Английский язык 11 класс Учебник Баранова Дули Копылова

Virginia Evans Jenny Dooley Ksenia Baranova Victoria Kopylova Radislav Millrood Student’s Book I английским Ж W английский язык 11 класс Учебник для общеобразовательных учреждений и школ с углублённым изучением английского языка Рекомендовано Министерством образования и науки Российской Федерации Москва Express Publishing «Просвещение» 2011 УДК 373.167.1:81 1.1 1 1 ББК 81.2АНГЛ-922 А64 Серия «Звёздный английский» основана в 2009 году. На учебник получены положительные заключения Российской академии наук (Мз 10106-5215/42 от 29.10.2010 г.) и Российской академии образования (№ 01 -5/7д-95 от 20.10.2010 г.). Авторы: К.М. Баранова, Д. Дули, В.В. Копылова, Р.П. Мильруд, В. Эванс Authors: Virginia Evans, Jenny Dooley, Ksenia Baranova, Victoria Kopylova, Radislav Millrood Acknowledgements Authors' Acknowledgements We would like to thank all the staff at Express Publishing who have contributed their skills to producing this book. Thanks for their support and patience are due in particular to: Megan Lawton (Editor in Chief); Mary Swan and Sean Todd (senior editors); Michael Sadler and Steve Miller (editorial assistants); Richard White (senior production controller); the Express design team; Sweetspot (recording producers); and Kevin Harris, Kimberly Baker, Steven Gibbs and Christine Little. 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. The publishers also wish to thank the following for their kind permission to use copyright material; Module 5 Spoilt for Choice: Interview: Wildlife photographer Frans Lanting by James Owen © Telegraph Group Limited (2001) on p. 136. Photograph Acknowledgements Module 1 Communication; © everettcollection/wvwv.iml.gron p. 6; Module 3 Rights: CCTVcamera© ImageSource/www.iml.gron p. 70; Module4Sunrival: © afp/vwwv.iml.gr on p. 100. Further Writing Practice: Wanted © everettcollection/www.iml.gr on p. 187; Coldplay © redferns/vwwv.iml.gr on p. 189; © everettcollection/www.iml.gr on p. 190; Every effort has been made to trace all the copyright holders. If any have been inadvertently overlooked, the publishers will be pleased to make the necessary arrangements at the first opportunity. Английский язык. 11 класс: учеб, для общеобразоват. учреждений и luk. с углубл. А64 изучением англ. яз. / [К. М. Баранова, Д. Дули, В. В. Копылова и др.]. - М. : Express Publishing : npocBeLuenne, 201 1. — 200 с.: ил. - (Звёздный английский). — ISBN 978-5-09-020961-8. УДК 373.167.1:811.111 ББК 81.2АНГЛ-922 Учебное издание Серия «Звёздный английский» Баранова Ксения Михайловна Дули Дженни Копылова Виктория Викторовна Мильруд Радислав Петрович Эванс Вирджиния Английский язык 11 класс Учебник для общеобразовательных учреждений и школ с углублённым изучением английского языка Центр группы германских языков Руководитель Центра В.В. Копылова Зам. руководителя Центра по проектам И.Н. Темнова Руководитель проекта и редактор Ю.А. Смирнов Выпускающий редактор М.А. Семичев Корректоры Н.Д. Цухай, Н.М. Кочергина Налоговая льгота - Общероссийский классификатор продукции ОК 005-93 - 953000. Изд.лиц. Серия ИД № 05824 от 12.09.01. Подписано в печать с оригинал-макета 11.01.11. Формат 60x90/8. Бумага мелованная. Гарнитура Прагматика. Печать офсетная. Уч.-изд. л. 25,90. Тираж 30 000 экз. Заказ N° 5940. Открытое акционерное общество «Издательство «Просвещение». 127521, Москва, 3-й проезд Марьиной рощи, 41. Express Publishing. Liberty House, New Greenham Park, Newbury, Berkshire RG19 6HW Tel.; (0044) 1635 817 363 Fax: (0044) 1635 817 463 e-mail: [email protected] https://www.expresspublishing.co.uk Отпечатано в полном соответствии с качеством предоставленных издательством материалов в ОАО «Тверской ордена Трудового Красного Знамени полиграфкомбинат детской литературы им. 50-летия СССР». 170040, г. Тверь, проспект 50 лет Октября, 46. ISBN 978-5-09-020961-8 © Express Publishing, 2011 ® Издательство «Просвещение», 2011 Все права защищены ШВбШШк Contents Module 1 Communication (РР. 5-36) focabulary GratninaV Reading gestures & emotions body language music/places of entertainment character traits feelings & moods friendship ways to look ways to talk phrasal verbs languages, dialects & accents the senses comparisons *ing/(to-) infinitive clauses of reason/ purpose/ cause & effect Body Talk (multiple choice) (pp.6-7) The Universal Language of Music (text completion) (PP. 10-11) More than Words: Mime, Music and Dance (multiple matching) (pp. 14-15) for specific information for gist for detail for opinion Task 1 (p. 18) Task 2 (p. 19) Task3(p. 19) Speaking & Functions express preference give reasons ask for opinion/ agree/disagree ask for advice/ give advice ask about/express feelings invite/accept refuse invitations Tasks 1,2 (p. 20) Tasks 1,2 (p. 21) Witting an email to a friend describing a festival you attended a paragraph about giving a performance informal/semi- formal/formal letters/emails Across Cultures - Language Roots (pp. 28-29); Literature - Dr Dolittle (pp. 30-31); Curricular Cut: Biology - Animal Talk(g. 32); Progress Check 1 (p. 33); Focus on RNE (p. 34) * b-' I r 2 Challenges (pp. 37-68) animal groups animal sounds ways to speak disasters idioms feelings phrasal verbs extreme sports tense revision collective nouns conditionals wishes unreal past time adverbs The Serengeti (multiple choice) (pp. 38-39) In the shadow of Vesuvius (text completion) (pp. 42-43) Challenges (multiple matching) (pp. 46-47) for gist for detail for specific information Task 1 (p. 50) Task 2 (p. 50) Task 3(p. 51) express dissatisfaction give & react to news express opinion agreeing and disagreeing encouragement and response Tasks 1,2 (p. 52) Tasks 1,2 (p. 53) a summary of a text a letter to a pen friend telling him your news a diary entry about a disaster you experienced semi-formal/ formal letters/ emails a letter of application Across Cultures - Natural Treasures (pp. 60-61); Literature - The Burning World (pp. 62-63); Curricular Cut: Science - Standing on Solid Ground? (p. 64); Progress Check 2 (p. 65); Focus on RNE (p. 66) ____________________ 3 Rights (pp. 69-98) crime technology education social/world issues welfare work festivals organisations phrasal verbs idioms clauses of concession models intensifying adjectives passive causative prepositions Caught in the act (multiple choice) (pp. 70-71) Clockwork communication (text completion) (pp. 74-75) Watching the Detectives (multiple matching) (pp. 78-79) for gist for detail for specific information Task 1 (p. 82) Task 2 (p. 82) Task 3 (p. 83) give an eyewitness account buy things narrate experiences express feelings Tasks 1,2 (p. 84) Tasks 1,2 (p. 85) a formal letter of complaint a diary entry a presentation on an organisation a review of a TV series letters/emails based on notes/ recommendation Across Cultures - Festivals (pp. 90-91); Literature - The Caves of Steel (pp. 92-93); Curricular Cut: Citizenship - Unicef(g. 94); Progress Check 3 (p. 95); Focus on RNE (p. 96) ____________________ 3 3 а 4 Survival (рр. 99-130) evolution conservation heredity space GM foods food/drink inversion emphatic structures so - neither/ nor linkers prepositions countable/ uncountable nouns Lonesome George (multiple choice) (pp. 100-101) Will ive all have to leave home? (text completion) (pp. 104-105) Science vs Nature (multiple matching) (pp. 108-109) for gist for opinion for detail for specific information synonyms Taski (p. 112) Task 2 (p. 113) Task3(p. 113) make & respond to suggestions express advantages/ disadvantages decide on food/ drink express agreement/ disagreement approve of an idea express probability make decisions use quotations Tasks 1,2 (p. 114) Tasks 1,2 (p. 115) a summary of a text a short paragraph stating your opinion on GM food essays an article on global warming Across Cultures - Banking on the Future (pp. 122-123); Literature - The Lost World {gg. 124-125); Green Issues - Deserts (g. 126); Progress Check 4 (p. 127); Focus on RNE (p. 128) Spoilt for Choice teenage relatives - First days for specific express a diary entry (p-p. 131-160) problems relative (multiple choice) information annoyance/ describing your weather clauses (pp. 132-133) for gist sympathy first day at travel the definite To the ends of for detail make deductions school shopping money phrasal verbs idioms article quantifiers prepositions the Earth (text completion) (pp. 136-137) Let's Talk Shop (multiple matching) make suggestions/ accept/reject reach a decision compliment/thank a short paragraph on advertising essays (pp. 140-141) Task 1 (p. 144) Tasks 1,2 (p. 146) Task 2 (p. 144) Task3(p. 145) Tasks 1,2 (p. 147) Across Cultures - Shopping in Style (pp. 152-153); Amazon {gg. 154-155); Curricular Cut: Science-Focus on RNE (p. 158) Literature - 800 Leagues on the Clouds {g. 156); Progress Check 5 (p. 157); Grammar Reference (pp. 161-176) Further Writing Practice (pp. 177-190) Appendix I - Phrasal Verbs (pp. 191-195) Appendix II - Verbs, Adjectives, Nouns with Prepositions/Prepositional Phrases (pp. 196-200) Appendix III - Spelling Rules (p. 200) Appendix IV - Pronunciation (p. 200) Irregular Verbs Communication ► Look at Module I • Describe the pictures. • Which units are the pictures from? What is each unit about? ► Find the page numbers for a pop group □ an aeroplane □ a joke □ a music festival □ ► Listen, read and talk about... • body language • music, mime, dance • character adjectives • languages • ways animals communicate ► Learn how to ... • express preferences • ask about/express feelings • make decisions • ask for/give advice • structure discourse ► Practise ... • comparisons • -ing/(to-) infinitive in expressing preferences • clauses of reason/purpose/cause & effect • phrasal verbs ► Write/Give ... • a presentation of gestures used in your country to express feelings • an informal email describing a festival you attended • a short paragraph about a performance • informal letters/emails t Across Cultures: Language Roots Literature: Doctor Dolittle Curricular Cut (Biology): Animal Talk MODULE 1 Lead-in Who’s the man In the pictures? Which character does he portray? What is special about the character? Read the title of the text. How do you think this character is related to the text? Read through to find out. Reading RNE Read the article. For statements I -7, choose A, B, C or D to complete each statement correctly. Then translate the first two paragraphs of the text into Russian. 6 ou will probably laugh when I tell you that my interest in body language was sparked by a favourite professor of mine at university. He mentioned ‘Pinocchio Syndrome’ to me one wintry morning after claimirig that I always rubbed my nose when giving excuses for being late to his lectures. Apparently, when someone tells a lie, the person’s blood rushes to the nose and the extra blood makes it itchy. So if you think someone is not being entirely honest with you, perhaps like my professor you should watch to see if they scratch their nose! This little example of non-verbal communication inspired me to become a body language expert. Now, I earn my living by training people in non-verbal communication. Knowing when someone is lying and knowing how to convince people you’re telling the truth are two of the most important skills you’ll ever learn. For example, lawyers build their reputation on their deductive skills when cross-examining in court, while politicians need to rely on their powers of persuasion to gain support. I have dedicated my life to studying the ways the human body gives more reliable information than the words we speak. The words say one thing but the body may say something completely different. This is the theory of body language and most of us are familiar with the basics. We know that crossed arms can be seen as either defensive or aggressive, but what about facial expressions, gestures, posture, and the intonation and rhythm of our speech? All of these speak volumes and can be understood if you only know how to make sense of the signs. MODULE 1 —• ж» by Mark Evans Take the eyes, for example. If I told you a lie, you would probably expect me to look away rather than look you full in the face. However, this is not, as commonly thought, the sure sign of a lie, but the reflexive movements we make when we are trying to remember something. Because of this, glancing away is not as easy to interpret as you might believe. A good liar is not searching his memory for the truth, so he can quite easily look you straight in the eyes as he speaks to make the lie more convincing. Here’s a tip, though. Watch the pupil of the eye; does it change size? If it gets bigger, this is probably an involuntary sign that something is being hidden. Body language is something that the majority of us cannot control: it’s what escapes when we’re concentrating on something else. I might think I’m creating a good impression because my voice is strong and steady and my speech is clear, but the sweat pouring off my forehead and my constantly moving feet say otherwise. Business clients are constantly in need of my services and I try to improve their confidence in themselves by teaching them about body language. I give advice about handshakes, which should always be firm and steady, and I teach the importance of personal space, explaining that people who live in warm climates stand a lot closer to one another than people in cooler climates. They may seem like minor matters, but these codes of behaviour can be the key to making or breaking a business deal. My working life gives me a great deal of satisfaction. I feel that I’m providing a public service, but it is a service that has had its downside. Whenever I meet someone new and I tell them what I do for a living, they immediately put their guard up and they’re no longer relaxed. They quite literally freeze in the attempt to hide all the signals that they assume I’m reading. It makes life difficult at times, but I consider it a small price to pay for a job I enjoy so much. study Skills Multiple Choice Read the text quickly to get an idea of what it is about. Read the statement stem, then find the part of the text which the statement refers to. Go through the choices and choose the one that fits best. The information might be rephrased. © 0 The writer originally became interested in body language because A of a comment someone made to him. В he wanted to know why people tell lies. C he wanted to learn more about ‘Pinocchio Syndrome’. D his professor recommended the subject to him. According to the writer, non-verbal communication is important because A it helps lawyers to be more skilful. В politicians need to know when people are lying. C it can help make people believe what you tell them. D it provides a unique way of earning one’s living. The writer assumes that his readers A are able to change their intonation. В need to develop good posture. C use only words to communicate. D know something about the subject. The writer feels it is not easy to recognise when someone is lying because A they have an honest look on their face. В they move their eyes very rapidly. C listeners can read body language incorrectly. D listeners do not look into their eyes. © © © The most important thing for businessmen to learn is the A laws of a particular country. В correct way to behave. C necessity of being polite. D skill of appearing confident. People react in a negative way when they meet the writer because they A think he is too self-confident. В assume that he is always lying. C have heard about him previously. D believe he is studying them. From the passage, we learn that the writer A makes a lot of money from his job. В travels the world giving advice. C is dedicated to his work. D trains body language experts. Match the words/phrases in bold from the text to their definitions: likely to be correct, moves quickly, simplest ideas, understand the meaning, make someone believe something is true, rub fingernails against the skin, unconscious physical response, suppose, believable, focusing on, the deciding factor.Then, explain the underlined words/phrases. Fill in: build, improve, facial, business, non-verbal, powers, crossed, body language, space, minor. Make sentences based on the text, using the phrases. 1 ............communication 2 .................... expert 3 ...........one’s reputation 4 ............ of persuasion 5 ...........one’s confidence 6 .................... arms 7 .............expressions 8 personal.................. 9 ..................matters 10 ....................deal Speaking & Writing ^ |T!!!!I!U Listen as you read the text again. How does the writer feel about his job? Give reasons based on the text. Would you ever choose to do this kind of job? Why/Why not? у Project; What gestures do people in your country use to show anger, joy, worry, regret, annoyance and other emotions? Collect as much information as you can and prepare a presentation for the class. Use photographs to illustrate your work. MODULE 1 7 ( Ben ^ wrinkled forehead ( Phoebe } 8 Vocabulary & Grammar Use the phrases to describe the cartoon drawings. How do you think each person is feeling? e.g. Ben has his hands on his hips. His face is red and ... Use the verbs in the list to complete the sentences below. • clenched • bowed • wrinkled • squinted • shrugged • snapped • shook • drummed • scratched • licked 1 He had forgotten his glasses, so he............ to read the small print. 2 Robert.............. his head in shame when he remembered how rude he had been to his teacher. 3 She............. her fingers impatiently on the counter as she waited for the manager to come. 4 She............. her teeth angrily and made a brave effort not to show how much she hated him. 5 He..............his fingers to attract the waiter’s attention. 6 She............. her nose in disgust when she smelt the bad meat in the fridge. 7 The children............their lips hungrily when they saw the delicious cake. 8 James just ............. his shoulders as if he didn’t care when he heard the news. 9 My grandfather..............his head in disbelief when he heard how much my new designer jeans cost. 10 He..............his head thoughtfully as he read the difficult questions in the exam. Choose the correct word.Then translate the sentences into Russian. 1 I don’t trust/recall/consider/think him to be a very reliable person. 2 My father cannot lift anything heavy because he hurts/suffers/aches/pains from a bad back. 3 I’m afraid that I’m not familiar/aware/known/ recognised with any of his books so I can’t answer your question. MODULE 1 raised eyebrows £yes wide open mouth open 10 Many people move to big cities hoping to make a better income/earning/wage/living for themselves. I can’t make any sense/logic/reason/explanation of this letter - the handwriting is so bad! The little girl was so curious/fascinated/ interested/attracted by the story that she asked her mother to read it again. Peter turned/bent/nodded/lowered his head in understanding when I explained the problem. He clenched his nose/fingers/eyes/teeth when the doctor gave him an injection. The audience punched/clapped/tapped/smacked their hands enthusiastically at the end of the performance. He couldn’t look/stare/glance/gaze his mother in the eye because he was so ashamed of what he had done. • Ways to look Check these words in the dictionary. Use the words in their correct form to complete the phrases. Which of these verbs best describe the people in the pictures? glare • stare • wink • peer • glance 1 You shouldn’t.......... at people. It’s rude. 2 She ....... at the children so that they knew she was joking. 3 He ............ through the keyhole to see what was happening in the room. 4 The teacher .............. angrily at the children. 5 The doctor only had to............ at his patient to see he was • Multiple Choice Cloze RNE Read the text. For gaps 1-7, choose A, B, C or D to complete each gap correctly. Circle the answer you choose. You are standing in a public area. Suddenly there is a disturbance, and even though you can’t see what’s going on, you, and those near you, immediately feel 1).......and quickly move away. Scientists have long known about animal 2).........to danger. For instance, if one animal begins to run away, then all the other animals in the group will follow. But scientists have been baffled by what causes 3).............. behaviour in humans. What is it that causes fear to spread so quickly through a group of people? Researchers at Harvard believe they may have begun to unravel the mystery. In the past it was accepted that people judged emotional situations simply by looking at faces. What this new study has 4).........is that the position of the body is also very important. To test their theory, the scientists showed pictures of people 5).........in different poses but with their faces rubbed out. The pictures showed people in happy, neutral and fearful positions. While the test subjects looked at the pictures, their brains were scanned to see how they reacted. The researchers found that the fearful position caused a very 6)................ reaction despite the lack of any facial expression in the pictures. The effects suggest that humans react instinctively to a position of fear in other people and that this 7).......in our behaviour has helped humans to survive in dangerous situations throughout our evolution. 1 A irritable В nervous C impatient D doubtful 2 A replies В explanations C answers D responses 3 A similar В equal c like D same 4 A founded в realised c exposed D revealed 5 A forming в having c standing D taking 6 A hard в strong c tough D strict 7 A effect в development c result D conclusion Comparisons GR p. I6I ^ Complete the sentences with a positive or negative comparative form to show your opinion. 1 Doctors should be paid............. (much) money than footballers. 2 It is .......... (hard) to forget than to forgive. 3 Happy people tend to be............ (self-centred) than unhappy ones. 4 Painting is ....................... (relaxing) than listening to music. 5 Rich people are ................... (happy) than poor people. у Complete the sentences so that they are true for you. 1 (good) actor in the world ... / think the best actor in the world is ... 2 (funny) person I know ... 3 (tiring) job ... 4 (expensive) restaurant in my town 5 (cold) place in my country ... 6 (difficult) language in the world ... 7 (windy) place in my country ... • Key word transformations g Complete the sentences using the words in bold. Use two to five words. 1 Bill earns more money than Ann. as Ann doesn’t.................. ...................... Bill. 2 If you practise, you’ll get better, the The more ....................... ................... will get. 3 We finished in half the time she took, twice It took her .................. ........ it took us to finish. 4 This is the fastest she can run. any She can’t.................... ...................... this. 5 He didn’t expect it to cost so much, paid He ............................ .............. he expected. MODULE 1 9 Lead-in Look at the two pictures. How are they related? Why do people enjoy events like this? ((' ^ ^») What types of music do you enjoy? How do they make you feel? Listen to the music clips and match them to the type of music. A classical E pop ... В folk F rock ... C country G blues .. D jazz I Read the quotation. In pairs, discuss its meaning and then say whether you agree or disagree with it. “Music is the shorthand of emotion.'' Leo Tolstoy L- study SklU; Text completion Read the text through, then read the list of missing phrases. Start fitting the phrases into the gaps. Match the topic of the missing phrase with the topic of the phrase before and after each gap. Look for clues such as reference words {he, there, etc) or linking words before or after each gap. Check that the phrase you choose fits grammatically and makes sense. Read the completed text to see if it makes sense. 10 Univ^Fsal Language of Reading RNE Read the text and choose the correct parts of sentences (A-G) to complete gaps I -6.There is one extra part of a sentence you do not need to use. Explain the words in bold. Use them in sentences of your own to illustrate their meanings. Fill in: hand-crafced, language, main, swap, high, broaden, get, common. Use the phrases to make sentences based on the text. 1 .......... attraction 2 .......... goods 3 .......... our horizons 4 .......... stories 5 ........... sight 6 .......... barriers 7 ........... spirits 8 .......... the chance MODULE 1 *0 Щх The skies open and the rain pours down, a sure sign that we are enjoying an English summer. The ground beneath our feet is rapidly turning into a field of mud, but it doesn’t matter. I am having the time of my life, dancing and singing along to the music at the local WOMAD festival with thousands of other fans from all over the country. The World of Music, Arts and Dance, or WOMAD, tries to give us a taste of the musical styles that are enjoyed all over the world, and it has become so successful that WOMAD festivals are now held in several countries. The idea for the festival was the brainchild of Peter Gabriel, 1 His dream is to broaden our horizons, getting us away from the music we hear on the radio or TV everyday. Gabriel says, “The festivals have always been wonderful and unique occasions | 2 | |. Equally important, they have also helped audiences to understand cultures other than their own through the enjoyment of music. Music is an international language that brings people together. World music was the motivation for these hugely important three-day carnivals and to this day remains the main attraction but there are now other delights to experience. Over the years, the festival has turned into an event for the whole family. At this particular festival, I find activities designed for children as well as workshops, multi-media exhibits and stalls selling all kinds of hand-crafted goods. The fun is not only experienced by those in front of the stage, | 3 | |. I am lucky enough to be invited backstage, where there is a feeling of brotherhood and sisterhood among many of the artists, as well as a feeling that they are doing something to improve international understanding. The musicians have come here from all over the ^ world, from Alaska to Zanzibar, so it is not surprising that the festivals have become known as the ‘Global Village’. Nobody is in competition to be the biggest or the best | 4 | |. Artists share changing rooms and food, laugh, joke and swap stories about life on the road. Although people are in high spirits, the weather is a major problem for this British festival. A common sight is people wearing a plastic bag on each foot. These do-it-yourself boots protect the wearer from the brown soup the field has become. Experiences like this explain why WOMAD has occasionally been renamed WOMUD. Nothing, however, can dampen the enthusiasm of the audience. Taking a look at the fans from the stage, I see a crowd that is unified despite their differences. This togetherness is reflected in the final performance of the weekend, designed as a celebration of the main idea behind the festival. The artists gather on stage to give a performance in a multitude of languages. We might not understand every word, but the feelings are unmistakably universal. It just goes to prove that music truly has the ability to break down the language barriers The concert ends and I join the crowd as it drifts away, leaving behind the echo of the last note played 6 |. The stage comes down and the tents, stalls and canteens are taken apart. The car park slowly empties as a quieter day dawns over the countryside. Another festival is over and all that remains are the fond memories. But the die-hard WOMAD fans are already looking forward to next year’s event. The real joy of having happy memories is the belief that, sometime, somewhere, you’ll get the chance to create even happier ones. A who came to fame as the lead singer of the rock group ‘Genesis’ В and the focus is firmly on community spirit C along with the mud-splattered field D but without the rain E which have introduced many talented artists to an international audience F but also by those backstage G which so often divide us Listening & Speaking у Listen as you read the text again. What reasons does the writer give for the popularity of such events? Discuss your answers with a partner and then present your findings to the class. g “Music can help make world peace.” Spend three minutes writing a few sentences on the topic. Read your sentences to the class. Who agrees with you? Then translate the first three paragraphs of the text into Russian. Writing Portfolio: Imagine you attended WOMAD. Send an email to your English pen-friend, describing your experience. Write when it happened, how you went there, who with, what the weather was like, what you did/saw and your feelings. MODULE 1 11 Vocabulary Choose the correct word. 1 The Beatles were a famous British orchestra/band. 2 Coldplay’s new song has gone straight into the top/box ten. 3 We haven’t seen this group on scene/stage. 4 The spectators/audience sang along with the band. 5 I always wanted to hear them perform live/living. 6 Social surroundings seem to affect/effect the music and lyrics of different artists. 7 He was tapping his foot to the rhythm/rhyme of the music. 8 He plays music entirely from mind/memory. 9 Live music can be transmitted/broadcast over the radio,TV or the Internet. 10 Some amateur musicians have private/personal music lessons with a teacher. ) Complete the sentences with the verbs in the correct form. • keep • call • cut • hear • put • lose • bump • get • hold 1 Although we all promised a) ............... in touch when we left school, we soon went our separate ways and b)..............contact with one another. 2 I find it very annoying when you ask to speak to somebody on the telephone and you are told a) ............. the line for what seems like hours! If the operator can’t b)............you through to the person you want to speak to straight away, why don’t they simply ask you c).............. back when the person is available? 3 It was an amazing coincidence really; I was just thinking I hadn’t a)............from my friend Susan for a long time when I b) ............... into her in the high street! 4 I telephoned Customer Services for help but we were a)..............off as I was explaining the problem and after that I couldn’t b)........... through to them again for the rest of the day. 12 MODULE 1 Choose the correct word.Then translate the sentences into Russian. 1 Hand ...... and facial expressions register with children before they learn to speak. A indications В gestures C signals D signs 2 When the radio ...... popularity in the 20th century, it revolutionised the way people saw the world. A gained В earned C got D found 3 When talking pictures emerged in the 20th century, lots of cinema pianists found themselves out of..... A work В job C favour D duty 4 The festival gave us a... of Asian music. A test В style C sample D taste 5 At the end of the show, all the musicians.on stage for a last song. A gathered В flocked C collected D grouped 6 Jennifer Aniston .... to fame playing Rachel Green in the popular TV series Friends. A moved В came C arrived D reached 7 The dolphin show.....the main attraction of the water park. A remains В stands C keeps D holds 8 Opinions are ..... on whether a single world language would be a good idea. A split В separated C torn D divided • Ways to talk Д Decide on the correct word. Make sentences of your own using the other word. 1 He usually mutters/mumbles his words, so I find it difficult to understand what he is saying. 2 There was a whisper/murmur of approval when the Prime Minister announced his plans. 3 There’s no need to shout/scream, I can hear you perfectly well. 4 She gave a little yell/cry of surprise when I opened the door. 5 He sighed/breathed with relief when he heard the plane had landed. • Words often confused Choose the correct word. Compare with a partner. 1 I promise to drop you a line/letter as soon as I have any news for you. 2 Peter promised to give/send me a call today, but I haven’t heard from him yet. 3 Please don’t hang up/off; I’ll see if Mr Jones can speak to you now. 4 We will send/post you a fax to confirm your order. ^ Match the places of entertainment to the activities. Make sentences using your own ideas. 1 2 3 4 5 6 7 8 nightclub leisure centre amusement arcade cinema funfair circus rock concert youth club a meet other people for social activities b see a film c play video games d go on a roller-coaster ride e see trapeze artists f dance g listen to your favourite band h play a game of squash e.g. At a nightclub you can dance. Everyday English • Expressing preferences у You and your friend are trying to decide what to do this Saturday evening. Use the table below to discuss your preferences. You can use ideas from Ex. 6. Asking about preferences Do you want + to -infinitive ...? Do you fancy + -ing form ...? Would you like + to -infinitive ...? Where would you rather + bare infinitive ;^kpressing preferences • I’d prefer + to -infinitive/noun • I’d much rather + bare infinitive (+ than + bare infinitive) • I’d rather not ... I’m not so keen on ... • Not really. I’d rather ... e.g. A: Would you like to go to a nightclub this Saturday? B: I’d prefer to go to the cinema.There’s a good comedy on. A: Well, I’d rather not. I’m not in the mood.Would you like to ...? g Read the joke. Why do you think Sally cried? I We went to the V cinema last ni study Skills Word formation Read the title to get a general idea of what the text is going to be about. Read the text once to get the main idea. Read again. Pay close attention to the words before and after each gap. Look at the word given in capitals and choose the appropriate derivative of the word to fill the gap. Read the completed text to see whether it makes sense. • Word formation 9 RNE Read the text and complete gaps I -6 with the correct derivative of each word in capitals. Many languages are ■ | spoken throughout \ ^ the world, yet ' according to the myth of the Tower of Babel, there was a time in the past when all people spoke a 1) ........ language. Although UNIVERSE this doesn’t seem a very 2) ........ story if you consider BELIEVE how many languages are spoken in the world today, what is true is that all through history people have always searched for the ideal language of 3)................ COMMUNICATE between different 4). NATIONAL Historically, languages have risen and fallen in popularity. Both Latin and Greek were once the world’s most 5) ...... INFLUENCE languages. At the moment, English is the nearest we have to a common language but the 6)......... is that this will LIKE change in the future. There are some that claim that Chinese will become a global language one day. MODULE 1 13 Lead-in Look at the pictures and the title. Do you know any of the people in the pictures? How do you think they relate to the title? Are words the only way to communicate? Can you think of any other ways in which we communicate ideas or feelings? Discuss with a partner. Listening ((14 P )>) Listen to three people talking about a performance they recently attended. Match the speakers to the performance. A В C Speaker I Speaker 2 Speaker 3 I mime ballet concert Reading RNE Match the headings (A-H) to extracts 1-7. Use each heading only once.There is one extra heading you do not need to use. A Setting the standard В Still going strong C The shock of the new D A replay of past glories E Blending a range of feelings F Great works and good will G Once more for glory H Uniting many styles Fill in: work, international, living, build, receive, remarkable, follow, innovative, modern, powerful. Use the phrases in sentences of your own. 14 1 ........ legend 2 ........awards 3 ........ masterpiece 4 ........ skill 5 ........ career 6 ........ in her footsteps MODULE 1 performances 8 ........ a reputation 9 ......... emotion 10 ......... of art Match the words in bold in the extracts to their definitions. • completely changed the way something is done • type of music, film, painting, etc • respected and admired • extremely funny • dispute involving strong disagreement • ensured • feeling of sympathy for others • with smooth, elegant movements 1 In the world of mime, Slava Polunin is a living legend. He is one of the most famous mime artists on the world stage and his stage persona, Asisyai, with his yellow boiler suit and fluffy red slippers, is instantly recognisable. Slava's Snowshow, which is stili performed worldwide, is a modern masterpiece, captivating audiences with its mixture of hilarious comedy and powerful emotion. This hugely imaginative performance ends as an indoor biizzard sweeps across the auditorium sprinkling an amazed audience with snowflakes. The ballet The Rite of Spring by composer Igor Stravinsky and choreographer Vaslav Nijinsky, which was first performed in 1913, revolutionised both ballet and orchestral music.This modern approach to ballet broke with artistic tradition and ahnost brought the house down on the first night - literally. The boos of the audience soon developed into a riot that only calmed down after the police arrived during the intermission. Classical music doesn’t often cause such controversy, but Voe Rite of Spring is now universally acknowledged as a true w ork of art. - t < ^ After coming second in the 2006 Eurovision Song Contest with his song Never Let You Go, Dima Bilan was guaranteed a successful career. What few people expected though, was that he would try again in 2008 and, this time, take first place with Believe. Now with an international career that has him touring worldwide and recording with some of pop music’s most famous names, Dima is the face of Russian pop that brought the Eurovision Song Contest to Moscow in 2009. A О оИ Ь W-O-Ч г. =3 4 Maya Plisetskaya has been acclaimed as one of the superstars of tw'entieth century' ballet. Having trained from an early age, she first performed with the Bolshoi Ballet at the age of 11 and stayed with them until 1990. Famed for her red hair, graceful movements and electric performances, she impressed the world when she took to the stage in such ballets as Sim>i Lake and Sleeping Beauty. She has received many honours both at home and abroad. Maya Plisetskaya is the ultimate role-model for all the dancers w^ho have followed in her footsteps. Oleg Popov, the Sunshine Clown, trained at the circus school in Moscow and soon became one of the most popular clowns in Russia. Over the course of his career he has received many awards. In 1969, he was honoured as the People’s Artist and in 1981 he received the prestigious Golden Clown of Monte Carlo award. Despite being in his seventies, Oleg still performs both at home and internationally. He says that his goal is to: ‘create joy, not laughter for its own sake.’ Chelyabinsk Contemporary Dance Theatre has built a reputation on innovative performances that combine dance with elements of theatre. Olga Pona, the group’s choreographer, only became interested in modern dance when she was at university. Her late start hasn’t stopped her from becoming a major name in this genre though. She believes that there are many types of contemporary dance and that allows her to make her own rules for the work she performs. She combines foikdance, modern movement, sound and silence to forge unforgettable performances. Mstislav 'Slava' Rostropovich was a cellist and composer who inspired entire generations of musicians. Coming from a family of musicians, he soon demonstrated his natural talent with the cello. His remarkable skill was only matched by his genuine compassion for others. The Rostropovich-Vishnevskaya Foundation was set up to improve the health of children and to this day it has helped over nine million through immunisation programmes. Rostropovich died in 2007, but his legacy lives on. Listening & Speaking «' 1 F») Listen as you read the extracts again. Imagine that you went to one of the performances. Tell your partner about the performance and why he/she should go and see it.Then translate extracts 3 and 5 into Russian. Writing plIBJIll What would it be like to perform in front of an audience? How would you prepare? How would you feel on stage after the performance? Spend three minutes writing about it. Read your piece of writing to your partner. MODULE 1 15 Vocabulary & Grammar • Character adjectives Choose the correct word. Check in the dictionary. 1 My younger sister is very sensitive/impatient and she gets very upset if you say the wrong thing to her. 2 When Michael is in one of his stubborn/ aggressive moods he refuses to admit that he might be wrong about things. 3 She is a very unhelpful/lazy person who expects other people to do everything for her. 4 It is best to leave Peter alone when he has a headache because he can be very bad-tempered/jealous. 5 She is so outgoing/broadminded that she is never shocked by other people’s behaviour. 6 Fortunately, my employer is quite easy-going/ inconsiderate so I can take time off if I need to. 7 I remember John was very bossy/arrogant when he was young; he was always telling the other kids what to do! 8 Janet is very reliable/loyal so you can be sure she will do what she promised. ) a) Match the adjectives to their opposites. Can you add three more pairs to the list? 8 intelligent A aggressive polite В pessimistic hard-working C mean generous D stupid optimistic E unsociable sociable F lazy popular G rude calm H unpopular b) Read the school report below. Change the adjectives in bold to make the report positive. Begin like this: *Dennis is doing very well this term.’ Dennis is not doing very well this term. He is 1) rude to his teachers and he is very 2) unsociable with the other children. In fact, he is very 3) aggressive in his behaviour towards everybody. He is very 4) lazy in class and this makes him very 5) unpopular. ^ Work in pairs. Choose three adjectives from Ex. 2 which best describe your partner. Give reasons. Does your partner agree with your description? e.g. / think you are extremely hard-working. • Idioms Explain the idioms in bold. Which are positive/negative? Are there similar idioms in your language? 1 She seems to be on cloud nine after getting her degree. 2 The party was great. Everyone seemed to be in high spirits. 3 Despite all her problems, she’s trying to keep her chin up. 4 He almost jumped out of his skin when I tapped him on the shoulder. What would you say if ... 1 you were told you’d won first prize in a short story competition? 2 you and your friends were having a great time at the school party? 3 you hear a loud bang behind you? • Prepositions ^ Choose the correct preposition. Check in Appendix II. Which of these sentences do you agree with? Correct the sentences which aren’t true for you. 1 I’m fed up with/in rude people. 2 You can’t blame others at/for being indifferent to your problems. 3 Don’t put the blame in/on others when it’s your fault 4 In order to be happy you need to learn to deal with/of disturbing events. 5 Patience is the key for/to success. 6 Self-doubt can result in/to a lack of confidence. • Phrasal verbs (. Choose the correct particle. Check In Appendix I. Make sentences using the other particle. 1 Don’t run down/off others if you don’t know them. 2 He lied to us but we saw off/through him at once. 3 Always stand up for/in for your rights. 4 He was extremely put up/off by her rudeness. 5 She’s so naive. She’s always taken in/up by his lies. 6 He’s so patient; he’s cut up/out to be a teacher. 16 MODULE 1 t» A: В: • Clauses of reason/purpose/cause & effect GRpp. 162-163 Join the sentences. Use the words in brackets. He was very noisy. He was asked to leave the class, (so) He was so noisy that he was asked to leave the class. They invited a lot of people. There was nowhere to sit. (such) She has been practising every day. She wants to do well in the contest, (so that) You should drive slowly. The road might be slippery, (in case) He was late for work. He asked his friend for a lift, (since) He didn’t comment on her new hairstyle. He was afraid of upsetting her. (so as not to) There has been a heavy snowfall.They have closed the road, (due to) He declined the invitation. He said he was working that weekend, (on the grounds that) Everyday English • Asking about/Expressing feelings a) Read the dialogue. How does speaker В feel? Why? Is everything OK? You look upset. Well, it’s been a really long day, and I’ve just found out that I failed my exam. Oh no! b) In pairs, use the language in the box to act out dialogues for the following situations.You can continue your dialogue if you like. • your friend has lost her handbag • your friend’s computer broke down • your friend had a tooth taken out • your friend wanted to attend a rock concert but there were no tickets left Asking about feelings Expressing feelings § • How are you? • Are you alright/angry/ upset/pleased? • Is everything OK? • What’s wrong with you? • Well, it’s been a ... day and ... • The thing is I ..., • I’ve been in a bad mood all... • Actually,... • To be honest, I .... • Word formation RNE Read the text and complete gaps 1-6 with the correct derivative of each word in capitals.Then translate the text into Russian. Pleased to meet you Do you find it difficult to build friendships? Are you shy when you meet someone for the first time? If so, then don’t worry. Studies show that very few people are naturally gifted when it comes to making friends. So for those of us who have a problem, here is a quick and simple 1)............of what the experts have to say. First of all, don’t forget to smile. Smiling makes everyone appear more 2)................ It also helps the other person to relax. First impressions are important, so try to remember the name of the person you have just met and use it in your 3)...........Doing this sends a signal that you want to get to know the person. Above all, experts stress the 4)............of showing a genuine interest in the other person. If you ask questions to find out what he or she likes, you will find that your popularity will increase. A lot of people experience 5)............... anxiety when meeting new people. Try following these 6).............tips and don’t forget that the other person probably wants to make friends just as much as you do! SUM AHRACT CONVERSE IMPORTANT NECESSARY VALUE 10 a) Complete the sentences. 1 My friend is ........................ 2 My parents are ...................... 3 My teachers are...................... b) Complete the sentences. How do your sentences differ from those in Ex. I Oa? 1 I love my friend because................... 2 I appreciate my parents for................ 3 I value my teachers as..................... MODULE 1 17 L'Btt'nmg ykills sHlis Listening for the specific information Read the statements and underline key words to help you focus on what is important in the recording. Be careful to note if the statement is positive or negative. Think about the topic, use your own knowledge of the topic and predict what you might hear. Try to identify the correct answer on the first listening and confirm why it isn’t the other options on the second listening. Listening Task 1 RNE You will hear a radio interview with Hannah, the editor of a lifestyle magazine. For statements I -7, decide if each statement is True, False or Not Stated. Circle the answer you choose. 1 When choosing guests for a party don’t invite people from different backgrounds. A True В False C Not stated 2 Send out more invitations than you really want. A True В False C Not stated 3 Always split couples up and encourage them to mix separately. A True В False C Not stated 4 Always serve food and drinks yourself. A True В False C Not stated 5 It’s a good idea to use a catering company for the food. A True В False C Not stated 6 For dinner parties, tell the guests where to sit. A True В False C Not stated 7 Send an email or a card to say ‘thank you’ for any gifts. A True В False C Not stated g 18 л1и-'у Skill: Listening for the specific information Read the sentences before you listen and underline key words in the sentences. Think of/listen for words that mean the same as the words in the sentences (synonyms) and related words. The exact words in the sentences will not be heard on the recording. When you listen, think of a word that sums up what the speaker is talking about. You will hear information which may make one or more answer seem appropriate. Listen for the key words and expressions that indicate the correct answer. When you hear the recording again, listen carefully to check your answers. MODULE 1 Listening Task 2 RNE You will hear six different speakers. Match the speakers (1-6) to sentences A-G. Use each sentence only once.There Is one extra sentence you do not need to use. Write your answers in the table. opted for a new line of work, chose an alternative lifestyle, altered my dietary habits, turned a talent into an occupation, went back to raising livestock, have taken up a hobby, furthered my education. Speaker 1 2 3 4 5 6 Listtninij Listening Task 3 RNE»0* You will hear a person talking about animal therapy. Before you listen underline the key words. For statements 1-7, choose A, В or C to complete each statement correctly. Circle the answer you choose. 1 According to Scott A he only works with children. В he developed the use of Pet Therapy. C he has been a psychiatrist for more than 10 years. 2 Boris Levenson discovered the advantages of pet therapy A after much research. В somewhat by chance. C through another psychiatrist. 3 Pet therapy is now practised A all over the world. В only with young people. C by a handful of professionals. 4 Sam and Elizabeth Corson A were successful with all their patients. В had not expected to get the results they did. C conducted their programme over a long period. 5 The Australian study A used numerous animals. В was conducted in one place. C involved older people. 6 Patients suffering from depression reported that Pet Therapy A had a temporary effect. В had altered their view of life. C meant they could stop using all medication. 7 According to Scott, pet owners A are generally the same as non-pet owners. В are easy to understand as people. C tend to be more friendly to others. MODULE 1 19 у'Шк Student A: Task 1 (3 - 3.5 minutes) Give a talk about the advantages and disadvantages of public transport. Remember to discuss: • why public transport systems are necessary. • the problems in cities and towns caused by private transport (cars, motorbikes, etc). • the difference in cost between private and public transport. • whether you prefer public or private transport and why. Useful phrases On the one hand ... On the other hand ... There are many benefits to ... One of the drawbacks of ... is , My personal opinion is that... You will have to talk for 1.5-2 minutes. Student В will listen until you have finished.Then he/she will ask you some questions. Questions for Student В Is public transport too expensive? Should private transport be banned from town/city centres? Does your town/city have a good public transport system? How could the public transport system in your area be improved? Do you use public transport regularly? Why/Why not? (^^)1 Listen to a model answer. Why doesn’t the speaker approve of private transport? Task 2 (3-4 minutes) You and your friend have been asked to choose a leaving gift for a popular teacher who is retiring.You can choose from: a silver watch a framed photograph of the school • a set of leather bound books of literature classics • a camera Listen to a model answer. What do the speakers agree on? What reasons do they give? Remember to: • discuss all the options 20 • be polite • take an active part in the conversation • come up with ideas • give good reasons • find out about your friend’s opinions and take them into account • invite your friend to come up with suggestions • come to an agreement MODULE 1 Useful phrases • Do you think it would be a good idea to ... • What about... • Would it be better if... • I like this too because ... . • I’m not sure I agree with that because ... ^pecikinfj Skills Student B: Task 1 (3 - 3.5 minutes) Give a talk on the advantages and disadvantages of foreign travel. Remember to discuss: • how travelling abroad can broaden the mind (learning about other cultures, etc). • how foreign travel is easier and cheaper than in the past. • what the effects of mass tourism are on the environment. • the benefits of travelling in your own country. Useful phrases I would say that... I think it’s fair to say ... One thing that should be mentioned is ... There’s no doubt in my mind that... A (serious) downside of ... is ... You will have to talk for 1.5-2 minutes. Student A will listen until you have finished.Then he/she will ask you some questions. Questions for Student A • Are young people today more interested in foreign travel than previous generations? Why/why not? • Does travelling abroad make people more tolerant of the customs and traditions of other cultures? Why/Why not? • Can tourism ever be good for the environment? • Do many foreign tourists visit your area? Why/Why not? • Where would you prefer to travel? At home or abroad? iOs Listen to a model answer. What does the speaker say about the benefits of foreign travel? Task 2 (3-4 minutes) You and your friend have been asked to organise an event to celebrate the 100th anniversary of your school. You can choose from: • a lecture about the school’s history from a local historian. • an exhibition of photographs of the school throughout its history. • a reunion party, inviting former pupils and teachers from the school. • an evening of music performances by the school’s pupils. Listen to a model answer. What do the speakers decide on? What reasons do they give? Remember to: discuss all the options be polite take an active part in the conversation come up with ideas give good reasons find out about your friends opinions and take them into account invite your friend to come up with suggestions come to an agreement Useful phrases ^It^a good idea but... ^ * * I think this would be popular because ... Some people might not be too keen on that because ... I think it would be a better idea to ... Do you agree with me that... MODULE 1 21 ntilia: Letterv/Еш There are various types of letters/emails. The type of letter/email you write depends on the reason for writing. The most common reasons for writing a letter/email are; giving/asking about news, thanking/congratulating someone, inviting someone, maidng suggestions/complaints, giving/asking for advice/information, apologising for something, accepting/refiising an invitation, applying for a job, etc Letters/emails can be written in informal, semi-formal or formal style. You need to think about who you are writing to before you start writing in order to use the correct style. Informal letters/emails are written to people you know very well (e.g. close relatives, good fiiends, etc). An informal letter/email should have: an informal greeting (e.g. Dear Sally!Mum!Utick David, etc), an introduction - opening remarks (e.g. It was great to get your letter, etc) and the reason for writing (e.g. / w writing to.... etc), a main body - the main subject of your letter, a final paragraph - closing remarks (e.g. Well, that's allfornow.), an informal ending (e.g. Youis'LovelAll the best+ yourfbst name). Semi-formal letters/emails are written to people you know, but not very well (e.g. your friends' parents, a schoolteacher, etc). A semi-formal letter/email should have: • a formal greeting (e.g. Dear Mr and Mrs Stewan), • an introduction - opening remarks (e.g. Thank you vety much for your kind offer, etc) and the reason for writing (e.g. I would love to..., etc), • a main body of two or three paragraphs - main topic of your letter. • a final paragraph - closing remarks (e.g. I am looking fonvard to seeing you next month, etc), • a semi-formal sign off (e.g. Regards/Best wishe.s. etc + your full name). Formal letters/emails are written to people you do not know' well (e.g. headmasters, employers, people in official positions, etc). A formal letter/email should have: • a formal greeting (e.g. Dear SirjMadam - if you do not know the person’s name. Dear Ms Green - if you know the person's name), • an introduction - opening remarks which give the reason for writing (e.g. I am writing in regards to .... etc), • a main body of two or three paragraphs - main topic of your letter. • a final paragraph - closing remarks (e.g. Thanking you in advance for.... etc), • a formal ending (e.g. Yours faithfully - if you do not know the person’s name, Yours sincerely - if you know the person's name + your full name). General outline for letters/emails 22 greeting ^Paragraph I: ^ Paragraphs 2, 3:^ Paragraph 4:^sign opening remarks main topic of closing and reason for letter in detail remarks writing MODULE 1 • Style in informal and formal letters/emails INFORMAL OR SEMI-FORMAL STYLE h Greeting: Dear Mum/Sue/Uncle Bob, etc • chatty and personal tone for informal letters/emails (e.g. Sorry I haven’t written in ages, but...) • friendly but polite tone for semi-formal letters/emails (e.g. How are your parents?) • contractions, colloquial expressions, idioms, phrasal verbs (e.g. So what’ve you been up to lately?) • pronouns sometimes omitted (e.g. Got to go now!) Sign off: Best wishes/Love/Yours/Regards, FORMAL STYLE Greeting: Dear Sir/Madam,/Dear Mr/Mrs/ Ms Green, • advanced vocabulary (e.g. I am writing to enquire whether ...) • serious, impersonal tone (e.g. With reference to your advertisement...) • no contractions, colloquial expressions, idioms, phrasal verbs • frequent use of passive voice (e.g. / can be contacted on...) • complex sentence structure (e.g. No sooner had I...) Sign off: Yours faithfully/Yours sincerely, lohn White J'f' ШШ VVjJf^ Writing: Letters/emuih '«щЭ What type of letter/email is each sentence (1-20) from? Which sentences are formal? Which are informal? Put an F for formal and an / for informal language. Give reasons for your answers. 1 In reply to your complaint about... □ 1 1 Drop in whenever you get the chance. □ 2 1 trust that this will answer your query. □ 12 You have been very helpful and 1 thank you for 3 Hope you can come. □ 13 I’m so happy you passed your exams. □ 4 1 would like to inform you that you 14 By the way, 1 forgot all about... □ have been chosen ... □ 15 1 am writing in response to your request... □ 5 1 hate to say it but 1 think I’ll have to miss ... □ 16 It is with great pleasure that we offer you ... □ 6 Why don’t you come and visit us? □ 17 Please accept our sincere congratulations on ... □ 7 1 look forward to our meeting. □ 18 Drop me a line when you can. □ 8 Can’t wait to see you. □ 19 You are cordially invited to attend ... □ 9 1 am writing with regard to the advertisement.. 20 We regret to tell you that... □ 10 How about getting together next Sunday? □ • Beginnings and endings of letters/emails Match the beginnings to the endings, saying whether the beginnings and endings are formal or informal and identifying which style elements have been used. > Hey Jenny, _ i ^ Just wanted to let you know how sorry 1 am that couldn’t come to your brother’s wedding. You know that 1 really wanted to come. dD Dear Sir/Madam, 1 am writing in response to your advertisement in this week’s paper for a junior secretary. 1 am very interested in applying for this position. (HD Dear Aunt Sue, ,. Hope this letter finds you well. I’m writing to you because 1 need your advice about something. (4Ю Dear Mr Grant, I am writing to you because I am not at all satisfied with the changes that have been made at the gym. In the past I really used to look forward to coming to the gym every afternoon. Unfortunately, this is no longer the case. I hope that you will consider me for the job. I have included a copy of my CV as well as several letters of reference. I look forward to hearing from you in the near future. Thanking you in advance, Yours faithfully, Kevin Murdock So, Auntie, now you know about my problem. 1 really (b) hope you can help me out. Hope to hear from you soon. Love, Joanie © I tmst that you will take my complaints seriously. I expect that you will investigate the problems that I described and take action to improve the situation. I look forward to hearing from you in the near future. Yours sincerely, Trent Phelps So, as I said before. I’m really sorry I couldn’t come but ©you know how it is ... sometimes things just come up out of the blue. Anyway, take care and keep in touch. Kisses, Annie Write the first and the last paragraph for the following; 1 You are writing a letter to invite your friend to spend a weekend at your house. 2 You are sending an email to congratulate your English pen-friend on his success in his exams. 3 You are writing a letter to thank your English pen-friend’s parents for their hospitality while you stayed with them. MODULE 1 23 Wjftfny: liiibnc Linalys'ls - Jn forrmil Rubric analysis • Always think about the situation in the rubric. This will help you plan your writing. Read the rubric carefully and underline the key words/phrases. These indicate: - the imaginary situation you will write about, who you are and the reason you are writing. - the imaginary reader who is going to read your piece of writing. This will help you decide on the writing style you should use: formal, semi-formal or informal. - the type of writing task. - the specific topics you should include in your piece of writing. Study the example below. e.g. 'You are working abroad as a tour guide. Write a letter to your English pen-friend, 'describing the job .saying what you like and what you don V like about it. ’ situation, ’ type of writing task, ^ reader - style, * specific topics Я Read the rubrics below. Underline the key words. Find the imaginary situation, the Щ imaginary reader, style, type of writing task and the specific topic(s). S A You recently bought a TV but you were given the wrong model by mistake. When you complained, the shop assistant was rude to you. Write a letter to the company’s Complaints Department expressing your dissatisfaction and saying what action you expect to be taken (100-140 words). В You have seen the following advertisement in an international magazine. Write your email applying for the job (100-140 words). ДЦТЕО - SUN CAMP WALES We are looking for young energetic people to work in our camp in July. There are all kinds of jobs available cooking to entertaining campers. Contact; Toby James at [email protected] 24 Read the two models. Which is a(n) letter/ email? Which is formal/informal? Give reasons. Which of the two models is an answer to one of the rubrics in Ex. I? MODULE 1 C You spent three weeks at your English pen-friend’s house. You are back now. Write a letter to your friend’s parents thanking them for their hospitality and explaining how your visit helped you improve your English (100-140 words). D You won first prize in a short story competition. Send your English pen-friend an email telling him/her the news and how this could change your life (100-140 words). Dear Ms Smith, We are writing to inform you that your entry for our short story competition has been chosen by our judges as the best submitted. As you are aware, being the winner of our competition, your entry will appear in the next issue of It’s a Wonderful Life. In addition, you also win a €100 cash prize. We would like you to come to our offices to claim your prize and have your photograph taken for the local newspaper. Please contact our offices to arrange for a suitable date and time for the photograph session. You can contact us on 210 87655544 from 9 to 5, Monday to Friday. We look forward to hearing from you soon. Once again, congratulations on your winning entry. Yours sincerely, Cindy Giasson (Editor-in-Chief) You re not going to believe this! Remember that short story competition I entered? You know the one for It's a Wonderful Life magazine? Well I won' I m so excited, I'm on cloud nine! Not only will my story be coming out in next month's magazine, but I also get 100 euros! I even get my picture in the paper This could change my whole life. You know how badly I wanted to become a writer. I'm so happy! Talk to you soon. Take care, Pam Writinfj: Rubric analysis - Jnfurmul It tiers/trnuU^ Informal letters/emails • Informal letters/emails are sent to people we know well. They can include: invitations, accepting or refusing invitations, giving news, asking for/giving information, asking for/giving advice, expressing thanks/regrets/ congratulations, etc. Opening remarks in informal letters/emails may include: - questions/wishes about recent events, the person’s health, etc. - a thank you to the person for their last letter. - comments about their news. - an apology for a delay in writing/replying. - the reasons why you are writing. Closing remarks in informal letters/emails may include: - greetings to the person’s family/friends. - wishes, a promise (e.g. to write soon), etc. - a request to the person to reply soon. - the reason for ending the letter/email. In informal letters/emails you may often talk about more than one topic. e.g. Tell your friend about your summer plans and invite himiher to come with you. General Outline for informal letters/emails greeting ^ Paragraph I: (Dear + person’s opening remarks, first name,) reason(s) for writing Paragraphs 2, 3: write about specific topic(s) Paragraph 4: closing remarks ^ sign off (Yours/Best wishes, + your first name) --. ^ Read the following sentences. Mark them as О (opening remarks) or C (closing remarks). What point does each include? 1 Sorry for not writing earlier, but... ___ 2 I have to go now as Mum needs some help......... 3 Give my best wishes to your parents. — 4 Thanks for the lovely present. — 5 I hope that things will improve. — 6 How are you? Hope you’re feeling better. _______ 7 Do write back soon. — 8 I’m writing to ask for your advice. — ^ Read the rubrics. What points will the main body paragraphs include? Read the model. Which rubric in Ex. 4 does it answer? What is each paragraph about? •k «t. >«r ыт *M >t»ei Ч» .To: Peter From: Robert I Subject Questions You are going to spend a week at your English pen-friend’s house and you aren’t sure what clothes to take with you or how to get there. Write him/her an email asking your questions (100-140 words). В You are on holiday in a country cottage. Send your pen-friend a letter describing your holiday so far and inviting him/her to spend a week with you (100-140 words). Your cousin has invited you to go on a five-day cruise. Write him/her a letter refusing the I invitation and explaining why you aren’t able to I go (100-140 words). Dear Peter, Hi, how are things with you? Thanks so much for inviting me to your house. I’m so excited that I can’t wait! There are just one or two things I’d like to ask you before I come. I was wondering what clothes I should bring with me for the week I’ll be staying with you. You say the weather is usually good at this time of year, so I’m packing mainly light clothes. Should I bring a pullover and a jacket in case the evenings are chilly? What do you advise? Could you also please give me some idea of how to get to your house? I’ll probably be coming by train, in which case could you send me some directions on how to reach your house from the station? Do write back soon and please give my best wishes to your parents. I’m really looking forward to seeing you. Best wishes, Robert ^ Choose one of the other rubrics and write your email/letter. MODULE 1 25 itin^: hi formal letters/tmcnl Letters/Emails inviting/accepting - refusing invitations • Letters/Emails inviting/accepting - refusing invitations consist of four paragraphs. See how the paragraph plans differ.______________________________________________________________________________________________________________1 Para I: opening remarks I Paras 2,3; details about the event I (place, time, guests, food, I decorations, etc) closing remarks (ask person to let you know if he/she can come, express hope to see them, etc) Para I: opening remarks, thanks for invitation (jTgiggg- ^ Para 4: Paras 2,3; accept invitation, make comments about the event, ask questions, offer to help, etc Para 4; closing remarks, thank person again Para I; opening remarks, thanks for invitation Paras 2,3; refuse invitation, giving reasons Para 4; closing remarks, thank person again I Read the extracts. Which type of letter is each from? A HI! How are you? Are you ioin^ any+Hln^ Weekeni? WeVe ieciiei koU a pav4^ an4 we'4 love 1+ if you couU tome. В Tkeinks a. Jloi -por the inviidtiori. Uri|^oriun- series starts with 28 teams, each with four contestants from a single university. The questions mostly require the contestants to recall knowledge although sometimes they involve calculation. A starter question is asked and the first contestant that presses a buzzer can answer. If the answer is correct, their team is given three more questions. The team scoring the most points in the match goes on to the next round. After l6 matches a w inning team emerges. i; V J t- >1111 ... I . m. . ' ..... . ^ I I I In the Japanese TV game show'^ Takeshi's Castle, the castle in question is guarded by Count Takeshi and his henchmen. It is their job to hinder the progress of 100 keen contestants wJio take part in the game and who undertake a variety of physically challenging tasks. These include climbing slippery walls, running through mud, jumping onto moving objects and attempting to cling to the castle in a Velcro* suit. The tasks get harder as the game progresses but contestants seem quite happy to put up with a lot of humiliation in their attempt to win prizes. Ч^ек'го (n): trademark for special material used to fasten sth null.. I'" Rock climbing and mountaineering are popular sports in Russia, which is not surprising as this is where the highest mountain in Europe is found. Mount Elbrus is 5,642 metres high and is just north of the main Caucasus mountain range. In the summer, it is not necessary to have in-depth knowledge or wide experience of mountaineering techniques to climb the mountain. However, courage and plenty of will power are needed to cope with the weather conditions. It is often cloudy with low temperatures and strong winds. Climbers who reach the summit are rewarded with spectacular panoramic views. Vv1 a_. : One of the attractions of a good sports movie is the enthusiasm — even obsession — of a dedicated athlete that comes across so effectively on screen. In Cool Runnings, the hero Derice Bannock is determined to make it into the Olympics so he starts Jamaica’s first Olympic bobsledding team. His determination and persistence are inspirational and this is cleverly balanced with the humour provided by the dynamics* between him, the other team members and their less than willing coach. Altogether, this is a thoroughly good family film. *dynamics (n): opposing forces among a group of people that causes change У ___ Iron Will is a fascinating film with a well developed plot. The stoty unfolds when Will Stoneman’s father dies in an accident and he is left to look after his family. They need money, so Will decides to join a cross-country dog-sled race wdth his eyes on the prize money. He prepares for the race both physically and mentally "zXyl with the help of a coach, Ned Dodd. The harsh weather and bleak landscape seem to symbolise the hardship in > / Will’s life that must be overcome. When it comes to the actual race, the suspense created in the film is absolutely i brilliant. Ш ^^-тттттттщщшттятштвшттттятятттшттшятттттт nu.ii, iji 'щт К Anyone who wants to undertake a mountain trek for charity should take part in a training weekend. Having the chance to walk for two days in the mountains enables volunteers to assess their fitness and walking pace and learn how to cope with the terrain. It also provides an opportunity to meet people who have already undertaken such a challenge and others who are about to. Being informed about such issues as foot care, altitude, sleeping arrangements and medical issues can make a big difference to your enjoyment of the trek. Ш Ш MODULE 2 47 48 Vocabulary • Extreme sports In one minute, try to add two more sports to each ^ category. Compare with W your partner. / extreme sports —► paragliding team sports rugby water sports -+ water polo ball sports —♦ squash spectator sports ^ football contact sports -+ karate winter sports —» skiing ^ Fill in: spectator, umpire, referee, attempt, pitch, game, match, fan. 1 He’s not interested in football, but he is a great ..................of tennis. 2 She was very proud of having received a bronze medal for her first.................at diving. 3 The..............blew his whistle to end the game just after the home side scored the winning goal. 4 The game had to be cancelled because the .................was frozen. 5 We had a lovely picnic on the green as we watched the cricket................... 6 Peter persuaded me to stay and play another ..................of table tennis. 7 My father has been a tennis................for more than twenty years and he says players have never argued with his decisions. 8 I don’t really enjoy being a............... at sports events. I’d much rather be playing! Choose the correct word to complete the sentences.Then translate the sentences into Russian. 1 The top golfers in the world can earn huge amounts in prize/reward money. 2 Everybody cheered/approved loudly when the leading runners entered the stadium. 3 Last night Liverpool beat/won Manchester United by three goals to one. 4 More people contested/competed in this year’s marathon than ever before. MODULE 2 \ 5 They missed/lost the game when their goalkeeper was injured. 6 The crowd went wild when the captain was presented/awarded with the cup. Д Choose the correct word. 1 She felt numb with fear/horror/alarm/panic. 2 We gave/left/missed/lost all hope of our team qualifying for the final. 3 Let’s give it a(n) try/effort/attempt/push and see how things go. 4 Paragliding really urges/drives/presses/pushes you to the limits. 5 There’s no better feeling/sense/emotion/ passion than skiing down a steep slope. 6 He can’t knock/hit/beat/get his fear of spiders. 7 He learnt about the course by pure fate/luck/ will/fortune. 8 He took a rich/strong/broad/deep breath and jumped. • Prepositions Fill in the correct preposition. Check in Appendix II. 1 The pool is open.......the public in July only. 2 I was too tired to concentrate.....the game. 3 Laura participated.....the competition. 4 Thanks........our coach, we won the match. 5 The construction of the new sports centre is still ..........progress. 6 He likes competing.....others. 7 You can’t blame Jamie......losing the game. 8 I took up squash.......chance and I’m glad I did. 9 Young children are ........ risk of becoming obese if they don’t exercise. /i, Make or take? Tick (/)the correct box.Then use four phrases in sentences of your own. aim a break place the rules make take • Words often confused Use the verbs in the boxes in the correct form to complete the sentences. lie - lay The injured player................ on the ground. You shouldn’t................. to your parents. Could you please.................. the table? • rise - raise - arise 4 Serious problems................ when the player was disqualified from the team. 5 She slowly ................ from her chair and walked towards the window. 6 The winner................. his hands and waved to the spectators. 8 • Word Formation RNE Read the text and complete gaps I-6 with the correct derivative of each word in capitals. Extreme sports require skill, ability and nerves of steel. They are also 1)........... more dangerous as well as more 2)............... challenging than regular sports. Athletes are judged not only on their performance but also on how much danger is involved. They also have to cope with environmental variables such as wind, water, ice or snow as well as compete with other athletes. Despite this, their 3)............ is increasing and more and more people are attracted to the excitement and danger of skydiving, snowboarding and bungee jumping to name a few. Extreme sports even have their own annual 4).............. called The X Games with winter and summer versions. The events are televised, and audience ratings, 5)................. and participation have increased 6)............ over the years since the games started in 1997. CONSIDER PHYSICAL POPULAR COMPETE AHEND DRAMA • Key word transformations Q Complete the sentences using the words in bold. Use two to five words. 1 Tickets cost the same as they did last year, changed Ticket prices...................... ........................last year. 2 You might get cold, so take a jumper. case Take a jumper.................... ............................cold. 3 We watched TV and didn’t go out. instead We watched TV...................... .............................out. 4 The snowstorm caused several roads to be closed, result Several roads were ................. ..................the snowstorm. 5 Jane regrets not going to the match. wishes Jane............................... .....................to the match. 6 He wasn’t in the mood to go to the cinema, like He didn’t......................... .....................to the cinema. 7 He didn’t intend to be late. intention He had.............................. ..............................late. 8 Rather than walk to the stadium, we took a taxi, foot Instead............................ ......we took a taxi to the stadium. Listening 10 Listen to two people discussing extreme sports. Who is in favour of them? Who is against them? Which of the reasons below does each person use to support their point of view? •You get to test your limits. •You are risking your life. • Most people get the proper training and equipment. • You can get addicted to the danger. Everyday English • Encouraging/Responding Work In pairs.Try to encourage your friend to do an extreme sport. Use the language in the box below to act out your dialogue.You can use ideas from Ex. 10. Encouraging ^Responding • You’d be great as a ... • This would be ideal. • 1 just imagine you ... • You’d love all the ... • Think of all the ... you’d ... • You might be right, actually. • 1 hadn’t thought of that. • You’ve got a point. • It’s not my kind of thing at all. • 1 don’t think 1 could cope. • No, that’s not for me. Writing 12 your opinion of extreme sports? In five minutes, write a few sentences on the topic. Read your sentences to your partner. MODULE 2 49 itrimg г» Listening Task 1 ! RNE« o* You will hear an interview. For statements 1-7, decide if each statement is True, False or Not stated. Circle the answer you choose. 1 Jed’s job is to help encourage employees to become better workers. A True В False C Not stated 2 Jed doesn’t think it’s very easy to get workers to build up team spirit. A True В False C Not stated 3 Clients at the camp can only finish tasks by using team work. A True В False C Not stated 4 All clients at the camp take part in paintballing. A True В False C Not stated 5 Jed says many employees cheat their employer. A True В False C Not stated 6 On arrival at the camp, clients discuss what they are good and bad at. A True В False C Not stated 7 Clients at the camp do not stay in a room on their own. A True В False C Not stated I Multiple matching Read the instructions carefully, then underline the key words in each item. Listen for clues in the form of related concepts and paraphrases to match each speaker to the correct item. Remember that what you are listening to may contain information intended to distract you. When you listen for the second time, check your answers carefully. Listening Task 2 RNE You will hear six different speakers. Match the speakers (I -6) to sentences A-G. Use each sentence only once.There is one extra sentence you do not need to use. Write your answers in the table.You will hear the recording twice. A 1 took on more responsibility at work. В 1 had to admit 1 was wrong. C 1 made a career change. D 1 had to change schools. E 1 tested my physical limits. F 1 found the courage to try new things. 1 i G 1 said no to an opportunity. Speaker 1 2 3 4 5 6 50 MODULE 2 Lifitenincj Skllb -ЩЗт Listening Task 3 5 RNE »0.)) You will hear a person talking about the voluntary work they do. For statements I -7, choose A, В or C to complete each statement correctly. 1 To become a search and rescue volunteer you need A outdoor experience. В an eagerness to do the job. C entry-level qualifications. 2 Past search missions are recreated A to help rescue workers improve their abilities. В to compare with real rescue missions. C to help rescue workers prepare emotionally for rescue missions. 3 Steve gets angry because people A don’t think about what they should take with them. В don’t know how to find their way. C don’t know how to cope in emergencies. 4 The most useful electrical item to take with you in the mountains is A a GPS device. В a waterproof torch. C batteries. Study Skills Multiple choice Go through the questions and possible answers carefully. Try to predict what you are going to hear. Don’t finalise your answers until you have listened to the recording twice. Remember you are listening for detail and a specific purpose. Always check your answers carefully. 5 Steve says people should A collect rainwater. В take water with them. Шсз- C drink water from streams. ш 6 Steve’s job these days involves A greater responsibility. В working longer hours. л Лу C pushing people to work faster. According to Steve, climbing is a sport A for serious climbers only. В for those who enjoy taking risks. C for everyone to enjoy, provided that they are sensible. MODULE 2 51 ptaldny dldlh Student A: Task 1 (3 - 3.5 minutes) Give a talk on preparing for challenges. Remember to discuss; • what kinds of challenges people need to prepare for, physical challenges (sports) or mental challenges (sitting exams). • how people go about preparing for a challenge. • what the benefits of preparing for challenges are. • what kind of challenges you enjoy most. You will have to talk for 1.5 ~ 2 minutes. Student В will listen until you have finished.Then he/she will ask you some questions. Expressing opinions As far as I’m concerned In my opinion ... Another thing I’d like to point out is ... I believe that... Topic Vocabulary • physical/mental challenge(s) • be well prepared • be fit/in peak condition • train for long periods • revise/study • gain confidence • have the determination to succeed • believe in yourself Questions for Student В • What are the qualities people need to have to be good at preparing for challenges? • Is it a good thing to be competitive? Why/Why not? • Should people be aware of their own limits when trying to achieve challenges? Or should they try to exceed their limits? .Oil Listen to a model answer. What kind of challenges does the speaker enjoy and why? Task 2 (3-4 minutes) You and a friend have been asked to choose an activity for an adventure weekend being organised by your school.You can choose from: • camping • hiking • canoeing • mountain bike riding ((' \ ^») Listen to a model answer. Which two activities did the speakers find it difficult to choose between? 52 Remember to: • discuss all the options • be polite • take an active part in the conversation • come up with ideas • give good reasons MODULE 2 • find out about your friend’s opinions and take them into account • invite your friend to come up with suggestions • come to an agreement bptukAncj BkWi> Student B: Task 1 (3 - 3.5 minutes) Give a talk on the importance of education for job prospects. Remember to discuss: • how standards of education affect job opportunities for young people. • whether it is necessary to go to university in order to get a good job. • what other forms of education (besides university) help young people get decent jobs, e.g. training schemes or practical work experience. • how you think your education will help you get a job you would like. Expressing opinions Agreeing/Disagreeing • Let’s face it,... • 1 think it depends on ... • I’d say ... are ... in different ways. • It’s a bit difficult to decide. • That sounds like a great idea ... • 1 think you’re right... • 1 don’t really agree with that because ... • I’m not really sure this ... Topic Vocabulary ^ developing skills • appropriate qualifications • gaining knowledge • career opportunities • improving your prospects • vocational training • hands on experience • getting a degree better paid jobs You will have to talk for 1.5-2 minutes. Student A will listen until you have finished.Then he/she will ask you some questions. Questions for Student A • Does the education system help young people find jobs they are suited to? • How could the education system be improved to help young people get better jobs? • Do young people in your area have good job prospects? (((^r^>)) Listen to a model answer. How important is education to the speaker’s career plans and why? Task 2 (3-4 minutes) You and your friend have been asked to choose an event for an open day at the school for school leavers.You can choose from: • a workshop on writing letters of application and CVs (a resume of qualifications and experience) • a seminar about the different educational and training choices available • a talk from a local careers consultant about the best way to present yourself at job interviews • a lecture from a university professor on the benefits of going to university («^^») Listen to a model answer. What choice did the speakers make and why did they reject the others? Remember to: • discuss all the options • be polite • take an active part in the conversation • come up with ideas • give good reasons • find out about your friend’s opinions and take them into account • invite your friend to come up with suggestions • come to an agreement MODULE 2 53 Semi-formal letters/emails tmi-for/nQl letters, tmmL Semi-formal letters/emails are sent to people you don’t know well or when you want to sound more polite and respectful. For this reason they are written in a polite tone (see p. 22). They can be letters/emails asking for/giving advice, asking for/giving information, explaining arrangements, expressing thanks, etc. General outline for semi-formal letters/emails greeting ^ Paragraph I: (Dear + title + opening remarks, person’s surname,) reason(s) for writing ^ Paragraphs 2, 3: ^ subject(s) of the letter/email Paragraph 4: closing remarks ^sign off (Regards/ Best wishes, + your full name) Match the beginnings to the endings. What type of letter/ email is each? (5 Л Dear Mrs Morgan, 1 am writing on behalf of the students of Class 2B to thank you tor coming to our school to give the talk on Internet safety. i i * * c z A В C D E F Match the semi-formal sentences to the informal ones. I am writing in the hope that you can help me. Please could you give me some information about suitable hotels in the area? I would like to thank you for your kindness during my stay. It would be a good idea if you did some extra Maths classes. I am sorry that I will be unable to come. I hope you will find this information useful. -N Dear Mr Gray, -^Regarding your school’s forthcoming exchange trip to our town this summer, I would like to provide you with some details in order to help you begin planning the trip. (S -Л Dear Mr Smith, As you may already know, your son Adam s friends are planning a surprise party for his 16th birthday. Therefore, I would like to invite both you and your wife to the party which will be held on Saturday, 5th June from 8pm. I hope that you are both able to come. I can be contacted at the email address above. Best wishes, John Sparks Once again, thank you very much for taking the time to come and talk to us. Regards, Jane Thompson © 54 Please feel free to contact me via phone or email if you have any other questions or concerns. My class is really looking forward to your visit! Regards, Andrew Jacobs MODULE 2 INFORMAL I Asking for Do you know where I information can find some good hotels? 2 Offering advice 3 Thanking Why don’t you do some extra Maths classes? Thanks for being so kind to me when I stayed with you. 4 Refusing an What a pity that I can’t invitation come! SEMI-FORMAL В Please could you give me some information about suitable hotels in the area? 5 Asking for advice I thought I’d drop you a line to ask you for some help. Giving Hope this was what information you wanted to know. Replace the phrases in bold with phrases in the list. • Thank you for agreeing to • realise • short notice • help us • Mr Evans • would like • would you be able to • welcome • serve refreshments Dear I) Graham, 2) Thanks for saying that you will 3) give us a hand at the school prize-giving evening on Thursday. I 4) know that it’s 5) only a few days away. You asked me what I 6) want you to do on the night. Well, 7) can you 8) say hello to people at the door and help to 9) give out drinks at the end? 1 ................................. 2 ................................. 3 ................................. 4 ................................. 5 ................................. 6 ................................. 7 ................................. 8 ................................. 9 ................................. • you have any questions or concerns • don’t hesitate • Best wishes • really grateful that you are able to • telephone me Once again, 1 am 10) so glad that you can help. Please I I) feel free to 12) give me a ring if 13) there’s anything you want to know. 14) Lots of love. Susan King 10 11 12 13 14 Writing: Sernl-formuJliftters/tmalls Replace the underlined phrases with the ones below to make the email more polite. What is each paragraph about? • I’m writing in the hope that you may be able to • As I remember • Thank you once again • Dear Ms Webb • I was wondering if you could provide me with a little more information • Best wishes • I am usually available • It was a great surprise to learn that • this will be my first visit • I look forward to hearing • could you advise me on where I will be staying and what I should bring with me • Thank you for your email regarding • You can contact me by telephone • Could you please confirm that this is the case Hijyis Webb! Thanks JoLyour_em^ about the Young Writers Competition. Lwas^ really surprised to hear I’d won first prize! Гт lust writing becauselwanT you to answer a few of my questions. ILl remember rightly, first prize was a weekend trip to York. Is thatjrue? If so, teLme a bjt more about the city, as IVe_not been^before. Also, whe^re_wiH Lbe staying and_whaLshpuLd J brin_g with me? You_can_call me^on тгЖоШ (0779 004 321). Гт usually around from 7pm on weekdays and anytime at weekends. Xhan_ks_aJob Can’t wait tpiiear from you! Love, Sally Jones a) Read the rubric. Answer the questions. You have just spent a month in England doing an English course at a language school.You stayed with a lady called Mrs Grigson while you were there.Write a letter to Mrs Grigson thanking her for your enjoyable stay and asking her to send you a diary you left in your room by accident. Write your letter (I00-I40 words). Who is going to read your letter? Why are you writing it? How many main body paragraphs should you include in your letter? Which of the following should you mention? In which paragraph? • what you particularly enjoyed about your stay with Mrs Grigson • what you thought of your English course • your reason for writing • that you left your diary and would like Mrs Grigson to send it to you • that you hope to stay in touch • what you are doing tomorrow. How will you start/end your letter? b) Write your email/letter to Mrs Grigson. MODULE 2 55 гЪТ/nUl ItltETS/tirUnh I General Outline for format letters/emails greeting (Dear + title + person’s surname,) Dear Sir/Madam,) Paragraph I; opening remarks, reason(s) for writing Paragraphs 2, 3: subject(s) of the letter/email Paragraph 4: ^ sign off closing (Yours sincerely/ remarks Yours faithfully, + your full name) Formal letters/emails Formal letters/emails are sent to people in an official position or people you don’t know well. (e.g. Director of Studies, Personnel Manager, etc.) They are written in a formal style with a polite, impersonal tone (see p. 22). They are normally written to apply for a job/course, make a complaint, give/request official information, etc. When we know the name of the person we are writing to, we begin with Dear + person’s surname, and we sign off with Yours sincerely, + our full name. When we don’t know the name of the person, we start with Dear Sir/Madam, and we sign off with Yours faithfully, + our full name. • Applying for a job Read the rubric.Then read the letter. What is each paragraph about? You have seen the following job advertisement in the Evening News. Write a letter applying for the job (100-140 words). iL0.OKIMG iFvQR A SUMMER JOB? Are you good with computers? Do you speak fluent English? Are you polite and reliable? Our local community centre is looking for teenagers to help children aged 7 to 10 who will be practising in the computer lab after their computing lesson. The ideal candidate must be able to answer simple questions and willing to demonstrate how to use the computer. This position is on a part-time basis (11 am to 1 pm, Monday to Friday). If you’re interested, write to Mr Cyril Jones at Best Computers, 6 Hadley Way, Sevenoaks, Kent,TN20 /XX Dear Mr Jones, I am writing with reference to your advertisement in the Evening News on 3rd April for teenagers to help children in the computer lab. I would be really interested in_ applying for the job. I am 17 years old and am currently completing my final year of sixth form. I will be starting my university studies in September in Computer Programming. I am a native speaker of English, but I am also fluent in Italian and am presently learning Spanish. Furthermore, I am very keen on computers. I have participated over the past year in our school’s programme tutoring pupils and helping my teachers in our computer lab. Therefore, I would welcome the opportunity to help children with something I am familiar with. I attach my CV and a reference letter from my Computing teacher. If you feel that my qualifications meet your requirements, I will be happy to hear from you. I would be available for an interview at any time. Yours sincerely, Jessica Jameson 1 Read the letter again and find formal expressions to match the informal ones. iLiunuuli • about your advert... • I fancy the idea of... • right now... • my Italian is also pretty good • I am mad about... • it would be really great... • I know about... • I’m sending you... • If you think I’m right for the job • I can come in for a chat... 56 MODULE 2 ^ Read the rubric. Underline the key words. What is your letter going to be about? You would like to attend a summer course to improve your English. Write a letter applying for a place on the course (100-140 words). Read the model letter. Match the headings to the paragraphs. qualifications opening remarks/reason(s) for writing documents enclosed, closing remarks experience/reason for wanting to attend the course Dear Sir/Madam, I I am writing in connection with the foreign students’ programme you run during the summer season. I would like to apply for a place in order to improve my English. ■o о CO ’t5 Z I am 18 years old and I have just finished high school. I was an excellent student with grade As in all my subjects.The extra-curricular activities 1 took part in included sports as well as volunteer work. I am fluent in French but my English is, I am afraid, intermediate level. My good grades allowed me to get a scholarship to attend a highly respected university overseas, but I really need to improve my English in order to be able to cope with the demands of my subjects. Therefore, I would be grateful if you could send me further information on your programmes and consider me for a place. I have enclosed my CV as well as reference letters from my teachers. I look forward to hearing from you at your earliest convenience. Please do not hesitate to contact me if you need further information. Yours faithfully, Pedro Torretti The following letter is in the wrong style. Rewrite the underlined phrases to make it sound more formal. Wrltinc): formal Ittitrs/tmails J Dear Sir/Madam, I am writing regarding your advertisement in the September issue of 'Sporting News'for English-speaking ski instructors in Italy during the winter holiday season. I really fancy doing this kind of work. I am 18 years old and completed my secondary schooling this summer with satisfactory grades. I shall be commencing university in October, studying Sport and Physical Education. But that's not all. I also got my CSIA Level 1 ski instructors' certificate in Canada last winter, when I attended a five-week course there. This means that I won't have any problem teaching skiing from beginner to early intermediate levels. I am a native English speaker and also have reasonably fluent Italian. Your advertisement states that instructors would be teaching school groups. I feel that I would be suitable, since I regularly supervised excursions with younger classes during my last year at secondary school. Therefore, I think that this experience will come in very handv when it comes to teaching kids. Please find enclosed myCVand a letter of reference from the Canadian ski school. I hope you get in touch soon. Yours faithfully, Arnold Thompson ^ Read the rubrics. Answer the questions. Choose one task and write your letter/email. Use the useful language. Write a letter of application for a place at Sheffield University to do a course in Information Technology (100-140 words). В You have seen the following advertisement in the Cambridge Evening News: Small book shop specialising in foreign languages seeks reliable and friendly assistant to work over July/August. No sales experience needed, but good organisational skills are required. Apply by email to John Wheatcroft at [email protected]. Write your letter (100-140 words). Who is going to read your letter/email? Do you know the person you are writing to? Why are you writing the letter/email? How will you start/end your letter/email? Useful language for le^rs/emails of application (for a course) Opening remarks: I would like to apply for admission to the ... / I would like to be considered for ..., etc Closing remarks: I would appreciate a reply at your earliest convenience./l look forward to meeting/ hearing from you./l enclose further details of my education and qualifications to date./l hope that you will consider me for entry into ..., etc Useful language for letters/emails of application (for a job) Opening remarks: I am writing with regard to your advertisement for .../I am writing to apply for the post/job/position of (sales assistant) which I saw advertised in ..., etc Closing remarks: 1 would appreciate a reply at your earliest convenience./l enclose my CV and I would be glad to attend an interview at any time convenient to you./l look forward to hearing from you in due course ..., etc MODULE 2 57 Writing: formal leittrs/tmaiis П Letters/Emails making a complaint • The purpose of a letter/email of complaint is to complain about a specific problem. The style is normally formal and the letter should be written in a dignified style. The reason for the complaint is stated in the first sentence. The language used depends upon whether you want to complain in a mild or strong tone. e.g. MILD-/ am writing to complain about a fridge I purchased from your shop last June. STRONG - / wni- shocked by the in ferior quality of the fiidge which was .sold to me at your shop last June. Linking words are used to give reason(s) for a complaint, e.g. Even though the control switch is at its highest setting, the freezer does not keep food frozen. A suggestion or request (which can be mild or strong) is included in the conclusion, e.g. MILD -1 hope this matter will be resolved. STRONG - I insist that you replace the item at once. & ^4 ¥ General Outline for letters/emails of complaint greeting Paragraph reason(s) for writing Paragraphs 2,3: ^ Paragraph 4: complaint(s) closing with remarks justification sign off UsWul language for letters/emails of complaint Opening remarks: • (Mild) I am writing to complain about/regarding/on account of/because of/on the subject of .../I am writing to draw your attention to .../I am writing to you in connection with .... etc • (Strong) I was appalled at/l want to express my strong dissatisfaction with/l feel I must protest/ complain about.... etc Closing remarks: • (Mild) I hope/assume you will replace .../I trust the situation will improve./l hope the matter will be resolved./l hope we can sort this matter out amicably etc • (Strong) I insist you replace the item at once./l demand a full refund./l hope that I will not be forced to take further action .... etc 58 I Read the following extracts and say which of them are beginnings (B) and which are endings (E).What tone has the writer used in each? MODULE 2 I I I I hope you will replace the item in question or compensate me in some way for the problems I have experienced.Thanking you in advance for your cooperation. 13 , ^ , am writing to draw yoor attention to the ^ of service in your hotel where I was not only disappointed by the suff's attitude, but also by Standard of accommodation offered. I 3 I I I want to express my extreme dissatisfaction with your company. I ordered a DVD from you six months ago and, despite numerous conversations with unhelpful staff, I have still not received my DVD. I 4 I I There is no way that I will be using your appalling services again and I demand that you return all of my money immediately or I shall be forced to take legal action. Read the letter of complaint below. Is it strong or mild? Dear Sir or /V\adam, I am writing on behalf of the pupils at Faraday Secondary School to express my strong dissatisfoction with the way your company organised our 'School Fest' on Sunday, 2nd /\Aarch. Firstly, you had promised top quality, stateof-the-art sound systems but, in contrast, the equipment that was brought was outdated ond inadequote to the task. A further complaint has to be made about the music. We had asked for contemporary hip hop, rap and rock music but all the DJ played was 80's music, which was hopelessly inappropriote. Your company had also promised full catering which would include at least three types of hot meals, side dishes and a wide variety of юЬ drinks. Instead, all we got was fast food (hot dogs and hamburgers) and cola drinks. To top everything, although we had agreed on a reasonable price, we received a very high bill because, as you said, the party lasted longer than expected. We consider your company to be totally unreliable and incompetent. We expect a full apology for the service received as well as a 50% discount on the amount we had agreed on. Otherwise, we will be forced to take further action. We expect to hear from you promptly. Yours faithfully, Kyle Leek Replace the underlined phrases in the letter with the ones given below. How does the tone change? • surprise about • we did not really like • I trust I will not have to take this matter further • rather disorganised and inefficient • not working very well Letters/Emails making an apology Writinij: formal ItUera/tmails JJ Letters/Emails of apology arc written when someone has made a mistake, has failed to perform a duty or he/she is not able to fulfil a promise. They can be formal, semi-formal or informal, depending on the person the apology' is addressed to. Letters/Emails of apology greeting ^ Paragraph I; ^ Paragraphs 2, 3: reason(s) reason(s) to for the apology explain the inconvenience/ upset caused Paragraph 4; express understanding/ regret/promise to make up for the situation & closing remarks ^ sign off ^ ^ Ш ^ Read the letters of apology (A and B) and fill in the gaps with one of the phrases below.Then, make the plan for each model. apologise/say how sorry I am are aware/know it was impossible for me to/there was no way I could displeased/cross by way of an apology/to make up for things fantastic/excellent in a terrific rush/under great pressure why don’t you let me/perhaps I could Dear Chloe, Гт writing to 1)......for losing the hook yon lent me to read on my journey home from your house. It was such a(n)2j......read that I didn 7 even notice that my train had reached my station. 1 teas so engrossed that I almost missed my stop. Unfortunately, 1 ended up 3) ......to get off the train which meant that 1 left the hook, behind by accident. Pm afraid 4) .......get it hack, even though I checked with the lost property office. 13)......that you must be 6)......with me for losing something that you d trusted me to take care of Next time you ’re in London, 7).....take you to Waterstone’s bookshop in Piccadilly? It's London’s laigest bookshop - with six floors full of books. You 're bound to find something you like. I'll treat you to whatever book you like, 8) ........ Really sorry, once again! Love, Gilbert Dear Great Aunt Sally, I'm writing to 1)............ for missing your 85th birthday party last Sunday, and I hope you are not too 2).............. Unfortunately, 3) ........... come. As you 4)............,1 have been studying very hard for : my end-of-school exams this year. I had been intending to come to your party, but I was due to ... have a Maths exam the following day. It wasn't until Sunday morning that I realised I would have to continue studying all day in order to pass the exam, which meant working 5)............... until late that evening. I'm sorry I didn't let you know sooner, but the amount of revision I had to do was completely unexpected! Anyway, 6).............. ,7).............take you out for tea next weekend. We could go to that 8)..............tea shop you like by the river. My exams are over now so you can be sure I'll be there this time! Lots of love, Hayley Underline the key words In the rubrics below. Choose one rubric and write your letter/email. You recently bought 3 DVDs from a shop, all of which ! were faulty. When you went back to the shop to get a j refund, the assistant was very rude to you and accused ■ you of damaging the DVDs. Write a letter to the shop manager giving the reasons for your dissatisfaction (100-140 words). You have borrowed some money from a friend and failed to return it by the agreed date.Write an email to your friend, apologising for your behaviour and explaining the reasons for the delay (100-140 words). MODULE 2 59 Aljd ClllillTt: Look at the title, the pictures and the subheadings. Why do you think these parks are Natural Treasures? Why would people want to visit them? What kinds of things could you do at these parks? Read the text to find out. Read the texts and do the exercises. For text A. choose A, B, C or D to complete each gap I -7 correctly. For text B. use one word to complete each gap I -10. For text C. complete gaps I -6 with the correct derivative of each word in capitals. ^ Read the texts again and mark the statements below 7 (true) or F (false). Text A 1 Kruger National Park covers an area that includes 3 countries. 2 The park was bigger when it was first established. 3 Visitors to the park can also see artwork. Text В 1 No other city has a forest as large as the one in Moscow. 2 The park was used for farming in the pasL 3 A part of the park is not open to visitors. Text C 1 Large numbers of dinosaur remains have been found in the park. 2 The badlands eco-system contains a lot of greenery. 3 Visitors only go to the park to find out about dinosaurs. ^ Now match the words in bold in the texts with their meanings below. Kruger National "ark Kruger National Park is the largest game reserve in South Africa and a UNESCO Biosphere Reserve. It is also part of the Great Limpopo Transfrontier Park, which 1)......three national parks across the boundaries of South Africa, Mozambique and Zimbabwe 2)....... greater conservation of wildlife and plant life throughout the area. The park was originally set 3)...as a game reserve in the late 19th century in order to control hunting in the area. The size of the park was gradually expanded and it was first opened to the 4). public in 1927. It is now one of the largest national parks in the world with six separate eco-systems and a dazzling variety of wildlife, including the Big Five (lion, African elephant. Cape Buffalo, leopard, rhinoceros) game animals. Along with the park’s natural assets visitors can also find preserved Bushman rock paintings and impressive archaeological sites, which show the cultures and events that have 5)....a role in the park’s history. The park is also renowned as a world leader in advanced environmental management techniques and policies. Scientists from 6)..... the world regularly attend events and meetings 7)..... at the park to share their ideas about improving conservation. C fastens C standing A A A A A A A binds admitting by broad offered around formed В В В в в в links letting up common acted over В taken C C c c c out general played about held D D D D D D D attaches allowing down universal represented through made 60 • physical features of an area • attitude and actions • no longer used • digs • using increased effort • borders between countries • noisy, busy activity • individual examples • famous • possessing a desirable feature • pretty, attractive • with gentle slopes and hills MODULE 2 Listening & Speaking ((< 4 ^ >)) Listen as you read the texts again. Tell your partner three interesting facts you learnt from the texts and which park appeals to you the most and why. Losiny Ostrov is Russia’s oldest national park. It is located in the north-eastern part of the city of Moscow and is often referred to 1)......the lungs of the city. The name of the park means elk island. It has one of the largest forests of any city 2)......the world and has long 3)......a favourite place for Muscovites to go to escape 4).....the hustle and bustle of modern city life. The parkland was first used as a strictly guarded hunting area for Russian tsars and princes from at least as early as the 14th century but fell 5)........disuse when the capital of Imperial Russia was transferred to St Petersburg. 6)......the Soviet era much of the park was used for vegetable gardens as 7).................. as intensive cattle-grazing and a large area of the forest was cut 8)....... in World War II as part of the war effort. It finally became an official national park in 1983. The parkland consists not only of forest, but 9)......of wetlands and undulating plains which are home to many plants and animals, including the elk that have given the park its name. The park is divided into three functional zones, a protected area which is closed to entry, a partly restricted area and a recreational area open to everyone. The most picturesque area is in the southwest of the park 10)........the banks of the Yauza river. £ ESSQI Why is it important to have National Parks? What purpose do they serve? In three minutes write a few sentences down. Compare with a partner. Located in Alberta, Canada, this 1) ...........park is a World Heritage Site. It is renowned for being one of the greatest dinosaur fossil beds in the world. Over the years excavations in the park have resulted in the 2) ..........of the remains of 39 species of dinosaur and more than 500 dinosaur specimens from the park have been shown in museum 3)..............all over the world. Apart from being of scientific interest because of the huge number of dinosaur fossils 4)..........being uncovered in the area, it is also a park noted for its striking topography and wildlife. The park boasts a very complex ecosystem of grasslands, riverside cottonwoods and badlands, which are rocky areas with little vegetation. The wide variety of eco-systems means there is also a great 5)........... of animal and plant life in the park. The many 6).............to the park can enjoy learning more about the history of dinosaurs as well as enjoying the spectacular scenery. Collect information about another National Park either in your own country or from somewhere else in the world. Find out what people can see and do there. You can visit this website: https://www.world-national-parks.net/ Make a presentation to the class. MODULE 2 61 ’№: urnmq ©IT Го ^r;: Look at the title and the picture in the text. What kind of novels do you think J. G. Ballard writes? Read the biography to find out. J. G. Ballard James Graham Ballard (1930-2009) was born in Shanghai in China. He moved to England to study when he was sixteen. He began writing short stories and gave up his medical training to write more. In I960 Ballard started writing science fiction novels. Many of them, like The Droivned World (1962) and Ibe Burning World(1964), feature natural and man-made disasters. The Burning World tells the story of a man called Dr Ransom living in a world that has been struck by disaster. He and the rest of the world’s population must now rush to the coast for water and, they hope, a solution to the problem. Read the first paragraph. What disaster do you think the text is about? How do you think the people in the text will be affected? Read and check. 62 > RNE («0,1) Listen as you read the text again. For statements I -7, choose A, B, C or D to complete each statement correctly. 1 The government notices provide ... A news and advice. В warnings and threats. C suggestions and recommendations. D requests and demands. 2 There is enough food and water in the house because Ransom and Judith ... A have planned well for this situation. В don’t eat very often. C always keep a stock of food in the fridge. D normally eat out. 3 When Matthew Grady gets the water he is mostly concerned about ... A drinking it when they get to the coast. В drinking the water himself. C giving it to his children to drink. D mixing it with the seawater to drink. MODULE 2 4 Grady is sure that... A once he has reached the beach the situation will be fine. В the situation will soon get worse. C it will take three days to reach the beach. D the end of his journey will be easier. 5 Ransom goes out to the drive to ... A listen to the radio. В clean the inside of his car. C pass the time before Judith arrives. D watch the fires and the ash settle. 6 The international disaster has been going on for ... A ten years. В the whole rainy season. C five months. D two years. 7 The main problem described in the extract is ... A the fires and the ash they produce. В the drought and the lack of water. C the lack of crops and food. D the ruined land and farms. Match the words in bold in the text to the meanings below. • farming • dry and dying • easily sufficient • reckon, think • left • unusual person • way to do sth • destroyed, ruined On the hall floor below the letter box, he found a thick envelope of government notices. Ransom carried them into the lounge. He sat down in an armchair and stared through the patio doors at the 5 dusty earth that had once been his lawn. Beyond the withered hedges his neighbour’s watchtower rose into the air, but the smol^ from the fires veiled the view of the lake and river. He glanced at the notices. These described, in 10 order, the end of the drought, the dangers of drinking seawater, and, lastly, the correct procedure for reaching the coast. He stood up and wandered around the house. In the refrigerator, melted butter ran greasily off the edge of its tray and 15 dripped onto the limp salad below. The smells of sour milk and bad meat made him close the door. An ample stock of canned food and cereals stood on the cupboard shelves, and a small reserve of water lay in the roof tank, but this was due less to 20 good planning than to the fact that, like himself, Judith went out for most of her meals. There was a quiet tap on the kitchen door. Ransom went downstairs and found the owner of the green car. “Come in,” Ransom said. With a nod, 25 the little man stepped into the kitchen. He walked about stiffly, as if unused to being inside a house. “Are your family all right?” Ransom asked. “Just about. Who’s that crazy man by the lake?” “A local eccentric. Don’t worry about him.” “He’s the one who should be worrying,” the little man answered. “Anyone that crazy is going to be in trouble soon.” He waited patiently as Ransom filled a ten-litre can from the sink tap. There was no pressure and the water dribbled In slowly. When 35 Ransom handed him the can he seemed to switch himself on, as if he hadn’t believed the possibility of receiving the water until he had it in his hands. “It’s good of you, doctor. Grady’s the name, Matthew Grady. This’ll keep the kids going until we get to the coast.” 40 “Drink some yourself. You look as if you need it. It’s only a hundred miles to the coast.” Grady nodded. “Maybe. But I figure the last couple of miles will be really hard going. Could take us a whole two days, maybe three. You can’t drink 45 seawater. Getting down onto the beach is only the start.” At the door he added, “Doctor, things are going to be rough soon, believe me. You pull out now while you can.” Ransom smiled. “I already have. Anyway, keep a 50 place for me on the sand.” He watched Grady wrap the can in his coat and then walk away down the drive, his eyes moving quickly from left to right as he slipped between the cars. Tired by the empty house. Ransom went out into 55 the drive, deciding to wait for Judith there. The fine ash settled slowly through the air from the unattended fires. He climbed into the car, dusting the seats and controls. He switched on the radio and listened to the news reports of the drought 60 broadcast from the few radio stations still working. The worldwide drought, now in its fifth month, was the result of a series of regular droughts all over the globe during the previous decade. Ten years earlier, there was a critical food shortage when the 65 seasonal rainfall expected in agricultural areas had failed to come. The crops failed and one by one, countries as far apart as Canada and France, Kazakhstan and India were turned into du^ plains. The following months brought no more than a few 70 inches of rain, and after two years these farmlands were totally devastated. Once the people had moved elsewhere, these new deserts were abandoned for good. ттттшт Put the words and phrases underlined in the text into the correct category of disaster. • Drought • Fire • Famine I Speaking & Listening a) Is the drought a natural or man-made disaster? Why do you think it hasn’t rained for so long? Discuss it in pairs. b) («^ ^ Listen to how the drought happened.Were any of your ideas right? Then translate lines 22-42 into Russian. Writing 7 Вша Imagine you are Ransom, and you are the only person left in the area. Write a letter to a friend in another country. Use the points below and your own ideas. • What can you see and hear? • How do you feel? • How is it different now that the people have left? Ask three questions in your letter about what life is like where your friend is. MODULE 2 63 Currirukir Cut SCIENCE Look at the picture. How many layers is the Earth made up of? How can these layers be related to earthquakes? («0)1 Listen, read and check. Read the text and mark the statements T (true) or F (false). The mantle is the hottest layer of the planet. All the Earth’s crust is 45km thick. Earthquakes occur when the plates move apart. People do not feel the majority of earthquakes. Some earthquakes are good for the planet. Match the words in bold in the text to their definitions (I-10). the limit or edge of an area of land set free, let go separate, not connected to other things causing enormous damage happen, take place even and regular series of events which lead to a change hard to believe cause to move backwards and forwards 10 move smoothly or quietly over sth else ^ Are earthquakes common in your country? What would you do if there was an earthquake? Discuss in pairs. Read the text again.Tell the class three things you remember from it. 1 2 3 4 5 6 7 8 9 Our planet is made up of four main layers. The centre is called the core and is the hottest part of the planet. It is divided into two layers, the inner core and the outer core. Around the core is a layer of liquid rock known as the mantle. The final layer is a thin layer of solid rock known as the crust. It is thin compared to the other parts, but in reality that still means it is between 10 and 45 kilometres thick! It is not one uniform surface but is broken up into many smaller Independent pieces called plates, like a cracked eggshell or a jigsaw. Powerful currents in the mantle cause the plates to move around constantly. The plates usually move at rate of 1-10 cm a year, but this tiny movement has incredible effects where the plates meet. The towering Himalayan mountains were formed by two plates pushing into each other and the fiery volcanoes of Iceland are the result of two plates moving apart. Earthquakes, however, tend to occur at the third kind of boundary - where plates slip alongside each other. This is because two plates never slide past each other smoothly. The rocks catch on each other so that the plates are still pushing. Pressure gradually builds up until the rocks can no longer stand the pressure and they suddenly give way. This movement travels to the surface in waves that shake the ground. Most earthquakes are so tiny that we don't even feel them. Small earthquakes are useful because they release the dangerous pressure between the plates. Every few years, however, enough pressure builds up to produce a large earthquake, often with catastrophic results for human life and buildings in the affected area. Afterwards the plates start moving once more until they get stuck again, and so the whole process starts over. Such earthquakes are nature's reminder that we don't stand on solid ground. ssflf— I ICT I In groups collect information about the Earth’s plates and present it to the class. You can visit the website: https://www.enchantedleaming.com/subjects/ astronomy/planets/earth/continents.shtml______________ 64 MODULE 2 Fill in: flourish, transition, supply, colony, hissed, millennia, scour, confined, apparatus, summit. 1 John works for a charity that makes sure villages in Africa have a clean water...................... 2 After the accident Paul couldn’t walk. He was .......................to a wheelchair. 3 Many traditional cultures are making the........... to more modern ways of life. 4 Mount Vesuvius had its worst eruption nearly four ago. 5 Despite the current economic climate, tourism manages to........................ 6 The detectives have to.................... every crime scene for vital evidence. 7 When we visited Antarctica we saw a large .................... of penguins. 8 jack has always wanted to climb to the ........................ of Mount Everest. 9 The snake came out of the hole and ........................ at them. 10 Free divers do not use breathing.................. ! Points: 10X2 20 Fill in: high, conservation, volcanic, perfectly, soaking, desperate, nomadic, habitat, evidence, data. natural eruption standards 4 ......... preserved 5 provide............ area collect Points: lOXI Choose the correct preposition. Don’t blame him from/for everything. She bumped into him by/on accident. Try to focus on/to the details. The meeting was in/at progress for two hours. The park is open for/to the public all year round. / Points: \ 5X2 Choose the correct item. If I was/were you, I would go jogging. The line went dead, so I hung out/up the phone. I’d prefer/rather you didn’t do that. When/lf only we had brought an umbrella, we wouldn’t have got wet. Never put out/off till tomorrow what you can do today. Take a jumper in case/if it rains. Progress Check 2 7 jane managed to put off/across her ideas clearly to the committee. 8 As a result/Due to heavy rain the river burst its banks. 9 Supposing/When an earthquake happened, what would you do? 10 Wear your gloves or your hands will get/get cold. / Points: _\ \ 10X2 20 I Complete the sentences using the words in bold. Use two to five words. 1 You can’t travel without a valid visa, allowed You............................ .............without a valid visa. 2 She didn’t manage to finish her homework, succeed She ............................... .................her homework. 3 It’s a pity we can’t afford a holiday this year, only If............................. • • • ..............a holiday this year. — 1 4 We rented a DVD and didn’t go to the cinema. instead We rented a DVD.................... ..................to the cinema. 5 Katy regrets not going to the party. wishes Katy ................................ ..................to the party. I Points: _\ \5X4 20 j j Complete the gaps with the words derived from the words in capitals. 1 She was awarded maximum points for her ............performance. FLAW 2 The ............ of the new sports complex took six months. CONSTRUCT 3 People like extreme sports because of the ............and danger involved. EXCITE 4 Christine works for a big.........company which has offices all over the world. NATION 5 John makes mistakes because he lacks........ CONCENTRATE (' Points: \5X4 20 Now I can ... My score: _____ 100. • talk about animal groups/sounds • talk about disasters and extreme sports • give and react to news • give/respond to encouragement • write semi-formal/formal letters and emails ............................. in English MODULE 2 65 Module 2 Focus on rne Reading - Part 2 Read the text and choose the correct parts of sentences (A-G) to complete gaps I -6.There is one extra part of a sentence you do not need to use. Write your answers in the table. ^ALexander Qtahcm Bell The telephone is now an integral part of modern life, yet it is still less than 150 years old. On March 7th, 1876, the United States Patent Office granted the patent for the telephone to Alexander Graham Bell. This was possibly the most valuable patent ever issued and more than 600 law suits would challenge the decision over the next seventeen years, 1)... Others had also been working to invent such a device, among them Antonio Meucci. He had been ready to patent his 'teletrofono' in 1871 2).In 2002, the US Congress recognised that it was Meucci who had been first with the idea, a statement that continues to provoke argument. Alexander Graham Bell was born in Edinburgh, Scotland in 1847, into a family of well-known elocutionists. He and his two brothers were largely taught at home as they were expected to enter the same profession. Sadly, by 1870, both his brothers had died from tuberculosis, 3)... Bell had a lifelong commitment to helping the deaf to speak and combined his scientific pursuits with teaching. The parents of two of his pupils were so impressed with his theories that they offered him financial support, 4). Alexander was fortunate to find Thomas Watson, a talented mechanic and model maker 5).....Whilst testing a circuit, they realised that the process would also work in reverse, which led, ultimately, to the invention of the telephone. Bell became an extremely wealthy man from the success of the Bell Telephone Company. He purchased some land and settled in Nova Scotia 6).....He also worked on other inventions until his death, but none of these was as successful as the telephone. A В D which prompted the family to move to Canada where he continued his research into techniques for teaching speech to the deaf who assisted him in creating a device for transmitting sound by electricity which enabled him to fund his many experiments E who convinced him that he needed to change his approach F until the Supreme Court finally ruled in Bell’s favour G but he could not raise the money needed to do so 66 MODULE 2 Module 21 Focus on Use of English - Part 1 Read the text and complete gaps I -7 with the correct form and tense of each verb in capitals. S(1 Mo о Karen woke up well before her alarm was due to go off. She had set it for seven, knowing that it really I)....necessary. Two weeks earlier, Karen had applied for a job at a well-known magazine and she 2)......to go for an interview. Karen jumped out of bed, showered and dressed and ran down the stairs to the kitchen where her mother 3).............. breakfast. “Good morning, honey,” she said, 4)...... cheerfully. “Sit down and have something to eat” “No time. Mum. I have to rush,” said Karen. “Why 5)........(you)? You have plenty of time.” Karen replied, “I know, but if I 6)..the 7.30 bus, I will be late for my interview at 8.” “Oh, I see,” said her mother, “Well, off you go then. And don’t be nervous, I know you 7)......the job.” Feeling more confident Karen ran out the door. Part 2 Read the text and complete gaps I -6 with the correct derivative of each word in capitals. On October the 4th, 1957, the USSR took the world by surprise when they I)............ launched the first artificial satellite into space. The event 2).............. marked the beginning of the space age, which the United States would join four months later when they announced the launch of their first satellite. After the break up of the Soviet Union, the Soviet Space Programme became known as the Russian Federal Space Agency (RSA).This 3)............agency controls Russia’s space science programme and general aerospace research.While the headquarters of RSA are in Moscow, its primary space flight 4)............. centre is located in Korolev. Both manned and unmanned launches are conducted at facilities in Kazakhstan and 5).............parts of Russia. Anatoly Perminov, is the General Director of RSA. Under his leadership the programme has become stronger and more 6)................. SUCCESS EFFECT GOVERN OPERATE NORTH EFFECT Part 3 Read the text. For gaps I -7, choose A, B, C or D to complete each gap correctly. EMERCOMSReadyjdrAnylhing Its aim is simple - save lives and 1)..the world a safer place. Since it was first established in 1991, this is exactly what EMERCOM, the Russian Rescue Service, has been doing. Covering land and sea, at home and abroad, the brave men and women of this invaluable service put their lives at risk on a daily basis. These individuals are trained to the highest 2).and are fully-equipped to deal with both natural disasters and man-made emergencies. EMERCOM has saved countless victims in many rescue 3).......It has sent teams with sniffer dogs to areas hit by earthquakes and tsunamis. It has supplied mobile air hospitals and medical personnel and it has also 4).equipment to other countries and food to the hungry. In addition to its humanitarian operations abroad, EMERCOM has been highly effective within Russia. The State Fire Service has been a part of EMERCOM since 2001 and as a 5)...of improved organisation and regular safety checks there have been fewer fires and more lives saved. Of course, the best way to save lives is to 6)..... emergency situations in the first place. EMERCOM also examines risks and 7)...... up with plans to successfully combat any possible problem. Disasters are difficult to predict, but one thing is certain - with its dedicated personnel and state-of-the-art equipment. EMERCOM will always be there to save lives in the time of greatest need. A do A degree A directions A involved A reason A block A brings make point functions C C c D D D become goal missions get stage actions В presented C provided D included В result C purpose D object В obstructs C prohibit D prevent В thinks C comes D takes W'lliiWi ■ iriw MODULE 2 67 Module 2 I Focus on rne Listening - Part з You will hear a monologue. For statements I -7, choose A, В or C to complete each statement correctly.You will hear the recording twice. 1 The first time the speaker went to the drama club she A was surprised everyone was dressed in black. В only joined in because all her friends were there. C thought the students should have been more serious. 2 In the after-school drama class, the speaker A tried to get noticed. В acted a part for the teacher. C turned down the main part. 3 The speaker was nervous about her first performance in the show because A her parents were there. В there was a big audience. C she hadn’t rehearsed enough. 4 After the first performance, the speaker A was upset by the reaction of the audience. В went back to her old routine. C slept for a very long time. 5 The speaker was surprised by the letter because she A never gets any mail. В wasn’t expecting an invite to the drama school. C didn’t think anyone had liked her performance. 6 The drama workshop at the college A had excellent teachers. В was a disappointment for the speaker. C was over very quickly. 7 In the end, the speaker had A changed her mind about acting. В gone back to her normal routine. C decided not to go drama college. Speaking Task 2 (3-4 minutes) You and your friend want to choose a film to be shown at the local, summer film festival. You can choose from: • A documentary • A comedy • A thriller • An adventure film Discuss the options with your friend and choose the one you both would like to be shown. You begin the conversation. The examiner will play the part of your friend. Writing - Part 1 You have 20 minutes to do this task. You have received a letter from your English-speaking pen-friend Susan who writes: ... / have started going jogging every evening after school. I think it’s important to do some type of exercise. I like jogging because it doesn’t cost anything and I can go with my friends. What do you and your friends do to keep fit? Are there good facilities for playing sports in your town? We used to have an outdoor swimming pool in my town but it closed a few years ago. What is the most popular way for young people to keep ft in your country? Next Saturday is my birthday. N\y parents have arranged a party for me ... Write a letter to Susan. In your letter • answer her questions. • ask 3 questions about her birthday party. Write 100-140 words. Remember the rules of letter writing. 68 MODULE 2 Rights ► Look at Module 3 Describe the pictures. Which units are the pictures from? What is each unit about? ► Find the page numbers for • spidergrams □ • newspaper headlines □ • a Caribbean festival □ ► Listen, read and talk about crime technology & education social issues festivals organisations Learn how to ... give an eye-witness account narrate an experience buy things express your views agree/disagree give reasons Practise ... • clauses of concession • the passive • the causative • modals • intensifying adjectives • indirect questions • making recommendations Write/Make/Give ... • a letter of complaint • a speech about the problem of femine • a paragraph expressing your preferences • a review • emails on notes and emails of recommendation • a presentation about a festival in your country • a presentation on an organisation Across Cultures: Festivals Literature: The Caves of Steel Curricular Cut (Citizenship): Unicef MODULE 3 69 I 20 25 Lead-in Which of the following can you see in the pictures: • radar • mobile phone • radio • torches • camera • video • microphone • transmitter • CCTV camera Reading Read the title of the text and the first sentence in each paragraph. What can the text be about? Read through and check if your guesses were correct. Predicting content Read the title, then read the first sentence in each paragraph. This helps you predict the content of the text. wasn’t expecting it to be a great day, just a normal work day, but I neither was I expecting it to be quite as bad as it turned out. It started pleasantly enough, with a quiet cup of coffee watching the morning news before setting off for work. Then the doorbell rang, so I opened the door 5 thinking perhaps the postman was making an early delivery. Instead, I found myself face to face with two uniformed police officers. Of course, I was taken aback but I managed to ask calmly what I could do for them. With very grim looks on their faces, they told me I was being arrested for the robbery of a local post office and that I was being taken to the station 10 for questioning. They put me in an interrogation room. I was so stunned that I don’t know how long I sat there just staring blankly at the walls. It felt like I’d been in there for hours and for all I knew, it had been hours. Then my mind started racing with a thousand questions. Why had no one come to 15 question me? How could they think that I was a criminal when I had been a law-abiding citizen all my life? Most of all, how could this have happened to me? It wasn’t long before I found out. A stern-faced detective entered the room and I smiled nervously. He gave me a long, hard look and asked me about my whereabouts on the 18th of the month. I started to panic because that was the day I had called in sick at work and I’d stayed at home. This meant I had no alibi, of course. Then he dropped the bombshell. He knew I was guilty because the robbery had been caught on CCTV and someone had called in to identify me. My mood suddenly changed from fear and alarm to outright fury. I demanded to see a lawyer and I was not going to answer any more questions until I got one. While I waited for the lawyer to arrive, I sat there fumino about who could have identified me as the robber. There was no way it could be a close friend or a member of my family. I was sure of that. I wondered if it was someone who had made a genuine mistake. But that didn’t seem likely either. Perhaps it was someone with a grudge against me. All I knew for sure was that it felt very strange to be wrongly accused of a crime by someone who must know me. Finally, my lawyer walked into the room. She had such an air of confidence about her that I immediately relaxed. She fired rapid questions about my arrest at the detective and raised a questioning eyebrow when he told her that I’d been identified on CCTV. She didn’t seem in the least bit impressed by this supposediy cmcial evidence and demanded to see the pictures. It was now the detective who was beginning to look a bit worried as he scuttled off to fetch the pictures. He placed a series of pictures on the table. In one, I could see a very faint image of a man of my height and build with a similar hairstyle to mine. Another picture showed a close-up of the man’s face but the picture was so blurred that it was impossible to tell who it was. It could have been me or thousands of other young men with similar features. My lawyer laughed, although she didn’t seem very amused. With barely controlled anger she told the detective that such pictures could not be used to identify me and that no court would accept them. She added that as I had no criminal record and was a citizen of good standing, I should be released immediately unless they had any further evidence against me. 30 35 40 45 50 To my utter relief I was released without charge just over an hour later. What has my experience taught me? Despite the fact that this country has more CCTV surveillance than any other country in the world and the government has spent millions of pounds on it, many of the images are so bad it can result in a completely innocent person spending a day at 55 the police station. People are always complaining that Big Brother is watching but in my personal experience it’s worse when he’s caught sleeping on the job. 70 MODULE 3 © © © RNE Read the story. For statements I -7, choose the answer A,B,C or D to complete each statement correctly.Then translate lines 1-17 into Russian. We learn in the first paragraph that the writer was surprised when A his morning routine was interrupted. В his doorbell rang so early. C he opened the door to the police. D he saw the look on the policemen’s faces. By the time the detective entered the interrogation room, the writer A didn’t know how much time had passed. В had begun to blame himself for his situation. C had prepared many questions to ask. D was beginning to realise the seriousness of his situation. The writer uses the phrase‘he dropped the bombshell’ (line 22) to show that A the detective was not telling the truth about the crime. В the detective revealed some shocking information. C the detective had become angry and started shouting. D the detective was not impressed with the writer’s alibi. When the lawyer arrived, she A was very critical of the detective. В showed her disapproval of CCTV. C insisted that the writer was innocent. D didn’t seem convinced by the evidence. The lawyer thought that the pictures were unacceptable because A they didn’t show the man’s face. В they were of very poor quality. C they were taken from a distance. D the man in them didn’t look like the writer. The writer was eventually released because A there was a lack of evidence. В new evidence proved him innocent. C the real culprit was found. D a court ruled that he should be. The writer learnt from his experience that A despite disadvantages, CCTV cameras are still beneficial to society. В Britain has too many CCTV cameras. C CCTV cameras have a disadvantage that most people don’t think of. D CCTV cameras bring more harm than good. :1 i; '.lit; ■^1.^ »■ tc-. ■ fert # Explain the words in bold. Use them In sentences of your own. e.g. It was obvious she wasn't paying attention because she was staring blankly out the window. ^ Match the underlined words/ phrases from the text with their meanings. • important • surprised • serious-looking • absolute/complete • quick • enraged/angry • gloomy Fill in; early, hard, genuine, air, normal, blankly, drop, set off, personal, wrongly, controlled, criminal. Make sentences based on the text using the phrases. 1 ...work day 2 ............................for work 3 .......................delivery 4 stare......................... 5 give a long, ..............look 6 ..................the bombshell 7 a(n)....................mistake 8 be...................accused of 9 a(n)..............of confidence 10 .anger 11 .record 12 ....................experience Speaking & Writing у (H ^ I)) Listen and read the text again. Imagine you are the writer’s lawyer. Describe your client’s experience to the class. ^ Portfolio: Imagine you are the writer. Write a letter of complaint to the local police authorities. Explain your problem then ask for an apology. Use the prompts below. Dear Sirs, I cun writing to complain about... On... I... At the very least, I deseire an apology in writing as ... I can be reached at the address given above, or by phone at... Yours faithfully, ... MODULE 3 71 Vocabulary & Grammar • Crime a) Which of the crimes below are minor offences? Which are punishable by a warning, having to pay a fine, doing community service or going to prison in your country? • arson • littering • vandalism • illegal parking • blackmail • burglary • speeding • shoplifting • murder • assault • cyber crime • fraud • hijacking • kidnapping • smuggling • pickpocketing • armed robbery • mugging • drink driving • hooliganism b) Which of the crimes above do the newspaper headlines match? Which words helped you to decide? MILLIONAIRE SAFE AND SOUND AS RANSOM PAID BODY DISCOVERED IN ABANDONED WAREHOUSE FAKE WEBSITE FOOLS THOUSANDS © SHOTGUN HORROR AT LOCAL RANK 10 I " 12 CITY CENTRE CRIME WAVE SEES HUGE INCREASE IN BAG-SNATCHERS I! 1 CRIME SPREE AT SUPERMARKET AS STORE DETECTIVES GO ON STRIKE 72 I Choose the correct word.Then translate the sentences into Russian 1 The football hooligans’ mood.......when the rival team scored. A modified В changed C adopted D transformed 2 Only......... friends and family knew about his criminal record. A familiar В close C near D confidential 3 The police claimed that his arrest was a(n)....... mistake. A actual В real C genuine D true 4 Courts will not.......poor quality CCTV footage as proof of guilt. A agree В approve C admit D accept MODULE 3 5 Because they had no proof, the police released him without......... A fee В fine C charge D penalty 6 The accused man waited nervously for the jury to deliver their........ A verdict В decision C conclusion D sentence Decide on the correct word. Criminals who break/cross the law may soon face tougher prison sentences. The government will need to pass/approve new laws to stop cyber crime. Men are known to perform/commit more crimes than women. The security guard disarmed the thief before he could rob/steal the bank. Even though he had an alibi, he was accused/ charged with burglary. Capital/High punishment is only for the most serious crimes. The death penalty/score has been banned in most countries. The lawyer advised her client to ask/piead innocent in court. It was only a minor offence so the punishment was community service/work. As soon as the police have enough evidence, they will put/press charges. The football fans ran down an alley to escape/flee an attack from the hooligans. Some people believe that tougher punishments would help prevent/avoid crime. 4 1 2 • Prepositions Fill in the correct preposition. Check in Appendix II. She was charged.......the murder of her boss. At the end of the trial, he was sentenced....... fifteen years in prison. The police placed him.......arrest and took him to the station. He is being held......custody until he goes to trial. Citizens should be prevented........ speeding in school zones. Vandals show little respect.....private or public property. He was released from prison and is now.......... probation. The jury found him guilty.......committing the crime. • Phrasal verbs ^ Fill in the correct phrasal verb from the list in the correct form. Check in Appendix I. • break in • run away from • hold up • run off with • let off As it was his first offence, the judge . him................with a small fine. 2 The accountant.............. all the company’s money. 3 The hooligans.............the police as soon as they saw them. 4 The robbers ................ the bank with shotguns and got away with £10,000. 5 It’s easy for burglars to.........if you leave a window open. • Idioms What do the idioms in bold mean? Discuss with your partner. 1 Danny believes he’s above the law and often speeds when he’s driving. 2 No matter where you hide, the long arm of the law will find you in the end. 3 Ben always keeps to the letter of the law and would never declare anything dishonest on his income tax form. 4 The locals decided to take the law into their own hands and catch the vandals themselves. 5 It’s the law of the jungle in the city centre after midnight, so never go there alone. • Clauses of concession p. 168 у Complete the second sentence so that It means the same as the first. 1 Although he hasn’t got much money, he’s generous. He’s generous despite ....................... 2 He didn’t leave because it was raining. He didn’t leave due ......................... 3 He’s over 80 but he’s still very active. He’s still active despite ................... 4 He’s a nice person but he’s got terrible manners. He’s a nice person in spite ................. 5 He tried hard but he didn’t make it. Despite...................................... Listening & Speaking (И ^ 0) Listen to someone giving an eyewitness account. What is he talking about? • a car accident • a house break-in • a bank robbery / Everyday English • Giving an eye-witness account Imagine you have witnessed a bank robbery. A police officer is asking you to give your statement.Take roles and act out your dialogue. Use the phrases in the table. Speater A Speaker В • Could you please tell me what...? • Where were you? • Could you describe what...? • Could 1 have your name & address, please? • Certainly, officer. It was ...There was ... • 1 was ... when ... • The car/man ... • Certainly. It’s ... • Open cloze 10 RNE Read the text and complete gaps 1-6 with the correct derivative of each word in capitals. It was in 1892 that an Englishman called Francis Galton provided the first scientific 1) ........ that everyone’s fingertips are unique. Fingerprints are the first things detectives look for at the scene of a crime, thanks to this important 2)........ Forensics is the use of scientific techniques to help solve crimes. The 3) ........... of criminals often relies on the analysis of blood, hair and saliva from the crime scene by forensic biologists. Forensic chemists examine powders and other materials for traces of drugs or explosives and forensic anthropologists study bones to estimate how old people were when they died. In the past you would have been 4)......... to find a woman in a forensic science laboratory. However, in recent years, more women than ever before are being attracted to a career in Forensic Science. Many women are looking for a stable, 5) ........ job, doing something that will help people. There has been an increase in female forensic scientists in TV programmes and in detective novels. Perhaps these role models are the 6) ......... for women to seek a career in forensics. Whatever the reason, the fact remains that in a workplace once dominated by men, now over 60% of the staff in American forensic laboratories are women. EVIDENT DISCOVER IDENTIFY LIKELY INTEREST INSPIRE MODULE 3 73 Lead-in Listen to three teenagers talking about their favourite gadgets. What gadget is each talking about? What does each use it for? Гопу Udcj 2 a) What gadgets do you use on a daily basis? What for? Tell your partner. e.g. / always call my friends on my mobile. - b) Now imagine a day without any of these gadgets. What would it be like? Tell the class. Compare the two pictures. How different are the students’ lifestyles? Think about: education - housing - amenities -entertainment. Communication Reading You are going to read an article about the invention of the clockwork radio. Which of the following sentences are true about it? Read through to find out. It was invented in the 20th century. It works without electricity. It became a success immediately. It is used in under-developed countries. It is merely used for entertainment. RNE Read the text again and choose the correct parts of sentences (A-G) to complete gaps l-6.There is one extra part of a sentence you do not need to use. A because of the heat and dust В which was used mainly in African countries C so he took out a patent for his invention D who is a London-based financier E but entertainment is definitely not a priority F which looked at scientific and technological developments G which would educate villagers about the risks of AIDS 74 MODULE 3 Mukakarimba’s parents died of AIDS. At only thirteen, Mukakarlmba looks after four younger brothers and sisters in a tiny two-roomed mud house in Rwanda. Her most valued possession is a special radio that does not depend on electricity. In 1991, after seeing a television report about AIDS, Trevor Baylis got the idea for an invention that was to help change lives in many under-developed countries in Africa. Health organisations needed a way to get information to remote _. Radio broadcasts would solve the problem, Tomorrow's World was a TV programme was given the opportunity to demonstrate his invention on the programme and it was seen by Chris Stains, areas but most people had no electricity, and batteries could cost more than a week's food for a family - if they could be found. Baylis started experimenting with a transistor radio and a small clockwork motor from a toy car. He succeeded in producing a portable radio that worked without batteries. After winding the radio up, it ran for 14 minutes. Baylis was sure that his clockwork radio could be developed into a useful product _2______. However, he could not find a sponsor to manufacture the radio. Rejection letters included phrases such as "unprofitable" and "commercially flawed". After years of getting nowhere, Baylis got in touch with the BBC. This proved to be the breakthrough he needed. Two days later, Chris was talking to Baylis in his home about beginning actual production of the clockwork radio. A factory was set up in South Africa. However, early production models, which worked perfectly well in Baylis' London living room, soon failed in the harsh conditions of African villages Eventually, the problems were overcome and thousands of radios were distributed in remote African villages. They are still being used for a variety of purposes, 6 |. The health messages are getting through and in some communities where there is no teacher, children gather round the sets for their school lessons. Many of these children are doing far better than those receiving a more conventional education in state schools. The radios are treated with great respect, as if they were the very teacher in person. a) Fill in: health, useful, broadcasts, valued, state, under-developed, technological, harsh, change, portable. Make sentences using the completed phrases. Speaking 8 1 ......... possession 2 ............... lives 3 .......developments 4 radio................. 5 ............countries 6 ...............radio 7 ...............schools 8 . conditions 9 ...............product 10 organisations ((' ^ ^») Listen as you read the text again. Imagine you are Trevor Baylis back in the 1990s. Describe the day you met Chris Stains. Say what happened, how he reacted and how you felt. Start like this: e.g. On that day, I was at home. I had demonstrated my invention on the BBC two days earlier and ... b) Explain the words in bold. Find all the words in the text related to technology. Which of them are international words i.e. the same in many languages? Which ones sound the same in your language? Writing |"i!ll!l!ii “The key to success is to risk thinking unconventional thoughts. Convention is the enemy of progress.” How does this quote by Trevor Baylis reflect his personality? How has his invention changed the lives of rural poor people with no access to electricity? Spend five minutes writing a few sentences on the topic. Read your sentences to the class. MODULE 3 75 Vocabulary & Grammar • Technology Complete the sentences with words from the list. • connect • install • remote control • recharge • press • plug in • store • insert • upload When the battery runs down, you need to.........the device. Simply use the adaptor provided and.....to the mains. You can.......your photos on your PC once you......the appropriate software . Just..........the CD-ROM and run the program. Everything is automatic - all you have to do is.the button. When you want to load your photos onto your computer, ..........the USB lead to your PC and hit*.......’. To control the device from a distance you can use the.. Add words to each of the spidergrams, then use them to make sentences, as in the example. • pad • dish • screen • control • lens • view • microphone • display • network • built-in , . ------• wireless satellite •-----> built-in dish LAPTOP remote touch zoom fflllTAL CAMERA finder screen 76 '---------• flash e.g. A TV with a satellite dish can receive many channels. • Education ^ Choose the correct word. Give reasons.Then translate the sentences into Russian. 1 In the UK, most children attend state/public schools rather than personal/private ones. Education is compulsory/ obligatory for children aged six to sixteen. 2 He took a one-year foundation programme/course before he qualified for a place on a BSc in Medicine. 3 The university offers a variety of more than a hundred graduate/ student programmes in various disciplines/curricula. 4 All students must bring a note/notice from their parents in case they miss/drop a class. MODULE 3 GRpp. 169-170 • The ра881уеЯЬе cau8ative ^ Choose the correct answer. 1 He....... to be one of the most successful businessmen alive. A will claim C will have claimed В be claimed D is claimed 2 Henry......his computer repaired at the moment. C has had D was having radio ...... by A will have В is having The clockwork Trevor Baylis. A was invented В is invented 10 C invented D was inventing Jane.......her mobile phone stolen last night. A had C has had В is D was Sony Playstations.......in Japan. A have made C are made В had made D will make John........ air conditioning installed at home today. A is wanting C is doing В is being D is having New gadgets.........as we speak. A are invented В will invent C were invented D are being invented Jack has ........ his DVD player repaired three times. A been C done В had D made My computer..........tomorrow. A is serviced В will be serviced C have serviced D has been serviced I had my digital camera ......... in town yesterday. A to be repaired C repaired В repairing D repairs Listening 4 № III Listen to a dialogue. Where does it take place? What is it about? Everyday English • Buying things You are interested in buying one of the objects in the pictures. Use the language in the box to act out your dialogue. Serving customers How can I help you? Have you got a specific brand in mind? It will cost... after discount. That’s fine. Deciding^on an item I’d like to ... Not really. Could you suggest... How much is it? Can I pay by credit card? e.g. A: How can I help you? B: I’d like to see one of the digital cameras in the display window, please. • Key word transformations у Complete the sentences using the words in bold. Use two to five words. 1 Nobody spoke for about five minutes, before It was about five minutes .............anything. 2 There’s no chance of us going to London this year. possible It won’t be .............. ___to London this year. 3 I use the Internet to check anything I don’t know. up If I don’t know something, I................. on the Internet. 4 Everyone thinks she’ll be promoted next month, expected She......................a promotion next month. 5 We last heard from Jim ten years ago. since It........................we last heard from Jim. 6 He apologised for breaking the camera. sorry He said.........................broken the camera. 7 I can’t attend the meeting next week. present I won’t.....................the meeting next week. • Multiple choice cloze RNE Read the text. For gaps I -7, choose A, B, C or D to complete each gap correctly. Circle the answer you choose. ■iraWwiaL* In many countries you can be certain that officials would soon be knocking on the door if your parents decided not to send you to school! Perhaps your parents could be 1) ....to court and made to pay a large fine, while the authorities would make sure that you attended school in the same way as all the other children in your country. There was an example of this quite recently. The parents of a young girl had started to educate their daughter at home rather than 2) .....her through the compulsory school 3)..........because they believed they could give her a broader education themselves. Unfortunately for them, in Germany this is illegal. In Britain, however, the law simply states that parents must 4)......their children with a full-time education from the age of five, and home education is becoming an increasingly 5)............choice with parents. Considering the 6)......levels of bad behaviour being reported in our schools, the parents who choose to educate their children at home may well have a strong 7)............ Certainly, the children involved seem to prefer it, even if this is simply because they are not faced with the problem of coping with teachers or students they don’t like at school every day! V / 1 A carried В taken c brought D pulled t 2 A bring В fetch c carry D put 3 A programme В method c technique D system \ 4 A provide в give c serve D keep ' 5 A perfect в likeable c popular D general 6 A stronger в higher c wider D bigger V 7 Ч A situation в position c case D opportunity Q |?ll!]!ii Which would you prefer - being educated at home or at school? Spend three minutes writing about the topic. MODULE 3 77 в Lead-in Look at the pictures and read the title. What do you think the texts are about? Who are the men in the picture and how are they related to the text? piBlM Why do people commit crimes? What would you do if you saw someone committing a crime? How can we make society a safer place? Listening ((< ^ ^») Listen to three people who have been the victims of crime. Match the speaker to the crime. AI Speaker I Speaker 2 Speaker 3 burglary pickpocketing mugging Reading RNE Match the headings (A-H) to extracts I -7. Use each heading only once.There Is one extra heading you do not need to use. Then translate extracts 3 and 5 into Russian. A Caught on screen В Serving the customer C Freedoms behind bars D Lav^ul notice E Crime scenery F A policeman s best friend G From the dark side H An appealing career a) Fill in: under, state-of-the-art, ready, safe, organised, court, fully, full, vital, big. Now use the phrases to make sentences based on the text. ................ arrest ...............informed a(n) .......... recovery a(n)............distance ...............business 6 ...............science 7 a(n)..............of law 8 a(n)..............supply 9 ..................crime 10 ...................role b) Match the words in bold to their synonyms. • rough • realistic • very strange • excitement • many • lack • dark and mysterious • outsider • magnificence • people believed to be guilty of a crime /И/s- is a prefix that shows that something is done badly or wrong. Find three examples of mis- in the text. Are they verbs or nouns? Use a dictionary to find five more examples. Speaking & Listening ((' ^ ^')) Listen as you read the text again.Why are TV series about crime so popular? What do you like/dislike about such series? 78 MODULE 3 1 “You have the right to remain silent. Anything you say can and will be used against you in a court of law. You have the right to an attorney* present during questioning. If you cannot afford an attorney, one will be appointed for you. Do you understand these rights?” You’ll probably have heard this numerous times on American films or TV shows. It is the Miranda warning which is read to suspects so that they are fully informed about what they are allowed to do while they are under arrest. % - Russian TV has no shortage of crime shows, but one massive hit was Brigada. The fifteen part mini-series didn’t focus on the police, as you might expect, but on a group of friends who became a gang of criminals. The series followed them from 1989 to 2000 as they made their way through the shadowy world of organised crime. After receiving great reviews, there were demands for another series, but, so far, the story has only been continued in novels. For almost thirty years, the BBC television programme Watchdog has highlighted consumers’ rights and the way big business sometimes mistreats the public. If you have a consumer problem, then the team will sort it out for you. They have an impressive track record in getting results and the show is a firm favourite with an audience who love to see the underdog come out on top. Make no mistake - this is one dog with real bite! Forensic Science is suddenly one of the most popular jobs in law enforcement and this is undoubtedly due to the success of the TV show CSI -Oime Scene Investigation. Each week, the dedicated team use state-of-the-art science to solve bizarre murders and strange deaths. University courses in law', chemistry and related sciences are now' full of eager students w'ho see forensic science as the glamorous alternative to more traditional police work. an attorney is the American term for a lawyer Police dogs have a vital role to play in policing and have frequently been known to save lives. A perfect example of this is Anya, a German Shepherd, who has just been nominated for a top dog aw'ard. Anya protected her handler from major injuries as he was fighting off an attacker who had a knife. Even though the dog was stabbed in the chest by the attacker, brave Anya refused to let go. After making a full recovery, Anya is now in line for the highest award in the Dogs Trust Honours. St Petersburg, with its wonderful cathedrals, picturesque parks and rich culture, is the perfect location to film any TV series. But in recent years, it is not the splendour of the city that television producers are seeking, but the rugged charm of everyday city life against which to set crime series and police shows. Beginning with Streets of Broken Streetlights in 1998, the city is now the hottest place to shoot a gritty police drama. Cheaper than Moscow and with quieter streets, St Petersburg’s majestic architecture provides a stunning background no matter what is being filmed. CCTV (closed-circuit television), those cameras you see in the corner of the supermarket or towering high above the streets, have not only reduced crime, but have also provided TV producers with hours of inexpensive programming. Using the filmed misadventures of unlucky crooks, terrestrial and satellite channels have a ready supply of entertainment for viewers who prefer their thrills at a safe distance. Reality TV has never been this real before! 8 piWIli In three minutes write down the names of as many famous detectives from books and films as you can. Compare your list with a partner. Writing Imagine you are writing a short review of a new crime series on TV. Write about the story, the characters and the location. Say why the new series is good/bad. Give reasons. MODULE 3 79 Vocabulary & Grammar • Welfare Use the phrases below to complete the gaps. What is a welfare state? • disability pension • mentally handicapped • social services • low income • unemployment benefit • state pension • subsidised rent • health care • decent accommodation • council housing 1 In the UK, the National Health Service provides for everyone. 2 ......................... are provided by the government and help people with family or financial problems. 3 He looked at hundreds of flats and houses before he found some....................to rent. 4 ................... people need our help and support to become part of the community. 5 When most people retire at the age of 65, they are usually entitled to a(n)...............from the government. 6 Someone who hasn’t got a job can claim...... ...................to help them financially until they find work. 7 Local authorities have a limited amount of ...................that they make available to families in need with nowhere to live. 8 Tenants in houses owned by the council pay a(n) 9 People with special needs who are unable to work can claim a(n).............from the government 10 Families on a(n)................sometimes find it very difficult to pay their bills. • Work Underline the correct word.Then translate the sentences into Russian. 1 Kate gets paid a weekly wage/money of £175 while Paula receives her income/salary at the end of every month. 2 Dan has got a temporary/partial job for the summer, but his brother Craig is a complete/full-time worker and a permanent/long-lasting employee of Brown & Sons. 3 Although Jim’s monthly earnings/profits are not high, he gets a number of salaries/perks like a company car. 80 MODULE 3 4 The amount Owen invests/pays in the stock exchange is high but he hopes to receive a large benefit/profit from it. 5 Sam went on a training course to win/gain more experience and help him get a promotion to increase his profits/annual income. 6 Tom put in a lot of extra hard job/work to benefit/win the approval of his new employers. Fill in: applied, appointed, interview, salary, wages, promoted, pension, retire, laid off, be made redundant, resign, pursue. All his life Jack Jones wanted to 1)......... a career in motor mechanics. So when he finished school he 2).........to all the local companies and after sailing through the 3)......... he was taken on as an apprentice with Smith & Sons. At first, his weekly 4).........weren't very high but after he had finished his training he was 5).......and his 6).........increased. He had been working there for 5 years when Mr Smith decided to 7)........to the countryside and live off his 8)...... He 9)........his eldest son as the new manager who then 10)........ a number of employees in an effort to streamline the business. Jack didn't want to 11)......so he decided to 12).... ...and set up his own business. This turned out to be a very good move and he is now very successful. • ModalsCGR^pp. 170-172 Д Rewrite the sentences using appropriate modals. 1 A policeman can’t go to work without a uniform. A policeman has to wear a uniform at work. 2 It’s not a good idea to talk to strangers. 3 It isn’t allowed to walk on the grass. 4 Is it OK if I make a phone call? 5 The race was difficult but in the end she managed to finish first. 6 I was wondering if I could send a fax. 7 Always wear a helmet when you ride a bike. It’s the law. 8 I’m sure Jane will be back soon. 9 Do you want me to help you with the boxes? 10 Perhaps Sally left for Madrid. • Intensifying Adjectives Fill In: deep, strong, heavy. Choose five phrases and make sentences using them. b) Think of a problem you have had. Use expressions from Ex. 8a to narrate the experience to your partner.You can use Ex. 6 as a model. I........sleep; 2......... traffic; 3 a.......feeling; 4 in........thought; 5..........criticism; 6......... rain; 7 a........opinion; 8 in.........trouble; 9 a........sense of sth; 10 a..........sleeper e.g. He was in such a deep sleep that he didn’t feel the earthquake. • Prepositions ^ Fill In: in, at, on, of, into, fc or from. How did each person feel? proudl ashamed? scared? upset? angry? A Alice: Thank goodness my brother felt sorry I)...... me and took pity 2)........ me and did me the favour 3).......lending me some money. I know I shouldn’t depend 4)........others to help me sort out my money problems and it weighs 5).......my conscience a lot but I had no choice. I was 6)......financial trouble. В Sharon: I was I).......... a complete loss and I didn’t know what to do when I heard about the accident 2)......the news. I was 3).......a state 4)....... shock and then I just burst 5)......... tears. I couldn’t help but think the worst and when I arrived at the hospital they told me he was being operated 6).........He was suffering 7).......... internal injuries and although I hoped 8)....the best, I also feared the worst. 7 8 Listening & Speaking (ft i ^ >)) Listen to two people talking about a problem. What was the problem? What happened in the end? Listen again. Which of the sentences in Ex. 8a have the speakers used? Everyday English • Narrating Experiences a) Which of the following sentences express relief? It was a huge weight off our shoulders. What a nigjitmare! At least it’s all over now. It was driving me mad. It was terrible — much worse than I thought it would be. I’m so pleased it’s over. I just couldn’t bear it any longer. I should have known better. I just couldn’t believe my eyes. It took me a long time to come to terms with what had happened. • Word formation 9 RNE Read the text and complete gaps I -6 with the correct derivative of each word in capitals. Two of the biggest problems in the world today are poverty and hunger. 1)......., the two issues are interrelated, especially in the developing world. There are many 2)....... causes, including land rights and ownership issues, war, famine and drought, but the end result is sadly, often the same. People are 3).......... to feed themselves and so are permanently malnourished. This leads them into a vicious circle. They are 4) ......less able to work, which causes even greater poverty and hunger. The most frustrating thing about this issue is that people are not hungry due to a lack of 5) ...... of food, but because they do not have the means to buy it. The 6)......of food in many poor countries is not coordinated fairly either. NATURAL DIFFER ABLE INCREASING AVAILABLE DISTRIBUTE 101» 2 Imagine you are a world leader.You have two minutes to address the problem of famine. What would you say? Start like this: People of the world, we have seen ... MODULE 3 81 1Швгтщ 3khs. Listening Task 1 ,0.i RNE («'1 Г')) You will hear a conversation between two friends. For statements 1-7, decide if each statement is True, False or Not stated. Circle the answer you choose. The woman believes that CCTV is a good idea. A True В False C Not stated Police officers will be needed to monitor the pictures. A True В False C Not stated Criminals try to avoid being caught on camera. A True В False C Not stated The man uses public transport on his way to work. A True В False C Not stated The woman has never seen the programmes the man describes. A True В False C Not stated The man would like a more personal approach to policing. A True В False C Not stated The woman did not know the man’s occupation. A True В False C Not stated Listening Task 2 A В C D E F G RNE (cO ») You will hear six different speakers. Match the speakers (1-6) to sentences A-G. Use each sentence only once.There is one extra sentence you do not need to use. Write your answers in the table.You will hear the recording twice. I failed to inform someone about something. I was not well-prepared for something. I got the wrong information. I arrived somewhere too early. I said something to the wrong person. I trusted something I shouldn’t have. I lost something important. Speaker 1 2 3 4 5 6 82 MODULE 3 Lisltninij Skills «КЭ study Skills Multiple choice Before listening, read the statements and underline the key words. When you read through the sentence completion options, keep the key words in mind. The first time you listen, try to identify the correct answer. The second time you listen, focus on why the other options are wrong. Listening Task 3 RNE «О») You will hear a person talking about his job as a career adviser. For statements I -7, choose A, В or C to complete each statement correctly. Bob became a careers adviser because of his A past experiences. В family history. C present environment. Bob says some people are unemployed because A they didn’t finish their education. В they are afraid of new technology. C they don’t have the right skills. Bob says the people who come to see him A want further education for different reasons. В have to be persuaded to do further study. C are not able to go into further education. People wanting to go into further education these days are lucky because A the number of universities and colleges has increased, В there are a variety of options available, C many online courses are free. Bob tells us that mature students applying for courses A are often preferred to regular students. В might not need any qualifications. C are often treated unfairly. Bob advises someone who doesn’t think they will get on a particular course to A double check the requirements. В get the right experience first. C have a more positive attitude. When asked if mature students find the return to education challenging. Bob A describes some of the challenges. В suggests ways to overcome the challenges. C denies the seriousness of the challenges. -ptakfny Skills Student A: Task 1 (3 - 3.5 minutes) Give a talk about the importance of family and friends. Remember to discuss: • the benefits of close relationships. • how family and friends can support you. • what kind of problems close relationships can cause. • what kind of relationship you have with your friends and family. Useful words/phrases • sense of security • good communication • respect • argue at times • a special bond You will have to talk for 1.5-2 minutes. Student В will listen until you have finished.Then he/she will ask you some questions. Questions for Student В Are small families better than large ones? Do you prefer to have lots of friends or a few close ones? What’s the most important quality in a friend? Do you find it easy to make new friends? Why/Why not? What’s the best way to have a good relationship with your family? ' ^ ^ Listen to a model answer.What does the speaker say about arguments? Task 2 (3-4 minutes) You and a friend have been asked to choose an event for Safety Week at your school. You can choose from: • a talk about safety in the home • designing a poster on road safety a practical workshop on cycling safely a lecture from a fire officer 84 Listen to a model answer.What choice did the speakers make and why? Remember to: _____________________ • discuss all the options • be polite • take an active part in the conversation • come up with ideas • give good reasons • find out about your friend’s opinions and take them into account • invite your friend to come up with suggestions • come to an agreement MODULE 3 Giving reasons I think this is important because It seems to me that .... because That’s really a good point, but I’m not sure I entirely agree with you because student В: Task 1 (3 - 3.5 minutes) Give a talk on the benefits of modern health care. Remember to discuss: • what health care was like in the past. • the availability of health care for everyone. • the effects of modern technology on health care. • the effects of health education on the population. Speaking Skills Useful words/phrases well-trained medical staff efficient clinics and hospitals improved diagnosis and treatment scientific advances effective health campaigns You will have to talk for 1.5-2 minutes. Student A will listen until you have finished.Then he/she will ask you some questions. Questions for Student A Do you think people are healthier now than in the past? Could the standard of health care in your area be improved? How? Should more money be spent on medical science? Why/Why not? Should the government spend more on health education? Do you look after your health properly? Listen to a model answer. What does the speaker say about health campaigns? Task 2 (3-4 minutes) You and your friend have been asked to organise an event for Technology Week at your school.You can choose from: • a workshop on computer technology • a visit to a modern hi-tech factory • a lecture on the latest developments in technology • a debate on the pros and cons of technology in the modern world Listen to a model answer. What kinds of activities do the speakers think will be popular? Remember to: discuss all the options be polite take an active part in the conversation come up with ideas give good reasons find out about your friends opinions and take them into account invite your friend to come up with suggestions come to an agreement Agreeing/Disagreeing You’re absolutely right about that I couldn’t agree more with that point I’m going to have to disagree with you on that point I don’t think that’s a good idea because MODULE 3 85 : Lttttrs/Ernaiis bme€l mi notes • Letters/Emails based on notes In some writing tasks involving letters/emails based on notes, the rubric may contain a letter/email from someone requesting information, advice, etc or it could take the form of an advertisement, notice, etc where you need to request information. In these types of tasks, notes are attached to the letter/email, advertisement, notice, etc to show you what information you must include in your answer. When asked to complete this type of task always consider what kind of style (semi-formal, informal) you will use before beginning to write Remember you must give all the information required, using full sentences, in your own words. a) Underline the key words in the rubric. You have received an email from Janet, the daughter of your mother’s best friend, who will be taking part in a music festival in your town. Read Janet’s email and the notes you have made.Then write an email to Janet, using all your notes (100-140 words). Nt From: Sent: Vww Initft Ecrm»t Tool» M«ip Janet 14th July Subject: Summer stay No, Dear Hannah, As Mum has probably already told you, I’ll be taking part in the music festival in your town this summer. I’m planning to stay for at least a month. Last night I was looking at hotels in the area on the Internet. Do you think the Hotel Aphrodite would be a good becau^.M place for me to stay? If not, do you know of any ^ . JT^ther places that might be suitable? res, give Щ details, Щ describe I No, months minimum ti Yes, name some Also, my mum told me that you are keen on keeping fit and are a member of the local gym. I was wondering whether I could join as well? I’d like to stay in shape over the summer. Finally, I’m hoping to earn some money while I’m there. I’ve worked as a waitress before. Do you jOuttMk.. w u;53 Next fl П. Oefele Step riS Sibiect To/From i <> i Oc*e T Priorty <► Dear Sally, revision How are you? Hope exam revision is is going goingwell. rm wriiing oecauseTdreally like your advice about a problem I have. As you know, I’ve always wanted to become an actress. Well, I’ve now decided to drop out of college and enrol full-time at drama school. The problem is I’ve discussed it with my parents and they refuse to support my decision. How can I make them change their minds? -------- Suggest Another thing ... a few months ago, without telling my parents, I applied for a drama school scholarship. Well, I just received a letter notifying me that I’ve won it! Do you think I should tell my parents about the scholarship? What would you advise me to ^jo? " Yes, explain why Please write back as soon as you can Lots of love, Rebecca g/ve’' advice шт WritirH): Discuss unci wrltt You have just received this letter from your English pen-friend, Harry, who you are going to visit soon in London. Read Harry’s letter and the notes you have made on itThen write a letter to Harry, using all your notes (100-140 words). Dear Francois, Hope all is well with you. I’m so excited you’re coming to London on the 11th. Please tell me what time you are arriving at^ the train station and I’H come and meet you. Only, there’s a problem: How will I Give details recognise you? I’ve only seen your photo Explain that you sent me two years ago! ^ how he As you will be staying with us for two weeks, we’re going to go to Brighton to meet the rest of my family. We’re staying with my sister, Eileen, who is a student at the University! of Brighton. You’ll love it there! -------- Ask what to bring her If there’s anything else you would like to do while you’re on holiday with us, please let me know. about Speak to you soon, what you Harry want to do When you have finished your work, exchange with a partner. Evaluate his/her piece of writing.Think about the following; Has all the information asked for in the rubric been included? Is the letter/email easy to understand? Does it flow? Are the paragraphs clear and in the correct order? Are the beginnings and endings in the correct tone/style for the intended reader? Does the letter/email contain any information that isn’t necessary? Is the style the same throughout the letter/email? Has a variety of vocabulary been used instead of repeating the same vocabulary? Are there any errors in spelling or grammar? MODULE 3 89 ^ss C'uiturt r* 3 90 (((^ ^')) Listen to the pieces of music and look at the pictures. Imagine you are there. Describe the scene. Read the first sentence in each paragraph. What are the texts about? Read and check. RNE Read text A and complete gaps I >6 with the correct derivative of each word in capitals. 4 RNE Read text B. For gaps I -7, choose A, B, C or D to complete each gap correctly. Circle the answer you choose. ^ Listen as you read the texts again. Mark the statements below T (true) or F (false). Text A 1 The first carnival in Trinidad was a celebration of the end of slavery. 2 Notting Hill is a very poor area of London. 3 The London carnival was unpopular at first. 4 The London carnival makes a lot of money. Text В 1 The Festival has taken place in St Petersburg every year since 1996. 2 Only winners from competitions in Russia take part in the festival. 3 Only classical music is played at the concerts. 4 The festival also organises events in other parts of the world. Match the words in bold from text A to their meanings below. • return to life • memorable music • delightful • money-making • variety • keeps MODULE 3 A Cause for Celebration Last August, I was in London for the biggest street party in Europe, the Notting Hill Carnival. This enchanting parade was a sea of bright colours and was attended by nearly 2 million people. The carnival’s origins lie far away in the Caribbean. In colonial times, slaves were taken from Africa to work in the Caribbean islands. They were 1)..........to play music or wear traditional clothes, so when slavery was made 2).......... in 1833, men and women on the island of Trinidad took to the streets in colourful costumes to celebrate their new 3) ..........and revive their native culture. This celebration soon became an annual part of I island life and contains ail the elements that can be seen at the London Carnival today; masked dancers, calypso ^ music and bands playing steel drums. The steel drum was invented in Trinidad when 4) ........... islanders turned large oil containers into musical instruments. The carnival reached central London in the mid 20th century. Notting Hill was a very poor area then and it soon became the first stop for many Caribbean 5) ............. ' looking to settle in London. The idea of a Caribbean-style Carnival originated in 1964 and it instantly became a huge success. With the first catchy tunes from a steel band, i locals 6).........flooded onto the streets, appreciating the music as a community and remembering the carnivals 1 back on the islands. ; The Carnival has been held in Notting Hill ever since and has grown into the phenomenon I witnessed last August, i Despite becoming a highly profitable event with vast j numbers of dancers and fierce musical competitions, the ’ Carnival carefully maintains its Caribbean roots. It remains : one of the most important celebrations of cultural diversity and understanding in Europe. FORBID LEGAL FREE ENTHUSIASM IMMIGRATE IMMEDIATE Q The Musical Olympus: The Peak of Performance When it comes to the best in the world of classical music, you need look no further than St Petersburg. Since 1996, the city has played host to The Musical Olympus International Festival - an annual 1).......... of concerts featuring a remarkable roll call of young award-winning singers, musicians and conductors. 2).....the stunning backdrop of St Petersburg’s most impressive buildings, the city’s music lovers are treated to a musical extravaganza. This is not just the best; it is the best of the best. The Musical Olympus Foundation was 3).......... in 1995 to develop both national and international cultural events. The jewel in the foundation’s crown is the International Festival. Winners from competitions all over the world are invited to perform with the best Russian orchestras. Young performers and upcoming stars take centre stage to 4).....the next generation of musicians. But the concerts not only showcase fresh talent. They have 5)....... such international stars as Yo-Yo Ma, the famous cellist, Diane Krall, the renowned jazz singer and Daniel Barenboim, the celebrated conductor. The foundation is truly international in its aims and intentions and concerts have not been limited to St Petersburg. Events have been held as far afield as New York and Berlin to great acclaim. 6)......standards, great organisation and fantastic music have led to The Musical Olympus International Festival taking its rightful place as one of the highlights of the cultural year. Visitors from all over the world pour 7).St Petersburg to enjoy the world’s best musicians and with the festival growing in reputation every year, its future success seems assured. D chain D Ahead D recognised D spotlight D caught D High D on у Look up the highlighted words from text В in a dictionary to find out their meanings. Then use them to write sentences of your own. g Discuss the meaning of the quotation in groups. Report to the class. ‘'Share our similarities, celebrate our differences” _____________________ M. Scott Peck ICT I Using the Internet or other sources you have available to you, find information about a festival In your country. Make a presentation to the class outlining the event and its history. MODULE 3 91 ILtnrtlirt Look at the picture. Where and when do you think the scene is set? Who might the men be? Read the biography to find out. Isaac Asimov (1920 - 1992) was born in Russia and was both an author and a scientist. He wrote science fiction and popular fiction novels, as well as short stories and essays. Like many of Azimov’s books, The Caves of Steel (1954) is set in the future and features robots. It is partly science fiction and partly a crime story. Elijah Baley is a human detective from New York City, where the people live inside enormous buildings - the ‘caves of steel’ in the book’s title - completely cut off from the world outside. Baley is going to meet his new partner, a ‘Spacer’ robot called R Daneel Olivaw. Spacers are advanced people from faraway worlds, and they live in Spacetown, a separate city near New York. Earthmen dislike Spacers, and they also hate the clumsy robots which have become a necessary part of the human world, so Baley is very uncomfortable about his new assignment. Read lines 1-17. Why is Baley so surprised when he meets R Daneel Olivaw? Discuss it with your partner and then read through and check. RNE Read the text again and choose the correct parts of sentences (A-G) to complete gaps I-6.There is one extra part of a sentence you do not need to use. ^1 Match the highlighted words and phrases in the text with the meanings below. • sensible, reasonable • truthful and open • continued • speak quietly • travelled, went • untrue story which is widely believed ^ Use a dictionary to find the meaning of the words in bold, and then use them in sentences of your own.Then translate lines 60-70 into Russian. Complete the following phrases using adverbs from the text, and then use the phrases in sentences of your own. • listened........... • went up.............. • said............ •............. anxious • ............ calm 92 MODULE 3 10 15 20 25 30 35 V The Spacer standing at the Spacetown entrance was dressed in Earth fashion, but the way he stood, the calm lines of his broad, high-cheekboned face and his short bronze hair showed he was no Earthman. “I am police officer Elijah Baley, Police Department, City of New York, Rating C-5.” Baley showed his badge and went on, “I have been instructed to meet R Daneel Olivaw here.” He looked at his watch. “I am a little early. Will you tell him that I have arrived?” He felt nervous and more than a little cold inside. He was used to the Earth-model robots. The Spacer models would be different. He found himself gritting his teeth. The Spacer, who had listened politely, said, “It will not be necessary. I have been waiting for you.” Baley’s hand went up automatically, then dropped. He was too shocked to say anything. The Spacer said, “I shall introduce myself. I am R Daneel Olivaw.” “Yes? Am I making a mistake? I thought the first initial, R, stood for “Quite so. I am a robot. Were you not told?” “I was told.” Baley put a damp hand to his hair 1 I |. Then he held it out. “I’m sorry, Mr Olivaw. I don’t know what I was thinking of. Good day. I am Elijah Baley, your partner.” “Good.” The robot shook his hand. “Yet I feel you are uncomfortable. May I ask you to be frank with me? It is best to be honest in a relationship such as ours.” “It’s just, you see, that you don’t look like a robot,” Baley said desperately. “And that disturbs you?” “It shouldn’t, I suppose. Da- Daneel. Are they all like you on your world?” “There are differences, Elijah, just as with men.” “Our own robots... Well, you can tell they’re robots, you understand. You look like a human." “Oh, I see. You expected a rather basic model and were surprised. Yet it is only logical that our people use a robot that looks like a human in this case Is that not so?” Listening & Speaking у Listen as you read the text again. Number the following emotion adjectives in the order that Baley feels them. • angry. • nervous.. • embarrassed.. • regretful. • surprised and confused. b) In pairs, discuss why Baley feels each of the emotions listed in Ex. 7a. e.g. Baley feels nervous because he is going to meet a Spacer robot It was certainly so. An obvious robot roaming the city would soon be in trouble. Baley said, “Yes.” “Then let us leave now, Elijah.” They made their way back to the endless cars of the expressway and scrambled aboard. Baley was red. He swallowed twice 40 and said,“I’ll stay down here with you” and, consequently, of equal rank and smoothed it back nervously and very aware of the robot sitting next to him but this turned out not to be necessary but only now did he regret not being so if we expect to avoid trouble Writing 8 45 i “Down here?” the robot said. “Is my information wrong? I was told that a rating of C-5 allowed someone a seat on the upper level.” “You’re right. I can go up there, but you can’t.” “Why can I not go up with you?” “It takes a C-5, Daneel.” “I am aware of that.” “You’re not a C-5.” Baley was understandably anxious to keep his voice low. R Daneel said, “Why should I not be a C-5? I am your partner | 4 | 1.1 was given this.” From his shirt 50 55 pocket he took a rectangular police identity card. The name given was Daneel Olivaw, without the all-important first initial. The rating was C-5. “Come on up,” said Baley. Baley looked straight ahead, once seated, angry with himself | 5 | |. He had been caught twice. First he had not recognised R Daneel as a robot; secondly, he had not guessed that R Daneel must have a C-5 rating. Of course, Baley was not the perfect policeman of popular myth. He was not constantly calm, adaptable to any situation, and mentally as quick as lightning. He had never supposed he was, | 6 | |. What made him regret it 60 65 was that R Daneel Olivaw was that very same myth, embodied. He had to be. He was a robot. 70 p!lf!l!il Imagine you are Elijah Baley.You have just finished your first day working with R Daneel Olivaw. Use the points below and your own ideas to write a diary entry about your day. • What are your feelings towards R Daneel Olivaw? • What was your first impression of him? Why? • What are your thoughts on working with a robot? • Do you think that you will get on well with him? MODULE 3 93 Currlciiiur Cut CITIZENSHIP Read the statement about human rights and look at the web page. How could they be related? Human rights are founded on respect for the dignity and worth of each individual regardless of race, gender, language, religion, opinions, wealth or ability' and therefore apply to every human being everywhere. Write down three questions you have about Unicef. Read the website to see if you can answer them. unicef United Nations Children’s Fund Who we are and what we do: The United Nations Children’s Fund, or UNICEF, was created 0) by the United Nations on 11th December, 1946, to provide emergency food and healthcare to children in countries devastated by World War II. 1)..... days, we still work hard to protect the basic human rights of children as spelled out in The Convention on the Rights of the Child (1990), 2)....almost every country in the world has signed. These rights include the right to survival, to develop to the fullest, to protection from harmful influences and to participate fully 3).family, cultural and social life. We focus on many areas, such as sanitation, education, water & protection from abuse. Some of our projects: More than 2.6 billion people - 40% of the world’s population - lack basic sanitation facilities, and over one billion people still have unsafe drinking water. In 2007, as 4)......as ensuring that water supplies were safe, we sent theatre groups to take a vital message of disease prevention to some of the 80,000 children 5).....were left homeless after the Zambezi River in Mozambique broke its banks. The messages of the theatre groups were simple - wash your hands, keep your food protected, go to the doctor. Teams also showed films 6)......health on huge video screens in different communities and distributed leaflets and soap and water to families. An estimated 158 million children aged 5-14 are engaged in child labour - one in 7).......6 children around the world. Millions of 8)........work in very dangerous conditions, such as working in mines, working with chemicals in agriculture and working with dangerous machinery. One of the many towns we are helping is Coronel Oviedo in Paraguay, where many children sell snacks along the highway or wash car windows to help their families make ends meet. Many of these children now not only go to school, 9) .......can spend time afterwards in ‘open centres’ 10).......they receive help with homework, one or two meals, basic health care and the chance to 11) ............ part in fun activities. The project also has a training and employment centre to help parents provide for 12).......families. How you can get involved: • buy cards or gifts from the unicef website to support our work • sign up for our newsletter • make a donation • become a volunteer 94 Read again and fill in the gaps with an appropriate word. Check with your partner. ;j Match the words/phrases in bold in the text to their synonyms in the list below. • approximately • survive financially • making sure • detailed clearly • flooded • gave out • ruined • involved • as much as possible • damaging • the process of keeping places clean and healthy • cruel & violent treatment MODULE 3 ((' ^ ^») Listen to and read the text again. What did you find most interesting about Unicef? What else would you like to know? ICT In groups collect information about another organisation that protects human rights, e.g. the UN,Amnesty international, etc. Present your information to the class. You can visit these websites: https://www.amnesty.org / https://www.un.org 'У ^ - Г ~ ' ■ Г-" 'Jy '■''' '''' '.'У"' 9 10 Fill in: evidence, fine, charged, engaged, breakthrough, exposed, numerous, success, profitable, bizarre. The company made an important....................in Europe. He is said to be..............in criminal activities. He paid a(n)....................for illegal parking. They were............................with murder. Don’t leave it........................to the sun. His new invention met with great................... The police made............................arrests after the football match. There was a lot of..........................against him so the jury found him guilty. Sandra’s behaviour was............................. The business deal turned out to be very ..........................for everyone involved. / Points: _' у 10X2 20 ] Fill in: criminal, stare, interrogation, police, illegal, armed, fully, valued, radio, technological. 6 ............... record 7 ........ developments 8 ............ broadcast 9 ........... robbery 10 ............... blankly 1 ............. station 2 .............. room 3 ........... parking 4 .......... informed ''' ■% Щ \ъ '■X -Vy/л possession Choose the correct word. Points: lOXI 10 The two men were charged for/with burglary. The man was sentenced to/for two years in prison. The judge found him guilty from/of drink driving. The police officers placed the thief on/under arrest. A good citizen always shows respect to/for the law. Points: 5X2 10 Д Choose the correct word. 1 Use the remote/distant control to change the channel. 2 Ann attends a state/compulsory school. 3 Ruth is on a foundation programme/course to allow her to study abroad. 4 The shopkeeper decided not to put/press charges. 5 The penalty/prlce for speeding is often a fine and 3 points on your licence. 6 It was the third crime he had performed/ committed in two years. 6 »"ess Check 3 7 John has just bought a flat/level screen TV. 8 This camera has a large display/show screen. 9 When the red light flashes, you need to refill/ recharge the battery. 10 Don made a full Improvement/recovery after his illness. /„ \ I Points: _\ \ 10X2 20 } ^ Complete the sentences using the words in bold. Use two to five words. 1 There is no chance of me taking any time off work, possible It won’t be.......................... ................ any time off work. 2 Everyone thinks he will win the race, expected He......................... the race. 3 Sue cannot attend the meeting tomorrow, present Sue won’t ............................ .............. meeting tomorrow. 4 Bob was the only one who didn’t get a pay rise, apart Everyone got................ Bob. 5 My brother said I could borrow his MP3 player, permission My brother......................... ................ his MP3 player. ■M ( Points: 5X4 20 Complete the gaps with the words derived from the words in capitals. Unemployment is high simply because of the ................of jobs. AVAILABLE He received letters before his invention succeeded. REJECT I number of ............... is invention succeeded. REIECT 'Швй: The strap on my camera is............ DETACH The festival celebrates cultural..... DIVERSE Healthcare and............. are two basic needs of every child. EDUCATE Points: \ 5X4 20 у Now I can ... My score: _____' 100 у talk about crime and social issues talk about technology & education give an eye-witness account/narrate an experience buy things express my views and make suggestions write emails of recommendation ....................... in English MODULE 3 95 Module 3 W OCUS on RNE [ i Reading - Parts Read the story. For statements I -7, choose A, B, C or D to complete each statement correctly. Circle the answer you choose. The Garden Clara waved goodbye to the removal men as the van trundled down the drive. She sat on the front step of her newly-purchased home exhausted from moving house, but content. Her new life in the quiet solitude of a country village was about to begin and she was very excited about the prospect. The house was comfortable, with enough space to accommodate her city friends when they came, but the garden was a tangled mess of weeds after years of neglect. Turning it into her own private Eden would be the first big project in her new home. Despite being worn out from her busy day of moving, Clara slept fitfully that night. It wasn't because of the unfamiliarity of her new surroundings, sleeping in a house so very different from her plush apartment overlooking the Thames. Nor was it because of the strange silence of the night in the countryside. No, Clara was too busy planning her attack on the web of weeds in her garden, imagining the colourful beds of flowers, the fruit trees and evergreen shrubs she would plant. She awoke early and with more energy than she expected under the circumstances. After a light breakfast she headed straight for the garden. It was a warm day and it wasn't long before Clara was perspiring heavily as she pulled out the thick weeds that had invaded almost every inch of the garden. Her back ached and even though she wore padded gloves, she could feel the blisters starting to form on her fingers. The job was going to be a lot harder than she had thought. "That'll be a lot of work for one person. You could do with some help." Clara looked up to see a smartly dressed man of about sixty standing by her garden gate. He was tall and stood ram rod straight, which gave him the air of a military officer. "Very true," she said smiling, "I hope that's an offer." The man opened the gate and walked towards her with his hand extended in greeting. Clara was faintly surprised that he hadn't saluted her. "Peter's the name," he said shaking her hand, "I live next door and I'd be only too happy to be of service." Clara was glad she would have some assistance with the daunting task of taming the wilderness of her garden and a bit of company would be pleasant, too. In the evening, as Clara sat alone in her living room, she wondered at how strange it felt to accept the kindness of strangers, something that so rarely happened in the city. Well, she mused, one of the reasons she had opted to come to the countryside was precisely because she wanted to escape the selfish, suspicious nature of living in the dog-eat-dog world of the city. When Clara retired to bed she slept long and deeply. Peter was already busy in the garden by the time she got up. Clara took out a pot of tea wondering how she would make polite chit chat with her new neighbour without looking awkward and embarrassed. "Well, good morning...," she said, but before she could finish her sentence, Peter interrupted her. "Right, start digging by the wall on the south side of the garden and after lunch we'll go to the garden centre and pick out some plants." Clara was somewhat taken aback at being given what sounded rather like orders. For the past twenty years she had been the manager of a large bank and was far more used to giving orders than receiving them. "Oh, right you are," she said, putting the tea pot and mug down. How odd, Clara thought, as she made her way to the part of the garden Peter had commanded her to tackle. She wasn't quite sure if she minded being bossed about or not. It was such a new sensation to be on the receiving end of instructions, so unusual to be delegated work rather than delegating it. At the very least, she decided, as she knelt down to start digging, life in the countryside was proving to be a lot less dull than she had imagined. 96 I Clara’s priority for her new home was to A make it comfortable for visitors. В find a project to keep her busy. C have a quiet, peaceful life. D restore the overgrown garden. MODULE 3 2 Clara had difficulty sleeping because A the countryside was too quiet. В her mind was on other things. C she wasn’t used to her new home. D her bedroom wasn’t luxurious enough. While working in the garden, Clara A realised she had worn the wrong kind of gloves. В had to stop because it was too hot to work. C injured her back digging up the weeds. D found out that gardening was very hard work. When Clara met Peter for the first time she A was certain he was an army officer. В was annoyed at the way he greeted her. C was happy that he had offered to help. D was impressed by his stylish clothing. The phrase‘dog-eat-dog world’ in paragraph 5 is used to show that A Clara didn’t trust strangers. В city life is ruthless and competitive. C everyone in the countryside is kind. D there are too many stray dogs in the city. Module 31 Focus on 6 Clara was surprised that Peter A didn’t want any tea. В was so eager to help. C avoided chatting to her. D had told her what to do. 7 Clara found being told what to do A a new experience. В quite irritating. C difficult to accept. D extremely impolite. Use of English - Part 1 Read the text and complete gaps I -7 with the correct form and tense of each verb in capitals. Homelessness ‘1 I used to think that homelessness meant tramps 1)...... rough on the streets. However, recently my family and I 2).....to leave our rented flat because the owner wanted to live in it himself. We 3)....... to the council for a flat immediately. That was six months ago and since then the four of us 4).... in one room in a hotel. Our name is still on a waiting list for a council flat. If both of us had been working, we would 5).......rent another flat privately. However, my husband earns the minimum wage and I am not working at the moment because we’ve got two small children under the age of five. Now that this 6)....to us, I realise that many other families are in a similar situation. It can be stressful living in such cramped conditions and tempers can sometimes flare. I am confident that soon the council 7).....a flat for us. In the meantime, we try to make the best of the situation and keep smiling. Part 2 Read the text and complete gaps 1-6 with the correct derivative of each word in capitals. MASLEHITSA The 1).... week before Easter, the week before the beginning of Great Lent, is a time of great cultural and religious 2).. in Russia. Known as Maslenitsa, or Pancake Week, Russians mark the occasion with special foods and 3)... As the name of the holiday suggests, the food most commonly eaten during this period is a type of pancake called a bliny. Circular and 4)....in colour, this Russian treat is made from eggs, milk and butter. Maslenitsa is also a time for having fun and in many parts of Russia each day of this holiday week has its own particular 5). activity. Going for sleigh rides, waging snowball fights and visiting in-laws and godparents are just a few of the festive goings-on that people enjoy. Another highlight of the week-long celebration is Lady Maslenitsa, a straw figure dressed in brightly coloured clothing. On the last night of Maslenitsa, huge bonfires are lit and both she and any remaining pancakes are burnt in 6)..for Great Lent. '••••••••••••••••••••I MODULE 3 97 Module 3 I Focus on RNE Use of English - Part з Read the text. For gaps I -7, choose A, B, C or D to complete each gap correctly. There are some things that we 1)...for granted - education, healthcare, a roof over our heads and a family to care for us. However, not everyone is so lucky and not all lives are so easy. Many people face a 2).struggle to earn a living and get through the day. Most countries have a system of social guarantees that provide programmes to help and support people in their daily lives. These guarantees are there from the moment we are born. Free medical care is available from the 3).system throughout our lives. Education is provided for everyone and prepares us for a career of our 4).At the end of our working lives, there is a pension that makes elderly life more 5). The system is even more important to those in greater need. Orphans who have no family to look 6)..them need special care. Families with little or no income need low-cost housing. Workers need a minimum wage and the unemployed need money 7)....... they find another job. Of course, no system is perfect and there is always more that can be done, but social guarantees available in Russia help make life better for many people. 1 A make В take C have D 2 A constant В reliable c stable hold 3 A nation В state c land D regular 4 A variety в selection c option D country 5 A convenient в comfortable c correct D choice 6 A over в out c after D complete 7 A until в since c when D to Listening - Part 2 You’ll hear a conversation between two people. For statements 1-7, decide if each statement is True, False or Not stated. Circle the answer you choose.You’ll hear the recording twice. Mike’s friends are going to watch football on Saturday night. A True В False C Not stated Claire will watch the parade from the start A True В False C Not stated There will be fireworks at the football match. A True В False C Not stated Mike is concerned about what he will wear on Saturday night A True В False C Not stated Mike is going to wear a jacket to the football match. A True В False C Not stated Mike will take a bag to the match. A True В False C Not stated Claire will meet Mike at the parade on Saturday night A True В False C Not stated Speaking Task 1 (3 - 3.5 minutes) Give a talk on healthy living. Remember to discuss: • what factors contribute to a healthy lifestyle, why? • how easy or difficult it is to look after our health, why? • how important it is to eat a ‘balanced diet’, why? • what do you think are the benefits of doing exercise, why? Writing - Part 2 You have 40 minutes to do this task. Comment on the following statement. CCTV is becoming more common but some people say it interferes with their right to privacy. What is your opinion? Does CCTV make people feel more secure? Your answer must be 200-250 words. 98 MODULE 3 Survival ► Look at Module 4 • Describe the pictures. • Which units are the pictures from? What is each unit about? ► Find the page numbers for • a dictionary entry □ • a joke □ • a paragraph plan □ • a website □ ► Listen, read and talk about... • evolution & conservation • space • food & drinks ^ Learn how to ... • make & respond positively to suggestions • express agreement/disagreement • decide on what to eat • express probability • express advantages/disadvantages • approve of an idea ► Practise ... • inversion • so - neither/nor • emphatic structures • linkers ► Write/Make ... • a summary of a text • a two-minute address to parliament on space colonisation • a paragraph expressing your opinion on GM foods • essays t Across Cultures: Banking on the Future Literature: The Lost World Green Issues: Deserts MODULE 4 99 Lead-in (((^^^») Which of the following can be true about the Galapagos giant tortoises? Decide in pairs. Listen and check. They can weigh up to 250 kg. They live for more than 50 years. They sleep for much of the day. They are herbivores. They can survive for a long time without drinking. The breeding season is at the end of the rainy season. The females lay between 2 and 4 eggs. The young tortoises hatch after around 100 days. Reading Describe the animal in the picture.Why do you think he is ^Lonesome Georgel Read the text to find out. f •me ibrtoiae reiiiaiiis to tell of , i: ё ^ taotatod Islao^cif 1^^,” Sometimes the road to romance is long. ‘Lonesome George’, a giant Galapagos tortoise, is the last of his subspecies and thus profoundly alone. Living far out in the Pacific on the island of Pinta in the Galapagos Islands, he is officially the rarest living creature on Earth. No animal better captures the history and mysterious beauty of the Galapagos Islands than the giant tortoise. There used to be thousands of them roaming over these Islands, including the volcanic slopes of Pinta. Observations of them by Charles Darwin, 10 who visited the islands in 1835, even formed part of his worldchanging theory of evolution. Sadly, however, mostly as a result of centuries of passing sailors hunting the giant tortoises for food, there are now only an estimated fifteen thousand left in the Galapagos Islands. Of the 15 fifteen known subspecies, four are already thought to be extinct, as was the Pinta giant tortoise until Lonesome George was discovered in 1971. This came as a pleasant surprise to scientists since no other Pinta tortoises had been found on Pinta Island since 1906. 20 In the decades since George was discovered, he has become the star attraction at the Charles Darwin Research Station where conservationists have been hoping to rescue some of his genes by mating him with another tortoise. Two females from the nearby island of Isabela, the most closely related to the Pinta subspecies 25 that could be found, were put into his enclosure with him in 1992, but he failed to take the hint. Then Professor Jeffrey Powell, an evolutionary biologist from Yale University, came up with a possible reason why Lonesome George was not finding true romance with the ladies from Isabela. 30 Perhaps, he suggested, they were simply too different to him to be a suitable match. Sailors often carried the tortoises from one island to another, he pointed out. His question, therefore, was: “How do we know these tortoises are Lonesome George’s closest relatives?” In other words, there could be a perfect Pinta match for George alive and well on Isabela or even on some more distant island. To begin testing his theory. Professor Powell, together with a research team, analysed DNA from seven Pinta tortoises - six from deceased museum specimens and one from George himself - and compared it with blood samples from twenty-seven giant tortoises living on the side of a volcano on the northern tip of Isabela. Among these samples, they found one tortoise, about thirty years old, with clear signs of Pinta ancestry. Sadly, however, the newly discovered tortoise was not a suitable romantic partner for George: he was male. He was not purebred, either. While his father was originally from Pinta Island, his mother came from Wolf Volcano on Isabela. Powell sees this as a breakthrough, however, because it proves that in the recent past, a Pinta male was breeding on the island. “If that’s the case, it is possible there are other Pinta individuals out there, maybe even a female.” Powell also notes that there are about eight thousand giant tortoises living on Isabela, and their study looked at only a small random sample. His team of researchers intends to return to the island and take blood from more than two thousand tortoises. If they do indeed find a Pinta female, they hope to take her to George’s enclosure and attempt to breed the pair. The possibility remains, then, that Lonesome George may one day not be so lonely after all. When asked how great George’s chances of reproducing really are, however. Dr Henry Nicholls, an evolutionary ecologist and author of the book ‘Lonesome George’, still feels that his prospects are bleak. “As far as his status as a conservation icon is concerned, though,” he says, “his prospects have never been better. George really is an amazing ambassador for the consen/ation cause in Galapagos and even beyond.” 35 40 45 50 55 60 MODULE 4 The writer mentions Charles Darwin in order to emphasise A his importance as a scientist. В his strong connection to the Galapagos Islands. C the large numbers of tortoises on the Galapagos Islands. D the significance of giant tortoises. According to the third paragraph, scientists were pleased that A there was a larger number of tortoises on the islands than previously believed. В one subspecies of giant tortoise was not extinct, as previously thought. C a new subspecies of giant tortoise had been discovered. D they had been the ones to make a particular discovery. The writer uses the phrase ‘he failed to take the hint’ (line 26) to show that Lonesome George A didn't behave in the way the conservationists were hoping. В didn’t seem to get on with the tortoises from Isabela. C behaved differently to the tortoises from Isabela. D wasn’t used to the company of other tortoises. In the fifth paragraph, the writer suggests that Pinta tortoises A could have originally come from Isabela Island. В may be found on islands other than Pinta Island. C were brought to Pinta Island by sailors. D were hunted by sailors more than other subspecies. RNE Read the magazine article again. For statements I -7, choose A, B, C or D to complete each statement correctly.Then translate lines 51 -64 into Russian. became more uncertain about his theory. was confused about Lonesome George’s ancestry. felt hopeful of a future discovery, was disappointed with his findings. When Powell continues his research, he will test A as many female tortoises as he can find. В the tortoises from the previous study again. C all the tortoises on Isabela Island. D a much larger sample of tortoises than before. When the writer uses the phrase ‘his prospects are bleak’ (line 61), he is referring to Lonesome George’s A bright future. В role in conservation. C poor chances. D worsened situation. Writing ^ Complete the sentences to summarise the text. Read your summary to your partner. a) Fill in: take, suitable, blood, analyse, living, pleasant, closest, museum, star, research. Make sentences based on the text using the completed phrases. 1 ........... creature 2 ...........the hint 3 ...........surprise 4 ............attraction 5 ...........match 6 ...........team 7 .........relatives 8 ...........DNA 9 ...........samples 10 specimens b) Explain the words in bold. Listening & Speaking Listen as you read the text again. Say four facts you remember from it. Lonesome George lives in 1)................. and is the only 2)..............alive. Some species of Galapagos giant tortoises are facing extinction because of 3)................Lonesome George, from a subspecies previously thought to be extinct, \was discovered in 4).............and now lives in 5).............. Unfortunately, he can't 6).................... According to researchers, the reason is 7)...............Professor Powell believes that 8)................ It is possible that one day Lonesome George 9)................. J ICT I What is an ecosystem? Why is it important to preserve it? In groups collect information. Present it to the class.You can visit this website: https://en.wil6 with the correct derivative of each word in capitals. Uuulli lutilt Lu llmii Both 1) .......... and scientists have NOVEL long wondered if Mars could ever be habitable. To colonise Mars we would need the basic requirements for survival, such as air, water and a climate 2) ..........for food production. SUIT In 2008, a space mission to Mars indicated that Martian soil is similar to Earth’s, contains nutrients and is capable of supporting life. Another 3) ..........the scientists made is that DISCOVER there is ice below the surface of the planet. If the surface of Mars could be warmed by the release of greenhouse gases, the trapped ice would melt and water would fill the valleys and craters. Strangely enough, 4)..........warming, GLOBE the very problem that threatens our planet, could be the solution to making another planet habitable. The colonisation of Mars has always seemed like an 5) ......... dream only to be found in POSSIBLE science fiction but scientists are now pursuing ways to make it a 6).......... REAL yone day in the future. 8 Listening & Writing Listen to two people talking about spending money on space exploration.Who’s in favour of/against it? What points does each person mention? T^ink! Spend three minutes writing a few sentences on space exploration. Read your sentences to the class. MODULE 4 107 ) Lead-in Read the dictionary entry. GM foods /c|3i em fudz/ = foods made from genetically modified organisms (GMO) in which the genetic material (DNA) has been altered in a way that does not occur naturally (e.g. tomatoes, corn, soya beans, etc) Why do you think GM foods are produced? With a partner discuss the advantages and disadvantages of GM foods. Use the words and phrases below. • nutritional value • price • crop protection • disease resistant • unknown effects • unnatural • controversial Reading 108 Scan the texts to find out which ones mention GM foods. What are the other texts about? RNE Match the headings (A-H) to extracts I -7. Use each heading only once.There is one extra heading you do not need to use. A Closely related В No need to change old ways C A new type of potato D Unexplained illness E Space required to stay alive F Not so different from the past G A problem with potatoes H New uses for an ancient cure MODULE 4 Scien^ Match the words in bold to their meanings. • preventing infection • a protest group • a large meeting • delivery • growing • extremely poor • make sure of • sensitive • disruption • moving/travelling • cut off • a structure housing bees Fill in; farming, mysterious, fully, crop, conventional, scientific. Make sentences using the completed phrases.Then translate extracts 3 and 6 into Russian. 1 .failure 2 ...................knowledge 3 ....................diseases 4 ................medicine 5 ...............methods 6 ...................grown Listening & Speaking № 4 ^ U) Listen as you read the texts again.Tell your partner three things you found interesting in the texts and why they interest you. I Ben Goldsmith was one of a number of organic farmers at the conference on the future of farming. In his speech he pointed out that there was no reason to suggest that farmers will not be able to produce enough food for everyone in the future using traditional farming methods. He claims that the problem is one of distribution, not production and that genetically modified foods will not solve this problem. The history of beekeeping dates back at least 3,000 years but recently there have been threats to bee populations ail over the world from mysterious diseases. One of the most serious is colony collapse disease (CCD) which occurs when worker bees fail to return to the hive,There have been many theories put forw ard as to the causes of this phenomenon, including GM crops, global warming and interference from mobile phone networks. .The largest tiger in the world is the Amur tiger, often referred to as the Siberian tiger. Measuring up to 3 metres in length, a fully grown adult male can weigh anything up to 300 kg. The Amur tiger is a protected species but conservation is difficult due to the fact that the tigers need a very large area to hunt in to ensure their survival in long cold winters. Although by the 1950s only 50 tigers remained in the wild their numbers have grown and there are now over 400 of them. One of the things the anti-GM food lobby overlooks is the fact that farmers have been genetically engineering food for thousands of years by cultivating hybrids, which means putting two varieties of plant together to make a new variety. The difference today is that scientific knowledge and technology have advanced to the point where we can alter a plant to make it resistant to disease, stop insects eating it and even develop foods that are more nutritious. Writing New research has revealed that the extinct Caspian tiger lives on in the Siberian tiger. Once thought to be a sub species, the Caspian tiger has been discovered to have DNA which is almost identical to the Siberian tiger. The scientists have concluded that the reason the tw^ are so alike is because both w'ere descended from the same migrating ancestor but that the two groups were later isolated to different areas by hunters. When the potato was introduced to Europe from South America in the 16th century, only a few varieties were established and this left crops vulnerable to disease. To help prevent crop failure, potatoes should not be grown in the same soil for two years in a row. Unfortunately, in the mid 1800s the Impoverished tenant farmers of Ireland had no option but to use the same small plots of land for growing potatoes year after year and this is what led to the Great Potato Famine. The use of honey in healing is much older than medicine itself, and the Father of Medicine, Hippocrates, used it to treat a variety of conditions. However, it is only recently that the antiseptic and antibacterial properties of honey have been chemically explained. Researchers are currently looking into ways in which the use of honey can help conventional medicine in the treatment of drug resistant infections. уЩД Opinions are divided on GM foods. Some believe the new technology will improve our lives, whereas others fear it will be harmful to human health. What is your opinion? In five minutes write a short paragraph stating your opinion and supporting it with reasons/ examples. Read your paragraph to your partner. Find out more about the Amur/Siberian tiger and present your findings to the class.You can visit this website: https://animals.nationalgeographic. com/animals/mammals/siberian-tiger.html MODULE 4 109 Vocabulary & Grammar • Food and Drinks Fill in; peel, grate, core, melt, slice, mix. beat, toss, drain, separate, crush. 1 Sam likes to..........some cheese and sprinkle it on top of his chips. 2 You have to peel and................. apples before you bake them. 3 If you don’t..............the water from boiled potatoes, they go mushy. 4 ...............the whites from the yolks of the eggs and put them in different bowls. 5 This recipe is very easy; all you do is ................ail the ingredients together. 6 .............the eggs until they are light and fluffy. 7 Before you............ an onion, cut off the root end and................ away the skin. 8 You have to...............a salad to make sure the dressing coats all of it. 9 When you..................garlic, the flavour really comes out. 0 ..................the butter in a hot frying pan, then add the mushrooms. » Match the food items to their flavours. ____ [1 cream plain rice chilli pepper lemons pizza peanuts chocolate honey 1 2 3 4 5 6 7 8 9 10 I I 12 13 14 15 4 A Choose the correct word. Compare with a partner.Then translate the sentences into Russian. Do pineapples grow/grow up in your region? Undernourished people have a poor/rich diet. Sushi is often made with cooked/raw fish. Turkey is a thin/lean meat. There are certain foods to avoid/miss if you are on a diet. Many supermarkets have a wide range of frozen/freezing meals. I’m rich/full. I can’t eat any more, thanks. I need a cup of heavy/strong black coffee to wake me up. I’d like some strawberry tasting/flavoured ice cream, please. As the cake bakes, it rises/increases. Fill/Pour the mixture into a tin and bake for I hour. Would you like another helping/amount of ice cream? Take a sip/swallow of this and tell me if you like it. You can serve strawberries with whipped/crushed cream. For the additive/topping you can use cream or ice cream. Fill in: sprinkle spread dust 1 ............the icing on the cake with a spatula. 2 .............the top of the cake lightly with icing sugar. 3 To finish, you can.......a handful of crushed nuts on top. В whip beat mix blend all the ingredients together and stir with a wooden spoon. 2 You have to..............the cream until it’s thick. 3 You can use a food processor to...............everything into a creamy mixture. 4 .........the eggs in a bowl with a fork. raw ripe rotten We have to throw this fruit away; it’s all........ The only............vegetables she likes are carrots. Don’t eat these bananas; they aren’t.........yet. instructions recipe prescription receipt Can you get this..........made up at the chemist’s, please? I’m using my grandmother’s...........to make a cake. How much did you pay for these mushrooms? Do you have the............? All you have to do is follow the.........on the packet. Fill in; bar, loaf, can, piece, carton, portion, jar, spoonful, pot. Which nouns are countable/uncountable/both? Give examples. . of bread 4 .. of sugar 7 .. of jam ... of milk 5 .. ... of chocolate 8 .. of chips .. of cake 6 .. of cola 9 .. ... of yoghurt 110 MODULE 4 • Words often confused Fill in: bite, munch, chew, swallow, sip, grind.Then, use a verb to complete the joke. You should always ............... your food properly. You should.............it slowly if it’s too hot to drink. You can put the peppercorns in a mill to............them. Can I have a.............of your chocolate bar? I hate it when people............ popcorn noisily all through the film at the cinema. Don’t............it all at once; eat it slowly! Listening 8 № ^ ►»)) Listen to a dialogue between two friends. Where does It take place? Why are they there? What do they decide to have? Everyday English • Deciding on food/drink Imagine you are at a restaurant with your friend. Use the phrases below to act out your dialogue deciding what to eat/drink. What has teeth but i A comb. Щ Asking about food/drink Replying • Have you decided yet? • I’ll have .... How about/And you? • What would you like to start with? • Would you like ...? • And to follow? • What about something to drink? • Yes, I have./No, I haven’t. • That sounds .... I think I’ll have .... • I’d like a .... • No, thank you. I’m fine. ask partner if decided (Have you ...?) explain your choice (I think ril....; State your preference rd like a ... .Would you ..? respond positively, ask about partner (Yes, I’ll have .... And you?) approve of partner’s choice, ask about drink (That... .What...?) respond negatively, state your preference (No, thanks ....) Word formation Complete the sentences using the words in bold. Use two to five words. RNE Read the text and complete It has rained a lot this year. derivative of each word in capitals. deal We’ve had........... .......... this year. The two brothers look the same to me. tell I................... ....... between the two brothers. It’s his duty to deal with customers’ complaints. responsible He.................... .... with customers’ complaints. There’s almost no pizza left. hardly There’s ............. ............... left. They say that the ruins were discovered by a young boy. said The ancient ruins — .........discovered by a young boy. \П ______ Mangoes are a tropical fruit that have been cultivated on the Indian subcontinent for thousands of years. Their 1) ........to other parts of the world began in the 5th century BC and they are now grown in many regions which have a tropical or subtropical climate. There are many different 2) ......... of mango and each has it’s own unique flavour. Although many types of mango are 3) .........sweet they are also used in hot and 4) ........dishes, too. Not only are they used in the 5) .........of many different dishes, but the smaller types of mango can also be grown in containers as 6)..........plants. INTRODUCE VARY EXTREME SPICE PREPARE ORNAMENT MODULE 4 111 WttrmiL) kills C'b-I Listening Skills: Key words & positive/negative statements REMEMBER: underline key words to help you focus on what is important in the recording AND be careful to note if the statement is positive or negative. For example, you underline: It was easy to tel! the difference between them and then you hear “he had no problem identifying which was which". Note that no problem is a negative structure with a positive meaning in this case. Listening Task 1 RNE («i ^») You will hear an interview. For statements I -7, decide if each statement is True, False or Not stated. Circle the answer you choose. Teen volunteers help educate visitors about conservation. A True В False C Not stated All volunteers have to do a two-week course. A True В False C Not stated Most local residents are unaware the zoo has recycling facilities. A True В False C Not stated Volunteers work on one project all summer. A True В False C Not stated Teens can learn about voluntary work by attending the volunteer safaris. A True В False C Not stated The volunteer safaris are often fully booked. A True В False C Not stated Volunteers do not pay to visit the zoo. A True В False C Not stated 112 Don’t worry if you don’t get the answers the first time you hear the recording. Try to relax and remember you will hear the recording twice. MODULE 4 ■V Skills Listening Skills: Synonyms REMEMBER: Think of/Listen for words that mean the same as the words in the sentences (synonyms) and related words. For example, you have underlined: pleased as a key word. Before you listen think of all the synonyms related to the word (for instance, happy, glad, delighted etc) and listen out for them in the recording. в с D Е Listening Task 2 RNE (((i ^')) You will hear six different speakers. Match the speakers (I -6) to sentences A-G. Use each sentence only once.There is one extra sentence you do not need to use. Write your answers in the table.You will hear the recording twice. I believe endangered species are everybody’s responsibility, I know animals can be so much more than just pets. I feel some animals should not be kept as pets. I am committed to helping save wildlife. I don’t think zoos are the solution to endangered species. I am pleased about the worldwide effort to help species recover. I think it’s important to think carefully before getting a pet. Speaker 1 2 3 4 5 6 Usittrilncj Skllla Listening Task 3 RNE »0» You will hear a a person talking about sustainable fishing. For questions I -7, choose A, В or C to complete each statement correctly. Most people know about overfishing but A are unaware of its seriousness. В tend to ignore the problem. C don’t think it’s a global issue. In Newfoundland, Canada, A the number of cod caught has started to decrease. В cod are no longer caught there. C an increase in crab is threatening cod. The main cause of overfishing is A improved fishing techniques. В people have started eating more fish. C the increase in the number of fishermen. The reporter says ‘bycatch’ is A causing many species to become endangered. В endangering tuna stocks. C causing a large number of sea creatures unnecessary suffering. To make sure that fish stocks revive, A fishing should be stopped. В fish must be allowed to reproduce. C current rules must be changed. The reporter says that MSC eco-labels show that a fishery has met the MSC’s requirements, must now be displayed on all fish products were introduced in 2007. In the long run, which fish are purchased will be decided by A the MSC. В the fisheries. C the consumer. You might not understand every word you hear. The important thing is to understand the overall meaning, not every word. MODULE 4 113 fy рШ}СТпд i^} т IZJ student А: Task 1 (3 - 3.5 minutes) Give a talk on the advantages and disadvantages of keeping animals in zoos. Remember to discuss: • how zoos can help animal conservation. • the educational benefits of zoos. • why some people think it’s cruel to keep animals caged. • what your own opinion of zoos is. You will have to talk for I.5 - 2 minutes. Student В will listen until you have finished.Then he/she will ask you some questions. Questions for Student В • Do you think the animals in zoos are happy? • Should there be more zoos? • What do you enjoy most about visiting zoos? • How could zoos be improved? Expressing probability It seems that... it could ... I think it’s probably It might I’m pretty sure that Topic Vocabulary preventing species extinction establishing breeding programmes teaching young people inspiring interest in wildlife cramped living spaces not their natural habitat animals need to roam free pic )0« Listen to a model answer. Why does the speaker enjoy visiting zoos? Task 2 (3-4 minutes) You and a friend have been asked to organise a special event for Space Exploration Week at your school.You can choose from: a visit to the Pulkovo Astronomical Observatory a lecture on space from a professor of astronomy a talk by a cosmonaut on space travel a workshop on star watching («^ ^ >)) Listen to a model answer. Which two events did the speakers find it difficult to choose between? Why was it difficult to choose between them? 114 Remember to: • discuss all the options • be polite • take an active part in the conversation • come up with ideas • give good reasons • find out about your friend’s opinions and take them into account MODULE 4 invite your friend to come up with suggestions come to an agreement Useful words and phrases That sounds really interesting/fascinating... think this would be very educational ... My only objection to this idea is ... I’m not sure I would recommend this because ., Sptukinij £кШъ Student В: Task 1 (3 - 3.5 minutes) Give a talk on whether it is better to live in the countryside or the city. Remember to discuss: • the opportunities available to people in the city. • whether living in the city is stressful.Why/Why not? • what effects living in the countryside has on people. • where you would prefer to live and why. You will have to talk for 1.5-2 minutes. Student A will listen until you have finished.Then he/she will ask you some questions. Questions for Student A • What could be done to improve the quality of life for people living in cities? • What is the best way to enjoy living in a city? • What do you think would be the worst aspect of living in the countryside? • Could educational and career opportunities for people living in the countryside be improved? How? Listen to a model answer.Why does the speaker think that living in the countryside could be difficult? Topic Vocabulary more fecilities in the city better educational and career opportunities overcrowded and polluted little greenery beautiful environment in the country a high quality of life lack of services in the country can feel isolated Task 2 (3-4 minutes) You and a friend have been asked to organise a special event for Community Improvement Week at your school.You can choose from: a tree planting day an afternoon cleaning up graffiti a morning clearing rubbish from the local park designing a poster to encourage recycling. Listen to a model answer.What kinds of activities do the speakers think will be popular? Remember to: discuss all the options be polite take an active part in the conversation come up with ideas give good reasons find out about your friends opinions and take them into account • invite your friend to come up with suggestions • come to an agreement Approving I think this would be an excellent choice ... This seems to be very effective ... I don’t think we could find a better choice I definitely recommend this one ... MODULE 4 115 а/;: ££Si An essay is a piece of formal writing which discusses a particular topic. There are three main types of essays. • For-and-against essays present the points in favour of a topic as well as the points against it. Each point is supported by justifications, examples and/or reasons. This essay usually ends with a well-balanced consideration of the points discussed. The writer’s opinion may be stated in the conclusion. • Opinion essays present the writer’s opinion on a specific topic, clearly stated and supported by reasons and/or examples. The opposing viewpoint can also be included before the closing paragraph, together with an argument that shows it is an unconvincing one. The writer’s opinion is stated in the introduction and the conclusion. • Essays providing solutions to problems state a certain problem and mention several possible solutions and their expected results or consequences. The writer’s opinion is normally stated in the conclusion. Points to consider • A good essay should consist of well developed paragraphs which clearly illustrate each point we make. • Each main body paragraph should start with a topic sentence, i.e. a sentence which summarises the main idea of the paragraph, followed by supporting sentences which justify what has been presented in the topic sentence. • Since essays are mainly formal in style you need to use formal expressions, formal linkers, impersonal tone, and passive structures, e.g. Competition has long been the driving force behind improvements in areas such as world trade and sports petfonnance. However, much can be said against the desire to always come first. Avoid using short forms (I'm), personal language (1 am sure) and everyday colloquial expressions (once in a while, a pain in the neck). You can start your essay with a quotation to attract the reader's attention, e.g. “Education is the movement from darkness to light. ” (Allan Bloom) Before writing an essay you need to brainstorm for ideas related to the topic. Then group your ideas, crossing out any irrelevant ones, and put them in a logical order. Paragraph plans for essays for-and-against^ Paragraph I: introduce the topic ^ Paragraphs 2 and 3: ^ Paragraph 4: arguments in favour & justifications/ well-balanced examples; arguments against & summary of justifications/examples the topic opinion solutions to problems 116 Paragraph I: introduce the topic & state your opinion clearly Paragraph I: state problem & its probable cause(s) Paragraphs 2 to 4: 1st viewpoint & reasons/examples; 2nd viewpoint & reasons/examples; opposing viewpoint & reasons/examples Paragraphs 2 to 4*: suggestions and results/ consequences * The number of main body paragraphs depends on the number of suggestions you make Paragraph 5: well-balanced summary of the topic, restate opinion Paragraph 5: summarise your opinion MODULE 4 Read the rubrics and decide which type of essay each is. Which words helped you decide? You have had a discussion in your English class about online newspapers. Your teacher has now asked you to write an essay answering the following question: What are the advantages and disadvantages of reading a newspaper online? Write your essay (200-250 words). Governments often try to discourage people from giving money to homeless people. What is your opinion? Should we give money to homeless people or not? Write your essay for your teacher (200-250 words). Your teacher has asked you to write an essay answering the following question: What are the advantages and disadvantages of having a pet? Write your essay (200-250 words). Crimes such as burglaries, car theft and muggings have recently increased in your area. What can be done about this? Write an essay suggesting ways in which crime might be reduced in your area.Write your essay (200-250 words). You have just had a discussion in your English class about education. Now your teacher would like you to write an essay giving your opinion on the following statement: Everyone should have a university education. Write your essay (200-250 words). You have been doing a project at school about social problems. Now you have to write an essay based on the following question:There are a lot of lonely people in our town. What can be done to help them? Write your essay (200-250 words). Writing: Essays 2 Now match the quotations to the essay topics in Ex. I. “The most terrible poverty is loneliness, and the feeling of being unloved.” Mother Teresa (nun and humanitarian) ! yew “All crime is a kind of disease and should be | ^ treated as such.” ' Mahatma Gandhi (Indian leader) "Animals are such agreeable friends - they ask no questions, they pass no criticisms.” ^ George Eliot (English author) j “I think everyone should go to college and get a i degree and then spend six months as a \A/aiter and i six months as a taxi driver. Then they would really I be educated.” s Al McGuire (basketball coach) I ________ “You can’t get rid of poverty by giving people money.” P J O’Rourke (American journalist) “The Internet is so big, so powerful and pointless that for some people it is a J ^ complete substitute for life.” j Andrew Brown (English journalist & author) ^ Read these quotations. What topic do you think each refers to? Discuss in pairs. Justify your answers. QUOTATIONS 1 “Education is the power to think clearly, the power to act well in the world’s work, and the power to appreciate life.” (BrighamYoung) 2 “A real friend is one who walks in when the rest of the world walks out.” (Anon) 3 “Many a small thing has been made large by the right kind of advertising.” (MarkTwain) 4 “Without words, without writing and without books, there would be no history, there could be no concept of humanity.” (Hermann Hesse) 5 “The best and most beautiful things in the world cannot be seen or even touched — they must be felt with the heart.” (Helen Keller) MODULE 4 117 г JL. • Model Analysis a) Read the rubric, then read the two models. Which model is more appropriate? Should we give money to homeless people? Write an essay for your teacher (200-250 words). b) Which contains: • clear paragraphs? • formal language? • short forms? • mild language? • impersonal tone? • everyday language? • strong personal language? • formal linkers? • Useful Expressions and Linking Words/ Phrases • to list and add points: In the first place, To start/begin with, Secondly, Thirdly, Finally, Lastly, In addition (to this). Furthermore, Moreover, Besides, etc. • to introduce e.xamples/reasons/results: for example/ instance, such as, like, in particular, therefore, for this reason, because, as, since, as a result, etc. • to show contrast: On the other hand. However, yet, still, but. Nonetheless, Nevertheless, Although, Even so. Even though, Despite/In spite of (the fact that)... etc. • to introduce or list advantages: The main/first/ most important advantage of ..., One/Another/An additional advantage of ..., One point of view in favour of..., It is often suggested/ believed/argued that..., Some/Many people suggest/feel/argue that ..., Some/Many people are in favour of/are convinced that ..., Some people argue that..., etc. • to introduce or list disadvantages: The main/ most important disadvantage/drawback of..., One/ Another/An additional disadvantage of ..., One point/argument against..., Some/Many people are against..., etc. • to introduce a conclusion: In conclusion. To conclude/sum up. All in all, All things considered, Taking everything into account/ consideration, ... etc. MODEL A The American journalist P J O’Rourke once said, “You can’t get rid of poverty by giving people money.” Perhaps not, but what about the homeless? Should we give money to them or not? In my view, there are more effective ways of helping the homeless. To start >»ith, there is no way of knowing what the money will be used for. It has been found, for example, that giving ca.sh to someone may simply fuel drug or alcohol addiction. Moreover, it is impossible to know whether the person asking for money is truly in need of help or not. In addition to this, it would be much better to donate money or time to charities that help the homeless. These organisations have a great deal of experience in dealing with the homeless and will know the best ways to help individuals to find housing, for example, or work. On the other hand, opponents of this view say that people should feel free to give to homeless people. If people stop giving, the beggars will simply turn to crime in order to get money. Being homeless, however, does not necessarily make someone a criminal. To conclude, it seems to me that it is more responsible to give money to homeless charities. At the end of the day, however, it is up to the individual to decide whether they will give directly to a homeless person or not. MODEL В ^............................ As P J O'Rourke said, “You can’t get rid of poverty by giving people money.” But what’s this got to do with the homeless? I’m certain that there are better ways to help homeless people. Who knows what a homeless person will spend the money you give to them on? They might just buy drugs and alcohol with it and some of them perhaps don’t even need any help, anyway. I think it’s better to give money or time to charities instead of to a homeless person you see in the street. They know what they’re doing and know how to find houses and work for homeless people. But some people don’t agree with this. They think it’s up to them if they want to give money to homeless people. They think that if they don’t give, the beggars will just commit crimes to get money. Not all homeless people are criminals, though. It’s definitely better to give money to charities and not to homeless people on the street. I think it’s up to you though to decide if you want to give to homeless people or not. Look at the words In bold in Model A. Which: list points? conclude? introduce examples? add points? make contrasting points? Replace them with other appropriate words or phrases. 118 MODULE 4 Writimj: Kiiyuyh Techniques for Introductions and Conclusions In order to grab the reader’s attention and make them want to continue reading, the first paragraph should: a start with a quotation or rhetorical question (question which requires no answer), e.g. “One small step for man. one giant leap for mankind." b start with an objective statement, e.g. It is often argued that crime is linked to poverty. c start with a problem that needs a solution, e.g. The rale of species extinction is becoming faster and faster. d address the reader directly, e.g. Most of you will probably have a mobile phone. e make reference to a strange scene or situation, e.g. CCTVcameras could soon be not only on our streets but in our homes. The last paragraph should: f end with a quotation or a rhetorical question, e.g. What does the future hold? g end with an objective statement, e.g. It is widely believed that technology will solve all our problems. h give the reader something to consider, e.g. Life would be much easier if... i summarise the article, e.g. In conclusion.... Match the introductions to the conclusions. Which techniques (a-i) from the theory box are used in each? Intro duct ions When was the last time you did something to help someone less fortunate than yourself? In my view, we are all responsible to help ease some of the social problems in our society. As Dr. Seuss stated. “Unless someone like you cares a whole awful lot. nothing is going to get better.” It has been said that there will soon be no need for students to take pens and paper to school as they will all be provided with their own personal laptops. Is it a sensible idea, however, to let technology completely take over in the classroom? Have you ever considered what would happen if advertisements for junk food were totally banned? Undoubtedly, there would be many advantages to doing this, but there are several possible disadvantages, too. Imagine entire major cities such as San Francisco being totally submerged under water as a direct result of melting polar ice. According to some, this is exactly what will happen if we don’t solve the problem of global warming. So what can we do about this? Conclusions A All things considered, I believe that it is a good idea to let computers play a major role in teaching in the classroom. As Nicholas Negroponte once said, “Computing is not about computers any more. It is about living.” В In conclusion, I believe that social problems are the responsibility of every citizen. After all, wouldn’t you be grateful for help if you were suffering due to poverty, homelessness or family problems? To summarise, there are many things we can do to help reduce the effects of rising world temperatures. Perhaps you should consider the things that you as an individual can do. D All in all, there would be both advantages and disadvantages to totally banning adverts for junk food. What is clear, however, is that obesity is becoming more and more of a problem in society and lasting solutions will have to be found soon. What techniques has the writer of Model A on p. I 18 used to start/end his essay? Write your own introduction and conclusion using a different technique. MODULE 4 119 R i/. r> • For-and-Against Essays Read the rubric, underline the key words and answer the questions. You have had a class discussion on the value of taking a break from studying when you leave school. Your teacher has now asked you to write an essay describing the advantages and disadvantages of having a gap year between leaving school and starting university to work or earn [ money.Write your essay (200-250 words)._______________| What are you going to write about? Who is going to read your piece of writing? What advantages/disadvantages are there to taking a year off from your studies? What style of writing should you use? Read the model and complete the paragraph plan. Are any of your arguments included in the model? 120 Many young people these days take a year off in between leaving school and starting university. ‘Gap years’, as they have come to be known, are seen as a time out from studying to gain life experience, reassess goals, broaden horizons, travel and perhaps earn some money. However, is it worth taking a year off or is it a complete waste of time? There are a number of advantages to taking a gap year. To start with, a break from studying can give you time to think about your future and make sure you are on the right career path. Secondly, having new experiences can improve your confidence and broaden your mind. In addition, any work experience you gain will help your career prospects later and give you the opportunity to learn new skills. Finally, any money you earn could go towards paying for your education once you return to studying. On the other hand, there are also some disadvantages to taking a year off studying. Firstly, the time away may have distracted you from your studies and you may have problems applying yourself to your studies on your return to student life. Secondly, delaying completing your education means that you delay starting your career and therefore delay earning a living, which may put you at a disadvantage with your peers. Overall, there are a number of strong points both for and against taking a gap year. However, I feel that the pros outweigh the cons and as long as you make the most of your time off you will benefit greatly in terms of experience and skills. MODULE 4 Introductiorr Para. I Main Body Para. 2 Para. 3 Conclusion Para. 4 List the arguments for and against. How does the writer justify their points? Complete the table. r Arguments 1 ........ 2 ........ 3 ........ Justifications I ........... Find the topic sentences in the main body paragraphs. Suggest other appropriate ones. Find linkers in the model which: • introduce/list advantages • introduce/list disadvantages • add points • show contrast • conclude Replace them with other appropriate ones. ^ Choose the appropriate linkers. There are several advantages to more CCTV cameras Л being put in town centres. 1) To sum up/To start with, it would be easier to catch criminals in the act. 2) Furthermore/Although, crime rates in towns would be reduced. 3) Thirdly/Despite this, people would feel I a lot safer and 4) because/therefore the general \^tmosphere in towns would be greatly improved. 1) Even though/On the other hand, there are some disadvantages to encouraging people to use public transport instead of their cars. 2) The main drawback/ Another point of public transport around towns and cities is that it may be very unpleasant. 3) However/For instance, buses, trams and trains may become very crowded. 4) As a result/ln particular, this is true in towns and cities that have inadequate public transport. I 5) Another disadvantage/Also of using public transport I is that it forces people to follow certain routes and I timetables, which may not be convenient for them. 1) Even though/ln conclusion, there are both advantages and disadvantages to banning people from listening to personal music players in public places. 2) All in all/Lastly, perhaps there are many more important social problems that we should be focusing our attention on. у Write supporting sentences for the topic sentences below. Compare with your partner. TOPIC SENTENCES 1 There is no doubt that there are advantages to banning the use of mobile phones in public places. 2 However, there would definitely be certain disadvantages to replacing teachers with robots. 3 There are several points in favour of both parents working. Writing: Efisuys ^ Match the arguments to the justifications, then use them, together with appropriate topic sentences and linkers, to write the main body paragraphs for an essay about the advantages and disadvantages of having your own car. Б H Arguments I Driving can be very stressful. I Travelling by car can help you stay safe. I It’s expensive to run a car. I Having your own car gives you freedom. Justifications a Petrol costs rise frequently and insurance, road tax and repair costs are considerable, b You do not have to be limited to public transport routes and timetables, c Being caught in a traffic jam can be annoying and time-consuming, d You don’t have to worry about getting home safely on foot or by public transport, especially late at night Some people think that in the future students will not use books in the classroom. Write an essay on the advantages and disadvantages of replacing books with computers in schools. Write 200-250 words. MODULE 4 121 /1 CTOS Ciilturts m sb Future Look at the pictures and the titles of the texts. What do you think the articles are about? With a partner discuss why you think seed banks are important. Read through and check. a) RNE Read text A and for gaps 1-7, choose A, B, C or D to complete each gap correctly. Compare with a partner. 1 A provide C deliver В serve D present 2 A duty C role В post D task 3 A danger C warning В threat D risk 4 A single C unique В lone D solitary 5 A answer C explanation В response D defence 6 A total C whole В full D complete 7 A declare C reveal В admit D allow b) Read text В and mark the sentences (I -5) as T (true) or F (false). Correct the statements that are false. 1 A Russian organisation came to the aid of American farmers. 2 The Vavilov Institute was set up at the end of the 19th century. 3 Nikolai Vavilov and his work were unknown outside of Russia. 4 Vavilov travelled extensively in order to collect seeds. 5 Seed banks help scientists produce better crops. Every living creature depends on plants to survive. Plants are the basis of the ecosystems in which animals live and grow. Plants 1).........human beings with food, materials and medicines. Environmentally, plants are essential for renewing oxygen levels and protecting us from floods and drought. Plants also play an important , 2).........in culture and art. The world's plant life, however, is junder 3) .............. Every plant '/ /requires certain conditions in order to / grow. Climate change and human exploitation are rapidly reducing the areas of the world where such conditions are present. Many 4) ................ and useful wild plants are struggling to survive because tougher foreign species have been brought into their habitats. In fact, experts predict Y that up to half of the world's plant species could be extinct by 2080. / It was in 5).............to this that • the Kew Gardens' Millennium Seed Bank was set up in 2000 in Sussex, England. The project aims to gather and maintain samples of seeds from wild plants all around the world to insure against their extinction. Collected seeds are stored at sub-zero temperatures. The collection is kept alive by periodically germinating the seeds to produce new samples. The 6)..........number of seeds collected reached one billion in 2007 including many from plants now extinct in the wild. As global threats increase, the project directors hope, together with their international partners, to have banked seeds from 25% of the world's plant species by 2020. Yet, the directors are the first to 7).......that simply collecting seeds is not enough. Even if a plant becomes extinct in the wild, the reasons behind this loss would have to be known and dealt with before the project could successfully reintroduce the plant into the wild. So the Seed Bank is a great resource, but it cannot single-handedly save the world's plant life. The only long-term solution is for all of us to ‘turn over a new leaf' and start actively protecting the environment! 122 MODULE 4 л: :Я' ь; ^ ' ^ Т. : In 2002 the United States was hit by a near disaster. Its soybean crop had been devastated by a parasite called Cyst Nematode. At that time there were no soybean seeds in the United States that were resistant to this destructive little worm. Luckily for the American soybean industry, a Russian seed bank in St Petersburg, The Vavilov Institute, had just >r what the American scientists had been looking for in the form of a cyst-resistant soybean ; seed. ^ What is now known as The Vavilov Institute was established in 1894 and is the world's first and oldest seed bank. The institute gained a worldwide reputation under the directorship of the plant geneticist Nikolai Vavilov, who built up the seed bank into the world's largest repository of plant genetic material and developed it as a leading scientific research centre into plant genetics in the 1930's. The remarkable Vavilov spent two decades scouring some of the most inhospitable terrains in the world in order to bring seeds to St Petersburg from such diverse places as Ethiopia, Afghanistan and the Americas. He and his team added a quarter of a million entries to Soviet seed collections. A feat that no other person has come even close to matching. Today the collection in St Petersburg totals 380,000 gene types representing 2,500 different plant species. This collection, and those of other seed banks around the world, are of major importance because they allow scientists to create higher-yielding and disease resistant crops. Without the gene diversity available / -д > ^ from seed banks such as the Vavilov Institute the world's crops would be at greater ^ ^ risk from disease and the human population at greater risk of starvation. ^ J , ^ Match the words/phrases in bold in the texts to their meanings below. Text A misuse long period without rain restore something that existed before natural homes starting the growing process protect against something unpleasant plants and animals and the relationships between them and the place they exist in Listening & Speaking (((i ^») Listen as you read the texts again. Find three facts in the texts that interest you.Tell your partner about them and why you find them interesting. What do you think the world would be like if many of the world’s plant species were to become extinct? In five minutes write a short paragraph about what you think the consequences would be. Read your paragraph to the class. Text В • a scientist in the field of genetics • an accomplishment • a state of extreme hunger • an organism living on another plant or animal • a place of storage • producing a larger amount • searching thoroughly • harsh or hostile environments i Collect information about the plant life in your country and present it to the class.You may consider: • plants that are only found in Russia • what some of the plants are used for • the importance of plants in your country’s culture (festivals, clothes, food, etc) • plants that are under threat and what is being done to protect them MODULE 4 123 Uttrirtur. Look at the picture and the title. Where might these men have travelled to and why? If you could travel anywhere, to any period in history, where would you go and why? Sir Arthur Conan Doyle (1839-1930) was a successful and well-known author. He wrote many things, including poetry, historical texts and plays, but he is best known for his Sherlock Holmes detective stories, and novels such as The Lost World (1912). The Lost World follows the adventures of a reporter called Edward Malone as he travels, together with a team of scientists and explorers, deep into the South American jungle in search of dinosaurs. The characters encounter strange beasts, pterodactyls and prehistoric ape-men on their dangerous Journey into the lost world. ----------- ' 124 Read the biography and the first paragraph of the text. What do you think Lord John has seen? What do you think will happen next? Discuss it with your partner, and then read through and check. Which of your predictions were correct? RNE Read the whole text and choose the correct parts of sentences (A-G) to complete gaps I -6. There is one extra part of a sentence you do not need to use. Then translate the first two paragraphs of the text into Russian. Match the highlighted words and phrases in the text with the meanings below. • it wasn’t safe to stay there • suddenly, immediately • hit, attacked • disgustingly ugly • intend to cause harm/damage • go in the direction of, attempt to reach MODULE 4 Use a dictionary to find the meaning of the words in bold, and then use them in sentences of your own. Listening & Speaking a) 4 ^ >1) Listen as you read the text again, and number these events in the order that they happened. I a I I The pterodactyls surround the men. I b I I The pterodactyls take off. I c I I Lord John hits a pterodactyl. I d I I Summerlee is hurt. I e I I The men find the pterodactyl nest. I f I I Challenger falls over. I g I I The men reach the woods. I h I I Challenger shows his head over the rock. b) In pairs, tell each other about the men’s adventure, using the list of events above as well as other points you can remember from the text. ш- Lord John held up his hand as a signal for us to stop, and he made his way quickly to the line of rocks. We saw him peep over them and give a gesture of amazement. Then he stood staring as if forgetting us, so completely entranced was he by what he saw. Finally he waved us to come on, holding up his hand for us to be careful. His whole manner made me feel that something wonderful but dangerous lay before us. Creeping to his side, we looked over the rocks. The place into which we gazed was a pit, and may, in the early days, have been a volcano. It was rounded and at the bottom were pools of green, dirty, stagnant water. It was an unusual place in itself, but what lived there was even stranger. The place was a large nest of pterodactyls. There were hundreds of them. All the bottom area round the water-edge were young pterodactyls, and the hideous mothers were guarding their yellowish eggs. From this crowd of reptiles came a strange odour 1 . But above, each upon its own stone, tall, grey and withered, sat the horrible males. Challenger, bent on proving some point which Summerlee had disagreed with, thrust his head over the rock and by doing so, nearly killed us all! In an instant the nearest male gave a whistling cry, and flapped its leathery wings | 2 | |. The females and young ones huddled together beside the water, while the whole circle of males rose one after the other and sailed off into the sky. It was a wonderful sight to see at least a hundred creatures of such enormous size and hideous appearance all swooping like swallows above us; but soon we realised that we could not afford to linger. At first the great beasts flew round in a huge ring, as if to see what the danger might be. Then, the group got lower and the circle narrower, until they were whizzing round and round us, the dry flap of their huge wings filling the air “Make for the woods and keep together,” cried Lord John, grabbing a stick. “The brutes mean mischief.” The moment we attempted to move, the circle closed in upon us. Some of the wings were nearly touching our faces. We beat at them with sticks, but we couldn’t hit them. Then suddenly, out of the whizzing circle, a long neck shot out [ 4 [ Another and another followed. Summerlee gave a cry and put his hand to his face. It was bleeding. I felt a prod at the back of my neck, and felt dizzy with the shock. Challenger fell, and as I tried to pick him up I was again struck from behind | 5 | |. At the same instant, I heard an awful cry as Lord John swung his stick, and I saw one of the creatures with a broken wing struggling on the ground. Its friends had flown higher at the sudden sound, and were circling above our heads. We staggered forwards to the woods, and even as we reached the trees the beasts were on us again. Summerlee was knocked down, but we pulled him up | 6 | ' |. Once there we were safe, for those huge wings had no space to move beneath the branches. As we struggled homewards, attacked and uneasy, we saw them for a long time flying very high above our heads. They were soaring round and round, looking no bigger than pigeons, with their eyes still following us. At last, however, as we reached the thicker woods they gave up the chase, and we saw them no more. as it soared up into the air and rushed among the trunks and dropped on top of him and a fierce beak made a thrust at us which made us feel sick with a frightening scream with a terrifying sound Writing a) Note down the adjectives used in the text to describe the features of the pterodactyls which are listed below. • size:...... • colour:.... • appearance: • wings:..... • neck:...... • beak:...... b) Use the language from Ex. 7a to write a short description of the pterodactyls. g |"i'!lf!l!il Imagine you are one of the explorers in the text. Use the points below and your own ideas to write a letter to a friend, telling them about your experience. • Where were you? • What happened? • What did you see/hear/smell/etc? • How did you feel? MODULE 4 125 Green Issues What do you know about deserts? What else would you like to learn? Think of three questions. Read the text and see if you can answer them. Deserts cover approximately 0) one quarter of the earth’s land surface and are home 1) ... more than 500 million people in the world. They are also among the world’s most important eco-systems and are filled with thousands of rare and useful animal and plant species. As many of the world’s fragile environments are suffering because of climate change, it’s 2)...surprising that deserts are under threat too. In Iran’s Dasht-e Kavir Desert, for example, rainfall has 3) ....dropping by 16% per decade. Reduced moisture and higher temperatures in areas that are already very dry means that animals struggle to survive, crops fail, water reserves dry up and as a 4) ...... life becomes generally more difficult for the people who live there. 5)....is perhaps more surprising, is that deserts are also expanding at an alarming rate! As DODulations 6).....biooer. _ especially in the areas of fragile land at the edges of deserts, fields are over-farmed and lose their nutrients and more trees are cut 7)......for firewood or to make space for development. This causes the soil to erode and become unusable, slowly but surely turning to desert. Damaging dust storms can also blow away soil and cause bone-dry sand dunes to ‘spread’ onto previously usable land. In the 8)....fifty years alone, the Sahara desert has spread by 65 million hectares. And non-desert areas are 9)......risk, too. 31% of Spain, for example, is under threat of desertification*. In fact, entire parts of the world could become uninhabitable, forcing people to flee to already crowded greener countries. So, what can be 10) ....... ... about this worrying situation? Well, unfortunately desertification is irreversible but we can all continue to help stop global warming simply 11)..........using less energy. Or why not donate money to a project that plants trees to stop erosion in desert areas, or even 12).....part yourself? 126 Read the text again and fill in the gaps with an appropriate word. Compare your answers with a partner. Match the words/phrases in bold with their meanings below. • easily damaged • getting bigger • work/try hard under difficult circumstances • escape • whole • not fit for living in • gradually • in danger • supplies • shocking • final • wear away MODULE 4 (d ^ ^)» Listen to and read the text. In pairs, discuss what you have learnt about the following: • why deserts are important • how deserts are being affected by climate change • why and how deserts are expanding • what may happen in the future • what can be done about: desertification, global warming ICT In groups collect information, then write a short article about ways to help slow down global warming. You can visit this website: https://www.epa.gov/climate change/. Go to What you can do. ^ J Fill in: profoundly, officially, enclosures, ultimate, r" burden, controversy, sensationalist, overlooked, exploitation, reintroduce. Moving to another planet would be the move. The media always make..................claims to catch the public’s attention. The animals are kept in................in the park. The truth tends to be..................when a lie sells more magazines. Lonesome George is..................... the rarest creature on Earth. Human...................... of the Earth’s natural resources is behind many environmental problems. lam..................grateful for all your help. The Earth has suffered under the................. of humanity. The Millennium Seed Bank hopes to................ some rare plants into the wild. There is a lot of..........surrounding GM foods. Points: ____ 10X2 20 Fill in: blood, closest, pleasant, common, solar, homo, alternative, borrowed, barren, harsh. 1 .... relatives 6 time 2 .... solutions 7 sapiens 3 .... system 8 surprise 4 .... wasteland 9 climate 5 .... samples 10 ancestor / Points: \ lOXI 10 J Choose the correct preposition. Mary passed on/over her good looks to her daughter. All life follows the basic laws from/of nature. We all take planet Earth with/for granted. She cried with/in despair. The human race is living with/on borrowed time. i Points: _\ \5X2 10 j Choose the correct word. 1 The charity has had a direct impact/contact on the local situation. 2 Many GM foods are reluctant/resistant to disease. 3 Natural/National selection is part of evolution. 4 The house was put up for sale by the tenants/ owners. 5 It pays to be on the sure/safe side. There are eight planets in our space/solar system. Progress Check 4 7 There haven’t been any food stoppages/shortages in the UK for many years. 8 It is almost impossible to maintain/sustain life on the moon. 9 Cakes rise/arise when you bake them in the oven. 10 Many people are caught/captivated by the idea of space travel. / _ у 10X2 20 Complete the sentences using the words in bold. Use two to five words. 1 There has been a lot of sunshine lately. deal We have had.......................lately. 2 She went to the Galapagos Islands to see giant tortoises. view She went to the Galapagos Islands____ ......................giant tortoises. 3 If we could travel at the speed of light, we could colonise space. provided We could colonise space .................. ................ at the speed of light. 4 I don’t know what the book is about, as I haven’t read it. having I don’t know what the book is about ...............................................it. 5 With more funding, the project could have been successful. succeeded The project could........................ ..................had more funding. / Points: _\ \5X4 20 ! ( Complete the gaps with the words derived from the words in capitals. 1 Lonesome George is a.............icon. CONSERVE 2 So far there has been no...........of a Pinta female for him. DISCOVER 3 ........... is about changes in species over long periods of time. EVOLVE 4 Climate change is a........problem.GLOBE 5 ...........modified food divides opinion.GENE / Points: _\ ^5X4 20 J Now I can ... (My score: _ I 100 у talk about evolution and conservation make & respond positively to suggestions express agreement/disagreement talk about space express probability/advantages/disadvantages talk about food & drinks write essays ... in English MODULE 4 127 Module 4 Focus on rne Reading - Part 2 Read the text and choose the correct parts of sentences (A-G) to complete gaps I-6.There is one extra part of a sentence you do not need to use. Write your answers in the table. Russian ballet combines the characteristics of Russian culture with the French foundations of the dance form. Ballet was initially performed in Russia to entertain the Imperial Court, but it wasn't long before it was made accessible to the public, though only to the wealthy upper classes at first. By 1800, Russian dancers were having a profound effect upon Western ballet 1)........Although the first Russian ballet company was established in St Petersburg in the 1740s, Western ballet-goers really fell in love with Russian ballet through the Ballet Russe, founded by Sergei Diaghilev in 1909. The dance company was located in Paris 2)........ Some of the dancers achieved world-renown and are still talked about today. Anna Pavlova was, in her day, the world's most famous ballerina and the first, in fact, to tour the world. She is best-known for the Dying Swan solo performance 3)......... Rudolf Nureyev was another Russian dancer to have a huge effect on ballet, not only because of his amazing dance skills, 4)...... The dancers are not the only attraction in ballet. Traditionally, ballet has always been accompanied by classical music, which has allowed Russian composers to contribute to the national art. An especially prominent figure in the world of Russian ballet was Pyotr Ilyich Tchaikovsky 5)...... His most famous ballet is Swan Lake, followed by The Nutcracker and The Sleeping Beauty. Many other composers have also contributed to Russian ballet, such as Igor Stravinsky who composed three ballets between 1910 and 1913 6)....... Ballet is recognised as a national treasure of Russia, and today many people still enjoy attending performances. The ballet companies of the Bolshoi Theatre in Moscow and the Mariinsky Theatre in St Petersburg continue to tour the world with spectacular performances, sharing the magic of Russian ballet and keeping the tradition alive. A which were performed by Diaghilev’s Ballet Russe В which she helped create with choreographer Michel Fokine C who was responsible for three world-renowned ballets D where Italian and French performers had previously dominated E but many of the dancers originated from St Petersburg F but is the least known dance style G but also because he made the world of ballet seem so glamorous 128 MODULE 4 Module 4 I Focus on Use of English - Part 1 Read the text and complete gaps I -7 with the correct form and tense of each verb in capitals. Ф ЩЩЩШ Party Plans Part 2 Read the text and complete gaps I -6 with the correct derivative of each word in capitals. exploring 0te Jcy ^Wastes With only two days 1)......... before Jane’s 16th birthday, her best friend, Lila, still hadn’t come up with something special to do for the occasion. At first, she considered organising a party at her house but then she remembered that they 2)....that the year before. She thought and thought, and then it came to her. “I 3)...a table at ChiChi’s Restaurant and invite a few of our very special friends.” Later that afternoon, she called the restaurant to make the booking. The man at the end of the line asked her if she’d visited ChiChi’s before and Jane said that no, she 4)...there ever before. Then he asked her how many people 5).......at their table. Jane thought for a moment and then answered, “Six people.” That evening she called the people she wanted to invite and everybody said they would come. There was a problem though. Lila couldn’t find Jane. Around ten, she finally found her. She said to her, “Where have you been? 16)......for you all evening.” Jane said, “Oh, I’ve had an amazing night. My parents took me for an early birthday supper at this great restaurant called ChiChi’s!"Lila’s heart 7). IMPRESS ■■I*! I*W The Polar Regions are unwelcoming places for much of mankind, but that hasn’t stopped an 1)...number of people from pushing themselves to their limits to reach the Arctic and Antarctic regions. In the early 1800s, Russian 2)...Faddey Bellingshausen and EXPLORE Mikhail Lazarev sailed south and became the first to sight the Antarctic mainland. Nowadays, scientists from different countries live and work at Vostok, a(n) 3)..research base named after NATION one of Bellingshausen’s ships. At the opposite end of the world, the Arctic has also attracted 4)..individuals. In 2007, during ORDINARY the Russian North Pole Expedition. Artur Chilingarov descended to a 5)...of 4300 metres DEEP and planted the Russian flag on the Arctic seabed. Chilingarov, who was awarded a medal for his 6)...pointed out that they were the first HERO people to descend to the ocean bottom at the North Pole. Part 3 Read the text. For gaps I -7, choose A, B, C or D to complete each gap correctly. An Invaluable Scientist Nikolai Ivanovich Vavilov, a founding 1).of modern studies in plant biodiversity, was born in 1887 into a wealthy family of Moscow merchants. Like his older brother, the famous physicist Sergey Ivanovich Vavilov, before him, he excelled at his studies and graduated from Moscow Agricultural Institute in 1910. Before travelling abroad to Europe to study alongside the founder of genetics, British biologist William Bateson, Vavilov was employed at the Bureau for Applied Botany. In 1916, he led a(n) 2).to Iran in search of predecessors of some of today's existing plant 3).His findings resulted in his first major work which was published in Russia in 1920, Vavilov spoke many languages and this accomplishment allowed him to travel to all corners of the globe to meet and collaborate with like-minded scientists. During the Soviet years, Vavilov was one of the major advocates for the setting 4).of scientific institutions. He never tired of promoting the importance of genetics and plant breeding as a means to improve farming in his homeland. W'hile developing his theories on the origins of cultivated plants, he was partially responsible for the establishment of one of the world's largest seed banks in St Petersburg. 5)....throughout difficult historical times, Vavilov worked to ensure that this huge collection of seeds was preserved. He was awarded many titles and honours and 6)....them was the prestigious Lenin Prize. After his unfortunate death in 1943, up until today, the Vavilov Institute of Plant Industry, the seed bank which he had helped create, still houses and maintains its extensive collection of seeds. Starting 7)....in 1894 as the Bureau of Applied Botany, its name was formally changed in honour of Vavilov on the Institute's 75th anniversary. 1 A uncle В father C relative D cousin 2 A expedition В journey C trip D voyage 3 A races В breeds C classes D species 4 A out В in C down D up 5 A Despite В Even C But D Though 6 A amid В between C among D in 7 A up В out C from D by ^■Moi Module 41 Focus on RNE Listening - Part з You will hear a monologue. For statements 1-7, choose A, В or C to complete each statement correctly.You will hear the recording twice. 1 The speaker went camping because A her friends had asked her to. В it was the right weather for it. C she went every weekend. 2 The camping spot was A in the countryside. В by a large river. C near some houses. 3 When Jack told his story, the speaker A was calm and relaxed. В decided to tell a different kind of story. C became a little afraid. 4 When they heard the sound of the bell, the speaker and her friends A ignored it. В started whispering. C stopped talking. 5 As the sounds got louder, the speaker A realised the fire was in danger of going out. В wanted to run away. C decided to shout out a warning. 6 When she saw her brother, the speaker A started laughing. В became very angry with him. C felt relieved more than anything else. 7 By the end of the story, the speaker realises that A you should never tell ghost stories in the dark. В her brother’s joke was quite funny. C she had never been so scared in her life. Speaking Task 2 (3-4 minutes) You and your friend have been asked to organise the senior year’s school leaving trip. You can choose from: • camping in a pine forest • Whitewater rafting • mountain trekking • sailing on a lake Discuss the options with your friend and choose the one you both would like to be shown. You begin the conversation. The examiner will play the part of your friend. Writing - Part 1 You have 20 minutes to do this task. You have received a letter from your English speaking pen friend Natalie who writes: ... Everyone is talking about going to exotic places. After all, it is quite normal in the UK for young people to travel when they finish university. Is it the same with young people in your country? Are graduates in Russia encouraged to get a job straight after university? What do you think would be the best thing about travelling? Anyway. I had better go. We’re having a big celebration for my birthday here tonight so I have to help prepare... Write a letter to Natalie. In your letter • answer her questions • ask 3 questions about her birthday party. Write 100-140 words. Remember the rules of letter writing. 130 MODULE 4 Module Units 1-13 Spoilt for Choice ► Look at Module 5 • Describe the pictures. • Which units are the pictures from? What is ^ each unit about? ► Find the page numbers for □ • a London shopping guide • providing solutions to problems О • wildlife photography □ • souvenirs □ • places to shop □ Listen, read and talk about... • teenage problems • travel & shopping • weather • spending money • shopping habits Learn how to ... • make suggestions & give alternatives • give opinions • express annoyance/sympathy • compliment/thank Practise ... • the definite article the • relatives • quantifiers • idioms Write ... • a diary entry about your first day at school • a paragraph about advertising • a guide to shopping • an opinion essay • an essay providing solutions to a problem f Across Cultures: Shopping in Style Literature: 800 Leagues on the Amazon Curricular Cut (Science): Clouds MODULE 5 131 Lead-in Work In pairs. Imagine It’s the first day of the school year. There’s a newcomer.You want to be friendly. Ask and answer questions to get to know each other. • What’s your ...? • Where are ...? • Do you like ...? «Where do ...? • Have you got any ...? • How old ...? • How do you ...? • Which class ...? Read the title of the text.The following words/phrases appear in the text. What can the text be about? violent heat • continuous drizzle promising introduction to life unaware of the shock looking forward to making new friends • first day of term clusters of teenagers laughed and chatted together no one glanced in my direction swallowed my pride strolled over to a group of boys a permanent sneer on his face teenage indifference been made to feel welcome my heart sinking once again Listen, read and check. Щ 1 Reading 132 I RNE For statements I -7, choose A, B, C or D to complete each statement correctly.Then translate lines 38-51 into Russian. MODULE 5 From the moment we returned from the violent heat of East Africa we were soaked by the continuous drizzle of a fine English summer. It was not a particularly promising introduction to life back in England after three years of being baked under the Kenyan sun. Nevertheless, the leaden skies of August could not make me any 5 less enthusiastic about my fast approaching return to British education. I was about to enter a South London comprehensive. At the time I was totally unaware of the shock that was awaiting me, one much worse than adapting to the dismal climate. I was just looking forward to making lots of new friends and getting stuck into school life. I was under the impression 10 that the other pupils would be interested in my stories about Africa and would instantly warm to my sparkling personality. Unfortunately, however, I had really been looking at things through rose-tinted glasses and it wasn’t long before I experienced a much darker, unappealing side of things. On the first day of term I bounded into the noisy assembly hall eager to size up 15 my new classmates. As I scanned the room, which was packed with huddled clusters of teenagers, I got my first suspicions that becoming part of their cosy groupings might not be as easy as I had imagined. They all seemed to have an air of belonging as they laughed and chatted together. I tried to look relaxed and carefree but no one so much as glanced in my direction, let alone tried to introduce 20 themselves. It turned out to be an uncomfortable morning in my new class, but as the hours dragged by, I tried to work out what would be a good plan of attack for getting in on the action. It began to dawn on me that what was needed was a little effort on my part. So at break, I swallowed my pride and strolled over to a group of boys standing by the 25 gates to say hello. The tallest was a dark-haired lad with a permanent sneer on his face. “Where did you get your shiny shoes, mate?’’ was all he said. I looked down at my new leather shoes and noticed that everyone else was wearing the latest trainers. Before I could think of something amusing to say, they had begun to wander back to class leaving me red-faced and dumbfounded by the gate. 30 At the end of my first day, I stormed out of the classroom as soon as the final bell rang, almost knocking over a girl who was passing along the corridor. I was fuming. I had arrived that morning full of hopes for a bright new future, only to have them dashed on the hard rocks of teenage indifference. The dark clouds above my head seemed to settle around me as I trudged back home, reminding me of how 35 grim the day had been. I was so enraged that I almost didn’t hear someone calling my name and I turned round to see a boy from my class, Brian, running to catch up with me. “You haven’t exactly been made to feel welcome today, have you?” he said, beaming at me. “You could say that,” I replied sarcastically. He laughed and 40 suggested I give him my mobile number and he would text me later. “But I haven’t got a mobile!” I told him, my heart sinking once again. A look of utter amazement spread across his face and he suddenly went very quiet while I waited for him to reply. Finally, he took a deep breath. “Look, if I were you. I’d get a mobile. Everyone has one! And while you’re at it, sort yourself out with a decent pair of trainers.” 45 Then he was gone. I walked into the house and flung my blazer and bag down in the hall. My mum popped her head round the living room door and asked how my first day had gone. “Can you please tell me why I need a mobile phone and trainers if I want to make any friends?” I replied. I was so stony-faced that I think she knew better than to 50 reply, so she just stood there looking confused as I stomped up the stairs and slammed my bedroom door shut. -------—.............. © In paragraph I the writer says that A he was pleased to be back in a cooler climate. В he was unsure of his feelings about being back in England, C he was optimistic, despite the bad weather. D he was nervous about starting school. The phrase 'looking at things through rose-tinted glasses’ (line 12) means A only seeing a situation from your own point of view. В seeing things in a very simple way. C only seeing the pleasant aspects of something. D having too much confidence in yourself. When the writer first met his classmates, he A felt a little afraid of them. В suspected he had little in common with them. C realised it might take some time before they accepted him. D found he lacked the confidence to introduce himself. © © © When the writer approached the group of boys, they responded by A making fun of him. В making a joke, C ignoring him. D complimenting him. The writer uses the phrase ‘I stormed out of the classroom’ (line 30) to show that he left a room A quickly and noisily because he was angry. В as soon as he could. C without anyone seeing him leave. D without looking where he was going. On the way home, a boy from the writer’s class A offered him an apology. В gave him some advice. C lost his temper with him. D criticised his attitude. When the writer spoke to his mother, he A quickly regretted it. В wished he had said it in a different way. C felt annoyed by her response. D understood why she didn’t reply. l€^1 f ^ Fill in: leaden, air, bright, slam, sparkling, latest, rose-tinted, swallow, feel, deep. Make sentences based on the text using the phrases. 1 .skies 2 ..........personality 3 ..............glasses 4 .............trainers 5 a(n)____of belonging 6 ...........my pride 7 new future 2 8 be made to welcome 3 9 take a(n) 4 breath 0 the door shut Explain the words in bold. Which of the following teenage problems is the text about? Give the text another heading. • anorexia • peer pressure • moving out • loss of a friend • bullying ^ Explain the following in your own words. I “It was not a particularly promising introduction to life back in England.” (I. 2-3) “... would instantly warm to my sparkling personality.” (I. 10-1 I) “...to have an air of belonging.” (I. 17-18) only to have them dashed on the hard rocks of teenage indifference.” (I. 32-33) Speaking & Writing у Read the text again. Imagine you are Brian. Use the information in the text to tell your family about the newcomer. Imagine you are the writer. In five minutes, write a diary entry describing your first day at school and your feelings. Read your entry to the class. MODULE 5 133 Vocabulary & Grammar • Weather List the words below under the headings from the mildest to the strongest. Which of these weather phenomena are common in your country? • rain • fog • drizzle • storm • snow • ice • heatwave • downpour • gust • flood • frost • gale • hurricane • hail • drought • cyclone • monsoon • sunny 134 Choose the correct word.Then translate the sentences into Russian. 1 It was only pouring/drizzling lightly but we still got wet through. 2 It was baking/flaming hot under the midday sun so we stayed indoors. 3 Be careful of that saucepan - the soup is boiling/ beaming hot! 4 The rain beamed/poured down and the road became like a river. 5 After a night with temperatures below zero, the frost glowed/sparkled in the morning sun. 6 They looked at the thick/wide clouds and realised it was going to rain. 7 That new boy in my class looks very bright/shining. 8 The storm was so fierce/angry that dozens of trees were uprooted in our area. Listening & Speaking ^ 4 Listen to two people talking about their holiday. Where does the dialogue take place? What exactly are they talking about? How do they feel? MODULE 5 Everyday Engiish • Annoyance/Sympathy Work in pairs.You were away at the weekend but you didn’t enjoy it. Use phrases from the table below to act out your dialogue. Expressing annoyance Express sympathy • What a dreadful/ terrible .... • It wasn’t very ..., was it? • They could at least.... • It’s a pity. • I’m so sorry. • Oh, dear! • That’s a shame. • Idioms Explain the idioms in bold. Are there similar ones in your language? Which idiom best describes the picture? I got caught in a downpour and was soaked to the skin. The coast guard has to go out in all weathers. John doesn’t feel well, he’s under the weather. It wasn’t a serious argument, just a storm in a teacup, really. Katie puts some money in the bank every month for a rainy day. • Problems Choose the correct word. Most teenagers will feel some peer pressure/ force at one time or another. Karl hasn’t got many friends because he has a rather selfish attitude/behaviour at times. People who lack/miss self-esteem have problems feeling good about themselves. Going through school with no friends was a hurtful/ painful experience for him. She looked to her elder sister to be her role model/ partner. At his new school he had to adopt/adapt his behaviour to fit in with everyone. Ш У Control or Check? Fill in the gaps. Use the completed phrases in sentences of your own. I........the exam answers, 2............ your dog, 3 ............ the information, 4........your temper, 5...........your actions • Prepositions g Fill In: at, to, for, about, with, in. Check in Appendix II. 1 Jane smiled............him politely. 2 She smiled.............herself as she looked at the mirror. 3 It didn’t take him long to adapt his new life. 4 Tom felt very sorry.........himself and didn’t feel like talking to anyone. 5 I’m sorry............what happened. 6 The coach was packed........tourists. 7 She wasn’t very enthusiastic...... the trip. 8 It took us a few days to get used to the increase.........temperature. • Relatives GRp. 175 Complete the sentences using the words in bold. Use two to five words. 1 He has three sisters, two of them live in Paris. whom He has three sisters, .. . ...............in Paris. 2 You met my brother Tom yesterday, who The boy....................... .... was my brother Tom. 3 It was Paul’s book that Jane took, which The book.................... ...............to Paul. 4 Brigg’s Bakery is over the road; it has great cakes. where Over the road is Briggs’ Bakery ................. ...........great cakes. 5 This is Pete; his sister works with me. whose This is Pete ............... ...............with me. 6 He’s afraid of water so he never swims in the sea. which He’s afraid of water . . . never swims in the sea. • Making deductions 10 Look at the pictures. Make sentences using must, can’t or may. e.g. A - It must be very cold. It can't be summer. 11 RNE Read the text and complete gaps 1-6 with the correct derivative of each word in capitals. cross the train Boasting the latest in engineenng technology, the new railway linking Tibet to Central China is the highest railway in the world. The line runs through an environment that is so 1)........that many of the workers fell critically ill during construction. Inside the carriages, however, an array of electronic sensors secure the 2)...of the passengers and monitor the air circulation and the levels of oxygen. The trains are also designed to cope with lightning strikes, since the 3)..of electrical storms is high on the mountain slopes. However, this new Himalayan railway 4)......is highly controversial. Although most people agree that it will bring greater 5)....to the region, many worry that Tibet’s unique culture will be lost. Moreover, 6)........are concerned about the effects on the Himalayan wildlife such as the Tibetan antelope, which is among the most endangered species in the world. The animals are extremely timid and easily disturbed by any human activity. FRIENDLY SAFE PROBABLE DEVELOP PROSPER ECOLOGY MODULE 5 135 Lead-in Listen to four people talking about travel. Who (John, Lynda, Steve, Marta) travels for: • fun? • their goals? • relaxation? • experiences? Why do people travel? Discuss in pairs. Use the ideas below: to participate in international tournaments volunteer for environmental projects experience local customs/ traditions/cultures look for work visit friends/family far away enjoy beautiful scenery/diverse wildlife/natural wonders see magnificent temples/ landmarks/unusual architecture collect strange souvenirs/crafts sample local dishes Read the title and the introduction to the article. Why does Frans Lanting travel? Think of three questions about Frans. Read the article and see if you can answer them. Reading RNE Read the text and choose the correct parts of sentences (A-G) to complete gaps I -6. There is one extra part of a sentence you do not need to use.Then translate the first two paragraphs of the text into Russian. A which eat through your tent overnight В where the birds you want to photograph live C which has enabled the government to substantially increase its annual conservation budget D such as the annual gathering of hundreds of rare macaws deep in the forests of the Amazon Basin E which must be recognised as part of our heritage F and not just snapping what’s in front of you G and he never takes on a project without involving those on the spot, from bushmen to Native Americans 136 MODULE 5 Frans Lanting travels to the ends of the Earth - and everyone v\/ho sees his pictures wants to follow him. James Owen talks to the world’s greatest travel and wildlife photographer. It can be tough at the top, especially if you are Frans Lanting, the world’s leading travel and wildlife photographer. Naturally, you want to get pictures of something rarely seen awareness of the country’s extraordinarily diverse wildlife, ч: This then prompted a growth in tourism and foreign aid. 1 . So what do you have to do? Well, you haul a canoe, supplies, camera gear and a steel scaffold weighing more than a ton up the Andes. Then you paddle miles up river before erecting a tower that gets you to the tree canopy | 2 | |. For the next month you spend twelve hours a day in a space the size of an office desk. It is intensely humid and sweat bees drink from your skin, making it difficult to focus a lens without being stung. Things are no easier on the jungle floor. Fungus sprouts on your equipment and there are leaf-cutter ants . And His despite all this you still get the perfect shot photographs are unlike my others and include shots of serpentine jungle rivers, chameleons caught asleep, a seed falling to earth and almost the last white rhinoceros. Many of Lanting’s images are taken as close-ups and are, in fact, attempts to portray animals as individuals, as distinct in their characters as you and I. Other effects of this approach to photography have almost been as impressive as the pictures themselves. His essay in 1987 on the landscape and people of Madagascar helped to stimulate Lanting has such a professional attitude that it comes as a surprise to learn that he did not pick up a camera until he was in his early twenties. Bored with his job as an environmental planner, he taught himself photography and in the early 1980s moved to the US. “I never envisaged that I could make a career out of it,” he says, “but we’ve witnessed a tremendous increase in concern for the natural world.” He adds, “Photography plays a significant role in shaping those perceptions.” So Lanting has travelled all over the world in pursuit of quarry such as the last white rhinoceros in Zaire in the hope that his photographs can play a part in increasing awareness of the worrying rate of extinction of biodiversity. People are also important to Lanting’s work It is perhaps this that distinguishes his photographs from our holiday snapshots. “I think a photograph, of whatever it might be - a landscape, a person - requires personal involvement. That means knowing your subject And with that he rises quickly from his chair and heads for the great outdoors, bound for an encounter with the local wildlife - taxi drivers and London pigeons. Fill in: jungle, diverse, intensely, holiday, wildlife, take, tree, deep, stimulate, significant, personal, annual. Make sentences using the phrases. 1 photographer 7 gathering 2 in the forests 8 . on a project e.g. 3 canopy 9 humid 4 floor 10 play a . role 5 awareness II snapshots 9 6 wildlife 12 .. involvement 6 Explain the words in bold. Give the text another title. Listening & Speaking Listen as you read the text again. How does Frans feel about his job? What difficulties does he face while at work? g Which of the following adjectives best describe Frans? Give reasons. • determined • strong • brave • proud • sceptical shy • confident • adventurous • impatient insincere waiting to get the best shot Imagine you are Frans Lanting. Use the information in the text to present yourself to the class. Writing in What qualities should a wildlife photographer have? In three minutes write a few sentences explaining why each quality is important. Read your sentences to the class. MODULE 5 137 10 2 А Vocabulary & Grammar • Travel Choose the correct word. Then translate the sentences into Russian. Greece is one of the best places to go to visit aged/antique/ ancient/archaic ruins. The beautiful hotel grounds had lush/unique/ scenic/rich vegetation. There are few countries in Europe where you need to exchange cash/currency/money/notes these days. We had a fantastic look/sight/view/scenery from our hotel room. A large number of tourists go on packed/charter/ pocket/package tours every year. In America you have to pay a tax on any remote/ external/foreign/alien goods you buy on holiday. What directs/affects/influences/controls your decision about where to go on holiday? England is a place of outstanding natural/reai/ genuine/unaffected beauty. Tom hopes to see some strange/rare/odd/unusual birds on his holiday. Plane tickets/fares/fees/charges are becoming so expensive, I may not be able to afford to go abroad next year. Fill in: • border 138 boundary • edge 1 There was a long line of traffic waiting to cross the US/Mexico..................... 2 Sally lived a long way away, right on the... of town. 3 The forest served as a natural.............. between the two countries. В • journey • expedition • excursion • trek • hike 1 They hired a guide to help them on their.... through the jungle. 2 My grandma goes on a(n)..................... every month with the pensioners club. 3 The.................... across the city took two hours by car. 4 Bob and Sue went on a two-hour.............. along the cliff path. 5 Next year Bill wants to go on a(n).......... to the North Pole. MODULE 5 C • brochures • leaflets • booklet • prospectus • guide 1 Julie always buys a travel..to get a rough idea about places she is visiting for the first time. 2 All course details are available in the university 3 I got lots of ideas for this year’s holiday just by browsing through the........ in the travel agent’s. 4 Thousands of......... fluttered through the air, urging people to vote for William Clegg in the forthcoming election. 5 A diagram of the digital camera parts is shown on page 5 of the accompanying....... Listening & Speaking 3 ,.0, Listen to two people trying to decide where to go on holiday. Which place do they decide to go to? Why? Everyday English • Reaching a decision ^ Work in pairs and use the language below to decide where to go on holiday. Making suggestions Accepting/Re|ecting • Let’s ..., shall we? • Don’t you think ...? • How/What about...? • 1 fancy ... • Why don’t we ...? • We could ... 1 suppose. • It does sound interesting/ fun ... etc • It looks interesting, but... • I’m not that keen on ... • I’d love to (but) ... 10 Choose the correct word. They showed their boarding cards/tickets to the air steward and took their seats. Most flights only allow one piece of hand/arm luggage. The best way to really see a place is to take a bus ride/tour to different areas. There are often long queues at passport checkout/ control. It’s a good idea to take traveller’s cheques/bills instead of cash on holiday with you. Zurich is the perfect place for a winter stop/break. Lorries and coaches are not allowed to drive in the fast line/lane on the motorway. He took an international flight from London to Sidney and then an intemal/inside flight to Melbourne. Alison was staying in a remote/far area miles from anywhere. Hugh likes to find places that are off the beaten/ walked track. 6 Fill in: bite or sting. 1 bees 6 scorpions 2 an apple 7 dogs .... 3 your nails 8 a 4 mosquitoes 9 snakes ... 5 nettles • Phrasal verbs у Choose the correct verb. Check in Appendix I. 1 Bill set/made off in plenty of time to get to the airport. 2 When they arrived at the hotel, they checked/ picked in and went straight to their rooms. 3 The coach made/broke down on the M6 and the passengers had to wait for an hour for a replacement to take them home. 4 Jane always gets a bit nervous when the plane sets/ takes off, then she calms down. • The definite article GR p. 176 g Fill in the where necessary. Give reasons. • Key word transformations CJ Complete the sentences using the words in bold. Use two to five words. 1 The weather is becoming warmer day by day. getting It ................................... ........................ days go by. 2 We have never been to Australia before. first It ..................................... we have been to Australia. 3 Paul started travelling on his own three years ago. been Paul .................................... ..................... for three years. 4 “Why don’t we go to Paris for the weekend?’’ John said. going John.................................... ..................... for the weekend. 5 Although it had a good location, I didn’t like the hotel. despite I didn’t like the hotel .............. .....................good location. • Open cloze Read the text and complete gaps 1-12 with an appropriate word.There is an example at the beginning (0). 1).......Thai people call 2)...... Bangkok, 3)........ capital city of 4) Thailand, Krung Thep which means ‘City of Angels’. 5).......river that runs through 6)..... Amsterdam is called 7)......Amstel. Around 15 million people from 8)..... UK go on package holidays every year. 9) .....Museo Nacional del Prado in 10) .... Madrid opened in 11).......... 1819. 12) .... MGM Grand Las Vegas is 13) ....biggest hotel in 14)........ USA with 5,700 guest rooms and suites. Venice has sunk 25 cm into 15).......sea over 16) .... .. last 100 years. 17) ....Copacabana Hotel in 18)........Rio became famous after Fred Astaire and Ginger Rogers danced there in 19)......film Flying Down to Rio. 20)......statue of Christ on 21)........ Corcovado Mountain is 38 metres tall. 22)......tall black hats worn by 23)....... guards at 24)...... Buckingham Palace are called bearskins. you can pay for - twice Travel can be one of life’s greatest pleasures 0)as you experience the excitement of discovering and exploring new places. Quite naturally, tourists want to take something home with 1)........ after a marvellous holiday to show their friends, but every year many tourists get an unpleasant shock 2)........ they start the journey home. For 3)........... reason or another, their souvenirs turn out to have been purchased illegally, resulting 4)..... heavy fines or even prison sentences. More than one tourist has been sent to prison for picking 5)........ an innocent-looking piece of pottery in countries rich in archaeological artefacts, or potentially dangerous weapons 6)......... as samurai swords. Travellers need to remember that, just 7).......... items are offered in marketplaces, it does not mean 8)......... are being sold legally. Illegal souvenirs which have been made 9)....... endangered species are often offered for sale to unsuspecting tourists. The most common items include coral, ivory and animal skin products, trade in 10)....puts the survival of the species at risk. In conclusion, when travelling to foreign countries, it is important to 11).......... out what souvenirs can be purchased legally in 12)........ to avoid paying a heavy price later. Remember, it is the endangered species that will ultimately pay the heaviest price of all if we ignore the law. MODULE 5 139 Lead-in a) Look at the pictures. Which shows: • a shopping mall • a corner shop • a street market ? • sb buying sth online b) ' ^ ^ Listen to four people (Laura, Cliff, Ann, Dave) talking about their shopping preferences. Where does each enjoy doing their shopping? How often do you go shopping? Where? Who with? What do you mostly buy? How much do you normally spend? Tell your partner. Reading A В C D E F G H RNE (cO))) Listen as you read the text. Match the headings (A-H) to texts 1-7. Use each heading only once. There is one extra heading you do not need to use.Then translate extracts 4 and 7 into Russian. The whole lot online Not left out anymore Selling to make a living Word of mouse Something for everyone Keeping the customer satisfied Deciding to make a difference The cost of shopping Д Match the words in bold to their meanings. • cure • offer of money for something on sale • a way to achieve a result • secretive and dishonest • legally declared as unable to pay debts • bargaining over the place of goods • easy and useful • series of activities designed to achieve something • public sale where buyers compete with each other • large buildings used for storage Fill in: credit, organic, chain, cash, advertising, bustle, gadgets, office, therapy, top. Make sentences using the phrases. 140 agencies . quality ... food .. stores ... cards 6 shopping ... 7 head ....... 8 hustle and .. 9 hard-earned 10 handy...... MODULE 5 • • • • ) • • • • • • • • • • • • • • • ) • • • > • • • Advertising agencies will do almost anything to get the message across and are always looking for fresh techniques to sell a product. One recent tactic is quite devious and involves online chat groups. You might think that the person you are chatting to is just telling you about a great new film, but that person is actually being paid to encourage you to head to the cinema and hand over your hard-earned cash. Mass media campaigns are still popular, but new advertising reaches out directly to the consumer. 2 I I What is a life worth? Ian Usher, an Englishman living in Australia, recently put his life up for sale and advertised it on the Internet. Buyers would get his house, his job, his friends and his possessions. It was all put up for auction and the person with the highest bid would move in and take Usher's place. Usher's life sold to a mystery buyer for the bargain price of £192,000. Usher says he's not disappointed with the amount and plans to use the money to travel the world. Credit cards and shopping therapy are often jokingly suggested ■ as a remedy if you are feeling sad or bored. However, this is one therapy that can lead to a serious illness. Shopaholics are people who spend continuously on goods they don't need, will never use and, frequently, -can't pay for. They spend all their time in shopping malls and the places ^ they live turn into warehouses with piles of unused goods. This is an ; addiction like any other and can lead to depression, family break-ups f-and going bankrupt. I , ^ , A bazaar is a traditional marketplace with stalls selling a wide variety of goods. Originally found in Asian countries, but now popular almost everywhere, these are crowded places, full of the hustle and bustle of locals going about their daily business. They are noisy, with raised voices ; haggling for the best price. Bazaars are places where almost everything is ' on offer, up for sale or available at a price. If you can't find what you want at the bazaar, the chances are that it doesn't exist! We live in a world of choices. Ethical shopping is about choosing to buy in ways that reduce the harm done to the natural world. It is not just about choosing organic food or a paper bag rather than a plastic one, though. Ethical shopping is about learning about companies and their working practices. It is about thinking about each and every purchase. It is about refusing to buy from businesses that treat the environment and their workers unfairly. And above all, it is about buying less. Supermarkets may be convenient, but not all of them are super and some of them are just awful. Some have poor customer service and that is when the mystery shopper pays a visit. The mystery shopper looks like any other shopper and shops like any other shopper, but they then report back to head office about any problems. Large chain stores use mystery shoppers to check that the public is getting top quality service and that their supermarkets are as super as they can possibly be. Most of us are right-handed, but at least 15% of the population is left-handed. Most things, though, are made for right-handed people. This makes life difficult for left-handers who want to sharpen a pencil or cut something with a pair of scissors. The solution to the problem lies in a little London shop full of handy gadgets for lefthanders. Want to find Anything Left Handedl Turn left off Regent Street into Brewer Street. Take the next left and, yes, it's first on your left. S4‘ Speaking & Writing 6 Imagine your partner is a spending too much money. Give them advice using your own ideas or the ones In the box. • You could ... • ... pay for everything in cash. • You should ... • ... only buy the things you really need. • Why don’t you ... • ... sell the things you don’t want. • If I were you, I’d ... • ... make a shopping list. • ... cut up your credit cards. Think: What is your opinion about advertising? Does it provide a useful service? Do you think there are too many advertisements? Do they influence you? In five minutes write a short paragraph stating your opinion and supporting it with reasons/exampies. Read your paragraph to your partner. MODULE 5 141 Vocabulary & Grammar • Shopping & Money Тй1мк! In a minute, write down what you spend your money on. Compare with a partner. e.g. I usually spend my money on CDs, books and clothes. I never buy newspapers. Choose the correct word.Then translate the sentences into Russian. 1 These jeans are on bargain/sale/ offer/demand. 2 There is 30% off whatever the price labei/note/tag/mark says. 3 I can’t see the reason/point/ matter/goal in buying designer clothes. 4 The expense/charge/amount/cost of a CD has gone down a lot recently. 5 The man on the market stall told me to offer him a right/just/fair/ proper price. 6 The salesman made me an offer I couldn’t refuse/deny/turn/reject. 7 I hate it when telesales people bother/concern/restrict/trouble me with calls. 8 That dress really suits/matches/ fits/goes you.You should buy it! 9 A lot of people buy clothes during the bids/auctions/sales/offers as they cost less. 10 You can buy this now in advance/ in cash/on credit/by cheque and pay in instalments. 4 A В • Words often confused Fill in: priceless worthy worthless valuable 1 My mum has a lot of............jewellery. 2 There are numerous.............artefacts in the museum. 3 This ring is..........but it has sentimental value to me. 4 The bank manager decides who is.............of a loan. asleep sleeping awake 1 Be quiet, the baby is........I 2 Jane was so tired she fell........on the couch. 3 I had a bad dream that kept me..........all night last night. alive living 1 The market was............with the sounds of traders and hawkers. 2 He earns his............by working as a market trader. luck fortune 1 I couldn’t believe my.......... when I found £5 in the street 2 Hilary spent a...........on new clothes for her holidays. Everyday English • Сотр11теп11пдЯЬапк1пд Use the useful language in the box to act out exchanges for the situations below, as in the example. Continue the dialogue. • It looks really great on you. • Wow! That looks really good. • It really suits you. • That’s great/wonderful/really nice, etc • I didn’t recognise you. • You look fantastic/great, etc ^ Thanking • Thanks. I’m glad you like it. • Thanks for saying so. 3 Fill in: top, smart or big. 1 7 ... move 2 outfit 8 — shelf 2 3 speed 9 company 3 4 chain 10 .. model 5 floor II set 4 6 12 .. choice Your friend is wearing a new outfit. A: Is that new? B: Yes, do you like it? A: Mmm. It looks really great on you. B: Thanks. A: Where did you get it? B: It was a present from my mum. Your mum has had a new hair cut Your best friend is wearing a new pair of glasses. Your cousin is wearing a new pair of trainers. 142 MODULE 5 Listening & Speaking Listen to two dialogues. Where does each one take place? Act out similar dialogues for the rest of the pictures. 8 • Quantifiers GRpp. I72&I76 Choose the correct word. Neither/Either John nor Claire came to the party. I wanted to buy a ticket for Saturday’s rock concert but each/every single one had been sold. Every/Each of the children at the party was given a small present to take home. He was so hungry he ate the whole/ all pizza by himself. Both/Either Jim and Karl left for Madrid. None/AII of us knew what time the party started so we called to check. He only had a lot/a little money left. She had spent a great deal of/much money on CDs lately so she decided to take it easy for a while. • Key word transformations Complete the sentences using the words in bold. Use two to five words. Sarah didn’t come home until she had finished her shopping. when Sarah .................... finished her shopping. <0 How long ago did you buy something new? time When was ............................ something new? The dress might be expensive so take plenty of money. case Take plenty of money ................... expensive. Jane would rather not come shopping with us. feel Jane ............................ shopping with us. It costs a lot more to buy designer clothes. much It is ........................... designer clothes. How much is this outfit? of What........................................ outfit? The shoes were not as expensive as she expected. far The shoes ............................ than she expected. Lee cannot afford to buy designer jeans. too Designer jeans .............................. Lee to buy. Multiple choice cloze RNE Read the text. For gaps I -7, choose A, B, C, or D to complete each gap correctly. Circle the answer i you choose. It used to be that people saved for a rainy day, now many people simply 1)...for their credit card. Credit is something that was almost unheard of in the past. If someone couldn’t afford something they went 2)....it. People saved up for whatever they wanted to buy, by putting their money into the bank or even under the mattress, until they had enough. However, much of the modern world’s economic growth has been largely 3)...to a system of credit enabling people to buy goods and services and pay for them later. The trouble with credit is that some people 4)...more than they can pay back. It is a particular problem when the interest rate goes up and people find they cannot afford the repayments. In some cases they end 5)....owing considerably more money than they borrowed in the first place, because of the interest charges. Some people are nervous about 6)....into this trap. They refuse to use credit at all for goods and services and always pay in cash. However, 7)......these people may have a mortgage, which is a loan to buy a house. Many people see buying their own house as an investment for the future that will protect them from a rainy day in every sense! 1 A reach В touch C stretch D catch 2 A against В without C with D for 3 A due В because c despite D through 4 A lend в give c borrow D ask 5 A in в up c over D out 6 A falling в moving c slipping D dropping 7 A either в even c only D yet MODULE 5 143 шептд о Г* Study Skills Listening Task 2 Multiple Choice While doing the listening task try not to be distracted if you hear words and phrases that appear in one of the options. Listen carefully and decide on the correct option. Listening Task 1 I RNE You’ll hear a conversation between two friends. For statements I -7, decide if each statement is True, False or Not stated. Circle the answer you choose. You’ll hear the recording twice. 1 Sam hadn’t heard about Buy Nothing Day before. A True В False C Not stated 2 Buy Nothing Day organisers think shoppers should direct their attention elsewhere. A True В False C Not stated 3 Sam learnt that underdeveloped countries make up 80% of the world’s population. A True В False C Not stated 4 Jane believes you cannot buy happiness. A True В False C Not stated 5 Sam thinks Sunday trading is a good thing. A True В False C Not stated 6 Sam found a definition of ‘carbon footprint’ in a dictionary. A True В False C Not stated 7 jane is no longer going to buy fruit and vegetables from the supermarket. A True В False C Not stated 2 RNE »0))) You will hear six different speakers. Match the speakers (I -6) to sentences A-G. Use each sentence only once. There is one extra sentence you do not need to use. Write your answers in the table. You will hear the recording twice. A I won’t shop there again. В I should have paid in cash. C I thought the price was ridiculous but I gave in. D I realise the attraction of shopping now. E I made a mistake with the price. F I got carried away by my own generosity G I saw shopping in a different light. Speaker 1 2 3 4 5 6 144 MODULE 5 Listtnincj Skillr. Skills Multiple Choice. Statement completion Before listening read through the questions and the options. Try to predict what you are going to listen to. As you listen the first time, choose the option that best completes the statement according to the information you have heard. Remember to check your answers the second time you listen and make sure the other options are incorrect. Listening Task 3 RNE You will hear an interview with a travel writer. For statements 1-7, choose A, В or C to complete each statement correctly. When Simon was younger, he A was encouraged to be a photographer by his father. В learnt to take pictures by himself. C didn’t think about being a travel writer. When Simon was at the newspaper, he A worked only as a photographer. В realised that he was a better writer than a photographer. C was soon given more responsibilities by his editor. When Simon is struggling to begin a project, he A works on a simple part of the text. В starts writing anyway, without worrying about the quality. C works on something else instead. 4 The problem with a lot of modern travel writing is that A it is aimed at one type of reader. В there aren’t many places left that haven’t been written about. C the storylines can be very predictable. 5 In order to be successful, travel writers should A make use of all their contacts. В give their articles a unique style. C make sure they follow the editor’s instructions. 6 Simon likes Seville so much because: A it reminds him of his first story. В it is close to home but still feels exotic. C he likes the weather and the local culture. 7 Simon thinks that in the future A most travel writing will definitely be posted on blogs. В people will still read books, if the stories are good enough. people will only read the classics. АЛ 3'peUjGn^ 3KI11D L Student A: Task 1 (3 - 3.5 minutes) Give a talk on shopping habits. Remember to discuss: • whether people’s shopping habits are changing. • what you think about shops staying open on Sundays. • how advertising affects people’s shopping habits. • why shopping might be bad for the environment. Useful language flexibility and convenience 24 hours a day, seven days a week consumer society ordering online freedom of choice biodegradable packaging You will have to talk for I.5 - 2 minutes. Student В will listen until you have finished.Then he/she will ask you some questions. Questions for Student B: • Have you ever bought something because of an advertisement? Why/ why not? • Do you enjoy shopping? Why/Why not? • Would you buy goods online? Why/Why not? • Do you prefer shopping in large department stores or small independent shops? Why? • Do you usually go shopping alone, with friends or with your parents? • What is your opinion about shopping on credit? ^ ^Listen to a model answer. What does the speaker say about shopping habits and how did advertising affect her? Task 2 (3-4 minutes) You and your friend have been asked to help choose an event for your school open day.You can choose from; a presentation about the school a concert by the school band an exhibition of students’ artwork a friendly football match between the teachers and students Discuss the options with your friend and choose the one you both prefer the most. You begin the conversation. Student В will play the part of your friend. ^ ^')) Listen to a model answer. What do the speakers decide on in the end and what reasons do they give? 146 MODULE 5 0Ц/> Student В: Task 1 (3 — 3.5 minutes) Give a talk on leisure activities for young people. Remember to discuss: • what you and your friends do in your leisure time. • how your choice of leisure activities has changed since you were younger. • what influences your choice of leisure activity. • the importance of leisure activities in our daily lives. bptuklmj Ski Ил. Useful language affordable and enjoyable mentally/physically active/healthy forget problems be sociable time-consuming You will have to talk for 1.5-2 minutes. Student A will listen until you have finished.Then he/she will ask you some questions. Questions for Student A: Do you think most young people use their leisure time well? Do you think you have enough leisure time? Why/Why not? Are there enough leisure facilities near where you live? Do you prefer active or passive leisure activities, e.g. playing sport or watching films? Have you ever considered doing voluntary work in your leisure time? What would you do? If you could learn to play a musical instrument what would you choose? Why? Listen to a model answer.What does the speaker say about leisure activities and how does he spend his own leisure time? Task 2 (3-4 minutes) You and your friend have been asked to suggest how a sum of money that has been given to your school would be best spent for improvement to your school.You can choose from: a new library an Information Technology Centre • a cafeteria • new outdoor sports facilities Discuss the options with your friend and choose the one you both prefer the most. You begin the conversation. Student A will play the part of your friend. Listen to a model answer. What do the speakers decide on in the end and what reasons do they give? MODULE 5 147 • Opinion Essays Read the rubric, underline the key words and answer the questions. f ~ You have recently been doing a school project on education. Now your English teacher has asked you to write an essay explaining whether you agree or disagree with the following statement; It would be better for students to be taught at home online instead of going to school. Write your essay (200-250 words). What type of essay are you going to write? Who is going to read it? In which paragraph(s) will you mention your personal opinion? Read the model and complete the paragraph plan. Is the writer in favour of or against the topic? What linking words/ phrases have been used to: introduce arguments? list points? introduce results? There is no doubt that the Internet has brought many benefits to modern life, but would it benefit a child’s education to be taught via email, websites and webcams instead of going to school? As far as I am concerned, I believe that it is better for students to be taught in the traditional way. First of all, if children and teenagers didn’t go to school, they would not have the opportunity to interact with others and develop friendships. As a result, they may lack the social skills needed to be successful in a workplace. Secondly, learning on the Internet would make certain methods of teaching and learning impossible.The student would not benefit from the variety of learning methods commonly found in traditional classrooms, such as group work, class discussions and giving presentations to the class. On the other hand, some people argue that there could be some benefits to education online. For example, it may be easier to concentrate. Time and energy would also be saved by not having to travel to and from school. All in all, online education can benefit students to a certain extent. However, it seems to me that the personal contact within the classroom is more beneficial. Introductiorv Para. I Main Body Para. 2 Para. 3 Para. 4 Conclusion Para. 5 Now list the viewpoints. What reasons does the writer use to support them? Complete the table. Viewpoints Reasons Use the language in the box to make full sentences expressing your opinion. Useful expressions for giving opinions ^ • In my opinion/view,... • As far as 1 am concerned,... • I believe/think/feel (that) ... • My opinion is that... • I strongly believe ... • 1 (completely) agree that/with ... • It seems/appears to me • 1 couldn’t agree more that/with ... (that) ... • 1 (strongly) disagree that/with ... • To my mind,... • 1 couldn’t disagree more that/with ... • The way 1 see it,... • 1 am totally against... • 1 (do not) agree that/with ... • 1 am fully in favour of ... • 1 am totally opposed to ... 148 MODULE 5 Writinij: Esauуь 1 governments/ban/advertising of junk food encourage healthier eating In my opinion, governments should ban the advertising of junk food. By doing this, they would encourage healthier eating. 2 we all/recycle more help protect environment 3 people/watch TV/less />**5^ more time to exercise 4 governments/stop illegal downloading/from Internet protect music industry 5 people/give more money/local charities many social problems be solved 6 governments/put more police/on the streets help reduce crime ^ Read the extract and answer the questions. On the other hand, there are some reasons why violent video games shouldn't be banned. For a start, most of the people who play them know the difference between the games and real life. Therefore, they will not necessarily act out what they have played. Moreover, there are usually age recommendations on games. For this reason, it is a parent's responsibility to make sure that their child does not play a game that is inappropriate for them. 6 What is the main idea of the paragraph? Which sentence is it in? What supporting sentences does the writer give? Which linking words/phrases has the writer used? Suggest other suitable words/phrases which could replace these. Read the topic sentences and suggest appropriate supporting sentences. However, some people argue that there are several drawbacks to living in the city. Finally, creative subjects such as Art and Music help develop balanced individuals. In the first place, famous people are rarely able to lead normal lives. Opposing Viewpoints у Use the linkers in the table and the ideas below to write an opposing viewpoint. I On the other hand ..., Alternatively ..., It can be~l argued that..., However ..., In contrast..., Some people argue ... increase in public transport/not encourage people to leave cars at home ^ some say/several benefits/replace people with robots some people argue/organic food/not worth buying introduce fines/not deter people/from illegally downloading music g a) Read the rubric.Then read the viewpoints and match them to the reasons. Which do you agree with? Which do you disagree with? “All teenagers should have a part-time job.” Do you agree with this statement? Write an essay expressing your opinion I (200-250 words). _______________________ 1 A job teaches you how to become a responsible citizen. 2 Working teens learn how to handle money responsibly. 3 A job can help to prepare you for your future career. 4 Having a job could have a negative effect on a student’s studies. 5 A teen’s job may negatively affect their social life. В c D E They are working when they could be taking part in after-school activities or socialising. You feel a sense of responsibility when an employer is relying on you. A job can take up time that a student should be spending on homework. If you have worked hard to earn your money, you are more likely to be careful how you spend it. You learn valuable skills such as learning to be on time, handling money and dealing with customers. b) Now write your essay (200-250 words). Use ideas from Ex. 8a. MODULE 5 149 у in^: г г. f. • Providing Solutions to Problems Read the rubric, underline the key words and answer the questions. Your teacher has asked you to write an essay suggesting ways to make your town a safer place to live. Write your essay (200-250 words). Who is going to read your essay? What will your essay be about? What style will you use? Why? Give some examples. What solutions can you think of? Read the model and complete the paragraph plan. What techniques has the writer used to start/end his essay? Suggest an alternative beginning/ending. Over the last few years, crime and traffic accidents have all been increasing in our town, meaning that it has become a much more dangerous, unpleasant place to live. What can be done, therefore, to make our town a better place to live? Firstly, steps should be taken in order to deal with the rise in crime. One possible solution would be to increase the number of police officers patrolling the streets, especially late at night. This would certainly make people feel safer and would hopefully deter criminals, too. Measures should be taken in order to solve the problem of increasing traffic accidents. Banning cars in certain areas would help, but also lower speed limits should be imposed. The consequences of this would undoubtedly prevent accidents and save many lives. In conclusion, there are several ways in which we can attempt to reduce crime and traffic accidents. By doing this, we will make our town a more pleasant place to live in. After all, as someone once said, “Safety doesn’t happen by accident.” ^ a) Complete the table with ideas from the text. /^troductioTi' Para. I Main Body Para. 2 Para. 3 Conclusion Para. 4 Possible solutions Results/Consequences 150 b) Read the table. Which of the phrases has the writer used in his essay in Ex. 2? Useful vocabulary To make suggestions: • A useful suggestion would be to ... • Steps/Measures should be taken in order to solve/deal with ... • Another solution ... • ... could be solved by ... • Another way to ... is/would be to ... • It would be a good idea if/to ... • It would help if you/we, etc ... • The situation could be improved if/ by ... To present results and consequences: • The effect(s)/consequence(s)/result(s) of ... would be ... • By doing this, you/we, etc would ... • This would ... • Then ... • If ..., the result would be ... • In this way,... 2|. Use the ideas below and appropriate language to write supporting sentences for the topic sentences. A • wear money belt/under clothes/ keep travel documents & money/ out of sight • fix lock/onto all bags & suitcases/ stop thieves getting into them • keep photocopies/passport & other travel documents/in separate place/in case of theft To begin with, we should find ways to guard our possessions while travelling. For example, a useful suggestion would be to ... В • repaint walls/put up curtains/ buy new furniture/make more pleasant • buy more computers/so that/ students not have to wait to use one Another way to make the school library more popular would be to make it a more pleasant place for students. MODULE 5 Match the suggestions to the results. Write full sentences using appropriate phrases. How to avoid being a victim of cyber crime H ^Su^estions Keep your passwords secret and change them regularly. Never provide any personal details such as addresses, telephone numbers or school names, e.g. in emails, on social networking sites. Install anti-virus software and keep it up to date. Stick to well known, popular websites as much as you can. Results a prevent endangering your personal safety b prevent criminals from accessing your email accounts etc and stealing personal information c help you avoid sites more likely to harm your computer e.g. by infecting it with viruses while surfing the Net d prevent nasty computer viruses infecting and harming your computer e.g. I- b You should keep your passwords secret and change them regularly. In this way, you will... Discuss & Write Read the rubrics and underline the key words. What does each one ask you to write about? What style will you use? What paragraph plan will you follow for each? Write a topic sentence for each main body paragraph.Then write an introduction and a conclusion for each rubric. Compare with your partner. 1 Your neighbourhood was recently described in the local newspaper as ‘ugly and depressing’. Write an essay, suggesting ways to make your neighbourhood a more pleasant place to live (200-250 words). 2 Your English teacher has asked you to write an essay based on the following statement: Every teenager should help with household chores. Write an essay giving your opinion about this (200-250 words). 3 You have just had a class discussion about the Internet Now your teacher has asked you to write an essay with the following title: The Internet - a blessing or a curse? Write your essay outlining the advantages and disadvantages of the Internet (200-250 words). 4 Your headteacher has recently suggested putting CCTV cameras in your school, but some students and teachers are not happy about this.Write an essay based on the following statement: There should be security cameras in every school (200-250 words). у Choose one of the rubrics and write your essay. Before you give your essay to your teacher, check for the following: Checklist For Essays Organisation: Does your piece of writing follow a specific plan? Does your introduction state the topic clearly? Have you used a different paragraph for each point you make? Do the main body paragraphs start with a topic sentence? Are there supporting sentences to justify your points? Does the conclusion summarise the main points? Have you used an appropriate style? Have you used advanced vocabulary? Have you used appropriate linkers to connect ideas? Are your points presented in sequence? Have you started and ended your essay in an interesting way? Are there any spelling, grammar or punctuation errors? MODULE 5 151 Across Cultures 152 The pictures show shopping locations. What do you think a tourist might find there? RNE Read text A and complete gaps 1-6 with the correct derivative of the word in capitals. RNE Read text B. For gaps I -7, choose A, B, C or D to complete each gap correctly. Match the words in bold to their synonyms below. • small objects of little value • very attractive • customers • look through casually • joined • have a look at • easily recognisable • chic and expensive • excitement • something essential • a line of people • sets of clothes for a particular job ^ Fill In: flea, one-stop, names, budget, labels, high-class, trendy, artist, shopping, stalls, window, street. Make sentences using the phrases. 1 market........................... 2 street........................... 3 high............................. 4 on a tight ...................... 5 brand ........................... 6 designer ........................ 7 shopping 8 . spree 9 ............................. shop 10 .......................... market 11 . hotels 12 ........................... clubs ^ (И ^ D) ДДНЯЯ1 Listen as you read the texts again. Imagine you have just got back from a shopping trip. Describe it to your partner. Mention the sights, the sounds and the smells. Don’t forget to say what you bought. MODULE 5 IN STYL£ «-л-"»:'»-' “tr- A -f О MOSCOW A must for any visitor to Moscow is TsUM, perhaps the most 1).....department store in Russia. Centrally located near Red Square, TsUM is more than a century old, but has recently had a facelift and can now boast 33,000 square metres of shops. Whether you are just window shopping or on a shopping spree, all the major brand names are here. At the moment, you can buy over 400 designer labels at TsUM and with plans for an 2)......, TsUM will be the one-stop shop for both Muscovites and tourists. Every city needs an 'in' place where all the rich and the famous, the great and the gorgeous gather. In Moscow, this has to be Tverskaya - a street of high-class hotels, 3) .... boutiques and trendy clubs. Don't expect to pick up a bargain here, though. As you might expect, the prices are as high as those in any 4).....capital city, but that's the price you pay for shopping on this street. Tverskaya is the place to see and be seen. Take a break, relax in a cafe, buy a coffee and watch the world go by. If you're searching for a souvenir or just taking in the sights, then a day at Arbat Market is just for you. You can browse around this 5)........flea market before having a refreshing snack. Apart from typical tourist items, you can also find more 6) ......... gifts like original artwork and rare books. And don't forget to haggle! You won't want to miss out on this fun part of the purchase process and you might also get a better price! CELEBRATE EXTEND STYLE FASHION SPECTACLE USUAL 7 In pairs, talk about where you like to go shopping in your town/city. What can you buy there? Are the places famous for anything in particular? The buzz on market day around Brick Lane in the heart of London’s East End is hard to beat. Every Sunday, as well as the usual stalls selling bric-a-brac and clothing, you’ll come 1).....many more surprising offerings. More recently, Brick Lane has become 2)........to several exhibition spaces and is also popular with fashion students who sell their creations on market stalls and in shops. Not all the art you’ll see is for sale, though. You can have fun as you shop by 3).....out for art by the famous street artist, Banksy. Whether you are looking for clothes or cameras, perfume or pottery, you’re sure to find it somewhere along Oxford Street, Europe’s busiest high street. With over 300 shops, there’s something to 4)......every taste and budget. There’s Selfridges, for example, close to Bond Street’s exclusive stores, which attracts a wealthy clientele. Whereas Primark, just opposite, caters for those on a tight budget. Near London’s tourist attractions, Oxford Street is often overcrowded and noisy, especially during the sales, but fight your way to the front of the queue and you’re sure to find yourself a 5)...... If your tastes are more alternative, perhaps you should try Camden Market. This market is, in fact, several connected markets, each one specialising in 6).....different. The market hall, for example, is packed full of jewellery, ceramics and art. You must check out The Electric Ballroom (which turns into a nightclub in the evenings!), where you’ll find all the latest fashions and get to meet the people who designed them. With over 150,000 visitors every week to both open-air and 7)...... markets, Camden is the authentic taste of London you should not miss. ICT Work in groups. Collect information and produce a guide to shopping in your town/city. Present it to the class. 1 A into В around C across D through 2 A hostel В house C habitat D home 3 A looking В searching c finding D seeking 4 A match в fit c suit D go 5 A deal в chance c bargain D trade 6 A anything в something c everything D nothing 7 A interior в indoor c inside D inner MODULE 5 153 LfltTQftun^ Look at the picture. It shows a large raft floating down the Amazon. What do you imagine life is like for the people travelling on the raft? Would you enjoy this kind of journey? Jules Veme 154 (1828 - 1903) is famous for his science fiction and adventure novels. Many of his stories include exciting, exotic travel, such as trips into space, under the sea and through the air. His novel Eight Hundred Leagues on the Amazon (1881) features a family travelling down the Amazon from Peru and through Brazil on a huge raft like a floating island. Joam Garral is travelling with his wife Yaquita, their beautiful daughter Minha, their son Benito, and Manoel Valdez, a friend who is going to marry Garral’s daughter. The family expedition is going well until they meet Torres, a troublemaker whose claims about Joam’s past could change all their lives. ^ Read the biography and the first paragraph, of the story. What do you think is going to happen? What might Torres say to Joam? Read to find out. { RNE ((O)) Listen as you read the text again. For statements I -7, choose A, B, C or D to complete each statement correctly. Then translate lines 1-22 into Russian. 1 The Garral family and Manoel are A calm and relaxed. В quiet and thoughtful. C lost and scared. D upset and worried. 2 When Torres and Joam are alone in the room A Torres asks joam a lot of questions. В they both stay silent for a long time. C Torres speaks more than joam. D joam starts the conversation. 3 According to Torres, joam Dacosta was A a governor-general. В a man who died. C a convicted criminal. D a man who was robbed and killed. MODULE 5 QN AMAZON The phrase ‘the adventurer’ (line 40) refers to A joam Garral. В Torres. C joam Dacosta. D the man who was sentenced to death. joam seems to be A thinking about other matters. В responding to what Torres says. C unaffected by what Torres says. D not listening to what Torres says. Torres suggests that joam Garral A knows that joam Dacosta is a criminal. В is a friend of joam Dacosta’s. C is actually a criminal himself. D committed a crime with joam Dacosta. The meeting between the two men A was not how Torres imagined it would be. В confirmed Torres’ suspicions. C upset and scared joam. D was of no interest to joam. Use a dictionary to find the meaning of the highlighted words and then use them in sentences of your own. 10 15 The whole family strolled toward the front of the raft. Manoel and Benito walked one behind the other without speaking. Yaquita and her daughter silently followed, and all felt a strange sadness, as if they had a presentiment of some coming disaster. Torres stepped up to Joam Garral, who seemed to be lost in thought. He put his hand on his shoulder and said, “Joam Garral, may I talk with you in private?” They went toward the house, entered it, and shut the door behind them. It would be difficult to describe what everyone felt when Joam Garral and Torres disappeared. What could there be in common between the adventurer and the honest Garral? The menace of some awful news seemed to hang over the whole family, and they hardly dared speak to each other. “Manoel," said Benito, grabbing his friend’s arm, “whatever happens, this man, Torres, must leave us tomorrow at Man^s!” “Yes! He must!” answered Manoel. “And if through him something bad happens to my father -1 will kill him!” 25 30 35 ■k -k it -k -k For a moment, alone in the room, where no one could see or hear them, Joam Garral and Torres looked at each other without saying a word. Did the adventurer hesitate to speak? Did he think that Joam Garral would only reply to his demands with silence? Yes! Probably so. So Torres did not question him. At the outset of the conversation he took the part of an accuser. “Joam,” he said, “your name is not Garral. Your name is Dacosta!” Joam Garral could not help shivering as Torres called him the guilty name. “You are Joam Dacosta,” continued Torres, “who, twenty-five years ago, were a clerk in the governor-general’s office at Tijuco. and you are the man who was sentenced to death for the diamond robbery and murder of the soldiers!” No response from Joam Garral, whose strange quietness surprised 6 Use the place names underlined in the text to answer the questions below. Where did the diamond robbery take place? Where will the family leave Torres tomorrow? Where was the prison Joam Dacosta escaped from? Where did Joam Dacosta work as a clerk? Where is the chief of police that Torres threatens to inform about Joam Garral? Speaking & Listening a) What do you think Torres’ proposal is? Write down some predictions, and then discuss them with a partner. 50 55 the adventurer. "Joam Dacosta, I repeat! It was you 40 they sought when the diamonds were stolen. You, whom they convicted of the crime and sentenced to death, and it was you who escaped from the prison at Villa Rica a few hours before you should have been executed! Do you not answer?” Rather a long 45 silence followed this direct question which Torres asked. Joam Garral, still calm, took a seat. His elbow rested on a small table, and he looked directly at his accuser without bending his head. “Will you reply?” repeated Torres. “What reply do you want from me?” said Joam quietly. “A reply,” Torres slowly answered, “that will stop me from finding the chief of the police at Manaos. and saying to him. There is a man here who can be recognised even after twenty-five years as the organiser of the diamond robbery at Tijuco. He was the assistant of the murderers who killed the soldiers: he is the man who escaped from execution: he is Joam Garral, whose true name is Joam Dacosta.’” “And so, Torres,” said Joam Garral, “If I give you the right reply I shall have nothing to fear from you?” “Nothing, for neither you nor I will have any interest in talking about the matter.” “Neither you nor I?” asked Joam Garral. “It is not money you want, then?” “No! No matter how much you offered me!” “What do you want, then?” “Joam Garral,” replied Torres, “here is my proposal. Do not be so quick to reply by a formal refusal. Remember that you are in my power.” “What is this proposal?” asked Joam. Torres hesitated for a moment. The attitude of this guilty man, whose life he held in his hands, was enough to astonish him. He had expected a stormy discussion and prayers and tears. He had before him a man convicted of the most serious crimes, and the man didn’t look worried at all. 60 65 70 75 b) Listen to the next part of the story. Were any of your predictions correct? Writing |jT!T!l!U Imagine you are a reporter.Write an article about the diamond robbery. Use information from the text and your own ideas to write an article based on answers to these questions. • What happened exactly? • Where and when did the robbery take place? •Who was involved? • What happened to the man who was caught? MODULE 5 155 C'urriaiUiT Cut Science 4 What do you know about clouds? What do you expect to learn from the text? Read and check. Read again and complete the gaps 1-12 with the correct word. Compare answers with a partner. Answer the questions. How do clouds form? Place the notes in order: I I The air rises and cools. [ I The sun heats the oceans. I I The water vapour changes into droplets which join together. I I The droplets become heavy and fall as rain. I I Currents of warm air and invisible water vapour are formed. How are clouds both vital and terrifying? What could new technology enable us to do? Do you think this is a good idea? Match the words/phrases in bold to their synonyms below. • weak • join together • huge • terrible • very full • contents • shining brightly and hotly • things sth can do • very bright • increases gradually • lowest part • very important • being discussed • giving money to ((* ^ ^')) Read and listen to the text. What did you learn from the text? What else would you like to know about the topic? The clouds you see in the sky are by 0) no means just pretty decorations. They play a vital part in maintaining life on Earth and are responsible for some of the 1).......terrifying acts of natural destruction. Clouds form 2).........the same reason that mist appears on a cold metal spoon when you breathe on it. Tiny droplets of water form where the air cools, because cold air cannot hold as much water vapour 3)........ warm air. In the Earth’s water cycle, the heat from the sun beating down on the oceans creates currents of warm air loaded with invisible water vapour. As the air rises, it 4) ......cools, and so the vapour forms millions of droplets around pieces of atmospheric dust. When droplets join together, they eventually become heavy enough to fall back to the ground 5).........life-giving rain. Clouds may look fragile, 6).........they are actually one of nature’s giants. A typical cloud holds millions of tonnes of water. Disastrous flooding can result when huge clouds release their load. 7).....of their most dangerous capabilities is the thunderstorm. If you have ever rubbed your bare feet across a carpet and then touched a metal door handle, you may 8) ......... felt an electric shock. Lightning occurs in much the 9)........way, but on a gigantic scale. As water particles rub against each other, a negative charge builds up at the base of the storm cloud. When enough charge builds up, it is released in a dazzling flash of electricity connecting the cloud to the ground. The energy released in a thunderstorm would be 10).........to power every home in the USA for a whole day! Attempts have recently been made to bring these giants under our 11)..........Using a technology called ‘cloud seeding’, aeroplanes spray clouds with a substance that encourages the droplets to combine and fall as rain. Although the results are still under debate, countries including Australia, China and the USA are all investing in research. So, maybe one day we will be able to have a party and order not 12).....the food and drink, but clear skies as well! ICT In pairs collect information about clouds. Present it to the class.You can visit this website: https://www.wizt/-л ''%tf € ft' 1'/1'Лл '<У/ ‘V'/A %/' A Ш/ ГШ' t''^< < "Ж' Ж ^'4 - v-й» Ш', '#'' Fill In: dismal, grim, utter, heritage, organic, stylish, reputable, convenient, exclusive, browse. 9 10 I think shopping online is the most.......method of shopping. He had a look of...........disbelief on his face. My first day was a........... experience that left me feeling depressed. We like to eat healthily so we always buy....food. There are many............. shops on Bond Street and Regent Street in London. I only buy online from..........sites. I was disappointed with the .............. climate when I stayed in France. When I have free time, I often.........around the shops. Jane likes to wear..........clothes. Places of natural beauty and wildlife are as much a part of the .......... of a country as historical buildings and traditions. / pojnts: \ 10X2 20 Fill in: sparkling, rose-tinted, foreign, significant, chain, market, flea, shopping, top, slam. .... spree ___ stores .....shut personality .... travel 10 If 6 ..............stalls 7 ...............role 8 ...............glasses 9 ................market 10 ..............quality / Points: у lOXI Choose the correct prepositions. The results are still under/in debate. The market was packed by/with shoppers. Tracy was very enthusiastic about/for the shopping trip. How much do you spend on/for clothes per month? The other kids had an air for/of belonging that I wanted to feel, too. I Points: \5X2 10 Choose the correct word. It was a dull day with lots of deep/thick clouds. They like to go camping in all/every weathers. Scotland has many places of outstanding nature/ natural beauty. The country’s boundary/border has changed many times in the last century. You need a boarding card/ticket to get on a plane. Traveller’s bills/cheques are safer than cash. 10 »*ess Check S 7 They were staying somewhere off the walked/ beaten track. 8 They decided it would be for the best in the tall/ long run. '4'ЖууА Paul buys lots of things online from auction sites/ shops. I offered what I thought was a proper/fair price. / Points: _\ \ 10X2 20 j ^ Complete the sentences using the words in bold. Use two to five words. She has two brothers, one of them is an actor. whom She has two brothers,....................... ........................... an actor. She hates shopping so she never goes to the mall. which She hates shopping ........................ ................... goes to the mall. It’s a pity I can’t afford to buy these shoes. only If ......................................... ................. to buy these shoes. “Why don’t we go to the mall on Saturday?’’ Jane said. going Jane ...................................... ........................ on Saturday. The dress was not nearly as expensive as she expected. far The dress............................. ................. than she expected. // j' Vfy ' ж Points: \ 5X4 20 Complete the gaps with the words derived from the words in capitals. 1 Hurricanes can cause terrible amounts of DESTROY 2 One of the most dangerous.............. of clouds is the thunderstorm. CAPABLE 3 “That’s so kind of you,’’ I replied....... SARCASM 4 Madagascar is full of......... wildlife. ORDINARY ___\ 5 The hotel was in a perfect Now I can ... LOCATE / n . \ ' I Points: _ \ 5X4 20 '''Яфф, Myscor.: • talk about teenage problems ' • talk about the weather • express annoyance/sympathy • talk about travel & shopping • make decisions • compliment/thank someone .............. in English MODULE 5 157 Module 5 Focus on rne Reading - Part з Read the story. For statements 1-7, choose A, B, C or D to complete each statement correctly. Circle the answer you choose. _ I*. TREADINGifTHFBOARDS Rupert took a bow and smiled at the audience. He couldn’t see the people who had paid to watch him perform because of the glare of the lights, but the applause was enthusiastic and he appreciated it. It was the last night of the play and, like many jobbing actors, he would probably be out of work, or ‘resting’ as actors called it, for a while at least. As the curtain fell he picked up a bouquet of flowers and waved one last time before exiting the stage. Performing drained him and after doing the show every night for six weeks Rupert felt exhausted. But he knew that there would be a cast party to celebrate the end of a successful run and he’d have to put in an appearance if he didn’t want the other members of the cast making comments behind his back about him being a snob. He’d been in the business for 30 years and knew that any kind of bad reputation could affect your chances of getting work. Rupert wiped off the last of his stage make-up and practised a cheery party smile in the mirror before going to the green room. When he had started out all those years ago, Rupert had been lucky enough to have had the support of his parents. He came from a theatrical family and both his parents had been actors before retiring to run an antique shop in Kent. They were happy for him to carry on the family tradition, although they made sure he knew how hard an actor’s life could be. So he had left the sleepy village in Kent to go to London for a life on the stage. He hadn’t found it difficult to get roles. He was a good character actor and he was always very professional. He didn’t throw tantrums like some of the members of his profession or get into petty feuds when competing for parts. He had never wanted to be famous, just well respected. He did not regret turning down television and film roles in favour of doing stage work. All he had ever wanted was to support himself and do the job he loved. Looking back over the years, he had to admit he’d done quite well. Rupert opened the door to the green room, where the party was already in full swing. Sarah, his leading lady in the play, bounded over to him screeching at the top of her voice, “Where have you been, darling? You’re late!” and smothered his cheeks in kisses. Rupert laughed heartily and apologised. It was ironic that he had to keep up an act even when he was off stage. He would have to pretend he was having a wonderful time even though he found cast parties so very dull. He stayed at the party for a couple of hours. Despite longing to leave, he managed to chat to everyone from the producer to the stage hands and, as usual, he charmed them all. That had been the secret to his success. He could charm a table leg if he put his mind to it. Some people in the business wondered why he hadn’t used this considerable gift to get himself a wife. But Rupert had always known that if he tied himself down with a family the strain of an actor’s life would become too much. With the last “We must meet up soon” and “It was lovely to work with you” over and done with, Rupert made his excuses and left. Outside, on the busy London street, the cold night air refreshed him. Rupert decided to walk to his flat rather than take a cab. Perhaps he had been in the business too long, he thought, as he walked along the dark street. He had a little money put by and his sister, who still ran their parents’ old shop, had asked him many times to join her in the antiques trade. She had always said he would make a great salesman. By the time he got to his front door he’d finally made up his mind. Before leaving the stage, Rupert felt A the audience could have been more appreciative. В relieved that it was the last night of the play. C it was unlikely he’d get another job immediately. D he had given his best performance ever. Rupert didn’t want to go to the cast party because A the other actors would gossip about him. В he was very tired after the performance. C it could damage his reputation. D he looked down on the other actors. 158 MODULE 5 Module 5 I Focus on Rupert’s parents A had warned him of the difficulties of an acting career, В had always wanted him to be an actor. C had not been successful as actors. D had been upset that he left Kent. Rupert had done well as an actor because A he’d refused to work in television. В he was highly competitive. C he had never been out of work. D he was talented and disciplined. The phrase ‘to keep up an act’ in paragraph 5 is used to show that Rupert A enjoyed acting all the time. В didn’t like Sarah at all. C wasn’t enjoying the party. D was a boring person. Use of English - Part i Read the text and complete gaps I -7 with the correct form and tense of each verb in capitals. Winter Warmers The traditional way for Russians to keep their feet warm during the long 1)... cold winters was by wearing valenki. Valenki are hand-made thick felt boots that enjoyed 2).... in the Russian countryside as 3) .... footwear for centuries. Many people claim that valenki do more than just keep feet warm in harsh weather. Valenki are said to improve blood 4)..... massage feet and help cure colds. These warm woollen boots are a significant part of Russia's 5).. heritage and used to be worn by ordinary citizens and national leaders alike. Peter the Great, Stalin and Khrushchev were just some of the people who favoured this most original of Russian footwear. Visitors to Russia will be intrigued to learn that there is a museum dedicated to valenki in Myshkin, Yaroslavl. The museum has a staggering 6) ........ of valenki and one of the many highlights are beautifully embroidered boots from the 19th centur)'. BITTER POPULAR PROTECT CIRCULATE CULTURE SELECT 6 Rupert used his charm A to further his career. В to help him get married. C to relieve his boredom. D to avoid talking to people. 7 In the end Rupert A decided to open an antiques shop. В realised he wanted to leave acting. C knew he needed to make more money. D couldn’t come to a decision on his future. Part 2 Read the text and complete gaps I -6 with the correct derivative of each word in capitals. The wide variety of foods to be found in Russian cuisine is a I)..of both the size of the country and the many different cultures that have influenced it throughout its history. So one of the delights of visiting Russia is the opportunity to try this wonderful food. For the past thousand years the 2)......first course in Russia has been hot cabbage soup. Fresh herbs are 3).....used to enhance the flavours of the basic ingredients of this dish which includes meat, potatoes and other vegetables. Grains such as wheat or buckwheat are also a common ingredient in many dishes but especially in the 4) ...of pancakes. Their round shape is 5)....of the sun, as they were originally served to mark the end of winter, although they are now enjoyed all year round. The best way to enjoy Russian cuisine is when visiting this 6)...country, but it’s not the only way.The popularity of Russian food means it isn’t hard to find dishes such as Borscht or Beef Stroganoff in many restaurants around the world. REFLECT TRADITION WIDE PREPARE SYMBOL FANTASY MODULE 5 159 Module 5 I Focus on RNE Use of English - Parts Read the text. For gaps I -7, choose A, B, C or D to complete each gap correctly. In AU Weathers Russia is, without 1)......, the world’s largest country. It stretches across two continents, holds one-eighth of the world’s inhabited land and has 2).... with fourteen other countries. So with a nation of this size, it comes as no surprise to learn that the climate is one of great diversity containing 3) climatic zones. all the Depending on what you want. Russia can offer the warm, the cool, the cold and the freezing. In the south, the Steppes have pleasant, occasionally hot, summers. In the north, where the land is closer to the North Pole than the equator, it can be intensely cold with long 4)..of snow for much of the year. The most varied climate is found in central Russia where summer sunshine can often give way to evening thunderstorms in the course of a 5)..day. The Black Sea resorts are excellent places to enjoy the ----------- " ^ sun with Sochi in 6)........ claiming the warmest temperatures in Russia. The award for the coldest goes to Oymyakon in Siberia, where some of the lowest temperatures in the world have been 7).......With a country the size of Russia, there is something for everyone and everyone is spoilt for choice. f\ A worry В fear C doubt D fail 2 A edges В sides C borders D limits 3 A already В almost c about D around 4 A periods в times c terms D points 5 A solo в separate c similar D single 6 A general в particular c special D detail 7 A recorded в proved c informed D learnt Listening - Part i You’ll hear a conversation between two friends. For statements 1-7, decide if each statement is True, False or Not stated. Circle the answer you choose.You’ll hear the recording twice. 1 Steven says that they have been having good weather. A True В False C Not stated 2 Steven and Matt are going to play football when they are at the beach. A True В False C Not stated 3 Abigail is expecting the summer to go slowly. A True В False C Not stated 4 Abigail feels uncomfortable meeting new people. A True В False C Not stated 5 Matt and Karen are going to go to the same college as Steven. A True В False C Not stated 6 Steven has more friends than Abigail. A True В False C Not stated 7 Both Abigail and Steven are going to invite friends to the beach. A True В False C Not stated Speaking T8Sk 1 (3 - 3.5 minutes) Give a talk on mobile phones. Remember to discuss: • if you think mobile phones are beneficial to our everyday life, why? • what you think the disadvantages of having a mobile phone are, why? • whether mobile phones affect how sociable people are, why? • how much of an impact mobile phones have had on the modern world, why? Writing - Part 2 You have 40 minutes to do this task. Comment on the following statement. With modern day transport, travelling the world is , now easier and more economical. But with so many people being tempted by foreign countries, the idea of travelling nationally is losing its appeal. 160 What is your opinion? Would you rather travel abroad than explore your home country? Your answer must be 200-250 words. MODULE 5 Grammar Reference Module I Comparatives and Superlatives We use the comparative to compare one person or thing with another. We use the superlative to compare one person or thing with more than one person or thing of the same group. We often use than after a comparative and the before a superlative. He is taller than me. He’s the tallest person in the room. Formation of comparatives and superlatives from adjectives and adverbs: • with one-syllable adjectives, we add -(e)r to form the comparative and -(e)st to form the superlative. nice - nicer - nicest Note: for one-syllable adjectives ending in a vowel + a consonant, we double the consonant. big - bigger - biggest • with two-syllable adjectives, we also add -er/-est. gentle - gentler - gentlest Note: for adjectives ending in a consonant + y, we replace the -y with an -i. lively - livelier - liveliest, busy - busier - busiest • with other two-syllable adjectives or adjectives with more than two syllables, comparatives and superlatives are formed with more/most. expensive - more expensive - most expensive • with adverbs that have the same form as their adjectives, we add -erl-est. fast -faster - fastest • two-syllable or compound adverbs take more/most. efficiently - more efficiently - most efficiently Note: clever, common, cruel, friendly, gentle, pleasant, polite, shallow, simple, stupid, quiet, can form their comparatives and superlatives either with -erl-est or with more/most. • Irregular forms: good/well - better - best, bad/badly - worse - worst, lots/many/much - more - most, little - less - least, far - farther/further — farthest/furthest Types of comparisons: • as + adjective + as (to show that two people or things are similar/different in some way). In negative sentences we use not as/so ... as. Lucy is as tall as Jane. • less + adjective + than (expresses the difference between two people or things). The opposite is more ... than. A ticket to Paris is less expensive than a ticket to New York. • the least + adjective + of/in (compares one person or thing to two or more people or things in the same group).The opposite is the most... of/in. / think that maths is the least interesting of all the school subjects. • even/much/a lot/far/a little/a bit/slightly + comparative (expresses the degree of difference between two people or things). Flying is much faster than travelling by train. • comparative and comparative (to show that something is increasing or decreasing).Th/s road is getting busier and busier everyday. • the + comparative ..., the + comparative (shows that two things change together, or that one thing depends on another thing). The more you travel, the more you learn about other cultures. • by far + the + superlative (emphasises the difference between one person or thing and two or more people or things in the same group). Flying is by far the fastest way to travel. Infinitive The to-infinitive is used: • to express purpose. He bought a dog to guard the house from burglars. • after certain verbs (agree, appear, decide, expect, hope, plan, promise, refuse, etc). They promised to pay her next week. • after would like, would prefer, would love, etc to express a specific preference. / would like to go to London. • after adjectives which describe feelings/emotions (happy, sad, glad, etc)\ express willingness/ unwillingness (willing, eager, reluctant, etc); refer to a person’s character (clever, kind, etc) and the adjectives lucky and fortunate. I was sad to hear Mark was injured in a car accident last night Note: With adjectives that refer to character we can also use an impersonal structure. It was kind of you to let me know. • after too/enough. It is too cold to go out tonight • to talk about an unexpected event, usually with only. / finally got to work only to find that no one else was there. • with it + be + adjective/noun. It wasn't easy to get a taxi. • after be + first/second/next/last etc. He was the first person to get off the plane. • after verbs and expressions such as ask, learn, explain, decide, find out, want, want to know, etc, when they are followed by a question word. She wanted to know how to play chess. Note: why is followed by subject + verb, NOT an infinitive. I wonder why she didn't get better marks. • in the expressions to tell you the truth, to be honest to sum up, to begin with, etc. To tell you the truth, I couldn’t tell everyone that I had failed my exams. Note: If two to-infinitives are linked by and or or, the to of the second infinitive can be omitted. / would like to go and see if the children are asleep. Tenses of the Infinitive Present: (to) play Present Continuous: (to) be playing Perfect: (to) have played Perfect Continuous: (to) have been playing Grammar Reference 161 Grammar Reference • The Present Infinitive refers to the present or future. You are expected to be at work at 9:00 every day. • The Present Continuous Infinitive expresses an action happening now. The computer seems to be working perfectly now. • The Perfect Infinitive is used to show that the action of the infinitive happened before the action of the verb. He claims to have been sick all day yesterday. • The Perfect Continuous Infinitive is used to emphasise the duration of the action of the infinitive, which happened before the action of the main verb. He seems to have been working hard lately. He is always tired. The infinitive without to is used: • after modal verbs, j/m can sing very well. • after the verbs let, make, see, hear and feel. They made him put out his cigarette BUT we use the to-infinitive after be made, be heard, be seen, etc (passive form). He was made to put out his cigarette. Note: When see, hear and watch are followed by an -ing form, there is no change in the passive. They saw her breaking the window. She was seen breaking the window. • after had better and would rather. We had better leave as soon as possible. • help can be followed by either the to-infinitive or the infinitive without to. Susan helped me (to) do my homework. -ing forn^ The -ing form is used; • as a noun. Smoking is bad for you. • after certain verbs: admit, appreciate, avoid, continue, deny, fancy, go (for activities), imagine, mind, miss, quit, save, suggest, practise, consider, prevent. He avoided telling the truth. • after love, like, enjoy, prefer, dislike, hate to express general preference, joson hates playing basketball. BUT for a specific preference (would like/would prefer/would love) we use a to-infinitive. He'd love to play outside today. It’s so hot • after expressions such as be busy, it’s no use, it’s (no) good, it’s (not) worth, what’s the use of, can’t help, there’s no point in, can’t stand, have difficulty (in), have trouble, etc. It’s not worth trying to convince him. • after spend, waste or lose (time, money, etc). He spent a lot of money buying furniture for his new flat • after the preposition to with verbs and expressions such as look forward to, be used to, in addition to, object to, prefer (doing sth to sth else). I look forward to seeing you soon. • after other prepositions. He was tlvnking of asking her out on a date. • after the verbs hear, listen to, notice, see, watch and feel to describe an incomplete action. / heard Maria talking to Jeff about it (I only heard part of the conversation.) BUT we use the infinitive without to with hear, listen to, notice, see, watch and feel to describe the complete action. I heard Maria tell the story. (I heard the whole story.) Difference in meaning between the to-infinitive and -ing form Some verbs can take either the to-infinitive or the -ing form with a change in meaning. • forget + to-infinitive = (not) remember. He forgot to post the letter. forget + -ing form = not recall. I’ll never forget visiting the Taj Mahal • remember + to-infinitive = not forget. Did you remember to feed the cat? remember + -ing form = recall. I remember telling him to lock all the doors. • mean + to-infinitive = intend to. I’m sorry. I never meant to hurt your feelings. mean + -ing form = involve. Passing an exam means studying hard. • regret + to-infinitive = be sorry to (normally used in the present simple with verbs such as say, tell, inform). We regret to inform you that your order has not arrived. regret + -ing form = feel sorry about. I regret speaking to her so rudely. • try + to-infinitive = do one’s best, attempt. He tried to call but the line was busy. try + -ing form = do something as an experiment. Why don’t you try taking some vitamins? • stop + to-infinitive = stop briefly to do something else. He stopped to buy a newspaper on his way to work. stop + -ing form = finish, give up. He stopped eating junk food so as not to gain weight Clauses of Reason Clauses of reason are used to express the reason for something. They are introduced with the following words/expressions: because, as/since, the reason for/why, because of/on account of/due to, now that for, etc. • because / was late because I missed the bus. Because I missed the bus, I was late. • as/since (= because) / wore my coat asisince It was cold. Asisince it was cold, I wore my coat • the reason for + noun/-ing form the reason why + clause The reason for her disappointment was (the fact) that they rejected her proposal. The fact that they rejected her proposal was the reason for her disappointment. The reason why she was disappointed was (the fact) that they had rejected her proposal. • because of/on account of/due to + noun because of/on account of/due to the fact that + clause 162 Grammar Reference Grammar Reference No one could work because oflon account of the Rower cut. 0 one could work due to the power cut. She was late because oflon account of the fact that she woke up late. She was late due to the fact that she woke up late. • now that + clause Now that she has graduated, she can look for a job. • for (= because) (in formal written style) A clause of reason introduced with for always comes after the main clause. / couldn’t speak to the manager, for he was In a meeting. Clauses of Purpose Clauses of purpose are used to explain why somebody does something. They are introduced with the following words/expressions: • to-infinitive They called the manager to make a complaint. • in order to/so as to + infinitive (formal) We had to travel by plane in order to arrive in time for the meeting. • so that + can/will (present/future reference) Take the map with you so that you can find the way. • so that + could/would (past reference) He took the highway so that he could go faster. • in case + present tense (present or future reference) Take an umbrella in case it rains. • in case + past tense (past reference) He had taken the map in case he needed it. Note: in case is never used with will or would. • for + noun (expresses the purpose of an action) They went to Brazil for the Carnival. • for + -ing form (expresses the purpose of something or its function) Mobile telephones can also be used for taking pictures. • with a view to + -ing form He rented the house with a view to buying it after three years. We can express negative purpose using: • in order not to/so as not to + infinitive They made a list of things to pack so as not to forget anything important • prevent + noun/pronoun (+ from) + -ing form Bad weather prevented the boats from sailing. Clauses of Result Clauses of result are used to express result. They are introduced with the following words/phrases: as a result, therefore, consequently I as a consequence, so, so/such ... that etc. • as a result/therefore/consequently/as a consequence There are more and more cars in the city every day. As a resultIThereforelConsequentlyl As a consequence, the pollution levels are rising at an alarming rate. • so She was feeling bad, so she went to the doctor. • such a/an + adjective + singular countable noun Henry is such a good novelist that everybody loves his books. • such + adjective + plural/uncountable noun They were such good students that they all passed the exam with flying colours. There was such thick fog that we couldn’t see a thing. • such a lot of + plural/uncountable noun They have got such a lot of things that they have to buy a bigger house. There was such a lot of noise that I couldn't work. • so + adjective/adverb They were so tired that they fell asleep. She talks so fast that nobody understands her. • so much/little + uncountable noun so many/few + plural noun There was so much noise that I couldn’t work. I’ve got so little time that I can’t visit my friends. There were so many marks on the clothes that they had to be rewashed. There were so few people who bought tickets that we cancelled the event Clauses of Manner Clauses of manner are introduced with as if/as though and are used to express the way in which something is done/said, etc. • We use as if/as though after verbs such as act, appear, be, behave, feel, look, seem, smell, sound, taste to say how somebody or something looks, behaves, etc. She feels as iflas though she will faint We also use as if/as though with other verbs to say how somebody does something. He behaves as iflas though he owns the shop. • We use as if/as though + past tense when we are talking about an unreal present situation. Were can be used instead of was in all persons. He acts as iflas though he knew everything. (But he doesn’t.) He behaves as iflas though he were a child. (But he isn’t.) Note: We can use like instead of as if/as though in spoken English. He looks like he’s going to break down. (informal spoken English) Time Clauses • We use the following time conjunctions to introduce time clauses. when, as, while, before, after, since, untilltill, whenever, as long as, by the time, as soon as, the moment that no sooner ... than, hardly ... when, once, immediately, the firstllastinext time etc. Grammar Reference 163 Grammar Reference • When the time clause precedes the main clause, a comma is used. Whenever she calls, he pretends not to be home. I i time clause main clause He pretends not to be home whenever she calls. i i main clause time clause Sequence of Tenses Time clauses follow the rule of the sequence of tenses. That is, when the verb of the main clause is in a present or future form, the verb of the time clause is in a present form. When the verb of the main clause is in a past form, the verb of the time clause is in a past form as well. If-clause present/future/ imperative Main Clause present simple or present perfect She has to wash the dishes before she goes to bed. ril tell him when I see him. Wait here until your mum comes back. past simple/ past perfect past simple or past perfect 164 She had hardly gone to bed when the phone rang. By the time Jack reached the bank, it had closed. Module 2 Present Sinnple and Present Continuous We use the present simple for; • facts and permanent states. Robert plays football for a small team in Birmingham. • general truths and laws of nature. It rarely mins in the desert • habits and routines (with always, usually, etc). He usually trains for 5 hours a day. • timetables and programmes (in the future). The next match starts at 5:30 next Sunday. • sporting commentaries, reviews and narrations. Robert takes the ball, passes it to Ben and scores. • feelings and emotions. The fans love him. He is a very good player. The time expressions we use with the present simple are: usually, often, always, every daylweekimonthi year etc, in the morning/afiernoon/evening, at night/the weekend, on Fridays, etc. We use the present continuous (to be + verb -ing): • for actions taking place at or around the moment of speaking. Arthur is learning how to ski this week. • for temporary situations. We are staying at an expensive hotel at the moment • for fixed arrangements in the near future. Our friends are visiting us tomorrow. • for currently changing and developing situations. The team is playing better and better all the time. Grammar Reference • with adverbs such as always to express anger or irritation at a repeated action. They are always talking in class. The time expressions we use with the present continuous are; now, at the moment, at present, these days, nowadays, still, today, tonight, etc. Stative Verbs Stative verbs are verbs which describe a state rather than an action, and so do not usually have a continuous tense.These verbs are: • verbs of the senses (see, hear, smell, taste, feel, look, sound, seem, appear, etc). That milk smells bad. • verbs of perception (know, believe, understand, realise, remember, forget, etc). They know what to do. • verbs which express feelings and emotions (like, love, hate, enjoy, prefer, detest, desire, want, etc). Susan prefers to go to the theatre than to the cinema. • some other verbs (be, contain, include, belong, fit need, matter, cost own, want owe, weigh, wish, have, keep, etc). The юиг includes meals and transportation. Some of these verbs can be used in continuous tenses, but with a difference in meaning. Present Simple Present Continuous THINK / think they will win the championship this year. (= believe) They are thinking of buying a laptop. (= are considering) HAVE They have a good coach. (= own, possess ) They are having a wonderful season. (= are experiencing) He is having a bath. (= is taking) They are having breakfast now. (= are eating) SEE / can see the tower from here. (= it is visible) / can see what you’re trying to do. (= understand) Kelly is seeing her boss at one o’clock. (= is meeting) TASTE The cake tastes fruity. (= it is, has the flavour of) Mum is tasting the food to check if it’s too salty. (= is testing) SMELL The cake smells very good. (= has the aroma) Aunt Vicky is smelling the roses. (= is sniffing) APPEAR They appear to be tired. (= seem to) My favourite actor is appearing in this play. (= is performing) FIT This dress fits me very well. (= is the right size) The technicians are fitting a new scoreboard at the stadium. (= are installing) Grammar Reference Note: • The verb enjoy can be used in continuous tenses to express a specific preference. He really enjoys watching football, (general preference) BUT He’s enjoying the game very much, (specific preference) • The verbs look (when we refer to somebody’s appearance), feel (experience a particular emotion), hurt and ache can be used in simple or continuous tenses with no difference in meaning. He looks good. = He is looking good. Present Perfect We use the present perfect (have + past participle) for: • an action that happened at an unstated time in the past.The emphasis is on the action, the time when it occurred is unimportant or unknown. / have seen them playing. We have been to the stadium twice. • an action which started in the past and continues up to the present, especially with stative verbs (see above) such as be, have, like, know, etc. They have known them for five years. • a recently completed action, jo/in has cleaned the house. • personal experiences or changes. She has lost five kilos. • an action which has happened within a specific time period which is not over at the moment of speaking. We use words and expressions such as today, this morning/evening/week/month, etc. We have typed two letters today. (= the time period - today - is not over yet. We may type more.) The time expressions we use with the present perfect are: for, since, already, always, just, ever, never, so far, today, this week/month etc, how long, lately, recently, still, yet (in negations), by now, etc. Note: She has gone to school. (She’s on her way there or she’s there now. She hasn’t come back yet.) She has been to Chicago. (She has visited Chicago but she isn’t there now. She has come back.) She has been in Japan for two years. (She lives in Japan now.) Present Perfect Continuous We use the present perfect continuous (have + been + verb -ing): • to put emphasis on the duration of an action which started in the past and continues up to the present. They have been playing well the whole match. • for an action which started in the past and lasted for some time. It may still be continuing or have already finished with the result visible in the present. He’s sweating because he has been running all day. • to express anger, irritation or annoyance. Somebody has been using my computer. • for repeated actions in the past continuing to the present. They are very likely to win the cup because they have been training a lot The time expressions we use with the present perfect continuous are: for, since, how long, all day/ morning/month etc, lately, recently. Note: with the verbs live, work, teach and feel we can use the present perfect simple or the present perfect continuous with no difference in meaning. She has feltihas been feeling tired for the last few days. Past Simple We use the past simple: • for an action that occurred at a definite time (stated or implied) in the past, yviy friends and I went to a concert yesterday. • for actions that happened immediately one after the other in the past / drove to the theatre, parked the car and went to the main entrance. • for habits or states which are now finished. They played in small clubs when they were not very famous. Note: Used to can also be used instead of the past simple for habits/repeated actions in the past. past ?. last The time expressions we use with the simple are: yesterday, then, when. How long ago . night/week/month/year/Friday/October etc, three days/weeks etc, ago, in 1999, etc. Past Continuous We use the past continuous; • for an action which was in progress when another action interrupted it. We use the past continuous for the action in progress (the longer action), and the past simple for the action which interrupted it (shorter action). We were driving to the concert when the car broke down. • for two or more simultaneous actions in the past. Susan was working while her friends were watching TV. • for an action which was in progress at a stated time in the past. We don’t mention when the action started or finished. At 9 o’ clock yesterday she was having breakfast. • to describe the atmosphere, setting, etc and to give background information in a story. It was raining and the wind was howling as we were walking towards the station. Note: When there are two past continuous forms in a sentence with the same subject, we can avoid repetition by just using the present participle (-ing form) and leaving out the subject as well as the verb to be. Tony was eating his dinner; he was listening to the evening news. = He was eating his dinner while listening to the evening news. The time expressions we use with the past continuous are: while, as, all moming/evening/day/week, etc. Grammar Reference 165 Grammar Reference Past Perfect Future Simple We use the past perfect (had + past participle): • for an action which happened before another past action or before a stated time in the past. I had completed my work by five o’clock. • for an action which finished in the past, and whose result was visible at a later point in the past. Ed had worked all day on the garden and it looked beautiful. The time expressions we use with the past perfect are: before, after, already, just, for, since, till/until, when, by the time, never, etc. Past Perfect Continuous We use the past perfect continuous: • to put emphasis on the duration of an action which started and finished in the past, before another action or stated time in the past, usually with for or since. They had been training for about three hours before they went home. • for an action which lasted for some time in the past and whose result was visible in the past. Lucy had a sore throat because she had been talking for hours. The time expressions we use with the past perfect continuous are: for, since, how long, before, until, etc. Time expressions to talk about the past: ago (= back in time from now) is used with the past simple. Lyn called about twenty minutes ago. since (= from a starting point in the past) is used with the present perfect (simple and continuous). Jack hasn’t contacted us since he moved. for (= over a period of time) is used with the present perfect (simple and continuous). He has been studying for hours. already is used in statements and questions (sometimes in order to show surprise). We have already finished the report Have you finished your homework already? yet is used with the present perfect in questions and negations. Have you called Roger yet? He hasn’t called me yet. Note: The past perfect is the past equivalent of the present perfect. She is happy. She has won the lottery. She was happy. She had won the lottery. The past perfect continuous is the past equivalent of the present perfect continuous. She is tired. She has been working hard. She was tired. She had been working hard. We use the future simple (will + bare infinitive) for: • decisions made at the moment of speaking. Someone’s knocking on the door. I’ll see who it is. • predictions about the future, based on what we think, believe or imagine, using the verbs think, believe, expect, etc; the expressions be sure, be afraid, etc; and the adverbs probably, certainly, perhaps, etc. He will certainly call you tomorrow • promises, threats, warnings, requests, hopes and offers. Will you show me how to surf on the Internet? • actions, events, situations which will definitely happen in the future and which we can’t control, jenn/fer will be fifteen years old this August Be going to We use be going to: • for plans, intentions or ambitions for the future. He’s going to study architecture when he finishes school. • actions we have already decided to do in the near future. Mark is going to get married next month. • predictions based on what we can see or what we know, especially when there is evidence that something will happen. Look at the clouds. It is going to rain. The time expressions we use with the future simple and be going to are: tomorrow, the day after tomorrow, tonight, soon, next week/month/year/summer, etc, in a week/month, etc. Future Continuous We use the future continuous (will be + verb -ing): • for actions which will be in progress at a stated future time. This time next week I’ll be visiting the sights in Prague. • for actions which will definitely happen in the future as the result of a routine or an arrangement. He will be working this weekend. • when we ask politely about someone’s plans for the near future. Will you be using the car tonight? Future Perfect • We use the future perfect (will have + past participle) for actions that will have finished before a stated time in the future. We will have finished work by the time the game starts tonight The time expressions we use with the future perfect are: before, by, by then, by the time, until/till (only in negative sentences). 166 Grammar Reference Grammar Reference Future Perfect Continuous • We use the future perfect continuous (will have been + verb -ing) to emphasise the duration of an action up to a certain time in the future.The future perfect continuous is used with: by ... for. By the end of June, she will have been working here for seven years. Time clauses when talking about the future: When we use words and expressions, such as while, before, after, until/till, as, when, whenever, once, as soon as, as long as, by the time, etc, to introduce time clauses, we use the present simple or present perfect, NOT future forms. Call me as soon as you get back. (NOT: 09 won 09 you w4l gof...) We also use the present simple and present perfect, NOT future forms, after words and expressions such as unless, if, suppose/supposing, in case, etc. Take a sandwich with you in case you are hungry later. (NOT:... in ease you will be httngry...) We use future forms with: • when, when it is used as a question word. When will he be leaving? • if/whether - after expressions which show uncertainty/ ignorance etc, such as I don’t know, i doubt, I wonder, I’m not sure, etc. We don’t know whether he will leave or not Type 0/1 Conditionals Type 0 Conditionals are used to express a general truth or a scientific fact. In this type of conditional we can use when instead of if. If'Clause Main Clause If/When + present simple present simple If/When you heat ice, it melts. Type I conditionals are used to express a real or very probable situation in the present or future. If-clause If + present simple/present perfect Main Clause future simple, imperative, can/must/may etc + bare infinitive If she gets her diploma, she willlmayletc work for the UN. If you have done your homework, you can watch TV. When the hypothesis comes before the main clause, we separate them with a comma. When the main clause comes before the if-clause, then we do not use a comma to separate them. Note: With type I conditionals we can use unless + affirmative verb (= if + negative verb). The bus will not be able to pass unless they clear the road. (= if they do not clear the road, ...) Type 2 and 3 Conditionals • Type 2 conditionals (unreal in the present) are used to express imaginary situations which are contrary to fects in the present, and therefore are unlikely to happen in the present or the future. We can use either was or were for I, he, she, it, in the if-clause. We can also use the structure If I were you ... to give advice. If-clause Main Clause would/could/might + present bare infinitive If + past simple/ past continuous If I knew how to dance, I would win the dance contest If Frank was coming today, we would meet him. If I were you, I would tell him the truth. • Type 3 conditionals (unreal in the past) are used to talk about imaginary situations which are contrary to facts in the past. They are also used to express regrets or criticism. If-clause If + past perfect/past perfect continuous Main Clause would/could/might + perfect bare infinitive If they had invited her, she would have brought a gift. If I hadn’t been working today, I would have gone to the party with my friends. Mixed Conditionals We can form mixed conditionals, if the context permits it, by combining an if-clause of one type with a main clause of another. if-clause Main Clause Type 2 Type 1 If the kids didn’t do their homework. they will be punished. Type 2 Type 3 If you were more organised, you wouldn’t have lost the file. Type 3 Type 2 If they hadn’t missed the flight. they would be at the meeting now. Unreal Past - had better/would rather The Past Simple can be used to talk about imaginary, unreal or improbable situations in the present, and the Past Perfect can be used to talk about imaginary, unreal or improbable situations in the past. This is called unreal past. Unreal Past is used as follows: Past Simple to refer to the present: • Type 2 conditionals If I were you. I’d take an umbrella with me. • wish/lf only / wish he were more patient with me. • I’d rather/sooner sb ... I’d rather he worked harder. Grammar Reference 167 Grammar Reference • Suppose/Supposing Suppose they didn't come, what would you do? • as if/as though She talks as if she wasiwere an expert • It’s (about/high) time ... It's time they finished the test. Past Perfect to refer to the past: • Type 3 conditionals If they had asked her, she would have helped them. • wish/lf only If only I hadn't lost my keys. • I’d rather/sooner sb ... I'd rather she hadn't told you about the surprise. • Suppose/SupposIng Suppose the teacher had seen you, what would you have done? • as if/as though He played the piano as if he had been practising for years. had better • I had better + present bare infinitive (for present/ future reference) You'd better go to the doctor (= should) • It v/ould have been better If + Past Perfect (for past reference) It would have been better if you had told her. (= you should have told her) would rather = I’d prefer • When the subject of would rather is also the subject of the following verb, we use I’d rather + present bare infinitive (for present/future reference) or I’d rather + perfect bare infinitive (for past reference) I'd rather eat now. I'd rather have bought the green shoes but they didn’t have my size. • When the subject of would rather is different from the subject of the following verb, we use: I’d rather sb + Past Simple (for present/future reference) or I’d rather sb + Past Perfect (for past reference) I'd rather you played quietly. I'd rather you had played outside. Note: • prefer + gerund/noun + to + gerund/noun (general preference) We prefer walking to driving • prefer + full infinitive + rather than + bare infinitive (general preference) / prefer to eat earlier rather than eat late. • would prefer + full infinitive + rather than + bare infinitive (specific preference) I’d prefer to go camping rather than go to a resort • would rather + bare infinitive + than + bare infinitive I’d rather visit my friends than call them. Wishes We can use wish /if only to express a wish. Verb Tense Use + subject + + past simple/ past continuous / wish 1 was older now. (but I’m not) If only 1 were going on holiday, (but I’m not) to say that we would like something to be different about a present situation + subject + + past perfect 1 wish 1 had gone to the concert (but 1 didn’t) If only she hadn't told him to come with us. (but she did) to express regret about something which happened or didn’t happen in the past + subject + would + bare infinitive 1 wish they would stop making so much noise. If only it would stop snowing. to express: • a polite imperative • a desire for a situation or person’s behaviour to change Notes If only is used in exactly the same way as wish but it is more emphatic or more dramatic. We can use were instead of was after wish and if only. I wish I werelwas with my family. I wish to go home now. (I want to ...) The subject of wish may be different from the subject of the following verb. / wish we were going on holiday. I wish he hadn't gone to the concert Module 3 Concession Clauses of concession are used to express a contrast. They are introduced with the following words/phrases: but, akhough/even though/though, in spite of/despite, however, while/whereas, yet, still, nevertheless, on the other hand • but Linda has got a good computer but she never uses it • although/even though/though + clause Even though is more emphatic than although. Though is informal and is often used in everyday speech. It can also be placed at the end of a sentence. AlthoughlEven though/Though it was cold, she wore a short cotton dress. She wore a short cotton dress although/even though! though it was cold. It was cold. She wore a short cotton dress though. • In spite of/despite + noun/-ing form /Michael couldn’t cut the wood in spite of/despite having the right tools. In spite of/Despite having the right tools, Michael couldn’t cut the wood. 168 Grammar Reference Grammar Reference • in spite of/despite + the fact that + clause In spite ofIDespite the fact that he had the right tools, Michael couldn’t cut the wood. • however/nevertheless A comma is always used after however/nevertheless. Sandra and Bill arrived early at the airport However/ Nevertheless, they missed the flight • while/whereas Susan has light blue eyes, while/whereas her daughter has dark brown eyes. • yet (formal)/still It was only 2 o’clock, yet the restaurant was closed. His cor is old. Still it is in a very good condition. • on the other hand My new cor is comfortable and safe. On the other hand, it has a smaller boot than my old one. The passive We form the passive with the verb to be in the appropriate tense and the past participle of the main verb. We use the passive: • when the person or people who do the action are unknown, unimportant or obvious from the context. Lucy’s mobile phone was stolen. (We don’t know who stole it.) The car Is being repaired. (It’s unimportant who is doing it.) The thief has been arrested (It’s obvious that the police arrested him.) • when the action itself is more important than the person/people who do it, as in news headlines, newspaper articles, formal notices, advertisements, instructions, processes, etc. The opening ceremony will be held on June 20th. • when we want to avoid taking responsibility for an action, or when we refer to an unpleasant event and we do not want to say who or what is to blame. The valuable paintings were destroyed. Changing from the active into the passive: • the object of the active sentence becomes the subject in the passive sentence • the active verb remains in the same tense but changes into a passive form • the subject of the active sentence becomes the agent, and is either introduced with the preposition by or is omitted. Subject ACTIVE The nurse Verb Object was cleaning the wound. PASSIVE Subject The wound Verb was being cleaned 1 Agent by the nurse. • Only transitive verbs (verbs which take an object) can be changed into the passive. Active: The nanny sings to the baby, (intransitive verb) No passive form: The baby to sung o.' гм'- Note: Some transitive verbs (have, exist seem, ft suit resemble, lack, etc) cannot be changed into the passive. The city has a new town hall. (NOT: A-new-t^&wn hall' w had by the city.) • we can use the verb to get instead of the verb to be in everyday speech when we talk about things that happen by accident or unexpectedly. He got robbed when he was going to work, (instead of He was robbed ...) • By + the agent is used to say who or what carries out an action. With + instrument/material/ingredient is used to say what the agent used. The cake was made by Linda. It was made with wild strawberries. • The agent can be omitted when the subject is they, he, someone/somebody, people, one, etc. Someone has closed the door. -> The door has been closed. • The agent is not omitted when it is a specific or important person, or when it is essential to the meaning of the sentence. The cathedral was built by Antonio Gaudi. • With verbs which can take two objects, such as bring, tell, send, show, teach, promise, buy, sell, read, offer, give, lend, etc, we can form two different passive sentences. Berny gave mum a surprise, (active) Mum was given a surprise by Berny. (passive, more usual) A surprise was given to mum by Berny. (passive, less usual) • If in an active sentence a preposition follows a verb, then in the passive it is placed immediately after the verb. A ball hit George on the head. -* George was hit on the head by a ball. • The verbs hear, help, see and make are followed by the bare infinitive in the active and by the to-infinitive in the passive. She helped me finish my job. -> I was helped to finish my job. • Let becomes be allowed to in the passive. The teacher let the students use a calculator. ->■ The students were allowed to use a calculator. • To ask questions in the passive, we follow the same rules as for statements, keeping in mind that the verb is in the interrogative form. Have they sent the parcel yet? -* Has the parcel been sent (by them) yet? • When we want to find out who or what performed an action, the passive question form is Who/What ... by? Who was the bridge built by? (not common usage) • The verbs believe, expect, feel, hope, know, report, say, think, etc are used in the following passive patterns in personal and impersonal constructions. They expect he will win the elections. subject (person) + passive verb + to-infinitive He is expected to win the elections, (personal construction) It + passive verb + that-clause It is expected that he will win the elections, (impersonal construction) Grammar Reference 169 Grammar Reference Causative Form We use have + ob|ect/(thlng) + past participle to say that we arrange for someone to do something for us. jane asked her friend to burn the CD. She had the CD burnt. (She didn’t have to burn it herself, she asked her friend.) Present Simple I have my computer upgraded once a year. Present Continuous / am having my computer upgraded at the moment. Past Simple / had my computer upgraded last month. Past Continuous / was having my computer upgraded last week. Future Simple / will have my computer upgraded next Monday. Future Continuous At 5 o’clock tomorrow I will be having my computer upgraded. Present Perfect / have just had my computer upgraded. Present Perfect Continuous / have been having my computer upgraded since this morning. Past Perfect / had had my computer upgraded before I left work yesterday. Past Perfect Continuous / had been having my computer upgraded. Infinitive / may have my computer upgraded. -ing form Her computer is so old that there’s no point in having it upgraded. The verb ‘to have’, used in the causative, forms its negations and questions with do/does (Present Simple) or did (Past Simple). Amy didn't have the information backed up. Did he have the documents printed? The causative form can be used instead of the passive to refer to accidents and misfortunes. He had his car stolen from the car park. (= His car was stolen from the car park > Make/Have + object/(person) + bare infinitive are used to express that someone causes someone else to do something, but their meaning is slightly different. Mum made the kids eat the vegetable soup. (Mum insisted that the kids should eat the vegetable soup.) She had the kids eat the vegetable soup. (She asked the kids to eat the vegetables soup.) Get + objecty(person) + to-infinitive shows that someone persuades someone else to do something. Anna got her brother to drive her to the airport.(She persuaded her brother to drive her to the airport.) Summary of Functions of Modal Verbs USE PRESENT / FUTURE PAST ability/lack of ability He can drive a car. She's able to use a PC. When she was five, she couldiwas able to ride a bike, (past repeated action - ability in the past) After trying for years, he was able to break the secret code, (managed to do - past single action) possibility He could be late. (50% certain; it’s possible he is late) Steve may be working. (50% certain; it’s possible that he is working) She might be a little late. (40% certain; perhaps she will be late) It is likely that they will come with us. (90% certain) We could have been injured, (luckily we weren’t) Mary may have fallen asleep, (perhaps she has) Lucy might have tried to contaa us. (perhaps she has tried to) It was likely that she had missed the last bus. probability He will be home soon. (100% certain; prediction) He should pass the text (90% certain; future only; it's probable) They ought to be home by now. (90% certain; they will probably be home) I’ll give him a call - he should have reached the office by now. (He is probably at the office.) He ought to have gone to bed by now. (He has probably gone to bed.) logical assumptions She must be tired. (90% certain - positive; I’m sure she’s tired) They can't be rich! (negative; I'm sure they aren’t rich) He couldn't be at work, (negative; 1 don’t think he’s at work) She must have completed the race, (positive; I’m sure she has completed the race.) She can't have lost her keys, (negative; I’m sure she didn’t lose her keys.) They couldn't have been here, (negative;! don’t think they were here.) 170 Grammar Reference Grammar Reference Summary of Functions of Modal Verbs USE PRESENT / FUTURE PAST permission You canlare allowed to go out tonight (giving / could/was allowed to go out alone when 1 was permission; informal) 18. (general permission) You can't have friends over tonight (refusing 1 was allowed to go out alone last night permission) (permission for one particular action) May/Could 1 use your laptop? (polite; asking for permission) You may go out (formal; giving permission) — Might 1 use your laptop? (more formal; asking for permission) I'm afraid you can'timustn't use it (formal; refusing permission) Children under 12 may not enter without an adult (formal; refusing permission - written notice) necessity 1 must tidy my room. (1 say so) 1 had to be home by 11:00. (1 was obliged to) He has to find a new flat (necessity coming from She had to find a new flat after she was evicted. outside the speaker) They had to sell their car. I've got to buy a new car. (informal) The cat needed feeding. OR The cat needed to be The cot needs feeding. OR The cat needs to be fed. fed. (it was necessary) (it’s necessary) She didn't have toldidn't need to buy any bread. He doesn't have toldoesn't need tolneedn't (it wasn’t necessary for her to buy any bread and she type the letter now. (it isn’t necessary - absence of didn’t - absence of necessity) necessity) She needn't have gone shopping, (it wasn’t necessary for her to go shopping but she did) advice You should avoid fatty food, (general advice;! advise you) You should have been more careful, (but you weren’t) You ought to exercise regularly. (1 advise you; most He ought to have booked tickets, (but he didn’t) people believe this) It would have been better if you hadn’t lied to You had better not drink and drive. (It’s not a good her. (but you did) idea; advice on a specific situation) Shall 1 ask her out? (asking for advice) criticism He could at least be more polite, (he isn’t polite) He could at least have been more polite. They should (at least) tell us. (but they don’t) They should have told us. (but they didn’t) You ought to be more careful, (you aren’t) You ought to have been more careful. (It was the right thing to do, but you didn’t do it.) obligation 1 must finish the project, (my boss says so) 1 had to finish the project (my boss said so) 1 have to finish the project (1 am obliged to; my boss We ought to have helped the poor. (It was the right said so) We ought to help the poor. (It’s the right thing to do, but we don’t always do it) thing to do but we didn’t do it) requests Can 1 use your dictionary? (informal) — Could 1 use your dictionary? (polite) — May 1 have some water? (formal) — Might 1 borrow your dictionary? (very formal) — Will you give me your pen? (very friendly) — Would you mind coming with me? (polite) — offers Can llwe get you something? (informal) — Shall llwe help you with that? (informal) — Would you like me to do the cleaning? (polite) Grammar Reference 171 Grammar Reference Summary of Functions of Modal Verbs USE PRESENT / FUTURE PAST suggestions Shall we have a snack? — I/We can always order a takeaway. — We could go to the cinema. — prohibition You can’t enter the lab. (you aren’t allowed to) They couldn’t enter the lab. (they weren’t allowed to) You mustn’t talk in class, (it’s forbidden) — You may not use the list, (formal) — duty We must attend the meeting. We had to attend the meeting. People ought to respea each other. (It’s the right She ought to have told me the truth. (It was thing to do.) the right thing to do but she didn’t) Module 4 Inversion 172 A. modal/auxiliary verb + subject + main verb Inversion is used in the following cases: • in questions. Can you really play football that well? • after the following words or expressions, when they come at the beginning of a sentence. Seldom Only in this way Rarely Only then Little Hardly (ever) ...when Barely No sooner ...than Nowhere (else) Not only ... but (also) Never (before) Not until Not (even) once In no way On no account In/Under no circumstances Only by So/Such Not since, etc. Never (before) have I heard such a beautiful melody. Not only did they play great music but they (also) made us remember our childhood. Seldom do we stay at home since we bought the car. BUT We seldom stay at home since we bought the car. (There is no inversion because the word seldom does not come at the beginning of the sentence.) Note: When the expressions only after, only by, only if, only when, not until/till come at the beginning of a sentence, the inversion is in the main clause. Only after learning the language well was she able to travel alone in France. Only if Peter comes along will Jane join us. • with so, neither, nor, as to express agreement. '7 love travelling by train.” "So do I ” (We use ‘so’ to agree with an affirmative statement) Marie Curie was an outstanding scientist, as was her husband/and so was her husband Pierre. “I don’t like rock.” "NeitherINor do I ” (We use ‘neither/nor’ to agree with a negative statement.) • with should, were, had, when they come at the beginning of an if-clause instead of “if”. Grammar Reference Type I: Should she arrive on time, tell her I’ll meet her at the entrance. (= If she should arrive ...) Type 2: Were I you, I would call her to explain. ('=//’/ were you ...) Type 3: Had I been told, I would have brought a cake to the party. (= If I had been told ...) B. main verb + subject It is used in the following cases: • after verbs of movement or adverbial expressions of place when they come at the beginning of a sentence. Here comes the queen. There goes his money. If the subject is a pronoun, there is no inversion. Here she comes. (NOT: Here сотсч ч!»:.) Out he goes. (NOT: Out goes he.) • in direct speech when the subject of the introductory verb is a noun. ‘Til never forget you,” said the prince./the prince said. “I’ll be late,”said her mother.lher mother said. BUT “How can I forget you?” he asked (NOT: asked—he; because the subject of the introductory verb is a pronoun.) So - Neither/Nor - But So + auxiliary verb + personal pronoun/noun (positive addition to a positive sentence) She plays golf So do I. (I play golf too.) Sue went to Spain. So did Dan. (Dan went to Spain too.) Neither/Nor + auxiliary verb + personal pronoun/noun (negative addition to a negative sentence) Paul can’t dance. NeitherINor can Ian. (NOT: So can’t Ian.) But + personal pronoun/noun + affirmative auxiliary verb (positive contrast to negative statement) Peter hasn’t been to Rome, but I have. He hasn’t visited Paris, but she has. But + personal pronoun/noun + negative auxiliary verb (negative contrast to positive statement) Karl looks happy, but Ted doesn’t. He has seen the film, but she hasn’t. Grammar Reference Linking Words Linking words show the logical relationship between sentences or parts of a sentence. Positive Addition Negative Addition Contrast Similarity Concession Alternative Emphasis Exemplification Clarification Cause/Effect/ Reason Manner Condition Consequence of a condition Purpose Effect/Result Comparison Time Place and, both ... and, not only ... (but also/as well), too, moreover, in addition to, furthermore, further, also, not to mention the fact that, besides, as well as + -ing My teacher is patient and caring. neither ... nor, nor, neither, either Neither Ann nor Tom speaks Chinese. but, not...but, although, while, whereas, despite, even if, even though, on the other hand, in contrast, however, (and) yet, at the same time, instead of + -ing 1 can’t sing, whereas my sister can. Steve doesn’t like travelling, but he loves gardening. similarly, likewise, in the same way, equally Basketball players practise fair play; similarly, football players do, too. but, even so, however, (but) still, (and) yet, nevertheless, on the other hand, although, (even) though, even if, despite/in spite of, regardless of, admittedly, considering, whereas, while, nonetheless New York is a very busy city but 1 still like it. New York is a very busy city and yet 1 like it or, on the other hand, either ... or, alternatively We could either drive or take the bus. besides + -ing, not only this but... also, as well, what is more, in fact, as a matter of fact, to tell you the truth, actually, indeed, let alone, not only that, as well as + -ing They never even call, let alone visit such as, like, for example, for instance, particularly, especially, in particular, this is illustrated by 1 love sweets, especially chocolate. that is to say, specifically, in other words, to put it another way, I mean, it is apparent that, it is evident that, evidently, it seems that Jessica finds learning Greek very difficult, specifically remembering vocabulary. as, because, because of, since, on the grounds that, seeing that, due to, in view of, owing to, for, now that, so, such, by + -ing, based on the fact that, enough, too He could not attend the meeting due to illness. as, (in) the way, how, the way in which, (in) the same way (as), as if, as though He behaves as if he owned the shop, but he’s only an assistant if, in case, assuming (that), on condition (that), provided (that), providing (that), unless, in the event (that), in the event of, as/so long as, whether, whether ... or (alternative condition), only if, even if, otherwise, or (else), in case of Barbara will lend me her car provided that 1 drive carefully. consequently, then, under these/those circumstances, if so, if not, so, therefore, in that case, otherwise, thus, in doing so, this way Do your homework otherwise your mum will be angry. so that, so as (not) to, in order (not) to, in order that, for fear (that), in case He went to the concert hall early, for fear that he might not find a ticket such/so ... that, consequently, for this reason, as a consequence, thus, therefore, so, as a result of + -ing, in doing so She woke up late and for this reason she missed the bus. as ... as, (more) ... than, half as ... as, nothing like, the...the, twice as ... as, less ... than This book isn’t half as interesting as that one. when, whenever, as, while, now (that), before, until, till, after, since She cooked while the baby slept where, wherever Home is where the heart is. Grammar Reference 173 Grammar Reference Exception but (for), except (for), apart from Apart from studying she also works at the weekends. Relative who, whom, whose, which, what, that This is the house which 1 want to buy. Chronological Order beginning: initially, firstat first, to start/begin with, first of all, firstly continuing; secondly ..., after this/that, second ..., afterwards, then, next, before this concluding: finally, at last, in the end, eventually, lastly, last but not least Firstly, insert the card in the slot. Then choose the appropriate command. Finally, press the green button and remove the card. Reference concerning, regarding, with respect/regard/reference to, in respect/regard/ reference to this/to the fact that, taking into account that 1 am writing to you regarding your request for a refund. Summarising in conclusion, in summary, to sum up, as 1 have said, as (it) was previously stated, on the whole, in all, all in all, altogether, in short, briefly, to put it briefly To sum up, it is all up to us. We are the ones who can save the planet for future generations. Linking words followed by -ing verbs and nouns instead of Instead of cooking tonight, let's eat out. BUT / bought a 4x4 Jeep instead of a normal car. (noun) despite/in spite of Despite/ln spite of having time, she didn't drop by to see me. BUT We went for a walk despitelin spite of the snow, (noun) as well as/ in addition to/ besides As well aslln addition to/Besides cooking for the party, she made a cake. BUT / speak French as well aslin addition to/besides German./Besides French, 1 speak German, (noun) in the event of In the event of me not reaching the office on time, 1 will send you an email with all my notes for the meeting. BUT In the event of an earthquake, please remain calm, (noun) nothing like There's nothing like watching the sunset in the summer. BUT Our new teacher is nothing like the previous one. (noun) after 1 was tired after walking for hours. BUT / went home straight after school, (noun) apart from Apart from having a valid passport, you also need a visa to enter the country. BUT / am good at everything apart from chemistry, (noun) when When visiting a foreign country, make sure you know things about the local culture. BUT When Susan came back from her trip to England, she showed us lots of photos. before 1 studied hard before sitting the exams. BUT / took a bite to eat before my exam. (noun) until Until going to Mexico City, 1 had never been to such a large city. BUT / won't be able to take my driving test until May. (noun) since Since finishing university. Jack has been looking for a job. BUT / haven't seen you since your party. (noun) while While driving home, she realised she had left her keys in the office. — 174 Grammar Reference Grammar Reference Linking words and phrases immediately followed by a comma Expressing contrast/concession/alternatives: However,... / Nevertheless,... / On the other hand,.../Admittedly, ... / Nonetheless,... / Alternatively,... Expressing a point: As a matter of fact,... / To tell you the truth,... Clarifying and giving examples: For example,... / For instance,... /That is to say,... / In other words,... /To put it another way,... / I mean,... Adding information: Furthermore,... / Moreover,... Expressing effect/result: Consequently, ... / For this reason, ... / Therefore, ... / In that case, ... / As a consequence/result,... / Thus,... Summarising and sequencing ideas: Last but not least,... / In all,... / All in all,... / In short,... / Briefly,... / To put it briefly,... / In conclusion,... / In summary,... / To sum up,... / As I have said,... / As was previously stated,... / On the whole,... / First(ly),... / Second(ly),... / After this/that,... / Next,... /Finally,... / In the end,... / Lastly,... Note: If the linking word or phrase comes in the middle of a sentence, two commas are necessary! There may, however, be arguments against this point of view. Emphatic structures Emphatic structures are used to emphasise a particular part of a sentence. • it is/was (not) + subject/object + who(m)/that (used in statements and negations) It wasn’t Bob wholthat called last night It wasn’t his car that you saw. It was his bike that was taken. It’s Susan who is moving to France. • is/was it + subject/object + who(m)/that (used in questions) Was it my fault that it happened? Was it her sister who got a first in Law? • that is/was + question word (used in statements) That’s why he left work so early. • is/was that + question word or question word + is/was it + that (used in questions) Was that why he was running? Why was it that she got so upset? • question word + subject + verb + is/was (used in statements) What I need is a holiday. • We can use do/does/did + bare infinitive in the Present Simple, Past Simple or Imperative to give emphasis. I do hope he will come. Do have a seat. He did tell me he was working late tonight • To express admiration, anger, concern etc we use question words with ever. Whatever shall I do? Whoever is that? Module 5 Relative Clauses Relative clauses are introduced with either a relative pronoun or a relative adverb. Relative pronouns We use: i. who(m)/that to refer to people. ii. which/that to refer to things. iii. whose with people, animals and objects to show possession (instead of a possessive adjective). • Who, which and that can be omitted when they are the object of the relative clause: that is, when there is a noun or a subject pronoun between the relative pronoun and the verb. She is the tour guide (who) the travel agency always recommends. • Whom can be used instead of who when it is the object of the relative clause. Whom is always used instead of who or that after a preposition. The man to whom we gave the tickets is not here. • Who, which and that are not omitted when they are the subject of a relative clause. The guide who is showing us around the town is our friend. • Whose is never omitted. He is the man whose wife missed the flight • That is never used after a comma or a preposition. The painting, which is over the fireplace, is a Picasso. (NOT:..., is over the fireplace ...) Relative adverbs We use: i. when/that to refer to a time (and can be omitted). That was the month (when/that) we visited Paris. ii. where to refer to a place. The restaurant where we used to eat has been demolished. iii. why to give a reason, usually after the word reason (why can be omitted). That’s the reason (why) I prefer to travel by plane. Note: When using where or when, we do not need a preposition. The school where he is teaching is co-ed. (NOT: Thv school where ho tcaclmg-iri...) We usually avoid using prepositions before relative pronouns. The girl to whom I spoke yesterday is my friend, (formal English) The girl wholthat I spoke to yesterday is my friend, (usual structure) The girl I spoke to yesterday is my friend, (everyday English) Grammar Reference 175 Grammar Reference Identifying and Non-Identifying Relative Clauses An identifying relative clause gives information essential to the meaning of the main sentence. It is not put in commas and is introduced with who,which,that, whose, where, when or the reason (why). The boat that goes to the island departs at 08:00. A non-identifying relative clause gives extra information and is not essential to the meaning of the main sentence. It is put in commas and is introduced with who, whom, which, whose, where or when. The tour, which was fantastic, covered the main islands and the city. The definite article the We use the: • with nouns when talking about something specific. The couple has two dogs. The big one Is called Prince and the small one is called Lora. • with nouns that are unique (the sun, the moon, etc). • with names of newspapers (the Times), cinemas (the Royal), theatres (the City Theatre), museums/art galleries (the Wax Museum), ships (the Poseidon), organisations (the WHO). • with the names of rivers (the Nile), groups of islands (the Galapagos), mountain ranges (the Andes), deserts (the Kalahari/, oceans (the Pacific), canals (the Suez Canal), countries when they include words such as States, Kingdom, Republic (the Republic of Ireland), names or nouns with of (the Tower of London), in geographical terms such as the AntarcddArctic/equator, the North of England, the North/East/South/West. • with the names of musical instruments and dances (the guitar, the tango). • with the names of families (the Johnsons) and nationalities ending in -sh, -ch or -ese (the Spanish). Other nationalities can be used with or without the (the Colombians/Colombians). • with titles (the queen, the princes) BUT not with titles including a proper name (King Charles). • with adjectives/adverbs in the superlative form (the best film I have ever seen) BUT when most is followed by a noun, it doesn’t take the. /Host people enjoy watching fireworks. • with the words day, morning, afternoon and evening. They left early in the morning. BUT at night, at noon, at midnight, by day/night • with historical periods/events (the Ice Age, the Vietnam war). BUT World War I • with the words only, last and first (used as adjectives). She was the first one to arrive at the office. • with the words station, cinema, theatre, library, shop, coast sea(side), beach, country(side), city, jungle, world, ground, weather. They will meet at the cinema. We do not use the: • with uncountable and plural nouns when talking about something in general. Children shouldn’t drink coffee.They should drink milk. • with proper nouns. Kathy is our language teacher. • with the names of sports, games, activities, days, months, celebrations, colours, drinks and meals. They played football with the Smiths on Sunday. • with languages, unless they are followed by the word language. Lisa speaks Spanish, English and Italian. BUT The Catalan language is spoken in Spain. • with the names of countries which don’t include the word State, Kingdom or Republic. Italy, Austria. BUT there are some exceptions: the USA, the Vatican, the Riviera. • with the names of streets (Oxford Street, Penny Lane). BUT the M6, the A42, squares (Trafalgar Square), bridges (London Bridge) BUT the Golden Cate Bridge, parks (Hyde Park), railway stations (Euston, King’s Cross), mountains (Mount Olympus), individual islands (Corfu), lakes (Lake Erie) and continents (Asia). • with possessive adjectives or the possessive case. These are my books • with the names of restaurants, shops, banks, hotels, etc which are named after the people who started them (Gino’s Italian Restaurant, Plaza Hotel). • with the words bed, hospital, college, court, prison, school, university when we refer to the purpose for which they exist. They met at school BUT They went to the school to talk to Mrs Clarice. • with the word work (= place of work). / will leave work at five o’clock today. • with the words home, mother, father, etc when we talk about our own home/parents. • with by + means of transport (bus/ferry/train/car etc). We came to Paris by train. • with the names of some illnesses. He's got stomach ache BUT flu/the flu, measles/the measles, mumps/the mumps Quantifiers • Several, (a) few, many, a (large/great/good) number of are followed by a countable noun. A few cars have GPS. • Much, (a) little, a great/good deal of, a large/small amount/quantity of are followed by an uncountable noun. There was little coffee left. • A lot of, lots of, hardly any, some, no, plenty of are followed by a countable or uncountable noun. There is hardly any food left. There are hardly any trees left.There is some toast on the table. 176 Grammar Reference Further Шгшш] Fructlce: Иеш • Reports/Proposals Reports and proposals are normally written to someone in authority (e.g. your employer, the local council, the head of a committee or a peer group (e.g. members of a tennis club), etc) and contain factual information. Information is presented in separate sections. Each section has an appropriate heading to help the reader identity what the report/proposal is about. Reports present and evaluate the positive and negative qualities of a person (e.g. a teacher) or a building/place (e.g. a museum, a campsite, a re.staurant, a shop, a cinema complex, etc) in order to assess their good and bad points and make a judgement or recommendation about them. Proposals present suggestions, plans or decisions about future actions. Reports/Proposals should consist of: a) an introduction in which you state the purpose and content of the report/proposal. This section is entitled Purpose or Introduction. b) a main body in which you present each topic in detail under suitable subheadings. c) a conclusion which summarises the information from the main body and states your general assessment and/or recommendation for future action. This section is entitled Conclusion/ Recommendation. • Reports and proposals are written in a formal, impersonal style. You should use factual language, the passive voice and full verb forms. You should also write fairly short sentences to help your reader pick out the information easily. Present tenses are normally used for reports. Modals, conditionals or would are normally used for proposals. • A report or proposal u.sually begins by stating who it is addressed to what their position is, the writer’s name and position, what it is about and the date. e.g. To: James Hants, Headmaster From: Louis Stevens, Teacher Subject: Sunshine Campsite Date: 3rd March 20..... Ideas should be linked using linking words and phrases. • To list points: Firstlyjln the jitst place/To begin with...; Secondly! ThenIFurthennore...; Finally!Last... • To add emphasis: Especially ...; in panicular...;particularly; etc • To make concessions: Although ...; while...; despite the fact that... • To express cause and effect: By (doing this), we couldiwould ...; (Doing this) would (solve the problem, etc)...; In this way, we could...; in order to ...; so that... ’ (this) would mean that ...;As a result... • To make suggestions/recommendations: I (would) (strongly) suggestIrecommend ...; If we (did thisiwere to do this) ...; One solution!suggestion would be to ...; it would be a good idea to ... • To express your opinion: I feel...; I believe...; lam convinced...; I am confident... • To conclude: In short, In conclmion. On the whole. To sum up. All in all Introduction Para I state the purpose and content of your report/ proposal Main Body* Paras 2-5 summarise each point under suitable subheadings (report: positive and negative points proposal: suggestions/ recommendations) Conclusion Final para general assessment and/or recommendation/ suggestion * The number of the main body paragraphs may vary depending , on the rubric. • Rubric analysis Read the rubrics and underline the key words. Answer the questions. You are a volunteer for a conservation group. The group ; leader had asked you to visit a j local school and assess how i environmentally friendly it is in terms of waste disposal, water consumption and energy efficiency. Write your report for the group leader. i You want to open a small souvenir shop in a busy tourist area in your town and want to get a loan from the bank.Write a I proposal to support your loan application. Give details of why you need the loan and what you intend to spend the money on. 1 What are you going to write? 2 Who are you and why are you writing each piece? 3 What information should you include in each piece? Further Writing Practice; Reports/Proposals 177 furthtr Wrjihnj FrucUct: Htporta/Fropu^uln a) Read the report and the paragraph plan.Then fill in the appropriate headings from the list below.There are some headings you do not need. b) Complete the table with ideas from the report. Recommendation Energy Use Environmental Awareness Pupils Recycling Water Usage Introduction ■„ , T ' iv 21 To: From: Subject: Date: Mr Darren Watson, Green Friends Group Leader Barbara Hughes. Green Friends Volunteer How green is Greenhill School? 15th June 20.... Introduction The purpose of this report is to assess how environmentally friendly Greenhill School is. Recycling The school has a recycling scheme in place. However, not many pupils participate. Also, waste from the school kitchens is thrown straight into the bins instead of being separated into composting bins. Energy Use Although there were very few energy efficient light bulbs installed in the school, most classrooms had sufficient daylight so artificial light was not necessary. In addition, the heating system is relatively new and more importantly incorporates solar heating panels. Water Usage While there are signs in the school toilets to turn off the taps after use, I found several taps were dripping or even left running. Furthermore, a groundsman waters the lawns every day in the summer with a hosepipe, which I feel is especially wasteful. Recommendation In summary, there are a number of areas where' improvements could be made such as energy efficient light bulbs, increased recycling and saving water. I strongly recommend a visit from a representative of our group to give a talk. This way we would raise environmental awareness. Introduction Para. I state purpose of report J Mam Body ^ Para. 2 positive/ negative points related to first V topic у Para. 3 ^ positive/ negative points related to \second topi^ Para. 4 ^ positive/ negative points related to third topic у ^ Conclusion ^ Para. 5 overall assessment & recommendation. 178 Positive points Negative points Find examples of formal style in the report. Compare with a partner. Which linkers have been used in the report in Ex.2a to: • list points? • add emphasis? • make concessions? • express an opinion? • make recommendations/suggestions? • express cause and effect? • conclude? Suggest other synonymous ones. Complete the sentences with: although, however, in addition to, to sum up, unfortunately, as, alternatively. 1 There is a wide choice of courses on offer and short courses are available at reasonable rates.................... part-time courses are not available. 2 ................. it is quite close to the city centre, it is difficult to find parking. 3 Membership fees are quite reasonable. ................. there is no discount for students or the unemployed. 4 .................. I would highly recommend Grange Manor for the reception. 5 .................. having highly trained and polite staff, the centre also has a first-aid station with a qualified nurse on duty 24 hours a day. 6 The park is conveniently located .................it is only 45 minutes by coach.................. if travel by train is preferred, this journey will take 50 minutes. Further Writing Practice: Reports/Proposals Further WrlUnfj Frcictjce:litpurt'^/Fropoauh • Style in reports Read the rubric and underline the key words.Then read the two models. Which is not appropriate? Give reasons.Think about: layout, grammar, style, points not covered. You work part-time for a travel agency and have been asked by your employer to visit Doric Holiday Apartments, rate its facilities and assess its suitability as ftimily accommodation. Write your report. MODEL A Mr Brown, Manager, Travel Right’ Jane Sharp, Assistant Travel Agent Doric Holiday Apartments 8th July 20.... To: From: Subject: Date: Introduction The purpose of this report is to assess the suitability of the Doric Holiday Apartments as family accommodation. Location and Access Doric Holiday Apartments is conveniently located on Ocean Drive only 50 metres from the sea. The train station is 10 minutes on foot or 3 minutes by taxi. There are numerous restaurants, cafes and amenities close by and there is parking available for guests. Facilities The accommodation consists of 4 large apartments for 6-8 people and 6 medium-sized apartments for 3-4 people. Each apartment has a fully equipped kitchen and there is also a washing machine, a TV and a hairdryer. There is no maid service or restaurant and only some rooms have a sea view. Cost Prices are reasonable in low season but are rather expensive in July and August. There is a 10% discount for stays of 10 days or more. Recommendation In conclusion, Doric Holiday Apartments would be suitable for family accommodation. It is ideally located and easy to access with plenty of parking. The apartments are roomy and offer everything a family needs for a self-catering holiday. However, those on a tight budget should avoid staying in July or August. MODEL В To: Dan, the manager From: Jane Subject: Doric Holiday Apartments Date: 8th July 20.... Here’s that report you asked for about the suitability of the Doric Holiday Apartments as family accommodation. First of all, it’s in a great location on Ocean Drive only 50 metres from the sea. It’s handy for the train station which is 10 minutes on foot or 3 minutes in a cab. There’s loads of restaurants, cafes and other stuff close by and there is lots of parking available for guests, too. It’s got quite a few apartments and they all looked OK to me. They all had cooking facilities as well as a washing machine, a TV and a hairdryer. There was no restaurant though which is a pity. All in all, I think Doric Holiday Apartments seems alright for family accommodation. It is everything a family needs for a nice holiday. Complete the table with phrases from the models. Further Writing Practice; Reports/Proposals 179 Further WritiriLj Pructict: iiepurWPropouih 8 • Proposals Read the rubric, underline the key words and answer the questions. You are the secretary of a local youth club which needs to move somewhere bigger. Write a proposal in support of your application to the town council to make use of some disused office space for the youth club. Include what changes you would make and how you could help to reduce the cost of converting the space. What are you going to write? Who is going to read your piece of writing? Which of the following ideas can you use? Decide in pairs. sell the old office furniture hold a bake sale buy second-hand furniture charge a membership fee ask local businesses to donate services for free organise fundraising activities with youth club members Read the model and complete the paragraph plan. Q Replace the linkers with other appropriate ones. What style has been used? Give examples. however: on the other hand: Also: Firstly: Secondly: 180 To: Brannley Town Council From: James Smith, Secretary, Bramley Youth Club Subject: The conversion of Mill Street offices into the new youth club Date: 20th July 20.... Purpose This proposal outlines our plans for converting the disused office space on Mill Street into the new location for Bramley Youth Club and offers suggestions for saving money on the renovations. Renovations The exterior of the building only needs painting. We would like, however, to put up a sign to show that this is where the youth club now is. The interior, on the other hand, would require great changes such as replacing the furniture and carpets and repairing the lighting and plumbing. Proposed Cost Cutting One way of reducing the cost of the renovations would be to ask youth club members and their families to help in their free time. Another suggestion would be to ask local tradesmen to offer their services cheaply or even without charge. Also, if the furniture and fittings were bought second-hand, this would cut costs considerably. Proposed Fundraising Activities We could hold a number of events to raise funds. Firstly, we could organise events such as a fun run or a family fun day and barbecue. We could also sell refreshments to raise funds. Secondly, we could involve the local press to publicise the events to attract participants and donations. Conclusion I hope that the plans I have outlined above meet with your approval and will receive your serious consideration. Introductiorv Para. I Main Body Para. 2 Para. 3 Para. 4 Conclusion Para. 5 Further Writing Practice: Reports/Proposals further Writincj Pructice: ktports/ProposaP, I j Mark the statements below as T (true) or F (false). In formal style we use: 1 2 3 4 5 6 7 8 9 10 sophisticated sentences factual language colloquial expressions formal linking words/phrases short forms advanced vocabulary personal language everyday vocabulary passive voice impersonal language О extracts below are written in a wrong style. Use the phrases in the list to rewrite them in a more suitable style. A • finally • for example • excellent • in addition • therefore • wealth Thornton Sports Centre is one of the best sports facilities in the city. I) I mean, it is located close to public transport links and 2) so it is easily accessible from all over the city. 3) And, it has a 4) lot of sports on offer as well as professional fitness instructors on hand. 5) The last point I want to make is, there are 6) good facilities for people with special needs. В • the suitability of • the purpose of this report is • assess 1) I’m writing this report to 2) think about 3) how good it would be to have The Grande Hotel as a venue for the company Christmas party. C • attract • to sum up • mentioned l)ln a nutshell, Bistro Paris would 2) get more customers if the changes 3) that I told you about before were made to the decor and the menu. • Introducing/Concluding a report/proposal You can start a report/proposal with these phrases: The purpose!aim of this report is to .... As requested, this report! proposal... You can end a report/proposal with these phrases: On the whole,...!All in all ..., To sum up, ...jin conclusion. ..., Therefore, .../As a result... etc 13 a) Read the rubric and underline the key words. What information do they give you about: type of writing? topic and intended reader? You are in a sports team which has been invited to play in a tournament in another city. The coach has asked you to help organise the accommodation. He has asked you to write a report about the suitability of The Aqua Hotel. Write your report, including information about the location, rooms, facilities and the good and bad points about the hotel. b) Complete the table with the points in the list. Which points are positive/negative? • special rate for groups • every room has an ensuite bathroom • in nice area with a variety of entertainment nearby • large comfortable lounge and bar area • all rooms have TV and phone • no room service • 10 minutes from stadium • 24-hour reception • no safe available • no air-conditioning • maid service daily • close to public transport links • reasonable room rates Location Rooms Facilities c) Think of a suitable introduction. What recommendation would you make? a) Read the rubric and underline the key words, then answer the questions. You have recently started working at a cafe.The manager wants to make it more popular with teenagers and has asked you to write a proposal making your suggestions.Write your proposal. 1 Who is going to read your proposal? 2 What is the purpose of the proposal? 3 What subheadings could you use? Further Writing Practice: Reports/Proposals 181 / u/iher Writing Practlct: lieporis/Proginuib b) Match the main points to the suggestions. Then make sentences using appropriate linking words/phrases. Main Points 1 not many teens know about cafe 2 decor is not attractive to teens 3 teens need more than food & drink for entertainment 4 teens like international food Suggestions A В C D E F A В C D install a video game or a pinball machine, play modern music or show MTV offer more international dishes (e.g. pizza, kebabs, hot dogs, tacos) use bright colours and add modern fittings give out leaflets at schools/colleges to publicise cafe c) Choose suitable subheadings for the main body paragraphs of the proposal. Then match them to the main points (1-4) in part b, as in the example. Menu I I I 4 I Decor Q Q Publicity I I I I Opening hours | | | | Location & Accessibility | | | | Entertainment | | | | • Discuss & Write Read the rubrics 1-4, underline the key words and answer the questions. Your local town council wants to celebrate the history and culture of your town by commemorating the achievements of well-known local people.They have invited the public to send in proposals stating who they think should be chosen and in what ways his or her life should be celebrated.Write your proposal. (120-180 words) You work for the local tourist office and your manager has asked you to write a report on the information provided for tourists concerning public transport in the area and suggesting what improvements could be made. Write your report. (120-180 words) The headmaster of the school where you teach has asked you to write a report on the afterschool activities the school offers. You should include information on the facilities provided and make suggestions about how the activities could be made more popular. Write your report. (120-180 words) A large disused building in your area is going to be modernised and used for young people.The council has asked people to send in their proposals for two main uses of the building and how they would improve life for local young people. You are a local youth group leader and have decided to send in a proposal. Write your proposal. (120-180 words) Who is going to read your piece of writing? Who are you in each piece? Why are you writing each piece? What style should you use? What subheadings can you use? What linking words can you use? Choose two of the tasks from Ex. 15 (one report, one proposal) and write them. Swap with your partner. Evaluate your partner’s piece of writing using the checklist below. Does the report/proposal follow a specifiT^ layout? Are there subheadings? Are they clear to you? Does the introduction clearly state the purpose of the report/proposal? Does each main body paragraph present a separate point? Does the conclusion summarise the report/proposal and give an assessment or recommendation? Language What style is the report/proposal written in?^ Are the sentences fairly short, using factual language? Which tenses are used? Has advanced vocabulary been used? What linking words/phrases have been used? Are there any spelling, grammar and/or punctuation errors? 182 Further Writing Practice: Reports/Proposals Further Ы/riving Pmctice: r Ft Artkiee шЩ • Articles Articles are pieces of writing published in newspapers, magazines, leaflets or on the Internet. They can be semi-formal or informal depending on the intended reader. An article is usually written to express an opinion or describe a person, place, event or experience. It can also include suggestions, advice or a recommendation. Depending on the reason(s) why an article is written, it may contain argumentative, narrative or descriptive techniques. An article should consist of: • an interesting title, • an introduction which clearly presents the topic. • a main body which develops the theme, • a conclusion that summarises the main points and/or restates an opinion, makes a suggestion/ recommendation etc. To grab the reader’s attention and keep their interest, an article should have: • an eye-catching title. • a wide range of vocabularv'. • a variety of adjectives/adverbs. ri TITLE Introduction Para I introduce the topic Main Body* Para 2-4 develop the topic (covering all the points mentioned in the rubric) Conclusion Final para summarise & make final comments (restate your opinion/advice/suggestion/ recommendation etc) *The number of paragraphs in the main body, depends on the number of viewpoints included. • Titles An article should have a title which summarises the main topic in an interesting way. The title should be eye-catching because its purpose is to arouse the reader’s curiosity. Read the titles. Which title best matches the articles below? Give reasons. D ^ My Ideal Music Show ^ ANGELINA IS TERRIFIC! 5^ Music I Like WHAT TO WEAR My Collection F Teen Trends You see this announcement in an international magazine. ‘If you could change places with any living famous person for one day who would you choose, and why?’ The best article will be published in next month’s issue of the magazine. Write your article. International Fashion magazine has asked its readers for articles about what young people like to wear in your country and why. What advice would you give to someone who wanted to be fashionable? The best articles will be published in the magazine. Write your article. Your local radio station has asked its listeners to write about their ideal music show. The best article will win £500 worth of CDs. Write an article saying what type of music you like and make your suggestions to make the show popular,-.. Your school magazine has asked for articlesfrom studerrts °h №e topic of collecting. They want students to write about what they collect and whyLit collection is important to,hem. Wrke your article. Further Writing Practice: Articles 183 furthtr Wrltiny Practice:Article':. • Interpreting rubrics 2 Look at the rubrics below and underline the key words. What type of article does each one ask for? A descriptive article giving an opinion An opinion article giving justifications A descriptive article giving advice d An opinion article making suggestions You see the following announcement in on international travel magazine. 'What does your town have to offer visitors? Describe its best features. Can anything be done to improve it? The best answer will be published next month.' Write your article. You see this notice on your school noticeboard. 'What is your favourite sport and why? What advice would you give someone wanting to take it up? The best article will win a £100 voucher to spend at JM Sports.' Write your article for the competition. You see the following notice in an international magazine. 'Where in the world would you most like to go and why? Send us your articles and you may win a trip there!' Write your article for the competition. A popular teen magazine is looking for its readers' favourite celebrity. Describe your favourite celebrity and say why you think they should be voted 'Celebrity of the Year'. Write your article. Introductions & Conclusions Opening and closing paragraphs can be the most difficult parts of an article to write. It is here that you should use techniques and devices to either draw the reader in to read more of your article (in the introduction) or leave the reader feeling satisfied and/or leave them with something to think about (in the conclusion). These techniques include: • offering a general thought or objective statement, e.g. Today it ’.V the clever people behind the scenes that make a musical band successfi.il rather than the musicians themselves. • addressing the reader directly, e.g. Have you ever ...? What would it be like ...? • asking a rhetorical question, e.g. Most people would like to have a house of their own. Wouldn’t you? • using a quotation, e.g. As Samuel Johnson said, "U hen a man is tired of London he is tired of life." U -CJ Я Look at the paragraphs. Which are introductionslcondusionsl What techniques have been used in each? On the whole, Amsterdam is a wonderful city with a lot to offer. Whether you love night dubs, cafes and bars, or if you prefer parks, museums and culture, Amsterdam can cater to your tastes. Highbrow or lowbrow, there is something for everyone, and I recommend it as the perfect city destination to suit all tastes and budgets. All in all, I think Bill Tilden, a great player from the early days of the sport, said it best: “Tennis is more than just a sport. It’s an art, like the ballet, or like a performance in the theatre.” More than any other type of music I enjoy classical music. Contrary to popular belief it is not just for old people. Classical music has structure and beauty. It is complex and diverse and it is more mainstream than you may realise. Anywhere in the world can be the most beautiful place in the world depending on whose eyes it is being seen through. Therefore, in my opinion there is no place more beautiful than the small village in the heart of the English countryside where I was born. Overall, of all the people throughout history, Nelson Mandela has my admiration and respect, not only for being a great statesman and peacemaker but also for his work »! for social and human rights. His commitment to fighting AIDS and his support for worthy causes and charities is unsurpassed. 184 Further Writing Practice: Articles further Writing Pnictice-.Artlcli • Model Analysis ^ a) Read the rubrics. Which asks you to: explain and suggest? describe and explain? • Why do you enjoy reading? • What books would you advise someone your age to read? We will publish the best article and give the writer £ 100. • What is the best concert you’ve ever been to? • Why did you like it? • What was so special about it? Write an article answering these questions and the best one will receive two tickets to the Rockwave Music Festival. b) Read the models and match them to the rubrics. What plan does each model follow? Which techniques have been used in the opening and closing paragraphs? In pairs, write alternative opening/closing paragraphs for each model using a different technique. .-(^ MODEL 1 У.................... There is nothing I enjoy more than getting lost in the pages of a good book. Reading material is all around us all the time and books are not only an important learning tool but also a great means of entertainment. Reading opens up whole new worlds to the reader. If you read for study purposes or to find information, then you can learn about a million things from historical events to how much tea there is in China. Perhaps you prefer fiction or adventure stories. You can be a hero, a pirate, a wizard or anyone you want in the pages of a book. Reading also helps broaden the mind. There is much more to it than simply understanding what is written. Readers quickly learn to analyse what they read and develop a critical approach that helps them to formulate their own ideas and opinions. There are a number of books that I would recommend to a reader my age. I loved the Harry Potter books and His Dark Materials by Philip Pullman. They are full of action and vivid descriptions. The characters are great, too. To my mind, there is nothing better you can do with your time than read. After all, as Sir Richard Steele said, “Reading is to the mind what exercise is to the body.” c) Think of an appropriate title for each article. MODEL 2 More than anything else I love listening to music, especially live music. The best concert I have ever been to was Hyde Park Calling in London last year. It took place in June in Hyde Park. It started in the afternoon and carried on into the evening. There was an impressive programme. Top of the bill was Peter Gabriel, then Crowded House, The Feeling and Ghosts. The performances were excellent. The sound quality was fantastic and the atmosphere was brilliant. There were huge crowds of people and we all danced and sang along to the music. It actually rained at one point but it didn’t dampen our spirits one bit. What made this concert so special was the fact that two of my all-time favourite performers were in the same place at the same time. I have loved Peter Gabriel since I was a kid and I never thought I would get the chance to see him perform live as he is quite old now. Also, Crowded House had actually split up but reformed again and went on tour to promote their Greatest Hits album. I was very lucky to get to see them both. I had a wonderful time and an unforgettable experience. I can’t wait to go again this year and if you get the chance to go you should too. Further Writing Practice: Articles 185 further Writincj Pructke:ArUdti> a) Read the extracts below. Which uses narrative, descriptive or argumentative techniques? 1 Ibiza is an island of extremes. For the person who likes nightlife and a party atmosphere, San Antonio offers all this and more. If, on the other hand, you prefer a quiet relaxing holiday with sandy beaches and beautiful scenery, then \ Portinatx on the other side of the island is the place for you. In my opinion, eating junk food is self-destructive behaviour. There is no nutritional value in food that is full of sugar, salt and fat. It simply makes sense to eat a well-balanced healthy diet with plenty of fresh fruit and vegetables. You will look good, feel good and live a lot longer. (3) I have never had such a fantastic time. The stage show was excellent. The music was fantastic and the atmosphere was amazing. The audience was on their feet the whole time dancing and singing along to the music, felt energised and really happy and if you ever get the chance to see them perform. I'm sure you will enjoy the experience as much as I did. The main change I would suggest for the evening television schedule is that the current excess of vintage comedy programmes be replaced with quality documentaries and dramas. Children's programmes and family entertainment would be best scheduled between 4 pm and 6 pm followed by the early evening news signalling a change to more serious programming. b) Which extract(s) express an opinion, make a suggestion, describe an experience, describe a place, give advice, recommend something? • Discuss & Write a) Read the rubrics, underline the key words and answer the questions. You see the following announcement in an English language paper. Theatre, Cinema or Concert? Which form of entertainment do you think is best and why? What is your favourite form of entertainment? Write us an article telling us what you think.The best article will receive €150. Write your article (120-180 words). An international magazine is looking for articles about artists/musicians/writers/dancers/ filmmakers who have made a big impact on culture and the arts in the last 50 years. Write an article about someone you think has made an important contribution to modern culture through their work. Write your article giving examples (120-180 words). You see the following notice on your school noticeboard. What is your most memorable experience? Can you write an article describing your most vivid memory? Explain what happened and why it was so memorable.The best article will appear in the school magazine. Write your article (120-180 words). 1 What does each rubric ask you about? 2 Who is going to read your piece of writing? 3 What paragraph plan will you follow? b) Choose one rubric and write your article. у Swap papers and evaluate your partner’s piece of writing. Use the following checklist. Does the article answer the rubric? Is there a title to the article? is the article divided into paragraphs? What techniques have been used in the opening/ closing paragraphs? Is the style appropriate? Has a wide range of vocabulary been used? Are there any grannmar/structural mistakes? 186 Further Writing Practice: Articles г urther WrtVmg i^ructicB: 'Revitw: A review is a brief description of a book, film, play, album, restaurant, PC game, etc. A review gives the main points of the plot, event, etc including the writer's comments/recommendation. When writing a review', consider the tenses you should use for each paragraph. When describing the plot, present tenses should be used. Paragraphs .should include more than one sentence. When a new' topic is introduced, begin a new paragraph. Your recommendation or judgement should be included in the conclusion. Always give good reasons to support your comments/opinions. The style of a review can be formal or informal depending on the intended reader. Useful language Background The film/story is set in ...; This well-w'ritten/informative/ fascinating book ...; This original first novel/album ...; The decor is very elegant...; The book/novcl was written by...; The film is directed by ...; The work is based on ...; The atmosphere is very lively. Main points of the plot The plot focuses on The story' begin.s/concerns/is about The plot has an unexpected twist ...; The film reaches a dramatic climax ...; The plot is (absolutely) thrilling/(rather) boring. General comments and opinion It is rather confusing/long/slow'/boring.; The cast is excellent/ weak/aw'ful/unconvincing.; The script is clcvcr/dull/exciting.; It has a tragic/surprising/dramatic end.; It is beautifully/ poorly/badly written.; It doesn’t come across as ...; The arrangements are simplc/cffective/complicatcd.; rich/dull sound; catchy tune; features a variety of musical instruments; powerfulMeak voice t'i Introduction Para. 1 Background (setting, type of story, characters) Main Body Para. 2 Main points of the plot/event, etc Para. 3 General comments Conclusion Para. 4 Recommendation ) Choose the correct word. Which sentence is about a film, a concert, a book, a festival, a music CD, a school play, a console game? Despite being a(n) amateur/professional performance, it was well-acted and very entertaining. It is set/situated in the English countryside in the 1920s. James McAvoy portrays/acts the quiet accountant who is transformed into an assassin. The album is sure to be a bestseller/chart topper. It has great design features, superb pictures/ graphics and is really fun to play. It was the worst live performance/appearance I have ever seen and I was very disappointed. It was a fun occasion/occurrence with food, music and competitions - a great day out for all the family. Read the extracts. What is each review about? Which is part of a letter? The stage show was fantastic and the atmosphere was brilliant but the sound quality was disappointing. That is to say, he does not sing well live. The audience made up for it though by singing along to every one of his songs. You should definitely get this game. It’s just the sort of thing you’ll like. It’s got lots of action, 5 skill levels and hidden bonuses. You can play as a hero or a villain. I just know' you'll love it. I just can’t stop playing it. Wanted is an action adventure film that follows the transformation of Wesley Gibson, a quiet accountant, into an assassin trained to kill by a secret fraternity so he can take revenge for his father’s death. It is a beautifully acted and fa.st-paced thriller with lots of explosions and guns co-starring Angelina Jolic. Further Writing Practice: Reviews 187 furthtr WrVuni} I'пи the: lie views a) Read the rubric, underline the key words and answer the questions. Your school magazine has asked students to submit reviews of books they have read recently. Write your review giving a brief summary of the plot and saying why you think other people may like it. Who is going to read your review? Which tenses should you use? How could you recommend it? b) Read the model. Complete the paragraph plan. How does the writer recommend the book? Northern Lights, the first book of His Dark Materials trilogy by Philip Pullman is a fantasy adventure for young adults. It is set in a parallel universe where everyone’s soul is an animal, called a daemon, that follows them everywhere. The main character is Lyra Belacqua, an orphan living at Jordan College, Oxford. Lyra becomes involved in a series of strange events that she unintentionally sets in motion when she saves her uncle’s life by chance. Her best friend, Roger, is kidnapped by people known only as ‘gobblers’ who are experimenting on children and their daemons. Lyra joins forces with a race of people called the Gyptians to try and rescue all the stolen children. On her journey to the north, she becomes friends with a warrior polar bear, a witch and a sky pilot and uses a compass that answers questions. She finds out that her mother, Mrs Coulter, is in charge of the gobblers and discovers that her uncle. Lord Asriel, is really her father. The book is a well-written fast-paced adventure. The heroine is resourceful and independent. It is an epic story with many memorable scenes that feed the imagination, though some parts are a little gloomy. Overall, I found this book to be highly enjoyable and entertaining. Although it was a little dark in parts, it is a thrilling story that takes you on an exciting magical adventure which makes you eager for the sequel. Introduction Para. I Main Body Para. 2 Para. 3 Conclusion Para. 4 ^ a) Read the extract from a restaurant review and replace the words in bold with their opposites from the list. • helpful • comfortable • colourful • modern • impressed • delicious • varied • quick The Gables Restaurant has a very I) old-fashioned decor with 2) cramped seating and 3) plain furnishings. I was very 4) disappointed by the 5) restricted menu and I had the most 6) disgusting meal ever.The staff were 7) unhelpful and the service was 8) slow . b) Read the extract from a theme park review and insert adjectives/adverbs from the list to make it more interesting. • enjoyable • gentle • relatively • traditional * sensational • wide • exciting The rides catered to a range of age groups and included rides such as roller coasters as well as other rides such as merry-go-rounds and a miniature railway. In addition, the stalls and sideshows offered fun for all the family with games of skill and games from times gone by. 188 Further Writing Practice: Reviews further PVritimj Practice: Review.^ a) Compare and contrast the two models. Which seems more appropriate to you? Why? b) Which model: • uses a variety of adjectives? • is informal in style (e.g. uses short sentences, contractions, colloquial language)? • doesn’t give reasons for its recommendation? • uses simple linking words? • doesn’t have paragraphs? COLDPLAY: VIVA LA VIDA Coldplay’s latest CD Viva la Vida is really great. There are ten main tracks and two bonus tracks. The CD’s first single Violet Hill is really good. Viva la Vida is the second single and it is really good, too. Cemeteries of London is a really catchy tune. I really liked this song! It was my favourite. I also liked Lovers in Japan. It reminded me of the Far East. This album is already in the top ten in the UK and the USA. If I were you, I would go out and buy this CD right away! COLDPLAY: VIVA LA VIDA Viva la Vida by Coldplay is a fantastic CD and may possibly be their best to date. There are ten main tracks and two bonus tracks to enjoy, each one offering something unique. In fact, the whole album takes a new direction for the band and, as the title suggests, there is a Hispanic influence. The CD’s first single, Violet Hill, is an anti-war protest song with a soft beat and a steady rhythm. The rich sound of the title song and second single, Viva la Vida, is interesting and unexpected. Actually, so is the whole album, with its unusual blend of moody instrumentals and techno sounds in a mixture of emotional songs and cheerful tunes. Cemeteries of London starts off softly with dark lyrics and lots of atmosphere and then changes tempo into a catchy tune that will have you singing along with it. Then Lovers in Japan is a melodic song with a rich sound and an influence from the Far East. This album has already reached the top ten in both the UK and the USA album charts and is not about to stop there. Coldplay will continue to captivate audiences all over the world with their unique sound and alternative rock tunes. I definitely recommend that you buy this CD. It’s a must for any collection. Look at Model B.What is each paragraph about? Think of another way to recommend the CD. J Think of your favourite CD. • What is its name? • Who is it by? • How many songs has it got? • What is the album about? Which are the best songs? How would you recommend it? Answer the questions. Use your answers to tell the class. Further Writing Practice: Reviews 189 Furthtr Writing PracUct: ktvltw^ ^ Read the film review below and put the paragraphs into the correct order. What is each paragraph about? The Dark Knight 9 в The film is a fantastic action film full of spectacular chases and amazing special effects. The actors, in particular Ledger, give magnificent performances and the directing is first class. The Dark Knight is the latest Batman film in which he joins forces with the chief of police and the DA to fight a bank robber who calls himself the Joker.The film is directed by Christopher Nolan and stars Christian Bale as Batman/ Bruce Wayne, Gary Oldman as Lt Jim Gordon, Aaron Eckhart as DA Harvey Dent, Maggie Gyllenhaal as assistant DA Rachel Dawes, the woman Batman loves, and the late Heath Ledger as the Joker. This film is a must see. It will keep you on the edge of your seat and haunt you long after it’s over. Don’t miss it! Set in Gotham City, the story starts right where Batman Begins left off. Bruce Wayne teams up with Lt Gordon and DA, Harvey Dent to rid the city of organised crime, but a new criminal mastermind who calls himself the Joker starts a reign of terror and brings chaos to the city. The five main characters weave in and out of a complex and unforgettable story which twists and turns to an ultimate showdown between good and evil. • Discuss & Write a) Read the rubrics, underline the key words and answer the questions. Your English teacher has asked your class to write a review of a film they have seen recently.The best one will be published in the school magazine. Write your review including details about the characters and plot and whether you recommend it. An English language magazine has asked its readers to send in reviews of their favourite books. Write your review giving details about the main characters and the story. Say why you like it and make a recommendation. 1 What does each rubric ask you to write? 2 Who is going to read your piece of writing? 3 What paragraph plan will you follow? 4 How would you recommend it? b) Choose one rubric and write a review. llO and evaluate your I partner’s piece of writing. Use the following checklist. IChecklist For REVIEWS • Does the piece of writing answer the rubric? • Is the review divided into paragraphs? • What paragraph plan has been followed? • Is the style appropriate? • Has a wide range of vocabulary been used? • Are there any grammar/structural mistakes? Appendix I - Phrasal Verbs int = intransitive tr = transitive opp = opposite Be be about to = (int) be on the point of He was about to leave when the phone rang. be after = (tr) chase The police were after the thief. be/go down with = (tr) be ill with John is down with the flu. be for = (tr) be in favour of (opp: be against) They are (all) for the proposal to demolish the old building. be in for = (tr) expect sth, usu bad We are in for bad weather. be off = (tr) be absent from school/work Bill isn’t in his office. He's off for two days. be on = (tr) be shown on TV, at the cinema/ theatre etc There's a good film on at the Odeon. be out = I) (int) be unfashionable Baggy trousers are out this season. 2) (int) (of light/fire) have stopped burning. The fire is out - that’s why it’s cold in here. be over = (int) have come to an end The film starts at 6.00 and will be over at 8.00. be through with = (int) have ended a relationship/job etc We're through with Bob; he’s so selfish. be up to = I) (tr) be capable of Let’s take the coach -1 don’t think I'm up to driving so far. 2) (tr) feel like doing sth usu sth wrong The children must be up to something -they’re very quiet. Break break down = I) (int) (of machinery) stop working The car broke down so we missed our flight. 2) (int) (of a person) lose control of feelings. She broke down when she was told her grandmother was dead. 3) (int) fail (talks/negotiations etc) Negotiations broke down and war wos declared. 4) (tr) separate under headings She broke the list down into categories. break in = (int) enter by force or illegally Burglars broke in and stole all our money. break into = I) (tr) enter by force He broke into the house and stole some money. 2) (tr) interrupt He broke into our conversation to ask something. break off = (tr) end a relationship/ agreement Ann broke off her relationship with Tony. break out = I) (int) begin suddenly (war etc) Wor broke out between the two countries. 2) (int) escape (from prison) The prisoner broke out of prison. break through = (int) advance (in spite of opposition) The soldiers broke through the enemy lines. break to = (tr) tell (usu bad news) to sb in a kind way She had to break the bad news to John. break up = (int) end a relationship Ann and Tony are no longer together; they broke up last week. Bring bring about = (tr) cause to happen The end of the war brought about great changes. bring round to = I) (tr) cause to regain consciousness; bring to They poured cold water on her face to bring her round. 2) (tr) persuade: bring over (to) She tried to bring him round to her point of view. bring back = (tr) cause to recall This smell brings back childhood memories. bring down = (tr) cause to fall The measures brought down the government bring forward = (tr) move sth to an earlier date or time The exam date was brought forward by a week. bring in = (tr) create profit/money His plan brought in lots of money. bring on = (tr) cause, usu sth unpleasant The damp weather brought on his cold. bring out = (tr) put on the market The new shampoo will be brought out next May. bring up = I) (tr) raise a child She was brought up by her grandparents as her parents were abroad. 2) (tr) mention/introduce a subject Vbu shouldn’t have brought that matter up in front of Steve. Call call for = (tr) need The situation calls for immediate aaion. call in = (int) visit briefly She called in last Monday to see our new flat call off = (tr) cancel The trip was called off due to bad weather. call on sb = (tr) visit formally Our representative will call on you next Monday. call out = (tr) order to come to sb’s help All firefighters were called out to save the burning theatre. call up = (tr) order to join the army Thousands of young men were called up during World Warl. Carry be carried away = be very excited They were all carried away by his performance. carry off = (tr) handle a difficult situation successfully She carried her speech off well. carry on (with) = (tr) continue with Carry on with your work while we are out carry out = (tr) conduct an experiment They carried out some tests to see the effects of the new drug. carry through = complete successfully I don’t think anyone but Matt can carry this project through. Come come across = (tr) find/meet by chance I came across this ring in an antique shop. come around = I) (int) visit casually Come around any time for coffee. 2) (int) recover consciousness To the doctors’ surprise the patient came around quickly. 3) (int) happen again (for regular events) Easter comes around early this year, doesn’t it? 4) (int) be persuaded to change your mind (about) I’m beginning to come around to your way of thinking. come by = (tr) obtain Everybody wonders how he came by so much money. come down with = (tr) become ill; go down with I’m sure I'm coming down with the flu. come forward = (int) appear and offer help or information A witness came forward and described the events of the crime. come into = (tr) inherit He came into a large sum of money after his grandfather died. come off = (int) succeed Despite all his planning the deal didn’t come off. come on = I) (int) make progress The project has really come on quickly in the last two days. 2) (int) begin broadcasting The new series comes on Channel 4 in an hour. come out = I) (int) (of flowers) begin to blossom Roses come out in summer. 2) (int) be published When does his new book come out? 3) (int) (of stains) be able to be removed This wine stain will come out if you let it soak in warm water. come over = (int) visit Come over for dinner tomorrow night come to = (tr) amount to a total The bill came to £50. come up = I) (int) be mentioned His name came up in the conversation. 2) (tr) arise; occur Such an opportunity comes up once in a lifetime. come up to = (tr) approach A strange man came up to me and asked me for money. come up with = (tr) find (an answer, solution etc) He came up with a brilliant plan to save the company. Appendix 191 Appendix I - Phrasal Verbs Cut cut across = (tr) take a shorter way Cut across this field if you’re in a hurry. cut back (on) = (tr) reduce (expenses, production); cut down on We must cut back on eating out; we just can’t afford it cut in = I) (int) move suddenly in front of another car A car cut in and forced us to slow down. 2) (int) interrupt Would you mind not cutting in until I’ve finished speaking? cut into = (tr) interrupt The children kept cutting into our conversation. cut off = I) (tr) disconnect Our electricity was cut off as we didn’t pay the bill on time. 2) (tr) isolate (usu places) The flood cut off the village for a week. cut out = (tr) omit Your article is fine provided you cut out the fourth paragraph. be cut out = be suited for (a profession) I don’t think Гт cut out/to be a teacher - I haven’t got enough paPence. cut up = (tr) cut into small pieces Cut up the meat for Johnny - otherwise he won’t be able to eat it Do do away with = (tr) abolish Most countries have done away with capital punishment do in = (tr) kill He threatened to do her in if she didn’t cooperate. do over = (tr) do sth again from the beginning My boss didn’t like the report so I had to do it over. do up = (tr) fasten; tie Do up your jacket it’s cold. do with = (tr) want / could do with a cup of tea. do without = (tr) live or continue without having sth/sb There’s no milk left - we’ll have to do without. Draw draw back = I) (tr) be unwilling to fulfil a promise; pull back Although he had promised to help us, he drew back at the last minute. 2) (int) move away On seeing the snake she drew back in terror. draw in = (tr) (of breath) breathe deeply He drew in a deep breathe before answering the quesPon. draw on = (tr) to use previous knowledge or experience to do sth His music draws heavily on his difficult childhood. draw out = I) (tr) encourage sb to be less shy He’s very shy; someone should draw him out. 2) (tr) take money out of a bank account He drew out some money to pay his rent draw up = I) (of a vehicle) stop The car drew up outside the building and two men got out 2) (tr) write out (will, list, contract etc) My grandfather had a lawyer draw up his will last year. Fall fall apart = (int) come to pieces This book is so old that it’s falling apart. fall back on = turn to sb/sth for help when other plans have failed Keep some money in the bank to fall back on in case something goes wrong. fall behind = (int) fail to keep up with The company cancelled his credit card when he fell behind with his payments. fall for = I) (tr) fall in love with sb Gus fell for Mary at first sight 2) (tr) be deceived Everybody fell for her lies. fall in = (int) collapse I’m afraid the roof will fall in if an earthquake hits the area. fall in with = (tr) agree with All members of the committee fell in with their suggesPon to build a new hospital. fall into = (tr) be divided into (categories) This novel falls into the category of historical adventure. fall through = (int) fail to be completed Our plans fell through due to lack of money. Get get across = (tr) successfully communicate ideas The teacher got his message across by using diagrams. get along = (int) continue despite difficulties She is getting along fine despite all her problems. get along with = (tr) be on friendly terms; get on with They get along with each other despite their differences. get around to (tr) = find time to do sth / haven’t got around to writing that letter yet get at = (int) mean I don’t know what you’re getting at by saying such things. get away with = (tr) escape punishment for a wrongful, illegal act He got away with a fine of only £30. get back = (tr) recover possession of She managed to get back the ring she had lost a month before. get by = (int) manage to live (financially) My paycheck is small, but I can get by on it. get down = I) (tr) swallow with difficulty I can’t get this steak down. It’s very tough. 2) (tr) depress This rainy weather gets me down. get down to = (tr) start doing sth seriously It’s Pme you got down to looking for a better job. get on = 1) (tr) enter (bus, train etc) Get on the bus before it starts. 2) (int) make progress He’s getting on well at school. get on with = (tr) be on good terms with She gets on well with her friend Lucy. get out = (int) (of news) become known How did the news of his promotion get out? get over = (tr) recover from He’s trying hard to get over the death of his wife. get through = I) (tr) finish (a piece of work) I’ve got to get through this chapter before I go out 2) (int) go on living through difficult times How did people get through World War II? get through to = (tr) reach by phone Did you get through to your denPst or will you call him later? get up = (int) rise from bed What Pme did you get up today? Give give away = I) (tr) reveal Promise not to give away my secret 2) (tr) give sth free of charge She gave away most of her clothes to the poor. give back = (tr) return Give me back the money or I’ll sue you. give in = (int) surrender; yield He finally gave in and admitted he was wrong. give off = (tr) emit (smells, heat, fumes etc) The radiators give off lots of heat give out = I) (int) come to an end Their supplies gave out halfway through the climb. 2) (tr) distribute They were giving out free samples of the new shampoo at the supermarket give up = I) (tr) abandon an attempt/habit He gave up smoking last year and hasn’t smoked since. 2) (tr) surrender The thieves gave themselves up to the police. Go go after = (tr) pursue The policeman went after the thief and caught him. go ahead = (int) be allowed to happen Although several members were absent the board meePng went ahead as planned. go away = (int) stop; cease If you take an aspirin, your headache will go away, go back on = (tr) break a promise/ agreement Although he had promised to help us, he went back on his word, go by = (tr) base one’s ideas on You shouldn’t go by what he says - he always exaggerates, go down (as) = (tr) be remembered for doing sth noteworthy The president will go down as one of the greatest leaders of our generaPon. 192 Appendix I Appendix I - Phrasal Verbs go for = I) (tr) attack A big German Shepherd wertt for my little dog. 2) (tr) apply for (a job) VVfiy don’t you go for this job? You may get it go into = (tr) discuss / asked her what the problem was, but she wouldn’t go into it until after the meeting. go off = I) (int) explode (bomb) The bomb went off killing 20 people. 2) ring (alarm) When the alarm went off she woke up and got out of bed immediately. go on = I) (int) continue: carry on Go on, finish what you were saying. 2) (int) happen A lot of people gathered to see what was going on. go out = (int) stop burning Put some coal on the fire before it goes out. go over = I) (tr) examine details; go through The police went over/through the evidence many times trying to come up with something. 2) (tr) repeat Go over the details again please. I wasn’t following you. go round = I) (int) be enough for everyone to have a share There’s enough food to go round. 2) (int) (news/disease) spread; circulate: get round The news went round very quickly. go through = I) (tr) experience She went through a painful time when her father died. 2) (int) (of a deal/arrangement) be completed with success Has the sale of your flat gone through yet? 3) (tr) discuss in detail They went through his suggestions again before making a decision. go up = (int) rise (price) The price of petrol went up again yesterday. go with = (tr) match This top really goes with your skirt go without = (tr) endure the lack of sth; do without Since they had run out of milk, they had to go without. Hold hold back = I) (tr) control (tears, laughter) She tried to hold back her tears and not cry in front of her parents. 2) (int) hesitate Don’t hold back; take the opportunity while it’s there. hold in = (tr) restrain He held his anger in and didn’t shout at the boy. hold off = (int) keep at a distance The police held off the crowd until the troops arrived. hold on = (int) wait (esp on the phone) Please hold on; Mr Black is on the other line. hold out = I) (int) last The food supplies won’t hold out until Monday so we’ll have to find some food before then. 2) (int) persist The miners held out for 18 months before they called off the strike. hold up = I) (tr) delay Sorry we’re late;we were held up in traffic. 2) (tr) use violence in order to rob The robbers held up the train and stole € 22,000. Keep keep away (from) = (tr) stay away She had to be kept away from school os she had measles. keep back = (tr) conceal How did she manage to keep back her true feelings? keep down = I) (tr) cause to remain at a lower level The government is trying to keep prices down. 2) (tr) not eating or drinking without vomiting When I had the flu, I couldn’t keep anything down for two days. keep in = (tr) make sb stay indoors (as punishment) The teacher kept us in for misbehaving in class. keep off = (tr) stay away from; avoid Keep off the benches. The paint is wet keep on = (int) continue despite difficulties Although he failed his test he kept on studying and retook it in May. keep out = (tr) exclude sb/sth He locked the gate to keep out unwanted visitors. keep up (with) = (tr) stay at the same level as sb/sth Despite being ill he kept up with his work and passed the exam. keep up with = (tr) continue to be informed He reads a newspaper every day to keep up with the news. Let let down = I) (tr) (of clothes) lengthen (opp: take up) / need to let down my skirt it’s too short 2) (tr) disappoint He let me down by lying to me. let in(to) = allow sb to enter a place They let us into the room after we showed them our invitation card. let off = I) (tr) cause a bomb, etc to explode We let off some fireworks for the 4th ofJuly celebration this weekend. 2) (tr) not to punish The police officer let him off without arresting him. let on = (int) reveal a secret He let on that she had stolen the money. let out = I) (tr) release He was let out of prison after 10 years. 2) (tr) (of clothes) make larger (opp: take in) I have to have my trousers let out; I’ve gained several pounds. let up = (int) become less strong The boats won’t sail until the strong winds let up. Look look after = (tr) take care of My mother looks after my son when I’m at work. look back (on) = (tr) consider the past My grandfather likes to look back on his army days. look down on = (tr) regard as inferior (opp: look up to) She looks down on Steve because he isn’t rich. look forward to = (tr) anticipate with pleasure Tm really looking forward to my brother’s wedding. look in on sb = (tr) pay a short visit to I’ll look in on my mother on my way home. look into = (tr) investigate The police are looking into the case of the smuggled diamonds. look on = (int) observe He was just looking on while the other two were playing. look out = (int) be careful Look out! There’s a car coming. look out for = (tr) be alert in order to see/find sb/sth When you’re cleaning the flat, please look out for my silver earring. I lost it somewhere. look over = (tr) examine carefully; go through The judge looked over the evidence before passing judgement look through = (tr) look at quickly Look through these books and see if you want any of them. look up = (tr) look for information in an appropriate book/list Look up her number in the phone book. look up to = (tr) admire sb / look up to my dad because he’s a very smart man. Make be made for = suit exactly Buy this dress -It’s simply made for you. make off = (int) escape, leave The criminal made off before the police arrived. make out = I) (tr) distinguish / can’t make out what the name on the bell is. 2) (int) pretend Karen made out like she was the one who bought the gift. 3) (tr) write out; fill in Please make the check out to Norman Brothers Ltd. make over = (tr) give possession of sth to sb else Before their uncle died he made over his whole estate to them. make up = I) (tr) invent That is not true; she made the whole thing up. 2) (tr) put cosmetics on She made herself up before she went out 3) (int) reconcile Thank goodness they’ve made up after their quarrel. make up for = compensate The good summer weather is making up for the bad winter. make up one’s mind = decide She can’t make up her mind whether to go to Spain or Italy. Appendix 193 Appendix I - Phrasal Verbs Pass pass away = (inc) die I’m sorry to tell you your aunt passed away last night pass off as = (tr) pretend to be sth/sb else successfully She passed herself off as a police officer in order to get into the building. pass out = (int) lose consciousness He passed out from the fumes, and it took them some time to bring him round. pass up = (tr) decide not to use an opportunity to do sth This is an offer you won’t want to pass up. Pay pay back = I) (tr) return money owed / promise I’ll pay you back as soon as I get paid. 2) (tr) take revenge on sb I promise I’ll pay you back one day for what you did to me. pay down = (tr) pay part of the price for sth and the rest over a period of time We paid €50 down and the balance over a period of 6 months. pay for = (tr) receive punishment All criminals should pay for their crimes. pay off = (tr) pay sb to leave employment They paid off all their senior management in an attempt to restructure the company. pay up = (tr) pay (a debt) in full As I hadn’t paid my monthly instalments the company requested me to pay up the balance. Pull pull down = (tr) demolish They pulled down the old building as it was dangerous. pull in = (int) (of trains) arrive (opp: pull out) The train from York is due to pull in at 5.30 pm. pull oneself together = bring one’s feelings under control Although she was tired, she pulled herself together and continued working. pull through = (int) succeed despite difficulties If all employees work harder, the company will definitely pull through. pull up = stop A huge white car pulled up outside the hotel. Put put across = (tr) communicate successfully; get across/ over The leaurer managed to put his ideas across to the audience. put aside/by = (tr) save He puts aside $50 a month for his summer holidays. put away = I) (tr) store Put the toys away in the cupboard. We’re expecting guests tonight 2) (tr) put sb into prison/mental hospital The murderer was put away for 10 years. put down = I) (tr) write down; take down Make sure you take down everything said at the meeting. 194 Appendix I 2) (tr) criticise Tony is always putting me down and saying Tm not fast enough in sports. 3) (tr) suppress forcibly The police try to put down rioting at football games. put down to = (tr) attribute to She puts her recent success down to hard work and dedicaPon. put forward = (tr) propose He put forward a new plan to help decrease unemployment put off = I) (tr) displease / don’t like amusement parks; the long lines really put me off. 2) (tr) postpone The meeting was put off due to the president’s illness. put on = I) (tr) dress oneself in Put on your coat and come with me. 2) (tr) increase (in weight) He has put on weight since he stopped working. 3) (tr) cause to take place (show/ performance) They are putting on “My Fair Lady’’ on Broadway next month. put out = I) (tr) extinguish (fire etc) The firefighters put out the fire quickly. 2) (tr) cause inconvenience / hope Tm not putting you out by asking you to do this. be put out = be annoyed She was put out by his bad behaviour. put through = (tr) connect by phone Can you put me through to Mr. Jones, please? put up = I) (tr) erect; build They’ve put up a statue in the square. 2) (tr) offer hospitality When you are in town. I’ll put you up in my house. 3) (tr) show in a public place The WWF has put up posters all around the city. put up with = (tr) tolerate / won’t put up with such rude behaviour any longer. Run run across/into = (tr) meet/find by chance She ran across an old friend while on holiday. run after = (tr) chase The dog ran after the cat. run away with = (tr) secretly go away with sb/sth The thieves ran away with €15,000,000 from the bank. run down = I) (tr) knock down (with a vehicle); run over The old man was run downlover by a bus. 2) (tr) speak badly of sb You shouldn’t run down your sister; you’ve got no reason to criticise her. run off = (tr) make prints/copies Can you please run off 100 copies for me? run out of = (tr) no longer have a supply We’ve run out of coffee. Could you buy some when you go out? run through = I) (tr) use up It’s unbelievable; he has run through all his money already. 2) (tr) rehearse, check or revise quickly Let’s run through the last scene once more. run up = (tr) accumulate He ran up a huge debt on his credit card which he couldn’t pay off. run up against = (tr) encounter (difficulties/ opposition) He ran up against difficulties when he tried to enter the country without a visa. See see about = (tr) deal with; see to I’ll see about the food if you get the table ready. see off = (tr) accompany a traveller to his/her plane, train, etc. When she left for Berlin her parents saw her off at the station. see out = (tr) accompany sb to the door/exit of a house/building Don’t bother to see me out, I can find my own way. see over = (tr) inspect a place; look around Can I see over the flat before I make my decision? see through = (tr) not be deceived He was such a poor liar that they saw through him at once. see through to = (tr) finish an unpleasant project or event / didn’t like my piano class after a couple of weeks, but I decided to see it through to the end. see to = (tr) deal with / usually clear the table, while my sister sees to washing the dishes. Set set about = (tr) begin to do He set about fixing the door while she cleaned the house. set aside = (tr) save for a special purpose She sets aside $20 a week to buy a car. set back = I) move the hands of a clock/ watch to show an earlier time We usually set the clocks back one hour at the beginning of autumn. 2) (tr) hinder The fire has set our plans back set in = (int) (of weather) start and seem likely to continue The rain seems to have set in. set off/out = (int) start a journey We’ll set offlout for the airport at 1 am. set on = (tr) (cause to) attack He threatened to set the dogs on us if we didn’t leave. set out = (tr) describe in better detail Your points are good, but you need to set out your suggestions better. set to = (int) begin working hard Get the duster and set to; there’s lots of work to do before our visitors arrive, set up = (tr) start a business She left her job to set up her own business. Appendix I - Phrasal Verbs Stand stand by = I) (tr) support sb, esp in difficulties ni stand by you, whatever happens. 2) (int) be ready for action The army was standing by in case war broke out. stand for = I) (tr) represent Do you know what RSPCA stands for? 2) (tr) tolerate; put up with We won't stand for his rude behaviour any longer. stand in for = (tr) replace sb temporarily Since John is ill I'll stand in for him tonight at work. stand out = (int) be noticeable She really stands out wearing that pink suit. stand up = I) (int) rise to one’s feet Stand up and come over here. 2) (tr) fail to meet We were supposed to meet at 11:00 but he stood me up. stand up for = (tr) support You ought to stand up for your friends when people criticize them. stand up to = (tr) resist The building has been reinforced to stand up to earthquakes. Take take away = (tr) remove tAay I take away the dirty dishes now? take back = (tr) apologise He took back his remarks about her cooking because she was obviously upset. take down = (tr) write down Can you take down notes during the meeting? take for = (tr) identify wrongly Sorry, I took you for your brother. I always mix you up. take in = I) (tr) give accommodation Seaside villagers often take in tourists as paying guests. 2) (tr) make clothes narrower (opp: let out) Now that I've lost weight I should take my clothes in. 3) (tr) fully understand Did you take in what I said or should I repeat it? 4) (int) trick My sister is rather naive; she's always getting taken in by other people's lies. take off = I) (int) become very successful Hybrid cars have not been popular, but now they're really starting to take off. 2) (tr) remove clothes (opp: put on) Take off this dirty dress and I'll wash it for you. 3) (int) (of planes) leave the ground (opp: come down) We sow the plane take off and disappear into the clouds. 4) (tr) (of time) take time as a vacation He took three days off work to go and see his parents. take on = 1) (tr) undertake work/responsibility He took on an extra class as the previous teacher had quit 2) (tr) employ They decided to take on two extra assistants during the sales period. take out = I) (tr) remove The dentist took out my bad tooth. 2) (tr) clean (mark, dirt) Use this spray to take out the stain. take over = I) (tr) gain control of sth She'll take over the company when her father retires. 2) (tr) to start being responsible for sth that sb else was doing or working before you Tony will take over the family business when his father retires. take to = I) (tr) begin a habit / don't know why she's taken to biting her nails. 2) (tr) like She has really taken to her nephew and always buys him expensive presents. take up = I) (tr) begin a hobby,sport,job When he retired, he took up sailing as a hobby. 2) (tr) fill (time, space) This sofa takes up most of the living room. Turn turn around = (int) go back in the direction you came from We forgot our tickets so we had to turn around and go back to the house. turn away = (tr) refuse admittance They tried to enter the place but they were turned away at the door. turn down = I) (tr) refuse an offer He proposed to her but she turned him down. 2) (tr) reduce loudness (opp: turn up) Could you turn down the radio a little? I can't hear him on the phone. turn in = 1) (int) go to bed It's late and I'm bred. I'd better turn in. 2) (tr) give to the police They turned the fugitive in to the police. turn into = (tr) change from one situation to another When our bags were stolen, our holiday turned into a disaster. turn off = (tr) switch off (opp: turn on) Turn off the oven before you leave. turn out = I) (tr) produce Our factory turns out 100 cars a day. 2) (int) prove to be He turned out to be the one who had stolen the money. turn over = (int) turn to a new page; change the TV channel Now children, turn over to the next page. turn to = l)(tr) go to sb for help/advice When I'm in trouble, I always turn to my family. 2) (tr) begin (a way of life or doing sth) Why did he turn to drinking in the first place? turn up = I) (int) arrive or appear (unexpectedly) He finally turned up at the meeting an hour late. 2) (int) (of an opportunity) arise When a better job turned up she seized the chance and applied for it Wear wear away = (tr) (of wood/stone) reduce gradually We couldn't make out the names on the door because the letters had been completely worn away. wear down = (tr) reduce opposition gradually A few weeks in solitary confinement will wear down the prisoner's resistance. wear off = (int) stop gradually Your nervousness will wear off when the exams are over. wear out = I) (tr) exhaust I've worked so hard today. I'm worn out. 2) (int) use until no longer serviceable We'll have to replace this plug - it is completely worn out. Work work off = I) (tr) gradually overcome the effects of sth by doing sth different He works off his stress by exercising regularly. 2) (tr) (a debt) repay a debt by working without pay She worked without pay to work off what she owed the company. work on = (tr) have an effect on We have to check this new drug to see how it works on animals. work out = I) (tr) find a solution to a problem by reasoning or calculation Tm sure we can work out our problems if we talk about them. 2) (int) develop successfully / hope things will work out well for you in your new job. work up = to make yourself hungry by doing exercise or hard work I've been walking all day so I've worked up a really good appetite. Appendix I 195 Appendix II - Verbs, Adjectives, Nouns with Prepositions/Prepositional Phrases adj = adjective n = noun V = verb abide by (v) absent from (adj) abstain from (v) accompanied by (adj) according to (prep) account for (v) accuse sb of (v) accustomed to (adj) acquainted with (adj) addicted to (adj) adequate for (adj) adjacent to (adj) advantage of (n) (but: there’s an advantage in - (have) an advantage over sb) advice on/against (n) afraid of (adj) agree to/on sth (v) agree with sb (v) ahead of(prep) aim at (v) allergic to (adj) amazed at/by (adj) amount to (v) amused at/with (adj) angry at what sb does (adj) angry with sb about sth (adj) angry with sb for doing sth (adj) annoyed with sb about sth (adj) (in) answer to (n) anxious about sth (adj) (be) anxious for sth to happen (adj) apologise to sb for sth (v) (make an) appeal to sb for sth (n) appeal to/against (v) apply in writing (v) apply to sb for sth (v) approve of(v) argue with sb about sth (v) arrange for sb to do sth (v) arrest sb for sth (v) arrive at (a small place) (v) arrive in (a town) (v) ashamed of (adj) ask about/for (v) (but: ask sb a question) assure (sb) of (v) astonished at/by (adj) attached to (adj) attack on (n) attack sb for sth (v) attend to (v) available to (adj) (un)aware of (adj) В bad at (adj) (but: He was very bad to me.) ban sb from sth (v) base on (v) basis for (n) beg for (v) begin by/with (v) believe in (v) belong to (v) benefit from (v) bet on (v) beware of (v) (put the) blame on sb (n) blame sb for sth (v) blame sth on sb (v) boast about/of (v) bored with/of (adj) borrow sth from sb (v) brilliant at (adj) bump into (v) busy with (adj) campaign against/for (v) capable of (adj) care about (v) care for sb (v) (= like) (take) care of (n) care for sth (v) (= like to do sth) careful about/of/with (adj) careless about/with (adj) cause of(n) certain of (adj) change into (v) characteristic of (n/adj) charge for (v) charge sb with (v) check for (v) choice between/of (n) clever at (adj) (but: It was very clever of you to buy it.) close to (adj) coax sb into (v) coincide with (v) collaborate with (v) collide with (v) comment on (v) communicate with (v) compare with (v) (how people and things are alike and how they are different) compare to (v) (show the likeness between sb/sth and sb/sth else) comparison between (n) compete against/for/with (v) complain of (v) (= suffer from) complain to sb about sth (v) (= be annoyed at) compliment sb on (v) comply with (v) conceal sth from sb (v) concentrate on (v) (have) confidence in sb (n) confident in (adj) confine to (v) confused about/by (adj) confusion over (n) congratulate sb on sth (v) conneCTion between (n) (but: in connection with) conscious of (adj) connea to/with (v) consider sb for sth (v) consist of (v) contact between (n) (but: in contact with) content with (adj) contrary to (adj) contrast with (v) contribute to (v) convert to/into (v) cope with (v) correspond to/with (v) count against (v) count on sb (phr v) cover in/with (v) covered in/with (adj) crash into (v) (have) a craving for sth (n) crazy about (adj) crowded with (adj) cruel to (adj) cruelty towards/to (n) cure for (n) curious about (adj) damage to (n) date back to (v) date from (v) deal with (v) dear to (adj) decide on/against (v) decrease in (n) dedicate to (v) deficient in (adj) definition of (n) delay in (n) delight in (v) delighted with (adj) demand for (n) demand from (v) depart from (v) departure from (n) depend on/upon (v) dependent on (adj) deputise for (v) descended from (adj) describe as (v) describe sb/sth to sb else (v) description of (n) die of/from (v) die in an accident (v) differ from (v) (have) difference between/of (n) different from (adj) difficulty in/with (n) disadvantage of (n) (but; there’s a disadvantage in doing sth) disagree with (v) disappointed with/about/by (adj) disapprove of (v) discharge sb from (v) discouraged from (adj) discussion about/on (n) disgusted by/at (adj) dismiss from (v) dispose of (v) disqualified from (adj) dissatisfied with (adj) distinguish between (v) divide between/among (v) divide into/by (v) do sth about (v) doubtful about (adj) dream about (v) dream of (v) (= imagine) dressed in (adj) eager for (adj) economise on (v) efficient at (adj) (put) effort into sth (n) emphasis on (n) engaged to sb/in sth (adj) engagement to sb (n) enthusiastic about (adj) envious of (adj) equal to (adj) escape from/to (v) example of (n) excellent at (adj) exception to (n) (make an exception of sth/sb = treat sth/sb as a special case -take exception to sth = object to sth) exchange sth for sth else (v) excited about (adj) exclaim at (v) excuse for (n) excuse sb for (v) exempt from (adj) expel from (v) experienced in/at (adj) experiment on/with (v) expert at/in (sth/doing sth) (n) (= person good at) expert at/in/on (sth/doing sth) (adj) (= done with skill or involving great knowledge) expert with sth (n) (= good at using sth) expert on (n) (= person knowledgeable about a subject) fail in an attempt (v) fail to do sth (v) failure in (an exam) (n) failure to (do sth) (n) faithful to (adj) fell in (n) familiar to sb (adj) (= known to sb) familiar with (adj) (= have knowledge of) famous for (adj) fed up with (adj) fill sth with sth else (v) finish with (v) fire at (v) flee from (v) fond of (adj) forget about (v) forgive sb for (v) 196 Appendix II Appendix II - Verbs, Adjectives, Nouns with Prepositions/Prepositional Phrases fortunate in (adj) free from/of/for (adj) friendly with/to (adj) frightened of (adj) full of (adj) furious with sb about/at sth (adj) generosity to/towards (n) genius at (n) glance at (v) glare at (v) good at (adj) (but: He was very good to me.) grateful to sb for sth (adj) grudge against (n) guess at (v) guilty of (adj) (but: he felt guilty about his crime) H happen to (v) happy about/with/for (adj) harmful to (adj) hear about (v) (= be told) hear from (v) (= receive a letter) hear of (v) (= learn that sth or sb exists) heir to (n) hinder from (v) hint to sb about sth (v) (but: hint at sth) hope for (v) hope to do sth (v) (no) hope of (n) hopeless at (adj) I idea of (n) identical to (adj) ignorant of/about (adj) ill with (adj) impact on (n) important to sb (adj) impressed by/with (adj) (make an) impression on sb (n) improvement in/on (n) incapable of (adj) include in (v) increase in (n) independent of/from (adj) indifferent to (adj) indulge in (v) inferior to (adj) information about/on (n) (be) informed about (adj) inject sth into sb/sth (v) inoculate against (v) insist on (v) instead of (prep) insure against (v) intelligent at (adj) intent on (adj) (have no) intention of (n) interest in (n) interested in (adj) interfere with/in (v) interpretation of (n) invasion of (n) invest in (v) invitation to (n) invite sb to (v) involve in (v) irritated by (adj) J jealous of (adj) join in (v) joke about (v) К knock at/on (v) know about/of (v) keen on sth (adj) keen to do sth (adj) kind to (adj) key to (n) knowledge of (n) lack in (v) lack of (n) laugh at (v) lead to (v) lean on/against (v) learn about/by (v) leave for (v) (= head for) lend sth to sb (v) listen to (v) live on (v) long for (v) look at (v) look for (v) (= search for) M married to (adj) marvel at (v) mean to (adj) mention to (v) mistake sb for (v) mix with (v) N name after (v) necessary for (adj) need for (n) neglect of (n) nervous about (adj) new to (adj) nice to (adj) nominate sb (for/as sth) (v) (take) (no) notice of (n) notorious for doing sth (adj) obedient to (adj) object to (v) objection to (n) obliged to sb for sth (adj) obsessed with (adj) obvious to (adj) occur to (v) offense against (n) operate on (v) opinion of/on (n) opposite of/to (n) optimistic about sth (adj) packed with (adj) part with (v) patient with (adj) pay by (check) (v) pay for (v) (but: pay a bill) pay in (cash) (v) peculiar to (adj) persist in (v) (but insist on) (take a) photograph of (n) picture of (n) pity for (n) take pity on sb (exp) pleasant to (adj) pleased with (adj) (take) pleasure in (n) (have the) pleasure of (n) point at/to (v) (im)polite to (adj) popular with (adj) praise sb for (v) pray for sth/sb (v) prefer sth to sth else (v) (have a) preference for (n) prepare for (v) present sb with (v) prevent sb/sth from (v) (take) pride in (n) pride oneself on sth/on doing (v) profit from (v) prohibit sb from doing sth (v) prone to (adj) protect against/from (v) protection from (n) protest about/at (v) proud of (adj) provide sb with (v) provide sth for sb (v) punish sb for (v) puzzled about/by (adj) quarrel about sth/with sb (v/n) qualify as/in (v) qualified for (adj) quick at (adj) quotation from (n) rave about (v) react to (v) reaction to (n) ready for (adj) reason for (n) reason with (v) rebel against (v) receive from (v) (keep) a record of(n) recover from (v) reduction in (n) refer to (v) (in/with) reference to (n) refrain from (v) regard as (v) regardless of (prep) related to (adj) relationship between (n) (but: a relationship with sb) relevant to (adj) rely on (v) remind sb of/about (v) remove from (v) replace sth with sth else (v) reply to (n/v) report on (n/v) reputation for/of (n) research on/into (n) respect for (n) respected for (adj) respond to (v) responsibility for (n) responsible for (adj) result from/in (v) (= be the consequence of) result in (v) (= cause) result of (n) resulting from (adj) rhyme with (v) rich in (adj) (get) rid of (phr) rise in (n) (make) room for (n) rude to (adj) safe from (adj) same as (adj) satisfied with/by (adj) save sb from (v) save sth for sb (v) scared of (adj) search for (v/n) (be) in search of (n) sensible of sth (adj) (= aware of sth) sensitive to (adj) sentence sb to (v) separate from (v) serious about (adj) settle for/on (v) share in/of sth (n) shelter from (v) shocked at/by (adj) shoot at (v) short of/on (adj) shout at (v) shy of (adj) sick of (adj) silly to do sth (adj) (but: it was silly of him) similar to (adj) skillful/skilled at (adj) slow in/about doing sth/to sth (adj) smell of (n/v) smile at (v) Appendix II 197 Appendix II - Verbs, Adjectives, Nouns with Prepositions/Prepositional Phrases solution to (n) sorry about (adj) (= feel sorry for sb) (but: I’m sorry for doing sth) speak to/with sb about (v) specialise in (v) specialist in (n) spend money on sth (v) spend time in/doing sth (v) split into/in (v) spy on (v) stare at (v) strain on (n) study for (v) subject to (adj/v) submit to (v) (but: submit sth for publication) subscribe to (v) succeed in (v) suffer from (v) sufficient for sth/sb (adj) suitable for (adj) superior to (adj) sure of/about (adj) surprised at/by (adj) surrender to (v) surrounded by (adj) suspect sb of(v) suspicious of (adj) sympathetic to/towards (adj) sympathise with (v) take sth to sb/sth (v) talent for sth (n) talk to sb about sth (v) (have) taste in (n) taste of (v) terrible at (adj) terrified of (adj) thank sb for (v) thankful for (adj) think about/of (v) threat to sb/sth/of sth (n) threaten sb with sth (v) throw at (v) (in order to hit) throw to (v) (in order to catch) tire of (v) tired of (adj) (= fed up with) translate from ... into (v) tread on (v) trip over (v) trouble with (n) typical of (adj) U unaware of (adj) understanding of (n) uneasy about (adj) upset about/over sth (adj) (make) use of (n) used to (adj) useful for/to (adj) valid for (length of time) (adj) valid in (places) (adj) value sth at (v) vote against/for (v) vouch for (v) W wait for (v) warn sb against/about/of (v) waste (time/money) on (v) weak in/at (adj) wink at (v) wonder about (v) work as/in/at sth (v) worry about (v) worthy of (adj) write about (v) write to sb (v) wrong about (adj) Prepositional Phrases Against against the law At at an advantage at the age of at the airport at an auction at the beginning of (when sth started) (but in the beginning = originally) at one’s best at breakfast/lunch etc at the bottom of at the bus stop at church at college at the corner/on the corner at all costs at the crossroads at dawn at one’s desk at the door at ease at the end (= when sth is finished) (but: in the end finally; at all events) at your expense at fault at first at first hand at first sight at a glance at hand at heart at home at/in a hotel at... miles per hour at large at last at the latest at least at the very least at length at liberty at a loss at the match at midnight at the moment at most at night at noon at once at peace/war at a place at present at a profit at the prospect at random at any rate at one’s request at the same time at school at sea at short notice at (high/full) speed at/in the station at sunset at the table at the time at times at the top of (but: on top of) at work at 230 Mills St at the weekend Before before long By by accident by all accounts by appointment by the arm/hand by auction by birth by bus/train/plane/helicopter/ taxi/ship/boat/sea/air/car etc (but: on a/the bus/plane/ train/ship/boat - in a taxi/ car/helicopter/plane) by chance by check by correspondence by day/night by degrees by the dozen by eye by far by force by hand by heart by invitation by land/sea/air by law by marriage by means of by mistake by nature by now by oneself by order of by phone by mail by profession by request by (the/one’s) side by surprise by the time by the way by oneself by one’s watch For for ages for breakfast/lunch/dinner for certain for a change for ever for fear (of) for fun (= for amusement) for good 198 Appendix Prepositional Phrases for granted for hire for keeps for instance for luck for life for love for nothing for once for the rest of for safe keeping for one’s sake for the sake of for sale (= to be sold) for short for the time being for a vacation for a walk for a while From from now on from scratch In in action addition to (+ -ing form) advance (of) agreement (with/on/ about) aid of all (= all in all) an attempt answer to an armchair bed n the beginning (= originally) n blossom n a book n brief n business n any case n cash n the centre of n charge (of) n cities n code n colour n comfort n common n comparison with n conclusion (to) n (good/bad) condition n confidence n control (of) n the corner n the country n danger n the dark n debt n demand n detail (be) in difficulty in the direction of in doubt in a... dress in due course in the end (= finally) exchange for existence fact fashion favour of flames the flesh focus one’s free time n full swing the future general good time half hand haste good/bad health hiding honour of hopes of the hospital a hotel a hurry ink/pencil/pen sb’s interest isolation length/width etc all sb’s life the limelight a line the long run love (with) luxury the meantime n a mess n the middle of n a mirror n moderation n a moment n a good/bad mood n the mood n the morning n mourning n name only (= not in reality) n need of n the news n a newspaper n the name of (= on behalf of) n the nick of time n the north/south n a nutshell n the open n one’s opinion n orbit n other words n pain n pairs n the park n particular n the past n person in pieces in place of in politics in pounds in practice/theory in principle in prison n private/public n all probability n progress n question n reality n return n the right/wrong n a row/rows n ruins n safety n season n secret n self-defence n the shape of n short n sight (of) n the sky n silence n some respects n stock n style n the streets n succession n the suburbs n the sun/shade n good/bad taste n tears n theory n time n no time n touch n town n tune (with) n turn n two/half n uniform n use n vain n view of n a loud/low voice n a way (= in a manner) n the way n writing n a word n the world On on account of on a ... afternoon/evening on the agenda on the air on approval on arrival on average on bail on balance on the beach on behalf of on one’s birthday on board on the border on the bottom on business on call on/at a campsite on the coast on condition on the contrary on credit on a cruise/excursion/trip/tour on (a ...) day on demand on a diet on duty on earth on edge on an expedition on a farm (but: in a field) on fire on the (4th) floor (of) on the floor on foot on the ground on the one hand on holiday on horseback on impulse on the Internet on an island (but: in the mountains) on a journey on one’s knees on leave on the left on loan on the market (= available to the public) on one’s mind on that morning on the move on New Year’s Day on the news on this/that occasion on order on the outskirts on one’s own on page ... on parade on the pavement on the phone on a platform on principle on purpose on the radio/TV on the right on sale (= sold at reduced price) (but: for sale = to be sold) on schedule on the screen on second thought on the side on sight on the sofa on this street/on the street(s) on strike on good/bad terms on time on top of on the trail of on a trip on the way (to) (= as I was going) on the whole Appendix II 199 Prepositional Phrases Out of out of breath out of character out of condition out of control out of danger out of date out of debt out of fashion out of focus out of hand out of luck out of order out of the ordinary out of place out of practice out of print off limits under the control of out of the question off the map under discussion out of reach off the point under extinction out of season off the record under the impression out of sight off the road under orders out of step off school/work under pressure out of stock off the top of your head under repair out of tune under the weather out of turn To out of use to some extent Without out of work (come) to an end without fail Off Under * off the air under arrest off colour under one’s breath off duty under control Appendix III - Spelling Rules 1 -(e)s ending a. words ending in -s, -ss, -ch, -x, -sh, -z, -o add -es b. nouns ending in vowel + o, double o, short forms/ musical instruments/proper nouns ending in -o add -s bus - buses, mass - masses, pitch - pitches, mix - mixes, topaz - topazes, tomato - tomatoes, zoo - zoos rodeo - rodeos, igloo - igloos, radio - radios, piano - pianos, Filipino - Filipinos 2 -f/-fe ending nouns ending in -f/-fe drop -f/-fe and add -ves wife - wives, leaf - leaves 3 -y ending a. words ending in consonant + у drop >y and add -ies, -ied, -ier, -iest, -ily b. words ending in consonant + у add -ing c. words ending in vowel + у add -s, -ed, -ing, -er, -est hurry - hurries - hurried, funny - funnier - funniest, worry - worrying employ - employs - employed - employing coy - coyer - coyest 4 -ie ending words ending in -ie change -ie to -y before -ing die - dying 5 dropping -e a. words ending in -e drop -e and add -ing, -ed, -er, -est b. adjectives ending in -e add -ly to form their adverbs c. adjectives ending in -le change -Ie to -ly to form their adverbs d. verbs ending in -ее add -ing save - saving - saved (but: be - being) tame - tamer - tamest rare - rarely, nice - nicely (but true - truly) incredible - incredibly (but whole - wholly) see - seeing Appendix IV - Pronunciation Pronunciation of-(e)s ending (noun plurals and the 3rd person singular of verbs in the Present Simple) /5/ after Ifl, ItJ, Ipl, l\d liZi after ItJ, Id^l, /tj/, Isl, l\l laughs, spots, drips, racks houses, dodges, ditches, passes, lashes Pronunciation of -ed ending Ad/ after ItJ, Idl | /с/ after /к/. /tJ/, HI, Isl, l\l, Ipl lifted, branded i baked, matched, laughed, ! lanced, dashed, trapped III after 1Ы, Igl, Iml, Idl, l\l. Ini, /v/ or any vowel sound dabs, rigs, beams, thrills, pains, leaves, toys Idl after 1Ы, Id^l, Iml, N1, Igl, III, Ini, Izl, vowel + Irl snubbed, nudged, dimmed, craved, drugged, spilled, opened, cruised, cared 200 Appendix IV Jrregular Verbs Base Form Simple Past Past Participle Base Form Simple Past Past Participle be was, were been lend lent lent bear bore born(e) let let let beat beat beaten light lit/lighted lit/lighted become became become lose lost lost begin began begun bite bit bitten make made made blow blew blown mean meant meant break broke broken meet met met bring brought brought build built built pay paid paid burst burst burst put put put buy bought bought read read read can could (been able to) ride rode ridden catch caught caught ring rang rung choose chose chosen rise rose risen come came come run ran run cost cost cost cut cut cut say said said see saw seen deal dealt dealt sell sold sold dig dug dug send sent sent do did done set set set draw drew drawn sew sewed sewn drink drank drunk shake shook shaken drive drove driven shine shone/shined shone/shined shoot shot shot eat ate eaten show showed shown shut shut shut fall fell fallen sing sang sung feed fed fed sit sat sat feel felt felt sleep slept slept fight fought fought speak spoke spoken find found found spend spent spent fly flew flown stand stood stood forbid forbade forbidden steal stole stolen forget forgot forgotten stick stuck stuck forgive forgave forgiven sting stung stung freeze froze frozen swear swore sworn sweep swept swept get got got swim swam swum give gave given go went gone take took taken grow grew grown teach taught taught tear tore torn have had had tell told told hear heard heard think thought thought hide hid hidden throw threw thrown hit hit hit hold held held understand understood understood hurt hurt hurt wake woke woken keep kept kept wear wore worn know knew known win won won write wrote written lead led led leave left left ■ ' ■ ' ''г -'гаЛл’-1 -J- ' .'• Starlight 11 \s a modular secondary-level course for learners of English at upper intermediate level (CEF level B2.2). The course combines active English learning with a variety of lively topics presented in themed modules and prepares students for exams at this level of difficulty. Key Features • systematic development of all four language skills through realistic tasks which encourage the learners’ personal engagement • lexical exercises practising and activating all essential vocabulary, including collocations, idioms, phrasal verbs, fixed phrases, prepositional phrases and word formation as well as appendices of phrasal verbs and prepositional phrases • a variety of reading texts from authentic contemporary sources with exercises which encourage learners to read extensively as well as intensively • Across Cultures, Green Issues/Curricular Cut and Literature sections • a Focus on RNE section at the end of each module • a complete Grammar Practice section with theory and exercises for students to practise all areas of grammar . X r- X- Recommended for use • a complete Further Writing section ^ with Starhght 11 Components Student’s Book Teacher’s Book (overprinted) Workbook Class CD Test Booklet Vocabulary Practice www.prosv.ru/umk/starlight Practice Express Publishing ____ ПРОСВЕЩЕНИЕ ИЗДАТЕЛЬСТВО 785090