Английский язык Учебник 8 класс Дворецкая

Q Э Н (Л АНГЛИЙСКИЙ ЯЗЫК АНГЛИЙСКИЙ язык нового ТЫСЯЧЕЛЕТИЯ о. Б. Дворецкая Н. Ю. Казырбаева Н. И.Кузеванова М. Л. Мичурина Н. В. Новикова Л. В. Талзи Е. Ю^Шалимова STUDENT’S BOOK MILLENNIUM Учебник для 8 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 ^ 2-е издание, исправленное и переработанное II UI I А BRITISH COUNCIL Brookemead English Language Teaching ТИТУЛ T I T и L 2009 с< ББК 81.2АНГЛ-922 Д24 УДК 802.0(075.3) С любовью и благодарностью к нашим семьям за их бесконечное терпение, понимание и поддержку. С глубокой признательностью к коллегам и учащимся учебных заведений, в которых мы работаем. Авторы I Authors* thanks and acknowledgements The authors would like to thank music band “Western-S", Omsk. Russia, Sergei Gruzdev, Omsk Railway University and Yekaterina Tsvetkova, Kransoyarsk Gymnasia ''Un/Vers” for their Singing and music. Д24 Дворецкая О. Б. и др. Английский язык: Ahi лийский язык нового тысячелетия / New Millennium English. Учебник для 8 кл. общеобраз. учрежд. / О. Б. Дворецкая. Н Ю. Казырбаева, Н. И. Кузеванова, М. Л Мичурина, Н. В. Новикова, Л. В. Талзи, Е. Ю Шалимова.— 2-е изд.» испр. и перераб.— Обнинск: Титул. 2009.— 176 с.: ил. ISBN 978-5-86866-489-2 Учебник ' Английский язык нового тысячелетия" для 8»го класса соответствует требованиям федерального государственного образовательною стандарта и реализует программу обучения по иностранным языкам для общеобразовательных учреждений. УМК состоит из учебника, книг и для учителя рабочей тетради и аудиоприложения (аудиокассеты, CD MP3) и может быть использован при трех часах обучения английскому языку а основной школе В УМК большое внимание уделяется формированию учебных навыков и умений, таких, как работа в группе, участие в дискуссиях и проектах Тематика представленных в учебнике текстов и заданий соответствует возрастным особенностям и потребностям учащихся. Учебник снабжен грамматическим справочником и алфавитным списком изученной лексики В УМК реализуется коммуникативно-когнитивный подход, используется комбинация современных и традиционных прттемов обучения. ББК 81 2АНГЛ-922 \ ISBN 978-5-86866-489-2 © О Б. Дворецкая. И Ю Казырбаева И И. Кузеванова, М Л. Мичурина. Н. В Новикова. Л В Талзи. Е Ю. Шалимова. ?(Х)5 © The British Council, 2005 © Brookemead Associates Limited, 200b © Издательстяо "Титул", дизайн, воспроизведение, распространение 20051 © Издательство "Титул", дизайн, воспроизведение, распространение. 200ftj с изменениями Contents UNIT 1 A teenager’s world .....................................4 UNIT 2 Shop around..............................................22 UNIT 3 Discover yourself........................................38 UNIT 4 People who stand out.....................................54 UNIT 5 Creativity and innovations...............................68 UNIT 6 It feels like home.......................................80 UNIT 7 Being together...........................................96 UNIT 8 Investigation in progress...............................110 UNIT 9 The blue planet.........................................126 UNIT 10 Dreams, dreams.................^....................... 140 Extensive reading...............................................152 Grammar reference.............................................. 164 List of active vocabulary......................................174 1, 2005 2009, rf А teenager’s world I esson 1 Holiday time Liste 2a Ш Vocabulary la Look at the pictures and match them with the activities the teenagers are doing. 2b Ш 1 ride a scooter 2 go rollerskating 3 do jigsaw puzzles 4 watch a show at a water park 5 go on an activity holiday 6 sunbathe 7 go scuba diving 8 go on roller coasters 9 go camping 2c Si E b> It's really graceful. I'm happy, j - I'm the fastest 1b In pairs answer the questions. 1 Have you ever done any of these activities? 2 Which of them are new to you? 3 Which of them would you like to try? UNIT 1 Lesson 1 *L Listening pV I I 2a liOa Listen and tick what activities from Ex. 1 the British teenagers did on holiday. 2b Listen again and say what Rebecca and George liked or didn’t like about their holiday. '^1 2c Say what you liked or didn’t like about your summer holidays. Example: I liked having a lot of free time, I went camping last summer but I didn Y like it because of the mosquitoes. Language work Зэ Read what Rebecca said and answer the questions. I went on an activity holiday in England. Can you imagine someone ringing a bell loudly at seven in the morning to wake you up? It was such a loud bell that we couldnY fall asleep again... 1 I 1 What was the bell like? 2 How did it ring? 3 Which word is used to describe how the bell rang? Is it an adjective or an adverb? 4 What is the difference in the form of the adve^ and adjective? 3b Use the Grammar reference (p. 164) to answer these questions. 1 Do adverbs describe nouns or verbs? 2 How are adverbs usually formed? 3 Which adverbs have the same form as adjectives? 4 Which adverb is completely different from adjectives? 3c Look at the pictures in Ex. 1 a and answer the questions. 1 How is the dolphin jumping? 2 How is the girl sunbathing? 3 How is the boy running? 4 How far has the man dived in the sea? LOOK Adjective + ly = adverb slow — slowly heavy — heavily simple — simply UNIT 1 Lesson 1 ! ^ 3d How do you do different activities? • Choose a word from the box to answer your partner*s questions. Example: How do you usually do jigsaw puzzles? — Quickly. 1 How / do jigsaw puzzles? 2 How / play football / basketball / table tennis? 3 How / ride a bike? 4 How / shout when you win a match? 5 How / do things on holiday? 6 How / smile on the first day at school? : quickly badly slowly fast carefully ; ! well loudly quietly sadly happily I I lazily gracefully 3e Play Guess Who Wrote It. • Follow the instructions. 1 Write two sentences on a slip of paper about your holiday and the activities you did last summer. 2 Fold your paper over and put it in the box. 3 Take a paper out of the box, read it aloud and guess who wrote it. Example: Pupil A: I had a boring holiday. I had to work hard in the garden every day. PupilB: IVs... Pupil B: I had an exciting holiday. I went scuba diving for the first time and did it very well. PupilC: ... Writing 4 Take part in the internet competition The best summer story. • Write about: 1 where you went 2 what you did there 3 how you did things / activities 4 what was interesting 5 what was special Example: My fLKSt school t^Lp we to the YDv'izs.WiYe t^^Les Last it was owe of those activity places where you 0et a cei-tlflcate for cLlwtbliw0 a m.ou.wtalw. every wl0ht the teachers heard us play-fl0htlw0 Loudly Iw our room awd we pretewded to be asleep quietly whew they carue to shut its up. V И start writing in class and finish at home. UNIT 1 Lesson 2 I j If- f [,esson 2 Teenagers and technologies Warm-up la Write a list of 3-4 important inventions of the last 100 years. 1b In pairs compare your lists and choose the most important invention. Explain your choice. What invention do you use most often? Why? Reading \ 2a Look at the pictures and say what the teenagers are doing 7 UNIT 1 Lesson 2 2b Read the texts and match them with the titles. There is one extra title. 1 2 3 4 Modern technologies and changing lifestyles. Possibilities and dangers of the internet. Technologies help teenagers to study at school. Computers make people dependent on them. Recent surveys show that many teenagers consider computers the most important invention of the 20th century. The popularity of the television is falling while the popularity of computers is rising among teenagers throughout the world. Other popular inventions are such things as cell phones and personal digital assistants. They are far more important to teens than to their parents. Actually, the surveys results reflect the changing lifestyle. Today’s teenagers use different services available on the computer and the internet. They send messages instead of using the telephone. They listen to music on computer — it often produces better sound than traditional radio or stereo. Watching a movie on television has been replaced with playing a DVD on the computer. Teens even do their homework and school projects on the computer. в Everyone talks about video games and how popular they are, and some young people spend a lot of time playing them. Almost a third of 13-year-olds in the UK play video games every day. Seven per cent of them spend 30 hours a week or mot^s giving their thumbs a workout on video games. Young people who play for more than 30 hours a week are becoming video game addicts. They are addicted to playing computer games. They begin to lose their friends, and they also truant from school and start to get bad marks for their schoolwork. 1 What does the phrase be addicted to mean? a) love playing video games very much b) cannot stop doing something 2 What does truant from school mean? a) оставаться в школе b) сбегать из школы 3 Which is а verb and which is an adjective? a) truant b) addicted Spe 4a 1 Modern technologies have become an integral part of teenagers’ life. For example, the internet. It is a great source of information, they use it for communicating with friends, homework and entertainment. Many teenagers know much about computers but their lack of experience can make them forget about the internet dangers and even become victims of on-line crime. Of course, the internet is a great tool for helping teens with their homework. They can find information on any topic. There are even websites where they can get help with their homework. But often the opportunity to get information from the net leads to cheating when pupils just copy someone’s papers. Another danger is lack of sleep. Teenagers often get as little as four hours of sleep because they play games or surf the net. As a result, they are not able to work well at school. 4b 4c 2c Read the texts once again and answer the questions. 1 2 3 4 5 What popular inventions of the 20th century are mentioned in the text? How is the lifestyle of teenagers changing with the development of modern technologies? Is it true that many teenagers spend too much time playing computer games? Explain your answer. What may playing computer games result in? What are the pluses and minuses of using the internet? 8 UNIT 1 Lesson 2 Vocabulary 3a Read Text В again and answer the questions alongside the text. 3b Match the words from the column A to the words from the column В to make possible expressions. More than one expression is possible with some words. A В become a DVD do a message find a movie get a victim play addicts send an integral part use homework watch information projects services telephone video games IS Speaking Find these expressions in the texts. 4d What are the advantages and disadvantages of using computers? • Put the phrases from the box into two groups. Advantages Disadvantages you can communicate with your friends who live far away, you can find a lot of interesting information, it's bad for your eyes, you develop your thinking, you live an unreal life, you can listen to your favourite music, you can become addicted to computer games, you develop computer skills, you can do your homework better 4b Add more ideas to the groups. You may use the ideas from the texts (Ex. 2b). 4c Read the newspaper headline, discuss the situation and make a group decision. The parents’ meeting has decided to limit the for their children to use computers Follow the steps: Sit in groups and appoint a chairperson. Take a couple of minutes to think the situation over. Take turns to express your opinions about this parents' meeting decision: agree or disagree. Give your reasons. Vote for or against this and report the results to the class. LANGUAGE SUPPORT Expressing agreement / disagreement • I agree that... • 1 don’t agree that... • I agree, but... • It’s true, but... • You're absolutely right. • I don't think they're right. UNIT 1 Lesson 3 Lesson 3 A brainy teenager Voca Reading sensor^2a In an la Do you know how your brain works? • Look at the picture and find which part of the brain is responsible for: 1 2 3 4 5 moving and balancing learning and expressing emotions hearing seeing touching and feeling 1 b Read the interview a psychiatrist gave to a teenager and answer the question. • What makes teenagers different from adults? Interviewer: Dr Morgan: Interviewer: Dr Morgan: Interviewer: Dr Morgan: Interviewer: Dr Morgan: Interviewer: Dr Morgan: Interviewer: Dr Morgan: Interviewer: Dr Morgan: Interviewer: Dr Morgan: Dr Morgan, I believe you’ve been doing some research into the behaviour of teenagers. Yes, that’s right. Can you tell me something about it? Of course. As a psychiatrist, I naturally look at connections between human behaviour and flfce brain... Mmm... ...and we now know that the brain grows very quickly between the ages of ten and twelve in normal children. This means that it is at its biggest during the early teenage years. And there are two parts of the brain that are the last to grow — the frontal and parietal lobes. The frontal lobe includes thinking and motor areas and parietal is mainly a sensory area. Why are they so important? Because they control things like reasoning, judgement, our understanding of space, and planning for the future. These are all things that most teenagers are not very good at? That’s right. And it may be because those lobes are so big. It could explain why teenagers often seem emotional and can be clumsy. Can they do anything about it? It’s hard to say. But one thing we are sure about is that the brain needs exercise, just like any other part of the body, in order to develop. But how can we exercise our brains? Well, try learning a foreign language. Dlavino a new game, or taking up a musical instrument. Anything that makes the brain work hard. If teenagers use their brains in this way, their brains will perform better when they are adults. That’s really good advice! Thanks for being with us today. Dr Morgan. It was a pleasure. Lane GLOSSARY 3a psychiatrist [sai'kainlrist) frontal [Тглтл!) lobe — лоОная доля головного мочга parietal Ipo'raiillj h>be — теменная доля голиниогй^ мотга clumsy — неловкий, неуклюжий (Ё ЗЬ I 1с In the text in Ex, 1 b find three examples of how to exercise your brain. • Have you ever tried any of these activities? UNIT 1 Lesson 3 sensory sight area Vocabulary 2a In Ex. 1b find the words in bold, write them in your exercise books and answer the questions. 1 Which of these words are easy to understand'’ Why? 2 Are these words nouns, verbs or adjectives? Why do you think so? 3 Read the definitions of the words in the box and say what you think they mean. 4 What helped you to understand the meaning of the words besides the definitions? 2b Use the words in bold in Ex. 1 b to complete the table and answer the questions. Verb Noun to behave to connect development to judge to advise an exercise ^ control Language work 3a Read the pairs of examples and answer the questions. V For Your Info behaviour — aciing in a certain way connection — joining one thing to anothci develop - beconic bigger and dc> erer judgement — an ^>pinion based on the infoimalion )4)u know reasoning the process of rational lliinking 1 2 3 4 How are the words formed? Which nouns have similar suffixes'’ Which words don’t change? Which word changes one letter to become a different word class? trisi| 0 1 1 ...try learning a foreign language. U)I() 2 ...try to learn a foreign language. 2 tc — 1 m 1 advise learning a foreign language. )BHOrO 2 1 advise you to learn a foreign language. 3 Do both phrases / sentences mean the same in each pair? Which phrase in A is about: a) doing an experiment to see what will happen? b) making an effort to dc something difficult^' Do you see any difference in the structure of the sentence? What is it? 3b Use the right form of the verb in brackets. Dr Morgan advises teenagers (1)... (exercise) their brains by doing something difficult. Try (2)... (solve) one or two problems every day. You are sure to see that your other subjects improve too. Even knitting can be a challenge to a restless teenager. Try (3)... (knit) socks for the winter. You’ll see it isn’t a piece of cake. But remember that when he advises you (4)... (take up) something difficult he means that it should be difficult for YOU. Only in this way it will help your development. LOOK Verb patterns try advise Ving toV • t-. 'г -Л f 77- UNIT 1 Lesson 3 Speaking 4a Do you agree with Dr Morgan when he says that teenagers are often very emotional, clumsy and often misbehave. Why? 4b Look through the interview in Ex. 2a and discuss the following questions in pairs. 1 2 3 4 5 Do you believe that the brain could be exercised? Which of the activities for exercising the brain do you find interesting / useful? Which activity do you like best and why? Which of the activities would you like to try? Do you think teenagers could perform better than adults? Sum up your discussion for the class. LANGUAGE SUPPORT ^ I es Expressing opinions 1 think / 1 don't think... I'm against... I'm in favour of... It seems to me that... In my view... In my opinion,,.. Personally, I think... In general... Warm- 1^1 Loo 4c Think of more ideas of how to exercise your brain and share them with your class. 5 Here is another way to exercise your brain: • Read these brainteasers (головоломки) and find the best solution to them. An electric train is travelling at a speed of 60 miles per hour. If there is a wind of 30 miles per hour which is following it. which way is its smoke blowing? 3 There is a carrot, a pile of pebbles (галька) and a pipe lying together in the middle of a field. What’s this? Г} 2b f 1 One day a bookkeeper noticed that the word balloon had in it two double letters, one after another. "Is there a word that has three double letters one after another?” he thought r Гг' ' ill ‘ г i Make up your own brainteasers. If you liked the activity, make up some more brainteasers at home. 12 UNIT 1 Lesson 4 Lesson 4 School days Warm-up 1 Look at the picture and answer the questions. 1 What is wrong with the sentence? 2 Is it a grammar or spelling mistake? 3 Why do you think pupils make mistakes like this? Vocabulary 2a Read the sentences and choose the right translation 1 I know it’s not good but 1 always pretend (притворяюсь / хочу) to be ill when I have something difficult to do at school. 2 If you want to avoid (исправить / избежать) making spelling mistakes, check the words in the dictionary. 3 After examining the child, the doctors recognised (написали / признали) that she had the symptoms of flu. 4 I have difficulty connecting (связывать / соединять) sounds with written words. for the words in bold. 5 Don’t get upset (He расстраивайся / He плачь) if you have problems at school. Ask for help. 6 Make sure (Будь увереннее / Позаботься о том, чтобы) you get the help you need. 7 I felt happy (чувствовал счастливым / чувствовал себя счастливым) when 1 first went to school. 8 As soon as you finish this exercise, doublecheck (перепроверь / проверь дважды) the meaning of the words in the dictionary. 2b Fill in the gaps with the words from Ex. 2a. 1 Sam......because she failed the exam. 2 If you ... that you have problems, you are making the first step towards a solution. 3 I... to enjoy the joke, but it wasn’t funny at all. 4 Our teacher keeps telling us, “... the spelling of the words in the dictionary." 5 I... when I managed to do the difficult task. 6 If you want to be happy,... you have real friends near you. 7 My sister... talking to her parents when she feels upset. 8 If you ... his words ... what he did, you will understand that he was right. 13 uiNii I Lesson 4 Listening 3a 1^1 Listen to Helen Wells, a famous British TV presenter talking about her school days and put the events in the right order. A В D E F G She did very well, especially in creative things. She felt really upset because she was in the lowest set for everything. When Helen went to primary school she was happy. Helen’s parents started worrying about her studies. She had some learning difficulties. When she was eleven, she went to the local comprehensive school. She spelt the words wrong. 3b Which of these things do you think happened to Helen Wells next? • In pairs mark each statement with yes or no. 1 Helen asked her friends for help. □ 2 She moved to a different state school. □ 3 The teachers recognised that she had Q difficulties with spelling. 4 The teachers gave Helen extra help. О 5 Helen had a successful career after school. □ 6 She doesn't need anybody’s help now. .. □ 3c Listen to the second part of the interview with Helen Wells and check your guesses. Language work 4a Read the summary of the interview with Helen Wells and answer the questions. Wtien Helen went to primary school she was happy. She did very weD, especially in creative things. When she was eleven, she went to the local comprehensive school. She felt really upset, because she was in the lowest set for everything. She had some learning difficulties. She spelt words incorrectly. So Helen’s parents started worrying about her studies. GLOSSARY to be in the highest / lowest set — !o be one of the bcsl / worst pupils al school V For Your Info In the UK all children have to go to school between the ages of 5 and 16. state school — a school where parents do not pay for their children to go private school ['praivit) — a school where parents pay for their children to go primary school (’praimon) — a school for children between 5 and 11 secondary s^ool — a school for children between 11 and 16 or 18 cimiprehensive school [.kampn'hcnsiv] — a school for pupils over the age of 11 which teaches children of all abilities 1 Do the underlined words refer to the verbs or to the nouns? 2 Which of them are adjectives and which are adverbs? 3 Which verb is followed by an adjective? 14 UNIT 1 Lesson 4 be i) Its lo go dren I- 3? 4b Choose the right word to complete the sentence. 1 I usually feel happy / happily \Nhen I meet my friends at school, 2 My mother always looks angry / angrily when I get bad / badly marks. 3 The freshly painted desks smelt bad / badly. 4 On the first day at school there was a new pupil who seemed nice / nicely. 5 A girl was singing cheerful/ cheerfully on her way home. ^ Speaking LOOK feel seem look smell taste become + good (adj) In groups make a list of things people can do in a situation like Helen’s. • Follow the steps: Try to remember what Helen’s advice was. Remember what learning difficulties you have had and how you overcame them. Take turns to speak about them. Put all your good ideas on a sheet of paper, including Helen’s advice and everybody’s individual experience. Make sure your list sounds like polite advice to teenagers with learning difficulties. ^ 1 2 3 4 " LANGUAGE SUPPORT 1 Giving advice • I think you should... • I don’t think you should... • If I had a learning difficulty I would... V Writing 6 Read this letter on a website and reply to it. eo0 4 ► + teentalk \ ; https://www.teens.com/letters ‘.-'.л' Letters Dear friend, I have just found out that I'm short-sighted. The doctors say that it is getting worse If it really is, I won’t be able to read and play my favourite computer games very soon. I feel really upset about it. What do you think I can do about it? Mike 15 UNIT 1 Lessons 5-6 Lessons 5-6 What is it like being a teenager? Warm-up 1 In small groups discuss these questions and sum up your discussion for the class. 1 What common problems worry you and your friends? 2 Which of them do you consider the most and the least important? Reading 2a Read and match the headings and the paragraphs. 1 Body image 2 School 3 Mobile phones 4 School uniform 5 Bullies 6 Free time 7 Clothes and looks WHAT IS IT LI BEING A . < British teenagers spend most of their time at school. Students in Britain can leave school at 16 (year 11). This is also the age when most students take their first important exams. GCSEs They take between five and ten subjects and that means a lot of studying. They are spending more time on homework than teenagers have ever done before. в Visit almost any school in Britain and the first thing you'll notice is the school uniform. Although school uniform has its advantages, by the time most teenagers are 15 or 16 they are tired of wearing it. When there is more than one school in a town, a school uniform can make differences and rivalries between schools worse. GLOSSARY race cf Ritwimt раса intelligence — ум essential — существенный, необходимый V For Your Info GCSE — General Certificate ol Secondary Education.;! school examination which is taken all over Britain hy students aged 16. Fifty per cent of teenagers in Britain say they have been bullied because of their race, looks, accent, intelligence or for no reason at all. Sixteen teenagers in Britain kill themselves every year because of bullying, a problem now called “bullycide”. D In Britain, teenagers judge you by the shirt or trainers you are wearing. Forty per cent of British teenagers believe it’s important to wear designer labels. Teenage feet in Britain wear Nike or Adidas and the more expensive, the better. British teenagers love Nike 110s (trainers that cost £110), but not for sport — for posing! 16 UNIT 1 Lessons 5-6 Teenagers in Britain worry about their looks and their weight, like in many other western countries. Two-thirds of girls in Britain are on a diet, although only one in eight of them is overweight! Like teenagers all over the world, British teenagers love to chat. The mobile phone is an essential thing for most British teenagers. More than 90 per cent of 12 to 16-year-olds have one. Many experts believe that mobiles stop teenagers spending money on cigarettes and sweets. Music is the number one interest for British teens. But they certainly don’t -| all like the same music! UK garage, hip-hop and new metal are ail popular. Teenagers love going out too. However, finding somewhere to go isn’t — always easy. Pubs and clubs have strict rules for under 18-year-olds in Britain. It’s no surprise that British teenagers spend more time online than European or American teens and use chatrooms to make a new friend. — у г г Why IS the definite article used here? Why is there no article before the words music and teenagers? Why is the indefinite article used here? 2b Read the texts and complete the table about British teenagers. itish gner ritish ■110), m British teenagers Your class School time spent at school number of School subjects 5-10 time spent on homework every week reasons for bullying at school attitude to a school uniform Clothes attitude to designer labels reasons for wearing smart clothes teenagers judge you by your clothes the coolest labels Technology the role of a mobile for a teenager Looks feelings about looks attitude to diets free time the most popular activity Other popular activities 17 UNIT t Lessons 5-6 Vocabulary 3a Fill in the gaps with the words from the box. • Check your answers with the text. 1 How much time do you usually spend ... homework? 2 Are you tired ... wearing / not wearing a school uniform? 3 Do you judge people ... their behaviour or clothes? 4 Do you usually notice differences ... designer labels? 5 Are pupils of your school bullied .the clothes they wear? 6 Do you worry... your weight? 7 Why are you eating so little? Are you ... a diet? 8 What do you spend money ... ? Mobile, sweets, books, etc? 9 Do you like going ... at the weekend? L 1 about of on out by between because of 3b In pairs answer the questions in Ex. 3a and say what you both have in common. Example: We both spend two hours on homework every day. Language work 4a Answer the questions alongside the text in Ex. 2a. 4b Match the sentences with the phrases in the box. 1 1 spend three or four hours on ... homework every day. 2 I hate taking ... exams. 3 All teenagers like wearing ... trainers. 4 Mobiles are often used for texting ... messages. 5 I always go to ... sports club which is near my house. 6 ... guitar is a musical instrument which I would like to have. 7 I wouldn’t like to wear... school uniform. The underlined word: a) refers to things in general b) refers to a particular thing c) is an uncountable noun d) refers to any person / thing 4c Fill in the gaps in Ex. 4b with a, an, the or zero article. 4d Complete the rules about the articles. 1 When we speak about things or people in general we use... 2 When we speak about a particuld?/ thing or person we use... 3 When we speak about any person or thing we use... 4e Find more examples in the text to illustrate the rules. Writing 5a In pairs complete the second part of the table in Ex. 2b. 5b Compare your notes with the class and complete the table with the ideas you have learned from the others. 5c Compare the notes in the last two columns in Ex. 2b and answer the question. • Do you think teenagers in different countries are the same or different? Give examples. 5d Use your notes and write a paragraph like in Ex. 2a on the topic Clothes and looks. 5e Help your partner to improve his / her text. • Use the following guidelines: 1 Do you understand what he / she wrote? 2 Are there any spelling mistakes? 3 Are there any language mistakes? 4 Are there enough linking words in the text? 5 Can you think of any words that can express the ideas better? 6 Write about your class for your school website. • Choose one of the topics: 1 School and school days 2 Interests 18 UNIT 1 Lesson 7 kta\ ( hing in thing |,esson 7 Check your progress 1 Ifs Listen to five teenagers talking about their favourite activities and match the sentence with the speaker. • There is one extra statement. Speaker 1 . Speaker 2 Speaker 3 Speaker 4 Speaker 5 a) He / She is a computer games addict. b) He / She prefers visiting computer clubs. c) He / She loves surfing the internet. d) He / She argues a lot about computer games with his / her parents. e) He / She won a computer game in the competition. f) His / Her parent loves computer games too. 2 Choose a word to fill the gap, 1 A teenager's brain grows.... (quick / quickly) 2 If you exercise your brain ..., you will be able to do many tasks better, (regular / regularly) 3 Do you play computer games ...? (good / well) 4 Why did you behave so ... in the lesson? (bad / badly) 5 I felt... when my parents bought me a computer, (happy / happily) 6 Teenagers like listening to ... music, (loud / loudly) 7 My friend speaks English .... (fast / fastly) 8 This is the most... computer game I’ve ever played, (interesting / interestingly) 9 We went to the holiday camp on a very... train, (slow / slowly) 10 If you want to go scuba diving, do it very .... (careful / carefully) 3 Read the text and cross out the extra word (maximum one per tine). • Some of the lines are correct. • If a line is correct put a tick (/) at the end of the line. • The first two lines are done for you. Score: 15 Score: 10 xt? ress lite. Is microchip^ing children a good idea? Microchips are usually found in the computers but the some children have them in their arms so / that their parents can to find them quickly 1 if they have disappear. 2 Yes. Parents want their the children to be 3 safe. Many children feel scared because of 4 news stories about child murders. Children 5 feel safer because of their parents always know where they are. 6 No. A child murders don’t happen very 7 often. Many more children die in road 8 accidents in each year. It’s better to teach children about the possible dangers of 9 talking to strangers than to treat them like robots or the pets. 10 Score: 10 19 UNIT 1 Lesson 7 4 Read what teenagers say about their school life and match the names and the statements about them. 1 A teenager who likes doing projects in a lesson. 2 A teenager who doesn't like maths. 3 A teenager who does very well in all subjects except one. 4 A teenager who likes meeting school friends but doesn't enjoy doing homework. 5 Two teenagers who like sports activities at school. WHAT DO YOU LIKE ABOUT SCHOOL? Lindsay At the moment, there's a competition at school and one of the events is lip synching. You do a dance routine to music. It looks like you're singing, but you're not. I confess that I like school very much. I'm good at all of my subjects, except geography. I never do well in it. > \ Ч Stephanie Drama is an incredible class because you can be someone else. You have to understand how other people feel. It's like the childhood fantasy of being a princess. My teacher is really easy-going. I hate algebra because I don't understand it and it's boring. I don't like sport. X Adam I don't like homework, but I like coming to school to see my friends. I play football and volleyball at school after lessons. I started playing volleyball three years ago. t s a lot of fun. I've got some awards for it. m also good at science, but I don't like it. Ryan I really like my English teacher. I can ask her anything. I like the stories we read and the projects we do. Sometimes we act out th^ stories. At the moment, we're studying Greek rnythology. I enjoy the activities at school, l,ke the special football game we play once a year. The girls play football and the guys are cheerleaders. Ust year, I was a cheerleader and It was a lot of fun. Score: 15 Total score: 50 1 Det • I 1 ' 2 ‘ 3 ; 4 5 6 [ 1 2 P0l 1 ' 2 3: 3 Gi 1 2 3 в| ^ - 20 UNIT 1 Lesson 8 [esson 8 Designing a website The internet is a powerful means of communication with teenagers around the world. You are invited to take part in a competition for the best website. To take part in the competition you need to work in a team and submit the scheme for your website by the end of the lesson. 'll M 1 Develop your own website. • Follow the steps; 1 Look through the materials you have prepared for this project. 2 Choose the most interesting in your opinion. 3 Draw a scheme for your website (make use of paper, markers, glue, pictures, photos, etc). 4 Think about the titles for the different pages or areas. 5 Prepare a three-minute presentation for your website. 6 Think of reasons why your website might be interesting to other teenagers. Present the scheme of your website to the class. 1 Describe what is meant by each title or area. 2 Explain why you have chosen this material. 3 Give examples of some materials you would like to have on the page. 4 Highlight the most interesting part of your website. Choose the best scheme. 1 Circulate the evaluation grid around the class and complete It. 2 Calculate the marks and decide on the best scheme. 3 Express your own opinion about whether you agree or disagree with the decision. teeo U ► о + https://www.teenagersworld.com I \ ^ * rs f * fc- iFk '•* Sorry, the website is under construction. Who we are and what we are • Exercise your brain • Questions and answers 21 Shop around I esson 1 Going shopping 1 c Choi • « « Vocabulary 1 a Use the words in the box to label the pictures. H П credit cards notes sale coins save (money) discount currencies cheque cash bargain Readii 2a Foil’ 1b Match sentences 1 to 9 with sentences a to i. 1 2 3 4 5 6 7 8 9 The latest model of this video recorder is now The local currency in Switzerland is If you buy the family-size box Is it OK if I pay for this book If you have a bank account (счёт) Do I get a discount I will buy a TV if I find a bargain Can I have this five-pound note Sorry, we don’t accept credit cards. You'll have to pay a) if I buy ten packets of crisps? b) you can pay by cheque. c) it will save you a pound. d) in the sales. e) on sale in the shops. f) by credit card? g) francs. h) in cash. i) in coins? 22 UNIT 2 Lesson 1 1c Choose the right Russian equivalent for the words and phrases in bold in Ex. 1 b. найти выгодную покупку расплатиться чеком получить скидку местная денежная единица пятифунтовая банкнота сэкономить фунт принимать кредитные карточки (в качестве оплаты) в продаже наличными деньгами на распродаже по кредитной карте Reading 2а Follow the flow chart and find out; Are you a Shopping Star? START You think about going to your favourite shop in order to get a bargain. No You will go to the cinema to watch a new film instead of going shopping with friends. Yes No Yes You always have a shopping list so as not to forget to buy everything. No You like to go shopping alone to find out what new goods are on sale. No It may take you two days to decide to buv something. Yes Yes Yes J No '—!• You always buy presents in advance so as to have enough time to choose. No You like trendy clothes to make vour frierids admire vour looks. No You sometimes go out just to spend hours looking at new clothes with designer labels. Yes Yes No Yes How organised you are!! You like to know what you want before you go shopping and you are always careful with money! Well done! You’re probably the best person to shop with — you can help your mates to get the coolest things. Although you don’t always buy presents in time, whatever you choose is exactly what your friends want! Shopping seems boring to you. If you make a list of what you want, you’ll save yourself some time and cash. That way you can focus on bargain hunting and won’t get bored! 23 UNIT 2 Lesson 1 2b In pairs compare your results and say if the explanation is true about you. 2c In pairs tick all possible word combinations in the table below. • To check your answers look through Ex. 1b. by credit card a discount by cheque in cash a bargain pay get Language work 3a Look through the flow chart in Ex. 2a again and answer the questions. 1 Do the underlined parts in the sentences explain: (a) when, (b) where or (c) what you do it for? 2 Do these phrases express; (a) wish, (b) preference (предпочтение), (c) purpose (цель)? 3 Wliich part of the sentence may be called: (a) the main clause, (b) the dependent clause? What do we call them in Russian? 4 What words or phrases are used to connect the dependent clauses to the main ones? Which is the most common one? Wliy do you think so? 3b Explain the purpose of what the people do / did in one sentence. • Use the example in the LOOK box. 1 He goes to a music shop every week. He likes to buy the latest CDs. ^ 2 I bought Christmas presents in advance. 1 didn’t want to walk around crowded shops. 3 My mother often pays by credit card. She doesn't like to carry much cash on her. 4 We didn’t have enough money. We couldn’t get into the club. 5 My friend IS ready to spend the whole day shopping. She is hoping to get a bargain. I looked forward to the sale. I wanted to get a discount. I didn't want to spend much money. I am saving money. I am planning to buy a new bike. 3c Play the Unusual Things game. LOOK to V (infinitive) in order (not) to V so as (not) to V I like to go shopping to find out what new goods are on sale. I look forward to a sale in my favourite shop to get a bargain. I always have a shopping list so as not to forget to buy everything I need. Ic Lai L 2a ▼ UNIT 2 Lessons 2“3 lessons 2-3 ( How do they feel? la Listening Listen to the conversation and answer the question, Has Denis bought anything? 1 b In pairs complete the conversation with the phrases from the box and check with the recording. Assistant: Hi. (1).... Yeah, please. 1 like these trainers, but (2) ... in blue? Yes, they are quite nice, aren’t they? (3) ... I'll check. What size? (4) ..., in Russia I take a 43, so I think that's a 9 here, isnlt it? That’s about right. You're in luck. The last pair in blue in your size. Do you want to try them on? (5) .... How do they feel? (6) .... And they look all right, don’t they? They suit you very well. OK. (7).... Good. Will you come with me to the cash desk? Denis: Assistant: Denis: Assistant: Denis: Assistant: Denis: Assistant: Denis: Assistant: 1c In the conversation in Ex. 1 b find the phrases that fall into the following categories. Offering help Asking for something Making a pause Language work 2a Listen and follow the conversation again to answer the questions. 1 Are the underlined expressions used: a) to gel agreement from the person we are speaking to? b) to ask for more information? c) to check information? 2 Is the speaker sure / not sure in each case? How do you know? LOOK Positive sentence + negative tag John likes football, doesn’t he? Negative sentence + positive tag Mary doesn't like football, does she? 2b Read these parts of the conversation and choose the correct question tag. • See Grammar reference (p. 164) for help. 1 You like this white jacket, don T you / didn *t you? 2 It really suits me, don 'f it / doesn't it? 3 You haven’t found the bag to match this coat, have you / haven't you? 4 We won’t tell our mothers that we spent three hours in the store, v/ill we / won t we? 5 We can return here tomorrow, can't we / don't we? 25 UNIT 2 Lessons 2-3 2c Listen to the sentences below and decide whether the speaker uses rising or falling intonation in the question tag. • Draw the arrows in the intonation column to show the intonation. 4b Lo< Intonation Sure / Not sure 1 We haven’t got enough time to go to the music shop, have we? 2 We have to buy everything today, don't we? 3 1 know Jane would like to join us, wouldn’t she? 4 This coat doesn’t match the shoes, does it? 5 You are going to buy all these CDs, aren’t you? 6 You had a really nice time last week, didn’t you? 2d Listen again and do the tasks below. 1 In every case in Ex. 2c decide whether the speaker is sure of the answer or not. 2 Complete the third column of the table in Ex. 2c. 3 Look at the table carefully and decide: What does the intonation show in these sentences? 2e In pairs practise saying these sentences (Ex. 2c) with different intonation patterns. • Let your partner guess whether you are sure ot the answer or not. Translation 3 Look at the picture and think of the Russian equivalents for these notices. 40% ' DlSCOViMT Vocabulary 4a Look through all the exercises you have covered and find the words and phrases for each of the five topics under shopping in the diagram. • Add more words on your own. Money Clothes and shoes and other goods 26 UNIT 2 Lessons 2-3 (. 2c) ureof ни If к 4b Look at the pictures and match the verbs with their meanings. This jumper doesn’t suit you. It’s the wrong colour. Look, he’s wearing one red sock and one blue; they don’t match! This hat doesn’t fit me I need a smaller size. --------------------- 4c Fill in the gaps with the right forms of the verbs match, suit or fit. 1 This hat... all head sizes. 2 I’d like a sweater that... my blue jeans. 3 These shoes don’t... me; they are t^o big. 4 You should wear green, it... you. 5 The tie doesn’t... this shirt. It needs to be bright. 6 She looks absolutely great in this dress; it... her. Speaking 5a In pairs match the questions with the answers. 1 How do they feel? 2 What size do you need? 3 This dress looks all right, doesn’t it? 4 Good, I’ll take these CDs. 5 Do you think these gloves go with my bag? 6 Can I try this sweater on? 7 I’m looking for a birthday present for my brother. 8 How much does this T-shirt cost? 1 to match a) to be the right size 2 to suit b) to go with or look good with 3 to fit another item of clothing c) to look good on someone a) It’s only 100 roubles. It’s a real bargain. b) What about this book? It’s a bestseller! c) I normally wear size 42. Have you got it in this size? d) They don’t fit. You’ve got a larger size, haven’t you? e) They match very well. You look really good! f) Certainly. The fitting rooms are over there. g) Oh, yes. It suits you really well! h) The cash desk is over there. They cost 200 roubles each. 5b 5c Add one more phrase to continue each question and answer in Ex. 5a. Example: — / like these shoes but they don 'f suit me. — You 're right! They don 'f seem to be your style! — Then ГII leave them. You are going to role play a situation in a shop. • Follow the instructions: 1 Take a card with your role and read it attentively. 2 Take three minutes to think over what you are going to say. Remember to use the phrases you’ve learned in this lesson. 3 Follow your role card instructions carefully. 4 Work in pairs and act according to your role. 27 UNIT 2 Lesson 4 Lesson 4 “Unforgettable” presents Warm-Up 1 In pairs look at the pictures and answer the questions: 1 Which of these things would you like to get as a present? Wiiy? 2 Which wouldn’t you like to get as a present? Wliy? \ @ V ‘ О « * / ^'9 '.ЧУ '| 7 0 ■ ^ A* ^ •Ф- Listening 2a Listen to some teenagers talking about the presents they were given and complete the table. Use the pictures in Ex. 1 to help you. 2b ywj Listen again and say why some of the teenagers didn’t like the presents. Reading 3a What do teenagers usually buy as presents for their friends? • Make a list of three or four things. 3b Read the six conversations on p. 29 and say what these teenagers thought about when they were choosing a present for their friend. Use the list below. Look at each conversation separately. 1 their friend’s needs 2 if their friend is hard to please 3 their friend’s age 4 their friend’s eating habits 5 the originality of the present 6 the price 7 if they made it by themselves 8 if she has already got it 9 if their friend is a boy or a girl ^ 1 What was the present? ... Did they like the present? 1 Caitlin 2 Sarah J 3 Lydia 4 Dale 5 Una © 3c 28 UNIT 2 Lesson 4 i * © — I think we could buy a CD for Mary. — Oh, Lm not sure she would like it. She's not interested in music. — Well, let’s look for something else. — Oh, have a look at this wonderful book of fairy tales! It could be a good present for Mary. — Frankly. I don't think she likes fairy tales. We aren’t five-year-olds! — Yeah, you are right, it wasn’t a good idea. © — Listen, we could buy a new CD player for her. — I don’t know... It’s very expensive. ^ — You’re right. Let’s think of something cheaper. © — Why don’t we buy a poster with her favourite tennis player? — Yes, but don't forget she’s already got five posters in her room! — Well, 1 see we should think of something else. © — 1 have an idea! What if we buy a box of chocolates for...? — That would be great, but you forget — she’s always on a diet! — That’s true. We should go for something that’s not for eating. © — Oh, let’s buy a football for Mary — she can play with it any time! —You’re joking! Do you think girls play football in the playground after lessons?! — OK. How about a tennis racquet? 3c Put the ideas from Ex. 3b in the order of importance and explain your decision. 29 UNIT 2 Lesson 4 Speaking 4a Look through the conversations again and complete the mind maps with the expressions the teenagers use. Le Rea la f I 4b In groups of three or four choose a present for one of your classmates. • Follow the steps: Take a card with the name of one of your classmates. Make a list of possible presents for him / her. Discuss these presents using the ideas from Ex. 3b. Report your decision back to the class. Explain your choice. 1 2 3 LANGUAGE SUPPORT 1 Reporting a decision • WeVe decided to buy... for. • We suggest buying... for... • We chose ... because... • We are sure / We hope... I n Writing 5 Choose one of the topics below and write 80-100 words. 1 The present I would you like to get 2 My “once in a lifetime” present 3 The most horrible present I ever got 4 A present I would like you to give to my best friend • You can start: The best present I have ever got..., etc. • Explain why you are going to write about it. • Describe the present. • Say when you got it / you are going to give it. • Describe what the feelings were / are going to be. 30 UNIT 2 Lesson 5 |,esson 5 The power of advertising Reading la Read what British teenagers wrote about advertisements and decide which of them are for TV advertising and which are against. I like clever adverts that are fun to watch and stick in your head. That is the way people get entertained and the goods get advertised. I think that some songs are really cool and 1 cannot stop singing them for weeks. \ в All you hear on TV is discounts on goods or half price on food or clothes. They are always saying that prices go down — but this is simply not true! It's just saying — come and buy. Boring and repetitive! I’m just tired of it! They're annoying and stupid; I can’t stand them. TV advertising doesn’t let you think, it's like chewing-gum for your eyes. You should be selective about what you watch; if you watch everything non-stop you may go mad. D TV advertisements make us well informed. Without them \we wouldn’t know what new goods are on sale. Also I like funny ads that encourage people to buy presents for each other. Ads are so amazing and they make me laugh. Classic! 1 don't like ads because you have to wait about two minutes until you see the programme you were last watching. They’re on everywhere and all the time. They make ’ me cringe! I think adverts should be banned! I find TV advertising very relaxing. After a long day at school it takes away all your worries. Sometimes they are more interesting than programmes. Who needs TV shows when you can have commercials! Great! 1 г ! 1 b Read the paragraphs again and find out which of them; 1 compares TV adverts with other programmes? 2 gives a piece of advice? 3 mentions the music? 4 draws our attention to humour? 5 mentions people's intelligence'?^ 6 says that adverts are useful? 7 says that advertisements sometimes tell lies? 8 says that ads should not be allowed? 1 c In pairs discuss the opinions highlighted in the paragraphs and choose one that is closest to your opinion. • Give your reasons. 31 UNIT 2 Lesson 5 Vocabulary 2a Look at the words in bold in Ex. 1 a and answer the questions: 1 What do they have in common? 2 How do they differ? 2b In the extracts in Ex. 1 a find the words and phrases that mean: 1 be easy to remember 2 get amused and interested 3 become cheaper 4 done many times and in the same way 5 making you feel slightly angry 6 careful about choosing what to do, buy.Vatch, etc 7 help people do something 2c Fill in the gaps in the questions with words and expressions from the box. • Change the form of the words if necessary. • Practise asking and answering these questions in pairs. 1 Isn’t It... when you keep your TV on all day long? 2 How do you prefer to...? 3 Are you ... when you choose what to watch on TV? 4 Do you think prices are..or going up? 5 Can advertising ... you to spend money on new goods and products? 6 Do advertisements........easily? 7 Do you find ... ads boring? repetitive stick in your head encourage go down selective annoying get entertained 3fe 32 UNIT 2 Lesson 5 2d Choose the correct alternative in the following sentences. 1 There was a really exciting / excited football match on TV last night. 2 Have you heard this surprising /surprised news on the radio? — Yes. I was really shocked/shocking. 3 My parents always get worrying / worried when I watch TV for too long. 4 Watching TV programmes is a very relaxing /relaxed pastime. 5 Don’t you think that watching programmes non-stop is extremely bored/boring? 6 My school results are very encouraging / encouraged. Writing 3a In pairs go through the paragraphs in Ex. 1 a again av^d find the sentences / parts of sentences in which the authors: 1 express their attitude to adverts 2 explain why they feel that way 3 suggest what should be done / give advice 4 state feelings more strongly 3b Look at what you found in Ex. 3a and answer the questions. 1 Are the sentences expressing attitudes at the beginning, at the end or in the middle of the paragraph? 2 Do the explanations come before or after attitudes are expressed? 3 In what part of the paragraph do the suggestions / advice come? How do you know that they are suggestions / advice? 4 Is there anything special about the sentences which make the statement stronger? 3c Compare paragraphs В and E in Ex. 1 a using the questions below. 1 Wliere do the writers state their opinion, at the beginning or at the end of the paragraph? 2 Does the explanation follow the statement of the opinion? 3 Which of the paragraphs is more logical? Wliich IS more emotional? 3d Study the chart showing the typical structure of a paragraph and answer the questions. 1 If you follow the scheme, will your paragraph be more or less logical? 2 What would you change to make it more / less emotional? 3e Write your own paragraph giving your opinion about advertising. • Use the Language Support box for help. LANGUAGE SUPPORT 1 Paragraph Structure Stating your attitude I think... I find them... I believe... Developing your ideas /giving explanations This is the way people... This is so because... They make me... I can’t stop... Гт just tired of them! Suggesting further steps / giving advice They should be banned! You should be... If... you may... UNIT 2 Lesson 6 Lesson 6 Pocket money Warm-up 1 Read the postcards and say what the son wants his father to do. What is the father’s answer? 2c -^c.Uxl ^ cf ^г[ц,\А$ алА Uu(Lu]^i\^ [юхА. WHh Ш1 I" CkUl'-t « fiHHil Cr mLxihiXihf ЗГ ЯеьА^ if tjtu w,(Ak( iiLie, соя jvfrt (че 0. wu'^, 5" moiaA \(л'€ tc -И'ОМ (AC)U 'j Vcw‘ c Dear Son. L i ё i \ UNO" ^ „ccaNOgrapUy ecoNOnncs,«« .,,,eNOn#^« ^,„svO« anhoNOrs^W«^p„,so»tot NOt totget * ob\c kNOnb^‘'ft‘= ‘ eNOogV'- you • Lo'C’ Dad never Listening 2a Discuss in pairs and answer the questions: 1 How much pocket money should teenagers of your age get? 2 Wiiat do you need pocket money for? Make a list of five things. 2b Listen to these British teenagers talking about pocket money and fill in the table. How much pocket money do they get? Are they good at saving? Laura Amy John Kate Eddie 34 UNIT 2 Lesson 6 Listen again and complete the mind map with the teenagers’ ideas. 2d Answer the questions: 1 Do you think it is a good idea to save money? Why? 2 Add your own ideas to the mind map (Ex. 2c). Language work ^ 3a Go back to the table In Ex. 2b and say the numbers. 3b ^1 Listen and write how much pocket money the teenagers get a week. • To check the answers, say the numbers. speaker 1 Speaker 5 Speaker 2 speaker 6 Speaker 3 Speaker 7 speaker 4 Speaker 8 3c Read some information about British teenagers on the cards your teacher will give you and talk to your classmates to find out the missing information. Question Boys Girls 1 How much pocket money do they get? 2 How many teenagers spend their money on books? 3 How many teenagers buy comics or magazines? 4 How many teenagers save money to buy computer games? 5 How many teenagers buy CDs and DVDs? Writing 4 Together with your class take part in an internet teenage forum on saving money. О + https://www.teensav1n9.com/help How do you spend your money? Write four or five sentences explaining your position. Use the ideas from the lesson and these extras ones here: 1 why teenagers need pocket money 2 how much pocket money you would like to get 3 whether saving money is a good idea and why 35 UNIT 2 Lesson 7 I esson 7 Check your progress У 1 l/ 1b Say which of the pictures in Ex. 1 a describes your style best. Example: I don 'f like formal things like suits and ties. Boring! I prefer looking a bit romantic. White, pink, bright blue and green are my colours. Language work 2a Read what Charlie thinks about Tracy and answer the questions. >nal Tracy must be at school. She’s 15. She likes wearing sporty clothes, so she might be a tennis player. Perhaps she could be a rock music fan. She can’t be an aggressive type of person. She has a charming smile. Is Charlie sure that Tracy is a pupil? Is there any evidence? Why does Charlie think that she is not aggressive? Is it true that people who wear sporty clothes always do sports? Can Charlie be sure that Tracy does sports? Is there any evidence that Tracy loves rock music or is it a guess? 41 UNITS Lesson 3 2b Look at the people in Ex. 1 a and say what you think about their character judging by their appearance. • Use the LOOK box and the words in the box. LOOK creative serious cheerful understanding confident honest shy jealous enthusiastic attractive sporty careful (un)friendly aggressive healthy (dis)honest reliable successful charming generous lucky Modal verbs expressing deduction must V Tracy must be at school. She is 15. can’t V She can’t be aggressive. She has a charming smile. could V / might V She could be a rock music fan. She might do sports. 2c Look at the people in Ex. 1 a again and say where they must / could / might be going to. Example: Tracy might be going to a gym. Listening 3a Listen to these interviews with the 3b Read what Charlie said about the teenagers in teenagers from the pictures in Ex. 1 a and find out if their style shows their character. pictures (Ex. la), listen again to the interviews and if he was right. 1 2 Yes / No Andy Sarah Sam Laura 4 5 6 Andy might be a DJ. Andy must love to be the centre of attention as hi wears very bright clothes and has a funny hairdo. Sarah must be indifferent to what her classmates think of her clothes. She does not follow fashion. Sam can’t be sporty. He wears glasses. Sam might like casual clothes on Sundays. Laura must be from a rich family because she wears expensive clothes. speaking In groups of three or four discuss the following statements and report the results to the class. • Use the plan alongside the statements to organise your report. 1 Say which of the statements you agree / disagree with. i. 2 Explain why you agree / disagree. A People are what they wear. В Clothes never tell the truth. C The right choice of clothes helps a lot. 3 Give examples from your personal experience to illustrate your opinion. 1 R a i d Writing 4 Give advice to other teenagers on how to choose what to wear. 5a Choose one of the statements In Ex. 4 and write a short paragraph on the topic. (3 5b Choose a place you are going to and write a short paragraph about what you would wear. Example: If I were going to a birthday party, f would dress differently because it depends on whose party it is. If I were going to my granny's birthday party, I would certainly put my blue dress on as my granny likes it very much, and I do too. a picnic a sport competition a rock / pop concert school a disco 42 \ I UNIT 3 Lesson 4 I Are you a party person? Reading la Read what people say about parties and match the photos with the texts. i in the ind say It was my elder brother Charles’ birthday and he was coming home from Oxford after graduating from university. So there were two reasons for a party. But my parents and I kept it a secret from Charles. Charlie is lively and he likes crazy jokes and being at the centre of an event. He hates being on his own. When he entered the house it was dark and seemed empty. But the next moment there were all his friends with presents, kisses and balloons. The funniest thing was when we all started throwing empty eggs at each other and somebody threw a cake at Charlie and then we all sang round him and he was laughing. We all had great fun. And Charlie was really happy. Everyone’s been talking about the fun. And now it seems that the whole town knows about the party. Did people start talking about the party some time ago? Are they talking about it now? What was the result? I'm very shy in public and I usually stay away from discos and parties where there is dancing. I’d love to be more outgoing like Katy and Nina. They invited me to a fancy-dress party on Sunday. We all wore masks and I was dressed like Snow White. I felt safe in those clothes. So I soon joined in the dancing and I was a real hit as a dancer. I loved it and, for once. I forgot about being shy. When I came back home my mum said, "You look tired and happy." And she was surprised to hear me say. “I've been dancing all night!" 1 Is the girl dancing now? 2 Has she finished dancing recently? 3 As a result of this how is she feeling about it? I’m a real party person. I love being the centre of attention at parties and some people think that I’m a show-off. But that’s not true. I just love being with people and having a good time. At parties I play jazz and sing rap and I'm always in a good mood. That’s my idea of a great evening out. Since mv last party I’ve been learning how to do tricks. And now I’m quite good at it. Did the boy know how to do tricks before the party? Did he start learning some time ago? Is he still learning now? What is the result? 43 UNIT 3 Lesson 4 I lb Read the texts in Ex. 1 a again and choose the right answer. 1 Charles’ family (Text 1) a) helped him to start his career as a party leader b) kept his secrets c) made a special day for him 2 At the event (Text 1) a) there was a fight b) everyone enjoyed themselves c) no one liked the meal I The girl usually didn't go dancing (Text 2) a) because of her personality b) because she was a bad dancer c) because somebody had laughed at her The person likes (Text 3) a) learning b) performances c) being at the centre of events Vocabulary 2a In Texts 1, 2 and 3 find these words and phrases and choose the right meaning 1 keep something secret a) put it somewhere in a secret place b) do not let other people know about it 2 be on his own a) оставаться собой b) оставаться наедине с самим собой 3 shy a) застенчивый b) раскованный 4 join in a) присоединить b) принять участие 5 а show-off a) участник шоу b) воображала, позер 6 have ап evening out a) enjoy oneself away from hor b) enjoy oneself at home 2b Fill in the gaps with the right words from the texts. 1 I often felt nervous while talking to other people. I think I'm too s.... 2 Some teenagers s... a... from all sorts of parties because they think they are not party people. Language work 3a Answer the questions alongside Text 3. 3b Find more examples of the present perfect continuous in Texts 1 and 2 and do the following tasks. 1 Answer the questions alongside Texts 1 and 2. 2 How are tliese three examples (in Texts 1. 2 and 3) different? 3 Suggest a rule for using the present perfect continuous. • Check with the Grammar reference. LOOK Present perfect continuous have / has been Ving I've been dancing all night. I have been dancing all night. How long have you been dancing? 44 If you want to make your party a surprise, k... its.... My friend and I went to a disco last night. It was a great e... out. Do you sing, Molly? Please, j... the choir. 3c Answer the questions. Example: Why are you looking so worried? (look for) / Ve been looking К 'A for my Walkman for ages! г- UNIT3 Lesson 4 2) ler Tihome It. г. Why are your hands covered with flour? у (make) t K. V. Ч s . Why is your hair v/et? ! ? (wash) ■2^ N=> Л Your shoes are very r-« J r * |Л' к You seem to be out of breath. 7j Ш H Ч I I ^1’ ГГ. ■ V (take part) Translation 4 Read the sentences and choose the best Russian equivalent for the underlined words. 1 We all had great fun at the party. a) веселиться b) иметь веселье 2 I just love being with people and having a good time a) хорошо проводить время b) проводить хорошее время Writing 5а Write about your personal experience of parties. • Use the plan below. 1 Say if you think you are a party person or not in one sentence. 2 Tell a story about a party you went to: a) Why was the party organised? b) Who was present? c) What did people do? d) What did you do? e) How did you feel? f) How do you feel about it now? 5b What could you say in these situations? • Use the verbs m brackets. • Write the answers in your exercise book Example: You are the host of the party. You look very tired, (cook) — /Ve been cooking for three hours. 1 You look sick. You caught a cold two days ago. (be ill) 2 You have passed your test, (study) 3 Your parents have given you a new computer. You feel happy, (dream) 4 Paul has got a wonderful shell from under the water. He dives well, (practise) 5 Sam looks sad. She has not bought the video she wanted to see. (look for) 6 You have prepared a present for your friend's birthday. You want it to be a surprise for him. (keep a secret) 45 UNIT 3 Lesson 5 Lesson 5 Tame your time Warm-Up 1 Match the sayings. 1 Time heals all wounds. 2 Better late than never. 3 Time is money. 4 Never put off till tomorrow what you can do today. IQ a) Время— деньги. b) He откладывай на завтра то. что можно сделать сегодня. c) Время — лучший врач. d) Лучше поздно, чем никогда. 2с Vo ЗЭ: Reading 2а А youth magazine asked teenagers to write on If I had another hour in every day! Read the letters from Rick and Lucy and say if they have any problems with managing their time. Dear Sarah, Today's Sunday. I was at home working on my report on the local rivers and lakes that I have to present in class tomorrow when my friends called. They invited me to an internet cafe to take pad in a game competition, but I couldn’t go as I have a lot of things to do. After lunch I'm having an ad lesson and I usually arrive just on time and my teacher keeps telling me that I should come a bit earlier. Then my friend and I are meeting at the tennis coud, and after that my dad and I are buying a present for my granny, which might take a lot of time. When I get back I have to practise the piano for at least an hour and a tialf. If there were no music school on Monday, I wouldn’t do it today. After dinner I have to take my dog for a walk and then I have to do my English. I never waste my time. I'm going to be busy the whole day and I'm sure that at the end of the day I’ll be very tired. This is always the case with me. If only I had another hour in every day! Love, Rick 2b Read again and answer the questions. • Report what your group has found about Rick / Lucy. • Decide whether he / she is good at managing his / her time. 1 How many things did Lucy / Rick do? 2 Did Lucy / Rick plan any activities for the day? 3 Did Lucy / Rick manage to do everything they planned? Why? 4 Would Lucy / Rick want to change anything if there was a chance? 5 How does Lucy / Rick feel about the day? 46 1 - 2 • Group A; Read Rick’s letter. • Group B: Read Lucy's letter. Does he want to practise the piano? Do you think someone has told him to practise the piano? Is it necessary for him to practise the piano? Why? Dear Sarah, ; I’ve had a great day today. In the morning i as soon as I started to do my homework thei telephone rang and I was so happy to hear Nelly, a friend of mine, and she told me all sorts of stories about her friends and we chatted about the last episode of Friends. It took us about an hour or more! Then I put some of Nelly's stories into my diary and illustrated them with pictures. By this time I had to go to school. At school there was a poetry contest and! a boy from our class got the first prize. His ' poem was great! Then I tried to write a poemf, but managed to write only two lines. After 1 came back home I fell asleep and had the fantastic dreams and 1 decided to write aboi them in my diary. Some day I might write a fantasy about my dreams. It’s late at night at the moment and I’m writing to you. Unfortunately, I’m short of time and I won’t be able to do my homework! carefully. My mum says I’m lazy because if a job is difficult I put it off to another day. If I had one more hour a day I would spend t on... I really don’t know on what. Love, Lucy u V ost It UNIT 3 Lesson 5 2c Give advice to Rick / Lucy on how to organise his / her time better. Vocabulary 3a Find the phrases in the texts which mean: 1 немного раньше (Rick’s letter) 2 тратить время (Lucy’s letter) 3 быть занятым (Rick’s letter) 4 лениться (Lucy’s letter) 5 откладывать (на некоторое время) (Lucy’s letter) 6 иметь мало времени (Lucy’s letter) 7 терять время (Rick's letter) 3b Give at least three reasons that might stop you from managing your time well. • Use the words and phrases from Ex. 3a and those in the box. Example: If a job is difficult I might put it off to another day. leave until the last minute be late for Language work 4a Answer the questions below Rick’s letter. LOOK 4b Say what you have to do this week. Why? Example: I have to surf the internet because my teacher asked me to find information on tornadoes in the USA... Modal verb have to don’t have to = not have to I have to practise the piano. I don’t have to do it now. Ф / Writing 5 Fill in the table following the instructions. 1 Make an unrealistic timetable for the weekend; include everything you have to do and you’d like to do. Use a pencil. Think of how much time will be enough for each activity and write it in the appropriate box. Count the total time. 4 Make your timetable realistic by crossing out / erasing the things that can wait or you can live without. Or you may want to add something else. 5 Think what can prevent you from doing each of the things now left in your timetable. 6 Try to carry out your timetable. BUDGETING YOUR TIME How much time 1 need for this activity What can prevent me from doing it Things 1 have to do 1 Homework 2 hours 2 • • • Total: Things 1 would like to do 1 Play a new computer game 2 hours 2 . « . Total: ''1 UNITS Lesson6 I esson 6 I have changed Listening 1 a l*w| Listen to the radio programme and say what the main topic is. 1b ^ Listen again and for questions 1-4 fill in the missing information. • Use only one word in each case. 1 Simon has got interested in .... 3 Claire has become more ... 2 Nelly hasn't changed her.... 4 Robbie listens in class .... Language work 2a Read what the teenagers have said and answer the questions alongside the pictures. I’ve recently joined a rock band and it takes all my free time. And I’ve started taking my music lessons seriously lately 1 2 3 4 5 6 Has he been playing with the band for a long time? Did he start playing with it not long ago? Did he always take his music lessons seriously? Has he changed his attitude to it? Did it happen long ago? What makes you think so? (In both cases.) I haven’t changed my style yet 1 2 3 Has she already changed her style? Is she going to change her style? What makes you think so? I’ve always been cheerful and creative, and that hasn’t changed — I’m still cheerful and creative. V. 1 2 3 4 Did she have the same character earlier? Has anything changed in her character? Does she think that she may change? What makes you think so? 48 UNIT 3 Lessor 6 mon У 2b Complete the sentences. Example: I Ve joined a rock band and I (lately/ started / have / seriously / taking music). - / Ve joined a rock band recently and I Ve started taking music seriously lately 1 1 used to see Nancy a lot but I (her / lately / not / seen / have). 2 I’ve always been openhearted and I (openhearted / still / am). That hasn't changed. 3 I’ve changed a lot but I (yet / lost / not / love for hamburgers / my / have). 4 Sally (recently / moved / has / to a new flat). 5 1 can’t go out as I (not / yet / my work / done). Speaking 3a Write down three things that you think have changed in you recently or lately and three things that haven’t changed. • You can use the ideas from the box. take my lessons seriously cut hair grow up become more reliable arrive at (meetings) on time become taller / thinner become more generous understand my parents / brother / sister like my character / appearance Example: I've started to take my lessons seriously lately I've always been a good listener and Гт still a good listener. LOOK Adverbs associated with tenses: lately, recently, still, yet (Recently) I’ve recently joined a rock band (recently). (Lately) I've started taking my music lessons seriously lately. I haven’t changed my style yet. I’m still cheerful and creative. 3c Find what you and your classmates have in common. • Follow the steps. 1 With the notes you made in Ex. 3a and 3b walk around the class and find at least one person who has written about the same change as you. 2 When you have found the person, find out as many details about the change as you can. Example: (I have become more creative lately) Why do you think so? Are you happy with this change? etc. 3 Answer your partner’s questions. 4 Report to the class what you and your partner have in common. Claire L . f □ 3b Write down at least one thing that you would like to change in yourself but you have not changed it yet. Example: I haven Y changed my style yet but I'd like to change it. 4 Write a paragraph starting with the phrase It is amazing how much I have changed. Have yt^changed? ^ { Д*. J 0 О Q ^ I’ve changed recently. ^ UNIT 3 Lesson 7 I esson 7 Check your progress 1 Choose the right phrase. 1 Never... until tomorrow what you can do today, a) put away b) put off c) put on 2 Don't be so sad. Sally. Please ... the party, a) join in b) join with c) join to 3 We сапЧ buy a bicycle. I'm afraid. We're ... money, a) short with b) short out of c) short of 50 I usually ... parties because I don’t like dancing. a) stay away from b) stay on c) stay away with I love to have fun with my friends but sometimesl I prefer... my own. a) to be away from b) to be on c) tobev.* 6a Rea Witt 1 ^ 2 ’ 3 E Score: 5 2 Complete each sentence with the word at the end of the line. • Change the form as necessary. Example: Individuals bom under this zodiac sign are usually quite polite, generous and of a jolly nature. They have a brilliant mind and their intelligence gets easily reflected in the way they talk and look. They are very (1)..., kind-hearted, and (2)... by nature. Money comes easily to them and they are very (3)... with it. You will hardly find them wasting their money. Gemini individuals are very good at discussions and are very (4).... However, they face a lot of difficulties while going up the ladder of (5).... They love the finer things in life, like arts, dance and music. 3 Fill in the gaps with /nust, can't, could or might. Andy; Look, there’s light in the window. It (1)... be Mum. She’s usually at her office at this time of the day. but do you think she could have come back earlier? Rick: I don’t think so. As far as I know she went to London on a business trip today. No, certainly, it (2)... be Mum. Andy: And Dad? It (3)... be Dad either. He’s abroad at the moment. Rick: Ah. I see now. Sarah’s got the key. It (4)... be Sarah. generosity confidence enthusiasm care ambition successful Score: 5 Score: 4 4 Choose the right form of the verb. 1 'You know Manchester well.” — “I was/am/have been living here for ten years." 2 I wrote to Ronny a week ago but he doesn ’t receive / hasn 'f received / hasn T been receiving the letter yet. 3 I’m so happy. Since 1 returned home I am/have been/was playing tennis every day. 4 Tom hasn’t changed a bit. He is still/has still been/was still a serious boy. 5 Choose the best translation. 1 Goodbye, Jimmy. Please keep in touch. a) Пожалуйста, держись вблизи. b) Свяжись со мной. 2 1 usually arrive on time. a) Обычно я приезжаю вовремя. b) Обычно я приезжаю на время. UNITS Lesson? iS ;ith □ 6a Read the interview with Nick Freeman and match the questions with the paragraphs. • There is one extra question which you do not need to use. 1 Would you ever let your style be influenced by anyone? 2 What style do you prefer? 3 Do you think boys care about how they look? 4 What were the worst clothes you've ever worn? Usually, for guys it's not so important, but for me, my appearance does matter. After ail, I expect girls to take care of how they look, and I want to look as good as they do. Girls do notice your hair, and a lot of guys don't have such great hairstyles, but it’s easy for boys really — if you wear a suit, people will think you are smart and serious. And that’s my usual style. Sometimes, I do dress down and put on an old T-shirt and a pair of jeans, with some trainers. In the end, though, I think the most important thing is personality: when you meet girls that’s what shines through. But it does help to look as good as you can. I : □ □ □ В Let me think... in my fourth year at school, I had this top from a shop in the Kings Road, in Chelsea, which was dead trendy at the time. I thought I was really cool, and my mum thought I looked great too! The top was bright red and it had some kind of trendy logo on it. I wore it with turned-up jeans and Doc Martens. Last Christmas my mum showed me the photo of me wearing the top and jeans, and I just thought: “Oh, no!” It was an accident waiting to happen. But it got worse actually. When I was doing my A-levels, I bought a tight beige top with something like “Stretched To Fit" written on it. I thought it was really great, but... it was the worst £10 I've ever spent in my life. No way! I wear what I want to wear. My fashion style isn't dictated by what’s on the high street, and no girl is going to tell me what to wear. Probably, if 1 am honest it has more to do with what my mates are wearing. The mam thing, though, is to feel confident about yourself. If you’re not comfortable with what you're wearing, you don’t fee! confident, so I'd only wear what makes me feel good. 6b Read and decide true (T) or false (F). 1 Nick thinks that boys should look like girls. □ 2 He thinks that a good hairstyle is important for a boy's image. □ 3 Once Nick had an accident because of his clothes. □ 4 He was not very happy with his top designer clothes when he was at school. □ 5 He does not care a lot about what is in fashion. □ 6 Nobody influences his style. □ 7 He feels good when he is wearing what other young people wear. I I Score: 9 Score: 21 Total score: 50 UNIT 3 Lesson 8 I esson 8 Do You Know Me? quiz You are invited to take part in the Do You Know Me? quiz. You can win a prize if you prove that you know your classmates best of all! If not, you will be able to learn many new and interesting things about your classmates! You will be able to tell things about yourself that nobody knows! At home make a poster about yourself. • Keep it secret from your classmates. • Include; a paragraph describing your best personal qualities (Ex. 5b Lessons 1-2) a paragraph about your attitude to clothes (Ex. 5a / 5b Lesson 3) a paragraph about your personal experience at parties (Ex. 5a Lesson 4) your time management chart (Ex. 5 Lesson 5) a paragraph starting with the words “It is amazing how much I have changed” (Ex. 4 Lesson 6) Add to your poster; your emblem (It can be a drawing or a thing, a piece of art that you think shows most about your character. Be ready to explain how this emblem shows your personality.) mysterious photos about you or your life Use the chart on the next page. (Choose as many categories as you like.) □ □ □ □ □ □ i 2i 52 'I UNIT 3 Lesson 8 ASSOCIATIONS CHART Category 1 can associate myself with Reasons Plant Colour Clothes Animal Music Sport Furniture Example: chair Because Гт easy to deal with and don't hke to be on my own. Гт creative and not very serious. Season 2 in class take part in the Do You Know Me? quiz. у 1 Give your poster to your teacher so that nobody can see it. 2 Take any other poster and read very carefully about one of your classmates. Try to guess who he / she is. 3 Present the person whose poster you have read. Say your guess about who this is and give your reasons. 4 Listen to other presentations and take part in the discussion about who that person is. 5 Show your poster and answer your classmates’ questions. * Л I a- Ч. ■\ - b //r-' aV 53 People who stand out Lessons 1 -2 Everybody knows them Warm-up I Ф 9 \ la Look at the pictures and say who; 1 changed the course of history in one of the biggest countries in the world 2 was famous for his great paintings 3 was one of the greatest heroes in the battle for Russia 4 has been a pop star since the Seventies 1 b Who do you think should be in the empty frame? Why? Vocabulary 2a Read the words in the box and mark those that you do not know and cannot guess. star superstar celebrity world-famous best-known well-known make a name for oneself / make one*s name as achieve / win fame genius become famous (overnight) brave courageous hero outstanding prodigy 2b Find the meaning of the words you do not know. • Two of the definitions are in the wrong place. 1 prodigy n a) to succeed in doing something (especially hard) 2 celebrity n b) somebody who is famous, especially in a particular place among a particular group of people 3 brave ad/ c) can be said of someone who is not afraid of taking risks, and seems to like doing new, dangerous, unusual or shocking things 4 courageous ad/ d) can be said of someone who does not show that he / she is afraid in a frightening situation or when he / she has to do something dangerous, painful or unpleasant 5 achieve v e) a person who has unusual and very noticeable abilities, e.g. an unusually clever child may be called a child... 6 outstanding ad/ f) much better than most others ii IJ 54 UNIT 4 L 2c Group the words and phrases in Ex. 2a according to the headings in the table. Words for famous and successful people Phrases for becoming well-known ^ Words for special beha Reading 3a Match each heading in the second column with the appropriate paragraph starter in the third column, Order Biography of a famous person Career 1 He/She was born in... Dates and birthplace 2 He/She (...) is well-known / world famous ...because... 3 People all over the world know / remember him / her because... Education 4 He / She (has) got... / made... / received... / won... 5 He/She (has been/was) awarded... 6 He / She (has been / was) a success because... Why she / he is famous 7 He / She (has been / was) known as a ... (features of character and behaviour) Achievements 8 He / She studied in / attended / graduated from /... Personality 9 He / She (has) worked as... 3b Put the headings in Ex. 3a in a logical order. Use the first column for numbering. • Discuss your order in pairs. • Is the order of the paragraphs important? Why? • Do you think that the order of the paragraphs should be always ihe same? Why? )c Group and order the paragraphs on page 56 to make two texts. Walter Elias Disney 1 2 3 4 5 I 6 L . i - I i ' wssm u “• .. r ' 1 -iN Timur Bekmambetov 1 2 3 4 5 6 UNIT 4 Lessons 1-2 © Walt Disney is known as a famous cartoonist and a creator of studios and entertainment theme parks. He made many wonderful, enjoyable movies like: Snow White and the Seven Dwarfs, Pinocchio, Bambi and many more. He also created Mickey Mouse. Walt Disney was a brilliant man and he will always be remembered for the enjoyment he gave so many people. He worked hard throughout his schooling. Walt developed his talent when he attended the Academy of Fine Arts at night. At the same time he took a job as a paperboy to support himself. © Actors who work with him always say he is “a director who has talent and integrity”. "I love big posters and big trailers for a big movie that plays in big theaters. I live in an ambitious country, and a film culture in an ambitious country must be ambitious." adds he. He was born on 5 December, 1901 in Chicago, Illinois. In 1923 he signed a contract to make cartoons With his older brother, Roy, Walt moved to Los I Angeles to set up a cartoon studio. The year 1928' was a big year for them; the Disney cartoon i characters Mickey and Minnie Mouse first appeaii in a film called Steamboat Willie and Mickey. Minni^ and Walt Disney became famous. ® He achieved so much in his lifetime. He madg more than fifty full-length movies and won 48 Academy Awards. The first Academy Award came in 1932 for Rowers and Trees in the best cartoon category. In 1955 when Walt was 54, he opened the Disneyland theme park... and he did not stop there. Before his death in 1966, he ШШ the land for Disney World in Florida. y© Although he is only 47, Timur Bekmambetov is already one of the most famous directors in world cinema. His hits are Niaht ■ Watch (Nochnoi Dozor) and the sequel Day Watch (Dnevnoiowi Based on a popular series of books by the Russian author Sergey! Lul^anenko. the films explore the age-old struggle between good'; or light forces, who operate during the day with supernaturai i powers, and evil, “dark" forces, who move about at night He is r J going to begin filming the third film in the Night Watch series © Born in June 25,1961 in the small town of Guryev, Soviet Union — now Atyrau, Kazakhstan — Bekmambetov spent his childhood watching all kinds of films, as well as priding himseif on being the only intercontinental student at his school. Each day he walked to school, Timur crossed a bridge from his home in what was technically Asia, over to his school in Europe. He made his very first movie, g ghost story, when he was 10 years old. shooting with an 8 mm camera at a summer camp. © © He was very hard-working, talented and motivated. He felt that all the people who worked for him were part of his family, the Disney family. He was also very generous to the young and the old. © Timur Bekmambetov has made a number of films Giat have had enormous success in Russia and abroad. He has received several international awards for his films: a Silver Raven at Brussels International Festival of Fantasy Rim and the audience award as the best director at European Rims Awards, etc, and has earned a reputation as one of the most innovative and in-demand directors in Russia. ® The director graduated from the prestigious A. N. Ostrovsky Institute of Theatrical Arts m Uzbekistan inttie 1980s. 3d Give a heading to each paragraph in Ex. 3c. • Use the headings from the second column in Ex. 3a. His first job was working as a set designer for fi'mjj and theater. In 1992, he wrote and co-directed nisfin film, Peshawar Waltz, about the war in Afghanistan.nJ Bekmambetov made a name tor nimself by directir^ J commercials and music videos. He worked on carrrf for Pepsi and Daewoo cars, getting several advert sfl awards for his work. GLOSSARY paperboy — разносчик газсг infcgrily — честность ambitious — cf Russian амбициозны! sign a contract — подписать контракт sequel — продолжение age-old — npciiimii supernatural powers — сверх boctcctbi силы pride oneself on — гордиться чем-либо: inter-continental — межконтнненталм innovative — оригина.пьнып. соврсмсн! in-demand — востребованный prestigioas — cf Rttssia/i прест ижный 56 Ipons. bared Innie ow UNIT 4 Lessons 1-2 Language work 4a In paragraphs F and К in Ex. 3c find the underlined words and answer the questions. 1 What verb form is used in paragraph F? In paragraph K? 2 Why are different tense forms used in these two paragraphs? 3 Does it help you to understand who is dead and who is alive? 4 Wliat heading did you give to these paragraphs? 5 Why is the difference in tense important here? 4b Look at these art and culture celebrities and put the verbs in brackets in the correct verb form Charlie Chaplin (1889-1977) к -1 M -иные l6o IbHblM сенный 4* 1 Nikita Mikhalkov ... (make) wonderful films such as A Slave of Love, Five Evenings, The Barber of Siberia and many others. 2 From 1811 until 1815, Jane Austin ... (write) her three major novels Sense and Sensibility, Pride and Prejudice, Mansf/e/d Par/c and ... (achieve) success as a published writer. 3 Anna Netrebko ... (sing) many soprano parties in different operas and ... (become) one of the music world’s most beloved stars. She ... (also, appear) throughout the world in concerts, musical performances and festivals. 4 Charlie Chaplin ... (work) in the USA in silent black and white comedy films. 5 For her brilliant performance in the play Mamapapasonsobaka in Sovremennik Theatre Tchulpan Khamatova ... (receive) a prize lor the best female role. 6 Dmitri Kharatyan ... (play) leading roles in many Russian films. 5 Write a biography of any famous person of your choice (about 150-200 words). Display your biographies in class and decide on the best work. • Use Ex. 3a and 3b to help you. • Pay attention to the verb tenses. UNIT 4 LfcS:;on 3 Lesson 3 Who is a hero? Warm-up 1 a Look at the pictures on pages 58-59. What do you think they show? .Ci 7-^' 1 b Read the phrases and say which of them describe a real hero. 1 a famous basketball player who is a star in the NBA 2 a woman who stops working to care for her mother who is seriously ill 3 a rich businessman who gives a very large sum of money to build a school for children who have no parents 4 a nine-year-old girl who saves her little brother from a fire Vocabulary 2a Think of the Russian equivalents for the words and phrases in bold. • The context will help you. 1 She has set herself the goal of getting a job in a good travel agency and she is doing ^ everything to achieve it. 2 A hero is someone who sets an example of brave behaviour. 3 A little girl saved her kitten from the fire — it was a really courageous deed for her age. 4 A man of words and not of deeds, is like a garden full of weeds (сорняки). (Nursery rhyive) 5 My friend is a very courageous and honest boy. He will always stand up for what is right and never gives up in difficult situations. He is not afraid to overcome hardships on his way. That's why I respect him so much. 6 I think heroes are ordinary people like you and me but they do extraordinary deeds / V-J 3^ Л'. ^4 i V i 4 У 2b Group the words in the box. 58 heroism heroic professionalism economic optimistic minimalism nationalism romantic optimism Nouns meaning a quality Adjectives meaning a quality ^ Vs 4 t b. UNIT4 Lessons Listening 3a ® Listen to the interviews and tick who mentions what. My hero is very courageous is generous is an ordinary person is intelligent my hero achieves his goals stands up for what is right Max Masha Stepan -V C г 3b l**>l Listen to the interviews again and complete the sentences. 1 A hero is someone who.....of courage and bravery. 2 A hero IS a person who will..what is right. 3 People like him make speeches, write books and articles to. 4 My heroes demonstrate their heroism through their.... 5 I think heroes are ... people who walk in the street just like you and me. 6 I would define a hero as someone who....and ... it. Speaking 4 Look through the list below and tick five or six qualities of a hero and do the tasks. • Compare your choices with your partner’s. • Tell your partner about somebody you think is a hero. • Express your opinion about your partner’s statements (agree or disagree). Give reasons. J m А hero IS / 1 someone •у ' ■ 2 someone 3 someone 4 someone 5 someone 6 someone 7 someone 1 8 someone 1 9 someone 10 .someone 11 someone 12 someone 15- . r * /■ someone who understands a problem and tries to solve it СИ 'ho works hard to achieve a goal СИ 'ho does something extraordinary СИ 'ho finds good in everyone СИ 'ho does good deeds every day СИ 'ho thinks of others СИ 'ho is famous СИ Example: Pupil A: I think a hero is someone who does something extraordinary. Pupil B: Do you think that a person who wears his jeans back to front is a hero? Pupil A: No, but... r ^Jt LANGUAGE SUPPORT I don’t think so. That’s exactly what I think. I am afraid I can’t agree with you. 59 UNIT 4 Lesson 4 Lesson 4 Record breakers Readinq 1 Read the articles from the Book of Records and find the odd picture. ^3 \r |9 Record breakers Robert Wadlow was bom in 1918 in Alton, Illinois, USA He weighed a normal 8 lb at birth and appeared normal in size, but within a few months it was clear that he was growing rapidly. At just six months old, the soon-to-be-giant already weighed 30 lb By the time Robert started school at the age oi tive, he was already wearing a suit made tor an average 17-year-old! And at the age o1 nine, he could carry very heavy tilings like his father wrio was 5 ft 11 in tall and weighed 170 lb Wiien Robert was 22 his height was 8 It 11 1 in and he weighed 439 lb He's the tallest man who ever lived! (b) Ever tried pushing your father's car when it has broken down? Imagine pushing a truck, or a bus now be amazed by the guy who pulls Boeing 747si Strongman David Huxlev was able to perform his most spectacular stunt when he dragged a 187-tonne Boeing 747 298.5 ft m one minute 27 7 seconds. 2b ■*v \ .'Л Which of the underlined words in the texts relates to a general ability and which to a single event in the past? 2 Which of the underlined words can be translated as мог and which as смог? 3 Was it easy or difficult for Ashrita Furman? How do you know? Have you ever tried to memorise a sequence of cards m a pack”? Dominic O'Brien memorised a random sequence of 54 separate packs of playing cards all shuffled together (2,808 playing cards) in London, UK on May 1 2002 It took Dominic 11 hours 42 minutes to memorise the 54 packs, and reciting them back in the exact sequence took three hours 30 minutes. Ashrita Furm.an's got the milk when it ccrnl to breaking records In November 2003,1 record - breaker milk-shaker manaced to rj a mile in just 8 minutes 27 seconds with) a pint of milk balanced on her head! 60 r! ^ \ i *1 [-■ li UNIT 4 Lesson 4 .Л г Language work 2a Answer the questions. 1 Do you know what the highlighted words in Ex. 1 mean? 2 Can you translate them? 3 Can you recalculate them into the units of measure we use? 2b Answer the questions using metric units of measure. 1 How heavy was Robert when he was born? 2 How much did he weigh when he was six months old? 3 Was his father an ordinary man or a giant? 4 What is the world record for the tallest person? 5 What was the distance that David Huxley was able to pull the Boeing 747? 6 How much milk was Ashrita Furman carrying on her head? 3a Answer the questions alongside the text. 3b What kind of record do you think Alice, the giri in picture 2 in Ex. 1, set? • Look at the table below and describe Alice’s other achievements. • Use could, managed or was able. Example: Alice could run fast when she was three years old. V For Your Info 1 in (inch) дюйм 25.4 mm 1 ft (fooU фут 30.5 cm 1 mile миля 1.6 km 1 lb(pound) с1>унт 453 g I pi (pint) пинта 0.57 litre 1 1 (lonne) тонна 1.000 kg Age Ability / Action 3 run fast run away from a big angry dog 4 win a chess game playing against her father play chess 9 drive a car win a child’s race at the driving club 14 learn Hamlet’s monologue in ten minutes memorise long poems Writing 4a Answer the questions. 1 Winch of the records (Ex. 1) impressed you most? Why? 2 Which of them does not require training? 3 Which of them would you like to try to beat if you decided to get into the Book of Records? 4b Write about the extraordinary things you / your relatives could or were able to do when you / they were three to 12 years old. • You may refer to Ex. 3b. LOOK Could 1 could read when 1 was five. was / were able (to); managed (to) It was dark outside and I didn’t manage to read the letter. UNIT 4 Lesson 5 |,esson 5 Give it a try Warm-up 1 Look at the picture and say what records might be included in this book, Writing I TH£ BOOK OF 2a Play the Record game. • YOUR record can be included in The Book of Records for the 8th Grade! • Play three games using the cards the teacher will give you. FOR THE GRADE 3iQQ6Stloudes cf !dSt^ 2b lo Interview the winners about how they managed to win. 1 In groups think of five questions for the winner. Example: How did you manage to achieve your result? etc. 2 Invite the winner to join your group and ask the questions you have prepared. 3 Write the answers in your exercise books. 3a Read the Record Book entry and match the headings and the parts of the entry. • The first is done for you. A В C Details (the road to fame) Introduction When and where it was done D What was done Who did it 1 How many words are there in the English language that begin with the letter A? 2 Maria Gavniova set an absolute record in our class! 3 She wrote 51 words in seven minutes. A It was in the English lesson on 5 December 2003. 5 The second best result was only 23 words. Maria said that looking through the dictionary was her favourite occupation, and her family liked to play different word games. When she was six, she managed to beat her father writing a list of words beginning with S, but it was in Russian! 3b Arrange the headings in Ex. 3a in a logical order to make a Record Book entry. • What verb tense is used in the entry? Why? b Lisi la Lesson 6 Age doesn’t matter Listening la Listen to the interview and match the pictures with the three stories you will hear. doorbell light switch в UNIT 4 Lesson 6 door handle V у- ‘‘2 * • i*.- ^ iirJt Л ? iif- .5/1 <УшГ i у r ■ v’. ^ V fi *5^<. X: f \ V / r ♦ 1b Listen to the interview again and fill in the table. Age Who was saved Alex Kira Leo 63 UNIT 4 Lesson 6 Read the summaries and find the factual mistake in each of them. • Correct the factual mistakes. A An old man went into diabetic shock and Leo managed to call the ambulance. в They were skating and the little girl broke her leg on the ice. Kira pulled her out. C They were riding, and one of the horses went) crazy because of the thunderstorm. Mother got the horse under control and got help Id In pairs discuss the questions and prepare detailed answers to them. 1 Which of the children do you think was in the most difficult situation? 2 Which was the most frightening situation? 3 What words and phrases can be used to describe the children's behaviour? (See List of active vocabulary on page 171.) Language work 2a Read one of the stories you have heard and answer the question alongside. There was a little boy who saved his grandfather's life. Leo, a five-year-old boy. was soendino the night over at his granddad's flat, when his granddad went into diabetic shock and then into a coma. Leo understood that he had to get help. He was so brave. He went out of the flat into the dark corridor. The problem was he was too small to reach the light switch or any of the doorbells of the other flats. Because Leo couldn't reach the doorbells he ran from door to door in the dark and knocked on the doors until he managed to wake someone who called an ambulance. He saved his grandad's life. 2b What tense, the past simple or past continuous, is usually used in each part of a narrative? • Write the name of the tense in the right box. Which of the underlinf verb forms shows: a) a long action? b) a fact or event? Setting Speaking Prepare a story about a heroic deed. • Follow the steps: In groups choose one of the stones you have listened to (about Alex or Kira). Draw two to four sketches to illustrate the story. Write down the key words for every picture. Tell the story using the pictures. Try to follow the flowchart in Ex. 2b. Use the correct verb tenses. 2 3 4 5 UNIT4 Lesson? ned Lesson 7 Check your progress 1 Some of the words in the sentences below are used in the wrong way. Find them and replace them with the words from the box. Will Smith made his fame as a rapper But he achieved real name after he played the world famous boxer Mohammed Ali in the film AH. He says that Ali is his celebrity — he sets an example of tolerance and courage. Scarlett Johansson is one of the most outstanding film heroes, who made her film debut when she was only 10. She became famous for her roles in Lost in Translation, and Girl with a Pearl Earring, which were nominated for Golden Globe Award in 2003 3 The film genius Keanu Reeves, became so courageous because his heroes are not only brave and strong, but sensitive too. 2 Fill in the gaps with could, managed or was able. Score: 6 0 The fans of Susan Montgomery Williams say she’s full of hot air, and they’re right! In her * childhood she (1)... (blow) huge bubblegum bubbles. In 1994, Susan Mont “gum”ery Williams (2)... (to get into) record books with a 58.4 cm (23-inch) bubble! That’s larger than the size of a basketball... The record depth for the dangerous sport of no-limits free diving by a woman is 125 m (411 ft) by Audrey Mestre Ferrera in Spain on 13 May, 2000. Taking just one single breath she (3)... (to be underwater) for 2 min 3 sec. Tiie depth is greater than Japanese submarines reached during World War II. She (4)... sw/im very well when she was a little child. 3 Fill in the gaps with the words from the box. • There is one extra word. My grandmother is my (1).... She possesses the qualities that all (2)... should have. She is an (3)... woman with an (4)... emotional strength and an intelligent mind. These characteristics and also the ability (5) ... helped her survive World War II when many people died. She had (6)... a lot of hardships, but she saved her child. She also helped the people in her village and performed a real (7)... when she (8)... to save her friend’s baby from the enemy. My grandmother has always (9)... of courage and reliability for me. I love her and deeply (10)... her. Score: 4 set an example to overcome to stand up for what is right ordinary heroic deed hero managed extraordinary respect goal heroes Score: TO UNIT 4 Lesson 7 Find and correct the mistakes in the use of verb tenses in every sentence. 1 Fernando Magellan has discovered straits that now have his name. 2 William Shakespeare has written the wonderful drama Romeo and Juliet 3 Pavel Bure was a famous hockey player. 4 The Beatles have become well-known in 1963. 5 Yuri Nikulin has achieved his fame thanks to his talent and sparkling sense of humour. 5 Choose the right verb form, the past simple or past continuous. On 20 July, 2001,12-year-old Kostya and his father (1) enjoyed/were enjoying a swim in the Black Sea. Kostya^s father (2) slipped/was slipping on a wet rock and broke his nose. Kostya (3) left/was leaving tlie water to find a towel. When he returned, he (4) saw/ was seeing his father lying in the water. Kostya (5) took/was taking his 85-kg father under the arms and pulled him up into their car. He drove 15 miles to his uncle’s house. His father was taken to hospital. 6 Write a biography of Oleg Gazmanov using the facts in the table. Biography of a famous person (Oleg Mihailovich Gazmanov) 1 Career • 1988 — a songwriter (Lucy, a pop song for children) • 1989 — the start of a singing career • Since 1989 — a constant participant and winner at the popular annual • TV Awards show Song Of The Year as a singer, composer and a songwriter • Concert tours all over Russia and abroad (1997 —the USA) 2 Dates and birthplace July 22, 1951, the town of Gusev, Kaliningrad Oblast, Russia 3 Education • Kaliningrad Naval Engineering College • 1981 — Kaliningrad’s Musical College, the guitar 4 Why she / he is famous A singer, composer and songwriter, one of the most famous pop stars in Russia 5 Achievements • Four times winner of the Ovatsia National Prize • Six albums • Honorary Master’s Degree in Art of Popular Music • Medal for Children’s Love 6 Personality Oiiginality, enthusiasm, fitness, optimism, hard-working, good-natured, talent, a special image on a Russian stage Score: 5 Score: 5 Score: 20l\ Total score: 501 66 UNIT 4 Lesson 8 [esson 8 Hail of Fame Put together your Hall of Fame. It may contain portraits / sculptures of different people: your classmates, your friends and relatives or any outstanding people you know. 1 For your project collect the following things: 1 photos / pictures of the people you want to include 2 a biography of a famous person (Lessons 1 -2) 3 a paragraph expressing an opinion about what it means to be a hero (Lesson 3) 4 a list of extraordinary things that you / your relatives could / managed to do in your / their younger years (Lesson 4) 5 a Class Record Book entry (Lesson 5) 6 a story about a heroic deed (Lesson 6) LANGUAGE SUPPORT 2 In smalt groups make a list of candidates for your gallery and agree on three people. • Selection criteria: 1 human qualities of the candidates, their talents and abilities 2 deeds they performed 3 their achievements 3 Prepare your presentation. • Think of the following: 1 the plan for your presentation 2 the language you can use 3 photos, pictures, etc 4 Present your Hall of Fame to the class and choose one candidate from each group for the Class Hall of Fame. • Use the following evaluation list and assessment card to make your decisions. Language of discussion Expressing opinions • In my opinion... • I would say... • As I see it... Agreeing . • Certainly. I • Of course you are right. • I agree with you. Disagreeing • Yes, that’s true. but... • I don’t think so. • I don't think you are right. • I’m against it. Doubt • Гт not sure about that. • Well, it depends. • Well, I don't know. Criteria Scoring Content Nothing special. 1 5 Extremely interesting. Accompanying materials (photos, etc) Not enough. 1 -5 A lot. Presentation Unprepared. 1 5 Well-prepared. 5 Choose three pupils to present your Class Hall of Fame to other classes. 67 Creativity and innovations |_esson 1 How creative are you? V 0 J Reading la Do the quiz “How Creative Are You?" 1 8 What do you collect? a) cards, stamps, etc (2) b) nothing (1) c) your own creations, with your name on them (3) What do you do on a long trip? a) I read, do crossword puzzles. (2) b) I fall asleep. (1) c) I try to create a poem or a work of art. (3) What is on your family’s fridge door? a) last year’s school timetable (1) b) colourful magnets holding up shopping lists (2) c) all your creative work (3) What do you see in an abstract picture? a) a special feeling or idea (3) b) colours (2) c) colours and geometric shapes (1) Which of these words best describe you? a) curious (3) b) open-minded (2) c) not worried about anything (1) How do you make decisions? a) I discuss my choices with someone before I decide what to do. (3) b) I choose the easiest way. (2) c) I flip a coin or say “eeny, meeny, miney, mo”. (1) Which of these activities do you usually do in the evening? a) I try to invent something new (a recipe, machine, etc). (3) b) I do jigsaw puzzles, play with Lego or ride my bike. (2) c) I watch my favourite TV show. (1) Imagine you were someone else. Who would you be? a) a famous scientist (3) b) a goldfish (2) c) a pop star (1) GLOSSARY mess « — a situation when a place looks dirty, untidy open-minded adj — c широким кругозоре^ worry I'wArij v во.чноваться. псрежнваи| flip a coin — бросать монез у go ‘‘eeny; meeny, miney, mo" использует^ детскук! СМИ галку machine Im3'Ji;n] — машина 1 b Find your total score by adding the points in brackets and find out how creative you are. 8—13 points; Are you still lying on your bed watching TV? Think of something new. Collect something unusual. Listen to different music. Imagine you’re someone else and live a day like him / her. Just try it! 14—18 points: Follow your curiosity. Exolore something new. Show off your hidden talent! 19—24 points; You are VERY imaginative. You enjoy thinking. Keep exercising your brain! 68 UNIT 5 Lesson 1 ЮМ ITb ere f7i Vocabulary 2a In Ex. 1 a and 1 b find the English equivalents for the following Russian collocations. Russian English сочинять стихотворение описывают тебя решаю, что делать исследуй какую-нибудь новую область выбираю самый легкий путь изобрести что-нибудь новое обсуждаю варианты представь, что ты другой человек decide — to make a choice or judgement about something, especially after a period of not knowing what to do. decide to do sth Tina decided to go to Prague for her holidays, decide that It was decided that four London hospitals should be closed, decide who / what / how etc / can T decide what to do. decide for yourself You should decide for yourself whether to leave college. 3a Write the underlined verbs in Ex. la and 1b in the verb column and form a noun for each of them. • Check the form of the nouns with the text or with the List of active vocabulary at the end of the book. 2b Here are some mistakes made by pupils in their reports. Using the dictionary entries below correct the mistakes. Ф ^ © Ttiiey deuded PiLL © yeYofeL к-ИйЬйгоу researcked a^л,d iMPijifed the la^id aYouiA,d the AvYiUY River In. the m.iddle of the i^^th cervtury. ® Сйк i^ou, describe how ^ou feel? DICTIONARY ENTRIES describe — to say what something or someone is like by giving details about them: The police asked her to describe the two men. describe how / why / what It’s difficult to describe how I feel describe sb / sth as Sara described him as shy. describe sb / sth to sb So describe this new boyfriend to me. explore — to travel through or examine an area in order to find out what is there or what it is like: Lewis and Clark explored the territory from St Louis to the Pacific. Example: Verb Noun create creation 3b Translate parts of the sentences about the famous Russian scientist, Dmitry Mendeleev. GR(|1.V GROiP (iROlF 0R0L4> QROIV V Vi VO V13 c - N. О . F- Si- Р» Sv Cl« he » Co •• Ti ^ V« Ce- Mn« •> • As » Sc Br- Mi" Си •' Nb - Ko- ■> •• Ru li* Rh w Sn “ Sb » Te”^ J JM * Ag Ca Та *'■ w u Os Ir ^ Pb-Th «Ц Bi - Pf rt» Ли — The Russian scientist, Dmitry Mendeleev, always admired the physicist Isaac Newton, but he (1 ... выбрал химию своей профессией). Не (2 ... изучал) chemical elements all his life. In 1869 he (3 ... открыл) the Periodic Law of Elements. He also (4... изобрел периодическую таблицу) that has been used all over the world. He believed in (5 ... свое изобретение) so much that he (6 ... решил оставить) gaps for new elements and (7... описал) the properties of three of them. 3c In groups take a set of cards from the teacher and play the First To Five game. 69 UNIT 5 Lesson 2 |_esson 2 Are you in your right mind? Listening 1 a 1^1 In pairs listen to a psychologist and follow the instructions. • Fill in the table for yourself. • Write L for left and R for right 1 b Use the results of the experiment in Ex. 1 a and answer the questions. 1 Are you whole-brain or left- or right-brain dominant? 2 What about your partner? 3 Does it mean some of us have only one half of our brain working? Reading 2a Read the article and choose the best title. A Use your head В Which half of your brain works? ' C Can you change? L; 3 Our brain is like a computer system with two halves — hemispheres. Each half has its own way of knowing and understanding the world around us. The two hemispheres can co-operate, with each part showing its special talent. At other times each part may work alone, with one half “on", and the other “off”. Usually individuals prefer one side. For example, left-brain people follow recipes exactly, while right-brain people like to use their creativity in the kitchen and add some strange Ingredients. Brain preference does not usually change in people but it is possible to develop skills in both hemispheres. You need both sides of the brain because this helps you to solve problems more easily and you may cope better in different life situations. 2b Read the text again and choose the right answer. 1 The article is from: a) a fantasy story book b) a teenage magazine c) a novel 2 The article is written to: a) amuse people b) surprise people c) inform people You Your partner 1 2 1 3 4 5 4 6 m Good morning. This is the right of your brain speaking. Get r We have a test in tv/o minutes. ( Don’t disturb me. My I left side is sleeping. }----* The language of the text is: a) serious b) easy c) funny The picture illustrates; a) paragraph 1 b) paragraph 2 c) paragraph 3 2c In pairs discuss the following questions and report the results of your discussion in class. • What have you found out about yourself? • What is new for you? 70 UNIT 5 Lesson 2 Language work 3a Match the sentences describing the situation and the pictures and answer the questions. 1 Neither of them likes drawing. 2 One of them is right-handed and the other is left-handed. 3 Both of them are fond of making models. a) What form of the verb is used with neither and both, singular or plural? b) What other pronouns (except them) can be used with neither and both? © (ht side eady! > 3b In pairs finish these sentences using the table in Ex. 1a. • Use the LOOK box to help you. 1 Both of us are... 2 Neither of us is... 3 One of us is... and the other is... LOOK Both of us / you / them + V (plural form) Neither of us / you / them + V (singular form) Both of us like reading about new inventions. One of us is interested in computers and the other prefers digital photography. But neither of us understands how they work. 3c Play the Things In Common game. • Follow the instructions: 1 In pairs talk to each other for three minutes and try to find as many things in common with one another as you can. 2 Make notes and prepare to report back to the class. Use the expressions from the LOOK box. 3 Take turns with other pairs to report the things you have in common. The pair that found the most things in common is the winner. Speaking 4 In small groups discuss these questions and report the results of your discussion to the class. V 1 Does the theory about brain dominance work with you? Why do you think so? 2 Should people rely on theories like these: a) when they choose a profession? b) in medicine? c) in writing textbooks for schoolchildren? 3 Why do you think such theories appear? For Your Info • From ihc oxygen that a human brealhes, 20 per cent goes to the brain. • The human brain has about 100 billion neurones or brain cells (клетки). • It is not possible to tickle (пощекота! ь) yourself.The cerebellum, a part of the brain, warns the rest of the brain that you are about to tickle yourself and it doesn't pay any attention to what you are going to do. 5 Do the quiz and answer the questions your teacher gave you. 71 UNIT 5 Lesson 3 Lesson 3 Guessing game Reading 1 a Put the jumbled lines of the story in the right order. CAT his home and left the cat there. Hours later the man called home “I'm lost and need directions to get home!” turn right, then left, past the bridge, then right again and another The man answered, “Put that good-for-nothing cat on the phone leaving it in the park. As he was getting home, the cat was to his wife: “Susan, is the cat there?" the cat 40 blocks away. He put it out of the car and headed home “Yes," his wife answered, “Why do you ask?” A man really hated his wife’s cat and decided to get rid of As he drove back up his driveway, there was the cat! right until he reached what he thought was a safe distance from came home first. At last he decided to drive a few miles away, it one day by driving it 20 blocks from his home and walking up the driveway. The next day he decided to drive He kept taking the cat further and further and the cat always J a) П b) c) . d) П e) c f) □ g) П h) u i) 1 J j) D k) □ 1) n m) □ n) , 0) GLOSSARY {'ct rid of somebody — пзОавиться от кого-либо block {ЛтЕ) — квартал п городе dri\ewa) — подъездная дорожка к дому 1о head — направиться good-for-ii<»thin^ — негод 1Ь Listen to the story and check your answers. 1 c Discuss in pairs and make a list of things that helped you to unjumble the story. Listening 2a In groups listen to the stories and suggest endings for them. • Decide in your groups which ending is the best. 2b Discuss the questions in pairs, summarise your discussion and say what makes a good funny story. 1 How long are the stories you have just heard? 2 What is the most important part of a story? 3 What comes at the beginning? 4 What tenses are used in the stories? 5 Are the sentences long or short? 6 Is direct ot reported speech mostly used in the stories? 7 Is the way a story is told important? Speaking 3 Prepare to tell a short funny story. • Follow the steps: 1 In groups look at the picture and decide w the story is about. 2 Use the ideas in the box. 3 Use the conclusions you made in Ex. 2b 4 Think of the last sentence! A tourist / walk / through / desert Wear / shorts, sunglasses Listen / music / Walkman He / have / good time Suddenly / see / caravan Stop / Arabs / ask / how far / sea They / look / each other / say / two thousand m He / say/wow;.......! 72 UNIT 5 Lessons 4-5 L,essons 4-5 Л clever invention Warm-up 1 Finish the quotation and answer the question. • Do you think Charles H. Duel! was right? Reading 2a Look at the picture and say: 1 what invention is shown 2 who made this invention 3 when and where this invention was made “Everything that can be invented has been..." Charles H Duel!, Commissioner. US. Off ice of Patents. 1899 I JOSEPHINE COCHFIANE invented the dishwasher in 1886, in Shelbyville. Illinois. Mrs Cochrane was a rich woman who had lots of fancy dinner parties. She didn’t do any of the dishes herself because she had servants to do that for her, but she wanted a machine that could do the job faster \without breaking as many dishes. No one had invented such a machine s^ shfi built.one herself. First she measured the dishes. Then she built mre compartments, each specially designed to fit plates, cups, or saucers. The compartments were placed inside a wheel that lay flat inside a copper boiler. A motor turned the wheel, while hot soapy water squirted up from the bottom of the boiler and rained down on the dishes. Her invention worked! Her friends were really impressed and asked her to make dishwashing machines for them, calling them the “Cochrane Dishwasher”. Her friends talked a lot about their new machines and soon Mrs Cochrane was getting orders for her dishwashing machine from restaurants and hotels in Illinois. She patented her design and went into production. She sho\A/ed her invention at the 1893 Chicago World’s Fair and won the highest award. You don’t have to be a genius to be an inventor. It just takes thought and creativity. Every invention starts out as an idea and everybody has ideas. That means anyone can be an inventor. That includes you! What time does the story refer to? Two actions are mentioned in the underlined sentence. Which of them happened earlier? What verb forms are used to show this? 2b Read the text and say whether these statements are true (T) or false (F). 1 GLOSSARY squirt up |'skw3:i4p| — поднимагься фонтаном orders — заказы production — 11роиз1К)ДС1 BO auard — награда Cochrane I'kokrcin] lllinius I'llmoil Mrs Cochrane had to wash a lot of dishes and got tired of it. She was upset that dishes were often broken. Mrs Cochrane decided to hire more servants to do the job more quickly. Mrs Cochrane used some household objects to make a dishwasher. Mrs Cochrane’s friends advertised the invention in the town. Local restaurants and hotels were her first clients. This invention was presented at the World’s Fair seven years later. UNIT 5 Lessons 4-5 2c Answer the questions. 1 Why do you think the dishwasher became popular so quickly? 2 What surprised you in the story? 3 What qualities do you think helped Josephine to make her invention? 4 Do you agree that anybody can be an inventor? What qualities do you need for that? 5 What would you invent for your house? Language work 3a Answer the questions alongside the text in Ex. 2a. 3b Read the sentences about Mrs Cochrane and answer the questions. Is there any difference in meaning between the two sentences? Why do you think the past perfect is used in the VffsV sentence and lV\e past s\mtAe \n the second? Which actions happened earfier in the past? How do you know? What words are used to link the parts of the sentences? Which of them show the order of actions? 5 6 7 What did the newspapers actually write? What is actually written in the textbook? What changes when we report something and the reporting verb (e.g. was surprised) is in the past tense? 1 3c Use the information from the Great Inventions Fact File to complete these sentences. • Use the LOOK box for help. It became easier to diagnose many diseases after... Divers had not been able to stay under water for several hours before... People started believing that a man could travel by air when... Many terrible diseases were cured after... It became easier to make a cup of tea after... 4 5 LOOK Past perfect had Ved(3) Mrs Cochrane got orders from hotels because hi friends had talked a lot about the new machine, Her friends were surprised to find out that s\ had invented the dvshwashet. Wlien she invented the dishwasher her frien By the time she invented the dishwashei sh lost most of her dishes. It became easier to wash the dishes becaus had invented the dishwasher. She had never invented anything before the of the dishwasher came to her. After her friends had spread the news, she became popular. Soon the newspapers wrote that the dishwas had won the highest award. I was surprised to read that a woman had invented the dishwasher. Great Inventions Fact File Alexander Fleming discovered penicillin. Thomas Sullivan created tea bags. Jacques-Yves Cousteau and Emile Gagna designed the aqualung. The Wright brothers invented the first working aeroplane. Wilhelm Roentgen discovered X-rays. 74 . i UNIT 5 Lessors 4 Writing 4a Look at the pictures (A-F), say what the story might be about and choose the best title for it. 1 Water Filter 2 Garden Vac 3 New Washing Machine • What is John Coathupe doing? • What has suddenly happened? Where is John Coathupe? What is he going to do? • What has changed? • What does John feeP • \Nhai has he invented? What is he doing? Why? What has happened? What is there in the letters? What does John feel? What is John doing? What kind of person do you think John Coathupe is? 4b In pairs write a draft of the story of this invention (Ex. 4a). • Use the pictures, the questions in Ex. 4a and the expressions in the box. an engineer to have an idea to pick up leaves to vacuum up to write to companies to describe his invention to get replies / orders become popular keep a notebook to sketch ideas to sell 4c Write a story about how the Garden Vac was invented. • Follow the steps: 1 Go through the draft you prepared in class. 2 Add a starting phrase, e.g “One day...” 3 Divide your draft into paragraphs. 4 Add the necessary linking words to join sentences into paragraphs and paragraphs into a text. 5 Check if all the tenses are correct. 6 Think of a good closing sentence for your story. 75 UNIT 5 Lesson 6 I esson 6 Inventions you might want Reading 1 a Look at the pictures and guess what these inventions are for. 1 b Read the texts and match them with the pictures. Back Scratcher’s T-Shirt This is a fast and logical solution to bad itching. The friend who offers to scratch your back is a friend indeed. But it all could go horribly wrong when they just can't seem to locate that terrible itch. For those who are tired of saying, “lefta bit... upa bit... rightabit... damn!” we have come up with a very special T-shirt, complete with Battleships-style, itch-locator grid. You also get a miniature grid-map for better communication. So when your friend says, ‘Tm scratching F5,” you can say, “Try G7,” GLOSSARY helling - jyju 'leco I k;i scratch ~ чесать Battleship — морск<.)п бой (iirpa)j hay fever - a.i.aepniMCCKim насморк hanky (handkerchief) — uoconoii платок run out of sth - ha\ ing iiu more pedestrian пеиюход at your own pace — c удобной для тебя скоростью average — средним D В Duster Slippers for Cats Now the most boring job around the house becomes hours of fun. Not for you, but for your cat! With these dust-collecting foot socks, cats can play their part in housework. Lazy cats are of course much less productive than lively ones, but this problem may be overcome if you bring a dog into the house. Portable Zebra Crossing There are too many cars on the roads nowadays and finding a safe place to cross can result in stress and wasted time. Now the pedestrian can fight back! When you’ve found the crossing point that best suits you, simply|i roll out the Portable Zebra Crossing in front of you and cross confidently and safely at your own pace. Warning: on busy roads where there is no break in the oncoming traffic, rolling out the Portable Zebra Crossing can be dangerous. Hay Fever Hat Flaving hay fever is bad enough, but having no more hankies makes you really unhappy. So don’t run out! The Flay Fever Hat supports a large loo roll, enough to cope with a runny nose and sneezing from morning till night. The Telephone Dumbbell Lazy kids never off the phone? Discourage long phone calls and turn fat to muscle with the telephone dumbbell. The five-kilo standard model means that most calls will j run under three minutes, but people may be interested in' the 10-kilo phone, which brings average talk time down ( to a super-short “hello-goodbye" in 30 seconds. In public^ places the Dumbbell Phone box reduces waiting tinneand increases fitness. ad the texts again and decide which of the inventions: can help you around the house can involve risk cannot be used if you are alone can help you lose weight can help you in embarrassing situations discuss in pairs these questions and report your opinions in class. 1 What are the advantages and disadvantages of the inventions? 2 Which invention do you find the most useful / useless? 3 Which seems the funniest? Why? 4 Which one would you like to have? Why? cabulary » Read the texts again and choose the right meaning of the words in bold 1 come up with 3 cope with 5 reduce a) enter a room carrying a) deal with a difficult a) make something smaller something situation successfully or shorter in time b) think of something, such b) deal with a situation b) make something bigger as an idea together with somebody or longer in time 2 overcome 4 result in 6 increase a) fight and win against a) add up figures a) become larger in amount someone or something b) cause, or make or number b) get on top of something something happen b) become smaller in amount or number 1 1 2b Fill in the gaps in these sentences with the words from Ex. 2a. • Make any necessary changes. • There is one extra word in Ex. 2a. 1 A clever invention can ... the time you spend on a boring job. 2 A sudden change in temperature can ... ram. 3 After a long discussion the group ... with a new suggestion. 4 If you use your imagination you can ... any creative task. 5 You need to use both sides of your brain to ... your brain power. Speaking 3 In groups discuss this question and make notes. • Use the plan below. If you could invent something to make your life easier, what would you invent? 1 The name of the invention 2 The way it works 3 Possible advantages 4 Possible disadvantages LANGUAGE SUPPORT 1 Making suggestions and discussing ideas: • What about...? • Perhaps we could try to... • I think we may... • I think ... would be better, because... • This seems a very interesting idea! • Yes, I agree with this suggest • No, I think it is wrong to use. UNITS Lesson7 I esson 7 Check your progress 1 a Listen to a lecture about great inventions and put the inventions in the order they are mentioned. 1 b Listen to the lecture again and match the inventions with the names of the inventors. 1 Clive Sinclair 2 James Russell 3 Alexander Popov 4 Alexander Graham Bell 5 Samuel Morse 6 Thomas Alva Edison Score: 24 2 Write a suitable form of the verb in brackets. 1 After I... (read) the instructions, I switched on my new CD player. When he arrived at the airport, he ... (realise) that he ... (leave) his passport at home. When I opened the door to the flat, I... (see) immediately that someone ... (break in). When I got to the shop, they... (already sell) the book. John was happy because he... (win) the first Score: 7 3 Use the words at the end of each sentence'to form a word that fits in the gap. 1 Pupils are often more ... than their teachers. CREATE 2 A... of his works was published in 1960. COLLECT 3 The new shop attracts people because it gives them more .... CHOOSE 4 We had lots of... about the problem but didn’t solve it. DISCUSS 5 The archaeologist made some really exciting ... in the area. DISCOVER 6 A Swedish .... Alfred Nobel, invented dynamite. INVENT 7 Both logic and ... are important In learning a foreign language. IMAGINE 8 1 gave them a ... of my car. DESCRIBE 9 The North Sea is an important area for oil.... EXPLORE Score: 9 the telephone the compact disc (CD) 'ophone 4 For the sentences below choose the right option 1 He became successful.. he had written his first novel- a) before b) after c) while d) durirg 2 I visited ... Paul nor Steve yesterday, a) both b) nor c) neither d) too 3 Both of them ... good at drawing, a) are b) do c) is d) does 4 The children decided ... the old house. a) to explore b) to invent c) to discuss d) to discover 5 Do you know who ... the telephone? a) discovered b) explored c) invented d) decided 6 We did our best but we couldn’t... up with any ideas. a) come b)get c)cope d)deal 7 John finally managed ... all the difficulties, a) to cope b) to overcome c) to deal d) to reduce 8 I think we must do something.. with this proDler. a) to overcome b) to cope c)locome d) solve 9 Such careless driving can .. in an accident, a) cause b) come c) become d) result 10 We hope they will... the price soon and we wit. be able to buy this coiriputer. a) increase b) reduce c) high d) down Score: 10 Total score: 50 78 UNIT 5 Lesson 6 lesson 8 Creativity and Innovation Day Your class is going to take part in Creativity and Innovation Day. Present your inventions to make life easier. A committee of famous experts will choose the best project to represent your class. Creativity & Innovation Day 1 At home prepare to do your group project. 1 Collect all the materials you have produced in this unit as class work and homework. 2 Bring all the materials to the class. 2 In your project group prepare to present an invention. 1 Look through the materials you have in your group. 2 Choose one idea, discuss it in detail and finalise it. 3 Prepare visuals: draw mind maps, or schemes, pictures, etc. 4 Give your invention a catchy name. 5 Think of the best way to describe your invention and explain how it is going to work. 6 Prepare to answer critical questions: think about the advantages and possible disadvantages of your invention. 3 Present your invention. 1 Before the presentation • Decide who is going to present your group’s work. • Decide how the presentation is going to be organised. • Rehearse the presentation. 2 During the presentation • If you are not presenting, help your group’s presenters as necessary. • Listen attentively to the presenters. • Fill in the evaluation card according to the criteria. • Get ready to ask the “inventors" some questions about their inventions. 3 After the presentation • Decide on the best invention and best presentation. • Prepare your reasons for choosing them. PUPIL’S EVALUATION CARD INVENTION Is the invention clever? 1 5 Is the invention useful? 1 5 Are the explanations clear? 1 5 Would 1 like to have it? 1 5 1 2 3 4 5 79 It feels like home |_esson 1 Home, sweet home V 9 - Warm-up 1 Look at the cartoon and say what “home” is. Listening 2a Look at the pictures, match the types of houses with their names and answer the question. • In what countries can you see them? 1 igloo 2 log cabin 3 skyscraper 4 tent 5 caravan 6 houseboat 7 palace 8 wigwam a # V ,r В D 4^1 / H «4 ■ t V t d' : UNIT 6 ‘ esson 1 Language work 3a Listen to the song again and fill in the gaps. (1)... to live in a wigwam Yes, (1)... to live in a wigwam (1)... to live in a wigwam (2) (3) Yes (3) (4) (5) Yes (5) (6) .. dancing round the totem pole. .. to live in an igloo (3)... to live in an igloo .. to live in an igloo .. fishing in an ice hole. .. to live in a caravan (5)... to live in a caravan .. to live in a caravan .. travelling with the wind. (7)... to live in a skyscraper (7)... to live in a skyscraper (7) ... to live in a skyscraper (8) ... being so far from the ground (9) ... to live in a palace No, (9)... to live in a palace Oh, (9)... to live in a palace (10) ... those huge empty rooms. Oh, (11)... to live in a tent Yes, (11) ...to live in a tent Oh yes (11)... to live in a tent (12)... listening to the birds. 3b In pairs fill in the tables and answer the question: • What difference in verb forms can you notice? What does the singer like / prefer in general? \ Which phrase is used to express that? What does / doesn’t the singer want at the moment? \ Which phrase is used to express that? 3c Complete the third column of the table in Ex. 2b and do the tasks. 1 Talk to your partner and try to guess what he / she has written in the third column. Example: Pupil 1: I don 'f think you like living in a wigwam because you like playing computer games but there's no electricity in a wigwam. Pupil 2: That's right I like using computers and CD players. But you can have them in a wigwam, can't you? 2 Choose the most / least attractive type of house and explain your choice to the class. Writing 4a Work in groups of three or four and discuss where you’d prefer to live. 4b Add your own verse to the song and present it to the class. LOOK I’d like / I’d love f I’d prefer + to V I like /1 love /1 prefer + Ving 81 UNIT 6 Lessons 2 3 Lessons 2-3 The place where you live Warm-Up 1 Write three adjectives you would use to describe the place where you live and do the tasks below. • Show your list to your partner and explain why you have chosen these adjectives. • In pairs find three things in common and three differences about the places where you llCe. Report the results to the class. Reading 2a Read the extracts from letters and match them with the postcards. Mpi nw/.tie LLvei ■ a benutlfuL w the C'xfc'vcfsliLt'e it hws a tHfitcli6P( t'crf Й1л,с1 dimbLtx^ -pses c.LL юии-d the dcDv. it's >eciLLij cosy cfy-d the roon^s o.vt c^ulte suxoLL. But илу nuvdie hovdLy teivws hei n^eLc-hbours. Гиеу Live 1И. LOH-otoH- most 0* the time a^d. just come to the viLLn0e in. Й bi0 Ш at the weeieen^. Avid the vLLU?0e shoji o!oesio.’t have much cV.olu, so she hos to cotch the bu^ to ?>йл.Ьи»-у to dc hCK shopplix^. r>dUlA,y, oxfoKc(shLire, the 1лк It ■ Я jll 82 ' lurvE. spcuvuibK^ LaUuU.„i uUJ,, UNIT 6 Lessons 2-3 We live in a terraced house in Edinburgh. It's more than 150 years old ond the rooms ore big. with high ceilings. Most of them have a fireplace, even my bedroom, but we don't have fires very often because we have central heating now. Fortunately, our close neighbours are quiet so we don't hear much noise through the walls. I wish we had a garden. 2 3 though. You can't do much in a small back yard. Does he have a garden? How do you know? Does he want to have a garden? Does the sentence describe the past or present? Alex, Edinburgh. Scotland get sick of living on the tenth floor of a block of flats. Of course, the view is good and I have a lot of friends living arourd, and the school is easy to reach - it takes me ten minutes to get there by bus, but... it’s terrible when the lifts don’t work, and people leave litter in the staircase. And then there's the noise — it never seems to stop, loud music, arguments, the TV in the next flat. I can never concentrate on my homework. How I wish I could live somewhere in the countryside. i' * Does she live in the countryside? How do you know? Does she like the place where she lives? Why? Why is there a past verb form in the sentence? к__ If you come to visit me. you'll find thot all the houses on our road look the same, we live at number 42, but my mum and dad gave the house the name "janbri" because she is colled jane and he's called Brian. I think it's sWly but they think it makes the house a bit different from the others, just like the big iron gates they've put at the front of our garden path. Living in the suburbs in a semi-detached house lsn*t bod, but I sometimes wish we could be in a more modern place... EffK Pearl Beach, Australia Christine. Ontario, Canada 7 Do they live in a modern place? 8 Does she like it? How do you know? Read the texts again and decide which place: 1 has spacious rooms 2 has neighbours behind the walls 3 has an old-fashioned roof 4 is very dirty 5 has no garden 6 has only one floor 7 is too noisy 8 was given a name • More than one choice is possible. In pairs answer the questions and report the answers in class. 1 Which place from the texts can you describe using the adjectives you listed in Ex. 1? Explain your answer. 2 Which of the places described in Ex. 2a would you like to live in? Why? Vocabulary 3a Work in pairs. • Find these words and phrases in Ex. 2a and match them with the explanations. 1 quiet 2 looks the same 3 make something a bit different 4 cosy 5 easy to reach 6 modern 7 nice for somebody 8 to be disturbed 9 close neighbours a) warm and comfortable b) doesn't differ from others c) not difficult to get to d) recently built e) people who live nearby f) to feel worried or unhappy because somebody behaves in a noisy and unpleasant way g) change something ordinary into something unusual / attractive h) calm, with little noise i) comfortable 83 UNIT 6 Lessons 2-3 3b Match the words in the two columns to make meaningful phrases and answer the questions. 1 Which of these phrases are used in Ex. 2a? 2 Which of these features can you find in your place? 3c Write about six things that you like or don’t like about the place where you live. • The words and phrases in Ex. 3a and 3b can help youV Example: We have a high ceiling in our flat and I like that— I don‘t tike the high ceilings in our flat Language work 4a In pairs answer the questions alongside the texts in Ex. 2a. 4b Read what these people say about their problems and express their wishes for them. • Use the LOOK box for the correct structure. 1 I can’t grow fruit and vegetables in my back yard. I wish... 2 I don’t live in a tree house. 1 wish... 3 I don’t know how to redecorate a house. 1 wish... 4 I have very noisy neighbours. I wish... 4c Write about five things you wish you could change about your place. • You may use your ideas from Ex. 3c. • Check your sentences in pairs. Writing 5 Write a letter to your British pen friend describing the place where you live. • Don’t forget to mention: 1 what the place is 2 where it is located 3 its specific features 4 what is good / bad about this place and what you feel about it / your attitudes 5 your wishes 1 the front a) door 2 a village b) gates 3 a high c) roses 4 the central d) yard 5 the back e) shop 6 iron f) ceiling 7 a garden g) heating 8 climbing h) path L Vc LOOK • It’s really nice to live/have... • Fortunately,... • 1 get sick of something / doing something... • It’s terrible when... • If you come to visit me, you'll find that... • It isn’t bad, but... • I wish... • ...which makes it different from / special... L UNIT б Lesson 4 Lesson 4 Your life — your space i/ocabulary 1 Describe the location of the people, animals and objects using the prepositions in the box. • Take notes of the answers. i 1 among 2 in the middle of 3 inside 4 above / below 5 on top of / beside / by Listening 2a Play the Memory game. • Look at the pictures for one minute and try to memorise as many objects and their location as you can. • In pairs, with your books closed, make a copy of where the pictures are on the page. Write the names of the things in the same squares as they are in the book. L t a computer a guitar a sailing cap soft toys; a teddy j an old-style posters of a famous bear and Eeyore 1 telephone tennis player 2b You are going to listen to British teenagers, Karen and Justin, describing their rooms. Which of the things you saw in Ex. 2a do you think each of them Is going to mention? • Put ticks in the right box. No. Karen Justin a CD player and some CDs posters and pictures of a famous tennis player an old-style telephone soft toys (a teddy bear, Eeyore) a framed photo of a boy schoolbooks / story books/ notepads / files a sailing cap a guitar a computer 85 UNIT 6 Lesson 4 2c Listen to Karen and Justin and check whether your guesses were correct. 2d 1^ Listen again and match the numbers in the photos with the things mentioned. • Put the numbers into the table in Ex. 21#. Л I Ш. •••••••• Speaking 3 Choose five things from the list and decide where to put them in the classroom, then talk to your friend and find out what he / she put where. porcelain dolls your class photos a shelf with souvenirs a flag videos some boxes with books a computer a tennis racquet certificate for winning competitions some magazines a fish bowl a painting aTV posters maps a notice board 86 UNIT 6 Lesson 5 Lesson 5 Workspace Warm-up la Look at the pictures and answer the questions. 1 Which workspace has more in common with yours? 2 Which one do you like most? Why? 1b Look through the pairs of opposites and choose adjectives to describe each of the pictures in Ex. la, tidy — untidy comfortable — uncomfortable dark — well-lit empty — cluttered-up messy — well-organised relaxing — boring noisy — calm Hi Reading 2a Read the tips on how to organise your workspace and rate them. /// — very important // — not very important / — useless WORKSPACE As the saying goes, there is a place for everything and everything in its place. Whatever you are studying, everyone needs some workspace. You need something comfortable where you can revise or do your homework. Few people, if any, are able to do their best work while lying on the sofa or in front of the TV. Here are some tips for creating the ideal place to work: Your workspace should be a table large enough to keep - everything you need for the work you are doing to hand. It could even be a computer desk if you are working on a PC. If it is a shared space, make sure there is no misunderstanding over when you can use it. Compromise. It could be the kitchen table or your dad’s desk, but just remember they have needs too. If necessary, draw up a timetable. You will need good lighting. If the room is too dark you’ll strain your eyes. Sight is a very precious thing. You must be comfortable — but not too comfortable — while working. Not only does this protect your back, but sitting in the right posture can help you concentrate on your work. If there is music or TV in the background, you can’t really focus on your work. You can always relax afterwards. You need to respect and not disturb other people. If your work involves listening to a tape or CD, use headphones. Consideration works two ways. GLOSSARY strain one’s eyes — напрягать глаза sight — the ability to see using your eyes precious eprejas] — here very necessary posture I'posl/D) — the position of your body when you sil consideration [kon.sidaVciJnl — care about other people’s feelings and needs 1 Does it mean: a) small? - b) big? c) about the right size? Does it mean: a) more than necessary? b) less than necessary? c) about right? How do enough and too change the meaning of adjectives? 87 UNIT б Lesson 5 2b In pairs compare your ratings of the tips you gave and give your reasons. Vocabulary 3a Choose the right Russian equivalents for the words and phrases in bold. • Use the context in Ex. 2a to help you. 1 to hand a) поблизости b) под рукой c) в наличии 2 shared space a) разделенное рабочее место b) отдельное рабочее место c) общее рабочее место lighting a) освещение b) настольная лампа c) люстра concentrate on a) напрягаться b) сосредоточиться c) расслабиться 5 focus on a) сфокусироваться b) настроиться c) задуматься 6 disturb a) раздражать b) мешать c) препятствовать ЗЬ Use the words and phrases from Ex. 3a to fill in the gaps in the sentences. 1 Can you turn the music down, I’m trying to ... my homework. 2 Good ... is important — it helps you to keep good eyesight. 3 Don’t try to do too many things at once, try to ... one thing and do it well. 4 No one should ... other people when they are busy. 5 It is easier to work on a problem if you keep the necessary things .... 6 If you have a .... you’ll have to learn to share it. Language work 4a Answer questions 1-3 alongside the text in Ex. 2a. 4b Read what teenagers say about their workspace and answer the questions. What word classes are the underlined words? Do too and enough come before or after nouns and adjectives? There isn’t enough lighting on my desk and I need to buy a new lamp to make it well-lit. The atmosphere in the room is too noisy for me to concentrate. It takes me too long to do my homework because my workspace is very uncomfortable. The worktable I share with my brother isn't big enough for two of us, but we have learned to compromise. My desk is comfortable enough for me to spend hours at it studying and playing computer games. 88 UNIT б Lesson 5 4c Look at the pictures in Ex. ^nd decide why you like / don’t like the workspaces. • Write your ideas down. • Share them with the class. Example: I don’t like the workspace in picture C. Ifs too tidy forme to feel comfortable. Speaking 5 Find out who has a perfect workspace. • Follow the steps. 1 Prepare to talk about your workspace. See the box for ideas. 2 Make a list of five to six questions to find out what sort of workspace your classmates have. Use the ideas in the box for your questions. 3 Walk around the class and ask and answer questions. Take notes of everything you hear. 4 Talk to two or three people. 5 Take a couple of minutes to review your notes and prepare to say who has a perfect workspace in your class. LOOK enough + noun adjective + enough too + adjective There isn't enough lighting at my desk. The atmosphere is not calm enough for me to concentrate. My work table is too small to put my computer on. A shared workspace? Any problems with it? The right size? Smaller or bigger than you need? Well organised? All the necessary things to hand? Good lighting? Comfortable enough? Easy to concentrate In it? Any of the things in the pictures? What for? Any unnecessary things? Anything to change? Reasons? > Ч ^ ‘ UNIT 6 Lesson 6 |,esson 6 A fantasy room Reading la Read the texts and say which objects in the pictures are mentioned by which of these teenagers. cb \ »;-L Л Katy: Mv room would have to have an entertainment centre with a big-screen TV. That’s a must. A swimming pool and a pet zoo would also keep me from being bored. Also, I wouldn’t like to share it with my younger sister. Tom: My fantasy room would be a gym with a punch bag, a basketball hoop and a small place to play soccer. Well, if that sounds too big. I’d like to keep the basketball hoop. Richard: My fantasy room would have to include: my favourite colour — red, baseball stuff — pillows shaped like balls, bases and bats, a baseball glove-shaped bed and one whole wall done like a notice board. ...And I'll keep my old pencil case — I want it to bring me luck as usual. Susan: I would prefer to have the walls in blue and pink. Plus a lot of posters of flowers and celebrities, shiny blue curtains, a light with a pink bulb and shelves for my glass ornaments. And I don’t like it when people go into my room without asking. I— 1 Does Katy have an entertainment centre in her room now? How do you know? 2 Is she speaking about a true or imaginary situation? 3 Does her wish refer to the past, present or future? 4 Find in the texts three more examples of this kind. Which word is repeated? 5 What Russian equivalent could be used here? 1 b Read the texts again and say what else is important for the teenagers to feel comfortable in their fantasy rooms. 90 UNIT 6 Lesson 6 1c In pairs discuss these questions and report the results of your discussion in class. 1 Why do you think the teenagers in Ex. la mentioned these things? Give your reasons. 2 What objects in your room do you consider special? Wiiy? 3 Would you keep these elects if you decided to redecorate your room? 4 What else is important for you to feel comfortable in your room? Language work 2a Answer the questions alongside the text in Ex. 1 a. 2b Write down five sentences describing these teenagers’ ideas about their fantasy rooms. • Use the LOOK box for help. LOOK would + V My room would have to have an entertainment centre with a big-screen TV. ■i fancy violet curtains / have \ ''AL.V an old-fashioned sofa / throw away new, framed posters / put up fantastic orange and bright green walls / have Speaking 3 In groups of three or four discuss what an ideal room for a teenager would be like. • Use these questions to help you. 1 What kind of a house would the room be in? 2 Wliat size? How many windows? What kind of lighting? 3 What colour would the room be? Explain your choice. 4 What kind of furniture would there be? Make a list of pieces of furniture. 5 What other objects would you put in it? Make a list of things. 6 How would you arrange the things? Draw a plan. LANGUAGE SUPPORT 1 Suggesting and refusing suggestions: • Let's...! • Why don’t we...? • What if...? • I suggest we could... • Wtiat do you think, Olya? • Don’t you agree, Misha? • That's a good / great ideal • It will work! • I don’t agree that... • I don’t think it’s a good idea! 91 UNIT 6 Lesson 7 Lesson 7 Check your progress 1 Read the text and mark the sentences below true (T) or false (F). 1 Teenagers wqjut their parents to decorate their rooms for them. 2 Parents and children can work on redecorating teenagers' rooms together. 3 Girls are more enthusiastic about changing their rooms. 4 Boys prefer having bright colours in their rooms. 5 Both teenage girls and boys are ready to redecorate their rooms themselves. SOME BRIGHT IDEAS ABOUT BEDROOM DESIGN FROM TEENAGERS “We know how we want our rooms to look," said most of the 600 teenagers interviewed in a recent US survey. As well as having clear ideas about their ideal room, many of them would be ready to do some work to get it. Teenagers have ideas of their own and they like to see them become reality when it comes to their bedrooms. In fact, they enjoy the chance to find a style that expresses their style and personality. Four out of ten teenagers say they or their parents have recently changed the look of the teenager’s room. Changing their bedroom was more important for girls, 53 per cent of those interviewed had had a new look for their room or want to do so soon. For boys, it was less important, only 32 per cent were so interested in a restyled room. Once they had decided to change their rooms, nearly four out of ten teenagers wanted to help with the changes — painting the walls or choosing some furniture. More girls than boys were ready to get down to work — 40 per cent of girls compared to 34 per cent of boys. It was also a chance for teenagers and parents to work on a project together. Colour was a favourite way of changing a room. Forty-six per cent of the teenage “decorators" prefer painting the walls because it is quick and can change the feeling of the room completely. The girls prefer bright colours for a trendy look, while boys tend to choose something more neutral. They also like stripes and themes linked to their favourite sports. Fill in the correct prepositions of place. (1)... A ghost is hanging on a lamp (2)... the desk. A troll is sitting (3)... the pile of books. An alien is hiding (4)... the chair. A ghost is standing (5)... the computer. A troll is looking from (6)... the drawer. An alien is dancing (7)... the desk. A troll is hiding (8)... the textbooks. UNIT 6 Lesson 7 \ Is 1. 3 Look at the pictures, read what the people don’t like about their lives and complete their wishes. I don’t live in the countryside and I don’t have a garden. ---------------- — I can’t speak English well. I feel so lonely, I don’t have any friends. r I can’t keep any pets and can’t enjoy their company. I have little space and 1 can’t move to a bigger flat. Complete these dialogues with the appropriate form of the verb in brackets, (fo V or Ving), 1 What do you usually do in the evenings? I like (watch) TV and (play) on my computer. Shall we go for a walk tonight? I’d prefer (stay) in and (read) a book. What sort of music are you interested in? I love (listen) to pop music and rock music. Are you enjoying the concert? No, I’d love (listen) to another musician. Shall I tidy your room for you? Oh, no! I'd like (tidy) it myself. Score: 5 6 Complete these sentences with the right words from the box. shared same quiet close cosy hand modern lighting concentrate on disturb 1 The opposite of ancient or old-fashioned is.... 2 ... space is the space you use together with someone. 3 If the place is not noisy, it is.... 4 If you keep the things you need in order they are always to.... 5 ... is close in meaning to focus on. 6 If you cannot see the difference between things, they look the.... 7 A place that is small, comfortable and warm is.... 8 The people wtio live near your house or flat are your ...neighbours. 9 A good lamp on your writing table will give you good.... 10 You must not... people when they are trying to concentrate. Score: 5 Complete the dialogues with too or enough and the word in brackets. 1 — It wasn’t a very good house-warming party, was it? — No, it was ... (boring).... we didn't invite ... (people).... 2 — This exercise is ... (difficult)... for me, I can’t do it! — Of course, you can! You are ... (clever)... to cope with it! 3 — Isn’t it... (cold)... in this room? — I don’t think so, I’m ... (comfortable).... Score: 6 7 You have received a letter from your British penfriend who writes: I'd like to know more about where you live. Have you got a room of your own? What is it like? Write soon. John • Write a letter to John (about 100-150 words) describing your room. • Mention: 1 Type of house 2 Some features of it (colours and decorations, furniture, high-tech things) 3 What you like about it 4 Wltat you would like to have in it Score: 10 Total score: 50 Score: 10 UNIT 6 Lesson 8 I esson 8 A room for you A Room For You, an exhibition of pupils’ designs, is open at your school this week. Design an ideal room for a modern teenager and get a prize! At home prepare to do group project work in class. 1 Collect all the notes you made in the unit and read them carefully. 2 Draw a plan of your room and make notes on how you are going to present it. 3 Bring colour pencils, paint, glue, scissors, pictures, etc if necessary. Develop your group project. 1 Review everything your group prepared at home. 2 Choose one of the projects as a basis to start from. 3 Discuss and agree on the changes. 4 Finalise the project. Why don’t we...? ^ ----- ^ Don’t you think. D| Ploma I suggest... . г. What if...? 94 UNIT 6 Lesson 8 Prepare to present your group project. • Use these questions and references for help: 1 What is the location of your room? (Lesson 1) 2 What are the advantages of living in such a room? (Lessons 2-3) 3 Is it clear from your plan and notes where things are? (Lesson 4) 4 Is the workspace in your bbom comfortable enough? (Lesson 5) 5 What valuable / sentimental / unusual things are going to be there? What else is important for an ideal room? Why? (Lesson 6) • Use the Language Support box to prepare your talk for the presentation. • Decide who is going to present the group’s work. LANGUAGE SUPPORT 1 Let us explain why we decided to put this... This is the place where... ...is important to us because... Let us tel! you a bit more about... One thing that is really necessary. We are absolutely sure that... We also need to think about... coiTttortable - cosy modern quiet close old-fashioned ^ shared space good lighting concentrate on your work focus on I do not disturb to hand I wish.. 4 Take part in the exhibition. 1 Display and present your room designs. 2 Listen to the other presentations and fill in the evaluation cards. 3 Say \«hich project is the best in your opinion and give reasons. PUPIL’S EVALUATION CARD Name of the project Is the room original? 1 5 Is the room well- organised? 1 5 Are the explanations clear? 1 5 Would 1 like to live in it? 1 5 1 2 3 etc 95 Being together Lesson 1 Sakubona! Many happy returns! Warm-up 1 Play the Greetings game. I7i. -u. Л 3- 7 \ Reading . V 'v 2a Look at the pictures and match the country with the tradition. ^ 2b Read the texts and check your guesses. China — The birthday child greets his parents respectfully and receives a gift of money. Friends and relatives are invited to lunch and noodles are served to wish the birthday child a long life. Denmark — Flying Flags. A flag is flown outside a window to show that someone who lives in that house is having a birthday. Presents are placed around the child’s bed while they are sleeping so they will see them as soon as they wake up. Germany — Candles are left burning for the day. A member of the birthday child's family wakes up at sunrise and lights the candles on the birthday cake. There are as many candles as the age of the birthday child plus one for good luck. The candles are left burning all day long. After dinner that night everyone sings the birthday song and the birthday child blows out the candles. If all of the candles are blown out in one try, the wish of the birthday child will come true. Scotland — A pound coin and a gentle smack. A pound coin is given for every year of the child's age, plus an additional pound for good luck. A soft smack on the bottom is also given for each year. \ чу \ / \ ( A I 7.4 Holland — Crown Years. Special year birthdays such as 5, 10,15, 20, 21 are called “crown" years. The birthday child receives an especially large gift on a crown-year birthday. The family also decorates the birthday child’s chair at the dining room table with seasonal or paper flowers and balloons. Vietnam — Everyone's birthday is celebrated on Tet (NewYear’s Day). The Vietnamese do not know or celebrate the exact day they were born. A baby turns one on Tet no matter when he / she was born that year. Children say they were born in the year of the symbol of the lunar calendar for that year. On the first morning of Tet, adults congratulate children on becoming a year older by presenting them with red envelopes that contain “lucky money". These envelopes are given to the children by parents, brothers and sisters, relatives and close friends. 1 поздравлять c 2 получить подарок 3 оказать почтение 4 сбываться 5 на счастье 6 подавать (о еде) 7 пожелать что-либо кому-либо 8 вывесить флаг UNIT 7 Lesson 1 2c Read the texts again and say in what country / countries: 1 children are given some money for their birthday 2 every five years the birthday has a special name 3 birthday children get something extra on this day 4 the older you are, the more money you get 5 neighbours know that there is a birthday person in the family 6 all children celebrate their birthday on the same day ^ 7 you can easily know how old the birthday child is Vocabulary 3a In the texts in Ex. 2b find the English equivalents for the Russian words and phrases (1-8) alongside the texts. 3b There is one wrong collocation in each list. Find it. wish - a new book John a happy birthday to go to a birthday party _ someone good luck receive - serve - come - a birthday gift an e-mail message good luck an invitation dinner a delicious cake a tasty salad a birthday present back wrong true home 2d Answer the questions and explain your answers. 1 Why do you think birthday parties are so different in different countries? 2 What do many parties have in common? 3 What Russian birthday traditions do you know? 4 Which of them are close to the traditions described in the texts in Ex. 2b? 5 Which traditions seem the most attractive to you? Why? 3c Play the Getting Ready For A Birthday game. • Follow the steps; 1 Write really short answers to these questions on a piece of paper in any order. Don’t write question numbers. a) What do you often receive as a birthday present? b) What would you like to receive as a birthday gift? c) What food is usually served in your family at birthday parties? d) What do you usually wish a person on his / her birthday? e) When do you say happy birthday to a person? f) What wish would you like to come true in five years? g) Which room do you decorate on your birthday? How? 2 In pairs look at your partner’s answers and in turn ask questions to find out why he / she has written these words. Example: Why did you write ‘‘early in the morning^ — Because I try to be the first to say happy birthday to my friend, (do it early in the morning. Speaking 4 In groups of three or four, work out a new way of celebrating birthdays in your class and present it to the class. • Follow the steps: 1 Discuss the questions in the box and make notes. 2 Write down a list of your ideas. 3 Report back. How to make everybody know about someone's birthday coming up? What to wish? The same thing to everybody or different wishes to different people? Shall we give presents? What kind of presents? Shall we sing or dance? What sort of song / dance? Could we have a common celebration? How to make this day special, e.g. light candles, do something surprising, etc. How to decorate the classroom. 97 UNIT? Lessons 2-3 l^essons 2-3 Who cares who hears me? Warm-up 1 Look at the picture, read the For Your Info box and answer the questions. 1 What is goipg on? I 2 Is the situation familiar to you? Reading 2a Read the opinions about mobile phones and match them with the people below. • What helped you do this? 1 Mary Craig, 75, a pensioner 2 Patrick Kelly, 20, a university student 3 Rachel, 13, a pupil 4 Donald Carbour, 48, a professor of communication © © The must-have thing for everyone is a mobile phone, but I think that only older people should have them. Children are just wasting money and time on them, and it could damage their health. A lot of teenagers are used to taking their mobile phones to SQhpplnaw, but I don't see the real need to because schools will phone home if there are any problems. I don’t worry that people are listening. If you’re in a public place, you’re fair game. They’re just social calls and I don’t talk that long, just make plans with friends, find out what everybody is doing. Before people had mobiles, back in the 1970s, how did they make plans for Saturday night? Mobile phones are the perfect way to organise last-minute parties. Word spreads fast from phone to phone. Send a text, wait an hour and everyone will be at your house, even the cops! They are everywhere on the campus, going from class to class all students have mobiles stuck to their ears. I hear kids say all kinds of things on their phones, things I don’t want to hear about ... silly, unnecessary chats. You get mobiles in class too. There’s rarely a lecture when somebody’s mobile doesn’t go off! I just can’t get used to it! I find it so annoying because mobile calls become more important than face-to-face conversations. When a mobile rings, conversations get put on hold. That doesn’t seem right! I use my mobile to call my husband to tell him I’m OK. Mostly I use it when I want to put somebody’s mind at ease, if I’m running late or in an emergency. Even then, I’m still not sure when or where it’s acceptable to make a mobile-phone call. I am concerned about talking on my phone and disturbing people near me. I think I’m quiet enough, but I still wonder if it is OK. V For Your Info cell phone — USA handy — Germany mobile phone — Britain handpheme — Asia About 90 per Cent of 11-16 year olds in the UK have a mobile. Research smi 10 per cent of children talk on their mobiles for more than 4.5 minutes every day. Nearly one billion texts are sent each day. Top reasons to text • Send a greeting, like Happy Birthday (28 per cent) • Arrange / Cancel a date (16 per cenC • Gel sports / news updates (7 per cen!)j • Flirting (7 per cent) GLOSSARY you’re fair game — you should expect that .spread fast — travel fast campus — the land and buildings of a university or college go off — неожиданно зазвонить to put on hold — OTKjiaAbiBaxb Which of the explanations shows the meaning of the underlined phrase in Text A better? a) regularly use mobile phones in school b) normally do it so that it no longer seems surprising or strange 98 UNIT? Lessons2-3 2b Read the texts again and decide which person: 1 is worried about other people’s feelings when using his / her mobile phone О 2 believes mobile phones are not necessary at school О 3 doesn’t think people should use their mobile phones while talking to other people □ 4 is completely positive about using mobile phones О 5 feels bad about hearing what people say on mobile phones О 6 thinks he / she sees too many mobile phones around □ 7 uses his / her mobile phone for important calls □ 8 believes that using mobile phones can cause illness I I I Vocabulary 3a Match the words in bold in Text D with their explanations. 1 that can be allowed 2 unexpected or dangerous situations 3 comfortable, without worries 4 worried is says ay tl) nt) 3b Look through the text in Ex. 2a and complete the mind map. • Add your own ideas if you can. 3c In pairs rate the ideas in Ex. 3b from the most to the least important and explain your rating. 3d In Ex. 2a find the phrases the people used to express their attitudes to mobile phones. • Write the phrases you found in your personal vocabulary lists. • Use the phrases to express your attitude to mobiles. Example: I don't see the real need to carry mobile phones everywhere. /1 don 7 worry that my mobile rings on a bus when there are other people around. Language work 4a Answer the question alongside the text in Ex. 2a. 4b Read these sentences and answer the questions. A A lot of teenagers are used to taking their mobile phones to school now. В Teenagers got used to taking their mobile phones to school very quickly. Which of the sentences implies that something has changed? How do you know? Does the structure include: a) infinitive? b) Wngform? Is the word to here: a) part of the infinitive? b) a preposition? 99 UNIT 7 Lessons 2-3 4c Use the LOOK box to fill in the gaps with the right form of be or get. • Both positive and negative forms are possible. 1 I... tired when I came home but I... tired after doing my piano lessons. 2 I... interested in new models of mobile phones when mv father bought one. 3 I .^(not) interested in new technology, but now I see it can make life more comfortable. 4 My sister always ... annoyed when she hears me speaking on the telephone with my friends. 5 My mother... really annoyed that 1 had not told her that I would come later. LOOK be / get used to interested in tired of annoyed etc I wasn’t used to switching my mobile phone off in school but then I got used to it. I simply can’t get used to it. noun / Ving 4d Play the Habits game. 1 Take several slips of paper and complete the sentences (one sentence on a slip). I'm used to... I’m not used to... I can’t get used to... I am usually tired after... I easily get annoyed when... I got interested in ... not long ago. I have been interested in ... for several years. 2 Put all the papers in a pile and read them one by one. Try to guess who wrote these statements. Speaking I "b I и.ЛА/'е,^ ... -fvr se^ve^aJL / -bo- • • 5a Discuss in pairs and decide what you would do and why you would do it in the following situations. Example: In a cafe ГН switch off my mobile phone so as not to interrupt our conversation. 1 You are in a cafe with your friend. Suddenly your mobile phone rings. 2 You are in a lesson. You’ve forgotten to switch your mobile phone off and it suddenly rings in the middle of the lesson. 3 You are in the theatre. Your phone rings during the performance. 4 You are at home having dinner with your family. Your phone rings. 5b In pairs make a list of arguments for and against the statements. • Get ready to present your arguments to the class. 1 There is no real need to bring mobile phones to school. 2 It doesn't matter that people might be listening. 3 It doesn’t seem right that conversations stop when someone’s mobile phone rings. 4 We shouldn’t use mobile phones in a public place. LANGUAGE SUPPORT 1 • We have discussed the statement... and we have come up with some ideas about it. • On the one hand we agree with the statement and here are our arguments. • First of all,... • Another thing is... • Also,... • And finally,... • But on the othei hand we... • On the whole we can say that... ■ . -ai UNIT 7 Lessor 4 |_esson 4 Embarrassing situations Warm-Up 1 Look at the picture and answer the questions. 1 What has happened? 2 What do you think the person feels? Listening 2a In pairs look at the pictures and answer the questions. 1 What has happened? 2 What do you think the owners of the pets feel? 2b Listen to the stories and say whether your guesses were right. Reading 3a Read the same stories as in Ex. 2a and 2b that are published in a teenage magazine and answer the questions. 1 Which sentences / phrases set the scene (introduce the place, the characters, the time) in the stories? What tense is used for that? 2 What tenses are used to describe what happened in the stories? 3 What do the final sentences in the stories tell us about? 4 Why is there no name after the first story? @ One day I was taking my dog for a walk and I was on the point of going home when I noticed a boy I really like with a gang of his friends. Of course, I was trying to act cool, but my dog started to roll in a big, muddy puddle. Then it stood up and shook itself and covered me in mud all over! The boys all laughed, so I ran home. I thought i would never walk my dog again! I was so embarrassed! Katie. Wales 1 When did she think that? 2 Was she thinking about her past / present / future? 3 Which word shows that? 4 Why do you think would, not wfll is used for talking about the future? Ck (b) Last year when my friend was on holiday I was looking after her pet lizard. When I was getting some food for it, I spilt some on the carpet, so I got the vacuum out to clean it up. I thought I would give the lizard a drink first and went into the kitchen to get some water, leaving the vacuum cleaner on. I came back and, as I was about to put the water in the tank, the lizard jumped on my hand. I screamed and it fell on the floor, and was almost sucked up by the vacuum! Luckily, I saved it — it just seemed a bit stunned. Jenny, Teddington GLOSSARY gang — компания spill (spilt, spilt) рассыпать stunned — shocked 101 UNIT? Lesson 4 \ 3b Discuss in small groups and report the results of the discussion in class. 1 Which situation is more embarrassing / funny? Why? 2 How would you feel in similar situations? 3 What can help a person to cope with embarrassment; a talk with a friend? a letter to a magazine? a positive reaction from friends? the ability to laugh at oneself? being alone for some time? anything else? Vocabulary 4a Find the phrases in bold in the texts in Ex. 3a and answer the questions below. Story A 1 Had the girl already started going home? 2 What verb form is used after be on the point of? Story В 3 Had she already put the water in the tank? Why do you think so? 4 What verb form is used after be abouf? 5 What other way of saying this do you know? Language work 5a In the text in Ex. 3a find the underlined sentence and answer the questions alongside the text. 5b Look at the picture and complete the sentences expressing the girl’s thoughts before and after the party. • Start the sentences with: I thought... I was sure... I hoped... I decided... Example: The party will be great. — I thought the party would be great Before the party: 1 I will enjoy every moment of the party. 2 My costume will be the best. 3 I will win the first prize. 4 All my classmates will be impressed! 5 The boys will invite me to dance. 6 I will have a great time. After the party: 7 I will never go there again. 8 They will always think I am stupid. 6 Write a story about an embarrassing situation. • You can either use the picture story (Ex. 5b) or a story of your own. See also Ex. 3a. 4b Make sentences using be on the point of or be about • Change the form of be where necessary. Example: I / go home / when / my dog / start to roll / in a puddle of mud. I was on the point of going home when my dog started to roll m a puddle of mud. 1 The boys / go round the corner / when / they / see me 2 I / greet them / when / my dog / shake itself ail over me. 3 I / feed my friend’s pet / when / I / spill its food, 4 1 / clean it up / when / a terrible thing happen. 5 I / panic / when / I / manage / to switch off the vacuum. lO^ LOOK Future seen from the past Ved (past form) + would V I thought I would never walk my dog again! 102 UNIT? Lessens ь. Lesson 5 I don’t belong Warm-up 1 Look at the picture and answer the questions. 1 Who is the girl? 2 Why is she here? 3 How does she feel? Why? 4 Is it going to be easy for her to be with the others? Why? Reading 2a Read the text and say what you have learnt about Nasim from the text. Nasim didn’t talk to any of the girls that week. The teachers were all kind to her and some of them remembered to speak slowly when they were talking to her, though some, like Mr Brown, shouted. Miss Peters always smiled at her and repeated things for her, but Mr Bead was the only one who ever sat down by her when he had set work for the others, and she always shrank away from him. Occasionally someone shouted out a remark to her, which she didn’t understand but which made everyone else laugh; she burned inside with humiliation, knowing that they must be laughing at her, though she didn’t understand why. Most people ignored her, even when she smiled at them, and this was even harder for her to understand. She spent break and lunchtime in the classroom; if she went outside she stood alone, and she found it difficult to recognise even the children from her own class. She didn’t say anything about all this at home. (Her aunt had never been to an English school, neither had Majad or Uncle Assan. How could they imagine what it was like for her? And as for little Yasmine, she had always lived here. She chattered away in English with a broad local accent, and had made dozens of friends at her little local school.) Nasim kept her puzzlement and her disappointment to herself, and late at night when the house was quiet and Yasmine asleep beside her she struggled to keep the thoughts of home out of her mind. “I wish 1 hadn’t come here," she whispered into the silence. “I don’t belong.” GLOSSARY shrink away — отпрянуть burn here — feci a very strong enu)iion whisper — шептать humiliation унижение chatter away — talk non-slop puzzlement — a feeling of not understanding something 2b Read the text again and choose the correct answer to 1 Nasim didn’t talk to other children at school because she a) didn’t speak English well b) couldn’t tell her classmates from one another by their faces c) could see that they didn’t want to talk to her 2 Nasim stayed in the classroom at lunchtime because a) she had forgotten her lunch b) she didn’t know the way back if she left the classroom c) she didn't want to stand alone in the corridor the questions. 3 When classmates laughed at her she a) cried b) didn’t understand c) talked to a teacher 4 Nasim didn’t tell anybody at home about her problems at school because she thought a) they were not interested b) they wouldn’t understand c) they never went to school 5 Nasim felt unhappy because she a) was in a country where she was a stranger b) didn't understand anything at school c) looked different from others 103 UNIT 7 Lesson 5 2c In pairs answer the questions and give reasons for your answers. 1 What cfbes Nasim feel? 2 What do you think her problems are? 3 Was it possible to solve the problems? How? 4 Who do you think tried to help her? 5 What do you think the title of the lesson means? Vocabulary 3a In the text in Ex. 2a find the words in bold and choose the best explanation for each of them. repeated a) said something again b) said something loudly ignored a) people were aggressive b) didn’t pay attention to her recognise a) to know a person by his face b) understand what a person speaks about 3b Read the text again and fill in the table with the words and phrases which describe what the characters did and felt. Nasim Other people 3c In pairs say what you would do and feel if you were a character in the story. • Use the ideas from the table in Ex. 3b. Example: Iff were Nasim, I would try to talk to my classmates. If I were a teacher, I would never shout at pupils. If I were her classmate, I would(n't),.. Speaking 4a Find out how you feel in the situations listed below and compare yourself and your partner. 1 Mark the statements in the table true (T) or false (F). 2 Compare your answers with your partners. 3 Prepare to report what you and your partner have in common. True False 1 1 find it easy to be kind and friendly to people who are different from me. 2 1 always smile at people when 1 greet them. 3 When 1 want to talk to a person 1 sit down next to that person to create a friendly atmosphere. 4 When 1 see that somebody is doing something strange or something 1 don’t like 1 always shout out a remark to that person. 5 1 don’t think it’s a good idea to laugh at people when they are in an embarrassing situation. 6 When 1 don’t like a person 1 just ignore him / her. 7 When 1 meet a lot of new people it’s difficult for me to recognise all of them. 8 When 1 have a problem with my friends or classmates 1 prefer to keep it to myself. 4b In groups of three or four answer the questions and take notes. 1 Could Nasim’s situation happen in your class? 2 What do you think should be done to overcome such situations? 4c Write ground rules for yourself on how to behave in your class and to be friendly and polite with classmates. Personal Ground Rules I should... 1 will... 104 UNIT 7 Lesson 6 Lesson 6 They are human too Reading la Read the texts and match the situations in the pictures with the texts. 6 C You... forget teachers are human If you have ever been amazed that your French teacher is a champion dancer in his spare time, giggled when your Maths teacher wore leather trousers, or nearly fainted in shock when you saw your head teacher kissing her husband in the supermarket, then you're guilty of forgetting that your teachers are really people outside school. You... misbehave in class ... you play practical jokes like hiding in cupboards or gluing the marker pens to the board, talk when you are supposed to be working, read your favourite magazine inside your textbook, shout, giggle, pass notes — you get the idea... You... suffer in silence You can't work out how to do something, either because you were ill when the class learnt it, you've forgotten it, or you just don’t understand. You are too embarrassed to ask the teacher so you keep worrying yourself to death, missing class, or just copying the answers from your mates. You... act like they’re stupid You tell your teacher your dog ate your homework ... or you couldn’t do it because you left all your books at school... or your mum is ill and you didn’t have time to do your project because you have to lookatLec \1 and sisters. You pretend to be bent over your books studying when in fact you’ve fallen asleep. You copy tasks from your mates. And you think you’ve got away with it. GLOSSARY giggle (giglj — хихикать faint in shock — упасть в обморок be bent over your books -склоняться над книгами li 1b In small groups discuss and decide how your teacher might react in each situation. • Make notes. Ic Find out what your teacher really thinks about each situation. • Report to the class which of your guesses were right / wrong. 105 UNIT 7 Lesson 6 Listening 2a Listen to what most teachers think about such situations and match their opinions with the situations. Speaker 1 Speaker 2 Speaker 3 Speaker 4 2b Discuss in pairs these questions and report the answers to the class. 1 Why do pupils act like this? 2 Does your teacher think the same as most teachers do? Why do you think so? 3 Is it possible to change a teacher's opinion about you? How? Vocabulary 3a Find these words and phrases in the text in Ex. la and choose the right meaning for them. 1 be guilty of a) to feel you did something wrong b) to feel you did something right 2 be supposed to a) you should be doing something b) you think of doing something 3 suffer a) have a rest b) have a problem 4 work out . a) calculate b) understand 5 get away with a) succeed in doing something wrong b) being caught and punished for something you did wrong Speaking 4a In small groups discuss and answer the questions. • Involve your teacher. • Give your reasons. 1 Have the situations described in Texts B, C, D in Ex. la happened with you or in your class? 2 Should we avoid such situations? Why? Why not? 3 What could pupils do? What could teachers do? 3b Match a word or phrase in column A with a word or phrase in column В to make meaningful combinations. A В 1 suffer a) to be working 2 be supposed b) how to do something 3 get away with c) doing something 4 workout d) in silence 5 be guilty of e) something 3c Use the phrases from Ex, 3b to fill in the gaps in these sentences. • Make any necessary changes. 1 When you shout out a rude remark, you ... forgetting that people may get offended. 2 ‘You won’t... your lies! 1 see through you!" said the head teacher. 3 These pupils ... working. Why are they running around? 4 Don 'f... Tell me what happened! I will help you! 5 I can't... how to do this sum. Can you help me? 4b In groups agree on the two or three best ideas about how to avoid such situations in your class. These ideas may help you • Be attentive to the people around you! • We all have good days and bad days! • Laugh with the rest and get on with your work! • If you need help, say so! • Try being honest! • Try doing your task in the first place! • Apologise if you feel you are guilty! • Promise to do better next time and mean it! 106 lesson 7 Check your progress 1 Listen to a school psychologist and choose the right answer to the questions below. Compromise is about a) consideration for other people's feelings b) understanding what you want c) understanding what people think about you The psychologist gives this as an example of compromise a) washing your dirty clothes yourself b) never watching any television c) trying to do some things to please your parents She thinks the following behaviour may help to reach a compromise with parents a) watching TV after you have a cola b) doing sports seriously c) being tidy and helping about the house In her opinion to reach a compromise more quickly, you should at first a) listen to the person you talk to b) suggest something extreme c) insist on your opinion She gives an example of how to a) have a friendly discussion about how to organise a party b) call parents from a party to calm them c) get parents to agree that you can return late from a party Score: 15 □ □ □ Read the article about the history of birthday parties and mark the statements true (T) / false (F). 1 The tradition of birthday parties started in order to have a celebration tor friends and relatives on that day. \Z\ 2 On this day friends and family brought their good wishes and presents to frighten evil spirits away. 3 The first celebrations were organised for children. 4 The first children parties were organised in Germany. 5 Such traditions as cakes with candles and birthday games are simitar in many countries. CT The tradition of birthday parties started in Europe a long time ago. It was feared that evil spirits were particularly attracted to people on their birthdays. To protect them from harm, friends and family would come to be with the birthday person and bring good thoughts and wishes. Giving gifts brought even more good cheer to keep away the evil spirits. This is how birthday parties began. At first it was only kings who were recognised important enough to have a birthday celebration. As time went by, children became included in birthday celebrations. The first children’s birthday parties happened in Germany and were called Kinderfeste. Some traditions are quite similar in many parts of the world; birthday candles which carry wishes up to God, birthday games which check how much more a child can do compared to last year, and birthday pinches (ущипывания) or taps (шлепки) which biing good luck for the coming year. Some traditions are more specific to certain countries. Score: 10 3 Read what a teenager says about his first day at a new school and put the verb in brackets in the proper form. 1 When the school year started I was about... (panic) — I thought I would never remember the names of my classmates. 2 I was sure they ... (not / want) to talk with me — they all looked so cool. I was too shy. I hoped somebody ... (talk) to me first. 3 I was on the point of... (ask) my mum to return to my first school when everything changed. 4 Our teacher told us ... (organise) a competition for those who were interested in music. 5 Music has always been one of my hobbies and I was about... (say) something about it when one of the class leaders asked me to help organise a contest about the latest groups and singers. 6 Then I realised I... (have) many new friends there. And now I am happy I came to this school on the first of September. Score: 7 io: !| UNIT 7 Lesson 7 Fill in the gaps in the sentences with be or get in the proper form. • Sometimes both are possible. 1 I can’t... used to starting classes so early — it’s difficult for me to concentrate 2 At school I... used to doing homework every day and it wasn't difficult for me to get ready for the final exams. 3 I think it’s more difficult to study in the eighth grade but I’m sure ITI... used to it. 4 My sister... used to keeping a diary. She sometimes reads her funny notes and the whole family enjoys it. Score: 4 Read what some teenagers from the school council say about rules of behaviour at school and choose the right option. 1 believe we should work over/out a code of behaviour for school pupils that everybody should follow. I • WT • t It’s a good idea to apologise if you are guilty of/at something. I think if we are concerned about/ in other people’s feelings we should always try to be polite and friendly. What if we sing Happy Birthday on/at each person's birthday? We could start by just smiling at/ on people in the morning — it will create a nice atmosphere at school. y Score: 5 Choose the best word or phrase to complete the sentences. 1 Pupils who ... no respect for their classmates may have no friends. A put В show C take D offer 2 It's always pleasant to ... a birthday gift. A receive В take C send D win 3 May all you wishes ... true! A get В become C be D come 4 It’s an old tradition to... a birthday cake with candies. A decorate В celebrate C put D light.,, 5 They were ... late so we didn’t get to the city centre until 3 o'clock. A going В falling C running D do:ng 6 Do you think he will... us? We haven’t met for five years. A see В know C hear D recognise 7 I’m sure she recognised me but she just.. and] went on speaking to her friends. A ignored В pretended C recognised D noticed 8 She is a very nice woman. She always does everything to ... the person she is talking to at ease. A make В put C do D feel 9 It’s Dad's birthday and we are going out for a meal to... A mark В congratulate C celebrate D remember Score: 9 Total score: 50 108 UNIT 7 Lesson 8 [,esson 8 A class agreement D 5S ht 3 ■uj You are going to make a poster about the relationships in your class. Follow the instructions below, agree on the rules, design a poster and display it in your class. And keep to your agreements! mobile pbones at Sifnooi attitudes to new pupils 1 At home prepare the following materials for the project and bring them to the class. 1 List of ideas about how to make birthday celebrations special for your classmates (Lesson 1). 2 Arguments for and against using mobile phones at school (Lessons 2-3). 3 Short personal stories about embarrassing situations (Lesson 4). 4 Personal ground rules about attitudes to new pupils in the class (Lesson 5). 5 List of ideas about avoiding awkward situations with your teachers in class (Lesson 6). 2 Make a poster about your class. 1 As a whole class make six piles of material — each pile for one topic (see Ex. 1). 2 As a whole class agree which of the topics is taken up by each group so that all the topics are covered and take your group’s materials. 3 In your work group look at the materials and decide which you are going to include in your poster. 4 Draft a poster. 5 Make the final version of your poster. 6 Decide on how you are going to present your poster. 3 Present your poster. 1 Display your group poster for the class and briefly present it. If your classmates have questions, answer them. Ш 2 Listen to the other presentations and ask questions if something is not clear to you. Say what you like in each poster. 4 Think of your own work during the lesson and fill in this evaluation card. embarrassing situations awkward situations with your teachers PUPIL’S EVALUATION CARD ] ] Questions Score 1 Did 1 like how the work went? 1-2-3-4-5 2 Did 1 bring any useful materials or ideas? 1-2-3-4-5 3 Did I use English during the work? 1-2-3-4-5 4 Did my group show good results? 1-2-3—4-5 Total score; / out of 20 109 11 Investigation in progress |_essons 1 -2 Detectives Warm-Up Look at the pictures and answer the questions. 1 Do you know these people? 2 What do they have in common? Reading 2a Look at the picture and say what the story might be about, then read the text and check your guesses. MOONLIGHT SONATA It was a cold winter night in the Rocky Mountains. The temperature had fallen well below zero, but it was cosy and warm in the lounge of Forest Lodge, the hotel where Detective Lorna Cummins was spending a holiday. She sat lazily in front of a huge fire, d) Suddenly, a desperate-looking man burst in the front door, shook water from his clothes and fell on the floor. It was Harry Lewis, one of the guests at the hotel. (з) The hotel doctor managed to revive him, and. with great difficulty. Lewis told his story. “My wife Connie, and I love ... loved ice-skating. The full moon is so bright tonight that Connie thought it would be romantic to go skating,” he explained. GLOSSARY lounge |1липс1з1 revive InVaiv] — к жизни sob — рыдать — холл Bojnpann ь A Describing the time and place (setting) в Describing what happened Giving the details of what happened D Investigating the case Solving the puzzle 110 UNIT 8 Lesson 1-2 2b 2c “We must have skated for about twenty minutes when Connie suggested having a race. She was a better skater than me and skated ahead. I called out to her to stop but she didn't listen. I couldn’t see her in the dark, but I could hear her laughter. Suddenly, the laughter stopped. Then I saw a big hole in the ice. I think someone must have made it earlier to fish or something. I realised with horror that Connie must have fallen in. She can't have seen the hole in the dark, poor darling." ---------- “Calm down, Mr Lewis." said Detective Cummins, touching his wet shoulder gently. 'What happened next?" “I took off my skates and jumped in after her. I tried to find her, but it was no use. I could see a cabin at the edge of the lake, so I shouted for help, but there can’t have been anyone there because no one came. So I walked back here." “Let’s hope for the best." said Detective Cummins. “She might not have fallen in the hole ... but something just as bad could have happened to her." Led by hotel staff Detective Cummins walked the half mile to the lake and found the large hole in the ice that Lewis had described. His skates were close by but there was no sign of his wife's body. They made their way back to the hotel in the freezing night, carrying Lewis’s skates. When he saw the skates, Lewis broke down and sobbed into his hands. ‘You can stop the acting now, Lewis. I know you’re lying. Tell me what really happened to your wife,” said Lorna Cummins... 1 Was Lewis absolutely sure? 2 Was Lewis sure that Connie didn’t see the hole? 3 Was Detective Cummins sure of what she is saying? Look through the story and say who these people are: 1 Lorna Cummins 2 Harry Lewis 3 Connie ( i Which questions CANNOT be answered in the story? 1 What was Ms Cummins wearing? 2 Did Lewis and Connie get married long before the event? 3 Who was a better ice-skater? 4 Why was there nobody in the cabin near the lake? 5 Did Lewis love his wife? 6 Did Detective Cummins guess what had happened to Connie? 2d Match the parts of the diagram on the right of the text page 110 with the parts of the text Vocabulary 3a Translate the highlighted phrase in Ex. 2a into Russian and answer the questions. 1 Which verb form is used after the Russian verb предложить? 2 Which verb form is used after the English verb suggest? 3 Does either of the sentences say who the suggestion was addressed to? 3b Choose the right verb form, 1 Miss Marple suggested to find / finding new evidence. 2 Sherlock Holmes suggested examining/ to examine the room again. 3 Anastasia Kamenskaya suggested checking / to check the doctor’s alibi. UNITS Lessons 1-2 Language work 4a Answer the questions alongside the text in Ex. 2a. 4b Fill in the table with phrases from the text in Ex. 2a. Not a fact, but the speaker is sure (deduction) • The speaker is not sure (possibility) We must have skated... ...she might have fallen... 4c Fill in the gaps with the phrases in the box. • Refer to the text in Ex. 2a. must have seen must have run away can’t have stayed must have wanted 1 Connie.... 2 In such a cold night Lewis’s clothes ... wet for long. 3 For some reason Lewis ... to hide the truth. 4 Connie ... the hole in the ice. because the moon was so bright. LOOK Modal verbs for expressing deduction (about the past) must have + V{3) can’t have + V(3) She was not at home — she must have been at work. It was dark, and the inspector can’t have seen the robber. Modal verbs for expressing possibility (about the past) might have + V(3) could have -ь V(3) We didn’t find the gun. He might have hidden it or thrown it away. The inspector was not sure who had committed the crime — it could have been any of the suspects. 11 4d Match the sentences in column A with the sentences in column B. Example: Hercule Poirot was sure that the woman had written the letter.— She must have written the letter. A В 1 Hercule Poirot was sure that the criminal had escaped. a) She could have met him. 2 Miss Marple thought that the woman had met her husband, but she was not sure. b) He might have escaped. 3 Sherlock Holmes was certain that the suspect had not been able to escape. c) He must have escaped. 4 Anastasia Kamenskaya understood that Liza had met her son secretly. d) She must have met him. 5 Hercule Poirot doubted that the burglar had escaped, though it was possible. e) He can’t have escaped. 4e For each of these Russian sentences find an English equivalent in Ex. 4d. 1 He может быть, чтобы он убежал. 2 Может быть, он убежал. 3 Должно быть, он убежал. 4 Вероятно, она встретила его. 5 Должно быть, она встретила его. Speaking 5 Discuss in pairs how Detective Cummins in the text in Ex. 2a found out that Harry Lewis’s story was not true and report to the class. 112 UNIT 8 Lesson 3 Lesson 3 Coin collection la Look at the pictures and guess how the objects are related to the main characters of the story. Example: Father might like riding horses. GLOSSARY grumble — ворчать ancient origin I'einjdnt 'Drid3in| дрс'виее происхожденпс 1b Read the beginning of the story and check your guesses. My name is James Springwood. Mum and dad still call me Jimmy, which I don’t like as I am already 13, but parents are parents. My dad works as a manager for a big company producing computer electronics, my mum is a housewife. Now she is visiting her sister in Liverpool, so my dad and me are the only people responsible for the family now. I also have a 10-year-oId sister, little Jan, as everybody calls her. She is crazy about puzzles. Sometimes she is fun to talk to, but to tell you the truth I would prefer somebody else’s company most of the time. Why are little girls so nosy and sticky? Our gran also lives with us. She is the best granny in the world. In her youth she used to ride horses and play baseball with boys, and she knows a lot of tricks and card games. Our family is of ancient origin, and gran says that her great-great-grandfather was a very important person and lived in a castle in the southwest of Britain. This fact is important for the story lam going to tell you. At the end of April our head teacher came to our class and announced that there would be a school exhibition of students’ collections. So we were invited to participate. I was glad as we had a wonderful coin collection at home, dating back to the 18th century. So when I came home the first thing I burst out with was, “Dad, where’s our coin collection? I need it for our school exhibition!” Dad didn’t seem to be very pleased, he started grumbling something like, “It’s our treasured possession... all the family are proud of it... you are not responsible enough..." What do these phrases mean: she is fun to talk to a) it is interesting to talk to her b) she is funny she used to ride horses a) she often rides horses b) she once rode horses he kind of agreed a) he was kind and agreed b) he agreed in a way Why is is here and are there? 113 UNIT 8 Lesson 3 3 Which happened earlier? How is it shown? 4 Who are they? Why they, not it? But 1 said, "Dad, this is the way to make our collection even more famous!" and he kind of agreed. But when he unlocked the bureau where the collection had always been kept, we saw it was gone! The only two people who had the key to the bureau were him and gran, but gran showed the I— key and said she hadn't used it for ages. Dad got furious. We all were - very worried too. He called the police and they arrived immediately. They examined the bureau and the area around and asked dad and gran a lot of questions, like, “When did you see the collection last? Did you have any visitors? Who else knew about the collection? Where is Mrs Springwood? Who do you suspect?" etc. Then they asked dad to give them a detailed description of the collection (which he surely had in perfect order with all his documents), and left. We didn’t sleep well that night. We didn’t have much hope that the collection would be returned. 1c Do question 1 alongside the text. 1 d Look through the text and do the investigation following these steps: 1 Find in the text the evidence to prove a) that the collection was very valuable b) that Mr Springwood was very neat about his things c) that all the family were upset about the disappearance of the collection 2 Wliich of the characters didn’t have the key to the bureau? 3 If you were a police officer what other questions would you ask the Springwood family? 4 What part of the detective story structure (see Ex. 2a, Lessons 1 -2) does this text refer to? 1 e What do you think happened to the collection in Ex. 1 b? • Use the ideas from the box. Example: A robber must have stolen the collection. Jim's mum can't have taken the collection. Language work 2a Answer questions 2 and 4 alongside the text in Ex. 1b. 2b Study the LOOK box and choose the right form of the verb in the sentences below. 1 My family is/are on holiday in Britain. 2 The family is / are an important part of every society. 3 The police is /are investigating a very strange case now. 4 CSKA Moscow is / are one of the best Russian football teams. 5 Our class is/are working together on a project. hide give (as a present) disappear lose sell LOOK Collective nouns family, team, group, class, company, government Singular verb Plural verb Focus on the group as a whole: Our family is of ancient origin. Focus on the individuals making up a group: All the family are proud of it. police, a number of, a group of Plural verb He called the police and they arrived immediately. 114 UNIT 8 Lesson 3 За Answer question 3 alongside the text in Ex, 1 b. 3b Report what the characters said or asked. Example: Granny said, In my childhood I used to ride horses." - Granny said that in her childhood she had used to ride horses. 1 James said, “Our headmaster came to our class.” 2 The police asked, “When did you last see the collection?” 3 Granny said. “I haven’t seen the collection for ages." 4 The police asked, “Have you had any visitors lately?" 5 James said. “Our mother has left for Liverpool." 3c Report what these people said to the police. LOOK Sequence of tenses in reporting speech (about the past) asked / said to somebody / told somebody that somebody had Ved(3) The inspector said, “We have found the criminal.” The inspector said that they had found the criminal. 115 UNIT 8 Lesson 4 I esson 4 What is “Glydocalm”? Vocabulary 1 Help the students from the police college to do their test. Task 1: Fill in the mind maps with the words in the box, • If necessary use the clues. commit a crime examine suspect evidence crime investigate find out suspect case investigation witness criminal crime scene CLUES case Л — an event that needs police investigation crime n — an illegal activity crime scene л — the place where a crime happened commit a crime — do something illegal criminal л — someone who does illegal things evidence л — facts or objects that make you believe that something is true examine v — to look at sth carefully because you want to find out more about it find out V — to get information about sth, either by chance, or trying to get it investigate something v — to try to find out the truth about a crime or a problem, especially by using careful methods investigation л — a process of investigating suspect (someone of something) v — to think that something (especially bad) is probablytrue suspect Л — someone who is thought to be a criminal witness Л — someone who sees a crime or an accident and can describe what happened Task 2: Restore this police report which has been spoiled by coffee. • You may use the clues again. j • Remember to use the correct forms of the words. \ The (1) 503/05 of the stolen necklace. The crime was (2) 31 October. The (3) 4^uas not founds fcut the police managed to find a (AF^^who saw somebody running away from the Police Inspector Dread carefully the place and found some (7) ^cigarette box, footprints (not tooJ^q) and a match.' After some^pre (8)^B Oread had ' three (9)^^^: Nr Jones, a baker, Mrs Pfimm, a nurse and Mr Grove, a businessman. Later he (10) that Mr Grove and Mr Jones had alibis and can't have stolen the necklace, Mrs Pfimm was arrested. 116 leading Read the next part of the story about the coin collection and find the wrong ending for each of the sentences below. UNIT 8 Lesson 4 Early the next day I awoke to someone tickling my left heel. Of course it was little Jan! So many times had I told her that I hated to be woken up like that! But Jan looked serious, which is very unnatural for her. “Look, James!” She calls me James when she wants something from me. She handed me a small piece of paper, on which something like a map was drawn. There was also something on the other side. I read. “Glydocalm — Take two tablespoons three times a day." It was obviously a doctor's prescription, and it was for Mrs E. Springwood, my gran! The map... there was something very familiar about it. It looked like there was a park nearby, the park where we walk in good weather. Yes, the flowerbed, the old oak tree, the Swan Pond, the Rose Alley... Everything was here, drawn with Gran’s trembling hand! Hmmm... Glydocalm... “Hey, Jan," I said. “Go to the library and bring the medical encyclopedia... Quick!” As Jan disappeared from my bedroom I heard the phone ringing. My dad answered, and I am giving the full text of the talk here because it is also very important. 1 James and Jan found a) the medicine b) the prescription c) the map of the park 2 James sent Jan a) to the library b) to the park c) to find the encyclopedia 3 The phone call was a) answered by James b) very important c) answered by his father GLOSSARY tickle — и;скотать heel — пятка hand V — подавать <»bvioitsly очевидно prescription — рецепт familiar — знакомый trembling — дрожащий Look through the text and answer the questions. 1 Do you think James is a good brother? Why? 2 Why do you think the plan of the park was drawn? 3 What part of the diagram in Ex. 2a (Lessons 1-2) does this text refer to? listening CB Listen to the conversation between Mr Springwood and the doctor and say what the reason for the call was. • Choose from the list. 1 to make an appointment (назначить встречу) for next week 2 to inform Mrs Springwood about the book she had left at the doctor’s office 3 to invite James to visit the doctor and discuss the message left in the book Speaking 4a Answer the questions. 1 Is the phone call you have just heard formal or informal? What helped you to decide? 2 In which situations from the list below would you talk more / less formally? Why? a) talking to your friend b) talking to your headmaster c) making an appointment at the dentist's d) talking to your granny e) calling your mother’s office 117 UNIT 8 Lesson 4 4b l^wl Listen to the conversation again and complete the sentences. Mr Springwood: Dr Bellingham: Mr Springwood: Dr Bellingham: Mr Springwood: Dr Bellingham: Hello. Good morning. (1)... Mrs Springwood? Henry Springwood (2)... . My mother is out at the moment. (3)...? (4)... Doctor Bellingham. (5)... leave a message tor Mrs Springwood? (6)... Your mother was here to see me a week ago and she left her book here. It’s got her name in it. (7)... about the book? 4c If James had answered the doctor’s phone call what might have taken place between them? • Use the language of a formal call (see your notes for Ex. 4b). • Choose from the following ideas: James asks the doctor about his granny’s illness but the doctor refuses to answer his question because doctors keep their patients’ secrets. James asks the doctor about his surgery hours (timetable) The doctor gives this information. Your own ideas 118 UNIT 8 Lesson ь |_esson 5 Treasure trail 1 a Read the text and find out: 1 what Glydocalm is 2 who went to Doctor Bellingham’s surgery 3 what kind of book James' granny left at the doctor's 4 what the children found in the book Needless to say» Jan tagged along with me when I was ready to go to see Doctor Bellingham. She said that she had already done a lot for the investigation. By the way, Glydocalm appeared to be a strong medicine for improving your memory processes. OK, OK... it is always easier to agree with my sis. Anyway it made the walk less boring, though I was tired of her “why’s" and “what’s" by the time we reached the doctor’s surgery. Dr Bellingham gave us the book, some of those stupid love stories, and when I took it I noticed something like a bookmark inside. But it was not a bookmark — it was a kind of a strange text, which reminded me of the pirate stories I used to read in my childhood. The most amazing thing about that text was that it was written in granny's handwriting! This whole thing was getting more and more interesting. GLOSSARY tag along — тащиться велел improve |inVpru;v| — у.'|учшать sis informal sister bookmark — закладка IramfnrfTmg — почерк surgery |'.чз:сЗзэп| — каоинет врача ч 4 1 b Read the text that the children found in their granny’s book and follow the directions. Find the treasure 1 Start at the park gate and follow the path. Turn left and go round the playground. You will see a lot of trees. Find the big oak tree on the left. This is point A. 2 Start at the flowerbed and go along the • children's railway to the end of the railway. Then go over the bridge across the Jolly Stream and follow the road to the end of it. This is point B. 3 Go half way along the railway. Turn southeast along Rose Alley. You will see the Horror Castle attraction. Find the left tower. Point C is at the base of it. 4 Start at the merry-go-round. 6o north as far as the pavilion. Go around the pavilion. You will see the path. Go west along the path. As soon as you pass the lake, turn north from the path. You will see a bench. This is point D. Now you have all four points. Join lines A and B, В and C, C and 6. From where line DC crosses line AB draw a line perpendicular to BC. You will get another point. IT is UNDER this point! r i ё 119 UNIT 8 Lesson 5 Listening 2a Compare these pairs of sentences using the questions below. 1 Which is more neutral / emotional, (A) or (В)? 2 What do you think makes them more emotional? A в 1 tiptoed out of the house. 1 walked out of the house. 1 saw Jan sneaking behind me. 1 saw Jan following me. She had been suffering from attacks of amnesia. She had amnesia. 2b Put the pictures in the right order. ■4^ в 'r )T<: yVL » f у 2c [•wl Listen to the end of the story and check your guesses. Speaking 3 Answer the questions. о о О Did you expect the story to end like this? When did you start guessing what the end of the story would be? What helped you? Which of the characters did you like best? Why? Do you think Mr Springwood will give the collection to James for the exhibition? Why? Why not? Is this story dramatic? Humorous? Thrilling? Why do you think so? What was the most exciting moment in the story for you? Why? Is there anything unusual about the story you have read? If yes, what is it? Have you read any detective stories before? Do you like reading them? Why? Match the texts in Ex. la, 1b and 2c and the parts of the diagram alongside the text in Ex. 2a Lessons 1-2. 120 UNIT 8 Lesson 6 lesson 6 Join the Agatha Christie Ciub • ------------ Writing Write a detective story for the Agatha Christie Club almanac. • Follow the steps: 1 Look through the three plots below and choose one for your story. A musician has been robbed. His expensive trumpet and clarinet were stolen. They had I been kept in his study, which nobody was I allowed to enter. Footprints were found on , the floor, and traces of someone standing on his / her knees were left in the dust near |the desk. His neighbours said they ^ftad been out all the week. A summer cottage, belonging to a shop owner has been destroyed. The windows were broken, the furniture was broken too, the floor was covered with dirt and spilt paint. There was a witness — an old woman who said that she had seen two people in black jumping out of the window on Wednesday night (at about 11 p.m.). A 13-year-old schoolboy has disappeared. Nobody knows where he is, but he has sent his family two messages telling them that he has been kidnapped, but everything is OK with him. He wrote that the kidnappers wanted a ransom (a large sum of money) to set him free. LANGUAGE SUPPORT Agreeing and disagreeing: • I like / don’t like the idea of.., • 1 am all for it. • I don’t think it’s a good idea. • That’s a good idea. • Not a bad idea! ■ Sounds good to me. - That won't work! • That’ll do! 2 Make a group with those who have chosen the same plot. 3 In your group brainstorm the details of the story: • what really happened • how you found out what had really happened • list the characters • Use the tips below. 4 Agree on the ideas that suit your story best. 5 Decide who is going to write each part of the story (see Lessons 1-2 in this unit). 6 Write the first draft. How to write about... ...the characters ...the setting ...the events / age / occupation / personality / appearance See Lesson 3 Unit 3, Lesson 3 Unit 8. / the place / the time See Lessons 3 and 4 Unit 6, Lesson 3 Unit 8. / tenses See Lessons 4 and 5 Unit 4. / vocabulary See Lesson 5 Unit 8, Ex. 2a. / ways of expressing deduction and probability See Lessons 1-2, Unit 8. / reported speech See Ex. 3 Lesson 3 Unit 8. 121 UNIT 8 Lesson 7 |_esson 7 Investigate your progress 1 Read the detective story and put a tick in the right column in the table on p. 123. I ^ ^ □ ••4 • bucket ►. SI )OOQI Г.Ч 'O' jar JU THE CASE OF THE BEACH САРЁ BREAK-IN The Beach Cafe in Seacliff had only been^open a few minutes when Tom went in. He noticed a new price list on the wall. “What*s this, Mrs Hutchinson?" he asked. “Oh, I put it up this morning," she told him. “IVe had to increase the prices by ten per cent because 1 have so many expenses these days. Last night someone tried to get into the cafe by breaking the window in the room at the back. Now I’ll have to get someone to put in new glass." “Have you called the police?” Tom asked. “No point. They didn’t take anything.” She took Tom through to the small room at the back. "This is my office space. I was working here last night changing the price list. I printed it and left it on the desk. When I went out, I locked the door into the cafe, so whoever got in was stuck in this little room. Nothing here to steal." Tom bought a drink and walked down to the seafront. He saw Martin and Frank, who were fishing there. “Hey," he called, "Did you know that somebody had broken a window at the back of the Beach Cafe last night?" he asked. “No. we’ve been busy fishing," Martin answered and showed Tom the fish they had caught. Martin stood up. “Well, I’m starving. We got here early this morning. I’ve got 70 pence left from my pocket money, so I’m going to get a muffin from the cafe.” "You won’t have enough. You’ll need to find another 7 pence from somewhere." Frank said. “I’m going home to get something to eat." "Stop, both of you," Tom said. 'Tm going to tell Mrs Hutchinson who broke the window. I know which one of you it was, and you’ll have to pay for it,” and he pointed to one of the boys. GLOSSARY break-in зд. незаконное вторжение I'm starving — умираю or голода 122 UNIT 8 Lesson 7 True False 1 Mrs Hutchinson put her prices up. 2 The price list was stolen from the Beach Caf6. 3 The window in the back room was broken. 4 Frank told Martin to take some more money for the muffin. 5 Martin was very hungry and he wanted to go home to get something to eat. 6 Mrs Hutchinson did not cal! the police. 7 Martin and Frank were lucky with their fishing. 8 A muffin at the Beach Cafe cost 70 pence. 9 Frank broke the window. 10 Tom solved the problem. 2 Correct the mistakes in each line. Underline the wrong word / phrase and write the correct one in the box. From the report from the crime scene 1 At about 1 a.m. 1 was went home from school, when 1 noticed a man 2 sneaking along the path by my house. 1 was Interesting and stopped. 3 The man not saw me. He came up to one of 4 the windows on the ground floor and knocks on it. 5 Then he waited in a minute and took out a knife. 6 He started open the window from outside. 7 1 didn’t like It and decided to call the polices. 8 Now 1 know that the man left the key and couldn’t get home. 9 By that time 1 thought it is a robber. 10 My family has told me 1 did right. .1 Score: 20 V Score: 10 The underlined words from police reports have got into the wrong sentences. Put them where they should be. 1 These fingerprints are good witness! 2 I examined, that Smith had not been at home that evening. 3 The only crime who was able to help the police was Mr Stetson! 4 I am asking everybody to leave the evidence scene! 5 Inspector Lestrade found out the scene carefully. Score: 5 Л f * 4 UNI I 8 Lesson? 4 Write seven sentences saying what could / must have happened with these things. The watch / fall / into / the soup : j The car / crash / into / the tree * > ^ A dog / play / with / the book Football players / break / the window t-j A child / lose / the mitten A schoolboy / upset / a bucket of paint A robber / tear off / the handle 5 Report what the sergeant has found out. г r. jptv V Example: Mr Davis: “I didn't see anybody." — Mr Davis told me (that) he hadn ’t seen anybody. 1 Mrs Dazzle: “I saw a man jumping out of the window.” 2 Mr Carter: “Somebody broke into my shop and stole a bicycle.” 3 Mrs Carter: “It was the most expensive bicycle!” 4 Miss Curtis: “I was in the library with my friend at that time.” 5 Salina: “My mummy didn't let me go for a walk so I didn’t see anything.” 6 Mr Franklin: "I called the police immediately after I saw the broken window.” 7 Tim and Dave: "We saw that man on the bicycle in black clothes.” 8 Jim: "I saw an old broken bicycle not far from the shop.” 124 Dk ?r ] ] i I UNIT 8 Lesson 8 Lesson 8 The Agatha Christie Club 1 Finalise your detective story for the Agatha Christie Club Almanac. • Follo\w the stages. 1 Collect the parts of the story written by your group. 2 Arrange them according to the diagram in Lessons 1 -2 Ex. 2c in this unit. 3 Edit the draft. You may ask your teacher to help. 4 Rewrite your story and think of illustrations for it. 5 Think of a name for your “collective author". 2 Present your story to the class. • You may choose one of the following ways to do your presentation; 1 Read the story aloud. 2 Dramatise the story. 3 Display the story with illustrations on the blackboard. 3 Choose the best “writer”. • Use the peer evaluation card. \ PEER EVALUATION CARD Question Yes! (4 points) Almost (3 points) More or less (2 points) Not quite (1 point) No (0 point) 1 Was the story interesting? 2 Was the story logical? 3 Did the writers use good English? 4 Was the presentation impressive? Total score: 16 points a 125 . The blue planet |_esson 1 A report on water Warm-up 1 Listen to the sounds of water and put them in the order that you hear them on the tape. a waterfall rain a stream a tap Ч ^ \ X , Ч ' ' ---V—^ —C\ !L- . f •Ч-----Г Vocabulary 2a Look at the diagram of the water cycle prepared for a report by British children and fill in the gaps. / \ \ 0 a. / water stored evaporate 2b Read the description of the water cycle and answer the questions. Water constantly takes part in the process which is called the water cycle. Water falls to earth as rain, snow or hail. Snow and hail melt and then flow into rivers. Most water is collected and stored in lakes, seas and oceans. After rain, some water is taken in by plants and soil. Then the sun shines and the water evaporates from seas and oceans. At the same time the sun evaporates it from the soil and from plants too. At this stage it rises into the air, cools and turns into clouds. Afterwards, the clouds are blown by the wind and reach the point where they turn into very small crystals. Some clouds go down where the temperature gets warmer. In fact, small droplets of water fall on earth again to continue the cycle. 1 Which words / phrases in bold help to show that a) things happen one after another? b) two things happen together? c) a thing happens after some other thing that has already been mentioned? 2 Why do you think the words first and finally aren't used in the description? 3 Which verbs are used to show the change of physical state (состояние) of water? 4 Which verbs are used to show how water moves? 5 Which of the words can have more uses melt or turn intol Why? 126 UNIT 9 Lesson 1 r r tr I 1 2c Complete the statements. • There is an odd word for each statement. 1 Water can come in the form of.... a) rain b) hail c) stream d) snow 2 Water can .... a) blow b) flow c) evaporate d) melt 3 Water is stored in .... a) seas b) hail c) lakes d) oceans 4 Water can be taken from ... and rivers, a) clouds b) streams c) lakes 5 Water can ... ice at low temperatures. a) change into b) melt c) turn into d) become Writing 2d In pairs discuss ways of organising topic vocabulary and report back to the class. • Make a list of ways for organising vocabulary (see Units 1-8). • Rate the ways on your list from the most to the least effective. Translation 3 Choose the best translation for the words in bold. Sandra uses her knowledge about the water cycle in her experiments with water. a) водный велосипед b) круговорот воды в природе c) водный цикл 4а Read about what we call a report and tick the features in the list which are characteristic of a report. 1 emotional vocabulary □ 5 description of feelings □ 2 many adjectives □ 6 a lot of sequencing words □ 3 clear logical structure □ 7 direct speech □ 4 present or past simple tense □ 8 facts □ V For Your Info report — an account or description of events, experiences, business records, etc which is prepared in order to provide people with information 4b Unjumble the lines to make a text and find out about how to write a report. a) b) c) d) e) f) While reading you choose the most interesting articles and facts. Then the information you have chosen is divided into categories. She gives you a list of books that you have to read. You go to the library and read the books and magazines. Finally, the title should be chosen and written above the text in the middle of the first line. Now thought should be given to the most important information, which can be underlined or highlighted. g) h) i) t) k) I) Think carefully of the headings to the categories to show the main idea. At this stage it is good to meet the teacher again to ask for advice. After that you get down to writing the report. Describe each fact in a separate paragraph clearly and logically first, then organise the paragraphs in a logical order. The text is almost ready. First you meet the teacher and discuss the topic. At the same time some pictures or diagrams can be added to illustrate the examples and facts in the report. The process of writing a report consists of many stages. 4c Choose a topic for your report and describe how you are going to write it, • Use the sequencing words to describe how you are going to do it. at the same time next then finally first at this stage afterwards 127 UNIT 9 Lesson 2 |_esson 2 Crystal-clear wonder Vocabulary 1 a Study the table which shows some of the words most commonly used with the word “information” and fill in the gaps in the sentences below provide with gather / collect information about/on search for / find useful / necessary / relevant additional / further detailed piece of Change the form of the words if necessary. More than one word can fill a gap. ... information is an extremely important skill in the modern world. The internet is an effective way of... for information. On the internet you can find information ... your topic plus indications where to look for... information. Do not pile every fact you have found into your report. Choose only... information. In an encyclopedia or a textbook you can find extremely... information on the subject. But quite often one or two ... of information may be enough to make a good report. 1 b Match the numbers with how to read them. Listening 1 1/2 a) a (one) quarter 2 1/4 b) a half 3 1/5 c) twenty-five per cent 4 1/20 d) one-fifth 5 25% e) one-twentieth 2a Listen to the radio programme and say which of these problems people have discussed. 1 saving drinking water 2 the world’s water resources 3 the transportation of drinking water 4 the biggest reservoirs of drinking water c II c □ 1 c Find the English equivalents for these Russian words and phrases in the exercises in this lesson. • Pay attention to the words in bold in Ex. 2a, 2b, 3a. 2b Listen again and fill in the gaps with the Russian English 1 удовлетворить чьи-либо потребности 2 водохранилище 3 все мировые запасы пресной воды 4 содержать 5 транспортировка 6 земледелие 7 ресурсы 8 не подвергая опасности здоровье numbers from the radio programme. Although (1)... of the Earth is covered by seawater and a further (2)... by ice, neither of these IS easily turned into water that can be used. Less than (3)... of the Earth’s total resources contain water for drinking, farming or industry. Lake Baikal contains (4)... of the total global fresh water and (5)... of the world’s clean drinking water resources. 2c Discuss in pairs and report the results of your discussion to the class. 1 Have you learnt anything new about water in this programme? If yes, what? 2 Do you think the problems discussed in the programme are relevant to you? Why? Why not'? 3 Do you think such programmes can help to solve these problems? Why? Why not? 128 UNIT 9 Lesson 2 Reading 3a Read the texts and look at the accompanying diagrams. • Fill in the gaps in the bar chart accompanying Text A. • Fill in the gaps in Text B. (a) How much water does each of us use? As a rule, 80 litres of water a day is enough to satisfy the needs of one person, but people from different countries and regions use more or less than that. A Russian uses about 200 litres, an American twice that, and a British person 250 litres less than an American and a person from Haiti uses only 1/40 of the daily norm. © 3b Can everyone get drinking water easily? There is no exact data on how many people in the world can get safe drinking water, but it is said that 1.3 billion people cannot. The problem is much worse in villages than in towns. For example, (2)... of towns and cities worldwide are provided with safe water compared to (3)... of countryside areas. (4)... of the population of USA and Europe drink safe water, only (5)... of Indians and (6)... of those who live in Kenya can drink water without a health risk. Answer the questions. 1 Which of the pie charts in Text В (Ex. 3a) . do you think is like the situation in Russia? 2 Where can you find relevant information about Russia? 3 Are there any restrictions on water in your area? If yes, what do you think the reason is? 4 How can you find out about the situation in your area? 65% USA & Europe Countryside areas 85% Towns & cities 75% India 28% Kenya Q People who drink safe water Q The rest Writing 4a 4b Look through the lesson again and answer the question. • Which of the ways of presenting information do you find most effective: a) a text d) a diagram b) a photo e) table with numbers c) a picture Write a short text (100 words) with the heading “Crystal-clear wonder”. • Use different sources of information (encyclopedia, science textbooks, newspaper and magazine articles, the internet, your geography teacher, radio phone-in programmes, etc). Use different ways of presenting information (see Ex. 4a). Use the texts in Ex. 3a as examples. UNIT9 Lessons3-4 Lessons 3-4 Dive into the deep Reading 1 a Read the leaflet and answer the questions. ’ „ea,.~uanun„7 3 How many twins can be born in a family of seahorses. glossary charily ['tjEerml - an organisahon ihal collects money or goods in oroc-r to help poor or sick people, animals, endangered environments, etc NATIONAL MARINE AQUARIU You will be amazed at what you discover when you visit (1) the new National Marine Aquarium in Plymouth. Your breathtaking underwater journey across (2) the planet will reveal (3) a strange and secret world that is both weird and wonderful. You will learn and understand the life of the oceans and their relationships with people. And because the aquarium is a charity, you can be sure that you are helping undersea life! b] Thousands of (4)___fish and (5)_sea animals with bright colours and bizarre shapes live around corals. It is easy for (6) _ plants to grow there because the water is warm and shallow. The animals eat these plants. These places are important for people, too. Doctors can use medicine made from the coral to treat broken legs. The coral reef is a fantastic window onto the ocean. Come face to face with over ten real live sharks, over two metres long — as close as you can get without getting wet! You will feel the danger but you will be out of danger. (7)__Sharks are some of the most amazing but misunderstood marine animals on the planet. Our guides will help you separate fact from fiction about these hunters of the seas. D Here you will learn the story of seahorses across the planet. Enter the world of these magical creatures. Find out how they make families for life, what they eat and how a male seahorse manages to give birth to up to 1,500 young! You can see our unique seahorse-breeding programme at first hand and watch seahorse babies. wi t Here animals behave as they usually do in the wild. Many of them are camouflaged and hide in the sand. It looks like (8) the place is empty but the more you look the more you will see. (9) A team of guides is here to help you enjoy your visit. They will reveal the secret life of the creatures that live on the border between the river and the sea. UNIT 9 Lessons 3-4 |er 1 b Read the leaflet in Ex. 1 a again and match the headings and the parts. • There is one extra heading. 1 The legends and the truth 2 Amazing use of coral 3 A vegetarian cafe and a hospital 4 A home for weird families 5 It’s not only a show 6 Living in two worlds 1c Read what people say about the National Marine Aquarium and decide if they agree or disagree with the leaflet. It is a whole world underwater. There’s so much to discover. Be careful! It could be dangerous. 7 Coral reefs keep a lot of sea creatures and people fit and healthy. Amazing! You can learn about the family life of some creatures Really fascinating facts! It's not easy to see some of the creatures because they change their colour. It takes time to see them! 1 d Was there anything in the leaflet you did not know? Example: I didn 7 know that there are places like this. 1e Look through the leaflet again and find the information on these topics. How rich marine life is How valuable marine life is Language work 2 Explain the use of the underlined articles / zero articles in the text in Ex. la. Vocabulary 3a Sort the words and phrases in bold (Ex. 1 a) according to these headings. 1 1 can guess its meaning from the context. 2 1 can guess its meaning from the form of the words. 3 1 can guess its meaning because it is like Russian. 4 1 cannot guess its meaning. 131 UNIT 9 Lessons 3-4 3b Match the words with their Russian equivalents. • Use the context in Ex. 1a to help you. 1 reveal 2 bizarre 3 shark 4 separate 5 seahorse 6 empty 7 on the border a) акула b) открыть c) на границе d) отделить e) причудливый f) морской конек g) пустой Зс Match the words with their explanations. 1 aquarium a) 2 coral reef b) 3 separate 4 camouflage c) 5 unique d) e) or by making it seem like something else found in sea water that is not very deep each idea alone 1 charity 2 a secret world 3 important to people, too 4 ten 5 magical creatures 6 the place is empty 3d Without looking back at the text, say what the following facts and figures in the box are about. • Use as many words from Ex. 1 a as possible. Example: charity — The National Marine Aquarium is a charity, so if you visit it you help undersea life. Speaking 4 Role play the situation when you and your friend are going to visit the National Marine Aquarium in Plymouth. • Use the role cards the teacher gives you. Writing 5 Find some information about two or three creatures that live in the nearest lake, river or sea and write a short article about them for a leaflet. • Use the articles in Ex. la as an example. • Use the tips below. TIPS FOR WRITING ABOUT RUSSIAN WILDLIFE IN ENGLISH • Use the Russian-English dictionary to find the English equivalents for the names of creatures. • If you cannot find an equivalent for the Russian name of a creature, use the Russian word for it. • If you use the Russian name of a creature, do it following English grammar, e.g. the plural for taimen (kind offish — таймень), will be taimens. • If you want your English-speaking partners to understand you well, describe in detail what it is and compare it to other creatures. 132 UNIT 9 Lesson 5 Lesson 5 Taming water Warm-up 1 Look at the photo and answer the questions. 1 Have you ever been in a situation like the one in the photo? 2 If yes, how did you feel? 3 If not, how do you Imagine people feel in such situations? Listening 2a C25 Listen to the presentation and number the topics in the order they come up in the report. • There is one extra topic. A A history of floods in St Petersburg. в What a flood is. C How people protect themselves against floods. D What causes flooding in St Petersburg. 2b Read the text and check your answers in Ex. 2a. I’m going to talk about a phenomenon which happens very often in spring and summer and causes a lot of damage and even the deaths of people and animals. This is flooding. We call it a flood when a very large amount of water covers an area that is usually dry. I am going to use St Petersburg as an example of an area that gets regularly flooded. Floods in St Petersburg have a long history. Some of the floods were really disastrous. They not only destroyed buildings and streets but also killed and injured people. When people started living on the Neva River in 1700, they didn't build houses — they just built light huts which could be easily put on rafts and tied to trees, so as not to be carried away by floods. In 1715, there was a very big flood. If you look at the picture at the top you can see that some people used boats and others stayed on the roofs of their houses. All the city bridges and buildings on the banks of the river were destroyed by the flood. Many people drowned. Lots of cows, pigs and goats died. The second picture illustrates the biggest flood the city has ever seen. It was in 1777 when the water was about 3.5 metres higher than its usual level. There were no streets and squares any more — just one big lake. The storm was severe. The following facts show the scale of the disaster; 2,000 trees were torn out and carried away. Just imagine a wooden house was moved to the opposite bank of the Neva River. Since that time there have been big floods in the city every five years. So people started building firm constructions. They also decided to build a dam to protect the city from flooding. To conclude I'd like to say that though floods can be severe and dangerous, people can learn how to tame them and survive. GLOSSARY plienonieiioii |lVnnmmr»n| — mkichmc area [*елпо| // — a particular part i>f a country hut |lutI n — хижина scale (skcil| /I масттап dam [tlicm] // - a special wall huill across a river to slop the water Irom llowint; 133 UNIT9 Lessons 2c Read the pupil’s report in Ex. 2b again and answer the questions. 1 Which details did you miss while listening? 2 Could you do the task in Ex. 2a without those details? 3 What part of the report is missing in Ex. 2a? Vocabulary 3a Look at the pictures and tell the story. • Use the words in the box. raft tie tear out carry away protect level severe drown survive • f 3b Read the dictionary definitions and choose the right meaning according to the context. • Use the context in Ex. 2b for help. 1 firm constructions a) constructions that are strong or fixed in position and are not likely to move b) constructions that are not likely to change 2 cause a) a person, event or thing that makes something happen b) to make something happen 3 death * a) to stop living b) the end of somebody’s life disastrous a) for a sudden event, such as a flood, storm or accident, which causes great damage b) very bad or ending in failure light a) not heavy b) not dark 6 tame a) to reduce the power or strength of something and prevent it from causing trouble b) to train a wild animal to obey and not to attack people Speaking 4a Match the phrases with the purpose they are used for in the report in Ex. 2b. If you look at the picture at the top you can see... The second picture illustrates... To conclude Td like to say that... I'm going to talk about... I am going to use St Petersburg as an example of... We call it a flood... The following facts show the scale of the disaster... Just imagine that... a) to introduce the topic b) to show that the report is over c) to appeal to the listeners’ imagination d) to introduce an example e) to draw the listeners' attention to other illustrations f) to give a definition of something g) to give some facts which support an idea h) to draw the listeners’ attention to the visuals 4b Do one of the tasks below. 1 Take the short text you wrote in Ex. 4b Lesson 2 and develop it into an oral report. 2 Choose any topic on the Blue Planet you like and prepare an oral report. • Use the hints on making up a report that you have come across in tfiis unit- 134 UNIT 9 Lesson 6 Lesson 6 Oceans of adventure Warm-up 1 a Read the title of the lesson, took at the pictures and answer the questions, 1 What did you think of when you read the title? 2 What do you feel when you see this famous painting by Aivazovsky? 3 What is this kind of boat called in Russian? In English? Start / Finish Dartmoutl?. .fcanary'Islancis Doldrums EQUATOR Cape Ho^n (South Amelia) Cape of Good Hope (South Africa) Cape Town route Iru i| 1 b Read the introduction to an interview published by a German magazine, Der Spiegel, and answer the question. • What has Ellen MacArthur done that made her famous? Never sleeping for more than an hour at a time, living off freeze-dried food and washing in a bucket is not everyone’s idea of a good time — but Ellen MacArthur, having just broken the record for sailing round the world single-handedly, is not your average Brit. She tells Spiegel what enticed her to take on such a mission. Vocabulary 2a What do you think these words and phrases mean? a record-breaking race a voyage a holiday cruise freeze-dried food meteorologist navigator mechanic autopilot single-handedly 135 UNIT 9 Lesson б 1 2b Read what the journalist said about Ellen MacArthur’s voyage and say if the explanations (in brackets) for the words and phrases in bold are right. • There are three wrong explanations. Correct them. On her record-breaking race her strength was tested to the limits. (She needed all her strength to do it.) When you are in a dangerous situation it is important to be able to block out thoughts of danger. (To be able to stop thinking about danger.) If you forget to charge the batteries out at sea, all your equipment could stop. (If you forget to pay for your batteries your equipment could stop.) Unstable wind wore Ellen out. (Ellen was very tired because the wind kept changing and she had to correct her boat’s course many times.) Blen hardly slept for two weeks and was totally exhausted. (Blen was full of life and energy.) In the storm the mast was swaying violently and could have knocked Ellen unconscious. (It could have hit her and she could have lost her ability to think, move and feel in a normal way.) She was afraid that her boat might collide with another ship. (She was afraid her boat might lose the race.) As a teenager Ellen was fascinated by books written by other round-the-world sailors. (The books made her think about travelling round the world.) When the boat is in danger of colliding with another ship, an automatic alarm goes off. (A sound or light signal warns people about danger.) Ellen said she wasn't the only person who should be credited with the success of the project. (She said that there are many other people besides her who are responsible for the success.) 2c Read the sentences and fill in the table for the underlined words. Ellen MacArthur sailed around the world single-handed faster than anyone has ever done before. On the water everything is about survival. She risked her life by climbing a 30-metre mast to carry out repairs. 8 2d Study the diagrams that show some common collocations and phrases used to talk about the sea and fill in the gaps in the sentences. • More than one word can fill some of the gaps in the sentences. In the night a ... wind woke the sailor. It... all night and half the next day but at about three in the afternoon it suddenly.... Many things that are easy to do ... are extremely difficult.... The boat... from Plymouth to the Canary Islands, then on to Cape Town. We went... to see the land that was growing bigger and bigger on the horizon. UNIT 9 Lesson 6 Listening 3a l#w| Listen to the first part of the interview and choose the right answer. 1 The most difficult moment on the voyage was when Ellen a) climbed the mast during the storm to carry out the repairs b) saw that it was necessary to repair the mast c) was knocked unconscious by the mast 2 She had to climb the mast a) only once b) more than once 3 Ellen was at sea for a) three and a half months b) two and a half months c) a month and a half 1^ t 3b l#w| Listen to the second part of the interview and choose the right answer. • More than one choice is possible here. Ellen MacArthur went on her record-breaking voyage because she a) enjoys sailing b) had read a lot about round-the-world trips c) wanted to show that a woman can do it d) all of the above 3c l^wl Listen to the third part of the interview and choose the options that are NOT right. 1 The daily routine on the water is a) the same as on the land b) completely different 2 On her single-handed voyage Ellen a) had to follow a strict 24-hour daily routine b) slept very little c) had to do many different jobs d) didn't enjoy her meals 3 Ellen also had to be a good a) mechanic b) navigator c) cook d) doctor e) computer expert 3d l#w| Listen to the last part of the interview and comment on Ellen’s statement: “There’s no way I could sit here and boast: Hey; I did all that by myself!" Writing 4a Write a paragraph for an article about Ellen MacArthur. • Use Ex. 1 b as the beginning. • Choose one of the items below as a topic for your paragraph, 1 why Ellen decided to go on that voyage 2 how she felt during her voyage 3 what difficulties she had to overcome 4 an extremely dangerous episode 5 what helped her to be a success 137 UNIT 9 Lesson 7 Lesson 7 Check your progress 1 Fill in the gaps with the article the, a (an) or zero article. Siberia has (1) (the) world’d deepest known lake — (2) (the) breathtakingly beautiful Lake Baikal. It is so clear that if you drop (3)... coin into the water, the coin can be seen clearly at a depth of a hundred feet. Lake Baikal is also (4)... world’s largest freshwater lake with one fifth of the Earth's liquid fresh water. On several trips to (5)... Baikal over the past few years. I have come to know the lake, and have listened to many people who live nearby and worry about its future. It has (6)... special place in the hearts of (7)... Russians and is (8)... symbol of beauty. This huge old lake — clear, beautiful, and surrounded by the wilderness of Siberia — is (9)... world treasure but it can only remain so if (10)... world treats it with love and respect. Score: 10 2 Read and connect the stages of the process with the sequence words. MAKE A RAINBOW (1)... lay the mirror in the dish of water at an angle of about 30“. You may need to hold it there with sticky tape. (2)... fill the dish with water. (3)... place your dish in a strong beam of sunlight so that the light falls across the mirror. (4)... look around the room for a reflection of white light, not far away you will see a rainbow. (5)... try moving the mirror slightly and watch the rainbow move. 3a Read the presentation and put the parts of the plan in the right order. NEVER HEARD OF AGAIN I think I will begin by answering the one question that I'm sure is at the back of all your minds, “What exactly does the title of the presentation mean?” It means that many boats sailed off from English and American ports and never reached any other port. They are just "never heard of again”. So I’m going to speak about mysteries at sea. I'm going to give you an example. The ship, the President, belonged to the unlucky British and American Steam Navigation Company and she was very successful on the Atlantic. On 11 March 1841 she left New York with 136 persons on board. Two days later she disappeared and all on board went with her. If you look at the picture you can see the even worse fate of tlie City of Glasgow. It was a big, beautiful boat. It left port on 1 March 1854 ШЬ 480 persons on board, and was never heard of again. There are many theories that try to explain why the disasters took place. Among many reasons could be meetings with icebergs, and master mariners who know the Atlantic Ocean well think this is likely. In conclusion, they are just “never heard of” as the reports say accounts for 19 Atlantic ships and their passengers and cargoes, vwth a heavy loss of life — about two thousand. At all times the ocean has not only been a friend but a danger too. next then finally first at this stage Score: 10 в I c D E What happened to the ships Conclusion The mystery of the City of Glasgow The mystery of the President What the title means 3b Decide if the following statements are true (T) or false (F). 1 The title of the presentation means that it is dl < about ships that have mysteriously disappeared with all their passengers and cargoes. ^ 2 About two thousand people disappeared □ together with the City of Glasgow. I Score: 15 Icebergs are the only source of trouble for □! sailors in the Atlantic Ocean. There are many explanations for the mysterious Qi disappearance of these ships. The presenter thinks that the sea is no longer Z]| dangerous. 138 UNIT 9 Lesson 8 I • Ф |_esson 8 Water world 1 At home review all the assignments you did in the unit and sort them according to the headings in the box. • If you don't have anything to put under some heading, use your home or other resources to find at least one piece of information to put under each heading. • Take all your materials to the lesson. 2 In your work group prepare a report. • Follow the steps: 1 Review ail the materials you have as a group and choose one of the topics you would like to focus on. 2 Make a plan for your report. 3 Prepare illustrations, such as pictures, photos, graphs, leaflets, diagrams. Wonderful water Water for life Danger from water Adventures in water 4 Write a full text of your report. 5 Decide on what each person in the group will do during the presentation (talk to the class, show the pictures, answer the questions). ♦ • (fcv D b □ О 3 Present your report and listen to the other reports. • Use the tips in the box. • Fill in the Peer Evaluation Card while you listen. PEER EVALUATION CARD Tips for presentation • Use the right language during the presentation. • Focus the listeners' attention to pictures, graphs etc. • Make sure everyone in the group takes part in the presentation. Evaluation criteria Yes / No 1 Is the information interesting? 2 Is the plan of the presentation clear? 3 Do they use visuals? 4 Do the visuals help to understand the speakers? 4 Listen and sing this old sea song. BLOW THE MAN DOWN Come all you young fellows who follow the sea, Way, hey! Blow the man down; Now pray pay attention and listen to me. Give me some time to blow the man down. I'm a deep water sailor just in from Hong Kong, Way, hey! Blow the man down; If you give me some grog. I’ll sing you a song. Give me some time to blow the man down. 'Twas on a Black Bailer I first served my time. Way, hey! Blow the man down; And on that Black Bailer I wasted my prime. Give me some time to blow the man down. V For Your Info The Blackballcr Л ship of the Black Ball Line, a shipping company founded in 1S20. Il was famous for its fast boats but also known for its cruel attitude to the sailors working foi il. Black Ball — The name of a ship. The captain. Kicking Jack Williams, did. in fact, exist. г Dreams, dreams Lessons 1 -2 Why people dream Warm-Up la Read the poem and say which of the illustrations is closest to the idea of the text. г ► » v.> • Г ^ T GLOSSARY Hold fast.— Держись barren — бесплодныи ..■•V (' \l ! М/ Dreams Hold fast to dreams For if dreams die Life is a broken-winged bird That cannot fly. Hold fast to dreams For when dreams go Life is a barren field Frozen with snow. Langston Hughes r \ N ^ • i % 1b Do you agree with the message of the poem? Why? / Why not? Reading 2a Read the text and say which of the illustrations in Ex. 1 a is closer to it. If you don't have a dream, how are you going to make one come true? !t*s not always easy, but we have to realise that the journey of a thousand miles begins with a single step. Our dreams can make us great. Ail the important men and women I have seen are dreamers. I also believe that if you dream of becoming a great person, no matter how many obstacles you face, you can always succeed. Since I was a little kid, I have dreamt about becoming a famous journalist. The reason why I want to do this is to get a chance to present news that will change the lives of people around the world. The job of a journalist is communication; you do not look down on other people, but try to understand them. Another important reason for becoming a journalist is to travel and to see the world and a lot of interesting new faces. So I believe that everyone is born to have a dream to achieve their goal in life. Don Samuel, age 14, USA Does another mean one more or different? Can another be used With a plural noun?Why? 140 UNIT 10 Lessons 1-2 к I* 2b Which of the ideas is / are NOT mentioned in the texts (Ex. la and 2a)? 1 People need dreams to have a goal to achieve. 2 Dreams make people win. 3 Dreams make people believe in themselves. 4 Life without dreams is boring and empty. 5 The dream I have makes me stronger. 6 All of us are dreamers. 7 Everybody must have a dream. Vocabulary 3a Find these phrases in the text in Ex, 2a and choose the best translation for each of them. have dreams a) видеть сны b) мечтать get a chance a) получить случай b) получить шанс dreams come true a) мечты становятся правдой b) мечты сбываются to face an obstacle a) сталкиваться c препятствием b) стоять лицом к препятствию 3b Complete the word web with suitable words and phrases from the box. 3c In pairs make a list of four or five things teenagers can dream of. • Discuss the following: 1 which of these dreams can / cannot come true? 2 what can people do to make these dreams come true? 3 which of these dreams could YOU have? 4 which obstacles could you face in trying to achieve your goals? 5 what could you do to succeed? 141 UNIT 10 Lessons 1-2 Language work 4a Read the underlined phrases in Ex, 2a and answer the questions alongside the text. 4b Read these examples and answer the questions alongside. A The job of a journalist is creation and communication; you do not look down on other people, but try to understand them. В All people get a chance to realise their dream. Some people use it, others miss the chance. Why? 1 In which case is other a) an adjective? b) a pronoun? 2 Why do you think there is no plural -s in the first example? 4c Find and correct three mistakes in these sentences. 1 Some people work hard to make their dreams come true, other don’t. 2 I wish I could dance better than all another people in my school. 3 My friend dreams of going to France, Italy and some others European countries. 4 1 didn't manage to go to the concert given by my favourite rock group, but I'll try to find another chance. LOOK another N (the) other N / Another important reason for becoming a journalist is.you do not look down on other people... others pron Some people use the chance, others miss it. 4d Fill in the gaps with other, another and others to make a rule. The words (1)... and (2)... can be adjectives or pronouns in a text. The word (3)... is always a pronoun and cannot be used before a noun. The word (4)... can be used only with singular countable nouns, but the word (5)... can be used both with countables and uncountables, singular and plural. Writing 5a Divide the paragraph into three parts. • Which part would you call: 1 The starting (initial) part? 2 The main part (body) of the paragraph? 3 The final (concluding) part? I dream of being a great psychologist. I want to be a great psychologist because I want to help younger children learn a lot and overcome all the obstacles they face. I plan to do this when 1 am older and I get a chance to have a good education at university. If my dream comes true and 1 become a psychologist 1 will be very happy. Ann Klein 5b Write a paragraph about your dream in life. • Follow the structure in Ex. 5a. 142 I esson 3 Daydreamers Reading Studies show that we all have a lendencv to daydream an average of 70-120 minutes a day 1a Read the letter to the problem page and summarise Judy’s problems in one sentence. DAYDREAMING INTERFERING WITH MY LIFE? I’m aisways daydreaming. I wish I didn’t. Somehow it doesn’t feel —-normal. When I daydream, I lose contact with everything and everybody. So. if I’m not careful, someone might catch me talking to myself. I really want my dreams to come true, but so far they haven’t — not for the past ten years anyway. That doesn't stop me. I daydream almost ALL the time and EVERYWHERE. Sometimes on the bus, I have to put my hand over my mouth so that I won’t say anything while I’m daydreaming. I even daydream during really important things like exams. When I was younger I used to do really well at school. But I’m doing so badly now and my life is in a mess. My dad thinks that my bad results are because of daydreaming. He tried to talk to me once and said that he had the same problem when he was young. Unfortunately, I can’t stop daydreaming no matter how much I try. I wish I could. If I didn’t daydream so much, I’d have more time to spend doing the things I want to do and achieve my goals. I really don’t know what to do, but I want a normal life. What should I do? Please help me... Judy, 14, Hong Kong Does Judy feel sorry that she still daydreams? How do you know? Does Judy want to change the situation? How do you know? Do the underlined sentences refer to the present or to the past? lb Look through the text in Ex. 1 a again and choose the right ending for the statement below. The words all and everywhere are in capitals because: a) Judy doesn’t know English well b) she loves these words c) she wants her readers to pay special attention to them 1c Fill in the table with T (true) or F (false). 1 Judy is not pleased with her daydreaming. 2 Judy's dreams sometimes come true. 3 Important events make Judy stop daydreaming. 4 Daydreaming helps Judy to learn better. 5 Her father used to be a daydreamer too 6 She wants to change her life. 143 UNIT 10 Lesson 3 Language work 2a Answer the questions alongside the text in Ex. la. 2b Join the two halves of the sentences to express wishes. 1 1 wish 1 didn't a) 2 I wish 1 were b) 3 1 wish 1 could c) 4 1 wish 1 had d) 5 1 wish 1 could win e) 2c Read Text C in Ex. 3a and answer the questions alongside the text. 2d In pairs play the Staircase game. 1 Use the card your teacher gave you. 2 Put the ideas in a logical order. 3 Continue the “staircase” of sentences. If Judy gave up daydreaming, she would be more attentive in her lessons. If she were more attentive in her lessons. she would. Speaking 3a Read the answers to Judy’s letter and say what advice each author gives. 0 Hey J, Well, this sounds like a real problem! If I were you, I’d consult a professional about these problems — I really hope that all goes well! Take care. Danielle Judy, don’t be afraid of the future. Dreams are good for you. If we didn’t dream, we’d never get -anywhere in our lives. If you daydream about becoming successful in, let’s say your career, then don't dream, act out. Follow your dreams and be brave enough to educate yourself to become what you really want to be. Don’t go around thinking that your dreams will never come true. I’m 16, my dreams haven’t come true either, but hey — I’m working on it! Steve Hi, J! Focus. Practise being more “in the moment". If you feel your life is getting out of hand and that you simply cannot stop living in your dreams, then don’t be afraid to seek help. Talking would probably help you a lot! Good luck in the future. Emma Is it possible not to dream according to the author? Is Steve writing about the past or the present? 3b What structures does each author use to give advice? 3c In pairs discuss which advice is the best. • Would you give her different advice? 144 UNIT 10 Lessons 4-5 I essons 4-5 Chase your dream Warm-up 1 Read the quotation and answer the questions below. Reality can destroy the dream, why shouldn't the dream destroy reality? George Moore 1 What is the message of the quotation? 2 Is it connected to the title of the lesson? If yes. how? Reading 2a Look at the picture in Ex. 2b and say what the story is going to be about. 2b Read the story to check your guesses in Ex. 2a and say what Christina’s dream was. MAKING MY DREAM COME TRUE I thought I was doing so well in the months before the national piano competition. I practised every day, going through all my pieces from Chopin and Mozart. My dream was to win the competition. I’d won other competitions before, some more prestigious, but this one was very important for me. I wanted my dream to come true so badly. I believed I could win. The day before the competition I was at my piano teacher’s house to play through the pieces again as a warm-up before the big day, but something happened. I just couldn’t play. I felt really nervous. My teacher, Mrs Woodham, told me to play, but when I did there was no feeling in the music. There was no magic there. Mrs Woodham looked at me and said, “You're not ready for the competition tomorrow." I burst into tears. No hope of winning the competifion, my dream of success was gone. I hadn’t done enough. I kept hearing the words “not ready” in my head. For me, the competition was a symbol of my pride and self-confidence. I went home. My parents were very kind and tried to make me feel better, saying it didn’t matter, but that wasn’t the point. They didn’t understand that I couldn’t even sit at the piano, my beautiful piano. I was scared, I didn’t want to fail again. Then my mother had an idea. She convinced me to go and see another teacher. Mrs Finlay. I didn’t want to but in the end I went to see her. She was kind and gentle, and she understood that I was afraid to play the piano, that it was almost like starting again. Mrs Finlay was very patient. I went to see her every week and little by little I began to enjoy playing again. I began to practise again every day on my beautiful piano. I was so happy. I had gained back my pride and self-confidence. It has been a very difficult time in my life, but I don’t regret it. I feel stronger because of it. I lost some things for a time - my pride and self-confidence, but I got them back again with all my hard work and help from other people. I’m ready now, I’ve got another chance to play in the next national piano competition and make my dream come true. When 1 do, I want my parents and Mrs Woodham and Mrs Finlay to be there. Katy, Bradford, Yorkshire GLOSSARY pieces — ad пьесы convince [kan'vimsl — убедить gentle — мягкий 145 UNIT 10 Lessons 4-5 2c Look through the text again and for every statement choose the ending which is NOT correct. 1 Katy couldn’t play well before the concert because a) she was afraid of the teacher b) she was too nervous c) she hadn’t practised enough 2 She dreamt of winning the competition because a) it was very important for her b) it was like a symbol for her c) it was the most prestigious competition in her life 3 Katy couldn’t start playing the piano again because a) she was ill b) she was afraid of failing again c) the piano reminded her of her failure 4 She decided to change her teacher because a) Mrs Woodham was too strict b) Mrs Woodham was a bad teacher c) Mrs Woodham was a symbol of her failure 5 Katy felt optimistic in the end because a) she won a victory over herself b) she gained her self-confidence back c) her dream came true 2d Answer the questions. 1 Did Katy lose her dream? Give evidence from the text. 2 What did she do for her dream to come true? 3 What did she not manage to do and what result did she get in the end? Translation 3 Choose the right Russian equivalent for these words and phrases. • What can help you do this exercise? 1 so badly a) так плохо b) так сильно 2 warm-up a) репетиция b) разогрев 3 that wasn’t the point a) это не было делом b) дело было не в этом Vocabulary 4а Read the explanations and match the words in bold with their Russian equivalents. 1 When you are sure that you can do things well, that people like you, that you are attractive, etc. you have self-confidence / are self-confident. 2 When you like and respect yourself and feel that other people must respect you. you can say that you have pride. 3 When you try to do or achieve something but do not succeed, you fail. 4 When you are sorry that you have done something and wish that you hadn't done it. you can say that you regret it. 5 When you get something important or useful, you gain. a) чувство собственного достоинства b) уверенность в себе c) сожалеть d) потерпеть неудачу e) приобретать 4Ь Describe your personal experiences. • when something / somebody hurt your pride • when you failed to do something but gained something else • when you felt / didn’t feel self-confident • when you regretted something you had / hadn’t done Example: It hurt my pride when I got a three in the physics test last year. I talked to my physics teacher. She set me a task to solve at least three problems a day. I worked really hard and by the end of the year I had a five in physics. Speaking Prepare a one-minute talk. • Follow the plan: 1 Your dream 2 What you need to make it come true 3 Obstacles you can face 4 Ways to overcome the obstacles 5 What you gain a) If you succeed b) if you do not succeed / fail 146 UNIT 10 Lesson 6 l^esson 6 I believe Listening 1 a Listen to the talks given at the children’s conference “I believe in a better worid” and answer the question. • Which of the talks can go with the poster? lb Look at the pictures and answer the questions. 1 Are these pictures realistic or symbolic? 2 What ideas may the objects in the pictures represent? Example: The broom on the floor represents the idea that we should sweep the floor regularly. 1c 1#^ Listen to the talks again and say which symbol in Ex. 1 b can be used to show each speaker’s ideas. • Write the letter in the appropriate line. Speaker 1 Speaker 2 147 UNIT 10 Lesson 6 Id Compare the talks using the following criteria. Criterion Talkl Talk 2 Groups 1 2 3 1 Language: a) more poetic b) more neutral 2 Humour; a) yes b) no 3 Manner of speaking: a) more emotional b) less emotional 4 Repetitions: a) yes b) no 5 Rhetorical questions: a) yes b) no 6 Structure: a) introduction — main points — conclusion b) a series of statements 1e Which of the talks did you like better? Why? Speaking 2a In small groups prepare a one-minute talk for the children’s conference “I believe in a better world”. • Follow the steps: 1 Look through the list of criteria and decide what your talk is going to be like (Ex. Id). 2 Brainstorm and select ideas. 3 Arrange selected ideas in order. 4 Prepare notes for your talk. Use the Language Support box. 5 Start your talk with “I believe...". 2b Present your talk to the class. • Follow the tips for a good presentation. • While listening to other groups' presentations fill in the last three columns in the table (Ex. Id). • Get ready to express your opinion about the talks of the other groups, using the material in the table (Ex. Id). Tips for a good presentation • Stand up. • Speak clearly. • Make eye contact with the listeners. • Try to be confident. • Smile. LANGUAGE SUPPORT 1 The language of discussion • I think (don’t think) you are right. • I think it should be first (second, third...). • It v^rtll (won’t) work. • It stands to reason to... / It is reasonable to.., WAST" 148 UNIT 10 Lesson? L Lesson 7 Check your progress 1 Read the text and put a tick in the right column for true (T) or false (F) BESSY’S DREAM Bessy Black came home, after a long day at school. “Mom!” she shouted. “Гт home.” Bessy’s mom looked up. “Oh, hi. How was school?” “ft was all right,” Bessy said thinking about her boring day. ‘You know Bessy, I don’t like your attitude towards school. Can’t you get more enthusiastic about it?” “No, I’m sorry I can’t. History lessons about the past, hard calculations and experiments just don’t interest me. It’s all a waste of my time. I don’t have the energy or the wish to study any of them. The only class in that school that I enjoy taking is Physical Education because at least I get to free my mind and dance.” “Dancing.” her mother said in a disgusted tone. “What’s good about it? Why is it always about dancing with you? Is that what you want to do? Why can’t you make something more of yourself in the future." “Mon, can you stop nagging me about what I’m gonna do. I don’t know what I want to be! All I know is that dancing is more interesting than schoolwork and I’m much more talented at dancing than studying.” ‘You just don’t try," Bessy’s mom replied dully. Bessy didn’t reply. Every day Bessy and her mother had the same conversation about the same topic. Bessy turned around and left the kitchen. Her mother called out after her. “Oh good, you’re going to do your homework?" Bessy stopped, her back turned to her mother. “No," she answered plainly. "Then where are you going?" her mother asked. “Out,” Bessy replied simply and ran out of the house leaving behind her mother’s angry and disappointed face. As soon as Bessy stepped off the stairs that connected her house to the Arizona sand, she spread her arms heading deeper and deeper into the desert. There, Bessy ran around practising the different dance steps she had learned at school. Bessy moved in rhythmic motions to imaginary music playing in her head. Hours passed by and still Bessy danced, kicking up the sand behind her. Eleanora Hafon Statement T/F 1 Bessy spent a lot of time at school. 2 Bessy found Math very interesting. 3 Bessy’s favourite lesson at school was dancing. 4 Bessy wanted to be a dancer. 5 Bessy’s mother was not pleased with Bessy's interest. 6 Bessy didn't like talking about her school- 7 Bessy and her mom understood each other very well. 8 Bessy’s house was in the city centre. 9 Bessy and her mom liked to talk about Bessy’s future. 10 Bessy spent a lot of time dancing. О Q V..*" Score: 20 149 UNIT 10 Lesson 7 2 Choose the correct word. 1 I had/saw a very strange dream last night. 2 Nick dreamt that/about winning the contest in Physics. 3 Some people work hard to make their dreams come true, another/ others don’t. 4 Masha got a job after school and never regretted — /about it. 5 Leo failed to get / getting home at the usual time. 6 Andrew was very proud in / of his invention. 7 Don’t tell her to give up. She has her proud/pride. 8 I never felt confident in/about speaking in public. 9 Thanks to our training we gained in/—a lot of useful skills. 10 It is impossible to avoid meeting / facing obstacles on the way to success. 11 I would never miss a chance fo go/going on a swimming course. 3 Fill in the gaps with the words in the box. • There is one extra word. I a chance achieved failed gain goal • obstacles self-confident regretted Score: 11 At the end of the course you really feel that you have ... something. Skiers must be aware of rocks and other... hidden in the snow. I dream of getting ... to see the Statue of Liberty. Her... is to become a student at university. The first time she took the exam she wasn’t lucky — she .... It took me a long time to ... enough self-confidence to sing solo. 1 didn’t go on the hike with my classmates but I never... it — it rained the whole day. Score: 7 4 Put the verbs in brackets in the correct form to express an unreal wish. 1 My room (look) better if I (have) the posters I want. 2 I (not be) sorry if I (not see) that person again. 3 I wish I (can) speak French. 4 If it (not be) so hot, I (tidy) up the garden. 5 I wish my mum (like) watching horror films. 6 It (be) great if Dave (go) to Russia. 7 If you (be) not so busy, I (show) you how to play golf. 150 UNIT 10 Lesson 8 I esson 8 In the desert 1 Look at the picture and say what the game will be about. 2 Listen and play the game. 3 Read the interpretation card the teacher will give you and answer the questions: 1 Do you agree with the interpretation? Why? / Why not? 2 Do you think it reflects your real personality? Why? / Why not? 3 Do you think you can trust games like this to predict your future? Why? / Why not? 4 What statements do you find interesting? Funny? Ridiculous? 5 What does this game make you think about? 151 Extensive reading I essons 1-2 1 Answer the questions: 1 What is a journal? 2 What other words do you know that mean the same thing? 2 Read the introduction to the story and say what kind of journal Mary Lou was writing. ABSOLUTELY NORMAL CHAOS Mr BLrtewfly, Here It Is — sukuru.fir jouriA^^L. As you СЯ1Л. see^ i 0ot Й ILttLe cflrrLeci flwc?y. The ргоЫеик Is this, thou0h. ( waud: you to rtc^d Lt. ( гейЦу rueoiA, Lt. (just woiA-ted you to feiA^ow i did It. I d^dlл.'t wfliA^t you to thLrtte i was oiA.e of those fetols who says, 'Oh yeah, i did It, but i Lost It / rvty do0 ate It / my ILttLe brother dropped Lt Lui the toilet." But pLease PLeeeassse "DoiA-'t Read it! How was i to tertow aLL thLs stuff was 0oLru0 to happeiA. thLs summer? How was f to teiA^ow carL Ray would come to town. aiA.d turiA, everythLiA.0 LiA^to art odyssey? Arvd how was i to tertow about ALex...? 3L0h. Please i>orv't Read it. i mearv Lt. 3Lrvcerely, Mary Lou FLrtiA^ey Read the first part of the journal and answer the questions. 1 What was Mary Lou*s problem when she wanted to start her journal? 2 Did she get any help in solving the problem? 3 Why did she start writing? 4 What did you learn about Mary Lou’s family from the first part? Tuesday. June 12 I wish someone would tell me exactly what a journal is. When I asked my mother, she said, “Well, it’s like a diary only different.” That helps. She was going to explain more, but Mrs Furtz (the lady who just moved in across the street) called to say that my brother Dennis was throwing eggs at her house, and my mother went berserk so she didn’t finish telling me. How am I supposed to write a journal if I don’t even know what one is? I wouldn’t be doing this anyway, except that Mrs Zollar asked me to. She’s an English teacher. She asked us to keep a journal this summer and bring it in (in September) to our new English teacher. GLOSSARY be carried away — увлечься чем-либо odyssey I'ndisi) ihc story of the ten-year journey Odysseus look on his way after the Trojan War told by Homer; a long journey with a lot of adventures sigh [saij — вздох I L GLOSSARY move in — start living in a new house go berserk |Ьэ‘зз:к] — become very angry 152 4 Read the second part of the story and complete the gaps in the family tree. :я f l So. new English teacher. I guess Td better say who I am. My name is Mary Lou Finney. I live at 4059 Buxton Road in Easton, Ohio. I have a normally strange family. Here*s our cast of characters, so to speak: Sam Finney (whose age I am not allowed to tell you) is the father. He is a pretty regular father. Sometimes he likes us and sometimes we drive him crazy. When we are driving him crazy, he usually goes out in the garden and pulls some weeds. When he is at work, he is a geologist and spends his days drawing maps. Sa//y Finney (whose age I am also not allowed to tell you or anyone else) is the mother. She also is a pretty regular mother. Sometimes she drools all over us and sometimes she asks my father if there isn’t something he can do about us. When we are driving her crazy, she usually cries a little. When she is at work, she is an oral historian and spends her days tape-recording stories that elderly people tell her. I think that by the time she gets home to us, she is a little tired of hearing people talk. Maggie Finney (17 years old) is the oldest daughter. She’s my sister. She is your basic boy-crazy, fingernail-painting, mopey ole sister with whom I have the misfortune of sharing a room. She does not like me to touch her things. Mary Lou Finney (13 years old) is the next oldest. That’s me. I don’t know what I am. I am waiting to find out. Dennis Finney (12 years old) is the kind of brother who will climb a tree with you one minute and tell on you the next. He gets into a fair amount of trouble (such as getting caught throwing eggs at Mrs Furn's house, Doug Finney (better known as Dougie) (eight years old) gets lost in the middle of everyone else. He’s skinny as anything and follows everybody else around. He’s quiet and more serious than the rest of us. so nobody minds him tagging along, but he calls himself the “poor little slob". Tommy Finney (four years old) is the spoiled-baby type kid. We think he's cute as anything, and so he gets away with murder. He's the messiest eater you've ever seen. GLOSSARY cast of characters — труппа drive somebody crazy — make somebody angry or annoyed pull weeds (AmE), pull up weeds (BrE) — полоть сорняки, drool all over — умиляться чему-либо mopey ole sister (AniE) gloomy old sister misfortune [misTo:tfn] — very bad luck tell on .someone — ябедничать fag along — (разг.) следовать за кем-либо по пятам slob — а messy and unaliraclive person spfuled — get away with slh — избежать наказания A__________________ has to listen to lots of people both at work and at home В________________ a person who believes that work in the garden is the best way to calm down D thinks she is a grown-up spends a lot of time on homework likes practical jokes sometimes doesn't think much of himself can sometimes be naughty 153 5 In pairs take turns to describe the characters from the text and guess their names. Your description shouldn’t be longer than one or two sentences. 6 Answer the questions. 1 What words does Mary Lou find to describe her family and parents in general? 2 What is normal about the family? What may seem strange to you? 3 What and why does Mary Lou choose to mention when she writes about each member of the family? a) date of birth / age b) place of work / study c) achievements d) habits e) her own opinion f) her feelings and emotions 4 Why do you think Mary Lou doesn’t write much about herself? 5 Who in the family is Mary Lou’s closest friend? Why do you think so? 6 Who in the family do you like most? Why? 7 Read another part of the story and answer the questions. 1 What does Mary Lou feel about her work? 2 Do you think Mary Lou is a smart and responsible pupil? Why? / Why not? 3 Did she do the task right in the end? Did you enjoy reading Mary Lou’s journal? Why? / Why not? This journal is not as hard as I thought. I just hope I am doing it right. It would be terrible to do it all summer and then take it in and have someone look at it and say, "Oh, but this isn’t a journal, dear.” I tried to ask Mrs Zollar a million questions about the journal when she gave it to us, but Alex Cheevey said, "Geez. We don’t want to know too much about it. Then we’ll have to do it right. Can’t you ever keep quiet?” GLOSSARY Geez — an euphemistic alternative for Jesus, here О господи! 8 Write a journal page about your family. Characterise briefly each member of your family. Follow Mary Lou’s pattern. 154 lessons 3-5 la Look at the picture and say what the story is going to be about. •• • uir . - : :r! : T r|:_ n: r - , f I -I: Ч - , - . . t' d к, I I *** Л .. w For Your Info 1 b Read the first part of the story, check your guess and answer the question. • Was Brett popular in his class? Find evidence in the text. bush [bufi — wild couniry-side. esp. in Australia and in Africa. gallon — 4.54 litres BrE GLOSSARY admit — признать bullet [’built] — нуля not one of them would dare — ни один из них не осмелился бы that didn^t count for much — это не считалось desperately — отчаянно 1 they a) the people in his town b) the teachers and students 2 It a) the fire b) the sunlight They ----------- a) the teachers b) his classmates 4 It a) being good at maths b) people's respect ASH WEDNESDAY John Wells Brett was worried. He could admit that, but he didn’t want to admit that he was frightened. He could smell smoke, and he knew the bushfire risk was high, but no one at school had believed him. Not even the teachers. — At first they all said they couldn’t smell anything, but when the afternoon light turned red and gold as the sunlight struggled down through the smoke they simply said that it wasn’t coming their way. Brett somehow knew deep inside that it was coming straight at them. — “U is. It's coming straight this way. and with this wind behind it, it’ll go straight through here like a bullet. Smell it!" "" They’d laughed, of course. They always did. Not L one of them would dare be seen paying attention to Brett Payne. “Brett the Pain” they called him. No good at SDort. No good with girls. He couldn’t even get into trouble properly. When he was caught doing anything wrong it was always something stupid. He was good at mathematics, but that didn’t count for much. ]t didn’t make you a hero, and Brett desperately wanted to be a hero, just once. Just once he wanted his father to say. “Well done, son.” or hear the others talk about him with respect. Just once. But he knew it would never happen. _r What do you notice about these sentences? Why do you think the author uses them? В Why is his father in italics here? 1c What do the underlined pronouns in Ex. 1 b refer to? • Choose the right answer to questions 1 -4 alongside the text. Id Answer questions A and В alongside the text in Ex. 1b. 155 2а Read the next part of the text and answer the questions. • Was it really dangerous for Brett to stay at home during the fire? How do you know? Choose the right answer for question 5. GLOSSARY 5 ihis a) the coming fire b) the bush grand — велимсствениый valley [Vasili — долина make a start on wetting-down — начну поливать Anyway, school was over for the day and now was the time he liked best. He had a long walk home, past the grand old houses built a hundred years ago, and then down to his house, deep in the valley. There would be no one home until about six o’clock and these were his private hours. He could be himself and think his own thoughts. Most of the time he wanted company very badly, but he would have hated to share this private time. It was the time he liked best of all, the time he was safest. The smoke was already much heavier and he could almost taste the air. He began to hurry and he could feel his own fear rising in him. Dad wouldn’t be home till about six, bringing mum and Jenny. An hour and a half away. A lot could happen in that time. “Brett! Hey! Young Brett!” It was old man Heyrick. A bit odd. but a nice guy. “Hello, Mr Heyrick." “Listen, young feller. You’d better not go home just yet. There’s a big fire coming, and this wind'll be pushing it right this way.” “I know, but there’s no one else at home. I’d better get down there." His dad had often said that it was safer to stay with the house than to run in front of a fire. He’d said that the valley was the safest place, too. — “Well, the bush is pretty dry. This could be a bad one...” “I know, Mr Heyrick. Г11 be careful. We’ve got a pump now, and Dad has shown me what to do. I’ll get home and make a start on wetting-down. Dad’ll be here before the fire gets too close." “Well, don’t be a hero!” “No. I won’t. Goodbye." “Just take care, young feller.” 2b Read the next part of the story and answer the question. • Did Brett know how to behave during the fire? Find evidence in the text. • Choose the right answer for question 6. They - - - a) firemen b) Brett’s family c) everyone GLOSSARY went straight into action — приступил к делу prime a pump — заливать Hact)c перед пуском By the time he reached the house he’d thought over all the things he had to do, and he went straight into action. The pool held forty thousand litres and the tanks held about twelve thousand gallons. He pulled the pump out of the shed, checked the fuel and oil, and carried it over to the pool. He primed the pump and left it ready to start. Brett felt his confidence rising again. The fire would come soon. He could hear it now, and the air was so hot that it was easier to breathe tfirough his mouth. He tied a damp cloth over his mouth and nose. He knew, though, that no one would come. In a fire this big they’d all be needed to defend the town. He’d better plan on fighting the fire alone. 2c In pairs discuss the following statements and decide whether you agree with them or not and why. Brett's schoolmates didn’t take him seriously. Brett wanted to be a hero to become popular in his class. His father didn’t respect him. 4 Brett didn’t have enough self-confidence. 5 Brett liked to be alone at home. 6 Brett didn’t know how to put out the fire. 156 За What do you think will happen next in the story? • Choose from the following. 1 Brett will be saved by the fire brigade, 2 Brett will be saved by his father. 3 He will put out the fire before the firemen come. 4 Your own answer 3b Two of the illustrations match the text and two do not. • Which ones do you think match the text? piles of ash roadblock 3c Continue reading the story and check your guesses in Ex. 3a and 3b- The smoke was thicker now. and he could hardly see the outlines of the house. He heard the fire now more strongly. He cried out, a strange sound of fear that he didn’t know he’d made, but then he was in control of himself again. He ran to the pump and jerked on the starting-cord. Working swiftly but with a strange calm he took the end of the nearest hose and swung it to face the fire. There were no trees below the house and very little grass to feed the hungry flames. He worked the jet of water left and right, left and right, until his arms were aching and the water was running over ground. Where was everyone? Why was no one helping him? Why was he left to face this alone? The panic welled up in him but he forced it down. He knew that no one would come, didn’t he? He wanted to be a hero, didn’t he? About eight miles away. Brett’s father was trying to get through a police roadblock. “My son is up there! He’s home alone!’” “I’m sorry, Sir. You can’t get through. The whole area is being evacuated. Your son will be quite safe by now.” The policeman was tired. He’d said all this a hundred times already. He didn’t know what was happening up there in the hills, but he had his orders. “Move back, please, Sir. There really isn’t anything else you can do." There was no way past the roadblock. There was no other road to take. There was nothing else the man could do. He turned his car back. Surely Brett would be safe? Surely the police would have evacuated the whole area. But Brett wasn’t at the evacuation centre and his father could not find him. GLOSSARY jerked on — дернул swung — размах11в<1л jet of wafer — струя воды the panic welled up — охвати^1а паника 157 Brett was up in the hills, fighting a long and lonely battle. The fire engines came through at half past three, Brett had fuelled the pump twice more and the swimming pool was almost empty, but when he saw the engines he knew the fight was nearly over. “Hey, there’s a kid there! How long have you been here, son?” "I was here all the time! I stopped the fire! Single-handed!” Уои didn’t stop it, son. You did a lot, but you didn’t stop it. Half the town is gone." No one had saved the school. Brett was surprised at how sorry he felt. He should have been glad, but he was saddened by the piles of ash. He was surprised, too. when the headmaster walked over to him and shook his hand in front of all the others. There were no words. Just a firm handshake. But that was not the best part. The fire engines had brought him out, past the rows of smoking piles of ash that had been grand houses. He’d seen his father then, running along the road, searching in every engine. His father had been crying. Brett knew then that it was all right. He didn't have to prove anything to anyone, at school or anywhere else. He'd faced the fire and fought it. He’d won. On his own. His father held him tightly, in front of everyone. “Thank God, Brett! Thank God you’re all right! They told us they’d found fuelled the pump - заправил насос you, told us what you'd done! We’re proud of you, boy. You’re a hero!" GLOSSARY 3d Look through the passage in Ex. 3c again and find the evidence to prove that: I ' 1 it was very hard for Brett to fight the fire 2 the fire was a real disaster for the town 3 Brett was trying to be confident all the time 4a Which of Brett’s feelings do the following sentences describe? ♦ Use the words in the box if necessary. • pride pain fear confidence trouble and disappointment joy regret Sentences from the text 1 Working swiftly but with a strange calm he took the end of the nearest hose and swung it to face the fire. 2 He’d faced the fire and fought it. He’d won. On his own. 3 No one had saved the school. Brett was surprised at how sorry he felt. 4 He was surprised, too, when the headmaster walked over to him and shook his hand in front of all the others. There were no words. Just a firm handshake. 5 1 He worked the jet of water left and right, left and right, until his arms were aching and the water was running over ground. 6 Where was everyone? Why was no one helping him? Why was he left to face this alone? 4 his father was very worried about his son 5 Brett was not happy that his school hadn’t been saved. 4b Discuss the following 1 Do you think Brett saved his house because: a) he just wanted to save it b) he wanted his father to respect him c) he wanted to prove to himself that he could become a hero and gain self-confidence d) he wanted to be popular with his classmates e) it was his duty f) he wanted an adventure g) he didn’t have any other way out 2 How did Brett feel after the fire? Did this surprise you? 3 Do you think Brett was a real hero? 4 What would you do if you vented to become a hero? 158 I essons 6-7 1 Would you ever wish to climb a peak like Everest some day? Why? / Why not? For Your Info The mountain was named after Sir George Everest who first measured its height in 1849. Everest is 8,848 metres high, the highe.st mountain in the world. The mountain's local names arc Chomolungma (‘‘goddess mother of the world") in Tibet and Sagarmaiha (“goddess of the sky") in Nepal. Since Tenzing's and Hillary’s successful climb other records have been set. The most impressive one was perhaps the first solo climb of Everest without oxygen, by Reinhold Messner in 1980. The first woman to reach the top was Junko Tabei from Japan. In 2002,Tenzing’s grandson,Tashi, and Hillary's son. Peter, climbed Everest to mark the beginnings of the 50th anniversary of the first conquest of Everest. 2 Read the story and match the parts of the text with the pictures. • Part of the text is not illustrated. CONQUERING MOUNT EVEREST It was six-thirty in the morning of 29 May, 1953. Two nearly frozen men crawled out of their tents. They each pulled three pairs of gloves onto their hands, put on their icy boots and lifted containers of oxygen. With the heavy burdens on their backs, they began walking upwards. The men were roped together for safety. Rrst one man took the lead and then the other. They looked up. The south summit of Mount Everest towered above them... Then the climbing became very dangerous — they had to climb up an almost vertical white wall of snow. They hesitated, and then moved forwards. The two climbers were Tenzing Norgay of Nepal and Sir Edmund Hillary of New Zealand. Later. Tenzing wrote, “This was really one of the worst places on the whole climb, because it was not only a matter of what you yourself did, but what the snow under you did, and this you could not control." Foot by foot they climbed. At last they stood on the south summit, but the true summit of Mt Everest still towered above them. They finished their first bottles of oxygen and left them behind. This action reduced their load and made climbing a little easier. hump valley GLOSSARY conquer ['коокэ] n — покорять crawl out ['kro:l 'aulj v — выползать burden ['b3:dn] n — ноша safety n — безопасность fake the lead — быть вперс'ди tower V — возвышат1>ся reduce load — уменьшить нагрузку summit 159 в squeeze through a narrow gap between two cliffs Then up they started again in the brilliant sunshine. They had to squeeze through narrow gaps. If the ice or snow gave way, the глеп would be lost. But fortunately, the ice and snow held. Masses of ice and rock stuck out and made climbing extremely difficult. Tenzing and Hillary climbed humps of rocks and snow supporting each other with ropes. “Is this the last one?” they asked themselves as each hump was passed. GLOSSARY the ice and snow held — зд. лед и снег не двигались .slick out V — выпирать Finally they set to the last hump. They stopped for „^ревал a moment and went on to the summit. Just a few ^ _ поддерживать feet separated them as they climbed the “top of the world". Two men from different lands and cultures joined hands after this supreme achievement. Everest had at last been conquered. Tenzing and Hillary hugged each other. It was eleven-thirty in the morning, and the sun was shining brilliantly. The men looked around. This time they looked down on all the great peaks. Tenzing could see in the distance the hills and valleys of his home. The mighty mountain ranges In the distance looked like humps. They stayed on top for about fifteen minutes, took some pictures and started down. l- -Л GLOSSARY separate v — о гделять mountain ranges — горные хребты For thirty-three years brave men had challenged the mountain and failed. Naturally, Tenzing and Hillary became famous overnight. Hillary became a hero of the British Empire and the news reached London just in time for Elizabeth ll's coronation. Tenzing became a symbol of national pride in Nepal, Tibet and India. From then on there have been hundreds of other attempts to reach “the roof of the world". Many of them have been successful, some of them have been tragic. At least 180 people have lost their lives on the mountain. But climbers still dream of climbing Everest. Why? The most famous explanation was given by the climber Mallory who died on the mountain in 1924. “Why try to climb Everest?" he was asked. “Because it is there." Nobody has ever given a better explanation! containers of oxygen • -<4 H. I, Christ GLOSSARY challenge v — бросать вьгюв affempt n попытка ledge 160 3 Find the evidence in the text to prove the following: 1 Everest is magnificent. 2 Climbing Mount Everest is very difficult. 3 Climbing Mount Everest is very dangerous. 4 Tenzing and Hillary were good friends. 5 Conquering the peak has always been attractive for mountain climbers. 6 It was a great honour to be the first to climb Mount Everest. 4 What do you think Tenzing and Hillary felt in the following situations: 1 They each pulled three pairs of gloves onto their hands, out on their icy boots and lifted containers of oxygen. With the heavy burdens on their backs, they ega vwalking upwards. 4Г € jr \ г f Mi' № ^ =i *0 # % Ф 0^ '.-y 2 Then the climbing became very dangerous — they had to climb up an almost vertical white wall of snow. Ч::. - ^ Л' 3 “Is this the last one?" they asked themselves as each hump was passed. f Ч I / 4 Two men from different lands and cultures joined hands after this supreme achievement. — ■— 9^^ 4f What is necessary for climbing a peak like Mount Everest? • Rate the following from one to ten and give reasons for your rating: 1 ambition 2 good physical shape 3 (a) reliable companion(s) 4 knowledge of the area 5 good equipment 6 being brave 7 being courageous 8 the wish to become a hero 9 experience 10 a lot of money In pairs prepare a personal report about the climb. Pupil A: You are Hillary. Focus on the events. Pupil B; You are Tenzing. Focus on the difficulties and the feelings. 161 Г- Iesson 8 1 Listen to and follow these three poems. • Which did you like best? BACK YARD Sun in the back yard Grows lazy, Dozing on the porch steps All morning, Getting up and nosing About corners, Gazing into an empty Flowerpot, Later easing over the grass For a nap, Unless someone hangs out The wash — Which changes Everything to a rush and clap Of wet Cloth and fresh wind, And sun Wide awake in the white sheets. Valerie Worth * I ^ GLOSSARY doze г — lo sleep lightly Гог a short lime gaze V — lo look Гог a long time, giving all your attention nap /? — a short sleep, especially during the day GIVE YOURSELF A HUG Give yourself a hug when you feel unloved Give yourself a hug when people put on airs to make you feel a bug Give yourself a hug when everyone seems to give you a cold-shoulder shrug Give yourself a hug — A big. big hug And keep on singing, “Only one in a million like me Only one in a million-biliion-trillion-ziilion like me." Grace Nichols . j 1 - * GLOSSARY give a hug — lo pul your arms around somebody and hold tightly lo show love and friendship 'ЬТ 5^ О Ш - put on airs — важничать gi^c somebody the Cf>ld shoulder — отвернуться, броснiь *Ч ^ Г ■7 4 •> 7if 162 % L > ■ N PURPLE SHOES Mum and me had a row yesterday, a big, exploding howdareyouspeaktomelikethatrmofftostayatGran’s kind of row. It was about shoes. I’d seen a pair of purple ones at Carter’s heels not too high, soft suede, silver buckles: "No," she said. "Not suitable for school. I can’t afford to buy rubbish." That’s when we had our row. I went to bed longing for those shoes. They made footsteps in my mind, kicking up dance dust; I wore them in my dreams across a shiny floor, under flashing coloured lights. It was ruining my life not to have them. This morning they were mine. Mum relented and gave me the money. I walked out of the store wearing new purple shoes. I kept seeing myself reflected in shop windows with purple shoes on, walking to the bus stop, walking the whole length of our street wearing purple shoes. On Monday I shall go to school in purple shoes. Mum will say no a thousand furious times But I don’t care. I’m not going to give in. r - row [rau| — an angry argument that lasts a shoil time, especially between people who know each other well suede [swcid| — замша buckles пряжки Irene Rawnsley • ^ 2 Read the poem you liked again and answer the questions. 1 What feeling or idea do you think the author wanted to share with the reader? Give your reasons. 2 What did you like about this poem: a) the mood it created in you? b) the plot? c) the details: people, objects, facts mentioned in it? d) how it is written? 3 Did you notice anything unusual about: a) how the words are used? b) the punctuation? c) how the lines are arranged? 163 Grammar reference UNIT1 Adverbs We use an adverb to say how we do something. It usually describes a verb and often comes after it. How did the boy close the door? — The boy closed the door auietiv. An adverb is usually formed by adding -ly to the adjective. slow — slowly 1 easy — easily terrible “terribly cheap — cheaply happy — happily simple — simply Some adverbs are not derived from adjectives, such as well. She speaks oood English. She plays the piano ^ery welt. Some adverbs of manner don’t take the suffix -ly, such as hard, fast, late, deep. My brother is a fast runner. My brother runs fast Verbs of being, becoming or seeming ^fee/. become, smell, taste) are followed by adjectives, not by adverbs. / felt happy when I first went to school. Articles We use the definite article the when we speak about a particular thing / things or person / people. We use the indefinite article a/an when we speak about any person or thing. We use zero article when we speak about things or people in general. Did you see the film yesterday? Is there a film on the TV programme today? I like comedies. UNIT 2 The infinitive, in order to, so as to We use the infinitive, in order to and so as to to talk about a person’s purpose (цель) — why t\e or she does something. In order to is used in a more formal style. I went to the library to borrow some books, I decided to learn one more foreign language m order to have more career prospects. I need a bigger shelf so as to put all my schoolbooks on it. We can use in order to and so as to before an infinitive in negative sentences. We went out very early so as not to be / in order not to be late for the performance. We can’t use the simple infinitive to express purpose in negative sentences. Question tags We use a question tag when we want to confirm something or when we want to find out if something is true or not. The general pattern for using tags Is: Positive sentence + negative tag, e.g. John likes football, doesn^he? Negative sentence + positive tag, e.g. Mary doesn’t like football, does she? Tim left for Sochi yesterday, didn’t he? Tom and Ann don’t speak English, do they? Dick and Mary have bought a new car, haven ’tthev? 164 UNIT3 Must / Can't + V Could / Might ^ V We use must/ can’t апб cou/d/m/g^f for deduction, when we want to express the conclusion that something is certain. He must be a schoolboy. He can’t be a university student. We use could/might to talk about a logical possibility that something is true. Where's Ben? I don 7 know, he could be in the garden. Present perfect continuous Have / Has + been + Ving We use the present perfect continuous to talk about unfinished or recently finished actions that have a present result. / have been plavino the guitar for five years (and I am still playing). You look tired. — I have been dancing all night (recently finished action with the result). Modal verb have to We use have to to express an external obligation, to say that we have to do something because of a r ule or circumstances (обстоятельства). I have to wear glasses for knitting. He has to take his dog for a walk every day. I iiaye_tQ go to school on Saturdays I don’t have to go to school on Sundays. When dg you have to go to school? UNIT 4 Present perfect vs past simple We use the present perfect or the past simple when we write a biography. We use the past simple when we write or talk about people who are not alive. Agatha Christie wrote 76 novels. We use the present perfect and the past simple when we write or talk about people who are alive. The present perfect is used to describe what people have achieved up to the present moment. Brad Pitt hasjna^ a lot of films. The past simple is used to describe things that happened at a definite time in the past. Alla Pugacheva became very popular in the 1970s. Past simple Agatha Christie wrote 76 novels. Present perfect Brad Pitt has made a lot of films. 165 Past continuous vs past simple We use the past continuous to say that somebody was in the process of doing something at a certain time. / saw you last night. You were waiting for a bus at the bus stop. We use the past simple to speak about single facts or events that happened in the past or to say that one thing happened after another. I saw Dave yesterday. We stopped and had a chat We often use the past continuous and the past simple together to say that something (a shorter action or event) happened in the middle of something else (a longer “background" action). Suzy out her hand when she was cookino dinner. Lena was watching TV when her friend came. Could, was / were able to / managed to We use could when we want to say that somebody was able to do something in the past, to show hts / her "general ability" to do something. When Bob was 16, he was a fast runner, he could run 100 metres in 10.8 seconds. We use was / were able to / managed to when we say that somebody managed to do something in a particular situation. Alex was not known as a fast runner, but in the fast race he managed to beat everybody. The house was on fire but everybody was.abjeto escape. UNITS Both of us / you / them Neither of us / you / them We use both / neither to talk about two people or things together. Both of us / you / them can be the subject or object of a sentence. Both is used with the verb in the plural. Katya and Christina have good marks. Both of them are excellent pupils. Our teacher asked both of us to do the task. We use neither instead of both in the negative sentences. Neither is used with the verb in the* singular. In an informal style, a plural verb is possible. Are you looking for the two students from the 6th grade? Neither of them is here. Past perfect simple Had + Ved(3) We use the past perfect to talk about an event in the past which happened earlier than another event in the past. К earlier event t X event in the past I When we arrived at the cinema the film hM already started. We usually use the past perfect after past verbs of saying and thinking. We use it to talk about things that had happened before the saying or thinking took place. The teacher said that she had checked all the pupils* compositions. I thought I had lost my purse, but I found it later on the floor. Reporting other people’s speech We can report someone’s words in two main ways: By using direct speech: He said, *7'm sure you are right. ” Direct speech is used when we want to give the exact words of the speaker. By using indirect (or reported) speech: She told me she was feeling ill. The Prime Minister promised he would look more closely at the problems in the health service. Indirect or reported speech may be used for a number of reasons: • To summarize the speaker’s original words • To iriterpret the speaker’s original words: He warned his neighbour to keep his dog under control, (the choice of the reporting verb “warn" expresses the speaker's attitude) • To distance the writer from the words he is reporting According to a government spokesman, there is to be a public enquiry into the problem, (the writer wants to make it clear that this is an official statement, not his own opinion) 166 The changes we have to make when reporting speech The changes we have to make when reporting speech are all quite logical. Suppose the Prime Minister says today, “The government will put more money into hospitals this year.” Reporting his words tomorrow, we might write: “The Prime Minister promised yesterday that the government would put more money into hospitals this year.” The reporting verb (“promised”) is chosen to interpret the force of the Prime Minister's words. The original "will” is changed to “would” to follow on from the simple past reporting verb (“promised"). The word “yesterday” is added to fix the time, but “this year" remains unchanged when the report is written. Words referring to place and time may have to be changed if the report is written or spoken at a different time and in a different place from the one where the speaker originally spoke. Compare: 1) Patient: I’m feeling sick. Doctor; What did you say? Patient: I said Гт feeling sick, (she is still feeling sick a moment later) 2) (half an hour later, in another room) Nurse: How's the patient? Doctor: She said she was feeling sick. The distance in place and time causes the doctor to choose the past form of the verb here. Writing a report after a conversation and in a different place may require changes in adverbs / adverbial expressions of place and time. Here are some examples; Words the Words the reporter speaker uses uses here -» there now then today -> that day / yesterday yesterday the day before this ^ that my father his / her father next week the following week tomorrow the day after Reporting questions. Here are somi ways of reporting questions: “Where are you going?” -> He. whe goin He a she li She V know arrivec “Do you live here?" "Why did you arrive late?" Remember: 1) The word order in the reported questioi changes. It is the same as in a statemer 2) The auxiliary "do" is not used in the repc question. 3) There is no question mark in the reporter question. Common reporting verbs These verbs often express the attitude or intent the speaker: 1) tell He told me to sit down. She told me that she loved me. 2) advise She advised her daughter to take 3) warn The policeman warned the driver slow down. 4) promise 1 promised to reply to her letter. She promised that we would meet again soon. 5) ask My friend asked me to help her on Saturday. 6) offer She offered to look after my garde» 7) threaten They threatened to report tfieir neighbours to the police. 8) say I said (that) I would come. 9) suggest He suggested (that) 1 should take a holiday. 10) insist My mother insisted (that) I should stay at home. Remember: “say", “suggest" and “insist" are normally followed by a "that" clause. All the other verbs can be followed by an infinitive or (in some cases) a “that” clause. UNIT 6 V-^toV and V + Ving We use either Ving (gerund) or fo V (infinitive) after certain verbs. Ving (gerund) if the meaning is GENERAL like + doing love + doing prefer + doing hate + doing can't stand ^ doing to V (infinitive)if the meaning is PARTICULAR to one activity would like + to do would love + to do would prefer + to do — Would you like anything to drink? — Yes, please, /’d like a cup of tea. — Milk? — No, thanks, I can't stand milk in my tea. Too and enough We use too when we want to say that something is "very" or more than reasonably possible. It comes before adjectives and adverbs. We use enough to say when there is as much of something as is needed. It normally comes before a noun, but after adjectives or adverbs. It's top cold for me to go out He spoke too quickly for me to understand. It is warm enough to swim, isn't it? Do we have enough time to do the shopping? If we want to be on time, we have to walk quickly enough. Would + V When we talk about imaginary or unlikely present or future situations we use would + V. My fantasy house would be in the mountains and would have two floors. I wish + Ved (past) We use / wish -ь Ved (past) when we talk about imaginary or impossible situations in the piesent. I wish I were you. (But it is impossible.) I wish I were at the seaside now. (But I'm not) I wish I could swim. (But I can't) I wish I didn 1 have to work so hard. (But I have to.) Note that / wish I was is also possible in spoken language. Prepositions of place Preposition by / beside below above 1. on (the) top of inside in the middle of among Example by the chair below the line above the horizon on (the) top of a building inside the box in the middle of the room among the flowers UNIT? Be / Get used fo + N / Ving If somebody is used to something / doing something, it is their habii. If somebody gets used to something /doing something, it becomes their habit. It can refer to past, present or future experiences. Be / Get used to can be followed by a noun or Ving. I’ve studied for eight years at school now and t am used to the noise during the breaks. I'm used to washing the dishes. I do this every day. I Ve known them for five years but I can't get used to working with them. Future in the past Would + V, was / were about to, was / were on the point of When we describe events that were in the future at a certain time in the past we use: would, was / were about to do something, was / were on the point of doing something. I knew they would remember my birthday. I thought I would pass this exam easily. I was about to tell the truth when she stopped me. He was on the point of crossing the finishing line, when he suddenly stumbled and fell down. 168 UNITS___________________ Must have /Can’t have + Ved(3) We use must have + Ved(3) to say that we feel sure that something happened in the past. I Ve lost my glove. I must have dropped it at school. We use can't have + Ved(3) to say that we feel sure that something was not possible in the past. You can't have been in the library yesterday. It was closed. Might / May / Could have + Ved(3) We use might/ may/could have + Ved(3) to say that it was possible that something happened in the past but we are not sure about it. Polly is late. She might have missed her bus. She was too far away so she couldn 't have seen you (it is not possible that she saw you). She was too far away so she might not have seen you (perhaps she didn't see you). UNIT 10 other / Another / Others Another can mean additional, extra or different. We use another with singular countable nouns. Could I have another piece of cake (additional, extra)? I don 7 like this dress. Could you give me another one (different)? Other means different, alternative or besides this/these. We use other with plural countable nouns. Have you got any other slippers? These are too big (different, a/terлat/Ve^. Hike primroses, daffodils and оиш spring flowers (besides these). Others means different, alternative or besides this / these (the same as other) but we use it without a noun. These jeans are too small. Have you got any others? Collective nouns We use collective nouns (family, team, police, staff, etc) when we talk about groups of people. They can be used either with singular or plural verbs and pronouns. When we talk about the group as a collection of people doing personal things, we use plural verbs and pronouns. My family have decided to move to Liverpool. They think it's a better place to live. When we talk about the group as an impersonal unit, we use singular verbs and pronouns. In this case the relative pronoun which not who is used. The family is a very important part of society which is responsible for raising children. Note that the collective noun police is always used with plural verbs and pronouns. The police are looking for witnesses. Quantifying expressions Such phrases as a number of, a group of, a couple of, a lot of, ha//of are used with plural nouns, pronouns and verbs. A number of people have tried to invent a youth elixir but they have all failed. Half of his students don't understand him. Conditional 2 When we talk about unreal present or future situations, we use the structures with If... If I had a lot of money, I would travel a lot (but it is unreal because I do not have a lot of money). If I didn't feel so tired, I would go to the beach with you (but it is unreal because I am very tired). We use the structure / wish I did (not) / were (not) / could (not) to say that we regret something. I wish I knew Rod's phone number (I don 7 know it and I regret this). I wish it were not so cold in Siberia in winter (but it is cold and I regret it). 169 Irregular verbs Infinitive Past simple Pdsil participle Infinitive Past simple Past participle De Wlд^Vrff^ oeen0 tmughf brvnuti 1 гфи1ост»1 maM maoc rh;rde Uvu^^) tXtthJ tMiH UultlupOHtb) meet met metlectpeHinhi bouoOl bought (noivrvnv) POV _p« СМ|ПЯ91И!ь> ши\ zmafirt (rniontu pu« pul Uii imactM rhooMP июае iTiosen {«v^pOYui reeo read 'Hjid |чг1АЫ come шпе nde lOde ocden |е«агь аер«ои} cxmx UAt COMiCVOMHil nog mng rMngiMOHrftb} глй cut cotipe^aN. pyeiiihl run w run (Oem^nl dci did doiw <дешть| say «aid &ed uoaCowTu) d'ftW drew Orsvni (p»A6rib con. "■ МЙ KAI soki i^pnflBnsrtvy Oreanten ««evtaii.l sarvt v»tf «ml irxanb catinli rrvTk] fUl sal sm icvMiotb) (toiw drove Often {«ec’vi ^Ifty inuwtfC »Гктт1 n«uiu:tuii4im eat й№ aawnwry} vreii «men «rded {П№и*у1к MyNlMUAtlb ЛГЧ)*, MrCfttffkl toll hArti IflMnthl icea^ 5Pofce Hiokim (сшоео(!тэ1к> leed NHt M {vyeciiiuftbtfti staeit «pent «htod «рйге 1 tpoimul М£Ос1(ШШ1.| kuuhl tnogN ua«irM;R. 6upon4;e. cXCiMltpCe^ %1c*dl «btin stmoii itiuniti (n«i tuund lOtfid (иа>шипъ) гмеер ewnpl ««Wl (ППАМрТЛП*) йу NrvkVi - фЧ1 Ool pd (fWy'idiK. геашдАГк ao6no»ibC«l \eaib tOiU laught Юте iiiugraiv^Mrii) Шт iperv. lAUc^eatki Qrl>e WPliOO (ПрС1С1|Г^*/.*й. l>vAt*tM be^ iwd ICRMJintV) 1МК» fton* Wllltl (»1ПГЙ1Ь • ПбГ1Л1*ХА^| hiHl Nut liiiili/ipifiMMnnifKvib fli>Aeitl will IWVI win (НИПГЖДЛИ. MMHttlMMlU MW «led Me)l л«гмп«1 writ«* wuiw iniKarH 170 List of active vocabulary Вугш "Стц:м* актений лексики** ты найдешь ecu ноиыс^ спива и ьы|х1ждиип. аяачен1№ которым раабираетср е учебнике, и которые пред»1дамачемы дпй sanuKiMnaiam и дап»иейи1его упо1р^1>еи1тя н речи. OtiH расло/юкеиы по разделам, урик за уроком Слоаа и ьыражд«ии«, ме npeAHa^HaveHNbro дг й загюминаний. но («еобходимио для иона^миия текстоо. ты »4ожбшь найт ш спеииолььмх табличках «:хтп* рм€ называются "Gtossaiy' Словарные статыт о дшяюм списке состоят иэ следующих згемяншв ’ заг/ооное слоео * {граискрил14ия| - часть речи, к которой относится данное споео ♦ перевод Ты ужеэнэвшь. что слова и выражений невозможно порепо/ьт* с одного языка на дру1С4« М41хаиически. Чтобы выбрать лрэа№ьный перевод, необходимо хорошо понимать, в какой ситуащти в каком ко»1Гогстс oto слово или выражение употребляется, именно toko^i перевод сттов и выражений и чрив(>до»1 в данном списке в СПИСАВ ^ используются следующие сокрвщеиия: й0^ nojeettve по41ЛдГ0тельноо ndvftfb наречие л noun суиюствительное phrv phflsfli w»rb фразовый гялгод ртер prepoertwn предлог ргоп pronoun местоимение 5б somebodv кто-либо STh somorhrng что-либо V verb глагол UNIT 1 ■ Lesson 1 do HO&BW PUZX^S I >4П}/| — СОСТШПЯТц картиькиоагадки. в готсрых мухю с.лоя1Иь мо/тии кусо'1КИ. чтобы гюнучилась картн1чц» доевтршд - х(шпгьвтурист|несжне noxof^. жи1ь в гжлнткдх до on ал activity ЛоЛбау - зонмядагигй актиа»«,1м 01ШКХ0М н канмкулы до on гоЛот coBMeiB (*Кжж(д/1 — кэгвтнся но парковых апрамвтои^ отлер^тмансми roptou gn rollBrst(aik»g ('ratH;sxkcmi]| когом«Сй но рстликах go scobo diving (Mirba jdatvtn) ^ эо>втматъсй падводным ппвемшм4саквапни10м) gidcetui ('grvpt1>l| оф —' пта1и«031«ый, 1айишый lazy |Vi/i| асф — лех«1вый rido в BOootBi |4ktrJ3| — КАтлтьсй на скутере •* мотороллере Bunbaihe |ЧлпЬс1д| i* — принимать сопночмыо «дины, авгорагь watch в show at а water poik — смотрев водное посАСтмленле А Агдопарке LBBBon 2 be addicted to |УД|Мж5 (d| — «юистростыться н чему-либо, увлечься чом*либо (об(йою0оммо дуртм) truant 1*ии.лп1| ftom schoot^ прегуливатъ эанягио н школе LesBond аб1лве1жГ%01/| советоагто. ресомптоыиь behave lhi'hriv| v - вости <лбя. попупать оородолонмым образом behBvTOui |h*1vnp| л — noi4Uu«HiHs nocTytiirit biptn IhrrmI n Mcioi Ызшу Пш.чш| ad.* - умный, моаговитыи. спогабныи СОППОС1ЮЛ tko'nrkj^nl п - связь. взаиг<юсвнзь control (imVirot^ll V - управлять, рдтулирсеать develc4)|di4cl:p}v - щот^аитъся сопаошы<по1:шиыж ernoUcnal |t mMifotoil асу — >моыионвЛ1|*«ай eneiinmneiVH^n. ы»|Ж1н«кй judgment }’сЬА4^т.мн | л • сухшжю. рсшоиие reasoning rn;;r:iniet погичееккт юд мысли, орт ументаиия Lesson 4 avoid V ktdOtxetb прех1у1>рокдать connect isth with sthMi^WMI v — гое;1инигс. сояоывдТъ (ч)о*пибо с «ЮМ* лиСко doublB'Check |ДШэ1 v — иер«тро1«пшь get upset |^t »крУ1| " расст|Ш1ВАТьгя. cirpf.HaiiiCti таКе зшо U^l — 1Лхпипся. уА0Сп)вср1*1ьсй pretend Ipnlmd} v - притворяты^. долоть Blip recogoifte |'тек>тдпаы:) ллизмвАЛТи Lessons 5*6 any I^Hij d&temnrfH, pfot^ ~ любей. мкой* тибо countable Гк/|ст|9КЧ} ooif исчж'гномин Прн сх;гтьтмм|1апАо ^1мш я шонемгмСМИ* 1$ит1мслокьэоеаим Ьо^*шо1*Кмго«риз>иКслскес«. D 21 Под общ. ОКА И. Р Пкпьг(«м«д М.. 1972. McJvepB К Амьг.*рустмыспш«и*. Hjux ^ М ^В8Й LcvHPW D4.moMv Ы CniO^mconKyBisPsii -- fHcKcnCduuMoUd. 2Ш1 171 in Qoneral tin 'l^,cnJrЫ| ~ аообиц?. suenoM particular ]p»*iikpil.^| 4^*** насгм^й. <л*4»^оннг«й rater {to) |ri'b:{ v^отмоешь(к кэгсому^пибою^ессуЬ QtCUltdU* uncountable hnluiuiiU'ttofi асф ~ нсиснисдябмый go down {e.g. pneu^) phr v — ткипмешися |c uu»»ui> repemiv^ lii'rK^uu^l асу — гжучкг^й, Ьгл vuhla noeioowioi циС^;а selective |mVUiv| щ — пдлбсньа^и sticlc |viik) in sb'a head урвтап-па e память имггг Ursaori 1 tMigain (1шдт| ii - шгодма. удойная покупка cosh|k.clin- мш1ичнъниажы^ pay in cash — платить наличными оеи||Гами cheque ЦКМ '' ^аи1С1)Ог^кий ч«?« pay by cheque - распплчиватъся бо^о^овскмгд и.чгм credit card I'kirOii ка:«1| n — кродишая карта pay by credit card — ппатигь c помшдыо ГЧИШМИКМ1 icopiu currertcy |*K.\onu| л — валюта, доньш a обращейин discount |41>чк*^т11 n 1ЛНДКЙ |t: цены} note Iluoi) n — бонгмота, 1:упюра sale |^U| г1родааа.рагпрги1ажягюинсм»*<)й|1ене be on 58^6ы;|| e продаже tMt in the sates бмгь e раа1ГХШ>г^е save (money) | ven j v — экономить (деньги) Lessons 2-3 cash desk n - касса chocH likM 1^ npuec(i9ib tit Kill V гхизитьсе.бьльбпиру match Ira.i*n) v ^rnoiamonoearb. пошодить (1юдпару) 5ae|%H/^n — раэб№(| (предмаюеодеж^). |ncvN3Tu«. nbyeul suit |ud) V“ noAxo^iHTta,4Ш^и (об одрждв). быть к muiv try on phr у — приисртъ (опгтъе| Lessors 4 doubt ]diut| V — сомнееетьсн. бмтьисуеорсниим levnHIety >lri| box шеягулка Ai>e доа1тлшикх.пп1 sewing needle | vxmi — ивеинцп umima suggestion |ю*фл^1лп| n - npOAnuKiCiMi^. рбФОыгпиыция Lesson S ad UU| n — |>е«/1Жен1Ю объмнлатн advert r«vd\rt| et рекпаглюо OOsaomimni advertise IWJv.aai/1 v— ресламироаатъ. соадаадть рСкГОМУ odvertisomont l9d*v:i liunant) n ре«лами(х* обьяплонир. реклама annoying |?^rwun) )acy - доса)а«ый. р83лра>с»ои|ий. HW№UrntSt^ commofcat |1и>*ип:|Ы| n — р§?клаГ|»ппе о01иииюпие Ю ТПЛвЯ1<Д1>ИИИ encourage |ml4Mi|t| у — исим*тре«атъ, тегаолять pet entertained IxnioicinOI рэ^впигатьс»* UNITS Lessons 1-2 ambitious |а.чп1н/»4| atif — чостотоОйвый, С1|ГЮмои1Ийг.й « ycnosy careful |>.с>Г91)асА - гыимак*л1«иыи. шрдто/1инуй •чкгур;П'чыи confident I Lnnl>ddtii{edi* - уоор^имий (a усг^ко) enthusiastic |iii.U|ktri'a;gd | aOf — уапече^ньыи лилныи 011Т>миама generous I aA - великодушный, щедрый honest limiulPd/ - честный гдведивыи leaious rdvcl^l — мвисттгаьпт. реагноыи moody |'iiui:di) ац — ггнпрюны1ь подве^тжвымыи чОстой CsKmn MOCTp nenr^nwr tofldblo {пЪ1дЬЫ| aA надежи\4й, еерный shy llAildci)— Pu6ku{>. аасгничивыи Lesson 3 casual Гкт:^:4) mti mweoHrtmui). иН)(к*жи»л4 to6 одржоб) Voimal rbm^riladi'-* офицмлнчый. 1Нраег1пеннп.й (о стиле оаожды для офиииальимх случ^иш) lomantic (fao'ma*ntri| ромаитн'’Ньи sporty I sp:>ti| 40/ *-** о cnoprnhMiM стиле. рдскованнын. аиэиорАДССтнытч style |м;и1| п — г‘*пль нал(|;тпени1* а мидгг Lesson4 be on опоЧ own |:sm] - осда|»ат|«сят1дШ1нпссам41м собой hove an ovening out — rpoeer *и ar^iop ime демд. nontn р»звли«д1ьса |om in Ldv^in III] f)tu присоги;ии1тгя t ia>MV'iMte koepsth secret |4rLril| ^ргмигъч10«<п<4‘ S гиДиг. ПЦЦ гдкрспом show-off I txmil 0 П0Э0Р. лооСражола. %^cr\v stay away from sth pfv V - держаться есториие от noro* пнбо 1ЛПИ чего пиАп Lesson 5 (I bit carfiei | >;ha| иомиогс рпмки^ be tMisy fhinj &ь<ть:1дм<гтнм. 6ытьгсптл1Г1П beta^yrirt/i] ' ncwibce bo short ot time имоп> шни pfmrA9tiii on time - ooopi'Mii, тчип a coov pul sth oltprv'v OTCpDHHtdTKOUiuuuieath Ы Himnopoif Spi^Ma spend (time onsm) Kpciul] V трсокть «ерема la мгр*мбо) ригаодоптм1%|Ч*иян4чтс*г«ибо| waste time - торят» ерегии. г опугту трггитк И|Н1МЯ 172 в Ш9*у I Iciilil d&v — e послсЕДнсе ерсмв. тш8Н7 госвл1^ I'nxnnUil - ticuUMHO. ft nocj>nflMe epewft still Isicii ddv — ece eu«p.Aoci«xnop Y«t licU odv • П0К4. Clue (e ««nixiciirfuitoww w отрицатет»ит г>редяо*сни(П() итт4 Lessons \^2 scnieve |<>^> | feme - достигнуть славы t>ecome famous (ovemiQM) - cxл^ь anawmnuTi (за одну ночь) best known ihcsc 'n^oiij Ac1|f ^ Аорошо илвскппиА ано№и|пыи bidvn Ihrcnlec^ ^ ирабоый. смепый ceeb<^|siVbmi|n - M4n^t^Hi(yb n^eeCTHM^^euw^wi' courBQeoud ^6осс?раа»<ый. опахныИ genius |'(hllt|n\| r? - 1еиий« Г«-^ИЛЛЬН1И1 ли^к>ггтк hoTO |1umo| n ^ горой make a name lot / make опеЧ name as — 301«еити 0 c€Ja:{o — эаоэда первой асличины. caermo <о чг*ло«квсе1 wok*known |,чс1 *а9гтп| oif( loecr inuiu. rymynepnu^i win fame as — добшъса извеспгости. эввоевагьет^еу world* famous Щ — nceMv^iHo itdeectHwii Lesson Э aefueve U>tlcv| лостиппь. доОиогт^о dead |dul| л — noctyoot. педам' extraordinary |ik4lrTj.io9n| ai7/ и|Ю0ыч;^1жый, въи1ДЮШ1Йса, .14М1»чагольиий give up ^p| phf v — сдавагъся. тступнгь ordinary |\^скт.>п| Ktj оОокиоао^ый^ oCuwiuA overcome (hardsNps) |^i>dt,4m| прердотпь. Прудиости) respect sb |n4prU| v - утмис^ь. nowitgib когр*яйбо set a goal (yairlj •• поставить це/ь set on exampfo |i^/| v-- >*велич1г8а?ь. повышать reduce |iidux| v — уменьшить. cHiucei «i losuff m jnV^li in) pfir V npitBUAMisx wuMy.mHSo. иметь пвзупывтом UNIT 6 Lossorvs 2*3 (bo) disturbed |<1|'Ы1:Ь4| dd^ - быть 1>бвспсжоеиным. естрееохенным close r>ojghbours I'nciba^l бпиэхии сссед|г easy to reach |ri.^ №гкодос1упныи (о мосте) look ihe sanre |M:im| аы1 лодлть сиинникооо make sth О bit different rdif^om I - сделать что*гибо немного другим make sth cosy Гкш/1 i - сделвт i* что *i>iTfk* уютным, ухюбиым rTTodern (*mfrdn| any-* соерг*м«?нкыи, hotriiu nice for sb — приятный. yixrOuuniuw шго*Л1^бо Qii«t Гкчы.и| atiV — гишй. мирный Lesson 4 dt>ove \рЬл\\ (V6P - НАД чяМ'ЛиОо. сверху arrtong ]s rasnl^cp — гюсроди. меьзгу below |t4loii| pfVfi — прдчем^лиро. внизу beside |hr'^лul| SXGp ■ радом. OkOtv.) by |Ьн1) prep - около, у чеги*лпбс inside |mViKi|prep- внутри in the middle of |'miiJI| prep — посередине on top of prep - сверху, поверх чего>лиро Lesson 3 {keep smth) to hami (Ivvmll дорхвть под рукой, вбгызи chittered up рилтои \p\ й<^ - лвфоможденный приноденнмй г> ОеспИрцдрк concentrate <оп) |кП1Ъ0П1гси| v — сосрсдотэчиватьсй (начеМ'Либо) disturb|di'ai*h|у - трооотть.беспокоить мешать focus (on) |'fMik;is| у сосредогочи1ь ьнммаииг. С4о«усирооп11х:я МО чим^лиОо bghting ('biiiot n - освешдние messy Г#псм| Ай — Леслорядрнимй. грязный shared ЦсхЦ space — соамостно испег^луемоо орострйнсгао. общее pQf^iuw место 173 tidy riiiiilil нистьа! untidy {vn'biKl i I xicV Meonput ный. i tOpttii uinowЛ welt'lit |>d 111 13(f — ясроши ос»еи«^1иыи we>tH)fgants^ |,^d '.‘)^Pivii2dJ Mt) KdDOiun (>0ГЗНИ»вв1«ИЫ(1 40рОШОуСГрОО»М]1Й Lc$M«i6 lancy |1а?ом| ^ — причуАпнпыА. фаитастуноо^ш! framed (frcmidi лф - здк^1К>«он»чдй ii г)имку vk>lel I Vmi^ii) ac|f - «{нюгетовый itjiy лиловый uein UNIT? 1л%мп 1 be served |vj:^d| - бьпь поданным к столу come Hue |1ru | * * сйыйагъо!. осуи|есгЕЯйты:в (о Г1ол;олдиий?() congiatulate (on) |k»n'sm?tfuU;it| v - по'^дрдвяать Сном* либо flya fleg — поднимать флаг le чость кого либо) foi good tuck — на счастье, на уддчу receive (а дЖ) |п‘м,\| - попучить |пол«фс«) show respect |п*ч>с!а | -* оказывать уоажеиио. hcntt sb $if> — »елать сог|ву*ли6о чтгьлибо Lessons 2-3 ш:сериЫе(окЧег4:|М{дг^ —псиимлемь1й дснтусшмыи at ease ltr| — »е*п|мнум;Д|М1нй, спико»>нЫ1 cor4:ernod (;d30ut) |L^n^э:пU| (К^ • ixidbosenHi^. пбеслокоенный (нем*ттбо) emar вепсу |i m‘i;cb,wi| n — »ст|Зонны*^ сл^ш>, чосзеьмиииое npwu^ocrtani run late “ ппалдыввгь s^lyctidlv пу<ггдяО(1Лго1йлг Lesson 4 be about to do stt> — иамергтатьса {^обираться * слелять что-тЛо be on ibe point of (loH>g $th - cotiupdibca слотйтк «оо^лиОо нпглпдяе«нш be going totki ath — собиратнса. иамероватнсл сшпагьчпнпиЬо Lessen 5 bekmdtosb «'хооошоотносктьсаккому-пибо. быть добрым с ком пиОо ignore liotn:x\ v -* ип зат^ечать. пренебрегать keep $th to otTCMHf держить чю^пибо в себе. ума1Ипцигти taugh (д!) |1и.Г| V - выпмчшзтк. смеяться (над) recognise | rvL4m4ii/| г - уанааать{п|мйгтроче) repeat |гГрг11 у rxirnorwib shout out а remark |(sui aiit 9 гЛтгк! - громки окликшь. лопать «и1мичшчи& smMe (at) |тш1| v — улыбатюг {кгаму^ттбо) Lesson в Ьб guitty I'uilttl of sth / doir>g sth a MUM nnbti быть ВИНО№<ЫМ be supposed |o'pxi7d| to do sth — грш^полагаатсе. что что-то дйядеп n getaway with sth pf 9 V бедиахааанно ccaoiKuimi что-пибс аапреиденисе. екодить с рук sutler (in bitcncol |4^f?| у птридть. итгттетн (молча) work oulptv V — с гоудим добитъс», вы|.Ч1Сютвтъ (рошенме} иМГТ8 Lessons 1*2 suggesi doeig sth - npuATAraift. ceenaiit что<либс Lesson 4 case (Lvi^l о - сул^бисг дего, олуч(|й crime ]кп111т>| п — преступлено commit |VamiT| а crime - coeopajuni п()сступлат«о crime scene |мт1} — место греступпеит ctimlnel IlnmiuM) п — гфсстуииик evxhsnco IVvid^n^l л — саеде^яш, фАМичигдиг Азнме. УЛИКИ екэтто (luV^rmm) v ■ ^%з^чпь ккмогрнеати lind out ll^md 'iiotj phr* v — вмяоыть. разведать разузнать investigate Im'vcuigrnl у — рвсглсдовать nnav«idib спедсиио |0кОм-пи0<|, -е>»д*либо) suspect IsdSpcitj V — псдозровдгь. сомнееотьсе а истинности suspect |4\s>;'kT| л - лолозроыюмый или подоэртельныЛ чолсвек witness I wiinol /I ^ соидегепь. очевиш! Lessons flowerbed {ItiiKTbrdl л — ивсточняа кгумба merry-go-round ('men gdu .гмнър| л — ^агА'^пль path (раО| ft — гролипм. дорпжпо pavtlion|TwSiii:4i| п - павильон, беседка peependieutar ijvbp^n'ddkM adr -гх*|юс*ид uiynf»| )| лай railway |4*ilwci| n — жегюзиодорожные пути sneak |чпгЛ| м^т4стисе. длллть ч10-1Л<*л тийком stream |мп:т| л ^ руче^т sutfei (horn) |ЧлЬ| и — 1::тродд*1.ог |б(И'езн>1) (фТое hiptxil V - 1шгнна циппчкач. ксос^ьсе иНГТ9 Lesson 1 дfterwшdsГafuvrarL*|a<^r^ апос/юд:^Бии. notew. гкззжл at the same bmo в то же самол е|Ь>м>|. е тот до MWCHI at tius stage |Паф) - m л«и«нм1 гтодн на лиииом ЗТАПП cloud (kLuidl л оОглко 174 I« cv^ipomte |Гьгррп’11| V- ппеврмнигм*^ в nap flOW|llAl| V •tPH». hail |hcil| f> гиш me^i |rndt| V'— lanib turn |u:n| intQp/v'v Mp(>Clpnutfr^’U Icssm 2 confain (кэ|Гкш] V с(Ш9ркагь. вмещьиь (aiming I Yarn io)r>' .^емпедетп* врлени^ ферморского ючийтлпа IractKin (Triirljdfil n - iipcAb (МИСЛО) tiesh water lln^VMd] - пресна»вода turthet (o.g. mfonmittoo} \Ъ^С^\ дашопнителъниП. дапишиший gnthor (*g;tA9) V- coOupaiu, опплаи, урожя^ gtobel roidiiball adl; — всеоб|дий. inuGanw^ii ptece of infoanaiion |p«:k jv ,mr;i'nwif.>n] СООбишиис. »«06OltuiiU0 ronifMOtreO Ш|ф011Мд1а«п pfOv»dewl1t) Iprrvaid рПг v — снабжат1ц <Я)еспс^иаа!ь utu*r^i6o miorvoU |'rr/?%«a| n - 1нц^т.ииха)врпиипищп resoufcoe|n/^.w| Л ^ ресурсы (природиис). запасы restriction |пЧгпИлп| n - огрпничоти^* relevant I'rclnani | artt — уместный, соотвтственьыи ttiQ needs л, ггй1и:поргиргтан|«с without a heatth nsk - без в\кт дпя идсропы« L0$6ons3-4 aquanum ]Ук^сзлзт| n — аквариум Ъсгагге \Ыт\\0(Н — с*трапи|.^. поимуипивк4« OreathtaKrng |bftO,icikir)| adf— п^шз1лелъный. ja>SAi ываюиа^й breocUr^ IMogrammo | hridro *ргз<«огд^т| -госкрамма роз&еасии.я (жиаотыМ camtjuflaged 9(Ц — )ь1Мдг:>ичл1Гйкиь» coiQf rU)r.*ii| reef - хорадпиеыйрмф empty ('cmp(i| ad) - пустой, нео&ттвемый marine |maWi| «9 - морской on the border |Ъх41з| — на rpanifiie levnaMrArll y^ptkCxp^vu, покаомаить seahorse tVrha^I n — морской нонес aepa/ate |Vpwri| отдепять sharkilu:k| n - акупл underwater l/rrdaVrtal arf — под80дны«« unique ec^f yweanuHiiA. (>аинсгоп»1И1^ 0 t*50esi (ЮДО lesson 5 can V away |l>tn a*ivt*i| |W v — умосигь. емьветь (кдВОДГШМГбМ) cause |lc.T/| у —Пытьпричииой death )dcO| л смергъ drsastoi ||1Г/11л(«а| л — бедствие. KarontprxiKi disastrous \ilt maia»! асу — гиДнльным, • дтос<рофлниг>ий drcAvn Itlnnml V ~ тонуть fmn construction |1лп*мгаЦзп| прсписп ciooiihwo hood |(l\J| n — наводнение tevei l*lrvx»ij ff - уровень (морь) light |Uii] oq^ <Лт>пениый. ггопрочный |0111>СТру1ГЦИИ) protect ipni^rMI V зэддищсть. придокроншь raft (mill n ^nnn? severe hi^i^^leoy — жестокгий. rsmiavii^ lo uiropr^ei survive t^Ndn IV — выжить, уиолить tame|icim| у*» укрсмат01остихин| tear out |tio '«1011V eupue^Tb c хО|/нем. muiHpati< tiejuil v^npHRiuMBaTb Lesson 6 alarm |3lo.tn| n — сигнал греаыи coltrde |кз1л10| V — игапкктватис.я exhausted II — H^tiiyioi >ын, и>>урениыи lecord'breahmg (race) | icltd .hn’dmi оси pur^uubiB frpHtdl fascirrate |Tasincn | v — se'iapoauaimb npHecihms a всн:х>пиени<^ limit |1imn| о ^ предел singlo^twHfed I Лтд.''! IntnJiUt sOt — без посторонней помоидч lost (kMj - испы1и<чиь unconscious I Ал\рп(аз|дсу - Hgxi^onuuutru бее С133ИОНПЯ voyage fSnmfcl л — Mwrm>e nyTeiwicmwe UNJT 10 Lessons t *2 dream (Jn in| л -- con. mojito drenm of / about v - мцчгать. t po3v%?b. тшетъ сны face sth |tccx| v — сталя1твагъся |струдностйг.т|. в(про*1а1ы:мелг) get / have a chance of dorng sth / to do sth - имить t ruinysim» шанс сделать нт*либп obsmclo ГеЫ.Чз1| л прспягстгни ntiMrxu lesson 3 ddydream rdcidriTnl у — WiTars. rpeii^ Lassen 4 fait (lodo sth| (fcil) v — терлпть неудачу. 6«^ь не 6 coctiHinfUi I слепят b чги-яибо| gam sth |iicm| v— получать что-либо, достишть ного-либо rxdve pride UkuiJI — имепьгорушаж. чупстыл COCC»SO*MiUfO nOCTOfiHt-tee have self-confidence |,\с1( %mihdi>«b| — иметь уаеоегыость в себе hurt |hii| one's pnde - ранить чье-либо vyeittSD coOCTiAOHHoro достоимпаи legrot sUi |n'uivi) v сожалотьонсм либо I » I a z i I tl si- 11*1!! sf l l»5^ Jig d Q X ^ Ш m Q О r z 2 X ^ Ш The pubtiAhers would Hke to tttMnk the foHowto^ for pemussfon to ropteduee mopes end tcpyrtpht maiottsh P M\it, fPC ^MiuiKihipptno* iert publivtcct Mi Снмп Mnrch ^SV.Mory Gliisgw SchijlOMK; ^9^ tnxf р^АМЬЫ «) Or^wn Amri ?002 P Шгу Q\»^gow ie.UptMb\K S6, ЛУТф1 do voo И1^ dbfXit school?* hrM publcsbdd in Oown Nov / Dec 2000 <0 Moiy Г«ЬА5Ц)о«>Г4лоа/иш^, SchoiAsiicX, *WrvatadiiKc*rieinya 1№ады mBmihim* leiantsipuUH^adm 1м1л Sep / Oci 2GOt Mdry (jUngow MdQVtfve / SciHiiam Гб' 8reinr«AS«i 3 ппЫ<^^б.ссо> rnx)M:od kind ptnimtiHm wwixx: со uk / iiniOnUroei 57» ksww kx)&o^Iies.con>Iraddcjn^ ЛГт 06, r07. RwintCKJ Oy 06вИу its. ExKacI from Sfioid < < DC fbomwn d Co. ltd ^06 Roc«*d^ try Игх1 оатпьз^ш^ Ы Oof SfAcpcT and Ett^ MacAfthix Г3$. tX\ <* Umg^ton Uughtfs Ро^гтишю granoid by Ocivtd A$soci3(^ Г40, Rnp4(ti<^] t>y ootma.^con ftoni PiBp /.^vww.fibOuQvend.aiy Г49 *А£»о1иГ«Гу NrHftidi Cnaoe* о 1990 Uy Shaion Cro«^n. Nu piibliined in Gxoftt entain m Г990 by Macmiftan Cdtldren'ABcoki rs? Г54. *АкП Vdted}i«6da;y* Pemu&sion granted Oy Ясде^e. Cotafidga anc V^ite on Ьег^П of fhe estaie ot Mw VVMIs JS5- rse 'OdCk V3id* bom AU THE SMALL PO&AS AND FCXiRTEEN ГАСЙЕ by Valene Wcxm CopVMQht Ф Г9в7,1994 oy Vdteiie VA;ж1^ R45pYinf(d oy pennswun of Pwiw Stnna and Ginxi>t UC> td? ^G«M» уо1«гм)1Г 0 Ro|wr.fc Cotporoboti (Banmann 52: P PPG / Cofba Co^poratvon / Frank Trepper 85 < RPG / Cotb« Coif^^aiion / Bill SchM f^. P PhotoXpreaa 55. 57(3). 58(4i, 59, 66. 80/?/, tb Госуоврпааинии Руссклп Саии.Пптсрбург. J005 /35: Р fTAfi TASS 7 5Г, 58(3). VM are. graie/ui to Penraon Educaswn bnxted, pubkaha^ of Согцрпвг Dvcoonery of Cor the»e aodiesb^. кш. m caukec to Bftyper&on acce$Airig erry matataf contamed on any page foiMldti№y utf lhe«einl»fnel addiecaei. WfliwKMiliii- ^ CMIWI ' 1 Im 14e(we BRITISH COUNCIL ТИТУЛ T I T и L Brookemead Engush Language Teaching Ишдтельстао ^Tl1тvл" выпускает единую пинию учсН^нО’Мегодичосяия комппсктов длв 1 It «л классов **Мипди*' - **Аяглийский мык нового fысвнолетий'" ' - ‘^New MiUenmum Englist)**: дпв 1 класса *') учоСЫнк (>Ыкгм *мтл t\rw ушнпм. ко^«>>>^идиакгсю1тиммо дп« 2 класса - рабо^ак тоградь »ммга лла о>Л|Июгмяокеииа (а>«д|НжП0Се1и. СО MP3} iu6c|) ллк sieitrtiOH lOBoperf^w длв 3 класса • ра^кч^тя tmiHipi. м<мг^ дл* У'впч^г», ну;июи;ыголпыв |»у/м»гасхош. СО МЯЗл на£ор кортов д^ас^^ник и гоеоре^ю дла 4 класса \чеОилг. рабо^аа tCYpaoK. 1иига дла у»<1ели. аудиопс^о«^ив слу/ак1ч2С1.1?1Ы. СОМРЗ^» на^д)ркорп)нс« AnaoCviemivva(n«HRiHrtMHipct%«u дла 5 класса (1 «й год обучении) у*<6»»иг. irtpuAh дао униелк {аудис«оссв>м. CD MP3) дла б класса (4«и год о6учаи1И1) :»б<нак тетрадь, книга дкл у*нпапк вуди<жч>*яох<тие |аудис«ассе1и. СО MP3}, обумйошак компый1ариак прог^йммл длв 6 класса paOiruiK fpYpaub. книга дли учи>еяи. аудлстоипслгиие !.|у^Э<жас»ни. СО MP31 pi)0o*iaa твтршь, книга Д1Ю учителя, оуд^ю^чюмнме (юРочвн ми11;1 учтеач луд1ЧЮ|тнрклниг natVMBK топшк. книга дач улпапл. иуд«юпгнюо*емие дла 7 класса у^еоми» rayjbouiUtf 1м. СО MP3) дли 6 класса yi^Oiui^ 1аудискд(*соп-|« СО MP3) дла 9 класса у*юбник I тр^тктжсеш^ СО МРЗ) дла 10 класса (юбочак rp'paav. »нига дпа v^mofa. аул>Ч1П|*«ило*мю {аудгс««№саи СОМРЭ1 дла 11 класса у*«*бпи»^. н*тр»1Ль. »ни1Л дли учшапч, ay/uicvipi1РЗ) Аагорскаа программа курса 11 - 4 *в классы) Аагорскав программа курса И -в классы) IVtirr»BnnoilDKY*Kii учибиима! и дс1П1'^тк*гнли4Ыек,с|(С(мтлы IU ianM* www.titul.fu на 1Н1гоо1«:тпеогд1ч* www.aootl^taacbafc.ru ГЪб1кгрм»< |%»юО|яисгывкил слвдр)ГгРраиыгигк к ГАДД1итдчт« 'Титул* ?4бОЗб. Млуао1акоби I 00ИИМ.К ;»к50б6 твя <44439} 9'>С 09 ito»r. |494SQ)0*10 01) «^ntiul poclKr.**liH»l 1и(гмиа>*1ГЛтЫ|« MiTkVGillum |ni-nX4Т^А1ВПИ<