Virginia Evans

Jenny Dooley

Bob Obee

Olga Afanasyeva

Irina Mikheeva

PROSVESHCHENIYE

        Express Publishing      P U B L I S H E R S

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Аб4

Серия «Английский в фокусе» основана в 2006 году.

На учебник получены положительные заключения Российской академии наук (№ 1 О 106-5215/442 от

07.07.2008 г.) и Российской академии образования (N201-5/7д- 7 43 от 07.07.2008 г.

Авторы:             О.В. Афанасьева, Дж. Дули, ИВ. Михеева, Б. Оби, В. Эванс

AJthors:            Virginia Evans, Јеппу Dooley, Воб 0bee, ()lga Afanasyeva, lrina Mikheeva

*knowledgements

AIthors' *knowledgements

We would like to thank all the staf at Express Publishing who have contributed their skills to producing this book. Thanks аге due in particular to: Мету! Phillips (Editor-in-Chief); Julie Rich (senior editor); Nina Peters and Rianna Diammond (editorial assistants); тех Barton (senior production controller) and the Express Publishing design team. We would also like to thank those institutions and teachers who piloted the manuscript, and whose comments and feedback were invaluable in the production of the ЬооК,

Colour lllustrations: Рап, Stone.

While every effort has Ьееп mode Го troce the copydght h01ders, if апу have Ьееп inadvertently overlooked the publishers will Ье pleosed to тоКе the necessory arrongements от the flrst opportunlty.

Английский язык. 1 1 класс : учеб. для общеобразоват. учреждений /

Аб4 [О.В. Афанасьева, Дж.Дули, ИВ. Михеева и др.]. — 2-е изд., доп. и перераб. — М. : Express Publishing Просвещение, 2009. — 244 с. : ил. — (Английский в фокусе). - lSBN 978-5-09-022092-7.

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Учебное издание

Серия «Английский в фокусе»

Афанасьева Ольга Васильевна дули Дженни

Михеева Ирина Владимировна

Оби Боб

Эванс Вирджиния

Английский язык

11 класс

Учебник для общеобразовательных учреждений

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 Express Publishing, 2008, 2009

ISBN 978-5-09-022092-7                                                                                          С) Издательство «Просвещение», 2008, 2009

Все права защищены

Contents

Module I — Relationships (pp. 9-26)

la Reading Skills. pp. 10-11 1b Listening & Speaking Skills .. pp. 12-13

Ic Grammar in Use. pp. 14-15 Id Literature .. pp. 16-17 le Writing Skills. pp. 18-20

Module 2 — Where there's a will there's a way (pp. 27-44)

Reading Skills. pp.28-29

2b Listening & Speaking Skills. pp. 30-31

2c Grammar in Use. pp. 32-33

2d Literature .. pp. 34-35

2e Writing Skills .. pp. 36-38

Module 3 — Responsibility (pp. 45-62)

Reading Skills . pp. 46-47

3b Listening & Speaking Skills . . pp. 48-49

Grammar in Use . pp. 50-51

3d Literaturepp. 52-53

3e Writing Skills .. pp. 54-56

Module 4 — Danger! (pp. 63-82)

4a Reading Skills. pp. 64-65

4b Listening & Speaking Skills. pp. 66-67

4c Grammar in Usepp. 68-69

4d Literature .. pp. 70-71

4e Writing Skills .. pp. 72-76 Module 5 — Who are you? (pp. 83-100)

Module 6 — Communication (pp. 101-1 18)

 Writing Skillspp.110-112

Module 7 — In days to come (pp. 1 19-136)

Module 8 — Travel (pp. 137-154)

Word Perfect & Grammar Check. pp. 155-179

Spotlight on Russia. pp. 1-10

Song Sheetspp. SSI -$4

Grammar Reference Section. pp.GR1-GR20

Irregular Verbs. p. GR21

Study Skills. p. SI

Word List. pp. WL1-WL29

iii

Table of Contents

                                                                                             VOCABULARY                                                                     GRAMMAR

iv

                             READING                                        LISTENING, SPEAKING FUNCTIONS                                        WRITING

                                                                                              VOCABULARY                                                                     GRAMMAR

vi

                              READING                                        LISTENING, SPEAKING FUNCTIONS                                        WRITING

vii

Module I

Relationships

•       relationships         

•       friends & neighbours

•       friendship • people's appearance, personality & behaviour

•       Learn how to

Practise ...

•       idioms about families present simple/ present continuous, present perfect, present perfect continuous past simple/past continuous, past perfect/ past perfect continuous will/going to, future continuous used to — be/ get used to — WOUId

•       phrasal verbs: come linkers joining similar/contrasting ideas Write / Make .

•       a short text about your family  a dialogue between two characters  a description Of a person  an article about ethnic groups in your country  a programme for a 'Clean, Green

 Reading Skills

1 Q) Close your eyes and listen to the music. Think of your family at home on a cold, snowy, winter Sunday evening. What can you see, hear, smell? How does it make you feel?

Study skills

Reading for specific information

Underline the key words in the questions. Read the

key words. The information may be paraphrased. This helps us do the task.

Reading

Read the text on pp. 10-11. Which person/peopte

1     explains that their behaviour can affect their family's reputation?

2     say that people have high regard for the older generation in their countries?

3     doesn't have any siblings?

4     won't choose their own husband/wife?

5     don't live with both parents?

6     wishes they could see a member of their family more?

Listen and read the text again. Match the words in bold in the text to their meaning. idea, seniors, customs, boring, walk, help, scheme, become less, mother's, is the most important thing, continue to be, ranking, comply with, no brother or sisters, good reputation

Vocabulary

a Write the male/female equivalent.

I stepfather ........, 2 brother-in-law .

                           3 nephew                4 half-sister

5 mother-in-law . 6 grandson ........, 7 great-grandfather ........, 8 ex-husband . 9 widow . 10 twin sister .

b Write five family names on a piece of paper. Swap papers. Find out how your partner is related to each person.

 Who's Peter? He's my grandfather. He died before I

was born.

10

What makes a family in Moscow different from a family in Beijing? And what makes it the same? No matter where you come from, family is the cradle of life and love, the place where you feel special, secure and accepted. Let's take an inside look at the lives of six teens from around the world as we see how special events, cultural traditions and family bonds all play a part in shaping the unique structure and lifestyle of each of their families!

cnina

'l am an only child because, in 1979, the government in my country introduced a one-child-per-family policy to control China's population explosion. In the countryside, several generations often live under one roof! In urban areas, however, housing is small and can only accommodate a nuclear family, so I live with just my parents, All my relations live close by. We care for and help each other and spend a lot of time together. Family honour is very important in Chinese society, as is respect for your elders.'

Cheung, 16

'I am an only child and I live with my parents and my grandma, or 'babushka' as we say here in Russia. My grandpa passed away last year so Babushka left her house in the country to come and live with us here in the city, When I was young I lived with my grandparents at their dacha and in many ways they were like parents to me. I don't see my parents as much as I would like, as they work long hours. Still, we've learnt to make the most of our time together, so there's never a dull moment in our house!'

Natasha, 15

5 Complete the sentences with the words in brackets. Check in the Word List.

I Weren't the vows beautiful at Anna and Nick's ........? (wedding/marriage)

'My parents both come from large families, but in ours there's just my brother and I. Although the birth rate has dropped a lot here in recent years, family still takes priority. My parents make us feel special. We can express ourselves openly and have our opinions listened to. We have lots of family celebrations and we often share Sunday lunch with my grandparents, aunts, uncles and cousins. Meal times are really important to us, as they are to most Italians. After dinner, we often dress up and go out for a passeggiata, or evening stroll.'

Sylvia, 19

'My parents are separated, so my sister and I live with our mum. We spend most weekends at our father's place though, as our parents think it is important that they both remain a big part of our lives. I don't see much of either of my grandparents as they live in different cities. I am very close to my maternal grandmother though, and I speak to her on the phone a lot.'

Thomas, 17 aordan„

'My family is the centre of my life. Family hierarchy is very important in Jordan and the young show respect to the old at all times. Getting married and having a family is a top priority for me. My marriage will probably be arranged by my father, which is quite common here. I have a large family and my house is often full of relatives visiting us. Indeed, the concept of privacy is alien to us Jordanians!

Aalia, 17 apan

o 'The Japanese believe that the strength and support of the family is essential for reaching your full potential in life. Like all Japanese children, I was taught to obey authority and to be very polite, as poor behaviour would reflect badly on my family. Being a parent is considered a very important role. My sister and brother-in-law have just had their first child, so they have started calling each other 'Otoosan' and 'Okaasan' (Father and Mother) instead of their first names. This is very common here!'

Takumi, 18

2 There are just four people in my family, but more than twenty in my . family. (extended/immediate) grandmother lives in a little . cottage. (otd/elderly)

             relatives)        

           6                family consists of father, mother and

children whereas a ........ family consists of one parent and children (single parent, nuclear)

Fill in: engaged, married, divorced, separated, single, get, widow, foster, stepmother, in-laws.

1      My sister is ..... ... to be               . to a wonderful man.

2      When she from her husband, she moved to her parents' house.

3      It's difficult to be a .. parent.

4      Her parents didn't .. on well so they decided to get .. ....

5      Mrs Hams' husband died four years ago and she hasn't married again. She's a ..... ... .

6      When his parents were both killed in a car accident, he was placed with . parents. 7 These are my husband's parents. They're my

8 When her mother died, her father got married to another woman. Her ... ..... looked after her well.

Speaking

Answer the questions. Use your answers to tell your partner about your family.

•    Who's in your immediate/extended family?

•    How do you get on with your family members?

•    What family cultural traditions are there in your country?

•    What is important in your family?

•    What does family mean to you?

Writing

Use your answers in Ex. 7 to write a short text about your family for the "Teens" magazine. (60-80 words)

 Do you agree with the statement below? Discuss in groups. Report to the class.

Vocabulary

Relationships           3          Use the phrases to discuss your relationships with various family members, Describe the pictures. How are the people       friends & neighbours. Use ideas from Ex. 2.

related?

Choose the correct word. Check in the World List.

1         Mrs. Jacobs is always involving/interfering in things that don't concern/worry her.

2         He's always making/picking fights with his neighbours! It's difficult to make/have friends with him.

3         My cousin really gets/puts on my nerves! He a really good relationship with my thinks he knows everything! brother. We almost never argue.

4         Josh is always showing/telling off and saying B: Really? I often argue with my brother. We have how good he is at everything. almost nothing in common.

5         It's usual/typical of him to put the fault/

6         His parents are extremely pleased/enjoyed with his progress.

7         Sue is very popular/famous with her friends.

8         Our mum gives/takes good care of us. We are close/near to her.

9         I've got a great connection/relationship with my brother. We never have/make arguments.

10     When John makes/gives a promise he never takes/breaks it.

Il My parents didn't allow/let me stay out late when I was at school.

12     She always depends/relies on her family for help and support.

13     His grandparents don't approve/agree of the way he dresses.

14     Her parents object/refuse to her staying out late. 15 I don't really know/recognise Steve. We smile and say/tell hello but otherwise we stick/keep to ourselves.

12

      Everyday English                                          Speaking

Making a complaint, apologising

Portfolio: You have a

5 00 Use the ideas below/your own ideas and the language in the box to act out exchanges.

drop litter in garden dog barks a lot/digs up plants children make too much noise/damage property have loud arguments at night

 A: I'm really upset about the litter that you keep dropping in my garden.

B: I'm really sorry. It won't happen again.

Reading

Q) Listen and read to answer the questions. Explain the underlined phrases.

problem with your new neighbour. Act out your dialogue. Use the dialogue in Ex. 6 as a model. Record yourselves.

Say it right

Inviting — accepting, declining

O Choose the correct response.

Listen and check.

 A: Do come over for coffee some time.

B: a That would be nice. b OK, that's fine.

2      A: Would you like to come for dinner tonight?

B: a I wouldn't like to. b Oh, unfortunately I can't.

3      A: The party's on June 4th. Will you be able to make it?

B: a Yes, I can't miss it.

b     I wouldn't miss it for the world!

4      A: How about going out?

B: a Sounds good, but I'm afraid I can't.

b     That's unfortunate!

John: Hi, I'm John Sullivan from next door. I don't think we've met yet.

Phil: Oh, hi. I'm Phil. Pleased to meet you. Would you like to come in?

John: Oh, no thanks. I'm on my way toa lecture. I just wondered if I could have a quick word.

Phil: Sure, go ahead.

John: Well, it's just that your loud music has been keeping my housemates and me awake every night since you moved in. There's a lot of shouting going_n too.

Phil: Oh ... yes, f suppose we've been a bit noisy.

John: Yes, I understand, but we're sitting exams in two weeks' time and need a good night's sleep.

Phil: Oh dear, I'm sorry. I'll make sure that we keep-it-dQEI).

John: Thanks so much, Phil, I appreciate that.

Phil: You're welcome! Oh, by the way, we're having a party this

Saturday! You and your housemates are all invited!

John: Oh, errr... well, OK then, it's the weekend I suppose!

Idioms

Fill in: black sheep, trousers, blood, apple. Check in the Word List. Do you have similar idioms in your language?

I Take care of your sister. She's your own flesh and .... .... .

2      His mother wears the in the family. She is the boss!

3      My brother is the of the family. He's always in trouble.

4      Her younger daughter is the . Of her eye.

10 THINK! What makes friends different from family? In three minutes write a few sentences on the topic.

Grammar in Use

Present tenses Grammar Reference

Q) Put the verbs in brackets into the correct present form. Explain the use of each tense. Which tense forms have a future meaning?

you? 1 1) (be) so busy since I moved And everything 2) (seem) so here. 1 3) (like) it but I still 4)

(feel) quite nervous! London is so busy and

(rush) around all the time. I (always/getJ lost! And it's cold! It 7) (get) colder and colder each day!

Mg lectures at the university 8) (start) next Tuesday! I can't wait! As you know 1 9) (stag) with Aunty Jo since I arrived in London and she (help) me so much already. I Il) .

(really/enjog) spending time with her! We often

(chat) for a while in the afternoon. I

(look) for a flat of my own since I got here (not/find) one yet! As soon as I (geo one, you must come and Stay! soon,

Lots of love,

Fiona

Fill in with the present simple or present continuous. Which verbs describe: actions? states? Explain the differences in meaning.

1       A: Why               . (you/smell) that towel?

              B: It ....               (smell) wonderful! What washing

powder did you use?

Future tenses Grammar Reference

Fill in the gaps with the correct future tense of the verbs in brackets. What are the uses of each?

I Be careful! You . ..... .. (trip over) that rope!

2       He's feeling a bit ner•/ous because he .

(start) a new job tomorrow.

3       She (finish) this book by the end of the day.

4       Don't worry, Mum. I ..... ... (not/be) late.

5       This time next week, we ........ (lie) on the beach!

6       Are you going shopping today? I think I ......

(come) too!

7       Take a painkiller! It(make) your headache go away.

8       We . . . . . . . . (visit) our parents this weekend.

9       Dad can't come out with us tomorrow. He . (work) all day long.

4 a Read the examples.

I The Queen is to visit Australia next month. (formal)

2       Hurry up! The train is about to leave. (near future)

3       Ann is on the point of resigning from her job.

(near future)

4       Our flight is due to take off at 7am. (timetables)

5       Your plan is bound/sure/certain to work.

(certainty about the future) b Use the expressions below to complete the

• are about to • is due to • on the point of

• are to • bound to

I am afraid that our local shoe factory is 1) . closing down. The management 2)  hold a public meeting to discuss the situation on Wednesday. The meeting 3) . . start at seven o'clock in the evening and I hope that they will find a solution because closure of the factory is 4)  cause a lot of problems. It employs many people from the town and already the workers' union have said they . take industrial action.

Past tenses Grammar Reference

Put the verbs in brackets into the correct past tense. Explain your choices.

1 A: What .... . . (happen) to Ann yesterday? B: She .  (walk) home when a man .

(steal) her bag.

C What did you/didn't you use to

2                  (you/go) out last night?                                                            do on holiday when you were a

. (work) all day, so l .... .... (stay) in and ..... ... (watch) TV.

3(you/see) your brother this morning?

B: No, he . (already/leave) the house by the time I . (wake) up.

4 A: Why                        (you/run) when I .             (see) you yesterday?

B: Oh I (chat) to a friend for ages when I . (realise) I was late for school.

5. (call) you at 10 0'clock yesterday morning. B: Oh, we probably ........ (not/hear) the phone.

Speaking

In teams, use the time expressions to make sentences.

• yet • still • already • before • ago • today • now

• at the moment • for a long time • since

Used to — be/get used to — would Grammar Reference

a   the sentences to their meanings. Are there similar structures in your language?

b   Fill in used to, be/get used to and/or would where possible.

When I was a child, my family I) ...... live h a little cottage in the countryside. The across the road 2) ...... keep and chickens and we 3) ...... often milk and eggs from him. We 4) . two sweet little dogs. In the holidays, my brother and I

child? Discuss.

Dependent prepositions

Fill in: for, about, to. Check in Appendix 1.

f I've always felt very close . my older sister.

2       He has great respect .his grandparents.

3       You should be ashamed your behaviour.

4       She is very attached .. him.

5       What are you arguing .. this time, you two?

Phrasal Verbs (come)

Fill in: down with, across, up with, into, over. Check in Appendix 2.

I We came          a beautiful antique table at the flea market.

2       Why don't you come tonight? We're having pizza.

3       The symptoms show that you're coming . the flu.

4       They come . at least once a week for a visit.

5       The class came some great games for the party.

6       She came ........ a large inheritance and bought a house.

Sentence transformations

10 so that it means the same as Complete the second sentence

the first. Use the word in bold. Use two to five words.

1     I could run fast when I was young.

used I runner when I was young.

2     How long is it since they moved to the country? ago How move to the country?

Literature

Oscar Wilde wrote some fairy tales with morals. Look at the title of the extract on the right along with the picture. What could the moral be in this fairy tale? Read the biography and check.

Oscar Wilde

(1854-1900)

was born in Dublin, Ireland. He was a playwright, essay and short story writer, poet and novelist, known for his clever wit and charming personality. His popular works include the plays The Importance of Being Earnest (1895) and An Ideal Husband (1895) and his only novel, The Picture ofDorian Gray (1891).

Wilde also wrote fairy tales for adults, some of which included a moral. Among them is The Devoted Friend (1888), a story about friendship and generosity, betrayal and hypocrisy. A linnet^l (a small songbird) and a water-rat are two of the characters that tell the tale.

linnet - Romo (in Russian)

Read the first paragraph of the extract. Do you think the Miller was really a devoted friend? Read to find out.

RNE Read the extract again and match the sentences (A-H) to the gaps (1-7). There is one extra sentence you do not need to use.

A     That at least is my idea about friendship, and I am sure I am right.

B      I certainly will not allow Hans' nature to be spoiled.

ittle Hans a great nany fria•ds, b.it the nost devoted Of all big the Miller. In&ed, so &.aoted

       t..žE rich         to little

5 never go    his garden without leaning over

t.YE   ard plux:king a a    of s•.eet his poc)ets with plurs ard

t.IE fn.lit

10 "1ëaI fria-ds synùd have everything in cnmm," t.tE Miller to say, ard little Hans and alYi felt very proud of havi-rg a friend with sux:h nœIe

Saætilœs, indeed, the neighbours thought

15 it     t±nt t2•e rim  1B..er      Little Hans anything in  though he had a hi.zùed sæks of flax in his mill,  six ard a      flock of

sheQ; but Hans nexær troubled his head

20 about these things, and nothing gave him

than to liste"l to all va•rful things     Miller

          t.lE                 of t.ræ

C     You seem not to learn anything.

D     However, he was so young that you must excuse him.

E      In the winter, also, he was extremely lonely, as the Miller never came to see him then.

F      Hans was always showing generosity towards others.

G    Flour is one thing, and friendship is another, and they should not be confused.

H    It is quite a treat to hear you talk about friendship.

Q,) Listen and read again. Match the words in bold in the text to their meaning.

• embarrassed • continues • picking • troubled • jealous

• bright red • better • ruin • sleepy • back • seriously

• morally good • dedicated • lures • by instalments

So little Hans             in his          25

sweets 3 a .. ...... of china plates

snow Iæts," t.žE         to say to his                  flowers

of wife, "for are in txtnble sinùd be left a-lc1E, ard a Find the statements

113t be bothered I ànl-l that are made in the text about till cares, 40 friendship (e.g. line 7). Do you I syn11 him a visit, will be agree? Discuss in groups. to give rte a basket of primroses ^l ard that will linke him"Good

Portfolio: In the next ^ul an sure the clergyãran hirself ctllld not 50 section of the story, the winter is say such beautiful things as over and the Miller goes to visit

Iiœ in a three—stœied knise, Hans. Write the dialogue between rirg his littlethese two characters. Read out ask little Hans up your dialogue to the class.

55 b C) Listen to the actual dialogue. is in I

How does it compare to yours?

him ny white rakbits."Read the joke. Why does the other speaker call him 'stranger'?

Read the theory box. Find examples of verbal irony in the

extract.

Verbal irony

Verbal irony is a device authors use to illustrate their characters more strongly and help the reader understand them better. Irony is when a person says something that is the opposite of what is true.

Which of the characters, Hans, Hugh, the Miller's youngest son is: lonely, compassionate, kind-hearted, selfish, polite, welt- mannered, vain? Give reasons.

Writing Skills

Descriptive writing (people)

Read the theory box and the paragraph plan.

Descriptions of/Articles about people should consist of:

a) an introduction giving brief general information about the person name/relationship to you

& how/when you met him/her.

b) a main body of two to four paragraphs describing the person's physical appearance, personality and hobbies/interests/activities/ achievements etc. in separate paragraphs. Start each paragraph with a topic sentence which summarises the paragraph.

c)  a conclusion with your comments & feelings about the person.

Descriptions of people can be found in articles, letters, narratives etc. We use present tenses to describe someone we know well/see often (a relative, a good neighbour) and past tenses to describe someone who is no longer alive or who we don't see any more (our best friend from primary school, a grandparent who has died).

a Read the model. Match the headings to the paragraphs:

A personality&justifications, B comments & feelings, C name and when/where/how met, D physical appearance, E interests

My Dearest Friend

Sunny and I met on the first day of secondary school on a warm autumn day. After class I told her that her name described the weather perfectly that day. She laughed, and we became friends.

Sunny is an attractive girl in her late teens. She is tall, slender and dark-skinned and she usually wears her shoulderlength brown hair in a ponytail, which highlights her high cheekbones and long oval face. When she smiles, her almondshaped eyes sparkle and her whole face lights up. She wears light makeup and fashionable clothes.

 Sunny has an incredibly warm personality. She is supportive and knows how to encourage people when they're feeling down. However, she tends to be very stubborn and determined. Once she's made up her mind about something, no one can make her change it!

 Sunny always lives life to the full. In fact, she finds it very difficult to sit still for long! She's always humming her favourite songs, too, whatever she's doing! She's adventurous and loves discovering things about people and places.

Sunny is a marvellous friend who really lives up to her name. I find it hard to imagine what my life would be like if I hadn't met her.

b The topic sentences in the main body paragraphs summarise each paragraph. Suggest other topic sentences.

a    Find words from the article in Ex. 2 which match the headings.

short, of medium height, just under six foot skinny, overweight, well-built, petite in his/her mid-twenties/thirties etc., middle-aged, elderly

pale-skinned, wrinkled, tanned, freckled/ rosy/ rough/dry skin round, heart-shaped, triangular, oval, square curly, straight, long, blond, dyed, thick, medium-length, spiky, permed, neatly-combed, ponytail, bun

deep blue, light brown, sparkling, piercing, sad, tear-filled, expressive, lively hooked, crooked, long, straight, upturned formal, casual, designer, fashionable

b   Use adjectives from the tabte to complete Jane's description. Find pictures of your family members and describe them to your partner.

 > Jane is quite good-looking. She's slim with and ., . hair. She's pale-skinned with a . nose. She always looks well-dressed in . clothes.

Personality and behaviour

• When describing someone's personality, use a variety of character adjectives and justify them with an explanation or example. Lyn is very shy. She doesn't like going to parties.

• If you describe negative qualities, use mild language. Use: tend to, seem to, is rather, can sometimes be etc. Josh can sometimes be rather selfish. (NOT: Yesh

a Match the adjectives to their justifications. Make sentences, as in the example.

                            easy-going        talkative         lazy

bossy optimistic ambitious selfish hot-tempered popular

a  always looks on the bright side of life b never stops chatting c is always telling people what to do d only cares about him/herself e is always on the go f has lots of friends and is liked by everyone g isn't easily annoyed, worried or upset h doesn't like working  has a strong desire to be successful in life j gets angry really easily

> My dad is an energetic person who's always on the go.

b  Fill in: aggressive, pessimistic, generous, hard-working, outgoing, arrogant, sensitive, cheerful.

I Ben is so , He believes that a job isn't worth doing unless it's done properly.

5

6

2  Alison is quite . She often picks fights with people and gets angry really easily.

3  Jake is . He's the life and soul of the party and loves meeting new people. 4 Joe is a ..... ... person. He always expects the worst.

5 Tanya is ... ..... . She's always got a smile on her face and never Jets anything get her d0W'. 6 I've never met anyone as as Sally. She's always buying people gifts.

7  John is so .... He thinks he's more important and better than everyone else.

8  Sam is a ... ..... guy. He's a great listener and seems to understand when you're feeling down.

Rephrase the following using milder language.

I Andy is very proud.

2 My sister always behaves immaturely. 3 He is terribly disorganised.

Match the descriptions (1-6) to the adjectives. Find two descriptions in the article in Ex. 2.

• shy • moody • confident • nervous

• impatient • sensitive

I She looks people in the eye and smiles when meeting them for the first time.

2 He looks down at the floor and blushes when speaking to people he doesn't know well. 3 Sara's eyes often fill with tears when she watches sad movies.

4  Sam often sits with his arms folded and with a grumpy expression on his face.

5  Mike taps his foot and sighs when he has to wait.

6  As well as biting her nails constantly, Anna often fidgets a lot.

Linking words and phrases

We can join descriptions of similar personal qualities by using: in addition, also, and, both ... and, moreover, as well as etc. She is both kind and helpful. Moreover, she never loses her temper.

We can join descriptions of contrasting qualities by using: but, on the other hand, however, nevertheless, in spite of this, although etc. She is independent and knows her own mind. However, she is sometimes very stubborn.

Writing Skills

Link the sentences using

I appropriate words/phrases.

I She is outgoing. Occasionally she can be moody.

2  He is trustworthy. He is reliable.

3  She is sensitive. She tends to get upset easily.

4  She is helpful. She tends to be immature at times.

5  He is intelligent. He is sensible.

6  He's down-to-earth. He can sometimes be stubborn.

Read the theory box, then find an example of this technique in the model in Ex. 3.

Using the senses in descriptions.

When describing a person, we can use our senses. Sight: Instead of saying: She is untidy you can say: As you enter her room you see her things lying everywhere; her clothes on the bed, her books on the carpet and all of her CDs on her desk.

Sound: Instead of saying: She is always talking you can say: You can always hear her chattering away. It's difficult to get a word in when you're with her.

Smell: Instead of saying: Uncle Harry had a great garden with lots of roses you can say: The scent of hundreds or roses filled the air of Uncle Harry's garden.

Taste: Instead of saying: She was an excellent cook you can say: You could tell she was an excellent cook from the first bite of her delicious, crunchy biscuits.

Touch: Instead of saying: She had nice skin you can say: Her skin was smooth and silky like a newborn baby's.

b Use the ideas in brackets to rewrite the sentences.

I Anna had a quiet voice. (speak in soft, gentle voice/sometimes hardly hear her)

> Anna spoke in such a soft, gentle voice that sometimes you could hardly hear her.

2 Dave likes to be smart. (clean-shaven/dress in suit, tie/neatly-combed hair)

 3 She wore nice perfume. (always smell beautiful/like sweet, fresh, summer flowers)

4  Sam is always happy. (have wide smile/make skin wrinkle around eyes)

5  I like my mum's hair. (love/run fingers through/soft, silky hair)

6  She is a very loving person. (always touch on arm/hug me)

7  Angie is an excellent dancer. (move expertly to rhythm/ glide across floor/when dance)

Discuss and write

a Work in pairs. Read the rubric and discuss: who you could describe; what tense you would use; how many paragraphs you would write and what you would include in each.

, RNE Write your answer. Answer the questions in the checklist before you hand it in.

Checklist for descriptions of people Organisation

Does your article have an introduction, a main body and a conclusion?

Have you included clear topic sentences to introduce the main body paragraphs?

Language

Have you used the correct tense(s) throughout? Have you used a variety of adjectives and descriptive language?

Have you justified the character adjectives you have used?

• Have you included appropriate linking words and mannerisms and used mild language for negative character descriptions? Have you used your senses to make your character more interesting?

Have you checked your spelling and grammar?

Black e.g.

Caribbean, African

Rupa, 16

•people moving from place to place to find

work

Look at the pie chart. What information does it             3 give us about the ethnic population in Britain?

RNE Read the text. Who (Rupa, Jerome or

I says their community experiences less racism now?

2 has experienced racism?    5 3 doesn't speak English at home?

4 says their community has fit in welt in Britain? 5 likes to join in with community events?

²beliefthatpeople ofsome races are inferior to others

Explain the words in bold. Make sentences using them

Q) Listen and read the text again. Work in groups of four. You are an interviewer, the others are the teens in the text (Jerome, Li and Rupa). Write questions and interview them.

Portfolio: Work in groups. Find information and statistics about different ethnic groups in your country. Who are they? When did they come to your country? Why? Write a short article for an international school magazine.

          ACROSS THE CURRICULUM

The picture, taken by John Thomas in 1885, shows a Victorian family, a family that lived during the reign of Queen Victoria in Britain (1837-1901). Answer the questions. I Is it a working class family? Why?

2      Where are they?

3      What are they dressed in: everyday clothes? best clothes? Why?

4      Who seems to be the head of the household? Why?

the Hughes family

(husband, wife and twelve children), 1885

RNE Use the words in brackets (1-10) in the correct form to complete the gaps. Explain the words in bold.

Victorian Families

Upper & Middle Class Families

amilies were very important to Victorians. They were usually large, with an average family I) (have) at least five or six children.

The father, who perhaps worked in banking or insurance, was the head of the household. The children would speak 2) (polite) to him, and call him "Sir". The mother was responsible for 3)

(run) the household and would usually spend her time planning dinner parties or visiting her dressmaker or (they) friends. Children saw very little of 4) parents and spent most of the day in the nursery With a nanny^l as Victorians firmly believed that a child should be 'seen and not 5) (hear)' !

Upper and middle class families lived in large, 6) (comfort) houses and had such as a cook and kitchen maids to prepare the family meals, a butler to answer the door and wait on the family, and housemaids to carry out household chores such as washing clothes, cooking and cleaning.

For entertainment, families 7) (visit) new parks and museums, such as the Victoria and Albert Museum,

¹ a woman paid by parents to look after children

3 Q) Listen and read the text again. Compare and contrast the two types of Victorian families. Use whereas, but, both.

 Upper/MiddIe class families lived in large houses whereas working class families lived in small ones.

Working Class Families

ost of these families lived in small houses. Often several families lived in a single room. Houses had no running water and it was

 (common) for a whole street to share two 9) (out) toilets and a water pump.

It was very common for poor families to have as many as nine or ten children, many of whom didn't go to school. Instead, they looked after

.. (young) brothers and sisters or even worked. In Victorian Britain, children as young as three or four years of age, worked up to 16 hotjrs a day in coal mines, in cotton mills and as chimney sweeps. The father of the house often worked in a factory while the mother was responsible for all the

For entertainment, working class families went to parks, cheap music halls or to gardens which had fairgrounds, sports matches and fireworks displays.

Project: Find a picture of your

Compare it to the photograph above. How similar/different are they? What do you think each family's lifestyle is like?

There's plenty you can do to make

your neighbourhood a cleaner, greener placel

Recycling . . . 't starts with YOU!

As the saying goes, there is strength in numbers! So how about getting together with your neighbours and starting a community recycling programme? You could set up bottle, paper, plastic, aluminium and clothing recycling banks and take turns to take everything to a local recycling point. In this way, pur community will be helping to save limited materials. You will also help preserve landfill and reduce the greenhouse gases that they goduce.

Bin it, don't drop it!

}Þve you ever considered how time-consuming it is for local

to remove litter from our streets? Or much money it wastes that could better spent on other services? a litter collection day in neighbourhood. Get bin bags and see can fill the most! Once a few of you take action, others will quickly join in!

Get growing!

and tired of living in a concrete jungle? Flowers, plants trees make our communities more welcoming places to in. They also improve air quality by filtering out pollutants and creating places for small animals and insects to live in. So, organise teams and get planting in your neighbourhood today! Ask your local council for permission to plant trees and flowers along roadsides. Don't forget, every little bit helps!

30_

Goin

Green

1  O Close your eyes,

listen to the music and think of your neighbourhood on Monday morning. What can you see, hear, smell? How does the scene make you feel?

2  Which adjectives best describe your neighbourhood? Use your own ideas as well. Give reasons.

• green • clean • crowded • dark

• polluted • dirty • pleasing • noisy quiet peaceful

Look at the leaflet. What is it about? What is its purpose?

Explain the words in bold, then use some of them in sentences of your own.

Listen and read again. List some ways of making your neighbourhood greener. How does the writer support his suggestions?

6 Portfolio: Work in groups. Imagine you are organising a 'Clean, Green Neighbourhood' day. Plan the day's events & activities e.g. treeplanting 9-1 lam. Present your ideas to the class.

What does the saying mean to you? Discuss.

Green

It is our responsibilities, not ourselves, that we should take

seriously.

(Peter Ustinov, British actor, director and goodwill ambassador for UNICEF)

MODULE I

New York City Neighbourhoods Upper West Side

One of the most famous and most frequently visited neighbourhoods in New York is the Upper West Side. It stretches from 59th Street and Central Park West to Riverside Park, and is considered by many to be the most typical Manhattan neighbourhood.

The Upper West Side has had many famous residents in the past, including a member of the Beatles, John Lennon, I) a big castle-like structure which borders the west side of Central Park.

With generations of high-profile tenants putting down roots in the Upper West Side, it's no wonder rents and real estate prices continue to rise! However, bear in mind the benefits of living in this charming neighbourhood. Elegant buildings, 2) ........„, line the quiet streets and house the city's rich, intellectual and creative community. Many people are attracted by the suburban feel of the area, and it is especially popular with

families, young professionals and actors.                                     It includes a jumble of chic spots, glamorous

Much of the area is protected by landmark Status, 3) .......... .

concert halls and the famous Lincoln Center for the Performing Arts where you can see fabulous theatre, ballet and opera productions. The famous Juilliard School of Music is also located in the Upper West Side, 4)

This area of New York is busy by day, with performers rushing to auditions and families taking strolls along the pavements. It is also an exciting place at night 5) .......... . Don't worry about the kids because there are lots of things for them to do in this neighbourhood, too! The American Museum of Natural History is a fantastic place, They can also enjoy a trip to the Children's Museum of Manhattan.

So, whatever you are looking for, you will certainly find it in the Upper West Side!

Read the text above and fill in the gaps (1-6) with the phrases (A-G). There is one phrase that you do not need

to use.

A     which are known as brownstones

B     so there is plenty to satisfy the music lover

C     with its many restaurants and ethnic bars

D     who lived in the Dakota building

Q) Listen and choose A, B or C, for statements 1 to 7.

I East Swinton residents can receive C free Not plant statedbulbs.

              A True                    B False

2     The man already has lots of flowers in his statedgarden.

A     True             B False  C Not

3     They are going to plant the flowers all over the park.

A     True         B False C Not stated

4     The man can choose from three types of bulbs. A True B False C Not stated

E     where our young visitors can see dinosaur fossils

F     because everyone loves living there

G    which means that the buildings cannot be changed

5  The man thinks he will need more than five hundred bulbs.

A     True          B False C Not stated

6  The bulbs will probably arrive in seven days or less.

A     True             B False  C Not stated

7  The man has some friends who want some bulbs

too.

A     True             B False  C Not stated

Read the extract from your pen friend Sue's letter. Write a letter to Sue. In your letter:

• ask her about her neighbourhood • ask three questions about her new friends Write 60-80 words.

I really like my new neighbourhood. The people here are great and I have made some new friends. Still, I miss you a lot.

D gave D from D up

D hard D past

D aged

D mark

Give a 2-minute talk about your family. Remember to talk about:

• the members of your family

• who you admire most in your family and why  your family values

• what you usually do with your family

You have to talk for 1.5-2 minutes. Your partner will listen until you have finished. Then she/he will ask you some questions.

1 Progress Check

Fill in: accommodate, devoted, priority, supportive, secure, appreciate, overweight, ambitious, essential, potential.

1    It is .  that you study hard if you want to succeed.

2    My parents have always been very and help me when I have problems.

3    I don't think my brother is very ,because he

turned down an excellent job.

4    If you think you are     you should go on a diet.

5    I think Mary has the   to become a brilliant pianist.

6    The university has rooms to first-year students but after that you have to find a flat of your own.

7    She is a very . daughter who spends all her time looking after her sick mother.

8    My . . is to enjoy life rather than working hard to make a lot of money.

9    your offer of help, but I can fix the  computer myself, thank you.

10  Even if a website claims to be . , you should not send them important personal information.

Points:

Ion 20

Fill in the gaps with the correct form of the verbs in brackets.

We'd better hurry; our train ....... (leave) in half an hour.

2   I think I should see the doctor because I .

(get) a lot of headaches recently.

3   Don't worry, I (buy) some milk on my way

4   (go) to see Martin about buying his car yesterday afternoon.

5   The technician (do) something to your computer when I left the office last night.

Complete the sentences using the words in bold. Use two to five words.

1   I am sure Peter will help you.

            bound        Peter ............ help you.

2   I find it difficult to get up so early in the morning. used I . . getting up so early in the morning.

3   My parents have decided to buy a small cottage. going               My parents        a small cottage.

4   I last saw Mary a month ago.

         have         I                last month.

5   I started to learn French more than a year ago.

            been                  I .. ... for more than a year.

Points:

Complete the phrasal verbs with the correct particle.

1   He couldn't come ..... .. a good excuse for being

late.

2   I came ....... some good bargains in the antiques market.

3   Why don't you come          to our place when you finish work?

4   He was able to start his own business when he came ..... some money.

5   Oh dear! I think I'm coming ... .... a cold.

Points:

5X2

5 Fill in the gaps with the correct preposition.

   I I'm sorry, but I'm not ashamed ....... what I did.

2 It's no good arguing it, the decision is final. 3 You should never become too attached animals.

4   I have no respect . . people who drop litter in the streets.

5   He is a shy person who never gets close

others.

Points: 5X2  Match to form exchanges.

Are you doing anything                          a Not again! b That doesn't

this evening? sound like a

Would you like some

good idea.

I'm thinking of leaving my job.

•        talk & write about my family & friends

•        talk about relationship

•        write a descriptive article about a person

... in English

Module 2

Where there's a will, there's a way

•        Before you start .Learn how to ...

•        What does family mean to you?     • express negative feelings/

•        How would you describe your relationship sympathise/encourage with your family members? • persuade somebody & respond

•       

•        relative clauses

•        prepositions in relative clauses

•        clauses of purpose, reason, result

•        phrasal verbs: put • idioms with numbers

•        Write / Make .

•        an email giving advice

•        informal & semi-formal letters/emails Listen, read and talk about ...

•        a quiz about the nervous system

•        stressful situations   a short article about a helpline or charity

•        peer pressure           that helps young people in your country

•        patterns

Reading Skills

Stress*

A definition, friends, of stress: Your own reaction to a mess.

Stress from pains to pleasures range, The common element is change. Adapt or die, and that's a fact,

And so our bodies must react:

The heart speeds up, the gut slows down,

Facial muscles snarl or frown.

                               The point is, stress is not unique,                                                            Speaking

It doesn't mean you're dumb or weak.

Common both to man and beast,Portfolio: Prepare a two-minute It proves you're still alive, at least!

                                   talk on stress. Include: • what it is and what

*from a poem by William Goldsmith, MD* causes it • how it affects our bodies • what

(Doctor ofMedicine) stresses you out • what you do to relieve stress

                                     C.) Listen and read the poem. Do                           Vocabulary

A: You look like you've been under/with a lot of stress lately.

B: I have. I'm totally losing/missing control!

Gap filling

                     Read through the text to get an idea of what it is                                 A: I can't cope/face with at this pressure.

about. Read again and look at the words before and B: Take/keep it easy. Things will get better. after each gap. Choose the word which fits best. Read

A: Is there something you want to get off through the completed text to check if it makes sense.

your chest/mind?

of time, uncontrollable, judge how important 3 something really is, accept it without complaining. 4

Use each one in a sentence of your own.

I'm losing control. I can't it any more! Things aren't as bad as they seem, Tracy. Don't get things out of .

situations, the nervous system causes muscles to tense, breathing to become shallow and adrenaline to be released into your bloodstream as your body gets ready to 4) challenges with focus and strength. So, a little stress can keep YOU-QLLQULtgeS! But, in the long term, it can put too much strain on your heart and cause other physical and emotional symptoms such as headaches, depression, forgetfulness and low self-esteem. The good news, however, is that you CAN deal with stress before it gets out of hand! So, take control and REMEMBER YOUR A-B-Cs...

A is for ACTION

You can take action when stress is created by something you can control! If you have too many things to do, for example, try to break tasks down into smaller 'chunks', and deal with one thing at a time in order of priority. Perhaps it's just that you've taken on too much! If so, give 5) ....... an afterschool activity for a while, for example, or ask a friend or family member to help you lighten the load.

control your thoughts. When you feel overwhelmed, take slow, 6) ....... breaths and count to ten. Later, once you've calmed down, analyse the problem rationally. Perhaps you could repeat a saying to help you accept your situation, such as "One day I'll laugh about this". Also, try to keep things in perspectjye and dont be too dramatic! Saying that you're 'pulling your hair out' or that your workload 'is killing you' will only make you feel worse!

C is for COPE

Find ways to handle your stress! For a start, doing something relaxing, such as going for a walk or for a coffee with a friend, will help take your 7) off the things that are bugging you. Or perhaps writing poetry or keeping a diary will help you to 8) with your negative emotions. Last but not least, getting enough sleep, exercising and eating regular, nutritious meals are all essential for coping with stress! Above all, try to keep a sense of humour and a positive attitude! You don't have to let your problems rule your life!

*Advanced Levels: Exams that pupils in the UK take at age 18

5 Jo makes me so angry. I lost my . with her again yesterday. 6 1 think he's feeling the . . of his parents' divorce.

7     1 haven't just started feeling stressed. It's been . up for weeks.

8     My parents are .... .... me a hard time.

Fill in: snarl, stammer, whisper, sigh, groan. Check in the Word List.

1       "Don't do that again," he .... .... at me angrily.

2       "I-I-I d-d-don't kn-know anything!" he ..... nervously.

3       "We've finished!" John with relief.

4       She was so scared she could only . her name in a low voice. 5 "Oh, no! Not again!" Sally .

in agony.

Match the phrases. Mime the body movements. What are these phrases in your language?

         I She shook                 a her fists angrily

2  She clenched         b her head in disbelief

3  She shrugged             c with embarrassment at the sight of

4  She folded   new people

5  She blushed d her shoulders indifferently

6  She stamped          e her feet angrily

7  She trembled             arms and waited patiently f        her g      her fingers nervously on the table

8  She tapped            h in fear

Read the statement. What does S. Harris imply? Discuss in pairs.

Listening & Speaking Skills

Vocabulary

Peer pressure

Describe the picture. What is happening? How does the person feel? Why? Read the definition to find out.

peer pressure (phr): pressure from people of one's own age to behave in a way that is similar or acceptable of them.

a Choose the correct word. Check in the Word List.

Listening

3  Q) Listen to a radio interview with some teenagers talking about peer pressure. Number the statements below in the order you hear them. There is one extra statement you do not need.

A   You must be strong and resist it.

B   It can make you do some strange things.

C   You can't avoid it.

D   It is sometimes a positive thing. E It can hurt others.

F It can lead to regrets.

Idioms

Complete the idioms with: million, hundred and one, two, sixes, six. Check in Appendix 3. Are there similar idioms in your language?

                     believe.                                                                                                  *twelve

Reading

Q) Complete the dialogue with the sentences A-F. Listen and check.

Lucy: Hey Kim, I'm glad I've bumped you! Do you fancy coming out to that new nightclub tonight?

Kim:

Lucy: Oh, Kim! You'll be            Everyone's going! Kim:

Lucy: Look, don't worry! You can spend the night at my house. Just tell your parents we're studying together.

Kim:

Lucy: Oh, come on Kim! It's no big deal. I do it all the time!

Kim: 4)

Lucy: Well... it-IS-Y.QULIQS! Let me know if you change your mind.

Kim:

Lucy: Well, suit-y-QYLElf! I'll call you tomorrow.

Kim: 6)

Match the underlined phrases with their meanings: do whatever you want, met unexpectedly, disappoint them, you'll regret not doing something, the person who is different from everyone else, it's nothing to worry about.

Everyday English

Expressing negative feelings/ Sympathising Encouraging

7 00 Use the language in the table to act out short exchanges for the following situations.

•   You found out that your best friend is lying to you and you're angry.

•   Your friends are trying to make you miss lessons from school but you don't want to.

•   You didn't do well in your exams and you have problems with

your friends.

A   I know, but my parents don't let me stay out so late on a school night.

B   No, I really can't. They trust me and I really don't want to them down.

C   Oh no, Lucy, I couldn't lie to my parents.

D   Sure. Have fun!

E   Err... well, I was planning to study actually...

F   Thanks, but I'm not coming, no matter how hard you try to persuade me!

Say it right

Persuading, responding

8 a (7) Choose the correct response. Listen and check.

 A: Please lend me some money. It would mean a lot to me.

B: a) Oh, all right then, just this once!

b) It's no big deal.

2  A: Come to football practice 'Mth me! Come on, it'll be fun! B: a) It won't be fun.

b)   Well, I suppose I could.

3  A: Can you tell Joe I like him? Oh go on, please!

B: a) No, I'm afraid I really can't.

b)   OK, thank you.

Grammar in use

Read the example. Rewrite the sentences in a more informal style.

> This is the street where/in which he lives.

(formal)

This is the street (which) he lives in. (more usual)

I Do you know the company for which she works?

2   The boys with whom we went out were my brother's classmates.

3   The office in which she works is nearby.

4   He's the man to whom we gave the parcel.

5   Tomorrow is the day on which I go on holiday.

Think of people, objects in your classroom. Play in teams, as in the example.

 Team ASI: I can see someone who'sgotlongfair hair. Team BSI: Olga. I can see something which is black and white etc.

Relative clauses

 Fill in the relative pronouns/adverbs, adding commas where necessary. Which clauses are defining, non-defining? In which could the relative be omitted?

I Buckingham

Palace . .. . the royal family live is a popular tourist attraction in London.

2  Jenny . brother is in my class won the beauty contest.

3  The boys were sitting behind us are in the same class as me.

4  The suit . .. he wore to the party was very expensive.

5  People .             dress smartly make a good impression.

6  London . . has a population of over 7 million is a multi-cultural city.

7  The woman just entered the room is our new teacher.

8  The office my mother works is in the centre of the city.

b Fill in the relative pronouns/adverbs.

The person 1) I remember most from my childhood is my grandfather. He was my mother's father and she used to take me to visit him every Thursday evening. The rooms in his house, 2) was a lot older than the one 3) we lived, were very small, so if he had a lot of visitors, I would go into the garden to play. I remember one day 4) my cousin Graham, 5) was older than me, was also there, and he suggested we pick some apples from the tree 6) „.„... was at the end of the garden. Unfortunately, Granddad saw us and he angrily demanded to know 7) „...„. idea it had been to take the apples without asking him first. Graham and I were terrified because we had never seen him so angry before. I never went near that aN)le tree again.

Clauses of purpose

Read the examples. Which words do we use to express purpose?

I I'll invite her so that she won't feel hurt.

2  He switched on the TV to watch the news.

3  I'll get my umbrella in case it rains.

4  He is saving money with a view to buying a car.

5  Scissors are for cutting paper.

a Join the sentences. Use the words in brackets.

I I'm taking a coat. It might get cold later. (in case)

> I'm taking a coat in case it gets cold later.

2  He's going to bed early. He doesn't want to be tired tomorrow, (so that)

3  He is whispering. He doesn't want to wake his brother up. (so as not to)

4  We're trying to save up some money. We want to buy a house. (with a view to)

5  These are nail clippers. You use them to cut toenails. (for)

b Choose three of the sentences In Ex. 4a and rewrite them in as many ways as possible.

> I'm taking a coat so that I don't get cold later. I'm taking a coat so as not to get cold later etc.

Paul and his friends are going on a mountain trip. Look at what they've taken and make sentences using "in case".

camera tent sandwiches water map jackets

Clauses Of result Grammar Reference

a    Read the extract from Tom's diary. Which of the words in bold go with: countable nouns, uncountable nouns, adjectives, adverbs, few/little/much/many/a lot of?

b   Use the ideas below to make up a story entitled A disastrous party.

•  long way • noisy • many people • bored

•  awful food • loud music • bad time • cold

> SI: To start with, it was such a long way from .

                    Cla(JSeS Of reason                  Grammar Reference

a   Read the examples. Which words/phrases introduce clauses of reason? Which are followed by a clause/noun?

b   Form as many sentences as possible using the ideas below, as in the example.

I They didn't go out — snow

2  She didn't enjoy the party — crowded

3  Ann couldn't walk — broken leg

4  He couldn't sleep — noise

5  The road was closed — accident 6 The trains were cancelled — strike

7  He didn't go to school — ill

8  He gave up his job- — bad health

 They didn't go out due to the fact it was snowing/ because it was snowing/ since it was snowing/due to snow.

Phrasal verbs (put)

Fill in: off, on, up, down, up with. Check in

Appendix 2. Make sentences using the phrasals.

I He put me ..... .. while I was in London. (offer hospitality)

2   Due to snow we put .. ..... our trip. (postpone)

3   put .your jacket, It's cold. (dress oneself)

4   I can't put ..... .. rude people. (tolerate)

5   Jon puts Mary .                in front of others. (insult)

Dependent prepositions

Fill in: for, to, of, about or on. Check in

Appendix I. Make sentences using the phrases.

         I She's a good influence .       . me!

2 He never pays attention . . what I say. 3 Jo made quite an impression . .... us at the meeting.

4 Paula insisted .     . going to the disco. 5 He always boasts .              . his achievements.

Sentence transformations

10 Complete the second sentence so that it means the same as the first. Use the word in bold. Use two to five words.

I Larry was born in that house. in That .... ..... Larry was born. 2 We enjoyed our holiday a lot.

good We had ... .... .. while on holiday. 3 The suitcase is too heavy for me to lift. such It's ..... .... that I can't lift it.

4  Take your gloves, it may get cold.

gets Take your gloves .... ..... cold.

5  The concert was postponed because it was snowing heavily.

Off The concert was .... ... .. snow.

What do you know about Charlotte Brontë? Name some of her novels. What is Jane Eyre about? Read the biography and check.

Charlotte Brontfi

was m      0     England. After her mother's death in 1821, Charlotte was sent away to school by her aunt. The poor conditions there affected her health badly. After finishing school, Charlotte first worked as a teacher and then as a governess for various families in Yorkshire, She wrote four novels, one Of which, The Professor (1857), was published two years after her death. She also wrote Shirley (1849), Villette (1853) and her most popular novel, Jane Eyre (1847).

Jane Eyre tells the story of an orphaned girl who is brought up by her unkind aunt and cousins John, Eliza and Georgiana, until she is eventually sent away to an awful school. The book then follows Jane's difficult life until she finally finds love and happiness. Jane Eyre has been made into several successful films and TV series and is one of the most well-known and best loved books in English literature.

a   Listen to the extract. Who is narrating the story?

Read the text and mark the statements (1-8) as T (true), F (false), or DS (doesn't say). Which words/phrases helped you decide?

1  John bullied Jane occasionally.

2  Mrs Reed chose to ignore John's bad treatment of Jane.

3  John usually bullied Jane when Mrs Reed wasn't looking.

4  John was angry because Jane had a book that he wanted to read.

5  The book that John threw at Jane hit her on the head.

6  Jane compares John to a Roman emperor.

7  Mrs Reed came into the room after she heard John's shouts.

8  Jane was blamed for the incident.

GATESHEAD-HAEI*

Ohn had not much affection for his mother and sisters, and a strong dislike for me. He bullied and punished me; not two or three times in the week, nor once or twice in the day, but continually: every nerve I had feared him, and every morsel ^l Of flesh in my bones shrank when he came near. There were moments when I was bewildered by the terror he made me feel, because I was helpless to do anything about his threats or his inflictions; the servants did not like to offend their young master by taking my side against him, and Mrs Reed was blind and deaf on the subject: she never saw him strike or heard him abuse me, though he did both now and then in her very presence, more frequently, however, behind her back.

a Match the underlined words/phrases with their meanings below:

• confused • soon • feelings of love/fondness • feeling anxious/unhappy about sth that will/ may happen • supporting me • doing sth without being seen or heard • used to • shouted in a deep, angry voice • search for sth in a careless/hurried way • flow slowly

b Use the dictionary to help you explain the words in bold.

Fill in: trickle, hurl or grasp in the correct form.

. the ball high into the air.

2   The baby was nervous and his mother's hand for security.

3   The water just ..... ..... out of the tap.

Habitually obedient to John, I came up to his chair: he spent some three minutes in thrusting out his tongue at me as far as he could, without damaging the roots: I knew he would soon strike, and while dreading the blow, I thought about the disgusting and ugly appearance of him who would shortly deal it. I wonder if he read that idea in my face; for, all at once, without speaking, he struck suddenly and strongly. I tottered, and on regaining my balance moved back a step or two from his chair.

"That is for your impudence² in an;wering mama a while ago," said he, "and for your sneaking way of getting behind curtains, and for the look you had in your eyes two minutes ago, you rat!"

Accustomed to John Reed's abuse, I never thought of replying to it. My worry was how to endure the blow which would certainly follow the insult.

"What were you doing behind the curtain?" he asked.

"I was reading."

"Show the book."

I returned to the window and fetched it.

"You have no right to take our books. You are a dependant, mama says. You have no money. Your father left you none. You ought to beg, and not to live here with gentlemen's children like us, and eat the same meals we do, and wear clothes at our mama's expense. Now, I'll teach you to rummage through my bookshelves: for they ARE mine; all the house belongs to me, or will do in a few years. Go and stand by the door, out of the way of the mirror and the windows." I did so, not at first aware of his intentions, but when I saw him lift the book and get ready to hurl it, I

^I very      piece

udy skills

Using hyperbole

You can use hyperbole to express a point through exaggeration. This makes a narrative more interesting to the reader. e.g. She was so hungry, she could eat a horse.

a  Find an example of hyperbole in the second paragraph.

b  Use the words in brackets to rewrite the sentences using hyperbole.

I He's old. (than the hills)

He's older than the hilts.

2  She's forgetful. (remind her of her name)

3  I've already told you. (million times)

4  He's very funny. (nearly died laughing)

instinctively moved aside with a cry of alarm: not soon enough, however; the volume was flung, it hit me, and I fell, striking my head against the door and cutting it. The cut bled, the pain was sharp. My terror had passed its climax, other feelings took over,

"Wicked and cruel boy!" I said. "You are like a murderer — you are like a slave-driver³ — you are like the Roman emperors!"

I had read Goldsmith's History ofRome, and had formed my opinion of Nero, Caligula etc. Also I had drawn parallels in silence, which until now I had never thought to declare aloud.

"What! what!", he cried. "Did she say that to me? Did you hear her, Eliza and Georgiana? I'll tell mama! but

He ran headlong at me: I felt him grasp my hair and my shoulder. I really saw in him a tyrant, a murderer. I felt a

drop or two of blood from my head trickle down my neck, and was aware of deep suffering: these sensations for the time predominated over fear. I don't very well know what I did with my hands, but he called me "Rat! Rat!", and bellowed out aloud. Help was near him: Eliza and Georgiana had run for Mrs Reed, who was upstairs: she now came upon the scene, followed by Bessie and her maid Abbot. We were parted: I heard the words: "Dear! Dear! How disgraceful to fly at Master John!" "Did ever anybody see such a picture of passion?" Then Mrs Reed said:

"Take her away to the Red-room, and lock her in there." Four hands were immediately laid upon me, and I was taken upstairs.

² rueness, disrespect

6 (C) Listen to and read the extract. Which of the adjectives best describe John, Jane? Give reasons.

•  cruel • educated • bad-mannered

•  lonely • arrogant

Which sentence in the text best describes the picture? Explain your choice.

 Portfolio: Imagine the story is taking place today.Write your story. Think about: where the characters are, what they wear, how John mistreats Jane & why, what other characters take part, what happens in the end

Read your story to the class.

Informal & semi-formal letters/emails

Read the extracts from some letters/emails (1-6) and match them to a description (A-F).

There is one that you do not need to use.

                                                 1                                             2

Anyay, I wanted to ask your opinion about something. I'm totally stressed out about my exams. I really need to do something. Any ideas?

Write back soon.

Lots of love,

Katy xxx

6

Dear Mrs Carter, (S

I am writing on behalf of the students of class IIE to ask if it would be possible to organise an anti-bullying week at the end of term, We...

giving advice requesting information requesting permission asking for advice

inviting someone

Read the theory boxes. Which of the extracts 1-6 are from informal and which from semiformal letters? HOW do you know?

Informal & semi-formal letters/emails

We normally write informal (friendly) letters or emails to close relatives, friends, people of our own age or other people we know well. We write semi-formal letters or emails to people we do not know very well or when we want to be more polite and respectful a friend's parents, a teacher etc.

Semi-formal writing is characterised by a more polite tone than informal. It uses less colloquial language Thank you very much for your           (NOT:

lecce¥), and fewer short forms (I'll, can't), phrasal verbs (get on, settle in) & idioms Telephone me if I can help you with ... (NOT:

Who could each letter below be written to How well do you know these people?

a good friend • a school teacher a stranger you have spoken to on the phone a couple you are going to stay with in England a new friend of your own age

Read letters A & B on p 37. What is the purpose Of each? Which is to: a friend? *an agony aunt? How is the style different? Why?

How does each letter: begin? end? How many paragraphs are there? Which contain(s): main subject(s) of the letter in detail? closing remarks? reason for writing opening remarks?

* a person who gives advice on reader's problems in a newspaper or magazine.

giving information a Which letter contains the most: short forms?

verbs? idioms?

colloquial language? phrasal polite language? full forms? Find examples.

Dear Sarah,

Hi! How are you? I've been so worried about you since I got your letter. Thought I'd drop you a line to help you out.

It's great that you've made some new pals, but they don't sound very good company, if you ask me. No one has the right to tell you how you should look and dress!

Also, I don't like the idea of you bunking Off school just because your friends think it's cool. Why not tell them that you can meet up after school instead?

Well, I hope it all works out for you. Write back and tell me what happens! Lots of love,

Katy

Dear Dr Kelly,

I am writing to you in the hope that you can help me. My name is Diana and I am sixteen years 7 old. My problem is that I hate the way I look.

When I was younger I was happy and did not worry 50 much about my appearance. I always had lots of friends and I had fun. Now I rarely

b Find phrases/words in letter B which have a similar meaning to the phrases in bold in letter A.

8

Informal and semi-formal style

the semi-formal sentences (A-H) below to . the informal ones (I -8). Which pairs of sentences: ask for information? give information? accept an

A      

B       I really appreciated your help at the reception.

C       I would be happy to help you out.

D       I'm afraid I can't come on Tuesday night.

E        It would be a good idea if you joined a gym.

F        I'd like to apologise for what happened.

G       Could you tell me where I can find a good gym? H I would like to come to the party.

Informal

1      Do you know where I can find a good gym?

2      Hope this was what you wanted to know.

3      I'd love to come to the party.

4      I'm sorry but I can't make it on Tuesday night.

5      Thanks a lot for your help at the reception.

6      I'm so sorry about what happened.

7      I don't mind giving you a hand. 8 Why not join a gym?

Rewrite the sentences 1-5 in semi-formal style.

1       Hope my advice helps.

2       How about starting a diet?

3       Any ideas what to do?

4       I'm sorry I didn't turn up to the party.

5       I'd love to spend the weekend together.

Letters/emails based on written input, respond to written information (letters, invitations etc).

• It is important to include all the notes in the written information in full sentences using your own words.

• Always write in a style appropriate to the person you are writing to.

• Make sure that each paragraph deals with a different topic.

Read the rubric and the letter. Find the key words, then answer the questions.

You have received an email from your English friend's mum asking you to help her with something. Read her letter and the notes you have made. Then write an email to her, using all your notes. Write between 120-150 words in an appropriate style.

10

A

                                 have                           Steve's

B

I Who is sending the email? To whom? How are

 Read the rubrics below and find the key words. Then discuss: reason for writing; who will read the letter/email; how you would begin/end; what style you would write in; what information you would include in each paragraph.

A visiting speaker recently came to your school to give a talk on peer pressure. Your teacher has asked you to write a letter on behalf of your class to thank her (120-150 words). Include:

•    why your class appreciated the talk

•    if she can come again and speak to another class

You are studying in England. Your English friend, Tom, has sent you an email with a request. Read Tom's email and the notes you have made. Reply to Tom's email, using all your notes. (120-150 words)

they related?

2      What should you write?

3      What style should you use? Why?

4      What information should you include? 5 How could you start/end your piece of writing?

a Look at Matt's answer. Has he included all the necessary information? Is it written in an appropriate style? Why/Why not?

What a cool idea to have a party for Steve! I'd love to help you out!

If I were you, I'd invite all Steve's friends from his class at school and from his football team, too. I'll send you a list of all their email addresses if you likel

Why don't you have the party on a Friday or Saturday night? It'll be tricky for everyone to come on a Thursday.

Also, don't worry about getting everything ready. I don't mind coming earlier to give you a hand! Lots of love,

Matt

Ask how      Hi Paula,

At last school is over! I'm so happy I've they went.

finished my exams!

Do you have any camping equipment We could use? I know that you have been Yes, camping in the past. dett

Hope you can come. If you have any questions, just ask!

                    Write back soon,                                  Ask

                            Tom                                                                            about

I l Choose one of the rubrics and write your letter/email. Swap papers and correct your partner's piece of writing. Use the checklist.

Checklist

Does the reply contain all the information in the rubric?

Is it written in the correct style?

Are paragraphs clearly laid-out? Are there grammar/spelling and punctuation mistakes?

Is it the correct length?

CULTURE 2

a    Read Sophie's words. What do you think

'ChildLine' is?

b   Write down three questions you have     I was being bullied at school about Child Line. Read the text to see if          but was afraid that telling a teacher can answer them.       would only make things worse. After you

I called ChildLine and spoke to one of their counsellors, I felt more

Read and complete the gaps with  confident about mg right to ask the correct form of the word in brackets.       for help and what I should say.

Sophie

Match the words in bold to their meaning: extra, private, terrorising, protection/somewhere to live, collect money, offering unpaid help.

Q) Listen and read the text. Answer the questions. Use your answers to tell the class a short summary of the text.

    What is ChildLine?

    Where is it located?

    Who does it help?

    How can someone get involved?

Would you consider getting involved with ChildLine? Think of two reasons you would join it. In three minutes write a few sentences on the topic.

Project: In groups, find information about a helpline or other charity that helps children and teens in your country. Use the questions in

Ex. 4. Present it to the class.

Science ACROSS THE

Thalamus Brain

Cerebrum

Hypothalamus

Pituitary Gland

The nervous system is the control centre of the body It consists of the brain,

runs

Nerves

Nerve cells, or neurons, are like long, thin threads with fingers, called dendrites, at each end. The dendrites of one neuron almost touch the dendrites of the next neuron. When a neuron is stimulated, by heat, touch or sound, for example, or by some other message, it actually generates a tiny electrical signal. This releases chemicals that enable the signal to be passed on from the dendrites of one neuron to the next, until the message reaches the

A Neuron

Cell Body

Dendrites

brain. The brain alone contains around 100 billion neurons!

O Read and match the headings (A-E) to the sections of the text (1-4). There is one that you do not need to use.

A      The longest nerve

B      Carrying messages

C      What controls our bodies D The control centre

E Anatomy of the brain

00 Listen and read. Write down five new things you have learnt about the brain and nervous system. Tell your partner.

Portfolio: Use the information in the text to make up a quiz about the nervous system. Swap with a partner and answer the questions in each other's quiz.

Read the text. What is the purpose of the author?

Complete the gaps (I-13) with the correct form of the word in brackets. Explain the words/phrases in bold.

C) Listen and read the text again. What should someone have in mind when choosing a product? Tell your partner.

4 Portfolio: Work in small groups.

Choose a product and design some 'green' packaging for it. Present it to the class, explaining why you designed it that way.

Gteen

Good habits result from resisting temptation.

(proverb)

 MODULE 2

D Dealing with bullying

Listen to the radio interview. For each question (1-7), choose A, B or C.

I       Dr Hunt says that plastic surgery nowadays A is not as popular as it was.

B is popular with teenagers. C is changing.

               2   According to Dr Hunt, today's society

A            places too much importance on appearance.

B             places more emphasis on beauty than before. C helps teenagers to have a positive body image. 3 According to Dr Hunt, the two types of plastic surgery A are similar.

B are different. C repair injury.

4          Dr Hunt believes teens should have cosmetic surgery

A      to cure low self-esteem.

B      if a therapist agrees.

C      for the right reasons only.

5          According to Dr Hunt, patients under the age of

18

A      need their parents' permission.

B      need a certificate.

C      may have a problem finding a suitable surgeon.

6          Dr Hunt believes our teenage years are a time to A discover who we are.

B    change who we are inside.

C    find out what makes us happy.

7          According to Dr Hunt, the decision to have plastic surgery

A      can make us happier.

B      must be supported by a doctor.

C      needs careful consideration.

Match the headings (A-H) to the paragraphs (1-7).

There is one heading that you do not need to use.

B Relationship ups and downs

                          C Feeling the pressure

42

6) Being picked on at school is becoming more and more common and it has nothing to do with the kind of school you go to. It can happen at schools with both good and bad reputations. The difference lies in how schools deal with the situation. Some schools place a lot of emphasis on finding solutions to the problem, while other schools tend to ignore it and pretend it is not happening.

Making and maintaining friendships can be one of the most fulfilling things in your life. It can also be really difficult to do, especially for teenagers, who are still not sure about what they are looking for or what they need in a friend. One thing is for certain, though. If you form a close friendship with someone, it can be very upsetting if things go wrong.

Participants in peer mediation schemes have the opportunity to talk through their conflicts with the help of trained student mediators. Peer mediators do not take sides or blame anyone. They listen to all participants and help them to develop their own solution to the conflict. If you are feeling frustrated or angry with a friend but have not approached them about your feelings, mediation can help! It gives you the opportunity to confront a person you are in conflict with, in a non-violent way.

@ More and more teenagers are becoming unhappy with the way they look, especially when they regard tall, thin, beautiful celebrities such as Victoria Beckham, as role models. It is very difficult, of course, for teenagers to be happy with their bodies when they feel they have to meet such unattainable standards.

Most teenagers would claim parents don't understand their needs, while most parents believe that it is impossible for them to get through to their teenage children. The truth is probably somewhere in the middle. Both sides should try to be more understanding and open to the other's ideas and feelings.

There are lots of things that teenagers are tempted to buy; CDs, mobile phone top-ups, computer games etc. But how can they afford all these things? More and more teenagers are getting part-time jobs in order to cover their expenses,

and this gives them a feeling Of independence, Of course, some teenagers get paid on a regular basis by their parents

in return for doing chores around the house.

Tverskaya Ulitsa, Moscow's main street, has seen many changes over the years. About three hundred years ago it was a narrow street where you would find beautiful buildings with great I) .......... and the ARCHITECT residences of the rich. In the 20th century, the government decided to 2) . the street and long queues outside state-run shops were a common sight. Today it is still known as one of the capital's most expensive 3) districts, but it is also a hub RESIDENCE of 4) with clubs, cafés, restaurants and ENTERTAIN 5) . . boutiques. Since 1990, the statue of literary DESIGN figure Pushkin in nearby Pushkinskaya square has stood alongside the American fast food restaurant McDonalds. However, there is a price to pay for all this 6) . The quiet areas around Tverskaya DEVELOP could be under threat due to the 7) . . of new CONSTRUCT shopping centres.     

Read the extract from your pen friend's letter. Write a letter to Fiona. In your letter:

•  tell her about the anti-bullying week

•  ask three questions about the party Write 100-140 words.

You are discussing with your brother/ sister what to buy your mother for International Women's Day on the 8th of March. Discuss with him/her what gift you would like to buy and decide on one thing that you both agree on. Choose from the following:

•  jewellery

•  scarf and gloves

•  flowers

•  tickets for the theatre

You begin the conversation and have to decide on which option (only one) to choose. Your partner wilt play the part of your brother or sister. Remember to:

•  discuss all the options

•  take an active part in the conversation and be polite

•  come up with ideas

•  give good reasons

•  find out your friend's opinions and take them into account

•  invite your friend to come up with suggestions

•  come to an agreement

Fill in: dramatic, disgusting, attitude, tricky, persuade, tempted, pressure, trust, offend, symptom.

I I didn't mean to ..... .. you. t was trying to be nice! 2 His entrance was so ... .... that everybody just stared at him.

3 A sore throat is a ..... .. of a cold or flu.  4 The cakes looked so delicious that I was to eat them all!

5            I don't care what you say, nothing will ..... .. me to eat anything like that again.

6            Peter's ..... .. towards his teachers often got him

in trouble.

7            You can .              Mary to keep her promise.

8            There were some very questions in the maths test, but I think I got them right.

9            There was such a ....... smell in the room that we had to open all the windows.

10        You must be under a lot of .... ... at the moment,

having so much work to do.

Points:

Fill in the gaps with the correct relative

pronoun.

I      I'm not sure ..... .. of these books to read next.

2        This is the house .        . I used to live.

3        Peter's the person ... .... you should ask.

4        Madrid, .... ... is the capital Of Spain, is great.

5        Can anybody tell me .... ... that car belongs to?

Points: 10)

Complete the sentences using the words in bold.

Use two to five words.

I There was such a lot of traffic that he was late.

because He ... .... much traffic.

2 We'll have to take a taxi because it's too far to walk.

             such            It's .... ... to walk that we'll have

5 The house had to be demolished because it was badly damaged in the storm.

fact The house had to be demolished . it was badly damaged in the

storm.

(5X4Points:

Complete the phrasal verbs with the correct particle.

1       I'm afraid you will just have to put . with the pain for a day or two.

2       They put us .      . in a terrible hotel for the conference.

3       Due to bad weather they put .. the party for a week.

4       put your coat, it's cold.

5       Don't you dare put me ..... .. like that again!

Points:

Fill in the gaps with the correct preposition.

1 Pay attention the teacher's instructions. 2 He keeps boasting . . winning the lottery.

3 Television can have a bad influence children. 4 Why do you always insist sitting here?

me.

Match to form exchanges.

Just this once. This box is very heavy.

to take a taxi.

3 Because there was ice on the runway, the plane's departure was delayed.

due          The plane's departure was delayed . on the runway.

4 My sister married an American and moved to

California.

                                  who           My sister, .         , moved to California.                                                                                          in English

44

Responsibility

Before you start .

•    What do you do to retieve stress? • Would you volunteer for a charity? Why?

Look at Module 3

Find the page numbers for pictures 1-4.

Find the page numbers for

•    a proverb a poem

•    a biography a quiz

Listen, read and talk about .

•    crime & the law

•    rights & responsibilities

•    Great Expectations by Charles Dickens

•    Ellis Island and the Statue of Liberty

•    The Universal Declaration of Human Rights

•    How to be a Green citizen

Learn how to .

•    express regret • express outrage & disgust Practise .

the -ing form, to-infinitive, infinitive without to phrasal verbs: keep words often confused: offence/crime, taken/driven, unlawful/ illegal, announce/ find, sentence/ imprisonment, witnesses/ suspects

Write / Make / Give .

•    an opinion essay

•    a short text about a famous monument

•    a presentation about a charity organisation

To choose the heading that best describes each paragraph, look for key words/phrases which are examples or synonyms of the words in each heading.

Read the title of the text and the headings below. What do you think the text is about? (l) Listen, read and check.

            NASTY ATTACK            D CAUGHT IN THEACT

B      UNLUCKY MUGGERS E COÅWON TRICK

C      FRAUD VICTIM

Read again and match each posting (1-4) with a heading (A-F). There is one heading that you do not need to use. Which words/phrases helped you to find the answers?

Match the underlined words/phrases with their meanings: got into by force; trusting/easily tricked; small/minor; take someone's attention away from something; was deceived; recently; in shock; remove it with a cloth; unexpectedly. Then explain the words in bold.

Vocabulary

Crime & the law

a Use words from the text to complete the table.

Crime            Criminal               Verb bank robbery          bank robber       rob (a bank) burglary     burgle (sb's house) mugging          mug st) • shoplifting      shoplifter            shoplift theft     , steal (a car) vandalism vandal          vandalise (sth) pickpocketing     steal (sb's purse) kidnapping      kidnapper           kidnap (st))

lottery. couldn't buying a ticket! Anyway, I contacted the people the letter was from, who asked me to send them a 'fee' to process my winnings. Like an idiot, I fell for it and sent them the money. I realised it was a scam when I didn't hear from them again. So basically, the 'prizes' don't exist. These terrible fraudsters are just trying to trick gu¶jþle people (like me!) into sending them money. The police say they've been investigating this crime for a while now, but they haven't found the culprits yet.

2                                 Mon Nov 1 09:03:12

Steve

Burglars recently broke into our house while we were sleeping upstairs! My sister and I heard a noise, so we woke up our dad, who called the police. By the time the police arrived, though, the burglars had gone. While we were checking what they had taken, a neighbour reported a burglary at their house too. The police caught them redhanded! My dad's got to give evidence in court in a few weeks!

b Which of the crimes is most serious? Compare with a partner, for which Of these crimes would someone:

• go to court • pay a fine • go to prison

• get off with a warning • do community service

 Choose the correct words. Check in the Word List.

I Adam has got to go to court for a driving

Perhaps you've been taken for a ride by a con artist or been the victim of some other petty crime? Or maybe the crime was something more serious? Let's see what our readers say.

attacker just came out of nowhere, threatened

me with a knife, grabbed my mobile phone and

ran away. Fortunately, I was able to identify the mugger from a photo at the police station. He was a well-known criminal in the area, so the police knew where to find him. Anyway, he confessed to th9 crime, the police arrested him, and he received a two-year prison sentence! I was shaken up and bruised, but it could have been a lot worse. I even got my phone back!

sat Oct 30 Anna

I was out shopping in the town centre when suddenly, something that looked like bird mess landed on my shoulder! Immediately, a so-called passer by appeared with a cloth to wipe it off. It wasn't until I reached for my wallet to buy something that I realised it had been stolen. When I reported the crime to the police, I was told that this has been happening a lot lately. These people are professional pickpockets, who use any means they can to distract their victims!

2      The burglars were arrested and taken/driven to court.

3      It's unlawful/illegal to trespass on private property.

4      The judge announced/found him guilty of murder.

5      The murderer received a life sentence/ imprisonment.

6      There were no witnesses/suspects to the accident.

Complete the exchanges with the verbs below

in the correct tense/form.

• arrest • appear • confess • chase • pay

• get • let • find • make • sentence

• convict • break

1 A: Have you ever . ..... the law?

B: Well, I once had to ... ... a fine for speeding! 2 A: Did the man .... .. to the burglary?

B: Yes, the police have . him and he's . in court on Thursday.

3      A: so the thieves didn't .... .. away with the robbery then?

B: No, they didn't. The security guards . after them, so they didn't manage to .

off with the money.

4      A: Did the judge the man guilty of dangerous driving?

B: Yes, but he .      . him off with just a heavy fine.

5      A: Is it true that your neighbour has just been . of fraud?

                 B: Yes, he has been .       . to ten years in prison.

Speaking

Continue the story. Use these words: out of the blue, mug, grab, attack, threaten, identify, criminal

What does the proverb mean? Do you agree with it? Why/Why not?

Think of yourself at school/home/ neighbourhood. What are your rights? What are your responsibilities? Discuss in pairs.

Read the poem. What is 'responsibility' for the author? Do you agree with this point of view? Discuss.

"I am only one,

But still I am one.

I cannot do everything.

But still I can do something.

And because I cannot do everything

I won't refuse to do the something I can do"

(Eduard Everett Hale)

Vocabulary

Rights and responsibilities

Complete the sentences with the phrases: have no right; have the right to; have the responsibility to; do their bit; take responsibility for; stand up for your rights. Compare with your partner, then use each phrase in an example of your own.

I You shouldn't let your employer make you work so many hours. You should ........! 2 You .... .... to speak to me like that!

3      As the captain of the basketball team, I feel t . go to all the practices.

4      We all ..... ... freedom of speech.

5      Who's going to organising the picnic next week?

6      I think everyone should .      . for the environment.

 No one should be allowed to violate/abolish someone else's rights.

2      Jane has been given/put the responsibility Of buying a birthday present for Kim.

3      Many people in the world are rejected/denied their basic human rights.

4      Matt knows he was to blame for the fire. He accepts/receives responsibility.

5      Ann often says nasty things to her sister. I think she deals/treats her very badly!

6      Lawyers offend/defend the rights of their clients.

7      I can't tolerate/face his attitude any more! I think it's disgraceful!

Listening

Listen to the speakers. For questions 1-3, choose A, B or C.

1      You will hear someone talking about their schooldays. Why did he feel bad?

A      Some boys at school were bullying a classmate.

B      He got into trouble with the older boys.

C      He waited too long before doing something about the problem.

2      You will hear a woman interviewing a passerby. Who does the man feel should be mainly responsible for protecting the environment?

A      the government

B      the general public

C      environmental organisations

3      You will hear a woman talking about a 'Neighbourhood Watch' scheme. How does she feel about it?

A      She regrets that she can't be a part of it.

B      It's essential in fighting crime.

C      It enables everyone to get involved.

 Read the sentences (A-F). What do you expect the dialogue to be about?

A      Well, it's fine if you don't want to pay attention, but no one else can concentrate either if you're talking all the time.

B       Yes, sometimes! And it's really unfair on Miss Yates. She's doing her best to prepare us well for the exam, so the least you could do is let her teach.

C      I'm afraid so. You're always messing around in the lessons, for a start. It's not on, you know.

D      So you should! I'm sorry to get at you, but I feel quite strongly about this.

E       Tell me something I don't know!

F       Oh, that's a great idea. I think she'd really respect you for that.

Complete the dialogue with the sentences in Ex. 7a.

C) Listen and check, then read out the dialogue. What right(s) is Adam violating? How is he going to put the situation right?

Match the highlighted words/phrases in the dialogue with their meanings: not right; that's the correct thing to do; criticise; it's not acceptable; I'm glad that's ended; easy to see; considered; behaving in a silly way. Use each in an example of your own.

Use the phrases in the language box to express regret for the situations (1-5), as in the example.

I You've had an argument with someone.

 A: I feel really bad about the argument we had. I'd like to apologise.

B: Oh, it was nothing. Don't give it another thought!

2      You said something that offended a friend.

3      You missed your cousin's birthday party.

4      You forgot to do the shopping for your mum.

5      You didn't help your sister when she needed you.

Speaking

10 00 Portfolio: Imagine the

conversation between Adam and Miss Yates when he apologises to her. Act out the dialogue for the class. Record yourselves.

Say it right

Expressing outrage/ disgust

1 1 Q) Listen and repeat the sentences expressing outrage/disgust. What might the other speaker have said?

I That's shocking!

2 That's so awful, I'm lost for words!

3 No one has the right to treat someone like that!

4 That's just not fair!

5 How outrageous!

6 That's totally disgraceful!

-ing form/ to-infinitive/ infinitive without         Grammar Reference

Read the text and find all the -ing and infinitive forms.

"You might think I'm mad, but I don't mind helping with the housework. I quite enjoy cleaning in fact! Some teenagers get so upset about helping out, but ä=-:— I think we should do our fair share. In our family, my brother was always thinking up excuses to get out of his chores, so my mum drew up a chore chart! She's reasonable, though. She wants us to take our responsibilities seriously, but if my brother or I are too busy to help because we have exams, for example, she lets us take it easy for a while!"

Which form do we use after:

           prepositions?           too/ enough constructions?

verbs of preference e.g. like, hate?

        modal verbs?         look forward to? let/make?

            can't stand/help/imagine?         don't mind?

            how about etc?         to express purpose?

           want?         remind etc?         can't wait?

Put the words in brackets into the correct form of the infinitive, -ing form or infinitive without to. Give reasons.

I How about ...... . (order) a pizza tonight?

2       I would like . (be) a politician when I'm older.

3       My mum made me . (tell) her where I had been.

4       It's too late (apply) for the job. The closing date was yesterday.

5       We love ........ (play) board games as a family.

6       She went to school without  (eat) any breakfast.

7       Il vva» ul fur Mum . (shout) like that.

police, Charles!

12Do you fancy .   (go) to the cinema this evening?

Use appropriate infinitive/-ing forms to tell a partner something:

•  you regret

•  you'd like

•  you're looking forward to

•  you can't stand

•  you avoid

•  you've always wanted  you're used to

•  you've stopped

I regret being unkind to my little brother yesterday.

In teams, take turns to add a sentence to the story, using the verbs below.

• decide • look forward to • can't wait • try

• forget • be afraid • stop • remember • see

• be happy

> Team ASI: Last summer, my friend and I decided to go on holiday together. Team BSI: We were really...

Verbs taking infinitive or -ing form without a change in meaning Grammar Reference

 a Compare the sentences. How do they differ in meaning.

I a) He continued shouting.

b) He continued to shout.

2 a) He advised me to catl the police.

b)        He advised calling the police.

c)        We were advised to call the police. 3 a) You need to mow the grass.

b)    The grass needs mowing.

c)    The grass needs to be mowed.

 Fill in the gaps with an appropriate -inglinfinitive form.

CARO

Remember that some shops only allow you 1) .

(pay) by credit card if you have additional ID,

•      We encourage you 2)  . (sign) your new card before you start 3) .   . (use) it.

In the event of your card 4) ...s.... (be) stolen or lost, we advise 5) . (report) the loss as soon as possible. The bank needs 6) (notify) immediately if you change your address.

•      Banks do not permit you 7)       (exceed) your credit limit.

Verbs taking infinitive or -ing form with a change in meaning

a      Read the pairs of sentences and discuss how they differ in meaning.

I remember locking the front door.

b) He remembered to pick up his sister.

Sam forgot to take out the rubbish.

b) I'll never forget going to London.

We stopped to eat lunch.

b) I've stopped watching so much TV. Try sharing the household chores. It's much fairer.

b) I tried to reach the shelf, but I couldn't.

I'd prefer to go to the cinema tonight.

b) I prefer watching soap operas.

I washed the dishes, then went on to vacuum the carpets.

b) Adam went on talking for hours!

b     Put the verbs in brackets into the correct form. Give reasons.

I A: You haven't stopped (use) that credit card, have you?

B: I know. I really can't go on . (spend) so much.

2      A: Did you remember . (buy) the meat for dinner?

B: Oops! I remembered everything else, but I completely forgot ..... ... (do) that!

3      A: I remember .... .... (go) to the bank to pay that bill, but I can't find the receipt.

B: Try . (call) them to see if they have a record of the transaction.

4      A: Could you stop . (buy) some drinks for the party on your way home?

B: Sure! I'll try ..... ... (call) Tim to invite him too. I couldn't reach him earlier.

6

7

8

5      A: James is going on . . (study) law after he finishes school.

B: Oh really? I thought he preferred (learn) languages.

Phrasal verbs (keep)

Fill in: up with; back; on; down; away. Check in Appendix 2. Make sentences using the phrasals.

1     Can you keep the noise .... ...2 1 can't hear myself speak! (cause to stay at lower level)

2     If you keep . . missing classes, you won't pass your exams. (continue)

3     She kept ..... ... some vital information from the police. (hide/conceal)

4     Keep . . from that boy! He's nothing but trouble! (avoid/stay far from)

5     I can't keep . . my school work and have a part-time job as well! (manage to do/ understand all)

Dependent prepositions

Complete the sentences with: against, for, into, with, of. Check in Appendix I. Make sentences using the phrases.

I Julie is responsible ... ..... watering the plants every morning.

2      Littering is ..... ... the law in Singapore.

3      Jan was charged .     dangerous driving.

4      What are the requirements . . the course? 5 The con man tricked me .... .... giving him my credit card details.

Sentence transformations

Complete the sentences using the words in bold. Use two to five words.

1 We need to weed the garden this weekend.

needs The garden .... .... this weekend. 2 She has been learning to dance since last year.

began She ... ..... last year.

3 I wish I hadn't told everyone Mary's secret. regret I ..... ... everyone Mary's secret. 4 No one was listening, but he continued speaking.

on        even though no one was listening.

5 We were advised by the police not to go outside.

stay The police ... ..... indoors.

Grammar Check 3

"Hold your noise!" cried a terrible voice, as a man jumped out from among the graves at the side of the church porch. "Keep still,

to comment on the social wrongs of the Victorian era, particularly those related to the poor in London. In fact, Dickens was no stranger to hardship himself. As a teenager, he was forced to finish school and work in a factory, while his family were in a debtors' prison. This had a profound effect on Dickens and his later writings. Some of Charles Dickens' most wellknown and loved novels include Oliver Twist (1839), David Copperfield (1850) andA Tale of Two Cities (1859). In Great Expectations, a poor 10-year-old orphan named Pip is confronted by a prisoner. This encounter would have a huge impact on Pip's future.

Look at the picture. Where are the characters? What do you think will happen in the extract? Read to find out.

Read the extract again carefully and fill in the gaps with a suitable word or short phrase. Compare with a partner.

I Pip was afraid of the convict because he threatened to

his

52

A fearful man, all in coarse grey, with a great iron^l on his leg. A man with no hat, and with broken shoes, and with an old rag tied round his head. A man who had been soaked in water, and smothered in mud, and lamed by stones, and cut by flints², and stung by nettles, and torn by briars³; who limped, and shivered, and glared and growled; and whose teeth chattered in his head as he seized me by the chin.

"Oh! Don't cut my throat, sir," I pleaded in terror, "Please don't do it, sir.' "Tell us your name!", said the man. "Quick!"

"Pip, sir."

"Once more", said the man, staring at me. "Speak up!"

"Pip. Pip, sir."

"Show us where you live", said the man. "Pint out the place!" I pointed to where our village lay, on the flat in-shore⁴ among the alder-trees and pollards⁵, a mile or more from the church. The man, after looking at me for a moment, turned me upside down, and emptied my pockets. There was nothing in them but a piece of bread. When the church came to itself — for he was so sudden and strong that he made it go head over heels before me, and I saw the steeple under my feet — when the church came to itself, I say, I was seated on a high tombstone, trembling, while he ate the bread ravenously.

2      The convict turned Pip upside down because he wanted to know what was in .

3      The convict threatened to eat Pip's ..... ..... ...

4      Pip's .... ..... ... were buried in the churchyard.

5      Pip lives with

6      The convict tells Pip to bring him .

"You young dog," said the man, licking his lips, "what fat cheeks you ha' got."

I believe they were fat, though I was at that time small for my years, and not strong.

"I could eat 'em," said the man, with a threatening shake of his head, "and I've half a mind to!"

I earnestly expressed my hope that he wouldn't, and held tighter to the tombstone on which he had put me; partly, to keep myself upon it; partly, to keep myself from crying.

"Now lookee here!" said the man. "Where's your mother?" "There, sir!", said I.

He jumped, made a short run, and stopped and looked over his shoulder. "There, sir!", I • explained. "Also Georgiana. That's my mother."

"Oh!" said he, coming back. "And is that your father alongside your mother?"

"Yes, sir," said I; "him too; late⁶ of this parish⁷."

"Ha!" he muttered then, considering. "Who d'ye live with supposin' I kindly let you live, which I han't made up my mind

"My sister, sir — Mrs Joe Gargery — wife of Joe Gargery, the blacksmith8, sir."

"Blacksmith, eh?", said he. And looked down at his leg.

After darkly looking at his leg and me several times, he came closer to my tombstone, took me by both arms, and =me back as far as he could hold me; so that his eyes looked most powerfully down into mine, and mine looked most helplessly up into his. "Now lookee here," he said, "the question being whether I let you live. You know what a file is?" "Yes, sir."

"And you know what wittIes⁹ is?"

"Yes, sir."

After each question he tilted me over a little more, so as to give me a greater sense of helplessness and danger.

"You get me a file." He tilted me again. "And you get me wittles." He tilted me again. "You bring 'em both to me." He tilted me again.

"Or I'll have your heart and liver out." He tilted me again.

prison chain, ² hard, greyish-black stone used for making tools ³ wild roses with long, prickly stems, 4 area close to a shore, 5 trees with their branches cut back, ⁶ used when referring to s.o. who lived or worked somewhere recently, ⁷ a village or part of a town with its own church & priest, ⁸ s.o. who makes things out of metal, ⁹ food