Английский язык Учебник 9 класс Гроза

_ w _ w АНГЛИИСКИИ АНГЛИЙСКИЙ flSblK HOBOrO ТЫСЯЧЕЛЕТИЯ Р1Й| . W MILLENNIUM 0. Л. Гроза О. В. Дворецкая н. Ю. Казырбаева B. B. Клименко М. п. Мичурина н. в. Новикова т. н. Рыжкова E. KD. Шалимова STUDENT'S BOOK ENGUSH Учебник английского языка для 9 класса общеобразовательных учреждений Допущено Министерством образования и науки Российской Федерации к использованию ^ процессе в образовательных учре)кдениях, реализующих образовательные программы общего образования и имеющих государственную аккредитацию 24.11.2006 1 Издание второе BRITISH COUNCIL BROOKEMEAD ENGLISH LANGUAGE TEACHING ТИТУЛ T I T U L 2007 I ББК81.2АНГЛ-922 Г86 УДК 802.0(075.3) M благодарностью к нашим семьям за MX бесконечное терпение, понимание и поддержку. ^ ^^тнательностью K коллегами учащимся учебных заведении, е которых мы работаем. Авторы Authors' thanks and acknowledgements Thi^ ^rnject would not have been possible without the unfailing commitment and enthusiasm of Ye. A. Lenskaya, Assistant Director for Education and English Language, British Council, Moscow. Our special thanks and deepest gratitude go to Diana Lubelska and Ro^ ^itho, from The College of St Mark and St John in Plymouth, UK, for consultancy advice and inspiration and to Ruxandra Popovici of the British Council in Bucharest for generously sharing her professional experience with us. We would also like to give our thanks to Ye. G. Borovikova and ОЛ.. Groza from the British Council, who contributed to the book by their efficient management, administration and academic coordination of the project. The authors would like to thank all the members of the B^ ELT Advisory ^ard. whose comments and suggestions have helped with the book, especially David Crystal, John McGovern, Katherine Walter, S. G. Ter-Minasova, M. Z. Biboletova, J. M. Kolkerand V. V. Kopylova. Our thanks go to the SPE^ ^mjectTeam, St Petersburg, for their help in developing the assessment component of the book. We would also like to thank M. V. Verbitskaya (Moscow State University), T. G. Dobrosklonskaya (Moscow State University), O. Ye^ Education Centre OA^ ^^^trom”). M. D. Pospelova (School Ы^Ю71, Moscow), Ye. S. Ustinova ^^azan Pedagogical University) for advice and support. Гроза О. Л. и др. Г86 Английский язык: Английский язык нового тысячелетия / New Millennium English: Учебник англ. яз. для 9КЛ. общеобраз. учрежд,/о. Л. Гроза, 0. в. fleopeuKas н. К). Казырбаева, в. в. Клименко, м. я. Мичурина н. в. Новикова.!, н. Рыжкова е. Ю. Шалимова.—Обнинск: Титул, 2007^ второе — 192 c.: ил, ISBN 978-5-86866-396-3 УМК “Английский язык HOBor^ ^^^^^летия ftns 9-го класса является составной частью учебного курса “Английский fl3W^^^^^^^ ™:ячелетия" flnn учащихся 5-11-х классов общеобразовательных учреждений России, соответствует требованиям федерального компонента государственного стандарта общего образования no иностранным языкам. * УМКсйСтако: 1лз №.1лг1лсщя.уча.ш,егася., к:.н.1лги. сф.в.хчи.тепя. рабочей тетради. ачоиокассеты ^ ^жет fihiTh использован при трехчасовом учебном плане B основной щколе. учебной компетентности, умениям работать B rpynne, оформлять ^ ^зультаты работы. B учебнике последовательно реализован коммуникати вно-когнитивныи подход, используется комбинация современных м традиционных методов. Тематика текстов ^ ^ад|нии cooTBeTCTBye^ ^^^^^^^^^^зсобенностям м потребностям учащихся. Страноведческий материал, представленный c кросс-культурнои позиции, позволяет решать задачу воспитания уважения как ^ ^^^^^^нной, так м к иностранной культуре. ББК8Т2АНГЛ-922 т* Contents UNIT 1 People with personality.^ /^fa f Л 11 & /a . F.:\.... OoT fraqiV^ WCTifrf.... UNIT 3 Learning to learn UNIT4 Ourvaried land... 4 « n lO Mr.. . .й. Г.......34 У.Л) лк ^ ^ ^ ..^.... .......aL.. .. 50 ■fj > UNIT 5 Let's travel Australia!............................................66 j UNIT 6 What's in the news? .d UNIT7 What’s your j'. • К ? .41 .82 UNITS Making your day out fun.. ^ ^ f r шШшшЙшШш ....... 110 UNIT 9 Books.....................................................124 UNIT 10 Healthy body, healthy mind...............................140 Extensive reading................................................155 Grammar reference................................................176 Irregular verbs..................................................183 List of active vocabulary. 184 I г l-t ' Ippople with personality ■lessons 1 -2 What we look like Warm-up ^ 1a Look at the pictures and say how this student has changed when compared with the previous school year. r-i ( He has grown a moustache. 1 b Look at your classmates and say how they have changed by the beginning of the 9th graded Listening 2 Look at the pictures of the three new teachers who are going to teach in the 1st, 5th and 9th grades. • Listen to the short descriptions and fill in the badges for the teachers. t I 1 Subject Grade Name j-IO'.: Subject и Grade -/.-. . Name f Subject ) b '' Grade ''' UNIT 1 Lessons 1-2 1' i Vocabulary 3a Look through the words in the box and fill in the table. • Some of the adjectives can go in several columns. ; beautiful small handsome good-looking pretty ugly lovely thin fat muscular oval short big square ; long curly tall plump slim , thick ty,. ^ - ‘ — ' . , ^1 ^ f 1—^ ! Describing appearance in general rt—— Hair Face Eyes Body 3b Look at the diagrams and add more adjectives to your table in Ex. 3a. .r ‘■№'■'4 skinny — unpleasantly thin, lean slim — pleasantly thin < plump — pleasantly fat, nicely rounded overweight — over + weight (вес) square crue^ ^u:el] — not kind, heartless ugly — opposite to beautiful or handsome odd — unusual, strange v ; , . . . , , enormous — extremely large -i'"' plain — simple, not pretty or good-ldoking lovely — beautiful to both the heart and the eve p UNIT 1 Lessons 1-2 IJ' 4a Read thes^ ^irs of sentences and say which one in each pair is more polite. Why? A B 1 She is stupid. She is not ver^ ^ver. f 2 Her nose is long. Her nose is longish. 4 3 He is overweight. He is fat. 4 He is slim, He is skinny. 4b Make these descriptions more polite. • Think of different ways. л -• Kl О ” ZftA 1 I think Bob's girlfriend is ual^/: 2 Most people want to stay slim, but not as skinny as that girl over there. 3 Have you seen Henrietta's new boyfriend? He has an enormous nose! 4 Mary's eyes are cruel.A- 5 A new girl has joined our class. Sh^S short an_d_fat. Пъ ret- I- «'f - Language work ^ 5a Read Text A and say what the author of the description ‘ feels about the person he describes. Hw w6' K>-/ (X| Mrs Trunchbull Herface, I’m afraid, was neither a thing of beauty nor a . joy forever. She had a сгТШ mouth / and her clothes... they were, to say the least, extrerrlfe^ Sh’e always had or(.a brown cotton smock which was ptfl^liedTn^around the waist with a wide leather belt. The belt was fastened in front with an enormous silver ПрЯ.Ж iC A 0 From Matilda by Roald Dahl 'i| ^ - i . ■ 5b Read Text B and say how it differs from Text A. • Choose from the following options: l \Vx Wi Text A) Text В is more У less emotional'' factual longer colourful V detailed ^ neutral ^shorter Her face wasn't beautiful. She had a square ^in, a thin mouth and small eyes. Her clothes looked odd. She always wore a brown cotton smock with a belt. The belt was fastened ff. front with a very large silver buckle. GLOSSARY smock — свободное платье простогт> покроя h nt k It — пряжка Speaking 6 Describe the person in the pictu< 5c Read the following text and make it more neutral. • Pay special attention to the underlined phrases. • Follow the example of Text B in Ex. 5a. Miss Honey ...Their teacher was called Miss Honey, and she could j not have been more than twenty-three or twenty-four. She had a lovely pale ^vatnhSdonna face with blue eyes and her hair was light-brown. Her body was so slim and ''fragile one got the feeling that if she fell over/she would smash into a thousand pieces, like a porcelain figure. From Matilda by Roald Dahl ■■ S1 \ I f *' ‘ ■ r f rj /1 lA/ ' У V o - UNIT 1 Lessons 3-4 ■ • .^7 ■ Lessons 3-4 What we are like Language work 1 a Read the descriptions people wrote of themselves and answer the questions. • Which of them do you think could have been written by the boy in the picture? • Why do you think so? r m r9f For.YourJnfo.. It's hard to describe yourself, isn't it? I'm — quite a friendly person, confident... My big love is clothes and bags. I really ,. _jve sunglasses too. Besides I'm very loyil to my friends and I think I'm very helpful. wouldn’t say I'm quiet, but not noisy either. I love partying and having fun and m always cheerful in the morning. My friends say I've got a good head on my shoulders and I'm very witty and chatty at times. Some people might say I'm pretty bossy, ’cause if something needs to эе said. I'll just come out with it. But I'm gentle and I haven't got a bad word to say .3 bout anybody! L-1 An exchange programme is a programme between two countries, e.g. Russia and the UK, in which familv-to-family visits are arranged. A Russian teenager may stay with a British family which is called a host family. Later the British teenager goes tO~stay with the Russian family. In this way young people experience family life and traditions in another country. Which is more formal? Find other examples in the texts. Who could this information be — addressed to? Which text, A or B is more formal? Do you think these words could' 'be used in Text B? Why? / Why not? r. I am going to tell you about myself. I think I am honest and reliable. In fact, reliability is one of my main strengths. I always try to keep my promises and I never let my friends down. ■ ^ I have a lot of interests inside and outside school. I like Maths and -Physics and I take extra classes in these subjects. But I also love dancing and listening to good music. I enjoy socialising and I think I'm pretty easy to get along with. I always try to be polite. Another passion of mine is animals. I have four pets at home: a cat, a dog, a hamster and a parrot. It's my responsibility to look after them, but that's a pleasure for me. . - Like everyone else, I have weaknesses too. I am a bit too selfconfident and sometimes I'm too quick to criticise others. ' -*1 -4 alongside the texts. ^ texts in Ex^a again, fill in the gaps in the statements arc eigijin your decision. ': a youth magazine. -i iop ication for a students' exchange programme. UNIT 1 Lessons 3-4 Vocabulary 2a Choose the best translation for the following words and phrases. 1 loyal to a) лояльный b) верный '' 2 socialise a^ ^^^миться ^ ^зни B обществе b) общаться i 3 witty a) остроумный^ b) хитрый 4 (easy) to get along with a) TOT, без кого легко обходиться b) TOT, C кем легко ладить / 5 let somebody down a) подводить b) унижать V 6 gentle a) нежный b) мягкий, 2b Explain the words wit^ie suffi^^as in the example. Example: I'm pretty bossy. — I like to give orders to everybody. a chatty (girl) a catchy (name) a choosy (shopper) a nos^^^^son) a brainy (student) a sporty (person) a mousy (look) a sneaky (manner) 2c Work out the rule for the words with -fuland form some new ones. • Use one of the "new" adjectives to fill in the gap in sentence 3. 1 I'^ ^^avs cheerful in the mornin,g. 2 I think I'm very helpful. 3 She likes wearing ... clothes. LOOK The suffix -ful is used to form which characterise people, th ‘i::! situations, etc, e.g. pain + ful = hope + ful = ...; colour + ful = 2d Match the words and explanations, then choose the words to describe Mitya. f) gentle g) loyal ; h) confident Explanations is always in a good mood is able to say humorous things behaves in a mild and polite way does what he promises doesn't mind working long hours is faithful (верный) even in difficult tim is nervous abou^ ^^ting people is sure of his ability to be success"" j UNIT 1 Lessons 3-4 Language work 3a Read the short descriptions of the people and answer the questions. a) John is self-confident. He is sure that he can deal with any situation successfully. He believes that everything he does is right. b) Lena i^ ^^rful. She always looks happy and lively. She is always in good spirits and make^ eve^body feel better. c) Mitva’s friends say that he is very witfv.'^e knows a lot of jokes and has a very good sense of humour. How do the underlined sentences differ from the other ones in each example? Which of them can be calledjopic sentences and which ones supporting sentences? 3b Write a description of Mitya from Ex. 2d. • To make the description clear and logical, remember to include topic and supporting sentences. Writing 4a Tick the words that describe ^u, then ask your friend to choose words to describe you. • Do you both think the same? are we I am.. My friend says I am... easy to get along with onfident "elpful liable ■ ■ :“arty jl SUPPORT ideas and. also, too, as well, because, as, due to, therefore — - :‘-e^hand. 4b You are going to write a short letter about yourself or somebody else. Follow the steps: 1 Lookthrough Text В (Ex. 1a)and find examples of a) an introductory sentence / sentences b) a topic sentence / sentences c) a supporting sentence / sentences d) linking words 2 Study the diagram and the Language Support box. Introductory sentence / sentences (What the paragraph is going to be about) Topic sentence -> supporting sentence / sentences Topic sentence -> supporting sentence / sentences 5 Choose and do one of the tasks. • Write 2-3 paragraphs about yourself (or somebody else) to a youth magazine. ' • Write 2-3 paragraphs about yourself (or somebody else) for a students' exchange programme. (You may use Ex^a and the examples in Ex. 3a for support.) ■ 9 it “ i ^ ■ UNIT 1 Lesson ('• \ArM' : ■ .Г s 1 x ’ |Л I . r- ! -Д< Lesson 5 The person I admire Warm-up 1 Fill in the verb web. in>d 2a Read the three texts below and give them a common title (which is to be the title of the lesson too). И attractive appearance, sporty, popular, ^f^ble If you are keen o^ ^wies, you are sure to know the name Jean-Claude Van Damme, because he is probably one of the brightest ^^wood stars. He certainly looks like a star: he is tall, well-built and handsome, with friendly eye^ fascinating smile. He has had a lot o^ n his life but he has managed to make his name in films. In his childhood he was a skinny kidWj^tl , glasses but he started ^ing faarlial arts and balled ^sses to become fit. He has ^ always ^en such a fighter! It helped him to become one of the most well-built and handsome Hollywood actors. How doesj change! sentence iv GLOSSARY martial art^ ^^^^cl'aits] — боевые иск); violence — насилие, жестокое^- 10 UNIT 1 Lesson 5 There are many people I admire for several different reasons, but the person I admire the most i^ ^^elf. Here are the reasons why. First of all, I am the mostpatient person I know. I can wait years for something. Also, I try to give myself a fighting chance in this world. When I look around, I see so many people throwing their lives away with drugs, violence, etc. Besides, I look at things the way they are and not just the way I want them to be. realistic, shy, easy to get along with, confident My father is the person that I truly admire in my life. He is very important to me. He has supported me strongly in every way he could possibly do. He has given me the love which was deriS^Lto him by others. He is a man who has never accepted things the way they are. He did a lot for his parents and his own family. Although he is not an educated man, he always knows what he is doing. He never loses hope, but continues to fight to turn his dreams into realityT ■ What a great father he is! 2 How is this sentence similar to the sentence with such a (Text А)? kind and loving^ogtimistic, self-confident(witt^ helpful of the qualities listed below each text is not . mentioned in the text? JL. UNIT 1 Lesson 5 Language work 3a Answer the questions alongside the texts on pp. 10 and 11. 3b Analyse the pairs of sentences and try to find the rule for when you use the article a / an after quite, such and other intensifying words. ' a) She is quitC^'bore. 1 Is there a noun after the adjective in sentence (b)? b) He is quite well-built. In sentence (a)? a) She has such big_eyes. b) Her eyes are so big. a) He is rather a good speaker. b) His speech was rather good LOOK quite V rather adj so such I quite a/an what adj + N ^)is used to ^^nsify adjectives ;and adverbs / not nouns. 2 Is the noun in sentence (a) singular or plural? 3 Is the rule for rather different or the same? 3c Fill in the gaps with a/an where necessary. 1 My younger brother is rather... cheerful. 2 What ii. strict woman Aunt Polly is! 3 He told me suc^ funny joke! 4 What bore he is! 5 Don’t tell her anything secret — she is quite . 6 What4^ wonderful cook she is! 7 Has Jack broken the window? Wha^.. naughty I 8 You may trust him — he is quite ... reliable. Speaking 4a Choose two or three qualities from the lists in Ex. 2a that you think you have and explain why you think so. Example: I think I'm quite kind. I always help my friends and want to make them happier. 4b Say something good about your classmates following the example. Example^illie is a person who is quite easy to get along with. UNIT 1 Lesson 6 I Lesson В Wfiat is friendship? ft 1 a Read the beginning of the dialogue aloud to see how each of the characters might sound. IMrs Jefferson: Just wait until your father gets home! д . Janet: Why? What have I done?4i I Mrs Jefferson^ ^aw you! I ' ! 1 Janet: Saw me? Saw me doing what? IMrs Jefferson: I saw you ta!king(tq)Ellie Baker, к?!. Janet: When? fls1 Mrs Jefferson: You know very well...; LANGUAGE SUPPORT aggressive defensive bossy frightened not pleased neutral 1 b lev] Listen to the recording and compare it with your own way of reading. ^ ^ Why do you think Mrs ^^^rson is not pleased with her daughter Janet? • Listen to this extract from a play and check your guesses. /I 1 d Listen again and answer these questions. 1 Whos^ ^^^2f_yiew about friendship doe^ ^r fathetl^hare? Why do you think so? ; 2 What have you learned about Janet? Ellie? Kathy? 3 What does Mrs Jefferson think her daughter's friend should / shouldn't be like? 1 e In pairs discuss these questions and give your opinion. 1 Why do you think Mrs Jefferson ^^sn’t want 16' daughter to have Ellie Baker as a friend? 2 " might Janet like Ellie? . " o you think Janet has dropped Kathy? ' - - :^ou think the conflict might end? : S', . Janet think a true friend should / t т ' ler-ere with your friendships? ■ opinion, ... . Л'Ь' to do something ■ ■■ ’ “ scrnetfing Mrs Jefferson Speaking 2 } What is a good friend? Talk about what a good friend is. A good friend is a person who Statement (quality) Evidence (what he / she does / doesn't do) Statement (quality) Evidence (what he / she does / doesn’t do) LANGUAGE SUPPORT \ A good friend should / shouldn't be ... . likes / doesn't like the people who are / do something ... wants / doesn't want me / my friend to be / to do... ... thinks that friends should / shouldn’t... ... is afraid ^ ^rried that ^ would (do something wrong / start doing something wrong) , 13 4 UNIT 1 Lesson 7 ^esson 7 Check your progress 1a L*¥l Listen and write true (T) or false (F) about thefollowing statements. GLOSSARY theft - кража knock off one's feet сбивать c ног 1 * The robber was dressed like a woman. 2 She / He was short. 3 The robber was a woman. 4 The robber was known to the police. □ □ □ □ Points /4 tb [•?! Listen to the dialogue again and choose the best word or phrase to complete each of the sentences. 1 Jhe man was walking home from... a) work c) the gym 2 The robbery happened in the... a) street bj office c) park 3 The robber was wearing... a) sports shoes b) party shoes c) sandals 4 The robber's hair was... h) long and wavy b) 30 years old D^ ^ort and wavy c) long and straight The robber was... a) younger than 30 c) older than 30 The robber took... a) the right shoe b) the left shoe c) both shoes The policeman says that the robber is... a) dangerous b) very dangerous c) not dangerous overweight cruel 2 Fill in the gaps with the best word from the box. : •.............................. ; plain arrogant confident ; muscular witty A person who is capable of joking i^V. j. A person who doesn't feel worried that he / j she might fail or do something wrong is ... . Saying that someone is^.Visa polite way of saying that someone is fat. 1 2 If he just exercised a little more, Mr Jordan would be a^ ^as Arnold Schwarzenegger. A person who never changes his / her opinic or behaviour even if he / she is wrong is... Saying that someone isV.l^^bspecially about I women) is a polite way of saying that som€ is not good-looking. A person who likes to cause pain and enjoysj the pain of others is . j A / An ... person considers himself to be veri important and doesn't respect others. j Points. Read and write true (T) or false (F) about the following statements. 1 If a person is too slim, you can say he / she is skinny. 2 Skinny is more positive than slim. '••• 3 You can use overweight or slim to describe a person's build. 4- Saying fat is nicer than saying overweight. use the word fragile to describe a muscular person. 6 People often look pale when they feel unhealthy. 7- Saying ugly is more positive than saying plain. 8- You say "How tall is she?" when you want to ask about a person's weight. 3 UNIT 1 Lesson 7 Complete the poem using the words from the box. chatty to get along with let you down bored proud lazy Sometimes I think tOQjoud Sometimes I feel too (1)... Sometimes I act too (2)... And I can be ignored Sometimes I am too (3).... Sometimes I'm hard (4) J) I tease my girlfriend Patty But don't get me wrong, please. Sometimes my words sound crazy Sometimes I’ll (5) ... *f ’ Sometimes I am too (6)' But mostly I'm like a clown. You can take me as I am, or you can go. Changing me is not an option, you should know. Points. ./6 6 Choose the correct preposition. Hi. My name is Diana. I am 15 years old and I am I )Jri/ afthe 9th grade. I go (2) to / /nBlackforest Middle School. The person I admire (3) with / — is my mother. Her name is Maria and she is 36 years old. The reason I admire my mum is because she -as gone (4) through/over a lot in her life. First, mother treats others (5) w/f/?/of respect so can get respect back. My mother cares - other people especially the elderly. „1 would like to say that my mother hard to keep a roof (7) over/about ЕШГ _ My mother gives us good values and „ >cht (8) with i from wrong. Finally I / of my mother because she is ft* : of I with confidence. Points ./ 10 TOTAL ./50 5 Combine two sentences into one using who or which. 1 Jack has a new girlfriend. She is lovely. 2 This is my newfriend. I've told you aboutihim. t/ 3 She has beautiful wavy hair. She wears^in , / a ponytail. ’ 4 Have you seen that fat woman? She has just come round the corner. 5 Jim wore fashionable jeans. They were too tight for him. 6 Galya often wears mini skirts. They don't fit her. 7 I can’t remember the name of our new teacher. She came from School Number 11. Points. /7 V,- C f 15 Lesson 8 Express vourself You ar^ ^nrm я «jmiip of five people to take part in the reality show Explore a new planet. This group is supposed to: • survive a ten-day trip on a spaceshjp,. • make a camp on the planet • explore the area i|i a radius of 100 km around the camp and make a map • collect ^^t:)l0fe tof th^ Шга and fauna of the planet You have to give a detailed description for each member of the team. . г®- .. 'ИР V l©4 j Dave Donahoe, 35 years old. A doctor. 185 cm, athletic, blue eyes, a beard and moustache. Patient, strong^ .and easy to get along with. Very witty an^ ^^^fgent, likes to make people laugh. Can make a fire in the rain and is very goo^t directions. Can see in the dark. Knows a lot of card games and loves classical music. An amateur guitarist. Hates dishonesty. I 16 L UNIT 1 Lesson 8 1 In groups of three or four prepare a description of your team (imaginary or formed from your school mates). Think of: • A name for your team and its motto. • Team members (there should be men and women) □ age ■ ^ profession _ : appearance personal qualities J skills ID habits (what she / he likes doing) ID dislikes 2 Present your team to the class. 3 Listen to the other teams' presentations and fill in the evaluation form. • Choose the best team and discuss the results. For ideas and useful language you may refer to Lessons 1 -6 in this unit. Criteria Team 1 Team 2 Team 3 Team 4 ^ Originality / Creativity / 5 r Clear English 3 Presentation skills \/ 1 6 TOTAL / 1'^. 17 Our fragile world Lessons 1-2 What has changed? \Ve'll Uiftfl&PLt't' thcLi^Qei lb ui Warm-up 1 Read the poem and say which statement gives the message of the poem. 1 I am the whole world. 2 Every piece of nature is important. 3 I am a part of my planet. .1 j 4 I need the same as what the Earth needs., j j Reading 2a Read the texts and say which illustration on p. 19 correspondsto each text. 03 Destroying forests^^^^,,^,^^^j. Cutting down forest damages thousands of acres of land every day. The soil can easily be^blown" ^' ''' " away and there is less soil. Even if new trees are planted they cannot bring back the old forest that was part of a complex ecosystem that cleaned the air, trapped flood waters, and made a home for much wildlife. w I am the Earth And the Earth is me. Each blade of grass, Each honey tree, Each bit of mud, And stick and stone Is blood and muscle, Skin and bone. And just as I Need every bit Of me to make My body fit, So Earth needs Grass and stone and tree And things that grow here Naturally. ITT' ■ Mi 11- Waste and chemicals Most cities produce a lot of waste every day. If it isjust thrown away or even dug up, it may be around for decades, and could even release dangerous chemicals into the soil. These poisons c^ttfre'ai^n^e lives of the people that are living or working ne^f^^ijf toxic or poisonous, liquid chemicals are boure^lntothe water, it is possible rf (? f r 'Л Ц n> , p.^ < '>'- , u e “ to put large ■ populations of people s health at risk. Even people hundreds of miles away can be affected. Л0 Water and air pollution Water and air pollution is a very serious threat to our environment. This is the result of human activities: 11'. -• nJ'.inM t< releasing poisonous chemicals, car fumes (the number of cars on our planet has doubled in the course of the last 30 years), throwino litter, oil spills. Polluted air and wateV^rrecIti^i^le’s health. About 1.4 billion people have no access to Safe t'L f\A . И drinking water. Polluted water also causes water animals to die. 18 ‘ Whothrbwsit away? i; Is it important to know? л ijiui i j I 1 Do you think these problems affect you? - ■ 5es of damage to soils , ^ ,j/J, ; . ■ ..air a К ' ^ „ ., Tu: fi j Who is responsible for these problems? rollutK^fci fl, ^ r',n ^ ^ -- ' ' ~-i the near future wri'T/nity ■ ■ "o "arming. М.Л Do you think you are? Which of the problems mentioned in the texts is the most important for people? Which of them would you like to deal with first if you could? Why? ^^1 Г- UNIT 2 Lessons 1-2 I 3a Choose the best Russian equivalent for each of these phrases. • Pay attention to the context in Ex. 2a. 1 trapped flood waters (Text A) 2 poisonous chemicals (Text C) a) улавливали воды наводнения b) сдерживали разливы реК a) ядовитые химикалии b) v fifioBMTbie химические вещбства put at risk (Text B) A A a) v подвергнуть риску b) поставить под PUCK 4 car fumes (Text C) 5 greenhouse gases (Text D) 6 global warming (Text D) a) машинные газы b) (*^ автомобильные выхлопы a) ^ газы, создающие парниковый эффект b) парниковые газы a) глобальное потепление b) общее согревание ЗЬ Choose the correct translation for the words in bold in the text in Ex. 2a. 1 damages a) приносит пользу b) v/HaHOCHT ущерб 3 release a) *'поглощать b) 1/выпускать 5 j: are poured O- causes a) высыпаются b}i^сливаются a) ^'я8ляется причк b) является следе 2 waste a) продукция b) i/отходы 4 threaten ay угрожать b) улучшать 6 affect аКотрицательно влияют b) положительно влияют 3c Fill in the word webs with the words from the box. 1 2 3 4 5 6 7 Factories and plants release a lot of waste /^fPeJintn the water and air. pouring] / Releasing greenhouse gases into the air causes global warming. Cutting down rainforests affects /Boisonsi/ damaaeswMWfe. Car fumes pollute /poison /jdamagey\ea\r. Pouring/Releasing/propp/nj>liquid waste into rivers and seas causes water pollution. Poisoning soil^ ^^^^^^^7Fecfsa)lot of plants to die. 20 ciuage work Answer the questions alongside Text B in Ex. 2a. UNIT 2 Lessons 1-2 What has been done by these people leaving the picnic place? • Use the verbs from the box. Example: The words "Ilov^ ^ya’’have been cut on the tree, throw cut dro^ Ы-еак, burn litter ; ’ * “ Two A A XI— ^rs and write a list of changes. ~e steps: - rzub agree on four or five questions you are going to ■ e a questionnaire. Use the cues in the box or your - - 3 - the questionnaire for every student in your ^ - ■ your parents, grandparents, older brothers or ^ . -jrs. Take notes of the answers. bindings. The verbs in the boxwill help you. here»- ^ ” s have been built. houses / shops playgrounds trees air river / lake / sea new people cars etc 21 Lesson 3 Teens and bins Which do you think is the most common excuse among teenagers for dropping litter? 2a Read the article and choose the best title for it. 1 Teenagers ignore litter bins "to stay cool" 2 More litter bins in the streets! 3 Teenagers against litter Teenagers have admitted they drop litter because the^ ^n't think it's cool to use a bin. A survey by th^ ^dy Britain Group found that boys say that putting rubbish in a bin would make them appear "soft" or "uncool". Youngsters aged 13-16 were asked what they thought litter was, how big a problem it was in their area, who they thought dropped litter and why they did it? Most teenagers believe rubbish is mainly made up of sweet and crisp wrappers and that richer areas are less likely to be littered than poorer ones. They also recognise that rubbish is a common thing in and around schools. When it comes to dropping litter, the kids questioned admitted their age group were the biggest culprits, with boys more to blame than girls. One 14-year-old said he dropped litter "365 days a year — I m always eating". A lack of waste bins was mentioned as an excuse for dropping rubbish, but th^ mam reason given is laziness and peer pressure. 2b Read the text again and answer the questions. According to the survey: 1 What age group is mainly responsible for dropping litter? 2 What places are most littered? 3 What are the four reasons for teenagers to drop litter? 2c Discuss the following questions in pairs and share your opinion with the class. 1 Do you agree that the reasons ^^юпг are serious enough to make the teenagers behave like this'’ 2 Do you think that teenagers are mainly for dropping litter in your home area? 2d What five questions were asked in the survey mentioned in Ex. 2a? • Write the questions down. 3a Read the examples and choose the right answer to the question from the options in the box. » Why do you think there is no article with the underlined nouns? 1 Teenagers have admitted they drop litter. 2 The survey found that boys say that putting rubbish in a bin would make them appear "soft" or "uncool". 3 Water and air pollution affects people's health. 22 1 UNIT 2 Lesson 3 3b Fill in the gaps with articles, if necessary. There was (1)litter everywhere after the celebration. It took three hours and ten people to clear (2)~.t/litteraway. - I've finished peeling the potatoes. Where shall I pu^) rubbish? - There's a big plastic bag over there. We always put (4) .Trubbish in plastic bags, then load them on a lorry. (5) fiUiealth o^ ^^^^.living in this area for more than ten years has been seriously damaged by (6^ ^^ustrial pollution. Vocabulary 4s Read the definitions and label the pictures. r? litter - waste such as empty packets, bottles and pieces of paper that people have dropped in the street or in a public place waste — used, damaged or unwanted matter " (materials or substances) esp. after it has been used for an industrial process } t-. f garbage - esp. AmE, rubbish - esp. BrE waste material e.g. from a house or office to be thrown away Stiidy the grid of possible word combinations and sc^vt> the riddles. bin pipe can -aste + + ~.er + ..obish + garbage r.r + : -■ ted to a sink to get rid of dirty water . -g up. .. ' and placed outside houses in the ii- .i:: - throw their garbage I- - • - our kitchen to throw away ? ng tnat is not needed any more. " r '' tfiem on the streets to throw away 5. : as*: bags etc. 23 UNIT 2 Lessons 4-5 Lessons 4-5 We care Warm-up 1 Match the environmental problems listed in the box and the way teenagers can deal with them. What else can be done in every case? (§) w WT l\1 © litter water pollution air pollution global warming • waste of natural resour: \ Reading 2a Read the extracts from school essays and fill in the chart. I • Some texts mention more then one probTem. Problem Text that mentions it Water pollution A Litter Forest destruction И . woVV^.eci o-boo-b bV.e sto-be or bWe brsbra^/a m ri_y i^ranci7M.ob\i£T sas &. was obean and b^ao-b^-to-b vn Wer aV-rfciVocci- йо-Ь wWen X vXsaJ ' *ry c^ro-nny on Vobrdo-ys I was Vofb (xn6 oXsappornbeci by wVab X Xoi>nci. A no-obear power pbanb nearby was poo-frnc^ ^^bs oXemXoabs enbo bXe so-oabbeci fever, lb bookeci more beke a mu-dciv pLvdcibe webV ^ on eb. amcanb or bXbber asbonesWed me. Ыс anemabs were drenWencv rrom bWe reve^ I so-ppose bVey woo-bd be poesoned er bVe, ded. Le2.a, \7 I ( _ I 1 Г ka.^e sporv-f all rrvij Ц|е Ltu Saoa. and. Г can'f bear to see tKe preseru-0^ tke cotAiufr^SLcke ГЬоад.и be dLost’ ■ soon, TJ" ts J.L^^coLf to Lfvia,ctprie *Kese fftOd/^jraLns kitlvjodMt- ttverr trees 1 ,^ear ioe all los^ a о> - '«JaLd^terben^ or^est-Xeatlv, '\ki< nane iJe to rius роСЬокоп slcK' Uken Ljon^fSt see tKe,|drest-, uoa^ .. tbxrd. tkere (.s no pnobLerw, G(et Г can ■ ipm f^anij trees nbtle yeLLon Leaves ■ (.n sorrve kxplv. places^ trees I . cXteeL. Dor ,|oresters kave t^ ^vvo^. 2 trees tkrrt-kave XLecb or be. cLarAaoecL PersonaLLi^ { tkinJ; tl - ■ rata. Ivas to be tke гласп caose,; ■ pnobLervv cs ^ettin^ njorse and. no ^Xetrxde, 1C 24 UNIT 2 Lessons 4-5 Ir. Tke- 'norfU &a.sfe.r'H 'U'nife-d States wkere I five, oiAr t v,, ro-HHte-at i.s p'Ht at i^ijsK- It 1^ ^a^i to see our streets ll.iffe.reA o. old £otte>^ t ic-Ke-ts ■ c.i<^arette- pac-Ka^eS; рлрег£ Л'пА wrappers .Ш KiWsf'T^tiQtfe £ear^ to rec-'Vi-e£e or re'MSe waste л-пА ’ ''er Htore eTTectiveiv, we- wi££ с-0'и^1-и'Ие to kave e-nviroiinte-wtalf ■"mem-s. I tki-nK tkar/b-V fke timCbl aw- <з^row'H -мр; kave uti*- ow-k rV|-; ow ■ttat'lirajf rescwces a^d O'Mr wa'W o-f li-pe wiU be wr-MC-k 'J __fl-. L( L . J ,.i ____ /f L^LL/I _ . . J 1 What time do the highlighted sentences refer to? 2 Does the verb show it? -/k 3 Is it the same in the Russian seriovs^lJ- tkre^lte'aed. Ш rec.4tHe sow£. baffles, ta-ws a-ad O'ope-rs -aowj b'Mt it is -aot -aearl-j^ e-ao-M^k. i 14 language?/^^' ■ V 2li Read the texts in Ex. 2a again and match the causes and effects. 1 Rive^ ^^raia looks like a muddy a) There was a lot of acid rain in puddle. ' the area. ^ Many trees have died in Bavaria. - / b) There are serious litter problems. 3 In some areas of the United States c) A factory has been releasing the environment is put at risk. poisonous substances into it. - pairs discuss the following questions. Which of the problems mentioned in the text are important in your area? What is being done / can be done to deal with them? \ ' '■ ' V - ; jage work -anslate the highlighted sentences in Text C (Ex. 2a). ■9, P pare the Russian and the English phrase and answerthe question: How is negation •cwnjn English? . SCt {■'0 -: *3 мы ('^^шучимся^ ^— “ "■ t e • f'- leam^ the questions on the right of the text. LOOK box and put the verbs into the right form using the example. rs-rrJe; - learn) to recycle, w^. (continue) to have - -- -I problems. LOOK ro recycle, we will continue to have -oroblems. Until / By the time N V,N will V..., Nvyill V ... until/By the time N V _ (be) grown up, ourwayof life ... (be) much “ : ^ ; -s . underthr^t. r - ■ o- .-4^ oolluted) until ou^ ^^^^'(Rave) the funds for have) children of our own, the trees we have If . i n our school playground ... (grow) high. Z;:T’^^sr:s —sentences. 2 Until peopl^n ou^^ns... 3 Until... we will... .. r.vr, 25 Ж'1 t UNIT 2 Lessons 4-5 Oi Vocabulary Read the examples and guess the meaning of the words in bold. & CM 1 The town rubbish dumps are usually located 4 not closer than 5 km from the town. The rubbish is usually carried on special lorries and dumped there. 5 In many countries such things as used plastic and glass bottles or waste paper are. recycled. 6 3 This TV programme shows how to reuse did' plastic bags. 2 Listening 5^ Listen to the interview with Paul Carry, the leader of th^ ^^^rbugs Project, and put the ideas in the order they appear in the interview. • Th^^st on^^^^nefor you. The 4Rs programme The first steps to deal with litter History of litter 1 Statistics of litter problems Actions performed by the "Litterbugs" During the hike we refused to drink wate] the stream because there was a factory and the water could be polluted. To reduce the quantity of litterjTriburst we should use litter bins. You will have to pay a fine o^10 in Brita dropping litter. ■ Speaking 5b 1*^] Listen to the second part of the inter and say which of the ideas for solving the l problem were NOT mentioned. 1 Stop dropping litter 2 Read about the problem 3 Understand your personal responsibil' 4 Fine those who drop litter 5 Start a poster campaign 6 - Spread leaflets 7 Send letters 8 - Organise a demonstration 9 Provide more garbage bins 10 Create a website to let everybody knc_ 11 Follow the 4Rs programme Mint Con?t " Cj. . it 6 In small groups prepare a one-mTiiute presentation! • Follow the stages: 1 Support the statement the teacher will give you with four or five sentences. 2 Brainstorm ideas about how to solve this problem. You can use the ideas in Ex. 2a and 5b. 3 Explain how you personally (or as a group) can be involved in solving the problem. 4 Present your ideas to the class. 5 Prepare questions or suggestions concerning the other groups' problems while listening to them. LANGUAGE SUPPORT /1 don't^ In my opinion,.. I'm sure... I believe... 26 4 >У f ГЗ И' с! С?; ; Ч ' ' ^ } ... . , г ^-' \- i_ I' ."' ; г '■ ■ - ‘ ' I ' - -1- ' v' ЛИ; ■ j: '■ - • ц Ч V I , ; Lesson 6 Space дагЬадё ■ - V../ ' ■ л) Listening ?£!■ т а 1^ Listen to a famous sci-fi writer talking about his new book and choose the best cover for it. Explain your choice. UNIT 2 Lesson 6 u 1 Stop messing around and pay attention, Felix. Flight Control Centre's on line in a second. No messing around, Kim. I'm experimenting with weightlessness. The big screen comes to life with the excited face of the ground controller. She is trying to hide her excitement. Both astronauts move closer to the screen. Ground controller: (a worried voice) Skybirds, hi. Jessica Gleeson^ Flight Control Centre. How well can you hear me? Kim: Hearing's perfect. Had a good night's sleep? Ground controller: No panic, skybirds. Check your rear vision camera. Can you see them? ^/П<1т, also worried, turns to the keyboard. Another screen goes on. I The rear part of the spacecraft can be seen on the screen, and I further on, two perfectly round silverish objects are floating. They \ look like classic UFOs. ^ . Felix: Jesus! ^ ;,''Л ° Kim: Gosh! Ground Control, we can see two ^ unidentified flying objects. They're round. V ^ Probably made of metal. They reflect light/^ well. How long have they been around? ^ Ground controller: We noticed them 15 minutes ago. They are just following you. ^^at so far. Felix's face shows that he is at a loss then he suddenly remembers something. Felix: (not very loud) Kim? Isay... Kim: (Kim is not listening, he is tapping nervously on the keyboard) T ^ C /I. i Zoom,... clear picture... Suddenlyone of the objects becomes bigger on the screen. ■ There are big letters on the side which say EUROPEAN AEROSPACE AGENCY. Both astronauts look at each other and burst into laughter. ~~ Ground controller: (Puzzled) What's the matter? Skybirds? Skybirds? (Still laughing) Ground Control, relax. It's just bags o^ash_we dumped the other day. Ground controller: WRaT?! Discarded paper towels? (laughs) GLOSSARY rea^ia] — the back part of a^ ^ect. a building, a car, etc tap — to hit your hand or foot softly on something 3 28 UNIT 2 Lesson 6 2b Translate or explain the highlighted words and phrases. • Pay attention to the context, the form or use your own knowledge. \/ 2c In groups discuss the composition of Text B. ^ How does it begin? Why? 2 When do we know that something is wrong? How do we know it? 3 What is the most exciting moment? How is it shown in the text? 4 What can you say about the characters? fc>/ is fa/if '! i.- 26 Read the play aloud in parts to add to the dramatic ejffefit- Prepajejto write! a script ftir.a tbreanmiiuite film about— ^^pace garba^ using true facts, i Use your own ideas or the suggestions in the Fact File on pp. 32—33. Follow the steps below. Choose a dramatic episode from the Fact File on pp. 32—33, ot think of your own story. Think of the setting, the development, the climax (the most dramatic episode), the outcome (see the diagram). Think of the characters. The pictures on p. 33 ma^ ^Ip you. Write a storyboard. Think of a catchy title. Finish writing the script at home.. Setting: place____ main characters daily routine Development: things begin to happen №10П is growing Climax: dramatic events, strong emotions Outcome 29 UNIT 2 Lesson 7 Lesson 7 Check your progress 1 a Read the texts and match the titles to the parts. Title Part 1 What is positive about global warming? g 2 What could happen? £ ^ Does global warming exist? A 4 It has begun! P 5 The greenhouse effect О И For many years, scientists have been arguing about global warming. While they don't all agree about what this might mean for Planet Earth, many think it is going on — and that we can do something about it. We need a few more years to gather facts before anyone can say for sure. But if global warming is happening, i^ill take years to fix. People need to start now to do things? to stop it. В Some global warming is good. Without it, Earth would be a ball of ice. The average (средняя) temperature would be about 5 degrees Fahrenheit, not 60 degrees as it is today. No life as we know it could live here. There are many types of gases in our atmosphere. Some of them absorb the heat from the sun and control our climate. "Greenhouse gases" are those that hold the heat around the planet’s surface. When we increase the level of these gases, we upset the balance. These extra gases trap even more heat. j2- Some scientists say global warming has already started to change the environment. The Earth's temperature has risen one degree Fahrenheit this century. Many scientists believe it could rise fro^ ЫО to eight degrees Fahrenheit in the next hundred years^ ^rnjld be-the fastest rise in 3 10,000 years. Harsh weather has hit the United States in recent years. The Mississippi flooded several times^ HUQO and Andrew smashed into the east coast. 0 Sea levels coul^ tee sheets ^cikt melt and add to the wate^ ^ всаг|Тй it takes up more space. The sea level ha^ ^er about 5 inches during thi^ Lk.^'-'t.sts believe se^ ^els could ris^ ^ ^ ^ -r.^ n 3 feet in the next hundred years. Mar ^ ' -i-e t-e coast would be in danger of flooo-ri. In some places a warme'; “^r^ner, But plants and ani'^ a 5 ' "-a : ~ate that has existed for I = is too large and too fas: a : а* та s could really suffe- '‘"e. c r- ■ .Vaather could become - ra . a" In some places there would be ~ ■ E-a Butin other area^ ^ ^ :-e " r - and snow, storms and floods. ^Mrrts, /5 1b Tick th^ CO*!*™ tru^ ^se (F), not mentioned i Mil; - .F NM 1 - Globa^^^.s ar~a-'a-ra: phenome^:" 2* Not all sc . ;oa warming a r *-~з' activrra^s 1 3- A onece*;:'— -a "a' temperature ^ ^ ^ century is the 4. Scte". s*3 "-ае: a -га to • : gatTa^*ar:3 a anyone a _ c say for sure _ a* z :c -a' c e- sts. - 5 Climate za' cause some animals an^ t^ie out. 6- Because ^oa warming weather woul^ all over the world. ^ ^Jba warming could cause new diseases in people. Pomts. IL UNIT 2 Lesson 7 Fill in the gaps with a/ an if necessary. ' garbage is not only ugly, but dangerous because it causes ... air pollution. I In Canada people don't realise that they throw out 10,000 tons of... waste. ■ Car^ important par^ ^ ... life for most people. But cars also cause ... pollution and release fumes. - Over 14 billion pounds of... waste per year is thrown out to sea and it kills millions of sea animals. ' we want to breathe ... healthy air we have to iiink about what we do. : Because of our lack of... knowledge there is :'w huge hole over ...Antarctic, water is fi. vital element of... life. 3 Do the ecological R crossword. Points, .П4 'f, <■ Ш- - ■■ .•= ceen got the following results: _ = - ■ ^ -erbins have put in our area. " ■ - ^ ' ^ C'epared and held three school -with junior school children to « - ^nem the harm in dropping litter. ^ -.^.en organised a school patrolling ^ ’ -3 stop people dropping litter :,.T—7^:' Litterbugs” (Oklahoma) has —the Internet, eh u ared a lecture about recycling to ^ aware of what it is. "Т--Г’ as'ked *he handicrafts teacher яг,„11ии: :c develop two lessons to teach рв howto reuse old plastic . . . -..-,. Ol^ (useful things .. . - - ..<3Ste) has organised in the . ammes ofwastepaper . a pupils of Class 9. , ->—aig*^ we haveJaeen ; tessonsatsgh^oo^^ . —a lot of errors in using - - - ^.-.(ce have made. 2 3 4 5 6 r e Ч e r e <5 e r |e ■f if\c e r / 7 5 e r € e / e r h ' h Points t Cross out the word that CANNOT be used to fill in the gap. 1 Every day the world's industrial nations release /-pour/ throwover 2 million tonnes of pollutants /Utter/poisonous substances into the atmosphere. 2 A thousand new chemicals/substances / , waste are manufactured every year. 3 Something only becomes a pollutant when it does harm /damage /good. 4 When coal, gas and oil are burned they release a number of harmful/ueefat/poisonous gases which can harm/poHute/poison people, plants and buildings. 5 5 After the school party we had to clean the rubbish / waste/litter from the hall. Points, ./7 5 Teenagers of School Number 32 in Krasgorod started a "We Want a Clean City" campaign. They^ have written a report, but mixed up the active and the passive voice. • Read the report and correct the mistakes (two sentences are correct). Points f TOTAL , U J К N M 31 2 UNIT 2 Lesson 8 Lesson 8 Express yourself Take part in a film festival with the motto: Earth is our bigger home. Only films about environmental problems can be entered. Make your film and win a prize. 1 At home prepare your script (see Ex. 3 Lesson 6 in this unit). • Read again the notes you made in the lesson. • Write a complete version of the script. 2 Finalise your script. 1 In groups read and discuss your scripts and decide which you are going to present. 2 Make improvements to the script if necessary. 3 Distribute the roles and prepare to present your film. 4 Present your film. ^ 5 Award prizes. • Fill in this card for each presentation. • Collect the cards and award prizes. Prize Presentation 1 Presentation ^ ^^wrtaocr ^ ^^ntation 4 Best script ^ - f ir Best actor / actress til- г Best special effects ■ ■ 3 For the best group work £ EARTH'S ORBITAL JUNKYARD We placed many satellites |n orbit about the since the late 1950s. Most °f them are still circling nnr nbnpt > s uui oidiiRT, gygp if they re no nger working. [Many satellite.s] have broken wrm йтеГше fraernenTn^rp.iT' upiurther. There |re npw [many thousands! of pieces Qt space ctebrTs at least the size °f a golf ball circling the Earth. Some de^eventually floats formedlh^ iunk" amount of “space steadily increasing. ^----------- SPACEWALKING - IS IT SAFE? Space contains speedirLg^^eteordds, most of them are the size of a grain of sand. They move at a second, and even a small one can^im'^ra я spacesuit and kill -_vast and so far no ----- an astronaut. But “killer meteoroid" St thick any astronaut. -.. . ,_ * tf '1 3r-l У» Space debris is equally dangerous. A! fle^ck^ struck a space shuttle in 1983 and clipped the windshield, which had to be replaced at a cost of $50,000. A slightly larger object might have punctured the windshield and killed the entire crew. The more debris we put up there, the greater the danger. — 32 UNIT 2 Lesson 8 I Astronauts come to a planet all covered wit^ ^^al parts of strange machines and equipment. A huge space station that has been out of use for many years is falling onto the Earth. Calculations show that it is going to fall on one of the biggest cities of Europe. Nearby space is heavily littered. Four young astronauts have the job of cleaning a tunnel for an interplanetary expedition. i>e<;k of paint — a small piece of paint ?шнк — old or unwanted objects that have no use istoris [de'brij — the pieces left after something has ■’L.:" destroyed meteoroid — a man-made object left in space by people >ffl>eeding — moving very fast HMcture — a small hole made by a sharp point irt — extremely large -buttle — a space ship that can go to space and ^ ■ Earth several times ■'««‘"Steld — a large window at the front of a car, bus, etc т%АХ IF...? ^^^LAB AND OTHER NEAR MISSES SiCii -:;Dris can even be dangerous to us here o^ ^rth. As debris passes ^„n wisps of upper air, it gradually comes close to Earth and finally ar-^ —e ’'.am atmosphere. Small pieces just burn up. But large pieces ^ - - e Earth's surface. Nearly three-quarters of them will splash into ц-гтг some may hi^^d. Parts of the Soviet satellite, Cosmos 954, ifcii ж Virr.e'm Canada in 1978. f -5-= :-K:reetsed activity o^ ^rface of the Sun heated up the s зг^езопегЕ, cau if^9 'I to expand. This increased the atmosphere's -ааг’ ■у в'.-е US Skylab satellite, until parts of Skylab finally came down У - -.g-c ^rtting Western Australia. It's not very likely that pieces of r: -xtricJings or people ?. 2 *y'z. of debris may do that. /• f ■" 33 - -ft*- 3 Learning to learn Lessons 1-2 What do we learn for? V. ? II ( ■' Vocabulary la Read what the women say about their children and translate the phrases in bold. r / - 4^ o, о © о О Z J 5" ^ , ' t' My Jack was deep into his studies before his Maths exam and he passed it easily! Mary has finished school successfully and has entered university. My Chris is making good progress in English and now he's top of the class. i My Sam fated ^ ^ ^-/sics exam and had to take it aga ' distracted him from his stuotes T: - I ; -iery badly in his last English test. My Bo^ ^^>ped out of school and failed to find a job. I hope "6 go t; a further education college and get a pro-ess . ; *caix>n there. ' ■ ^ 1b Read the Russian sentences and find the English equivalents in th^ column for the words and phrases in bold. • Do you notice anything special about these equivalents? ^ ^^^^^анимает y меня много времен;-, t ^ ^:тараться, TO даже школьник сможет наити почасовую работу. .• 3 Выпускникам школы выдается аттестат o среднем образовании. ^ ^^^^^^етверть — ^иая flo^ran.^ 5 У меня очень плотный режим дня. к 6 MO^ ^^^^ится B вечерней школе. ^ №е evenings b) Му fainer is an ojfi^ got lots hedule is very tight. of work, s^i s sched c) People who work during the day can study at "ight school. , -—*------------ d) There are three terms in the school year in Britain. e) I need to find more tim^ ^^tudy — we're having examssoon. f) My school leaving certificate should help me get into university — my marks are all excellent. 34 "I'V do U h>^t\ IT 'tf praTi^ . speaking ^ ^у^<й fiЫ 2a Read the rules and play the What do we learn for? game. UNIT 3 Lessons 1-2 The object of this game is to discuss future opportunities LANGUAGE SUPPORT 1 and to make decisions together. • I think weshould... ■ It's better to... • Read Card 1 and choose one of the options. You should • But look... decide together. • Onthe other hand... • Tell the teacher what card you need and repeat the ■ 1 still think... previous step. * Yes, but what I really mean is. • Continue until the game is over. • What I'm trying to say is... Card 1 ' • -e years of school is a long time! After the exams you will have to make a decision! ■'. at are you going to do? , If you would really like to continue studying in Grade 10, take Card 3. ^ you just want to stay with most of your :lassmates in Grade 10, take Card 3. c) At a further education college you could make new friends; the teachers ^^^Jreat students (обраидаются c^ ^^^нтами) as adults, not kids. If this idea suits you, take Card 4. d) If you are tired of studying and you want to get a job and earn some money, take Card 2. --------- -----LI - ss the following questions. a I was the purpose of the game? =1: did you learn from the game? /V/i г ('■ / f H //) qe work utiat the students in the picture say and answer the questions below. . -ane. The teacher likes you, "e 5=-.'- you an excellent mark I If I hadn't spent three hours preparing for physics, he wouldn't have given me an excellent mark. excellent mark? Why? / Why not?.^i i tc Jare, did she get an excellent mark??A^' i ^xxjt a real or an unreal condition? . _ LOOK Conditional 3 ha^^^S),. . would haveVed(3) 25 r~ UNIT3 Lessons 1-2 n/ 3b Read what the students say and explain the situation. • The first one is don^jr you. ^l Situation Explanation 1 Sam: If the teacher had asked somebody else the question, I wouldn't have got a bad mark. The teacher asked Sam a difficult question. Sam didn't answer so he got a bad mark. 2 Pat: If you had given me your notebook to copy yesterday, I would have been prepared for the literature test! 3 Mary: If I hadn't watched the thriller yesterday, I would have had enough time to write the report. / 4 Nick: If yo^ ^n’t distracted me from the task, I wouldn't have made that silly mistake. 3c Fill the gaps in order to get correct sentences about Ex. la. • Use the verbs in the box. a) hadn’t failed!^ b) hadn't distracted^ c) hadn’tfinishedj d) had finished (ij e) would have pasSed^J ;^;f) wouldn't have passecf\ g) wouldn't have hacfijhi h) hadn’t mad^) ^ , i) would have found (Ф hadn't studied | ' ' k) wouldn't have entered{ I) wouldn't have become 3d Think about the game that you have played in Ex. 2a and fintsh the sentences. ^ car'e had givers more choices,... 2 V/e = .-9 won, if... 3 If .ve had played individually,... 4 If I had decided to stay at school instead of taking a :: 1 2 I^^k ... hard, he ... the exam. Mary . the university if she ... school successfully. Chris ... the best student in class if he ... good progress. If Sam ... his exam, he ... to take it again. If hi^^^d,... Tom from studies, he ... his test successfully. If Bob ... school, he ... ajob. 36 3 6 ^^ aJ s>tt t U ^ /; Л'' Ji) <^'iy Sti^L У / 5 7b^a. r<^ e (iu Ш)-^з( dsson з iah (^ Sit hen) ' ^\}Q |l esson 3 What do we learn? , ^ 11/?'// /ьйГг^ ai<.itf seln/i , />1 Нг/ia/^) ^ I Warm-up tei^oA.^ tit jSSe'/PsA jzn^tf jU-z^S/'^n se'/-^/_ What would you tell your grandchildren about your school? ...my school... uniform... interesting subjects.. took me an hour to walk to school... friendly teachers... examinationseveryyear... 1У -.g-iU saU! n _ A. t C - c&M (iLt^d /л! StiPjeeVf - - ■ • - ----i/fVV яу ^ . жа tp the interview with a student at a =;~(3rehensive school in Britain and say what parts ~; -ool life she mentions. ^ "'r diagram in Ex. 2b will help you. y-iPa in the blanks in the diagram and listen again your answers. lid tb oO ■ / - 37 и у . .What you do after school: U Hit irS/7y- Part-time job How you get to schMl: S i , LiA bwj j Uu. .1 (VV 37 ^p^'L-^uvri/t^r Vocabulary 3 Read the sentences below and match the words in bold with their meanings in the i^ght column. 1 Today all young people in Britain go through secondary education, ч 2 Maths, English, Science and Technology were my core subjects and I didn’t choose thern^ ^cip 3 I had tdjtake_M®n§!fes it was necessary for university, 4 I studied four optional subjects last year and I’m thinking of taking five this year. ^ 5 I was seven, so I was at primary school. 6 Jenny goes to a comprehensive school, and after that she is planning to go to a college of further education. I? // 7 The majority of our class like Maths, only two students prefer Literature. a) school subjects that can be chosen if a student wants to b) school in Britain for all pupils between eleven and sixteen, or eighteen c) school for children between five and eleven years old d) education for children between the age of 11 and 16, or 18 e) most of f) study a subject in a school or college g) main, most important subjects at school ^ p' 38 Speaking 4a tl Give an interview about your school. • Follow the stages. 1 Prepare for the interview. Think of: a) the type of school b) the age at which school starts c) the age at which students leave school d) what core subjects students take e) what optional subjects students can take f) what transport students use to get to the school g) when the school year begins and ends h) when students have holidays i) what exams or tests students take at school and after finishing school ’ i . j) what students will be able to do after school ^ 2 Role play a possible interview in pairs. 3 Listen to the tape and answer the interview questions 'on the cassette. • Listen to your classmate. Do you agree with everything he / she said? 4b Compare your and Janice's school and answer the questions below. 1 What do you like about your school? 2 What did you like from what you learned about British schools? 3 What would you change in your school? nffj i.> /, ■ "Jt , ' " UNIT 3 Lessons*'4-^* l^essons 4-5 ,w nguage work V3. .1^ Listen and follow the cartoon characters talking. • Why do you think Misha and Rodrigo look surprised? “-’ipirical knowledge of English emanates from . stence of effective exploration. Boggling over an : -ous amount of various publications effectuated - : quence. From then on my apprehension of not ' : understandable dissipated irretrievably! How do we learn, English? , '. c M'a У class He can't have learnt English in Poland! ] ■2У-ТТ<Г ^ fit «0 U R4b '? J U f ^ust have studied at Oxford! ~~ПЯТ l\ I 3 :Z l L Л Zt'Z ’’" 4ead Misha’stand Rodrigo's speech bubbles again and imwer the questions below. Does Misha think that Rys studied at Oxford? Does he know that for sure? What did he say to show it? I Does pMM think that Rys came from Poland? /. ^ Does he know thaTTor sure? What did he say to show it? ; Do Misha and Rodrigo talk about Rys in the present :' in the past? How does the verb form show it? --------- Uf b r-^ i- V , LOOK - ^ - w -- - Modal verbs for deduction For the present For the past must I i^st - V have Ved(3) can't I tci. must ) can't J E.g.: Look at him! He must be very tired! Yesterday Sam worked hard. He must have been very tired. 1 E 1 E Ш Щ 1 1 E Hi '1 E :.:.^T.piete these short conversations using must and can't. ‘ Zsampie: Jane said she had done her homework! - Sre can’t have done her homework. Her teacher gave here bad mark. - Is it true that Jack failed his exams? ^ He (fail the exams). He studied hard during the year. I've heard that Ann and Mary have quarrelled badly. They ... (quarrel). I've just seen them talking and laughing about something. thought Jack and Fred were friends! Now look at them fighting! They ... (quarrel). Sometimes they just can't agree. I've heard Tim has finished school. Do you know where he is now? He (enter university). He was the top student in our school! Jack has dropped out of school, hasn't he? -e ... (drop out of school). He's got many friends in this school and ^ he's quite a good student. 39 i.. Look at the cartoo^*^ again. How did Rys come to speak English like that why don't the other students understand him? 4? why don't the other students understand him? Use the ideas below. \/ He 1 2 __________ ___ ______ ЛГ// and Example: must have studied English with a tutor^>^^^ childhood. study English at a specialised school get into the wrong class learn these phrases by heart study English at a normal school have relatives in an English-speaking country find a magic way of learning English t hr' ■> Reading R4S \ fcRftso^stijX'^' 2a Do the two tasks below using the on-line letter written by Rys Krasowski from Poland. 1 Take one minute to read the letter and answer the three questions below. a) What did Rys learn in his English lessons in Poland? b) Who were Stefan, Zofia, Jose and Maria? It. f 2 Take two minutes to read the ipf+pr anoirTonH Г ' я1 lA/hof..,., . 'e™ragain and answer the a) What ways of learning English b) Did he find the right way? L c) Where did Rys find an English tutor? a) What ways of learntng English 1"® / Ж LOOKING FOR THE RIGHT WAY ftys Krasowski from Poland fj'' ir 0 I speak Polish, because I was born in Poland. But I always wanted to speak English. At last I found a school that I thought was the best to help me reach my goal; I had come to America. With a few exceptions everything was in English. People spoke a language that was my favourite; papers and books were filled up with English words; streets had English names; from the radio and TV I heard English expressions -English, English, English! Everywhere English! But although I heard it, saw it and felt its presence, it was hard for me to understand it and express myself in that language. The few lessons of English that I had taken in Poland only helped me to say who I was, what I was, how оГсГ I was^wheTe I wasfrom, some politepfi'raSes and' nothing else. “ ' ' So I bought a few books and I began my education, learning by heart chapter after chapter. But it wasn't enough. A mirror, a wall and other objects were polite listeners, but they didn't respond. They couldn't correct me if I was wrong. I had to talk to somebody. f О ? ‘ - j To sho^ my achievements, I went to high schooijo take a course in English forforeigners called gg g second LarTguage''. There were about 30 students in the classroom. It took almost an hour to get through a process of introducing ourselves: Stefan, zofia, Marek. .inco Pedro and Maria. One at a time they rose from tlieir chairs . and ’ something I already knew from my books: the English alphabet, numbers, simple words like: a a chair, a boy, a man, a woman. The level of offered by the high school didn't se^mtn'^^*^’ my expectations. I left the course. colierl ?J^°ftth or so I tried again, but this time at eg-. *vier .|g rninutes of introducing ourselves, a doctor of linguistics gave us a lecture about the history of Then we were told that it was very important to learn English in a country where English was It took three hours for the doctor of linguistics to tell us this. Again I left the course. 40 UNIT 3 Lessons 4-5 ' '-Tj . I didn't stop and after a fGW weeks | found a tutor from-. . teracy Volunteers of America. My vocabulary increased ’ 'vords ^ proud of myself, and at one of weekly meetings I showed off by making a speech: "My - irical knowledge of English emanates from persistence ^^ective exploration. Boggling over an enormous amount -rious publications effectuated my eloquence. From then . rfiy apprehension of not being understandable dissipated ---evably!" .‘/hat 3''® talking about?" my tutor stared at me in . j*e. “ууе11, well, well, I think that П1 have to learn English - re looming teach you!" And that was our last meeting, the tutor left. Sitting alone, in m^ тот. I am lost in thoughts. Maybe I try too hard. Maybe I expect too much. Maybe, well^gr all a mirror, a wall and other objects are not so "BStr They don't talk, they dohTa^wer questions but they listen to me. And most important of all — they don’t"leave. GLOSSARY tutor — somebody who teaches one pupil or a small group privately : the text again part by part and explain why of these things happened. 2c Think about how you did Ex. 2a and 2b and answer the questions. '—A '^t to high ?'3пегз -^re were almost > and ^irs ‘'om my ■c >e words ' The ■ me at s^’^es, the •" 25 very t &glish ^ of . s wa^ad to come to America. *' ■-' as hard for him to use English. - learned several books by heart. 1НГ; ^ dropped out of the course in English Second Language. - oropped out of the English course at ■ ege. f if Did the text look long before you started reading? Did you find any unknown words? Did you look them up in the dictionary? How did you manage to do the tasks? What purpose did you have for reading: a) to read and understand the text in general? b) to read and to find specific information? c) to read and understand the text in detail? 2d What purpose for reading will you have if you read the texts below? a TV guide your timetable at school — a newspaper a dictionary a history textbook a job contract to ^ What conclusions can you draw about reading? Do you read different things in different ways? How does what you read change the way you read? . ■ " UNIT 3 Lesson 4-5 Writing 3a In groups discuss every way Rys tried to learn English and fill in the chart. • Add your own ideas. A way to learn English r What is good about it? What is bad about it? Have you ever tried it? 3b Write an on-line letter about the best way to learn English. • Use the ideas from the box, if you wish. Ways to improve your English: memorise phrases, not seoarate words rs\ 'e p^re/ir 7 practise to, audit texts fell*pflwfl songs шттттгт ggtapontrMinaffl oountry 9ts Tnnoh as pc^ssible in class read book^^ ^^^glish for pleasure V E 42 ^esson 6 Exam fever EXaminatlonW U) in progress. \Qukt, please. О UNIT 3 Lesson 6 Ht-n.lV Warm-up P 1 a Look at the picture and finish the sentences to say what happened to Chris in the exam. / /й Chris must have.- / , * 1 b What do exams mean to you? , 1 ■ fccr fCU‘ !/xr-t^iu ' /■ j ■ . ' M :*C to Chris, now a university student, talking about how exam at school. . , j_ ] ,■ p , -t ■ J It- оа5>/м^Ч^ -‘ - I -e do to pass his exam? f . ■ Э =. k-Xu^ tii. ШЛШ tld C-.r I ^\X *|fo г»дэ*г and complete the chart to describe the « s? order they happened. ^ : г and went to sleep. [i ■ c-'-'"Im cheating and sent him out. _ ^ l^T' ■ i-parrassed. ; carty ^.T Diece of paper and put it : *Pe test and used his piece of paper. ■ -y ed to study but itwastoo late. GLOSSARY cheat — to behave in a dishonest way in order to get an advantage, especially in a competition, game or examination. embarrassed ^^^asrast] -nervous or uncomfortable in a social situation For Your Info Cheating in an exam is considered to be impossible in Britain and students rarely do it. yvithlL стсалм =юг:ж w-s.,№;: .тд.. gfve to Chris about how to prepare for an exam? 43 UNIT 3 Lesson 6 Reading L-( ■' '1^ U/ h-(i ■ 3a Read some tips on howto prepare for exams and group them accordingtotheirfunction. • Some can belong to more than one group. 1 organising your learning /£ j 2 making learning effective У e /) 3 preparing emotionally h / a) Check the course topics and your textbook tasks. Check your notes for anything important covered in class. b) Find out from your teacher what kinds of questions there will be in the exam. This will help you prepare better because different types of tasks need different learning techniques. c) Organise your notes, handouts and any other material that will be covered in the exam. For example, chunking is an effective method of study. ^ d) Don't cram for exams. Begin revising three to six days before taking the exam. Give yourself a task for each day of study and revise until all the material has been covered. GLOSSARY handout — paper with information given to students by teacher chunking — dividing material in pieces cram — зубрить relevant—here connected with e) Make u^ ^^ple questions and test yourself, ■^hiswill help you see what areas need more attention. f) Soft music played in the background while studying for an exam can help you understand the material better. , g) The night before the exam, briefly revise the material and get a good night's sleep. h) Before taking the exam, be sure to clears your c- other problems not ^levantlfb'-^i^ the exam. Follow your regular rfiorning routine including breakfast. Wear clothes that are comfortable for you. i) Some light exercise before an exam helps you to relax. 3b Read about how students feel during exams and think of some tips for them. « Use the ideas in Ex. 3a. I really have a bad time before an exam. I revise and revise and revise, but on the day of the exam I feel exhausted and nervous. r ^ . go through all my stuff and the textbook but It s more than anyone can imagine, so I never have enough time to read everything before an exam. I usually revise all the material and come quite well prepared for the exam but the | examiners' questions make me confused and embarrassed and I feel I am so stupid. This makes me so sad, as if I hadn't prepared, but I did! 3c Prepare to respond to the writer of the tips using the questions below. 1 Which of the examination tips will be most helpful for you? Why? 2 Are there any that you find surprising? Why? 3 Which of them would you not follow? Why? 4 What can you add to this list of examination tips? 44 эп '’leces I, ,esson 7 Check your progress Match sentences from both columns to make short conversations. UNIT3 Lesson? jgjO. кПИе TOtand *se the sr-- outine e I've heard Jane has made progress with her studies this year. Jack was planning to go to a vocational college next year. Sam's planning to concentrate hard on his studies. The majority of the class did quite well in the exam. Both my friends got poor marks in the test. Jane looked very sad after the lesson. Sasha is now the best student in his Maths class and I’ve heard he won the Olympiad! Roman took part in the Physics Olympiad yesterday. a) They must have prepared really well. b) He must have won it. He has always been the best at Physics in his school. c) i-IrTcarTTRave planned that. He has dreamt all his life of doing hi^^^vels and going to university. d) They can't have failed it. It was very easy! e) She must have got a low mark! f) He can't have won it! It is extremely hard! g) He must have got a lot of bad marks recently. h) Yes, she must have studied really hard. Points. ./8 ■ •■.'as my best teacher wh^l) affected je- choice. I went to a secondary school .^(gh was my Physics teacher. My core : vere Maths, English and Art. But Mr : a particularly good teacher and he ^ :> Responsible for me ending up doing scj IS a difficult subject, but he made it so >,;^Qtit it well and he (2) wasn't cS'nfihe^ o' I remember being impressed Ml Leigh wanted to teach us things on the (3) syllabus. He would say, ic: know aboutthis,” and so he an' ' ameras and lenses, and Г' — l’’/e loved photography since. - iscure subject 100 per -=ear. He broke iidown into the ■ "^JeVou think, "Of course, that's Read the article by Rebecca Stephens the TimesEducation Supp/ementand decide what the underlined words and phrases mean. • Choose the best version. 1 va) improved b) had an effect on c) spoilt 2 (€) taught more than was in the textbook wasn't very rude c) didn't only pay attention to the best students 3 a) a kind of textbook (6) topics students should study c) optional topics 4 a) interesting b) useful (c) difficult 5 Ф shape and appearance b) science expression in his eyes 6 (a> confused b) in trouble c) happy 7 a) fail 0- be successful c) understand ^~atic, and he had a gentle sense of humour, which I appreciated even then, nis face, but I can see his (5) physique — he was stocky, and grey-built. And I can seethe way he stood, usually with a hand in his pocket, ; - quite conservative clothes, tweedy jackets and a lumper. He was one : -irs and he really did have the respect of the pupils. He was probably in -ere tizz as to what to do when I left. All three core subjects were i give talks to young people in schools, I say to them, "If you don't x do, be sure that you choose subjects you love because you will never ■' * And that's the irony, in that I loved Maths, English and Art, but I partly because of Mr Leigh. Points J7 45 2 UNIT 3 Lesson 7 Read these short stories from school life and complete the sentences at the end of each story. • Use the words in brackets. 1 It was my hrft week at a new school and I felt very embarrassed because I didn't know anyone. So in the dining room when I was carrying my things to a table I suddenly lost my balance and fell right on top of my tray! I fel^rful but two guys and three girls helped me up and cleaned me off. After that we all became good friends. a) If I hadn't... (fall down"/help me).^ , b) We wouldn't..' (become friends / come to help me). 2 I was in the Science class, and the boy I liked was sitting next to me. I was throwing paper balls at one of my friends and suddenly fell off my chair,! The whole class laughed and I felt SO embarrassed!,' , , i k.,iS' . и I,i I - a) In ... (throw paper balls / fall down). b) The class wouldn’t... (laugh / fall down). ■■ ■ - 3 I woke up late fo^^^ol... so I was in a hurry. When I came to the class, the boy I like pointed at my hand and face. There was ink all over my face and my hand! He must have thought I hadn't washed! , , > , i •. I 7 h:t\. ' I a) If I (wake up late / look ih the mirror). b) I would (clean myself / look in the mirror). I was in my Maths class and a student answered a problem correctly so the teacher threw a sweet to him, but he isn't very good at throwing so the sweet hit me on the head! Everybody laughed including the teachierapd I felt awful! a) If th^ ^^^er... (throw the sweet better hit me). b) I wouldn’t... (feel awful / laugh at me). X(t X/ ■ I was in a Science class and we wer^n the lab. I went up to get some things that we needed. My best friend told me, "Just don’t,drop the powder!" At the very moment the powder slippe: out of my hand and dropped on the floor. In the Js of dust all I could hear was the boy I like and my best friend laughing. t ,3 ne powde^^^^^n’t.. (slip'out of my hand , be more careful) ^ b) tf my best friend (go to get the things / > drop -ne powder) 4 Fill the gaps with the prepositions in the box. I had my first contact (1 )W:.t'English when I was six. My dad inspired^ to listen (2)the Beatles. I listened to them evp^ay (3) ^^' the next seven years. (4).^. .Jthe beginning I could understand nothing (^jj3"batthey were singing. But soon I started to understand individual words, especially the ones which appeared (bj^the song titles. Later I got a book with the words (7)^7 all the songs^read the book many times. I learned many songs (8) if;, heart. I sang the songs (9),,л myselffiStill. I understood very little of the meaning. It became my dream to learn EnglisFTso well that I could understand the Beatles. So the Beatles were my first motivation. That is how I started (10) /.. my way towards learning English. to on for in with by to of in of Points. 46 Read the text about exam strategies tha^^o, a former school student, used and write whether the following statements are ^^le), (F) false or NG (information is not given). 1 Cleo thinks that special lessons helped her more than individual № ty LJ 2 She produced special materials that helped her learn.О 3 Cleo tried to deal with easier subjects before dealing with more difficult ones.Г Щ] 4 Cleo enjoyed preparing for exams with her fellow students. P In revision lessons students had a chance to learn important new material. In revision lessons the teacher gave the students tasks similar to exam activities and they had to do them at home.F Cleo passed her exams successfully. T When studying for my GCSE examinations, I used different ways to revise the material. These included studying individually as well as in study groups, at special lessons where revision techniques and topics were discussed and explained. While studying individually, I would concentrate on one particular topic, and work out a card system that would help me remember what I have studied. I found some topics easier than others, for example, I spent more time revising for my scientific topics and Maths lessons. I tried to do them first and then move on to English literature and History, as I found these subjects easier. When I studied in groups with fellow students we had discussions over topics and brought relevant information to the group. This helped a lot and was a fun way to revise as well. When the teacher was giving a revision lesson we went over the questions and topics from previous lessons and discussed the most important things. Also sometimes we used a time frame. We tried to do exam-type activities in a given time and this prepared us for exam conditions. I benefited from all of these revision techniques and I got nine GCSEs. Points, Susan is in Year 8 at a normal comprehensive school in Britain. Which of the following must be true (T) about her? 1 Susan hasn't started secondary education yet. 1П Science and English must be her core subjects. 7 EH She will be able to go to a university after finishing comprehensive school. T di Chinese could be an optional subject at her school. О Susan’s school is a night school. F I I There are four terms in the school year at Susan’s school. □ Susan ha^^^ady finished primary school. < HU Susa^ ^^sn’t need to take Maths at her school. О 2 4 5 6 Points IB TOTAL 150 6 UNIT 3 Lesson 8 Lesson 8 Express yourself Take part in the competition, develop your project an^ ^sfent it to the public. Your presentation should include both~oraTand_visual materials, such as: • a poster with a map of your school • a description of the subjects and topics taught in your school • an interview with school students about your school • information about examinations in your school and about preparing for exarnlnat,c-ns. 1 Read the announcement below and start working on your project. • Brainstorm ideas about what learning aims students will have in your school. • Write down all the ideas, even the craziest. • Review the list of ideas you have and choose a few that you like best. ^ SCHOOL If you care about education, • If you know how to make our schools better, if you want to help, Then this COMPETITION is for you! ' ^ г ^ ^ i i fi 4«.' .1? The Russian Schools Assoelillo№ A ONE MJUraN ROUBU Ш for the best scimf ■r. I^ ^ur project groups continue working on your project. • Brainstorm more ideas about: I I school year I I subjects I I marks I I school bus I I lessons I I how long school lasts • Follow the procedure of brainstorming described in Ex. 1. teachers etc 48 2 UNIT 3 Lesson 8 In your project groups prepare for your presentation. • Decide what visuals you will need to make: a map of the school, examination tips, "photos" from your school, etc. • Decide how you will present the interview: record it on a tape recorder, present it live, video it, etc. • Distribute responsibilities among your group. • Prepare your materials and your presentation. Our varied land |l_esson 1 A local profile Warm-up Vufuxi' ■ '■ f, ■ Л Xiux- fifc? n. 1 a On the map locate the place where you live. • What makes this place speciaP I For Your Info i'c*' OrUeOA^ /i ■..Si-4 li u . I profile t'praufaif] — a short description that gives important details about a person, a group of people or a place. A profile of the area includes main landmarks, roads, water supplies, etc Language work 2a Do the quiz an^ your score. • How well do you know your country? 1 The full name of the country is a) Russia b>/the Russian Federation c) the Russian Republic 2 The capital city Moscow is more than a) 650 b) 750 c)t 850 years old 3 The population of Moscow is about a) 6 million b)v 9 million c\ 12 million 4 Ittakes Mt/liou a) 4 b)V7 c) 10 days to travel from Moscow to Vladivostok by train 5 The second largest city in Russia is a) Sochi b)TSt Petersburg c) Krasnoyarsk 6 The second coldest city in the world, situated on the Lena river, is a) Yakutsk b) Vladivostok c) Ekaterinburg 7 The city which was destroyed during the Seconi World v.a and represented the furthest point of the German advance is a) -Novgorod b) Astrakhan c), VC 8 A major port and naval base on Russia's Pacific coast is 1 a) Murmansk b) Vladivostok c) Kaliningrad 9 The largest lake in Europe is situated in Russia. ft is ■ ^ a) Baikal b) Chudskoe cKLadoga 10 The Urals cross the country from a) north to south b) east to west c) Novosibirsk to Magad&n 11 The Far East of Russia is rich in a) wheat b) fruit c) seafood 50 Russia gains access to the Mediterranean Seathrough a) the Aral Sea b) the Caspian Sea c) the Black Sea 13 The huge forests that cover southern Siberia are called a) the tundra b)vihe taiga c) the steppe Russia's only Baltic port that remains ice-free all year round is a) Murmansk b) St Petersburg C) Kaliningrad Russia lies across a) 5 /b) 9 c) 11 time zones Score 1-5 right answers: There iSAdang^ryou will find yourself in Siberia in a^im^it fooking for a sunny beach in winter. It maylooiTa bit strange. Try to be more interested in your country. You'll learn a lot of fantastic things! 6-9 right answers: A good start! Try to learn something more about the country you live in! 10-15 right answers: You definitely have excellent marks in geography! But don't forget there is always something new to learni UNIT 4 Lesson 1 2b Find all the geographical names in the quiz and notice whether they are used with the definite or zero article. • Fill in the table below. Geographical names the zero article continents . countries К t ■ cities / towns / villages i / . regions Ud Гл / [ CIS ^ Siberia mountains / hills lakes oceans/seas the Black Sea rivers ii\L 2c Add at least three locargeographical names to the table and compare your tables in pairs. Speaking 3 Start preparing ^ ^file of your area for th^ial activity of the unit. • Follow these steps. 1 Choose from the following list the features you would like to include in your local profile. * 4 GH Roads, strejets...^, 2 □ Green plantations: forests, woods, parks... ^ I I Bodies of water: ponds, lakes, rivers, seas... ^CD Open areas: fields, marshes, swamps...'^'^‘< * 5 GH Heights: rnountains... ' . ^ r ^ I I Houses, odd buildings, churches, bridges, hills... j-Г] other interesting places: caves, stones, trees, "wells, monuments.. 2 Distribute responsibilities in your group so that each student has a feature to work on. UNIT 4 Lesson 1 3 Discuss all the features you decided to include in your profile and make notes. • Use this chart to structure your notes. Location Some characteristics Short description Unique features LANGUAGE SUPPORT be situated / located _ to the north / south / east /west,'bt^om^hing ' Г a few kilometres to the north / south ^ ^st / 7 west far from / not far from the longest / the highest / the largest th^ / the smallest be ... metres long / high / wide be ricl"(|i^ cover land ' remain ice-free / freeze ел-г^ ■ '■ bizarre / strange / niysterious ancient / old / modern mark/commemorate г : ■ , I -■" - At home find out more information about the feature you are responsible for. 5 Write down your part of the local area profile. UNIT 4 Lessons 2-3 Lessons 2-3 Special people, special places Reading 1 a Read the texts and think of titles for them В ,1^ Russia has produce^ 1) a singer, who, according to (2) music critics and cultural experts, is going to decide (3) the direction of Russian music. Pelageya Khanova, 17, has (4) a remarkable voice that covers three and a half octaves. Musically, she can do everything, including acoustic, electronic and folk music. She also recorded a song called Home for the Depesha dlya Depeche Mode tribute album and sang the famous Mary Magdalene aria from Jesus Christ Superstar. Apart from tha^she is a person with unique abilities — wheiTshe was only three and a half years old she wrote short stories and typed them up on a typewriter; she also finished school earlier than other students. Although this charming and lively teenager has sung for presidents, first ladies, and other celebrities, she says all her listeners are equally important to her, whoever they are. She insists she has never been influenced by her fame — "I go clubbing, go to the movies — I'm just like any other girl of my age and I like it!" „• : She sees her goal in life as reviving folk music. Pelageya has a real interest in singing^f^lk sgnga . -because she finds hundreds of profound messages in them. She wants to explode the kitschyjmage of folk music — peasant women, [bears and b^italaikas-that both Russians and foreigners may have. GLOSSARY determine - опреде..^ь ^ Depeche Mode — a popular alteruc that has made successful albums since e music band 1985 tribute album — альбом-посвящение revVng— обновление profound message — глубокий смысл kitschy — made without much serious thought. sentimental and often amuses people because of this ' Is Pelageya one of many Russian singers or the only one? 2) Are -ustc critics in general mentioned here or some particular music critics? 3) Why the direction not a direction , i here? ’ --'C ■- ■■’fi . ’ 4) Can we usq^^liere? Is it the only remarkable voice in the world? UNIT 4 Lessons 2-3 5^ ^toskoe Lake is a unique natural landmark in : 6) Krasnodarskv Krai. At sometime it was connected with (7) the Azov Sea by (8) a narrow stream;'then ' 9) the stream nearly dried up, and sand and seashells closed round (10) the rndtith of the j stream. And so (11) the salty lake formed. ■ ' ■ Nowadays this area is a nature reserve with a wide ariety offish and birds. In summer birds such as 12) herons, seagulls, snipe and even pelicans and - amingos come to build nests here. The lake is rich • golden and silver carp, pike, sazan and roach and a ig the lake shore you can see different kinds of sterfowl. ' A ■ The lake is famous for its healing silt used for ~ -atment of skin diseases. There is a legend that says - a: the Great Khan Girey once camped on the shore : - a forgotten lake. His wives, exhausted by the heat j the long journey, bathed in the lake while the Khan ; sleeping in the shade of a tree. When they got out r e water their skin was gleaming with freshness :eauty. The Khan was astonished and decided -•"ie himself. He swam in the lake and the healing z :' washed away his worries and gave him back all ■;=^j‘thful strength and health. Having discovered ealiing influence of the lake, Khan Girey had a '-jent palace built on the campsite and decided :o leave the place. 5-6) Why arerip articles used here? 7) Why is( fhe)used here? 8-9) Why is^sed in (8) and(^ in (9)? 10) Which(^o^ is meant here? What helped you to decide? 11) Can we usq(§)here? Why? / Why not? 12) Do we need any articles here? Why? GLOSSARY a nature reserve — заповедник "lierons^ snipes — цапли, чайки, кулики J j I carp, pike, sazan and roach — карась, щука, сазан и плотва waterfowl— водоплавающая птица healing silt — лечебная иловая грязь gleaming — сияющии •е texts again and note down which text (or both) mentions • the items below. :"i'33ter’s opinion egend " abilities © 5 some special qualities □ 6 detailed factual description □ “ 7 the author's opinion □ A Ш 8 biographical details □ f3 a»e following questions and take notes of all the -^ore interesting to you? Why? tc the writer, makes the place and the person special? i zes or local characters might be interesting for you 55 UNIT 4 Lessons 2-3 Language work 2a Read the texts in Ex. 1 a again and answer the questions alongside. • What have you learnt about articles? 2b Complete the text with a, the, or zero article. ГГ - a cupola This the Church of the Intercession of the Virgin , '! .„Nerl, (2) building that is almost beyond comparison. This simple structure was bui ■ i^ ^^j-66 o^.. (3) six-metre, man-made hill dos^ ^4) Nerl River. In the spring, the fields surrounding ^(5) church flood, making it impossible to buil^r; (6) permanent roads to it: this means that you have to walk. It's not far, fifteen minutes on foot, and (7) experience of approaching it this way in/^(8) open field adds to rts mystical beauty. Basically^ ^-(9) structure is;r;: o^ ^ I solitary small box, in a beautiful Set: : . T' a single base and cupola, and what makes this church so moving is its simplicity. 3a In pairs prepare to describe a person or a place you would like other people to know about. • Follow the steps. 1 Decide what points you will include in your description (see Ex. 1b). Add your own ideas. 2 Make a list of key words for each point. ' 3 Write a short description individually. 3b Exchange your description with your partner, read it and answer the following questions: 1 What is mentioned first? 2 Do you think the writer has begun with the most important thing? 3 Which adjectives has the writer used? 4 What do you think is the best part of the description? Why? 5 Has the writer mentioned anything you forgot about? 6 Has the writer missed anything you think is important? 7 Check the description for the correct usage of articles. 3c In pairs discuss possible improvements to your descriptions and rewrite your own description. 56 UNIT 4 Lessons 4-5 [JjJJWlYf _ I > Lessons 4-5 The paradoxes of Russia Listening * . - ^ 1 ^ ^1 Listen to the interviews with American students talking about their stay in Russia, u r ^ Match the name^f th^ with the topics they talk about. 10 Charles & 2,i Lynsey 3) Brian 4 Tiffany a) b) cj d) the way people dress love of the arts Russianfood staying with a host family 1^ ^6| In groups listen to the interviews once again and answer the questions assigned to your group What did Brian notice about Russian people? Where&bouts in Russia do you think the person stayed? Do you find the people around you as ^owledgeableand interested in the arts as Brian says they are? Reading 2a Read the text and say whether Christin^ liked flier visit to Russia or • Give reasons for your answer. Christina My general ^^^ressibns are like those of anyone moving from a small town to a big city. Moving from a small town in Connecticut, USA, to a big city inBjSSLa seem^ an extreme to me, although I have also found that Russia is full of extremes. My experience here in the past two months has . i г changed how I look at the world, and I am very grateful [ that I have another two months in which tojentiance^^^^ ^ V my knowledge of this city. By living with a host family^ /1 have had the opportunity to live as Russians live and, , ' Ч this has dbviously addecTto m^c^tural experience. -My host parents do not spea^ Biglish, so my Russian has been slowly improving and I have —i also been learning how to communicate with ^ body language. “Why Russia?" I was so often asked before I came here. I wanted to go somewhere that would change how I viewedJhe world. I wanted tQ go somewhere that would challenge me^intellbctuMy and culturally. Russia has made me appreciate the ease with which I can get almost anything done at home, compared to the difficulties I have in doing simple tasks here.^n^tea<^^^^ of focusing on the differences and frustrations '{hat" ' any situation might present, I am slowly coming to appreciate Russian culture for its uniqueness. ( 0 . 2 Г re a o^g city in Russia is i.r Й jeor «oei aj ^™e:!*r>ng r'-a; ‘.liT-oe^-toyou and ' b) , 11ГЧ about a lot 4 5 ts becoming a) b) 5 ~ a : " 5 skills and abilities b) ; life more difficult 6 Apprece*? -^eans a ■ rc , oetter • _ I XJ-; t: anentionto 7 Tofoevs Q?f sofDething means: a. v: --r ng clearly 11 r.: Oc г attention to something ^ ^rarts I I a^ IS more important here: the acowtjiftx the result? ----^ ^ OC8SS still continuing? Do you think improving is important for Christina? 2b Read the text in Ex. 2a again and say whether the following statements are true (T) or false (F). 1 Christina had never lived in a big city before her trip to Russia. 2^ This trip has changed her views greatly. 3 "She is going to spend six months in Russia. 4 She has no chance to learn Russian well. 5 She wanted to go to Russia because it was something completely new for her. 6 Her trip has helped her understand her own culture better. 58 3c Put a tick where the words make up collocations. me text in Ex. 2a find the words in bold and ctwose the right ending for statements 1-8. Use the text to complete the table with derivatives, л; • If you cannot find a derivative in the text, try to form it on your own and check with the Wordlist at the back of the book. Noun Verb Adjective extreme , extrerrie experienced - , / . ••• impressive 1 ; u J ^ •' * . , i , improved - challenging <■ , T ^appreciative / frustrating / ' frustrated unique an impression an experience a ^ challenge make get V have 1/ V face V create / meet l/ 3d Match the adjectives in column A with the nouns >6,у. rv* Some adjectives can go with more than /W7*V’ one noun. i if ‘ ilt (П -fAi. a favourable an unpleasant . an unforgettable awrong a new a strange a different B experience challenge ^ / impressron ,■ ■ .anguage work Answer the questions at the bottom of the text in Ex. 2a. 4b Complete the sentences with the present perfect continuous form of the verbs in brackets and explain why this tense is used in each sentence. 1 - Why are you so late? ... (stand) here for hours! — 1... (try) to remember the Russian name of the street where you live. 2 - How long is it since you started learning Russian? — I... (learn) it since I came to Russia. 3 - You look happy. — Yes, I... (talk) with my parents in Boston for half an hou^. 4 - Why are you so wet? — I... (wait) fora bus for two hours and I left my umbrella at home. 5 - Could you help me, please. I... (look) for my passport for a long time and I can't find it. LOOK Present perfect continuous ^has / have been Ving e.g. I've been learning to play the ' guitar since I was ten. ^ The ground Is wet. It has been raining. jL] We've been walking for four hours. ■’ UNIT 4 Lessons 4-5 4c Use the words below the pictures to write down the sentences describing what the student(s) has/havebeen doing or has/have done in each picture. I, M li ! ■ t гД i f I 1 just ( arrive 2 happy / see a ballet 3 write e-mai;^ a у- 4 lose / way ^ ^ ^dy/ since morning Speaking 5a You are preparing to host a group of American students in your school. • In work groups collect the material for a welcome ^юк1е1, which you can give to your guests to help them adapt to life in Russia. • Follow the steps. 1 Answer these questions and explain your answers. □ What extreme situation might they face? □ What unforgettable experience might they have? □ What may create a bad impression on them? □ What may change in their vision of the world as a result of the visit? □ What is the biggest challenge they might face? □ What unique features of the place might they appreciate? □ What may frustrate them? 2 Write brief answers to each question without explanations on a sheet of paper. 3 Choose a member of your group and send him / her to another group with your list of answers. 4 Look at the other group's answers and guess the reasons the group had for giving these answers. 5 Back in your work groups discuss what features of Russian life were treated in the same way or differently in both groups. 5b Choose one of the specific features of Russian life on your list and write a paragraph for a visitor to prepare him / her for this experience. have a party , . ' c A — I thinkvisira banya m»3 challengifi for them: Why do .“ J'H a Russia*" a challen:iiiir;i for then?' 60 4. ^ 6USS/ fAyMf3- /UtL)f/yt^> >г^' 1 ^ A(£L^tn/A^f ех^$!й ye-i^t^uH - Уctry?.) a/'jfa l>/f. ^" JL^U J, i c -^ / , UNIT 4 Lesson 6 " ,ytt€Ly^ ~ fr^f -4 So.H.( Lesson 6 Traditional pastimes .., \^fc.'!\ /-^гх/л tx;frpfttt-icttz -trcLd'^/chal Ши и Warm-up 1 a What are these things traditionally used for? ^ f >; if" il fTE^nV'^' "i , Ш ali Ш (xnd^^ tL -*/i '.■yif^ J^iM Hi banij^ ' ‘I 1. L' iu/j,f l^Trti 1, (^ ecjbihP, ^ Ji, Ci ^ и ^ ^ iL a bii“ei Vra bC-f'. : Write down some more traditional Russian pastimes. ^ iso\.y^i tjxfUi, f(fniehny i»1.U Su\^^ Jva/ ^ stenind ou-tdccf iti skatntf / /.ad = й dyc^o.Sit _ Ыагщ. ffd й/лиЬн/ j 2^ Listen to the interview with Brian Magiiireand say what traditional Russian activities he took part in. / f Ш pid') riV‘. 'V. v ' ' i) • <) ^ , Ь .Г— Listen to the interview again and fill in the table below./, .- j J^cL./ '^РЧ^'%/ 1 - What they did u Activity 1 Activity 2 M' к ^buSir^b! g> ' tJ. \ Шйа^ё, гамЛ^^ у Activity 3 .ffr h Words Brian used to describehisfeelings Siyyf7/-/j. uy ? fnf ^ r'V!. . . Л W W ]е"н1Л' /iuo: ' bn //hXnXd -------------------- '_Уу Li_L'i___*u_ Russian words Brian used _______^_______ prian useq ^ . ; IГ ^ ” ' -cC ^ - groups discuss the following ^^^^Wdns and report your answers to the class. Which of the activities do you think Brian liked most / least? Why do you think so? Why do you think Brian used some Russian words? How often do your family do the activities mentioned by Brian? Explain why. - Do you think they ar^ Russian"'’ Why? UNIT 4 Lesson 6 Speaking 3 Role play a situation when people from different cultures talk about a cultural experience which is new for one of them. Student A You are an exchange student who has come to Russia for a month. You are staying with a hosT' family Theyliave just invited you to take part. .in_a traditional activity. You are interested in it but at the same time a bit worried as you have no idea about what it is like. Talk to your host. Accept the invitation. Try to find out as much as you can about it. . к ^7 Accept the invitation but say you would like to know more about it. Student B You are currently hosting an excr from abroad. He / She is interes culture of your country and you i him / her to take part in a traditic i Talk to your guest. Explain what < like. Warnjiim / her about possiti Follow the flowchart, уЬ Invite your guest to take parj traditional activity. 7#/7T7E5cT7 Sho^ ^^^^ess.Jo answer any i and describe the order of act Ask more questions about the place, people, clothes, equipipent v Answer the questions giving more' оъс i Express some reservations and worries. r Л. -rh 7 React to the worries and say how to avo*(^)j possible difficulties (cold, heat, snakes. LANGUAGE SUPPORT 1 Accepting an invitation: • Thanks a lot... • Thank you, I would certainly like to try it. Expressing worries: • What worries me a bit is... ^ only thing is,... • To be honest,... • Actually,... H.w • iVi- w6 LANGUAGE SUPPORT Inviting: • Do you think you might be interested in ... ? • Would you like to join us fora... ? • Wha^^^ut... ? (more informal) Actions in order: • First of all,... • Then,... • Next,... • After that,... • Finally,... Wami UNIT 4 Lesson 7 Lesson 7 Check your progress 1 a Listen to five short interviews with American students and match the topics and the number of the interview. • There is one extra topic. 1 i Adam a) dangerous driving Emily b) cold weather 3(>i Meagan c) variety of goods and food 41 Ryan d) language difficulties ^ 5 , Rachel e) enjoying oneself «. 1 cl V -f f) strange pastimes ■■Oi, Points. is 1 ^ Listen again and decide whether the statements are true (T) or false(F). 11 Adam feels at home in Novosibirsk. ГИ 2+ Adam wants to visit Russia again. Ш 3 - Emily knew some Russian before she arrived. СИ 4“ Emily needed a lot of help during her stay. □ 5- Meagan thinks that Russia and America are alike. ИИ 6 f Meagan was surprised to see people going on foot. СИ У'-'Вуап got bored during his trip. СИ 8 "Ryan doesn't like Russian schools. СИ 9-^ Rachel likes Russian souvenirs. СИ 10" Rachel sometimes feels hungry in her host family. СИ Points. ./10 2 Read the text and fill in the gaps with a, the or zero article. DUDINKA Dudinka is further to the north than any other seaport on our planet! On i )Ш map you will find it far beyond the Arctic Circle, not far from (2) Norilsk. The two cities are connected by (3)Utmost northern railway in r world. Dudinka is (4)%. largest river port and seaport on (ffjtUgreat Siberian river Yenise.y. Dudinka is the capital of (6) ~. Taimirsky Region .'ere people of (7)tiLNorth — Dolgans, Ngansans, Nentses, Entses and Evenks— have been living sincaancient times. Dudinka was founded in (8)H/«econd half of the seventeenth century, in The one stone structure in Dudinka was (9)'lM)nly church, which was '=i*'oyed in 1868. A local merchant called Sotnikovtook it to (10)Ш Norilsk 7_-'tains and constructed (11)4.. metal melting furnace [плавильная Mcl from the stone. (12) 41. new wooden building appeared on the banks of ' ,T_ ’^enisey instead; it was (14^ charming small church with (15^. bell > tc • in which there were seven bells. 63 UNIT 4 Lesson? 3 FilNn the gaps using the appropriate form of the word in the box. • The first one has been done for you. It is really ver^ (1) exciting to be in Russia. I have noticed many things I have arrived^ ^ch as the Russian love of pets, the (2) .. of rest at trie dacha and sour cream on everythina — they think it (Sf^.^t^fe^^ste of food. In my (4)..., Russians are very warm an^ p) ... to each other in private situations. Russians always bring each other (6)/!’/^^^' \6radii(- ''j алА Jedeo't^j Lesson 8 Express yourself a дГ/шр ^ppSC4'lZ^ on Your local council has announced a competition among schools for the best presentation of your area, region or city^ ^^^^lers from different regions ,vil^ ^sent Russia a^ international ^^t.lYour aim is to give your group presentations and then decide which group is the best. Prepare your group presentation. /5^ 1 Look at the notes you have brought: • your local area profile (Lesson 1) • a paragraph describing your local attraction or place of special interest (Lessons^2^ ' ^;i'i ('Ог • notes you made on challengin^^'*^^!J^'t^^444^i'" experiences foreigners might come across locally (Lessons 4-5) • an invitation to a traditional pastime (with a description, Lesson 6) Discuss your notes in a group and agree whether you are going to include all kinds of information or focus on a certain aspect. Distribute responsibilities and choose the speakers. Help the speakers to plan their presentations and listen to them rehearsing their speeches. Decide how you will organise your group's presentation. Tips for giving effective presentations • Speak loudly and clearly. • Choose your words. • Emphasise key words and ideas. • Use short sentences. • Avoid phrases that are difficult to say. Watch your body language. Keep eye contact and smile. Listen ^^^hat you are saying. Enjoy yourself! Plan an effective presentation! STRONG INTRODUCTION 1 Present your group materials. 1 Remember that you have got only five minutes to say what you want. Fill in this evaluation card while listening to other groups' presentations. It will help you to make the right decision. Each question scores up to 4 points. STRUCTURED MIDDLE POWERFUL CONCLUSION EVALUATION CARD FOR STUDENTS Criteria Group 1 Group 2 Group 3 1 Information: full and varied? II 2 Presentation: well organised? n ■ 3 Language: clear and correct? 3 ’ 4 Manner: natural and relaxed? 2 5 Overall impression: pleasant? ' 2 Й Total (up to 20): ^ [5 /? :hoose a group to represent Russia at the international event. Look through your evaluation card and decide whose presentation was the best. ; ' groups discuss the results of the activity. 65 1 2 3 4 2 ж tr^ Australia! Lessons 1-2 Booking a trip и ,V_. к Warm-up Look at the cartoon and the photos and answerthe questions,.. ^ 1 Do you know anything about the places(0lhe photos on p. 2 Which of them would you like to visit? Why? 3 Which places do you think the family in the picture are going t Longest rivers: 0 Murray River (2,520 km) В Murrumbidgee River (1.575 km) 0 Darling River (1,390 km) Highest mountains: A Mount Kosciuszko (2,228 fril ^ ^^^^owtnsend (2,209m) NOBTHtR?* TERR170R> (SKy ^unt Twynam (2,195 km) Alice % WESTERN AUSTRALIA •'S—''S-V-d' Bristans \.i SOUTH AUSTRO "o Reading 2 Read the texts from travel brochures on p. 67 and say which ofthe places give a good opportunity:. 1 to Qojoy the beanty df riMliti^ A'® , q 2 to see the art of native Australians ^ i—i П '.tv, LOUTH _ О .Sydney.^ . ■Д |ДТ Г'. .ant>err3ltAt‘^trall3n "^^ifCSpltaiTerritory) : Mdtfoom^ iijg (Hobart V' 3 to enjoy good music A 4 to visit a museum ^ 5 to do sports . ■, . 1 c f. to find something to ddonjfainy ^jgyg Д\/ 66 Lessons 1-2 0 Visit the sunniest ^^^^^ustralia with only 23 days a year without sun! Sydney isAj.ii4tralia's oldest and largest citv with a populatior^^o^round 3,986,700. A full гапде{оГ\ tourist attractions include the magnificent Botafitc Gardens, Sydney Harbour Bridge, and of course the^wo?[?7afn5us Svdnev Opera House and two thousand Aboriginal rock drawings! Make a reservation now! Sydney Harbour Bridge JIuru No visit to Central Australia is complete without seeing Australia's most famous landmark — Uluru (previously called Ayers Rock). The world's largest rock mass, Uluru, rises out of the middle of the country and is spectacular at any time of the day. Uluru is always impressive, but never more so than during sunset. No matter how many pictures you've seen of it, nothing prepares you for the experience of being there. «'-^^rne, the capital o^^^^^^^^^^the second largest city in r/alia. It has a population of just over three million people, 5 a picturesque place with so much to offerthe visitor. :eing awonderfullyfiyersg pice,^Melbourne offers - thing for the tourist from museums and galleries to tennis, -g and windsurfing. can order a package tour or book your own c r-'fTimodation and choose from a full range of apartments, - motels, bed and breakfasts and hostels. ■' I Melbourne _L.age work ^ :3d the first two sentences in Text A and say: ■ are the underlined phrases the same ,*xj different? ” Can you find similar examples in Text B? J at are the two ways of saying this in : Сидней ■- самый красивый 'хюд B Авсгралии'?1 3^ ^}airs look at the map and ask and answer each other's questions about Australia. • Try and use all the new structures you have learned in the lesson so far. Example: — What's the country's smallest territory? — The Australian Capital Territory. чъэс the fii^t sentence in Text C and answer the Л can it help you say in English^ ^^исбен --K 5-ег.и>4ине город В Австралии? ^ .< Г:,: other way of expressing this idea? 'h 57 UNITS Lessons 1-2 Vocabulary 4a Read the collocations with the words from Ex. 2 and answer the quest?: impresswe an impressive . =» ; -an imp>T6S3 . CTHTK; buildi"' an ‘ - an impresswe -r:-' show, i ' ^ eif picturesque a picturesque a 1ага35-с=:- ; : church. - r Which of these words would you use to describe: that is pretty and interesting especially in an , ; that is good, important, that produces a great ^ that is great, good, beautiful because of being that is very exciting to look at? s something 4b Replace the underlined phrases in the sentences with the words or r эо-е+тот the texts in Ex. 2. ~ 1 The Great Barrier Reef is one of the main places tha^ . zzL^-iJ 2 Sydney offers its visitors all sorts of places to stay^ ~c:e^ I :z'i i : apartments. ■ Umoo i-U■ 3 If you don't want to worry abou^^^hing, we advise ro: - = rcr-ce z ■ z.--d"'''ed holiday arrange^j^ a company at a fixe^ ^ce. whic^ 4 Being th^ ^^^^^"capital, Sydney offers to ac • r- 5 We advise all travellers to make an arrangement (preparat-y fee . train to be kept for you as early as possible. ___t___^ . га/s etc. ' i e bus or Listening 5^ ^ You are going to listen to a conversation between Mr Douglas an^ ^ave* agent. • Which of the fo^io^^yJ^n^^:u^^Лят^o you think will be : ■’s; 4 ’ >1 (titi si Uufa ‘ ■ (t j, >1 Й, 4 '2 //e. Subjects discussed number of people travelling “эе of hotel way of paying for the trip information about available flights place; s; to visit way of paying for^neals length olthe visit client's name and address 5^ @ Listen and check your guesses. ' ^ J 68 Vn iv UNIT 5 Lessons 1-2 fUnAT V^ajSlaaSj sf рфи 4^'/ r < / ^ A."- Ф1 ^ j^9 //'^b'Jt/ 7^)/' bui/Ju^^ efass ^'Ayss г /’Л^ />У ^ C’i^rd'^ . . \r f Ц^Лч^ Ш 4o r^ 'iT*^' 6a 1^1 Read about askincLfpY information, listen to the conversation again . , | j . ^ and do the tasks below/ аХаМ,,;^44, I f P ft&bu Language work IWe Cife ■; -Tir- Л 1 Direct question т^'ттй '‘'^s 4ii Asking for inforr , pu . mj ct^arv 2_ Implied ^^^^^^^агаемый) question /-/Тгч l\a-i//i<-fi A Uii- eicty h> At.!j€L^ iA*A\ J~~ ^^1 A, },A;^:jctyr й> A. "^шг 1 luM Л. it A /<' . ^ Й//Й,' How much time would you like to spend in Australia? r ^Cfd" I^^^ito go to the most interesting places and to see uas much as possible. cc-£f/V /,'д Find one more example of each way of asking for information. уь u f L • How does the second way differ from the first one? -(.„(Oui ' ~l\u Word order is it- iefii-.l, 1&гл в .Se ^ .*чГ.ч J . .. J i f ftirti'/ - h* v i _ - .. ’ 6b Read these phrases and say wKat information the people would like to get. 1 Have you got a watch? ttc 2 You know. I just can't understand this sentence. ArL&:t Uus ^ 3 I’m lookin^|1fo^5 Park Street. A S~S рл^гк 4 I think I lost my watch somewhere around here. 5 I think my presentation was awful. ? ЮС tiкл. ■ Speaking diQc'k A': o-PV/x U'.oi-l iidf. pkfa'xs 'n tbss. 7 Role play a conversation between a travel agent and a client. Choose a role. .. oii eski'xe ■/'■or f . r I ^ ^ _____ ■•^■•’.. Student A You are going to travd(^Australia. You can choose from places in Ex. 2. Describe your plans to the travel agent and get all the necessary information about the trip. Take a decision. Student B You are a travel agent. Try to find out about where your client would like t^ ^vel. Also be ready to give any information the client will need. • Use phrases from Ex. 6a and Ex. 6b and the Language Support box. LANGUAGE SUPPORT Accepting an offer • Thank you. • Oh, that sounds very exciting! • That sounds fine. • That's fine. ' »=is Refusing an offer • Yes, that sounds great but... • I'm sorry but... • That's what I've heard, but... • No, I think ^1..., thanks. l1 J I 1 i ?|д Д t Ч A I ||,esson 3 “Boarding game” - . _ У «А/ : /'(2 -t-i Yt-f Щ - ®ЛТЕ 5 baggage reclaim tfp’OtH'O fj^x. Vocabulary/^ уи/ fif, f - . -. 4~ i . -. f\f Л ■'J 'Z'- 1 a Look at the pictures and describe th^ ^^^tion of each of these places ___- : YT' Й 1 ^ ffi*l Listen to the airport announcements and match the words with the*- dHWt^ts • There is one extra word. lh gate 2 f duty free store / shop 3 flight, :• 4^ baggagei 5 ^ departure lounge' 6C check-in desk 7/- terminal - 8 f customs 9 delay 10 f boarding card customs officer а)У placein an airport where yo^ ^ ^ ~ . г before you get on the plane V b) bags and cases that you tak^ ^ ' yo^ ^ you are travelling c) i^ place at an airport where yo^ ^; л your ticket, give them your bags and get a boarding care d) 3 journey o^ plane e) ^ make something late f^ ^ place where your bags are checked goods that you should not bring into the country gjjj) piece of card with your name and seat number printed^r/t; you show it before you get on a plane or ship Л1) place where you leave the airport building to get on a plane ^ i) shops at airports that sell some goods which you pan buy without paying ta^ ^nor) on them j) ^ large building at an airport where people begin and end their journey 70 UNITS Lessons ’ ( Speaking __ / 'Tlx. Ч *1 ^ ~)l_ f /Р и tS/- ^ ^ 2a I^Listen to three airport conversations and say what they aii hav^ in^mmon. ^ /-u k -fTr~ Z/ ^ , •■ ■ ■, Л . ; ^ iwiem< H ' 2b LlM Listen again and answer the questions. ^ /< . , , Л Л 1 Where do the conversations take place? -V-'Y '/7 к ^ Mr. 2 Who starts the conversations? Why? How? TJu e-u^-^xr Puti Ix/f’- 3 ^ У 2 Who starts the conversations? Why? How? 3 Do all three conversations follow the pattern below? / X j ^-----------------------= ^ Vv Attract attention / ^ Explain the situation Ask for help 'У / 4 What phrases can be used to explain the situation? _/ /и , Z i-' , ^ ----5 In what way can you ask for help? Hv~t бу<1^ a Ш UAi iiJ ''\аГЫ4\. Listen to the tape and play your part. ^ ;Z/<й'Л • You are at the airport and you want to know where to~c'Fi^k in for Sydney. . i>jae| tUjJfr tuji, , / c-iX^t i ///г-й "V For Your Info You; c Airport clerk: You: Airport clerk: You: Airport clerk: Which airline are you travellingj/vith?_ ... (Choose British Airways or QANTAS) What time are you flying? ... (Choose a time) It's Desk 43. And you'd better hurry! 'T, QANTAS — Queensland and Northern Territories Air Services (the Australian national airline) as *:4 Play the role of the information clerk in this dialogue. • Use the pictures in Ex^a in this lesson. ■V (li Passenger: ^ ^ can you tell me where the lost property office is? Airport clerk (You): Q.h, // > ^ • (xs ■ Passenger: Thanks, I see. And is there anywhere to change money? Airport clerk (You): ... Passenger: Good. And one last question. Where can I buy some chocolates and CDs? Airport clerk (You): ... ‘ Passenger: Where's that? Airport clerk (You): .. Wfj V/ T, i p 3i 3j. J UNIT 5 Lessons 4-5 L frill Scf''^S Cj- i' ' ' ' ' essons 4-5 Accommodation Warm-up (.f - 1 What makes a good hotel? • Brainstorm your ideas and complete the mind map. ^ Д э.Х'С notel ] A I! -TV pLb Vocabulary 2a Read these sentences and saviwhaUhe words in bold mean. KoU*p, r 1 We booked an en suit^ ^^>wi.t] room, so the bathroom was^'f^e: 2 We needed a double room for my husband and me and a single ^ didn't have any, so we had to book a triple for the three of us. 3 This is a bed-and-breakfast hotel, so we won't need to worry at : - • 4 You'll have to pay 30 dollars more if you want full bbard, but then you the hotel for every meal. fti 5 We can't book any doubles; only singles are available for this date . 6 We stayed at a five-star hotel with all possible facilities: bathroom. TV. telephone and other things. ( Ы\\ vtn | u\ 'jc -T to "it Л 2b Complete the chart with the words from Ex. 2a. What to keep in mind when choosing a hotel Type of i^om 1) single, 4)ifi pie - - Meals 1) .... 2) full board a.vQ Ьг±' - ~ Facilities 1 )T.l^2)^.!^Tc^traTheating,'4) ..*^ 5)'^ ftf'^" Availability 1)..., 2) unavailable f 72 UNIT 5 Lessons 4-5 Reading 3 Read the letter and answer the questions: 1 Is the purpose of the letter to give information, to ask for information or to make a reservation? Why do you think so? ( 7 » ' ^ ff 3 Are the parts of the letter stated in the right order? If not, make the necessary changes. ' 2 Is it a formal or a personal letter? Why do you think so? ( Green Giant Hotel 746 South Dowling Street Moore Park, Sydney NSW2016 Australia 54, Didcot St Oxford 0X4 6DP UK 3 February 2006 Dear Sir, D Enquiring about other necessary conditions 4,^ E Stating the reason for writing I found your address in a brochure from the New South Wales Tourist Board. I am^wnting to ask whetheryou have a double and a single room available from 20 FebruaryJiN6 March incfiM^C^'^fien I'll be visiting Sydney with my husband and our son. /Зи ^wr-t ^ If possible we'd like rooms with en suite bathrooms and a view over Sydney Harbour. I understand that all your rooms have satellite TV and tea-making facilities. 4 » 1 Asking for prorript’. attention Could you let me know your rate for bed and breakfast, including any discounts for a full week's stay? 3 Closing 7^ I'd be grateful for an early reply. Yours faithfully. Jean ling и C (SO U ,4 r m - - What would the Green Giant Hotel and the Douglases do after the letter you read in Ex. 3? . •-jsten to the conversation and check your guesses, iL.- ' % ^ !S V' i Ш ' ' “ j|_J j\ I ^ ^ V , -T It£u‘>\.9: ^ tL-Listen to the conversation again and continue the phrases ofthe speakers in the following " ___________________________________,',NR :■ Hello, Green Gian^ Hotel. CanX- j^'P’ My name’s.'i^Ynh.. Сй./// ffi ffl-M f и ^ IcuiJ [ '- I/ ■ ■ * -. . 4b Beginning the conversation ion~'r~k^ Receptionist: Customer: 2 Asking for information Receptionist: Customer: Can you let me...? j\CU/-£ -fu 2Х)^ШrUQSTb b II i . You still have...? 4 aoiilh W0)V\ p. Customer: Customer: Youtill offer us a...? IPJfi -Can I make a firm...? I' L^>CFv7b|t' P- 73 UNIT 5 Lessons 4-5 Language work 5^ ^^Msten to an extract from the conversation in Ex. 4a and “.w-»' You still have a double room and a single room availajjlefrom 20th February until 6th March/do you? h&S Л fcsibivt i^s (^ Sftxt4 )i Vili And they have a view over the harbour, ^ don'tthey? if nsij^ r, i ▼ 0,/. - - : _ sounds less sure :'s differ in their o- ia^ ^ шрлИ^^ 1'f'f.^ '^'k'5.0 -U '- : 5b Change the foiiowing tag questions so that they sound Jessor more sure. WCuh'Cr ' Practise saying them. \iv0i.,jcl bv 6V Г, L иук 'V b.. ■, I • Pay attention to the intonation. > . 1 You can still offer us a 10% discount for the full week, , ^ (i' car>Vou? _____ - 2 The rate for the room is 25 poundsiwsn’t it? j. 3 This is a bed-and-breakfast hotel, is it? ■ You'd like to have full board.Awould you? .Л" ' 1*- '' "T-V: ■ ■ ■/ ' ^ '’T' 6^ Listen to another extract from the conversation in Ex. 4a. -Y^-' - Гс) V' 4 ess sure about something ; a 'eal question want the listener to - ore sure and you onK - ^you are correct f1)’ [ 6b Read about the situations and make possible tag questions. • The words in bold will help you to understand the function of the possible question. 1 You want to check with an airport clerk that the gate ; you need is really Gate 14. ! Li? i? ' 2 You invite your friend to visit your local picture gallery with you. Lit'i V' i It oar/|?сл/pi 3 You are travelling in Australia. You really want to ask your guide if you will have an opportunity to see koala bears. Wt Uu If KcLt? So. ■ 4 You are booking a hotel. You have found ^7^ •' - out nearly all the information about it but you just want to check that itjsa bed-and-breakfast hotel, jj 5 You need to buy somethin^t th^ ^ty free store. You suaaestto your friend that he / she goes with you. i^-1's fix) ^ ill ftirfcy T^SKqi^,\ ■ ■ ' of the question? ^ectal about its strujj^ ' 'iSt AiL// 74 ’Lh UNIT 5 Lessons 4-5 Reading ( 3 Read the letter and answer the questions: 1 Is the purpose of the letter to give information, to ask for information or to make a reservation? Why do you think so? 2 Is it a formal or a personal Jetter? Why do you think so?^^'' " '"'*i '' Юe.^:Ly Лу/'■ 3 Are the parts of the letter stated in the right order? If not, make the necessary changes. A Opening В Explaining where you found the information about the hotel Green Giant Hotel 746 South Dowling Street Moore Park, Sydney NSW2016 Australia 54, Didcot St Oxford 0X4 6DP UK 3 February 2006 C Asking for more information ■r Dear Sir, D Enquiring about other necessary conditions E Stating the reason for writing I found your address in a brochure from the New South Wales Tourist Board. I am^wnting to ask whetheryou have a dauble and a single room available from 20 FebruaryJiN6 March [П^^Щ^^Ьеп \'\\ be visiting Sydney with my husband and our son. If possible we'd like rooms with en suite bathrooms and a view over Sydney Harbour. I understand that all your rooms have satellite TV and tea-making facilities. 4 » 1 Asking for profript attention J r Could you let me know your rate for bed and breakfast, including any discounts for a full week's stay? I'd be grateful for an early reply. 3 Closing Yours faithfully. Jean. Paijfq.5 ling r iM tt->r I? '' C: I ' - What would the Green Giant Hotel and the Douglases do after the letter yo^ read in Ex. 3? • -jsten to the conversation and check your guesses. a '' ' Ж(х^'SV* ■ * ■- Jsten to the conversation again and continue the phrases of the speakers in the following ...... .......- fifk-ЙГРои^к'- ,.-)T . P, . tCilt4- io -■tiiations: .p/pri.. I lU^ Beginning the conversation ion~'r~u^ Receptionist:_______Hello, Green Gian^ Hotel. CanX ^bu Customer: My name Cdlli ffl-M fuelcuij 2 Asking for information Receptionist: Can you let me...? h frWIV^ -fu ^1 Customer: You still have...? 4 ^ \ar> Customer: Customer: You^^till offer us a...?/P ^ tj*] -Can I make afirm...? tVCbt' л: 73 V UNIT 5 Lessons 4-5 sure? Speaking ^ 7 Make up and act out a possible conversation between a reservations clerk and a hotel guest. • Follow the steps. 1 In pairs decide which of you is the reservations clerk and which is the guest. 2 Read the hotel booklets and choose one ofthem. 3 Write a possible conversation. Use Ex. 4b for the structure and useful phrases. 4 Act out your conversation in class. «thing 0 only Square Tower ■Hotel 68-69 Queensgate Sydney 2760 Tel: (02).yg^ SSVsrite " coffee lunch and dinner The New Harbour Hotel 51 /53 Church Street, Sydney 2760 , - s Single Room $47 Double Room $80 Triple Room $109 Group Bookings and Weekly Rates available on request. All rooms with full en suite facilities colour television and telephone. Tel: (02) 9762 0288 ST * one of the hotels. of the lettenn Ex. i ' [[ . 3. H ^ c \t-ib )C t:-]i 75 Lesson6 1 Check how well I your classmates know.. . • Follow the steps. Australia. 1 Choose a place in Australia. 2 Describe it without naming it (situation, attractions, etc). 3 Let your classmates guess. Reading rur 2a Rted TftisartlcFe"^isatJoUfm trip to Australia last month. Suchabig country with so much to see and only two weeks to s^ it in! Цш^ёдгШЬ'ггТуТлепЭ Siidlien^nil^WeTIew into^T' Sydney Australia's biggest city. Of course, we sawthe Opera House and the harbour bridge. They are the symbols of “ Australia and I was really impressed by them. And we spent a day on the beach watching the surfers — everyone is ^ "elaxed and haoov there.______ Then we wenttcfc^nberra]which i.qjjie capital, and thought it wastheTnost beautiful city in Australia. It is surrounded by rivers and lots of trees but it also has lots of ^us^eums and art galleries. We met lots of nice people there. - jstralians are very friendly and they ccmeveiyv..^ After that we flew right across the continent to DarmnO) the North. It's a tropical area and at our hotel we had a ^^^^^cue and I tasted crocodile meat for the first time. ^as really delicious, believe it or not! Next, we took a small plane to the heart of Australia to visit ^ Uluru National Part<, which is one of the most impressive 6 - aces in the world. We stayed at a campsite there, which « as great fun. The Olaa Rocks (or Kata Tiuta, which means ,: I ace ofnanv are very spectacular—so many, ours and shapes. Uluru itself is the world's biggest rock .:; and it stands high above the flat lands all around. It is : -^acred place forthe native Australians (we shouldn't call - Aborigines) and there are lots of fascinating myths egends about it. Oh, and we saw lots of kangaroos and aoies there. - too soon it was time to fly back to Sydney for our return iiiD 'ey. There was.no time for Melbourne or the Great Barrier -- they'll have to wait for my next visit. As we flew home - '^ht about al^ie amazing things I'd seen. Australia is = - ' inificent country and I'd love to go again if I ever get W :'ance. ----1 Why not just /fs a big country with much to see... ? Find more examples. — 2 Is the rol^ ^^^^^^jfsejhere to showthat: a)idtwas quite natural th^atthey /.■ -1 i did it? 'To rh b) they agreed to do it? Л.-1 > 3 Why did the author repeat the same word in this paragraph? Does the author use this phrase to: a) make the fact sound less sure? bjfTnake the fact sound surprising? Does using a das^ in this sentence: a) i/attract more attention to the last part of the sentence? b) show two different ideas? GLOSSARY sacred — connected with a god or religion wallaby ^^Isbi] — Australian animal like a small kangaroo 2b AnswerthefoN'^'ing questions. 1 What does Sam think about Australian реор1е?^Г ^ activities did ne take part in? ji’kt iu' Samlikehis trip to Australia? How do you know?--: . ' 4 Did he have enough time to see everything there? J Л/ '-- How do you know? /Ч d 'cf/i 1.Ф '> ' 77 UNIT 5 Lesson 6 Writing 3a Read Sam's article in Ex. 2a again, answer these questioRs an to fill in the chart. 1 Which paragraph states the topic of the article? ' 2 Do paragraphs 2-5 describe the holiday in chrono.o-c 3,, Whv does the,person write about possible future trips .-._r 'Ькм Li ■ A Structure of the articles ^^^tions of the paragraphs Paragraph 1 Paragraphs 2-5 ^ Introduction Body of the article It is used It is used to.i/^^Ci:C ' i . : dti Mhi !ПШо.гЬФ ii‘i If, ckrr.- - - ■ i'- 3b Find the answers to the question below in paragraphs 2-5 i^x chart below. • Which of the following ^^Ms.are mentioned in each of:"^^ : sharing plans | ^ naming the place ^ describing activities sharing impressions describing the place B General structure of the paragraph Paragraph 2... Paragraph 3 ... i/^£Stn iti piciti Paragraph 4 M лт#л it^ plau 3c Read Sam's article in Ex. 2a again, answer the questions and complete the list below. ' C Language used in the article to convey positive i 1 Superlatives (the biggest, most beautiful, etc) 2 Emotional vocabulary: spectaQuIar, ... 3 . / stftii, rt. 4 ... rip ti/ i(s-i/ r - ^ It or Mi Jto te,..^ dash - Ф addauc е>ФмШ ' r st - S - 4 Use charts A, B, and C to write an article describing ^ip for your ъаюы magazine. • Choose of the topics: : гГ / ■ UNIT 5 Lesson 7 ^esson 7 Check your progress 1 Do the crossword. T A / U К (, r a 6 / 0 7Г 2 U 1 a V cl 1 ' 1 a b / 3 S V t t t f\ L [i j a r 4 T t r h'] 1 h (t 1 5 R t 5 t r ir 7^ 0 /1 6 A 4 / r 1 0 r 1 t- 7 L 0 t 8 I /1 r 9 A L t 0 jci 0^ i b 1 0 1 2 3 4 5 6 7 8 9 It is what tourists like to see and visit. Opposite of available. It is something giving a beautiful view. It is a part of an airport. Before flying you need to make a . . . Building or several buildings where you go at the beginning and end of a journey by plane. ... property office. Check-... desk. It is where you stay when you travel. Points ./9 2 Fill the gaps with words from the box. offers attractions bed and breakfast magnificent full range impressive facilities terminals spectacular accommodation The city of Canberra, capital of the Australian Capital Territory, was designed bythe American architect Walter/ Briffin. The city is famous for its (1) !!^rdnft^u^^ Burley Griffin. The city is famous for its (1), and its large green areas with around 12 million trees. Canberra is home to the Australian government, and you can visit Parliament House, the National Gallery of Australia and the Australiaj^atiopal Botanic Gardens. As well as offering a (2)“.^(аГй^иге the city also Ш .. . a lively entertainment scene, including its theatres and cinemas. Strerj О ' The city surrounds Lake Burley Griffin, a beautiful but artificial lake that offers a (4)... view. The city is to the north of the lake, with the majn road runnina through. Off this road you willjnd the main shopping areas, (5)... banks, post offices and bus (6) л.. Tne! main tourist are'on the triangle made up of Commonwealth Aven^^ Constitution Avenue and Kings Avenue. There is also a large range of tourist ^ ... ’ available around Canberra, mainly hotels and motels with excellent (9)... .although there are also a few (10) hostels and campsites. //r it i ^ct- Points. ./ 10 Put in a question tag to connect the two phrases. Example: "Let's visit the castie, shaii we?" - "Yes, sure, why not!” / j.^ "I can take this on the plane,...?” V 9" ,5l \a - "I'm sorry, but it's impossible." "Let's go to the beach and watch the surfers,...?” - "Good \6ea.”£Wcvii\ WtC Tve called already. You have reserved the гоот*^ — ‘Yes, as we agreed.”балл X/{‘tl "o*:ii I .11 O” »/ " "Still, I can have full board,...?” — "Certainly, sir." (askfor confirmation) h'i "Let's visit Ann today, - ‘Yes, I'd be glad to." ^ "I can pay with my credit card,...?” ёО'ы! - ‘Yes it's OK." (ask for confirmation) , . ?” w'Xhi “Itwill be all righUo call you,... ?” \YV — ‘Yes, fine." (askfor confirmation) ! Ч- 4^ , \ \ 9 -^jV 9 НЛ.СГ1 Points /7 79 3 5 6 2 7 3 4 UNIT 5 Lesson 7 4 Fill the gaps with the necessary prepositions. , During our last holiday in Australia, we wen^ )Ф Darwin in the far north. From ther^ ^^icipated (2) tf ^ ^^^-dav expedition to Kakadu National Park, where Crocodile Dundee was filmed. We had a really great time there, with lots o^ ^^^^alking, swimming waterfalls and great nature. It was really hot andjTumid, around 40 degrees Celsius. ,---------; Back in Darwin, we rented a car and went south. (4)j*‘*^our wayjwe could see how the scenery gradually changed from tropical forest a drier landscape with small trees, and finally desert. After a few days on the road we arrived (6) Alice Springs approximately in the middle (7) ^t. the continent, and from here, the best-known landmark (8)fi/. Australia, Uluru (Ayers Rock) was only a day trip away. We climbed Uluru early one morning and watched the sunrise from the summit, and Jater we visited attractions like the Olgas, Kings Canyon and more. j All in all i^as a fantastic trip, and we returned (9)Д. Newcastle on 10 October. Points — /9 5 Match these short dialogues and the places in the airport where they could be recorded. 1 Duty free store 2 Departure gate C 3 Check-in desk 4 Passport control and customs p 5 Lost property office P 6 Restaurant d 7 Information desk ^ B^ C is D 5 E f N Gr Your ticket, please. - Here you are. - Thank you. This is your boarding _л - What is your final destination? -• Sydney, Australia. - What is th^ impose of your . ? : - I'm travelling as a tourist. • Can I help you? “• Yes, please. Could I have a cup of coffee and a cheeseburger, please? “• Here you are. That's seven pounds fifty five. • Can I help you? “- Yes. I'm afraid I've lost myurr;creia - Could you describe it, please Excuse me, I need a souvenir for my - Oh, sure. We've got some nice koala - Right... And how much is this'’ ^ ^use me^ ^e for ; - 354? -- Yes, sir. Could I see your boarding pass, ease? -• Here it is. Excuse me, what is the boarding time for Flight 354? -• Five thirty. - Thank you. -?e She is five. a" and these kangaroos. Points, 6 Translate th^ sentences into Engl|s)i. 1 CaHKT-n^jep6Ypj^— вторри no вешнинеТОРОАВ России. 2 К-2 — вторая‘fbicoH^ilr^ вер(!ийнЙ В мире. (2 ways) ^ ^^^исипи — ^иая flnnHHa^^Ka ^ ^^^^^^^^мерике^^(2 ways) ^ ^^ибри (hummingbird) — ^^^нькая птичка H^ (2 ways) 80 6-; UNIT 5 Lesson 8 ise? Lesson 8 Express yourself Role Play: Ш 1 Prepare for the role play following the steps below. Carefully read the tips for the role play. Take a role card and read it carefully too. Think about what information or equipment you will need for the role play. Discuss with your teacher what you will have to prepare and bring for the role play. Imagine the game and try to predict situations you may find yourself in. Think of the language you may need for these situations. Revise the necessary language. Use the material in the unit. .Answer the questions and share your answers with your class. ' Were the objectives of the activity achieved? How did you feel in the role play? How did learning this unit help you in your role play? •Vhat would you change in your preparation for :ne role play? Tips fo^ role play 1 Read your role card attentively and consult the teacher about anything that is not clear. Remember your teacher will also play a role, so ask all your questions before you start, otherwise it will be too late! 2 You don't know all the roles and all the details about the role play but you know the rules. Try to follow the rules and let the role play develop naturally — in this way it will be more interesting and more like real life. 3 Follow your role card but be ready to improvise if necessary. 4 Be ready for surprises and be ready to surprise! 5 Don't share your role cards with your classmates, if this is not stated in your role card. Remember! English is the only language everybody understands during the role play. 6 What's in the news? I QS^ ал -h ■:{ 1 Read the quotation, choose the best interpretation and answer the question. \ V' bites a dog. that ts news. ^ John B. Bogart, a journalist . According to John B. Bogart news should be a) vunusual b) taken from everyday life c) aggressive Do you agree? Why? / Why not? Vocabulary 2a Match the people who work in the mass media and make news for = ~sbons. I'/w' v; Ч-Д - V, Л/' .4 ■ 6 a foreign v ^ correspondent 9 7 a newsreader t> 8 an editor d, ft^diXo л> ' 1 i 2b As the editor of your local newspapeildecide'which of your staf^ you will ask to do the folibwing jobs. 82 a) / decides what should be included in ; ' = programme b) b reports new^ abroad for TV or ^ ^ г ;з-~ c) У writes articles for newspapers, magaz " d) f goes out, gets the news from where an article for a newspaper or magazine e) ^ reads news or information on the TV or f) Jj' prepares an article for printing or a news terr and checks for mistakes g) 3 illustrates news events or characters > f \\)Л takes pictures of events for a newspaper or a~^:-;:‘'e =-c ""at fitthy tabloid outof my house! 1 to go to the UK to report on an international conference r^ejfn 2 to illustrate an article that is critical of a political party caJixwhist 3 to write an article on newcomputertechnologies jci 4 to describe the damage('caused by yesterday's storm report' . 5 to illustrate an article about a fashion show ‘V 6 to look throuh and correct an article by a reporter kir UNIT 6 Lesson 1 r.f. Language work Л 3a' Read the headlines below and say what happened. Answer the questions alpngsjde/. iu ti-eut fii i/erj P^6t ■ yEar№quake|j|^ Shop sol^ ^^mer's bike J4J Mayor to open school, a) What tense is used in the headline? Why? b) Did the girl find anything? c) What is missing in the headline? .. ' (!?ii arfirU /(2 i’\ d) What is missing in this headline? /> .j\ e) Is the school open yet? Ho ^ . f) What time does the event refer to? — LUC if tta 1 hA'nif/i'^ 'tb po//ii i'o Й What have you noticed about the language used in headlines? Цd.i iif-> Rewrite the headlines as sentences. ctf^f (irwjxJ (^]! A $~СГI k.iti-f iTu-c/ - йй..й?А,г) /V/T^V ening ЛЛ Read these headlines, choose the articles you would like to read and explain your choice. pi/fj .... . .V. / Л f British famiiy^ escapes ice trap W!s 4U 2 тех ■ -fHi Dolly experts produce pigs f = four articles —aiwere presented inthe daily Tomorrow's News TO C programme and matchJthem with / re ^adlines in Ex. 4a. Yf -f- ЬбССС'А - rej/ec!j 2 3 1 H ~ dmu на'A/P^)l i A I - Ac fPr /raatef ^ V pi'Ogrammf - р/ии Op / aa i which article woul^ ^Writing' 4d Choose the best ending to the statements below and explain your choice. 1 The aim of the radio programme you have just heard is a) to entertain listeners b) to give detailed information about tomorrow's press c) *4o help readers find interesting articles 2 The information in such programmes should aj^/tell the reader about the main events: Who? What? Where? .^Ib) interest people and draw their attention to newspapers , fill the break before the evening music ^'^"^Vogramme Be . sten again and decide which article would ■ special^i^restto someone who :^ enough to discuss his / her -^-problems ''lobile-phone ^ ^cent developments in medicine P ■ ^'ested in violent sports _ sport celebrities 6 . - on holiday to Iceland -k - - --2^ v.^^^tra sentences. 5 At home practise writing headlines. h , • Follow the steps: 1 Look through Ex. 3a, 3b and 4d to revise what you know about writing headlines. 2 Listen to a Russian news radio or TV programme or look through a newsftaper. 3 Choose three articles or pieces of news. 4 Write English headlines for them. 83 .-f'MM ... ■ f: UNIT 6 Lesson 2 XV ,5cuhtf '/I'CKtufo ^au'Hi-Pt ^ \ Д_ J i V f 1 ^ 1 t ^ ^ /!i hesson 2 what? Where? When? " c! ■'Cv^'Vvl> liV|iv( Г,- Reading '(fWr'lfiile 1 a Read the text and check if the guesses you made with yourt»!» it-i-i.U t ., !* t fU . ■ *1 C1W(W [5 k-: ■ ‘ / r ^ ■ / ^ ' h I I ' t A 61 -year-old ma^whowasVescued after three weeks, in the Baltic Sea says he survived, on dog biscuits and suga^. (A) j , j Hans Roger Ed_stroem from SwedtSn gQtJnto_ troubl^^^njiis'rriotor boat bro^e down. He was rescueoT^l^tvian coastguardCfive miles off th^^ countr^coastiine?^ Fishermen spotted ^^roem, who was drifting about five miles off Latvia's north-wesTcoait, and alerted maritime authorities. A rescue boat picked him up and took him to Ventspilirwhich is 125 miles from tba^gpital, Riga. (C) They toot^dstroernto a hqspitaL,|ffiherjhejjyastreated for dehydraljoa pJ^cX^ ^ ' Edstroem said te set off from an island near Stockholm on September 1 with/enough food foTsBT' "da^ Two days later /the 42-year-old boat's battery went dead, and his engine and radio no longer worked. After his regular provisions ran out, he said he found some dog food on board and made "a porridge" from it. He also ate a two-pourid bag qfsugar. Both @ie doa foorland sugar ran out nine days Fefore his rescuiTEdstroem said he was on his way to the Baltic Sea island of Gotland, whirls 60 miles eastoffthe Swedish mainland. Lalvia is 100 miles further east. Edstroem, whos^ self-discipline is ■> amazing, said he never exhausted his supply of water but carefully rationed it. (B) GLOSSARY K^UrCiXlCo ttAI C 11 /1. Л ■ A -f. p( h- ] Л г I ^ / d(-i ai c^' R I 4Л to ran out — come to an end survive — continue to live in spite of difficulties drift — move slowly on water without any purpose ' ^ t - • spot — notice alert — warn someone of danger - ' maritime authorities — береговые службы / dehydration — обезвоживание организма exhausted — here used up refoil ve Why- , ‘ :^!CloSCS с\дл’1 -k- * - '', г'Г-- highlighted - AorB, is the relative • ’ its meaning? 2 ^ of~e clauses in sentence A : E r .es additional information? ‘ - z-: vr^en aiway so that the “r ■ r«f still makes sense? 'e'ence in punctuation hai ^' used in sentence A an --ntence C? - “ text relative clauses th _i 5^3mething about the time ' - of action. What relative .' = are used there? 'Hoc . v\ 84 UNIT 6 Lesson 2 1 b Read the text again and find out what these numerals stand for. • The first one is done for you. three three weeks — the time he spent in the Baltic Sea. five six rL ^ JiCul nine 42 ^ У liAA, fa*. /:,.ла »'iu kvi/u^7v 7 Lcdt - tL У /.7 61 ‘Jt/C. r-CtS hACLi.\ - hi 4h 7 , LOOK "E ^stroem was lucky to find some ^og biscuits d sugar ^■oed him to survive. ' area where he wa^ ^^^iqjwas not far from the Latvian : ast and fishermen who were working nearby warned eoastguards. ^ i - . ■ J , -TI s , - ■ r ■■■■ T ■ ■ *■■■■ 't.' ^=ese notes to write the story of the lottery winner. Definmg relative clauses Щ The news (that) I read paper was really shocking. Ho о I ~ I H-tJ Non-defining relative clauses My friend, who was first to come n^-(^ 1 to school, gave me the news. о ^ ■' - / /' - иг I f ■ k::. !y, jjduf «r’TERY WINNER IS LUCKY AGAIN^^ ' emZlNG LOTTERY STORY ’ f ' 9 — • ^ ^ws, 51, an electrician, Hampshire, wins frt^. 2nci time! "umbers: 15^ ^ 18, 28, 36, 49 -...аист ей results 5.-.'day: checked his numbers, says "I could re ieve my luck! I can't explain..." ,502 — plans: retire b^ №w Year and live ^i.-'.d in Tunisia (bought the house thanks to ■tTT,: tottery win — £121,157) ^^^ing my numbers..." "I believe that I will -tr-: my numbers..." "I believe that nothing CSS®4i.' twO children, Dominic and Danielle When? (Ufvi ‘'ip J UNIT 6 Lessons 3- [r'-i ■■ ''6'ip 7^ Л i :'-■ r ■ I are ■':■■ ■ ■ Sm^.- . • ] , Use •/in у ,'■■ Hvl KUa'Ii I b-^ . d [ iff What makes a good story? гррг-еёл^ l^-Lvu' ■ -ivA/ebu т'й-’ :■' : ■ lo ■- '■.. 0f ' 'I '■ . 1 a Read the newspaper article reporting the story and check^ if your guesses were right. Lessons 3-4 \)jb ' Iblxfb -Чл: Reading VocQlon^ru -oCL'‘ -«t';- ■1 ‘^1 DEAF DOG SAVES SCHOOLGIRL FROM /d^f ' dRowning 'iM /'д^ж^г.'Ч/ Й ,y / f к Tr a. edu. t A deaf dog has saved a five-year-old girl from drowning. (A) - — Sophie,the Dalmatian.swam to Georgia Peck who had plunged>L . into a fast-flowing, swbhe h VNer in Scotian^. •5' ^ Georgia cldri^^bn to "^ophievJfi6l)a'd(ileb^afely back to the , bank of the River Urrjn_Sc9tkn4. (ВЙ' ew ^ The schoc^iru^s fto reach the dog at the river's edge when she 8Нрреоап^р1ипд[еЬ1^^^ёда^^орЬ1е couldn’t hear her screams but swam to Georgia wt^ she saw her struggling, reports the Daily Record. Georgia said, “Sophie saved . me. I've been told (D) to keep away from the water but I thought I should go in and get the dog out. Then I fell backwards and Sophie ^ came to my iiescue. I held on to her and she swam to the side with S?e° " (C) Sophie's breeder, Rofebie McHenry said, “When I was told what Sophie did, I could not believe it. She is a true hero. I’m thrilled by what she has done." ' Georgia’s mum, Androa. managed to get to the bank and help them both out of the water. "It must have been a terrjble shock for her but thank goodness Sophie was there to help." Georgia's mum, who lives near Corsock, Castle Douglas, added, "Sophie must have been a good swimmer to pull her the distance she did.” ■ 1 What tense is used here and why? 'ii-Ь<Х^^2М'\.Л^ !h 2 What is the order of events in this paragraph? Why are r these tenses used? What are the tenses that help us to understand the order of events here? When exactly was she told that? How do you know? tia -■ ' is >, p 0 f ! ft-v/a-fet" ^0a\ P)r ... , 1 b Look at the pictures and spo^^^^^ ^^erences with the actual story. (ьЛ- С/ ^ 3 4 'К Wo . 2а-. io p/duYf tU UNIT 6 Lessons 3-4 fold . c Vocabulary 2a Answer the questions about the text in Ex. 1 a. ' 1 What can you picture in your mind while reading the text? [ P chtre -Ho. nH your 2 Ofo'^syrnp^htsewiifth the characters? ^ i /\ 3 What features in the text help you to imagine the incident?"' r - < ‘ « ,.,j . _ - ■ ckftu/Mr? j-cc*' i Read the dictionary definitions for the words in ^ " .............. - . - .^ bold and choose the ones that suit the context of * \ . Ex. la best. 4 ■ ' №0/^ ;i-I ........ WiU. t ,... , I ctiou/inr? -*ii£ Ae/'*i5S. t’f i- 2c Look at the pictures and expTam thtf difference г йг1о between c/ing on to and Ло/t/on to? fn i/Ы ued :::»Г!д on tO ! ^ ^ . ’: ?old someone or something tightly, especially . ecause you don’t feel safe . stay close to someone all the time iht- fler-Tfri-f, 0 you think the author has chosen to i I / г 1 ' li'i 7 1‘ >' ' '■■■ Д Vi ve,;: - - - w f 'mt/Uiir ■/ j't c ' ‘ t .. keep your hands and arms tightly around something so that you cannot fall ; -- continue doing something when it is very : ^cult to do so :-L M^PV-fCLVbCfj I , - wal^ ^out in water that is not very deep | * -: swim by moving your hands and feet up i ;ici down like a dog ^ j -rt^~--------- . ' - 2*-»T9e . . - ^ ^denly forwards or downwards : jmp suddenly forwards or downwards us^ ^ng on to at the beginning of the article? cling on to 1' Ч , ■1: УЙ- 7 Л- -t a^cLTw-^f ^ Si^ 1) brave cows have escaped from a farmer's field and struggled through the (2) fi/g/fwaie'r's to set up home on a (3) ЪпШШапб in the middle of the river Humber. They (4) raha'w%^t1€m ^oxfleet Hall Farm, ("■'/"'^^ "^^'iptothe waters half a.tnilefrom home and (6) 'зшМfo a muddy island, where they have been ever since. There is a lot of grass on the island and the cows seem quite happy, at least in the short term. - > 87 ff 4 ; yoijf J UNIT 6 Lessons 3-4 3b Replace the words in the text in italics in Ex. 3a with the words in the box and answer the question. • What difference do the new words make? Цл\1 X swollen daring paddled deserted Lai^g^ge Work 4a Answer the questions on the right of the text in Ex. 1 a. 4b Put the events in the article below in the correct order. day off to celebrate his efforts jcl at Hanover zoo. Keeper Dieter Schulte, who normally works LOOK Present perfect I Past simple ^tw ^ ‘ 2 Is it important that the story should be real or truthful? - fXl 3 How important is the title? ' -- 4 What language or stylistic devices should be used to make the story more interesting? 88 \A plunged escaped Kple so tofd-to tюught Л. .*5i*tei/3n}j лакие J UNIT 6 Lessons 5-6 !/.. r our latest issue... .o bappe„,a r,,,,, ,„ ,p„.„eigpb„„rPo„p and tell the news ‘ ", - ‘*''' ‘ «4 +0 : - ^kout l^y(uXt '^!or/7l fffiuA ТУтгу ^.у AtT/ jiy,a e^LL.s'fri./6-t^'^^. '-' •sning ppr'srj ,'r ?'-., ^ pers ^ pairs l^k at'the pictur^ ' -i ' ■ j ‘’^'t' 2 ■ art..»ii„ u______I put them lA order and decide wHaf ^ i bif actually happened. There are three different news stories in the pictures. Story 1 iPtf ".lP~. i(f ,‘ / ■ < A Story 2 Story 3 / L A B> P‘- < ‘'^Ш;?Р уу>г.А'ШиЛ7^ F Л - г;* [uMfiSLa s,T~i • CO ^ ~Happitutx< a^k F. ' crffi^t VJkoJ {' /А ^ '; - /■г-'й.— 't г|1,(2-Ь O-rtA, ,■ ' " .' "f- ' ' ^*'^'^1 - ?ST -c^k .iFi UDtt ПА-. lfdAf-9, 5^f (' I A .y? к A. ^ wt)jl@ 's listening to the stories and check if your guesses wa I :? ' V fl i' . , / Uvi V / ij were right. ^ —'. k'^Q.T iT 89 VV.-- - e. I UNIT 6 Lessons 5-6 Language work 3a Read the actual words people said in the three interviews you have just heard. (Я I • Which story do they come from? ►''' ™ , 1 It seems to be vei^ toaiS^rfcbeing асбиРШаг:.т(police officer/said) Щ 2 Althoughilj is reallybi%)it’s absolutelv.&aimle^^ (snake-owrierExplained) S 3 What will happen if the,doctor cy? (the man / asked) JJ 4 5 I realiseddw it was very^pj^iif rfie ЩДр/Щ) (the byrglar / saidj 6 i.we TTpijr petB^? (three strangers / asked) 3b Change the sentences in Ex. 3a into reported speech using the words in brackets. Th^'St one has been done for you. ' ^-Ькатр/е: The police ^icersaid that it seemed to be very hard work being a burglar. ■s-r Writing In groups of three or four write a newspaper article about one of the stories you've just heard. • Follow the steps. 1 Choose the story that you liked best. 2 Write the answers to these "journalistic" questions about the story you have chosen. • Who? • Where? • When? • What happened? ■ Why? ‘ What was the outcome? 3 Individually draft your a^icle using your notes from the previous step and the outline below. Setting of the story: summary of the event: not many details, only facts Main body: development of the events, more details ,. ,Outcome: n/iji.. consequences, people's ‘ reactions / feelings, comments / quotations r Л 90 A Но ж I ГЛ 4 UNIT 6 Lesson 5-6 A 4 Swap your drafts and give feedback to each other using the checklist below. ■ Is the outline followed? ■ Is the description of events clear and impressive? ■ Is the outcome clear? • Is the conclusion short and clear? • Are all the verbs / adjectives exact and vivid? ■ Can any words be changed to make the text more colourful and emotionally appealing? 5 Individually, revise the article according to the comments of your group and write the final draft on a separate sheet of paper. • Think of a good title (refer to Lesson 2 in this unit). • Make the text look nice and tidy. 6 Put your article on display in class and prepare to give feedback on one of your classmates' articles. • These criteria may be used for giving feedback. Organisation Setting of the story? □ Main body? □ Outcome? □ Ideas clearly "esented? □ Vocabulary Grammar Spelling Handwriting Right choice^ □ Correct? G Corrects □ Neat? □ 91 Lesson 7 Check your progress 1 ^ Listen to the radio news and put the topics in the order they come in the programme. Manchester United has won one more match. В Newjobs — government initiative. C - IhcTeUihle spring'timp^ra!6rfeTJ „ ^ D Competition for some university courses getting tougher. E Earthquake deat^)ll increasing. кйш 1b S3 Listen again and decide whether the following statements are true (T) or false (F). 2, ? Ъ Л и El s Statements T/F 1~ The rescue operation on the site of the earthquake has stopped, as there was no hope of finding anybody alive. 2 + More than a hundred people died in the earthquake. 3 -The new government programme is aimed at people over 40. 4 - The most popular courses in the universities are for teacher training. 5 - There were serious ^hts between football fans the whole night. F _LT. 6- f- Manchester United has a lead of five points over the second team. 7- Spring is not so good this year, as the weather is mostly damp and rainy. 8 + There could be traffic on the motorways, as people go to i the seaside for the weekend.______________ _______ _ 2 Look at the following pictures and label them with the people's occupations. Points ./5 POffifS. ./a 5 6 Points. 92 UNIT 6 Lesson 7 _/e V 3 Read the following headlines and match them with the appropriate story below. STORY NOT WORTH DYING FOR Man' cleared of crime after 7 years in prison ___is Health: Mums can run faster, longer Human cloning may be impossible ' \Ш\ Childbirth may help women to run long distances. Once-famous athlete and now mother of three, Zola Budd has returned to run in the London Marathon. © '7) Dangerous virus here to stay, say doctors as cases multiply An American team of researchers failed to clone monkeys, as they say the technique, which worke,j sheep, pigs and mice, doesn't work for primates. ■ ......Ш1К sent Reporting a war is sometimes s^ ^^^erous that a Times correspondent asked to be home because he didn't want to die on the battlefield while writing his reports, sometimes "armed" only with his camera and very often left unprotected by the military. m The new virus that has killed 100 people will take Onger to fight, is likely to change and mutate. A man who had not committed the crime forwhich he had spent seven years in jail had his nane ueafed in the h Court yesterday and received a lubtic apology from one of the country's leading lodges _ .......... . ___________________________ 4 Fill in the gaps using one of the relative pronouns from the box. Points. /5 who which (2) where t j 1- - u/u _ , whose ■ ’-“I* Ч’ ^ *4 - ' *V* *. * • i /“ . ' 1 CONCORDE, (1) ... was the world’s most elegant aeroplane, stopped flying in October 2003. The British Airways Chief Executive^ ... speech opened an emotional ceremony to celebrate Concorde's "retirement", said the plane^ ... has flown both celebrities and ordinary passengers for more than 25 years, deserves to retire. British Airways decided to place the "retired" planes in a museum, (4) ... Concorde is going to be on display ■or visitors as part of aviation history. BA offered a hnal unique flight for passengers ... were keen '0 have ^ ^^^^^^^-life-time experience. Points______/ 5 ^ 93 UNIT 6 Lesson 7' Open the bi^ckets and rewrite the sentences using which, who and where so that they have Illative clauses. 1 This is a photograph of my daughter (^he'is an artist). 2 Thankyouforthe information’|ifwasv^ry,helpful). 3 We often go to our dacha in su.mrner'^s only 30 km away) 4 5 6 7 8 9 We looked up at the sky very starry that night). We went to SiberialasTyearf(i&h^ilativp^ ti=iefe). The road accident caused traffic jams (ffi^preyerjtecl us from coming on time). My friend has gone to hospital for some tests be done as quickly as possible). Some newspapers focus on celebrities', private life notfair, I think). My friendvCrasTate for classes today {frels nearly always on time). Points, 6 Open the brackets using the correct tense: the present perfect or past simple. THE HISS OF LIFE OR HOW A NURSE SAVED A SNAKE NAMED NIPPER When a snake (1)... (st6|b) breathing during/surgery, veterinary nurse Claire Faring (2), Д ft^viiefitwith the "kiss of life”. As she (3) A!4^low) gently into the reptile's mouth, she (4)^.¥(i i helping people to learn a necessary part of l teacher s job or one of manyrespohsibilities? Keeping a recordof students’ achievements'^ c 1 knowing traffic rules - 2 doing a sport professionally ^ //cuter ft 0 4 writing news reports 5 telling a story without speaking 6 treating people's illnesses Examples ^^^^^nurseinvolyes looking after people who are ill. 96 J » UNIT 7 Lesson 1 3 r f V nurse 5 ^ / 1Ш ■ {/■mb \ j~ waiteT 3a • ^ ■> \JJf 10f-L u I -1 - j ■ . . Hew I! ....... .... Look at the pictures in Ex. 1 and match the two halves of t • Translate the words in bold. Journalists often ^rl^nif^^es^e 2r A nurse should be patient ; 3*^ A ballet dancer needs good physicat coordination , waiter should be able to I people wen- ~1м%и/ ~ ' A footballer should be flexible a'f^. play a part in a team 6 ®?Ah bus driver needs to have good ‘ concentration---- Journalists often have to work long hours the sentences. "i ■■ ■:: ■Г' a) in order to do complicated movements elegantly and stay in the office till late at night , because they have to be the first to / report the news d) to be able to score goals ■^) in order to keep customers happy — because sick people may be upset and difficult to deal with g) because ^^sponsible for the safety of everyone on the bus ' if th? ft Listen to your teac'her's explanations and translate the words and expressions in the box. ■ ■ , - ( * ■ i - 1 werk'in a team 2 1 be computer literate 3 work hard yu - “ -- perferm in public -~ be good at writing ^ ■ have a §eed ear fer music i've clear explanations >л n :: ce pelitd and 7ie(pful_^.: work at night -be good with figures . / *. 'фа - '/f- yi-f-: у ki'yhf- \0 ' V. 3c Say what skills and abilities you need iiiMMie jobs in the pictures. > • Use the words and expressions in Ex. 3a and 3b. Example: To be a professional footballer you need to be flexible. You also need to be able nn I /> to run fast. Performing well in public is another useful skifP^ / у/. < ■ f . ^ , И ■ tv ■ ^ js nr ‘ - -■ " 97 UNIT 7 Lesson 1 4 h-H '//CrrV.tO 4ктР.С or tit +л11>паА»'Д lo LfOC. Speaking . 4 In groups of three o^ ^ur play the board game What's my line? Ш START • Fo^ use the example. Example: This job involves... To do It you need to ...is another useful skill. I would (not) like to do this job because... GOFORWARD TWO SPACES an actor finish ... a taxi driver an astronodi UNIT 7 Lesson 2 ■ 15.04, Lesson 2 Choosing a job Warm-up ьд 1 Look at the pictures and answer the questions. 1 What do you know about Liverpool? 2 What do you think a boy living in this city_would like to become? j UverpQOI waterfront Liverpool railway station • ‘ О I I • I ' ■ Vocabulary Football [L The Beatles 2 Read what teenagers say about different professions and choose the i^ght answer. Ш My father is a surgeon. I've never wanted to tbilow in his footsteps. It is a difficult and responsible job. I’m going to be a journalist. _________у 1 iftjfiis footsteps here means a) (/thoose the same ;Ob b) walk after him don't think it's a good ideajust toTqIlow the fashion and become an accountant. I want to be an engineer. * Nikita, 16, Vladivostok 2 Follow the fashion means choose an unusual job choose a popular job , V-- I u I'd like to be a programmer but it's a very competitive job — a lot of young people want to work in this fiel^., It's exciting and well-paid. Petya, 15, Novosibirsk 3 In a competitive job itife a) hard to be more successful than others b) hard to get good training 100 Mary^5, Kent UNIT 7 Lesson 2 Listening ■-1/ A'- 3a In pairs complete the list of things that can influence a person’s choice of profession. , ,, 1 parents opini°n ^ tU-f ^ ^ 2 job market in the area ^ a^- M- ''’I'(Я-л1-.1/. r-iC^S. 'fM:'' . 4b In pairs look at the table in Ex. 3b and complete these sentences with ; ii either... p/... / neither... nor... V -V n ' ^ _ В©1э ... Jane followed in their fathers' footsteps. 2 Liverpool is a sea port and has a good football team, so Rod wainted to become sailor a footballer. 3 .^ane ... Rod followed the fashion when they were choosing their profession. 4c In pair^ discuss your future pr^essions. • Follow the steps. 1 Think what profession your partner might choose in future. 2 Write down two sentences about your partner's possible choice of profession. Examples ШзЬа will become ^her a computer programmeroran accountant She will be neither a surgeon nor a teacher. 3 Write two sentences about yourself following the same pattern. 4 Exchange your notes and see whether your guesses were true. 5 Explain the choice you made for your partner and for yourself. Speaking 5 In groups of three or four, draft a talk you ar^ going to give in a conference on car^r^ and youth problems for teenagers. • Use these questions for ideas. 1 Wha^3s are available in the place where you live? 2 Is it important to love things connected with your future job? Why? _____ 3 Are you aoinqdbdollow iriVour parents' footsteps? Why?/Why not? 4 What influences your choice most of all? How do you feel about that? 102 LW LOOK Either... or... e.g. If you are good at performing in public, can become either an actor or a politician. Neither... ЯОГ... e.g. My parents often say that unless I mak good progress at school, I will neither get degree nor have good career prospects. 55 ;Jh ' ^ UNIT 7 Lessons 3-4 essons 3-4 College vs. work Warm-up f 1 In groups discuss whether you would like to work afte^^^^hing school or to continue your education at university or college. • What is the most popular choice in your group? Reading 2a In groups make a list of arguments for each of the options. Read the e-mail from Maggie, a British girl, to her Russian penfriend, Igor, and answer the questions. ... q 1 How does Maggie feel about choosing a career? 2 What arguments for and against going to university does she give? 0 Hi Igor, How are you keeping? Has spring arrived in St Petersburg yet? Over here the first flowers are out and the trees are turning green. ^ ^^^^istime of year. At school, everything is pretty boring, as usual. But las^^ek we , _ had a meeting about careers with a special adviser, and it really 3 What do her parents want her to ''^‘^^'^'made me think. She said we are old enough to start thinking 4 What is she asking Igor fpr? >*i-) about the future and we should decide which direction we want to take in^A found it a bit scary! For example, next year, when we choose our subjects for A level, she told us we have toJhink. about career ^ions and even university studies, though pfenTy of people get a goo^ib without going t^ ^^^rsity. But Must can't make up my mindi I d^W’ft/vantto be unemployed like so Career options are a) >^aree rchoices b) places of work Unemployed people have a) C^no work b) bad jobs many young people here in Liverpool, but ^ ^llv can't believe that b^ ^^vina for the next five or six years! One of my neighbours studied for ^ ^jree bu^ ^^^ped out at the end of To drop out means a) t?to leave b) to forget If you get into a job you a^find it b) want it his second year and now he's got into advertising — he's making loads of money and he ha.s a new BMW! You know me! I'm quite good at languages but I'm hopeless at maths and science, and I really don't think I'm the academic type. My parents keep telling me about all the people who fail in life because they don't study hard enough, and I'^ ^ting fed up with all thi^ ^^^^ure to succeed. What do you think I should do? Write back soon and tell me! Find in the text the opposite of tofail in life.'~$A^ ' Love Maggie 103 i 4 5 UNIT 7 Lessons 3-4 irgtish on the 3c Match the halves of the explanations and complete the conversations with the phrases in bold. • Change the form if necessary. 1^ You have ^ while you are at university. get ^ \b) after you finish university. S^IYou ar^ \ c) at the end of a course of a degree study at university. 1 — What qualifications do you need to apply . for this job? — You need to ... a degree in Chemistry. ■ / I/ 2 -Do you know what Mark is doing now? ' — As far as I know he has passed his^entrance exams to the university and he'll degree in Economics. 3 - Last year I graduated from university and^.j-’'^'^ a degree in foreign languages. Language work 4a Read the sentences from Igor's and Maggie's letters and answer the questions. 1 ...I really can't believe that I'll be studying for the next five or six years! Does this refer to the present or future? Does it refer to a completed action or one which be will in progress? Why do you think so? 2 I'm sure you'll have made up your mind about what to dofby the time you leave school. What do you think will happen first? a) She will make up her mind. b) She will leave school. Why do you think so? 4b Complete the sentences with th^ Mure continuous orfuture perfect forms of the verbs in brackets. 1 By 201^ ... (to become) a top programmer in a computer firrp. ...... 2 He (react) e^^mailsffrom his friends at 12 p.m. tomorrow. By the time she finishes this school year Maggie... (to make) ^ ^^mion to find a part-time job. . Next summer Maggie ... (to work) part-time in a local cafe. LOOK Future continuous will be + Ving e.g. I'll be working as a tourist guide next summer. Future Perfect will have + Ved(3) e.g. We^will have finished reading two textg[^)the end of the lesson. Prepare to interview teenagers about choosing a future career today for a radio programme. • Follow the steps. 1 Write five to seven questions for your classmates about making a decision, pressure from parents, benefits of their choice, other career options, etc. Example: Do you find it difficult to make 3 career choice? 2 Walk around and interview your classmates. ^ 5b Write and broadcast a brief radio report on yourfindings. Mention: 1 who you talked to 2 what questions you asked 3 what the teenagers said 4 what surprised you W4 ai li^ wsao^ JlM ШьГ OvitLiii ^ t ^ - -- 'J, 7 г ijj 'tt li/tvi J 105 3 4 I i ■ UNIT 7 Lessons 5-6 Lessons 5-6 Would you like to be...? V\/i! 11 Warm-up i-iotit VibrUfui, J / n lAJ & 5 Play the Time Travel game. 1 Sit comfortably in your chair, close your eyes and relax. 2 Imagine yourself in ten years time. , 3 Silently answer the questions the teacher will askyou. 4 Open your eyes. Now you are back in class. 5 Talk to the person sitting next to you and say what you have seen. t. 107 UNIT? Lesson? Lesson 7 Check your progress 1 ^Iv! Listen to the interviews with people talking about their jobs and match the professions with the speakers. ^a) a flight attendant 5b)\ a boxing manager c) a band leader i-d)a photo journalist e) a language teacher Speaker 1 j) Speaker 2 ^ Speaker 3 b Speaker 4 ft. Speaker 5 C Put the verbs in brackets in the future continuous or future perfect tense. ^ ouj ^ 1 Points. 1 ^ Listen once again and write down the number of the speaker who mentions that he / she has to learn foreign languages 7 works in a team ,«0 earns his / her living from music . ' By the time I get my degree ... (to make) enough useful contacts in my field to find agoodjob. vv,Л S’J iv-f 2 At this time tomorrow I... (to sit) in an examination room trying to cope with my worries and fear^,. ^ .'. (to fipi^h) school —what a 4 By the end of June we ... (to t^^ffie final exams and ... (enjoy) ourselves. W 11' rt в\ллСл 1 J • J Points. 3 has a creative job , 5 . i works under pressure * serves meals ' doesn’t have to work from 9 to 5 performs in public ■■ likes having long holidays ; has done a sport tJT) Ш и ffl Points. T Ш ? Ю » Ш lo /10 Choose the correct phrase in italics to complete the sentences. 1 / like / I'd lil^ to have some useful work experience before I go to university. 2 . / like /I'dratherworking in a team and the feeling of involvement — it's exciting. 3 I'd like/ J'drather get a degree and then decide what to do as I want to stay with my age group. 4 I'd like / I'd go for the benefits of a university education, as practically every employer now asks if you have a degree. 5 I like / I'd go fordoing something that could be useful for my future career, so I try not to miss Fill in the gaps with one of these conjunctions neither... nor..., either. ..or.... ^ 1 After leaving school, a lot of students now ... ^ go straight to university ... have a 2 The onlyjhjng I know about my future is that I woiild'.'^Hike to have a nine-to-five job ... work away from home. ',X>r 3 During a gap year students ... travel around the world ... work in the place where they live. 4 One can i^to university to study journalism ... start with a local paper and hope to get practical experience. 5 girls ... boys should be pushed into certain careers. Personally I feel safer with women pilots and male nurses! Points. I f Complete the sentences with the phrases that go with the word work. ( WLLrwhen jrck.1 nave to stay in the office after all your any opportunities of getting a part-time job. Points 3 Translate the phrases from Russian into English. . ^ /) V; 1 хорошо зарабатывать о I W I UIDCa. I u -.4 ^ 2 выступать перед аудиторией per4^] выступать перед аудиторией реi*" 3 идти по чьим-либо стопам «fellOW I и ^ f (^.W£r 4 уметь работать с людьми 4-eAj wi iit peepj-s 5 профессиональные перспективы С in ' » colleagues have left, that means you wor^ . 2 When you have your boss constantly ne^gS^*' * you and reminding you to do one thousand little things it means you work 3 When you have a group of colleagues and you discuss together how to achieve your goal it means you worktw. a 4 When you get into university and you realise you don't have enough money to go out with your friends you have to work .1.’(1Г'кЬа. i' (iw 5 When you want to gain more understanding of your career options and at the same time learn more practical things, you go to a company tc work there for free as a trainee to get work.. Points. 108 е continuous “Эке) It t find •ЙГ пу — «^rvat a joy! final ./5 Imctions Г. ^ c^^ow ... iern'i^ Ш.Л s that I £Ci3 ... work i& aiTOund the hfc. live. In -Dornalism el: get into certain I -omen ies that go after all your and you r.goal it fc-.:.; realise go out with : ' ЙЙ. *1/ 1I W.-iifSianding of r.e nme learn lEornpany to 5=t work.... -.78 UNIT' Lesson 8 Express yourself Crazy Job Fair You are going to take part in a Crazy Job Fair. Present your job and choose the one that appeals to you most. 1 PrF„al„etohp,esen, your crazy iob. - Follow the plan. ' ■ 1 Thi nk of a crazyjob. (f ^ ■ *4. / 2 What qualities and abilities do you need to do this job? 3 What special training do you need to do it? 4 How can you benefit from doing it? 5 What is the money like? . See th^ ^ful tips for making presentations in Lesson 8, Unit 4. v' ^ 2 Take turns to present your crazy jobs. • While listening to the other members of your group fill in the evaluation card. It will help you decide on the most popular job. You aren't allowed to fill in the card for your own job! STUDENTS’ EVALUATION CARD Job presented Originality ^ -3 Description' 1 3 ^ like it .1 . Total iMax 9 points 1 2 3 4 5 3 Choose the winner. 1 2 3 4 5 Collect all the evaluation cards in your group. Add up the total score for each job. Compare the results and find which job has the highest score. Discuss the results and the reasons behind them. Report the results in class. I i' Making your day out fun lesson 1 Taking a break i Warm-Up V For Your Info -a 1 How are you going to spend next weekend? • Share your plans with your neighbour. Vocabulary There are different kinds of places which people visit for pleasure and relaxation. amusement park — a park in which a person can ride on machines such as roller coasters and play games of skill or chance. The largest amusement park in Britain is Alton Towers in Staffordshire. theme park — an outdoor area containing amusements, such as games of skill and big machines to ride on, which are based on a single theme e.g. space travel. The most well-known theme parks in the US are Disneyland and Disneyworld. 2a Match these places to go to at weekends with their names. T/3 f/?/ ..............-Л.......................... MUSEUM ART GALLERY HISTORIC HOUSE THEME PARK f^MOTOR MUSEUM MUSEUM OF NATURAL HISTORY © wl^cct 11 a ticket office w'fff «: ГУ ^ ■ .[F] 1- to queue ТГап exhibit a quiz card ] ^ a visitor to do an educational quiz exhibition to be scared K- .... ' to be thrilled to have a ride an mjdio guide 2^ ^^^eryour teachers^ using th^ ^^ures in Ex. 2a^ ^ p j 110 UNIT 8 Lesson 1 )T 2c In pairs play the guessing game according to the instructions below. Pupil A: Describe one of the pictures in Ex. 2a using the new words and phrasps. • Use the words and phrases in the box and the Useful Tips to describe the picture. Pupil B: Listen to Pupil A and guess which of the pictures in Ex. 2a he / she is describing. enjoy oneself take a break have fun get bored get tired learn something new look interested tell someone's history seem a dull place be amazed be pleased Useful Tips LiP Use these questions as a guide for your description: • Where are the people? • Who are the people? • What are they doing and why? • What has just happened? • What is going to happen next? • What do the people feel? • What are they thinking about at the moment? iListening , иШ{ 3a You are going to listen to a teacher talking to the class before a school trip. Read the text and think of the words and phrases that might be in the gaps. “Now, children, the bus will leave the school gate tomorrow morning at 9 a.m. Please, make sure you ar^ ^ ^ ^эт we don't have to wait for anyone or leave anyone behind. At the Marine Aquarium there's a new exhibition on sea horses. Ji is very popular and we have booked the tickets so you don't have to q^ue^{2t^^^Ve^l^o have a guide who will explain everything you see. Please, listen ^:^.... ,'ап1Г(^оп'и^апР giggle like you, Emily and Ruth are doing по\у/— it’s very rude. Also behave yourself in the aquarium, don't run and remember there are w:. w^o^^rft to have an enjoyablp visit. / After the guided tour you will have about two hours to (5) /.‘’.'Ifie rest of the aqparium exhibits. If you want to move around at your own snped you can h&ve (6f^. fora pound, but do please be careful with it. Don't forget to d^ ^)... you ar^ ^^cteo to hand in the next day at your Biology class. You will get the cards at the ticket office. ^ Otherthings — you must wear (8)... so we can easily identifyyou ana there is no need to take ~ more than £2 for pocket money. In any case we will not be responsible for it if you lose it!" 3b l«w| Listen to the talk and check whether your predictions were right. Speaking 4 In pairs or small groups discuss these questions and prepare to report to the class. • Use the boxes in Ex. 2c. 1 Have you ever visited any of the attractions? 2 If yes, what kind of attraction have you visited? 3 What were your impressions of it? 4 What attraction would you like to visit and why? 4-^ -.1 J : ''- 1C An unfoj"gettable experience! This is probably the best wooden ^o^ierjn the world, full of speed and turns. It offers a lot of thrills. Sure, it's rough and a few turns are just a hair too tight. But that just makes this a coaster that steps right up to the edge — as a great coaster should. Get there first thing in the morning! Or, betteryet, wait till late in the evening. It'aaneven better ride at night. Take a deep breath here! Believe it or not, you go under or at least into water on this jog ride^._ While you won’t gej_§aaked, you'll get a fair dose^water. It curves from 45 degrees to 50 degrees and the final drop is the steepest with a bunny hop at the end. You must be 44 inches tall to ride it! r Don't miss this superb ^e! It consists of two hanging coasters that you’ll neve" forget. If you like risks—the first car is for you but to ride it you must be at least 54 inches tall. “1 You can't go wrong! It's one of the best rides in the park anc the most popular dark ride in the world. It is amazing fillsric^ , is 30 years old and still impresses people to this day. The house inside is very eerie and has a strange musty^i7iel|j^ Once you meet vour Ghost Host and are on your buggy yo‘. make stops in the Castle's graveyard, ballroom, attic, librar musjc room, and much more. Even younger children would '^geta goodlaugfj^outof this ride, and it would impress tee' and'blder adults. So take your whole family in the castle. K-. maybe one of them will end up being the 1000th ghost. 112 О/й J UNI'^S ‘‘onsists --j’ll never * *3T car is De at least also recommended to remove your shoes and socks before the journey, thank you! You have to be at least 48 inchestall! park and r uji£rirfe \ чЭУ you ' r library, j .voutd ( Й teens i srtle. Hey. I ;kraSes get lost ' 2d Use the phrases with get in the correct form to continue these sentences. 1 2 3 I should have removed my shoes before the ride. My feet Excuse me, could you tell me the way to the main entrance to the park? I'm afraid I I couldn't find the Fighting Giants at first but ^ / luckily I met a classmate who told me Wr'V Listening 4 4 This carousel is too slow and old-fashioned i still we enjoyed ourselves and The smell in the Haunted Castle is so , .1 disgusting that I couldn't wait to^^?^ I think it's time we smarted rpovipg. It is alreac 6 p.m. and it is^ fiwrJI^ If we don’t leave now, we won’t ..Ш УЛ 3^ S3 Listen to the visitors' impressions of different attractions and fill in the second and the third column in the table. In the second column write a letter corresponding to the right picture in Ex. 1a. 'r^ Speaker Attraction Liked / Didn't like What the speaker says about the ride 1 Erin D J- 2 Jennifer £ 3 Steve A f £А<г/ d/^P iS <иЛ] 4 Brent f 5 Kevin ^Ж71 : — Mef Ш, J&vxjf 6 Katie T:t'i k!hy^ .ье A^ 3^ Listen to the tape again and fill in the last column in the table in Ex. 3a. • Write at least one thing. 3c In pairs share your experience of taking any rides. • Say whether you liked the rides you took or not and why. 114 3 UNIT 8 Lessons 2-3 Л 'ImL oecome lojt move to 5?wned but t s already f*»i . -,;vO- - Language work 4a Read what one of the speakers says about an attraction and answer the questions alongside. This is definitely the bestjog ride I have ever been on. It's worth queuing for. 4b Continue the sentences using worth + Ving. Example: This is the best ride i've ever had! It... (queuing) for. - it is worth _ 1 ”Г1лr\ +/\/\ 1+ /|Л/\+ +1г\лл /мл i+ « J The carousel was too slow. It... 2 id,) time on it. 1 Does he like it? Hpw dp j you khow?;^^. 2 Does the last sentence make tl)e first statement weaker or stronger? 'атгг.г (It) is / was (not) worth + Ving / N e.g.: it was worth spending some time on the discussion. The ride Was worth the money. LOOK It's a breathtaking experience! It ?.. (try)ir'^ 3 The entertainment park was really e^tina^7'(visit)/ 4 Although I got completely wet it'!l?^(^)onmiSricle/ 5 The ride was not bad but it... (not, wait) in the queue for two hours. wtLavi- urOrtiL 4c Persuade your partner that the things below are / aren’t very good. • Work in pairs.^ • Use (not) worth + Ving when you think it can make what you say stronger. 1 a museum you have visited recently 4 a new piece of clothing you have just bought 2 a book you have read 5 a film you have recently seen 3 a ride you have taken 6 a CD you have just bought /"1 Speaking I: a In groups of four role play planning a visit to the Call of Adventure Park. • Follow the steps. 1 Read your role card. 2 Study the Language Support box. 3 Go through the text in Ex. 1a again. 4 When your teacher gives a signal start planning your excursion with your partner. You will have three minutes to do it. lo Report your decision to the class. • Mention: 1 what you agreed about (explain why) 2 what you couldn't agree about (explain why). C LANGUAGE SUPPORT 1 // u/. Making suggestions • What about Ving...? • What if we V...? • Why don'twe V...? • We could V... Agreeing / disagreeing • Yes, 1 agree, and... / but... • That's a great idea! • Cool! • Wow! • Let's go for that! • I'm not sure about that. Reacting to your partner's ideas, giving an opinion • Do you? • But don't you think...? 1 • Well, Ithink,... 1 • I don't think it's worth sth. Reporting a decision • Well, we both agreed that... • We couldn't agree. • Neither of us liked the idea of Ving... • We both thought it's worth Ving... 115 lesson 4 for everyone , r /1 ~ ai)ii и lotiJ^Bk, e-xtuh'U ,fai/hii(i, Warm-up j muS€U7K.T 1 What do these objects have in common? Give your reasons. /tM Reading 2a Look at the names of the museums described in Ex. 2b and make a list of things that youexpectto see thei^. 2b Read : and add to your list the things yo^ ^n’t expect to see there. ■' 'tii THE WIMBLEDON TENNIS MUSEUM Everyone knows thatWimbledoms the home of law^nnis. The unique museum traces the history of the sport from its beginnings to the superstars of the last twenty years. Here you will find on show. • Displays o^ ^kets and equipment GLOSSARY • A selection o^^^^^^^iog-showing the changing ^^ions of the sport 'x i tl} л\ • Photographs, old and new and other tennis memorabilia —И. fVM. (tiiU • Equipment and other items donated by stars such as Bjorn Borg, Boris Beckerand John McEnroe. , Rtxvi Some of the exhibits are o^ value but all of them will be fascinating for any tennis-lover. Come along and see for yourself! I/ , t lawn tennis ■ теннис больше immense ^^ens] - extremely large I 116 UNIT 8 Lesson 4 THEHAYNESMOTORMUSEUM ► Travel through motoring history at Britain's most spectacular international collection of histonc^rs, rpolQicycles_ancl motoring memorabilia. With over 250 cars — from American monsters to marvellous Minis — шТй'бО frotorc^^les^Jhere’s something for everyone. • In the Red Hall there is a unique display of some of the most expensive and desirable sports cars ever made, all of them red. • Haynes Explains is a series of exhibits, which help you understand how a car works, with interactive displays and ioformaiimboards^ • The Hall o^ simulates the drama and excitement of motor-racing, with a life-size start-line and a^^ir^atip racing accident scene. You'll also find cars driven by motor-racing stars and the Royal carts of Princes William and Harrv We also have a souvenir shop, children's playground and a picnic area to make sure that all the family have a good day out. The Haynes Motor Museum is a must for visitors to Somerset! GLOSSARY desirable [di'zaiarabal] adj -worth having because it is useful or popular simulate -воспроизводить cart — карета Cl THE STATE MUSEUM OF BREAD BAKING IN ST PETERSBURG , . Learn about the history of Russia’s staple food! Our museum has displays showing aspects of the history of bread baking. • Russian Breads: A display of the huge variety^ftoking products, from the ItkaLach” to gingerbi^d, frompi^to black breaST ' • The History of Bread Baking and the Bread Trade: This collection traces bread baking through the ages, from early beginnings in the monasteries to the first industrial bakeries in the 18th century, from the shfetfa^^aused by poor harvests in the 19th century to the hard daysofrwio^ing^irvthe*^^ in 1941—1942. • Baking Forms and Waffle Irons: This collection includes all the tools of the baker'^ ^^^^^em’the 18th century to the present day. • Books and Documents: Over 3,000 volumes on bread and baking, plus old certificates and documents from bakeries. a tourist who is interested in everything connected with the Royal Family a journalist writing an article about sport celebrities 117 UNIT 8 Lesson 4 Vocabulary 3a Look through the texts and find more words to complete the mind map. 3b Match the words in the two columns and check yourself using the texts in Ex. 2b. • They are all places in a museum. 1 an interactive 2 the information 0, 3 the souvenir 4 the children's C 5 the picnic ^ a) area b) shop c) board d) display e) playground Speaking 4a Work in small groups. Imagine that you have decided to organise a museum and do the tasks below. • Discuss the following issues: 1 what kind of museum it is going to be 2 location: at school, somewhere in your neighbourhood. 3 exhibits: photographs, pots, recipes, crib sheets (шпаргалки. ^ how to improve your collection 5 ... • Take notes in the course of the discussion to use them later. 4b Report your ideas to the class using the notes you made in the course of the discussion. I iX-t^w^ To /~?^ ^ fo i/(;, /Н'/'ЁАл^ 'P Т7/Г/Т _ J^-o'fp\^ 'U> io SimIK llesson^ ^6 How to make it attractive? 'A/i'V/ oAotii ^iA^-<^n^eH-f/Ciif Warm-up f / " 1 Look at the pictures and answer the questions. 1 Where are the children? 2 What are they doing? 3 Why are they doing this? ~v 0 <2? w %tt \ Listening :h 0 /Т jiлiiб^,al i-'Jkl'J - a,ri P! ^ju/й 2a 1^1 Listen to an interview with two teenagers (Part 1) talking about their visit to anartgalleryandanswerthequestion.^ f Did they like the excursion? 2b I^Vl Listen to the interview again and tick the ideas mentioned by each of them. ( Mark Lucy 1 The guide was unprofessional. 1 2 There was too much information to take in. 1- 1 3 There was nothing linked to their own life. 4 They weren't allowed to look around on their own. t/ И 5 They got tired during the excursion. lx 6 The whole excursion was dull and monotonous. V These are the things that can make a visit to a museum more interesting: :.........'M..............p................ ' interactive display audio guide trail workshop * :.....................................................: 77ч4^ й • Match the names to their descriptions. j j ' It gives you an opportunity to tryyour hand at different kinds of art. у'' ^ 1 It asks interesting questions and suggests things to look for in the paintings. v j 3 You can touch it and play with it and it will react to what you do. t ^ , 4 You can follow a certain route in a museu/n and find answers to the que^stions with its helg. фг^ /, Pu/^>y ^b^p__±ff - %0 !С4ау a ncSM/> Which of the ideas listed in Ex. 2c do you think Mark and Lucy prefer? • Listen t^ 2 of the interview and check your guesses. Discuss these questions in pairs and report the results of the discussion in class. • Do you sometimes feel bored in a museum? Why? / Why not? I Which of the ideas above do yo^ most attractive? Why? - {//i} Uipt ^I e-x rp-/J' “9 UNIT 8 Lessons 5-6 Language work 3a Look at the picture and say what else could be o^ ^^lay in this museum. • Read about this museum on the website and check your guesses. In our new museum we plan to show how man has measured time through the ages. We intend to have exhibits showing how early man used the sun and moon to measure hours, days and months and then to display early calendars starting with Greek Roman times. There'll be a unique collection o^^^ials, and we'll also have special displays of ships' chronometers. At the heart of our museum we are going to place a huge collection of clocks and watches, from cuckoo clocks and grandfather clocks to stopwatches used at sports events. We want some of our displays to be interactive, so children will be able to wind up a grandfather clock and go inside a model of Big Ben. There'll also be videos showing famous clocks from around the world, like the astronomical clock in Strasbourg Cathedral and the unique moving musical clock in Prague's Old Town Square. We hope our new museum will attract visitors from all over the world. We'll be opening on April 1st, so make time to see how we've saved time! a 3b Read the text in Ex. 3a again and answer the questions. t Does the text describe a) what has been done? j bX-what is planned? * U ^ c) what people predict will happen in the future? What phrases in the text are used to express the plans and intentions of those who are organising the museum? Make a list of these phrases.- л"!-! f- ’“'^"-‘''‘‘■“Speaking Does the underlined sentence a) give a future fact? b) express a hope / prediction? c) describe a plan? What grammar tenses are used to,©(press, j / J intentions or plans? , алч-/;twj.ou'i . What verbs are used to talk about the future time?.Ll Can any other verb be used instead of hope > to make a prediction?tii.'At 3c Look at the notes below made by the manager of a museum and change them into a leaflet like the one in Ex. 3a. ТЬе- Old Tin Mine - to ге-'бге-ate. toe haunting atmo&pher& of foe tunne-ls - to feel foe presence of foe men vrho risked and sometimes lost foeir lives here “ to reconstruct "The Old Tin Mine Village depicting foe living conditions of foe miners - to e-Ttend foe range of attractions / '"Pets Cormr" to build a children's pla'iground / adults relay- vrhile foe children pla'^ in safety - pictures and memories of fois b'fgone era / remain with '(ou long after '(our visit 120 4 Collect ideas how to make a museum more attractive. • Follow the steps: Split into groups of three or four. Start with the things which are the most attractive for you. Look through the leaflets in Lesson 4 and find more ideas and add them to your list. Discuss how you could make it more attractive to people of different ages. GLOSSARY tunnel — cf. Russian туннель depict — show miner — ^^жоп, maxTep extend the range — разнообразить bygone era — ушедшая эра 1 2 i 3 1 4 Lesson 7 Check your progress Listen to the introduction to the guided tour around the Reading Room of the British Museum and tick the instructions the guide gives to the visitors. Don't talk. H Don't use other languages. 0 Ask questions only when invited to. 0 Walk around the entrance lobby. ED Stay in group. 0 Points, - Listen to the guided tour and write T (true) or F (false) next to each statement. The Reading Room is very famous. EH The Reading Room has recently been renovated. 0 • ou have to pay to use the Museum's information centre. EH ~ouch screens are very easy to use. 0 ' XJ can borrow books from the Reading Room. 0 Points ь worth + Ving to express the same idea in one sentence. This audio guide is quite good. Try it. — This audio guide is worth trying. ^ t a good idea to gojo the museum now. It's almost closing time. -„s^ian rural churches are so beautiful! You'll enjoy visiting them. I: an^ the new display in the London Transport Museum. It's so exciting! ■ 5 TV programme was so stupid. I'm sorry I spent time on it. - 3 ad w^ ^yed till the end of the show. The most interesting thing happened at the end. Points, the beginnings of the conversations in list A with an appropriate reply in list B. I getting cold here. - -- did you get lost? :t a real shock yesterday. - m touch with me later in the week. :completely soaked! B a) I will. I'll send you an e-mail as soon as I'm home. b) Why? Was it raining heavily? c) I think I missed the turn and took the wrong exit on the motorway. d) What happened? Did you get a nasty letter? e) Yes, let's close the window, shall we? 121 Fill, in the blanks using one of the ways of expressing the future. )itTc.iZ + + extremely ' | / terribly incredibly lyJ'' - gan't pu jl down 1 M^um really/jerriply/quite likes romantic books. 2 ['шу/хеш1Ш^1'и1у hate fantasy. 3 Щ slstei-extreaiefy/really/quite enjoys sci-fi. 4 My younger brother_yg£y / really/truly loves reading books with bright pictures. 132 U I Т I I ‘7 rf и 4c Analyse the following sentences an^ill in the grid with (+) and (-). ■7 I found the story incredibly thrilling. The book about Harry Potter is really fascinating^T . f I have read The Lord of Rings by Tolkien, which is quite fabulous. Small children find comics very interesting but I think they're quite boring. The Encyclopaedia Britannica is really informative. I find reading adventure books incredibly exciting. Adverbs Adjectives interesting • boring informative exciting thrilling fascinating fabulous -HMdf) fantastic very T + — quite J- really truly j- extremely terribly incredibly 4 4-^ Languagework 5a Do question 3 alongside the text on p. 131. 5b Translate the following sayings into Russian.' !• ^ ‘‘‘ 1 If ^ ^ik IS not worth" reading for the second time, it is not worth reading for the first time either. 2 If a thing is worth doing it is worth doing well. L r. . t ( 1. i У' ‘'i : У t-' 1 ~L ci 3c Translate the following sentences into English. • Pay attention to the structure in the Language Support box. -JV' 1 H^Ty KHMry CTOM^ ^patMTb внимание. ^ 2 Ha этот роман не стоит тратить времени. 3 Этот словарь стоит купить.7/и & ffi> 4 Этот Фантастический рассказ не СТОМТ леречитывать.Т1з ■t4~^i S^iy АлЧ '■■■t-tLtl.i К.р Writing 6 Write a review of your favourite book or a book you have just read to participate in the class , contest / give this book ten out of ten. Kf ioi/- • Follow the structure of a book review (Ex. 2c). Ill. . , iyr.r/ 7 /s i\ [Aj'-OrUy LANGUAGE SUPPORT 1 be (not) worth Ving (sth) LANGUAGE SUPPORT Giving your opinion • I found the characters interesting / boring / etc. • T^ie the plot is a bit unreal. • I thought the ending was poor / great. • As far as I'm concerned... • Recommending • If you like action stories, this is foryou. • I think it is (not) worth reading. • I'd recommend this bookto... • Read this! You mustn't miss it. • Try reading... 133 UNIT 9 Lesson 6 Lesson 6 Th^ ^aft of poetry Ч L I' \ Warm-up 1 1 Answer the questions. . 1 Have you ever tried to write a poem? 2 If yes, do you think it is difficult? Why? / Why not? , , 3 What do you need to write a poem? j «- P ^' ' ■ < I ‘ .(C ■' ■ • ■ Reading « I 0 ‘ 2 Join Group A or B and do the task assigned to your group. Task for Group A: Read these concrete poems and do ■b : f I J the tasks below. ''Oiling \ Ъ Ъ о \ ® Diamond Love Tender, sweet Uniting, caring, supporting Estranging, staring, deserting : ^ Rude, rough ■ Hate / Caroline Kent GLOSSARY tender v unite v — THE DAWN NIGHT BLACK SHADOWS SILENT STHEtre^ RIPPLE OF THE’ BrEi GHOST MILKY MIST PINK MEADOWS LIGHT! A~ GLOSSARY Stiff — неподвижный ripple ^pi] n — a small wave on the surface of water | mist n — a light cloud low over the ground meadow ^Wdau] n — a fie) with wild grass and flowers - gentle, careful join together with other people stare v — look steadily at sb desert ^^3:t] v — leave sb alone, esp. in trouble Colin West • Answer these questions. 1 What do these poems have in common? ^ ''' 2 What method did the authors use to write these poems? 3 What do you need to write a poem like this? • Check your answers with the answer key your teacher wil^ve you. • Prepare to report your findings in class. wind [waind] v— turn around without rhyme or reason - in a way that cannot be reasonably explained 134 N ows TREES BREE25 MIST DWS Ar:i * i tail )f water ' i low - 1 owers Task for Group B: Read the three poems and do the tasks below. @ n TEETH, CLAWS OR BRAIN? "What's mor^ ^^^rtant, teeth or claws?" Young naughty Dino asked Qn§ afternoon When in the sun he basked. •'- ■. Da^ for teeth, Mum was for claws, But no one could explain That to survive first and foremost You need ^ bigger brain. Phil Dowling GLOSSARY There was an Old Man of Berlin Whose form was uncommonly thin: ' he once, by mistake, Was mixed in a cake, So ^bey that Old Man of Berlin. bask [ba:sk] — enjoy sitting or lying in the heat of the sun or a fire © There was a young man from Bengal, Who went to a fancy-dress ball, He decided, for fun. To dress as a bun, • But a dog ate him up in the hall. Edward Lear GLOSSARY fancy-dress ball — бал-маскарад • Answer these questions. ^ ■■ 1 What do these poems have in common? 2 Which two poems qan be called nonsense poems? I 3 Which one has the rhyming pattern AABBA? ABCB? 4 What do you need to write a poem like this? • Check your answers with the answer key your teacher will give you. • Prepare to report your findings in class. Speaking 3 Report in class what you have learned about the craft of poetry. 1 Listen to the other group's report. 2 Ask questions for more information. Writing 4 Try your hand at writing poetry. For your poem choose one of the suggested ideas or think of one of your own. Write a poem following one of the models. Prepare your poem to be included in the class anthology ' (see Lesson 8 in this unit) following these instructions: Copy your poem neatly on an A4 sheet of paper. Add illustrations if necessary. Some ideas Me—Them Dog — Cat Heaven — Hell Up — Down War — Peace Animals — People Meeting — Parting Lost — Found Good morning — Good night Some rhymes lifestyle reptile crocodile smile snake toothache take by mistake a break brain explain in Spain train banana Havana Savannah Montana half giraffe photograph loud laugh bird heard in a word Wethird 135 UNIT 9 Lesson 7 Lesson 7 Check your progress 1 a Read the text an^ll in the gaps in the diagrams. SURVEY FINDS TEENAGERS ENJOY READING, BUT LACK TIME Teenagers enjoy reading fo^n and would read more if they had time. That was among the findings of a recent online survey by SmartGirl.com and the Young Adult Library Services Association (YALSA). A total of 3,072 young adults ages 11-18 responded, including 59 per cent girls and 41 per cent boys. Seventy-two per cent of the respondents said they read for fun when they have the time. 31 per cent of _ girls and 62 per cent of boys said they would read more if they had the time. Among their favourite books during the past year were literary classics such as To Kill a Mockingbird and The Catcher in the Rye; Stephen King best-sellers; and the popular Harry Potter series. Mysteries were cited as the most popular type of books among teens followed by adventure, horror and true stories. When kids are not reading books, they say they are reading^ magazines (more than 66 per cent), newspapers (59 p_er cent) and even the back of cereal boxes (48 per cent). Seventy-seven per cent of teen girls reported reading teen magazines dedicated to fashion and beauty. Nearly half of the boys surveyed read magazines about video games, while 24 per cent read computer/electronics manuals. "We are thrilled to see that teens are reading — and not just for homework assignments," says Jana Fine, YALSA President. "However, the survey also makes it clear that having time to read for fun is a critical factor. Nearly half the surveyed said they did not have much time to read for enjoyment." The survey found that teenagers are regularly encouraged to read and 80 per cent were read alojjd^^ to as children either "sometimes" or "all the time". "Girls showed more enthusiasm and interest in reading for Jun (50 percent) than boys (31 percent), who said they were more likelyjo read to learrT Jana Fine noted that 36 per cent of girls and 24 per cent,of boys reported talking to their friends about books. The number was even lower for talkTng to parents about reading, 15 and 12 per cent respectively. Research shows that talking about books is linked with higher reading scores. /) t • ' Number of respondents © Number of respondents whose parents read aloud to them f-' » _ were read —^ L. were not to aloud read aloudJ © What kids read 23 ..y T , ><•: in i i ' 'V . To / L- Reasons for reading — girls 50% 7й h.J'- l-G._ I ^ i 50% T f r '© Reasons for reading — boys read to learn - read I tun Points © 136 / х". girls read re not d abudl eedtar 1 b Mark in the table which of these statements are true (T) and which are false (F) according to the text. T/F ^ Most of the respondents read for fun in their spare time. T 2- Teenagers prefer reading true stories to mysteries. F ^ Magazines about video games are very popular with girls. F 4t Teens do not have enough time to read for pleasure. T Most of the children ar^^^^rbged to read by their parents. T, 6 -Boys like reading more than girls do. F 7-^Most teens do not like discussing books they have read with their parents. T 2 Fill in the gaps with the words from the box. encyclopaedia fairy tales horror books science fiction textbook romantic stories detective stories fantasy dictionary adventure books V.................................. 1 ....describe journeys, experience, etc, that is strange and exciting and often dangerous. 2 Aif"^. fe*a*tiobk or set of books dealing with every branch of knowledge, or with one particular branch, , usually in alphabetical order. Z ar^^oks in which frightening and often unnatural things happen, such as dead people coming to life, people turning into animals, etc. 4 f^flstbriefe a're'^bout imaginary future developments in science and their effect on life, often concerned with space travel. 5 ?!f!^^^are,.stbfies^about love. Ал..'Is аЪоок containing information for the study of a particular subject, especially one that is used by students. stbrils in which there is usually a murder and a detective trying to find out who the murderer is and why it happened. 8 агё about' imaginary worlds which often involve magic. The characters are often searching for an object which will cause good to win over evil. 9 Qate^iXo'nes about fairies and other magical people, which always end happily. 10 A is afebdkthat gives a list of words in alphabetical order, with their meanings in the same or another language. /10 Points mmw ТА TEXTBOOK ВОМА«ТШ STO«£S It 137 UNIT 9 Lesson 7 3 Make sentences from the words. - 1 went / to the library / my^ report/ . _ , . /to/the book/for/in Geography/fihd 2 reading / Г / like / f airy t^^^ /1) / reality /esrfape / sc^ast * 3 a better i?npression / prefer /1'/ reading / in order to / gfet / at home alone / of the bbok 4 them / Our.y says / teacber / should analyse / poems / to / we / understand / better / so as . 4 * stories / Many / tp / read be excited / te^agers / horror stucTents / t^ ^dw off ^^d ^ ^tne / encyclopaedias Points _ /6 4 Complete the sentences. 1 The film is really interesting. ltf9rVatch)J 2 The book is inaedibly exciting. It >!'Ti,^{read).i /Ji. 3 The story isttnul^ boring. It ti. Ivd.. tnpt tell) it. j 4 This text is highly informative. If-/..''‘'.I' (payjaittention to. 5 My mum says that science fiction books . . 6 He is a great scholar and hislectufbs'^...'^.^(attend)l,t^4p (hot buy)i. ruf 5 Choose the proper adverb. 1 l^^iiahly / extremely recommend The Catcher in theRve buGallogef^— My aunt says that in her childhood she very/quite liked romantic stories. My friend thinks that the story of Frankenstein is truly/ ve/yfascinating. I terribly /truly hate detective stories. My elder sister ver^^^^ylikes this dictionary. 6 Rephrase the underlined parts of the sentences using the phrases from the box. • Change the verb form where necessary. • There is one extra phrase in the box. be appealing really boring carry somebody away ' depict vividly full of humour put down ; 1 I was furious because my mum hid the book of detective stories that I couldn't stop reading, f’ui ' ' 2 When I read good adventure stories that are very funny, my spirits improve. 3 Sci-fi books by Kir Bulychov always interest the reader' 4 The teacher of literature said that in my essay I had managed to describe the excursion brightly. 5 Reading fantasy books makes me forget about everything. r 4^1 Nil с; uc700i^;i I u Lesson 8 Express yourself You are going to start a new project — A Class Anthology. To be ready for it review all that you did in this unit and bring the poems you wrote in Lesson 6. ] ] ] i] 1 Prepare to write a review. 1 Collect all the poems your group has written for Lesson 6. 2 In groups read each poem aloud. 3 Decide if all the necessary components are present. 4 Talk about what is good in each poem. 2 Take any of the pages made by your classmates and write a review of the poem you have. • See Lessons 4-5 about how to write a book review. • Remember you are reviewing a poem, not a story. 3 Put the pages on the board or on the wall and say a few words about the work you have reviewed. 4 In class talk about your new experience using these questions. 1 What was easy? 2 What was difficult? 3 What helped? 4 Did you enjoy creative writing? Why? / Why not? V For Your Info anthology ^^^Dladsi] n — a set of stories, poems, songs etc by different people collected together in one book 139 Healthy body, healthy mind | Lesson 1 A way of life? Warm-up 1 What makes a healthy lifestyle? • Choose from the list and add your own ideas. I I a balanced diet 0 a vegetarian diet 1 I doing regular exercise 1 1 eating a lot Vocabulary I I drinking a lot of water I I having a good rest I having enough sleep 1 1 being in a good mood □ taking fresh air ( i doing sport professionally , i2a Look at the pictures and choose wtiat fttiese words and hrases mean.* / j -и , /> ; \МЦа£ /1/ li U Lf , T u н, Ui lose weight 1Ш N u. ^ I've got stronger muscles. ^IvuTb r-^ Mi ^ lose weight a) to become fatter b/to become slimroer 2 putonweight p-------- a) \Лпаке your body bigger , , b) make it smaller ^ ■n^TjL'U^^'Y 3 go on a diet a) eat whatever you want lcS£ i rJ£ bycontrol what you eat ./ t 4 cut out \M f-^t, j /'Л r- ___ a) t stop /i ir" . b) goon 5 give up '/ a\ stop doing something iei'abffe; > endurance \бе^Н i'-tb (Vs high time I started dieting!^ Ч m b) go on doing something ^ / 6 stretch a) i/Straighten your arms, legs or body to their full length b) curl up your arms, legs or your body endurance-|/\rj/u(Xr(; tj w--y ^ a)C4he ability to last a long time )vutf"cm^o rwioi/r. 140 b) to get tired quickly £Jn'i| lUSr^ns] put on weight [\ricLi tiu i.V'} H\JL UNIT 10 Lesson 1 ly itn' I ^ 2b Do the quiz and score the result. 1 What vegetable is supposed to give you better eyesight? a) lettuce b) broccoli c)''carrots 2 Which of the following is a good source of calcium? a) apples b)vmilk c) beef 3 We need calcium to maintain ^ a) strong muscles Л S|4 byhealthy teeth and bones c) good eyesight 4 Which of the following foods contains a lot of starch, which is not recommended if you go on a diet? a) oranges b) yoghurts c)Vpotatoes 5 You can get a lot offibre which is useful foryour body from a) vfruit and vegetables b) beef and pork c^ milk and eggs 6 When you go on a diet you shouldn't lose more than a) >6,5-1 kilo a week b) 1-2 kilos a week c) 2-4 kilos a week 7 The best way to lose weight is to cut out food containing a) fatV b) proteins c) vitamins 8 The substance which helps your body to grow and keeps it strong is a) fibre b) Vf)rotein c) fat 9 Proteins can be found in food such as a) Mmeat and beans b) fruit and vegetables c) sweets and chocolate 10 If you feel you are putting on weight you should first of all a) ^gotothe doctor b) buy bjgc^r clothes ^give up elating 5 chocolate bars a day 11 To keep fit you should exercise at least a) ‘^0 minutes a day b) 30 minutes a day c) 40 minutes a day 12 The best way to end physical exercise is to have a) - a good stretch b) a cup of coffee c) a chat with your trainer 13 Which of these is not one of the components of fitness? , a) muscular endurance b) healthy diet c) vweight loss I 1 I » - 5а*ш|® Ingredients: oatflakes,oatbf;&rt.ti^‘' Nutritional value /100 g: energy 330 kcal, protein 16 g, i carbohydrates52a.fat6.6a. dietarvfibre 13a. . | sodium0.002g. ^ Does not contain artificiaTpre^r^tj№^ flaVOCifS or colouran^s._^ Keep in cool, dry piace, away from strong odours. j_ C\ fl |ШГ Состав: овсяные хлопья, овсяные отруби. . Содержание питательныхвеществ /100 r: i энергетическая ценность 33^ ^^^готеина 16 п I углеводов 52 r^poB 6,^ сетчатки 13 r, натрия 0,002 Г He содержит искусственных консервантов, ароматизаторов и красителей. Хранить B сухом, прохладном месте, защищенном от сильных запахов. 14 What is a good way to spend your school breaks? a) gossiping b) doing your homework c) KSkipping ' 141 UNIT 10 Lesson 1 Score: 1 -7 correct answers: 8-11 correct answers: 12-14 correct answers: You are taking the first steps to a healthy lifestyle: now you know much more than at the beginning of the lesson. That’s a good point! You are obviously interested in the issue. Keep going! Do you use your knowledge in your everyday life? It's never too late to start! on 0£i Egl БЦ oot Б6 qg e/ eg eg op qe qg oi. :SJ3MSUB loejjoo 2c Fill in the gaps with the words and phrases in bold from the quiz. If you think youSre^utting on weight. You should avoid sugar and (1fwtfrWnk,you need more diet — eat more fruit. Apples are fib"re.1^oti want to build up your body and keep it healthy, don’t forget about (4) enough meat and eggs. A quick (5) ....can be dangerous foryour health. las [y - IT Do regular e 'i KtM ,.. will require ■ едете ^ yourwill апсТ(7)^^6иШё result is worth'it! Start your training session with a warm-up and don't forget about a (8>^.^а*1^^е end. This simple advice will helpyou develop your (9)... and be healthy. ~2У 3a On a sheet of paper write: 1 something that makes you feel good 2 something that you like to eat and get proteins from 3 your favourite source of sugar 4 the last time you went on a diet 5 whether you think you have endurance 6 a food you would never agree to cut out 7 an unhealthy habit you want to give up 8 something that makes you put on weight 9 how many times a day you stretch , 10 whether you would like to have bigger mu;! 11 a starchy food you can't do without 12 whethe^u fin^ to keep fit 13 something you often eat which is rich in fibre 14 something healthy you have done today 15 something unhealthy you did yesterday 142 i\ AV ■ • What you write should be very short. • Write all over the page in a jumbled orde' • Do not number your answers. • In pairs ask your partner questions to fine out what your partner means. Example: A: Chocolate. 01: Is chocolate the food you would neve-agree to cut out? A: No. 01: Is chocolate something that makes you feel good? ' A: Yes. II / i ^ /7c’a( /Д , zi Lessons 2-3 Eating at school Warm-up "*0 lmiv\c C.'f'^itiCdK'^ oXAiit UNIT 10 Lessons 2-3 1 a Match the pictures and the names of different food. 9 a) toast and cheese b) hamburgers c) juice . d) sausages and mashed potatoes /e) cereal X/c-ak J f) crisps iu i //g) lemonade ^ h) cottage cheese pancakes with sour cream C i) buckwheat j) soup k) chocolate l) sandwiches 4) ver Ш 1 b In pairs put th^ food in the pictures into three categories: 1 food you can eat in a school canteen 2 food you can eat in a fast food restaurant 3 food you can eat at home 'ORT fl r Student B You are a student from this school. Answer the visitor's questions and give explanations. •W?- - - -------- 1 Invite your guest to have lunch in your school canteen. / 3 Say you are ready to help. -------47' - - - 5 Give any explanations necessary (what it is made of, how it is cooked). 8 Agree to have the suggested dish or ask for more information. 7 Give more information (what it is rich in) about the dishes and / or suggest another dish. : У/------------------------------ 9 Sum up what you have chosen and make an order. Asking for help and more information: • Could you help me to ...? • Do you happen to know what... is made of? • Does ... contain much oil? • Is ... rich in vitamins? • How do they make it? • Can you explain in more detail? • Do you like it? Helping, giving more information: • With pleasure! • I'll try to explain if I can. • Well, let me think, it contains a lot of... • It seem^ ^t... is quite goo^r your health because.... • That's my favourite one! s ТГ nx>Jr. I J 145 UNIT 10 Lessons 2-3 ■>c Writing 5a Read the following report about a school canteen and answer the questions. 1 Who is going to read the report? ^ Q-ff) At 2 What is the purpose of the report?b dCiCfi)ei liu 3 Is the style of the report formal or informal? " J . 4 Why do you think the report is,divided into sections? ti-i y" 'Uc /ty/П^ To: Devonshire County Education Department From: John Thomson (Inspector for Food and Hygiene) m Date: 10.05.06 Subject: Repprt on the new school canteen 1 .1 tvircdAti) $h The purpose of this report is to describe the new school canteen, to outline any good or bad points and to make some recommendations. ? Foo( It is worth pointing out that the canteen has a wide variety of snacks and drinks to choose from. The prices are reasonable so all students can afford the snacks and drinks. I interviewed several people to find out which snacks are most popular and found out that most of them go for salads with mayonnaise, cakes and cream desserts. Drinks on the menu are mostly canned lemonade and cartons of juice. However, there could be a healthier choice. 3 faUMW VWILU d dt/ ■f L In my view the canteen are not doing enough to provide young people with the chance to eat healthily. It would be worth considering foods with added bran, for instance, in cakes, biscuits and bread and in pasta such as wholemeal macaroni and spaghetti. Also, it would be a good idea to make use of brown and wild rice and potatoes cooked with their skins on. The managers should think of adding more raw fruit and vegetables to the menu. In other words, I would recommend that they sell some fresh fruit and make fresh juice from different fruits and even vegetables. 4 In spite of minor drawbacks, I think, young people enjoy eating in the school canteen. Moreover, if the canteen management takes some measures to improve the quality of the food served, the canteen will become one of the best school canteens in the area. GLOSSARY bran — отруби brown rice — бурый рве wild rice — дикии рис (черного цвета) wholemeal macaroni - макароны из муки с добавлением отрубей potatoes cooked with their skins on -■ картофель “в мундире 5b Choose headings from this box for each paragraph in the report. ....±..................... INTRODUCTION SERVICE CONCLUSION FOUD^ PRICES STAFF RECOMMENDATIONS ATMOSPHERE 5c Look at the words in bold in the report. • Wh^re they important in a report like this one? 5d Read the task and write a report to your school administratTur, i Your school administration is going to try to improve the eatinc habits of the students. You have been asked to write a report (120-150 words) for the project leader in your school cantee"-You should describe the place, mention some good and bad points, and include details on such things as the most popular choicesstudents make. You should also make some recommendations on how tc make eating in the canteen healthier. • Follow the steps: I 1 Make a plan of your report and choose the headings. 2 Try to use all the words in bold in your own report. 3 Don't use contractions and spoken words in your report 146 ыи рмс ! рис ндире Lesson 4 It's time you got started Warm-up Identify your fitness index. • Work in pairs. • Follow the steps. 1 Step up on to the stool and down again at a speed of five times in ten seconds. 2 Make sure you straighten your legs and stand up each time you step on and off the stool. Carry on doing this for four minutes. 3 Rest for one minute and then get your partner to count your pulse beats for 30 seconds. Record the number in line (c) of the table. 4 Rest for 30 seconds. Your partner must take your pulse again for 30 seconds and record the number in line (d) of the table. 5 Repeat step 4 and write the number in line (e). 6 Work out your fitness index. 0 q// Ivf u' Tit a) Duration of exercise in seconds 240 b^ ^^jlythis by 100 24,000 c) 1 st pulse count over 30 seconds d) 2nd pulse count over 30 seconds e) 3rd pulse count over 30 seconds f) Total of 3 pulse counts g) Multiply this by 2 Fitness index: divide the number you have in line (b) by the number you have in line (g) = Over 90 The best 61 -70: Fair 81-90: Excellent 51-60: Poor 71 -80: Good Below 51 : Oh dear! Reading 2a In pairs make a list of ways of getting fit. • Which of them are most popular now? 2b Fill in the table about popular sports. • Follow the steps. 1 Read the text the teacher gave you and fill in the appropriate line. 2 Walk around and talk to your classmates to fill in the other lines. Remember you must not look at their tables, you can only talk to them. 3 Summarise the information about these sports using the table and the Language Support box. LANGUAGE SUPPORT The activity i^ ^le... / The game is played... The activity develops endurance / flexibility /... The activity makes you strong / fit/... To d^.. / To play this game you need the appropriate trainers... I was surprised to learn that... What I found interesting about... is... Mting x»rt iteen. bad ipular jwto Activity Where the activity is done What the activity develops Clothing and equipment needed New things I learned about it Running and jogging Tai chi Yoga Racket sports Football Dance 2c Discuss in class and decide what activity you would like to take up and why. port. UNIT 10 Lessons 5-6 [lessons 5-6 A perfect body , Warm-up 1/Ve f ^ y\t.r€^-Uf 1 Look at the pictures and answer these questions. Loma 1 2 3 4 Who in your opinion looks better? Who do you think is healthier? Why? Would you like to look like these people? What do you think they do to look like this? Louise 7 For Your Info fjti / ^^norexia — a psychological condition that makes people, especially young women, stop eating stone — a measurement of weight used in Britain that is equal to 6.35 kg, or 14 pounds pound — a measurement of weight equal to 0.454 kg In Britain the system of sizes for clothes is different from Russia. Size 10 corresponds approximately to Russian size 44, and size 16 to size 52. Vocabulary 2a Read these statements by the people Ex. 1 and match the words in bold with their definitions. _ ..tuJL/ O-T? rU lC The other children taunt me about my a) to replace something that is missing by doing clothes because I 109]^ (different.something equally good My classmates wereWvious of rtiy success.^^/6Tto give extra attention to one person in an unfair way 34 had to work hard at school to compens^ " c) to try to make someone angry or upset by saying (fnrlthe time I missed because of my training. ' •rPVe come to ^^^^^ith the way I look and 4rPVe come to ^^^^^with the way I look and ( 0 now I like It. 5t? Why did teachers .always pick bn.me? 4 r need-td^ft^a It's actually hard work. yl) I've put on a lot of weight lately. I’m afraid it is out of control. 8r My friends helped me to get over my problem and now I am a lot better. unkind things or laughing at them d) to stop having or doing something you want in order to get something more important e) wanting something that someone else has f) to begin to feel better after an upsetting emotional experience. g) to accept a situation and no longer feel upset about 8 j h) uncontrollable 2b Which of the characters could have made each of the statements above? Why? 148 |!д е(1г( Ч X ^ Listening -шс 3a You are going to listen to Lorna and Chris, talking about their experience of getting a better body. • Look through the table and tick what you think each of them will mention in the interview. '/7 Ml f п.ПйХ Lorna, a model Chris, a bodybuilder 1 problems of being young 2 losing weight i 3 putting on weight 1 4 making friends L 5 dieting XUj 6 exercising (how much / how often) 7 state of health 3b fei Listen to the interviews with Lorna and Chris and check your guesses. 3^ Listen to the interviews again and complete the sentences. • Change the form if necessa/^ ^,/ The boys at school use^ :essa/y^^/- . a to y.' Lorna b Lorna because she looked bigger th^ other girls. She used to wear loose 5otRes to hide her-^.'','? Lorna would watch‘^^T?^s1ier^Tnafes'a't^ ' hamburgers and 4 She has always trie^ . .. her size by betn?}^ open and funny. She has finally her size and feels i-.g./'M \АГI happy. Chris used to be a ... child and his classmates used ‘ _____ Strength training and aerobic sessions require a lot of discipline and He believes that he l\ this is a healthy addiction. UNIT 10 Lessons 5-6 Reading 4a Read Louise's story and decide whether these statements are true (T) or false (F). 1 г Louise felt unhappy in her childhood. 2 She was proud of herself when she gave up eating sandwiches. 3'She always took part in her family meals. 4-^ She got ill because of her dieting. 5+ Louise's mother helped her to get rid of her fear of eating. She is quite healthy now. ~ □ □ />Л □ □ □ □ i) LOUISE'S STORY I started dieting afterdevelopin^ back problems because I was told ^ that they were caused by my e>fcess weight I was so upset about ii ’ J ill that I gave up chocolate and crisps. My friends would tell me I'd ' never lose all that weight and I wanted to prove them wrong. At first I didn't lose much so I stopped eating sandwiches at lunchtime. It was hard to begin but then I felt good when I saw everyone round me stuffing their faces while I just sat there with a glass of water. / I felt great because I felt I had a lot of willpower and (2) they didn i. I kept on dieting and kept cutting out more and more food. (3) Jt / got to the point where all I would eat in a day was a bowl of cereal in the morning and a small roll at night. In the end I just refused to eat when we all sat together at the table because I thought that anything t put in my mouthwould make me put on weight. I gotto^iglitand a half stone and was happy with rnyweiohOMTiird stopped dieting------------ then I wouldn't have got ill. My dieting got out of control. [JhguigJnJ ,__ ^ "If I could get down to eight stone and then to seven, I would look really attractive." There was no end to (4) it. My friends started to ^ _ ask if I was all right and told me I looked pale. / idtt- ^ Then some teachers started asking me if I'd eaten anything and, when I said no, (5) tf^^'^i^uFd offerto buy me food. But I was terrified of eating anything. I finally realised that I had a problem when I came back from my summer holiday: I had been losing two or three pounds a week. When I read an article about an anorexic girl who almost died before she started to get better, J knew that I hactto stop. I talked to my mum about (6) ft and I wentlo a, Dsvcholoqistwho helped me get over my fear of eating; he showed me a chart with my ideal weight on it — ten stone! (7) it field'd me to understand how much weight I could put on without being fat. My eating is almost back to normal nowand I'm much happier with myself. Now I just eat healthy stuff — I can't remember the last time I had a plate of chips. ITT Did Louise stop dieting? How do you know? M t? Which of these sentences refer to the past / to the future? How do you know? What do the underlined words 1-7 stand for in the text? E.g. —excess weight 150 4b Read the story again and answer the questions alongside the text. 4c Answer the questions. 1j What influenced Louise in her dieting most of all? Why do you think so? 2 Why do you think Louise followed such an extreme diet for quite a . long time? Г(М/ 3 Whose lifestyle (Lorna's, Chris's or Louise's) is healthier in your opinion? f 4 What has each of the characters done to overcome their problems? < 5 Whose lifestyle is more acceptable to you? Why? Speaking 5a Work in pairs or small groups and discuss the answers to these questions. 1 If you look better does it make your life easier? Why do you think so? Give examples. 2 Is it worth spending time and effort on your appearance? Why? / Why not? 3 What is more important for success in life: good looks or a healthy lifestyle? Why? 4 Would you like to change anything in your lifestyle? What is it? 5b Write a personal plan aimed at making your lifestyle healthier. • Limit it to five items. • Make a copy and leave it in with your teacher till the beginning of |i the next school year — to check if it worked. ACTION PLAN Name------- 1 What problems are you going to get over? 2 How could you copipensatejor some of уодг problems? 3 Are you going to cdrne to'terrns wTth som^ of your problems? 4 What things in your life could you control? 5 What are your other aims? 151 UNIT 10 Lessons 7-8 Lessons ^8 Check your progress 1 You will hear four people advertising jobs on the radio. • Choose from the list A-F and write the number of the speaker who mentioned these ideas. • You will hear the recording twice. p3> Ifyou wantto get this job you need your own car. bV The job involves individual work with clients. Cf Doing this job you will travel by plane a lot. Dj, You won't have to leave home to do this job. ' E^You may become a manager of a team in the future. To do this job you must be good at working with a computer. Points, 2 Read the text and decide whether these statements are true (T) or false (F). ^ ^he book is sciencefiction. □ 2-fThe book is so interesting you can't stop reading it once you've started. CU S-f Holden disagrees with the values of the adult world. СИ 4- Holden is not like other teenagers. П 5- *- The book still sounds very up-to-date. CD 6- Holden is a real life character. СИ 7- While reading the bookyou keep crying. СИ 8 f Sometimes Holden feels sorry for himself. СИ 9-г The author of the essay recommends everyone should read the book. СИ CATCHER IN THE RYE The Catcher in the Rye, would go under "oldie but goodie" category if there ever was one. Having read the book approximately five dozen times, I can definitely say it's FANTASTIC. Much like the author himself, The Catcher In The Rye is a 20th-century American fiction masterpiece and definitely worth a read, which might well be a quick one, because once you start you can't put it down, it's infectious. , ,The story revolves around Holden Caulfield, a 17-year-old boy involved in a battle against ^ ff * /f'Г . . _ , , , I I I ■ ■ /-Ч i-r ■ deceitful soa^aii values and norms of the adult world. In 1949, recovering in a California-based sanatorium Holden reminisces of the events that took place in December 1948. Salinger's amazing insight into the troubled youngster's psyche results in one of the most intriguing narratives ever written. Empathising with Holden is incredibly easy, probably because his mind mirrors that of any and every teenager. Holden Caulfield provides youth with a freedom voice that may never be muted. Written in 1951 the book surpasses its time, the narrative sounds edgy even today, in fact so much so that it has even been censored. The informal dialect in the book is exactly what you'd expect of a 17-year-old. The reader is made to believe in Holden as if he was a real life character. He smokes like a mad man, he drinks and he flunks out of school for the 4th time in a row. Plus, Holden is funny; actually his smart wit and sarcasm keeps you tearful with laughter throughout. Nevertheless, at times his voice turns melancholy and unhappy, even self-pitying and not to mention rude. I strongly urge you to pick up a copyof this brilliant book and have a flip through what might be the best book you will ever read. Points / 18 152 UNIT 10 Lessons 7-8 Read the text and use the word given in capitals in the box to form a word that fits the gap with the same number. GREENLAND Greenland has a potential for outdoor adventures that very few places on this planet can match. The breathtaking Arctic scenery is almost (1 world! s largest island, and with a totalbfohly 55,000 you are (s/^.'f'^ofiyour own as soon as^ou leave one of the small towns спглз! s'a.Vi'eiTneTfe'.. irri country. The mountains, valleys, rivers and gigantic ice cap are (5)... " 14 * ! \ t/fi J t fi./l virgin land. Hikers will experience (6) scenery no matter where and how. You can walk from hut to hut orfrpm sheep croft to sheep croft. (7)' ...'r^ljffff'^hriikerswill'find witn^que awards of(^f^'trr every part of Greenland. Several travel agencies offer hiking tours to Greenland or you can plan your own trip. Ensure you have ПО)... hiking maps! (1) END (2) POPULATE (3) TRUE (4) CIVILISE (5) PRACTICE (6) SPOIL (7) EXPERIENCE (8) CHALLENGE (9) BEAUTIFUL (10) DETAIL Points, / 10 4 Read the text and complete the gaps with a, an, the or zero article where necessary. ARENAL VOLCANO iitii, In the centre of a national park in (1) northwest of Costa Rica, the perf^tly conical, 1633 m (5356 ft) Arenal Volcano is everyone's image of (2) typical volcano. volcano has been exceptionally active since 1968, when huge explosions triggered lava flows that killed several dozen people. The degree of activity varies from (4)^", week to week; sometimes there is (5) 4. spectacular display of flowing red-hot lava and incandescent rocks flying through the air; at other times, the volcano is more placid and gently glows in (6)^^ dark. Don't even think about climbing (7) “'Arenal. The best views at (8) .77 night (when the weather is clear) are from the western or northern side. Because the park was only created in,1995 there are very few facilities — only one lodge and camping is not permitted — so best base from which to explore the area is the small town of (10) “ La Fortuna de San Carlos. Points. 110 5 Read the text and put the verbs in brackets into the correct tense. PARENTS LEFT CHILD AT SERVICE STATION FOR 30 MINUTES A family drove 3^ ^utes down a motorway after leaving a service station before they reahsed they (1)..! (leave) their child behind. The parents only noticed their 12-year-old son 12)'.'.' (mfes) when they realised it was quieter than normal in the back of their car, said / Inspector John Anderson, of the Hampshire Police. The parents, from Yorkshire, (3) (return) to the Rownhams service station on the M27 near Southampton to find th^ir^n ^ ^ ■ being looked after by staff. Inspector Anderson said: “Afarnily visiting the area (4Г.. .(са(Пп) /lZ<—OLY""€if/ _ at Rownhams services for refreshments. On leaving, they (5)... (traveirtor about 30mmutes /*} when they noticed i^ ^' .7. (be) quieter than usual in the back of their car. On chepkhjg.^ey . ren bphind in the services. The 12-year-old‘t7) ,.Г(Гоок realised they had left one oJ toejr^.._ after) bythe staff and (8) ...^eugrte) H^added^“Xhis kind of thing (9) ...fhappen) in aavensana people laugh about it, but you {tofy.'lnofixoict) itto happen. It wasn't even a Transit van with lots of kids in the back, which would have given them some excuse." ris parents when they returned to the services. * Aia,x jcivens Points, /10 153 UNIT 10 Lessons 7-8 6 Complete the second sentence so that it has a similar meaning to the first sentence. • Use between two to five words and don't change the word given. 1 I kept silent because I didn't want to wake up the baby. so -^OJy I kept silent... wake up the baby. 2 I have never read such a good book. j best% йИ hei ) r^esJ This is ... ever read. 3 There is no need to hurry as they have cancelled the meeting. . been U5 ^ There is no need to hurry as ..fcaricelled. 4 I met Mrs Brown in the street yesterday. \л//ю J Mrs Brown is the person ... in the street yesterday. 5 Alex didn't study hard and failed his exam. , I коме his exam. 10 would a If Alex had studied hard he .. 6 I don't want to go shopping because of the rain. ndh^r мГ I... go shopping because of the rain. 7 Sam left for school before I arrived home, already fyoJ a Ir-^c i^j When I arrived home Sam ..Лог school. 8 There is a birthday party in my flat next Friday. U' we ... a birthday party in my flat next Friday. 9 I think it would be a good idea to bring your friend with you. worth-^^ /г I think ... your friend with you. I am sure people will travel to Planet Mars in 2050. . /7 I have f^P'^ V11! ^\ruft I am sure that by 2050 ... to Planet Mars. Points . .120 7 Read the sentences below and, decide which answer (a), 1 She may forget about her promise. She is not very.... a) helpful b) sociable ^^eliable d) cheerful 2 Maybe it's time to ask ourselves whether walking those few extra steps to the bin really is that much of a bother. aKrubbish b) garbage c) trash d) refuse 3 Martina put her life ... risk to save her dog from the fire. a) in b) on c)(/at d) into 4 Her abilities are not fully ... by her teachers. a) experienced b) completed c) discovered d)»/appreciated ' I' ’ Л «I 5 Hold ... the [^1 or you’ll fall down! a)i/on to b) up to c) on by d)i4ip at His Jot)..., managing people and making decisions. a) fnaudes* b)l/i^wWes c) consists 6 d) contains 7 Th^ ^or... of this college is its good reputation. a) challenge b)l/benefit c) drawback d) degree 8 Be careful not to ... lost in the crowded city centre, a) become b) stay c)aget d) feel 9 There was a new timetable on the information a)Vboard b) desk c) wall, d) display 10 The book was s^ ^^pirtg that I was completely carried ... by it. a) off b) out c)(/away d) over (b), (c) or (d) best fits each gap. 11 Avoid eating too much fatty food and .... a) vitamins b) proteins c) fibre d)i/starch 12 She had to make a lot of... to get a good educatiori„| a) benefits b)^^acrifices c) impressions d) experiences 13 Ittook her a month to ... the flu. a^ ^op with b) be off c) makeup d^getov 14 She missed half of the lessons and had to ...for the time lost by working really hard. a) replace b) provide c)i/6ompensate d) balance 15 I don't like it when I have to work long .... a) time b)iTtours c) week d) day 16 The magic of hjs music makes me feel.... a^Uhnfrdd' "Bj Vriglitened c) scared d) bore 17 It's hard to live in such a ... world. a) competed b)i/fcompetitive c) compatible d) competing 18 After spending three days in the forest they were, by the police. a) discovered b) identified c)t^escued d) explored 19 Margaret... in for learning foreign languages, a) takes b)vtloes c) likes d) makes 20 I'm counting on you to support me — don’t... me down! a) put b)vfet c) bring d) drop ' TOTAL 154 n. |ij^xtensive reading Extensive reading 1 1 How do you show people that you like them? ly- friend !Ul _/20 rch ucation. get ove-.. for 1 smil^t them □ 5 avoid talking to them □ 9 make fun of them □ 2 back them up □ 6 say nice things to them 1 1 10 talk to them a lot □ 3 tease them □ 7 bully them □ 11 pick on them □ 4 give them presents □ 8 ridicule them □ 12 annoy them П 2 Read the beginning of the text and answer the questions. THE ALLIGATORS Joan Edison came to their half of the fifth grade from Maryland in March. She had a thin face with something of a grown-up's tired expression and long black eyelashes like a doll's. Everybody hated her with her show-off clothes and her hair left hanging down the back of her sweater and her having the crust to argue with teachers. "Well I'm sorry," she told Miss Fritz, not even rising from her seat, "but I don't see what the point is of homework. In Baltimore we never had any." Charlie was ready to join in the angry moan of the others. ‘You are not in Baltimore now, Joan," Miss Fritz said. 'You are in Olinger, Pennsylvania." The children, Charlie among them, laughed, and Joan tried to explain, "Like there, instead of just reading about plants in a book we'd one day all bring in a flower and cut it open and look at it in a microscope." Miss Fritz pulled her orange lips together, then smiled. "In the upper levels you will be allowed to do that in this school. All things come in time, Joan, to and said, "No. No more, young lady, or you'll be in serious trouble with me." Extensive reading 1 3 Read this part of the text and answer the questions. After that, Joan couldn't open her mouth in class. Outdoors in the playground, hardly anybody talked to her except to say "Stuck-up". Boys were always pulling open the bow at the back of her fancy dresses and flipping little spitballs into the curls of her hair. Once John Eberly even cut a section of her hai^ff. This was the one time Charlie saw Joan cry actual tears. He was as bad as the others: worse, because what the others did because they wanted to, he planned it, to make himself popular. There was a gang, boys and girls both, that met on Saturdays — you heard them talk about it on Mondays -- in Stuart Morrison's garage, and took hikes and played touch football together, and in winter sledged on Hill Street, and in spring bicycled all over Olinger. But after school there seemed nothing for Charlie to do but go home and do his homework and play with his Central American stamps and go to horror movies alone. Charlie thought the gang might notice him and take him In Science he sat one seat ahead of Joan and annoyed her all he could. On his tablet where she could easily see over his shoulder he once drew a picture titled "Joan the Dope": the profile of a girl with a thin nose and sad mouth, the lashes of her lowered eye as black as the pencil could make them and the hair falling, in ridiculous hooks. How did the teenagers show their attitude to Joan? 2 Was Charlie's attitude different? 3 What was Charlie's aim? 4 How did Charlie annoy Joan? GLOSSARY gang — a group of young people who spend their time together dope — someone who is stupid ridiculous 3s] — silly Read the next part of the text and answer the questions in writing. • Avoid using the same words as in the text. March turned into spring. In the weeks since she had come, Joan's clothes had slowly become simpler, and one day she came to school with most of her hair cut off, and the rest brushed flat around her head and brought into a little tail behind. The laughter at her was more than she had ever heard. “Ooh, Baldy-paldy!”some idiot girl had exclaimed when Joan came into the cloakroom, and the stupid words went around class all morning. His own reaction to the haircut had been quiet, to want to draw her, changed. The haircut had brought out her forehead and exposed her neck and made her chin pointier and her eyes larger. His caricature of her was wonderful, the work of genius. He showed it to Stuart Morrison behind him; it was too good for him to appreciate, his dull egg eyes just flickered over it. Charlie drew another one, making her head completely bald. This drawing Stuart grabbed and it was passed clear around the room. GLOSSARY bal^ adj — лысый forehead №>rid] n — the part of your head above your eyes and below your hair 1 How had Joan changed since her first appearance? 2 What was the reaction of the class? Charlie's? 3 Why did Charlie draw the second caricature? That night he had a dream. They had been in a jungle, Joan was swimming in a clear river among alligators. Somehow, as if from a tree, he was looking down. Joan's face sometimes showed horror and sometimes looked numb. Then he had rescued her. He was carrying her in his two arms. The jungle gave way to his bed and his room, but through the change persisted, like a pedalled note on a piano, the sweetness and pride he had felt in saving and carrying the girl. GLOSSARY num^ ^m] adj -showing no emotion, expressionless rescue u:] v — save someone or something from danger 4 What did Charlie see in his dream? 5 How did he feel about it? He loved Joan Edison. The morning was rainy, and under the umbrella his mother made him take he repeated this again and again to himself. Love had no taste, but sharpened his sense of smell so that even the dirt and moss in the cracks of the pavement each gave off clear odors. His first step was to tell all those in the cloakroom he loved Joan Edison now. They were less interested than he had expected, considering how she was hated. He had expected to have a fight with his fists. Hardly anybody gathered to hear the dream. 6 Why do you think Charlie wanted to tell everybody about his love? 7 Were they interested? I 157 4 Read the next part of the text and answer the questions in writing. • Avoid using the same words as in the text. March turned into spring. In the weeks since she had come, Joan's clothes had slowly become simpler, and one day she came to school with most of her hair cut off, and the rest brushed flat around her head and brought into a little tail behind. The laughter at her was more than she had ever heard. “Ooh, Baldy-paldy!”some idiot girl had exclaimed when Joan came into the cloakroom, and the stupid words went around class all morning. His own reaction to the haircut had been quiet, to want to draw her, changed. The haircut had brought out her forehead and exposed her neck and made her chin pointier and her eyes larger. His caricature of her was wonderful, the work of genius. He showed it to Stuart Morrison behind him; it was too good for him to appreciate, his dull egg eyes just flickered over it. Charlie drew another one, making her head completely bald. This drawing Stuart grabbed and it was passed clear around the room. GLOSSARY bal^ adj — лысый forehead №>rid] n — the part of your head above your eyes and below your hair 1 How had Joan changed since her first appearance? 2 What was the reaction of the class? Charlie's? 3 Why did Charlie draw the second caricature? That night he had a dream. They had been in a jungle, Joan was swimming in a clear river among alligators. Somehow, as if from a tree, he was looking down. Joan's face sometimes showed horror and sometimes looked numb. Then he had rescued her. He was carrying her in his two arms. The jungle gave way to his bed and his room, but through the change persisted, like a pedalled note on a piano, the sweetness and pride he had felt in saving and carrying the girl. GLOSSARY num^ ^m] adj -showing no emotion, expressionless rescue u:] v — save someone or something from danger 4 What did Charlie see in his dream? 5 How did he feel about it? He loved Joan Edison. The morning was rainy, and under the umbrella his mother made him take he repeated this again and again to himself. Love had no taste, but sharpened his sense of smell so that even the dirt and moss in the cracks of the pavement each gave off clear odors. His first step was to tell all those in the cloakroom he loved Joan Edison now. They were less interested than he had expected, considering how she was hated. He had expected to have a fight with his fists. Hardly anybody gathered to hear the dream. 6 Why do you think Charlie wanted to tell everybody about his love? 7 Were they interested? I 157 4 Extensive reading 1 At lunch, he hid in the variety store until he saw her walk by. He waited a little and then came out and began running to overtake Joan. She turned, and under her gaze he stared down. "Why, Charlie, what are you doing on this side of the street?" "Nothing," he said, and used up the sentence he had prepared ahead: "I like your hair the new way." "Thankyou,” she said and stopped. He asked, "How do you like Olinger?” "Oh, I think it's nice." "Nice? I guess. I guess maybe. Nice Olinger. I wouldn't know because I’ve never been anywhere else." She luckily took this as a joke and laughed. At the corner where they parted he got carried away and in imitating a suave gent leaning on a cane bent the handle of his umbrella hopelessly. Her amazement was worth twice the price of his mother's probable crossness. He planned to walk her again, and further after school. All through lunch he kept calculating. His father and he would repaint his bike. At the next haircut he would have his hair parted on the other side. He would change himself completely; everyone would wonder what had happened to him. He would learn to swim, and take her to the dam. GLOSSARY store — AmE shop suave gent [swa:v — upon, обходительный джентльмен cros^o’j — angry or annoyed I 8 Describe what happened between the night dream and the scene in the picture. 9 What were Charlie's plans for the future? In the afternoon the dream wore off somewhat. Now that he kept his eyes always on her^, he noticed that Joan was not alone, but chatted with others. In class, too, she whispered. So it was with more shame than surprise that from behind the dark pane of the variety store he saw her walk by in the company of the gang, she and Stuart Morrison laughing and he imitating something and poor John Eberly tagging behind like a thick tail. It came to him that what he had taken for cruelty had been love, that far from hating her everybody loved her from the beginning, and that even the stupidest knew it weeks before he did. That she was the queen of the class and might as well not exist, for all the good he would get out of it. John Updike , 10 What did Charlie notice when he started watching Joan closely? 11 What did he see from behind the pane of the variety store? 12 Give your interpretation of the last sentence. In groups discussthe questions and reportthe results in class. 1 Did you expect this outcome? 2 Does the story seem realistic to you? 3 Do you find the behaviour of the class as described in the story typical? 6 In groups or individually choose and do one of the tasks. • The story is told in the third person. Anyway, we can feel it conveys Charlie's perception or the situation. How do you think Stuart Morriso might tell it? Write a film script and dramatise it. * Make a series of pictures (comics) and exhit them in the classroom. 158 Extensive reading 2 tl- inoyed 1 Look at the pictures and do the tasks. 1 Say what the story could beabout. 2 Put the pictures showing the events of the first part of the story in the right order. Extensive reading 2 2 Read th^^st part and check whether the order you chose was right. THE ESCAPE It was midnight and cold. This was the night that JetT ^^ncott had decided to run away. He waited until the children were asleep; then, getting up, he dressed, quietly put his belongings in a pillowcase; carefully he climbed out of the window and dropped cat-like to the ground. Pausing in the dark to make sure no one was around, he ran quickly across the playground, climbed over the wall, dashed across the road, over a ditch, along the hedgerows and was soon lost in the dark of the winter-locked Sussex countryside. Next morning when Jeff's escape was discovered, the Home was in an uproar! The Hewitts, almost insane with rage, walked up and down swearing; they made all the children form up in the playground and accused them all of helping Jeff escape! Mr Hewitt said there would be no breakfast, no lunch, no dinner until one of the children told what they knew abou^ ^ff s escape. One by one the children were interviewed in the Hewitts' study, but, as none of the children knew anything about the escape, there was nothing they could say. Because Laura slept in the next bed to Jeff she was closely questioned. ‘You mean you knew nothing at all about his escape?" "No, Mam," said Laur^Dr the tenth time. "But," persisted Mrs Hewitt, "you sleep in the next bed, he must have made a noise opening the window." "I didn't hear nothing, Mam, I swear." The inquisition went on until five o'clock by when the Hewitts had simmered down and allowed the children to have dinner^. That night, in the darkness of the dormitory, all the children could talk about was what had happened to Jeff. "I tink he was tooken bi der fairies," said one little, runny-nosed boy. Another ^^ority, aged seven, suggested, "He's disappeared by a ghost." "Ghosts don't disappear you, they only frighted you." ‘Desus could have tookened him." "He told me he was going to be ^ ^ide and sail der Spanish №id," said Sile "He's too small to be a pirate. You have to have lots of hairs on your face to be one of them." 'Yes, they keep you from sinking when you drown." "His legs runned awa^ ^os he don't like it ’ere.” "I don't like it here." "I don’ttoo.” "I don't like any of it too. When I growed up I'm going to kill Mr Hewitt's neck with blood," said Sil6i ‘Yes, and we'll all kill it after you." So the conversation continued until sleep silenced them all. Next morning, the village policeman, Constable Boggins, a big, fat man with long feet, questioned all the children again. He was very kind to the children and did not shout at them. He told Mr Hewitt that he was sure the children knew nothing abou^^f s disappearance. He said he and a wildfowler would go and look fo^^ff, because in this cold weather with n^ ^d, Jeff could die. Despite a two-week search of the district, they found not a trace of Jeff. Where was he? It was anybody's guess. GLOSSARY dash across — run somewhere very quickly hedgerow — bushes or trees growing along the edge of the field or road uproar — noise rage — uncontrollable anger persist — настаивать swear — клясться inquisition — a series of questions someone asks you in a threatening or unpleasant way (cf. Russ, инквизиция) simmer down — calm down fairy — a small imaginary figure with magical powers wildfowler — someone who hunts wild birds -T' fairy For Your Info Sussex — ^^CTBO B .Англии the Home (here) — a place where children whose parents are dead hved Mam = Madam dormitory — a large room for sleeping in with a number of beds The Spanish Main — The South: Caribbean Sea, next to the former Spanish colonies in the north of South America. In the 17th andl' centuries treasure ships loaded > gold sailed through this sea and were often attacked by pirates Constable — a British police o& i of the lowest rank 160 Extensive reading 2 ong 1 Constable Boggins 2 Mr Hewitt 3 Jeff 4 Site I 5 Mrs Hewitt I 6 Laura 3 Who might have said these words? • In pairs match the words with the characters. a) I know Jeff is going to become a pirate! b) Say what you know or I'll punish you! c^ ^dn’t hear anything! all, Mam! d) You won't have any meals today, boys and girts. ' e) I cannot stay here any longer^! I f) Do you happen to know where Jeff is, darling? Read the first part again and answer these questions. 1 What do you think Jeff is? What did he do? Why do you think he did this? 2 What did the Hewitts do when they learned that Jeff had run away? Why did they do this? 3 What did the children do that night? Why do you think they did it? 4 Why was it so important to find Jeff quickly? 5 Did the village policeman find Jeff? Read the scene in the dormitory again, discuss these questions in pairs < and reporttothe class. What is strange about the language the children use? Why do you think they speak so? Make a list o^^^^ren’s ideas about what happened to Jeff. Do you share any of these ideas? Why? / Why not? What do you think will happen to Jeff? Suggest your own idea. 161 Extensive reading 2 6 Read the second part of the story and check whether any of your guesses were right. It was the second night of his escape. Jeff was plodding through snow-covered fields, keeping close to the hedges for shelter. In his pockets he carried slices of bread and pieces of cheese he had smuggled out of the Home. He had been travelling by night to avoid detection, by day he had been sleeping in deserted barns where he ate stored apples. Best was sleeping in hayracks, which were lovely and warm. As he walked, head down into the wind, he was glad it was snowing as it had covered his tracks. He had travelled about a mile, when he hit dense hornbeam woods. This was the sort of cover he was looking for. The further in he went, the denser the woods became. He reached a point when the undergrowth was so thick it was hopeless to go further. He was about to retrace his steps when he heard what he thought was a delicate, musical, tinkling sound. At first he thought it was sheep bells. The sound seemed to be coming to the right of him. He pushed along in its direction and came up against a massive growth of holly trees and bushes. The tinkling was a little louder and seemed to be coming from behind the holly. Bending down, he looked fora passage at the base of the growth, and there was a small aperture, large enough to crawl through. On hands and knees he travelled for some twenty yards. How long was this tunnel? Another thirty yards, and he was beginning to think of turning back. His hands were starting to freeze through their contact with the snow, but then the bell gave an extra loud tinkle. It couldn't be more than a few yards away, he thought, and redoubled his efforts; then a gap, he crawled through it and stood up. The woods had suddenly stopped and there was an open space; about fifty yards away was a great, tall, red-brick house. There were no lights in it, save a red glow in qne of the ground-floor rooms. Cautiously, he drew nearer. A lone barn owl twoo-whitted and flew silently across his path. 7 Read the second part again and answer these questions. 1 Was it difficult or easy for Jeff to travel? Find the words in the text to support your answer. 2 What did he eat? Where did he stay at night? 3 What did he do in order not to be seen? 4 What did he hear when he entered the forest? 5 Why did he decide to return while crawling through the tunnel? Why didn't he do this? 6 What did he finally find? What do you think he felt at that moment? Why? GLOSSARY plodding through — медленно пробираясь for shelter — чтобы укрыться OT ветра smuggled out — украл detection — обнаружение deserted barns — заброшенные ■ hayracks — стога сена dense hornbeam woods — густые грабовые леса undergrowth — подлесок retrace his steps — вернуться no своим же следам tinkling sound — 3BOH колокольчн» holly — остролист aperture — отверстие There were no lights in it, save... - OH был не освещен, За исключен . ^ glow — свечение, отблеск cautiously — осторожно 162 Extensive reading 2 8 What do you think will happen next in the story? • Exchange your ideas in pairs. 9 Read the last part of the story and check if any of your predictions were correct. As Jeff drew closer to the building, he saw the source of the tinkling sound. It was a Chinese wind bell suspended in the porch. Cautiously, he mounted the steps to the great, front double doors which lay open before him. There was something very strange about this place. As he crossed the threshold, he noticed on the doormat, the words: "WELCOME, ALL LITTLE CHILDREN" He walked towards the room from where issued a red glow under the door. He looked through the keyhole — no one. Slowly and gently he turned the flowered porcelain doorknob and pushed the door open. It was a large, comfortably furnished room with a magnificent coal fire in the grate that cast out a cosy roseate glow. On the wall a switch -electric light! Cor! Listening for any sounds of life, he sat down by the fire and held his hands out to thaw them. His damp clothes started to steam. The snowing had stopped and the moon had come out sending shafts of silver-blue light through the oak trees. He didn't remember it, but he fell asleep. The next thing he remembered was the sound of a clock striking seven: it was morning! Spike Milligan 10 Look through the text again and answer these questions. What kind of house was it? What words and expressions are used to describe it? 2 What words show that Jeff was surprised to see an electric switch on the wall? Why do you think he was so surprised? Do you think that there should be someone in the house? What makes you think so? What do you think made the house so strange? GLOSSARY Chinese wind bell — a hanging bell that rings when the wind blows suspended — hanging up mount — go up threshold — doorway doormat — коврик перед дверью flowered poreelain doorknob - расписная фарфоровая дверная ручка roseate — pink Cor! — Wow! (used when you are very surprised or impressed) thaw — warm shafts of light — beams of light Extensive reading 3 Extensive reading 3 1 Have you ever helped anyone in a difficult situation? • Use these questions to tell a short story about it. 1 Who did you help? 2 What did you do? 3 Was it a success? 2 Read the beginning of the story and answer the questions below. ALIENS ^N’T EAT BACON SANDWICHES My brother Dan has been making his own bacon sandwiches since he was ten years old. It's not that he likes cooking that much — it’sjust that no-one else knows how to make the perfect bacon sandwich. He'd get everything ready by the cooker first. Bacon, bread, tomatoes, ketchup, sharp knife. The bacon had to be fried fast, so it was crisp but not dried up. He'd lay it on one slice of soft white bread, smear it with ketchup, cover it with tomato slices, and then clap a matching white slice on top. Then he'd bite into it while the bacon was hot and the fat was soaking into the bread. Dad used to say that Dan would go to Mars and back if he thought there'd be a bacon sandwich at the end of it. Don't forget this. The bacon sandwich is important. Then there was the portable telephone. We should never have bought it, Mum said. I mean, I like talking to my friends on the phone, but Dan was something else. He was never off it. When he came in from school he'd pick up the phone right away and call someone he'd only been talking to half an hour before. And they'd talk and talk and talk. Sometimes Mum would come in and stand there tapping her watch or mouthing "phone bill!" at him, but it never seemed to make much difference. Dan was a phone addict. I was cleaning my bike in the garden one day, and Mum and her friend Susie were talking about telephones and big bills and teenage kids. Susie said, "It's all right as long as you realise that teenagers aren't people at all really. They're aliens from outer space. That's why they spend all their time on the phone. They have to keep in contact with other aliens who come from the same planet.” GLOSSARY crisp ad) — хрустящий smea^ ^иэ] v — намазывать slices n — ломтики portabl^d'/ — переносной He was never off it. — OH никогда не прекращал разговаривать. tap — hit lightly on something 1 Who tells the story? How old is he / she? * 2 What kind of family is this? How many people are there in the family? 3 What was Dan always doing at home? Why was Mum not pleased with this habit? 4 Was Susie serious when she said that teenagers were aliens from space? Why did she say this? 3 Answer these questions in pairs. 1 Does the descriptiomn the text make you want to eat this sandwich? Why? / Why not? 2 Can you make a sandwich for yourself? Would you make it the same way? 3 Describe your favourite sandwich. 4 Why do you think the bacon sandwich is important for the story? 5 How much do you talk on the phone? Is it important for you? 6 Is it expensive for your family? Do your relatives approve of this? 7 What are aliens? Can you describe them? 8 Do you sometimes feel you are an alien? Why? 164 Extensive reading 3 4 Read the next part of the story and answer the questions. лвать ЮИ .‘thing ...Dan was fifteen and ^ ^If, and I was almost eleven. You wouldn't think we'^ fiends as well as brothers, but we always had been. Dan told me things he'd never tell Mum. He knew I'd never grass on him. And if something made him sad he could tell me that too. He had a music centre for his fifteenth birthday, much better than the one downstairs in the sitting room. He'd lie on his bed an^'d lie on the floor and we'd listen to his music and he'd tell me about what was going on with his friends; not all of it, but some. Enough. Dan had a Saturday job, so he always had money. And he'd talk to me about Genevieve. He knew I liked her. He'd had girlfriends before, but Genevieve was different. That was another clue I didn't pick up straightaway. It was about five o'clock and Dan and I were home from school, but Mum wasn'^ ^ck yet. The phone rang and I answered it. It was Genevieve. Dan's voice was cold and irritated. I couldn't believe I was hearing him right. "I wish she'd stop bothering me," he said. "What?" ‘You heard. I said I wish she'd stop bothering me. That girl really bugs me. If she calls again, say you don't know when I'll be back. No. Never mind. I'll take the phone." He held his hand out for it. Darkness looked out of his eyes, and blankness. There was no Dan there at all. He took the phone and held it up as if he was going to dial straightaway. The silver antenna poked out at the side of his head. I felt a shiver go through me. The antenna. Dan's dead eyes. Something scratched at the back of my mind, wanting to be let in: "That's why they spend all their time on the phone, so they can keep in touch with all the other aliens..." I stared at Dan and he stared back at me. Mocking, as if h^ ^ew something I didn't. And in away... almost frightening. And then I heard Mum's key go into the front door lock. Dan stopped looking at me. By the time Mum called hello to us, he was already on his way up the stairs, calling back "Homework" as he went. That was strange, too. Dan usually made Mum a cu^ ^^.Jffee when she got in from work. His bedroom door banged with the sort of bang that tells everyone else to keep out. I waited to hear the music; Dan always turned on his music as soon as he got into his room. But nothing happened. It was absolutely silent, as if there was no Dan in there at all. That was the first evening Dan didn't eat supper. .y / GLOSSARY grass on somebody — донести Ha кого-либо 1 Were the brothers real friends? How do you know? 2 What happened one day? 3 Why did Dan's behaviour surprise Tony? 4 Have you got older or younger siblings? Are you friends? straightaway — immediately lounge ^^^nd3] v — stand or sit in a lazy way bug somebody — annoy sb blankness n — пустота poke out n — вь1СОвываться shiver №''э] — дрожь stare v — look at something or somebody for a long time without moving the eyes away mock v — (here) make someone look stupid 165 Extensive reading 3 S In pairs look through both parts of the story and find out how Dan has changed. ^^’ut your note^n this table. 1 Dan as he used to be liked to listen to music Dan now stayed in a silent room 1 What do you think the reason for this change is? 2 Do you think Dan is really turning into an alien or is it only his brother's imagination? Give reasons for your answer. 3 How does Tony react to these changes? What are his feelings? Find words in the texts to support your opinion. 6 What do you think will happen next in the story? * Discuss possible development of the story in pairs and make notes. 7 Read the final part of the story and answer the questions below. ...The kitchen door opened. Dan walked slowly, as if he was glossary pushing through something heavy. His face was pale, and it wasn't smooth and hard any more, the way it had been the past three days. It looked crumpled, as if he was trying to remember something. Tour sandwich is nearly ^dy,” I said. I took the bacon off the heat, slid the slices out of the pan and laid them across the bread. I layered on the tomato and squeezed out just the right amount of ketchup. Then I cut the sandwich i^ ^If. Dan watched me all the time. I lifted my half, and took a bite. I saw him lick his lips, but he was shivering, as if he felt cold. And things were moving behind his eyes, as if they were fighting for space there. "Dan," I said^our sandwich is getting cold." His hands had dropped to his sides. They looked heavy. He didn't have the strength even to lift his hands, because all his strength was going into that fight inside him, between the Dan who was my brother and the stranger who wanted to make his home inside my brother's body. And that stranger was hanging on, tooth and claw. It wasn't going to let go easily. I knew now for sure that it was nothing human that was looking at me out of Dan's eyes. It had come from far away, and all it cared about was its resting-place. It was here for a purpose. It didn't care for Dan, or me or any of us. All it cared about was what it needed. Dan would never eat or sleep again if it had its way. "Dan," I said again. It felt as if his name was all I had. I came up close to him with his half of the sandwich still in my hand. He backed off a step or two, but then he didn't go any farther. I knew it was the real Dan who wanted to stay. Suddenly I remembered something from far back, when I was sick with tonsillitis, not long after Da^ ^d. It was when I was about six, I think. I had to take medicine four times a day, and I hated it. I used to press my lips tight shut and Mum couldn't make me swallow it. Then Dan took the spoon. He didn't seem worried, like Mum, and he didn't have any doubt that I'd open my mouth. He just put the spoon near my lips, without trying to push it into push through ^^^'9ru:] v — проталкиваться, пробиваться crumpled — печальный take a bite — откусить кусок hanging on tooth an^ daw - цепляясь зубами и когтями tonsillitis ^^^^mi'Iait[s] n — воспаление миндалин Come on, babes. — flasaii, детка, beat up a storm — идти против ветра grasp [gra:sp] v — схватить 166 Extensive пляясь мление ^тра my mouth, and he said, "Come on, babes. Do it for me.” And I did, every time, four times a day till I was better. The words had been like magic to me then, when I was a little kid. Would they work now? Could they be the one thing that would bring Dan back and help him to fight off that powerful and lonely thing which had come to make its home in him? I held the bacon sandwich up to Dan's mouth. His face was sweaty and he was breathing hard, as if he'd been running a long way. , "Come on^ ^>es, ” I whispered. "Do it for me." I held my breath. I said it again, but silently. ^ Then, like something in slow motion, Dan's mouth opened. I could see how hungry he was. How much he wanted to come home. I felt the electric prickle again, the one I'd felt when I first tried to open Dan’s door. It was stronger no^. It was trying to beat up a storm. It was fighting me, as well as Dan. But this time it wasn’t going to win. Dan bit down. He bit _ into the white bread, the bacon which was still hot, ' ” ^ the juicy tomato. I saw the marks of his teeth in the bread. He chewed; and he swallowed the bacon sandwich. Then I looked at him and it was like looking at a house where all the lights have come on at once after it's been empty for a long time. His hands weren't heavy any more. He grasped the sandwich, bit again, and in a minute he'd finished it. ‘You going to make me another, Tony, or have I got to show you how the man from the army makes a bacon sandwich?" he asked, and he smiled. I didn’t even jump when Mum opened the kitchen door. I knew it was her, not the thing which had been here and which was gone now, away through lonely space and places I couldn't begin to imagine, looking for somewhere else to make its home. Mum pulled the cotton wool out of her ears. ‘You boys,” she said. "I should have known. I was dreaming about bacon sandwiches." Helen Dunmore 1 What did Dan look like when he entered the kitchen?Why? 2 Why did Tony cut the sandwich in two parts? 3 Why do you think the description of the process of making a sandwich is so detailed? 4 Was Dan's problem a serious one? How do youknow? 5 What episode from his early childhood did Tony recall? 6 How did Tony make Dan eat the sandwich? 7 What was it that saved Dan? 8 Choose one of the questions for your gr^up and discuss it. Make notes of your discussion and report the results back to the class. 1 What do you think this story is about? 2 In what way are teenagers aliens from space? 3 How would you explain what happened with Dan? , 4 Tell the story from Dan’s point of view? 5 Have you ever felt like an alien? Who or what helped you to recover? 6 Does the title suit the story? Could you suggest your own title? 167 Extensive reading 5 Extensive reading 5 1 Imagine there is a school where knights ^^^ари) are trained. * Think of 1 What sort of students would study there? 2 What sort of subjects would be taught? 3 What sort of teachers would work there? B 2 Spot ten differences in the three pictures. A 3a Read th^ ^^nning of the story and answer the questions. 1 Was Gawaine a good student? What was his problem? Explain in your own words. 2 What was the headmaster planning for Gawaine? Why? Extensive reading 5 swing TH^ ^^^-FIRST DRAGON Of all the pupils at the knight school Gawain^e Coeur-Hardy was among the least promising. He was tall and strongly built, but his instructors soon discovered that he lacked spirit. He would hide in the woods when the jousting class was called, although his companions and members of the faculty tried to bring in his better nature by shouting to him to come out and break his neck like a man. Gawaine refused to be enthusiastic. The Headmaster and the Assistant Professor of Pleasaunce were discussing the case one spring afternoon and the Assistant Professor could see no remedy but expulsion. "No," said the headmaster, as he looked out at the purple hills which ringed the school, "I think I'll train him to kill dragons." "He might be killed," said the Assistant Professor. "So he might," replied the Headmaster brightly, but he added, "we must think of the greater good. We are responsible for the formation of this boy's character." "Are the dragons particularly bad this year?" interrupted the Assistant Professor. "I've never known them worse," replied the headmaster. "Up in the hills to the south last week they killed a number of peasants, two cows, and a prize pig. And if this dry weather holds they may start a forest fire simply by breathing around carelessly." GLOSSARY lack spirit—eMy недостава." моральной силы jousting ^^^ustip] -рыцарский поединок Pleasaunce — удовольствие, радость expulsion [ik'spAl/anl — исключение peasant — кресть5ши 3b Which of the characters do you find attractive? Why? <1 a Read this part of the text and say which of the pictures in Ex. 2 it refers to. From that day on Gawaine specialized in dragons. His course included both theory and practice. In the morning there were long lectures on the history, anatomy, manners and customs of dragons. Gawaine did not do well in these studies. He had a marvelous giftforforgetting things, in.theafternoon he did better, for then he would go down to the South Meadow and practice with a battle-axe. In this exercise he was truly impressive, for he had enormous strength as well as speed and grace. Old alumni say that it was thrilling to see Gawaine charging across the field toward the dummy paper dragon which had been set up for his practice. As he ran he would brandish his axe and shout, "A murrain o^ ^e!" or some other bit of campus slang. It never took him more than one stroke to behead the dummy dragon. Slowly his task was made more difficult. Paper gave way to papier-mache and finally to wood. By the end of June the Headmaster decided that it was time for the test. Only the night before a dragon had come close to the school grounds and had eaten some of the lettuce from the garden. The faculty decided that Gawaine was ready. They gave him a diploma and a new battle-axe and the Headmaster invited him to a private conference. GLOSSARY customs — обычаи alumni ^^Wnnai] -бывшие С'1'уденты, выпускники brandish — угрожающе размахивать оружием campus — территория университета, колледжа papier-mache [paepiei 'masjei] — папье-маше A murrain on thee! ~ Чума тебя забери! 171 Extensive reading 5 4b Look through the text in Ex. 4a again and fill in Gawaine's school report. MitScl ^ubjeft Ш I }" 1 f i _J 5a Read this part and answer the questions alongside the text. ‘You have learned the theories of life," said the Headmaster, "but life is not a matter of theories. Life is a matter of facts. Even though they are hard and sometimes unpleasant. Your problem, for example, is to kill dragons." "They say that those dragons down in the south wood are five hundred fee^ ^g,” said Gawaine, shyly. "Stuff and nonsense!" said the Headmaster. "The curate one last week from the top of Arthur's Hill. The dragon was sunning himself down in the valley. He said the monster — or shall I say, the big lizard? — wasn't an inch over two hundred feet. But the size is not important. You'll find the big ones even easier than the little ones. They're slower on their feet and less aggressive, I'm told." Gawaine seemed dangerously close to his old habit of whimpering. The Headmaster reassured him: "Don't worry; I'll give you a magic word. All you have to do is to repeat this magic charm once and no dragon can possibly harm a hair on your head. You can cut off his head at your leisure." "A shor^^rd,” suggested Gawaine. The Headmaster took a heavy book from the shelf behind his desk and began to run through it. "Here's a splendid magic word: 'Rumplesnitz.' Do you think you can learn that?" Gawaine tried and in an hour or so he seemed to have the word well in hand. Again and again he interrupted the lesson to inquire, "And if I sa^ ^^^^lesnitz’ the dragon can't possibly hurt me?" And always the Headmaster replied, "If you only sa^ ^^^^lesnitz,’ you are safe." GLOSSARY Stuff and nonsense! — Чепуха! curate It] — священник, викарий inch — flioHM whimper — хныкать Do you think the Headmaster had much personal experience with dragons? Why? Why did Gawain want ^^ort word? Which of the adjectives does NOT describe Gawaine? a) brave b) intelligent c) strong? Read this part and say if the description of the dragon shows a dangerous creature or not. * Explain why you think so. Extensive reading 5 yxa: ]IIK. Toward morning Gawaine was ready to start his career. At daybreak the Headmaster saw him to the edge of the forest and pointed him to the direction in which he should go. About a mile away to the southwest a cloud of steam hung over an open meadow. No sooner had he come to the fringe of the meadow than the dragon saw him and began to charge. It was a large dragon and yet it seemed decidedly aggressive. As the dragon charged it released huge clouds of hissing steam. It was almost as if a gigantic teapot had gone mad. The dragon came forward so fast and Gawaine was so frightened that he had time to say "Rumplesnitz" only once. As he said it, he swung his battle-axe and off popped the head of the dragon. Gawaine thought that it was even easier to kill a real dragon than a wooden one if only you sai^ ^^^^^lesnitz”. Gawaine brought the ears home. His schoolmates and faculty made much of him, but the headmaster wisely kept him from being spoiled by making him go on with his work. Every clear day Gawaine rose at dawn and went out to kill dragons. The headmaster kept him at home when it rained, because he said the woods were damp and unhealthy at such times and that he didn't want the boy to run needless risks. Few good days passed in which Gawaine didn't get a dragon. On one particularly fortunate day he killed three. GLOSSARY record — list of facts known about someone's behavour fall into a habit of - приобрести дурную привычку sluggish — вялый chest — the front part of your body between your neck and your stomach Extensive reading 5 7 Read and say what discovery Gawaine made with the fiftieth dragon. ^^^ine’s record of killings became longer, the Headmaster found it impossible to keep him completely in hand. He fell into the habit of stealing out at night and engaging in long drinking bouts at the village tavern. It was after such a debauch that he rose a little before dawn one fine August morning and started out after his fiftieth dragon. His head was heavy and his mind sluggish. He was heavy in other respects as well, for he had adopted the somewhat vulgar practice of wearing medals, ribbons and all, when he went out dragon hunting. The decorations began on his chest and ran all the way down to his stomach. They must have weighed at least eight pounds. Gawaine found a dragon in the same meadow where he had killed the first one. It was a fair-sized dragon, but evidently an old one. Much to the boy's disgust, the monster wouldn't charge and Gawaine had to walk toward him. He whistled as he went. The dragon looked at him hopelessly. Of course he had heard of Gawaine. Gawaine raised the battle-axe and suddenly lowered it again. He had grown very pale and he trembled. The dragon suspected a trick. "What's the matter?" it asked, with false care. "I've forgotten the magic word," stammered Gawaine. "What a pity," said the dragon. "So that was the secret." With the last word of the joke the dragon drew back his head and struck. In that second there flashed into the mind of Gawaine the magic word “Rumplesnitz”, but there was no time to say it. There was time only to strike and, without a word, Gawaine met the dragon. He put all his back and shoulders into it. The impact was terrific and the head of the dragon flew away with almost a hundred yards. Gawaine did not remain frightened very long after the death of the dragon. He wondered. He was enormously puzzled. He cut of the ears of the monster almost in a trance. Again and again he thought to himself, "I didn't say ‘Rumplesnitz’!” He was sure of that and yet there was no question that he had killed the dragon. All the way back to the knight school he kept thinking about what had happened. He went to the Headmaster immediately and after closing the door told him what had happened. "I didn't say ‘Rumplesnitz’,” he explained. The Headmaster laughed. "I'm glad you've found out," he said. "It makes you ever so much more of hero. Don't you see that? Now you know that it was you who killed all these dragons and not that foolish little word ‘Rumplesnitz’.” Gawaine frowned. "Then it wasn't a magic word after all?" he asked. "Of course not," said the Headmaster, "you ought to be too old for such foolishness. There isn't such a thing as a magic word." The next day was clear, but Gawaine did not get up at dawn. Indeed it was almost noon when the headmaster found him covering in bed, with the clothes pulled over his head. The principal called the assistant Professor of Pleasaunce, and together they dragged the boy toward the forest. "He'll be all right as soon as he gets a couple more dragons," explained the headmaster. The Assistant Professor of Pleasaunce agreed. "It would be a shame to stop such a fine run," he said. "Why, counting that one yesterday, he's killed fifty dragons." They pushed the boy into a thicket above which hung a cloud of steam. It was quite a small dragon. But Gawaine did not come back that night or the next... GLOSSARY disgust — a very strong feeling of dislike that makes you almost sick struck past, past perfect OT strike — hit someone or sth hard Extensive reading 5 8a Before reading the end of the story: 1 Review what sort of characters were Gawaine, the Headmaster and the Assistant Professor. 2 Review the "rules of the game", i.e. the kind of world the author created in this story. 3 Think of what might happen next with these characters and in this world. 8b Read the text and check your guess. It was quite a small dragon. But Gawaine did not come back that night or the next. In fact, he never came back. Some weeks afterward brave spirits from the school explored the place, but they could find nothing to remind them of Gawaine except the metal part of his medals. Not even the ribbons. The Headmaster and the Assistant Professor of Pleasaunce agreed that it would be just as well not to tell the school how Gawaine had achieved his record and still less how he came to die. They held that it might have a bad effect on school spirit. Accordingly, Gawaine has lived in the memory of the school as its greatest hero. No visitor can leave the building today without seeing a great shield which hangs on the wall of the dining hall. Fifty pairs of dragons' ears are mounted upon the shield and underneath in gilt letters is "Gawaine leCoeur-Hardy”, followed by the simple inscription, "He killed fifty dragons." The record has never been equalled. Heywood Brown i b'S UNIT1 The indefinite article with intensifying words what and such We use the indefinite article with intensifying words what and such if they are followed by countable nouns. He is such a bore! What a wonderful day we are having today! , A + what / such + N j Relative clauses with who and which ' Sentences can be joined by putting who or which (relative pronouns) instead of he, she, it or they. Who is used for people, which is used for things. I've got a friend. He collects postcards^^ I've got a friend who collects postcards. Did you see the letter? It arrived this evening. -*■ Did you see the letter which arrived this evening? UNIT 2 The indefinite article The indefinite article is not usually used with uncountable nouns, and also with abstract nouns and nouns of material. Ecology is the science of relations between organisms and their environment. Pollution is very strong in the Azov Sea area. Gold is very expensive. The passive voice The passive voice is formed with the verb t^e in the proper form plus the past participle of the lexical verb. Tense Present simple Present continuous Present perfect _Past simple Past continuous Grammarreference The passive voice is used instead of the active in the following cases: » when the doer of the action is unknown or unimportant In the morning we found out that our favourite birch tree had been broken. • when the result of the action is more important than the doer The lake near my house has been polluted. * to emphasise the doer Matilda was written b^ Dahl, not by Shakespeare. Remember: In general, the passive voice is more common in written English than in spoken English. The prepositions by and until We use by to say "not later than"; we use until to say "up to the time when". / hope tha^^tOlO everybody will have a computer of his or her own. The doctor said that I should stay in bed until Friday. The subordinate clauses of time with until and by the time In subordinate clauses of time with until and by the time referring to the future the present tense is used. By the time I am 40, people will invent good filters for plants and factories. I'll wait until she brings us this encyclopaedia. UNIT 3 Conditional 3 Conditional 3 is used to talk about the situations in the past that did not happen. If ..^ ^^^№d(3),... would hav^^^^3)... . ' I ... would have Ved(3)..., if... had Ved(3).... | / didn't see Jack yesterday. If I had seen him, I would have told him about the party. I would have told Jack about the party, if I had seen him yesterday. But I didn't see him. Modal verbs for guesses and assurance W^se the modal verbs must an^ ^n’tto express our guesses and disbelief. To sa^at we are sure that something is true we use must V: Look at him! He must be very tired! To say that we do not believe something we use can't V: Look at her! She can't be thirteen years old already! To talk about our guesses in the past must have Ved(3) is used: Yesterday Sam worked hard. He must have been very tired. To say that we do not believe that something happened we use can't have Ved(3): Listen to her! She can’t have studied the whole lesson in one day! 177 : Ci UNIT 4 Articles with geographical names Without the With the * continents and islands • countries and states ^ ^ies, towns and villages e.g. to Africa, near Corsica, in France, from California, in London • some names with republic, kingdom, union, federation, states e.a. the Republic of Ireland, the United Kinadom of Great Britain and Northern Ireland, the Russian Federation • names with of, e.g. the Isle of Wight « groups of islands, e.g. the Bahamas • plural names, e.g. the Netherlands^ • other exceptions, e.g. the Hague, the Bronx • regions (with the name of the country), e.g. Northern Ireland, Central America • regions without the name of the country e.g. in the north, th^^tdle East * mountains, e.g. Mount Everest • mountain ranges, e.g. the Urals ♦ lakes, e.g. Lake Baikal * rivers, seas, oceans and canals e.g. the Thames, the Black Sea, the Atlantic Ocean Articles in texts The indefinite artic^^is used: • when we want to say one of many or give an example of a class He is a good engineer. There is a tail building at the end of the street. • when we introduce a countable noun for the first time Russia has a great tradition of folk music. The music is now becoming popular again. Th^ ш•ticle/f/^0 is used: • when we know which one because it has been introduced before Russia has produced a singer, who is becoming more and more popular. The singer has unique abilities. . • when the object is unique (or unique in the context) The sun was shining brightly in the sky. The engine was making a terrible noise. • ' Usually in phrases wittVofwhen we mean one specific thing th^ ^^Mi[i^the stream, the direction ^^ussianmusic No (zero) article is used: » when we make generalisations ...according to music criticS).. Cars pollute the air we breathe. 178 Grammar reference Present perfect continuous vs. present perfect simple. Both tenses link the past and present but the emphasis is different: the present perfect continuous emphasises duration, whereas the present perfect simple emphasises completion. Present perfect continuous to speak about actions that naturally have duration, especially with for and since I've been learning English for five years. They've been dancing all night! to speak about repeated actions in the past connected to the present I've been going to the cinema a lot lately. She has been having headaches recently. to describe activities and to answer a question about how you have spent your time - What have you been doing today? ^ve been cleaning my room. to say how long you have been doing something ve been reading this book for three hours. Present perfect simple to speak about actions that are naturally short (without duration) Oh, no! I've forgotten to bring my essay! He has finished his work. Why don’t we invite him out? with "state" verbs although they describe "long" actions I've known him since my childhood. She has had this car for three years. 9 to describe results and to answer a question about what you have achieved - What have you done today? — I've cleaned my room. to say how much you have done I’ve read 100 pages so far. .^T6 Relative pronouns •Ve use whic^^hat to give information about things. is is the book which /that I told you about. ■'/e use wh^^hatto give information about people. .ames is my friend who / that I told you about. ■'ie use whose to give information about possessions. ~‘’'at’s the man whose car has been stolen. ' rr use where to give information about places. : is the cafe where we often have lunch. и use when to give information about times. ' "lever forget the day when I first met my wife. 179 ' reference Defining relative clauses If a relative clause gives us necessary information about a thing / person it is defining and there are no commas. Such a clause cannot be omitted as without it the sentence will have no sense. Have you brought the book that I gave you yesterday? (The relative clause defines which book.) In this case the relative pronoun can be omitted: Have you brought the book I gave you yesterday? Non-defining relative clauses If a relative clause gives us extra information about a thing / person it is non-defining and there are commas. Such relative clauses can be omitted and the sentence will still make sense. Tanya, who is the same age as me. has decided to become a programmer. My friend has agreed to help me with chemistry, which is very kind of him. In this case relative pronouns cannot be omitted. You cannot use that in non-defining relative clauses. The present perfect vs. present simple : ___ Present perfect i • to speak about actions that happened 1 ' in the past but are linked to the present; [ we don’t know or are not interested in | the time when these actions happened ^ I've left th^arkeys at home. (I can't get I into my car as a result.) I • to give news about recent events Ourlocal basketball team haswon the ' country championship. To give further details of the news we use I the past simple. Past simple • to speak about actions that are completely in the past; the time when actions happened is often stated or understood / left the car keys at home yesterday and could not get into my car. (There is no link to the present.) • to speak about actions in the past which happened one after the other He came home, saw the letter on the kitchen table and opened it immediately. 180 Grammar reference Conjunctions either..^ w..., neither... nor... We use either... or... to speak about the choice between two possibilities. You can either come with me or go home. We use neither... nor... to join two negative ideas. This activity is neither exciting nor safe. In formal style the verbs in the sentence agree with the last noun. Neithe^ity nor her sister was at home. In less formal style it is possible to say: Neithe^itya nor her sister were at home. Future continuous vs future perfect Future continuous to speak about actions in progress at a particular time in the future will be taking my driving test at 2 a.m. romorrow. Vext month we will be doing a Spanish :ourse. Future perfect • to speak about actions that will be completed before a particular time in the future / will have finished writing this composition in an hour. By the end of this year ^ill have changed myjob. - • 9s and dislikes re Ving afterth^ hate,loathe, don’tmind^in’tstand • about likes or dislikes. T oy reading books. are climbing mountains. —Terences - :-e a prp.tf^.i + to-infinitive and I'd rather + bare infinitive (the infinitive w th( и it fo, - ■ - _5 do) to speak about preferences. . c vou like to go by car? — I'd prefer to walk. r ooat going to the cinema? — Td rather stay at home. b ferto express preferences. ; tea to coffee. 181 Grammar reference It's (not) worth + Ving We use It's (not) worth + Ving to say that someone should give the time or money needed to do something because they will gain something useful. It's worth putting an ad in the local paper. Don’t get angry, it's not worth it! Intentions and plans We use: » the future simple (will + bare infinitive) to speak about firm intentions or plans A school meeting will be held next Tuesday. the future simple (will + bare infinitive) to express hopes, promises, predictions We hope young people will come to our new museum. We will d^urbest to improve the service in the school canteen. I think this new club will be very popular in the area. be going + infinitive to speak about intentions and plans We are going to introduce a new language course in our school. • want + to-infinitive, intend + to-infinitive, plan + to-infinitive to speak about plans and intentions We want to open a new sports centre here. We intend to make it affordable for young people. We plan to invite well-qualified instructors to work in it. UNIT 9 Infinitive of purpose The infinitive of purpose can be used to talk about a person's purpose, i.e. why somebody does something. / am going to the library to borrow the book I need. I often write things down to remember them. In orde^... and so as to... are common before be, know and have and before other verbs in a more formal style. ' / got up early in order to be on time for the train. I came to America so as to know more about American culture. In negative sentences we normally use in order not to... or so as not to... (but not not to alone). She took an umbrella in orde^ot to get wet. I spoke quietly so as not to wake my mum up. 182 Grammar reference Irregular verbs ^nitive Past simple was / were became began beat broke brought built Past participle been (быть) become (становиться) bought • e caught chose came cost cut did drew dreamt / dreamed drank drove ate fell fed felt fought found flew forgot got gave went grew hung had heard hurt kept caught (ловить) chosen (выбирать) come (приходить) COSt (стоить) cut (резать, рубить) done (делать) drawn (рисовать) dreamt / dreamed (видеть сон, мечтать) drunk(nHTb) driven (вести) eaten (есть) fallen (падать) fed (KOpMMTb) felt (чувствовать) fought (драться, бороться, ссориться) found (находить) Infinitive know learn begun (начинать) beaten (6mb) broken (ломать, разбивать) brought (приносить) built (строить) bought (покупать) leave let lose make Past simple knew learnt / learned left let lost made meet pay put read met paid put read I ride ring run ^ say see ” sell send sit [ show smell - speak spend stand steal rode rang ran said saw sold sent sat showed sweep flown (летать) forgotten (забывать) got (получать, попадать, добираться, etc) given (давать) gone (идти) grown (расти, выращивать) hung (висеть, вешать) had (иметь) hear^ ^^^шать) hurt (причинять боль, болеть) kept (хранить, держать) swim take teach tear tell think I throw I understand ^ wake wear win write smelt spoke spent stood stole swept swam took taught tore told thought threw understood woke wore won wrote Past participle known (знать) learnt / learned (учить, узнаваты left (оставлять, покидать) let (позволять) lost (терять) made (делать) met (встречать) paid (платить) put (класть) read (читать) ridden (ехать верхом) rung (звонить) run (бежать) said (говорить) seen (видеть) sold (продавать) sent (посылать) sat (сидеть) shown (показывать) smelt (пахнуть, чувствовать запах, нюхать) spoken (разговаривать) spent (тратить) StOOd (стоять) stolen (красть) swept (подметать) swum (плавать) taken (брать) taught (учить) torn (рвать, разрывать) told (рассказывать) thought (думать) thrown (бросать) understood (понимать) woken (просыпаться, будить) wor^ ^сить — об одежде) won (побеждать, выигрывать) written (писать) 183 E List active vocabulary UNIT 1 UNIT 2 Lessons 1-2 _ Lessons 1-2 a rrog a nt ('ас/у) f WW affect (v; / cruel (adj) car fumes enormous (adj) cause (v, n) fragile (adj) damage fv, n) lovely (adj) global warming fn; muscular (adj) ( poisonous chemicals obstinate (adj) ^ dVi'' pour (v) odd (ad/; «toJKrLrtfei put at riskfvj oval (adj) release fv) overweight (adj) thrd^t fn; plain (adj) thr^ten fv; plump (adj) waste fv, n; skinny (adj) slim (adj) Lesson 3 square (adj) garbage f n; wavy (adj) Lessons 3-4 litter fn; rubbish f n; trash f n; bore f n; chatty (adj) waste fn; bossy (adj) Lessons 4-5 easy to get along with (v) dump (v, n) (self) confident (adj) fine fv, n) - cheerful (adj) recycle (v) gentle (adj) A Jl, ICUu reduce f v) helpful (adj) refuse f v; letsb down fpnrvj loyal (ady) reliable (adj) socialise (v) sporty (adj) witty (adyj) ''dh Lesson 5 admire f v) quite (adj) rather (adj) respect f v) so (adj) such (ady; what (adj) reuse fv) UNIT 3 UNITS Lessons 1 -2 distract sb from sth (v) dropout(phrv) enter a university go to a university ■ fail an exam further education college . go/be (deep) into sth fpnr v) make progress ■ night school fn; part-time job school leaving certificate study fn; . term fnj. (tight) schedule fn; -Lesson 3 comprehensive school fn; core subject majority fn; optional subject primary school f n; secondary education take a subject Lessons 4-5 appreciate (v) appreciation fn; challengefn, v) extreme fn, adj) ^ experience fn, v) focus on sth f v) frustrate fvj frustration f n; impress (v) impression fn; improve (v) improvement f n; unique (adj) uniqueness fn; Lessons 1 -2 accommodation fn; a full range of attraction f n; impressive (adj) magnificent (adj) make a reservation package tour fn; picturesque (adj) spectacular (adj) Lesson 3 boarding card fn; check-in desk customs fn; departure lounge f n; duty-free store f n; flight delay gate f n; terminal fn; Lessons 4-5 available (adj) bed and breakfast (B&B) double room fn; en suite (adj) fmjilitie^rrj full board fn; single room f n; triple room fn; 184 UNIT 6 Lesson 1 cartoonist (n) correspondent (n) editor (n) journalist (n) newsreader (n) photographer (n) reporter (n) Lessons 3-4 cling (on to) (v) hold (on to) (v) paddle (v) plunge (into) (v) rescue (v) slip (v) swollen (adj UNIT? Lesson 1 ability (n) concentrate (on)fir^ concentration (n) deal with people (well) flexible (adj) in a team involve (v) patient (adj) perform in public physical coordination skill (n) under pressure work hard work long hours Lesson 2 follow in someone's footsteps (v) follow the fashion competitive (adj) Lessons 3-4 benefit (of) (n) career options career prospects do / have / get a degree earn a good living get into (phrv) unemployed (adj, n) work experience (v) Lessons 5-6 appealing (adj) challenging (adj) eager (adj) eagerness (n) enthusiasm (n) flexible (adj) intuition (n) monotonous (adj) patience (n) stimulating (adj) UNITS Lesson 1 audio guide (n) do an educational quiz guide (n) have a ride item (n) queue (n) quiz card (n) scared (adj) thrilled (adj) ticket office (n) visitor (n) Lessons 2-3 Expressions with get: get wet get soaked get ready get lost get cold get... of get a shock get on a horse get out of get there get home get a good laugh get in touch with someone Lesson 4 children's playground (n) collection (n) display (n) exhibit (n) information board (n) interactive display (n) picnic area (n) souvenir shop (n) UNIT 9 Lessons 4-5 appealing to the reader can't put (sth) down carries you away depicts vividly ' full of humour zhighly (adv) V.WT fO Lesson 1 a good source of cut out sth (v) endurance (n) " fibre (n) fitness (n) give up (phr v) go on a diet lose / put on weight muscles (n) protein (n) starch (n) stretch (v) Lesson 2-3 be rich in sth contain (v) Lessons 5-6 come to terms with sth (v) compensate for sth (v) cut out (phr v) envious (adj) get over (phr v) out of control pick on sb (phr v) sacrifice (n) taunt (v, n) 185 The authors and publishers would like to thank the following teachers, their students and their school administrators for their help in piloting and commenting on the materials in the spring of 2003: Guter Irina Yuryevna (Tambov, School No 28)^ Marlenovna (Tambov, School No 28), Nikolayeva Tatyana Viktorovna (Tambov, School No 6), Virk^ Ivanovna (Tambov, School No 6)^ ^^areva Tatyana Petrovna (Ekaterinburg, School No 154), Yamova Elena Vladimirovna (Ekaterinburg, School No 93), Smolyakova Olga Ivanovna (Samara, Лицей философии планетарного гуманизма), Akhmedzhanova Svetlana Vasilyevna (Samara, Pans/on No 84), Koptyug Nina Martievna (Novosibirsk, Academician Mihail Lavrentyev Lyceum No 130), Isaeva Nadezhda Pavlovna (Yaroslavl, School No 18), Tulupova Elena Genrikhovna (Yaroslavl, School No 18), Filimokhina Tatyana Valentinovna ^^^^loyarsk, Secondary School No 143), Tregoubova Galina Borisovna (Krasnoyarsk, Gymnasia No 1 “Univers”). Belikova Ludmila Georgievna (Korolev, Moscow, Gymnasia No 9), Badenko Tatyana Anatolyevna (Ryazan, School No 47), Korotkova Irina Ivanovna (Ryazan, School No 4), Sorokina Margarita Nikolaevna (Cheboksary, Lyceum 3 (mathematical)), VisochkinaGallna Georgievna (Cheboksary, Gymnasia No 4 (English)), Davydova Elena Alexandrovna (Tula, School No 12), Lepehina Svetlana Ivanovna (Tula, School No 3), Khalina Nelly Eduardovna (Omsk, School No 64), Komissarova Svetlana Nikolaevna (Omsk, School No 11), Samoylova Vera (Sochi, School No 16), Zabelian Valentina Saakovna (Sochi, School No 76), Farafonova Galina Ivanovna (Nevelsk, Sakhalin, School No 1), Turkova Ludmila Nikolaevna (Nevelsk, Sakhalin, School No 2), Yaropolova Tatyana Gennadievna (Irkutsk, Gymnasia No 3), Pyzhanova Elena Mikhailovna (Angarsk, Educational Centre 8), Sirotina Elena Alexeevna (Volgograd, School No 5), Vorobyova Irina Vladislavovna (Volgograd, Gymnasia No 11), Grigoryeva Svetlana Anatolyevna (Moscow, "Gazprom" School), Lukina Natalya Yurievna ^^scow, "Gazprom" School), Yakovleva Tamara Yakovlevna ^zhniNovgorod, Pushkin Gymnasia No 25), Kuzmina Tatyana Alekseevna (Nizhni Novgorod, Частная гуманитарно-художественная школа VIM. 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The publishers : —.ssions and will be pleased to make the necessary arrangements when C' sr IS reprinted. -t; jRLS) are believed to be correct at the time of publication. The publishers can '-a*S<3ever for any changes to these addresses, loss, damage or distress caused to any . -laterial contained on any page found at any of these Internet addresses. АНГЛИЙСКИЙ ЯЗЫК 0. л. Гроза 0. 5. Дворецкая Н. Ю. Казырбаева B. B. Клименко M. Jl. Мичурина H. B. Новикова T. H. Рыжкова E. KD. Шалимова NEW MILLENNIUM ENGLISH Д^^шйскММязык новою ТЫСЯЧЕЛЕТИЯ Учебник английского языка для 9 класса общеобразовательных учреждении Издание второе Замдиректора изданий C. B. Ширина Корректоры Г. ^^^лева, г. П. Мартыненко Дизайн макета Penlacor pic Обложка В. КиН MnniocTpaunH: H. B^ ^^lesa, A. H^ ^^^1на, В. C^ ^^1шев, Mark Duffin, Graham Kennedy, Phill Burrows, F&L Productions Фотографии: Jl. H^ ^^^:;елов, T. H. Рыжкова Цифровая обработка изображений: Jl. ^^^:;елов, H. C. Вишенкова Лицензия ИД No 00416 ОТ 10.1 1.99. Санитарно-эпидемиологическое заключение ^ ^^^^тствии caHMTapHbIM правилам РФ No 77.99.60.953.Д.002629.02.07 от 05.07.2007. Подписано В печать 31.05.2007. Формат 60x90/8. Гарнитура “Прагматика". Печать офсетная. ByMara офсетная. Уел. печ. п. 24,0. Уч.-изд. п. 20,5. Уел. кр.-отт 97,0. Тир. 35000 экз. ЗаК. № 07-924335 Издательство “Титул”. 249035, r^ ^^жская обл., а/я 5055. Тел. (48439) 9-10-09. E-mail [email protected] (книга почтой), [email protected] (оптовые покупатели). Brookemead Associates Ltd, London N1 1HS. Anna Samuels (editor), Picot Cassidy (editor)^ ^pak Navabpour (rights and photo research). Отпечатано В типографии “NEOGRAFIA a.s.”, 036 55. Martin, ul. Skultetyho 1, SLOVAKIA Телефоны: ++421 (43) 420 12 73, 420 12 95, 420 13 99. Факс: ++421 (43) 423 73 69 * E-mail: [email protected], https://www.neografia.sk, ftp.neografia.sk к. #1 "v 1 h’4 textbook is written by a team of authors, who are practising school teachers from different cities in Russia. ^ The British ^^^ultaiu and trainer is Rod Bolitho. Rod Bolitho is Director of the International Education Centre and Assistant Dean (International) of the College of St Mark & St John in Plymouth^ K. He has worked as international consultant to textbook projects in Romania and Belarus as well as in Russia, and as a trainer in many parts of the world. Book ^ ^OTsisls of: Student's Book Teacher's Book Workbook Class cassette Г fc.-’S ISBN978-5-8686C-396-3 S" 9 785868 663963 - : ^ i-J