Английский язык Учебник 9 класс Биболетова Бабушис

М. 3. Биболетова, Е. Е. Бабушис, О. И. Кларк, А. Н. Морозова, И. Ю. Соловьева Английский язык [1га®0а§[й Учебник для 9 класса общеобразовательных учреждений Рекомендовано Министерством образования и науки Российской Федерации к использованию в образовательном процессе в образовательных учреждениях, реализующих образовательные программы общего образования и имеющих государственную аккредитацию (соответствует федеральному государственному образовательному стандарту основного общего образования) 2-е издание, исправленное и переработанное И 3 Д А Т Т И £ Л т ь с т у в 0 Л Т 1 Р и в L Т 1 3 и Н 3 L Й S 2013 ББК 81.2АНГЛ-922 Б59 УДК 802.0(075.3) The authors would like to thank the designers Natalia Valayeva and Ekaterina Valayevafor their creative artwork and design which really bring the book to life. Our deepest gratitude to Anna Kutz whose editing work helped make the English language in the textbook sound natural and transparent. We would also like to give our thanks to Waifgang Longer, Philippe Bassat and Ashford Brown for photos and oral materials contributed by them. Special thanks to Duncan Prowse for consultancy advice and coordinating the recording of the audio materials, and for assistance in publishing arrangements. ( УМК “Английский c удовольствиям” / “Enjoy English” (9 класс) состоит из следующих компонентов: • учебника • книги для учителя • рабочей тетради № 1 • рабочей тетради NA 2 „Контрольные работы" • аудиоприложения (CD MP3) • обучающей компьютерной программы По вопросам прио6[>етения УМК “Enjoy English” (9 класс) следует обращаться в издательство "Титул": тел.; (48439) 9-10-09, факс: (48439) 9*10*00, e-mail: [email protected] (книга почтой), [email protected] (оптовые покупатели). Биболетова М. 3. и др. Б59 Английский язык: Английский с удовольствием / Enjoy English: Учебник для 9 кл. общеобраз. учрежд. / М, 3. Биболетова, Е. Е. Бабушис, О, И. Кларк, А. Н. Морозова, И. Ю. Соловьева.—2-е изд., испр. и перераб,— Обнинск: Титул, 2013,— 240 с.: ил. ISBN 978-5-86866-601-8 Учебник “Английский с удовольствием" для 9-го класса предназначен для общеобразовательных учреждений РФ, в которых обучение английскому языку начинается со 2-го класса. Содержание учебника соответствует требования.м федерального loc удар с таенного образовательного стандарта (ФГОС) нового поколения. Тематика учебника отобрана с учетом интересов учащихся 9-го класса, ориентирована на выбор будущей профессии и продолжение образования. Учебник готовит к итоговой государственной аттестации (ГИА) по английскому языку, предусмотренной для выпускников основной средней школы, основывается на современных методических принципах и отвечает требованиям, прд-ьявляемым к учебникам начала третьего тысячелетия. Учебник может быть использован в составе любой системы учебников, в том числе в системе "Школа 2100”, ББК81.2АНГП-922 М. 3. Биболетова, Е. Б. Бабушис. О. И. Кларк, Л. Н. Морозова, И. Ю. Соловьева, 2005 Ё> Издательство “Титул”, дизайн, воспроизведение, распространение. 2005 ® М. 3. Биболетова. Е. Е. Бабушис, О. И. Кларк, А, Н, Морозова, И. Ю. Соловьева, с изменениями, 2012 @ Издательство “Титул", дизайн, воспроизведение, распространение, с изменениями, 2012 ISBN 978-5-86866-601-8 Contents Unit Section Grammar Pronunciation Vocabulary Function L Holidays Are Tenses in Active Voice: Holidays / Sports Talking about a holiday a Time for (Review) Topic-related Making a choice, giving families Adventures and vocabulary arguments and Discoveries Dialogue Writing a personal letter Friends; vocabulary Writing the description of Are Wie Expressions with a place Happy Together? like Page 8 2. Family and Tenses in comparison Family Expressing opinions, giving Friends? (Review) Topic-related reasons No Problem! Expressing the future: vocabulary Expressing emotions Present continuous Prepositions on Asking questions and Future simple and about Refusing / Accepting an offer be / feel / look + Making a compliment adjective Expressing one’s doubt/ Synonyms agreement / disagreement, wish to do / not to do something Listening for general / specific information Reading for gist Text analysis: finding the idea of the text Writing narrations Reading / Writing e-mail messages 3. Is It Easy to Live General questions Personal charac- Enquiring for personal apart from the W/i'questions teri sties information / interviewing Family? Alternative questions Being roommates Telephoning (speaking on the Tag questions Topic-related phone) (Review) vocabulary Making decisions, giving Intonation in ques- Phrasal verbs with reasons tions and short get, give, work Making choices, explaining answers them Enquiring for details Describing a person Listening for general / specific information 4. Spending Time li / He / She seems Entertainment Describing objects Together to be... Topic-related Expressing opinions / attitudes It / He/ She looks... vocabulary Making suggestions / It / He / She sounds... Dialogue invitations vocabulary Ranging things in order of Synonyms their importance Participles, adjec- Making comparisons tives and nouns Rephrasing formed from verbs Making up entertainment projects Contents Unit Section S.Out and about in Moscow 6, Do You Mind Video and TV? 1. Why Do People Travel? lt‘sa Big World! Start Travelling Sow! Page 61 Grammar Pronunciation Tenses in Passive Voice (Simple, Continuous, Perfect) Sentences with linking words: on the one hand, on the other hand, however, but... Passive Voice in context Introductory phrases Tenses in comparison: Past Simple / Present Perfect / Present Perfect Continuous (Review) For, since, during Passive Voice (Review) Articles with geographical names Vocabulary Outings Topic-related vocabulary Dialogue vocabulary International words Video and TV Films / Celebrities Topic-related vocabulary Travel Transport Topic-related vocabulary Geographical names Names of places Natural disasters (Review) Prepositions of place and direction un + adjective/ adverb Nounsending with -tion, -sion, -ment, -ive Adjectives ending with -able, -ible Function Describing places Discussing a problem in groups Making suggestions Accepting suggestions / invitations Interviewing a partner Debating on a given topic Speaking on the phone / ordering tickets Making comparisons Listening for general / specific information Reading for gist Reading for specific information Introducing yourself Talking about a person, his / her life and biography Narrating (a film) Selecting arguments Sharing opinions Making guesses / suggestions Making surveys, reporting on them Reading for gist / for specific information Writing an argumentation essay (on TV) Writing a plot for a film Making a presentation Talking about personal experiences Presenting a story Reading for gist Talking about places Writing paragraphs Contents Unit Section 2.1s It Easier to Travel Nowadays? 3. Is Travelling Worth the Effort and Money.'’ 4. We Are in a Global Village 1. What Is Conflict? Con We Learn to Live in Peace? Page 103 Grammar Pronunciation Modal verbs can, could, must, have to, may, should, needn’t, shouldn’t, mustn’t Intonation in questions Reflexive pronouns I’d rather... I’d prefer to... Articles with: nations and languages, countries, cities, states and other geographical names Functions of the Infinitive The use of the Infinitive Direct speech / Reported speech (Review) ^ome / Any / No + derivatives Modal verbs (Review) Zero Conditional (Review) Word stress good and well Vocabulary Airport Geographical names Sightseeing Topic-related vocabulary Names of countries, capitals, cities Prepositions; by (car), on (foot) Discussion phrases Geographical names in Russia, the USA and the UK Family conflicts Topic-related vocabulary Multifunctional words: sign, party, mean, means, right Function Talking / Reading / Listening at the airport / railway station Discussing possible routes Sharing opinions Expressing emotions (intonation) Asking survival questions at the airport Reading fiction for gist / for details Filling in a customs form / a landing card Writing a narration Understanding a guide’s information on an excursion abroad Evaluating what you saw, read, heard Discussing travelling issues Reading advertisements Naming countries and places Describing places Making comparisons Making conclusions Discussing the pros and cons of living in the global village Rendering / Storytelling Giving brief on a country and its culture Expressing opinions / Sharing opinions Discussing family matters / giving arguments Expressing agreement / disagreement Evaluating other’s ideas (quotations) Preparing and making presentations Contents Unit Section Grammar Pronunciation Vocabulary Function 2, Conflict The Infinitive in Everyday family Expressing opinions Resolution I asked / wanted /...him chat Narrating to do something Conflict Writing letters to a Journal/ (Review) resolution newspaper Reported speech orders Topic-related Writing instructions and requests vocabulary Discussing / Analyzing W/i-questions in Phrasal verbs reasons for conflicts reported speech (Review) with get, put Consulting partners on Conditional I (Review) Antonyms Adjective + ly = adverb conflict resolution 3. Be Tolerant and Conditional III (Review) Human rights Discussing issues on human You Will Prevent Possessive pronouns: Discussion rights Conflicts your» yours phrases Giving arguments / sharing Words with -ing Internationa] ideas (Review) words Expressing agreement / Linking words: Synonyms disagreement since, because Derivatives Reporting on a topic Narrating episodes from one’s life Sorting out ideas (in reading / listening) Reading / Listening for gist Reading for details Entitling a text Writing a description Interviewing a partner (what would you do if...) Answering a questionnaire Participating in a talk show 4 hit’s Time to Think Modal verbs: must, may, Career choice Discussing career options / about Your Future can, can’t for expressing Topic-related personal characteristics Make Your Career possibility / probability vocabulary Making comparisons Choice, Personal Expressing opinions (positive / Make Your characteristics negative) Life Expressions with Interviewing classmates / Page 153 keep, get reporting on results Making a presentation on project work results Reading for gist Writing a summary / an essay Writing a CV / a letter of application 2. Why Are People’s Reading for gist / for details Stereotypes differences Discussing differences Harmful? Dialogue Making comparisons vocabulary Talking about (outstanding) Expressions with do people Contents Unit Section Grammar Pronunciation Vocabulary Function 3, Are Extreme Sports Fun to You? Nothing can be compared to + noun / ing form Linking words Grammar in context Sports Topic-related vocabulary Dialogue vocabulary Expressing opinions agreement / disagreement Debating different opinions Role-play (with given information) Reading for details Summarising Writing an essay 4, Do You Have the Right to Be Different? Grammar in context (Review) Youth culture Discussing issues! ideas Giving reasons Entitling a text Interviewing people / reporting on results Role-play Making presentations Appendixes Appendix 1 Additional Information for Unit 2 ...................................................186 Appendix 2 List of Personal Names...............................................................195 Appendix 3 List of Geographical Names .........................................................196 Appendix 4 Learning Strategies.................................................................198 Appendix 5 Linguistic and Cultural Guide.......................................................201 Appendix 6 Transliteration Table...............................................................203 Appendix? List of Irregular Verbs ............................................................204 Appendix 8 Grammar Reference...................................................................206 Vocabulary......................................................................................217 Условные обозначения — упражнение на слушание — работа в парах — работа в группах — задание повышенной сложности — упражнение с использованием Интернета Families and Friends: Are We Happy Together^ Section 1 ^Holidays Are a Time for Adventures and Discoveries 1 Say why most teenagers enjoy holidays so much. Use the phrases in the box or your own ideas. have lots of free time play with friends all day long don’t have to get up early give as much time as you want to a hobby have nothing to do read for pleasure have lots of opportunity for doing sport travel and see other places get a lovely tan (загар) 2 Ask a classmate some of the questions below. Ask for details and report on his / her achievements. How many What Who new books have you read? new films have you seen? new friends have you made? interesting people have you met? new places have you been to? have you helped? has helped you? Example: Andrew didn’t waste any time on his holiday. He read more than twenty books and made lots of new friends. Now he has friends in Smolensk where he was on holiday. He is also very proud that he helped his younger brother learn how to swim. Now his brother is going to join the school team and to take part in swimming competitions. 3 Geographical Quiz. Match the pictures with the names of the places What countries are they in? What do you know about them? Use the Linguistic and Cultural Guide when necessary. The Great Wall of China Stonehenge тЬе Pyramid o^Cbeops j The Eiffel Tower Hollywood I т 4 Listen to the dialogue and choose the correct statement. 1 a) Jason and Julia have just met after their summer holiday. b) Jason and Julia went to the Red Sea for their summer holiday, c) Jason went to the Red Sea for the summer holiday, but Julia stayed at home. 2 a) Jason and Julia haven’t seen each other for a long time because they didn’t want to. b) Jason and Julia didn’t see each other in summer because Julia was busy looking after horses. c) Jason and Julia didn’t see each other because Jason worked while on holiday and was seldom at home. 5 Listen to the dialogue again. Follow the text in your book. Check your answers. Are holidays just for doing nothing? Hi! Nice to see you again. You look great! Where did you get such a great tan? Did you go to the seaside? Where? The Crimea? Tlie Red Sea? Or the Mediterranean Sea? Oh, certainly not! That dark soft tan only can be from the coast of the Dead Sea! Did I guess it? Did you go there this summer? With parents? Friends? Was the hotel expensive? Did you like the food? And why... ■ Will you ever give me a chance to answer at least one of your questions? First can I at least say “Hello! It’s nice to see you again!” Oh, come on! I don’t care about your good manners. Tell me about your holidays. I’m dying of curiosity. Yeah, curiosity killed the cat.!. OK, but I’m really afraid to disappoint you. I didn’t go to any of those places, ■ Didn’t you? But you look so different. You’ve become taller ... and look so sporty... Where have you been the whole summer? I called you several times but you were never in. ■ That’s right. It wasn’t easy to catch me at home. I left very early, I bet you were sleeping like a log at that time. Getting up early? On holiday? Oh, God, what for? — It was worth it. — Oh, stop it! Tell me everything: why you were getting up so early, where you went to and why you are showing off (рисоваться) like a Texas ranger now. — Like 3 ranger? You’ve nearly answered your own question, I spent the whole summer with horses. My uncle works with horses on a farm, so he allowed me to help him, — Do you mean that,.. — Yes, I took care of them — fed and groomed them and cleaned the stables (конюшня). It was hard work and I came home more dead than alive, but you can’t fancy what beautiful animals they are. One day they let me take them to the river. We had a swim together, — Well, I never! Do you mean you enjoyed it? Enjoyed working instead of relaxing, watching videos and going to discos? — Yes, I mean it. And though my classes have started. I’m not going to give it up. Г11 be going there at the weekend and one day a week after classes. The horses trust me and my uncle says that I can still help him and ride them, — Working at the weekend! Don’t be silly! (long pause) Look here, if your uncle needs more help, can I come, too? 6 Answer the questions. 1 What does Jason look like after his summer holiday? 2 What did Jason do on holiday? What were his Job responsibilities? 3 Why did he work? For money or for fun? Give your reasons. 4 Did Julia work when she was on holiday? Why do you think so? What do you think she was busy with? 5 How does Julia feel about Jason’s Job? Does she feel surprised? Does she take him for a fool because he worked hard the whole summer? 6 What could Julia mean by saying “Look here, if your uncle needs more help, can I come, too?” 7 a) Listen and repeat the phrases from the dialogue. Try to copy the speaker’s intonation. Dialogue Vocabulary Nice to see you again. You look great! Did I guess it? Я угадад(а)? Will you ever give me a chance to answer? I’m afraid to disappoint you. You look so sporty. Oh, come on! Да ладно тебе! 1 don’t care about... Мне безразлично... Oh, God, what for? It was worth it. Это того стоило. Oh, stop it! Tell me everything. Do you mean that...? Ты хочешь сказать, что..? Yes, I mean it. Да, именно так. Well, I never. Ладно тебе! You can’t fancy... Ты не можешь себе представить... Don’t be silly! Look here,... Послушай,... It sounds fantastic! b) Complete the dialogue to talk about holidays. — Hello! — Hi! I haven’t seen you since June. Did you go on holiday? — Yes, I... — Oh, come on. Tell me more about it. — It sounds fantastic! How long did you stay there? — Will you go there next summer? 8 Put the sentences in the correct order. m Curious and inquisitive people like travelling but it’s usually a very expensive pastime. I I Sitting on their own couches, virtual tourists can see exotic places, listen to wildlife and enjoy local traditional ceremonies as if they were there. I 1 Like a physical tour, a virtual tour is about visiting tourist attractions and experiencing local cultures. I I Due to the Internet and 3D technologies, a new type of tourism — virtual tourism — is getting more and more popular. I I Fortunately, modern communication technologies enable us to see far away places without leaving home. 10 9 Complete the dialogue with the options (1, 2, 3, 4). Then act out the dialogue. Mother: Look here, 1 think you’ve been a good boy this year and 1 want you to have a good holiday. Would you like to go to the seaside? Ted: ... Mother: OK. How about a riding holiday? There is no water there and horses are nice and friendly animals. Ted: ... Mother; How do you feel about going to the countryside to visit your grandmother? Ted: ... Mother: Well, I think I know the place where you’ll feel absolutely safe. The sofa in the living room is just what you need. Ted: ... G> Oh, God, what for? There are thousands of mosquitoes [ma'skhtoozl there in summer. They can bite me! © Sounds OK to me, but don’t you think Г11 get bored and sick of doing nothing? V---------------------- I hope you don’t mean it — I don’t want to fall down and break a bone. Don’t be silly] 1 can’t swim, you know! I’ll drown [draun] (тонуть). 10 Make up a dialogue about your summer holiday. Act it out. Use the vocabulary from Ex. 7, 8 and 9. 11 Work in groups. Show your summer photos to each other. Explain when and where they were taken. Make a presentation of your favourites. В 12 Read the dialogues and explain what’s wrong with Jane’s answers. Correct them. О y- «No. rm doing my English "Are you watching TV. Jane?” “Yes. I watch it a lot. I can’t live a day without it.” GRAMMAR‘FOCUS: REVIEW OF THE TENSES 13 Read and remember . Simple Continuous Perfect Perfect Continuous V К At Usually I feed the horses and then groom them. 1 can’t speak to you at the moment — I am feeding the horses. I have fed the horses and now I can have my lunch. I can’t eat a sandwich as my hands are dirty — I have been grooming the horses. me^'ha^e'f&M, but&ve*yoyie/ hcv^coperyyyvw}uy(4r'ipe<:icil/cind/ whA>deiervei'tO'be^ccClled/"the'be4t frCerut". M_y (give the name and describe his / her appearance)... he / she is gorgeous; fairly taU, dark-haired; a bit of a tomboy, tough (write when and where your friendship started and how long you’ve been friends already)... We just hit it off. I felt comfortable and relaxed. (write what interests you share, how you help each other, if you quarrel sometimes or not)... It’s amazing how many things we have in common. [ We can talk for hours. We have argued a couple of times. We avoid conflicts. [' He / She tells me to chill and be myself He / She sticks up for me. ..(sum up your attitude towards your friend). I know we will be best mates with... for ages. ...is the best friend anyone can ask for. 31 62 Read the following messages and rewrite them in their proper form. Mind that in modern teenage English, young people often replace some words with symbols, letters and digits in their text messages. 64 a) Look through the tips "How to Be a Perfect Mate” and choose those matching the pictures. 1 want 2 say sorry — I can’t get 2 sleep — I 4^ U — He is my best M8 — Г11 В L8 4 school " I’ll see U 2day — I’m upset cos of him — UR GR8 — M8s 4eva — How to Be a Perfect Mate If your mate is feeling a bit down, why don’t you cheer him / her up by inviting your friend to your place and having fun together? If he t she is always there for you as a shoulder to cry on, make sure you do the same whenever he / she needs you. If you see a picture of his / her favourite celebrity in a magazine, cut it out and keep it. It will show that you’ve been thinking about him / her. Make sure you stick up for your mate if he / she is being bullied. Imagine how you’d feel if he / she didn’t stick up for you. Don’t worry if you don’t like the same boys or girls, clothes, music, etc. It’s good to know someone who likes different things. If you have a boyfriend / girlfriend and he / she hasn’t, don’t spend all your time speaking about him / her because it will make your friend feel uncomfortable. If your mate tells you an important secret, make sure you keep it a secret! 63 Why do you think young people write this way? Choose any variant and give your reasons. a) ...because they are lazy b) ...because they are busy c) ...because they are inventive b) Read the tips again and say what a perfect mate should be like. 65 Work in groups. Add your own tips on “How to Be a Perfect Mate” to those given in Ex. 64. 32 Section 3 i\s It Easy to Live apart from the Family? 66 Discuss the following questions. Try to use your own experience, 1 Have you ever lived apart from your family? When and where was it? 2 Have you ever been to a youth or a student camp? Did you enjoy living there? What did you like most and what did you dislike most? 3 Do you feel all right when you are living apart from your family or do you miss them badly? 4 Do you usually get on well with your roommates? 67 Match the words and their definitions. What type of a roommate would you prefer? 1 a chatterbox [tf^tsboks] a) someone who reads a lot and spends all his t her time with books 2 a bookworm ['bukw3:m] b) someone who worries a lot about everything 3 a fusser [Тл5э] Ч c) someone who is boring and who troubles people with boring things 4 a bore [bo;] d) someone who talks too much 68 Fill in the blanks with the words above, 1 Jane is a real .... She spends ail her time reading. 2 Jack is a ... . He always speaks about dull and boring things and wants everybody to listen to him. 3 You can’t fancy what a ... Julia is. To her, living means talking. If we invite her to the party, weTl have to listen to her the whole evening, 4 Don’t tell Jessica about your exam. She is such a ... , She will worry a lot about it and will add to your troubles. 33 GRAMMAR FOCUS: REVIEW OF QUESTIONS 69 See Grammar Reference “The Structure of the Sentence” in Appendix 8, page 210 to make sure you remember how to ask questions. m 70 Listen and repeat how Curious Jack pronounces questions. Try to imitate his intonation. Do you sometimes '"quarrel with your friends? How often do you '^quarrel with them? Why do you 'iiquarrel with them? Who do vou quarrel most "Soften with? Who auarrels with '^ivou? Present Simple Who is your best '^friend? You often quarrel about silly '^things, '"don’t you? Do you quarrel in /"private or in "^sipublic? Who When Yj\vose Present Continuous Are you speaking to '’’Jessica? What are you '^speaking about? Why are you speaking so '^iloudly? Who are you '^speaking to? Who is speaking to '^you? You are speaking about something '^silly, /”aren’t you? Are you speaking to '"me or to somebody '^else? Why Where Have you ever quarrelled with your best -"friend? Who have vou '^quarrelled with? Present Perfect Who has quarrelled with '^Ken? You have quarrelled with all your 'Unfriends, ^"haven’t you? Have you quarrelled with your '"friends or with your '«parents? Have you been waiting for '"Ken? How long have you been '^waiting for him? Why have you been sitting here for so Mong? Who have vou been speaking with for an '^hour already? Who has been speaking to '^you for so long? You have been waiting for Ken for nearly an "^hour already, '"haven’t you? Have you been waiting for /"Ken or for 'iijason since morning? Present Perfect Continuous 34 71 Read the underlined pairs of questions with who in Ex. 70. Explain how they are different. 72 Make up questions to match the answers. 1 .(believe in ghosts)?” “No. I don’t. I think all these stories about ghosts are just silly tales.” 2 “Your hair is wet. ...(swim)?" “Yes, the water is lovely today.” 3 “1 asked you to take out the rubbish, remember? ...(do / it)?” “Not yet. I have been busy with my homework.” 4 “I’m sorry. I’m late. ...(wait for a long time)?” "No, for five minutes or so. 1 was late myself, actually." 5 “It's a shame that your holiday is almost over, .(leave / tomorrow)?” "No, the day after tomorrow. It means we have one more day.” 73 Work in pairs. You are speaking on the phone. The line is not very good, so you can’t hear all of the words and ask to repeat some information. Complete the dialogue asking questions to the words in bold (these are the words you didn’t hear well). Act out the dialogue with your partner. You: Hello! Harry: Hello. Harry speaking. You: Hi, .,.? I didn’t catch the name. Harry: This is Harry, remember? We met in Liverpool, You: Pardon? ...? Harry; In L-i-v-e-r-p-o-o-1. We went to the rock concert together. You: ...? I’m sorry, it’s not a very good line (телефонная линия). Harry: To the rock concert. You were wearing white jeans and a T-shirt. You: ...? Harry; White. You looked gorgeous in them. Especially when you were climbing up on the stage. You wanted to borrow the microphone. You: .,.? ...? Look here. I’ve never been to Liverpool. Tm not keen on rock music at all. And I don’t wear white jeans. Then why have you been wasting my time then asking all these siUy questions? (pause) So could we still meet tonight 74 Listen to the recording and check your questions. Act out the dialogue. 35 75 Work in pairs. A distant relative is coming to stay with your family for a while. The relative lives in the Unites States and you’ve never seen this person before. Ask your elder sister (who has seen the relative) as many questions as possible to get an idea of whom you will be sharing your flat with. a man or a woman? age? appearance (tall, short, fat, handsome, beard, colour of hair, etc)? languages? speaks Russian? how long in America? has family? kids? job? traits of character (nice, moody, gets up early in the morning, enjoys sport, etc)? smokes? staying at your place? for how long? 76 Work in pairs. Change your partner. Make up a dialogue using the questions from the exercise above. The beginning is done for you. Mum: Hi, dear! I’ve got good news for you. We are receiving a guest tonight. It’s a relative from America. I think you should tidy up your room, don’t you? You: Yes, Mum. But it’s a little bit unexpected, isn’t it? Let me know at least who this is... 77 Match the phrases with their definitions. 1 to spoil the impression a) to make, to create, to develop 2 to have a chance to escape from b) to make somebody feel less happy and enthusiastic about something 3 to observe the law of co-existence c) to do something that breaks other people’s rights, independence, comfort 4 to do something at other people’s expense d) to be nervous about unimportant things, talk a lot about them, or try to do something but without a good result 5 to make a fuss about something e) to have the hope of avoiding something 6 to work out 0 to follow certain rules of behaviour that help avoid quarrels 36 78 Work in groups of 3 or 4. Read one of the texts and discuss the questions after it. Say what kind of a person Sally, Sharon, Rick, and Daniel are. Is it easy to share a room? A Last summer 1 was in a language school in Malta ['moilta]. f had won an English language competition and the prize was a two-week trip, [ enjoyed it greatly, but there was one thing that really spoilt my impression. It was my roommate. She was a cute (симпатичная) girl but a real chatterbox. In the morning, when we got up, she used to talk about clothes and boys all the time. She kept talking about these same things during the breaks between our classes, and even in the evening I had no chance to escape from her "boys and clothes". I'm not a bore and I'm certainly not a bookworm who is interested only in studying. I didn't feel jealous either, but her silly talking made me mad and even the sound of her voice seemed to me very annoying. Sometimes 1 told her that her clothes looked stupid and didn't suit her at all or made fun of the boy she liked. She was quieter when she was upset. Then I felt ashamed of how 1 spoke to her. 1 What kind of girl was Sally’s roommate, according to Sally’s words? 2 Why did Sally tell her roommate unpleasant things? 3 Do you approve of Sally’s behaviour? В I think sharing a room with a person your age is a great experience. You learn to live in the world of adults where you have to take care of yourself and have everything depend on you. Unlike your mum or dad, your roommate is not going to accept all your "nice and lovely" habits and support you in every situation. You have to earn his or her friendship and any good feelings he or she has for you. This means that you shouldn't do anything that hurts your roommate. The law of co-existence is very simple: you can do anything you like but not at other people's expense (за счет других). In other words, you can enjoy yourself as long as it doesn't hurt other people. Observe this law yourself, make your roommate do the same and everything will be all right. 1 What advantages does Sharon see in sharing a room? 2 What is Sharon’s law of co-existence? 3 Do you think observing this law can make sharing easy and trouble-free? 37 с It is great fun to have a roommate. It means that you can do whatever you want and not only what your parents want you to do. My parents, for example, tell me day and night that 1 should keep my room tidy. I appreciate their care but Гт annoyed by all of the washing up and cleaning. I don't see what the trouble is if I keep some of my clothes out of the wardrobe and on the sofa or even under it. Our home is not a museum, so why make such a fuss about tidiness? I don't think teenagers care about that at all. 1 What attracts Daniel to sharing a room with a person his age? 2 What does he think about tidiness? 3 Do you think he is a good or a bad roommate? Why? D I lived apart from my family when I was at sports camp. Our athletic team — eight lads — shared one big room. You may think that it's not easy when there are so many people with different personalities around you. Nothing of the kind! AH you need to do is to think about the other seven people. We even worked out a list of rules that helped avoid quarrels, • too LauMy амЛ dcnt% LmaL MMsic Ш, the ro&m yo/Hy (Ь^^ссшле tkere mi^ht bt wfw Ueepy er who к trying to ok reading or ioineikmg Uke that). • PoK t occupy the toilet or the bathroom, jbr mere than tm. ишшШ. • PoK't ash too шопу eace in his home. In a new way, the cartoon still proves the traditional fairy tale values: the cruel ruler of the country is punished and the princess prefers the ogre for his heart and kindness and wants to share his fate. No doubt that the voices of several famous actors added to the popularity of the animated film: the ogre has Mike Myers’ voice, the princess has Cameron Diaz’s voice, and one will easily recognise Eddie Murphy as soon as the talking donkey opens his mouth. 131 Find words and expressions in the text that mean the following: 1 to save someone 2 to have no idea of good manners 3 to make jokes 4 to be strongly in love with 56 ш Mini-project: Your New Producer 132 Work in groups. Suggest a plot for a film and present it in class. Follow the guidelines: 1 Agree on the following points about your film: • The main idea of the film • The main character(s) • The setting (where the action takes place) • The problem the main character wants to solve • What steps the main character takes in order to solve the problem • Who or what acts against the character • The finale of the film: who has won. Choose someone in your group to make notes on what’s suggested. Write your plot outline. Present your plot to the class. Act as a team, so that everyone in your group has their say. Answer your classmates’ questions. Listen to the other presentations, ask questions. Decide which of the presentations you like best. Action Fantasy Thriller Love story 133 Write about a film: the plot of the film, the main characters, who stars in the film, who the producer is and so on. Don’t name the film. Let your classmates guess what film it is. Key Vocabulary i to appreciate, to approve, to betray, to cheat, to cheer up, to deserve, to disappoint, to envy, to entertain, to escape, to give up, to ignore, to insist, to observe, to quarrel, to reserve, to sound, to tan bookworm, chatterbox, delight, dolphin, entertainment, fusser, make (марка), melodrama, misunderstanding, outing, professionalism, quarrel, seat, stuntman, telephone directory, trick annoying, dead, elegant, intense, old-fashioned, sporty, unexpected, up-to-date pretty, pretty long, unlike, whatever, while to be stressed (out), I bet..., to be / feel delighted, to feel like doing something, to feel dovm, to give some tips, to make a fuss about something, to name after somebody I mean it. I have no idea of / about.,, I don’t care about... It / He / She seems to be exciting / nice. It looks.... It sounds..., round the corner, on the one hand... on the other hand 57 Progress Check Ш 1 a) Listen to the text about the book fair. Read the sentences and tick the correct ones. • This text is a police report on stolen antique books and fine arts. • The book fair is held in the city every year, • Visitors can buy books there and can win them as prizes in different competitions, • Buying books is the only entertainment at the exhibition, • The exhibition is the wrong place for young children because they get bored there. • It is a very quiet place and nothing happens there during the day, • Everyone can reserve a ticket and visit the exhibition. b) Listen to the text again and fill in the missing information. 1 The book fair is held from... to... 2 It is open to visitors every day from... to... 3 If you want to get more information on the book fair, use the telephone number ...7845... Points /9 2 Read the text and do the tasks below. When I was as old as my daughter is now, my parents were not happy with my behaviour. I argued with them, ignored their orders and didn’t appreciate their care. Now I see how wrong I was; they wished me only good. Now I have a teenage daughter myself, I think that the main thing with teenagers is not to overcontrol their lives and not to take care of them too much. It sounds strange, doesn’t it? But I mean that parents shouldn’t check if their children’s schoolbags have been packed or their school uniforms are clean and tidy. I never tell my daughter Sarah that she shouldn’t drop her school blazer in the corridor and or that she should go to bed on time. I accept that she can plan her day and can keep her school uniform wherever she likes; on the floor or under the bed or in her own schoolbag. But she should look tidy at school and shouldn’t make a fuss in the morning if she is late and her dress doesn’t look right. I don’t support the idea of prohibiting something without a good reason. Last month Sarah declared that she was grown up enough to arrange home parties for her friends. I didn’t object to it but explained to Sarah that her responsibility was not only to make up the list of the guests but to manage the whole event: to arrange the time that fits the plans of the family, to think about snacks and drinks beforehand, to make up a scenario for the party and to find time to tidy up the flat before and after the party. I asked her to make up a kind of a business plan for the event and if everything was OK, there was really no reason to prohibit it, was there? Sarah put off the party several times. She did it, not because I didn’t let her invite the friends, but because she, herself, couldn’t prepare everything on time. She acted like a grown-up, not a naughty demanding child. I’m sure that my tactic works with my daughter. She understands now why I don’t allow her certain things. She sees the reason behind it instead of a parent’s wish to treat her as a child. She often asks for my advice and appreciates it when I give it to her. In her turn, she tries to support me in difficult situations. She understands that it’s not easy to be adult and independent and to manage life as best as you can. 58 1 Choose the best ending to the sentence. Sarah’s mother thinks that the best way to treat teenagers is... a) to prohibit everything. b) to let them do whatever they like. c) to make them realise responsibility for their actions. d) to make them do what their parents tell them to do. 2 Find the sentence that is NOT true. a) Sarah had to put off the party because her mother didn’t let her invite the friends she wanted. b) Sarah thought that she was grown up enough to arrange a party. c) Sarah accepted that arranging the party is not only making a list of the guests. d) It took Sarah a lot of time to arrange everything necessary for the party, 3 Look at the text again. Notice the lines in bold. Choose what Sarah’s mother means there. a) Sarah keeps her blazer under her bed and I can do nothing about it. b) It’s her business where she keeps her blazer. I don’t care how she looks at school. c) I don’t care where she keeps her blazer but she should look nice and tidy at school. d) Sarah can keep her blazer wherever she likes. I’ll help her to clean and iron it in the morning. Points 1^ /3 H 3 Do you think that Sarah’s mother is right when she says that parents should NOT take too much care of teenagers? Give your reasons. Points ^ /2 H 4 Sum up how Sarah’s mother prevents problems and conflicts with her daughter. Do you share her point of view or not? Explain why. Points Q /2 5 Choose the right option and fill in the gaps. 1 His essay is very good. It ... the top mark, I believe. 2 I don’t think anybody can help me in this situation, but I ... your offer to help anyway. 3 You shouldn’t be rude to people who are trying to help you. ... their advice if you don’t like it, but behave yourself. 4 I’ve known Tommy since our early childhood. He is a true friend. I can ... him in any situation. 5 Nobody except us knew about the plan. It means that the person who ... us is here in this room. 6 I envy her because she is so good at languages. She ... Italian for only a year and can already speak it perfectly. 7 When the fire began, I found,out that the door was locked. It was my roommate who ,.. me from the fire. 8 My roommate is a real chatterbox. If she doesn’t stop talking in a minute, we ... again, I’m afraid. 1 a) appreciates b) deserves c) relies d) supports 2 a) rescue b) envy c) betray d) appreciate 3 a) ignore b) deserve c) confess d) follow 4 a) is relying on b) rely at c) has relied on d) rely on 5 a) had betrayed b) betray c) has betrayed d) was betrayed 6 a) have been learning b) had learnt c) has been learning d) was learning 7 a) rescued b) has rescued c) had been rescuing d) rescues 8 a) have quarrelled b) will quarrel c) quarrel d) are quarrelling Points /8 59 6 YouVe received a letter from your English-speaJdng friend, Jeffrey. Write him a letter and answer his 3 questions. $*nd Siv* Nmt t)isceid Ajtd Cc 1 Add Ete eiibfKt: Б' в I ge|=!EtI£IH it AUKhtW» Pmiit: invaaiM' Cftttk ВРсШпп , ...We went to York last weekend. It was a great outing! Unfortunately, my parents often work on Sundays and we can’t spend all weekends together. But I like It very much when we go somewhere as a family. How do you usually spend your weekends? What is the most interesting weekend you’ve had with your family or friends? What are your plans for the coming weekend?... 7 You are planning an outing or day of entertainment. Make up a dialogue following the guideline. Then act out the dialogue. Don’t forget to greet each other and to say goodbye. Student 1 Student 2 Ask about the plans for the coming weekend. Say that you have no plans either. Suggest going somewhere. Reject the suggestion and give reasons. Make another suggestion. Accept it. Say that you don’t have any plans yet. Ask why your partner is interested. Reject the suggestion and give your reasons. Make one more suggestion, and give reasons for it. Accept the suggestion. Offer to meet your partner at a certain time and a certain place. For tasks 1-5, you can get 24 points. 20-24 points — well done 17-19 points — good 14-16 points — you can do better 13 points or less — revise and try again Tasks 6 and 7 should be evaluated by you, your classmates and your teacher. 60 It*s a Big World! Start Travelling Now! Section 1 ^Why Do People Travel? 1 Why do you think people travel? Rate the reasons according to their importance and add your own reason. they want to change their life they hope to make a fortune they want to explore the world they want to discover new places, new species of animals or plants to become famous they want to develop trade and economic relationships they want to meet new people and get to know their lifestyles and their traditions they travel because of curiosity they travel when they feel down or stressed out they have a sense of adventure E 3 Work in groups of 2 or 3. Look at the pictures and explain how the means of travelling developed. Use some of the phrases from the box. Present your story to the other groups. □ □ □ □ □ П to be dangerous and exhausting (изматывающий) to take ages to get to... to suffer from unknown diseases, hunger, thirst, and wild animals to travel by sea / by air / by train / by car to travel across the desert to sail across the ocean to make travelling much easier and safer to enjoy nice food while travelling to get to the opposite side of the planet in hours to enjoy luxury travel 2 Explain how you feel about travelling. Say why. Example: I would like to travel a lot / I don’t like to travel much because... travelling by wooden ships / on horseback / on camelback hot air balloons, air liners, steamships ! steam engines, passengers GRAMMAR FOCUS: REVIEW OF PAST SIMPLE AND PRESENT PERFECT / PRESENT PERFECT CONTINUOUS 4 Read the following examples and think about their differences. Then match the sentences to complete the situations. 1 Jim has been showing his family photos a) He quit only when one of his guests for three hours. asked for some coffee and biscuits. 2 Jim showed his family photos for three b) But they quarrelled once and haven’t hours. seen each other since. 3 Jessie and Julie have been close friends c) They don’t have any secrets from each since their childhood. other. 4 Jessie and Julie were close friends since d) All his guests are dying of hunger and their childhood. irritation. 5 I have been trying to solve the maths e) When I became sure that I had no problem for two hours. chance, I gave up on it. 6 I tried to solve the maths problem for f) However, there is still no success. two hours. for three hours I----------1 J__________L for three hours _L Past Simple now Present Perfect / Present Perfect Continuous 5 Use the verbs in the Past Simple or Present Perfect / Present Perfect Continuous, 1 He likes his quiet life. He ... (never / leave) his village. 2 For two years, Jason ... (travel) all over the continent and at last he settled in a little town in South Africa, 3 I can’t imagine him sitting quietly at home in front of the TV. He ,., (run) somewhere since the day he was born. 4 When Chris was a little boy, he ... (read) a lot about travellers, pirates and sea adventures. No wonder he has become a sailor, 5 Maggie’s plane must be somewhere above the Atlantic Ocean. She ... (fly) for two hours already. 6 The Browns ... (live) in Canada for three years and then they moved to America. 7 The Browns ... (live) in America for six months already. 8 I love travelling by air, but I ... (fly) for two years, 9 For many centuries travellers in Africa ,., (suffer) from unknow diseases but now doctors can help in most cases. 62 6 Fill in /or, since, or during. 1 She has been dreaming about a round-the-world sea voyage ,,. the time when she became interested in the tourism business. 2 He studied Japanese ... three years, but then, all of a sudden, he gave it up and got interested in Spanish. 3 Do you remember going on any trips with your classmates ... the academic year? 4 He hasn’t flown ... that unlucky trip when all of his luggage was lost at the airport, 5 Because of my parents’ jobs, I travelled a lot ... my childhood. It was very exciting for a kid. 7 Listen and repeat. Which of these parts of the world do you know to be the most dangerous one? Why? The North Pole [.no^'paulj Antarctica [aen'ttrktika] The jungle ['(feA-Ogol] The Gulf Stream ['gAlfstri:m] The Sahara Desert [sa'haira 'dezat] The Bermuda Triangle [bo'mjuido 'traiaerjgal] The Challenger Deep ['tfselmtfea ,di;p] The taiga ftaigs] The Pacific Ocean [pa'sifik 'эцГэп] 8 Read the text about one of the most dangerous parts of the world. What new information have you learned from it? People have always been exploring the world. After many successful space flights, the Earth seems to be known completely. But still some parts of it are full of mystery. In the western Atlantic Ocean, there is a very strange place. Lots of ships, boats and even planes have disappeared in this area. That part of the ocean is called the Bermuda Triangle. People have been puzzled by it for years. Scientists have suggested a lot of various explanations for the Bermuda Triangle. They try to explain why that part of the world is so dangerous and unpredictable. i 9 Read through the text in Ex. 8 again. Which of these statements can explain the mystery of the Bermuda Triangle? 1 An ancient town under the sea produces a lot of electric power. It ruins equipment on boats and planes. That’s why they crash into the sea. 2 A huge fish or some other sea animal is trying to defend itself and its territory. 3 Pirates have taken over the area, 4 Visitors from outer space arrive in UFOs (unidentified flying objects) and take ships and planes with them. 5 Earthquakes happening deep under the sea cause all the accidents. 10 Work in groups. Choose one of the ideas from Ex. 9 or invent your own. Try to prove it. Use the Internet if necessary. Share your ideas with the students in other groups. Then choose the most interesting one. 63 1 1 Choose the right options to complete the sentences. Geo^rapkical Quiz: 1 Marco Polo a) is famous for kis travelling along tke Great Silk Road across tke Goki ['gaubi) Desert; k) was tke first European wko invented tke medicine against malaria (малярия); c) is famous for kis expedition to tke coast of West Africa. 2 Tke Galapagos Islands (tke place wkere Ckarle Darwin studied tke wildlife and used tke facts later as tke kasis for kis tkeory are a) in tke Pacific Ocean, k) in tke Atlantic Ocean, c) in tke Mediterranean Sea, 3 Tke Bermuda Triangle, tke place wkere a lot of skips kave disappeared, is a) in tke Pacific Ocean, k) in tke Ind ian Ocean, c) in tke Atlantic Ocean. a 12 Listen to the people and guess where they have been to. What makes you think so? 1 3 Prepare a narrative about any country. Speak about the things that are associated with this country. Let other students guess the name of the country. GRAMMAR FOCUS: REVIEW OF ARTICLES WITH GEOGRAPHICAL NAMES Ш 14 Listen and read the geographical names and remember which of them are used with the and which are used without an article. no article continents Asia I'eifo], Africa, North America individual islands Malta ['moilto], Sakhalin individual mountains Everest ['evorast] Kilimanjaro [.ki'liman'cts^rau] most countries France, Portugal ['po.tfug9l] lakes Lake Ontario [nn'teariau]. Lake Baikal 64 deserts the the Sahara Desert the Kalahari Desert [,kael3ha:ri 'dezat] groups of islands the Japanese [dsaepadiiz] Islands the Canaries [fca'neriz] mountain ranges the Urals ['juaralz] the Himalayas [^иmэ'leIЭz] (Л A ъ. .a A Q Di ^ rt ^ U ft & s oceans the Pacific Ocean the Indian ['mdian] Ocean seas the Black Sea the Mediterranean [.medits'reinisn] Sea rivers the Mississippi [,misi'sipi] the Nile [nail] canals and straits (проливы) the Panama [’рэепэтэ] Canal the Bering [‘besriq] Strait 15 Fill in the articles when necessary. 1 Do you know where ... Mississippi is? Is it in ... South America or in ... North America? 2 One of the natural attractions in ... Canada is ... Lake Superior — millions of tourists come to see it. 3 — What is the longest river in the world? Isn’t it ... Thames? — No, nothing of the kind. It’s ... Amazon, This river is in ... South America. It flows into ,,. Atlantic Ocean on the north coast of ... Brazil. 4 ... Fuji is an extinct volcano and the highest mountain of ... Japanese Islands, _____________________________WORD FOCUS 16 Read and remember. Un + adjective / adverb / participle has a negative meaning or means “lack of something” e.g. uncomfortable, untitled, unfortunately. 17 Make as many word combinations as you can by matching the words from the two boxes. unkind, unpleasant, unpacked, unequal, unlike, unspoiled, unsure, untitled, unusual, uninteresting, unidentified, unhealthy, unhappy, unfriendly, uncountable, unfortunate, unavoidable, unpredictable, unsinkable, unattended, unexpected, unfair, unsafe, unknown, unbelievable ship, crash, voyage, business, success, situation, object, suitcase, forest, noun, people, event, food, number, relations, information, discovery, story 18 A sea voyage is the most romantic way of travelling, but travellers can face a lot of dangers. Read the following and select the possible dangers they face at sea. an earthquake, a flood, a hurricane, a fire, a drought, a tornado, a car accident, a volcano eruption, a plane crash, a bird crash, a ship crash, an iceberg crash, thunder and lightning, a violent wind and storm 65 19 Read the brief information from a teen magazine and say: • why icebergs can be very dangerous for ships; • how an iceberg caused the tragedy of the Titanic; • what you have learned about the Titanic’s sisters. ,„be,ss are below .be water and on, a^a,,pa« i, can be seen above, '«bers^na" be ^ in them. , . move ireberes can be dangerous for ships as шеу c r Wa^eTlpe:^ оыТпГап^сс-cprren, Ге:Гс:п:---".™Ьегп radar epPl^^ ''""bnows.be.orvo,^ ’-teSUe vet Xnd^^nsinka^e. bp. she Tank in ^fantic Ocean on her vetv - thTeSnic ""р,°^сГа1Гке tt'vX "pthe Britannic, became the biggest floating L^far from dantaged by a Cernnan rmne a long life - almost half a century. ^ 20 Fill in the verbs using them in the appropriate form. detect crash avoid sink launch damage prevent 1 In the twentieth century, scientists extracts of ancient plants in floating masses of ice. 2 When travelling by car, be very attentive and ... dangerous driving, 3 Since the passengers were in danger, the rescue party used a helicopter to get to the place where two ships ... . 4 The captain of the submarine ordered the crew to stop the engines to ... a collision with a strange unidentified object moving towards them under the water. 5 An expedition of specially-trained divers have kept trying to find the ship that ... more than half a century ago. 6 An unexpected storm seriously ... the ship. That’s why the captain ordered them to stop in the nearest port to repair it. 7 This shipbuilding company has a long and successful history. They ... one or two liners every year. 66 в 21 There are several screened versions of the tragedy of the Titanic. Have you seen any of them? Say a few words about your impressions. Use the following guidelines: a) the country where the film was shot b) the name of the director c) the starring actors d) the awards received by the film e) your impression of the film 22 Look at the pictures of the story about the Titanic. a) Arrange the sentences below in the right order to match the story (1-7), b) TeU the story adding as many details as possible. □ The panic began. It was discovered that there were not enough lifeboats for all the passengers. □ The liner Carpathia [ka:'pei0i9] arrived at the site of the tragedy at 5 a.m, on the same day and rescued the people in the lifeboats. In the end, only about 700 passengers of the Titanic survived. □ At 2.20 a.m. on 15th of April the Titanic sank and took more than 1500 lives with her, □ The Titanic was the biggest ship in 1912. The captain, Edward Smith, and the engineers who had designed the Titanic were sure that she was absolutely safe and unsinkable. □ The ship was fantastic. First class passengers could have everything they wanted: lovely music, delicious food, lots of entertainment. They felt relaxed and happy. ’ I__I A lot of people bought tickets for the first voyage across the Atlantic from Europe to America. There were rich people as well as third class passengers, most of whom were immigrating to America. СИ At 11.40 p.m. on the 14th of April, everybody on board heard a terrible sound. The Titanic had crashed into an iceberg. Sailors hadn’t noticed it in the dark, misty, cold night. 67 GRAMMAR FOCUS: REVIEW OF THE PASSIVE VOICE 23 Dorian is a great traveUer. AU his Jife he has been travelling round the world but now he has Anally returned to the place where he was born. Read his story, look at the pictures and say what has been changed in his hometown. Use the model in the box. I was born in a lovely little village. We lived in a nice cottage with a garden. When I was a little boy, I used to play near the old watermill (мельница) while my mum was teaching kids in the local school. I enjoyed playing in the woods near the village and hunting for frogs at the narrow green river. 1 haven’t been back to my village for many years. Now I’vt returned but the place has changed a lot. the village / take down // a new town / build Example: The village has been taken down and a new town has been built instead. the cottage / destroy // a business centre / build the watermill / take down // a cafe / build the local school / destroy // an Internet-cafe // build the wood / cut down // blocks of flats / build the green river / drain // a parking lot / build 24 Listen to the story about a famous traveller and make notes about what happened during the following dates or periods. 1681 — ... 1703 — ... 1725 — ... 1728 — ... 1741 — ... 08.12.1741 — 25 Listen to V. J. Bering’s biographical facts and check if your notes are correct. В 26 Speak about a biography of a famous traveUer. Search the Internet for information Use the story about V, J, Bering as a model. 68 GRAMMAR FOCUS: PREPOSITIONS OF PLACE AND DIRECTION Щ 27 Work in groups. Study the Pirates' Old Map in Appendix 1, pages 186-187. You’ve found a map of an island that explains how to find the treasure hidden by an old pirate in a palm grove. The problem is that some other people have got the same map. Everyone wants to be the first to get the treasure. Read the instructions in Appendix 1, page 188. Play the game. Useful phrases Throw the dice. Roll again. It’s my turn. I miss my turn, I have a three. You’re cheating! 28 Read the text HOW TO PLAY at the end of your textbook again and find: • as many prepositions of place as you can • as many prepositions of direction as you can Write them out. Compare your list with your partner’s. WORD FOCUS: SUFFIXES OF NOUNS AND ADJECTIVES 29 a) Form nouns from the verbs. Use the suffixes -sion, -Hon, -went, -ive or no suffix. explore equip revise detect arrange entertain protect prevent crash b) Read the nouns and the adjectives formed from them. Remember the suffixes of the adjectives. sink — unsinkable drink — undrinkable eat — eatable eat — edible ['edibsl] avoid — unavoidable read — readable Read, compare and remember! 1 I didn’t like her cooking. The vegetables were too watery and the meat was too salty. Only the cake was eatable. 2 Don’t touch those berries! I don’t think they are edible. They might be poisonous! 30 Change the verbs at the end of the line into nouns complete the sentences. The first one is done for you. or adjectives and 1 Nobody thought that anything could happen to the Titanic. The ship was considered unsinkable. to sink 2 The ... of the steam engine (паровой двигатель) made travelling easier and faster. to invent 3 We were able to understand what the strangers were speaking about though their ... was rather strange. to pronounce 4 A new seaway from Europe to India was discovered and it caused the further ... of trade. to develop 5 The car was moving at a low speed and that prevented it from a ... with a biker. to crash 6 Everybody realised that the hurricane was ... and so they had to look for a safe place to hide from it. to avoid 69 ш 31 Discuss the questions in pairs and make some guesses. Share them with your classmates. 1 Why was the Black Sea given its name? 2 Why was the Pacific Ocean given its name and what does “pacific” mean? 32 Read the first passage of the text to see if you were right or wrong. Where do the names of places come from? A * i ClZTo3^enmenbegan.oBwe™ in and to the seas, ^ lace in‘a certain way. for example, they invented a name tha Canyon The water in the Dead Sea is Bear Mountain White о ^ g ^ ,he name is clear. The so salty that nothing can live Ш However, when the ancient Greeks looked to the east, ш у There are also lots of places that have taken their names from famous people, such as Ekaterinburg, Washington, etc. The process of name-giving is not just a thing of the past. It is still very much alive today and shows the main events in a country’s history. For example, Bratsk speaks of young people of different nationalities who went to the wild taiga and founded a new town there. whfTtr^^ of places we are often able tell who the people in the past were There Ш po/. We can be sure, even without reading history books, that the Greeks settled in ® themTh^ gave Sometimes elements of different languages influence the names "1 of places. In the name of Shakespeare’s birthplace. Stratford" four words from three different languages. In ;:r:n'mad (In Utin s.™«n) crossed the Avon (m the Welsh language, the word afon means a river). The English word ford means a place where we can cross a river. So the name Stratford-upon-Avon means the place where the road * river. From this we know that at different times. Roman, Welsh and English people lived here. Щ rt'.-i'ifiifiri ©, Latin words started to be used in the names of English places a very long time ago. The Latin word strata later developed into the English word street The Latin portus became the English port and is seen in the names of many English places: Southport, Portland, Portsmouth. The oldest names of places in the USA, as you can guess, are American Indian. They are mostly the names of what people saw in nature: mountains, lakes, rivers and waterfalls. The name of America’s greatest river, the Mississippi, is made from two American Indian words: mist (great) and sipi (water). Like all ancient names, these American Indian names were passed on from father to son by word of mouth. They were not written down, only spoken. Europeans found the names very difficult to pronounce and so they said them in ways closer to their own languages. Even in their changed form, the unusual and poetic sounds of the American Indian words remain: Niagara, Chicago and others. The Europeans who came to America renamed many of the mountains, lakes and rivers, and gave names to the new towns they built. We can easily tell where Europeans from different countries settled in America by looking at the original names. There are English names in the northeast and along the eastern coast, for example. New London. Portland, New Yort There are Dutch names in many districts oi New York City (Brooklyn, Harlem) and in other parts of New York State and Spanish names in Florida. There are lots of French names in the southern states and along the Mississippi. The oldest names imthe west -in the states of California, Texas, New Mexico and Arizona — are Spanish. All these names and many others are language monuments of the early days of American history when the first Europeans arrived in I *, the new world. They came as adventurers who ^ expected to find gold and riches, as conquerors who wanted to set up empires, or as people ready to go anywhere to escape from tyranny in the Old World. 33 Listen to the recording and follow it in the text (passages D and E). Find and read the names of places of: a) Latin origin b) American Indian origin. 34 Find some facts in the text that support the following: • Names or parts of names from other languages sometimes indicate who inhabited (населяли) a place in the past. • Sometimes names of places include elements taken from different languages, • Names of places sometimes refer to certain events in the history of a country. • Words from different languages can often be seen in the names of English and American places. 35 Work in groups. Make a list of some geographical names of objects in your city or district (the name of a street, square, road, or the name of a mountain, river, lake, etc). Talk about some of them. 36 Write a story about the name of a place. Use the following phrases from the text. people invent a name to describe the place in some way the reason for the name was,.. ,, .is known for.,. from the name of a / the place we are able to tell... it took its name from the name of a / the famous person it was called after... in the name of... we see a word / words from ...language this word means... the original word... developed into... the name was passed on from father to son by word of mouth it sounds unusual and poetic it was renamed.,, 71 Section 2 Easier to Travel Nowadays? . I. Ш. k—' 37 Listen to the dialogue and say where the conversation is taking place (at an airport, at a railway station, in a port?). Listen again and say what words helped you guess the location. 38 Complete the dialogues using your travel experience. 1 — Have you ever travelled by air? — ... (a positive answer; give the name of the place you travelled from and the place you travelled to) __ — It was all right, but I was a bit airsick. 39 Read and remember. 2 — Have you ever travelled by ship? — ... (a positive or a negative answer) — Would you like to go on a long sea voyage one day? WORD FOCUS; REVIEW OF PREPOSITIONS to go / travel by car to leave Moscow by bus to leave for Moscow by plane by train by coach by helicopter to leave Moscow for London but on foot 40 Fill in for, by or on when necessary. 1 I prefer travelling ... train to travelling ... air, I get airsick, actually. 2 — Can I speak to James, please? — Sorry, he is not in. He has left ... Paris for a couple of weeks. 3 It’s already very late. If you don’ leave ... immediately, there won’t be any buses and you will have to go ... foot, 4 — I’ve heard you are going to leave ... your job. Is this true? — Yes, I have to do it because I’m leaving ... St Petersburg ... Samara. 72 41 Work in pairs. You have been invited to take part in a conference “Youth for a Future without Drugs’' in Cape Town. You have to get there in five days from where you live. Find Cape Town on the map. How will you get there and what means of transport will you use? Discuss possible routes (маршруты) with your partner. to start from... to leave for... to take a bus / taxi / train to get to... to change to... to arrive in.,. GRAMMAR FOCUS: REFLEXIVE PRONOUNS 42 Read and remember how to use these pronouns: myself yourself himself herself itself ourselves yourselves themselves Jane was unpleasantly surprised when she saw herself in the mirror. Her hair was yellow and blue and the haircut looked very unusual. Джейн была неприятно удивлена, когда увидела себя в зеркале... It means that Jane saw her own face. The subject and the object of the action is one and the same person. She made up her mind that she wouldn’t go to the hairdresser the next time and would cut her hair herself. Она решила, что в следующий раз не пойдет к парикмахеру, а подстрижется сама. It means that Jane would cut her hair without anybody’s help. 43 Read the sentences and say what the reflexive pronouns mean in each of them. Is it that: a) the subject and the object of the action is one and the same person? or b) someone is doing something without anybody’s help? 1 It sounds silly, but I hate cutting vegetables for salads. I’m always afraid I’ll cut myself. 2 Your dress looks smart. Have you made it yourself? 3 — Shall I order the plane tickets for you? — No, thanks. I’ve already done it myself 4 Stop telling me what to do all the time! It’s my life and I can take care of myself 5 If you feel like eating, open the fridge and cook something yourself 6 Do you want me to tell your parents about the incident or will you do it yourself? 7 Look at yourself! Can’t you see that this dress is ugly and old-fashioned? 73 44 Complete the sentences with the correct reflexive pronouns. See the Grammar Focus in Ex. 42. 1 I don’t think you should help him all the time. He should learn to get out of difficult situations .... 2 Are you enjoying ... ? It’s a nice party, isn’t it? 3 It was a great camping holiday! There were no people 50 kilometres around. We slept in tents, hunted for food and cooked it ... . 4 He was speaking very loudly, but it was so noisy in the room that he could hardly hear ... 5 The kids are only ten years old. 1 don’t think they were able to invent this plan .... H 45 Match the expressions with their meanings. 1 It’s the first time you’ll be travelling without adults. Behave yourself and don’t get into any trouble. a) take some cake fa 2 1 don’t think we should talk to him now. Let him be by himself for a while. b) be good 3 She left her parents’ house at eighteen and has been living by herself since then. c) be atone 4 Help yourself to some cake. It’s really good. d) feel comfortable as if at home 5 You know that we are always glad to see you here. Come in, sit down and make yourself at home. e) without her parents GRAMMAR FOCUS: REVIEW OF MODAL VERBS 46 Read and remember the functions of the verbs can and must. 1 Can When you speak about someone’s ability to do something Present Janet can run five kilometres without stopping. Janet can speak Chinese and Japanese fluently. Past Janet could (= was able to) swim in icy water when she was only four, Janet could (= was able to) read and write when she was five. Future (can will be able to) Janet will be able to operate a helicopter when she is eighteen. Janet will be able to speak Portuguese next year. 74 2 Must When you think that it is someone’s duty [ Past Present Students must attend all their | (must —► had to) lessons. Your grandparents had to attend all their lessons when they were at school. Future (must will have to) Your grandchildren will have to attend their lessons when they are at school. When you want to give strong advice You must see this film! It’s fantastic! When you ask for permission or give permission, it’s polite to use: May / Could / Can I use your mobile phone? Yes, you may / can. It doesn’t work anyway. No, you mustn’t. I don’t allow anybody to take it. CAN, COULD, MAY less polite most polite When you ask for help or you offer your help, it’s polite to say Could / Can you help me? Can I help you? What can I do for you? When you give a piece of advice You’ve been rather rude to your sister. You should apologise, I think. You ought to care about other people’s feelings. SHOULD, OUGHT TO Remember these meanings NEEDN’T, SHOULDN’T, MUSTN’T less intensive most intensive needn’t = it’s not necessary to do it shouldn’t = it will be better if you don’t do it mustn’t = it’s not allowed; it’s prohibited to do it — Should I return your books now? — No, you needn’t. You can bring them back tomorrow. You shouldn’t eat so many sweets. You’ll get fat. You mustn’t eat ice cream on the bus. You will spoil other people’s clothes. 75 47 Fill the gaps with the modals can and must or their equivalents. In some sentences more than one variant is possible. 1 1 go to the swimming pool three times a week. I hope I ... swim quite well by next summer. 2 Do you know that cats ... see very well in the dark? 3 Some animals ... do without food for a very long time. Snakes, for example, ... survive the whole winter without eating. 4 When 1 was a little girl, 1 ... do acrobatic feats (трюки), but now I can’t. 5 There are no tickets for our flight so we ... go by train. 6 If there is not going to be any information about those passengers till tomorrow morning, we ... call the police. 48 Complete the table. Share the results with your partner. Do you have something in common? The table is in your Workbook. Things I must Things I should Things I needn't do Things I shouldn't Things I mustn’t do this week. do this week. this week. do this week. do this week. (They are (They are (Because of various (If I do these If I do these things, important important but reasons, these things are things, there may there may be and urgent.) not very urgent.) either not very important or not urgent.) be problems.) serious problems.) 49 Listen to Natalie and Paul’s conversation. What are they arguing about? Why does Paul sound ironic? PRONUNCIATION FOCUS 50 Listen to the conversation once more and follow the text. Repeat the questions in bold. Try to imitate the intonation. The Nightmare of Packing We must be off in ten minutes. Have you packed everything? As good as... I need a couple of minutes to make sure that I haven’t forgotten anything. OK. And whose bags are these? These huge ones. Do you mean these are yours? Are you going on a students’ archaeological expedition in Greece with all this stuff? Don’t be silly. It’s me who’s leaving. Doesn’t that mean that the luggage is mine? I’ve packed the most essential things. Essential things? Let’s see... What’s in here? An iron, a portable TV set. a dozen different lotions and shampoos, three pairs of high heels, lots of dresses... And why have you packed two umbrellas, may 1 ask? In case it rains twice? In case one gets broken or something. Don’t make me nervous before the flight, will you? All right, take everything you want if you feel happier with all these useless things. And, by the way, where is your ticket, passport, and insurance? Oh, gosh! I’ve nearly forgotten them! Thank you. Sometimes you can be very helpful. 76 51 Give some advice to a person who is going on an archaeological expedition in some tropical country. Use the ideas from the dialogue in Ex. 50. Example: You should take light and comfortable shoes. Example: I don’t think you’ll need any high heels on the expedition. It’s a good idea to have... Don’t forget to take... .. .may be very useful there. You can’t do without... Things like... are absolutely essential. It’s silly to carry heavy bags full of.., Things like... are absolutely useless on the expedition. You can easily do without... 52 Match the words with their definitions. Give the Russian equivalents. 1 insurance a) a special mark in a passport that gives permission to enter or leave the country 2 foreign currency b) a little piece of paper, plastic, or any other material which appears on someone’s luggage and has essential information about its owner (usually name and contacts, telephone and address) 3 label c) type of money that is used in a country 4 visa d) a document according to which a certain sum of money is paid in case of an illness or an accident 53 Read the information and choose the appropriate modal verb. Refer to Ex. 46. 1 You should / could / can have an insurance policy. You may fall ill during your travels and visiting a doctor or staying in hospital costs a lot of money. If you have insurance, your insurance company pays for you. 2 When you are abroad, you usually shouldn’t t can’t / mustn’t buy anything with money from your own country. All goods can / may / must be paid for in foreign currency only. If you want to buy something, you may / can / should have some currency on yo'u. 3 If you don’t want to get into trouble, make sure you have a label on your luggage. At the airport, your bag must / can / should be lost or confused with somebody’s luggage, A label with your contacts should / can / need help you get it back. 4 A visa is the most essential thing. You needn’t / shouldn’t / can’t enter the country without it. You mustn’t / shouldn’t / needn’t stay in the country longer than your visa allows; otherwise, you can run into problems with the police. 54 Read the important airport words and explain what they mean. Consult a dictionary as necessary. снеск-iN ARRIUftLS □ePARTURe TAKEOFF GATE No 8 to check in CHECK-IN DESK HAND LUGGAGE to take off TICKET BOARDING PASS DECLARATION FORM CUSTOMS PASSPORT CONTROL ANNOUNCEMENT BAGGAGE RECLAIM to board to fill in the declaration to get through customs to get through passport control to announce the flight to get / collect the luggage from the baggage reclaim 55 Use the words and phrases from the box instead of the expressions in bold. Mind the tenses. 1 at the arrivals to get through passport control to the departure lounge to take off to get through customs When I arrived in France, I got through the place where my luggage was checked by the officers, and as soon as it was over, I took a taxi and went to my friend’s place. When we were getting through the place where the ofHcers check the passengers’ passports, 1 noticed that the officer was studying my photo very attentively. When the plane went into the sky I looked out the window. Everything below was getting smaller and smaller. When we were waiting for Jessica at the place inside the airport where everybody waits for arriving passengers, we saw my roommate who was meeting somebody, too. We saw them off to the place inside the airport where the passengers wait for their flights and waved them “goodbye”. 78 56 Listen to the airport announcements and choose the correct statement. a) The passengers have arrived in Moscow. b) The passengers are going to leave Moscow. a) All the passengers flying to Paris are asked to wait as the flight is delayed. b) The passengers flying to Paris are invited to get on the plane. 3 a) The plane to Milan has taken off. b) The plane to Milan will take off later. 4 a) People who have come to the airport to meet passengers from New York should wait as the plane hasn’t arrived yet. b) People who have come to the airport to meet passengers from New York should go to the arrivals immediately. 57 Read the instructions on how to act at the airport. Point out any information that is useful to you. Useful Tips for a First-Time Air Passenger 1 Get to the airport at least two hours before takeoff. 2 Go to the check-in desk. (Remember that you can also check in via the Internet and avoid the queues.) 3 At the check-in desk, your ticket is checked and your luggage is weighed and registered. If it is overweight, you will have to pay an excess baggage charge. (Different companies allow from 20 to 25 kilos.) 4 Then you have to go through customs where your bags can be opened and checked. You can keep hand luggage with you, but the heavy luggage is taken to the baggage cabin. 5 When the airport official makes sure that everything is all right with your ticket and with your luggage weight, you are given a boarding pass. The number of your seat is printed on it. 6 The next step is passport control where your passport is checked. 7 When everything is done, you go to the departure lounge and wait till the number of your flight is announced. , 8 Be careful not to miss the announcement of your flight and the number of the gate you should go to. 9 When you are at the right gate, the airport official checks your boarding pass and you are directed to the plane or taken by a special bus. % r 79 58 Listen to the airport announcements. Say if the information below is right or wrong. Correct the wrong information. 1 Mr Sahara should go to the information desk. 2 The driver for Abbey School should go to the information desk to report that he / she has arrived at the airport. 3 If you leave your luggage somewhere at the airport, it will be kept for you at the information desk. 4 The owner of a green rucksack should come to the information desk to collect it. 5 The person meeting Mrs Accasi should wait for her at the arrivals. 59 Complete the dialogues below. Use the passive voice. 0 © “When my luggage ... (weigh), it turned out to be '. too heavy. I had to pay $15 for the extra weight.” i ^ "And how much ... (allow)?” j Cl.) “20 kilos only.” L is y=« „ad,., © your luggage ... („eigh) already?" Not.y«..I.„,Ubeoverw.igl,u'm,fraid- © “Your seat is next to mine, isn’t it?” I have no idea. How can I find out?” The number of the seat .,. (write) on your boarding pass.” Нит, i, doean-t look уегу'Хые^"“‘'°"? Bot it is vsluabler i, ““ was only four. nty grandson 0 “I’m sorry. I’m a little bit late. ... our flight ... (announce)?” “Not, yet. We have plenty of time to cbeck in and have a cup of coffee before the flight. 60 Listen to the dialogues and check if you were correct. Act out the dialogue you like most. 61 Work in pairs. Read the instructions again and help Jessica do everything right and on time. It’s her first flight. a) First explain to her what she should do and in what order. See “Useful Tips for a FirstTime Air Passenger” from Ex, 57. Example: If you want to go somewhere by air, you should buy a ticket and get to the airport at least two hours before takeoff. As soon as you are at the airport,... 80 b) Work with a partner. Jessica still has some problems. Help her make up the questions she should ask to solve her problems. Follow the model. Jessica: I don’t know where to check-in. You: Ask anybody in uniform and say: “Excuse me, where is the check-in deskr Jessica: I don’t know if I can keep my rucksack as hand luggage. Jessica: I don’t know where to pay for the overweight luggage. Jessica: I don’t know where to get a customs declaration form. Jessica: I’m afraid I’ve spoilt the form. What shall I do? Jessica: I have already got through passport control and I’m at the departure lounge. I want to call home but don’t see any telephone here, Jessica: I’ve Just heard an announcement, but I’m not sure if it is my flight or not. Jessica: I need gate number four, but I don’t know where it is. Jessica: I’m already on the plane and I’m awfully thirsty. s 62 Work in pairs. Discuss the situations and suggest a way out. В On arrival to Moscow from Rome, Sheila collects her luggage at the baggage reclaim. When she opens the suitcase at home, she finds out that the things in it are not hers. What should she do? . ^ To call the police? To call the airport? To call Mum? To return it to the baggage reclaim? ? Train? Bicycle? To tell the boss that I’m ill? Another flight? A It’s 6 o’clock on Sunday. Neil is in Liverpool. He has been visiting his old school friends there. He has to be in his office in London at 9 o’clock Monday morning. We is late for his flight. What should he do? Example: I think he should... 63 Do Ex. 10 on page 32 in your Workbook. Use the Transliteration Table in Appendix 6, page 203. 81 64 Work in pairs. Look at the pictures of Steve’s journey. Complete the dialogues with your own words. Then act out one of the dialogues. 1 between Steven and the elderly lady 2 between Steven and the customs officer 3 between the customs officer and the criminal Excuse me? Yes? Can 1 do anything for you, madam? ...? It’s too heavy for me, ...What gate are you boarding at? Gate number four. It’s the flight to Rome. I’m flying to Rome, too. I’m so lucky that you are on the same flight as me. Could you help me carry my suitcase through customs? And Г11 leave you for a moment to buy some medicine. I’m often airsick, you know... It’s not mine! A lady asked me to carry this bag for her! Steve: ... Customs Officer; Steve: 2 ...? Well, the picture... Is it yours? ...! Customs Officer: How can you explain the fact that this picture is in your suitcase then? Steve: Customs Officer: ...! I’m sorry, sir, but that doesn’t sound convincing.... Steve: Customs Officer; 3 Excuse me. sir. Is this your suitcase? Criminal: Certainly not. I’ve never seen this suitcase before and I have no idea who this young gentleman is. Customs Officer; Will you open your luggage, please? Criminal: There are only personal things in there! Customs Officer: (the wig, the dress, the glasses)...^ Criminal: . ..(presents for)...! Customs Officer: And what about this watch? Criminal: p » ■ Customs Officer: It doesn’t sound convincing to me. I’m afraid I have to arrest you. 82 65 Tell the story through Steven’s eyes. The beginning and the end are already done for you. Can a person be punished for his politeness and good manners? Sometimes he can. At least I nearly got into serious trouble for this. Once I was travelling to Rome for the weekend. I had very little luggage and was happily looking forward to a nice and relaxing journey. I was just coming up to the customs desk when... If the criminal «as agree to carry a stranger s luggage. 66 Describe the most awful trip you have ever had. It can be a real or an imaginary story. Use the following guidelines, but feel free to change them when necessary. Then write down your story. to make up my / our mind to travel to,,. to decide to go by air / train / car / etc because... to pack my personal things to have too much / little luggage to lose / forget the ticket / luggage to pay extra money for overweight luggage to board the plane / the ship to occupy the seat to take off / to set off to miss the plane / train 67 Discuss the following questions. • Can travelling be dangerous nowadays? • What dangers can a traveller face today? • What knowledge and skills can be useful for a traveller nowadays? 68 Read the phrases in the box. Select the skills that can be useful for a traveller today. Arrange them according to their importance (1-11). Share your opinion with the other students in the class. to be delayed to arrive in / at.,. too late to sleep in a park □ ability to speak foreign languages □ ability to drive a car □ ability to operate a helicopter □ ability to operate a motorboat □ to be convincing in conversation □ to be good at swimming □ to have a wide knowledge of different cultures and different traditions □ to be good at shooting □ ability to do urgent medical care □ ability to cook о ability to identify wild plants and animals 83 69 Read the brief uitroduction to the book’s plot and complete the following sentences. 1 It was difficult for Ben to find a flying job because... 2 The job that the television company offered him was very good because... 3 The company paid good money for... 4 Ben wasn’t able to fly the plane back because... The Last Inch (by James Aldridge, adapted) It wasn't easy for Ben, a pilot of forty-three, to find a flying job. That's why it was a stroke of luck when he was offered a job by the Commercial Television Stock Company. They paid a thousand dollars for every five hundred feet of shark film. Ben used a light plane to get to a little desert island in the Red Sea where the water along the coast was always filled with good-sized sharks. Ben took his ten-year-old son Davy with him. He was a shy quiet boy who had never been particularly loved by his parents. While filming the sharks, Ben was attacked by a huge tiger shark. He was lucky to get out of the water, but his body was a bleeding mess. He couldn't feel his arms or his feet. He had lost a lot of blood and was in and out of consciousness. The boy had to either fly the plane or die from thirst and the hot sun on the island where nobody would ever find them. Only once had Ben shown the boy how to fly a plane. He also explained that it was the last inch above the ground that mattered if the plane was going to crash while landing or not. 84 70 Now read the extract from the book. Complete the sentences after the text. What finally awoke Ben was the engine coughing. "Please wake up!" shouted Davy. "What's the matter?" "Push the lever forward," whispered Ben. Davy couldn't have known about the lever and now Ben wasn't able to point to it. But the boy saw the direction of his father's eyes in time and the engine took up again. "What direction do I take?" Davy cried again. "You're not telling me how to get the right direction." "Follow the coast. Keep it on your right. And for God's sake, don't do anything else. It'll be all right, Davy..." Ben could see the sharp profile of Davy's pale face with his dark eyes. The boy had remembered how to level off and to keep the speed. "He'll do it," Ben whispered to himself and then fainted again. At three thousand feet, on his own, Davy did not think he could ever cry again. He had run out of tears. He had boasted only once in his ten years of life that his father was a pilot. He had remembered everything his father had told him about flying, but he had guessed a lot more that his father had not told him. Now Davy couldn't even look at his father because he was horribly covered in blood. He didn't want his father to die, but he knew that it was now a possibility. People did die. ______________ The tears that Davy thought had dried up in him were now in his dark eyes, and he felt them running down his cheeks. Ben felt a sharp pain and opened his eyes. "Davy! What's happened? What are you doing!" he managed to shout. "We are almost there. I can see the buildings of Cairo," Davy said. "But the plane doesn't want to go down." "Cut your engine..." "I did, but it doesn't seem to make a difference." "Use the tail lever," Ben said, and the plane put its nose down into a dive. "Cut your engine!" Ben shouted again. He knew that getting a plane off the ground and flying it was easy but getting it down was another thing. The wind was blowing them back up. They lost air speed now because the nose was up. If the engine stopped at this height in this wind, they'd crash into a thousand pieces. ... They were approaching the airfield and the dust was like a yellow sea over the land. But then Ben saw the plane, "Look out! You'll hit that plane," Ben yelled. Ben could see a big four-engined plane that was taking off. If it was only taking off and not testing its motors, they'd be all right. Ben closed his eyes and when he opened them again, the big plane was directly in their path but moving so quickly that they were going to miss it. to be out of consciousness — быть без сознания lever ['li:v3] — рычаг to level the plane off — выровнять высоту to faint — терять сознание to take / get the plane off the ground — поднять самолет в воздух to put the plane down — посадить самолет 85 Now the yellow dust was just below them, "Six inches," Ben cried to Davy painfully. "Six inches, Davy... Wait! Not yet! Not yet...!" he cried, It was when they reached the last inch from the ground that Ben lost his nerve at last. He was trying to shout, "Now! Now! Now!" but fainted again. He hardly felt it when the plane's wheels hit the ground. When the plane's tail finally touched down, Ben knew it was the last inch of it. The plane moved uncontrollably for a while and when at last it stopped dead, he heard only silence and thought that it wasn't time to give in yet. 1 When Davy managed to take the plane off the ground, a) he felt panic because he thought that his father was angry with him. b) he felt panic because something was wrong with the engine and he didn't know what direction to take. c) he felt happy because his father was pleased with him. 2 Davy was able to fly the plane a) because he remembered everything his father had told him about it. b) because his father helped him ail the time. c) because he wasn’t afraid of flying, 3 The most dangerous stage of the flight was the landing a) because it was stormy at the Cairo airport. b) because getting a plane off the ground and flying it is easier than getting it back down. c) because Davy felt tired and thirsty. 71 Read the text again and say if you agree or disagree with the following sentences. Use the text to support your point of view. 1 Davy wasn’t afraid of flying the plane because he was sure that his father would help him. 2 Davy could become a very good pilot when he is older. 3 Davy loved his father. 4 Getting the plane down wasn’t particularly dangerous. 5 They nearly hit a big plane. 6 Ben wasn’t scared while flying. 172 Discuss the questions in groups and explain your answers. 1 Why did Ben make his young son fly the plane instead of staying on the island and waiting for help? 2 Why was Ben so hard on Davy during the flight? 3 Explain the title of the story. 73 Describe how you imagine the characters of the story. Use the text to express your own ideas about Ben and Davy’s appearances and personalities. 86 Section 3 Ms Travelling Worth the Effort and Money? 74 Look at the pictures and say if you prefer: to stay in a hotel or in a campsite to go to a desert island or to a place where there are lots of people to travel by yourself or with friends and relatives GRAMMAR FOCUS 75 Read the examples of how to express choice with the phrases I would rather,.., I would prefer to... . Mind the difference in the use of prepositions. I would rather take some fruit than cakes. It means that the person wants to do one I would prefer fruit to cakes. action more than another when there is a choice. “Will you go to Jim’s birthday party?” to eat either fruit or cake “I would rather stay at home and watch TV.” to go to the party or stay at home ‘T would prefer to stay at home and watch TV.” to eat more sandwiches or not “Take some more sandwiches.” "I’d rather not! ” “I’d prefer not to!” 76 Say how you feel about the following choices. Use I’d rather..., I’d prefer + noun. I’d prefer + infinitive... and give your reasons. a) to watch a thriller or a soap opera b) to join a football team or go to a boxing club c) to continue your education or start working d) to take an exam in physics or in English e) to travel by train or by plane Example: Ed rather watch a thriller than a soap opera. I enjoy dynamic [dai'nsemik] plots. or I’d prefer a thriller to a soap opera. I enjoy dynamic plots. 77 Say which choice you would make in the following situation and why. If you want to go somewhere on holiday, would you rather... • go to a travel agency and ask about how to book a trip? • ask your friends and acquaintances for useful information about the place you are going to? • buy a ticket and look for where to stay and what to see once you are there? 87 78 Read the text and choose 1) True if the statement is true, 2) False if the statement is false, 3) Not stated if the information is not given in the text. Hugo was the new man in the travel agency. He’d only been working there as an Assistant to the Manager for three months and he really enjoyed his job. Hugo was looking forward to the moment when he would become a manager so that he could work with customers by himself. The only problem with his job was that Hugo lived a long way from the office, so the way there and back took ages. He hated wasting time and fell into a new habit of reading on the train. He read travel magazines. The disadvantage seemed to turn into an advantage: Hugo read the latest news about tourist resorts, people’s experiences and analytical articles on tendencies and prospects in the tourist business. He accurately made notes on the most useful information. He thought that the knowledge could compensate for his own poor travel experience, and would eventually help his clients, too. One day, a retired couple turned up in the office. "We are planning to celebrate our 45th wedding anniversary in Alice Springs, Can you arrange a tour there for us?” “Yes, sir, we certainly can,” the manager said promptly. “Sit down, please. My assistant, Hugo, will make coffee for you. Til enquire about the hotel and flight availability and calculate the total cost of the trip. It’ll take ten minutes." “You are very efficient." the lady looked impressed. “Thank you. But could I have weak tea instead of coffee? I’ve got weak heart, coffee is poison for me.” “Of course, no problem. Hugo, did you hear that?” and the manager focused on the calculation. “Why do you want to go to Alice Springs?” Hugo asked the couple, serving their tea on the coffee table. “It’s because of my wife,” the gentleman said. “Her name’s Alice, And she thinks that it will be romantic to go there for our anniversary." “There’s one more reason.” the lady added. “Once I had a ring with a beautiful opal. It was lost, and I want to get another one like it. It was my mum’s, and I remember her saying that the ring had been delivered from Alice Springs. It’s somewhere in Australia, isn’t it?" "It is,” Hugo nodded, “It’s in Central Australia.” He paused, and then added; "Tm sorry, it’s not certainly my business, but I’m not sure you should go there at this time of the year." The customers raised their eyebrows. “It’s a very hot place, actually. Day temperatures are in the high thirties, and often go far above forty. Taking into consideration the weak heart...” The couple looked puzzled. “But my ring?” the lady muttered at last, “If you want to go to somewhere really unusual, consider New Zealand instead. It has milder temperatures and the views there are fantastic! 1 can show you photos of some hotels that provide very comfortable stays. And as for the ring,.., well, if you fly via Hong Kong, you can buy it right inside the airport. There’s a shop there that offers a very good choice of opals. I can give you the contacts if you want." “Good job.” Hugo heard his boss’s voice while he was searching for the contacts of the Hong Kong shop in his notes. “I’ve been watching you talk with those people. You definitely care for the customers, and the agency’s image, too. You’ve deserved your promotion, Hugo. Start as a manager from tomorrow.” “Thank you, sir,” Hugo looked up in surprise, “But why didn’t you put that you’ve been travelling across Australia and Oceania in your CV, I wonder? We appreciate applicants with rich travel experience. I mean, those who can advise customers from their own experience are always needed." 1. Hugo is happy with his job, 1) True 2) False 3) Not stated 2. Hugo has never left his city. 1) True 2) False 3) Not stated 3. The manager asked Hugo to advise the couple about the tour. 1) True 2) False 3) Not stated 4. The lady’s mother was born in Alice Springs. 1) True 2) False 3) Not stated 5. Hugo advised the couple about an alternative destination. 1) True 2) False 3) Not stated 6. The lady gave up the idea of buying a ring. 1) True 2) False 3) Not stated 7. The shop in Hong Kong sold opals from Alice Springs. 1) True 2) False 3) Not stated 8. The boss was misled about Hugo’s travel experience, 1) True 2) False 3) Not stated ee 79 Imagine that you are going to have a week-long trip. Form two groups. The first group is arguing for a packaged tour. The second group would rather go on their own. Read the suggested arguments. Add some of your own. Debate the best way to arrange your holiday. Choose someone to decide which group has more convincing arguments. Group 1 Packaged Tour Tourists The travel agency arranges everything for you. They book and buy the plane or train ticket for you. When you arrive, you are met at the airport or at the station by a representative of the travel agency. A comfortable room in a hotel is already reserved for you. You are offered a programme of excursions which is paid for in advance. A guide tells you about lots of interesting things while sightseeing. You don't have to worry about food, if you are not very lucky with the weather, there are plenty of indoor activities in the hotel. There can be special low prices if it's not high season. ’ It's very comfortable and reliable. \ Group 2 Tourists on Their Own When travelling by yourself, you feel a sense of adventure. When you arrive, you can choose any place you want to stay — not just a boring room in an average hotel. If you don't feel like going on an excursion, you don't have to go. It hasn't been paid for anyway. When you're in a new place, you can investigate it yourself. This is the only way to feel the real atmosphere and to understand what people are like there. You might prefer baked potatoes and a delicious fish soup to the dishes in a cafeteria. On rainy days, the drops tapping on the roof of the tent sound very romantic. It is the cheapest type of tourism but a very rewarding one. Dialogue Vocabulary I’m absolutely positive that... There is something in what you say, but... It’s obvious that... I’m not sure about it. I may be wrong but I think that... I feel strongly against it. I’m for... because... Sorry, but I have got my own idea about it. 89 ш 80 Travelling costs good money. Discuss how to travel at a lower cost and explain which ideas in the bubbles seem to be the most realistic. Then suggest some of your own ideas. Use the Internet if necessary. to take part in an international competition or contest -+ you may be invited to the final round in a foreign country to become a good student —* you may be selected for a student exchange programme and will study in a foreign country for a while Opportunities for to go in for sports —► you may travel with your sports team to find some pen-friends abroad —► offer them a holiday at your place —► then you invited to their 81 Read the advertisement about a competition and discuss the questions below. i) Л «№№• ei 1A* *4* J » English for Overseas Students Society in Newcastle sponsors and actively supports the English Language Competition for students ages 13 to 18. If you are interested in English, enjoy travelling and are a good team player, this is a chance for you to win First Prize: a two-month course in one of language schools in the United Kingdom. There are three contests in the competition programme: A written grammar and vocabulary test The maximum number of points is 100. if you get 75 points, you can continue on to the second stage. A written test on your knowledge of lifestyle and history of English-speaking countries You can get a maximum of 100 points. One hundred of the top participants are invited to take part in the final stage that will be held in Newcastle, A contest of team-based projects The students are divided into ten teams. Each team gets a topic for a project. The topics are announced only on the day of the contest. The result depends on your knowledge, quick mind and ability to work in a team. The team that produces the best project is awarded a two-month course in one of language schools in the UK. 1 Have you ever taken part in a language competition or any other competition? 2 Do you know any people who have won prizes? 3 Do you think language competitions encourage students to study more? 4 What does the competition above consist of? 5 Which part of the competition seems the most difficult to you? Why? 90 Section 4 We Are in a Globa! Village 82 Read the title of the section. Guess what it is about. Discuss it with your classmates. Use the Internet if necessary. 83 Read the well-known words by Jacques Delors, How do you understand his idea of the “global village”? “But how can we learn to live together in the “global village” if we cannot manage to live together in the communities to which we naturally belong: the nation, the region, the city, the village, the neighbourhood? Do we want to make a contribution to public life and can we do so?” Ss4 Work in pairs. Give your reasons on why we need to learn how to live in peace. Share your opinions with your classmates. 85 Do you agree or disagree with the statement below? Say why. Internet-based technologies make the planet seem like a village where global news is instantly available and people can react to it immediately. These technologies allow us to share the same interests and concerns like people in a village community do. 86 For our discussion, three countries have been chosen: the United Kingdom of Great Britain and Northern Ireland, the United States of America and the Russian Federation. Why do you think these countries have been chosen? Give your reasons. 87 Read the new geographical words in the following chart. Tell your partner which of them are countries, cities, rivers, lakes and mountains. Take turns giving your answers. Example: “Mongolia is a country, isn’t it?” “Yes. You are city, isn’t it?” right. Cardiff is a Mongolia Leeds Cardiff Ben Nevis Los Angeles the Mississippi Omsk Korea Kazakhstan Belgium Mount McKinley Edinburgh Lough Neagh Elbrus China Boston Liverpool Norway Mexico Lake Superior the Severn 88 Listen to the geographical names and check if you were correct. 91 Ss9 Read the chart in Appendix 1, page 189 for basic information about the United Kingdom of Great Britain and Northern Ireland, the United States of America and the Russian Federation. Find the answers to the questions: 1 What is the capital of the United Kingdom of Great Britain and Northern Ireland? 2 What is the capital of the United States of America? 3 What is the capital of the Russian Federation? 4 What is the population of the United Kingdom of Great Britain and Northern Ireland? 5 What nations make up the Russian Federation? Why do we call the Russian Federation a multinational country? Can we call the USA and the UK multinational countries? 6 What are the largest cities in the United Kingdom of Great Britain and Northern Ireland? 7 How many parts is each country divided into? What are they? 10 11 12 What country is the largest in size? What countries do the United Kingdom of Great Britain and Northern Ireland, the United States of America and the Russian Federation border? What country has the highest mountain, the longest river, the largest lake, the deepest lake? How do the population and area of the United Kingdom of Great Britain and Northern Ireland, the United States of America and the Russian Federation reflect the size of the countries? Which country is the biggest in size and population? How do the population and the size of the country affect each other? How have you come to this conclusion? 92 Mini-project: Country Profile В 90 Divide into three groups and present country profiles for Britain, America and Russia. 1. Arrange the information about the country you’ve chosen in the following order: 1) The official name 2) Size and geographical position 3) Mountains, rivers and lakes 4) Population (nationalities, ethnic groups) 5) Official language(s) 6) Main cities Use Appendix 1 and Useful phrases below. 2. Make a presentation about the country profile. Answer your classmates’ questions. 3. Listen to the other presentations. Ask questions about the country they’ve presented. Suggested questions you may ask: What is the capital of.,.? What countries does... border? What are the largest cities in...?, etc. Useful phrases 1 ...is... • one of the smallest countries in the world. • the fourth largest country in the world (after Russia, Canada and China). • the largest country in the world. 2 It occupies... • the British Isles, which lie off the north-west coast of Europe. • the southern part of North America, • the eastern part of Europe and the northern part of Asia. 3 The total area of the country is... 4 It borders... Its sea borders are... 5 ...is made up of... 6 They are... 7 The capital of the country is... The largest cities are... 8 If we look at the map, we can see the lowlands and the highlands. The lowlands are in the... part of the country. The highlands are in the... part of the country. 9 The highest peak is... It is located in... 10 The longest river is... 11 The largest lake is... E 91 Work in your groups and discuss the following; • Do you remember the official names of Britain, America and Russia? • What are the colours of the British, American and Russian flags? • Do you remember any emblems of the countries? 92 Listen and follow the text in Appendix 1, page 190. Find out if you have given the correct ofEcial names of Britain, America and Russia. E 93 Working in groups, answer the following questions. Use the information in Ex. 89 to 92. Share the information with your classmates. • What is the official and geographical name of each country? • What are their abbreviations? • What continent do they occupy? • How do the different names reflect the history of each country? 93 в 94 Read the unofficial names of some of the American states. a) What comes to mind when you read these names? Find the states on the map of the USA. How do the relief and geographical position reflect the nicknames of the states? Alaska — The Last Frontier (Последняя граница) Arizona — The Grand Canyon State (Штат Большого Каньона) California — The Golden State (Золотой штат) Florida — The Sunshine State (Солнечный штат) Georgia — The Peach State (Персиковый штат) b) Use Appendix 1, pages 191-192. Try to explain why the states have these names. В 95 Find out more about why our Motherland was originally called Great Rus’. Do you think Rus’ is a poetic or an historic name for our country? Does it sound respectful and proud at the same time? Write one or two paragraphs about our country according to the example. Example: The United Kingdom of Great Britain and Northern Ireland was often known as BRITAIN. This name is historic, it sends us hack to the time of the Roman invasion. The Romans gave the name of Britannia to their southern British province. Now it is used for the larger islond of the British isles and even for the whole country because of the political and economic dominance of this part.____________________ _ The poetic name of the country ALBION is also closely associated with the Romans. _ It comes from the Latin word "albus", meaning "white” and reminds us of the white chalk cliffs around Dover on the south coast. The Romans saw the white cliffs when crossing the sea from the continent. ___^^___________________ Ш 96 Listen to the text for the information on the flags of Russia, the UK and the USA, See Appendix 1, page 193. 97 Talk about the flag of the country you are researching. Use the questions as a guide. • What is the flag called? Why? • What are the colours of the flag? What do they stand for? • What changes has the flag gone through over the years? • What proper names have you seen in the columns? • How do the proper names, design and colours reflect the history of the country? 94 ! 98 Draw or find the flag of your republic (city). How do the design and colours reflect the history of your republic (city)? Write an essay about your findings. Use the texts in Appendix 1, page 193 to help you. 99 Listen to the text for the information on the state emblems. See Appendix 1, page 194, s 100 Use the following questions in your group to talk about the emblem of the country you are researching. What is the emblem of the country? How does the design of the emblem reflect the history of the country? Do you agree that the emblem of a country reflects not only the history of the country but also the spirit of the nation through its symbols? Can we say that the National Emblem of our country signifies our history? Are all of its elements absolutely traditional? In which country is the State Emblem older? How do the emblems reflect the history of the countries? 101 Listen to the words and repeat them. Red Rose [red 'rouz] Красная роза (флористический символ Англии) Thistle [’Gisll Чертополох (флористический символ Шотландии) Leek or Daffodil [li:k] or [’d^fadil] Лук-порей или нарцисс (флористический символ Уэльса) Shamrock ['/aemmk] Клевер (флористический символ Уэльса) The Lancastrians [l0£O'kaestn9ns] Ланкастеры (древний английский род) The Yorkists [‘joikists] Йорки (древний английский род) St David Isont 'deivid] Святой Давид (святой-покровитель Уэльса) St Patrick [sont 'psetnk] Святой Патрик (святой-покровитель Ирландии) The Holy Trinity (God the Father, the Son of God and the Holy Spirit) ['hsuli 'trinoti] Святая Троица (Бог Отец, Бог Сын и Святой Дух) 95 102 Read the text about the British floral symbols and match the pictures with the parts of the text. The United Kingdom of Great Britain and Northern Ireland has four historic parts: England with its capital in London, Scotland with its capital in Edinburgh, Wales with its capital in Cardiff and Northern Ireland with its capital in Belfast. The floral symbol of England is the RED ROSE. Earlier, it decorated the arms of the House of Lancaster. The Lancastrians argued for the throne of England with the Yorkists whose arms had a white rose. The war for the throne between the Lancastrians and the Yorkists became known in the history of the country as the War of the Red and White Rose. It lasted 30 years (1455-1485). When the Lancastrians won the war, their arms of the Red Rose became the symbol of the whole England. ■>v. The Scottish symbol is a wild plant called the THISTLE. At one point, the Scandinavians planned to attack a Scottish village. But since the Scots knew they were coming, they started to prepare for war. Late at night, the Scandinavians came in their bare feet so as to not awaken the Scottish warriors in the village. But the thorns of the thistle hurt their bare feet. Their howls of pain pierced the silence and the Scots awoke to fight the enemy. ; I Bd'iyir«iui lanie The Welsh symbol is a vegetable called the LEEK (or, on occasion, the flower, the daffodil). The patron saint of Wales, David, ate only leeks and bread. In memory of this Christian saint, the leek became the symbol of Wales, Daffodils which burst into flames by the 1st of March celebrate the revered Welsh saint. The Irish symbol is another wild plant called the SHAMROCK, This plant helped St Patrick explain to the people of his country what the Holy Trinity is. The historic colours of the parts are: England, WHITE, Scotland, BLUE, Wales, RED, Northern Ireland, GREEN. Sport teams of the nations wear these colours. 103 Find the English equivalents of the following word combinations in the above text. герб дома Ланкастеров война за престол между Ланкастерами и Йорками Война Алой и Белой розы дикое растение — чертополох скандинавы решили напасть на шотландскую деревню скандинавы босиком прокрались в шотландскую деревню шотландские воины колючки чертополоха вонзались в босые ступни вопли пронзили тишину эмблема Уэльса — лук (или иногда нарцисс) эмблема Ирландии — клевер Святая Троица (Бог Отец, Бог Сын и Святой Дух) 96 104 Answer the following questions. Use the information you’ve learned in this section. У Й till I ■ ‘ - 1 What four historic parts does the United Kingdom of Great Britain and Northern Ireland consist ot. 2 What are their capitals? Find the capitals on the map. 3 What is England’s floral symbol? 4 Why did the War of the Red and White Roses start? 5 Who won the war? 6 Why did the red rose become the symbol for the whole of England in 1485? 7 What is the Scottish symbol? 8 How did this plant once save the country? 9 What is the floral symbol for Wales? 10 Why is the leek the Welsh floral symbol? 11 Who is St David? 12 When do the Welsh celebrate their patron saint’s day? 13 What is the Irish floral symbol? 14 Who is the Irish national saint? 15 How did St Patrick use the shamrock? 16 What are the historic colours of the parts of the United Kingdom of Great Britain and Northern Ireland. 105 Read the text once more. Some of the sentences have been left out. Think together with your partner about where each sentence came from. According to the legend, this plant saved the country from an enemy invasion. A shamrock has three leaves to unify the Holy Trinity: God the Father, the Son of God and the Holy Spirit. The red rose has been its symbol since 1485. 106 Which legend about a floral symbol is the most poetic? Why do you think so? Tell this legend to your partner. What other poetic legends do you know? Search the Internet if necessary. 97 107 Look at the pictures of the emblems and symbols of some of the Russian regions. H a) Answer these questions: • What elements do they consist of? • Have they got more animals or floral symbols on their emblems? • What is your local emblem? • What elements does it consist of? b) Research your local emblem. Then write an essay about it. 108 Compare facts, figures and statistics from the charts and texts of this section and talk about how the flags, symbols, emblems, dates and statistics reflect the geography and history of the country you have researched. 109 Discuss as a class the fotloMdng questions: a) Do you believe that what you have learned will help you understand our world community better? b) Do you think that what you have learned about the countries in this unit will help you to contribute better to your community and understand how we can cooperate with each other? c) What else do we need to live happily in the “global village”? Key Vocabulary to board, to border, to check in, to collect (забирать), to confuse, to cooperate, to crash, to delay, to detect, to prevent, to register, to save (спасать, экономить), to sink, to take off, to weigh arrival(s), airport official, boarding pass, borders, check-in desk, currency, customs, emblem, insurance, luggage, permission, policy, takeoff, visa essential, floral, multinational, official, unattended, unavoidable, unfortunate, unpredictable, unsinkable, valuable to announce the flight, to collect the luggage from the baggage reclaim, to get through customs, to get through passport control, to fill in the declaration form, to prevent someone from doing something It’s a good idea to... You can’t do without... I’m absolutely positive that,., It’s obvious that,.. I feel strongly / dead against it. Sorry, but I have got my own idea about it. 98 Progress Check 1 Listen to the conversation and choose the correct sentence. Listen again and correct any mistakes. 1 a) Allan was at Heathrow Airport on time and the plane took off on time. b) Allan was at Heathrow Airport on time but the flight was delayed. c) Allan was at Heathrow Airport on time, but he had some problems getting through customs and had to wait for the next flight. 2 a) Allan forgot his suitcase somewhere in the airport in Moscow. b) Allan was late because it took him two hours to collect his luggage from the baggage reclaim, c) Allan took someone else’s suitcase and had to go back to the airport. a) The suitcases were confused because they were very much alike and didn’t have any labels. b) The suitcases were confused despite the fact that they were different colours. c) The suitcases were confused despite the fact that they had labels with their owners’ contact information. a) Allan didn’t manage to find his suitcase because he didn’t know how to contact the person who had taken it, b) Allan was lucky to get his suitcase back since the person who had taken it returned to the airport, c) Allan returned to the airport and managed to find his suitcase at the baggage reclaim. a) Allan had forgotten to label his suitcase before going to the airport, b) Allan said that he had never stuck any labels on his luggage and was not going to. c) Allan had never labelled his luggage before but promised to do it in the future. Points ^ /5 2 Read the text and choose the correct number to fill in the gap- People ... (1) for thousands of years. A lot of books are ... (2) about courageous travellers and their adventures. Travelling was rather dangerous in the old days and merchants (купцы) who ... (3) their ships off on long trading voyages never knew how many of them .., (4), It’s much easier to travel nowadays. A lot of people, business people especially, prefer travelling by air ... (5) travelling by cars or trains. It saves time, and time is money. As for me, I try to avoid travelling by plane since I get ... (6). I also don’t like ... (7) by sea. The train is the one means of transport I really enjoy. Two years ago, we went to Vladivostok and it was a pretty long trip, but I enjoyed it very much. We passed many different regions, and the passengers ... (8) enjoy beautiful views. When the train stopped at the little stations, we ... (9) some local food: berries, fish, pies, and some ... (10) tasty boiled potatoes. 1 a) were travelling b) travelled c) have been travelling d) had been travelling 2 a) written b) writing c) wrote d) write 3 a) send b) sent c) was sending d) was sent 4 a) will return b) should return c) can return d) would return 5 a) — b) and c) to d) rather than 6 a) air afraid b) flightsick c) seasick d) airsick 7 a) travel b) have travelled c) travelling d) travelled 8 a) could b) should c) may d) were able to 9 a) are offered b) had been offered c) were offered d) offered 10 a) unbelievable b) unbelievably c) believe d) unbelieving Points ^ /10 99 3 Read the text and find the sentences that reflect the ideas of the text in the most accurate way. Cleopatra's Needle There is an unusual monument in London. It is in the centre of London on the bank of the Thames, not far from Trafalgar Square, and it is called Cleopatra's Needle. It is an obelisk made of red granite (гранит). Its height is 20.87 metres and it weighs about 187 tons. The obelisk is covered with hieroglyphs (иероглифы) that tell us about the war victories of the pharaohs of Ancient Egypt. But how did the obelisk that has the name of a beautiful queen appear in London? Is it possible that Cleopatra herself ever visited the misty banks of the Thames? The obelisk was cut from granite in Egypt in the 15th century BC. There were only several obelisks of that kind in Heliopolis. A thousand years later, two of them were transported to Alexandria. After a couple of centuries, one of the two fell in an earthquake. Much later, in 1819, the last one was given as a present to the British nation by Mahommed Ali, the ruler of Egypt. It was not easy to transport it from Egypt to England. A special metal container was made. The Needle was put into it and then taken aboard a ship. It was a dangerous and tragic voyage. Six sailors died, and the obelisk was nearly lost at sea. In spite of all the problems, it arrived in London and in 1879 was put on the pedestal near the Thames. There is one more curious thing about the obelisk. Perhaps it could be called a present for archaeologists of the future because under the obelisk there are some objects from today's world. They can give unique information about our time. The scientists of the future will find Bibles in various languages, British Empire coins, a railway guide, daily newspapers, and twelve photographs of the most beautiful British women. A 1 В 1 The obelisk Cleopatra’s Needle tells us about the victories of British sailors. The obelisk is made of red granite and nothing is written on it. The obelisk tells US about the war victories of the pharaohs of Ancient Egypt. The obelisk tells us about the victories of the Greek pharaohs over the British. The obelisk was cut in Heliopolis, then it was transported to Alexandria, and only in the nineteenth century did it appear in London. The obelisk was made in Heliopolis and then Cleopatra gave it to the British nation as a present. The obelisk was given to the British people because Cleopatra herself wanted it to be sent to Britain. The obelisk was cut in Britain from a block of red granite that had been transported from Alexandria. The obelisk can be called a present for the archaeologists of the future because there are very expensive things under it. The obelisk can be called a present for the archaeologists of the future because they will find coins and gold under it. The obelisk can be called a present for the archaeologists of the future because under it are things that can give them unique information about the 20th century. The obelisk can be called a present for the archaeologists of the future because it is made of red granite and is very expensive. Points ^ /3 ?00 4 YouVe received a letter from your English-speaking friend, Linda. Write her a letter and answer her 3 questions. ^««id S«v« Mow Dliowd Add Cc 1 Add Etc в 1 - sl=;=il£IM|iSaX «Ptnin.T«.^t limrt'lnftSfuim ChctK ВпИЯпа т ...It was actually the first time I’d flown, and I felt a bit nervous about it. But our flight went well and I enjoyed it. The holiday was fine too. We spend most of the time sightseeing and I was really impressed by Prague’s architecture and sights. You wrote that you were going to have a trip, too. So, I’d like to know the details. Where did you go? What transport did you use? What sights (archaeological, historical, cultural) impressed you most? ... Choose one of the sights from the pictures or any other sight you like. ... Tower Bridge The most famous bridge in London; was built in Victorian times and still looks beautiful; its weight is about 1,000 tons The Eiffel Tower One of the main sights in Paris was designed by the French engineer A. Eiffel; was built at the end of the 19th century; made of iron; its height is 320 metre Tolstoy Museum in Yasnaya Polyana The place where famous Russian writer Leo Tolstoy lived; a unique house of the 19th century with a beautiful park around it; an exposition of different things that belonged to the writer and his family Points ^ /4 101 5 Choose one of the countries: Russia, Great Britain, or the United States of America. Arrange the presentation of the country following the guidelines. Be ready to answer your classmates’ questions. The beginning and the ending of the presentation are done for you. I would like to present (name of the country) to you. • give the official name of the country • give brief information about — the area — the population — the official language — major cities • describe the flag, symbols and emblems of the country This completes my presentation. If you have any questions, ГИ be glad to answer them now. 6 You want to invite your pen friend from Canada to stay with your family in the summer. Complete the telephone conversation. Student from Russia Student from Canada Start; I say, how about spending the coming holiday at my place? My family would be glad if you agree to come. 1 don’t mind, actually. Russia is a wonderful country, and I’ve read a lot about it. But I know nothing about where you live. => answer the questions give the most interesting information about where you live ask about the name of the town I city / village in what region of Russia it is how to get there (by what means of transport) places of interest how to find entertainment how to spend time Finish; Hope to see you soon then. Call about the date of your arrival. I think it’s a lovely place to visit and we’ll have good time there, Г11 speak to my parents tonight and hope they’ll agree to the trip. Mark your score For tasks 1-4, you can get 22 points. 19-22 points — well done 16-18 points — good 13-15 points — you can do better 12 points or less — revise and try again Tasks 5 and 6 should be evaluated by you, your classmates and your teacher. 1-102 Can We Learn to Live in Peace? Section 1 L What is Conflict? 1 Work in pairs. Look at the picture and answer the questions. a) Who are these people? (friends / a teacher and a student / a mother and her daughter) b) How old is the girl? (ray age / school age / about И) c) What is she wearing? {old-fashioned clothes / a velvet dress / torn jeans, etc) d) Do these two people agree or disagree with each other? Why do you think so? 2 Listen to the dialogue and answer the question: Why do these people disagree with each other? 3 a) Read the following statements. Listen to the dialogue again and say if these statements are true or false. 1 Carrie said she was not going to wear a dress. She thought everyone would laugh at her, 2 Carrie said she wanted to look lovely. 3 The mother said she did not want her daughter to look too wild. She thought her daughter would look lovely in the velvet dress. 4 The mother said that she hadn’t seen any signs of beauty in her daughter for a long time. b) Read the dialogue to check your answers. 103 — You’ve got to wear a dress! — I don’t have to! — It’s our family reunion, and I don’t want you to look too wild! — Fine, then I’ll just stay at home! — You’re going and that’s final! I insist that you go to the party with me! — I don’t even have a dress to wear. — Yes, you do. What about the black velvet one your grandmother gave you for your birthday? — It’s too square, too conservative. Everyone will laugh. — Everyone will think you look lovely. — Oh, great... lovely\ Just how I want to look! — It’s almost time to leave. I think you’d better get ready. Who’s going to be there? Well, the same people as last year; your cousins, your grandparents... and, of course, great-grandmother Schuller. Great-grandmother Schuller! She’s so old. All she does is sit in her wheelchair and watch us. She gives me the creeps (y меня от нее мороз по коже). Carrie, this is а special party. Can’t you forget about yourself? Do you think that just because you’re young and pretty, you are better than old people? Well, I have something to tell you, young lady. Beauty is as beauty does, and I haven’t seen any sign 6f beauty in you for a long time. Now go to your room and get dressed. PRONUNCIATION FOCUS WORD FOCUS HI 4 Listen and repeat. What Russian words do they remind you of? How do English and Russian words differ in word stress? 'conflict in'structor 'contact 'velvet con'servative 'fashion 'cousin 'natural 'special i’dea 'jewel 'really 'ballet 'final 5 a) Listen to the dialogue and fill in the chart in your Workbook. Who said what? Tick the correct box. b) Find in the text what were Carrie’s arguments against going to the party and wearing the dress. 6 Look through the text again and guess the meaning of the line “Beauty is as beauty does”. a) A beautiful person does only beautiful things. b) A person is beautiful only when his / her actions are beautiful. c) A beautiful person is a beauty no matter what he / she does. 7 Read and remember the different meanings of the word “sign”. Match them with the pictures. a) a mark, a symbol b) a notice that directs somebody towards some place or gives a warning, etc c) a gesture (жест) made with the hand or the head to give some information or a command d) a thing that shows that something exists or may happen e) a division of the zodiac 104 8 Translate the sentences. Match the meanings of “sign” from Ex. 7 with the sentences. 1 What mathematical signs did you learn? 2 I haven’t seen any signs of beauty in you for a long time. 3 The teacher saw some signs of improvement in her work. 4 There wasn’t a sign of life in the place. 5 Follow the traffic signs. 6 She gave me a sign to sit down. 7 What sign were you born under? 9 Fill in the gaps. Choose from the words in the box. beauty conservative lovely look sign reunion velvet wheelchair 1 The mother thought her daughter would look ... in the velvet dress. 2 The policeman gave the driver a ... to stop the car. 3 Old people are usually more ... than young people. 4 Are you planning to have a family ... at Christmas? 5 People who are unable to walk use a .... 6 Your eyes are red. You ... ill. 7 The mother did not see any sign of... in her daughter’s behaviour. GRAMMAR FOCUS 10 Read and remember. 1 The infinitive (инфинитив или неопределенная форма глагола) сап be used as: The subject (подлежащее): To learn English is very dijficult." Part of the predicate (часть сказуемого): My plan is to team English. The object (дополнение): / decided to learn English. The attribute (определение) after nouns and pronouns: I have nobody to help me.— У меня нет никого, кто мог бы мне помочь. They wanted to move to the country so that their children would have a garden to play in.— Они хотели переехать в деревню, чтобы у их детей был сад для игр. 2 The infinitive is often used to express: Purpose (цель): I came here to learn English.— Я пришел сюда, чтобы учить английский. Many people learn English to communicate with foreigners,— Много людей учат английский, чтобы общаться с иностранцами. Notice that in this case we use a clause (придаточное предложение) to translate the infinitive into Russian. 11a) Translate these sentences into Russian. Mind the use of the infinitive after a noun or a pronoun. • I don’t even have a dress to wear. • It’s time to leave. • I have something to tell you. • We should find a hotel to stay in. • Wait a minute! I have some luggage to collect from the baggage reclaim. b) Find four sentences. Say where to speak acts as the subject; part of the predicate; the object; the attribute. 12 Rephrase the sentences using the infinitive. Example: I don’t even have a dress that I can wear.— I don’t even have a dress to wear. 1 1 have something that I want to tell you. 2 I have nobody whom I can talk to. 3 1 have a very difficult text that I must translate. 4 You’d better find another place where you can walk your dog. 105 13 Use the infinitive to answer each question with a complete sentence. Example: Why did the mother cook the cake? {To take it to the family reunion.) The mother cooked the cake to take it to the family reunion. 1 Why did she talk to her daughter? (To ask her to go to the family reunion.) 2 Why did she go to her room? (To get dressed.) 3 Why did the old woman buy a velvet dress? (To give it to her granddaughter as a birthday present.) 4 Why did she use a wheelchair? (To move from one place to another.) 14 Work in pairs. Look at the two pictures and choose one of them. Make up a dialogue between; a) the mother and the daughter; or b) the mother and the son. They are talking before their family reunion party. You^ivamathacraape! That doesnt suit 15 Work in groups of 3 or 4. Make a list of things you usually prepare (or would like to prepare) for a family reunion party. Let each person in your group talk about one thing. Example: We usually send invitation cards a month or two before the party because many members of our big family live in different parts of Russia, 106 GRAMMAR FOCUS: REVIEW OF REPORTED SPEECH 16 In reported speech, we usually change the tense form of the verb. We use: Past Simple instead of Present Simple, Future-in-the Past instead of Future Simple, Past Perfect instead of Present Perfect and Past Simple. Compare: Direct speech Reported speech Mother said: “It is a special party,” The mother said (that) it was a special party. (Present Simple) (Past Simple) Carrie said: “Grandmother just sits and Carrie said (that) grandmother just sat and watches us,” (Present Simple) watched them. (Past Simple) Carrie told her mother: "Everyone will laugh.” Carrie told her mother (thit) everyone would (Future Simple) laugh. (Future in the Past) Mother told Carrie: “I haven’t seen signs Mother told Carrie (that) she had not seen of beauty in you for a long time.” (Present any signs of beauty in her for a long time. Perfect) (Past Perfect) Mother said: “Carrie, your grandmother gave Mother told Carrie (that) her grandmother you a velvet dress for your birthday.” had given her a velvet dress for her birthday. (Past Simple) (Past Perfect) 17 a) What words did the mother hear when Carrie left? Write them in reported speech. The first sentence is done for you. Example: “I’m not going to wear a dress.” Carrie said she was not going to wear a dress. Carrie said: “I don’t have a dress to wear.” “I don’t want to look lovely.” “The velvet dress is too conservative.” “П1 stay at home.” b) What did the mother say to Carrie? Read •it in reported speech. Use the example above. The mother said: “I insist that you go to the party with me!” “Everyone will think you look lovely.” J 18 Listen to the sentences. Guess the meanings of the highlighted words and translate the sentences. The explanations in brackets will help you. What we need is a miracle (a surprising and supernatural thing). Angela reached for a little jewel box. She picked up a rose-coloured pin in the shape of a ballerina. She tapped softly on the closed door. This was given to me by a wise (very clever) and wonderful woman many years ago when I felt like you. It was given to her by her ballet instructor in Paris many years ago after a very special performance. Her family was quite wealthy during her childhood. When the war spread, they only just managed to escape to America. Carrie fingered the pin. 107 It г. ^ 5Я t.-'-i-iS.-: 19 Listen to the story. Choose the correct answer to the following questions. 1 What did Carrie say when her mother tapped on the door? a) Open the door. b) Come in. c) Go away. 2 What did the mother give to her daughter? a) a pin b) jeans c) a jewel box 3 Who gave this object to Carrie’s mother? a) a ballet instructor b) the great-grandmother c) her family 4 Where did the great-grandmother study ballet? a) in Germany b) in Paris c) in America 5 Why did her family escape from Germany during the war? a) because they were wealthy b) because they lost everything c) because they helped some Jews [^u:z] escape a 20 Work in pairs. Ask and answer the questions. Choose the most appropriate phrase. 1 Why did Angela tap on the door? a) to enter her daughter’s room b) to talk to her daughter c) to say she was sorry 2 Why did Angela want to-see her daughter? a) to give her the rose pin b) to tell Carrie about her grandmother’s life c) to ask her to go to the family reunion 3 Why did the great-grandmother go to Paris? a) to escape from fascist Germany b) to study ballet c) to help some Jews escape 4 Why did Angela tell her daughter the story of the rose pin? a) to change her opinion of the grandmother b) to make her go to the family reunion c) to make her look lovely WORD FOCUS 108 22 Look at the picture of the happy family reunion. Describe what’s happening in it. Use; to laugh to be happy to feel delighted family reunion blond hair to look lovely rose pin velvet dress wheelchair signs of beauty shining blue eyes elegant conservative 23 Listen to the end of the story. The author of the story says that the mother found the miracle of the rose pin. Why does the author say this? 24 Read what Carrie wrote in her diary a year ago. The first student reads the sentence as it is written, and the other student repeats it in reported speech. If there are no mistakes, the students change roles. If there are any mistakes, the first student starts again. Example: We are going to the family reunion party. Carrie wrote that they were going to the family reunion party. 1 I wUX IfJZJLAT iU T-lLLrb, 2 My ()агы^-Ь witwX Ъг Urole, wiitt. 3 My »VL.(rbLt4r WlUvXt Ът "Ыо.! veXveX cUe^J. ^ EvE.ryl?(r(ty wUX 5 I wUX rbty aX loTh^, 6 My >w,^XLer cu pur^, ? My Scl>ciXe.ir perfirnw^tX Patu! 6 TLc- kaJXeX LvottoccXor ELa WTTAXe.rfwX pu\> Xr inc-y ((ГЕаХ- ^ ГАмЬ%игЬ1,А1Г, 9 My ЙГЕАХ-^Пи\^ЬмгЬк>е.Г S(X>XLe4r :рел1^ FreXci^ vEл^^ weIX! 25 Review some of the questions people ask in their letters. Then give your opinion. Use the words from the box. ^ dU C.TWc.-fUxXs (/Ok^ До poli-tic^l pAv-tiw л^^Л .s-tA-tes kAvt coAflic-fcs? Оу"Ш tyi'fb M do Cbboa^i сюфйоФя’? People don’t... respect each other listen to each other talk to each other observe the laws of co-existence deserve somebody’s love get on well Some people are rich / some are poor. Some people are hardworking / some are lazy. Some people are creative / some are boring. 109 26 Listen to the words and complete the table. prevent prevention preventing lead leadership relate relation solve solution resolution respect respectfully disagree disagreement unite union differ different peace peacefully violent violence violently 27 Read what a talk show host is saying about conflicts and find the answers to the following questions. • What do people want to know about conflicts? • Why do conflicts happen? • What can different conflicts lead to? Dear Friends, (1) Many people ask questions about conflicts. They want to know why conflicts happen in a family. They want to know why political parties and states have conflicts. They ask me what they can do about conflicts. - (2) Conflict is a natural thing in our life. Conflicts happen because people are different: they want different things, they have different ideas and their values are different. Very often people have conflicts because they do not listen to each other well. They think about what they want to say and don't really hear what the other persqn is saying. (3) Conflicts may lead to fights, bad relations and violence. If conflicts happen between parties or states, they can lead to war. That is why people should try to prevent conflicts. (4) But it is impossible to prevent all conflicts. Every day you are in contact with people whose values are different from yours. And you have the right to disagree with their values. But you should understand that other people also have the right to be different from you. You must respect the right of other people to have ideas that differ from your ideas. People who respect each other's ideas can resolve conflicts in a peaceful way. If people resolve conflicts peacefully, they will have better relations in the future. That is why many people want to learn about conflict resolution. no 28 The talk show host’s speech consists of four paragraphs. Tick the number of the paragraph where you find an answer to each question. 30 Match the words from the two columns. Create as many word combinations as possible. 1 2 3 4 1 Are many people interested in the reasons for conflicts? 2 Is it possible to prevent all conflicts? 3 Why do people have conflicts? 4 Why is it necessary for people to prevent conflicts? 5 What or who can be in conflict? 6 What kind of people can resolve conflicts in a peaceful way? It is impossible to... a) prevent all conflicts. b) resolve all conflicts. c) to start all conflicts. Often people have conflicts because... a) they do not listen to each other. b) they do not talk to each o^her, c) they ignore each other. Every person has the right to... a) disagree with other people. b) have fights with other people, c) entertain other people. People can resolve conflicts in a peaceful way if... a) they have the same values. b) they respect each other. c) they envy each other. If people resolve conflicts peacefully, they, a) will not have conflicts in the future. b) will have better relations in the future. c) will disappoint each other. conflict means values to prevent to resolve to confuse resolution violent universal of transportation unique unusual national serious of communication different peaceful annoying unavoidable essential 31 Which of the definitions apply to the words used in the text? Party: 29 Complete the following sentences. Choose the ending according to the text in Ex. 27. a) a social event to which people are invited to enjoy themselves b) a political organization State: a) a country b) a part of a country c) the condition in which a person or a thing is Value: a) the worth of something in money b) the importance of something Resolve: a) to find an explanation of something b) to find a way of dealing with a difficult situation 111 WORD FOCUS 32 Read and translate into Russian. Note the different meanings of “right”. (Adjective 1) (Adverb) You were right to refuse his offer. He is sitting right beside you. What is the right time? Have I guessed right or wrong? He is the right man for the job. He looked neither right nor left. You are going the right way. When you see a supermarket, turn right. You did the right thing to tell me the truth. (Noun) (Adjective 2) You have no right to stop me from going there. In Britain, they drive on the left side of the They bought the rights to the book. road, not the right side. The rights of children are not observed in some countries. GRAMMAR FOCUS: REVIEW OF ZERO CONDITIONAL 33 Use if to connect a condition to a statement or to a question; Main clause Condition You can speak English well if you practise a lot. Can you speak English well if you don’t practise a lot? No, you can’t. Practise a lot if you want to speak English well. The Present tense is used in the main clause and in the i/-condition to talk about things that are generally true. When the (/'-condition is before the main clause, separate it with a comma: If you practise a lot, you can speak English well. 34 Finish the sentences. 1 If conflicts happen between states or political parties, they... 2 If people do not listen well, they... 3 If you hear what the other person is saying, you... 4 If I meet a person whose values are different from my values, I... 5 If people respect each other’s rights, they... 6 People have better relations if they... 7 People want to learn about conflict resolution if they... 112 35 а) One of the best known family conflicts is the conflict between two families, the Capulets ['ksepjulets] and the Montagues fmrmt3gju:z]. • What famous play describes the conflict? • What is the name of the writer? • Tell the plot of the play. b) Work in pairs. Interview your partner about the conflicts between: a) your partner and her / his friend b) members of her / his family Ask the following questions; c) Who was the conflict between? d) What do you think the reason was? e) Was it possible to resolve it peacefully? f) ... 36 Choose one of these modal verbs from the box to complete the sentences. can may should must 1 Conflicts ... lead to bad relations. Щ 2 We ... hear what the other person is saying. 3 We ... prevent conflicts. 4 We ... have respect for other people. 5 Political parties ... resolve conflicts by peaceful means. 6 States ... prevent war if they decide to resolve conflicts peacefully, 7 You ... have better relations with people if you resolve a conflict peacefully. 8 You ... learn about conflict resolution if you read books about conflict. 9 You ... have more friends if you learn to resolve conflicts peacefully. 37 Find sentences with the verbs can, may, should, must in the text in Ex. 27. Translate these sentences. GRAMMAR FOCUS: THE USE OF THE INFINITIVE 38 Read and remember. 1 The infinitive is used with to or without to: ------------------------------------------------- We want to live in peace. We decided to discuss conflict resolution. We can prevent war. Conflicts may lead to war. We must listen to what other people say. We should resolve conflicts by peaceful means, _________________________________________________' 2 The infinitive is used with to after the phrases: It’s possible... It’s impossible... It’s important... It’s necessary... The meanings of these phrases are close to the meanings of the modal verbs may, can, must, should. After these modal verbs the infinitive is used without to: It is impossible to prevent war (невозможно). We can’t prevent war. It is necessary to prevent war (необходимо). We must prevent war. It is important to prevent war (важно). We should prevent war. It is possible that people will prevent war (можно). People may prevent war. 113 39 Match these sentences. 1 People should try to prevent conflicts. a) It is necessary to understand that people have the right to disagree with you. 2 Conflicts may lead to violence. b) It is important to prevent conflicts. 3 You must understand that people have the right to disagree with you. c) It is possible to resolve conflict by peaceful means. 4 People can resolve conflicts in a peaceful way. d) It is impossible to prevent all conflicts. 5 We can’t prevent all conflicts. e) It is possible that conflicts will lead to violence. * 40 Work in pairs. Agree or disagree with your partner. Use: It is (not) necessary to... It is (not) important to... It is (im)possible to... Begin with: I agree with you / I am afraid I can’t agree with you. Example: “We can prevent war.” “1 agree with you. It is possible to prevent war,” or “I am afraid I can’t agree with you (I have a different opinion). It is impossible to prevent war.” ~ ’iO We can (can’t) resolve conflicts peacefully. We can (can’t) have better relations with people. We can (can’t) prevent all conflicts. We have to (don’t have to) agree with people who have different values. We must (don’t have to) respect the right; of other people. We should (needn’t) learn about conflict resolution. We should (shouldn’t) listen to other people. 41 Mingle with others in the classroom. Ask any three students to say one thing they’ve learnt from the talk show in Ex, 27. Write their responses in your Workbook. Then write their responses in reported speech. Share them with the class. Names Direct speech Reported speech Ann said: Kate said: We can prevent conflicts. Ann said we could prevent conflicts. 114 L 42 Work in groups. Discuss what environmental problems can result from convicts between people and the Earth. What should people do to prevent these conflicts? Share your opinion with other groups. Use: water / air / land pollution lack of recycling rescue endangered animals throw something away chemical waste traffic jams recycle waste glass / metal / paper don’t drop litter walk or cycle instead of driving cars bring cans, bottles, etc to the local recycling centre only buy things you really need avoid buying packaged goods give up smoking WORD FOCUS 43 Read, translate and remember. mean (meant) (v): to express a meaning What does the mother mean when she says that it is a special party? The word “prevent” means “to stop somebody from doing something” or “to stop something from happening”. means (n): a method or methods, a way of doing something « What are the means of preventing conflicts? What means can people use to prevent conflicts? Listening to what other people say is one of the means to prevent conflicts. The Internet is a means of getting information. by all means = of course “Can I see you tomorrow?” ‘By all means”. 44 Read the sentences and say in which of them mean is a noun (n)i a verb (v). 1 English is a means of international communication. 2 What does the word “prevent” mean? It means to stop something from happening or to stop doing something. 3 What does the author mean when he says, “Conflict is a natural thing in life?” 4 — Can I use your dictionary? — By all means. 5 That sign meant nothing to me. 6 I never meant that you should come alone. You could have taken anyone with you. 115 45 Read and translate these sayings into Russian. Pay attention to the underlined words. “Begin each day with friendly thoughts. And as the day goes on. Keep friendly, loving, good, and kind. Just as you were at dawn.” (Frank B. Whitney) “When someone does something good, applaud (поаплодируй)! You will make two people happy.” (Samuel Goldwyn) pi ant kjndness and love will SKQW- . When angry, count to ten before you speak; £D тепГ/ unspoken than "hen very angry, caunt to a hundred, a heart those words have broken _ “jg£ kind; everyone you ^ meet is fighting a hard battle." (Thomas Jefferson) “We can do no great things, only small things with great love." (Mother Teresa) 46 Work in pairs. Make up a story to illustrate one of the above quotations. 47 Read the text and answer the questions. 1 What kind of conflict was it (a conflict between adults, a conflict between children, a conflict between a child and the parents)? 2 Who started the conflict? 3 What was the subject of the conflict? Where’s Papa going with that ax?” said Fern to her mother as they were setting the table for breakfast. “Out to the hoghouse," replied Mrs Arable. “Some pigs were born last night.” “I don’t see why he needs an ax,” continued Fern, who was only eight. “Well,” said her mother, “one of the pigs is a runt. It’s very small and weak, and it will never amount to anything- So your father has decided to do away with it.” “Do away with it?” shouted Fern. “You mean кШ it? Just because it’s smaller than the others?” “Don’t yell, Fern!” Mrs Arable said. “Your father is right. The pig would probably die anyway.” Fern pushed a chair out of the way and ran outdoors. The grass was wet and the earth smelled of springtime. Fern’s sneakers were sopping by the time she caught up with her father. “Please don’t kill it!” she sobbed. “It’s unfair.” Mr Arable stopped walking. “Fern,” he said gently, “you will have to learn to control yourself” “Control myself?” yelled Fern. “This is a matter of life and death, and you talk about controlling myself” Tears ran down her cheeks and she took hold of the ax and tried to pull it out of her father’s hand. “Fern,” said Mr Arable, “1 know more about raising pigs than you do. A weakling makes trouble. Now run along!” “But it’s unfair,” cried Fern. “The pig couldn’t help being born small, could it? If I had been very small at birth, would you have killed me?” Mr Arable smiled. “Certainly not,” he said, looking down at his daughter with love. “But 116 this is different. A little girl is one thing, a little runty pig is another.” “I see no difference,” replied Fern, still hanging on to the ax. “This is the most terrible case of injustice I ever heard of.” A queer look came over John Arable’s face. He seemed almost ready to cry himself “All right,” he said. “You go back to the house and I will bring the runt when I come in. ru let you start it on a bottle, like a baby. Then you’ll see what trouble a pig can be.” When Mr Arable returned to the house half an hour later, he carried a carton under his arm. Fern was upstairs changing her sneakers. The kitchen table was set for breakfast, and the room smelled of coffee, bacon, damp plaster, and wood smoke from the stove, “Put it on her chair!” said Mrs Arable. Mr Arable set the carton down at Fern’s place. Then he walked to the sink and washed his hands and dried them on the roller towel. Fern came slowly down the stairs. Her eyes were red from crying. As she approached her chair, the carton wobbled, and there was a scratching noise. Fern looked at her father. Then she lifted the lid of the carton. There, inside, looking up at her, was the newborn pig. It was a white one. The morning light shone through its ears, turning them pink. “He’s yours,” said Mr Arable. “Saved from an untimely death. And may the good Lord forgive me for this foolishness.” Fern couldn’t take her eyes off the tiny pig. “Oh,” she whispered, “Oh, look at him! He’s absolutely perfect.” From "Charlotte’s Web", by E. B. White and Garth Williams, Chapter One “Before Breakfast" ax — топор hoghouse — помещение на ферме, где содержатся свиньи [ runt — (зд.) слабый и маленький детеныш I to yell — кричать I carton — (зд.) картонная коробка to wobble — качаться &48 Work in pairs. Study the case of the conflict in Ex. 47. Write lists of arguments both sides of the conflict used to defend their points of view. Use direct speech from the text, the matter: A runt pig was born. Fern’s parents’ point of view: Fern’s point of view:... Fern’s parents’ arguments: Fern’s arguments: ... 49 Speak about the resolution of the conflict: • Who do you think was more convincing? • How was the conflict resolved? What kind of compromise was made? Do you think that it was fair? В 50 Prepare a presentation for a students’ forum on conflict. Form groups of four and decide what each of you is going to speak about. Follow these guidelines; • Explain what conflict is. Explain why conflicts happen. • Give an example of a conflict (between classmates, roommates, in a family, in politics). • Explain why a peaceful resolution to a conflict is important, • Give advice on what people should do if they have a conflict. • You may also recommend a book (fiction or non-fiction) about peace-making and explain why this book is helpful. Use one or two of the “clever thoughts” from Ex. 45 in your talk. 117 Section 2 Conflict Resolution [\Vhy should I? Why do they quarrel so often? , Ш51 a) Look at the picture and listen to the recording. Say what the quarrel is about, b) Listen again and answer the questions. Use the text to check your answers. 1 Chris told his brother to give him the remote control. What did Tom say? What did Chris answer? 2 The mother told Chris to give the remote to his brother. Why? What did she say? What did the father think about it? 3 Do such conflicts often happen in families? Chris: Hey, Tom, give me the remote control (пульт дистанционного управления)! Quick! Tom: No! I can’t! Rambo 3 begins in a minute! Chris: Just let me switch to the World Cup, OK? I want to see the game. Give me the remote! Now! Mother: Are you boys fighting again? Chris, let your brother watch TV. You are 15, and he is only 7. Father: But that isn’t fair. Chris is a big boy, but he has the right to watch TV, too. GRAMMAR FOCUS: REVIEW OF THE INFINITIVE 52 Mind the use of the infinitive with to in: asked wanted I expected told advised him to do it. Compare: — Я попросил его (велел ему, посоветовал ему) сделать это, — Я хотел, чтобы он это сделал, — Я ожидал (полагал), что он это сделает. The infinitive is used without to after the verbs make and let I made him do it.— Я заставил его сделать это. I let him use my mobile phone.— Я разрешил ему воспользоваться моим мобильным телефоном. 118 53 Make up sentences about the conversation in Ex. 51 from the following words and phrases. Chris to let him see the film. Tom wanted his wife Chris Tom to give him the remote control. The mother expected to be fair. The father to remember that Chris has the right to watch TV too. 54 Work in pairs. What do you think will happen? Discuss it with your partner. Use: The mother will make Chris give the remote control to his brother. The father will make them be fair. Chris will make Tom obey him. Tom will make Chris give him the remote control. The parents will make the boys stop fighting. The parents will punish the boys: they will make both of them leave the room and go to bed. I think... 1 don’t think... In my opinion... I’m not sure that... 55 Complete the mother’s letter to the editor of the journal. She wrote to ask for some advice. Her sons are fighting. Some words in the letter are missing. Fill in the gaps with the words on the right. 2-OOb 0^^ (So^мs Tbwi^ ^ -^Lvhs. TV-tJ olDvJ'j' ... игЖл- *лс1л- 0^+!Lk, ... ftbovcf' bijOOl-VUSL 'fb ^'НлАдл,. f^or OfAvn|olty tfIL. Wocvt. Л1ли>/ -fiAiJ CAtv шЛЛлЪГ ... ■fh TTa^ -^vovvffft,очгад oivTV^ bwf' CU.fij игл1-..'Кл/ 'h> 'НлА' Wof/й/ Cvvjo. <5o 1лЛо/ я U-V^iSloAi^ ДиО)/ I 1лл!>/ Ai^ ... AOOVuf'•fV-ij oOi^iO'f'. I ДА1»/ ■fKA'f'Tow, 1\ла/ -HaA, WA-fbU-TV blX/AVUS*- 1aJ_ UTAcS ^OVun^l-r "HaAvi., CU,fi5. "bvcf" \лмJoЛ\,J^I JAlo/ ij' IaTAJ lAA'f' ... . WU-ioU- ТЛх5 Ut- WAvOp OVVf cSOvwS ~h> Ьъ JOOi)/ АЮ)/ 'fo ... 'НаА-1'<' oonj^io-fs joUHULr^^l^. cSwii'Ha- AfJ ,ТЛД- -^Aif .lA-'P 119 56 Read the editor’s letter to the mother’s question that was published in the magazine. Did the editor say who was right: the boys’ father or the boys’ mother? Why or why not? Dear Ann, Of course you want your sons to live in peace. But I don’t think parents can help their children resolve conflicts by deciding what their children should do. Let them resolve their conflicts by themselves... with your help. Tell your sons about the five steps they can take to resolve a conflict. A They are: 1 Decide what the problem is. 2 Let everyone suggest an idea about how to solve the problem. 3 Together discuss what will happen with each idea. 4 Choose the best idea. 5 Put the idea into action. The five steps may work better if the parents take part in the discussion. I hope that the next time your sons have a conflict, they will know better how to resolve it. If you need to discuss the steps further, please make an appointment to visit my office. Sincerely yours, 'Нли.к.^ Editor 57 Work in pairs. Imagine that Ann Smith decided to see the editor, Mr Hanks. Make up a dialogue between them. Use: to live in peace decide what the children should do help the children prevent / resolve conflicts decide what the problem is suggest an idea discuss choose put into action make a fuss about something on the one hand... on the other hand they can’t do without WORD FOCUS: PHRASAL VERBS 58 Read and remember. get away — escape, leave get back — return to a place get off — leave (a bus, train, plane) get on — make progress get along (with) — have friendly relations with get over — get well after an illness; recover from a shock get together — meet for a talk, etc 120 'i-Ы i*' 59 РШ in the correct preposition. 1 They don’t get... with each other. 2 I won’t be able to get... from the office before seven. 3 The bus driver will tell you where to get ... . 4 A reunion is a meeting of people who want to get ... after a separation. 5 What time did you get... last time? 6 He is a new student, but he gets ... fine at school. 7 She is still trying to get... her cold. 8 It took him many years to get... the death of his parents. H 60 Complete the story about the Russian mountain climbers. Put in the phrasal verbs from Ex. 58. Use the verbs in the appropriate tense. Last summer, a group of courageous mountain climbers from Russia ... (1) at the foot of the Himalayas. They had already been there the year before and ... (2) quite successfully, but poor weather conditions prevented them from further climbing. They hardly managed to ... (3) from a severe avalanche (лавина). The mountain climbers had ... (4) their unexpected faOure, But they decided to ... (5) there and try their chances again next year. All of them had been friends for about ten years and ... (6) very well. On their arrival in the Himalayas, they ... (7) their horses and headed for the mountains. 61 a) Make your suggestions on what happened next. b) Now listen to the story. Check if you were right about what happened in the end. GRAMMAR FOCUS: ORDERS AND REQUESTS IN REPORTED SPEECH 62 Read and remember. In reported speech, we use the infinitive with to to express an order or a request: The editor said to Ann: “Put the idea into action.” The editor asked Ann to put the idea into action. Note the negative form of the infinitive: He said to Ann, “Don’t decide what your children should do." He advised Ann not to decide what her children should do. In the main clause, we use: to ask to order to advise to tell (always used with an object: e.g. told her mother, told Ann) 121 63 In order to remember the five steps people should take to resolve a conflict, Ann Smith decided to repeat them (see Ex. 56). Help her out. 1 First, I must tell the boys to decide what the problem is. 2 Then I must tell them to ... . 3 1 shall advise them to .... 4 After that, I shall ask them to , 5 And last, 1 shall tell them to ... IS 64 Work in groups of four to act out the discussion. Chris and Tom have had another conflict. They were unable to share the TV again. But this time, the family used the five steps to resolve the conflict. Read the questions and the answers. Use the Dialogue Vocabulary given below the table. What questions were asked: What answers were given: Step 1 What is the problem? Chris and Tom want to watch TV at the same time, but there is only one TV set.* Step 2 How can we solve the problem? a) The parents can buy another TV set. b) Chris can go to his friend’s house and watch TV with him. c) Chris and Tom can cast lots (бросать жребий), d) They can take turns. Step 3 What will happen? a) The family will have no money for food, clothes and holidays. b) Chris will not have time to do his homework because his fnend lives too far away. c) One of them may watch TV more often, and they will have fights again. d) They will not be angry with each other because it will be fair. Step 4 What is the best idea? The best idea is to take turns. Step 5 How can we put the idea into action? Let them decide who will be the first to watch TV. Dialogue Vocabulary GRAMMAR FOCUS: REVIEW OF WH-QUESTIONS IN REPORTED SPEECH In my opinion... I think... To my mind... What do you think about it? It’s a good idea to... 1 feel strongly against it. I’m absolutely positive that.. 1 don’t care about... Do you mean that...? 65 Read and remember. Questions in reported speech have direct word order: subject + predicate In the present: He asks, “What is the problem?” He asks what the problem is. In the past: He asked, “What is the problem?” He asked what the problem was. If a question begins with what, when, why, or how, this word is used to connect the main clause and the question. Instead of ask, we can use wonder or want to know in the main clause. 122 66 Look back at the text in Ex. 64. Report on the questions asked by the family. Present Past Mother: “What is the problem?” The mother asks,,. The mother asked... Father; “How can we solve the problem?” The father wonders... The father wondered... Chris: “What will happen?” Chris wants to know... Chris wanted to know... Tom: “What is the best idea?” Tom asks... Tom asked... WORD FOCUS; PHRASAL VERBS 67 Read, translate and remember. put down — write on a piece of paper; place on a table, a shelf, etc put off — do something later put on — put clothing on your body; switch on a light, electrical equipment put up with — accept an unpleasant situation Henry: 68 Fill in the correct participle or preposition. • Please put the knife ... on the table before you hurt somebody. • I don’t know how she puts ... with her sons’ fights. • The girl put... her black velvet dress. • Could you please put the light...? • This is a very difficult word. Put it ... so you don’t forget. • The concert is put... till next week. 69 Assemble the dialogue. Henry’s words are given in the correct order. His mother’s words are jumbled. Act the dialogue out. Mother: Can you iron my shirt. Mum? So am I. I’ve got a meeting and 1 can’t put it off. Don’t waste any more time, Henry. That’s right. But we were told that we have to wear something very formal today, like a suit or dark trousers and a plain shirt. Some important guests from the local Council are coming. Exactly. Get the ironing board and put your shirt on it. Look, Mum, you know I won’t be able to cope with that. And I really am in a hurry. It’s written on the label. You mean that I have to do the ironing myself, don’t you? Not if you adjust the temperature dial to the type of fabric your shirt is made of OK, done. What’s next? Your shirt? You never wear anything but T-shirts and jumpers, as far as I know. Oops. I’ve poured too much. It spilled over onto my shirt! I see. So, what’s the problem? Don’t you know where the iron is? Hey, it’s getting really hot! Won’t it burn my shirt? It’s the steam. The iron is ready to use. Go ahead. How am I supposed to know that?! Pour some water into the opening on top of the iron. Right, It’s cotton.What’s that sound? Never mind. The water’s clean: it won’t spoil your shirt. Now plug the iron into the wall socket. 123 GRAMMAR FOCUS: REVIEW CONDITIONAL I 70 Read and remember. The Future is used in the main clause to talk about things that will happen. When the Future is used in the main clause, the Present tense is used in the i/-clause. If Chris goes to the party, he will not have time to do his homework. 71 Make one sentence from a pair of sentences. Example: The parents will buy a new TV set. The family will have no money for food,— If the parents buy a new TV set, the family will have no money for food. 1 Chris will go to his friend’s house. He will not have time to do his homework. 2 We’ll cast lots. One of us will watch TV more often. 3 We’ll take turns. We shall not be angry with each other, 4 Г11 have a problem. I shall use the five steps to resolve the conflict. 73 Work in pairs. Select the five most common causes of conflict in a family. Suggest how to prevent these conflicts. Parents want their children to obey them. Children ignore their parents. Parents don’t approve of their children’s friends. Some family members don't have the same rights as other members of the family. Children are dependent on their parents. Children suffer unfair punishments. Children t Parents make a fuss about silly things! Children / Parents shout at their parents / children. Children / Parents don’t observe the laws of co-existence. Children / Parents make fun of their parents / children. Children / Parents have too many responsibilities at home. Children / Parents have nobody to rely on. Children / Parents have nobody to talk to. 72 Work in groups of 2 or 3. Choose one of the situations in the pictures. Make up a list of real steps to prevent conflicts in your school life. Compare your list with those prepared by other groups. 1 The student is regularly late for the first lesson. 2 The student doesn’t do his homework. 3 The student is dressed in a very unusual way. 4 Some students bully a newcomer. 124 'tfi: 74 Read and translate the sentences paying attention to the highlighted words. They will help you understand the dialogues in Ex. 75. The concert did not take place in June because of the singer’s illness. They put off the concert because the singer was ill. The singer was very sick. He wasn’t able to get over his illness until August. If you don’t know many words in the text, you can’t do without a dictionary. She bought jeans, a jacket, a dress, a pin and what not. 75 Listen to the conversations. Match them with the pictures. 76 Listen to each of the conversations again and answer the questions. You may take notes while listening. 1 Why is the mother unhappy? What does she have to do around the house? What does she want her children to do? Why do they think that the mother is not fair? 2 Why did the mother buy a new dress? Does her daughter like the dress? Why or why not? What does the mother think about the clothes her daughter is wearing? What is ridiculous, in the mother’s opinion? 3 What did the father put off? Why didn’t he buy a mobile phone for his son? What happened to the boy’s brother? What does he need to get over his illness? Who said that the boy could do without a mobile phone for some time? 125 77 Listen to the conversations in Ex. 75 again. Say: • what caused the conflict in each family (see the reasons in the box) • who is involved in the conflict • who started the conflict • what the opponents demand • whether this conflict is typical lack of independence lack of free time unequal rights with other members of the family dependency on parents unfair punishments being shouted at being made fun of no sense of humour too many responsibilities at home having nobody to rely on having nobody to talk to making a fuss about certain situations money problems no sympathy for the feelings of others 78 Work in pairs. Choose one of the dialogues. Make up a conversation between a family member and a person who gives advice on how to resolve the conflict. Act out the dialogue with your partner. 79 Match the words with their definitions. 1 provide fv) a) to have comfortable or friendly relations 2 support (v) b) to calm down or to rest 3 discovery (n) c) the opposite (opinion, idea, advice, etc) 4 confident (adj) d) finding or learning something 5 criticise (v) e) a feeling that one can rely on oneself 6 get on (vj f) to indicate the faults of something 7 contrary (adj) g) to help by approval, sympathy, or by giving money 8 relax (v) h) to offer (food, drink, information, opportunity, help, etc) 126 80 Match the words with their opposite meaning. Listen and check if you were correct. attentively confident contrary to criticise to hurt to relax sense of humour to shout to argue to bully similar inattentively shy to support to agree to whisper to be nervous to help to comfort lack of sense of humour 81 Frank and Diana wrote letters for a teenage magazine. Read their letters and say whose ideas were those; a) Even if people are different, it doesn’t mean that they can’t get along. b) When you try to resolve a conflict, choose your words very carefully. ptoplfc клое pY"oblfcw.5, -tke -tkin^ to До ti to Mlk. 'Je.ll tktwi ^^kAt жлкм jjou uniiAppjj. ()M.st bt bvAUb ^uktH. sptAk to tke-wi, >6oa’t w.s£ ^могД^ likt. "ае.0£г” АкД j6on.’t ^могДз tkAt Kurt pfcoplt. \Ур£Ак са1ж1^. (f coMMwmtAtioa Д0&5 Aot ру'ои[Де A solutioa, A^k sow,£oa£ ^мко U ЫДег tkAK botk o{ ^ow -fov kt(p. If tkt^ Д0Й.Ч support ^}ow, tAkt tkitt^s kto o^uh. кАаД^ АаД be f(m. cAa’t До it oae tr^ AAotker. ^к(з U ко^ч ^veAt Д[5еоиеуг£5 Art мАДе. [ZbiAKA "Jo rtsoltje A coA-flict, tkiAk About it {i\st. 'bt caIm, соА|ДеАк ааД уеи)сеД. It is Also itaportAAt to кАче A seicse o{ кижоиг. iZboa’t tkiAk o{ tuer^joAe as A[{{trttii. As sooa as ^om pick out tkeiy Дif{eyeAC£s АиД be^ia to criticise tkeж, ^ou Are ia trouble. f6i-f(ereAces caa soжetiжes be A ^ооД tkia^; tf^o people ^Yiko tkiak eKActl^j tke sAжe cAa’t Ackiene жиск. >6iscussiA^ t^oo coatrAr^ 1ДеА5 caa soжetiжes 1еАД to a better solutioA. 1 tkiak tkAt if All tke couatries ia tke ^чог1Д reAll^ tAlk About tkeir ptoblems, tke^ ;ч111 |аД AAs^vjers. lK)t аееД to ^et aIoa^. ^ГААк 82 Complete these sentences using the information from the letters. 1 The first thing to do is ... . 2 Don’t use words that... people. 3 Ask for help if communication does not... a solution. 4 Take things into your own hands if people do not ... you. 5 Great... are made when people try different ways of doing work. 6 To resolve a conflict, it is important... . 7 As soon as you ... people, you are in trouble, 8 Discussing two ... ideas can sometimes lead to a better solution. 9 All people need to ... with each other. 127 83 Below are some phrases from Diana’s and Frank’s letters. a) Read the letters once more and decide where to add the phrases below. Mark the places in the letters where they fit in best. Diana’s letten 1 ...and listen attentively to what other people are saying. 2 „.parents, teachers or a person who knows the law. Frank’s letter; 1 ...and be optimistic, 2 Those two people would have no different ideas or opinions. I b) Check your answers by listening to the two letters. 85 Read the letters in Ex. 81 again. Find sentences with the words sense and hurt. Which meanings best apply to these words? Sense; 1 any of the five powers of the body: si^t hearing smile ^ taste ( touch 2 an understanding of the value of something: a sense of humour a sense of timing Hurt: 1 to cause pain 2 to be upset, sad 84 Work in pairs. Make up a dialogue between you and Diana or Frank. Use the following guidelines: • Introduce yourself. • Say a few words about the conflict you’d like to resolve. • Ask for advice, • Discuss possible alternatives. • Find a solution to the conflict. 86 You’ve received a letter from your English-speaking friend, Mike. Write him a letter and give him some advice. fWitui -Bof, ' .......... kt Our лнМ ( ’’У fric^ ^ ... oft^ . -s Ло Й, "У ''«d it\ . Л J)0« tMr «5 и 128 WORD FOCUS: THE SUFFIX -LV 87 Mind the meaning and formation of these words: ADJECTIVE ADVERB NOUN ADJECTIVE / successful successfully ADVERB attentive attentively friend friendly calm calmly day + ly = daily confident + ly = confidently week weekly exact exactly complete completely firm firmly alternative alternatively 88 Choose the adjective, noun, or adverb to complete the sentences. 1 He is a ... businessman. He can communicate ... . (successful / successfully) 2 The students listened to their teacher ... . They are very students, (attentive / attentively) 3 He spoke very ... . He is more ... than his brother, (confident / confidently) 4 It was a ... surprise to me. We were ... lost, (complete / completely) 5 It is my ... decision. His offer was ... rejected (отклонено), (firm / firmly) 6 Her reports are always written very ... . (dear / clearly) 7 Her speech was ... prepared, (careful / carefully) 8 I enjoy ... walks in the park, (day / daily) 9 I remember these ... people, (friend / friendly) 89 Imagine that you write for a newspaper. In your column, you give some advice to young people. Now you are working on the article “How to Resolve a Conflict”. You wrote your ideas on small pieces of paper, but unfortunately, you have mixed them up. Put these ideas in the correct columns. How to Resolve a Conflict ALWAYS... NEVER... ask for advice from someone . who is older than you | listen attentively to other people j think about conflict ^ be confident and relaxed ^ ^ punish unfairly optimistic criticise differences observe other people’s rights use words like “never” or “always" Ignore someone s opinion ^ talk to people , botl^r someone j ^ sense of humour •I "V- "л'.Я? a provide a solution avoid looking for a peaceful solution j make fun of peopl^ quarrel with peop^le j cheer up people avoid^criticising differences ^ j tell people what makes you unhappy j trouble people 129 ЫЛЛт тш 90 Read and compare the structure of the sentences. Translate them into Russian. 1 It is impossible to prevent all conflicts. To prevent all conflicts is impossible, 2 You have the right to disagree with other people. To disagree with other people is everybody’s right. 3 The first thing to do is to talk. To talk is the first thing you should do. 4 To solve a problem, think about it from every angle (угол). If you want to solve a problem, think about it from every angle, 5 We need to get along. To get along is what we need. 6 All that I want to do is to make peace. To make peace is all that I want. 7 Try not to use words like “never” or “always”. Don’t use words like “never” or “always”. 8 Never use words that hurt. Don’t use words that hurt. 91 Think of a conflict situation (from your experience or from a book / movie). Then describe the situation. When and where did it take place? Who were the people involved in the conflict? What did they say / think I feel? Consider: sharing things (TV, phone, games), rooms, a flat everyday life and activities (staying out late, homework, work about the house) relationships between family members or friends (jealousy, anger, etc) 92 Work as members of a conflict resolution centre. Create conflict resolution centres by forming groups (up to 5 people m each group). In every group, each student teUs L / her story about a conflict. Then the group picks one of the situations. Discuss how to resolve the conflict First say your ideas. Then review the ideas ly.th the group to pick the best solution. If one idea does not stand out as the best, have the group vote. The whole class discusses the solution. Is it effective? Are there other ways to solve the problem? CONFLICT RESOLUTION CENTRE 130 Section 3 Be Tolerant and You Will Prevent Conflicts ; -'v' Universal Declaration OF Human Rights K( ii w.vn i Cl ,ii 93 Look at the picture and answer the questions. Consult the Linguistic and Cultural Guide in Appendix 5, page 201. 1 What does the emblem mean? 2 When was the organisation the United Nations formed? 3 What is the other name for this organisation? 4 Why was it founded? 5 What is the Russian translation for the Universal Declaration of Human Rights? 6 Have you read this document? 7 Do you think it’s important for you to know about the document? Why? WORD FOCUS 194 Listen, repeat and translate into Russian. Mind the word stress. private — privacy suffer — suffering racial ~ racism tolerant — tolerance cruel — cruelty equal — equality ethnic ^— ethnicity protect — protection declare — declaration discriminate — discrimination prohibit — prohibition 95 Listen to the text. Tick the human rights you hear about. Then say which ones were not mentioned in the text. I I to speak freely I 1 to get educated I 1 to choose the work you like I I to choose the climate you want to live in I i to be equal with other people I 1 to get a driving licence at the age of 14 I I to know what your rights are I 1 to be protected against religious discrimination I 1 to be protected against strict teachers 96 Read the text. The following words are missing: protection, discriminate, discrimination, human. Fill in each space with one of these words. Listen to the text and check your choices. In 1948, the United Nations wrote the Universal Declaration of Human Rights. It listed 29 different ... (1) rights. According to the declaration, every person has the right to speak freely, to marry whomever he / she wants, to choose the work he / she likes and to get an education. The list of human rights includes protection against cruel punishment and ... (2) against racial, ethnic, sexual, and religious ... (3), These rights are important for people throughout the world. But in some countries, people live without these rights. People still practise racism and ... (4) against others. 97 Read these statements. Decide if you agree, disagree or are not sure. 1 Everyone should have the right to carry a gun (огнестрельное оружие). Agree Q Disagree Q Not sure Q] 2 Everyone should have the right to decide vrhom to marry. Agree □ Disagree □ Not sure □ 3 Women should take an active part in the government, Agree П Disagree Q Not sure □ 4 Violence on television should be prohibited because it encourages people to act violently. Agree □ Disagree □ Not sure □ 5 If a person wants to bully others, he should be allowed to do so. Agree П Disagree П Not sure Ц 6 Every person should have the right to own a house, land, or a business. Agree П Disagree Ц Not sure Q 98 Work in pairs. Read each statement from Ex. 97 to your partner. Ask if he / she agrees or disagrees with it. Decide if it conflicts with the rights of other people or not. Example: Everyone should have the right to carry a gun. Do you agree? a) “No, 1 do not.” “Why not?” “Because it conflicts with the rights of other people.” b) “Yes. 1 do.” “Why?” “Because it does not conflict with the rights of other people.” 99 Work in pairs. Ask your partner what you should do. If you are not sure what to say, use the words from the box below. Example: “I want to know what my rights are. What should I do?” — “You should study law.” 1 “I want to learn about conflict prevention. What should I do?” 2 “I want to break the stereotypes of people from other cultures. What should I do?” 3 “I want to learn to be tolerant. What should I do?” 4 “I want to help people with disabilities (c физическими недугами). What should 1 do?” 5 "I want to express my sympathy (сострадание) for people who suffer from discrimination. What should I do?” 6 “I want violence on TV to be prohibited. What should I do?” 7 “I want to take an active part in the government. What should I do?” • Learn more about the people around you. • Read more literature, • Respect other cultures. • Share your energy, money and time with... • Help people. • Learn how to do it. Support those who are weaker than you. • Write letters to those who make the decisions. • Switch off the television. • Get educated. Communicate with other people. • Establish international links / contacts. • Be tolerant of the religion, ideas and values of other people. 132 100 Work in groups of 2 or 3. See the Linguistic and Cultural Guide in Appendix 5, page 201 to find the information you need. a) Ask your partners: • if they have ever read the Declaration of Human Rights • if any of their relatives suffered in World War II • if they know the number of people killed in World War II • if they know what World War II is called in Russia • if they know the dates of the beginning and the end of that war • if Russia is a member of the UN b) Report the results. Example: Nobody in our group has read the Declaration of Human Rights. Alisa and Misha have read the Declaration of Human Rights. Sveta’s great-grandfather was killed in World War II. 1101 Listen to the interview. a) What question does the reporter ask? b) Who is being interviewed? Is it a student} a politician or a housewife? People in this country have suffered greatly from the wars throughout our history. For us, “peace” and “world” are inseparable (неотделимы). In the Russian language, these words even sound the same. People in Russia want peace in the world. We say “no” to war. What can we do to prevent wars? 102 a) Rate the ideas of these people according to their importance: 1) most important 2) very important 3) important If you were asked the reporter’s question, what would you say? • To write laws and declarations that prohibit war. • To teach people to respect human rights. • To organise peace forums, meetings, , conferences and summits, ' b) Listen to the interview again and answer the question. What does “to be tolerant” mean? Law against war. Education is very important. 133 WORD FOCUS: SYNONYMS 103 a) Read and remember. Synonyms are words that have similar meanings. Examples: • big, large, huge, enormous • to destroy, to damage, to break b) Match the synonyms from the two boxes. Consult the dictionary if you don’t know some of the words. to respect to be unhappy to build \ liberty to declare ' to create to let happen to allow to suffer \ to forbid to discriminate ^ to be tolerant to disagree to announce to support to help to prohibit cruelty freedom stranger foreigner to have different violence values to bully 104 Read the quotation. Say what you know about the author. Search the Internet if necessary. Now, I say to you today my friends, even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be selfevident, that all men are created equal". Martin Luther King }r. (1929~}96$)> Speech at Civil Rights March on Washington, August 28, 1963 105 Read the text. Say what is the most important thing to prevent war? The Universal Declaration of Human Rights appeared soon after World War II. People in many countries suffered greatly in that war. They hoped that war would never happen again. They hoped that the declaration would help to prevent future wars. But since that time, there has not been a time on our planet without war. To prevent war, people should understar\d that every person has the right to liberty, justice and equality. People should really respect the rights of other people. In other words, they should be tolerant of other cultures, religions, ideas and values that differ from theirs. This is how we can build peace in the world. Building peace begins with your family, your school and your relationships with your friends. Every day you meet people whose thoughts and ideas are different from your own. You should leam to respect the opinions and values that are different from yours. You should learn to be tolerant. But remember that you have the right to disagree with values different from your own. 106 Complete the sentences. Use the information from the text in Ex. 105. 1 The declaration was important because,., a) it appeared soon after the war. b) it could prevent wars. 2 To prevent wars, people should... a) be tolerant of other cultures, religions, ideas and the values of other people. b) fight for their rights, 3 To be tolerant means: a) to respect the rights of other people. b) to disagree with opinions and values that are different from yours. 134 107 Fill in the blanks with some of the following words. Mind the grammatical forms of the words. suffer justice right opinion prevent respect happen appear planet relation value equality People ... (1) when their rights are not respected. People hoped that with the help of the declaration, wars would be ... (2). Peace can be made if people ... (3) human rights. If people learn to be tolerant, wars will never ... (4). Building peace begins in your family and in your ... (5) with friends. We have the right to disagree with ... (6) different from ours. GRAMMAR FOCUS: POSSESSIVE PRONOUNS 108 Learn how to express yourself in various ways. Change the sentences according to the model. Example: My opinion is different from your opinion. My opinion is different from yours. Americans have values that are different from our values. There were several houses in the village where I lived. Our house was very small. You know your rights. But you’re forgetting about my rights. Old people’s lives are different from your life. His idea is much better than her idea. 109 Work in pairs. Match these sentences. Use the phrase in other words. Example: Every person has the right to equality. In other words, every person has the right to be equal with other people. People should have the right to liberty. Peace will be built. ' Ч Learn to respect the rights of other people. We live in a country with many cultural and ethnic differences. We will prevent war. People’s right to be free must be observed. Ours is a multinational country. Try and understand how to be tolerant. It is essential that different countries cooperate. It’s impossible to prevent all conflicts between countries. Conflicts on the international level are unavoidable. Cooperation with other countries is really important. 135 WORD FOCUS 110 Compare the meanings of since in the following sentences; There hasn’t been a day without war since World War II. World War II ended in 1945. But there hasn’t been a time without war since. Since there hasn’t been a time without war, building peace is very important. Ill Change the sentences by using since instead of the words in bold. Because I had no money, I couldn’t afford new clothes. Because there was a war in the country, we couldn’t go there to visit our friends. Because I have a different opinion, we have to discuss this question. He left for Germany last year, and I haven’t heard from him after that. He admitted his mistake, and we have been friends after that. 112a) Read the dialogue and say in which sentences since: • means a particular time or event in the past-, • is used to give the reason for something. Mrs Carter; Kelly: Mrs Carter; Kelly: Mrs Carter: Kelly: Mrs Carter; Kelly: Mrs Carter: Kelly, Mrs Carter: Kelly; Mrs Carter: Kelly; Kelly Smith, you are late for my class again. What’s happened this time? Tm sorry, Mrs Carter. I just overslept and missed the school bus. OK, since you honestly admit it’s your fault and you — ' haven’t invented any silly excuses, I’ll let you come in and join the class. Thank you, Mrs Carter. Actually, I’m considering calling your parents, Kelly, to tell them about your coming late. I haven’t done that yet since I don’t want to disappoint them. But I think I’ll have to since I’m not happy with your progress in French, either. I’ll do my best to catch up with the class, Mrs Carter, I promise, I feel that you haven’t been working hard lately. Something is distracting you from studying. What is it, may I ask? Well, actually, you are right. Mrs Carter, We, three other girls and I, formed a band three months ago. We’ve been rehearsing like mad since then. We play pop and rock music and we are going to take part in the town music contest next month. When we win, I promise I’ll get back to the lessons. Look, Kelly. Since you’ve always been a bright student, I can tolerate this outrageous situation for two more weeks. But I’m not going to put up with anything like this in the future, OK? Thank you for understanding, Mrs Carter. What are you rehearsing for the contest, by the way? Oh, we’ll be singing two songs we’ve written ourselves, and a remake of the old hit “Kansas City”. “Kansas City”? Yes, I’m sure you remember it. Your group got first prize for it in the National School Band Contest about twenty years ago. It hasn’t been performed since then, but we’ve heard the recording, and we want to bring it back to life. Your expert advice would be very much appreciated, Mrs Carter... b) |im is late for his morning class. The teacher has got him to write an explanation about why. Help him do it (you can invent any excuse, but stick to formal style). 136 113 Read and translate the sentences into Russian. Compare the meanings of the words in bold. He is a very tolerant person. He is intolerant of his daughter. Violence should not be tolerated. The climate here is hot but tolerable. Some people have no religious tolerance. He acted tolerantly toward his children. Liberty and justice are human rights. Wars are inhuman. Dogs can hear better than humans. Children should be respected as human beings. War is a crime against humanity. I am going to study literature, languages and history at university. I am interested in the humanities. We should be tolerant of people who are different from us. The French culture differs from the Russian culture. There are many differences between these religions. Can you differentiate between British English and American English? He is indifferent to other people. 114 Work in groups of 3 to 4. a) Choose one of the human rights mentioned in the Universal Declaration of Human Rights. Discuss how it’s important for the younger generation. • the right to speak freely • the right to get an education • the right to be protected against religious discrimination • the right to choose the work you like Use the following phrases in your discussion. I’m absolutely positive that... It is obvious that... I may be wrong but I think that... I’m for... because... There is something in what you say, but... I’m not sure about it... I feel strongly against it. Sorry, but I have got my own idea about it. on the one hand... on the other hand ...but at the same time... ’ ...however... ...one shouldn’t forget that... 1) to get married at the age of 14 2) to get a driving licence at the age of 14 b) Now write down your arguments. Share them with your classmates. c) Write about any of the rights essential for teenagers. Give your arguments for or against them. Make use of the pictures. You can offer your own ideas. 3) to bring they like 137 115 Listen and repeat the names of the following countries. Albania, Bosnia, China, India, Indonesia, Israel, Angola, Spain, France, Yugoslavia, Croatia, Russia, Georgia, Serbia, Laos, Burma, Afghanistan, Iraq, Ethiopia, Nigeria, Moldova, Tajikistan, Bangladesh, Cambodia, Nepal, the Philippines, Pakistan, Sri Lanka, Algeria, Egypt, Turkey Hi 16 Study the map of the world. Answer the following questions. Use the Internet if necessary. 1 Name the countries that suffered in World War II. 2 Which of the countries mentioned in Ex, 115 were occupied during the war? 3 How many people were killed in the war? 4 Which countries suffered from wars after 1945? Indicate them on the map. 5 What countries have had wars recently? 117a) Read the text and say how people suffer from wars. Wars have been happening between nations long before people started writing down their history. In the 20th century Europeans suffered from two world wars, which involved many countries even in the other parts of the world. Hundreds of towns and cities were destroyed, A large number of people including children were killed or wounded during those wars. In the Soviet Union only, the number of victims of the Second World War exceeded twenty million people. That is about 40 per cent of all people killed during the War. Young Europeans should be positive in their decision to prevent wars in future. b) You and your classmates are now going to do a project. The project title is “War and Conflict in Modern History”. Each student is supposed to write a page about war in one of the countries listed in Ex. 115. Read through the list and decide which country you would like to write about. Ш1 18 Ask any three students in your class these questions and then write down their answers. Use the chart in your Workbook. • What country would you like to write about? • Where is this country situated? (Europe, Asia, Africa, North America, South America) • Where are you going to find information about the conflict? (the library, the Internet, a teacher of history and social studies, other) 119 Report on what you have learnt to the class. Example: Sveta would like to write about Spain. This country is situated in Europe. (But she isn’t exactly sure of where this country is in Europe.) She is going to find some information on the Internet (in the library) or ask her history teacher. (She isn’t sure of where to find the information.) 120 Decide which country each student in the class is going to write about. 138 121 Write a one-page description about the war or conflict in the country you have chosen. You may use the following questions as an outline for your story. In what country did the war / conflict happen? Where is this country situated? When did the conflict start? Was the conflict settled, or is it still going on? If settled, how long did it last? Was / Is the conflict violent? What kind of conflict was / is it: political? economic? ethnic? religious? In your opinion, was it possible to prevent the conflict? If the conflict is not settled, do you think it can be solved by peaceful means? If so, what can be done to resolve the conflict? — to observe human rights, to give people freedom — to ask the UN to discuss the problem — to organise meetings in support of the people — some other way 122 a) Look at the pictures about the sources of information in our life and say which of them has the strongest impact on your life and your values. the television you watch the teachers you have , , ' the Internet video and films the music you listen to the people you love your teammates your family traditions classical films and theatre politicians travelline 139 123 Match the words with their derivatives. Underline the stressed vowels in these words. Then read each pair of words aloud. This exercise is also in your Workbook. plural cooperation free freedom equal pluralism diverse diversity care caring safe equality democrat friendship friend democracy cooperate safety 124 Listen and check if you were correct. 125 Work in pairs. Discuss the following questions with your partner, 1 Do you think that society is becoming more violent? 2 What is the possible reason for this violence? 3 Have you seen movies that have a lot of violence? Do you enjoy such films? Why or why not? 4 What are online shooting games? 5 Do you play shooters? 126 Read the text. Answer the following questions^ • What shocking fact does military science reveal (обнаруживает)? • What facts do social studies in this country reveal? • What do these facts mean? SOCIETY IS BECOMING MORE AND MORE VIOLENT Military science reveals a shocking fact about young Americans. In World War II, only 20% of soldiers were willing to fire their rifles (ружья). In the Korean War, 50% of soldiers were willing to shoot an enemy while, in the Vietnam War, 90% of soldiers were willing to kill. Social studies in this country (в нашей стране) have shown that in the late nineties, more than 40% of young people were willing to have a gun. These facts show that modern society is becoming more and more violent. Why? Some people think that violence on TV and in movies, plus point-and-shoot video games, make young people more violent today. 140 WORD FOCUS: INTERNATIONAL WORDS П27 Listen to the words as you say them. Which of these words have similar Russian equivalents? What are they? cooperation trust confrontation violence prejudice peace freedom conflict jealousy war friendship solidarity pluralism militarism anger exploitation democracy dialogue diversity racism hostility struggle safety independence caring terrorism discrimination fight ethnic prevent equality respect 128 Which of these words are related to “tolerance”? Which are the opposites of “tolerance”? Fill in the table similar to the one below given in your Workbook. Related to “tolerance” Opposite of “tolerance” 129 Listen and repeat. As you say the words in the 1st and 3rd columns, compare the position of the stress with the corresponding Russian words. 'racism de'mocracy ,soli'darity 'militarism diversity .natio'nality 'terrorism e'quality dis,crimi'nation ‘dialogue hos'tility co,ope'ration 'tolerance re'ligion ,exploi'tation 'summit in'human iconfron'tation 'conflict alternative ,decla'ration 'soldier in'tolerant idemon’stration 'mission pro'hibit .reso'lution 'separatist re'lationship iSepa'ration 141 130 Work in pairs. Make a list of the English words that are similar to Russian ones (from Ex. 129). Compare your list with those of other students. 131 Say what peacemakers are willing to do. Use: • to build peace on the planet • to fight against terrorism • to help people who suffered from armed (вооруженный) conflicts • to settle self-determination conflicts • to stop violence • to organise peace forums • to make all governments observe human rights a 132 Read and translate the following quotations. Use a dictionary when necessary. Which of them do you like? Why? Can you think of a situation in which it could be used? ( “There" never was a good war and a bad peace.” ^_________(Benjamin Franklin)j “The worst sin towards our fellow creatures is not to hate them, but to be indifferent to them: that’s the essence of inhumanity.” (George Bernard Shaw) “Though all society is founded on intolerance, all improvement is founded on tolerance.” (George Bernard Shaw) 133 Read and translate the sentences. Mind the meanings of the words in bold. • As he entered the market place, he saw a man selling ice cream. • His family was very poor. As you can imagine, he couldn’t afford ice cream. • The boy saw a Russian soldier as well. • As soon as the little boy saw the soldier, he left. • Today he is as grateful to the Russian soldier as he was many years ago. Wolfgang Langer is a teacher at the Ludwigsburg Pedagogical Institute in Germany. He has worked on a number of projects related to tolerance and the culture of peace and is a true friend to Russia. Once he was asked to share an episode from his life to illustrate his idea of tolerance. 134 Listen to the story told by Wolfgang Langer. Which of the following titles is best for the story? A War Story A I^esson on Tolerance May Day A Little Episode Ice Cream A Russian Soldier U2 135 Read the questions. Listen to the story again and answer the questions. 1 What opinion did people in Austria have of Russian soldiers? What word can be used here instead of “opinion”? 2 How did the boy discover that the opinion was not true? 3 Why did the boy remember this episode? 4 What did the boy learn? 136 Work in pairs. Ask your partner questions about her / his lesson on tolerance. Where and when did it happen? What made her / him think that the episode was important for her / him? GRAMMAR FOCUS: REVIEW OF THE ING FORMS 137 Read and translate the sentences. Mind the use of the ing forms. In the picture, I saw the face of a smiling woman. I’ve never seen her smiling. Smiling, she said, “I am happy to see you.” The woman, smiling at her child, looked very happy. The weather was cold and there was no chance of swimming in the river. I enjoy swimming. I practise swimming every day, I Hnished swimming at 7 p.m. I suggest swimming in the pond. 1 gave up swimming when I broke my leg. 138 Answer the following questions and find out how tolerant you are. ^ What was the question you’ve just asked? Can you and I be friends? ^ I can be a friend only to a person who recognises my right to be who am. Is that OIC with you? You're not sure you’re tolerant enough? Urgh! All right. Get a pen then and do this quiz. / 1 You walk home and see some schoolboys beating a smaller boy. a) You pass by the boys without saying a word. b) You try to stop them. Your team lost the game. a) You blame the players, the referee and yourself, b) You congratulate the other team on their victory. Somebody is wearing mismatched clothing and has a funny hairstyle. a) You laugh at this person. b) It does not make any difference to you. A person refuses to eat some food because of his / her religion. a) You say it’s ridiculous. b) You are interested and want to know more about the religion. 143 6 Your younger brother has broken your cassette-recorder. a) You hit him, b) You forgive him because he did not mean to break it. 7 You do not agree with what your friend says. a) You interrupt and do not listen. b) You still listen to him / her attentively. 8 Your classmate tells you that your friend said something bad about you. a) You are planning to get back at him. b) You decide to talk to your friend and ask what happened. 9 Somebody is telling a joke about people of a certain nationality. a) You laugh and think it’s very funny. b) You think that it is not fair to make fun of another group of people. 10 You believe that... a) preventing wars is impossible. b) people must understand why wars happen. 139 Mark your score. Listen to David’s comments about your score and follow the text. All 5's Don’t thoee winqe bother you when you put your clothes on? Just kidding I You know, ft’s really nice to have an angel around. More B’s than A’s Congratulations! You’re on the right track. As for those traces of intolerance you still have... They make you seem like a real person, but don’t let them get worse. Ec^ual number of A’s and B’s Look in the mirror and you’ll see an average person... just like most of us. If you think that's a compliment, take that smile off your face. You have a lot of work to do to improve yourself. More A’s than B's Sit down and face reality. There’s nothing... I mean nothing... you can do about people who are different from you. Maybe if you tried to like at least some of them, your life would be betterl All A’s Let me guess your secret desire. What could it be? K^illlng everybody else and making a few clones of yourself to inhabit the Earth? Am I right? Let me tell you something... you will be bored living amon^ people who are exactly like you. Life is exciting because we are all different. Learn to respectthese differences. }44 н 140 Work in groups of 3 or 4. a) Compare your answers on any of the five points of the questionnaire. Discuss the differences in your opinions. b) Add a couple of points to the questionnaire. Share them with your classmates. 141 Say what you would do if... Example: If I saw some schoolboys beating a smaller boy, I would try to stop them. (see) some schoolboys beating a smalle^ Г, I (try) to stop the violence. ^ theTtherT/'”'-' ' (‘""Sr-Uuhte) tne other team on their victory. If my brother (break) my mobile, I (forgive) him. If I (not to agree) with what my friend says, 1 (listen) to him / her attentively. 142 Work in pairs. What is your partner like? Ask him / her three questions beginning with: What would you do if you...? Then tell the class if he / she is tolerant and why you think so. Example: I think ... is tolerant. He says that if he saw some schoolboys bullying a smaller boy, he would try to stop them, I don’t think ... is tolerant. If he saw some schoolboys bullying a smaller boy, he would pass by without saying anything, GRAMMAR FOCUS: CONDITIONAL 111 143 Read the statements with the forms of Conditional III. Translate the sentences into Russian, He didn’t see the schoolboys bullying a disabled person. If he had seen them, he would have stopped them. He didn’t blame the referee when his team lost the game. If he had blamed the referee, he would have acted unfairly. Her little son broke the CD-recorder, but she didn’t punish him. If she had punished him, the boy would have cried. He didn’t hear you tell a racist joke. If he had heard your joke, he would have told you his opinion. She never interrupted people. If she had interrupted them, she would have been called an intolerable person. Unfortunately I didn’t see you on TV. If I had known you were taking part in the talk show, I wouldn’t have missed it. I’m sorry I didn’t forgive him. If I had known about his family conflict, I woudn’t have been so strict to him. 145 144 а) Arrange the boxes in the right order to make up a story on tolerance. 0 ^ ■ I paid for some doughnuts the cafe was famous for and sat down at the table, I was looking through the window and thinking about a recent argument with Carol, She was really angry with me, saying that 1 was the worst person to be out with as I always bullied somebody, got into fights, and always managed to hurt someone’s feelings or worse, “She’s right,” I said to myself, “1 don’t care much about others. But I do care for Carol and 1 don’t want to hurt her feelings. That’s why I'll try to be nice, polite, and tolerant of people. Carol says a lot of these clever words as she is going to be a Journalist. She has got a lot of ideas on human rights, tolerance and equality, peace making and preventing conflicts. If she ever manages to put all her ideas into action, the world would be better I bet," © It was a dull winter afternoon. I was waiting for‘Carol, but she was hopelessly late. The weather didn’t encourage a long walk, so 1 dropped into a little cafd. Though it was practically empty, the only table, from which 1 could see the bus stop where Carol would appear, was occupied. A tall fellow of approximately my age was sitting there reading a pocket-size book. Can I take this seat? — Yeah, sure.— The fellow glanced at me and went on reading. Td just finished the last cake when the waitress put a plate full of hot doughnuts and a cocktail in front of me. “I’m so sorry,” she said. “I kept you waiting a long time. Have this cocktail for free and thank you for your patience and understanding.” © Absorbed in my thoughts, I hadn’t noticed when the waitress brought me my doughnuts, A plate of them, hot and steaming, was already on the table and ...the fellow in front of me was already tasting one of them. He didn’t even stop reading. An absent-minded bookworm... At any other time, I wouldn’t have forgiven a person who was asking for trouble. But Td promised to be nice to people. So I pretended I hadn’t seen anything and took a doughnut for myself. The fellow glanced at me with surprise and took another one. Well, that beats everything! My fist was about to start its journey towards his chewing mouth when I remembered Carol’s words: “Sometimes people behave in a way you don’t like because they have some reason for it,” OK, he may be hungry and can’t afford to buy them. But he might have at least asked! © Boiling inside, but with my face cool, I kept eating my doughnuts. The tall fellow with the stony face was doing the same. He’d forgotten about his book and tried to eat as fast as possible. His eyes were full of anger and despair. My look was tough and concentrated: “I have promised to avoid conflicts and 1 won’t give in.” It was he who tost the game. Muttering something and calling me names, he rushed out of the cafe. b) Read the story again and suggest your moral to the story. U6 145 Read the advice from these young people. Say what each of them advises. Use: ...advises that we should... because... Example: Nancy advises that we should give each person a chance to speak because what each person says is important. She advises that we should listen without interrupting. Nancy: What each person says is important. Give each person a chance to speak. And listen to people without interrupting. Bruce: If you have done something wrong, admit your mistake. Say: “I was wrong. I am sorry.” In this way, you show respect for other people and self-respect. William: Never call people names. Name-calling hurts. It also makes other people form stereotypes. Sharon: If you want to say something that may hurt a person’s feelings, first tell the person what you appreciate about him / her and then what you don’t like. 146 Work in pairs. Give advice to your classmates on tolerance. Use Ex. 145 as a model. 147 Read the letter and answer the questions. • Who wrote the letter? • Why did the author write this letter? • What does she want you to decide? Who Wants to Be on TV? Join us for this week's "Teenagers" show: Teens Talk about Tolerance 3 March, 200. Dear Friend, The TV programme "Teenagers" invites you to take part in a discussion about tolerance. We hope that you will accept the invitation. You may choose either to be a host of the show or a guest. If you choose to be a guest, please decide which of the following you would like to talk about: • incidents you make up which can serve as examples of intolerance • incidents from your life or from the lives of other people which can serve as examples of tolerance • what tolerance is and why it is important • why tolerance is especially important today • how tolerance is related to human rights • why people are intolerant • some practical advice on being tolerant • quotes and sayings about tolerance, indifference and being human We welcome your ideas on what can be discussed. I'm looking forward to hearing from you. Yours, Elena Golovko Assistant Director 147 148 Now answer the letter. Don’t forget to: • thank Elena for the invitation. • say you would like (are willing to) take part in the show, • say if you prefer to be a host or a guest on the show. • if you prefer to be a guest, say what you are going to talk about (you may choose one of the topics from the list or suggest your own idea). • ask when the show will take place. 1149 Before the beginning of the show, the producer spoke to the participants. Listen to what he said and decide which of the following is true. 1 The producer tells the participants what they should talk about. The producer gives advice on how to be tolerant. The producer asks the participants to interrupt each other if they have different opinions. Key Vocabulary to afford, to chat, to criticise, to declare, to differ, to discriminate, to interrupt, to unite, to vote, to prohibit, to suffer approval, citizen, cruelty, democracy, diversity, disability, ethnicity, equality, foreigner, harm, humanities, justice, liberty, nationality, peacemaker, pin, pluralism, privacy, racism, relationship(s), remote control, reunion, self-determination, selfrespect, separation, sign, summit, sympathy, terrorism, tolerance, violence, resolution Jl50 Listen again and say which of these phrases the producer advises to use. Could you please tell me...? You are wrong. 1 disagree with you. My name is... 1 am afraid I can’t agree with you. May 1 ask a question? Ir I have a different opinion. 151 Get ready to play your role for the talk show about tolerance. Use the material in Unit 3. You may use the topics listed in Elena Golovko’s letter as guidelines. Use: Sorry, I don’t understand. Do you mean that...? Let me add. May 1 make a suggestion? Let’s see what we can do. We have a lot to discuss. I’m sure we can reach agreement. I'm positive that we should... I think that we should... I really don’t agree. I’m sure I agree. I’m absolutely positive about it. alternative, armed, disabled, confident, contrary, complete(ly), ethnic, impolite, indifferent, inhuman, intolerant, military (conflicts), mobile, peaceful, phrasal (verb), racial, super, universal conflict resolution, separatist movement, to prevent conflicts, to resolve conflicts, to put the idea into action, to do without, to get over, to get together, to get on / off, to put off, to keep a sense of humour, to give somebody the creeps, to look lovely, to take turns, to be fair, and what not. It’s (not) fair. 148 Progress Check 1 Listen to the speakers and choose the sentences that reflect the feelings of the people in the most accurate way. a) 1 Richard enjoys family reunion parties though some of his relatives are boring and he doesn’t get along with them. 2 Richard hates family reunion parties because some of his relatives are boring and he can’t get along with them, 3 Richard doesn’t care about family reunion parties as he believes that people of different ages and characters can’t have fun together. b) 1 Eddie enjoys family reunion parties because they give him an opportunity to demonstrate his success in languages. 2 Eddie feels negative about family reunion parties because he hates speaking in public but his father makes him recite poems in French, German and Spanish. 3 Family reunion parties give him the creeps because he has had serious conflicts with some of his relatives. Eddie’s relatives truly enjoy his reciting because they are good at languages as well. Eddie’s relatives do not enjoy his reciting because they don’t like Eddie. Eddie’s relatives evidently like his reciting even though they don’t understand anything he says. Points □ /3 2 Complete the sentences with the word on the right in its appropriate form. 1 ... movements have caused a lot of serious military conflicts in different parts of the world. separate 2 If people say that their race is better than others, they are called .... racism 3 In all civilized countries, any ... against people of other nationalities is prohibited by law. discriminate 4 The President ... that he would use all possible means to prevent an ethnic conflict in the country. declaration 5 The constitution guarantee^ the ... of people of different ethnic groups in the eyes of the law. equal 6 Religious ... led to numerous religious wars in Europe in the sixteenth and seventeenth centuries. tolerance Points /6 149 3 Read the text. Then mark the sentences as true (T) or false (F). Start Smiling Now The United Nations was founded to bring peace, human rights and solidarity to people of the world. Now the organisation includes 185 Member States and its aim is to prevent discrimination, armed conflicts and terrorism. To achieve it, the UN is publishing books that encourage people to resolve racial, religious or territorial conflicts without using arms. One of these books is called Peace Museums Worldwide. Most of the peace museums that exist in the world appeared after World War II. *' According to the authors of the book, peace museums can be of two kinds. Some of them concentrate on the past. They demonstrate historical events, such as wars, violence and terrorism. For example, if you visit the museums in Hiroshima and Nagasaki (founded in 1955), you will see pictures of the nuclear bombing in Japan in 1945. The aim of these museums is to prevent a tragedy like this in the future. There are also museums that aim to educate people about peace. They organise different art exhibitions, as art helps people of different nations and nationalities understand each other. One of the most famous museums of this kind is the International Museum of Peace and Solidarity in Samarkand, its collection includes over 20,000 examples from more than 100 countries of the world, including drawings, paintings, flags, books, stamps and records. The museum is proud of its wonderful collection of photographs, letters and articles, many signed by peacemakers from ail the continents of the world. In recent years, the Museum of Peace and Solidarity has organised exhibitions of children's artwork from many countries both within the museum and in other museums internationally. Many of these children suffered disease, violence and crime in wartime conditions. Every year the museum holds a special Children's Peace Festival. The slogan of the festival is: "War is not a game. Why play with military toys? Peace starts with me." At the festival, children are invited to exchange their military toys for peaceful, non-violent and educational toys. Children who have no military toys can bring along a poem or a drawing and exchange it for a creative game, a pencil, a ball and so on. The museum has got another wonderful collection: a worldwide collection of smiles. The smiles have come and are still coming in all different forms, including photographs, paintings, drawings, computer graphics, poems and jokes. The museum is planning to open a special Hall of Smiles. So start smiling now! Come on, today... right now. 150 I I 1 The main aim of the United Nations is to prevent discrimination, armed conflicts and terrorism. I I 2 The UN believes that publishing books cannot help prevent wars and acts of terrorism. I I 3 The book Peace Museums Worldwide tells people about the most famous peacemakers from different countries. I I 4 According to the book, peace museums can be of two kinds: a) educational museums that exhibit different collections of art and b) the museums that demonstrate different armed conflicts of the past and their results. I I 5 The Museum of Peace in Samarkand exhibits a large collection of arms which have been used in different armed conflicts. I I 6 At an annual Children’s Peace Festival, children can come to the museum and buy educational toys and creative games, I I 7 The Museum of Peace has opened a special Hall of Smiles where smiles in the form of photos, paintings, computer graphics, poems and jokes are exhibited. I I 8 People from any country can send their smiles in different forms and they can be included in the museum’s collection of smiles. Points Q /8 4 Write what you think can cause conflict and misunderstanding between: parents and teenagers teachers and teenagers on. uevy lAck o-tker, but some-tituM cAa’-t Abo'iA con-flit-ts. TAsuaII^ -tk£^£. coA-ftic-ts kApfm. ^kea... b)/ ihad iivb uriosb oofHffn^Ofi л&а^оп/ 00И/^кУб9 Ьь-Ьшьт ibCbok^!^ сшЛ 9turcktits ^з... We can avoid this conflict if.., l-t foouU bt \AtA{ Aof -to kAue aa^ toafltc-t^s A-t All, but -tke^j kAppea, it’s iwpor-tAA-t to vMolDt tkm AS SDOA A5 possible. "Tke. tAOSt t{j^tcti\Jt InA^ to A {Аж[Ц COA-flict VtSolutioA is, . . aaatcoL ttx, cjxv\j^tlxA:-^ гкл-кХвк Ъг-^ 'Ьг re-tO-LvE, ub АЛ SffirA^ АЛ paisLbLe-, жхггЬ cca.-^ ■br (c rbctsLe-vcb ctrn..,-^Luib. r^o'Uofcuri^ bi... Points Q /2 Points /2 151 5 Read the text below. Then speak about the following points. a) Express your agreement or disagreement with the idea. b) Give some arguments to support your point of view. © It’s safer to make friends with people who are most like you. It’s easier to be friends if you have common interests and share the same values. Any diversity can cause conflicts and destroy your relationship. © Friends can have different interests and values and not have conflicts between them. Conflicts happen not because people are different but because they don’t listen to each other. 6 Make up a dialogue between the parent and the son / daughter. Use the information from the cards. The Son / Daughter You have already planned your Saturday evening. Try to explain to your parent why you’ll have to miss the party. Agree with your parent and change the plans for the Saturday. Inform the son / daughter that the reunion party will be this Saturday at the grandmother’s house at 5 p.m. Insist that there can be no excuse for missing it. Explain to the son / daughter why family reunion parties are so important. Convince him / her to change his / her plans. Mark your score For tasks 1-4, you can get 22 points. 19-22 points — well done 16-18 points — good 13-15 points — you can do better 12 points or less — revise and try again Tasks 5 and 6 should be evaluated by you, your classmates and your teacher. 152 Section 1 Z/ Make Your Choiccy Make Your Life It's Time to Think about Your Future Career 1 Look at the pictures and make a list of the options Russian graduates have after their exams in the 9th form. Discuss them in groups. Then compare the lists prepared by different groups. smi I 2 Cathy, Jessica and Brian left school ten years ago. Now they’ve come to their school reunion party. Listen to the conversation and answer the questions. • What did they want to be when they were children? What jobs do they have now? GRAMMAR FOCUS 3 We use the modal verbs must, may, can and can’t to say if something is probable, possible or impossible. James must be at home now. I have just spoken to him on the phone. = I’m absolutely sure that James is at home. 100% James can / may be at home now. = It’s possible that James is at home, but I’m not completely sure. 50% James can’t be at home, I know that he has left for the countryside where his grandmother lives. = I’m sure that he is not at home. 0% 153 4 Read the situations and fill in the modal verbs must, may, can or can’t. This be Miss Carter, but I’m not sure. This woman seems to be dressed Ш a more classical style. This ... be Miss Carter. According to the description, she is 25, tall and slim. And I was told that she usually wears clothes that are too bright. This ... be Miss Carter. I’ve never seen a woman dressed in such bright clothing. 5 Rephrase the sentences using the modal verbs must, may, can or can’t. 4 I don’t know about his plans for this weekend. It is possible that he will be busy. Гт sure that Johnny is fifteen now. I remember his birthday party five years ago. There were ten candles. 1 don’t believe that he is ill. I saw him at the stadium only ten minutes ago and he was playing volleyball. ni never believe that the boy in the red T-shirt is Mike. Mike never wears red. Jason speaks three languages, plays the piano and the guitar and is very good at mathematics and physics. I’m sure that he is very talented. The plane for the flight from London to New York took off an hour ago. It is certainly over the Atlantic by now. 154 6 Discuss what characteristics and what qualities are necessary or important for the following jobs. Explain why you think so. Use the words in the box below. Follow the example. Example: It is necessary for a waiter to be very accurate because he has to remember people’s orders in a cafe. He should be patient and polite to all the customers even if they are not at all pleasant. Ability to speak foreign languages is very useful as there are often foreigners in the cafe. A sense of humour can help a lot because a waiter’s job is difficult and tiring. clothes designer emergency service officer lawyer vet (veterinarian) journalist architect businessman / businesswoman chef / cook mechanic scientist surgeon teacher message boy / message girl waiter / waitress babysitter hairdresser street cleaner driver accurate creative imaginative curious patient courageous reliable energetic sporty ambitious strict confident tolerant of other people’s opinions sympathetic educated a bookworm sense of humour wide knowledge of ability to speak foreign languages ability to make decisions quickly 7 Express your opinion about the following jobs. Use the phrases from the table and foUow the model. Example: I wouldn’t mind being a hairdresser. This job is very creative and gives you an opportunity to meet new people. On the other hand, it can be tiring and sometimes you have to deal with unpleasant people. But I think I would like this job anyway. I don’t think I’ll ever be a surgeon, though it is a very important job and a lot of people need it. The problem is that I feel sick when I see blood. And I don’t think Г11 ever cope with it. Your opinion Positive things about the job Negative things about the job I would like to be... Ч gives you an opportunity to travel stressful I like the job of.,. means meeting new people long working hours I would hate to be... regular working hours boring I will never be... important low-paid I wouldn’t mind being... creative exiting well-paid every day is different challenging work gives you an opportunity to gain / get experience in dangerous dealing with unpleasant people tiring working in bad weather 155 / In a group, ask your classmates what they would like to do after school and why they want to do it. When you report the results, say how many people in your group would prefer: • to go to tenth form and then to university • to find a job and help their parents • to travel and see the world • to go to a college or to a vocational school • to do nothing Use: to earn money to see the world and meet people to save up some money for studying to meet new people and improve my knowledge of a foreign language to start my career now to get a university diploma and find a well-paid job to learn to be responsible to get some independence to explore the world to broaden my horizon to see different cultures and ways of life ^ Listen to the dialogue between two British girls and answer the following question: Do English students and students of our country have the same opportunities when they graduate from school? 156 10 Read the dialogue and write down all the opportunities that Sue gives to Carol, Consult the Linguistic and Cultural Guide in Appendix 5, page 201 for the words in bold. Which of the opportunities are most suitable for Russian students and which are not? Give your reasons. Sue; Hi, Carol. What are you up to after school today? Would you like to go for coffee? Carol: OK, Sue. That would be lovely. 1 need a friendly ear. Sue: Great. Г11 see you in the coffee shop at half past three. (Later in the coffee shop) Sue; What’s up Carol? You look a bit confused. Is there something wrong with your coffee? Carol: Oh, no, the coffee is lovely... I am just thinking about what to do after my GCSEs. I don’t know if I should I do my ‘A’ Levels? Sue: Have you thought about your options? You know like university? Or do you want to get a job that would train you? Carol: Oh, I don’t know. I need to get high grades in my ‘A’ Levels to go to a good university and 1 also don’t think my family can afford the fees (плату). My parents really need me to contribute to the family income (доход). Sue: OK. Well, what I would do is go to a sixth form college and do your very best in your ‘A’ Levels, Then your good results can get you to university when you are ready, Carol: Yes, I shouldn’t waste my time at school just because I need to go to work. My results do matter. They will help me get a good job and, like you say, I can use them at a later date. Sue: Some companies even help you study. They may want you to do certain courses for your position so you can develop and get a promotion. Or they may be flexible so that you can study one day a week or do evening courses. Carol: Thanks Sue. You have given me some good ideas and have made me feel a bit more focused. Sue: That’s OK, Carol. I mean, even if your job doesn’t offer any training or opportunities for you to study and work, at least you will get good experience. Hopefully, you will be able to save up some money so that you could then go to university. Time off from education may make you think about what you really want to study. And if worst comes to worst and you really don’t enjoy your work and want to get back to studying, you could always get a student loan that you pay back later. Carol: You know so much Sue, I knew it would be good to speak to you. You always keep an open mind and are always so positive. Sue; You’re welcome! Phone me anytime you need a chat. WORD FOCUS 1 1 Read, translate and remember. to keep / have an open mind to keep (one’s) word to keep trying / doing something to keep together to get good experience to get a promotion to get a student loan to get back to studying to get good results to get a good job 12 Read the following sentences. Fill in the gaps with some of the word combinations given in £x. 11. 1 I have asked you many times not to slam the door when you come home. It looks as if you ... it on purpose, 2 I wouldn’t trust John, He never .... 3 I am quite lucky that my parents ... about modern music and fashion, 4 It is always good ... all your paper work. Then you never lose anything. 5 It is not easy .... They say you need ... first and then think about a promotion, 6 If you can’t afford the university fees, you can always try and ... or ... later when you’ve got some more money and time. My friend wants ... and start earning good money so that he can go travelling round the world one day. It is very important for me ... in my English exams as I am hoping to go study abroad for a while. Nobody believed he would enter the university. But he... and succeeded at last. It’s very important for a scientist to ... and consider new ideas. 157 13 Work in pairs. Make up a dialogue about your options after secondary school. Use some of the following phrases: to improve my knowledge of Russian / English / physics / geography / mathematics / history / biology / chemistry / information technology / etc I need a friendly ear i I need a chat. You look a bit confused. What’s up? Have you thought about your options? I can’t afford... My results do matter. to do courses to get a promotion to feel more focused to get a student loan to save up money to offer training or opportunities to keep an open mind 14 Look through the adverts for British students graduating from secondary school. Match the questions with the adverts. Consult the Linguistic and Cultural Guide in Appendix 5, page 201 for the following: vocational courses school sixth form sixth form colleges an apprenticeship the GCSEs What shall I do after my GCSE examinations? Questions 1 Should 1 stay on at school sixth form? 3 What about a further education college? 2 What about sixth form college? 4 What if I want to go straight into work? © If you want to specialise in more vocational courses, this may be a good option for you. Unlike school sixth form and sixth form colleges, you will get courses which are more closely linked to the needs of industry, professional companies or universities. As part of the application process, you may be asked to attend an interview. This is a great chance to ask questions about your chosen course and whether it's the best option for you. School sixth form will let you continue learning in familiar place with teachers that you already know, plus there’ll be lots of your friends there already. Think about the subjects you’ve enjoyed studying and which ones will give you the best results, particularly if you are thinking about university. © Then perhaps an apprenticeship would be right for you. This gives you the opportunity to start earning whilst learning the skills you need for your chosen career. Apprenticeships are available in a wide range of occupations, such as accountancy, hairdressing, construction, plumbing and retail and are currently available for 16 to 24-year-olds. Students from different schools can continue their education here. These are often larger than school sixth forms and can therefore sometimes offer a wider range of options to help prepare you for university or employment. Ask what’s available 1 5 Think of jobs you are interested in or that might be suitable for you. Would you like to work with people, with PCs {personal computers), with animals? List as many jobs as you can think of and report them to the class. 16 Go round the classroom and ask different students about the most and least interesting jobs for them. What job would they enjoy? What wouldn’t they like? Fill in the chart in your Workbook. 17 Write a brief summary of what you have found out about your classmates. Use the following sentences as guidelines. a) The most popular jobs in our class are... b) No one would like to be... c) I think that... is (are) the most popular job(s) because... 18 Work in groups. Choose one of the two texts. Read through it quickly and answer the following questions. Consult the Linguistic and Cultural Guide in Appendix 5, page 201 to help you with the words in bold. • Which options do the authors give for choosing a career? • What are the traditional requirements for a job? Julian: What to do after the GCSEs... Having been a fan of detective and courtroom dramas on TV, 1 was keen to learn more and had an ambition to become a lawyer. After my GCSEs, I didn't know which way to turn but 1 suppose 1 really wanted to find out if I was suited to this profession. To begin with, 1 left school after my GCSEs to look for work in a law firm, i put my CV together, made lots of copies and posted them to as many law firms as 1 could find. I knew that all I could do was basic office duties, such as what an office junior or a runner would do, but at least I would be getting experience and finding out if I liked this working environment. I managed to get an interview and was accepted as an office junior at a law firm only a 15-minute bus ride from my home. I loved it. I was seeing for real how cases were being solved, how evidence was gathered... the whole process. I learnt it was very hard work but the rewards were worth it. 1 could see that this job offered me all the traditional job requirements; job satisfaction, career possibilities, good working conditions and stability. This assured me that I wanted to go into this profession. 1 went back to school to do my 'A' Levels. 1 was still able to keep a relationship with the law firm that I had been working for. They were encouraging me to study and they also offered me work during my school holiday. I completed my A' Levels, went on to university and got my degree in law. Now I am a successful lawyer in the same firm I worked for at 16 years old. I was lucky to know at an early age what 1 wanted as a career. It is only through experience that you find out what you really enjoy and are able to do well. 159 Gary: What to do after the GCSEs... I always wanted to work, I had dreams of earning my own money and I had ambitions. So after my GCSEs, I left school. I didn't think about a higher education. All I wanted was to go out into the world, feel independent and start working. One of the valuable lessons I learned at school was how to write a CV. I dug up some examples from my old text books and compiled my CV. 1 must have given out about 20 copies to local supermarkets, coffee shops, offices, restaurants, bars, building companies, garden centres and clothing shops. * After two weeks of waiting, I got a positive reply and so my first job was filing documents as an office junior. 1 had to sort all of their files and keep them in alphabetical order. OK, so I learnt the alphabet and lots of new names, but after two weeks, I was starting to get headaches. And I was not getting any job satisfaction. Next I got a part-time job in a coffee shop. I used to come home with burnt fingers nearly every day! Then I stocked the shelves with food products in a supermarket. My working hours were 10.00 p.m. to 6.00 a.m. That didn't last long. 1 must have had ten jobs in one year but I didn't fit in. I had fun but that was about all. I needed some help... or some direction. I spoke to my parents and they asked me to think about what I wanted from a job. We decided to write down a list of jobs I thought might be most suitable for me and see which best fit the traditional requirements: job satisfaction, good working conditions, stability and career possibilities. Then I rewrote my CV with all my experience and started looking for a job again. Three weeks passed and nothing came up. This was hard on me. Then my dad offered me a job to help him out at his bakery. He was getting very busy and needed some extra help. When I started out, I was the night baker. 1 had to get there by 4 a.m. I learnt quickly about the different types of bread and cakes. I got used to the hours and ! realised I was enjoying the job. I was producing food for our local community, meeting new people, making friends and feeling useful. Now that's job satisfaction! 1 am now the manager of our shop, so my dad is able to rest a bit. I feel proud to be continuing in the family business. Just think that this bakery was started by my greatgrandfather and it's been selling bread in our town for over 100 years! As you can see, it took me a while to find and understand what I really wanted for a career. For some people, choosing a career is the easiest choice they ever make. My sister knew that she wanted to be a dancer at the age of six. i 1 9 Compare the answers you gave in groups and discuss them. 20 Make a list of the four traditional job requirements mentioned in the texts. Which of them, do you think, will be essential for you in the future? Give your reasons and discuss them with your classmates. 21 Find the equivalents of the following words and phrases. Fill in the chart in your Workbook. Text 1 • law company • responsibilities • to have the right qualities to do something • to prepare something by collecting information • to keep contact to • to enter a particular profession • a time of rest from school • enjoyment of your job Text 2 • fast • to find something you haven’t seen for a long time • different kinds • nothing happened • to treat something in an unfair and unkind way • to start to know something that you had not noticed before • very useful because it helps you to do something • enjoyment of your job 22 Make up a dialogue between any famous person and a journalist who would like to know the following. aJ ike/Kt ДгбАж o-f -tki^ pb ia. ktv/kl5 ckiWkood? bJK^kAf ^чА5 ktv/ki^ pAVfcnl:.s' A-t-ti-twdfc to tkeir dAw^k-ttv’i/ 50k’.s ckoice? cj ske/kb ikt -tvAdl-tbuAl job ^MkiU-fc ckoosin^ -tke. job? AJ waa^ o-tkev job^ kAue. tke^ клД bt{ort 5ke./ke. -fckb ^mA5 -tke. оке ■for -tkew.? tj /Oa5 i-t кАгД A-t -fiv's-t or Д1Д ske/ke -fi-t in. eAsi^? {3'^\A skt/ke жАке o-f -{;г1екД5? K>kA-t ^mA5 ker/kis bo^^ tike? kJ/\)kA-t job sA-tb-fAt-tioK doe.s jke/ke ^et? Use; When I was a little boy/gH I didnt dream of being ’ My parent, didn’t „an, ше,о be. uKSxri"'*-- I satisfection I had LZT^ZeTjZ 161 23 Read the tips below for writing a CV. Study Anna Dixon’s CV and say if she managed to reflect all the tips in her CV. Personal details: The employer wants to know who you are and how to contact you. Put essential information only. Education: Write what form you are in and give the necessary information about the name and address of your school / lyceum / gymnasium. Work experience; If you have had any summer or Saturday jobs, describe them. Stress what you achieved and what you learnt. Position of responsibility: If you don’t have work experience, this section can show employers your potential. Write what conferences you’ve been to, what projects you’ve done and what competitions you’ve taken part in. Skills: Indicate what you are good at (e.g. languages / maths / computers). Be positive about your ability. Never undersell yourself! Interests: Stress any significant achievements related to your interests. Don’t just list your interests; add a few details. Curriculum Vitae Personal details Date of birth: Tel: Anna Dixon 50 Grove Road London N12 9DY 07.06 020 8365 7685 Education 2000-2006 Royal Latin School, Bedford. Completed the fifth form. Work experience Babysitter (Saturday job) Babysat for the neighbours’ family. Looking after a seven-year-old girl demonstrated my ability to remain calm and resourceful. Invented lots of new games. Office Junior (summer job) Assistant Received telephone calls, made photocopies. Proved my ability to be punctual and careful, ■ Positions of responsibility Helped to organise a conference for all students at our school this year called “My Future Profession”. Skills Good knowledge of Microsoft Word and Excel. Working knowledge of French and Spanish. Interests Music: Guitar player in a semi-professional band. Theatre: Member of the school amateur (любительский) drama theatre. 24 Complete the CV in your Workbook as if you were looking for a summer / Saturday / part-time job. Use the Transliteration Table in Appendix 6, page 203. Compare it with your classmates’ CVs. 162 25 Read the adverts from the “Teen Job Opportunities” newspaper. Which of them attracts you? Why? ENJOY TAKING CARE OF ANIMALS? A riding school is looking for young people who can take care of horses. Shift work. Seven days training for candidates is essential. FREE riding lessons are available. Contact Ken Bennett INTERESTED INTRAVELUNG? SPEAK FOREIGN LANGUAGES? A summer language school is looking for waiters & waitresses. Three-month contract. Must be prepared to work shifts. Free board and lodging. Write to Philippe Bassat A British family is iooking for a BABYSiTTER for twins. Non-smoker. Abiilty to get on with kids is essentiai. Free board and iodging. For detaiis, contact Mrs Edwards 26 Choose one of the job opportunities and write a letter of application. Use the following letter as a model. i . . . ( слшс ДСГ055 ^оиу" AMuertismtnt in -tke. most 'ftctKi is^we. of “'Леи. (job Oppov-twnitits'’. (’ж ve.Albj к (Xiorkin.^ as a, . . (ж. . . fEke iftfomAEion. аЬонЕ A^fc, еДисАЕюк, рег5окА( 5kilU — EKaE САЛ Дтоя^ЕгАЕе. EkAE ^ow Art ikt ri^kE сакДсДаЕс fov Екй jobj If jjow Ekink EkAt 1 mi^kE be. Eke rykE person for Ekis job, 1 ^uouU be ^rAEefwt for E^e fwrEker iкforжAE^oR; — Eke eArwR^s per moREk? — е)СрееЕеД free Е(же? — ar^ opporEuRtE^ Eo prAcEise lAR^uA^es? [ took for^oArД Eo ^owr repl^, '(Ijowrs siRceret^, ^ Ci^our si^RAEwreJ ^ 163 27 For a great number of jobs, it’s important to speak, read and write foreign languages. a) Discuss with your partner the advantages of learning English compared to other languages. Use the arguments from the box and add your own. Geographically English is the most widespread language on Earth. The United Nations uses English not English is an easy language to study, only as one of its official languages but also as one of its two working languages. English is spoken by about 470 million throughout the world English is the official language of about 45 nations. • A lot of the world’s mail and telephone calls are in English. b) Write an essay about the reasons to learn the English language. Use the structure of the essay to help you. title Everybody knows that ability to speak a foreign language is very important in today’s world, I personally believe that the most usefhl foreign language today is English. .Your arguments To sum up, I do believe learning English is very useful for me. I’ve been studying it for ... years and I am going to continue to improve it. 128 Do a research project on a job that interests you. You can get information from a job agency, newspapers, magazines, the Internet, or you can interview your friends and relatives. Use the following questions as guidelines. • What does a person do in the job? • What education and skills does a person need for the job? • What equipment does a person use? Do your family and friends approve of the job? Do you think this job will be needed in the future? 29 Put all the information on a big sheet of paper. Attach photographs and draw pictures to show the process of doing the job, the workplace, the equipment and the clothes. Give a presentation about your future job to your classmates. 16Д Section 2 I Why Are Stereotypes Harmful? 30 Discuss these questions with your classmates. The words and phrases in the box can help you. Add your own ideas. Start like this: If you are a boy, what do you think about girls? If you are a girl, what do you think about boys? Boys / Girls are... Boys / Girls always / never / often / seldom. Boys / Girls can / may... support each other be helpful aggressive weak strong helpless more tolerant than... appreciate friendship / advice ignore betray care for envy feel jealous (of) hurt cheat do without be fair / unfair 31 Read the text to learn about stereotypes. Find out what a stereotype is. Very often we have an opinion about a person simply because that person belongs to a certain group of people: young or old, men or women, Americans or Chinese. Such opinions are called stereotypes. If you have a stereotype, you think that all people in a group think, act and look the same. But this is not true. In every group, people are different. If we have stereotypes, we may treat people unfairly. For example, tha young girl in the story “The Rose Pin” did not want to meet her great-grandmother because she had a stereotype about old people. But after she knew her great-grandmother better, the girl changed her opinion. If you do not like or do not trust somebody because of a stereotype, you have a prejudice against that person (or group of people). People have prejudice because of religion, race, ability, age, gender or anything about a person that makes him / her different (appearance, dress, class in society). Prejudice is dangerous because it leads to discrimination. 32 Note the words in bold in Ex. 31. Match the words with their deBnitions. stereotype treating a person or a group worse than others discrimination a firm idea about what a particular type of person or thing is like but which is often not true in reality prejudice dislike or distrust 165 33 Compare what the two people have said. Which of these are stereotypes and which are facts? “A” said: “B” said: Men are the stronger sex. Women talk to express their feelings and to support their friends. Women are good at cleaning, cooking and sewing. Women often cry. Traditionally, men support their families. Women don’t usually have many friends. The best place for a woman is at home. In some ways, women are stronger. They live longer than men. Men prefer to discuss fishing, sports and other activities. Many men are famous as great cooks or tailors. Women show less stress than men. Many women now support their families. Men like meeting and talking with lots of friends. A woman’s role is very strong in modern society. □ 34 Work in groups of 3 or 4. Add to the list of stereotypes of women t girls and men / boys. 35 Share your opinion with your classmates from other groups. Write a list of the most common opinions on the blackboard. Dialogue Vocabulary They say... — Говорят... Nothing of the kind.— Ничего подобного. Oh. come on.— Да ладно! / He может быть, Look here... — Послушай... It doesn’t sound convincing. It sounds a bit strange, but... What are you talking about! Do you mean it? — Yes. 1 mean it. 166 36 а) Read the text and find out if your list contains some of the facts mentioned. Many stereotypes are about the differences between men and women. To put an end to a stereotype, we must be able to recognise it and to think about it. Is an opinion fair or unfair? Men and women have a lot in common. But they are also different. Men and women can prevent many conflicts if they learn to respect these differences. Men and women are different. They talk and think in different ways. For example, men and women even use the Internet in different ways. Men like to “hunt” for information. Women like to browse and “gather”. Women are more likely to join online communication, often with other women. Men and women’s differences begin when they are boys and girls. Boys like to play in large groups and there is usually a leader in the group who gives orders. Boys want to have a high position in the group and this position is important to them. On the other hand, girls like to play in small groups. A girl’s best friend is important to her. Girls don’t like to give orders and they don’t usually have a leader. They prefer to have equal positions. Boys like to do things together. But when girls meet each other, they like to talk. When boys and girls grow up, nothing changes. Men like to do things together or talk about activities {e.g. sports) or things and events {e.g, cars, politics). For women, people and feelings are important. They often talk to express sympathy and love and not just to say facts. Because of these differences, men and women sometimes do not understand each other and often have conflicts. They might understand each other better if they know about the differences in how they communicate. b) Read through the text again and answer the following questions. 1 What is important for girls / boys? 2 How do women and men work with information? 3 What do women / girls and men / boys talk about? 37 Use the words in the appropriate form. Mother; What’s wrong, Kate? You look upset. Have you had a. Paul again? Oh, Mum, I don’t think he cares about me. What makes you think so? with UNDERSTANDING Kate: Mother Kate: He never does what I ask him to do. The day before yesterday I asked him to buy some apples on the way home from work. He forgot. Well, OK, I didn’t taka it_______and just asked him again. But he forgot about it again. Mother; Oh, it’s_________of men. They focus on one thing at a time — they “hunt”, Paul has got a new job and he can’t think about anything else at the moment. Just remind him again or buy the apples . Kate: And he never talks to me. I always share my feelings, but he doesn’t. He doesn’t value_________. Mother: Yes, he does. But men communicate in a____________„ way. They talk about sports, politics and events, not about feelings. It’s____for them. Kate: Do you mean we’ll never learn to be equal? Mother: It’s not the point of________, darling. Men and women may be equal but they’ll never be the same. There’s a saying “Men are from Mars, women are from Venus.” Kate: Yes, I’ve heard that phrase before. It’s the name of a book,_______. PERSONAL TYPE YOU COMMUNICATE DIFFER NORM EQUAL ACTUAL 167 38 а) Answer the following questions: 1 If you were a middle-aged woman, would you like to be called “a girl”? 2 If you were retired (на пенсии), would you like to be called “prestarelyi”? 3 If you were a minority, would you mind hearing racist jokes? 4 If you were a person whose skin colour differed from that of other people living somewhere, would you feel comfortable? 5 If you were a bright student but you were not allowed to the university because you’re too young, would you feel hurt? b) If you answered no to at least one of these questions, tell the class why using the arguments below: These words show disrespect to... These words may hurt... minorities people with different skin colour people with disabilities women older people / younger people You can do harm to... It’s a kind of bullying to... О о Begin with: I wouldn’t like... I think... WORD FOCUS: PHRASES WITH DO 39 Remember to use do in the following phrases: do your best do the cooking do an exercise do the washing up do harm do your hair do homework do the room do good do the dishes do (the) shopping do (the) gardening do some work do maths / do without English/physics . m dead against... I would never agree to / that... J 40 Read the sentences and translate them into Russian. • Smoking does harm to your health. • It will do you a lot of good to stop smoking. • Mother did her best to help her sons get along with each other. • I did the shopping before I came home. • I can’t do without a car. I live too far from my work. • Do these exercises in writing. • Have you done your homework? 168 41 Match the words with their dictionary definitions. Remember these words. citizen generation minority ethnic senior disability retirement high in rank or status compared with others of a nation or race that has a common cultural tradition a person who has full rights as a member of a particular country the inability to use one’s body properly because of disease, etc all people born around the same time a smaller group compared with another group stopping work 42 Read the text and answer the following questions. We should be very careful about the words we use to describe certain groups of people. People in civilised countries are taught never to use words that show disrespect toward women, people with disabilities) older people and minorities. These groups of people have been hurt by stereotypes, prejudice and discrimination. That is why it is important to avoid language and behaviour that may hurt such people. The language and behaviour which shows respect toward people is called "political correctness". What is political correctness? Why is it important? 43 Look at the pictures from the US media. What are these people like? Choose one of the words in each pair to describe these people. Strong - weak happy - unhappy friendly - unfriendly good-looking - ugly energetic - helpless 169 44 Read quickly through the text and say which part of it is about: I) ethnic groups; 2) elderly people; 3) people with disabilities. STEREOTYPES AND COMMUNICATION a) Today in the United States, mass media never shows old people as weak or helpless. Old people in the US are called "senior citizens". In this way, Americans show respect for the long life people have lived. It is an honour to be a citizen of a great country, and the word "senior" means "high in rank and status" Senior citizens are called the "generation at the top". The age of retirement is sometimes called the "golden age" Old people are as different as young people in their talents, skills and abilities. Nowadays, after people retire, they remain active. They often work and they help their children and grandchildren. They travel and do sport. They can give young people good advice and tell them exciting stories. b) Another group hurt by stereotypes are people with disabilities. Many cannot do certain things, including seeing, hearing or walking. But these people have other abilities and talents. Johann Sebastian Bach, Albert Einstein and Agatha Christie were all people with disabilities. But they could still do great things. In the US, people are taught to avoid words that may hurt people with disabilities. Here is some advice you might hear in the United States. First, use words that focus on the person's individuality, not his / her disability. Instead of "the disabled", say "people with disabilities". Don't say "the deaf", say "people who are deaf". Second, never use words that show pity or fear of people with disabilities, and never use the word "normal" in contrast. Never use the words "victim" or "sufferer" to name a person who has a disability or disease. For example, instead of saying "a victim of AIDS" or "an AIDS sufferer", say "a person with AIDS". c) In the US, you have to be very careful about the words you use to speak about minorities (ethnic groups). You will be accused of discrimination if you show disrespect toward different groups. Making ethnic jokes is very hurtful to people and shows politically incorrect behaviour. You will be accused of racism if you use the improper term for people who have black skin. The US no longer uses the word "Negro" like in the old days. The term "Negro" does not refer to a person's country of origin so it is not politically correct. Most black people in the US now prefer the term "African American". 45 Complete the sentences. Make as many sentences as you can. It is politically correct to... It is politically incorrect to... You show respect for... if you... You show disrespect for... if you... 170 46 Study the text and answer the following questions. • What groups of people are hurt by stereotypes? • Why is it wrong to have stereotypes about these people? • What behaviour and language is discrimination? • What behaviour and language is politically correct? 47 Tell the class more about one of the groups you have discussed. Add some examples from real life. You can talk about any of your relatives or neighbours you know well. 48 Project work. Form groups of three. Each team decides who is going to study stereotypes of: 1) older people; 2) people with disabilities; 3) ethnic groups. Then do the following programmes. Study how older people are represented in newspapers, on television programs and in books. Are they shown as strong and happy or weak and helpless? Ask an elderly person (a grandparent, a neighbour, etc) if he i she has ever been hurt by stereotypes. Decide what can be done to show more respect toward elderly people. Find out if any services are available for people with disabilities in your city. Think about the words that are used to describe people who cannot see, hear, speak or walk. Do you think that people can be respected or disrespected because of their nationality? Suggest how to avoid conflicts between people belonging to different ethnic groups. 1 г Think of what people belonging to ethnic groups feel when they hear ethnic jokes. Decide what can be done to show more respect to such people. 1 г Tell the team what you have learnt and what you think can be done. 1 г Finally, act as participants of an imaginary forum on stereotypes. Every student in the class needs to say how we can help people who are hurt by Stereotypes. Then put all of your ideas together. 49 Talk about an outstanding person who is (was) either an elderly man / woman, a person with disabilities or a member of an ethnic group. Say what this person is famous for. 171 Section 3 Are Extreme Sports Fun to You? 50 Work in groups. A lot of young people in different countries do sport. Apart from sports such as football, horseracing and swimming, some new sports have appeared recently. Read the names of the sports. Say what you think these sports are like. Let your partner agree, disagree or add something. Example: Student 1: I’ve heard that skydiving is diving from a boat into very deep places. Student 2: Nothing of the kind. I know for sure that skydiving is jumping from a plane with a parachute. It’s like parachuting, but the jumper waits to open his parachute for as long as possible. Student 3: It’s more dangerous than parachuting. Student 4: When jumpers are falling down, they make different figures in the sky and it looks beautiful. 51 Listen to the recording and find out if you were correct in your descriptions of the sports. 172 52 Listen to the words for sports equipment and facilities. Group them according to four different extreme sports. What are the names of these extreme sports? helmet skating rink ramps skateboard diving suit flippers parachute skates plane (aircraft) hockey stick skate parks aqualung kneecaps motorboat 53 Read the reasons why people do extreme sports. Choose the reasons you agree with and add your own ideas. Express your point of view. to keep fit to look athletic to develop the body to feel joy and excitement to make families worry about them to show off to impress people around them to prove how fearless they are to kill time Use: I’m sure... To my mind... I would say that... 1 believe... I guess some people do extreme sports because... 54 Listen to the short interviews and match the person with his / her words. Some British people are being interviewed in the streets of Moscow and they express what they personally think about the following question. ARE EXTREME SPORTS POPULAR AMONG THE BRITISH? 55 Listen to the interviews again, a) Find as much information as possible to say how these people feel about extreme sports, b) Complete the table in your Workbook. Susanna Ashford Gregory It’s obvious that Susanna is not Ashford has never done Gregory sounds very excited interested in extreme sports. anything like extreme sports. about extreme sports. She says that... He must be joking when he says He says that... that... 173 56 Read the text and choose: 1) True if the statement is true, 2) False if the statement is false, 3) Not stated if the information is not given in the text. ■ travel twice a year, it is a "must”; otherv^ise. I’ll feel unfit both for my work and for my studies. The thing is that, for three years, I’ve been a member of a diving club and every season we get together at a new place. We arrange these trips to escape from everyday problems and to get into the beautiful and calm underwater world. We have already done some diving in the Red Sea, on the coast of South Africa and in the dark, cold and clean waters of Lake Baikal. Nothing can compare to the excitement you feel while exploring deep underwater caves without knowing what kind of wonder or danger you might face there. There are people of all different nationalities in our club. I feel like I can call them close and reliable friends in spite of the fact that we see each other only during our trips. We don’t have any communication problems even though not everybody speaks English fluently. We work as a team. It’s not the words but the care, help, and support that are essential for survival. Yes, it can be dangerous sometimes, and I’m often asked why I take the risk. I don’t really know, but I'm going to keep on doing it. 1 A friend convinced Julian to join a diving club. 1) True 2) False 3) Not stated 2 Julian dives in both warm and cold waters. 1) True 2) False 3) Not stated 3 Julian prefers diving in the Red Sea. 1) True 2) False 3) Not stated 4 Julian experiences language problems when communicating with foreign divers. 1) True 2) False 3) Not stated 5 Julian is planning to give up diving soon. 1) True 2) False 3) Not stated 57 Read the text again and make up sentences with the opposite meaning to the following. Use the phrases from the text. 1 It’s not necessary for me and I can easily do without it. 2 I feet that I’m in good physical and mental condition. 3 The trips make me feel caught in the net of everyday problems. 4 You know beforehand what danger you should avoid underwater. 5 People often ask how I manage to avoid risk. 174 GRAMMAR FOCUS 58 Make up three sentences according to the pattern: Nothing can compare to... + noun or + ing form Example: Nothing can compare to a juicy sweet watermelon (арбуз) on a winter evening. Nothing can compare to swimming in a warm sea in the middle of January. WORD FOCUS 59 Review these Unking words. otherwise in spite of the fact that though that’s why because Nothing can compare to the feeling of freedom and excitement while skateboarding on crooked streets of our town! 60 Join the sentences using the above linking words. When you go camping, take warm clothes with you... you will catch a cold. Jacky broke her leg last summer and... ...she wasn’t able to roller-skate for almost a year. ...he is rather fat, he can climb the mountains better than others. We won’t take Susan windsurfing... she can’t swim. The sportsmen understood e^ch other perfectly... they spoke different languages. We wanted to do some diving on holiday and... we packed all necessary diving equipment. ...he was much younger than the other athletes. he won the competition. 61 Listen to the conversation and find the answers to the questions. 1 What kind of programme is it? 2 What makes Tom Render an interesting person for Dave Ford’s programme? 3 What can be called “extreme sports” according to Tom Render? 175 62 Read the rest of the interview between Dave and Tom. Then find the words and word combinations that describe BASE jumping as a dangerous sport. Do you think Tom is tolerant of the people around him? Use phrases from the text. Dave: The sport you are doing now... it’s called BASE jumping, isn’t it? What kind of sport is it? And how did it get the name BASE? Tom; It’s the most extreme of the extreme sports. It’s like skydiving but no planes or helicopters are used. People jump from buildings, antennas, bridges (or spans) and cliffs (high parts of the Earth). This is why it’s called BASE. Its name is made from the first letters of Building, Antenna, Span and Earth. Dave: It seems awfully dangerous to me. Tom: It’s obvious that the chance of injury is very high. Some jumpers say that it is as high as 90% and a bad injury or death is just a matter of time. Sometimes it happens that the parachute opens too late or doesn’t open at all, or the jumper miscalculates the speed of the wind or fails to notice something that can make the jump fatal. Dave: It’s a very risky activity. Do you intend to quit it? Tom: No, the feeling I get during the jump means too much to me. Dave: Are there many excited fans who are watching you when you are jumping? Tom: If we jump from some cliffs somewhere in the countryside, only my mates are there. But when we jump from buildings and antennas, there are a lot of people watching us. There ha(^e been some jumps from Nelson Column and St Paul’s Cathedral. Can you imagine that?! Dave: Tom, I’ve got one last question. Do you realise that BASE jumping in cities can be a life-threatening activity not only for you but for people around you? The fact is that you can cause serious traffic accidents or other dangers. People can get injured. They haven’t chosen to do this sport but they still can suffer the consequences. It’s really not fair. Tom: Well, I have to admit that I’ve never thought about it that way before... 63 Read the dialogue again and find the phrases which have a similar meaning. 1 It can happen and it does happen very often that people who do extreme sports get injured. 2 Sooner or later, most people who do extreme sports get injured or even die. 3 It can happen that the jumper makes a mistake in calculating the speed of the wind or doesn’t notice something dangerous. 4 Are you going to stop it? 5 This is the kind of activity that can cause death. 6 They can experience unpleasant or even dangerous results due to another person’s activity. 7 I have to agree with the fact that... 176 64 Work in groups. Make a list of the things you like and dislike about extreme sports. Use the material in Ex. 62 along with your own ideas. Compare your list with those of your classmates. Discuss the differences. 165 Read the statements and tick those you agree with. Share the results with your partner and debate the points you’ve got different opinions on. I I You can’t avoid risk of injury in any sport. □ If you are in a good physical condition, you can do any sport. The risk is reasonable. □ Sports that can cause injuries should be prohibited. I I The more dangerous the sport is, the more attractive it is. I I Extreme sports help people escape from their problems. □ Extreme sports make life more exciting. □ Extreme sports for teenagers should be prohibited by law. □ If a person does a dangerous sport, it means that he / she is very brave. П If a person avoids unnecessary risk, it means that he / she is wise. Q If a person avoids unnecessary risk, it means that he / she is a coward. □ Sports like BASE jumping and skateboarding in cities are uncivilised. □ It is uncivilised to use stairs, dustbins or benches as sport equipment. □ Sports like BASE jumping and skateboarding should be included in the programme of the Olympic Games. I I If you do extreme sports, you can impress your family and friends. □ Doing any sport helps you find good and reliable friends. □ Only extreme sports help you find good and reliable friends. □ It s silly to do dangerous sports and risk your life or your health. There are already too many dangers in life. 66 Role-play using the cards in your Workbook and choose a sport you like. Guidelines: • There should be no less than 3 students playing the game. • Student 1 plays hockey. • Student 2 hates hockey but is crazy about swimming. • Student 3 wants to do some sport but has not chosen which one yet. 67 Read the essay starters. Choose the opinion you share. Find the arguments for it and write an essay. i thinkthgt everyone has the rigjittg_^qjiy.ggg!T_ he nr she likes but onlyjff 177 Section 4 Do You Have the Right to Be Different? How would you like to look after you finish school while getting your apprenticeship or vocational education at a college? 69 Read quickly through the text and then give it a title. Explain why you gave the text this title. Britain’s young people have always been among the first to change their style, their music, their fashions. In clothes and fashion there are no rules. The visitor to Britain will find clothes shops selling every kind of fashion. From the classic gentleman’s suit for work in the City to the most outrageous clothes, “gear” in young people’s language. Hairstyles are also the subject of creative talent. Any colour is allowed. Eccentricity has always been an aspect of the British character. The older generation is sometimes surprised and puzzled. -Surprisingly, young people tike to buy old clothes. Clothes that have not been worn for many years. Fashions and styles belonging to another era. And they like every kind of accessory, like badges and jewellery. Young people in Britain are as resourceful as anywhere else. British pop stars are famous all over the world. Britain’s cosmopolitan mixture means that all kinds of music and fashion are popular. The young people are concerned about many issues: unemployment, the problems of the Third World, nuclear power and ecology. On the outside there is fashion and music. On the inside there is doubt and concern. But that is another story. 178 70 Find equivalents in the text of the following words and phrases: a very unusual way to dress something against public opinion another time inventive multinational are interested in lots of problems lack of jobs 71 Read the text again and choose the right ending to the following sentences. 1 The text says that young people in Britain are as resourceful as anyone because they: • surprise and puzzle the older generation. • are creative about accessory, clothes and hairstyles. • are concerned about many issues. The text says that there are no rules for clothes and fashion because young people: • are concerned about unemployment and the problems of the Third World. • wear clothes that have not been worn for many years. easily change their style, their music and their fashions. 72 Read the text once more. Some sentences have been left out. Decide where the sentences belong and mark the five places where they could fit in. Compare your choices with other students. Any shape is allowed. Each person chooses the way he or she wants to dress without thinking about what other people will think. This jewellery is often specially made. ...from the Beatles and the Rolling Stones to today’s hit musicians. But Britain’s young people do not just think about fashion and music. 73 Read the beginning of what a famous designer advises young people. Use your ideas to complete the advice. The words and phrases in the box can help you. Every day thousands of girls and even some boys stand in front of the mirror and face that age-old problem: what to wear? But there is help. You don’t need new clothes. You can actually use what you already have to look fabulous. Simply use accessories to their maximum effect. And have a bit of fun doing it. Use: take add combine cut off make yourself find in your grandma’s box pin put on 179 I 74 Work in pairs. a) Interview your partner and find out: • Is music important to him / her? .* Does*h jpop. }-гг, other? oes he / she piay any musical instrument? How often and where? ' • oes he / she dream of a career of a musician? Why? Why not? b) Report on the results of your interview to the class. s” а“Г' has affecad The Music for AU Ages (by James Clarke) * The Beatles changed the style of popular music in an unbelievable way and caused a new musical phenomenon in the Sixties. Their music was fresh and original. It has stuck with generations of people and is still an influence on pop and rock bands to this day. They became a worldwide sensation. They wrote about day-to-day subjects, mainly love, which everyone could relate to. They touched the hearts of millions of people with songs such as "Hey Jude”, "Love me do”, "Help” and "Michelle”. Their songs were simple and catchy but also very technically composed with strong classical influences. The Beatles were also the first "Boy Band” who was very well-presented, dressed in suits and good-looking, which made them very attractive to ladies of all nationalities. They also wrote songs about world issues, such as living in peace, which the different generations of the time were able to relate to and still do to this day. Their songs were trying to encourage people to look on the bright side of life. 180 76 Work in pairs. Find out which local musicians (or TV pop stars) are popular with your generation. Give your reasons. 77 Work in groups. Discuss young people in Russia. Consider the following: clothes, accessories, hairstyles, music they enjoy and issues they are concerned about. 78 Work in the same groups. Discuss the ideas you thought about. Make a presentation based on your discussion. 79 Play the card game called “Look on the Bright Side”. Use the cards in your Workbook, Guidelines: There should be two teams for the game: • the “Pessimists” who feel negative about everything and speak only about problems • the “Optimists” who look on the bright side and are able to see the advantages in every situation. Even when something is really wrong, they try to find a way out, give some good advice and cheer up the Pessimists, 80 Tick all the items that you consider valuable to you personally. Explain why. Add some more points if something is missing. What Makes the World Beautiful I I Warm and trustful relationships in the family. [~~1 Friends you can rely on in difficult situations, □ People (friends or relatives) you can have fun with. I I The possibility to travel so you can learn about different cultures, I [ The possibility to communicate with people of different cultures and to broaden your horizon. I I The ability of people of different cultures to be tolerant of things they don’t like. I I The ability to accept the idea that "different” doesn’t mean “bad”. I I The opportunity to choose a career. I I The opportunity to choose hobbies like sports or music. Key Vocabulary к to accuse, to browse, to get a degree, to save up AIDs, behaviour, chat, CV, disrespect, disability, era, forum, gender, honour, individuality, issue, minority, option, prejudice, promotion, race, stability, stereotype, sufferer, unemployment aggressive, available, cosmopolitan, equal, ethnic, fabulous, flexible, harmful, nuclear (power), retired, senior, significant online communication, to get a promotion, to get a degree, to be concerned about something 181 Progress Check Ш 1 Listen to the people speaking about their future careers. Match the number of each speaker (1, 2, 3) with the sentence (a, b, c, d, e) that reflects his or her idea most accurately, a) I haven’t decided what to do after leaving school yet; Г11 concentrate on my studies and choose my career later. b) I don’t want to think about my future career or my studies at school. I don’t want to think about any problems. I just want to have fun! c) I want to take up my father’s job and become a famous surgeon. d) I’ll take up my father’s job and will try to develop the family business. e) I don’t think that I’m suitable for the profession that my family has chosen for me, but I know what career to choose. Points /3 2 Complete the paragraph. Choose the right word below. Even if you are very careful, you can’t ... (1) the risk of being injured while doing any sport. Gymnasts, hockey players and sprinters can break their legs and arms or can be badly hit when they train or compete. Some of the famous sportsmen suffer from their ... (2) for the rest of their lives. It’s ... (3) that sportsmen like parachutists, divers and mountain climbers take even more serious ... (4). If they can’t concentrate or ... (5) the speed of the wind or forget to check their ... (6), they can get into serious danger and the situation can become tragic for them. 1 a) avoid b) take c) face d) escape 2 a) dangers b) victories c) injuries d) discoveries 3 a) exotic b) evident c) unbelievable d) eccentric 4 a) danger b) risks c) chance d) part 5 a) misunderstand b) uncalculate c) mistake d) miscalculate 6 a) equipment b) things c) passport d) feelings Points Q /6 182 3 Read the dialogue. Then mark the sentences as true (T) or false (F). A: Hi, Ben! How were your exams? B: Nice of you to ask about them. Everything’s all right. Thanks. A: Is it? You look worried. Is there anything wrong? B: No, everything’s all right, but when we were waiting for the results of the exam, we spoke about our future and our career plans. You know, I was the only one who hadn’t decided yet. A: Well, let’s try to find out what kind of job could be suitable for you. I’ve got a special test that might give us the answer. All you need to do is to answer some questions. The first one is: “Would you like to work in an office or be out and about during working hours?” B: It depends... But no, I think I would rather work inside. It could be difficult to be outside if the weather is bad. But I want to have the opportunity to be out in good weather, too. A: Are good working conditions, job satisfaction and stability important to you? B; Yes. I want my job to be exciting but not very stressful. Stability is very important to me, too. But I don’t want to work at the weekend or in summer. A: And how about job satisfaction? What does that mean to you? B: To me, job satisfaction isn’t just a quick promotion or good money, I want to feel useful. A: Would you prefer working with machines or with people? B: When I was little, I enjoyed taking things apart to see how they worked. But now communicating with people is much more important to me. I want to work with nice and friendly people. A: OK. That’s enough. Let’s have a look at the test results. Well, there is a long list of jobs which meet your requirements. And the job of babysitter is at the top of the list. B: Babysitter?! I have never thought about babysitting, but I don’t mind working with children. I'm very good at sports and the job of a coach has a lot of advantages. I’ll definitely try to learn more about it. 1 Ben looks worried because he failed his exams. 2 Ben has passed his exams. 3 Ben decided everything about his career when he was little. 4 Ben has no career plans and it worries him. 5 Ben wants to have any job that allows him to work outside in any weather because he hates being in an office. Щ 6 Ben doesn’t care about stability in a job. 7 Ben doesn’t mind if the job is stressful and he doesn’t mind working at the weekend. 8 Job satisfaction for Ben means only good money and promotion opportunities. 9 Ben discovers that a job as a coach might be suitable for him. Points /9 183 4 а) It’s natural for people to have stereotypes. Imagine that you saw an alien (someone from another planet) yesterday. Describe the alien. “I want to tell you about something shocking that happened to me yesterday. I saw an alien...” Follow the guidelines: Tips; Write about what it looked like. What is your impression of its appearance (size, colour, parts of the body? (1) Then describe some details about its appearance. (2) Write about the nature of the alien. What is your impression*of its nature and character (friendly, shy, careful, aggressive, dangerous, curious, etc)? (3) Write about the actions of the alien. What was the alien doing when you were watching it? (4) Points /4 b) Compare the descriptions and find out what stereotypes most of your classmates have about aliens. 5 Write a portrait of a famous film star. Describe his / her appearance, nature, character and everyday life. 184 6 Imagine that you are being interviewed by a journalist of a radio programme called “Meet yourself’. It’s a programme for teenagers about teenagers. The journalist asks different questions in order to find out what worries and what interests people of your age. 185 Additional Information for Unit 2 TL^ates^ Appendix 1 Additional Information for Unit 2 Appendix 1 Additional Information for Unit 2 (Ex. 27-28) The Pirates’ Old Map and instructions HOW TO PLAY 1 The counters (фишки) of all the players are at number 1 — at the point where the journey starts. Throw the dice in turn and move your counter according to the number of points scored. You should keep to the yellow road with numbers. Read and follow the instructions when you are at the blue, grey and red circles. 4 While going along the coastline, you notice an octopus ['oktapas] below the surface of the water. He explains to you how to get to the opposite side of the river without a bridge. This information saves you four steps. 10 A cunning and curious monkey sitting in the tree knows how to get from this place to the palm wood more quickly. You should leave the road and climb to the top of the mountain. If you get through the bushes, you’ll find a secret road nobody knows about. You realize that иЦ not safe to rely on a monkey’s word but take this risky chance and get to circle A. C Moving in the direction to the top of the mountain is very difficult. You feel tired, hungry and thirsty. You can’t help eating some bananas that have fallen down from the palm tree. Miss a turn. D This mountain road is good only for monkeys. When you are at the top of it you fall and roll down the mountain to circle 9. F You come across a colony of parrots. There is one very talkative parrot among them. It is saying something about pirates and treasures. You stop to listen to it. Miss a turn. 13 You notice a cave (пещера) in the rock. Somebody may live there. There is a boat outside the cave. It helps you get to the opposite side of the river more quickly. 14 You’ve taken a boat to get across the river. But it’s not good to take somebody’s boat without permission, especially when you don’t know how to operate it. The boat doesn’t do what you want it to do. You float down the river and only the bridge can stop the boat. Wet and unhappy, you are at circle 7 again. 18 You see a snake. It is moving busily towards the large round stones. Fortunately, it doesn’t care about you; it wants to have a nap on the warm stones. But it looks rather poisonous and it’s wise to wait till it passes. Miss a turn. 20 You are a good jumper and jumping over the cactuses makes you move much faster. You are at circle 22 already. 23 You are in front of Robinson’s house. As the saying goes, “curiosity killed the cat”, and you can’t pass the house without going inside. There is a hedge [hecfe] round the house. You climb over it and go inside the house. Miss a turn to investigate it. 26 You see a tiger sleeping on a broken tree above the road. The big cat doesn’t see you yet and you rush back to Robinson’s house. You wait there in the hope that the cat will leave. Miss a turn. 29 You are finally at the place you’ve been looking for! There is a big stone between two old palms. The treasure is deep in the earth, just under the stone. Suddenly you find out that you’ve forgotten your spade (лопата) on the ship. You have to start all over again from circle 1. 30 You are the winner! Congratulations! Get the treasure out of the box. 188 Appendix 1 Addittonol Information for Unit 2 {Ex. 89, 90) Basic information about the United Kingdom of Great Britain and Northern Ireland, the United States of America and the Russian Federation The United Kingdom of Great Britain and Northern Ireiand The United States of America The Russian Federation Capital London Washington D.C. (District of Columbia) Moscow Population 61.8 million 317.6 million 140.3 million Area 242.5 thousand sq km 9.8 million sq km 17 million sq km Nationality Britons Americans Russian Ethnic / Cultural groups English, Scots, Welsh, Irish, other nations most of the population are of European origin: from Britain and Ireland, from Germany, from Italy, from Scandinavia, from Poland there are also African Americans, Hispanics, Asian and Pacific Islanders Russian, Tatar, Ukrainian, Chuvash, Bashkir, Belarussian, Mordva, other nations Official language English English Russian Major Cities Birmingham, Glasgow, Liverpool, Manchester, Leeds, Edinburgh, Sheffield, Belfast, Newcastle, Cardiff New York, Adanta, Boston, Houston, Chicago, Detroit, Philadelphia, Los Angeles, San Francisco. Baltimore St Petersburg, Nizhni-Novgorod, Rostov-on-Don, Samara, Tver. Volgograd, Omsk, Novosibirsk, Chelyabinsk. Perm Parts 4 historic parts; England, Scotland, Wales and Northern Ireland 50 states and the District of Columbia 21 republics, 6 territories (krai), 49 provinces (region, oblast’), 10 autonomous areas (okrug), 1 autonomous region Location Europe America Eurasia Borders Ireland, France, the Netherlands, Belgium, Scandinavian ^ countries (sea borders) Canada (in the north), Mexico (in the south), Russia (a sea border) China, Mongolia, Korea, Kazakhstan, Georgia, Azerbaijan (in the South), Norway, Finland, the Baltic States, Belarussia, the Ukraine (in the west); the US (a sea border) Highest Mountains Ben Nevis, in the Highland of Scodand, 1,343 metres Mount McKinley, in Alaska, 6,194 metres Elbrus, 5,642 metres Longest River The Severn, 354 kilometres The Mississippi-Missouri, 6,019 kilometres The Lena. 4,400 kilometres Largest Lake Lough Neagh in Nothern Ireland, 382 square kilometres Lake Superior, 83,270 square kilometres Lake Baikal, 31,5 square kilometres, 1,620 metres deep; The Caspian Sea (a saltwater lake), 371,000 square kilometres 189 Appendix 1 Additional Informotion for Unit 2 (Ex. 92) The official names of Britain, America and Russia Names The United Kingdom of Great Britain and Northern iretand The official or political name of the country is THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND. At the United Nations and in the European Parliament, it is usually known by a shorter name: THE UNITED KINGDOM or the abbreviation THE UK. The country is often called BRITAIN. The poetic name of the country is ALBION. The geographical name of the country is THE BRITISH ISLES because the country occupies the islands, which are called the British Isles. The United States of America The official or political name of the country is THE UNITED STATES OF AMERICA because the country consists of 50 states. The country is usually known by a shorter name or the abbreviation THE USA or THE US. The country is often known as AMERICA because of the name of the continent. AMERICA is the geographical name of the country. The Russian Federation The official or political name of the country is THE RUSSIAN FEDERATION, which has the abbreviation RE. It is also called RUSSIA. The local long form is ROSSIYSKAYA FEDERATSIYA. The local short form is ROSSIYA. Before the revolution in 1917, it was known as the RUSSIAN EMPIRE. Then afterwards it was known as the RUSSIAN SOVIET FEDERAL SOCIALIST REPUBLIC — RSFSR, The poetic name of the country is RUS. 190 (Ex. 94(b) List of Nicknames of the American States 1 Alabama (,ае1э'Ьаетэ1 Алабама The Cotton State Хлопковый штат 2 Alaska [a'lsesko] Аляска The Last Frontier Последняя Граница 3 Arizona haen'zouna] Аризона The Grand Canyon State Штат Большого Каньона 4 Arkansas I'oiksnso:] Арканзас The Land of Opportunity Страна Возможностей 5 California |,k3eli'fo:nt3| Калифорния The Golden State Золотой штат 6 Colorado l.kDls'ruidou] Колорадо The Centenary State Штат Столетия 7 Connecticut (ko'netikat) Коннектикут The Constitution State Штат Конституция 8 Delaware Cdebwea] Делавэр The First State Первый штат 9 Florida I'flnridaf Флорида The Sunshine State Солнечный штат 10 Georgia I’ckoicfeal Джорджия The Empire State of the South Имперский штат Юга 11 Hawaii [ha'waiiij Гаваи The Aloha State Гостеприимный штат 12 Idaho I’aidahau] Айдахо The Gem State Драгоценный Камень 13 Illinois [.ih'noi] Иллинойс The Land of Lincoln Земля Линкольна 14 Indiana [,mdisen3] Индиана The Hoosier State Штат-Мужлан 15 Iowa ['aiausl Айова The Hawk-eyed State Штат Соколиного Глаза 16 Kansas ['kaenzas) Канзас The Sunflower State Подсолнуховый штат 17 Kentucky [ksn'uki] Кентукки The Bluegrass State Пырейный штат 13 Louisiana |lu,i;zi'aen3) Луизиана The Pelican State Пеликаний штат 19 Maine Imein] Мэн The Pine Tree State Сосновый штат 20 Maryland I'merilsnd] Мэриленд The Free State Свободный штат 21 Massachusetts [,mses3'tfu:sits] Массачусетс The Bay State Штат у Залива 22 Michigan I'mijigonl Мичиган The Wolverine State Штат Росомах 23 Minnesota |jmmi's3ut3] Миннесота The Gopher State Сусликовый штат 24 Mississippi [,mi$i'sipi] Миссисипи The Magnolia State Магнолиевый штат 25 Missouri [ms'zuri] Миссури The Show Me State Штат Недоверчивых 26 Montana [ma:n't0en3) Монтана The Treasure State Штат Сокровищ > ■o TJ о 3 a. > Q. Q. o’ 3 □ В Q iO' '3 c 3_ 4J to 27 Nebraska [nab'raesko] Небраска 28 Nevada [na'vgedo] Невада 29 New Hampshire [,nju: 'haempjo] Нью-Гемпшир 30 New Jersey [,nju: 'tfe3:zi] Нью-Джерси 31 New Mexico [,nju: 'meksikouj Нью-Мексико 32 New York [,nju; jo:k] Нью-Йорк 33 North Carolina [,пэ;0 кэегэ'1ашэ] Северная Каролина 34 North Dakota [,no;9 do'kooto] Северная Дакота 35 Ohio lau'haiau] Огайо 36 Oklahoma [ouklo'houma] Оклахома 37 Oregon 1'э:пдэп] Орегон 38 Pennsylvania [iPensal'veinio] Пенсильвания 39 Rhode Ireland ['roud 'aiabnd] Род-Айленд 40 South Carolina [,sau0 'кгегэ'1атэ] Южная Каролина 41 South Dakota [,sau0 da'kauta) Южная Дакота 42 Tennessee [.tena'si:] Теннесси 43 Texas ['teks9s| Техас 44 Utah I’juita;] Юта 45 Vermont [var'mtrnt] Вермонт 46 Virginia [va’dsinia] Виргиния 47 Washington ['wnTiptanl Вашингтон 48 West Virginia [,west va'tfemia] Западная Виргиния 49 Wisconsin [wi'skoinsanj Висконсин 50.Wyoming [wai'oomig] Вайоминг Томахик Г. Д. Америка через американизмы.— М., 1982, с, 55-56. Stevensen D. К. American Life and Institutions.— ISIS, 1993, p. 144. Ощепкова В. В., Булкин А, П, США, Страна, люди, традиции.— М,: РТ-Пресс, 2000, The Cornhusker State Кукурузный штат The Sagebrush State Полынный штат The Granite State Гранитный штат The Garden State Садовый штат The Land of Enchantment State Страна Очарования The Empire State Имперский штат The Tarheel State Штат Чернопяточников The Sioux State Штат Индейцев Сиу The Buckeye State Штат Конского Каштана The Sooner State Штат Землезахватчиков The Beaver State Бобровый штат The Keystone State Штат Замкового Камня The Ocean State Штат у Океана The Palmetto State Штат Пальметты The Coyote State Штат Койотов The Volunteer State Штат Добровольцев The Lone Star State Штат Одинокой Звезды The Beehive State Штат Пчелиного Улья The Green Mountain State » Штат Зеленых Гор The Old Dominion State Штат Старого Доминиона The Evergreen State Вечнозеленый штат The Rosebay Rhododendron State Лавровый Рододендрон The Badger State Барсучий штат The Equality State Штат Равноправия w ■D Ф Э a. S' > O- o’ 3 Q_ з" S' “1 3 Q О “1 c 3_ w c. 160-165. - Appendix 1 Additional Information for Unit 2 (Ex. 96-98) The flags of Russia, the UK and the USA Flag The United Kingdom of Great Britain and Northern Ireland The Flag of the United Kingdom is called the Union Flag or THE UNION JACK. In 1603, King James 1 of England (or Jack for short) united England and Scotland, Then in 1801, there was the union with Ireland. Now the flag combines the emblems of the three countries (England, Scotland and Northern Ireland) united under one monarch. Wales is not represented in the flag because at the time the flag appeared in 1606, Wales was already united with England. The Union Jack is a combination of the crosses of three patron saints of the country: • the red cross of Saint GEORGE for England on a white background; • the white diagonal cross of Saint ANDREW for Scotland on a blue background; ■ the red diagonal cross of Saint PATRICK for Ireland on a white background. The United States of America The American flag is known as THE STARS AND STRIPES. It consists of fifty stars which represent the fifty states. Thirteen red and white horizontal stripes (seven red and six white) stand for the original thirteen States that were united in 1776. The first flag was called The Grand Union Flag, It combined the flag of Great Britain with the thirteen stripes. It showed that these first thirteen states were British colonies. After the War of Independence, all thirteen states became free and the flag changed. The British flag in the corner was replaced by stars. Every time a new state entered the Union, a star was added. So now today’s flag shows the thirteen stripes for the original number of states in 1776 plus the 50 stars which represent today’s total. The Russian Federation The Russian flag is sometimes called the IMPERIAL FLAG, It consists of three equal stripes of white, blue and red. The first flag of this design appeared more than 300 years ago. Peter the Great adapted the flag from the National flag of the Netherlands. Later a black two-headed eagle on a golden background was added to the flag of Russia. The flag existed until фе revolution in 1917. In the nineties, with the democratic changes, the three-colour flag was restored again. On 21 August 1991, the flag was officially adopted by the Russian President and the Russian Parliament. In Russia the colours of the current flag symbolise: ' white — frankness and generosity; ' blue — honesty and wisdom; ■ red — courage and love. 193 Appendix 1 Additional Information for Unit 2 (Ex. 99, 100) The State Emblems of Russia, the UK and the USA Emblem The United Kingdom of Great Britain and Northern Ireland The State Emblem of the United Kingdom of Great Britain and Northern Ireland shows the union of its four parts: England, Scotland, Wales and Northern Ireland. The emblem was introduced after the union with Scotland in 1603. The shield of the emblem is divided into four parts. There are emblems of England (three lions on a red background), emblem of Scotland (a red lion on a yellow background) and the emblem of Northern Ireland (a yellow harp (арфа) on a blue background). The two emblems of English lions symbolise the leading role of England in this union. The SHIELD is supported by two mythic animals: the ENGLISH LION and the SCOTTISH UNICORN. The emblem is headed with a crowned lion, the symbol of power and might. Below the emblem, there are floral symbols of the four parts of the country. The United States of America The symbol of the country is the BALD-HEADED EAGLE with its wings spread on a white background. The first Americans chose the eagle as the emblem to symbolise their power. The bald eagle owes its name to the early American colonists. It actually isn’t really bald at all but white-headed. This bird lives only in the USA and Canada. In 1782, Congress selected the bald eagle as the emblem of the newly formed union to show the courage and might of the nation. The Russian Federation The Russian National Emblem is the golden DOUBLE-HEADED EAGLE with a horseman (St George) on a shield on the eagle’s breast with a red background. Above the two heads of the eagle, there is an historical crown. The first emblem of the double-headed eagle was introduced in 1480, by Prince Ivan III. It was at the time of the establishment of the Russian state system. It symbolised the supreme power and sovereignty of the state. Since then, the double-headed eagle is the main part of the emblem of our country. But now the crown is a symbol of the sovereignty both of the Russian Federation (as a whole) and of its parts (subjects of the Federation), 194 г iilJI_ List of Personal Names Appendix 2 uujiS Agatha ['эгдэ0э] Alan / Allan ['aebn] Albert ['aelbat] Alison ['xlisan] Amy I'eimi] Andrew ['asndru:] Angela ['asncfeab] Ann, Anna [asn], [’вепэ] Ashford ['Be/fad] В Ben [ben] Benjamin ['bencfeaminj Bernard ['ba:nadj Brian [‘braianj Bruce ['brusj Cameron ['kaemran] Carol ['кэггэ1] Carrie ['kaerij Catherine ['кжвэпп] Cathy ['kas9i] Charles [tfalz] Dan ['daenj Daniel [ daenjal] Dave [deiv] Denis ['denis] Diana [dai'aena] Dick [dik] Dorian ['dairianj Duncan ['dAnkan] Ed, Eddie [ed], ['edi] Edward ['edwad] Elena ['elana] Emma ['ema] Eva ['i:va] Frank [frsegk] Franklin ['frserjklin] Fred [fred] Gary ['gseri] George ['cfeaid;] Gregory ['gregari] H Harry ['hseri] Helen [ helan] t . Ivan ['aivan] lack, Jacky ['c^aek], ['cfeaeki] fames [cfeeims] Jane [cfeein] Janet ['d58snit] Jason ['djeisan] Jessica [’tfeesika] Jessie ['cfeesi] Jill [cfeil] Jim, Jimmy [d5im], ['djimi] John [dsnn] Jude ['cfeuid] Julia ['cfeudia] Julian ['cfeuiljan] Juliet ['d5u:ljat] Kate [keit] Kathy ['kas0i] Ken [ken] Kevin ['kevin] Kitty f'kiti] L Leo ['li:au] Lily ['lili] Lisa ['li;sa] Lucy ['lu:si] M Maria [ma'ria] Mark [ma:k] Mary [’meari] Martha ['ma;9a] Michel(le) [mi'Jai] Mike [maik] N Nancy [’nsensi] Natalie ['neetali] Neil [neil] Nelson ['nelsan] Patrick ['paetnk] Paul [рэ;1] Peter ['pi:ts] Philippe ['fthp] Rick [rik] Rita [‘rita] Robert ['robat] Sally [’saeli] Sam [sEem] Samuel ['saemjual] Sarah [’sEera] Sebastian [sa‘b$stian] Sharon [Xasran] Sheila [Ifiib] Steve [sti:v] Sue |su:] Susan I'suizan] Ted [ted] Teresa [ta'rkza] Thomas ['tomas] Tom, Tommy ['tom], ['tomi] Tony ['tauni] Vicky ['viki] Victoria [vik'tD:na] w William ['wiliam] Yuri, Yury ['ju:ri] 195 г List of Geographical Names Appendix 3 Afghanistan [xfgaenisttun] — Афганистан Africa [‘эеГпкэ] — Африка Alaska [a'laeska] — Аляска Albania [агГЬеш1э] — Албания Algeria [ге1'с(;1эпэ] — Алжир Amazon ['semszanl (the) — Амазонка (река) America [э'тепкэ] — Америка Angola [вец’дэЫэ! — Ангола Antarctica (sen'taiktiko] — Антарктида Arizona [.веп’гэипэ] — Аризона Asia ['ei/э] — Азия Atlanta [at'laenta] — Атланта Atlantic [at'lKiltikl Ocean (the) — Атлантический океан Australia [o'streilia] — Австралия Austria (o'stno] — Австрия Azerbaijan [aezebai'(fea;n] — Азербайджан В Baikal ['batkol] (the) — Байкал (озеро) Baltimore ['boiltima:] — Балтимор Baltic Sea ['boiltik 'si:] (the) — Балтийское море Bangladesh [,baer)gl3'de^ — Бангладеш Bedford ['bedfadj — Бедфорд Belarus (.belo'ruisj — Белоруссия Belfast [,bel'fa;stj — Белфаст Belgium [Ье1с(зэт1 — Бельгия Bermuda Triangle (ba'mjuido 'traiaeqQol] (the) — Бермудский треугольник Birmin^am [Ъз:гШ1)эт] — Берминтем Bosnia ['bnznia] — Босния Boston ['boston] — Бостон Brazil [bra'zil] — Бразилия Burma ['Ьзгтэ] — Бирма Cairo ['kaiarou] — Каир California [,kaeli*fo:ni3] — Калифорния Cambodia [.kasm'boudio] — Камбоджа Canada ['kaenodoj — Канада Cape Town ['keiptaun] — Кейптаун Cardiff ['ka:dif| — Кардифф Caspian Sea [,кзе$рюп 'si;] (the) — Каспийское море Challenger Deep [,tfaelin^3 'di;p) — впадина Челенджер Chicago [fi'kaigou] — Чикаго China I'tjaino] — Китай Columbia [ka'Umbio] — Колумбия Crimea [krai'miio] (the) — Крым Croatia [krou'eijo] — Хорватия Cyprus ['saipras] — Кипр Detroit [dt'trott] — Детройт Dover [’dauvo] — Дувр Edinburgh I'edinbora] — Эдинбург Egypt ['iicfcipt] — Египет Elbrus [е1Ъш:5] — Эльбрус England ['igglondl — Англия Ethiopia [,1:01'эир1э] — Эфиопия Europe ('juorapj — Европа Eurasia [)иэ'ге!зэ] — Евразия Everest ['evarost] — Эверест Finland ('finbndj — Финляндия Florida ['florido] — Флорида France [fra: ns] — Франция Fuji ['fu:tfei] — Фиджи Galapagos [ga'laepogos] Islands (the) — Галапагосские острова Georgia ['фэ:фэ] — Джорджия (state in the USA), Грузия Germany |'фз:тэп1] — Германия Glasgow [’glazgau] — Глазго Gobi I'goubi] Desert (the) — Гоби (пустыня) Greece [gri:s] — Греция H Himalayas [.hima'leioz] — Гималаи I India I'lndis] — Индия Indonesia [mdou'nkzio] — Индонезия Iraq [i'ra;k] — Ирак Ireland ['aialond] — Ирландия Israel ['izreil] — Израиль Italy ['itoli] — Италия J Japan [djs'pien] — Япония 196 Appendix 3 List of Geographical Names К Kalahari Desert [,kael3ha;n 'dezat] (the) — Калахари (пустыня) Kilimanjaro [,ki'lim3n'cfea;r9o] — Килиманджаро Korea [кэ'гкэ] — Корея Lancaster [1гег)кэ51э] — Ланкастер Laos [1a:3us] — Лаос Los Angeles [Ids 'send5i3,li;z] — Лос-Анджелес Liverpool ['iivapicl] — Ливерпуль Pakistan [,po:ki'stQ:nl — Пакистан Panama ['раепэтэ] — Панама Paris I'pasris] — Париж Philadelphia [.fib'delfial — Филадельфия Philippines ['filipiinz] (the) — Филиппины Poland I'poobnd] — Польша Portland ['poitland] — Портлэнд Portsmouth ['рэ:(Гтэ9] — Портсмут Portugal ['рэ;^идэ11 — Португалия Rome [гэит] — Рим Russia ['гл/э] — Россия м Malibu ['maelibu:] — Малибу Malta ['modta] — Мальта Mediterranean [.medits'reinisn] Sea (the) — Средиземное море Mexico ['meksikoo] — Мексика Milan [mi'lsen] — Милан Mississippi [,misi'sipi] (the) — Миссисипи Mongolia [mop'oulis] — Монголия Sahara [зэ'Ьшгэ] (the) — Сахара San Francisco [,s®n fron'siskou] — Сан-Франциско Scotland ['skotbnd] ~ Шотландия Serbia I'sarbio] — Сербия Sheffield ('/efitld] — Шеффилд Spain [spein] — Испания N Nepal [пэ'рэ:!] — Непал Netherlands ['neSolondz] (the) — Нидерланды Nevis ['ni:v3s] — Невис Newcastle [*nju:ka;sl] — Ньюкасл New Orleans l,nju; э:'И:эпг] — Новый Орлеан New Jersey [nju: 'tfeaizi] — Нью-Джерси Niagara Falls [nai'aegaro 'fo:lz) — Ниагарский водопад Nigeria [nai'djiaria] — Нигерия Nile [nail) (the) — Нил Norway ['noiwei] — Норвегия Tajikistan [to;,(feiki*stQ:n] — Таджикистан Texas ['teksas] — Техас Thames [temz] (the) — Темза Turkey l't3;ki] — Турция u UK tiJu; 'keij (the) — Великобритания Ukraine [ju;'krein] (the) — Украина Urals ['Juorolz] (the) — Урал USA [jm es 'eij (the) — США Ontario [опЧеэпэи] (the) — Онтарио w Washington [Svnjigtan] — Вашингтон Pacific Ocean [po'sifik 'oujn] (the) — Тихий океан Yugoslavia [ ju:g3u'sla:vi3] — Югославия 197 Learning Strategies Appendix 4 Tips for giving a talk You are expected to give information on the topic or / and express your opinion about it. Remember that your talk should be brief {from 1.5 minutes to 2 minutes) but informative. 1 Read the task. If you have key words and a plan / questions suggested If you don’t have a plan / questions suggested 2 Read the task and the key words or questions which are suggested. 2 Read the task to make sure you understand what you need to do: • to describe a person or thing • to narrate about something • to express your opinion about something and state the arguments or that your talk should be a combination of the all above. 3 Follow the plan. Don’t miss any part of it. 3 Make the plan yourself (write notes if possible). 4 Keep to the point to be informative, 5 Use linking words in your talk. 6 Speak clearly so that your partners or the examiners can hear you. Tips for a pair conversation 1 Read the task very carefully and make sure you understand what your aims are, • to find out something unuciMaiiu wiiiti ^uui mjijo ear Ted, It was rdct to 0£t a Letter from, you, T^e fast abautjeaws Is really arRaziw0 — they art oidtrthaiA, a cewtury awd a Half! My frlewds avcd I prefer jeaws awd 'Ushlrts to atA.ythlrv0 else because they are conifortable arud we caw wear therw awywhere — to a plcwlc, party or just for a waUe. ttwfortuwately, i caw't wear jeaws to school as we have to wear school uwlforiw. i dow't aipprove of the umfoma. because I doWt fivcd It comfortable ewouyh but i have to put up with It. As for extrava0awt clothes, i thlwle people wear them to express themselves. Sometimes It loofes wlce awcf sometimes silly. Hope to hear from you soow. Max 199 Appendix 4 looming Strategies ^ ^ How to deal with True / False / Not stated tasks 1 Skim through the text to understand what it is about. Do not pay attention to details, ignore unfamiliar words. 2 Read True / False / Not stated statements attentively. Make sure you understand them. 3 Scan the text for the sentences which you expect to contain the information you need. Read those sentences attentively, paying attention to sentence structure, linking words and other details, 4 Remember that you should mark the statement • as True only if the information in the text confirms it • as False only if the information in the text denies it • as Not stated — if you cannot find enough information in the text to make either of the choices above. Neither your personal opinion nor common knowledge count there. 5 When all the statements are marked, read the text again to make sure that a) the logic of the text goes with your answers; b) you haven’t missed any information and the Not stated statements are marked correctly Tips for doing Internet research In the Internet you’ll be able to find much more information than you need. You should be able to make choices about what to read and how best use it. 1 Decide what kind of information from the Internet you really need to do your task. Remember that you can also use the information from your textbook. 2 Make a list of the keywords you already know on the subject. Example: teenager, rights. 3 Check the source of the information. It should be reliable and up-to-date. 4 Take notes. Mind the word limit. Do not record more than you need for your task. Tips for doing long-term projects 1 Choose a topic for your research / discussion or an aspect of the topic you were given by the teacher. 2 Look for the information on the topic in the text or on the Internet. 3 Study and analyse the information in your group, 4 Write down the key words or the plan of the presentation, 5 Prepare a presentation. Use different kinds of visuals: photos, pictures, etc. If necessary draw a poster, take pictures or prepare a PowerPoint presentation. 6 Present the information to your other classmates. Be ready to answer their questions. 200 I Linguistic and Cultural Guide Appendix 5 Albion ['selbian] — the poetic name of Britain “A” Level ~ an examination in a particular subject which students in England and Wales take when they are 18. Students usually need to pass at least three "A” Levels in order to go to university Andrew, St — patron saint of Scotland apprenticeship — a person can get a job as an apprentice. In Britain, the state doesn’t have an official system of apprenticeships. Apprenticeships are usually offered by companies {e.g. The car company, Ford, teaches its apprentices mechanical skills) or by skilled workers who need extra help and are willing to teach their skills to an apprentice in return for this help. An apprentice does not get paid a lot of money but he / she benefits by obtaining new skills and eventually a profession В bachelor’s degree (BA) — the first university degree bald-headed eagle — the state emblem of the United States of America BC [,bi: 'si:] — the abbreviation for before (the birth of) Christ (до Рождества Христова) Bolshevik Revolution (the) — the Revolution of 1917. The power of the Tsar and the Provisional Government was taken down Carpathia (the) — the ocean liner that rescued the passengers of the Titanic CV [,si: Vi:] — abbreviation for curriculum vitae; a short written report of a person’s education and previous jobs that is sent to a possible future employer daffodil — one of the floral symbols of Wales double-headed eagle — the state emblem of the Russian Federation Eiffel Tower [,aifoI 'tauoj (the) — (Эйфелева башня) — the Tower in Paris, a symbol of France England — the largest historic part of the UK. The capital is London GCSE si; es 'i:j — General Certificate of Secondary Education; a school examination in any of a range of subjects, usually taken at the age of 16 in British schools (данный сертификат равноценен аттестату об окончании девятилетней общеобразовательной средней школы в России) George, St — patron saint of England H Harlem ('ha:lorn] — a poorer area in New York City where many African-Americans and Hispanics live. It has been known as a centre for jazz music Hollywood ['hnliwtid) — an area in Los Angeles which is know as the centre of the American film industry Holy Trinity ['houli 'trinoti] — God the Eather, the Son of God and the Holy Spirit (Святая Троица) J James I, the King — Queen Elizabeth I’s nephew and son of Mary Stuart of Scotland who became the King of England and Scotland in 1603 after Queen Elizabeth’s death Korean War (the) (1950-1953) — a war between South Korea and North Korea after World War II Lancastrians (the) — the English family who fought for the throne in 1455-1485 Latin — the language of the ancient Romans leek — one of the symbols of Wales Louvre ['luivroj (the) — the most famous Erench museum M Manhattan (maen'haetnj — the business and cultural center of New York City N Northern Ireland — the historic part of the UK which united with the country in 1801. The capital is Belfast Franklin, Benjamin (1706-1790) — US statesman, writer and scientist. He worked as a journalist, researched electricity and proved that lightning and electricity are identical. He also took an active part in writing the US Declaration of Independence and won the reputation as a great diplomat Odeon ['audianj — a cinema run by a company which operates cinemas in most British cities office junior — someone who works in the office and has a low rank in a particular profession or company 201 Appendix 5 Linguistic and Cultural Guide Paris ['ржпк] — the capita! of France part-time job — a job you do for only part of the day or week Patrick, St — patron saint of Northern Ireland Peter the Great — Peter 1 (1672-1725) was the first Russian tsar since 1682 and the first Russian emperor since 1721. Under him, Russia was proclaimed the Empire and the Senate honoured him with the titles of “the Great” and “the Father of Fatherland” Pyramids of Cheops (the) — famous pyramids in Egypt red rose — the floral symbol of England reunion — a gathering of people who were formerly friends or who once worked together {e.g. a family reunion at Christmas) school — this word has a much broader meaning than the corresponding Russian word. In the USA, it is generally used to refer to elementary and secondary education and even college and university levels, particularly within a discipline (e.g. Is your son still at school? — Ваш сын еще учится?) (в отношении любого учебного заведения, в том числе высшего) school sixth form — some areas do not have sixth form colleges and students continue to study for a further two years in the sixth form of their secondary school instead (примерно то же, что и профильные классы в российской школе) Scotland ['skotlsnd] — the historic part of the UK which united with the country in 1603. The capital is Edinburgh Seine [sein] (the) — the river in Paris, France shamrock ['jEenirok] — the floral symbol of Northern Ireland Shaw Lfo:], George Bernard (1856-1950) — playwright and essayist born in Dublin. He wrote about 40 plays. People in Russia know him mainly as the author of “Pygmalion" (a comedy which when adapted became the musical, “My Fair Lady”). In 1935, he was awarded the Nobel Prize for Literature sixth form colleges — British students do their "A” Levels to go to sixth form colleges at the age of 17 and study there for two years. They are larger than school sixth forms and offer a wider range of subjects and options for students Stonehenge [.stoun'hencfe] — a group of very large, tall stones in England, put there in pre-historic times (about 2500-1500 БС), It is a popular tourist attraction Strauss, Johann [straus 'jauhaeni — a famous Austrian composer thistle [0iS3l) — the floral symbol of Scotland Titanic [tai'ttenik] (the) — the biggest ship in 1912. It crashed into an iceberg during her first sea voyage u UNESCO [ju'neskou] — abbreviation for the United Nations Educational Scientific and Cultural Organization, It provides support for science and education in developing countries unicorn ['juinikoin] — an imaginary horselike animal with one long horn. It’s the symbol of Scotland on the British emblem United Nations or the UN (the) — the international organization formed in 1945 after the end of the World War ll to maintain world peace and foster international co-operation. The main organ is the General Assembly. In 1948, the UN’s General Assembly adopted a Universal Declaration of Human Rights, Among the most important recent documents adopted by the General Assembly is the Millennium Summit of the United Nations (September 2000). It lists six values that can ensure peace in the third millennium. They are: freedom, equality, solidarity, tolerance, respect for nature and shared responsibility. The United Nations declared the first year of the third millennium (2000) the “International Year for a Culture of Peace” Universal Declaration of Human Rights (the) — a document written by the United Nations which states that all people in the world should have certain rights Verdi, Giuseppe ['vegdi tfeu'zepi] (1813-1901) — a famous Italian composer Versailles [veg'sai] — a city in France with a beautiful palace and gardens Vietnam War (1954-1975) — a long civil war between North and South Vietnam vocational courses — training or practice that teaches you the skills you need to do a particular job w Wales [weilz] — the historic part of the UK which united with the country in 1536. The capital is Cardiff World War II (1939-1945) — the origins of the war lie in three different conflicts: Germany’s desire for European expansion; Japan’s struggle against China; a conflict in the interests of Japan and the USA in the Pacific, Accurate casualty figures (точное число военных потерь) are not easy to obtain up to now Yorkists (the) — an old English family who fought for the throne in 1455-1485 202 г УШиВН Transliteration Table 1 Appendix 6 Russian letters English letters Russian letters English letters A А П Р Анна Anna Павел Pavel Б В P R Борис Boris Роман Roman В V, w C S Виктор Viktor / Wiktor Света Sveta Г G T T Глеб Gleb Тима Tima Д D У u, ou Даша Dasha Уфа Ufa/Oufa Е E Ф F, PH Елена Elena Филипп Filip/Philip Ё VO X KH, H ЁЖИНО Yozhino Хабаровск Khabarovsk ж ZH Ц TS, TZ Женя Zhenya Цветкова Tsvetkova царь The tsar / tzar 3 Z ч CH, TCH Зина Zina Чебоксары Cheboksary / Tcheboksary И I Ш SH Игорь Igor Шатура Shatura Й V щ SCH Йорк York Щелково Schelkovo К К Ы V Клара Klara Сыктывкар Syktyvkar Л L Э E Лев Lev Элла Ella М M Ю YU, JU Марина Marina Юлия Yulia / Julia Н N Я YA, JA Нина Nina Яков Yakov / Jakov О О Ольга Olga 203 List of Irregular Verbs Appendix 7 Infinitive Past simple Past participle awake [a'weik] будить, просыпаться awoke [o'wauk] awoken be [bi:] быть, находиться, являться was [wnz] (ed. h.) were [w3:] (mh. ч.) been bear [Ьеэ] рождать bore [bo:] born [bo:n] beat [bi:t] бить, ударять beat beaten become [Ьг'клт] становиться became [bi'keim] become begin [bi'gin] начинать(ся) began [bi'gaen] begun [bi'gAn] bite [bait] кусать(ся) bit bitten break [breik] ломать, нарушать broke broken bring приносить, приводить brought [bro:t] brought build [bild] строить built [biU] built burn жечь, гореть burnt, burned burnt, burned buy [bai] покупать bought [bD:t] bought can могу, умею could [kud] — cast [kcLSt] кидать, бросать cast cast catch [k3etf] ловить, поймать caught [ko:t] caught choose |tfu:z] выбирать chose [tfouz] chosen come [клт] приходить, приезжать came come cost [knst] стоить cost cost cut [кл1] резать, рубить cut cut do [du:] делать, поступать, выполнять did done [dAn] draw [dro:] рисовать, чертить, тянуть drew [dru:] drawn [dro:n] drink пить drank drunk drive вести машину, ехать на машине drove [drouv] driven ['dnvan] eat [i:t] есть, кушать ate [et] eaten fall [fD:I] падать fell fallen feed кормить fed fed feel чувствовать felt felt fight [fait] бороться, сражаться fought [fo:t] fought find [faind] находить found [faund] found fly [flai] летать flew [flu:] flown [flaun] forbid запрещать forbade forbidden forget забывать forgot forgotten get получать got got give [giv] давать gave given ['givon] go ходить, идти, ехать went gone [gtm] grow [grau] расти, выращивать grew [gru:] grown [дгэип] hang висеть, вешать hung hung have [haev] иметь, владеть had had hear [hia] слышать heard [h3:d] heard hold [hsuld] держать held held hurt [h3:t] ушибить(ся), причинять боль hurt hurt keep держать, хранить kept kept know [пэи] знать knew [nju;] known [пэип] lay [let] класть, положить laid [leid] laid lead вести, руководить led led 204 Appendix 7 List of Irregular Verbs Infinitive Past simple Past participle learn [1з:п] учить что-то. learnt [l3:nt] learnt узнавать, учиться learned learned leave уезжать, оставлять left left let позволять, разрешать let let lie [lai] лежать lay lain lose [lu:z] терять lost lost make делать, заставлять made made mean значить, иметь в виду meant [ment] meant [ment] meet встречать(ся) met met pay платить paid paid put (put) класть, ставить put put read [ri:d] читать read [red] read [red] rid |nd] избавлять rid, ridded rid, ridded ride ехать верхом rode ridden ring звенеть, звонить rang rung rise подниматься, вставать rose risen I'nzn] run бежать, бегать ran run say [set] говорить, сказать said (sed) said [sed] see видеть saw [so;] seen sell продавать, торговать sold [sould] sold [sould] send посылать, отправлять sent sent set ставить, класть set set shake |Jeik] трясти shook Lfok] shaken ['Jeikon] shoot [fuit] стрелять shot [fot] shot show Lfou] показывать showed Lfoud] shown [foun] shut [fAt] закрывать shut shut sing петь sang sung sit сидеть sat sat sleep спать slept slept smell нюхать, пахнуть smelt, smelled smelt, smelled speak говорить, разговаривать spoke [spouk] spoken spend тратить, расходовать spent spent spill проливать, разливаться spilt, spilled spilt, spilled spread [spred] простираться spread [spred] spread [spred] stand стоять stood [stud] stood [stud] steal воровать, красть stole stolen swim плавать swam [swaem] swum take брать, взять took [tuk] taken ['teikon] teach учить taught ]to:t] taught [to:t] tell сказать, рассказать told [tould] told think думать, полагать thought [0o:t] thought throw [9гэи] бросать threw [0ru:] thrown [Qroun] tread (tred] ступать, топтать trod trodden understand понимать, предполагать understood understood [^nda'stsend] [,Ando'stud] upset [Ap'set] расстраивать upset upset wear [wea] носить (одежду), изнашивать wore [wo:] worn ]wo:n] win выигрывать, побеждать won [WAn] won [WAn] write [rait] писать wrote [rout] written ['ritn] 205 Appendix 8 PRONOUNS (Местом мения) Personal Pronouns Личные местоимений) Possessive (Притяжательные местоимения: Subject Pronouns Object Pronouns чей? чья? чье?) Reflexive {Именительный (Объектный падеж: (Возвратные падеж: кого? что? кому? чему? употребляются за ними не следуют местоимения) *:ro? что?) кем? чем?) перед существительные существительными (абсолютная форма) I те ту mine myself you you your yours yourself she her her hers herself he him his his himself it it its ‘ its itself we us our ours ourselves you you your yours yourselves they them their theirs themselves NUMBERS (Числительные) 1-21 1-Й-21-Й one first two second three third four fourth five fifth six sixth seven seventh eight eighth nine ninth ten tenth eleven eleventh twelve twelfth thirteen thirteenth fourteen fourteenth fifteen fifteenth sixteen sixteenth seventeen seventeenth eighteen eighteenth nineteen nineteenth twenty twentieth twenty-one twenty-first 10, 20... 10-Й, 20-Й... ten tenth twenty twentieth thirty thirtieth forty fortieth fifty fiftieth sixty sixtieth seventy seventieth eighty eightieth ninety ninetieth a hundred hundredth two hundred two hundredth a thousand thousandth a million millionth 1/2 — a half 1/4 — a quarter 1 1/2 — one and a half 1.7 — one point seven 100 —a/one hundred 200 — two hundred 1.000 — a / one thousand 4.000 — four thousand 1.000. 000 —a/ one million 1.000. 000.000 — a/one billion 137 — one hundred and thirty-seven 5,253 — five thousand two hundred and fifty-three 2,500,000 — two million five hundred thousand hundreds of students — сотни студентов / учащихся thousands of books — тысячи книг millions of people — миллионы людей 206 Appendix 8 Grammar Reference ARTICLES I. Indefinite Article (a/an) (Неопределенный артикль) Артикль a/an употребляется: 1 перед исчисляемым существительным в единственном числе, когда оно называется впервые Mike has got а brother and a sister. I bought a new CD. 2 перед названием профессии He is a doctor. I am a lawyer. 3 перед числительным (в значении “одна" “один”) a hundred, a thousand 4 в восклицательных предложениях What a clever girl! It is a lovely day! II, Definite Article (the) (Определенный артикль) Артикль the употребляется: 1 перед существительными как в единственном, так и во множественном числе, когда они уже знакомы или упоминались ранее Неге is the book you asked for. It’s worth reading. This is the CD which I’ve bought for you. 2 перед существительными, являющимися единственными в своем роде the Moon, the Sun, the Earth, the Solar System 3 перед названиями сторон света the West, the North 4 перед названиями некоторых исторических учреждений (музеев, театров и т. д.) the Kremlin, the British Museum 5 перед названиями газет The Times, The Moscow News 6 перед названиями стран, содержащих слова: republic> kingdom, states, federation the Russian Federation, the United States, the Czech Republic 1 перед названиями национальностей the Russians, the English, the Germans 8 перед существительными с порядковыми числительными the first interview, the Third World 9 перед существительными с прилагательными в превосходной степени the best weekend, the smallest planet 10 перед фамилиями, употребляемыми 80 множественном числе для обозначения членов одной семьи the Orlovs, the Spratts 11 перед словами; theatre ! cinema / radio / sky/ sea / country We went to the theatre last Sunday. She likes swimming in the sea. 12 перед названиями пустынь the Sahara Desert the Kalahari Desert 13 перед названиями групп островов the Japanese Islands the Canaries / Canary Islands 14 перед названиями горных цепей the Urals the Himalayas 207 Appendix 8 Grammar Reference 15 перед названиями океанов the Pacific Ocean the Indian Ocean 16 перед названиями морей the Black Sea the Mediterranean Sea 17 перед названиями рек the Mississippi the Nile 18 перед названиями проливов the Panama Canal the Bering Strait III. Zero Article (No Article) Артикль не употребляется; I перед именами и фамилиями Agatha Christie, Alexander Pushkin 2 перед названиями стран, городов, улиц, площадей France, London, Oxford Street, Red Square 3 перед названиями отдельных островов и горных вершин Sakhalin, Malta, Elbrus, Everest 4 перед названиями континентов Africa, Europe 5 перед названиями озер Ontario, Baikal, Lake Superior COMPARISON OF ADJECTIVES AND ADVERBS (Степени сравнения прилагательных и наречий) Adjective / Adverb Comparative Superlative (Прилагательное / Наречие) (Сравнительная степень) (Превосходная степень) old older (the) oldest short shorter (the) shortest big bigger (the) biggest nice nicer (the) nicest pretty prettier (the) prettiest hard harder (the) hardest popular more popular (the) most popular beautiful more beautiful (the) most beautiful carefully more carefully f most carefrilly 1 much more carefully • Remember good better (the) best bad worse (the) worst far farther / further (the) farthest! furthest well better (the) best much / many more (the) most little less (the) least 208 Appendix 8 Grammar Reference VERBS IN THE ACTIVE FORM Simple Continuous Perfect Perfect continuous «■i e I a. Usually I feed my dog and then walk it. My brother isn’t at home at the moment. He is walking the dog. The dog is not hungry. 1 have fed it. I feel very cold. I have been walking my dog for two hours. Я £ When I was ill, my mother walked my dog. Unfortunately I wasn’t at home when |ason came. I was walking my dog. By the time when I woke up, my father had already walked the dog. My little brother felt happy. He had been walking a big dog since morning. S 1 Don’t worry. 1 will walk your dog tomorrow if you are busy. Don’t call me from 10 a.m. till 11 a.m. 1 will be walking the dog and will not answer. If you come tomorrow, we can have breakfast together at 8 a.m. I will have fed and walked my dog by this time. By next summer I will have been training my dog for two years. I’m sure they will let us take part in a dog show. Present perfect continuous (Настоящее завершенное продолженное) Since It has been snowing since 12 o’clock. Снег идет с 12 часов (и сейчас продолжает идти). For It has been snowing for 3 hours. Снег идет на протяжении трех часов (начался три часа назад и все еще продолжается). Verbs which are not usvally used in the continuous: believe, consist, depend, know, love, mean, realise, belong, contain, hate, need, like, prefer, remember, seem, understand, suppose, want. We have lived in Sochi for five years. I have known her since 1998. VERBS IN THE PASSIVE FORM* Simple Continuous Perfect Moscow is visited by I wake up very early now. I’ve got good news. We are moving s millions of people every A big house is being built just soon. Our new house has already г 0. year. iq front of my window, and they start working at 5 a.m. been built. Some researchers think When we were here last month. We applied to that building company фф that Moscow was this house was being built, because it had a good reputation — я JP founded much earlier remember? lots of beautiful buildings had IL than in the 12th century Look, now it’s ready! already been built by them. The newspapers say that Don't call me tomorrow at 3 p.m. I don’t have a lot of opportunities to £ several sports centers will I will be watching TV as a new do sports now. But I hope that a big 5 be built in our city. plan of the reconstruction the sports center with a swimming pool i£ city will be being discussed. will have been built not far from my house by the end of this year. Perfect continuous is not used in passive. 209 Appendix 8 Grammar Reference THE STRUCTURE OF THE SENTENCE W/i'questions Yes / No questions Statements A Л who what when where why what kind of which whose whom how old how long how many / much do / does / did can / could shall / should will / would must may / might have / has / had be (am / is / are) was / were I / you / it / she f he we/they Jane / Duncan Mr Green the UK all my family his friends a pretty girl some pupils live / go / feel / want / study / remember / do / have / imagine / etc gone written eating other parts of the sentence (e.g. sometimes, every day, usually, in the evening, at 5 o’clock, at school, etc) • The question to the subject a Л •> see • Who / What lives / likes / does / is / has... other parts of the sentence TAG QUESTIONS / SHORT ANSWERS Information + tag If you confirm the Information If you deny the informetion I’m your best friend, aren’t I? Yes. you are. No, you aren’t. You think you are cool, don't you? Yes. 1 do. No, I don’t. Your uncle smokes, doesn’t he? Yes, he does. No, he doesn’t. It’s very late already, isn’t it? Yes, it is. No, it isn’t. He is getting better in maths, isn’t he? Yes, he is. No, he isn’t. They are quarrelling, aren’t they? Yes, they are. No, they aren’t. They have already had lunch, haven’t they? Yes, they have. No, they haven’t. She will join our party a bit later, won’t she? Yes, she will. No, she wont. She can make the choice herself, can’t she? Yes, she can. No, she can’t. You don’t share my point of view, do you? No, I don’t. Yes, I do. You aren’t listening to me, are you? No. I’m not. Yes, I am. You can’t tell me the truth, can you? No, I can’t. Yes, I can. 210 MODAL VERBS Appendix 8 Grammar Reference Functions Modal verbs Examples Russian equivalents ability (способность совершить действие) can (be able to) Positive statement Jane can speak three foreign languages. Джейн может (способна) говорить на трех иностранных языках. Question Can you speak any foreign language? Ты можешь говорить на каком-нибудь иностранном языке? Negative statement I can’t speak Italian. Я не могу говорить по-итальянски. Past could = was able to I could (was able to) speak French quite well when I was six. В шесть лет я мог довольно хорошо говорить по-французски. Present can = am able to are able to is able to I left France ten years ago, but I can (am able to) speak some French still. Я уехал из Франции десять лет назад, но все еще могу немного говорить по-французски. Future will be able to I’m going to France this summer and I think I will be able to practise my French there. Этим летом я собираюсь во Францию и думаю, что смогу попрактиковаться там в использовании французского. duty / obligation (обязанность / необходимость выполнить действие) must (have to) Positive statement You must take all your exams on time. Ты должен сдавать все экзамены вовремя. Negative statement (запрещение) You mustn’t smoke in this building. в этом здании нельзя курить. Past had to I couldn’t go to the concert with you yesterday because I had to complete my project for history. Я не мог пойти с тобой вчера на концерт, потому что я должен был закончить реферат по истории. Present must I don’t really enjoy washing up and cleaning the flat but I know that I must do it to help my parents. Щ Мне, конечно, не слишком нравится мыть посуду и убирать квартиру, но я понимаю, что должен это делать, чтобы помочь родителям. Future will have to I will have to take a Saturday job to buy a new bicycle for summer. Я должен (мне придется) устроиться на работу по субботам, чтобы купить летом новый велосипед. regulation / necessity (необходимость, определяемая законом, инструкцией, обстоятельствами) have to All students in our school have to wear uniforms. Все учащиеся нашей школы должнье (обязаны по правилам школы) носить форму. We failed our exam last week. That’s why we have to take it again. Мы провалились на экзамене на прошлой неделе, поэтому придется сдавать его снова. 211 Appendix 8 Grammar Reference Functions Modal verbs Examples Russian equivalents advice {совет, рекомендация) must, should, ought to shouldn’t You must go to London one day! It’s a wonderful city! Ты обязательно когда-нибудь должен съездить в Лондон! Это удивительный город. You should / ought to meet my new friend. He is a nice person and may help you with your English. Тебе надо бы познакомиться с моим новым другом. Он приятный человек и, может быть, поможет тебе с английским. You shouldn’t speak to your friend like that. You may hurt him. Не следует говорить с другом в таком тоне. Ты можешь его обидеть, ь necessity (необходимость / отсутствие необходимости) need, needn’t We need to book tickets in advance. Нам нужно заказать билеты заранее. We needn’t book tickets in advance. Нам не нужно (нет необходимости) заказывать билеты заранее. polite requests / asking for permission (вежливая просьба У просьба о разрешении чего-либо) can, may Excuse me, can you tell me how to get to the station? Извините, не подскажите, как пройти на станцию? — Can I wear your dress for our school party? — No, you can’t. 1 never let anybody wear my clothes. — Можно я надену твое платье на школьную вечеринку? — Нет, нельзя. Я никому не разрешаю носить мои вещи. — May I take your phone? — No, you can’t. You might break it. — Можно взять твой телефон? — Нет, нельзя. А вдруг ты его сломаешь? certainty and possibility (вероятность, возможность действия) must, can, may, can’t He must be German. He speaks English with a strong German accent. Он, наверняка, из Германии. (Я уверен, что он из Германии.) Он говорит по-английски с сильным немецким акцентом. He may / can live somewhere close to here. I often see him in our park. Он, видимо, живет где-то поблизости. Я часто вижу его в нашем парке. He can’t be Italian. He doesn’t understand a word of Italian and doesn’t even look Italian. Не может быть, что он итальянец. Он не понимает ни слова по-итальянски и совсем не похож на итальянца. 212 Appendix 8 Grammar Reference THE INFINITIVE (Инфинитив или неопределенная форма глагола) The infinitive can be used as: The subject (подлежащее); To learn English is very difficult Part of the predicate (часть сказуемого): My plan is to learn English. The object (дополнение); / decided to learn English. The attribute (определение) — after nouns and pronouns: I have nobody to help me.— Мне некому помочь. (У меня нет никого, кто бы мне помог.) I dont have а dictionary to use.— У меня нет словаря, которым я мог бы пользоваться. The inftnitive is also used to express: Purpose (цель): I came here to learn English.— Я пришел сюда, чтобы учить английский. Many people learn English to communicate with foreigners.— Много людей учат английский, чтобы общаться с иностранцами. Notice that in this case we use a clause (придаточное предложение) to translate the infinitive into Russian. Verb + object + (to) + verb 1 me you make us them her / him / it do something Anecdotes make me laugh. Анекдоты заставляют меня смеяться. ask want tell expect help invite order teach me you her / him / it us them to do something I often ask them to walk my dog. Я часто прошу их погулять с моей собакой. Verbs followed by to or by the ing form Some verbs can only be followed by the infinitive Some verbs and expressions can only be followed with to. by the ing form. agree learn be fond of mind avoid arrange manage enjoy miss be good at decide offer finish practise fancy fail pretend give up succeed in afford promise , imagine suggest happen refuse it’s worth stop hope want dislike dream of He refused to invite her to the party. This cathedral is very beautiful and old. It's worth She failed to pass the exam. visiting. Some verbs can be followed by either to or the ing form; begin love continue prefer hate start like / like to get up early on Sunday morning. 1 like getting up early. 213 Appendix 8 Grammar Reference CONDITIONALS (Условные предложения) Conditional clause Main clause Zero conditional If + Present simple Present simple To describe things that are generally true. If the temperature goes down to zero descent. water freezes. First conditional If + Present simple will + infinitive To describe events which are possible in the present or future. I If it snows, Если пойдет снег, they will go skiing. они отправятся кататься на лыжах. 2 If you don’t write the composition, Если ты не напишешь сочинение, you’ll get low grades, ты получишь плохую оценку. ь 3 If I see Jane, Если я увижу Джейн, I’ll invite her to my birthday party, я приглашу ее на свой день рождения. 4 Don’t miss the lessons. He пропускай уроки, (Если ты пропустишь уроки,) or you’ll be punished, a TO тебя накажут. Second conditional If -i- Past simple would (might) To describe unlikely (маловероятные) situations in the present or future. 1 If I knew the answer. Если бы я знал ответ. I would (might) tell you. я бы сказал тебе. 2 If I were you, На твоем месте I would (might) learn German, я бы выучил немецкий язык. 3 If she had money. Если бы у нее были деньги. she would (might) spend her holidays abroad. TO она могла бы проводить каникулы за границей. 4 If they spoke Spanish, Если бы они говорили по-испански, they would (might) go to Spain, TO они могли бы съездить в Испанию. Third conditional If + Past perfect would + have + III form To describe situations that didn’t happen in the past. 1 If she had interrupted people. Если бы она перебивала людей. she would have been an intolerable person, она была бы не толерантным человеком. 2 Не didn’t see the big boys bullying a disabled person. If he had seen them, Если бы он их увидел. he would have stopped them. OH бы остановил их. 214 REPORTED SPEECH (Косвенная речь) Reported speech Direct speech She says: “I phone my friends every day” (Present simple) (Present simple) She says: “1 will phone you tomorrow” (Present simple) (Future simple) She says: “I phoned you an hour ago.” (Present simple) (I^t simple) He asks: “What is the problem?” Reported speech She says (that) she phones her friends every day. (Present simple) (Present simple) She says (that) she will phone me tomorrow, (Present simple) (Future simple) She says (that) she me an hour ago. (Present simple) (Past simple) He asks what the problem is. ..... . ■ .■ Reported speech (Ptwt). Statements, tensechariges She said: “I phone my friends every day,” (Past simple) (Present simple) She said: “I will phone you.” (Past simple) (Future simple) She said: “I phoned you yesterday” (Past simple) (Past simple) He said: “I can solve this problem.” (Past simple) (Present simple) He said: “We may go there.” (Past simple) (Present simple) He said: “I must leave.” (Past simple) (Present simple) She said (that) she phoned her friends every day, (Past simple) (Past simple) She said (that) she would phone me. (Past simple) (Future-in-the past) She said (that) she had phoned the day before. (Past perfect) He said (that) he could solve that problem. (Past simple) (Past simple) He said (that) they might go there. (Past simple) (Past simple) He said (that) he had to leave. (Past simple) (Past simple) 1i®lf ■■ . ■ tffso chantreis General questions She said; “Are you a good reader?” (Past simple) (Present simple) She said: “Does your sister like jogging?” (Past simple) (Present simple) She said: “Will you come to the party?” (Past simple) (Future simple) She said: “Have you met before?” (Past simple) (Present perfect) Wft-questions He asked: “What is the problem?” He said: "How did you get hftre tonight?” (Past simple) (Past simple) He said: “What subjects do you like’?” (Past simple) (Present simple) He said: “What are you doing now?” (Past simple) (Present continuous) He said: "Why is your cousin sad today?” (Past simple) (Present simple) General questions She asked me ifl was a good reader, (Past simple) (Past simple) She wanted fo know if my sister liked jogging. (Past simple) (Past simple) She wondered ifl would come to the party. (Past simple) (Future-in-the past) She asked if we had met before, (Past simple) (Past perfect) HTi-questions He asked what the problem was. He wanted to know how I A ad got there that night, (Past simple) (Past perfect) He asked me what subjects I liked. (Past simple) (Past simple) He wondered what I was doing then. (Past simple) (Past continuous) He asked why my cousin was sad that day. (Past simple) (Past simple) '.^li Appendix 8 Grammar Reference IV. Reported speech (Past). Orders. Requests. “Give up fast food,” the doctor said, “Don’t be late!” said the teacher. My mother said to me, “Try to be flexible.” My best friend said, “Don’t decide what I should do” The doctor advised her to give up fast food. The teacher warned us not to be late. My mother advised me to try to be flexible. My best friend told me not to decide what she should do. Changes to time words and phrases Changes to demonstrative pronouns Direct speech Reported speech today that day tonight that night yesterday the day before tomorrow the next day (a week) ago (a week) before last year the year before next year the following year this evening that evening now then Direct speech Reported speech these those this ‘ that here there Word formation: common prefixes and suffixes Nouns Verbs ;#AdJectivee Adverbs Numerals Participles -ion mis-, re-, un-, un-, in-, il-, im-. un- -teen -ing -tion /-sion -ize (-ise), -en non-, dis-, ir- -ly -ty -ed -er/-or -able/-ible -th -ance! -ence -al, -(i)an -ing -ful, -ic, -ing *ity / -ty / -cy -y(ly), -ous -ist / -ism -ive -ment -less -ship -hood -ed 216. Vocabulary ‘-<>И|№Ж>№вГ»ЯтИК11И>-' abbreviation [a.brivi'eijbn] — сокращение, краткая форма ability [a'biliti] — способность able ['eibal] — способный (к чему-либо) / делать (что-либо) about [a'baut] — о, около above [эЪлу] — над, сверх abroad [э'Ьгэ:б] — заграница absolutely ['aebsalurtli] — абсолютно abuse [a'bjuis] — оскорбление abuse [9'bju:z] — оскорблять academy [s'kaedami] — академия accept [ak'sept] — принимать, допускать access ['aekses] — доступ accessory [ak'sesari] — аксессуар accident ['aeksidant] — несчастный случай accidentally [.aeksi'dentali] — случайно according [s'koidip] — соответственно accuse [3'kju:z] — обвинять achieve [a'tTcv] — достигать achievement [a'tfirvmant] — достижение across [a'kros] — через, поперек act [aekt] — играть, разыгрывать, действовать action ['агк/эп] — действие active ['aektiv] — активный activity [aek'tmti] — деятельность actor ['aekta] — актер actually ['askt/uali] — на самом деле, действительно add [aed] — добавлять address [a'dres] — адрес; адресовать, обращаться (к кому-то) adjective ['aecfeiktiv] — имя прилагательное adult ['sedAlt] — взрослый advance [ad'va'ns] — продвижение вперед; двигаться вперед in advance — заранее advantage [adVointicfe] — преимущество adventure [ad'ventfa] — приключение adverb ['asdv3:b] — наречие advert ['asdv3:t] — реклама, объявление advertisement [ad'vadismant] — реклама, объявление advice [ad'vais] — совет, советы (только в ед. числе) advise [ad'vaiz] — советовать АЕ (American English) — американский английский язык afford [a'foid] — позволять себе (о расходах) afraid [a'freid] — испуганный to be afraid of — бояться чего-либо African-American ['aefnkan э'тепкэп] — афро-американец(ка) after ['arfta] — после afternoon [.crfta'nuin] — время после полудня again [э'деп] — опять, снова against [s'genst] — против age [eicfe] — возраст, век for ages — долгое время aged ['eicfeid] — пожилой, старый agency ['eicfeansi] — агентство aggressive [a'gresiv] — агрессивный ago [э'дэи] — тому назад agree [s'gri:] — соглашаться agreement [э'дп:тэп1] — согласие AIDS [eidz] — СПИД aim [eim] — цель air [еэ] — воздух aircraft ['eakroift] — самолет, воздушное судно airplane ['eaplein] — самолет airport ['еэрэ:1] — аэропорт airsick ['ea.sik] — воздушная болезнь alarm [э'1а:т] — тревога; тревожиться alcohol ['selkahnl] — алкоголь alike [a'laik] — похожий alive [a'larv] — живой, бодрый all [э:1] — весь, вся, всё, все allow [э'1аи] — разрешать, позволять almost ['odmaust] — почти alone [э'1эип] — один, одинокий along [э'1пг)] — вдоль, по aloud [a'laod] — громко, вслух alphabetic(al) [,3elfb'betik(3l)] — алфавитный already [od'redi] — уже also ['o:ls9o] — тоже, также alternative [э:Г1з:п91гу] — выбор, альтернатива; альтернативный always ['o:lwiz] — всегда a.m. / am / AM [,ei 'em] — утро до обеда am [asm, эт] (to be) — глагол-связка amaze [g'meiz] — удивлять, изумлять amazing [g'meizig] — удивительный ambition [aem'bi/on] — амбиция ambitious [asm'bi/gs] — амбициозный American [э'тепкэп] — американец; американский among(st) [э'тлр(81)] — среди, посреди, между amount [o'maunt] — сумма, количество; составлять (сумму) amuse [o'mju:z] — развлекать, забавлять amusement [o'mjurzmont] — развлечение ancient ['emjbnt] — древний, старинный and [ond, send] — и anger ['эердэ] — гнев angry ['aeggri] — сердитый, раздражительный animal ['эештэ1] — животное animated ['aenimeitid] cartoon — мультфильм anniversary [,aeni'v3:sori] — юбилей, дата announce [э'паипз] — объявлять, провозглашать announcement [o'naunsmont] — провозглашение, объявление annoying [э'пэпд] — вызывающий раздражение another [э'плбэ] — еще один, другой 217 Vocabulary answer ['о:п8э] — ответ; отвечать antique [aen'tirk] — предмет старины antipollution [,aentip3'lu:j9n] — противостоящий загрязнению среды any ['eni] — какой-нибудь, сколько-нибудь, любой anybody ['eni|br)di] — кто угодно anyhow ['enihau] — в любом случае anymore [iCni'mo:] — больше anyone ['eniwAn] — всякий, кто-нибудь anything ['eniGip] — что-нибудь, что-либо anyway ['eniwei] — во всяком случае anywhere ['eniwea] — где угодно apart [э'ра:1] — в стороне, отдельно, кроме apologise [a'pnbt^aiz] — извиняться appealing [s'piilip] — привлекательный, притягательный appear [э'рю] — появляться appearance [a'pisrans] — внешность application form [.aepli'keijan form] — бланк заявления appreciate [o'prirjieit] — ценить apprenticeship [o'prentis/ip] — ученичество, стажировка appropriate [o'prouprieit] — подходящий approve [o'prurv] — одобрять, утверждать (документ) April ['eiprolj — апрель architect ['arkitektj — архитектор architecture ['orkitektfo] — архитектура are [э], [a:] (to be) — глагол-связка area ['еэпэ] — площадь, пространство, район argue ['argjur] — спорить argument ['argjumont] — аргумент, суждение armchair ['armtfeo] — кресло armed [arrmd] — вооруженный army ['a: mi] — армия around [o'raund] — вокруг, кругом arrange [э'гетф] — устраивать, договариваться arrest [o'rest] — арест; арестовывать arrival [o'rarvol] — прибытие arrive [o'rarv] — приезжать, прибывать article ['aitikol] — артикль, статья art(s) [a:ts] — искусство, мастерство; художественный as [Э7, aez] — как ashamed [ajeimd] — стыдящийся to be ashamed of — стыдиться чего-либо ask [a:sk] — спрашивать, просить asleep [a'sliip] — спящий aspect ['aespekt] — аспект assistant [a'sistant] — помощник, ассистент astronaut ['aestrsnoit] — астронавт, космонавт at [at, ast] — на, за, в ate [et, eit] — past tense от eat athletic [aeG'letik] — атлетичный, спортивный atmosphere ['aetmasfis] — атмосфера attack [a'taek] — нападение; нападать, атаковать attend [a'tend] — посещать attention [a'tenjan] — внимание attentive [a'tentrv] — внимательный attitude ['aetitju:d] — отношение attract [a'traskt] — привлекать, притягивать attraction [s'traekjan] — развлечение, аттракцион attractive [a'traektiv] — привлекательный August ['o:g9St] — август aunt [a:nt] — тетя Australian [n'streilian] — австралиец, австралийский author ['oiGa] — автор, писатель auto ['o:t9o] — авто autumn ['9:t9m] — осень available [o'veilobol] — доступный average ['aevonc^] — средний, в среднем avoid [oVoid] — избегать award [9'wo:d] — награда; присуждать что-либо away [9'wei] —^прочь awful ['oifol] — ужасный, шокирующий В,................. ...._ ... baby ['beibi] — ребенок babysitter ['beibi,sit9] — няня (присматривающая за детьми) back [Ьэек] — спина; назад, обратно backdrop ['baekdrop] = background background ['baskgraund] — предшествующий опыт / условия bad [baed] — плохой badge [Ьаеф] — бэйдж badly ['basdli] — плохо bag [baeg] — сумка, портфель baggage ['basgic^] — багаж baggage reclaim ['baegicfe n'kleim] — выдача багажа; место, где выдается багаж bake [beik] — печь (хлеб, пироги) bakery ['beikori] — пекарня bald [Ъэ:И] — лысый; с белым пятном на голове (о птицах и животных) ballet ['baelei] — балет banana [bo'ncrno] — банан bang [Ьзер] — ударить(ся), шлепнуть(ся) bar [Ьщ] — батончик (шоколадный) barbecue ['ba;bikju:] — барбекю (разновидность пикника), жарить мясо на углях based [beist] — основанный (на чем-либо) baseball ['beisbo;!] — бейсбол basic ['beisik] — основной, важный basis ['beisis] — основа ВВС [,bi: bi; 'si:] = British Broadcasting Corporation BE = British English — Британский английский язык be [bi:] (was, were, been) — быть, находиться, являться beard [bi9d] — борода beat [bi:t] (beat, beaten) — бить beautiful ['bju:tif9l] — красивый, прекрасный beauty ['bju:ti] — красота, красавица because [bi'knz] — потому что, так как 218 ’■£' i VocabuloQi's become [Ьг'клт] (became, become) — становиться becoming [bi'kAmiij] — подходящий (идущий к лицу) bed [bed] — кровать before [bi'fo:] — до, прежде чем begin [bi'gin] (began, begun) — начинать beginning [bi'gmii)] — начало behalf [bi'ho;f| (on behalf of someone) — от имени кого-либо behave [bi'heiv] — вести себя, поступать behaviour [bi'hervjo] — поведение behind [bi'haind] — за, позади being ['bingj — существование human being — человек, человеческое существо believe [bi'li:v] — верить, думать belong [bi'lng] — принадлежать below [bi'lou] — ниже, внизу besides [bi'saidz] — кроме, помимо best [best] — самый лучший bet [bet] — держать пари betray [bi'trei] — предавать, выдавать better ['bets] — лучше between [bi'twi:n] — между beyond [bi'jnnd] — за пределами чего-либо bicycle ['baisikal] — велосипед big [big] — большой bike [baik] = bicycle — велосипед biography [bai'ngrofi] — биография biology [bai'nloclsi] — биология bird [b3:d] — птица birthday ['b3:0dei] — день рождения birthplace ['b3:0pleis] — место рождения biscuit ['biskit] — печенье bit [bit] (a bit of) — кусочек black [blaek] — черный blackboard ['bleekboid] — школьная доска blame [bleim] — обвинять, осуждать blank [blaeijk] — пропуск, бланк; отсутствующий blood [bL\d] — кровь blow [Ь1эи] (blew, blown) — дуть, надувать blue [blu:] — голубой, синий board [bo:d] — доска; садиться в самолет boarding ['bo:dir)] pass — посадочный талон boast [boust] — хвастать boat [bout] — лодка, корабль body [’bndi] — тело, корпус bold [bould] — жирный шрифт Bolshoi Theatre ['bol/oi] (the) — Большой театр book [buk] — книга; заказывать (билет) booking office ['bukig 'nfis] — билетная касса bookworm ['bukw3:m] — книжный червь / книжная душа border ['bo:do] — граница; граничить bore [bo:] — зануда; надоедать be bored — скучать boring ['bo:riij]—скучный, надоедливый born [bo:n] — рожденный be born — родиться borrow ['borou] — брать взаймы (книги, деньги) both [Ьэи0] — оба bother [Ъцбэ] — беспокоить, надоедать bottle ['bntl] — бутылка box [bnks] — ящик, коробка, бокс the box — телевизор bracket ['braekit] — скобка brain(s) [brein] — мозги, умственные способности brave [brerv] — храбрый, отважный bread [bred] — хлеб break [breik] (broke, broken) — ломать, крушить break [breik] — перерыв, перемена breakfast ['brekfost] — завтрак bridge [bncfe] — мост brief [bri:f] — краткий bright [brait] — яркий, способный bring [Ьпг)] (brought) — приносить, приводить, привозить British ['britij] — британец(ка); британский broaden ['brordn] — расширять brother [Ъглбэ] — брат brown [braun] — коричневый browse [brauz] — искать в Интернете build [bild] (buUt) — строить building ['bildir)] — здание, строение bully ['buli] — хулиган, задира; запугивать, задирать bullying ['buliir)] — запугивание burn [Ьз:п] (burnt) — жечь, гореть bus [bAs] — автобус bush [buj] — куст business ['biznis] — бизнес, дело busy ['bizi] — занятой, загруженный, оживленный but [bat], [bAt] — HO, кроме buy [bai] (bought) — покупать, купить by [bai] — y, около, к by car — на машине, машиной bye (-bye) [bai] — до свидания (разг.) cafe ['kaefei] — кафе cake [keik] — торт, пирожное call [кэ:1] — зов, звонок; звонить, звать, называть to give а call, to call up — звонить (по телефону) calm [ka:m] — успокаивать; спокойный camera ['каетэгэ] — фотоаппарат, кинокамера camp [кзетр] — лагерь; останавливаться в лагере, разбивать лагерь сап [кэп], [кзеп] (could) — могу, умею canal [кэ'пае!] — канал candidate ['kaendideit] — кандидат capital ['kaepitl] — столица; заглавная буква captain ['kaeptin] — капитан саг [ка:] — легковая машина card [ka:d] — открытка, карточка 219 Vocabulary care [кеэ] — забота, уход; заботиться to take care of somebody — заботиться о ком-либо career [кэ'пэ] — карьера, занятие careful ['keofsl] — внимательный, осторожный careless ['keolas] — беззаботный, безалаберный caring ['кеэпд] — заботливый carry ['kaeri] — носить, возить cartoon [ka:'tu:n] (animated) — мультфильм case [keis] — случай, дело cassette [ka'set] — кассета catch [kaetf] (caught) — ловить, поймать cause [ko:z] — причина; причинять cave [keiv] — пещера celebrate ['selibreit] — праздновать celebration [,seli'breij3n] — празднование, юбилей celebrity [sa'lebroti] — известная личность, кумир centre (center) ['senta] — центр central ['sentrol] — центральный century ['sentfori] — век, столетие certain ['s3:tn] — определенный certainly ['s3:tnli] — конечно, несомненно certificate [ss'tifikot] — сертификат, аттестат chain [tfein] — цепь chair [tjea] — стул challenge ['tfaelmcfe] — вызов, трудность; бросать вызов champion ['tfeempjon] — чемпион chance [tfccns] — шанс, возможность change [tfemcfe] — перемена, изменение, сдача; менять, изменять channel ['tfaenl] — канал character ['kaenkta] — характер, персонаж characteristic [.kaenkta'nstik] — характеристика; характерный chart [tfcct] — таблица chat [tfset] — легкий разговор; болтать chatterbox ['tfaetaboks] — болтун / болтушка cheap [tfi:p] — дешевый cheat [1Д:1] — нечестный человек, обманщик; обманывать, списывать check [tfek] — проверка, контроль; проверять check in — регистрироваться check out — выписываться (из гостиницы) cheer [tfio] — подбадривать chemic(al) ['кегп1к(э1)] — химический chemistry ['kemistri] — химия chief [1Д:(] — старший по положению, наиболее важный child [tfaild] — ребенок childhood ['tfaildhud] — детство children ['tfildron] — дети Chinese [,tfai'ni:z] — китаец, китайский chips [tfips] — чипсы, хрустящий жареный картофель choice [tfois] — выбор choose [tfu:z] (chose, chosen) — выбирать Christmas ['knsmas] — Рождество church [tf3:t(] — церковь cinema ['sinimo] — кино, кинотеатр circle ['s3:kol] — круг; обводить circus ['s3:kss] — цирк citizen ['sitizsn] — гражданин city ['siti] — город (большой) civilised ['sivalaizd] — цивилизованный class [klccs] — класс, урок classical ['klaesikol] — классический classmate ['kla'smeit] — одноклассник, одноклассница clean [kliin] — чистый clear [klia] — ясный, чистый, понятный clever ['kleva] — умный cliff [klif] — скала, утес climate ['klamut] — климат climb [klaim] — взбираться вверх clock [kink] — часы (настенные) 6 o’clock — 6 часов close [klaos] — близкий; близко close [klouz] — закрывать clothes [kloudz] — одежда cloud [klaud] — облако, туча clown [klaun] — клоун club [kkb] — клуб coach [кэи(П — тренер coast [ksust] — побережье coffee ['knfi] — кофе coin [koin] — монета cold [kould] — холодный; холодно catch / have a cold — простудиться collect [ka'lekt] — коллекционировать, собирать, забирать college ['kolids] — колледж collision [кэ'Ьзэп] — столкновение colony ['knbni] — колония color / colour ['кл1э] — цвет, краска column ['кп1эт] — столбец, колонка combination [,kDmbi'neij3n] — сочетание, комбинация combine [кэтЪаш] — сочетать, комбинировать соте [клт] (came, come) — приходить, приезжать comedy ['knmidi] — комедия comfort ['kAmfot] — комфорт; успокаивать comfortable ['клтЛэЬэ!] — удобный, уютный, комфортабельный comment ['knmant] — высказывать мнение, комментировать commercial [кэ'тз:/э1] — коммерческий, связанный с коммерцией common ['кптэп] — общий, обычный communicate [ka'mjuimkeit] — общаться, сообщать communication [k9,mju:ni'keij3n] — общение, связь, коммуникация community [ka'mjurniti] — сообщество людей company ['клтрэп!] — компания, общество compare [кэт'реэ] — сравнивать 220 ' ■ ■■ . ■ ili^K Vocabulary compete [kam'pi:!] — соревноваться, состязаться competition [,kompi'tij3n] — соревнование, конкурс complete [kam'plirt] — завершать, заканчивать completely [кэт'рИлИ] — полностью, целиком comprehension [,кптрпЪеп/эп] — понимание computer [k3m'pju;t3] — компьютер concentrate ['knnsantreit] — сосредоточиться, сконцентрироваться concern [кэп'ззш] — забота; заботиться, касаться concert ['knnsat] — концерт conclusion [кэп'к1и:зэп] — заключение, решение condition [kan'difan] — условие conditional [ksn'dijanal] — условный; сослагательное наклонение conference ['кппГэгэпв] — конференция confident ['konfidant] — уверенный (в чем-либо), уверенный в себе conflict ['konflikt] — ссора, конфликт confuse [kan'fjuiz] — спутать, ошибаться congratulate [kan'graetfuleit] — поздравлять connect [ks'nekt] — связывать, объединять consequence ['knnsikwans] — следствие, последствие, результат conservative [kan'ssivativ] — консервативный consider [kan'sids] — рассматривать, считать consist (of) [kan'sist] — состоять (из) construct [ksn'stTAkt] — возводить, сооружать, конструировать consult [кэп'злИ] — консультировать(ся) contact ['knntaekt] — контакт; соединять, связывать(ся) contain [kan'tein] — содержать, вмещать contemporary [кэп'1етрэгэп] — современный, принадлежащий одной эпохе content ['knntent] — содержание, оглавление contest ['knntest] — конкурс, соревнование continent ['knntment] — континент continue [ksn'tinju:] — продолжать, продлевать contrary ['knntrari] — противоположный contribute (to) [kan'tnbjuit] — вносить вклад (в) control [kan'traul] — проверка, контроль; проверять, управлять convenient [kan'virniant] — удобный conversation [.konva'seijan] — разговор convince [kan'vms] — убеждать ’ convincing [kan'vinsip] — убедительный, убеждающий cook [кик] — повар; готовить (еду) cool [ku:l] — прохладный, модный, крутой cooperate [кэи'прэгеЦ] — сотрудничать сору ['knpij — переписывать, копировать coral [’кпгэ1] — коралл corner ['кэ:пэ] — угол correct [ks'rekt] — исправлять; правильный corresponding [ikons'pondip] — соответствующий cos (only spoken English) = because — потому что cosmopolitan [.knzma'politan] — космополитичный, ориентированный на общечеловеческие ценности cost [kost] — стоимость; стоить could [kad], [kud] — мог count [kaunt] — считать country ['kAntrij — страна, сельская местность countryside ['kAntrisaidj — сельская местность, деревня couple ['клрэ1] — пара courage ['клпс]5] — смелость, отвага courageous [кэ'гек^эз] — отважный, бесстрашный course [ko:s] — курс of course — конечно cousin ['кл2эп] — двоюродный(ая) брат / сестра cover ['клуэ] — укрывать, покрывать crab [кгаеЬ] — краб crash [kraej] — столкновение, авария; ударяться шумно и сильно crazy ['kreizij — ненормальный, безумный create [kri'eit] — творить, создавать creative [kn'eitrv] — творческий creature [krirtfa] — существо (живое) crime [kraim] — преступление criminal ['knmmalj — преступник; криминальный criticise ['kntisaizj — критиковать cross [krns] — пересекать, переходить crowd [kraud] — толпа; толпиться crowded ['kraodidj — переполненный, загруженный crown [kraun] — корона cruel ['кш;э1] — жестокий, безжалостный cruelty ['kru:9lti] — жестокость cry [krai] — крик, плач; кричать, плакать cultural ['кл1фэгэ1] — культурный culture ['кл1(Гэ] — культура сир [клр] — чашка, кубок curious ['kjuanasj — любопытный, любознательный currency ['kAransij — валюта current ['клгэп!] — текущий; происходящий в настоящее время custom ['kAStamj — обычай customs ['kAstamz] — таможня customer ['клз1этэ] — покупатель, клиент cut [кл1] — резать, рубить cut down [кл1 daun] — вырубать (деревья, леса) cute [kju;t] — симпатичный, обаятельный CV [|Si: 'vi:j (short for ‘curriculum vitae’) — резюме (для поступления на работу, учебу) cycle ['saikalj — ездить на велосипеде dad [dasd] — папа daffodil ['dasfadilj — нарцисс daily ['deilij — ежедневный; ежедневно damage ['daemicfej — разрушение; разрушать, вредить dance [dans] — танец; танцевать danger ['dem^s] — опасность 2211 Vocabulary dangerous ['deindjaras] — опасный dark [da:k] — темный; темно date [deit] — дата, свидание daughter ['dodo] — дочь day [del] — день dead [ded] — мертвый deaf [def] — глухой deal [di:l] — иметь дело, торговать dear [dio] — дорогой, глубокоуважаемый death [de0] — смерть dehate [di'beit] — спорить, обсуждать, дебатировать decide [di'said] — решать decision [di'si3on] — решение declaration [,deklo'reiJon] — декларация declare [di'kleo] — провозглашать, объявлять decorate ['dekoreit] — украшать deep [di:p] — глубокий defend [di'fend] — защищать definition [,defi'niJon] — определение, значение degree [di'gri:] — степень, ученая степень; градус delay [di'lei] — отсрочка; откладывать delicious [di'lijos] — вкусный, изысканный delight [di'lait] — радость, восторг delighted [di'laitid] — радостный, довольный demand [di'ma:nd] — требование; требовать democracy [di'mokrosi] — демократия democratic [.demo'kraetik] — демократичный demonstrate ['demonstreit] — демонстрировать departure [di'paitTo] (lounge) — отбытие, отъезд, вылет, зал вылета depend [di'pend] (on) — зависеть (от) dependent [di'pendont] — зависимый depressed [di'prest] — находящийся в состоянии депрессии describe [di'skraib] — описывать description [di'sknpjon] — описание desert ['dezot] — пустыня deserve [di'z3:v] — заслуживать design [di'zain] — проект, рисунок, дизайн; проектировать, создавать destroy [di'stroi] — разрушать, уничтожать detailed ['dkteild] — подробный, детальный detect [di'tekt] — обнаруживать detective [di'tektiv] — сыщик, детектив; детективный develop [di'velop] — развивать(ся) development [di'vebpmsnt] — развитие devote [di'vout] — посвящать, уделять (время, внимание) dialogue ['daiolng] — диалог, разговор dictionary ['dikjonori] — словарь (книга) die [dai] — умереть, умирать diet ['daiot] — диета; соблюдать диету differ ['difo] — различаться difference ['diforans] — разница, различие different ['difarant] — различный difficult ['difikalt] — трудный difficulty ['difikalti] — трудность, затруднение dinner ['dina] — обед (обычно во второй половине дня или вечером) direct [di'rekt] — направлять(ся); прямой directions [di'rek/anz] — указания directory [dai'rektari] (telephone) — справочник (телефонный) dirty ['d3:ti] — грязный disability [,disa'biliti] — инвалидность disabled [dis'eibald] — инвалид, человек с ограниченными физическими возможностями disadvantage [,disad'va:nti(%] — недостаток disagree [,disa'gri:] — не соглашаться, ссориться disagreement [,disa'gri:mant] — несогласие disappear [,disa'pia] — исчезать, скрываться disappoint [.disa'pomt] — разочаровывать(ся) disapprove [,disa'pru:v] (of) — не одобрять disaster [di'zcK^a] — бедствие, несчастье disco ['diskau] — дискотека discover [dis'kAva] — открывать, делать открытие discovery [dis'kAvari] — открытие discriminate [di|Sknmmeit] — угнетать discrimination [di'sknmi'neijan] — дискриминация, угнетение discuss [di'skAs] — обсуждать discussion [di'skAjan] — дискуссия, обсуждение disease [di'zi;z] — болезнь dish [dij] — блюдо dislike [dis'laik] — не любить disrespect [.disn'spekt] — неуважение; не уважать distant ['distant] — дальний, отдаленный, далекий district ['distrikt] — район, округ distrust [dis'trASt] — не доверять dive [darv] — нырять diversity [dai'v3:siti] — различие divide [di'vaid] — делить, разделять do [du:] (did, done) — делать, выполнять, поступать doctor ['dnkta] — доктор, врач document ['dnkjumant] — документ does [daz] — cm. do dolphin ['dnlfm] — дельфин donkey ['dnpki] — осёл door [do:] — дверь double ['dAbal] — двойной doubt [daut] — сомнение; сомневаться doughnut ['daimAt] — пончик down [daun] — вниз, внизу dozen ['dAzan] — дюжина drain [drein] — высушивать, осушать drama ['drcrma] — драма draw [dra;] (drew, drawn) — рисовать, привлекать (внимание) dream [dri:m] — мечта, сон; мечтать dress [dres] — платье; одевать(ся) drink [dnpk] (drank, drunk) — напиток; пить drive [drarv] (drove, driven) — вести машину drop [drop] — бросать, ронять drought [draut] — засуха drugs [dfAgz] — наркотики 222 dry [drai] — сухой; сухо during ['djuariq] — на протяжении, во время duty ['dju:ti] — обязанность dynamic [dai'naemik] — подвижный, динамичный rsiif- -lilt each [i:^ — каждый each other — друг друга, друг другу eagle ['1:дэ1] — орел ear [1э] — ухо early ['з:И] — ранний, рано earn [з:п] — зарабатывать (деньги) Earth (the) [з:0] — Земля (планета) earthquake ['3:0kweik] — землетрясение east [i:st] — восток eastern ['iiston] — восточный easy ['i:zi] — легкий, легко eat [i:t] (ate, eaten) — есть, кушать eccentricity [.eksen'trisiti] — эксцентричность ecology [I'knlodji] — экология economic [.екэ'ппгшк] — экономный, экономически выгодный editor ['edits] — редактор (человек) educated ['edjukeitidj — образованный education [,edjo'keiJsn] — образование effect [I'fekt] — эффект, результат, влияние effective [I'fektiv] — эффективный effort ['efstj — усилие, попытка egg [eg] — яйцо eight [eit] — восемь eighteen [,ei'ti:n] — восемнадцать either ['aids], [i:6s] — любой (из двух), каждый, также elder ['elds] — старший (в семье) elderly ['eldsli] — пожилой electric [I'lektrik] — электрический electricity [i,lek'tnsiti] — электричество elegant ['eligsnt] — элегантный element ['elimsnt] — элемент else [els] — еще emblem ['emblsm] — эмблема, символ, герб emergency [I'msic^snsi] — крайняя необходимость, непредвиденный случай, авария emotion [I'msufsn] — эмоция, эмоциональный empire ['empais] — империя; имперский employer [im'plsis] — работодатель encourage [in'lovncfe] — поощрять, подбадривать encouragement [in'kAricfemsnt] — поддержка, поощрение encouraging [(п'клпфц)] — ободряющий end [end] — конец, окончание; заканчивать endangered [m'demd5sd] — находящийся под угрозой вымирания или уничтожения enemy ['ensmi] — враг, противник energetic [,ens'45etik] — энергичный energy ['ensc^i] — энергия, сила engine ['encfein] —^ двигатель engineer [,encl5i'ms] — инженер English ['igglij] — англичанин(ка); английский язык; английский enjoy [in'cfeoi] — получать удовольствие, наслаждаться enjoyment [in'^simsnt] — удовольствие, наслаждение enough [I'nAf] — довольно, достаточно enter ['ents] — поступать, входить to enter university — поступать в университет entertain [,ents'tem] — развлекать entertainment [,ents'temmsnt] — развлечение entitle [in'taitl] — озаглавливать, давать название environment [in'vaisrsnmsnt] — окружающая среда environmental [myairsn'msntel] — связанный с окружающей средой envy ['envi] — завидовать episode ['epissud] — эпизод, случай equal ['i:kwsl] — равный, одинаковый equality [I'kwnliti] — равенство equipment [I'kwipmsnt] — оборудование equivalent [I'kwivslsnt] — эквивалент era ['isrs] — эра eruption [I'rApJsn] — извержение (вулкана) escape [I'skeip] — спастись, ускользнуть, избежать especially [I'spejsli] — особенно, специально essay ['esei] — очерк, эссе, сочинение essential [e'senjsl] — важный, необходимый, существенный establish [I'staebliJ] — устанавливать etc [et 'sstsrs] — и так далее ethnic ['e0nik] — этнический ethnicity [e0'nissti] — этническая принадлежность European [jusrs'pbsn] — европеец; европейский eve [i:v] — канун even ['irvsn] — даже evening ['iivnig] — вечер event [I'vent] — событие, вид (спорта) ever ['evs] — когда-либо every ['evri] — каждый, всякий everybody ['evribndi] — все, каждый (человек) everyday ['evridei] — повседневный, ежедневный everyone ['evriwAn] — каждый (человек), все до одного everything ['evri0ii3] — всё everywhere ['evriwes] — всюду, везде exactly [ig'zaektli] — точно exam [ig'zaem] — экзамен examination [ig,zasmi'neijsn] — экзамен example [ig'zoimpl] — пример excellent ['eksslsnt] — отличный, превосходный except [ik'sept] — кроме, за исключением exchange [iks'tfemcfe] — обмен; обменивать(ся) excitement [ik'saitmsnt] — волнение exciting [ik'saitig] — вызывающий интерес, волнующий excursion [ik'sk3:Jsn] — экскурсия excuse [ik'skju:z] — причина, предлог; извиниться exhibition [,eksi'bijsn] — выставка Vocabulary exist [ig'zist] — существовать existence [ig'zistons] — существование exotic [ig'zDtik] — экзотический expect [ik'spekt] — ожидать, надеяться, предполагать expectation [.ekspek'teijon] — ожидание expedition [,ekspi'dij3n] — экспедиция expensive [ik'spensrv] — дорогой (no цене) experience [ik'spisrians] — опыт, испытание explain [ik'splein] — объяснять, пояснять explanation [,ekspl3'neij3n] — объяснение exploitation [,ekspbi'tei/3n] — эксплуатация explore [ik'splo:] — исследовать, изучать express [ik'spres] — выражать (мысли) expression [ik'sprejon] — выражение extinct [ik'stigkt] — вымирающий extra ['ekstro] — дополнительный extra- [,ekstr3] — экстра-, сверх-extract ['ekstraekt] — отрывок (из текста) extreme [ik'stri:m] — экстремальный extremely [ ik'stri:mli] — крайне, чрезвычайно eye [ai] — глаз fabulous [Taebjulos] — сказочный, потрясающий face [feis] — лицо facilities [fo'silitiz] — технические приспособления, спортивные сооружения fact [faskt] — факт, событие, обстоятельство factory ['faektori] — фабрика, завод fail [fell] — проваливать(ся), терпеть неудачу faint [feint] — падать в обморок; слабый fair [feo] — ярмарка; справедливый fairy tale ['feoriteil] — сказка faU [foil] (feU, fallen) — падать false [fo:ls] — неверный, фальшивый familiar [fo'milio] — знакомый family [ТаетзИ] — семья famous ['feimos] — знаменитый, известный fan [faen] — (разе.) болельщик, фанат(ка) fancy [faensi] — представить, вообразить fancy dress [faensi dres] — карнавальный костюм fantastic [faen'taestik] — фантастический, превосходный far [fa;] — далекий; далеко farm [fa;m] — ферма fashion [faejon] — мода, фасон fashionable [Тае/зпзЬз1] — модный, фешенебельный fast [fast] — быстрый; быстро fat [faet] — жир; толстый, жирный fate [feit] — судьба father [Тадз] — отец, папа favourite [fervont] — любимый fear [fi3] — страх; бояться feature ['fiitfo] — черта (характера), черты лица federation [,fed3'reij3n] — федерация fee [fi:] — плата, оплата feed [fi:d] (fed) — кормить feel [fi:l] (felt) — чувствовать feeling ['fi:lig] — чувство, ощущение feet [fi:t] — {cm. foot) ноги (ступни) fence [fens] — изгородь, забор few [fju:] — несколько, немного fiction ['fik/зп] — художественная литература, художественное произведение fifteen [,fifti:n] —^ пятнадцать fifty [Tifti] — пятьдесят fight [fait] (fought) — бороться, сражаться figure ['figo] — цифра, фигура fill [fil] (in) — заполнять (пропуск) film [film] — пленка, фильм; снимать фильм final [Татз1] — финал; последний, заключительный finally [ТатзИ],— заключительный, завершающий find [faind] (found) — находить find out — выяснять, обнаруживать fine [fain] — хороший, прекрасный finger [Тпздз] — палец; указывать пальцем на finish ['finij] — финиш; заканчивать fire [fai3] — огонь, пожар fireman [Таютзп] — пожарник firm [f3:m] — фирма; жесткий, твердый, строгий first [f3:st] — первый, сначала fish [fij] — рыба; удить рыбу fit [fit] — подходить be fit — быть в хорошей форме fitness [Titnis] (club) — центр здоровья five [faiv] — пять five-minute — пятиминутный fizzy [Tizi] — шипучий, с пузырьками fix [fiks] — закреплять, фиксировать flash [flaej] — вспышка; сверкать flexible ['fleksibol] — гибкий flight [flait] — полет, рейс (самолета) flippers ['flipoz] — ласт float [flout] — плыть на поверхности, скользить по воде flood [fkd] — наводнение floral emblem ['Аэ:гз1] — эмблема, содержащая изображение цветка flower ['Ааиз] — цветок fluently [’fluiontli] — бегло (о речи) fly [flai] (flew, flown) — летать, улетать focus [Тзикзз] — фокус; концентрировать внимание foggy ['fbgi] — туманный folk [fouk] — народный follow ['fblou] — следить, следовать за following ['fobuig] — следующий food [fu:d] — еда, пища foot [fut] — ступня for [fa] — для, в течение какого-то времени force [fo:s] — сила; заставлять, принуждать foreign ['form] — иностранный, чужой foreigner ['fonna] — иностранец 224 Vocabulary. forest [Tonst] — лес forget [fa'get] (forgot, forgotten) — забывать forgive [fa'grv] (forgave, forgiven) — прощать form [fo;m] — класс, форма; формировать former [Тэ:тэ] — бывший, прежний fortunately [Tortfonatli] — к счастью forty [To:ti] — сорок forum [Тэ:гэт] — форум forward ['foiwod] — форвард; вперед, дальше found [faund] — основывать four [fo:] — четыре fourteen [,fo:'ti:n] — четырнадцать fourth [fo:0] — четвертый frank [fraegk] — честный, откровенный free [fri:] — свободный, бесплатный freedom [frirdom] — свобода French [frentj] — француз / француженка, французский, французский язык fresh [frej] — свежий, чистый, новый Friday ['fraidi] — пятница fridge [fncfe] — холодильник friend [frend] — друг, подруга friendly [Trendli] — дружелюбный, дружеский friendship ['frendjip] — дружба frighten ['fraitn] — пугать, запугивать from [from] — от, из front [frAnt] — передний in front of — перед fruit [fru:t] — фрукты, плоды full [ful] — полный fun [Глп] — удовольствие, веселье to have fun — получать удовольствие function [Тлг)к]эп] — функция, назначение fimny [Тлп1] — смешной, забавный further [Тз:бэ] — дальше, дальнейший fuss [fAs] — суматоха, хлопоты (обычно без результата) fusser [Taso] — человек, суетящийся попусту future ['fjuitfo] — будущее, будущий gain [gem] — приобретать (опыт, знания) gallery ['gaelori] —галерея game [geim] — игра ’ gap [дзер] — пропуск, провал, яма garden ['go;dn] — сад, огород gardening ['gordmg] — заниматься садом / огородом / цветами gate [geit] — зд. выход (в аэропорту) gather ['даебэ] — собирать(ся) gender ['(^endo] — пол (женский / мужской) general ['фепэгэ!] — общий in general — в общем generally ['фепэгэИ] — обычно, в общем generation [,(15епэ'ге1/эп] — поколение, люди одного возраста gentleman ['djentlmon] — джентльмен geographic(al) [,ф1:э'дгаейкэ1] — географический geography [clji'ngrofi] — география German ['453;тэп] — немец, немка, немецкий gesture ['65estf3] — жест get [get] (got) — получать, понимать get on along (with somebody) — ладить (c кем-либо) get out — убираться (откуда-либо) ghost [goust] — привидение girl [дз:1] — девочка, девушка gist [cfeist] — суть, основное содержание give [giv] (gave, given) — давать give up — отказываться, бросать glad [glaed] — радостный be glad — радоваться glass [glcus] — стекло, стакан glasses ['gloisizj — очки global ['gloobalj — глобальный go [дэи] (went, gone) — идти, ехать God [gnd] — Бог gold [gould] — золото; золотой golf [golf] — гольф (игра) good [gud] — хороший, подходящий goods [gudz] — товары gorgeous ['go:cfe3sj — очень красивый, великолепный government ['gAVomontj — правительство graceful I'greisfol] — грациозный grade [greid] — отметка; класс graduate ['graetfeueitj (from) — оканчивать (колледж, институт) grammar ['дгаетэ] — грамматика; грамматический grandchildren ['graen,tfildr3nj — внуки grandparents ['дгаеп,реэгэп18] — бабушка и дедушка granny ['graeni] — бабушка grateful ['greitfolj — благодарный great [greit] — великий, большой Greek [gri:k] — грек; греческий green [gri;n] — зеленый grey [grei] — серый groom [grum] — чистить лошадь, ухаживать за лошадьми ground [graond] — земля group [gru;p] — группа; группировать grow [дгэи] (grew, grown) — расти, выращивать guard [gcrd] — охрана, конвой guess [ges] — догадываться; догадка guest [gest] — гость, гостья guide [gaid] — гид guidebook ['gaidbukj — путеводитель, руководство guidelines ['gaidlamzj — указания guitar [gi'ta] — гитара gun [gAn] — огнестрельное оружие guy [gai] — парень gymnastics [cfeim'naestiks] — гимнастика 225. Vpcabulary habit ['haebit] — привычка hair [hea] — волосы haircut [Ъеэкл1] — стрижка hairdresser ['hea.dresa] — парикмахер hairstyle ['heastail] — прическа half [ha;f] — половина hand [haend] — рука; протягивать handsome ['hasnsam] — красивый happen ['haepan] — случаться, происходить happy [’haepi] — счастливый hard [ho:d] — твердый, трудный, усердно hardly ['hcudli] — едва, с трудом hard-working ['ha:d,w3:kir)] — трудолюбивый harm [ho:m] — зло, вред harmful f'hcrmfal] — вредный, обидный harmless ['ha;mlas] — безвредный, безобидный hate [heit] — ненавидеть have [hav] (had) — иметь he [hi:] — он head [hed] — голова, начальник; возглавлять, направляться куда-либо health [hel0] — здоровье healthy ['hel0i] — здоровый hear [hia] (heard) — слышать heart [hcut] — сердце heartless ['hcrtlas] — бессердечный, безжалостный heavy ['hevi] — тяжелый (no весу) heel [hi:l] — пятка, каблук helicopter ['helikopta] — вертолет helmet ['helmitj — шлем help [help] — помощь; помогать helpful ['helpfal] — полезный, способный оказать помощь helpless ['helplas] — беспомощный her [ha] — её, ей, (о) ней here [hia] — здесь, сюда hero ['hiarau] — герой, героиня herself [ha'self] — (она) сама Hi! [hai] — (разе.) Привет! hide [haid] (hid, hidden) — прятать(ся) high [hai] — высокий, высоко high heels [hai hi:ls] — туфли на высоком каблуке highland ['hailand] — высокогорье highlight ['hailait] — выделять, подчеркивать hike [haik] — путешествовать пешком hill [hil] — холм, возвышенность him [him] — его, ему, им, (о) нём himself [him'self] — (он) сам his [hiz] — его historic [hi'stnnk] — исторический (имеющий историческое значение) historic^ [hi'stnnkal] — исторический (связанный с историей) history ['histari] — история hit [hit] — хит (музыкальный); ударять, догадаться hobby [’hnbi] — хобби, увлечение hockey ['hoki] — хоккей hold [hauld] (held) — держать(ся), удерживать holiday ['hnlidi] — праздник, каникулы holy ['hauli] — священный home [haum] — дом, домой homeless ['haumlas] — бездомный homelike ['heumlaik] — домашний homework ['haumw3:k] — домашняя работа honest ['onist] — честный, искренний honor ['nna] — честь, почёт hoodie ['hudi] — толстовка c капюшоном hope [haup] — надежда; надеяться horizon [ha'raizan] — горизонт horror ['hnra] — ужас, отвращение horse [ha:s] — лошадь hospital ['hnspitl] — больница host [haust] — хозяин (no отношению к гостю) hot [hot] — ж^кий, знойный, горячий hotel [hau'tel] — отель, гостиница hour [аиэ] — час house [haus] — дом housework ['hausw3;k] — работа по дому how [hau] — как, каким образом however [hau'eva] — однако, тем не менее huge [hjuidj] — огромный human ['hjurman] — человеческий humanities [hju:'masnitiz] — гуманитарные учебные предметы humanity [hju:'masniti] — человечество, человечность, гуманность humour ['hju:ma] — юмор hundred ['hAndnd] — сотня, сто hunger ['Ьлрда] — голод hungry ['Ьлрдп] — голодный be hungry — быть голодным hunt [Ьлп1] — охотиться hurricane ['Ьлпкап] — ураган, тайфун hurry [Ълп] — поспешность; спешить in а hurry — в спешке hurt [h3:t] (hurt) — повредить, причинить боль husband ['hAzband] — муж IIр', V, I [ai] — я ice [ais] — лед iceberg ['aisb3:g] — айсберг icy ['aisi] — холодный, морозный; холодно, морозно idea [ai'dia] — идея ideal [,ai'dial] — идеальный if [ifj — если ignore [ig'na:] — игнорировать, пренебрегать iU[il] — больной illness ['ilnas] — болезнь illustrate ['ilastreit] — иллюстрировать, пояснять image ['imid5] — имидж, внешний вид imaginary [I'maecfemari] — воображаемый, нереальный imagine [I'maecfein] — представить, вообразить imitate ['imiteit] — имитировать, подражать 2T6 Vocabulary immediately [i'mi:di3tli] — немедленно importance [im'portans] — важность, значительность important [im'portont] — важный impossible [im'posabal] — невозможный impress [im'pres] — производить впечатление impression [im'prejon] — впечатление improve [im'pru;v] — улучшать(ся) improvement [im'pru:vmont] — улучшение, прогресс in [in] — в inch [intf] — дюйм include [in'kluid] — включать, содержать в себе incredibly [m'kredibli] — невероятно independence [,indi'pend3ns] — независимость independent [,indi'pend3nt] — независимый Indian ['indionj (the) — индеец indicate ['indikeit] — указывать, означать indifferent [in'diforont] — безразличный individual [,mdi'vicl5U3l] — личный, индивидуальный individuality [,mdivi(]5u'0eliti] — индивидуальность indoor ['indo:] — комнатный, находящийся внутри дома industry ['mdostrij — промышленность, производство infinitive [in'fmitrv] — инфинитив (неопределенная форма глагола) influence ['mfluonsj — влияние; влиять inform [in'fo:m] — информировать, сообщать information [.mfo'meijon] — информация informative [in'formotrv] — информативный, информационный inhabit [in'haebit] — населять inhuman [m'hjuimon] — жестокий, бесчеловечный injured ['incfeodj — раненый, обиженный injury ['incfeori] — травма inside [in'said] — внутри, вовнутрь insist [in'sist] — настаивать instead [in'sted] (of) — вместо institute ['mstitjuitj — институт instruction [in'strAk/on] — инструкция instrument ['mstromontj — инструмент, орудие, средство insurance [m'Juorons] — страховка ’ intelligent [m'teli<^53nt] — умный, разумный intend [in'tend] — намереваться intense [in'tens] — интенсивный interest ['intrist] — интерес interested ['intnstid] — интересующийся be interested in — интересоваться чем-либо interesting ['intristiij] — интересный international [,т1э'пае]эпэ1] — международный Internet ['mtonetj (the) — Интернет interrupt [,1п1э'глр1] — перебивать, прерывать interview ['intovju;] — интервью; брать интервью into ['into] — в (куда?), внутрь intolerance [m'tnlorons] —^ нетерпимость intolerant [in'tnbront] — нетерпимый intonation [,int9'nei/3n] — интонация introduce [iintro'djurs] — представлять, знакомить introduction [,1П1гэ'блк/эп] — введение invasion [in'veison] — завоевание, вторжение invent [in'vent] — изобретать investigate [in'vestigeit] — исследовать, тщательно изучить invitation [.mvi'teijon] — приглашение invite [in'vait] — приглашать involve [in'vnlv] — вовлекать Irish ['aionj] — ирландец; ирландский iron ['aionj — утюг; гладить irony [’aioroni] — ирония irritate ['inteitj — раздражать is [oz] (to be) — глагол-связка island ['aibndj — остров isles [ailz] — острова issue ['i/u: / 'isju:j — проблема, спорный вопрос; издание (журнала, книги) it [It] — это, оно; его, ему, ей (заменяет неодуш. сущ.) its [its] — её, его (с неодуш. сущ.) jacket ['(feaekit] — пиджак January ['(^agnjuori] — январь Japanese [,d5asp9ni:z] — японец; японский jazz [c]5aez] — джаз jealous ['(Jjelos] — ревнивый, завистливый jeans [<]5i:nz] — джинсы jewellery ['cjjuiolri] — ювелирные украшения job [(feob] — работа, занятие jogging ['(fengiij] — бег трусцой join [cjjoin] — присоединяться, вступать joke [45Эок] — шутка; шутить journal [c|53:nl] — журнал, дневник journalist ['c]53:n3list] — журналист journey ['cl53:ni] — путешествие (сухопутное), поездка joy [фэ1] — радость, веселье juice [dsu:s] — сок July [cl5u'lai] — июль jump [с]5лтр] — прыжок; прыгать June [фи;п] — июнь jungle ['(%лддэ1] — джунгли junior ['cijurnio] — младший just [cj53St] — только что, как раз justice ['c[5AStis] — справедливость К keen [ki:n] — проявляющий интерес к чему-либо be keen on something — очень интересоваться чем-либо keep [ki:p] (kept) — держать, хранить keep fit — быть в хорошей физической форме key [ki:] — ключ, разгадка; ключевой kid [kid] — ребенок; шутить 227. Vocabulary кШ [kil] — убивать kilo ['ki:l3u] — килограмм kilometre ['kil3,mi:t3] — километр kind [kaind] — вид, разновидность; добрый, любезный kindness ['kaindnis] — доброта, любезность king [kir)] — король kingdom ['kiodom] — королевство kiss [kis] — поцелуй; целовать km — CM. kilometre knee [ni;] — колено knife [naif] — нож knight [nait] — рыцарь know [пэи] (knew, known) — знать knowledge ['пцЬф] — знания known [пэип] — известный label ['leibolj — этикетка, ярлык; подписывать картинки lack [laek] — недостаток, отсутствие lad [laed] — парень lady [‘leidij — леди lake [leik] — озеро land [Isend] — земля; приземляться landing ['laendir)] — посадка language ['laeggwicfej — язык large [Icucfe] — большой last [lo:st] — последний, прошлый; длиться, продолжаться late [leit] — поздний; поздно Latin [laetin] — латинский laugh [lo:f] — смех; смеяться launch [lo:nt(] — запускать, давать старт; спускать на воду law [1э:] — закон lawyer [Ъуэ] — юрист lay [lei] — класть, положить lazy ['leizi] — ленивый lead [li:d] (led) — вести, руководить leader ['li:do] — лидер learn [1з:п] (learnt) — учить, узнавать новое least [li:st] — наименьший at least — по крайней мере leave [li:v] (left) — уезжать, оставлять leek [li:k] — протекать left [left] — левый; см. leave leg [leg] — нога (от бедра до ступни) legend [lecfeond] — легенда less [les] — меньше lesson ['lesan] — урок let [let] (let) — позволять, разрешать letter ['lets] — буква, письмо level ['leval] — уровень liberty ['libati] — свобода library ['laibrari] — библиотека lie [lai] — ложь, обман; лгать lie [lai] (lay, lain) — лежать, быть расположенным life [laifj — жизнь lifeboat ['laifbaut] — спасательная шлюпка light [lait] — свет; светлый, легкий (no весу) lightning ['laitnig] — молния like [laik] — любить, нравиться; похожий, подобный; как likely ['laikli] — вероятный, подходящий likings ['laikigz] — вкусы, пристрастия line [lam] — линия, черта, строка liner [Ъшэ] — лайнер, большое воздушное или морское судно linguistic [lig'gwistik] — лингвистический link [lir)k] — связь, связывать lion [Ъюп] — лев list [list] — список, перечень; перечислять listen [lison] — слушать(ся) literature ['litoptfo] — литература litter ['lito] — мусор; мусорить little [litl] — маленький, мало (а) little — немного live [Irv] — жить loan [1эип] — ссуда, заем local ['1эикэ1] — местный, локальный locate [bu'keit] — располагаться lonely ['lounli] — одинокий, уединенный long [1пг>] — длинный, долго look [1ок] (at) — смотреть (на) look after — присматривать за look for — искать lose [lu:z] (lost) — терять lounge [1аипс[5] — зал, пространство lot [Int] (а lot of, lots of) — много loud [laud] — громкий love [L\v] — любовь; любить lovely ['Lvvli] — симпатичный, приятный loving ['Uvir)] — любящий low [1эи] — низкий lowland ['loubnd] — низменность, равнина luck [1лк] — удача, везение lucky ['L\ki] — счастливый, удачливый luggage ['kgicfe] — багаж lunch [L\ntj] — еда в середине дня (ланч) machine [mo'Jkn] — машина, станок mad [maed] — сумасшедший madam ['maedam] — мадам, госпожа magazine [,maega'zi:n] — журнал magic(al) ['таес[51к(э1)] — волшебный, магический mail [meil] — почта; посылать по почте main [mem] — главный, основной mainly ['memli] — в основном major ['meicfea] — большой, старший, главный таке [meik] (made) — делать, изготовлять, заставлять таке — марка машины mammal ['maemol] — млекопитающий man [тжп] (pi. men) — мужчина, человек 228 Vocabulary manage ['maenicfe] — уметь, удаваться manager ['тэешфэ] — управляющий, менеджер man-made [,maen 'meid] — искусственный, изготовленный человеком manner ['таепэ] — манера many ['meni] — много map [maep] — карта (географическая) March [mo;^ — март mark [mo:k] — отметка, оценка; отмечать market ['mo:kit] — рынок married ['maerid] — женатый, замужняя marry [’maeri] — жениться, выйти замуж mass [maes] — масса, массовый match [maet(] — состязание, матч; соотносить mate [meit] — приятель, товарищ material [ma'tioriol] — материал; материальный mathematics [,mae0i'maetiks] — математика maths ['mae0s] (mathematics) — математика (сокр.) matter ['maeto] — вопрос, дело; иметь значение mature [ma'tfuo] — зрелый, спелый maximum ['maeksimom] — максимум, высшая степень May [mei] — май may [mei] — могу, можем, может и т. д. maybe [’meibi] — может быть те [mi:] — мне, меня meal [mi:l] — пища, еда mean [mi:n] (meant) — означать, иметь в виду meaning ['mknir)] — значение means [miinz] — средство by means of — посредством, с помощью meat [mi:t] — мясо mechanic [mi'kaemk] — механик; механический media ['mkdioj — средства информации medical ['medikolj — медицинский medicine ['medson] — медицина, лекарство meet [mi:t] (met) — встретить(ся), познакомиться melodrama ['mebdramo] — мелодрама member ['memboj — член, участник memory ['memorij — память men [men] — cm. man mention [’men/эп] — упоминать merry ['men] — веселый message ['mesic^] — сообщение, послание metal ['metl] — металл ’ metre ['mi:to] — метр method ['me0od] — способ, метод microphone ['maikrofaun] — микрофон middle ['midl] — середина might [mait]— cm. may military ['militori] — военный million ['miljon] — миллион mind [mamd] — разум; помнить, возражать mine [mam] — мой mineral ['тшэгэ!] — минерал; минеральный mingle ['mipgl] — смешивать(ся) minority [mai'nnnti] — меньшинство minute ['mmit] — минута miracle ['mirokol] — чудо mirror [‘mirs] — зеркало miserable ['mizorobsl] — жалкий, несчастный miss [mis] — пропускать (уроки), опаздывать (на поезд), скучать mistake [mi'steik] — ошибка misty ['misti] — туманный misunderstanding [,miSAnd3'st3endir)] — недопонимание, неверное понимание mix [miks] — смешивать mixture ['mikstfo] — смесь mobile ['moubail] — мобильный (телефон) modal ['moudl] — модальный model ['mndl] — модель, образец modern ['mndn] — современный moment ['moumont] — момент Monday ['mAndi] — понедельник money ['rriAni] — деньги monkey ['mAgki] — обезьяна month [тАП0] — месяц moody ['mu:di] — мрачный, угрюмый Moon [mu:n] (the) — луна more [mo:] — больше, более morning ['то:ппз] — утро most [moust] — самый mostly ['moostli] — главным образом mother ['шАбэ] — мать, мама motherland ['niAdolsend] — родина, отчизна motorboat ['mootobout] — катер motorcycle ['moiJt3,saikol] — мотоцикл mount(ain) ['maunt(m)] — гора mouth ['mau0] — рот; устье (реки) move [тил'] — движение; двигаться, переезжать, передвигать(ся) movie [’mu.'vi] — (амер.) фильм much [mAtn — много multinational [.niAlti'naeJbnol] — многонациональный mum [imm] — (разг.) mother museum [mju;'zi:9m] — музей music [’mju:zik] — музыка musical ['mjmzikol] — мюзикл; музыкальный musician [mju:'zij3n] — музыкант must [nust] — должен my [mai] — мой, моя, моё, мои myself [mai'self] — (я) сам mystery ['mistari] — волшебство, тайна name [neim] — имя narrow ['паегэи] — узкий nation ['neijan] — нация, народ national ['пае/эпэ1] — национальный nationality [.naeja'nasliti] — национальность, народ native ['neitrv] — уроженец какой-то местности; родной natural ['naetfaral] — естественный, природный nature ['neitfa] — природа, натура near [шэ] — около, рядом, близко 229 Vocabulary nearly ['mali] — почти, около, приблизительно necessary ['nesisori] — необходимый neck [nek] — шея need [ni;d] — нужда, нуждаться needed ['nirdidj — нужный, необходимый negative ['negatrvj — отрицательный negro ['niigrouj — негр (в современном языке звучит оскорбительно) neighbour ['neiboj — сосед(ка) neither... nor... ['пагдэ... 'no:] — ни... ни... nervous ['n3;vos] — нервный net [net] — сеть, сетка never ['nevo] — никогда new [nju:] — новый news [nju:z] — новость, новости newspaper ['nju:s,peipo] — газета next ['nekst] — следующий, ближайший, будущий nice [nais] — красивый, приятный nickname ['nikneim] — прозвище night [nait] — ночь nightmare ['naitmeo] — кошмар nine [nam] — девять ninety ['nainti] — девяносто no [nou] — нет nobody ['noubodi] — никто noise [noiz] — шум none [плп] — никто, ничто nonsense ['nnnsons] — ерунда, бессмыслица normal ['пэ:тэ1] — нормальный, обычный north [no:0] — север northern ['пэ:бэп] — северный not [not] — не (отриц. частица) note [nout] — заметка, запись; делать заметки nothing ['пл0пз] — ничего notice ['nautis] — заметка; замечать noun [naun] — имя существительное November [noo'vembo] — ноябрь now [паи] — сейчас, теперь nowadays ['nauadeiz] — нынче, в настоящее время nuclear ['njurklio] (power) — ядерная (энергия) number ['плтЬэ] — номер, число, цифра nurse [n3:s] — медсестра, няня obey [au'bei] — подчиняться, повиноваться object [’nbcfeikt] — предмет, вещь, объект observe [эЬ'гз:у] — наблюдать, соблюдать obvious ['nbvios] — очевидный occupation [iDkju'peiJan] — занятие, работа occupy ['okjupai] — занимать (о времени, территории) ocean ['эи[эп] — океан o’clock [a'klnk] — час (указание на время) October [nk'toubs] — октябрь of [эу] — предлог родительного падежа off [nf| — о, от (предлог, указывает на удаление) offer ['ofo] — предложение; предлагать office ['nfis] — офис, контора officer ['nfiso] — служащий, должностное лицо official [o'fijol] — официальный often ['ofsn] — часто Oh! [эи] — О! (восклицание) ОК [эи'кег] — все в порядке, хорошо, ладно old [auld] — старый Olympic [o'limpik] — олимпийский on [nn] — на, в once [wAns] — однажды, один раз one [wAn] — один; раз (два...); заменяет объект online [’nnlain] — онлайн only ['эопИ] — только; единственный open ['эирэп] — открытый; открывать opera [’црэгэ] — опера operate ['npareit] — действовать, работать operetta [,прэ'ге1э] — оперетта opinion [o'pinjpn] — мнение opportunity [,Dp9'tju:niti] — возможность, удобный случай opposite ['npszit] — напротив, противоположный; противоположность optimist ['optimist] — оптимист option ['ор/эп] — выбор or [э] — или order ['oida] — порядок, приказ; заказывать, приказывать ordinary ['o:d9n3ri] — обычный, привычный, ничем не примечательный organisation [,o:g9nai'zeij9n] — организация organise ['o:g9naiz] — организовывать, устраивать origin ['Drid5in] — происхождение, источник original [o'ncfeinol] — первоначальный, подлинный other ['а69] — другой, иной otherwise ['Adowaiz] — иначе, в противном случае our [au9] — наш ourselves [aoo'selvz] — (мы) сами out [aut] — вне, за пределами, из outdoor ['autdo:] — находящийся или происходящий вне дома, на открытом воздухе outing ['aotig] — отдых, развлечение за пределами дома outrageous [aot'reic^os] — вызывающий, возмутительный outside [aut'said] — за пределами, вне outstanding [aot'staendii)] — выдающийся over ['9UV9] — над, через overcome [,9UV9'kAm] (overcame, overcome) — преодолеть overseas [,9UV9'si;z] — заокеанский overweight [,90V9'weit] — перевес, превышение веса own [9un] — собственный; владеть чем-то owner ['9ипэ] — владелец pack [рзек] — пачка (сигарет); паковать package ['paekicjj] — пачка, упаковка (книг); упаковывать 230 page [peicfe] — страница pain [pein] — боль pair [pea] — пара palm [pa:m] — ладонь panic ['рзешк] — паника; паниковать paper ['peipa] — бумага, документ parachute ['paera/u:tj — парашют, прыгать с парашютом paragraph ['pasragrafj — абзац, раздел parallel ['рзегэ1е1] — параллель parent ['peorontj — родитель park [perk] — парк; парковать (автомобиль) parody ['paerodi] — пародия parrot ['paerot] — попугай part [pa:t] — часть; раздел participant [pcr'tisipont] — участник participate [pcr'tisipeit] — участвовать participle ['pcrtisipol] — причастие (грим.) particular [pa'tikjulo] — особенный, заметный partner ['pertno] — партнер party ['perti] — прием гостей, вечеринка, партия pass [pa:s] — проход; проходить, пересекать passage ['paesicfe] — проход, проезд passenger ['раезтфэ] — пассажир passive ['paesiv] — пассивный passport ['persport] — паспорт past [perst] — прошедший, прошлый path [ра:0] — тропа patient ['peifont] — пациент, больной, терпеливый pay [pel] (paid) — платить, оплачивать PC [pi ;'si:] = personal computer — персональный компьютер peace [pi;s] — мир peaceful ['pksfol] — мирный peacemaker ['prsmeiko] — миротворец peak [pi:k] — вершина, пик pen friend ['pen frend] — друг no переписке people ['pipal] — люди per [рэ] (hour) — еже(часно), каждый (час) perfect ['p3:fikt] — совершенный, прекрасный perfectly ['p3:fiktli] — совершенно perform [po'fo:m] — исполнять, представлять performance [po'formons] — представление, спектакль perhaps [po'haeps] — может быть, возможно period ['pioriod] — отрезок времени, период permission [рэ'гш/эп] — разрешение person ['рз:8эп] — человек, личность personal ['рз:8эпэ1] — личный persuade [po'sweid] — уговаривать (настойчиво) pessimist ['pesimist] — пессимист phone [faun] — телефон; звонить по телефону photo [Tautau] — фотография photograph ['fautagreuf] — фотография; фотографировать phrasal [freizal] (verb) — фразовый (глагол) phrase [freiz] — фраза physical ['fizikal] — физический physics ['fiziks] — физика piano [pi'aenau] — пианино pick [pik] — выбирать, вытаскивать picnic ['piknik] — пикник picture ['piktfa] — картина piece [pi:s] — кусок pilot ['pailat] — пилот pin [pm] — булавка; прикалывать pirate ['paiarat] — пират place [pleis] — место; класть, располагаться plan [plaen] — план; планировать plane [plein] — самолет planet ['plaenit] — планета plant [plo:nt] — растение; сажать (растения) plastic ['plaestik] — пластик; пластиковый plate [pleit] — тарелка play [plei] — игра, пьеса; играть player ['pleia] — игрок pleasant ['plezont] — приятный please [pli:z] — пожалуйста pleased [pli:zd] — довольный, удовлетворенный pleasure ['р1езэ] — удовольствие plenty ['plenti] — много plot [plot] — сюжет plural ['р1оэгэ1] — множественное число (грам.); множественный pluralism ['pluorolizom] — наличие нескольких мнений, плюрализм plus [pLvs] — плюс pocket ['pokit] — карман poetic [pou'etik] — поэтичный, поэтический point [point] — пункт, точка; указывать poisonous ['poizonos] — ядовитый, отравляющий pole [poirl] — полюс police [po'lks] — полиция policeman [po'lirsmon] — полицейский polite [po'lait] — вежливый political [po'htikol] — политический politically [po'litikli] — политически politician [,pnli'tiJon] — политик politics ['pnlitiks] — политика pollution [po'lu:Jon] — загрязнение polo ['poulou] — coKp. водное поло (игра) pool [pu:l] — бассейн, лужа poor [риэ] — бедный pop [pop] — поп (о музыке) popular ['pnpjulo] — популярный popularity [ipnpju'laenti] — популярность population [ipnpju'leijon] — население port [pod] — порт portable ['podobal] — портативный, переносной Portuguese [,po:tru'gi:z] — португалец; португальский position [po'zifon] — позиция, положение (в том числе служебное) positive ['pnzitrv] — положительный possibility [iposibiliti] — возможность possible ['pDSibol] — возможный possibly ['pnsibli] — возможно post [poust] — почта; отправлять по почте 23 f Vocabulary -postcard ['paustkcud] — открытка pour [po:] — лить power ['раиэ] — власть, сила, энергия powerful ['раиэГэ!] — сильный, мощный practical ['prgektikal] — практичный, практический practice ['prasktis] — практика practise ['praektis] — практиковаться predict [pn'dikt] — предсказывать prefer [рпТз:] — предпочитать prejudice ['precjjudis] — предубеждение prepare [рп'реэ] — готовить(ся), подготавливать(ся) preposition [prepa'zijan] — предлог presence ['prezons] — присутствие present ['prezant] — подарок; настоящий present [pn'zent] — дарить, преподносить presentation [.prezan'teijan] — презентация; предъявление president ['prezidant] — президент pressure ['preja] — давление pretty ['pnti] — хорошенький, прелестный; довольно-таки prevent [pnVent] — предотвращать, мешать price [prais] — цена princess [ipnn'ses] — принцесса print [print] — печатать privacy ['prarvasij — частная жизнь private ['prarvitj — частный, личный prize [praiz] — премия, приз probably ['probablij — вероятно, возможно problem ['problamj — проблема, задача process ['prauses] — процесс produce [pra'dju;s] — производить, создавать producer [pra'djursa] — продюсер product ['prodAktj — продукт, результат profession [pra'fejan] — специальность, профессия professional [pra'fejanal] — профессиональный professionalism [pra'fe/analizam] — профессионализм professor [pra'fesa] — профессор programme ['praograemj — программа, план progress ['praugresj — развитие, прогресс prohibit [pra'hibit] — запрещать prohibition [.praohi'bijan] — запрещение project ['proc^ekt] — проект, план promise ['promts] — обещание; обещать promotion [pra'maujan] — продвижение, поддержка pronoun ['praunaim] — наречие pronounce [pra'nauns] — произносить pronunciation [pra,nAnsi'eiJan] — произношение proper ['propa] — правильный, основательный properly ['propali] — правильно, надлежащим образом prospect ['prospekt] — перспектива, проспект protect [pra'tekt] — защищать, охранять protection [pra'tek/an] — защита, охрана proud [praud] — гордый prove [ршл'] — доказывать provide [praVaid] — обеспечивать, снабжать, предоставлять provided [pra'vaidid] — при условии proximity [prok'simiti] — территориальная близость к чему-либо pub [рлЬ] — паб, пивная public ['рлЬкк] — публика, общество pull [pul] — тянуть punish ['рлтЛ — наказывать punishment ['pAniJmant] — наказание purpose ['рз;рэз] — цель put [put] (put) — класть, ставить puzzle ['рлгэ1] — загадка, головоломка; ломать голову Q . quality ['kwnliti] — качество, сорт quarrel ['kwnrol] — ссора; ссориться question ['kwestfon] — вопрос questionnaire [.kwestjo'neo] — опросник, анкета queue [kju:] — очередь; стоять в очереди quick [kwik] — быстрый, скорый quickly ['kwikli] — быстро, скоро quiet ['kwaiot] — тихий, спокойный quit [kwit] — покидать, бросать (делать что-то) quite [kwait] — вполне, совсем quiz [kwiz] — викторина quotation [kwsu'teijbn] — цитата race [reis] — раса racial ['rei/э!] — расовый racism ['reisizom] — расизм racist ['reisist] — расист, расистский rack [гаек] — ломать radio ['reidiau] — радио railway ['reilwei] — железная дорога rain [rein] — дождь raise [reiz] — поднимать ramp [raemp] — наклонная плоскость (для катания на скейтборде) range [гетф] — цепь (горная); выстроить по определенному принципу ranger ['гетфэ] — ренджер гаге ['геэ] — редкий rate [reit] — сорт, категория rather ['го:5э] — до некоторой степени, скорее, чем reach [п:1П — достигать, доезжать до reach for — дотянуться, достать read [ri:d] (read) — читать ready ['redi] — готовый real [пэ1] — подлинный, настоящий reality [ri'aeliti] — реальность realise ['nslaiz] — осознавать, понимать really ['пэИ] — действительно, разве 232 Vocabulary reason ['ri:z3n] — причина, объяснение receive [n'sirv] — получать recent ['riisont] — недавний recently ['riisontli] — недавно, на днях recognise ['rekognaiz] — узнавать, признавать recommend [,rek9'mend] — рекомендовать recorder [n'koida] — записывающее устройство recover [п'клуэ] — выздоравливать, приходить в себя recycle [,ri:'saik3l] — перерабатывать red [red] — красный refer [пТз:] — иметь отношение к чему-либо; ссылаться, отсылать к (справочнику) referee [,геГэ'п:] — судья reflect [.n'flekt] — отражать refuse [ri'fju;z] — отказывать, отказываться region ['rittfeonj — край, область, округ, район (страны) register ['re^istoj — регистрировать regular ['regjulo] — обычный, регулярный reject [n'cfeekt] — отвергать, отклонять relation [n'leifon] — отношение relationships [n'leijon/ips] — взаимоотношения relative ['rebtiv] — родственник related [n'leitid] — относящийся, связанный с чем-то relax [n'laeks] — отдыхать, расслабляться reliable [n'laiobal] — надежный religion [n'lidson] — религия religious [n'lic^jss] — религиозный rely [n'lai] (on) — доверять, полагаться (на) remain [n'mein] — оставаться remarkable [п'тсикэЬэ!] — замечательный remember [п'тетЬэ] — помнить, запоминать remind [n'maind] — напоминать remote control [n'mout kon'troul] — пульт дистанционного управления render ['rendoj — кратко излагать repair [п'реэ] — чинить, ремонтировать repeat [n'piit] — повторять replace [ri'pleis] — замещать, заменять reply [n'plai] — ответ; отвечать report [п'рэЛ] — доклад, отчет; сообщать represent [,repri'zent] — представлять representative [,repn'zent3tiv] — представитель republic [п'рлЬЬк] — республика reputation [,repju'tei/3n] — репутация request [n'kwest] — просьба, запрос requirement [ri'kwaiomont] — требование rescue ['reskju:] — спасать, выручать research [n's3:tj] — научное исследование; исследовать reserve [n'z3:v] — сохранять resolution [,rez3'lu:j3n] — рещение, улаживание resourceful [n'zorsfol] — изобретательный respect [n'spekt] — уважение; уважать respectful [n'spektfal] — уважительный, достойный уважения responsibility [n,spnnsi'biliti] — ответственность responsible [n'sponsibol] — ответственный rest [rest] — отдых, отдыхать restaurant ['restoront] — ресторан result [n'zAlt] — результат retire [n'taio] — выходить на пенсию / в отставку return [ri't3:n] — возвращать(ся), отдавать reunion [ri:'ju:nj9n] — объединение, воссоединение, встреча reveal [n'vi:l] — обнаруживать, выдавать (секрет) review [nVJu:] — обзор, обозрение; обозревать, повторять reward [n'wo:d] — награждать rich [ntf] — богатый rid [nd] (rid) — избавлять get rid of — избавляться от... ride [raid] (rode, ridden) — ехать ridiculous [n'dikjurbs] — нелепый, сметной right [rait] — право; правый, правильный all right — все в порядке rise [raiz] (rose, risen) — подниматься, вставать risk [nsk] — риск; рисковать river ['nvo] — река road [roud] — дорога rock [rok] — скала role [roul] — роль roll [roul] — катиться Roman ['гэотэп] — римлянин; римский romantic [rou'maentik] — романтический room [ru:m] — комната roommate ['nrm.meit] — сосед(ка) no комнате round [raund] — круглый; вокруг row [гэи] — ряд royal ['гэ1э1] — королевский rubbish ['rAbiJ] — мусор rucksack ['глкзэек] — рюкзак rude [nud] — грубый ruin ['ru:in] — разрушать rule [ru:l] — правило; править ruler ['пд;1э] — руководитель, правитель run [глп] (ran, run) — бегать, бежать Russian ['гл/эп] — русский, русский язык sad [saed] — грустный, печальный safe [seif] — безопасный, надежный safety ['seifti] — безопасность sail [sell] — плыть (на корабле, лодке) saint [seint] — святой salad ['sasbd] — салат salary ['saebri] — зарплата salty ['soilti] — соленый same [seim] — тот же самый sand [saend] — песок sandwich ['saenwidj] — сэндвич satisfaction [.saetis'faskjon] — удовлетворение Saturday ['saebdi] — суббота save [serv] — спасать, экономить say [sei] (said) — говорить, сказать 233 Vocabulary saying ['seiir)] — поговорка scale [skeil] — шкала Scandinavian [.skaendi'nervion] — скандинав, скандинавский scared [skeod] — испуганный school [sku:l] — школа science ['saions] — наука scientific [.saion'tifik] — научный scientist ['saiontist] — ученый score [ska:] — счет в игре; высчитывать очки Scots [sknts] — шотландцы Scottish ['skntij] — шотландский sea [si:] — море seaside ['si:saidj — морское побережье season ['skzonj — время года, сезон seat [si:t] — место second ['sekandj — секунда; второй secondary ['sekondorij — средний (о школе) secondly ['sekondlij — во-вторых secret ['si:knt] — тайна, секрет; тайный section ['sekjbnj — параграф, раздел see [si:] (saw, seen) — видеть seem [si:m] — казаться, представлять seldom ['seldom] — редко select [si'lekt] — отбирать, выбирать self-determinatian [,selfdit3:mi'neiJon] — самоопределение self-respect [.selfnspekt] — самоуважение sell [sel] (sold, sold) — продавать send [send] (sent) — посылать, отсылать senior ['si:nio] — старший sense [sens] — чувство sensible ['sensibol] — разумный, благоразумный sentence ['sentons] — предложение separate ['seporeit] — отделять(ся), разделять(ся) separation [.sepo'roi/on] — отделение от чего-либо separatist ['separatist] — сепаратист September [sep'temba] — сентябрь serious ['siarias] — серьезный serve [S3:v] — служить service ['s3:vis] — служба; обслуживание; сервис set [set] (set) — набор; ставить, класть setting ['setip] — место действия settle ['setl] — селиться; улаживать дела seven ['sevan] — семь seventeen [,sevan'ti:n] — семнадцать several ['sevaral] — несколько severe [si'via] — строгий, суровый sew [sau] (sewed, sewn) — шить sex [seks] — пол (мужской / женский) shade [feid] — тень, оттенок shall [fael, Jal] — вспомогательный глагол будущего времени, 1 л. ед. и мн. ч. shamrock ['/эетгок] — трилистник shape Lfeip] — форма; придавать форму share [|еа] — делиться, пользоваться вместе shark [fa'k] — акула sharp [fcrp] — острый she [Д:] — она sheet []i:t] — лист (бумаги) shelf [felf] (pi. shelves [felvz]) — полка (полки) shield [frld] — щит shine Lfain] (shone) — светить ship [fip] — корабль shirt [J3:t] — рубашка shock [fnk] — шок; шокировать shoot [fu:t] — стрелять shop [fop] — магазин to go shopping ['Jopip] — ходить за покупками short [fa:t] — короткий shorten ['Jb:tn] — укорачивать(ся) should [Jod, /ad] — модальный глагол shoulder ['Jaulda] — плечо shout [faut] — крик; кричать show [fan] — представление, шоу show [fau] (shQwed, shown) — показывать shy [fai] — застенчивый sick [sik] — больной to feel sick (to be sick) — испытывать недомогание, тошноту side [said] — сторона sight [salt] — достопримечательность, взгляд sightseeing ['salt,skip] — осмотр достопримечательностей sign [sain] — знак, надпись; подписывать(ся) significant [sig'nifikant] — значимый, важный silence ['sailans] — тишина silly ['sili] — глупый similar ['simala] — подобный, похожий simple ['simpal] — простой simply ['simpli] — просто since [sms] — c тех nop как, поскольку sincerely [sm'siali] (Yours sincerely) — искренне (Искренне Ваш) (в письмах) singer ['sipa] — певец, певица single ['sipgal] — единственный, одинокий sink [sipk] — тонуть sir [S3:] — сэр sister ['sista] — сестра sit [sit] (sat) — сидеть situated ['sitfueitid] — расположенный situation [,sitfu'eijan] — ситуация six [siks] — шесть sixth [siks0] — шестой size [saiz] — размер, величина skate [skeit] — кататься на коньках skateboard ['skeitba:d] — скейтборд; кататься на скейтборде skill [skil] — умение, сноровка skin [skin] — кожа, шкура skydiving ['skai.daivip] — затяжные прыжки с парашютом slave [slerv] — раб sleep [sli:p] (slept) — спать slight [slait] — малая степень чего-либо slim [slim] — худенький, стройный small [smo:l] — маленький smart [smcct] — умный 234 Vocabulary smell [smel] — запах; нюхать smile [small] — улыбка; улыбаться smoke [smauk] — дым; курить smoking ['smoukioj — курение smooth [smu:6] — гладкий snake [sneik] — змея snow [snsu] — снег so [S3u] — так, такой, поэтому soap [S9up] — телесериал, „мыльная опера“, мыло social ['saufalj — общественный, социальный society [sa'saiiti] — общество sofa ['saufaj — софа soft [soft] — мягкий soldier ['saolcfea] — солдат solidarity [,soli'daenti] — солидарность solution [sa'lur/sn] — решение solve [solv] — рещать some [sAm] — несколько, некоторое количество, какой-то somebody ['sAmbodi] — кто-то, кто-нибудь someone ['sAmwAn] — кто-то, кто-нибудь something ['sAm0ir)] — что-то, что-нибудь sometimes ['sAmtaimz] — иногда somewhere ['sAmwea] — где-то, где-нибудь son [sAn] — сын song [snp] — песня soon [sum] — скоро sorry ['son] — извините sort [sod] — род, сорт sound [saund] — звук; звучать soup [su:p] — суп south [sau0] — ЮГ southern ['sAdon] — южный sovereignty ['snvrmti] — суверенитет Soviet ['souviot] — советский space [speis] — пространство, космос Spanish ['spaenij] — испанец; испанский speak [spi:k] (spoke, spoken) — разговаривать, говорить special ['spejol] — особый, специальный specialise ['spe/olaiz] — специализироваться specialist ['spejolist] — специалист specially ['spejoli] — особенно species ['spi:ji:z] — вид (биолог.) spectator [spek'teito] — зритель ’ speech [spi:tf] — речь, выступление speed [spi:d] — скорость spell [spel] — произносить no буквам spend [spend] (spent) — проводить (время), тратить spirit ['spirit] — дух; настроение splendid ['splendid] — замечательный, превосходный spoil [spoil] (spoilt, spoilt) — портить sport [spo:t] (sports) — спорт sporty ['spo:ti] — спортивный spread [spred] (spread) — распространять(ся) spring [sprip] — весна square [skweo] — площадь, сквер; квадратный stability [stohiliti] — стабильность stable ['steibol] — надежный, стабильный stadium ['steidiom] — стадион stage [steids] — сцена; этап stand [staend] (stood) — стоять star [sto;] — звезда; играть главные роли start [stcrt] — начинать state [steit] — государство, штат statement ['steitmont] — утверждение, заявление statistics [sto'tistiks] — статистика status ['steitos] — статус stay [stei] — оставаться, останавливаться steal [sti:l] (stole, stolen) — воровать, красть steam [sti:m] — nap, паровой step [step] — шаг, шагать stereotype ['steriataip] — стереотип stick [stik] — палка / трость; прикреплять; вступаться за кого-либо still [stil] — все еще, пока еще stocking ['stukig] — чулок stone [staon] — камень stop [stop] — остановка; останавливать(ся) storm [storm] — буря, шторм story ['storri] — история, рассказ straight [streit] — прямой; прямо strait [streit] — пролив strange [stremcjj] — странный, чужой stranger ['stremcfeo] — незнакомец street [strirt] — улица stress [stres] — ударение, напряжение, стресс stressed [strest] — находящийся в состоянии стресса strict [strikt] — строгий stripe [straip] — полоса strong [strop] — сильный, крепкий student ['stjurdont] — ученик, студент studio ['stjurdioo] — студия study ['stAdi] — учеба; изучать, учиться stuff [stAfj — вещество, материал; запихивать stuntman ['stAntmon] — каскадёр stupid ['stjurpid] — бестолковый style [stall] — стиль subject ['sAbcfeikt] — учебный предмет, подлежащее submarine ['sAbmorirn] — подводная лодка success [sok'ses] — успех, удача successful [sok'sesfol] — удачный, успешный successfully [sok'sesfoli] — удачно, успешно such [sAt[] — такой suddenly ['sAdnli] — вдруг suffer ['sAfs] — страдать, терпеть неудобства sufferer ['sAfara] — страдалец suffix ['sAfiks] — суффикс suggest [sa'(^5est] — предлагать, советовать suggestion [s9'd5estT3n] — предложение, совет suit [sjurt] — костюм; подходить suitable ['sjurtabal] — подходящий, годный suitcase ['surtkeis] — чемодан sum [sAm] — складывать, обобщать 235 -JA: Vocabulary! summer ['влтэ] — лето summit ['sAmit] — саммит, встреча на высшем уровне sun [sah] — солнце Sunday ['sAndi] — воскресенье sunshine ['sAnfain] — яркий солнечный свет superior [sic'piorio] — превосходящий что-либо; старший supermarket ['sirpo.maikit] — супермаркет supernatural [,5и:рэ'паеУэгэ1] — сверхъестественный supervisor [,su;p3VaiZ3] — инспектор support [so'port] — поддержка; поддерживать suppose [sa'pauz] — предполагать sure [fus] — уверенный surface ['S3;fis] — поверхность surfing ['S3:fii3] — сёрфинг surgeon ['s3:d5on] — хирург surprise [so'praiz] — сюрприз, удивление; удивлять surprisingly [so'praizipli] — удивительно; неожиданно survey ['s3:vei] — зд. исследование, обзор survival [soVarvol] — выживание survive [saVaiv] — выжить, пережить sweet [swi:t] — конфета, сладкий swim [swim] (swam, swum) — плавать switch [switj] — переключать switch on — включать switch off — выключать symbol ['simbolj — символ symbolise ['simbolaizj — символизировать sympathy ['simpaGij — сочувствие synonym ['smonim] — синоним system ['sistimj — система table ['teibolj — стол; таблица tactful ['taektfolj — тактичный tail [teil] — хвост take [teik] (took, taken) — брать, взять take off — снимать (одежду); взлетать (о самолете) takeoff — взлет (о самолете) tale [teil] — сказка; история talent ['taelont] — талант talented ['taelontidj — талантливый talk [to:k] — разговор; разговаривать talkative [‘torkotrvj — разговорчивый talking ['to.kir)] — говорящий tall [to:l] — высокий tan [taen] — загар; загорать tap [taep] — мягко постучать, похлопать (по плечу) task [task] — задание taste [teist] — вкус; пробовать на вкус taxi I'tseksi] — такси tea [ti:j — чай teach [ti:t[] (taught) — учить кого-то, обучать teacher ['tktfoj — учитель, преподаватель team [ti:m] — команда tear [йэ] — слеза technology [tek'nolocfei] — технология teenage ['tirneic^jj — подростковый teenager ['ti:nei453] — подросток в возрасте от 13 до 19 лет telephone ['telifaunj — телефон television ['1е1э,у1зэп] — телевидение tell [tel] (told) — рассказывать, сказать (кому-то что-то) temperature ['temprotfa] — температура ten [ten] — десять tender ['tends] — нежный tennis ['tenis] — теннис tense [tens] — время (грам.) terrible ['tenbpl] — ужасный, страшный terrific [ts'nfik] — потрясающий territory ['tentsri] — территория terrorism ['tersnzsm] — терроризм test [test] — тест, контрольная работа; тестировать text [tekst] — текст than [daen] — чем thank [Gaepk] — благодарить that [daet] — что, тот, та, который the [бэ, 6i] — определенный артикль theatre ['Gists] — театр theatrical [Gi'aetnksi] — театральный their [6es] — их (чей?) them [бет] — им, их (кого?) themselves [dsm'selvz] — (они) сами, себя then [беп] — потом, затем there [6es] — там, туда these [6i:z] — эти they [6ei] — они thick [Gik] — толстый, густой thing [G113] — вещь think [Giijk] (thought) — думать third [G3:d] — третий third-rate [,G3:d'reit] — третьесортный thirsty ['G3:sti] — испытывающий жажду thirteen [,G3:'ti:n] — тринадцать this [6is] — это, этот, эта thistle ]'Gisl] — чертополох those [6suz] — те though [6su] — хотя, несмотря на thought [Gs:t] — мысль thousand ['Gaozsnd] — тысяча threat [Gret] — угроза threaten ['Gretn] — грозить, угрожать three [ Gri;] — три thriller ['Gnls] — триллер (приключенческое произведение, вызывающее сильные эмоции: беспокойство, страх и т. д.) through [Gru;] — через, сквозь throughout [Girr'aut] — во всех отношениях; повсюду throw [Grsu] (threw, thrown) — бросать throw away ['Grsu swei] — выбрасывать 236 Vocabulary thunder ['0And3] — гром Thursday ['03:zdi] — четверг tick [tik] — галочка; отмечать галочкой ticket ['tikit] — билет tidiness ['taidinos] — аккуратность till [til] — до time [taim] — время, раз tips [tips] — советы, подсказки tired [taiad] — уставший tiring ['taioriij] — утомительный title [taitl] — заглавие; озаглавливать to [tu:, to] — K, B, на (предлог на вопрос куда?) to — частица глагола в неопределенной форме today [to'dei] — сегодня together [to'gedo] — вместе tolerance ['tnlorons] — терпимое отношение tolerant ['tobront] — терпимый (no отношению к другим) tomorrow [to'mnrou] — завтра ton [Un] — тонна tonight [to'nait] — сегодня too [tu;] — тоже, также, слишком, очень tooth [tu;0] — зуб top [tnp] — верх; верхний topic ['tnpik] — тема, предмет обсуждения tornado [toi'neidou] — торнадо, шквал, смерч total ['toutl] — общая сумма; общий touch [tAtf] — дотрагиваться, касаться tough [Uf] — жесткий, суровый, крутой tour [too] — путешествие, поездка tourist ['tuonst] — турист toward(s) [to'woidz] — к, по направлению к tower ['taoo] — башня town [taun] — город trade [treid] — торговля tradition [tro'dijon] — традиция traditional [tro'dijonol] — традиционный traffic ['trasfik] — уличное движение tragedy ['traecljidi] — трагедия tragic ['traecfeik] — трагичный train [trein] — поезд; обучать, тренировать(ся) trained [treind] — обученный, тренированный trait [treit] — черта характера translate [traens'leit] — переводить transport ['traenspo;t] — транспорт, перевозка travel ['traevol] — путешествие; путешествовать treasure ['treso] — зарытый клад, сокровище treat [tri:t] — лечить; обращаться с кем-то, чем-то tree [tri:] — дерево triangle ['traiaepgol] — треугольник trick [trik] — трюк trip [trip] — поездка, путешествие trouble ['1глЬ(э)1] — беда, беспокойство, неприятность; беспокоить true [tru:] — верный, правильный trust [trASt] — доверять truth [tru:0] — правда, истина try [trai] — пробовать, пытаться, стараться T-shirt ['ti:/3:t] — футболка Tuesday ['tjuizdi] — вторник turkey ['t3:ki] — индейка turn [t3:n] — вертеть, поворачивать it’s your turn — твоя очередь in turn — no очереди TV [,ti: Vi:] — телевизор, телевидение twelve [twelv] — двенадцать twenty ['twenti] — двадцать twice [twais] — дважды two [tu:] — два type [taip] — тип; печатать на машинке typical ['tipikal] — типичный "'и ' , ^ ^ ugly [ЧдИ] — уродливый UFO ['ju:fou] (Unidentified Flying Object) — НЛО Ukranian [ju:'kreini9n] — украинец, украинский unable [An'eibol] — неспособный что-то делать unattended [,Ano'tendid] — оставленный без присмотра unavoidable [^na'voidobol] — неизбежный unbelievable [^nbilirvobol] — невероятный uncomfortable [Ап'кАГпЛэЬэ!] — неудобный uncountable [An'kauntobol] — неисчисляемый uncivilised [,An'srvilaizd] — нецивилизованный uncle [Чг)кэ1] — дядя unconscious [Ап'кпп/эз] — безсознательный; находящийся в бессознательном состоянии under [Чпбэ] — под underline [дпбэ'1ат] — подчеркивать understand [дndэ'staend] (understood) — понимать unemployment [^nim'pbimont] — безработица unequal [AnVkwol] — неравный unexpected [^nik'spektid] — непредвиденный unfair [АпТеэ] — несправедливый, нечестный unfortunately [An'fo:tbnitli] — к несчастью unfriendly [An'frendli] — недружелюбный, неприветливый unhappy [An'haepi] — несчастливый, несчастный unhealthy [An'hel0i] — нездоровый uniform ['ju;nifo:m] — форма, униформа union ['ju:njon] — союз; содружество unique [ju:'ni:k] — единственный в своем роде; уникальный unite [ju:'nait] — объединять(ся) united [ju:'naitid] — объединенный, совместный universal [ju:m'v3:S3l] — универсальный university [,ju:ni'v3:siti] — университет unknown [дп'пэип] — неизвестный unless [An'les] — если не unlike [.An'laik] — непохожий на unpleasant [An'plezant] — неприятный unpredictable [,Anpn'dikt3b3l] — непредсказуемый unsinkable [дп'зщкэЬэ!] — непотопляемый until [An'til] — до, до тех пор untitled [An'taitld] — не имеющий заглавия unusual [Ап']и:зиэ1] — необычный, необыкновенный 237 Vocabulary up [лр] — вверх, кверху upset [4pset] — расстроенный get / be upset — расстраиваться up-to-date [.Apto'deit] — современный urgent ['з:фэп1] — срочный us [as] — нам, нас use [ju:s] — польза, употребление use [ju:z] — использовать, применять useful ['juisfolj — полезный useless ['jirslosj — бесполезный user ['juizoj — пользователь usually ['ju:3uoli] — обычно vacant [Veikont] — свободный, вакантный valuable ['vEeljuobolj — ценный value [Vaelju:] — ценность, стоимость variant [Veoriont] — вариант various [Veorios] — различный vegetable [VecJjtobol] — овощ velvet [Velvit] — бархат, вельвет version ['v3:j3nj — версия very [Veri] — очень vet / veterinarian [vet / ,уе1эп'пеэпэп] — ветеринарный врач victim [Viktim] — жертва victory [Viktari] — победа video [Vidiau] — видео(фильм); записывать на видео view [vju;] — вид, взгляд, мнение village [Vili^j — деревня violence [Vaialans] — насилие, жестокость violent [Vaialant] — сильный, яростный visa [Vi:z3] — виза visit [Vizit] — посещение, визит; посещать vital [Vaitl] — жизненный, насущный vocabulary [va'ksebjubri] — словарь, словарный запас vocational [vau'keijanal] — профессиональный (обучебном заведении, образовании) voice [vois] — голос volcano [упГкетэи] — вулкан volleyball [Vnlibo:!] — волейбол vote [v3ut] — голосовать voyage [Voik]5] — путешествие (преимущественно по воде) W wait [weit] (for somebody) — ждать (кого-либо) waiter / waitress ['weits / 'weitns] — официант(ка) wake [weik] (woke, woken) — просыпаться walk [wo:k] — прогулка; гулять, ходить пешком wall [wo:l] — стена want [wnnt] — хотеть, желать war [wo:] — война warm [wo:m] — теплый, тепло warning [^э:шр] — предостережение was [wnz] (past simple от to be; ed. ч.) — был, была, было wash [wnj] — мыть(ся), умываться, стирать wash up — мыть посуду waste [weist] — трата (бесполезная); тратить без толку watch [wDtf] — часы наручные; смотреть, наблюдать, следить water ['wo:to] — вода; поливать waterfall ['wo:tofo:l] — водопад wave [werv] — волна; махать (рукой) way [wei] — путь, дорога; образ действия, способ we [wi:] — мы weak [wi:k] — слабый, хилый wealthy ['welGi] — зажиточный wear [weo] (wore, worn) — носить (одежду) weather ['wedj] — погода Wednesday ['wenzdi] — среда week [wi:k] — неделя weekend [,wi:k'end] — уикенд (время отдыха с пятницы или субботы до вечера воскресенья) weekly ['wi:kli] — еженедельный weigh [wei] — взвешивать weight [weit] — вес welcome ['welkom] — приветствовать; Добро пожаловать! well [wei] — хорошо; здоровый well-known [.wel'noun] — известный well-paid [,wel'peid] — хорошо оплачиваемый Welsh [welj] — уроженец Уэльса; валлийский were [w3:] (past simple от to be; mh. ч.) — были west [west] — запад wet [wet] — мокрый; мокро whale [well] — кит what [wDt] — что, какой, который whatever [wnt'evo] — что бы ни; любой wheel [wi:l] — колесо wheelchair ['wi:ltJeo] — инвалидная коляска when [wen] — когда whenever [wen'evo] — когда бы ни where [weo] — куда wherever [weor'evo] — где бы ни, куда бы ни whether ['wedo] — ли which [wit(] — который, какой (из) while / whilst [wail / wailst] — пока, в то время как whisper [wispo] — шепот, шептать white [wait] — белый who [hu:] — кто, который whoever [hu:'evo] — кто бы ни whole [houl] — весь, целый whom [hu:m] — кого, кому, которого whose [hu:z] — чей why [wai] — почему, зачем wide [waid] — широкий widespread ['waidspred] — широко распространенный wife [waif] — жена wild [waild] — дикий 238 Vocabulary wildlife ['waildlaif) — живая природа will [wil] — вспомогательный глагол будущего времени; 1 л. ед. и мн. ч. willing ['wilip] — желание; желающий win [win] (won)— выигрывать wind [wind] — ветер window ['windou] — окно windsurfing ['wind,S3:fir)] — виндсёрфинг windy ['windi] — ветрено wing [wip] — крыло winner ['wino] — победитель winter ['winto] — зима wisdom ['wizdom] — мудрость wise [waiz] — мудрый wish [wij] — желание; желать witch [witj] — ведьма with [wi5] — c (предлог) without [wid'aut] — без wizard ['wizod] — волшебник, колдун woman ['wumon] (pi. women) — женщина wonder ['wAnda] — чудо; удивляться, хотеть знать wonderful ['wAndafal] — чудесный wood [wud] — небольшой лес, роща wooden ['wudn] — деревянный word [w3:d] — слово work [w3:k] — работа; работать world [W3:ld] — мир, всемирный worry [VAri] — беспокоиться worse [W3:s] {cm. bad) — хуже worst [w3:st] {cm. bad) — наихудший worth [w3:0] — стоящий (внимания, времени) would [wud] — вспомогательный глагол / модальный глагол write [rait] (wrote, written) — писать writer ['raita] — писатель writing ['raitio] — письменная работа wrong [гор] — неверный, неверно year Ljia, ]з:] — год yellow ['jelau] — желтый yes Lies] — да yesterday ['jestadi] — вчера yet [jet] — еще, еще не, все еще, уже you [ju:] — ты, вы, тебе, вам, тебя, вас young [jAp] — молодой your Ljo:] — твой, ваш yours [ja:z] — твой, ваш yourself Lja'self] — (ты) сам youth [ju:0] — юность, юноша, молодежь gz|| zodiac ['zaudiaek] — зодиак sign of the zodiac — знак зодиака zoo [zu:] — зоопарк 239 в соответствии с частью IV Гражданского кодекса РФ в данном издании использованы фотографии: © Fotolia / PhotoXPress.ru с. 87, 140; © Image Source / Corbis / FotoSA.ru с. 87; © Randy Faris / Corbis / FotoSA.ru c. 140; © Дмитрий Яковлев / Фотобанк Лори с. 167; © ИТАР-ТАСС / Trend / Андрей Федоров с. 184; © Круглов Олег / Фотобанк Лори с. 143, 144; © Ольга Визави / Фотобанк Лори с. 61 Учебное издание Биболетова Мерем Забатовна Бабушис Елена Евгеньевна Кларк Ольга Игоревна Морозова Алевтина Николаевна Соловьева Инна Юрьевна Английский язык Учебник для 9 класса общеобразовательных учреждений Замдиректора по подготовке изданий С. В. Ширина Редактор Anna Kutz Корректоры Г. А. Киселева, Г. П. Мартыненко Дизайн макета Pentacor рк, В. КиН, Н. С. Вишенковой Иллюстрации Н. В. Мишиной, А. В. Савельевой Фотографы: Д. А. Гуренко, Л. Н. Новоселов, Н. С. Вишенкова Художественный редактор Е. А. Валяева Цифровая обработка изображений Л. Н. Новоселова Санитарно-эпидемиологическое заключение о соответствии санитарным правилам РФ № 77.99.60.953.Д.006692.07.08 от 01.07.2008. Подписано в печать 03.08.2012. Формат 60x84/8. Гарнитура „Миньон". Печать офсетная. Бумага офсетная. Уел. печ. л. 27,9. Уел. кр.-отт. 101,73. Тир. 40 000 экз. Зак. № 12-925330 Издательство “Титул”. 249035, Калужская обл., г. Обнинск, а/я 5055. Тел. (48439) 9-10-09. E-mail [email protected] (книга почтой), [email protected] (оптовые покупатели). Отпечатано в типографии “NEOGRAFIA a.s.”, 036 55, Martin, ul. Skultetyho 1, SLOVAKIA Телефоны: ++421 (43) 420 12 73, 420 12 95. Факс: ++421 (43) 420 17 13 E-mail: [email protected], https://www.neografia.sk, ftp.neografia.sk Издательство "Титул” выпускает единую линию учебно-методических комплектов для 2-11 -х классов “Английский с удовольствием” / “Enjoy English”: для 2-4 классов (первая редакция) — учебники "Enjoy English-1”, “Enjoy English-2" (Part 1, Part 2), книги для учителя, Прописи, рабочие тетради, аудиокассеты, сборник песен “Game-Songs" с аудиоприложением (CD MP3), обучающая компьютерная программа „Интерактивные плакаты” для 2-4 классов (вторая редакция) — учебники, книги для учителя, рабочие тетради (в состав УМК для 4 класса входят рабочие тетради № 1,2 “Контрольные работы”), аудиоприложения (аудиокассеты, CD MP3), сборник песен "Game-Songs” с аудиоприложением (CD MP3), обучающие компьютерные программы “Enjoy the ABC", “Enjoy English", „Интерактивные плакаты" Рабочая программа курса (2-4 классы) для 5-9 классов — учебники, книги для учителя, книга для чтения для 5-6-х классов, рабочие тетради (в состав УМК для 9 класса входят рабочие тетради № 1, 2 “Контрольные работы"), аудиоприложения (CD MP3), обучающие компьютерные программы “Enjoy English" для 10-11 классов — учебники, книги для учителя, рабочие тетради № 1, рабочие тетради № 2 "Контрольные работы", аудиолриложения (CD MP3), электронные приложения “Enjoy English", элективные курсы “Moscow", "St Petersburg”, "The Urals", “Business English for Schools" и “English for Science” Серия книг для чтения “Почитай!" / "Read up!” (2-11 классы) Программа курса (2-11 классы) Интернет-поддержка учебников и дополнительные материалы на сайтах: www.titul.ru,www.engnshteachers.ru По вопросам приобретения книг следует обращаться в издательство “Титул”: 249035, Калужская обл., г. Обнинск, а/в 5055, тел.: (48439) 9-10-09, факс: (48439) 9-10-00, e-mail: [email protected] (книга почтой), [email protected] (оптовые покупатели).