories in gossip magazines are 6 Most of the people who were interviewed get informed from........... b In pairs, read out the dialogue. Then explain the words in bold. Speaking Portfolio: You have read some gossip, but your partner disapproves. Choose one of the headlines from Ex. 4 and act out your dialogue. Use the dialogue in Ex. 5 as a model. Record yourselves. 8 9 (йф Q You will hear five people talking about watching the news on TV. Number the statements below in the order you hear them. There is one extra statement that you do not need to use. A They don’t tell you the whole truth. В I just listen to the headlines. C I find it depressing. D I keep informed in other ways. E The news doesn’t interest me. F It’s important to know what’s going on in the world. Say it right Approving & disapproving 0 Listen and repeat. Which of these replies express: approval? disapproval? Say what the other speaker could have said e.g. 1 Apparently, Tom Hanks sacked his manager. 1 Serves him right! 2 I can’t believe she did that! 3 Good for you! 4 Oh Mike, you didn’t! 5 Oh, that’s just not on! 6 What?! That’s awful! 7 Nice one! Idioms 10 Complete the idioms with talk or speak in the correct form. Check in the Word List. Are there any similar idioms in your language? 1 Why do I feel like I’m......to the wall! 2 ...... of the devil! Hi, Dave we were just talking about you. 3 My dad and I just don’t seem to..........the same language. 4 It’s no use trying to sweet.....me, I won’t change my mind. 5 They say that money ........ , but friendship lasts. 6 Don’t.......back to your teachers. 7 Jack always........in riddles and never says what he means. 8 I think that actions......louder than words. 9 Jane likes to......her mind. 10 Watch out for her, she........with a forked tongue. 105 Reported speech - Reported statements ►►Grammar Reference Read the theory and the examples. Are there similar structures in your language? We can say what another person said using: Direct speech - we repeat the actual words someone said. "I’m leaving on Monday,” John said. Reported speech - we report the meaning of what someone said. John said that he was leaving on Monday. In reported statements we change the verb tenses, pronouns and time expressions that were used in the direct speech. • “/ play tennis every Sunday, ” Ann said. (Present Simple) Ann said she played tennis every Sunday. • I’m feeling Hi, ” Pat said. (Present Continuous) Pat said that she was feeling ill. • “She has moved house, ” Tony said. (Present Perfect) Tony said that she had moved house. • “He left last week, ” Salty said. (Past Simple) Sally said that he had left the week before. Time expressions: now -week before, tomorrow that night. then, last week the the day after, tonight “Why don’t you look for a new job, Sarah?” said her father. nthat) she look for Л Sarah’s father) (that) she looked for I anew suggested j (that) she should look for Г job. L looking for J “Would you like me to help you, Mary?” he asked. He offered to help AAary. “Would you like a cup of tea. mother?” she asked. She offered her mother a cup of tea. “I did not take Sammy’s pen!” he said. He denied taking/having taken Sammy’s pen. 2 3 Report the following, as in the example. 1 The party’s on Friday. (Saturday) ► / thought you said it was on Saturday. 2 I’ll have a cup of tea. (coffee) 3 My dad can pick us up after school, (mum) 4 Lisa is doing her homework, (watch TV) 5 I was planning to go shopping later, (cinema) 6 Tom has bought a car. (motorbike) 7 He wants to meet you at 8. (9) 8 I will cook fish for dinner, (beef) Fill in: said or tofd. 1 “You can come with me,” John.....me. 2 He......that he would be late. 3 “She’s leaving tomorrow,” James..... 4 “I’ve...you a thousand times.” 5 “She’s playing well,” the coach.. 6 He......to us that it was raining. Reported f Are you coming to questions/ ^ German class? commands Read Deb and Ben’s conversation. How do we report: a yes/no question? W What time a wh- question? \ is the iesson? the imperative? I Meet me at A and we’ii go '\^ together. Don’t be iate! - Deb asked Ben iflwhetiwr he was going to German clcss. - Ben asked her what time the lesson was. - She told him to meet her at 4. - She told him not to be late. 5 Fill in said, told or asked, then report the sentences. 1 When will you be home?”, AAum ► asked me. Mum asked me when I would be home. 2 “Don’t talk on the phone for hours!” she.. to Julie. 3 “What does the article say?”, Paul ....... Susan. 6 8 4 “Text me later this evening!”, he...John. 5 “Why don’t we study Latin?”, Sally.....the teacher. 6 “Do you believe in aliens?”, he.....me. Rewrite the sentences below in reported speech using the verb given. 1 “How about going out for a meal on Saturday, AAary?”, Paul said, (su^sest) 2 “I never said anything to Janet about it!”, Tom cried, (deny) 3 “Would you like me to meet you after work, Sophie?”, asked her mother, (offer) 4 “I think that you should wait for the doctor, Mr Jones,” said the nurse, (sudsiest) 5 “I didn’t see anything, officer!”, he told the policeman, (deny) 6 “!’ll cook dinner if you like,” he said, (offer) ' Use the verbs in brackets to report the sentences. Check in the Grammar Reference. 1 “!’m the best player on the team,” said Jenny, (boasted) ► Jenny boasted that she was the best player on the team. 2 “Mrs Smith always gives us a lot of homework,” said Tim. (complained) 3 “You broke my window,” the angry neighbour said to the children, (accused) 4 “Don’t forget to call Paul,” Tina said to Kim. (reminded) 5 “! won’t do it again, honest. Mummy,” the little boy said, (promised) 6 “You must finish your homework before you go out with your friends,” Helen’s mother said to her. (insisted) 7 “Don’t touch that! The paint is still wet,” said the decorator, (warned) 8 Wendy said to the teacher, “Please, please give me another day to finish the project.” (b^)ed) 9 “I’m sorry I offended you” he said, (apolc^sed) 10 “I was late because of an accident on the motorway,” he told his boss, (explained) Complete the sentences. 1 Our teacher insisted..... 2 My dad suggested........ 3 My friend denied........ 4 My mum offered.......... 5 Our teacher complained........ 9 Rcportins fTKXkllS Grammar Reference Read the theory, then rewrite the sentences in reported speech. Will/would would, may '■» might, must must/ had to, can could (present), would be able to (future) {would, could, used to, mustn’t, shouldn’t, might and mjght to do not change) 1 “You must apologise for your behaviour,” he said. 2 “We can meet tomorrow,” he told me. 3 “Jane’ll send you the information,” Rita said. 4 “I may come to the meeting,” she said. 5 “I can speak many languages,” he said to Tony. 6 “You shouldn’t have lied to him,” she said. Phrasal verbs (talk) 10 Fill in: over, out of, down, back, into, round. Check in Appendix 2. 1 I was going to buy an expensive ring, but my mum talked me.........it. (persuade sb not to do sth) 2 Sam treats me like a child. He always talks .........to me. (patronise) 3 Tim was refusing to speak to me, but then I nutnaged to talk him ........... (make sb change their mind) 4 I didn’t want to go to the concert, but Andy talked me........it. (persuade sb to do sth) 5 Children shouldn’t talk ....... to their parents, (speak rudely) 6 Let’s go for coffee and talk it .......... (discuss sth) Dependent prepositions 4 4 Fill in: about, for, on, of, to. Check in I I Appendix 1. 1 He insisted.....coming with us. 2 He complains .....headaches. 3 She complained to John.....his daughter’s behaviour.. 4 He assured us.....his help. 5 You’d better apologise .... her .... your rude behaviour. 8гшпшзгСЬ8сН4 107 What is the wild animal in the picture? Read the bi(^raphy to find out. Jack London (1876-1916) was the most successful; American author of the early 2Qth century. He was bom in ^ Francisco into a very poor family and led an adventurous life before deciding to become a writer. Most of his novek and short stories, such as CaU of the WHd imb),Lrne ofUfe (1905) and To Build a Fire (1908), are about men and animals in harsh conditions and are based qn his real-life experiences. Whke Fang (1906) is the story of a wild wotf^dog. It begins in the frozen north of Canada where White Ftog has a veiy difficult life. He has to fight for survival every day and he is treated very criielly. Finally, he is saved firbm his cruel owner by a kind man <^ed Scott Wbeedon, who loves him and tames him. In return. White Fang saves his life when he is in trquble. , skills 1ПЯ Predicting content Visual prompts such as pictures help us predict content. Look at the pictures. What is the extract about? Read and check. Read the text and complete the gaps with the correct sentence. There is one sentence you do not need. A He came up to them, panting, covered with dust. В He licked them and wagged his tail. C Again he commanded White Fang to go home. D He did not finish his sentence. E “He's trying to speak, I do believe,” Beth announced. F He growled and tried to push by them. G He turned and trotted reluctantly away. H By this time he had become the centre of attention. “Home! Go home!” the master commanded when he had checked his injury. White Fang didn’t want to leave him. The master thought of writing a note, but searched his pockets in vain for pencil and paper. 111 I He regarded him sadly, started away, then returned and whined softly. The master talked to him gently but seriously, and he cocked his ears^ and listened with painful attention. “That’s all right, old fellow, you just run along home,” ran the talk. “Go on home and tell them what’s happened to me. Home with you, you wolf. Get along home!” 4 a Check these verbs in the Word List. Use them in the correct form to complete the sentences. • growl • scream • shake • bark • stumble • pant 1 The dog........to get attention whenever he wanted something. 2 They ran very fast over the rocky hill and tried not to......and fall. 3 The dog would.......when he got angry to warn people away. 4 When the man stopped running, he was ......from exhaustion. 5 When the two strangers were introduced, they.......hands politely. 6 The woman saw a shadow and suddenly .........with fear. White Fang knew the meaning of “home,” and though he did not understand the remainder of the master’s language, he Imew it was his will that he should go home. 1 I Then he stopped, undecided, and looked back over his shoulder. “Go home!” came the sharp command, and this time he obeyed. The family was on the porch, relaxingjn the cool afternoon, when White Fang arrived. I 3 | | “Weedon’s back,” Weedon’s mother announced. The children welcomed White Fang with glad cries and ran to meet him. He avoided them and passed down the porch, but they cornered him against a rocking-chair and the railing. I 4 | | Their mother looked apprehensively in their direction. “I confess, he makes me nervous aroimd the children,” she said. “I have a fear that he will turn upon them ипезфес1е<11у some day.” Growling savagely. White Fang sprang out of the corner, overturning the boy and the girl. The mother called them to her and comforted them, telling them not to bother White Fang. “A wolf is a wolf!” commented Judge Scott. “There is no trusting one.” “But he is not all wolf,” interposed Beth, standing up for her brother in his absence^. “You have only Weedon’s opinion for that,” replied the judge. “He only thinks that there is some breed of dog in White Fang; but as he will tell you himself, he knows nothing about it. ./y for his appearance — ” I 5 I I White Fang stood before him, growling fiercely. “Go away! Lie down, sir!” Judge Scott commanded. White Fang turned to the master’s wife. She screamed with fright as he seized her dress in his teeth and dr^ed on it till the fabric tore. 1^1 I He had stopped his growling and stood, head up, looking into their faces. His throat twitched, but made no sound, while he struggled with all his body, shaking with the effort to rid himself of the unspeakable something that struggled for expression. “I hope he is not going mad,” said Weedon’s mother. “I told Weedon that I was afi-aid the warm climate would not agree with an Arctic animal.” I 7 | | At this moment speech came to White Fang, rushing up in a great burst of barking. “Something has happened to Weedon,” his wife said decisively. They were all on their feet now, and White Fang ran down the steps, looking back for them to follow. For the second and last time in his life he had barked and made himself understood. ^ tiy very hard to hear something 5 b Explain the words/phrases in bold from the text. Match the verbs to the animals. What are these phrases in your language? m quack a wolf lAU meow b sheep |3| 1 hiss c horse |4| 1 oink d lion |5| 1 moo e duck I6l 1 neigh f cat |7| 1 croak g pig I8| 1 howl h snake mn baa i frog ШЗ roar j cow 6 7 8 9 10 О Listen and read the text again. Find parts in the text in which White Fang showed: obedience, determination, anger, unwillingness, understanding, faithfulness. Explain the following. “What was of value to the master, White Fang valued, what was dear to the master, he cherished and guarded carefully.” Give examples from the text. How did White Fang feel for his master? Why? How has his master gained White Fang’s affection? Discuss in pairs. Which human qualities can be attributed to White Fang? How do they affect him? Explain your answer. How can children benefit from having a pet? Spend three minutes writing about the topic. 109 For-and-j^inst essays are essa^ in which the advantages and disadvantages (or ‘pros and cons’) of an issue are discussed. They consist of: — an introduction in which the topic is presented generally (without giving an opinion). -a main body consisting of two paragraphs, one presenting the advantages of the issue and the other the disadvantages. The arguments should be supported with justifications/examples. -a conclusion which states your opinion or a balanced summary of the topic. For-and-against essays are written in a formal, impersonal style, avoiding informal language (short forms, colloquial language etc). You can begin and end a for-and-against essay vnth any of the following techniques. • Address the reader directly e.g. We all know how frustrating it is not being able to understand the locals when we go abroad. • Include a quotation e.g. As Goethe said, "Those who know nothing of foreign languages laюw nothing of their own. ” • Include a rhetorical question e.g. Do you think it is entertaining to have your private life on camera 24 ^ hours a day? __________________ ^ <1 Read the rubric. • ^K)uld it be compulsory to learn a I foreign language at school? • Work in pairs. List the advantages of learning a foreign language at school. Your partner lists the disadvantages. 2 a Read the model essay. Were any of your ideas mentioned? Did you know that there are about seven thousand languages in the world? In view of this, many people believe that aii school pupils should be made to learn at least one foreign language. Others, however, argue that there are possible disadvantages to this notion. There are many reasons why forcing students to learn a language is a good idea. To start with, it couid improve their future job prospects as more and more businesses these days work closely with clients in other countries. In addition, being able to communicate with people in their own language is extremely rewarding while travelling. Not Only does it avoid confusion, but also shows respect and helps in understanding other cultures. Lastly, studies have shown that learning languages can improve pupils’ critical skills, and therefore help them in other subjects such as Maths. On the other hand, some believe that there are some disadvantages to making learning a foreign language compulsory. To start with, it is argued that many pu(»ls should improve tfieir reading and writing skills in their own language first instead of spending time learning another language that they may never use. Not all jobs, after ail, require knowledge of a foreign language, in addition, some pupils may be put off learning a language for life if they do not enjoy learning the one taught at school. Taking every^ing into consideration, I believe that while there are some disadvantages to being made to learn a language, the advantages for both individuals and society can not be ignored. After all, as the Italian film director, Federico Fellini, said, "A difterent language is a different vision of life". Ь What techniques has the writer used to begin/end their essay? Which paragraph contains the writer’s opinion? 3 Copy and complete the table with ideas from the essay. b Put the sentences in the paragraph below in the correct order. Which is the topic sentence? Advantages Examples Disadvantages Examples Read the table. Which linking words/phrases have been used in the model essay in Ex. 2? What is the function of each? Replace them with other appropriate ones. to introduce points firstly, first of all, one major advantage/ disadvantage of... is, one point of view in favour of/against ... is, in the first to add more points in addition (to this), secondly, last but not least, lastly, furthermore, what is more, not to mention the fact that to introduce in particular, for example, such as, like. examples for instance to introduce contrasting points nonetheless, in contrast, on the other hand, however, although, even though to conclude in conclusion, finally, all things considered, on the whole, all in all, taking everything into account, to sum up 5 Topic and supporting sentences a Find the topic sentences in the essay in Ex. 2. Which sentences support them? What information do they include: examples? details? reasons/justifications? 6 Finally, you come home Wiser and have lots of stories to tell your f^ds and family. Firstly, it exposes you to new thinp.; there are many advantages to studying in a foreign country. What is more, you have the opportwity to v improve your language skills. " For example, you meet new people and learn all about another oHture. 7 Expand the notes (1-4) into full topic sentences. In pairs, choose two and write appropriate supporting sentences for them. 1 however/some disadvantages/the press having freedom/print whatever they want 2 on the other hand/some benefits/using the Internet 3 a number of arguments/in favour of/text messaging 4 several major disadvantages/meeting new friends/on the Internet Impersonal style Use the phrases in brackets to make the sentences (1-4) more impersonal. 1 I really think that students can develop useful skills by learning an ancient language like Latin. (Studies have shown that) 2 In my opinion, famous people have every right ^^^the intrusion of the media, (iwany are < I strongly believe that tabloid newspapers are more interesting to read than broadsheets. (It can be ai^ued that) In my view, English is not the only foreign language worth learning. (Some believe that) 111 international stu "All children should learn English from a young age. ” I We are looking for essays discussing the pros and Read the closing paragraphs (1-2) below. Which express; the writer's opinion? a cons of this proposal. Write and tell us what you think. balanced consideration of the issue? Which 9 ending: addresses the reader directly? includes a quotation? includes a rhetorical question? 1 Taking everything into account, there are both advantages and disadvantages to making friends online. Shouldn’t one decide for one’s self whether it is a worthwhile activity or not? 2 To conclude, while some try to control the media for their own benefit, we must strive for freedom of the press if we are to provide the public with the knowledge they deserve. As Thomas Jefferson said, “Our liberty depends on the freedom of the press.” Match the quotations (a-c) to the essay topics (1-3). Choose one and write a suitable ending for the essay. Include the quotation together with your opinion/balanced summary. a As someone once said, “99.99% of what happens is not on the news.” b As Charles Lamb said in 1833, “Newspapers always excite curiosity. No one ever lays one down without a feeling of disappointment.” c As a Czech proverb says, “Learn a new language and get a new soul.” Everyone in the world should speak the same Write your essay (120-180 words). You are taking a course in media studies. Now your teacher has asked you to write an essay, giving the advantages and disadvantages of using a newspaper as your only source of news. Write your essay (120-180 words). Choose one of the rubrics (A or B) and write your essay. Then, exchange essays with a partner and use the checklist below to evaluate each other’s work. • Does the essay have paragraphs clearly laid out? • Is it written in the correct styie? • Are the advantages and disadvantages discussed in two separate main body paragraphs? • Does each main body paragraph have a clear topic sentence introducing the topic of the paragraph? • Does each topic sentence have clear supporting sentences giving details/examples/justifications? ^ * Have appropriate linking words/phrases been used? • Is there an interesting ending that gives an opinion or a balanced summary of the topic? 3 Now that we have the Internet, we should stop printing newspapers. just hate Latim^ лаусллэедтптепиеасп essay Languages of the British Isles ILook at the language family tree. How many langui^es are spoken in the British Isles? Which is the oldest? Read the texts to find out. A language similar to Welsh called Brythonic, was the historic native tongue of most of Britain during the Roman occupation and before the Anglo-Saxon invasion. Nowad^, modern Welsh is spoken by roughly 20% of the population in Wales, where it is die official language together with English. It is compulsory for students to study Welsh at school from the age of 5 to 16. interesting fact There is a Welsh colony in Argentina where th^ still speak Welsh. Say It! Be’ d/d) emv chi? (pronounced ‘bay di’ch enoo ch’ee?’) = What is your name? English only became the langoage of the majority in Ireland in the 19th centurylToday, there are still a few areas in western Ireland where most people use Irish as their first language, while around a third of the populadon of Ireland overall can speak the Interesting hxt Irish became an official language of the European Union in 2007. Say it! Is orm ё an t-onoir (pronounced ‘iss urr-um aay on tonn-ore*) = Nice to meet you. Scottish Gaelic was introduced from Ireland about the 6th century AD, so it is closely related to Irish. Speakers of both languages are able to understand one another quite well. Scottish Gaelic is spoken primarily in the Highlands of Scodand and in the Western Isles, vrhere in some areas over 50% of the population speak k. Unfortunately, however, the use of the lan^iage is continually declining. Interesting facti'Slo^n’ is a Scottish Gaelic word. Say it! S mise... (pronounced ‘smih-shuh’) = My name is... Manx is the native ianguage of the Isle of Man, an island of 77,000 people in the Irish Sea. Until the 18th century, the Isle of Man was totally Manx speaking.Today, there are no native speakers of Manx left but about 2% of the population speak it as a second language. Interesting foct: At five of the island’s pre-schools and one primary school, the children are only taught in Manx. Say it! 1^ ta shiu? (pronounced ‘Kus ta shoo?’) = How are you? Cornish is the native language of Cornwall, a region in south-west Britain. Cornish died out as a spoken language sometime around the 18th century, but it has recently been revived. Today, around 300 people speak Cornish fluently, the language is taught in some schools and BBC Radio Cornwall has a regular Cornish news broadcast. Interesting foct: Cornish is a direct descendant of Brythonic, the original native Say it! Py eur yw hi? (pronounced ‘pee urr you hee’) = What time is it? 3 5 О Listen to and read the text again. Then ask and answer comprehension questions based on the text. Л: What used to be the native language of most of Britain? B: Brythonic. What percentage... Explain the underlined words. Use them in sentences of your own. Close your book and tell your partner one thing you remember about each language. Portfolio: work in groups. Collect information about some of the languages spoken in your country e.g. name, where spoken, number of speakers, interesting facts etc. Write a short article. 113 ACROSS THE CURRICULUM How Ф you pre^ to contad 1)...... (distance) friends? Mobib phone, instant messi»iger, enri9ii pieiliaps? Well, your pfck, because one thing is for ^re - it's never been easier! But how did people l^t messa^ Ь;ОЖ fri the past? Well, they didn't have niodem fechholc^, tnrt they