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Компоненты УМК Spotlight 8

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21.01.2017

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Домашнее чтение к Английский в фокусе 8

Публикация является частью публикации:

Компоненты УМК Spotlight 8

Англ. яз. 8кл. Spotlight (Англ. в фокусе)_Ваулина Ю.Е, Дули Д. и др._2012 -216с.PDF

Virginia Evans

Jenny Dooley

Olga Podolyako

Julia Vaulina

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

Министерством образования и науки Российской Федерации

Москва

Express Publishing

«Просвещение»

2012

удк 373.167.1:81 1.11 1 ББК 81.2Англ-922

Аб4

Серия «Английский в фокусе» основана в 2006 году.

На учебник получены положительные заключения Российской академии наук (№ 1 О 106-5215/201 от

12.10.201 7 г.) и Российской академии образования (№ 01-5/7,3-301 от 24. 10.207 7

Авторы: Ю. Е . Ваулина, Д. Дули. О. Е. Подоляко, В. Эванс AJthors: Mrginia Evans, Јеппу Dooley. ()lga Podolyako, .lulia Vaulina

Acknow1edgements

AIthors• Acknowledgements

We would like to thank ан the staf at Express Publi5hing who have contributed their to producing this book. Thanks аге due in particular to: Мегу| Phillips (Editor-in-Chief): ]ulie Rich (senior editor); Мпа Peters and Rianna Diamrnond (editorial assistants) ; дех Вагтоп (senior production controller) and the Express Publishing design team. We wou|d ако like to thank those institutions and teachers who piloted the manuscript, and whose comments and feedback were invaluabte in the production of the

Colour lllustrations: Рап, Stone.

Whi1e every effort hos Ьееп made to troce the copyrlght holders, if опу hove Ьееп lnodvertently overIooked the publishers will Ье pleosed то тоКе the necessory arrongements the first opportvnity.

Английский язык. 8 класс : учеб. для общеобразоват. учреждений / [О. Е, Ваулина, Аб4 Д. Дули, О. Е. Подоляка, В. Эванс]. — М. : Express Publishing : Просвещение, 2012. —

216 с. : ил. — (Английский в фокусе). - lSBN 978-5-09-028993-1.

учебник является центральным элементом учебно-методического комплекта серии «Английский в фокусе» для учащихся 8 YJ1dCCd общеобразовательных учреждений. Отличительной особенностью УМК является модульное построение учебника. наличие аутентичного материала о России, заданий. соответствующих требованиям международных экзаменов, готовящим постепенно к Государственной итоговой аттестации учащихся в 9 классе. Учебник получил положительные заключения РАН и РАО на соответствие Федеральному государственному образовательному стандарту основного общего образования.

удк 373.167.1:811.111 ББК 81.2Англ-922

Учебное издание

Серия «Английский в фокусе»

Ваулина Юлия Евгеньевна

Дули Дженни

Подоляко Ольга Евгеньевна

Эванс Вирджиния

Английский язык

8 класс

Учебник для общеобразовательных учреждений

Центр группы германских языков

Руководитель Центра В. В. Копылова

Зам. руководителя центра по проектам И. Н. Темнова

Руководитель проекта Ю. А. Смирнов

Выпускающий редактор М. А. Семичев

Редактор О. И. Гренддль

Корректор И. Б. Окунева

Налоговая льгота — Общероссийский классификатор продукции ОК 005-93 - 953000. Изд.лиц, Серия ИД № 05824 от | 2.09.01. Подписано в печать 16.04.12. Формат 60х90/8. Бумага офсетная. Гарнитура Прагматика. Печать офсетная. Уч.-изд. л, 27,13, Тираж 30 ООО экз. Заказ № 4988.

Открытое акционерное общество «Издательство «Просвещение». 127521 , Москва, 3-й проезд Марьиной рощи, 41 ,

Express Pub1ishing. Liberty Ноше, New Greenham Раж, Newbury. Berkshire RG19 6HW Те1.: (0044) 1635 817 363 Fax: (0044) 1635 81 7 463 e-maii: inquiries@expresspublishing.co.uk http://vvww.expresspub|ishing.couk

Отпечатано в ОАО «Тульская типография». 300600, г.Тула, пр. Ленина, 109.

Module I — Socialising(pp. 9-24) la Reading & Vocabulary . . pp. 10-11 1b Listening & Speaking .......... pp. 12-13

Ic Grammar in Use. pp. 14-15 Id Vocabulary & Speaking .. pp. 16-17 le Writing Skills .. pp. 18-19 If English in Usep. 20

Culture Corner I .. p. 21

Across the Curriculum. pp.22-23

Module 2 — Food & Shopping .. (pp. 25-40)

2a Reading & Vocabulary. pp. 26-27

2b Listening & Speaking .......... pp. 28-29

2c Grammar in Usepp. 30-31

2d Vocabulary & Speaking. pp.32-33

2e Writing Skills. pp. 34-35

2f English in Usep. 36

Culture Corner 2.p. 37

Going Green 2. pp. 38-39

Module 3 — Great Minds .. (pp. 41-56)

3a Reading & Vocabulary. pp.42-43 3b Listening & Speaking .. pp. 44-45

Grammar in Use . pp. 46-47 3d Vocabulary & Speaking .. pp. 48-49

3e Writing Skills .. pp. 50-51

3f English in Use. p. 52

Culture Corner 3. p. 53

Across the Curriculum. pp. 54-55

Module 4 — Be Yourself. (pp. 57-72)

4a Reading & Vocabulary. pp. 58-59

4b Listening & Speaking.. pp. 60-61

4c Grammar in Use. pp. 62-63

4d Vocabulary & Speaking .. pp. 64-65

4e Writing Skills . pp. 66-67

4f English in Use. p. 68

Culture Corner. p. 69

Going Green 4 .................. pp. 70-71

5a	Reading & Vocabulary . . pp.74-75
5b	Listening & Speaking .......... pp. 76-77
5c	Grammar in Use	. pp.78-79
5d	Vocabulary & Speaking .	. pp. 80-81
5e	Writing Skills	. pp. 82-83
5f	English in Use .	. p. 84
	Culture Corner 5 .	. p. 85
	Across the Curriculum	. pp. 86-87

Module 5 — Global Issues(pp. 73-88)

6a	Reading & Vocabulary	. pp. 90-91
6b	Listening & Speaking .	. pp. 92-93
6c	Grammar in Use	. pp. 94-95
6d	Vocabulary & Speaking	. pp. 96-97

Module 6 — Culture Exchanges .... (pp. 89-104)

6e	Writing Skills .	. pp. 98-99
6f	English in Use	.. ...J....... p. 100
	Culture Corner 6	.. p. 101
	Going Green 6	. pp. 102-103

Module 7 — Education. (pp. 105-120)

7a	Reading & Vocabulary . .. pp. 106-107
7b	Listening & Speaking . pp. 108-109
7c	Grammar in Use . pp. 110-111
7d	Vocabulary & Speaking . pp. 112-113
7e	Writing Skills pp. 114-115

7f English in Use116

Culture Corner 7 p. 117

Across the Curriculum . pp.118-119

Module 8 — Pastimes ..... ..... ...... (pp. 121-136)

8a	Reading & Vocabulary . pp. 122-123
8b	Listening & Speaking .......... pp. 124-125
8c	Grammar in Use		. pp. 126-127
8d	Vocabulary & Speaking .		. pp. 128-129
8e	Writing Skills .		. pp. 130-131
8f	English in Use		132
	Culture Corner	.	. p. 133
	Going Green 8		. pp. 134-135

Grammar Check. pp. 137-153

Song Sheets. pp.SS1-SS4

Spotlight on Russia. pp. 1-10

Grammar Reference Section. pp.GR1-GR16

Irregular Verbs . . ... .... ..... p. GR17

Word List ..... .. pp.WLI-WL25

Appendices . . pp.WL26-WL27

Table of Contents

VOCABULARY GRAMMAR

. 10-11)

character adjectives; body language

1b (pp. 12-13)

socialising; personal information

Ic (pp. 14-15)

present tenses; stative verbs; will — going to, sim le/continuous

Id (pp. 16-17)

physical appearance; whereabouts; relationshi ; idioms

adverbs of degree com arisons

le (pp. 18-19)

greetings cards

If ( . 20)

phrasal verbs: get; prepositions

forming adjectives (•ful, •able)

Culture Corner I (p. 21) - Socialising in the UK; Across the Curriculum (PSHE) (p. 22-23) Dealing with conflict; Progress Check I (p. 24)

(pp. 26-27)

food; ways of cooking

(pp. 28-29)

shopping; places to shop; a/an - the; quantifiers

(pp. 30-31)

present perfect; present perfect continuous; has gone to - has been to/in

(pp. 32-33)

food quantities; verbs/idioms; related to food

singular • plural nouns

(pp. 34-35)

phrasal verbs: go; prepositions

order of adjectives

(p. 36)

forming negative adjectives tense revision

Culture Corner 2 (p. 37) - Charity begins at home, Going Green 2 (pp. 38-39) Paper bag vs plastic bag

Progress Chec 2 (p. 40)

(pp. 42-43)

fields of science

(pp. 44-45)

work; jobs

(pp. 46-47)

inventions

past perfect - past perfect continuous; past simple; past continuous

(pp. 4849)

stages in life; life events; idioms

(pp. 50-51)

stories; verbs of action

sequencing events; adjectives/ adverbs; prepositions; forming verbs (-ise/•ize)

(p. 52)

phrasal verbs: bring; words often confused

Culture Corner 3 (p. 53) - English banknotes; Across the Curriculum (History) (pp. 54-55) The master thief of the unknown word. Progress Check 3 (p. 56)

4a (pp. 58-59)

appearance; self-esteem

4b (pp. 60-61)

fashion; clothes; patterns; style; material

too - enough

. 62-63

rformances

the passive

p, 64-65

body image; idioms related to b

the causative

4e (pp. 66-67)

teenage problems

4f (p. 68)

phrasal verbs: put; words often confused

prepositions; forming opposite adjectives (il•, im•, in-, ir-)

Culture Corner 4 (p. 69) • Traditional costumes in the UK, Going Green 4 (pp. 70-71) Eco-clothes Progress Check 4 (p. 72)

obento a tasty tradition

food likes/dislikes

an informal email about how to cook a dish in your count

dialogue (commenting on clothes/ accessories)

giving directions; a market advert

(gap filling); intonation in questions

Buy Nothing Day (article)

expressing duration; discussing what teens s nd ket mon on

Cheese & ham triangles (recipe)

ordering food & drink; describing a visit to a restaurant

an informal email about a family meal out

an email about a visit to a London market

describing a picture

informal letters/emails

Animals in the air (article)

summarisin the text

an informal letter of invitation

dialogue (discussing parents' jobs)

giving news/reacting to news; a job advert• intonation: echo uestions

Mistakes that worked (article)

telling a story based on visual rompts; discussing inventions

an informal email about a strange experience you had

Marie Curie

matchin s akers to statements

a bi ra h

An Unusual Gallery (story)

narrate a story

a story

Do you feel at home in your body? (article)

discussing self-esteem

a paragraph advising a friend

dialogue (deciding on what to wear at a party)

expressing approval/disapproval multiple choice; intonation: stressed syllables

CATS article)

Altered Images (article)

a letter of advice

giving advice & possible results

informal letter of advice

choosing a piece of clothing

VOCABULARY GRAMMAR

(pp. 74-75)

natural disasters

5b (pp. 76-77)

global concerns

5c (pp. 78-79)

experiences

infinitive/ -ing form; used to - be/get used to

5d (pp. 80-81)

weather; idioms related to weather

(pp. 82-83)

opinions & viewpoints

co-ordinate conjunctions both ... and; eithe

. or; neither ... nor

5f (p. 84)

phrasal verbs: call; words often confused

forming nouns from verbs (-ion, -tion, -ance)

Culture Corner 5 (p. 85) - Scottish the Coos, Across the Curriculum (Science) (pp. 86-87) Tornadoes & Hail Progress Check 5 (p. 88)

(pp. 90-91)

holidays; travel; activities

(pp. 92-93)

holiday problems

(pp. 94-95)

travel experiences

reported speech

(pp. 96-97)

means of transport; idioms related to transport

(pp. 98_99)

host families

(p. 100)

phrasal verbs: set; words often confused

forming nouns (-ness, -ment) prepositions

Culture Corner 6 (p. 101) - The Thames, Going Green 6 (pp. 102-103) Monuments in danger Progress Check 6 (p. 104)

(pp. 106-107)

Technology, media usage

modals; making deductions

(pp. 108-109)

education

(pp. 110-111)

(pp. 112-113)

the media, media jobs, idioms related to the media

linkers

(pp. 114-115)

(p. 116)

phrasal verbs: give; words often confused

compound nouns

Culture Corner 7 (p. 117) - Trinity College Dublin, Across the Curriculum (pp. 118-119) Using a computer Network Progress Check 7 (p. 120)

(pp. 122-123)

interests & hobbies

(pp. 124-125)

sports

(pp. 126-127)

conditionals; if/when/unless

(pp. 128-129)

sports equipment & places; idioms related to sports

(pp. 130-131)

applications

(p. 132)

phrasal verbs: take

compound adjectives, prepositions

Culture Corner 8 (p. 133) - Mascots, Going Green 8 (pp. 134-135) Project A.W.A.R.E. Progress Check 8 (p. 136)

READING
Tsunami disaster (extracts)	interviewing a tsunami victim
dialogue (discussing poverty)	interacting; matching speakers intonation (tone groups)
Psychic animals	narrating a bad experience
Red sky at night
What can we do to reduce traffic in our city?			an opinion essay about recycling


The World is your Oyster		discussing holidays & activities
dialogue (travel experiences)		sympathising; multiple choice; intonation: stressed syllables
Tips for Solo Travellers		reporting exchange
Full steam ahead		identifying announcements; matching people to descriptions
a thank-you letter		thanking; proofreading; expressing gratitude		a semi-formal thank-you letter


Generation M		talking about your favourite gadgets		survey report
dialogue (discussing exams)		asking for-giving advice contrastive
The Italian Conti Academy		stress; multiple choice
Koala Mum Rescued		how to make paper; identifying TV programs
The Internet as a Homework Tool		topic/supporting sentences		a for-and-against essay on e-learning


		talking about your interests		a short article about your favourite activity
dialogue (arranging to do sth after school)		making/accepting/refusing invitations; intonation (sound natural); multiple matching
jokes		discussing hypothetical situations
FIFA World cup		discussing favourite team
an email		completing application forms		a formal email based on written

Module 1

Socialising

Before you start ...

• Has anything changed in your school/class/ daily routine this year? How do you feel about it?

• What was your favourite summer holiday like?

• What's your hobby? When did you start it?

Look at Module 1

Find the page numbers for pictures 1—4.

Find the page numbers for

• notes

• a comic strip

• greetings cards

• a poem

Listen, read and talk about ...

breaking the ice body language family members

• relationships conflict & disagreement

Learn how to ...

• socialise

• describe and compare people

Practise ...

intonation: showing feelings

• Present Simple/ Present Continuous/ Present

Perfect/ Present Perfect Continuous/Past

Simple/Past Continuous

• stative verbs expressing future actions (will — are going to — Present Continuous) comparatives & superlatives of adjectives/ adverbs

• phrasal verbs: get

• word formation: adjectives idioms: describing relationships

Write / Make .

• a greetings card

• a short article about socialising in your country

• a poem

stop

Reading

What does the title of the text mean? How would you start a conversation with someone you don't know? Read and check.

Read the text and mark the sentences 1-7,

L T (True), F (False) or DS (Doesn't Say). Correct the false sentences. Explain the words in bold.

I Breaking the ice means saying or doing something to start feeling relaxed with a new person.

2 people feel uncomfortable when meeting someone new because they cannot predict their reactions.

BREAKING

THE

The new girl in your class seems very interesting and you would like to get to know her better. The guy at the skate park does some amazing tricks and you would like him to show you how. But, whenever the opportunity to talk to them comes up, you can't think of anything to say. Your palms sweat, you blush, and you look away.

Whether you are starting a new school, going to a party where you don't know anyone or want to approach a person you fancy, you often need to break the ice in order to start a friendly conversation. Breaking the ice means saying or

around someone you don't know very well. The reason you feel this way is that you don't know how the other person will react, but don't let it get you down.

You worry. Almost everyone feels uncomfortable when they first meet other people. If you feel this way, the following tips can help you out.

Smile: When you smile, people think you are friendly and easy to talk to. They are also very likely to smile back and help you feel more comfortable about starting a conversation.

10

3 Some people don't have any passions.

4 When you meet someone for the first time, it's better to look serious.

5 Confident people don't postpone things.

6 When you start a conversation, talk a lot about yourself.

7 If you feel uncomfortable with new people, avoid being around them.

(S udy skills

Reading effectively

The author's puqxse is the reason for writing the passage. This could be to entertain, persuade, inform, advise, narrate or describe. Recognising the author's purpose will help you understand the content of the text better.

Listen and read the text again. What is the author's purpose? Discuss in pairs.

Develop passions: The best way to have interesting conversations is to be an interesting person! Get involved in activities and talk about them. Make sure you have something to add to a conversation.

Everybody likes to be around happy people. Try to always look on the bright side of life and to see something positive even in negative situations. People will enjoy your positive energy and benefit from it. Also, be confident If you like yourself, others will probably like you too.

Be a ood listener:

over the conversation and don't only speak about yourself. Ask other people questions about themselves too. This way they'll know you're interested in them.

Get out there: Don't avoid being around new people just because you feel uncomfortable. If you stay in a situation, you'll get used to it. It's not easy, but it's worth it. After all, the other person may want to talk to you as well — but be too shy to break the ice!

Explain the words in bold. Choose some to complete the sentences.

1 Laura's very shy. She always . when people talk to her.

2 1 think Andy Kim. He's always staring at her in class.

3 we from what he said to us, as his advice helped us.

4 You shouldn't . talking to people you don't know.

Vocabulary

Character adjectives

Read the descriptions. List the adjectives in bold as positive/ negative.

1 Tony's optimistic. He always looks on the bright side of life.

2 Fred's sensitive and caring. He always understands how others feel, always stays calm and doesn't get annoyed with people easily. He worries a lot about what others think of him.

3 Claire's patient. She manages to stay calm in difficult situations.

4 Bob's easy-going and sociable. He rarely gets upset and he likes meeting people.

5 Ann's honest and reliable. You can trust her and she always does what she says she will do.

6 Sue's stubborn. She always wants to do things her own way.

7 Tony's selfish. He doesn't care about other people's feelings.

8 Bill's shy. He doesn't feel comfortable with people.










	10

Match the adjectives to their opposites. Listen and check. optimistic a confident b generous selfish c pessimistic reliable d flexible stubborn e unreliable sincere f unsociable sensitive g irritable sociable h impatient patientinsincere easy-going j insensitive

Listen and match each person to the adjectives that best describe each.

8 09 Which of the adjectives in Exs. 5 & 6 best describe you? Is there a quality you don't have but would like to have? Discuss in pairs.

> A: I'm sociable and honest. I'd like to be more patient. And you? B: I'm quite patient but I'd like to be more confident.

Body language

What feelings do the actions in the pictures 1-8 suggest? Choose from the list. Make sentences, as in the example.

• nervous • furious • surprised • impatient • bored • unsure

• worried • puzzled

Say three things you found interesting in the text. How could they help you when you meet new people?

To break the ice you can smile at the new person. Then,

Listening & Speaking

Look at the picture and answer the questions.

I What does the picture show?

2 What are the people doing?

3 What are the people wearing? 4 How are they feeling?

> 1 The picture shows two teenagers in the countryside.

Giving personal information

2 Read the questions. When would you ask them?

What's your name?

Where are you fronff, What do you do?

Have we met before?

Have you got any brothers or sisters? - your sister single/married How old are you?

Have you been living here Do you like basketball? Are you new here?

(I) Read the dialogue and complete the gaps 1-5 with questions from Ex. 2. Listen and check.

Harry: Hello, my name is Harry. I)

Mary: I don't think so. I'm Mary. Mary Newton.

Harry: Nice to meet you Mary. 2)

Mary: Yes. We've just moved in next door.

Harry: Really? Welcome to the neighbourhood, then.

Mary: Thanks. 3) ....2 1 didn't catch it.

Harry: I'm Harry. What a nice day.

Mary: Umm... indeed it is. Have you been living here long?

Harry: For as long as I remember. My family moved here when I was three. Mary:

Harry: One sister. And you?

Mary: No, I haven't. I'm an only child.

Harry: I see. 5)

Mary: I turn sixteen next May.

Harry: That makes us the same age.

Mary: Great! Maybe we'll have some classes together at school.

Harry: Yes, I hope so.

Mary: OK. I'll see you Monday then.

Þiii

Speaking

Portfolio: Work in pairs. Imagine you are at a summer camp. Use questions from Ex. 2 to find out about your partner. Record yourselves.

Listening

Read statements A-F about family relationships. Which one best describes your family situation? Give reasons.

A I have no privacy at home.

B My father's views are rather old-fashioned.

C I get on very well with my parents.

D I wish I wasn't an only child.

E Family meals usually end in arguments.

F I enjoy hanging out with my grandparents.

Listen to some teenagers talking on a radio programme about their relationships with their family. Number the statements A-F in the order you hear them. There is one extra statement.


Speaker

Everyday English Say it right

Socialising 8 Choose the correct response. Listen and

a Match the responses. Listen and check. check.

				A	How's it going?
Excuse me!	a	Indeed it is.		B	a Couldn't be better!
Pleased to meet	b	See you later!			b Glad to meet you.
you. I'm John.	C	Fine, thanks.	2	A	Talk to you later.

go now.		fine.	4	A	Thank you very much.
Make yourself at	h	Hello!		B	a Don't mention it.
home.		No, please sit down.			b Pretty good, thanks.
Can I offer you	j	Pleased to meet	5	A B	I haven't seen you for ages. a It's a pleasure to meet you.
something?		you, too.			b I know! You haven't changed a bit.

B a What time?

Is this seat taken? d Well, thank you for b Take care. What a nice day! inviting me.

Good morning! e That's very kind. 3 A I'm glad you came.

B a I'm afraid I have to leave now. How are you? f Yes, can I help you?

b So am I. I'm afraid I have to g No, thanks, I'm

Thanks for coming.

Which exchanges are about: Intonation

starting a conversation? (I) Read the box. Then listen and choose the

2 getting someone's attention? adjective that best describes each speaker's 3 greeting someone? attitude. Is their intonation rising or falling?

4 introducing yourself?

5 ending a conversation?

6 welcoming visitors?

7 saying goodbye?

8 breaking the ice?

Complete the exchanges. Use sentences from Ex. 6a. Compare with your partner.

B: Take care.

B: Not bad. How about you?

B: I'm glad you came.

B: Good morning! Nice day, isn't it? 10 Work in pairs. Write short exchanges for the following situations.

B: How can I help you, sir? • greet someone • introduce yourself

• thank st) for his help • welcome a visitor

• say goodbye • ask about sb's brothers/sisters

Grammar in Use

I) Hey! Are you really a talking dog?

3) Not only that. know how to do

Maths, too

6) I don't believe it. Why do you want to give away a dog like that, madam?

Present Simple — Present Continuous —

Present Perfect Simple — Present Perfect

Reference

Continuous Grammar

Read the comic strip. What tenses are the verbs in bold?

Find examples of: a petmanent state, expressing anger or

-4

2) I certainly am, sir.

4) and I've been studying literature for the last two years.

5) I've learnt the works

Of Shakespeare by heart.

7) He's always lying to people.

TalKir1

Read the theory box. Find two examples of stative verbs in the comic strip.

which do not normally continuous tenses because they describe a state rather than an action (like, love, hate, believe, know etc). He likes tennis. Some stative verbs have continuous tenses but there's a difference in meaning. I think he's lying. I'm thinking of going out.

Stative verbs are verbs have

irritation at a repeated action, an action which started in the past and continues up to the present with emphasis on the duration, an action that happened at an unstated time in the past

What other uses of these tenses can you think of? Give examples.

Put the verbs in the brackets into the correct tense. Compare with a partner.

I A: When (the kids/come) back from their holiday? 1 . (start) on the 15th, so a week earlier.

(look) for a new flat at the moment. 2 . (shelfind) anything yet?

. (your sister/always/leave) her stuff everywhere? 3

B: Yes and she . (always/complain) about me being messy!

4 A: Can you drive?

B. I (learn). I .... ... (take) lessons for two weeks now.

5 A: Oh no! I (lose) my keys again.

B: Not again. You (always/lose) your keys.

Put the verbs in brackets into the Present Simple or Continuous.

A: Why (Billy/be) so naughty? B: He (be) tired.

A: Why (you/taste) the soup?

B: I think it (taste) a bit funny.

A: It ..... (look) like their car has broken down again.

B: Yes. They (look) for a new one at the moment.

A: What ..... (you/think) of Ann?

B: She's cool! I . (think) Of inviting her to my party.

Expressing future actions (will — going to — Present Continuous — Present Simple) Gramméè@£

4 Match the tenses in bold to their uses.

1 Tie your shoelaces! You're going to trip over them.

2 They are going to move house this summer.

3 I'm tired. I think I'll have an early night.

4 The bus leaves at 7:00 pm.

5 I'm seeing my friends tomorrow. 6 It's hot. I'll open the window.

a on-the-spot decision b planned action or intention

C future prediction based on what we think, believe or promise d fixed arrangement in the near future e timetable f future prediction based on what we can see or know

Filt in the gaps with will or am/are going to.

1 A: Look! Pat's here.

B: I go and talk to her.

What are your plans for Saturday night?

invite some people over for dinner. Would you like to come?

I'm afraid I can't solve this problem.

B: Don't worry. I help you.

The phone is ringing.

B: get it.

Are you still in pain?

B: Yes I . see the dentist today.

Use the notes to act out short exchanges.

bus leaves 5:00 mee+ a+ g+a•tion concert starts 9:30 leave house 8:00

fi2•rn sfarts 8:00

nee£ outside cine-ma

7-45

òattct te5¾h Kìhi5hes 6.00

pick pa 6:15

What time does the bus leave?

B: It leaves at 5:00, so we're meeting at the

Past Simple — Past

Reference

Continuous Grammar

Match the tenses in bold to their uses. Give more examples.

I He picked up his jacket, locked the door and left.

2 I was cleaning the attic when I came across my first diary.

3 Shakespeare wrote Hamlet in 1600.

4 When he was young, he rode his bike to work every day.

5 I was watching TV while they were cooking dinner.

a complete action or event which happened at a stated time in the past b past actions which happened one after another c past action in progress interrupted by another past action d two or more simultaneous past actions e past habit or state

New Message

Dear Jess,

How are you? I'm sorry 1 1) (not/write) to you for a while, but 1 2) ....„.. (be) really busy. Let me tell you my news. 1 3) (start) at the local 6th form college last September, and 1 4) (study) for my A' levels at the moment. I 5) (become) a lawyer when I grow up, so I'll have to work hard and pass all my exams to get into a good university.

My other news is that I have a new pet dog. 1 6)

(have) him for two months now and he's really cute but

8 Put the verbs in brackets in the correct tense.

sometimes a little naughty, For example, while 1 7) (walk) him in the park yesterday, he 8) (run) off and it 9) — (take) me an hour and a half to find him again.

Anyway, I must go as I have some homework to do, but I promise 1 10) (write) again soon.

Love,

Poppy

Write sentences about your school life using a word from the list. Then, tell your partner.

ago, before, still, already, yet, tomorrow, for, since, next week, right now, usually, often, at the moment, these days, ever, never, rarely, yesterday, last month, tonight, just, while,

station at 4:30. when.

Grammar Check 1

Comparatives &

Reference

Superlatives Grammar

Who's who?

Read the table. Use words/phrases from the table to present a famous person to the class. The class guesses who he/she is.

young, in his/her (early/late) twenties, thirties etc, younger/older than he/she Age: looks, middle-aged etc good-looking, pretty, beautiful, Looks: handsome, rather ugly etc

(rather) short, (quite) tall, of average Height: height etc

(a bit) thin, (rather) plump, overweight, skinny, thin, slim, strong, muscular, of

Weight: medium build etc fair, blond(e), dark, ginger, going grey, almost bald, white, curly, wavy, Hair: straight, shoulder-length, long etc almond-shaped, dark, small, green,

Eyes: blue etc funny, hard-working, talkative, friendly, (a bit) dull/boring, energetic, sporty, moody, creative, shy, bossy, sensible, impatient, humorous, stubborn, selfish, personality: generous etc photography, drawing, sports, making model cars, painting, reading, traveling, cinema, theatre, music etc

Study the table. Are there similar structures in your language?

	Adjective	Comparative	Superlative
Short adjectives/ adverbs	clean big funny nice hard	cleaner (than) bigger (than) funnier (than) nicer (than) harder (than)	the cleanest the biggest the funniest the nicest the hardest
adjectives/	exciting clearly	more exciting (than) more clearly (than)	the most exciting the most clearly
Irregular adjectives/ adverbs	good/well bad much/many far	better (than) worse (than) more (than) further (than) farther (than)	the best the worst the most the furthest the farthest

Look at the pictures and use the adjectives below and/or any Of the language in Ex. I to compare the people.

• tall • old

• slim • dark

• friendly

• short

A: Sue is taller than Sarah. B: Yes, but Sally is the tallest of all. Who do you think is the friendliest?

Read the examples. Then complete the gaps with the correct form of the adjectives in brackets. Which shows that: one thing depends on another thing? sb/sth changes continuously? there is a similarity between two people? there is a difference between two people?

1 Adam is twice . . ... as Sean! (funny) 2 Actually, 7.30 is (early) I can meet you.

3 Harry is .. ... (popular) boy in the school.

4 The ..... (much) he said, the ..... (angry) I felt!

5 John isn't ..... (good-looking) as his brother.

6 Thanks so much for the flowers! It's .

(little) I could do.

7 The ..... (soon), the ..... (well).

A: I think Sue looks the friendliest. etc

Talk about your family members. Use comparatives/superlatives.

> My dad is taller than my mum and fatter, too.

The older my brother gets, the more stubborn he becomes. etc

Listen to two friends describing the people in the pictures. Number the people in the order you hear the descriptions. What is each person's name?

Relationships

Check these words in the Word List. Use them I to complete the sentences 1-8.

• acquaintance • nephew • niece • stepmother

• classmates • neighbours • aunt • colleagues

1 We all have the same lessons. We are ..... . .

2 I don't know him well. He's just an .. .s. . .

3 He works with my dad. They're .

4 She's my uncle's wife. She's my

5 They live next door. They're our .. . .

6 She's the woman who has married my father. She's my .

7 She's the daughter of my sister. She's my ...... . 8 He's the son of my mother's sister. He's my mother's ...... .

Adverbs of degree

a Read the table. Are there similar structures in your language?

large degree: very, really	Sally is very helpful but can be really bossy at times.
medium degree: pretty, quite	She is pretty generous.
negative degree: a bit/ a tittle	She can be a bit impatient at times.

Talk about people you know, as in the example.

A:	Have you met our new neighbour?
B:	Not yet. Have you?
A:	Yes. I ran into him last week.
B:	So, what's he like?
A:	He's very friendly, but he can be a bit stubborn at times.

Understanding idioms

Idioms are special phrases that have their own meaning. For example, when we say that something is 'a piece of a cake', we mean that it's very easy. If you learn to use idioms, your English will be much more colourful and natural.

Idioms

Match the idioms to the pictures. Try to guess their meanings. Check in Appendix 3. Are there similar idioms in your language?

I to speak one's mind

2 to be a pain in the neck

3 to get on someone's nerves

4 to drive someone crazy

5 to hold one's tongue

6 to break the ice

Use the idioms to complete the sentences.

I He wanted to tell her the secret, but decided to his for now.

2 If you disagree with something they say, don't be afraid to your

3 Will you turn that music down? It's ..... me .....!

4 That woman is a real ...... in the ...... . She never stops complaining.

5 Penny really .. .... on my She thinks she is so clever.

6 He told us a funny story to .. .... at the meeting.

In pairs use the idioms in Ex. 10 in short exchanges.

A: I can't stand John.

B: Yes, he's a pain in the neck.

I someone has just had a baby

Greetings cards

Look at the cards (a—h) and describe the pictures. When do we usually send such messages? Read the box and check.

2 someone wants to show that they are grateful

3 two people are getting married

4 it's someone's birthday

5 it's Christmas

6 someone is celebrating the day they got married

7 someone is in hospital

someone is leaving university

Informal style

Read the theory box. Find examples in the message in Ex. 3.

Informal style

Informal language is characterised by the use of:

short opening and closing remarks (Hi Sue, See you

Tom) abbreviations (I'm) colloquial phrasal verbs, idioms and everyday language (What's up?) the imperative (Do come)

• informal linkers (and, so NOT:

Read the cards below. Why have the people written them? Find examples of informal style. Compare with your partner.

Amanda,

I can't believe I missed your party. My flight was cancelled because of the storm and I was stuck in

London, Ill try and make it up to you time.

Complete the sentences with the words in the list. Which sentences would you find in a card to someone who: is moving to another place? had an accident? got his/her degree? is celebrating his/ her birthday? has a family problem?

• thoughts • proud • luck • day recovery

I I'm so sorry. Please know you are in my 2 Get well soon! Wishing you a speedy .

3 Congratulations on your success. We're all . of you.

4 Goodbye and good The school won't be the same without you.

5 Have a great full of surprises and fun.

7 Change the email to a short greetings card.

RNE Portfolio: A friend of yours has won a scholarship to study at a summer school. Write a greetings card to congratulate your friend. Use the cards in Exs.3 & 5 as a model. (30-40 words.)

Phrasal verbs: get

Fill in: along, across, down, over, over with. Check in Appendix I.

	1	Jane has difficulty in getting her ideas (communicating)
Word formation	2	Do you get with your parents? (have a

good relationship) a Read the theory box. Are there similar

3 The sooner we start writing the report, the types of formation in your language?

sooner we get it ...... . . (finish)

that she failed her exams. (recover from)

Mrs Jacobs is very popular . her students. Helen is very nervous . starting at her new school.

You shouldn't be jealous other people's success.

4 Rania is very fond . her young niece.

in bold. in your dictionary. In
pairs, answer the questions.	7	Nadia is quite proud sporting achievements.	her brother's

b Form adjectives from the 5 I'm quite keen . . Maths. words Check 6 She's good drawing.

9 I'm not very patient stubborn people.

Socialising in the UK

1 What is social etiquette?

a) customs & rules for polite behaviour

b) customs or beliefs which have existed for a long time

2 (s) Read the title of the text and the headings under the pictures. What do you think people in the UK do in these situations? Listen and

CULTURE I

3 Answer the questions.

I How do the British greet someone for the first time?

2 How do they greet friends and relatives?

3 What can you talk about with a British person?

4 What should you do when you visit a British

read to find out. person?

Social Niiquette in the UK

The British are famous for their language, sense of humour and, of course, politeness. So, when you are in the UK, make sure you respect the social etiquette in the following situations:

British people are quite reserved when greeting one another. A handshake is the most common form of greeting when you meet someone for the first time. It is only when you greet close friends or relatives that you would kiss them on the cheek or give them a hug. The British may also call you by many different 'affectionate' names, such as dear, chuck, mate, guv, son or madam. Do not be offended, this is quite normal.

The British like their privacy, so not all topics are safe for small talk. Avoid asking people about their

age, religion, politics, marital status, weight or how much they earn. Instead, acceptable small talk topics are family, films, television, sport, studies, food, hobbies and of course, the weather!

When you visit people at home, make sure you are on time. It's also nice to take a gift for your hosts, such as a bottle of wine, a bunch of flowers or a box of chocolates. A British person might say 'come and see me soon' or 'drop in anytime'. However, you must always phone before you visit someone.

Greeting people

The weather's terrible, isn't it?

Making small talk

Visiting people at home

Explain the words/phrases in bold. Use some to complete the sentences.

I	You mustn't be rude to your teachers. You	5	Now answer the questions in Ex. 3 about your
	should .. ... . them.		country.
2	Lucy gave her parents a . and then went
	to bed.	6	Project: Write a short article for an
3	Being impolite to others is not ...... behaviour.		international school magazine explaining what
4	Apart from the . he didn't know anyone		someone should do to greet people, make
	at the party.		small talk or visit people in your country. Use
5	She kissed her daughter on the before she left for work.		your answers from Ex. 5.

Across the Curriculum

• Personal, Social & Health Education

Listen to and read the poem. How is it related to the title of the text?

Good morning. pro. Over. Hmm. Con. Under. Nice day. Off. Cloudless. Dim. on. Thunder. Sorry. Front. Detour. Glad. Back. Highway.
Hadn't. Taut. New way. Had. Slack. Thruway. Go. Open. Byway.„.? Stay. Shut. MY WAY! Work. And. Play. But. Eve Merriam (US poet) 2 09 How do you deal with arguments? What's the best way to handle such situations? Discuss in pairs. Study skills Completing a text (gap filling)	3.
Read the title and the text quickly to get the gist. Read the text again, one sentence at a time, focusing	THINK!	Change the following
on the words before and after each gap and think of	"you" statements into "I feel" statements.
the word that fits best. Read the completed text	Use the adjectives bad, upset, annoyed, sad.
again to make sure it makes sense. This way, you will	1 You never want to hang out with me any more!
minimise the number of mistakes you make.	2 You're late again! You're so unreliable! 3 You're always telling lies! 4 You never listen to me!
3 09 Read the text and complete the missing words. Compare with your partner.	I feel bad because we don't hang out any more.

Explain the words in bold.

axing

Losing friends is about as easy as making friends if you don't know l) to deal with anger and conflict. Conflict is part of everyone's life. It will show up at school, at work and 2) home. Ifs OK to feel angry, frustrated, annoyed disappointed or sad. These feelings are natural, but ifs how you deal with 3) ....... that makes the difference. Some people scream, shout, swear', call people names, try to get back at or even hit the person who has hurt them. Others do their best to keep away from disagreements, 4) very few deal with conflicts successfully.

Resolving conflict is a step by step process. Before you start discussing the problem, cool off, count to I take a deep breath and imagine a relaxing place. Then, say whds really bothering you. While doing that, watch how you express yourself. Don't blame or aCCUSe. Share how you feel by using "l" statements. For example, don't say "YOU are always bossing me around," but "l feel frustrated because you don't pay attention to what I think."

You want people to hear your opinion so make sure you practice what you preach2. Listen carefully to the 5) .. person and accept that he or she might see the problem in a different way. Be flexible and openminded, willing to apologise, forgive and move

on.

^{t
Z}try b

5 Listen and read the text again. Your friend gets angry very easily. Use the ideas in the text to advise him/her how to control his/her anger and resolve a conflict.

6 09 Project: Work in pairs. Find the opposites of the words below and write a similar poem about arguing. Read the poem aloud.


	THINK!

Do you agree with this statement? Discuss.

Words of Wisdom

Whatever begins in anger, ends in shame.

Benjamin Franklin (US statesman)

1 Progress Check

Fill in: selfish, sociable, pessimistic, shrugged, clenched, patient, reliable, stubborn, shy, insincere.

I He was so angry he . . his fists tightly.

2 Rachel has many friends because she's very ... .... .

3 people always see the negative side of things.

4 Penny doesn't get angry easily. She's very ...... .

5 Thomas is very ...s... . He won't let you down.

6 Don't believe everything Helen says. She's a bit

7 A person doesn't care about other people's feelings.

8 Jane is very and blushes when strangers talk to her.

9 Henry didn't answer, he just his shoulders instead.

10 Listen to me! Don't be so Points:

10X2 20

Complete the sentences with words derived

from the words in bold.

I John always looks on the bright side of life. He's very ....... . OPTIMISM

2 That woman across the street is very

ATTRACT

3 Dave bought me a wonderful birthday present.

He's so GENEROSITY

4 I became when he turned up late again.

FURY

5 The film was quite . BORE ( Points:

5x4

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

. (take) the dog for a walk every day after school.

2 Jade ..... .. (look) for a new job at the moment.

3 This cake (taste) delicious.

4 Tie your shoelaces. You (trip) over them.

5 George (cook) a meal when the phone rang. 6 Olly always (dress) in black when he was a

teenager.

7 I'm really tired. I think I (have) an early night. 8 Fred (work) for the company for ten years. 9 I can't stand Mrs Brown. She (always/shout) at us.

10 Trevor (think) about buying a new car.

Complete the phrasal verbs with the correct preposition.

I Do you get well with your classmates?

2 The bad weather is really beginning to get me

3 The teacher had difficulty getting her ideas . to the students.

4 It has taken me a long time to get ... . ... the flu. 5 Come on! The sooner we start, the sooner we will get it ...

Points:

5X2 10 5 Fill in the gaps with the correct preposition.

I Mr Brown is very popular the students.

2 I am very good English. I am always top of the class.

3 I'm not very keen basketball. I prefer

football.

4 Polly is very fond her grandmother.

5 You shouldn't be jealous your little sister.

6 Match to form exchanges.

Thank you very much. a No, please sit

Is this seat taken? down. b

afraid I have to That's very kind of you.

c Don't mention it. Make yourself at d Indeed it is.

home.

Well, thank you

What a nice day!

for coming.

Points: 20

My score:

100)

Now I Can .

talk and write about family members and relationships talk and write about conflict and disagreement describe and compare people

• write a poem based on opposites write a greetings card write a short article about socialising in my country

. in English

Module 2

Food & Shopping

Before you start ..

• What makes you a good friend? Is it difficult to find a true friend?

• How do you feel when you first meet people?

Look at Module 2

Find the page numbers for pictures I -4.

Find the page numbers for

• a flea market advertisement

• logos

Listen, read and talk about ...

ways of cooking

• food & food quantities

• places to shop

• charities

• Learn how to ...

• express your food likes/dislikes about food

• give directions

• talk about things you have bought

BUY

NOTHING

• order food/ dining • describe a family meal out

Practise ..

• Present Perfect/ Present Perfect Continuous

• definite/indefinite articles has gone to — has been to/in words often confused: slice, peel, pour, chop, grate, beat, melt

• collective nouns idioms about food order of adjectives phrasal verbs: go

• word formation: negative adjectives; verbs to show repetition

• intonation: questions

Write / Make .

• an email about a traditional dish in your country

• informal letters and emails

• an article about charity organisations

I An 'obento' is

2 Its origin goes back to ... ..... 3 You can buy an obento .

4 To make an obento you need .

5 It is important that obentos look

6 Obento portions for nursery schools should be

Explain the words in bold. Check in the Word List.


	THINK!

Tell your

partner three things you found

interesting about obentos. Is it healthy food? Give reasons.

Vocabulary Ways of cooking

a Look at the suggested ways food can be cooked (I Find the odd word in each example. Check in the Word List.

^aO Eggs:

scrambled, poached, roast, boiled, fried

baked, roast, pickled, boiled, mashed

Vegetables:

pickled, boiled, steamed, scrambled

roast, baked, grilled, mashed, fried

Rice:

boiled, fried, roast, steamed

baked, grilled, scrambled, poached, fried

b How do you like your meat, eggs, potatoes and vegetables? Ask and answer, as in the example.

> A: I love scrambled eggs. How about you? B: I prefer them poached.

It's lunchtime at school and you're heading for the canteen, but what will you have to eat?

Will you have a sandwich and an apple, or maybe a hot meal? Things are a little different in Japan. Children open their lunchboxes to find rice shaped like footballs, eggs that look like rabbits or flower-shaped carrots all packed up in an obento!

An obento, or bento, is one of the oldest food traditions in Japan. Basically, it is lunch served in a box. Obento boxes have been part of the Japanese society since the 5th century when people used to take a packed lunch with them to work. Bentos have become very popular since then and you can buy them almost anywhere nowadays at theatres, airports and even at train stations.

An obento usually consists of four parts rice, three parts meat or fish (fried or grilled), two parts vegetables (pickled', boiled or steamed) and one part fruit. It should be nourishing and healthy, but it must be appealing too. You often see food shaped like flowers, animals and sometimes even cartoon characters! Mothers take great pride in creating 'school-bentos' for their children,

Food collocations

Fill in: food, weight, salad, diet, meal, sauce, chocolate, vegetables. Check in the Word List.

I Can I have a fruit / green / side . , please?

2 Do you ever eat frozen / junk / fast

3 He has a balanced / poor / healthy ..... . . .

4 I think I've put on / gained / lost

5 We had a four course / home-cooked / light last night.

6 This .. . .. is too rich / creamy / spicy.

7 I just love dark / milk / white .. . .. .. .

8 I don't care for raw / undercooked / overcooked

Complete the following sentences with your own ideas.

I don't eat

1 meat because I'm a vegetarian.

2 . I'm allergic to them.

3 . I don't care for spicy food. 4 . They are a bit too sour for my liking.

5 I'm on a diet.

6 . I don't like junk food.

Nursery schools have established regulations for an obento. Food should be easy to eat with chopsticks or the fingers, portions should be small and it should be pleasing to the eye. It should also include food that the child would not normally eat so that they won't become a fussy eater.

The Japanese have always looked upon the mother as one of the main influences of a child's success. Taking time to prepare their children's food shows their love for them.

And what happens if a Japanese mum runs out of ideas? There are almost 400 magazines available to get inspired.

1 food like vegetables kept in vinegar or salt water

Do you agree that cooking for their children is a good way for mothers to show them their love? In three minutes write a few sentences on the topic. Read your sentences to your partner.

Think of a traditional dish in your country and answer the questions.

I What is it called?

2 What is it made from? (meat, potatoes etc)

3 How do you cook it? (bake, boil etc)

4 What does it taste like? (delicious, spicy etc)

Use your answers to write a short email to your

English penfriend about the dish (50-80 words).

We can buy stamps at the post office. 1 "Do you have this in an extra

large?"

2 "Just a wash and blow-dry, please. "

3 "A kilo of steak, please."

4 "These are fresh from the oven."

5 "I've come to pick up my prescription. "

6 "I take a size five, narrow"

7 "Are you long or short-sighted?"

8 "l need to send this first class. "

9 "A dozen of those pink ones, please."

10 "They were caught fresh this morning. "

Everyday English

Giving directions

You are new to the area. Write a list of items you want to buy from different shops. Your partner will give you directions, as in the example.

Giving directions

Asking for directions

opposite the / just round the corner / just down the road / right across from / between the ... and the / a five minute walk from here.

I need to buy some ... / Is there a ... near here? /

We've run out of ... / Where's the nearest

Il "Is this the July issue?" > A: I need to buy some bread. Is there a bakery near here? 12 "Do you prefer gold or silver?" B: Yes, there's one just down the road.

Listening Say it right

You will hear a radio advertisement for a flea market. Listen and fill in the missing information.

Intonation

Intonation in questions

7 Q) Read the box. Then listen and repeat.

Yes/No questions usually have rising intonation.

Wh-questions usually have falling intonation.

I Are they new?

2 Were they expensive?

3 Where did you get them from? 4 Whereabouts is it exactly?

Choose the correct response. Listen and check.

1	A: Can I help you?
	B:	a No, I'm just looking, thanks, b It doesn't fit me.
2	A:	How would you like to pay?
	B:	a By credit card. b Later.
3	A:	Have you got it in a small?
	B:	a Try it on, please. b Let me have a look.
	A:	Do you like the colour?
	B:	a Not really. Have you got it

in blue?

b Can I exchange it?

Speaking

Portfolio: Work in pairs.

You're wearing something new. Your friend comments on it. Act out your dialogue. Record yourselves.

10 Think of six new words/

phrases you have learnt in this lesson. Make sentences using

them. Tell your partner.

Montreal,

Grammar in Use buynothintÞ

People have been celebrating 'Buy Nothing Day' for over a decade now. It started in 1993 in Canada and is now an international event in 55 countries. It has always fallen on the day after Thanksgiving in the US and on November 26th in the rest of the world. On this day, people try their best not to buy anything at all for the whole day. The idea is to make people stop and think about what they buy and how their spending habits affect the Earth's natural environment. Just a little effort can make a big difference. Let's take a look at what happens on Buy Nothing Day around the world...

Present Perfect/ Present Perfect

Reference

Continuous Grammar

Read the box. Find examples in the text. Are there similar structures in your language?

Present Perfect (have + past participle)

• for an action that started in the past and continues to the present. He has known Alice for years.

• for an action which happened at an unstated time in the past and is connected with the present. He has met him before. (When? We don't know.)

• to give news or talk about sth which happened recently. Ouch! I've cut my finger. There are trains. There's been an accident.

Present Perfect Continuous (have been + -ing form) • to put emphasis on the duration of an action which started in the past and continues up to the present. He has been studying English since he was 10.

• for an action that has recently/just stopped and

its results are visible in the present. She has been working alt day. She's tired now.

Put the verbs in brackets into the Present Perfect or the Present Perfect Continuous.

1 A: . (you/see) dad?

B: Yes, he's at the garage. He . . (try) to repair the car for over an hour.

2 . (know) Ann for three years now.

B: . (she/study) with you for that long?

3 A: Bob . (lose) a lot of weight!

B: Yes he (not/eat) properly lately.

4 . (you/clean) all morning? B: No. I (just/start).

Canada

Today we're celebrating Buy Nothing Day at our school by holding an Eco-bazaar. We have been working hard on it all week. All the students have brought in a few items from home that are still in good condition. We receive coupons in return for each item. Now we are using the coupons to buy other things.

Erica, 15

Birmingham,

England

We have decided to do simple things on Buy Nothing Day. We've walked to school instead of taking the bus and we've asked our parents not to go to the supermarket.

James, 16

3 What tense is used in each sentence? Why?

A: Have you ever been to an Eco-Bazaar?

B: Yes, I have. Last year we organised an

Eco-Bazaar to celebrate Buy Nothing Day.

Work in pairs. Discuss your shopping experiences as in the example.

• spend all your pocket money on one item

• save money for a reason visit a charity shop

• buy something you regretted afterwards A: Have you ever spent all your pocket money on one item?

B: Yes, I have.

A: What did you spend it on?

B: I spent it on a computer game.

in pairs. You make a statement using the adjectives from the list. Your partner has to guess why.

tired	exhausted	angry	happy		sad
				scared

> Team A: I'm exhausted.

surprised

Team B: Have you been running?

Has gone to/ has been to/ Quantifiers

Reference

has been in Grarnmar Study the table. Then look at the chart. Choose

Read the sentences in the box. Then, choose the correct words in bold to complete each

5 the correct word in sentences 1-5. sentence below. Make more sentences using

• Joan has gone to the baker's, but she won't be long. (She is at the baker's.)

• Rick has been to India. He really liked it. (He was there two years ago. He's not there now.)

• Emma has been in London for 5 years. (She is still in London.)

1 Have you ever been to / in New York?

2 He has gone / been out. He'll be back soon.

3 Have you ever been / gone to the UK?

4 Jerry has been to / in the army for years. 5 Has Mum gone / been to the supermarket?

Fill in the gaps with yet, recently, how long, never, since, just, so far, ever, last, ago.

I have you been working as a cook?

2 John has . . been abroad.

3 When did you go shopping?

4 This place has changed our last visit.

5 John's not in. He's

6 Has Kelly visited you

7 They won first prize two years ...s.... .

8 Has Sue travelled abroad?

9 How many of the books have you read

10 We haven't left the library

Definite (the) — Indefinite article (a/an)

7 Fill in the gaps with a/an or the where I Teen girls spend a lot offa little money on necessary. Check in the Grammar Reference clothes.

section. Correct your mistakes. 2 Very few/Very little boys spend money on

1 Penny can play piano. jewellery.

2 . Smiths left for their annual holiday to 3 Girls spend as much/few money on lunch as . USA from Heathrow Airport.

3 My parents go to ...s... cinema once ..... .. week. 4 Teen girls buy very few/little video games.

4 While we were in Paris, we went on 5 Boys don't buy as many/much sweets as girls boat trip down . . River Seine. do.

5 Emma won't be coming to . . party. She has got really bad cold.Work in pairs. Ask and answer

6 When . . car crashed it was travelling at questions using how long. .. since/for. Use 100 miles hour. these phrases as well as your own ideas.

7 Tracy went to hospital to visit Ted. • have these shoes • know your best friend • be

8 Fred usually travels to school by ........ train, at this school • live in this area • study English but today he took

9 George moved to Netherlands last A: How long have you had these shoes?

May. B: Since last year. For five months.

Grammar Check 2

Look at the text. What type is it? Use the following words to complete the text.

• melt • grate • pinch • chop • slice

• teaspoonful.

Eating habits

I Preheat the oven to 190⁰C.

2 3) ........ the cheese.

3 4) the ham into small pieces and 5) . . up the onions.

4 Place the ham, cheese and onions on one half of the tortilla. Sprinkle the salt and herbs over the top.

5 Fold the tortillas over, then pop them in the oven.

6 Bake for 8-10 minutes until the cheese has begun to 6) and serve immediately.

Fill in: pinch, bar, teaspoon, loaf, slice, litre in their correct form. Then answer the questions about yourself.

I How many of chocolate do you eat per

How many .

of milk do you drink per week?

3 How many of sugar do you take in your tea?

4 Do you add a of salt to your salad?

5 How many of cheese do you put in your sandwich?

6 How many of brown bread do you buy a week?

Words often confused

Food preparation verbs

a Fill in: slice, peel, pour, chop, grate, beat, melt. Can you add more foods/drinks to the

Reference

Idioms Grammar Grammar

Using nouns

Words that are only in the plural are:

• tools/instruments: scissors, pliers, scales etc.

• clothing: clothes, jeans, trousers etc.

• other words: police, goods, stairs

• Some words look plural but they aren't: news, means.

Words that are used only in the singular are.

• luggage, money, information, equipment, food, furniture, advice etc.

• games: billiards, dominoes etc.

• school subjects: physics, maths etc.

a Read the theory. Is it the same in your language?

b Choose the correct verb form. Check in the Grammar Reference section.

I A: When is/are the news on TV? B: In ten minutes. Physics is/are my favourite subject.

B: Really? Mine is/are Maths. Fifty pounds is/are too much to pay for a T-shirt.

B: I know, but I couldn't resist it.

4 A: These trousers is/are too tight.

B: Here, try this/these. Our living room furniture is/are quite shabby.

B: Yes, but it costs a lot of money to replace.

My hair is/are too long.

B: You should have it/them cut then.

Money doesn't/don't bring happiness.

B: I couldn't agree more.

I	John really loved the	4	Helen loves telling
	film, but it wasn't		stories, so you should take everything she
2	Please don't		says .
	and tell my secret to	5	It's a shame you lost
	anyone.		the match, but it's no
3	The exam was so easy.		use ....... . .

It was ........ .

Listening

Listen to two pairs of people talking about a restaurant they've been to. Which dialogue contains a positive/negative opinion?

Look at the phrases below. Which of the two dialogues do they belong to? Listen again and say.

When we left, I was still hungry.

The prices turned out to be reasonable.

The waiter mixed up our order.

1 wouldn't recommend it.

I There was a really long queue.

	First of all, there were so many dishes to choose from.
They overcharged us.		The portions were huge!

was really full when we finished.

Speaking

Portfolio: Think of the last time you/ your family ate out. Use phrases from Ex. 7b to describe your visit there to your partner. Record yourselves.

Writing

Portfolio: Use your answers from Ex. 8 to write a short email to your English penfriend describing a family meal out (60-80 words).

writing Skills

Informal letters/ emails What does the picture show?

• a car boot sale

• a flea market

• a shopping mall

Use the phrases to describe it to your partner.

open air stalls

second-hand, handcrafted goods (silk scarves, silver jewellery etc) fun/ unique/colourful atmosphere bar ain/reduced prices friendly/loud street vendors

( indecisive/ excited shopper_s

RNE Read the rubric and answer the questions.

• This is part of an email you Informal letters/emails are sent to people you know well (friends, relatives) about your recent news, personal problems, information you need etc. They are written in an informal style with a chatty, personal tone.

An informal letter/email consists of:

an informal greeting (Dear Mary/ Uncle Jim, Dear Mum, etc) • an introduction in which you write your opening remarks (asking about your friend's health etc) and mention the reason for writing

Hi! How's it going? I just thought I'd drop you a line .. a main body in which you write about the subject of the letter/email in detail, starting a new paragraph for each topic

• a conclusion in which you write your closing remarks I've got to go now. Write back soon ...

an informal ending (Love/ Take care/ Best wishes/ Yours etc your first name)

Read the email below and match the paragraphs (1-4) to the headings (A-C). Check with your partner.

A information asked for

B closing remarks

C opening remarks & reason for writing

Dear Jack,

Hi! How are you? Sorry I've taken so long to answer, but my computer broke down last week, and I only managed to get it working today. Anyway, I'm really glad your sister is visiting London.

The best place for her to go shopping is Camden Town in north-west London. There is a huge variety of colourful indoor and outdoor flea markets, international food stalls, clothes stalls, music stalls and street vendors. There's nothing you can't find at Camden Market, from vintage clothing to antiques, all at bargain prices! I was there last Saturday with my friend Jill. She bought a beautiful embroidered handbag that goes with all her clothes and I bought a pair of 70s style second-hand jeans, some rare comic books for my collection, and a small leather purse, all for £15. Can you believe it? After our shopping, Jill and I enjoyed some Chinese rice noodles and sweet and sour chicken at one of the food stalls.

I'm sure your sister will find what she wants there. London is a great place for shopping, and I'd be glad to show her round if she wants.

Have to go now. I've got a project to finish for Monday.

Your friend.

Evelyn

received from your American penfriend Jack.

My sister is visiting London next month. Any ideas where she could

go shopping? She's on a really tight budget.

I What are you going to write?

2 Who are you going to write to? 3 What will your piece of writing be

b What style are you going to write in? How would you start/end your piece of writing? Read the theory box and check.

Reference

Grammar Grammar Writing

Order of adjectives RNE Read the rubric, underline

What adjectives does Evelyn use to describe what you the key words and answer the can find in Camden Town? questions.

This is part of a letter you received

I recently visited Paris and went When two or more adjectives are used before a noun they shopping at a great open-air market. normally go in the following order. I enjoyed it a lot. Are there open-air markets in your town? What can you buy from them?

I Who is going to read your letter?

2 Why are you writing the letter?

3 Where are the markets?

4 What can you buy there?

5 What opening/ closing remarks will you use?

RNE Answer the questions in the plan, then write your letter (100-120 words).

Dependent prepositions

Phrasal verbs: go

1 a Fill in: down with, off, without, with, up, after, through. Check in Appendix I .

1 The dog went .... .... the kitten. (chased)

2 Does this pink shirt go my blue trousers? (match)

3 The cheese smells funny. It's probably gone (bad)

4 Jane went ..... . the flu yesterday so she didn't go to school. (became ill)

5 Laura is unhappy. She is going very difficult time. (experiencing)

6 Camels can go . water longer than any other animal. (lack/not have)

7 The price of petrol has gone .. . ... . . again.

(increased)

Use an appropriate phrasal verb to label the picture. Have you ever been in such a situation? Tell your partner.

Word formation

Read the box, then complete the sentences with words derived from the words in bold.

Forming negative adjectives dis- combines with adjectives, nouns and verbs to form adjectives, nouns and verbs, with the opposite meaning. (disinterested, disorder, dislike) mis- combines with verbs and nouns to form new verbs and nouns describing actions or things one has done wrongly or badly. (misquote, misguided)

1 I was disappointed to learn the children were

. at the party yesterday. BEHAVE

2 I can't find the receipt. I think I've it PLACE

3 Don't trust him! He's a man. HONEST

4 I've had a with my teacher.

UNDERSTAND

5 Some young people are rude and their elders. RESPECT

6 What are the of buying from flea markets? ADVANTAGE

Assistant: Can I help you, madam?

Customer: Yes, please. Do you have a copy of The Da Vinci Code on DVD? I can't find one.

Assistant: Let me see. It's very popular so it is 1) great demand at the moment. Customer: Oh dear. I wanted to buy it for a

	friend's birthday.
Assistant:	I'm afraid it is 2) . Qf-stock.
Customer:	Have you got War of the Worlds instead then?
Assistant:	Yes, we have.
Customer:	OK, I'll take it.
Assistant:	Would you like to pay 3) cheque or 4) credit-card?

Customer: Is it possible to pay 5) . . cash?

Assistant: Sure. That's £20.

Customer: Here you are.

Assistant: Thank you very much.

Work in pairs. You want to buy a birthday present for your friend. Take roles and act out a similar dialogue using the underlined phrases in the dialogue in Ex. 3a. Grammar Revision: Tenses

a Put the verbs in brackets into the correct tense.

Amanda O) has been cooking (cook) ever since she was a little girl. Now, as a young adult, she 1) ......„ (make) up her own recipes. She 2) (write) the successful ones down in her own cookery book which she 3) (plan) on publishing someday. Recently she 4) (experiment) with different cooking styles and spices from around the world. In fact, Amanda 5) (enter) an international cooking competition next week. She 6) (want) to win first prize which is a scholarship to a well-known catering school in France. Amanda 7) (always/dream) of becoming a qualified chef. She hopes her favourite dish 8) (bring) home first prize!

Work in pairs, You are a journalist and your partner is Amanda. Use the information in the text to interview her.

3 a Fill in: in, out, by. Check in Appendix 2.

CULTURE 2

What does the title of the text mean?

1 People should raise money to help those who are ill, disabled or poor.

2 People should think of the needs of the people who are near them before they think about helping anyone else.

How can the title be related to these logos? Read and check.

RNE Read the text and fill in each gap (1-10) with the word (A, B, C or D) that fits best. Compare with a partner.

		o	seem	B need		C should	D look
		1	A work	B	exist	C run	D sell
4	Portfolio: Are there charity shops or	2	A save	B	spend	C waste	D raise
	charity organisations in your country?	3	A more	B	higher	C over	D above
	Collect information, then write a short	4	A bargain	B	low	C poor	D small
	article about them for an International	5	A contain	B	include	C offer	D mean
	Students' Magazine. Write:	6	A other	B	holiday	C special	D common
		7	A everything	B	everyone	C everywhere	D everyday
	• what their names are	8	A support	B	hold	C keep	D protect
	• what causes they support	g	A make	B	are	C put
	• how they collect money	10	A well-known	B	famous	C popular	D favourite

It is said that chariW begins at home, and people in the UK 0)seem to have put these words into practice. Their enthusiasm for helping others shows in the 187,000 charity organisations that I) . in the country. Some of the most famous ones are Oxfam, Age Concern, the RSPCA, the British

-4

Heart Foundation and Marie Curie Cancer Care.

People donate money to charity organisations or volunteer to help them 2) money. Many of these organisations run charity shops. The first charity shop in the United Kingdom was established by Oxfam in Broad Street, Oxford. Oxfam has the largest number of charity shops in the UK with 3) ...... 800 stores.

Charity shops sell goods at very 4) ...... prices. The items for

sale are usually second-hand and donated by members of the begins at home public. These 5) ...... books, records, CDs, clothes, accessories,

household items, furniture and costumes for 6) ...... occasions such as Halloween. There are bargains for 7) Some charity shops also sell new goods that are somehow related to the cause they 8) . In Oxfam stores, for example, you can find fair trade food and crafts.

the text again. Do you think having big The staff who work at charity shops are volunteers, so most of charity organisations is a good idea? the profits from the sales 9) towards the charity. In the US, Why (not)? Do you give money to where charity shops are called thrift stores, this kind of shopping charity? Why (not)? In three minutes is so 10) that it has gotits own word, ifs called thrifting! write a few sentences on the topic. Read your sentences to your partner.

1 What type of bag do you usually carry your shopping in?

(Study skills

KWLH

Before you read the text, make a

KWLH (Know-Want to know-I-earnHow) chart. This will help you activate prior knowledge, understand the text better and enrich your knowledge.

Look at the chart below and copy it into your notebooks. Read the title of the text and complete the first two rows of the chart.

What I already know

What I want to know

What I learned

How I can learn more

Which type of bag do the statements 1- 5 refer to? Listen, read and check.

1 It is made from renewable resources.

2 Recycling it uses a lot of energy.

3 It takes a long time to decompose.

4 A lot of energy is needed to make it.

5 It can cause animals to die.

Paper plastic

Where does it come from?

Paper: As you know, paper comes from trees. But you may not know that it takes about three tons of wood chips to get one ton of paper pulp. Can you imagine the number of trees needed every year just to make paper? You might also be surprised to know that we wash, bleach and colour this paper pulp using chemicals that harm the environment.

Plastic: Plastic comes from oil. Now, we all know that the oil industry causes pollution. Furthermore, the manufacturing of plastic bags uses a lot of electricity which is not good for the environment.

Where does it end its life?

Paper: Your paper bag can end up in a landfill_site where it will take years to break down, If you take it to a recycling centre it means more energy and chemicals are used. Either way, there's waste.

Plastic: Like paper, plastic bags often end up in landfills. In fact, in the UK, for example, we recycle only 1 in 200 plastic bags. So what happens to the rest? We throw them A plastic bag takes more than 1,000 years to de.çQ_AQ£. In the meantime, plastic bags cause over 100,000 sea turtles and other marine animals to die every year, when animals mistake them food.

The verdict

We use large amounts of natural resources to make both paper and plastic bags. Both bags end up in the landfill anyway. so neither of them is the winner. The best way to carry your shopping and protect the environment at the same time is to choose a reusable fabric bag. Reusable bags take minimal energy to make, are last for years.

• get rid of them • break up

• a large deep hole where we bury rubbish

Complete the other two columns of the KWLH chart.

Word formation: re-

Read the box. Find examples in the text. Then use the prefix re- to make words from the ones given and explain how their meaning changes.

Forming verbs to show repetition re- combines with verbs and their related nouns to form new verbs and nouns. Words formed this way describe an action that is being repeated. (build — rebuild)

marry 2 name

3 open

4 start ...

5 write .. ..

6 print

appear .

8 discover

7 Portfolio: Your partner uses plastic bags. Using the diagram, try to persuade them to switch to reusable ones. Use the information in the text. Record yourselves.

• recommend not using plastic bags & give reasons (You shouldn't ... because disagree giving

(I don't think so because suggest solution (You could

Green

2 Progress Check

1 Fill in: pickled, peel, dark, grated, overcooked, pinch, rare, bar, sparkling, litre.

I can't stand . . vegetables because I hate vinegar.

2 If you add a of salt, it wilt taste better.

3 Can I have a glass of water?

4 Would you likea . . of chocolate?

5 I'd like my steak please

6 Alan drinks a of milk every day. 7 The vegetables were and the meat was tasteless.

8 Can you the potatoes, please?

9 Have you the cheese?

10 I prefer chocolate to the milk or white

varieties.

Points:

Complete the sentences with words derived from the words in bold.

1 1 fish. I don't like the way it smells. LIKE

2 Dad can't find his glasses. I think he has them. PLACE

3 Don't trust Alex. He's very ..... .... . HONEST

4 Heavy traffic is one of the biggest . of living in a city. ADVANTAGE

5 I'm not saying I like junk food, don't me

UNDERSTAND

20)

Complete the sentences with the Present Perfect or Present Perfect Continuous forms of the verbs in brackets.

I Sheila (go) to the bazaar. She'll be back in an hour.

2 You look sweaty! .... .... (you/work) out?

3 How much . . (Helen/spend) on her English

4 The house smells wonderful! ........ (Mum/bake) a cake?

5 How long (Tom/save) to buy a new PC?

6 Robin ..... ... (never/be) abroad.

7. (work) very hard recently. He needs some time off.

8 We (not/buy) all our Christmas presents yet.

9 Joy (clean) the house since 9 0'clock. Can you give her a hand?

10 . (you/ever/eat) Thai food?

Points:

IDQ 20

4 Fill in the gaps with the correct preposition.

1 The police officer went the bank robber.

2 This cheese is a strange colour. It must have gone

3 The prices of Christmas decorations have gone since last year.

4 How long can an animal go ...v.... food?

5 She's been a lot since her accident.

5 Fill in the gaps with the correct preposition.

I When you buy things online, you pay credit card.

2 Is it possible to pay cheque?

3 I rarely pay .

4 Suncare products are great demand during the summer.

5 This CD is ........ of stock at the moment. Would you like us to order it for you?

Points:

Match to form exchanges.

HOW Would you like to pay?

Whereabouts is it exactly?

Can I help you?

I'd like some water, please.

What nice shoes! Are they new?

a Sparkling or still? b Yes, I bought them last week. c No, I'm just looking, thanks. d By cash.

e On Oxford Road, opposite WH Smith's.

(5X4Points:

Now I Can . My score: 100)

• talk]write about a traditional dish in my country

• talk/write about shops and shopping

• give directions to different shops

• write informal letters

• order food and drink

• talk/write about ways of cooking

• describe a family meal out

. in English

Module 3

Great Minds

Before you start ...

• What are school meals like in your school canteen? Which foods do you eat at school?

• What do teenagers spend their money on in your country? Where do they go shopping?

Look at Module 3

Find the page numbers for pictures 1-4.

Find the page numbers for

• a map

• a person's biography

• a job advertisement an email

• a quotation from a famous person

Listen, read and talk about ...

• fields of science jobs/work inventors/ inventions stages in life

• English banknotes a famous explorer

Learn how to ...

• give good/bad news and react to it

• make a narrative more interesting Practise ...

Past Perfect/Past Perfect Continuous idioms: identical pairs phrasal verbs: bring

• word formation: verbs words often confused: discover/ invent/ find out, job/ work/career, employers/ employees/colleagues, wages/salary/ money intonation: echo questions

Write / Make ...

a friendly letter asking for a favour a short email about a strange thing that happened to you a biography of a famous person

• a story a description of banknotes in your country

Reading

What do you know about hot-air balloons? Read the title and the introduction of the text. What do you expect the text to be about? Read, listen and check. o Animals

Can you believe that the history of the hot-air balloon all began with a sheep, a duck and a chicken?

One day in 1777, Joseph Montgolfier was relaxing in front of the fire with his laundry drying nearby After a while, he noticed that one of his shirts had started to float upwards. The young man was curious about what was happening. so he threw some small pieces of paper into the fireplace to see it the same thing happened to them. When he saw them coming out of the chimney, he came to the conclusion that smoke had the power to lift things up and carry them through the air. Joseph loved science and wanted to become an inventor, so he started trying to think of a craft that would be able to capture smoke and heat and lift people off the ground. Along With his brother,

Jacques, he began performing experiments on something that later became the first hot-air balloon.

The Montgolfier brothers quickly realised that it was heat and not smoke that had the power to lift things. On 19th September 1783, they presented their first hot-air balloon, which was made from paper and cloth. They burned some straw underneath it and the heat helped the balloon to float. As this was its first trip, the Montgolfier brothers were too nervous to go up in the balloon themselves. So, instead they put a sheep, a duck and a chicken in the basket that hung below the balloon for the two-mile journey.

The new invention was a great success and the animals landed safe and sound. A huge crowd, including some members of the French Royal Family gathered to watch the balloon floating high in the sky, Shortly afterwards, the brothers asked the king for permission to send men up in the balloon. The king agreed, and the first flight consisting of human passengers took place in Paris on 21st November 1783, with great success. The balloon reached heights of around 150 metres as it floated over the Paris rooftops, starting a long tradition of hot-air ballooning.

Study skills

Vocabulary

Fields of science

Multiple-choice reading

Read the text quickly to get an idea of what it is about. Read the questions one at a time, then find the part of the text the question refers to. Go through the choices and choose the one that fits best. The information may be worded differently.

RNE Read the text and choose the correct answers. Give reasons.

I Joseph Montgolfier got the idea for a flying machine when ...

a) he saw smoke in a fireplace.

b) he saw pieces of paper flying.

c) he watched a shirt drying.

2 Joseph hoped to be a(n)

a) scientist. b) engineer.

c) performer.

3 They burned straw to ...

a) help the balloon go up.

b) make the balloopAighter.

c) make the bal' move faster.

4 The first fliø' was watched by

a) the Vag only.

b) just the Montgolfier brothers.

c) a lot of people.

5 The Montgolfier brothers asked the king's permission to

a) send animals up in the balloon.

b) send young men only.

c) send some people.

3 a Match the words in bold to their meanings. (ðè<idèd) not ih danger

b List all the verbs in the Past Simple tense then write the infinitive.

4 Fill in: raise, lift, put up. Check in the Word List.

1 If you have any questions, please . your hand ......

2 John . the glass to his lips.

3 This sofa is really heavy. Help me . it.

5 a Read the table. Which field of science interests you the most?

is the study of natural phenomena.

• Biology • Chemistry • Physics • Earth Science Geography • Ecology • Astronomy

SOCIAL SCIENCE

is the study of the behaviour of human beings and societies.

• Psychology • Education • History • Politics • Sociology

APPLIED SCIENCE

to human needs.

• Economics • Computer Science • Engineering

• Management • Health Science

I'm interested in History because I like learning about things which happened in the past.

Which subject do the following people study?

1 Maria studies the function of the human body.

2 Adam studies the way computers works.

3 Helen studies the planets and stars.

4 James studies the way governments work.

5 Rose studies the reasons for people's behaviour. 6 Alana studies the events of the past.

Speaking

Imagine you are Joseph Montgolfier. Talk about your invention. How did you feel?

Writing

Portfolio: Imagine you are Joseph Montgolfier. King Louis XVI has agreed on the first manned hot-air balloon flight.

Use the information in the text on p. 42 to write a letter to Jean-Francois, a friend of yours, explaining what has happened and asking him to take part in the first flight with human passengers.

DearJean-Francois,

We finally mode it. The first .

We made itfrom ........ . To make itfloat, we .... .... . The passengen were ........ .

King Louis XVI and ..... . The king has agreed .

Would you like .

Best regards,

Joseph Montgolfier

accountant geologist

2 a

10 mechanic teacher

Fill in: freelancer, desk, uniform, full-time, overtime, shift, salary, deadlines, pay rise, part-time. Listen and check.

Bob has to travel a lot. A job isn't for him. John works Monday to Friday, 9 to 5 It s a .. job The hours are unpredictable. My father often has to work ...... .

My brother doesn't have to wear a at work

Jim's father is very well paid. His is 30,000 a year.

Tom's mother has just got a ...... . Now she's on £ 1850 a month.

They often have to meet tough but they manage.

Ann often works the night ...... . It's tiring but she doesn't mind. Now that Jenny has children, she works from 4 to 8 every weekday.

She works as a from home.

My mum has a full-time job as a teacher. She doesn't have to wear a uniform at work. She recently got a pay rise. My dad is a journalist. He works as a freelancer from home. He often has to meet tough deadlines but he manages.

Look at questions A-F in the box. What is the dialogue about? Complete the dialogue with questions A-F. Two

questions don't match.

B: She works as a Ersonal Assistant to A What's the pay the General "Mnager of a computer like?

B Is it part-time?

C What exactly does B: No, she works 9-5 Monday to Friday. involve? the job

D How long has she

B: She makes travel arrangements been working for her boss and she gets in touch there? with different clients around the

E What does your country. mum do for a living?

B: The money's great. She gets over F How does she £20,000 a year. She also gets a her job? like three-week holiday every summer.

b Listen and check. Read the dialogue aloud.

Everyday English

Giving/Reacting to news

Use the table to act out short exchanges for the following situations.

Giving good news

Giving bad news

•

Guess what! I've I've got some good news. I I've just

I'm going ... tomorrow.

• I've just heard

• I'm afraid

I'm sorry to say

I've got some bad

Reacting

•

That's great. Well done!

Wow! That's brilliant! That's fantastic.

• Oh, no.

• Really? What happened?

• That's too bad.

• Really? You/He/She must be very sad.

I Your friend's father lost his job.

A: I've got some bad news. My dad lost his job.

B: Really? That's too bad. 2 Your friend didn't get a part-time job.

3 Your friend's mother got a promotion. 4 Your friend's father got a pay rise.

Say it right

Q) Choose the correct answer. Listen and check.

How long has he been out of work? B: a Four months.

b Forty years old.

How's your mum finding her new job? B: a It's opposite the train station. b It's very hard.

How are things at work? B: a The same as ever.

b Terrible, she's really difficult.

4 A: Working evening shifts must be tiring for your dad.

B: a Desk jobs aren't for him. b He's got used to it.

5 A: He's got a job asa sales assistant. B: a What does he do for a living? b What does the job involve?

Listening

a Look at the job advertisement below. What type of information is missing?

b (s) Listen and complete the missing information. Compare with your partner.

Intonation

Echo questions

7 a Q) Read the box, then listen and repeat the echo questions in the example.

Echo questions show that the speaker did not understand what was said before. This is achieved by rising intonation as well as repeating part of what the other speaker has said using wh- words.

A: The dog ate the book. B: a The dog ate what? b What did the dog eat? c The dog did what?

React to the comments below.

I I saw Brad Pitt in a club yesterday. 2 I'm leaving for Brazil.

a living? Use the questions in Ex. 3 to act out a similar dialogue. Record yourselves.

Portfolio: What do your parents do for ave you ever made a mistake that actually turned out to be something good? Believe it or not, a lot of things we use every day were a result of accidents! Here is one of these amazing stories!

Scottish scientist Alexander Fleming had been experimenting with bacteria for a long time before he made his most important discovery in 1928. Being a very sloppy' scientist, he used to leave his culture2 plates all around his messy³lab and then forget about on one of the bacteria samples he had left by an open window. He took a closer look and saw that there was something around the mould. This made him realise that the mould was able to destroy harmful bacteria. He had discovered penicillin.

Since then, his discovery has helped millions of people around the world recover from illnesses.

them. One day he noticed that there was some mould⁴

7 He met everyone but Sue. (she/

careless, ²small dishes used in experiments, ³untidy, 4a fuzzy growth that forms on something that is decaying or

Past Perfect — Past Perfect Continuous — Past

Reference

Simple — Past Continuous Grammar

We use the Past Perfect (had past participle) for

• a past action which happened before another past action. He had left when Jane called.

• a past action which finished in the past and whose results were visible in the past. She was upset because she had failed her test.

We use the Past Perfect Continuous (had been + •ing form) for

• a past action in progress putting emphasis on the duration which finished before another past action. He had been driving for three hours before he reached the village. The Past Perfect Continuous is the past equivalent of the

Present Perfect Continuous.

He had been waiting for the bus for half an hour before it arrived. (He wasn't waiting for the bus at the moment described) He has been waiting for the bus for half an hour. (He's still waiting for the bus)

1 Read the theory. Are there similar structures in your language? Find examples in the text above.

Use the words in brackets to write sentences, as in the example.

I She went to her dad's office, but he wasn't there. (he/go/out)

He had gone out.

2 When Sue came back home, the floor was clean. (her sister/ mop/floor)

3 John didn't want to eat. (he/already/have/lunch)

4 We invited Ann out but she couldn't come. (she/arrange/to go out with/parents)

5 Helen asked Laura to go to the cinema with her, but she refused. (she/see/film/before)

6 When Tom arrived, Stella was very angry. (she/wait/for an hour)

already/leave)

8 Sally was tired. (she/work/on the computer/morning)

Complete the sentences using the Past Perfect.

I Before her guests arrived, she . already .

2 By the time Jane came back home, .

3 She was sad because ....

4 He felt really happy because 5 Hewenttothecinemaafter ...... .

What had/hadn't you done by the age of ten? Make sentences.

> By the age of 10, I had acted in some school performances. By the age of 10, I hadn't started learning English.

Fill in the gaps with the Past Perfect or the Past Simple.

(you/manage) to catch the 8 0'clock train last night?

B: No it . (already/leave) when I (get) there.

2 A: What(Helen/do) when she ... ..... (arrive) home?

B: Well, she . . (make) something to eat and then she . . (go) to bed.

3 A: Why (Sarah/be) so upset last night?

B: Before she .... .... (come) to find us, she (get) in a fight with her sister.

(the children/see) their father yesterday?

B: No. By the time he (drive) back from the city, they ........ (already/fall) asleep.

Make full sentences using the Past Perfect Continuous and the Past Simple.

I she/wait for/an hour/before/HeIen/arrive She had been waiting for an hour before Helen arrived.

2 Larry/look for his glasses/for over an hour/ before/he/find them

3 they/play football/over an hour/before/Tom/ score

4 Jane/drive/for over two hours/before/she/ reach/ the Smiths' cottage

5 Mr Smith/work/in the company/for ten years/ before/ he/decide/to leave

Think of reasons for those situations. Complete the sentences. Use the Past Perfect or the Past Perfect Continuous.

I He was unhappy because he had failed his tests.

2 Our teacher was angry because

3 She had a terrible headache because

4 The children came back home very tired because .

5 She was late because .

6 They were wet because

8 Put the verbs in brackets into the Past Perfect or the Past Perfect Continuous.

John was really tired yesterday.

B: Sure he was. He (work) in the garden all day.

Did you meet Jerry?

B: No. By the time I arrived, he (leave).

Why was Mr Smith angry with Sue?

B: Because she (not/finish) her work.

Pat was really mad at me.

B: I bet she was. She . (wait) for two hours before you called.

Did you talk to Mark?

B: No. Bythe time I got home, he ..... (go) to bed.

Put the verbs in brackets into the Past Perfect, Past Perfect Continuous, Past Simple or Past Continuous.

Dear Sam,

How are you? You won't believe what 1) .

(happen) to me last Saturday.

1 2) (walk) along the beach with my dog, Sam, when he 3) . (spot) something in the sand. He 4) (start) digging it up and waving his tail happily. It 5)

(turn) out to be a wooden box with coins in it. I quickly (grab) it from Sam who 7) (try) to chew it and 8) (take) it straight to my history teacher, Mr Brown. As soon as 1 9) . (see) the 100k in his eyes, I 10) .. (know) we Il) . (find) something special. Together, we 12) . (go) to the local museum. They 13) , . (examine) the coins and they 14) . (announce) that they were 250 years old. Can you believe it? A box full of valuable coins 15) (wait) for someone to find it for so many years!

The people at the museum 16) (come) to investigate. They 17) (dig) all around the area, but they 18) . . (not find) anything else. It's still a bit of a mystery how the box 19) . . (come) to be there. Attached is the article from the local paper. What do you think of the photo? Write back soon. pete

Speaking

10 Look at the pictures.

Use the verbs to continue the story one

after the other. Use past

• walk • hear • cry

• look • find • call

• arrive • rescue

• pull out • thank

• Handy was walking

through the woods with her dog last Saturday

Writing (an email)

I l Portfolio: Think of a strange thing which happened to you. Send an email to your English penfriend telling him/her about it.

Grammar Check 3


	THINK!

R NE Choose the correct word A-D to complete the gaps.

Listen and read

	(Study skills

Mane Cune was born Maña Sklodowski in Warsaw, Poland in 1867. She was the youngest of five children. Her parents I) .. as teachers and they brought her up to love learning. Her mother died in 1877. Manya, as they called her, and her sisters had to get jobs.

Manya became a tutorⁱfor a family. She enjoyed her 2) there and could send money to herfather and her sister, Bronya, who

was studying medicine in Paris.

When her sister got monied, she invited Manya to live with them and study at the Sorbonne. It was then that she 3) .....„ her name to Marie. Marie studied Physics and Maths and got her Master's degree in both subjects. When she graduated front university, she started research 4) magnetism. It at that time she met Pien•e Cuñe, a young scientist. They 5) . in love immediately and got married. Marie moved to his house and they both started examining uranium and other elements to decide whether they were radioactive. It 6) them four years to isolate²the radioactive source which she named radium. For this, they 7) . a Nobel Prize in Physics in 1903. In 1906, her husband died in an accident and Marie got the position they had offered him at the Soybonne.

In 1911, she got a Nobel Plize in Chemistry. 8) ......... World War I, she designed the first mobile X-Ray machine and travelled with it along the front lines³.

Mane died in July, 1934 in Paris. She died 9) radžafton poisoning. She worked hard and proved that if a person keeps to their goaLs⁴, they will 10) . For her, success came with the two Nobel Prizes she received and the fact that she was the first woman to ever get one. We all owe^sher our respect and admiration.

^Iteacher, ²find, ³whoe the soldiers woe fighting, ⁴aims, ⁵must give

Who's the woman in the picture? What do you know about the text again. Why does the writer consider Marie Curie to her? Think of three questions you would like to ask about have been successful? her. Read and see if you can answer them. Explain the words in bold.

Completing a gapped text

Read the title and the text quickly to get the gist. Read again carefully. Focus on the words before and after each gap. Look at the four options and choose the word that best fits. Read the completed text to see if it makes sense.

List the events in Curie's life in the order they happened. Use your list to present Marie Curie to the class.

Stages in life

a Listen and repeat. What are these words in your language?

infant/baby B toddler

(0-1 yrs) (2-3 yrs)

C child D teenager

(4-12 yrs) (13-19yrs)

1 A taught B worked C were D employed

2 A time B period C term D season

3 A swapped B altered C changed D replaced

4 A with B at C into D for

5	A met	B	fell	C were	D went	E	adult F senior citizen
6	A had	B	lasted	C spent	D took		(20-59 yrs) (60 yrs+)
7	earned	B	gained	C won	D achieved		What stage are you at? How
8	A As	B	While	C During	D When		about your brothers/sisters? your
9	A of	B	by	C over	D with		parents? your grandparents?
	A reach	B	achieve	C manage	D succeed

I'm a teenager. My

a Fill in buy, change, have, start, get (x3), leave, study, work, move (x2) in the correct form. Listen and check.

at university she met James. They married in two months' time.

2 My aunt and her husband a child recently,

so they decided to to a bigger house.

3 My elder brother decided to his job as a sales assistant and .... .. . his own business.

4 When my mother . her driving licence,

she will ........ a new car.

5 My best friend will schools because her parents have accepted new jobs. They will be next month.

b Use phrases from Ex. 5a to make true sentences about you and your family.

My parents got married in ... .

Listening

a RNE (l) Listen to the speakers on a radio programme talking about their life experiences. Number the statements in the order you hear them. There is one extra statement.

I couldn't pay the bills.

B His family didn't want him to live alone.

C I still miss my family.

D We had to find a new house.

E I didn't want to go somewhere new. F I wanted better job opportunities.

		2	3	4	5
Speaker

Have you made any important change(s) in your life? What exactly? How did you feel? Tell your partner.

Last year . . . .

Idioms

a Match the idioms to their meanings. Check in Appendix 3. Then use them to complete the gaps in sentences 1-5.

again and again

step by step

all in all

round and round

1 slowly

2 continue without stopping

3 many times

4 moving in circles

5 considering everything

I Don't try to finish all your work at once. Take it .. ...

2 I've told Mary ...... . . that she shouldn't spend all her money on clothes.

3 He suddenly felt dizzy. Everything was going . in his head.

4 , Jane's university years were the best years of her life.

5 The teacher went about how important a degree is today.

Make up sentences about yourself using the idioms.

All in all, I enjoyed the party a lot.

Portfolio: Think of a famous person from your country. Collect information about him/her under the headings. Write his/her biography for the school magazine (100-120 words). Follow the plan.

UNUSUAL

GALLERY

It was a beautiful afternoon in the woods near the village of Montignac. The sky was blue and autumn leaves covered the ground. Four friends strolled happily among the tall trees, telling stories about treasures that people had hidden in the forest.

As they were walking, one of the boys fell over. When the others ran to help him, they saw that there was a hole in the ground. Could this be a tunnel with hidden treasures in it? The boys started to dig, trying to make the hole bigger so that they could climb in and have a look. By this time though, it was getting dark and they didn't have a torch, so they decided to come back early the next day.

E.Þ They returned to the woods before school. One by one, the boys lit their torches and crawled into the small dark tunnel. After about ten minutes, the boy

• To write a story, we first decide on the type of story, the plot and the main characters. Our story can be a comedy, an adventure, a fairy tale etc. We normally use past tenses in stories.

• In the first paragraph, we write when and where the event happened, who the main characters in the story were and what happened first.

• In the main body, we describe the events in the order they happened, leading to the climax event (the most important event). We normally use linking words tos soon as, While, before etc) to show the sequence of events.

• In the conclusion, we write what happened in the end and how the people in the story felt.

who was at the front let out a loud gasp. When he pointed his torch at the wall, everyone was amazed to see the walls covered with colourful pictures of horses, deer and oxen. The friends ran quickly to school and told their teacher all about their fantastic discovery. She called an expert who went immediately to examine the paintings.

> Later that day, their teacher asked the boys to stay behind after school. They thought that they had done something wrong, but they were relieved when they saw their teacher's smiling face. The expert had confirmed that the boys were the first modern people to lay eyes upon the famous Lascaux paintings, which were at least 17,000 years old. They felt really proud.

2 Read the theory box. What type of story is the one in Ex. I? Does it follow the plan below?

Plan

Introduction

Para 1: set the scene (who, when, where, what)

Main body

Paras 2-3: events in chronological order, climax event

Conclusion

Para 4: what happened in the end, characters' feelings

Write the answers to the questions.

I Who are the main characters?

2 Where/When did the story take place? 3 How did the characters feel at the end of the story?

4 What linking words has the writer used?

5 List the events below in the order they happened. Which is the climax event? Use the plotline to tell the story to your partner.

One of the boys fell over.

C] They told their teacher.

C] They discovered an underground tunnel.

[2 The next day, they returned with torches. They saw a hole in the ground.

Cl Experts said they were ancient paintings.

They found paintings of animals on the wall. C] Four teenagers went for a walk in the woods.

Sequencing

4 Join the sentences. Use the words in brackets.

I He was walking slowly down the road. It started

raining. (when)

2 The birds were singing. The sun was shining.

(while)

3 She ran towards the police officer. She asked for help. (and)

4 I found the owner's address. I returned the wallet. (as soon as)

5 She hid the letter in the drawer. She opened the door. (before)

Narrative style To make your story more interesting to the reader you can use:

• a variety of adjectives It was a warm summer day and adverbs He climbed up the stairs slowly.

• a variety of verbs. Instead of saying: He broke his leg and couldn't walk, you can say: He broke his leg and limped.

Fill in the adverbs the writer has used in the story to complete the phrases below. Make sentences using the phrases.

I strolled . 2 ran ... .. 3 went ... ..

Writing

R NE Read the rubric, look at the underlined key words and answer the questions, then write your story. Follow the plan in Ex. 2.

A teenage magazine has asked its readers to • take part in the annual short competition entitled It happened to me. Write your for the competition (120-180 words).

1 What are you going to write? Who for?

2 What kind of story will you write?

3 Who will the main character(s) be? 4 When/Where will the story take place? 5 What will the events be? List them in chronological order.

6 What will the climax event be?

7 What will happen in the end?

8 How will the main character(s) feel in the

end?

Editing your writing

When you finish writing your story, edit it.

Check for:

formatting (Is there a beginning, main body paragraphs, a conclusion?) well structured paragraphs (Do the sentences make sense? Have you used linking words to show the sequence of events?) elements of narrative style (Have you used a variety of adjectives/adverbs or do you repeat the same ones?) misspelling, wrong grammar, incorrect punctuation

I couldn't walk for a whole year. I just Really? How

What adjectives does the writer use to

crawled. come? describe the following in the story on p. 50?

I	afternoon	5 ... .. tunnel
2	sky	6 ... .. gasp	I wasn't old
3	. leaves	7 ... .. pictures	enough.

4 ..... trees 8 . discovery 3 The company has got 200 employers/ employees/colleagues.

4 He earns a lot. He has a high wages/salary/

Phrasal verbs: bring

Fill in: round, in, up, out, back, about. Check in Appendix I.

I This song brings happy memories from my childhood. (cause to recall)

2 Cheltenham is an ideal place to bring your children. (raise)

3 The new government has brought .

changes in education. (cause to happen)

4 My part-time job brings ..... . .. £400 a month.

(make money)

5 She passed out and we brought her with a glass of water. (make conscious again) 6 Shakira is bringing a new album. (put on the market)

Word formation

Read the box, then complete the sentences with the correct form of the verb derived from

I	I haven't written his phone
	number down but I've it.	MEMORY
2	Tony was very sorry, so he
	. for breaking the vase.	APOLOGY
3	We have to a 3-page text for our English class.	SUMMARY
4	Mark has bought an old house
	which he is going to . ... .	MODERN
5	The fitm .. . ..... the captain as evil.	CHARACTER
6	Kim is very kind and she never , anyone.	CRITIC

Words often confused

Choose the correct word. Check in the Word List. Make sentences using the other words.

I Who discovered/invented/found out the television?

2 He got a job/work/career as a flight attendant.

a Fill in: at, by, in, under. Check in Appendix 2.

Then do the quiz. Check your answers.

b Use your school textbooks to add two more questions to the quiz. Give them to your partner to answer.

Grammar revision

Put the verbs in brackets into the correct tense. In pairs ask and answer questions based on the text.

Alexander Graham Bell probably (not/'know) at the time that he l) . . (invent) one of the most popular devices in modern history. In fact, he (work) on a hearing device when he 3) (stumble) on the invention of the telephone. Bell 4) — (try) desperately to find some way to help deaf people hear and communicate with others because he 5) . . (live) with his deaf mother and wife and 6) (experience) deaf people's problems first hand. Bell went on to invent numerous other things, but We 7) (always/remember) him for bringing us the

telephone.

UI-TURE CORNER

Do you know who any of these people are?

How can they be related to English banknotes? Read to
find out.	Queen Elizabeth Il	Elizabeth Fry	Adam Smith

ENGLISH

BANKNOTES

All the banknotes in the UK have a portrait of Queen Elizabeth Il on the front and a O) famous (fame) historical person on the back. Read on to find out more...

The five-pound note, or fiver, is blue and green in colour	The twenty-pound note is purple and up until very
and has a portrait of Elizabeth Fry on the back. Fry made	4) (recent), it had a picture of British 5) .
her name by improving living conditions for women in	(compose), Sir Edward Elgar, on the back. The new
European prisons. The main I) ...„.. (illustrate) on the note	twenty-pound note shows Adam Smith, one of the
shows her reading to female 2) (prison) in Newgate	fathers of modern day economics.
Prison.	The fifty-pound note is red and has a picture of Sir John
The ten-pound note, or tenner, is orange in colour. It	Houblon on the back. Houblon was the first governor Of
was first issued in 1759. Since 2000, Victorian	the Bank of England. This note also shows an image of
naturalist, Charles Darwin, who developed the theory	Houblon's house in Threadneedle Street, London which
of evolution, has been on the back of the note. You can also see Darwin's ship the HMS Beagle as well as 3) (vary) flowers and animals he came across on his travels, in particular the humming bird.	is the site ofthe bank's present day 6) (build).
a Read again and complete the gaps	4	Fill in: name, call, make. Explain the phrases.
with the derivatives of the words in		Are there similar ones in your language?
brackets.		1 She was crying because some rude boys . ... . ...
t) Listen and read the text again. On which		her names.
banknote can you see the people in Ex. 1?		2 He .... . ... a name for himself as a painter.
What is each person famous for?		3 Have you chosen a for the baby?
3 Match the words in bold to their meanings.		Collect information on the history and
director making þetter	5	development of banknotes/coins in your
logation, invented		country. Present it to the class.

gradual' development

plymouth 5 Match the words in bold to their meaning.

• the Golden Hind

• the Pacific

• the New

• the Meluccas Islands

• Africa

• Elizabeth I

I on board (I. 2)

remaining (I. 7)

3 route (I. 7)

4 violent (l. 9)

5 ports (l. 12)

6 treasure (l, 16)

7 Eventually (l. 20)

f sum of money g In the end h valuable objects

Plymouth

Pacific Ocean

Ocean •

Africa

Verde

e,Mòluccas

Islands, Indian Ocean

Australia

Cape of Good Hope

The master Thief of the Unknown World

n 1577, five ships left Plymouth with Francis 2 Drake and 160 other men on board to sail around the world. Three years later, only one ship, the Golden Hind, returned to England.

5 After crossing the Atlantic, Drake left two ships on the east coast of South America. With the three remaining ships, he then found a new route around the bottom of the continent, but when they reached the Pacific, violent storms destroyed one of the 10 ships and caused another to turn back to England.

Next, the Golden Hind sailed north along the coast of South America, attacking Spanish ports. This was because, at that time, the Spanish controlled all

^Ito be made a knight by the queen

In pairs, show Francis Drake's journey on the map and label the places he visited. Use the map to present Drake's journey to the class.


	THINK!

Read the saying. What does it mean to you? Discuss.

the gold from 'The New World' and Drake wanted it. Drake also captured Spanish ships and stole 15 their maps and treasure. The Spanish called him 'The Master Thief of the Unknown World'.

Finally, Drake sailed to North America and then crossed the Pacific to the Moluccas Islands in the southwest. Eventually, he sailed round the southern 20 tip of Africa and arrived in England in September, 1580.

When Drake returned, he was knighted^lby Elizabeth I. He was the first Englishman to sail around the world. He had made many discoveries and had 25 brought back an amazing fortune in treasure.

Words of Wisdom

No pessimist ever discovered the secret of the stars or sailed to an uncharted land, or opened a new doorway for the human spirit.

Helen Keller (US deafblind author)

c) Progress Check

Fill in: uniform, Linguistics, vet, freelancer, author, 4 Fill in the gaps with the correct preposition. cashier, Chemistry, deadlines, overtime, salary.

I Looking at these photographs brings

I She loves animals. She wants to become a many happy memories.

2 Does your brother have to wear a at work?out and the doctor had to bring her 2 She passed

3 David has a degree in . He can tell you anything you want to know about the English 3 I was brought .. .... . in the countryside, so I don't language. like the city much. really

4 My father works as a from home. Potter 4 J. K. Rowling brought ... . ... the new Harry 5 Who is the of this novel? last month. book

6 Does your father often work brings . . 1200 euros a month.

7 His ....... is £40,000 a year. 5 My job Points: 8 is a person people pay money to in a shop.10 9 I get bad grades in I don't like science!

10 My brother works hard because he has to meet 5 Fill in the gaps with the correct preposition.

tough Points:

I My sister has just started a great career Complete the sentences with the correct word

advertising. derived from the words in bold.

2 Jonathan will be ..... .. charge of the project.

I Can you the text about Marie Curie? SUMMARY 3 They were pressure to meet the deadline.

2 Derek refused to . . for his rude behaviour. 4Charles is leaving the beginning of the month. APOLOGY 5 He had left . the time I got there. 3 He ..... .. about owning his own company. FANTASY10 ) 4 Does the play ....... the doctor as very selfish?

CHARACTER 6 Match to form exchanges.

5 She with him when he lost his job.

SYMPATHYHOW are you finding your new job?

What does your father do for a living?

Fill in the gaps with either Past Perfect or Past

What's

Perfect Continuous.the pay like?

What does your job involve?

1 . (wait) at the cinema for an hour before I got a scholarship. Kim finally showed up.

2 Grandma .. ... .. (go) to the supermarket before a It's quite easy.

they got home from school. b Not very good. I only get 850 euros a month. 3 They (play) football all day so they were c He works as a graphic designer.

very tired in the evening. d That 's fantastic!

4 The waitress served us something we (not/ e I serve customers and take payments. order).20 )

5 (he/finish) making the lunch when the guests arrived? 100)

6 The band . (perform) for an hour when the

electricity went off. Now Can .

7 (look) for a new bike for two months before I found one. talk and write about jobs and work

• talk about fields of science, inventors and

8 Pete left work as soon as he (write) the inventions reports.

write a story

9 Belinda (study) German for three years write a biography of a famous person before she moved to Munich. give good/bad news and react to it

10 David ...s... (eat) by the time we got home. talk about English and Russian banknotes

20 ) in English

ModÚle 4

Be Yourself

Before you start ...

• Which famous person do you admire? Why?

• What do you think is the most important invention of our times?

Look at Module 4

Find the page numbers for pictures 1-4.

Find the page numbers for

• a map

• a paragraph plan

Listen, read and talk about ...

• self-esteem

• appearance

• clothes

• changes in your looks

• traditional costumes eco-clothes

Learn how to ...

• express (dis)approval

• decide on what to wear

• advise someone

Practise too enough

• stress in exclamations

• Passive Voice

• causative form idioms related to the body phrasal verbs: put word formation: opposite adjectives words often confused: match/ suit/fit, borrow/ lend/rent, priceless/ invaluable/ worthless, custom/habit/ trend, realistic/ original/genuine

Write / Make ...

• a letter giving advice to your English penfriend

• a paragraph about a traditional costume in your country

Advertising helps improve

your body image.

b Advertising influences the way you feel about your body. Be happy with the way you are.

b You can't change yourself.

You are better than others. b Everyone looks different.

I'd like to change my appearance.

b I don't know the person in the mirror.

Don't behave in a childish way. b Changing from a child into an adult.

RNE Read the text and match the headings to the paragraphs. Which words helped you decide? What is the author's purpose?

Match the words in bold in the text to their meanings. Then use them in sentences of your own.

false Jooking match Well- built too concerned influences concentratecomments developspride

looking = staring Stop staring at that man. It's not polite.

Vocabulary

Appearance

Find the word that does not match in sentences 1-5. Check in the Word List.

I He's got small/protruding/pointed/spotty ears.

2 He's got a straight/curly/crooked/pointed nose.

3 1 can't stand my hair. It's too frizzy/curly/bushy/straight.

4 She's slim/thickfoverweight/thin.

5 His eyebrows are too thick/thin/bushy/short.

Think of a cartoon/fictional character or draw your own. Describe him/her to the class. Use the words from sentences 1-5.

It's Monday morning and while you are getting dressed, you're looking at yourself in the mirror. 'I'm too skinny. I'd like to put on a little weight and be a bit taller and more muscular,' you think. 'I also wouldn't mind thicker hair, longer legs, better teeth and a smaller nose. Speaking of my nose, is that a pimple on it? Oh, here we go again! I can't go out. I can't stand people staring at me.'

Do these remarks sound familiar? Almost everyone would like to change something about their bodies. Teenagers feel that way quite often because their bodies change while they are growing up. As your body changes, so does the way you feel about your physical appearance. Your body image often affects the opinion you have of yourself.

As your body matures, you may think that it draws attention to you, and you may feel uncomfortable. You may also compare yourself to your friends to see if you are 'normal'. But growing up doesn't happen at the same speed for everyone. Girls usually start changing sooner than boys. Sometimes, they suddenly put on weight as their bodies need fat to grow. On the other hand, boys notice their shoulders getting wider and their voices getting deeper. These changes usually take place over two to five years.

Media images from TV, movies and advertising may also affect your selfŽesteern, Women and girls on TV and in magazines are usually thin while men look strong and very muscular. This can make you believe that something is wrong with you if you don't look this way. Media images may also put pressure on you to go on extreme diets or become obsessed with weight training. Remember that it's more important to exercise regularly and eat healthily than to try to change your body to fit an unrealistic image. Adverts sell fantasy and vanity, not reality.

Although you may often think that your classmates notice every single pimple on your face or every single pound you gain, this is not the case. What they notice is how you feel about yourself. You need to focus on the things you like about yourself and walk with confidence! If you like yourself and the way you look, other people will too!

Peter Pan has got pointed ears, thin eyebrows and a straight nose. His hair is short and fair, and he's slim.

5 Choose the correct word. Check in your dictionaries.

I I need to get on/go on a diet. I've put on/taken in two kilos in a week.

2 Look at Ann. She has grown/developed taller since the last time I saw her.

3 1 can't believe that's John. His shoulders have increased/grown wider and his voice has got/ sounded deeper.

4 Since she saw the advert, she's been/gone worried about her weight.

5 She wants to start/join a gym and lose/miss some weight.

Speaking

Is there anything you would like to change about the way you look? Use phrases from Exs. 4 & 5 to tell your partner.

I don't like my frizzy hair. I'd like to have straight hair.

Listen and read the text again. What is self-esteem? What could make teenagers feel uncomfortable about their body? What should they do? In three minutes, write a few sentences on the topic. Read your sentences to the class.

> Self-esteem is how you feel about yourself. Teenagers can feel uncomfortable about their body because ...

Writing

8 A friend of yours is obsessed with losing weight, but she's not fat at all. What do you advise her to do? Use the text to write a short paragraph giving advice.

You should(n't) ... You may

a Check the following words in the Word List. Use them to describe each person's clothes in pictures A-E.

1 A: How about those trousers? They you

Style Material perfectly.

floral baggy velvet		B: Yes, but they're too casual for the occasion.
striped elegant leather	2	A: What about the red shirt? It . your
checked tight-fitting silk		trousers.
plain loose-fitting cotton polka-dot casual wool		B: You're right! I haven't it for ages.
patterned smart nylon	3	A: This dress is great. Why don't you . . it
sporty linen		on?
scruffy		B: The colour doesn't .. . .. me.
The man in pic A is wearing a floral shirt and	4	A: What do you think of this shirt?
loose-fitting shorts. b Look at the pictures again. What do you		B: It doesn't ..... with the trousers.
think of these people's clothes? Make	Everyday English
sentences using the phrases.	Expressing (dis)approval

looks (very) smart/classy/modern/Imagine you are going to a school trendy/ fashionable/ casual/ comfortable/ dance. You are trying on clothes to decide

ridiculous/ awful/old-fashioned/ funny/weird	what to wear. Use the language in the box to
The man in pic looks funny.	act out exchanges, as in the example.

	Asking		Expressing approval
• •	Do you like this? How's this? What do you think of ...? How do I look in this		Excellent. It really It's really nice. It really you.
			Expressing disapproval
		•	don't think it ... you. It's too don't like it. It's a bit too

Speaking

09 Discuss in groups.

I What kind of clothes/materials/colours/pattems do you like to wear?

2 What clothes do you usually wear on a cold day? at school? at home?

3 What kind of clothes do you wear when you go somewhere special?

4 Do you try to keep up with the latest fashions?A: What do you think of this skirt?

5 Do you like getting dressed up? B: It's really nice. It really suits you.

(O Lisa is going to a party. What is she going to wear? Listen, read and say.

Read the dialogue and answer the questions.

i Why is Lisa not ready yet?

2 Why doesn't Clive approve of her first choice of outfit?

3 Why can't Lisa wear her black trousers and velvet top? 4 Why does Clive decide not to wear his jeans?

Clive.• I can't believe you aren't ready yet, Lisa! The party starts in less than an hour!

Lisa.• I don't know what to wear! Would you mind helping me out?

Clive:	OK. Did you have anything in mind?
Lisa:	I was thinking of wearing my baggy trousers and that purple shirt I got for my birthday. What do you think?
Clive:	Those clothes are far too casual! Why don't you wear your black trousers with that nice velvet top, instead?
Lisa:	They don't fit me any more. I've grown taller lately and they are too short for me now. Besides, I don't have any shoes that match.
Clive:	What about that black silk dress?
Lisa:	I haven't worn that for ages, but, why not? Thanks for your advice Clive! You're the best brother in the world. By the way, when are you going to get dressed?
Clive:	Erm ... I'm already dressed.
Lisa:	Hang on a minute, you're not wearing those scruffy old
jeans to the party, are you?
Clive: Well, I was going to, but seeing as you look so smart ..
Can you help me choose something else?
Lisa: Sure.

Listening

Read statements i -7.

What are you going to listen to?

Listen and mark the statements True, False or Not Stated.

1 Ann wants to buy a plain black shirt.

A True B False C Not Stated

2 Steve thinks black doesn't suit Ann.

A True B False C Not Stated

3 Ann doesn't wear bright colours.

A True B False C Not Stated

4 Steve and Ann don't have much time for shopping.

A True B False C Not Stated

5 Ann can't go to her favourite shop.

A True B False C Not Stated 6 The shop doesn't have any black shirts.

A True B False C Not Stated

7 Ann eventually buys a yellow shirt.

A True B False C Not Stated

TOO - Enough Grammar Reference

a Fill in the gaps with too or enough. What are these words in your language?

too not enough

These trousers are big! Can I have them in a smaller size, please? I can't fit in this skirt. It's not big . . . ...... .

b Fill in the gaps. Use too or enough.

This sweater is nice! Why don't you ever wear it?

B: Well, it's warm!

Why didn 't you buy those shoes? B: They weren't comfortable .

What do you think of this shirt?

B: It doesn't fit you. The sleeves are long.

Let's buy this coat for Jenny!

B: No, it's not warm and it s ' .. ... . .. expensive.

Speaking

09 Portfolio: You are going to a party. You can't decide what to wear. You ask your friend for help. Act out your dialogue. Record yourselves.

Intonation

10 Listen and mark the stressed syllables.

Excellent! Disgusting! Amazing! Brilliant! Dreadful!

Listen again and repeat. Mind the intonation.


	THINK!

Do fashionable clothes really change the way a person looks? In three minutes

write a few sentences on the topic. Read your sentences to the class.

Grammar in Use cATS

Cats is famous for being the longest running show in Broadway history.

It is based on T.S. Eliot's work Old Possum's Book of Practical Cats, a small collection of poems for children.

The Story is about a group of cats, known as the Jellicle Tribe, who live in a junkyard and gather for an annual Jellicle Ball. At the end of each Jellicle Ball, one cat is chosen to ascend to the Heaviside

Layer, a sort of cat equivalent of heaven. Cats has been translated into more than 20 languages. It has also been shown in more than 30 countries and seen by more than 50 million people round the world!

One of the things that makes Cats so popular is its amazing costumes.

They were designed by John Napier who won a Tony Award for Best

Active Voice the-osn,pes

subject predicate object Passive Voice

Ibesqstumes yergæde ÞyJyn. subject predicate agent

Present	He has designed The costumes have
Perfect	the costumes. been designed.
Future	He will design the; The costumes will be
Simple	costumes. designed.

Costume Design in 1983. Actors in the show look like real cats, as they

Passive Voice Grammar Reference dance, sing and act in heavy fur and headpieces with ears and
whiskers. Every cat in the show has its own costume and its
Read the theory box. Are there own make-up which helps to project their personality,
similar structures in your language? form: to be + past participle Changing from Active into Passive To change a sentence from the active into the	Napier will always be remembered for the costumes that made Cats an icon of musical theatre. Cats must be seen by everyone.
passive:	Use
• The object of the active sentence becomes the	• We use the passive: to give
subject of the passive sentence.	emphasis to the action rather than the person
• The active verb remains in the same tense but	who did it. The new theatre will be opened
changes into a passive form.	tomorrow by the Mayor.
• The subject of the active sentence becomes the	• When the person who does the action is
agent and is either introduced with 'by' or is	unknown, unimportant or obvious from the
omitted if it is not a specific person or it is not essential to the meaning of the sentence.	context. BWM cars are made in Germany.
Active Passive	Read the article and list all the passive forms.
Present He designs Costumes are	What tense is each?
Simple costumes. designed. Present He is designing The costumes are be itQ	js based — Present Simple
Continuous the costumes. designed. He designed the The costumes were Past Simple costumes. designed.	a Read the theory box.

He must design The costumes must be

Modals the costumes. designed.

b Write passive sentences, as in the example.

What is the tense in each sentence?

I Alexander Byrne created the Phantom of the Opera costumes.

> The Phantom of the Opera costumes were created by Alexander Byrne.

2 The company employs three hundred people.

3 B & K have built a new cinema complex near the airport.

4 John wrote the essay.

5 The Mayor will open the new theatre this Sunday.

Read the theory box and complete the sentences with by or with.

I The walls are covered .. .... posters.

2 A new book will be published ...... Express Ltd next May.

3 The dress was designedCalvin Klein.

4 Wood is cut a saw.

5 The film was produced Martin Scorcese.

Rewrite the sentences in the passive. Mind the tenses. Omit the agent where necessary.

I They will open the opera house next week.

2 They didn't invite him to the party.

3 The chef is preparing the food.

4 Donna Karan designed the costumes.

5 The editor hasn't checked the article yet.

Read the theory box. Then write two passive sentences for each of the following statements.

With verbs which take two objects such as bring, send, give, offer etc we can have two different passive sentences depending on where emphasis is given. He gave us two tickets. (Active voice) We were given two tickets. Two ticketswere given to LIS. (Passive voice)

1 John gave me a ticket for the rock concert. I was gjven a ticket for the rock concert by John.

A ticket for the rock concert was given to me by John.

2 Robert will bring the children some DVDs.

3 The film producer has offered the costume designer a job.

4 The director sent Laura an email.

a Read the examples. Rewrite the following questions in the passive voice.

Where did they buy the tickets?

Where were the tickets bought?

When will they stage the show? Had they prepared the costumes before the director arrived?

4 Did they translate the play?

5 Did Andrew Lloyd Webber write the music?

6 Will Steven Spielberg direct this film?

7 Who designed the first pair of jeans?

8 What caused the fire?

9 Who invented the television? 10 What do you use silver for?

8 Write passive sentences.

1 A: That's a beautiful painting.

B: Yes. (It/paint/PabIo Picasso)

It was painted by Pablo Picasso.

2 A: Can I take a photograph?

B: I'm afraid (cameras/not allow) in the museum.

3 A: The room is a mess.

B: I know. (It/not clean/for days) .

4 A: Can I borrow your car tonight?

B: I'm afraid you can't. (It/not repair/yet) ...... .

5 A: Has the parcel arrived?

B: No. (It/deliver/tomorrow)

Use your school textbook. Prepare a quiz about famous people. Use passive voice.

Grammar Check 4

Who was Macbeth written by?

Vocabulary & Speaking

Ilmgggs

Look at the posters on your bedroom wall. Brad Pitt has got great skin, hasn't he? Penelope Cruz has got a fantastic figure, right? The truth is, no they haven't — at least not all the time. Film stars, pop stars and models have bad days, too, just like everyone else. They get spots and blemishes every now and then and they I) a few extra pounds from time to time, too. So how come we never see those photos? Well, to start with, advertisers think that we don't want to 2) . . pictures Of people looking less than perfect. What's more, the stars themselves 3) their publicists lots of money to make sure their pictures are perfect every time. This means that every photo we see on the cover of a glossy magazine has been retouched. Stomachs are flatter, legs are longer, lips are fuller and waists are slimmer. Although we know this, we still can't help comparing ourselves to these 4) images and feeling unhappy about the way we look. What we should do is say, "Wow! This photo is really phoney!" and laugh at the fake beauty we see in media images or better still 5) ...... them altogether. No one looks perfect 100% of the time, and we shouldn't let the media 6) how we feel about ourselves.

	A	add on	B put on C take on	D	keep on
2	A	notice	B watch C look	D	see
3	A	pay	B earn C spend	D	reward
4	A	unreal	B unacceptable C unlikely	D	unnecessary
5	A	pass	B cancel C ignore	D	refuse
6	A	touch	B persuade C cause	D	influence

Describe the people in the pictures. What do you know about them? How can they be related to the title of the text?

a Read the text and choose the correct word.

Listen and read the text again, What is the purpose

Grammar

Causative form

a Look at the pictures and match them to the sentences. Which one means that someone else does something for someone?

doing her hair.

B Laura's having her hair done.

b Read the theory box. Are there similar structures in your language?

have + object+ past participle

We use the causative form to show that someone else does something for someone. Bob had his hair cut yesterday.

(The hairdresser cut Bob's hair.)

Use the ideas to discuss in pairs, as in the example.

(j) hair/ perm?

A: Have you ever had your hair permed?

of the text?

B: Yes, I have. [No, t haven't./Are you kidding? teeth/straighten?

0) nails/do?

@ hair extension /add?

teeth/whiten?

(6) hair/dye?

(t) eyes/check?

X-ray/take?

Complete the dialogue using the causative form of the verbs in brackets in the correct tense.

A: Hi, Jane. How are you?

B: I'm fine, thanks. I've just been helping my cousin get things ready for her wedding.

A: Oh, when's she getting married?

B: On Saturday.

A: Wow! She must be really busy then.

B: Yes she 1) . (her hair/straighten) and coloured tomorrow, and on Saturday morning she 2) . (her make up/do) professionally. She might even 3) (false nails/put on)!

A: Well, you're supposed to look good on your wedding day, aren't you?

B: Yes, I suppose so. Her husband-to-be looks really great at the moment. He 4) .... . . (his teeth/whiten) and he's started wearing contact lenses.

A: Fantastic! That reminds me. 1 5) (my eyes/test) this afternoon. Do you want to meet me in town later?

B: Sorry, but I'm going to 6) (my hair/cut). A: OK, then. Talk to you later.

Use the words in brackets to make sentences, as in the example. Mind the tenses.

1 Tina is at the hairdresser's. (cut/hair) She's having her hair cut.

2 Sheila will go to the dressmaker. (make/dress) 3 Danny went to the mechanic yesterday.

(fix/car)

4 Evelyn went to the beauty salon yesterday.

(do/nails)

5 Bob has taken his shoes to the shoemaker.

(mend/shoes)

6 Jill called the painters. (paint/house)

7 Steve went to the drycleaner's. (clean/suits)

8 The Smiths have gone to the photographer's.

(develop/film)

Idioms

a 09 In one minute write as many words as possible related to the body. Compare with your partner.

Fill in the gaps with the right parts of the body. Then use the idioms to complete the sentences 1-6 below. Check in Appendix 3.

Of course I won't tell Ann. I was only . (teasing you)

2 Jenny wanted to have her nose pierced but her mother ..... ... . (stopped her)

3 I will . . .... . that my sprained ankle will get better before the Sunday match. (hope)

4 When she realised she was bleeding, she

. and started to scream. (panicked)

5 The film was so scary it (frightened me)

6 I'm trying to dye my hair, but I haven't done it before. Can you ....2 (help me)


	THINK!

Why do people change their looks? In three minutes write a few sentences on the topic. Read your sentences to your partner.

Letters of advice

Read the extracts. What is each person's problem? What other problems do you think a teenager can have?

IAuñ ai e

I'm new at school and very shy. Recently some older kids have been bullying me by saying nasty things about the way I look. I'm afraid that if I speak to any of the teachers, things will get worse. I keep missing school because of it. How can I put an end to all this?

Stuart (14) Manchester

I got bad marks in my exams and now my parents want me to quit the football team. Football's my life! Helpl

David (15) London

I don't like the way I look, I hate the pimples on my skin and I have gained a lot of weight! What can I do?

Sarah (16) Birmingham

I want to go on holiday this summer.

My parents say it is too expensive and I'm too young to go on my own. Any advice?

Karen (15) Glasgow

Letters of advice are usually informal in style and are written to express sympathy and encouragement. In the first paragraph we express our sympathy and state the reason for writing. In the main body paragraph we give our advice and possible results. In the last paragraph we write our closing remarks.

Read the letter. Who is it for? What advice does Claire give? What are the possible results of each piece of advice?

Dear .

I just got your letter and of course I'd be happy to help you. A lot of teenagers feel the same way as you and there's nothing wrong with it. Here are some things you can do to help yourself feel better.

First of all, you shouldn't worry too much about your weight.

Your body changes a lot at your age because you are growing. It might be a good idea for you to start doing some exercise. This way, you'll keep fit and healthy and help your body grow in the best way possible. Another good idea is to try to follow a healthy diet. By eating healthier foods, you will lose weight and also provide your skin with the necessary vitamins to look healthy and bright.

I hope my advice helps and everything turns out for the best.

Let me know how it goes. Claire

Match the problems in Ex. 1 to the advice below. Use the language in the box to make sentences, as in the example.

a) study a bit harder/improve grades & make parents change their mind

b) get a part-time job/be able to save some money

c) talk to a teacher/feel better

d) do some exercise/lose the extra weight

Giving advice

Result

•

If I were you/ln your position, I'd/l wouldn't ...

You should/shouldn't

It be a good idea (for you) to ...

Why don't you

Have you thought of/about (+ing) Another good idea is to ...

•

This will/would .

Then/This way ... If you do this, you will because By (+ ing form) you will

If I were you, I would study harder. This would improve your grades and make your parents change their minds.

Opening/Closing remarks Developing sentences

Which of the sentences (1-6) are opening (O) and which are closing (C) remarks in a letter of advice? Compare with a partner.

I I hope that everything turns out all right.

2 I'm sorry you feel this way. I think I can help.

3 I hope that my advice helps.

4 Here are a few things you could try.

5 Don't let it get you down.

6 Don't worry too much. Here's what you can do.

Understanding the rubric

Look at Stuart's letter in Ex. 1. Imagine you received it and want to write him a letter giving advice. Answer the questions.

I How will you start the letter?

a) Dear Stuart

b) Dear friend

c) Dear Friend Stuart

2 What can your opening remarks be?

3 Match the advice (1-5) below to the results

Advice Results

[.î.12 don't hit the

bullies talk to the school counsellor, parents, or a

find the strength to face them overcome your shyness join a school club

d e

bullies won't pick on you if they know st) is supporting you you might be accused of bullying yourself find people with common interests make some friends they may realise that their behaviour is wrong

Choose two pieces of advice and the appropriate results from Ex. 5 and expand them into full sentences using the language from Ex.3. Compare with a partner.

It would be a good idea not to hit the bullies. If you do this, you might be accused Of bullying yourself.

Portfolio: Use your notes to write your letter to Stuart (120-150 words).

4 What can your closing remarks be?

5 How are you going to sign off?

a) Yours, + your first name

b) Yours faithfully, + your first name

c) Yours sincerely, + your full name

Word Formation

il-, im-, in-, il- goes im- goes mature — balanced ir- goes relevant — in- goes dependent

Forming opposite adjectives

opposite of'. — illegal or

letters

ir- prefixes mean not, 'the before words starting with I legal before words starting with m, p immature, probable — improbable,

— imbalanced before words starting with irrelevant before words starting with various

— independent

Read the box, then complete the sentences with words derived from the words in bold.

Phrasal verbs: put

Fill in: away, off, on, through, up with, out. Check in Appendix I.

I When you have finished, put your books.

(tidy)

2 The match was put until next weekend.

(arrange for another time)

3 Can I be put to Mr Smith, please? (connect by phone)

4 It's cold. Put ... ... a sweater. (dress oneself)

5 The fire fighters managed to put . the fire. (stop)

2 6 She couldn't put his rudeness so she complained to the teacher. (accept) 3

Dependent prepositions 4

Q) Fill in: for, in, to, with. Listen and check.

The food will be ready in a minute. Don't be so

PATIENT

You can't rely on John. He's very .

RESPONSIBLE

We cannot meet the deadline. It will be

POSSIBLE

His answer was, so we asked someone else. LOGICAL

In the UK, it's to drive a car if you are under 17. LEGAL

Most of the time, he wears clothes to work, not a suit and tie. FORMAL

Words often confused

Choose the correct word. Check in your

. Make sentences using the other words.

This hat doesn't match/suit/fit your top.

2 Can I borrow/lend/rent your red dress tonight? 3 This necklace is fake. It's completely priceless/ invaluable/worthless.

4 Do you like my new trainers? They are the latest custom/habit/trend.

5 This bag is made of realistic/original/genuine leather.

Grammar Revision

Rewrite the text from active into passive.

Last week, the Mayor opened Bluemoore's new shopping mall. They gave him a tour and introduced him to some shop owners. Then, they took him to lunch in the restaurant. The Mayor told them that he had enjoyed the visit very much.

Think of six words/phrases you have learnt in this lesson. Make sentences using them. Tell your partner.

TUMES

ISLES

TRADITIONAL COS IN THE BRITISH

UI-TURE 4/

Irish traditional costumes make you think of Irish folk dancing, Female dancers wear a longsleeved dress, knee-high white socks and black shoes. The colourful patterns on the dresses are based on Celtic designs.

What everyone recognises about c

the Welsh costume is its tall black hat or 'beaver hat', worn over a lace cap. Women in the past wore it with a long full skirt and a white apron. A shawl, usually red, was worn around the shoulders. The outfit was complete with black shoes and

stockings, and ladies carned a basket

Check the words in bold in the texts in the Word List. Find them in the pictures.

Look at the pictures (A-D). Which of the costumes are worn when people dance? Listen, read and say.

Read the text and answer the questions. Write I for (Ireland), S for (Scotland), W for (Wales) and E for (England). Compare with your partner.

Which costume

I has got special ancient patterns on it?

Probably the best known

traditional costume in the UK is the Scottish kilt with its distinctive tartan pattern. Kilts were pleated woollen skirts, worn only by men, and fastened in front with a special pin. A goatskin bag called a sporran was worn around the waist and a cloak was draped over one shoulder Each clan or family had its own tartan design. The kilt is still worn on special occasions

Morris dancing with its traditional costumes is a familiar sight in England. These dances are performed outdoors in country villages during the summer. The dancers wear white trousers, a loose white shirt and a pad of bells around the bottom half of the leg. Their hats are decorated with ribbons and flowers, and they wave handkerchiefs in the air as they dance.

Choose a costume and describe it to your partner.

Project: Work in groups. Collect information, then write a short paragraph about a traditional costume in your country. Illustrate it with drawings or pictures. Write:

• what it consists of 2 has a different design for each family? • its origins 3 is made of wool?

• where/when people wear it 4 has got bells on it?

nowadays

5 is famous for its special hat?

• what material it is made of

In one minute, write as many words related to clothes as you can think of. Compare with a

dress, skirt, trousers etc

Look at the labels on the clothes you're wearing. What fabrics are they made of?

silk cotton nylon

denim other

wool

What do you know about eco clothes? What else would you like to know about them? Write three questions.

Read and complete the gaps with words derived from the words in brackets. Does the text answer your questions from Ex. 3?

Take a look at the clothes you are wearing. Are they made from natural fabrics such as cotton, linen or silk. or from synthetic fabrics. like nylon or polyester? Which type of fabric do you think is more environmentally friendly, natural or synthetic? You may be surprised by the answer!

00 Listen and read the text again. Tell your partner three things you found interesting in the text.

Goi'nå

Green

ost people believe that natural fabrics are I) (good) for the environment than synthetic ones, but isn't always true For example, while it only takes a pound of cotton to make one T-shirt. it takes a 2) ......„. (three) of a pound of pesticides to grow the cotton in the first placel Then, the cotton may be treated with all kinds of chemicals to change the colour. 3) , (fortunate) all of these chemicals end up as waste, which contaminates^lour rivers and soil.

So what is the best thing to do? Well, when it comes to buying new clothes these days you don't have to worry. as you can Srnply choose to buy organic! ThS means buying clothes that are produced in a way that causes as little harm to the environment as possible. Here are some of the 4) (differ)

options on offer.

Nothing

is as soft as cashmere and allows your skin to breathe, It also keeps you cool in hot weather and warm in cold weather.

grows more

5) .....„.. (quick) than cotton and needs fewer chemicals to produce it.

Imakes something dirty and harmful

is a kind of polyester from recycled plastic bottles. At the recycling centre, the plastic is washed, chopped and turned into flakes, which are then melted. made into fibres and woven into cosy pullovers.

It doesn•t take a lot of effort to be naturally

6) — (fashion), so why not g(ve It a tryi

Green

We are the environment.

Charles Panati (US physicist)

Project: Work in pairs. Use the information in the text to persuade your friend to buy eco-friendly clothes.

Discuss the saying.

7 7

Progress Check

Fill in: bushy, slim, overweight, crooked, fit, suits, try, join, protruding, frizzy.

I Fiona hides her ears behind her long hair.

2 Tina wants to a gym.

3 John is He must go on a diet.

4 Tony doesn't like his

5 I'm not happy with my ... .... hair! I wish it was

straight.

6 Would you like to on that dress?

7 Danny made a nasty remark about Betty's . eyebrows.

8 This table is huge! It doesn't in our small kitchen!

9 I don't think that red hair ...s... her. 10 She's got a very . . figure.

Points:

Complete the sentences with words derived from the words in bold.

I You'll have the dictionary in a minute. Don't be so .... ... . PATIENT

2 Helen left her keys in the car! She's very

RESPONSIBLE

3 Parking in front of the hospital gate is . LEGAL

4 Her jokes are very childish. She's so . MATURE

5 Erica is a very . person. She often travels alone. DEPENDENT

(5X4Points:

Turn the following sentences into the Passive

Voice.

I Calvin Klein has designed this dress.

2 They are building a new bridge.

3 My mother will knit a pink sweater for me.

4 Karen sent James an invitation.

5 Where did they park the car?

6 Who wrote the music for Cats?

7 They were painting my flat when I arrived.

8 They had cooked the meal before the lights went

9 Puccini composed many famous operas.

10 They decorated the cake with flowers and chocolate pearls. Points:

4 Fill in the gaps with the correct preposition.

I The brave men managed to put . . the fire in the barn.

2 I can't put his rude remarks any longer!

3 Our school trip was put ...v... until next week.

4 Mum told me to put my books ..... .. .

5 Put .a jacket — it's cold outside.

Points:

5 Fill in the gaps with the correct preposition.

I Was this scarf made hand?

2 Why don't we go to see a musical ... . ... a change?

3 The Italian classes run from Monday Friday.

4 The play was translated . . 10 languages. 5 This doll came England.

Points: 5X2

6 Match to form exchanges.

1
2
3

Does this colour suit me?

These trousers are too large!

What do you think of this shirt?

CC] Are these jeans too informal for the occasion? HOW do you like my new haircut?

a Yes. Why don't you wear your black dress instead? b Excellent! It really suits you! c It doesn't go with your trousers. d Yes, you need a smaller size. e No, it's too bright.

My score: 100)

Now I Can

• talk and write about fashion and body image talk and write about clothes, patterns, styles and materials

• talk and write about national costumes in the

UK and in my country

• write a letter of advice talk about eco-friendly clothes

in English

Module 5

Global Issues

Before you start ...

• Is it important for you to be fashionable? Why/Why not? What types of clothes do you prefer wearing?

• Is there a national costume in your country? What is it like?

Look at Module 5

Find the page numbers for pictures 1-4.

Find the page numbers for

• sayings about the weather

• instructions for making a tornado

Listen, read and talk about ...

• natural disasters

• environmental problems animals

• the weather

• Scottish 'coos' tornadoes and hail

Learn how to ...

• interact and keep a conversation going

• talk about past habits

• break up a sentence into meaningful parts

• link ideas

Practise ...

gerunds and infinitives used to — be used to — get used to

• idioms: weather word formation: nouns from verbs words often confused: rubbish/ litter/ waste, inactive/ extinct/disappeared, fog/fumes/smoke, lose/miss/waste, team/ crew/staff

Write / Make / Do ...

an interview with a journalist

• an opinion essay an article about a popular animal in your country

• an experiment about tornadoes

Reading

1 Look at the picture and listen to the sounds. Imagine the scene. Where are you? What is happening? What are people doing? How do you feel?

(8) The four extracts are from four people's reports who experienced a tsunami. Read the first sentence from each extract.

Which person was a member of a rescue team? a journalist?

a holiday makõl

a doctor?

Listen, read and check.

A ship carrying 350 tons of rice, water, tinned fish and other supplies arrived at Nias, Indonesia today, and we have already started distributing food to the people. Unfortunately, cracked roads and collapsed bridges are making it very difficult. In the meantime, we keep searching for more survivors. In the early hours of Thursday, we managed to find a 13-year-old girl who was still alive. She had been buried underneath a five-storey building for 52 hours• Jason

TsUNAMl

DISÆTER

I was lying on the beach sunbathing when I suddenly noticed huge waves. Before I knew it, the water had reached me. I started to run, but I couldn't, because the water was up to my knees. People around me were screaming. A few seconds later I was under the water. Pieces of wood were hitting me. Luckily, a man who was on a palm tree pulled me out of the water onto the tree. After a few hours, we were rescued by some local men and taken to the hospital.

Bill

At the hotel, my colleagues and I were helping injured people. We gave them emergency first aid before they were taken to hospital. Some of the injuries we had to treat were quite horrific. The streets outside were littered with fallen palm trees and huge pieces of wood and metal.

Sue

An earthquake that occurred at 07:59 local time under the Indian Ocean generated the biggest tsunami the world has seen in the last 40 years. The massive waves have killed over 10,000 people in southern Asia. Thousands have lost their homes. This must be one of the worst natural disasters in recent history,

RNE Answer the following questions.

Which parts of the text helped you decide?

Which person or people .

I suffered injuries?

2 helped other people?

3 felt calm at first?

4 gives details about the time and place of the disaster?

5 was helped by someone else?

6 achieved something unexpected?

4 a Find all passive verb forms in the text. Say the sentences in the active voice.

b Explain the words and phrases in bold. Check in the Word List.

Work in groups of five. Interview the people who wrote texts A-D on p. 74.

Vocabulary

Natural Disasters

Read the dictionary entries. What are these disasters called in your language? What causes each one? Which Of them can you see in the pictures A-D?

drought /dr85t/ (n) a period of time with no rain
	flood /fiAd/ (n) large amount of water that covers an area which is usually dry

Check the verbs in the Word List. Use them in their correct form to fill in the gaps.

cover Sleaveì snow

1 Thousands of people were . ..... homeless.

2 Hundreds of sheep . . . in the flood and many other animals ...... their habitats.

3 Many roads . and a five-storey apartment building like a house of cards. The people in the building are to be dead. 4 Many people were in and the roads were with ice.

Which natural disaster from Ex. 6 is each sentence talking about?

Speaking


	THINK!

Which disasters can you see in the pictures? Which of these disasters are common in your country? Which is the most serious to you? Why?

tornado /ta^rnadoo/ (n) a violent wind storm which consists of a tall column of air spinning around very fast

tsunami 'tsunami/ (n) a huge wave caused by an earthquake which flows onto land

earthquake /3^rBkwak/ (n) a shaking of the ground

cyclone /sakloun/ (n) a violent tropical storm in which the air goes round and round

avalanche /ævelanW (n) a large mass of snow falling down the side of a mountain

hurricane /hönken/ (n) an extremely violent wind or storm

Work in pairs. Imagine you are a survivor of the tsunami disaster. Act out an interview with a journalist about your experience. How did you feel?

Speaker
Statement

Listening & Speaking

		war	5 endangered species 6 pollution Look at the pictures. What are these words in your language? Read the texts. Match them to five of the pictures. Which words helped you? Our planet is getting hotter and hotter. This causes changes in climate, sea levels are rising, ice caps are melting, animals and plants are dying. If we try, we can reduce the greenhouse gases that we put into the atmosphere, which make the Earth warmer. We can save on electricity by turning off the lights when we don't need them. We can also save energy by taking the bus, riding a bike or walking. Every little bit helps.
	2	poverty	In some countries there are just too many people to feed. It hardly rains so crops can't grow and animals die. Countries should help by sending food, tools and other things to help these people have better lives. In some families, everybody has to work or there won't be enough food to eat. Governments should support these families. They should also set up schools so children get an education that will help them find jobs when they are older. Animals' habitats are being destroyed. Also, lots of people hunt even
	3	famine	when they are not allowed to. Governments should protect areas where
			animals live and hunters should be sent to prison. Listening RNE Listen and match the speakers to the statements. Which global issue is each talking about? A The speaker thinks countries should stop fighting against each other. B The speaker thinks there should be a free house building programme.
4	global warming		C The speaker thinks people are killing all the creatures on the planet.

D The speaker thinks we can easily prevent many people from getting ill.

E The speaker thinks young children shouldn't have to work. F The speaker thinks the planet is getting too hot.

Say it right

Choose the correct answer.

Listen and check.

We shouldn't cut down forests.

a What for?

b I suppose you're right.

Everyday English

Interacting

4 Read the box. What are these expressions in your language?

Interacting

Keeping a conversation going

•

... you know what I mean? Did you know that It is, isn't it?

It's true, and what's more, .

So, what can we ...? Exactly.

• Really? (l didn't know that.)

• Goodness me! That's terrible!

• No, I suppose it isn't.

• It's shocking!

• I think you're probably right.

• True.

• I agree.

a Q) Listen and read the dialogue. What do the following numbers represent? 2, 3 billion, 30,000 Which of the expressions in Ex. 4 can you find in the dialogue?

A: I saw a documentary on Tv' last night, and it really opened my eyes about poverty in the developing world.

B: Really?

A: Yes. It's shocking. For example, did you know that half the people in the world live on less that $2 a day? That's nearly 3 billion people!

B: Really? I didn't know that.

A: It's true and what's more, 30,000 children die every day around the world because of lack of food and medicine and a permanent home.

B: Goodness me! That's terrible!

A: It is, isn't it?

B: So what can we do to help?

A: Well, I think the problem happens because people don't get a good education.

B: Yes, I think you're probably right.

A: And if people don't get a good education then they can't find jobs.

B: True. And if they aren't able to find jobs, then they can't earn any money.

A: Exactly. I think the government should set up better schools.

B: I agree. They could also have a system which trains people for jobs.

A: Yes, both solutions would certainly help the situation.

, THINK! What do you think can be done to end child labour? Can you think of anything you can do to help? Why?/Why not?

O A: We need to recycle more.

B: a Absolutely. You are right.

b Goodness me. You mustn't take pictures in here. B: a I had no idea. b Huh? Intonation

Tone groups


	S

Read the study skills box. Listen to the sentences below and mark the tone groups as in the example. tudy skills

Tone groups

In English, the intonation patterns are based on groups of words. Tone groups can contain only one word, or as many as seven or eight.

I are you looking at?

2 I didn't know such things existed! 3 Yes, they have been around for a while now.

4 For lots of reasons!

5 They certainly can't all fit in there.

6 And look, it is so small and easy to park.

Speaking

Portfolio: Work in pairs. Imagine you saw a documentary about child labour. Use the ideas below and phrases from Ex. 4 to act out a dialogue. Use the dialogue in Ex. 5 as a model. Record yourselves.

• 1 in 6 children is involved in child labour (246 million)

• 300,000 children around the world are currently serving as soldiers

Grammar in Use

ours before the huge tsunami off the coast of Sumatra reached land, some people noticed that the animals started acting strangely. For example, the elephants made lots of noise and decided to run to higher ground just before the waves hit. In the days that followed, wardens at Sri Lanka's Yala National Park were very busy looking for their animals and to their surprise they found nearly all of them alive. So, did the animals know what was about to happen? If so, then this could mean that animals are capable of predicting natural disasters.

Many animals have much better hearing than human beings. They can hear certain noises at great distances. Others have sensitive feet, enabling them to feel vibrations • in the ground. Migrating birds can sense changes in atmospheric pressure when they fly. Moreover, animals that live in groups sometimes have special cries to warn the others when danger is near.

Although we don't know for sure, animals may know more than we think. So if your pet starts acting strangely, maybe you should take notice. They could be trying to tell you something!

Infinitive/ -ing forms

a Read the text, then look at the highlighted -ing and infinitive forms. Which form do we use: after modal verbs, after adjectives, to show purpose, after certain verbs (decide, appear), after prepositions, as a noun, after expressions Explain what the difference in meaning is in the (I'm busy etc), after certain verbs (fancy, start, sentences below. Check in the Grammar avoid, spend, imagine, suggest etc)? Check in Reference section. the Grammar Reference.

b Put the verbs in brackets into: -ing form or infinitive (with or without to). Some verbs (forget, remember, try, mean. stop) can take either to + 1 Her father always tells her (study) hard infinitive or the -ing forms with a change in meaning. at school. I didn't mean to cause you any pain. (intend)

2 Do you know how ... ... (play) the piano? Being a doctor means causing pain sometimes.

3 Poppy needs (say) sorry to her sister. (involves)

4 I'm bored! Do you fancy ...... (watch) a DVD with us?

	I	a	Fiona forgot to lock the door.
5 We must (visit) grandpa this weekend.		b	Fiona will never forget seeing the massive
6 I've never been to a summer camp but I'd like . (go) one day.			wave of water.
	2	a	Remember to pay the water bill tomorrow!
2 Complete the sentences about yourself, using		b	I don't remember meeting you before.
-ins/infinitive forms.	3	a	He stopped to buy some bread from the baker's.
I I usually avoid ...... 6 I don't mind		b	He stopped working on this project a
2 1 m happy 7 I can't stand 3 It's not worth 8 I'd prefer			month ago.
4 There's no point 9 I love	4	a	She tried to help the mountain gorillas.
5 I spend a lot of time 10 I really want		b	She tried wearing contact lenses, but after a while she decided to go back to glasses.

4 Put the verbs in brackets in their correct form.

I I remember (fall) off my skateboard when I was young.

2 Remember . (lock) the door when you leave the house.

3 While she was walking home, she stopped .

(buy) some sweets.

4 I stopped (do) my homework when my mum called me for dinner.

5 Ben will never forget (see) the Eiffel Tower for the first time.

6 James forgot (bring) his football kit to practice.

7 I have tried (take) the bus to work, and it takes me an extra thirty minutes.

8 I tried (finish) the project before the deadline.

9 Getting good grades means (study) a lot.

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

Did you remember (feed) the cat today?

B: Sorry, I forgot! I promise (do) it as soon as I get back.

Let me (give) you a lift to the airport. B: Don't worry. I've decided

(take) the train.

Do you like(watch) wildlife documentaries?

B: Not really. I prefer(watch) ones about technology.

There's no point in . (try) to make him change his mind.

B: I know! He seems (be) very stubborn. 5 A: I can t . . (reach) that box!

B: Why don't you try (use) a ladder?

I meant (tell) you there's a chance of rain tonight.

B: That's OK. I don't have any plans (go out) anyway.

What would you like (do) tonight? B: Let's .... . (go) to the cinema.

It's no use ... ... (talk) to him.

B: I know. He is too angry . (listen) to anyone.

I want (help) the animal shelter.

B: Great! How about (collect) donations for them?

Look at the pictures. In pairs, use the verbs to continue the story. Use infinitive or -ing forms.

• look forward to • enjoy • spend time

• make sandcastles • notice • wave(s) rush

• panic • start run • smash • fall over

• run • frightened • safe • relieved

The Browns had been looking forward to having a relaxing holiday at the beach.

Refere

used to — be used to — get used to Grammar

• used to + infinitive

These elephants used to live in Yala National Park before the tsunami. (They don't live there any more — past state)

• be/get used to + -ing form/noun

He is used to working long hours. (is in the habit of) These tigers are getting used to their new home.

(are becoming accustomed to)

a Study the table. Are there similar structures in your language?

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

I He doesn't mind working overtime because he does it often.

He overtime.

2 He's in the habit of waking up early.

He's early.

3 Katie doesn't live there any more.

Katie but now she doesn't.

4 Jane has settled into her new school quickly.

Jane quickly . her new school.

What did/didn't you use to do when you were 10 years old? Write ten sentences.

Grammar Check 5

I used to spend my holidays by the sea.

b What's the weather like today? What is your favourite type of weather?

It's boiling hot today.

Look at the title of the text. What do you think it means? Compare with a partner.

3 What methods do you think people in the past used to predict the weather? Listen and read to find out.

Red sky at night, shepherd's delight ...

Red sky in the morning, shepherd's warning!

e all hope for warm and sunny weather at the weekend or

w during our holidays. The majority of our planned activities are based on what the weather will be like, so it is important to know ahead of time what to expect. These days, meteorologists, with the help of modern day technology, are able to use satellite information to tell us what the weather forecast will be all around the world.

It wasn't always so easy, though. In the old days people that relied on the weather in order to do their job needed to find ways to predict what might happen. Sailors and farmers began developing techniques to figure out what the winds might do or whether any rain might be on the way. They used everything around them, including watching the clouds, observing the behaviour of animals and inspecting plants and the soil.

Over the years many sayings, rhymes, anecdotes and stories were developed to help people prepare themselves for weather events. Many of these sayings are still used today and seem to be accurate in predicting some weather events.

So, next time you want to plan a weekend away, make sure you check out the sky the night before and watch your family pet to see if the weather will be agreeable or not!

oeu Complete the gaps with words from the list. Listen and check. Are there similar sayings in your country?

• clouds • fine • storm • cold

• blows • frost • snows • showers

• mild

Onion skin is very thin,

. winter is coming in.

Onion skin is thick and tough, winter will be and rough.

Pale moon rains, red moon ...„..

White moon neither rains nor , Evening red and morning grey, two sure signs of a ...... day.

Clear moon, When seagulls fly to land, is at hand. When appear like rocks and towers, the Earth's refreshed by frequent .....

Match the words. Check in your dictionaries. Then use the phrases to complete the exchanges below.

scorching a snowstorm b rain

c sun d Winds

sttong e breeze

1 A: You look sunburntl

B: Yes, we spent all day sightseeing in the ...... .

2 A: Look at you! You're soaking wet!

B: Yes, the car broke down in

3 A: Do you think I'll be OK in a T-shirt?

B: You might want to take a cardigan because there's a

4 A: Where have you been all week?

B: There was a .. .... and we got snowed in.

5 A: Oh, no. There's a power cut.

B: The must have torn down the electricity lines.

Idioms

Use the phrases to fill in the gaps. Check in Appendix 3. Explain them in your language. Are there similar idioms in your language?

to feel

day

to be on ct

blOlv

to be

Why is Sam so quiet? B: He today.

Why is Jack looking so happy these days?

7 Q) Match the sounds to the words. Then use them in their correct form to fill in the gaps.

C] Whistle	D	drizzle
pour	E	roar

C C] howl

1 The breeze . through the trees as we were walking in the forest.

2 Heavy rain down while we were driving to the village.

3 The wind . . all night so I couldn't sleep.

4 It's stopped raining heavily but it's still ..

5 The lightning flashed and the thunder

Use as many of the verbs above as you can to write an opening paragraph for a scary story. Tell your partner.

Match to form exchanges. Listen and check. Act out the exchanges.

We're in for frost tonight.

There's going to be a shower by the looks of it. Bit it?

What strange weather we are having! CC] I think it will clear up later.

I heard that heavy rains are on the way. They're expecting snow in the north.

a I know! It is unusually warm today. b I hope so. We have plans to go to the park. c Great! That means we can go skiing soon. d That's good. It's been a very hot, dry summer: e Oh dear. I'd better cover the tomato plants. f Right, I will bring my umbrella then.

g It is. You need to wear a warm coat.

10 Think of ten new words/phrases you have learnt in this lesson. Make sentences using them. Tell your partner.

B: Oh, ever since he got his new car, he

I've got £100. Let's go shopping.

B: Don't spend it all. It's wise

taffie

Essays providing solutions to

problems Heavy traffic is one of the most serious problems

1 (7) Match the suggestions to the results. that our cities have to deal with nowadays. What Which ideas are mentioned in the text in can we do, then, to reduce traffic in our city Ex. 2? Listen, read and check. centres?

e To begin with, it is important to improve public transport and to encourage people to

I Ban cars from city centres. use it to commute to work and to school. The

2 Make drivers pay a tax for driving into the city. result would be fewer cars in the city and 3 Improve public transport. consequently fewer traffic jams.

4 Build car parks outside city limits.

5 Promote car-pooling (drivers take turns driving others Another solution would be to encourage into the city). people to participate in car sharing programmes.

This means several employees would share one car Results to work instead of each coming in their own car.

Again, this would reduce the number of cars on the a People will think twice about using their cars if it streets. costs them money.

b People will choose to use buses, trams or trains; O Finally, it would be a good idea to create more there will be less traffic, and less pollution. cycling lanes. If this was done, people would be c Drivers will leave their cars outside the city; there encouraged to cycle instead of taking their car. will be fewer cars being driven in the city.

d Traffic will be reduced. For example, instead Of four people driving four cars, there will be one car with four people in it.

e There will be no cars at all; it will be safer and healthier for people who work and live in the city centre.

Read the theory box, then read the essay again. What is the writer's Read the table. Find examples in the essay opinion? In which paragraph does he in Ex. 2. Say these phrases in your language. mention it?

Co-ordinate conjunctions

Read the theory in the box and match each structure to a description a-c. Then join sentences 1-4 using co-ordinate conjunctions.

We use co-ordinate conjunctions to link ideas of equal weight. both and I like both rock and pop music.

either or We can have the party either on Friday or on Saturday. neither nor Neither the buses nor the trains in my town are very efficient.

a both of two things are OK b each of two ideas is possible c both of two things are bad

1 Factories pollute the water. Factories pollute the air.

2 You can reuse old things. You can recycle old things.

3 You shouldn't leave your computer or TV on When you leave the house.

4 You can walk to work. You can ride a bicycle to work.

Factories pollute both the air and the water.

Match the suggestions to the results. Then listen and say which ideas Sally mentions in the conversation.

What alneto do alt litter

Suggestions

I Fine people who litter.

2 Get young people involved in clean-up programmes.

3 Set up recycling schemes in your area.

4 Only buy products with biodegradable' packaging. ' things that can break down or decompose on their own.

Results

a If people know that they will have to pay itthey litter, they will stop doing it.

b This way landfill sites will not become so full.

c They will become interested in keeping parks and their neighbourhoods clean and tidy.

d Household rubbish will be put to good use and the amount of garbage will be greatly reduced.

Writing

Portfolio: You had a discussion in class about the amount of litter we produce. Now your teacher has asked you to write an essay offering suggestions and their results related to the problem. Write your essay. Follow the plan below.

Plan

Introduction

Para I: state the problem

Main body

Para 2: first suggestion & results

Para 3: second suggestion & results

Para 4: third suggestion & results

Conclusion

Para 4: summarise your opinion

Swap your work with your partner. Check your partner's essay for the following.

• Are the topic and his/her opinion stated in the introduction?

• Does he/she have clear main body paragraphs? Is each viewpoint justified with examples/reasons? Are linkers used correctly? Are there any grammar/ spelling mistakes? Is his/her opinion stated again in the conclusion? Sle I don't know

but it starts hat kind of car with an M. does your dad drive?

Ours starts with petrol.

Word Formation:

-(t)ion, -ance, -ence

Read the box, then complete the posters with words derived from the words in bold.

Forming nouns from verbs

2 Fill in: in, off, on, out, for. Check in Appendix 1. 4 Fill in: by, in, on, out. Check in Appendix 2.

to save theITigers cannot be kept as pets. They are wild

1 The fire fighters were called people from the burning building. (asked to come to somebody's rescue)

2 The match was called due to bad weather. (cancelled)

3 The floods in the Philippines call immediate action. (need)

4 John called last Saturday to have lunch with us. (visited)

5 The doctor called . . my grandmother to check if she was OK. (visit formally)

Words often confused

Choose the correct word. Check in your dictionary. Make sentences using the other words.

1 The factory produces tonnes of dangerous rubbish/litter/waste every month.

2 The dodo became inactive/extinct/disappeared in 1681.

3 I'm tired of breathing car exhaust fog/fumes/ smoke every time I walk around the city.

4 Don't lose/miss/waste your time trying to make her change her mind.

5 The members of the rescue team/crew/staff pulled the man out Of the collapsed building. ...... nature.

2 All the avalanche victims are of danger. 3 The 1906 earthquake left San Francisco .

ruins.

4 What earth has happened here? 5 When the old man saw his house flames, he fainted.

Grammar Revision

Complete the gaps with the correct infinitive or -ing form of the verbs in brackets.

Dear Jane,

Hi! How are you? I am writing I) ... (tell) you about my recent trip to a wildlife reserve. I had a wonderful time and it was fantastic 2) (see) all the animals 3) ... (roam) freely. I especially liked 4) (feed) the baby giraffes. I saw lions and tigers 5) ... (lie) in the sun and elephants 6) (hwe) a bath.

Next time you corne visit I will 7) (take) you there. looking forward to B) ... (hear) all your news. 7lease write soon.

Love,

Write an email to your English penfriend about went on. Use -ing form or

a trip you recently infinitive.

UI-TURE

known as coo" or a national symbol of for farming as well as

the Scottish Highlands, take a photograph of this

Scottish Coos CORNER 3 —H pa€céoel!

When you think of Scotland, the first animal that probably comes to mind is Nessie, the legendary and shy monster from Loch Ness. However, the Scottish Highlands are home to another creature which is much easier to spot: the Highland coo.

In Scotland, cows are called "coos". The Highland coo is an ancient Scottish breed with long horns, long hair and a fringe that makes it look different to Other cows. Legend has it that a long time ago, a farmer wanted to impress his wife with a new variety of cow that would actually last through the long winters. The coo is also unique because it can survive on poor grazing grounds, eating plants that other animals don't.

The farmer crossed a standard Hereford cow with a longer-haired smaller cow and got one of Scotland's most popular tourist attractions!

1 What is the animal in the picture? Think of three questions about it. Read, listen and see if you can answer your questions.

Read the text again and mark the sentences T (true) or F (false). Correct the false statements.

I Nessie is a breed of Highland cow.

2 Highland coos are difficult to find.

3 The Scottish coo came from two different breeds of cattle.

4 Scottish coos were bred to withstand difficult conditions.

5 Scottish coos are popular for more than one reason.

This cute animal is also

"hairy coo". It has become Scotland and is important tourism.

If you take a bus tour to don't miss the chance to animal!

b Look up the words/phrases in bold in the Word List.

Use the picture to describe the Scottish coo. Then, tell your partner two things you found interesting about Scottish coos.

ICT

Project: Collect information, then write an article for an international student magazine about an interesting animal that lives in your country. Write: its name, what it looks like, what it eats, what makes it special, any other information.

Reading b How does each phenomenon

occur? Read through and Look at the pictures. Have you ever seen/experienced check. any of these natural phenomena?

Tornadoes are one of nature's most violent storms, and they happen in various parts of the world. They can form at any time of the year, although many occur in the spring.

2) .

A tornado is a spinning, whirling wind. When it meets with cold air it takes the shape Of a long funnel or tube, reaching down from a large cloud. It is formed when warm air near the earth's surface rises and meets with cold air. When the weather conditions are right, this warm air starts to twist as it rises, getting faster and stronger. It is a bit like watching water disappear down the plughole in your bathtub. If this huge. twisting rope of air hits the ground, it may cause great damage. Tornadoes can reach speeds of more than 250 mph, ripping roofs from houses, uprooting trees, and tossing heavy objects like cars in the air.

Hail is formed when raindrops start to fall. Before they reach the ground, they are blown up into the clouds again by strong winds. There they freeze into balls of ice and the wind in the clouds bounces them up and down. As the frozen raindrops rise and fall like this, they get even more thickly covered in ice from the water inside the clouds. Eventually they get so heavy that they fall to the ground as hail.

When big hailstones fall, they make quite a noise hitting roofs and pavements. Cars and buildings are damaged, and plants and crops are destroyed. Driving during a hailstorm is also very dangerous, as the roads become slippery,

In 1971 , a meteorologist named Theodore Fujita developed a scale to show are. His scale goes from FO to F5, It doesn't calculate speeds but the damage a tornado causes to homes

Progress Check

Fill in: earthquake, avalanche, tornado, pollution, endangered.

I The bald eagle is a(n) species.

2 Fortunately, the skiers escaped the ......... .

3 The old building collapsed during the .

4 Big factories are responsible for water .. .

5 The .... ..... ripped roofs off and uprooted many

Points: 20)

Complete the sentences with words derived

from the words in bold.

I Stuart has got a hugeof stamps.

COLLECT

2 The . of the natural environment is an issue that concerns all of us. PROTECT

3 Could you give me some ..... ... .. on how to plant these flowers? GUIDE

4 She had the of a college student. APPEAR

5 Guess what! Tina sent me a wedding .

INVITE

Points:

Put the verbs in brackets into -ing form or infinitive (with or without to).

I Oh, no! I forgot (lock) the door!

2 There's no point in (worry) about it!

3 George would like (visit) Thailand one day. 4 Let me (help) you with that heavy suitcase.

5 We're looking forward to (see) our

parents. 20)

Fill in: be used to, used to, get used to in the correct form.

I When Sally was a child, shedrink three glasses of milk per day.

2 I don't like wearing a uniform to work but I am slowly ... it.

3 I come from a Mediterranean country so I ... ....

the heat.

4 Did you . . stay at the beach all day when you were on holiday?

5 Steve lives in a village so he the noise of a big city.

Points: 30)

5X2

5 Fill in with the correct preposition.

1 The earthquake in Japan calls . .. immediate action.

2The concert was called due to the storm.

3 Mary called . yesterday to see our new house.

4 The police were called to investigate the disturbance.

5 Tina called Mrs Brown to see if she needed any shopping.

Points:

5X2 10

Fill in the gaps with the correct prepositions.

1 Oh, no! That car has burst flames!

2 There was an accident but luckily everybody is ...s..... of danger.

3 The earthquake left the city runns 4 Where earth are my keys?

5 What is that light . . the sky?

Points: 10) 5X2

7 Match to form exchanges.

You mustn't pick those a Sorry, I had no wild flowers.

We should recycle. b No, I suppose it Did you know that isn't.

there aren't many c What for?

pandas left in the wild? d No, I didn't That's not wrong, is it? know that.

(4X5Points: 20)

Now I Can .

•talk and write about natural disasters and environmental problems

•talk and write about the weather and extreme weather phenomena

•interact and keep a conversation going

•talk and write about animals

•write opinion essay in English

Module 6

Culture Exchanges

Before you start ...

• What's the weather like today?

• How polluted is your town/city?

• Do you recycle? Why (not)?

Look at Module 1

Find the page numbers for pictures I -4.

Find the page numbers for

• tips for travellers

• a letter

• an advert

• a statue of a Buddha

Listen, read and talk about .

• travel unusual holiday destinations holidays, holiday problems means of transport idioms related to transport • The River Thames world monuments in danger

Learn how to ...

• describe a bad experience & sympathise

• express your feelings • proofread a written text

Practise ...

reported speech (statements, orders, questions) semi-formal language

• phrasal verbs: set words often confused: arrive/get/reach/ bring/fetch/deliver/ voyage"journey/trip/ excursion/ expedition/ tour/place/ room / gap/foreign/strange/ curious word formation: nouns (-ness, -ment) idioms related to means of transport Write / Make .

• a semi-formal thank-you letter

• an article about a river in your country

• a presentation of a monument in danger

Reading & Vocabulary

Listening & Reading

1 Look at the pictures. Listen to the music. Which of the four places are you at? What are you doing? What is the weather like? How do you feel?

The title of the text means you can go anywhere you want to. What do you think the text is about? Listen, read and check.

RNE Read the text. On which holiday (A-D) can you .

I do different sports?

2 visit old towns?

3 take a trip back in time?

4 have campfire nights?

5 see a mysterious place?

6 taste traditional cuisine?

Read again and find:

• five means of transport

• six geographical features

b Match the words in bold to their meanings. Use some of them to complete the sentences.

• unusual or special

• thought about

• photographs • undamaged

• different • local

• impressive • under

1 1 took some great at the party.

2 There was a . menu at the hotel restaurant.

if Sam enjoyed his holiday.

4 As he walked, the leaves crunched his feet.

THINK! Which holiday would you like to go on? Why? Tell your partner.

Sledding in Russia

his winter why not escape to Yakutia in Russia, where you can have the experience of a lifetime driving a reindeer sled through the heart of Siberia? Wrap up in warm furs and travel through the valleys of the Lena River and over the frozen landscape, just like the native Yakutian people, who have travelled this way for centuries. You can spend your evenings in traditional Russian family homes, enjoy home-cooked meals, and learn about the rich culture of these people. During your trip, you will have the chance to see all sorts of amazing wildlife including wolves, foxes and elk, and you will even be able to ride the famous Yakut horses.

Camel Ridin in Morocco

eeall of southern

Morocco on a camel! Take your time and enjoy a relaxing journey from Marrakech with historic sites across the desert to the Dades Gorge. Spend a night in a nomad's tent, visit traditional Berber villages and Kasbahs^l, see the Atlas Mountains and relax on the beautiful beaches at Essaouira. You will see so much more than sand because Morocco has many varied landscapes. The perfect escape from a busy life!

residential areas around a citadel

International travel these days has become cheaper, quicker

and more convenient for many people.

Here are a selection of some of the types of holidays for those with a sense of adventure.

Wagon Travel in Wyoming

ave you ever wondered what it was like back in the Wild West? Well, now you can find out for yourself with a holiday that offers the unique opportunity to see how life might have been over 150 years ago. You will travel in a convoy of covered wagons through the unspoilt countryside of Yellowstone National Park and through Wyoming, and enjoy the majestic views all around. Stopping at a different camp each day, there will be plenty of opportunities to go on nature hikes, go swimming, canoeing, horse riding, or just relax. You can spend your evenings cooking on an open fire and singing cowboy songs around the campfire.

) Ice Diving in the Arctic

1 n the icy waters of the Arctic Ocean, you will see a strange but unique world that very few humans get the e. chance to visit. The Arctic is one of the last places on earth that remains a mystery and a challenge.

Not many people are brave enough to explore the region and even fewer are brave enough to explore it from twenty feet beneath the ice! If the diving experience is not enough. you can also enjoy the scenery and wildlife above the ocean on foot or on snowmobiles. One thing is for sure; no one else will have holiday snaps like yours!

Vocabulary

Holiday activities

Which of the following activities do you enjoy doing while on holiday? Tell your partner. You can use your own ideas.

			meet the locals

—ramous landmarks

		have time to yourself
	souvenirs

try the local cuisine

practise the language

viSif museums

'Visit local markets

on the beach all day

explore nature

go on guided tours

While on holiday, I enjoy visiting local markets.

5 00 Where would you like to

travel? What activities would you like to do there? Discuss in pairs.

A: I'd like to go to Italy one day. It's supposed to be amazing.

B: Really? What would you like to do there?

A: I'd like to visit the museums and to practise my Italian.

Writing


	THINK!

In what ways does travel broaden the mind? Give examples and explain. In three minutes write a few sentences on the topic. Compare your answers with a partner.

One is looking at the car engine. It

seems that/it looks as if their car has broken down. They seem to be very angry.

Listen to the people. Which

L problem(s) in Ex. I is/are each describing?

Everyday English

Describing a bad experience & sympathising

Look at the phrases in the box. What are they in your language? Use the expressions to discuss holiday problems, as in the example.

Describing a ad experience

Sympathising

• It was a nightmare!

• You'll never guess what happened.

• We had an awful experience.

• Did I tell you ... Wait till I tell you what happened.

Oh, you poor thing!

• What a shame!

• How awful!

• That's terrible!

• That's so annoying!

• That's bad luck.

How was your holiday? Hope you had a nice time.

B: It was an absolute nightmare! Our car broke down. A: How awful!

Isabelle went backpacking across Europe last summer. Which countries did she visit? Listen and say.

Read the dialogue. What good and what bad experiences did Isabelle have while she was travelling?

Andrew: Welcome back, Bella! How was your holiday?

Isabelle: Hi, Andrew. It was fantastic. It's a shame you didn't come.

Andrew: OK, don't make me jealous. Just tell me all about it.

Isabelle: Well, Greece was amazing. I took lots of pictures, but I got sunstroke.

Andrew: How awful!

Isabelle: Well, I should have been more careful. Anyway, after Greece, I went to Italy, but I got seasick on the ferry.

Andrew: Oh, poor thing! Hope it didn't spoil your holiday.

Isabelle: No, not at all. Italy was fantastic! The people are very friendly and I loved Italian cuisine. You have to go to Rome some day. It's beautiful.

Andrew: Yes, maybe next year. Did you manage to go to Spain?

Isabelle: Yes, but I had a bit of trouble in Barcelona.

Andrew: Really? What happened?

Isabelle: My purse was stolen while I was waiting for a bus. Luckily, there wasn't much money in it.

Andrew: That's bad luck!

Isabelle: I know, but these things happen and I didn't let it spoil my holiday.

Andrew: Good for you! Anyway, the important thing is that you're back safe and sound, and you had a good time.

Isabelle: That's true, and I'm thinking Of going back next year if you're interested. Andrew: Sounds good!

b In pairs, read out the dialogue.

That's absolutely brilliant!

That really drives me mad.

Oh, thank goodness!

Really? What happened?

don't quite understand that.

Why do these things keep happening to me?

a confused b frustrated c relieved d delighted e surprised f irritated

Intonation

a Listen to the sentences (1-6) and mark the stressed syllables. Then match them to the feelings (a-f).

Listening

RNE Listen and choose the correct answer A, B or C for each question.

1 Listen to a short radio announcement. What does it advise listeners to do? A to delay their journey

B to take a different route

C to make their journey by train

2 Listen to a woman talking about a holiday she went on. What did she find surprising?

A how nice the weather was

B how expensive everything was

C how easily she could communicate

3 Listen to a man talking about his fear of flying.

When is he most relaxed?

A during the flight

B just before take-off

C just after landing

4 Listen to a woman talking about a new airport.

What is her opinion of it?

A It is too modern.

B It is too far away.

C There are no taxis.

5 Listen to an advert for a website. Who is the website for?

A people who want to plan their own holiday?

B hotel and guesthouse managers

C people going on a package tour

b 09 In pairs, use the phrases 1-6 in Ex. 7a to make exchanges about the holiday events below.

• someone found your lost passport

• the hotel can't find your reservation

• your baggage got lost again

• the police stop you taking pictures of a palace

• you get a beautiful room with a view

• your friend called to say they had an accident

A: They found your passport in the hotel lobby. B: Oh, thank goodness!

Speaking

Portfolio: Work in pairs. Imagine you went on a holiday where everything went wrong. Now you are back. Tell your partner. Use the phrases in Ex. I. You can use the dialogue in Ex. 5 as a model. Record yourselves.

Think of ten new words/phrases you have learnt in this lesson. Make sentences using them. Tell your partner.

Said or told Grammar Reference

Study the examples. Fill in the gaps with said or told.

Reference

Reported Speech Grammar "She is going to China," Tony said.

Tony said (that) she was going to China. Read the example and the theory box. Tony said to us (that) she was going to China. Tony told us (that) she was going to China.

1 She me she would go to Bulgaria.

2 Tanya she had taken lots of photographs.

3 "We're leaving for Crete tomorrow, " they .

4 Bob his parents he would like to go to summer camp.

he was looking forward to his holiday.

Nathan is spending two weeks travelling alone in the UK. Report what he said.

Direct Speech

Reported Speech

Present Simple

"Exploring the world is a real life changing experience, " said Kim.

Past Simple

"l travelled around Europe last summer, " said Sonya.

Present Perfect

"It is the most rewarding thing I have ever done. ' said Sonya.

Future Simple

"I'll travel alone again, ' said Michael.

Present Continuous "I'm looking for some interesting destinations to go to, " said Michael.

Modal (present)

"l can't wait, " said Sonya.

Past Simple

Kim said that exploring the vorld was a real life changing experience.

Past Perfect

Sonya said that she had travelled around Europe the previous summer.

Past Perfect

Sonya said that it was the most rewarding thÍng that she had ever done.

Would (future in the past)

Michael said that he would travel alone again.

Past Continuous

Michael said that he was looking for some interesting destinations to go to.

Modal (past)

• Sonya said that she couldn't wait.

Study the table. How do the tenses change from direct to reported speech? What other changes happen?

Reference

Reported orders/commands Grammar

a Study the examples. How do we report the imperative?

Pack some

warm clothes.

Don't take a lot of things with you.

a She told me to pack some warm clothes.

b She told me not to take a lot of things with me.

b Report these tips.

for, Trav lers

• Have a valid passport,

• Leave copies of your itinerary with family and call them regularly.

• Learn about local laws and customs.

• Do not leave your luggage unattended.

• Do not carry large amounts of cash.

• Do not tell people that you are travelling alone.

Reference,

The travel agent told me to have a valid passport.

Reported questions Grammar

	1	Susan: Hi Jack. Where were you last night? I
questions.		was waiting for you all evening.
Direct Speech Reported Speech		Jack: I'm sorry, but I was watching TV and I

6 a Study the examples and answer the

2 Have you had your photographs developed?

3 What is Edinburgh tike?

4 How much money did you spend?

5 Will you travel alone again in the future? 6 Did you make any English friends?

The following messages were left on Angela and Bill's answer machine. Imagine you are Angela. Your brother Bill has just got home. Report the messages to him.

Hi, Bill. It's me, Jason. Just	Hi, it's Alan. Sorry I
calling to remind you we	be able to come. Tony had
have football practice at 9.	a nasty tall and we're taking
Hope to see you later.	him to hospital.

Patty here! I picked up the tickets on my way to work, so you dont have to bother. See you later.

Jason said he was calling to remind you etc

Report the exchanges, as in the example.

fell asleep.

She asked me which

Susan asked Jack where he had been last countries I would visit.

night and told him that she had been He asked me if/whether waiting for him all evening. Jack said that

I Which verb do we use to report questions?	2	Julia:	Which forms of public transport do
2 Which words do we use to start the reported			you use, Penny?
question if the direct question begins with:		Penny:	I usually use the bus or the tram, but I
a a question word?			never use the metro.
b an auxiliary or modal verb?	3	Frank:	Hello, Pat. Don't you feel well?
3 How do the tenses change?		Pat:	I feel terrible. I have a terrible
b Look at the questions Nathan's friends asked			headache.
him after his solo trip to the UK and turn them		Frank:	Take an aspirin and have a rest. You'll
into reported questions, as in the example.			feel better soon.
I Do you like English food?	4	David:	Did you go to the party last night?
		Gwen:	Yes, but I left early.

I felt lonely. he was sorry, but he had been watching TV and he had fallen asleep.

Nathan's friends asked if he liked English

food. Check 6

Grammar

Vocabulary & Speaking

Reading

Means of transport

1 a Look at the picture and the title of the text. What do you think the title means?

b Read the text and complete it with the missing words.

a Find the words in the text which mean.

I way (para I), 2 effect (para 2),

3 turn (para 2), 4 show (para 2),

5 well-known (para 3), 6 goods (para 3)

b Listen and read the text again. Say three things that impressed you from the text.

Complete the table with as many means of transport as possible. Compare with your partner.

by jj•jjÒ..•— coacti hovercraft helicopter

Listen to three people giving their opinions on different means of transport. How does each person prefer to travel? Why?

Sophie Greg

Peter

THINK! What is the most commonly used means of transport in your country? How do you prefer to travel? Why? In three minutes write a few sentences on the topic. Compare your answers with a partner.

Full steam ahead

owadays, there O) are so many means of transport, from IN bicycles and buses to sports cars and jet airplanes, that travellers are spoilt for choice. In fact, 1) ......„.. of us don't even think about how we travel; plane or train, it doesn't matter. Because, at the end of the day, it's just about getting 2) one place to the other.

There are, however, some means of transport that have made an impression on people and have taken 3) .......... place in history. One means of transport that truly won 4) hearts of many Americans was the river steamboat. A steamboat, as its name indicates, is a boat that is powered 5) steam. The steam rotates a paddlewheel or propeller that in turn causes the boat to move forward.

In the 18th century, there were many attempts to build better vessels, but it wasn't until 1807 that the first successful steamboat, The Clermont, made a commercial voyage. These riverboats became popular 6) . the next few years and were used to transport passengers and merchandise on the major rivers of America. The Mississippi River was especially known 7) . . its riverboats, and Mark Twain celebrated three steamboats in his book "Life on the Mississippi".

Steamboats have now disappeared from most American rivers, but they have become a symbol of the Mississippi River. Many people think of these boats when they hear the name Mississippi.

Fortunately, a small number of 8) are being used today to offer river cruises so 9) ..„...... people can get a feel of what it's like to travel 10) .......... steamboat.


	THINK!

Look at the picture again and listen to the music extract. Where are you? What are you doing? How do you feel? Tell a partner.

Use the verbs in their correct form to complete the exchanges. Check with a partner.

catch book miss board get off give take

Oh, no! I think I'm going to my flight. B: Don't worry! I'll . . you a lift to the airport.

Where were you? I've been waiting for ages.

B: Sorry! I ...s... the bus at the wrong stop.

Have you your flight to London yet?

B: Yes, I'm leaving at 9:30 on Friday. I got to the airport just in time to plane.

B: You were lucky, then.

I'm really late and the buses are on strike today.

B: Why don't you a taxi?

If we hurry, we can the early train. B: OK. I'm coming!

We met John at the airport while we were waiting for our flight to be announced.

In which of the places mentioned above would you hear the following?

I Is there a buffet car?

2 What is the boarding time?

3 Single or return?

4 How do I get to Manchester University?

5 What terminal does it leave from? 6 How much is the fare?

7 What platform does it leave from?

8 What stop do I need to get off at?

9 Would you like a window or an aisle seat?

Match the questions (1-9) in Ex. 9a with the answers (a-i). Listen and check.

a A window seat, please.

b The plane is boarding in 30 minutes and you leave from Gate 15. c Return, please.

d I'm afraid not.

e Platform 12.

f The stop on Fairfield Street.

g It's a UK domestic flight, so it's Terminal 3, h It's £150.00 peak time, or if you travel off-

peak between loam and 3pm, it's only £65.00. Stay in the left-hand lane and turn left at the next set of traffic lights onto Oxford Road.

Listening

10 (I) Listen to the announcements. Where could you hear each? Which words helped

you decide?

Idioms

I l Use the words below in the correct form to complete the idioms. Check in Appendix 3.

What are these idioms in your language?

1 A: What happened?

B: My sister borrowed my car without asking. It . me up the wall when she does that!

2 A: Why don't we go to Paris this summer?

B: It's very touristy. I'd rather stay off the beaten ...... .

3 A: We should set out now. It's getting late.

B: Yes, let's hit the .

4 A: I'm so busy. I don't know how I will get this done.

B: You're not the only one with a lot to do.

We are all in the same

5 A: Where is Paul?

B: His father . ..... him off to boarding school when he failed his exams.

12 Think of ten new words/phrases you have learnt in this lesson. Make sentences using them. Tell your partner.

Semi-formal thank-you letters

Look at the advertisement below. How do you think you would benefit if your family played host to a foreign student? Would you enjoy the experience?

Become a/

Host ramilv

Are you a warm, welcoming and open-minded family? Would you like to:

• contribute to global peace and understanding

• explore the differences and discover similarities between cultures

• develop a lifelong friendship

The Centre for Cultural Interchange invites you to join thousands of families in playing hosts to exchange students from 30 different nations.

Get in touch With us:

573-261-0455 CC1@a01.com


	THINK!

Would you like to stay with a host family? What difficulties might you face? In three minutes write a few sentences on the topic. Read your sentences to your partner.

Jun Shan spent four weeks in a host family in the USA. He really enjoyed his stay and improved his English. Now Jun is back home and is writing a letter to his host family. Read the letter. What kind of letter is it: an invitation, a complaint, a thank-you, a request?

Dear Mr and Mrs Reeves,

I am writing to let you know that I have arrived home safely and to thank you for your kindness during my stay with you. 1) ... .... with you and I will never forget you.

2) everything you did to make my stay so pleasant. I was made to feel at home. I loved my room, and I must say that Mrs Reeves' cooking is amazing. My mum is going to try some of the recipes you gave me.

I think my English improved a lot during my stay. 3) was our interesting conversations during dinner in the evenings. I even understand jokes now thanks to Mr Reeves' great sense of humourl

4) your generosity and your hospitality. I hope we will keep in touch and perhaps you could visit us one day.

Best regards,

Jun

3 Read Jun's letter again and insert the phrases in the right place.

• Thank you once again for ... • I appreciate

• I had a wonderful time ... • What helped me most .

4 Read the theory. Find examples in Jun's letter.

Semi-formal thank-you letters are written to people you know but not very well, and to whom you want to sound polite and respectful a teacher, a friend's parents. Semi-formal style is characterised by:

• less formal language I am writing to .. .

• formal linking words Also, Furthermore, Moreover etc

• words/ phrases in the passive It is understood

• respectful, polite tone Thank you once again

In the first paragraph we state the reason for writing our letter and express our thanks. In the main body paragraphs we express our gratitude giving examples. In the conclusion we thank again.

5 In which paragraph are the following mentioned?

explain how visit has benefited you express gratitude for accommodation & meals thank again & invite reason fot wri(ing general feelings about stay Rewrite the paragraph below in semi-formal language. Use the phrases in the list.

• I appreciated • I am writing

• What helped me most

• Thank you very much

• It was kind of you • As for

thought I'd drop you a line to say for being so nice to me. 2) It was great of you to welcome me into family. 3) I liked the way you made feel at home. 4) About my room, it perfect. 5) The best thing was all films we watched together. That me improve my English so 6) Thanks a million.

I) I thanks really your me was the helped much.

Read the sentences. Which phrases can we use to express gratitude in a semi-formal letter?

1 I am very grateful for ...

2 I can't thank you enough .

3 It gave me great pleasure ...

4 You shouldn't have!

5 It was very nice of you to ...

6 Thanks a lot!/Many thanks!

7 I really enjoyed the ... 8 That's so nice of you!

b Choose from the expressions above to express gratitude in the following situations.

1 Your penfriend has sent you a birthday gift.

It was very nice of you to send me such a lovely sweater.

2 You spent a weekend at your friend's house.

3 A friend's father has helped you with a school project.

4 You spent your summer holidays at your English penfriend's house.

5 Your best friend's parents have bought you a present for your birthday.

Writing

Imagine you spent three weeks at your English penfriend's house. Write a letter to the family thanking them for their hospitality. Use the letter in Ex. 2 as a model. Follow the plan.

Proofreading a written text

Proofreading focuses on mechanics not on content, message and style.

• Double check for errors you know you repeat e.g. misspelling (accommodate instead of accommodate, form instead of from), missing words (I've selected ... instead of I've been selected

• Read aloud word for word as it is possible to hear a mistake you have not seen.

• Read slowly. Read what is actually on the page not what you think is there.

Proofreading a piece of writing helps improve the quality of the written text.

After you finish writing your letter, proofread it. Follow the steps of above. Then swap papers with your partner and check each other's piece of writing.

Dependent Prepositions

Fill in: at, in, on, for, without, off. Check in Appendix 2.

Phrasal verbs: set

1 Match the phrasal verbs in the text to their meanings. Check in Appendix I. 2

• begin and seem likely to continue

• start a journey • save • slow down 4

We spent a weekthe seaside last summer.

There are many bikes . . hire in Helsinki. You can find cheaper plane tickets if you decide to travel . .. .. .. season. We will send you the tickets by Monday delay. The boat sank with three passengers .

board.

Word Formation

Read the box, then complete the sentences with nouns derived from the words in bold.

Forming nouns

• -ness combines with adjectives to form nouns that refer to a state or quality. (happy — happiness)

• -ment combines with verbs to form nouns that refer to actions, processes or states. (develöp — development)

1 1 would like to thank you for your .

(KIND)

2 For some people, travelling alone is plain

• . (MAD)

3 We went on some hair-raising rides at the

.. ..... park. (AMUSE)

4 You should be proud of your ..... .. (ACHIEVE).

Words often confused

Circle the correct answer. Check in your Grammar Revision

dictionary. Make sentences using the other Complete the sentences. Use the reported words.

I We arrived/got/reached Rome early in the I My best friend asked me > to help him with evening. his homework.

2 Helen, can you bring/fetch/deliver a towel 2 My parents told me

from the bathroom? 3 Our teacher said

3 The documentary follows Columbus' voyage/ 4 Our neighbour asked us journey/trip to the West Indies. 5 Before the school trip the headmaster told us

4 When did Columbus' excursion/expedition/ tour to the West Indies take place? 6 My grandfather asked me

5 Is there place/room/gap for one more person in your car? 6 Think of ten new words/phrases you have

6 I love travelling to foreign/strange/curious learnt in this lesson. Make sentences using countries. them. Tell your partner.

Shall we book our train tickets advance?

What do you know about the River Thames? What else would you like to know about it? Think of three questions. Read through and see if you can answer them.

RNE Read the text and complete the missing words derived from the words given.

b Listen and read the text again. Explain the highlighted words. Then, ask and answer questions based on the text.

Find the main idea in each paragraph. In pairs, think of appropriate headings for each paragraph. Compare with another pair.

09 Tell your partner two

things you found interesting about the River Thames.

ICT Project: Work in groups. Choose an important river that runs through a city in your country. Collect information, then write an article for the school magazine. Say where it begins/ends its journey, which places it flows through and why it is important. Illustrate your article with pictures.

London would not be London without the River Thames. It flows 215 miles across the English countryside and then through the heart of the great city before it reaches the sea. The Thames has played an I) (extreme) important part in making England what it is today.

England had very few roads in the past, so the Thames provided a major highway between London and many parts Of the country. People could also send supplies Of food and other goods to and from London by boat. In times of war, London was protected from sea attacks because they built castles and forts at the mouth of the river. People from the London area got their 2) (drink) water from the Thames, and 3) . (thirst) cows and sheep were a common sight along its banks.

With the 4) ..... . (industry) Revolution in the century, the Thames became one of the busiest waterways in the world. Factories made and oexported goods of all kinds. So people became rich and many of them built 5) (beauty) houses along the banks of the river. The 6) .. (fame) writer Charles Dickens spent part of his 7) (child) there and later wrote about the Thames in his books.

Today the Thames has become a symbol of

London, just as much as Big Ben or Buckingham Palace. If you take a stroll along its banks, you'll have a day full of 8) . (please) surprises. You can admire bridges built in many 9) . (differ) architectural styles. The most famous one is probably Tower Bridge which actually opens up 1,000 times a year to let ships through. Or you might be 10) (luck) enough to see London's rowing event, the Oxford and Cambridge Boat Race, which takes place on the river every spring. Whether you're a Londoner or a visitor, the Thames will always have something to offer you.

World monuments

cid rain is rain that contains particles of acid. It is mainly caused 1) burningfossilfuels. Acid rain is bad for the environment and many of the world's historic monuments are 2) damaged by it.

• The Statue of LibertyinNew York was a gift . the French people to the American people and is a universal symbol of freedom and democracy. Millions of people visit this great monument every year. For many years now, acid rain has 4) damaging the statue and has even changed its colour.

• The Leshan Giant Buddha is located 5) ...... the eastern side of the Mui River in the Sichuan Province of China. It is 70.7 metres high. Begun in 713 AD and finished in 803 AD, the statue took people more than 90 years to carve from stone. It is the world's largest stone Buddha. It

6) nearly destroyed by wind erosion and acid rain before 1963 when the

Chinese government began to repair it. Nowadays, the maintenance work is still 7) progress in an effort to restore this beautiful monument.

1 What do you know about the monuments in the pictures? Why do you think they are in danger? Read to find out.

Read the text and complete it with the missing words. Listen and check.

The Great Sphinx in Giza is one of the 8) ....... fascinating historical monuments of all and a national symbol of 9) ....... ancient and modern Egypt. It was built about 4,500 years 10) and is the biggest stone sculpture made by man. Every year, millions of tourists come to see the Sphinx. Unfortunately, wind, smog and acid rain are putting this wonderful monument in danger. If we want to reduce acid rain we must burn less fossil fuels.

Burning coal, oil and gas releases huge amounts of sulphur* into the atmosphere. This is what creates acid rain. The best way 11) ... . solve the problem is to use alternative energy sources to produce our electricity. Factories which use solar and wind power instead of the traditional fossil fuels can really help the environment. Another thing we can do is make cars and other vehicles more environmentally friendly. We need to stop using petrol. Instead, we can use cars 12) ....... are electrically powered or run on some other fuel. In this way, the atmosphere will be cleaner and our monuments will stay beautiful.

•sulphur is a yellow chemical with a strong smell.

Read and mark the sentences T (true) or F (false). Correct the false statements.

1 Acid rain is caused by burning coal, oil or gas.

2 The Statue of Liberty was given to the USA by the French.

3 The Leshan Giant Buddha is made of wood. 4 The Leshan Giant Buddha is being repaired.

5 The Great Sphinx is made of marble.

6 The Great Sphinx is visited by millions of people every year.

'GO in

kGreen

Match the words in bold in the text to their definitions.

I object or design that represents an idea or thing

2 gradual destruction of rock or soil caused by water or weather

3 very small parts of something

4 mixture of fog and smoke

5 work of art shaped from a material

6 fuel formed from decomposed remains of plants and animals

ICT Collect information about other monuments/historic buildings which are in danger. Present your findings to the class. You can visit this website http://whc.unesco.org and click on: Browse world heritage sites on

Study skills

3D globes.

Context clues

When authors write, they often include context Do you agree with this proverb? Discuss. clues to the meaning of words they use but feel their readers may not know. These clues can be definitions, synonyms, antonyms, or visual prompts.

What context clues has the author used in the Green

introduction? We do not inherit the earth from our

Listen and read the text again. Which facts ancestors, we borrow it from our children.

5 from the text impressed you? Tell your partner. (Native A merican Proverb)

Progress Check

Fill in: seaside, drive, sunstroke, boat, touristy, monuments, catch, track, book, boarded.

I Sam doesn't like to go anywhere too far off the beaten

2 I can't stand Kim and Ann. They me crazy.

3 Tina likes to visit quiet resorts that aren't too

4 All the flights are delayed, so we are all in the

5 We always went on . holidays when we were young.

6 Pollution is affecting many beautiful around the world.

7 The luggage was loaded onto the plane as the passengers .

8 Let's . . our flights now, so we can start organising the rest of the holiday.

9 You should wear a hat in hot weather and drink

lots of water to avoid ... .....

10 If we hurry, we can the 10 0'clock train.

Points:

10X2 20

2 Form nouns from the words in bold.

1 "l don't think you understand the of the problem," he said. SERIOUS

2 Tom is going to stay in a new luxurynext to the beach. DEVELOP

3 Ian thanked his hosts for their KIND

4 We play board games on long journeys for ...s... .

AMUSE

5 At the end of my holiday, I always feel a bit of about leaving a place. SAD

(5X4Points:

Rewrite the sentences in reported speech.

I "I enjoy travelling a lot," she said.

2 "l visited Spain last year," he said.

3 "Travelling solo is the best thing I've ever done, " he said.

4 "I'll go to Italy next year," said Jane.

5 "I'm looking for an interesting destination," said Tim.

(5X4Points:

Complete the phrasal verbs with the correct preposition.

I I have been setting ... .. ... a bit of money all year for my summer holidays.

2 Winter has started to set already, so we can go skiing.

3 We had to set . early in the morning to catch the 6 am boat.

4 A two-hour delay on the way to the ferry set us , but we made up the time later.

5 When they realised they had missed the last train, anxiety set

Points•

5X2 10

5 Fill in the gaps with the correct preposition.

1 I'm picking up my tickets the airport.

2 We got stuck in traffic the motorway. 3 There aren't any cars left . hire on the island.

4 I booked my holidays . . advance this year.

5 You will receive the parcel by Wednesday delay.

Points: 5X2

Match to form exchanges.




4
5

How was your holiday?

Everything went wrong.

I found your purse.

There's been an accident.

Why do these things keep happening to me?

a Thank goodness! b I don't know. c It was a nightmare! d What a shame!

e Really? What happened? (5X4Points:

My score: Now I Can ...

• talk and write about travel experiences

• talk about holidays and holiday problems

• talk about means of transport

• describe an unpleasant experience and express sympathy

• use idioms related to travel

• write a thank-you letter

• write about a river in my country

in English

Module 7

Education

Before you start ...

• What country would you like to visit most?

• What is the worst/best thing that has ever happened to you while on holiday?

Look at Module 7

Find the page numbers for pictures I -4.

Find the page numbers for

• a graph

• a diagram

• sketches showing how something is made

• dictionary entries

Listen, read and talk about ...

different types of media school subjects and education

• idioms related to the news Trinity College, Dublin computer networks

(-1

Learn how to ...

• ask for, give and react to advice

• emphasise meaning

• make assumptions

Practise ...

• modals

• phrasal verbs: give

• words often confused: advertisement/ announcement, explanations/ instructions, educated/ taught, temper/ mood

• word formation: compound nouns

Write / Make ...

• a for-and-against essay

• a class survey

• a short article about a famous university/ college in your country

Reading & Vocabulary

Reading

Describe the pictures. What gadgets can you see? Which of them have you got?

Read the title and the first sentence in each paragraph. What could the text be about? Listen, read and check.

Read the text and choose A, B, C or D to answer the questions.

1 What is Lisa not doing in her room?

A chatting online

B texting friends

C writing an email

D preparing for an exam

2 The phrase 'Generation M' means teenagers are good at .

A using technology frequently.

B learning things simultaneously.

C doing many tasks at the same time. D completing many ordinary tasks.

3 Learning is made easier when .

A you group many small things together.

B you concentrate on one thing at a time.

C you use technology to help you.

D you use different forms of media.

4 Casey Roberts believes students need to ... A pay attention to individual tasks.

B practise concentrating more efficiently.

C learn to communicate better.

D spend less time using electronic media.

4 Match the words in bold to their meanings.

Generatio

It's 7:30 pm at Lisa's house and she's in her room doing her homework. However, homework is just one of the things she's doing while her eyes are fixed on the computer screen. As well as studying for her Biology exam, Lisa is also 5 listening to music. chatting with her best friend online, downloading songs and occasionally texting people on her mobile phone. "My parents keep telling me off for multi-tasking while studying, but they don't understand that it helps me concentrate, " she says.

10 It's not unusual for human beings to do several things at the same time but in our fast-paced technological society,

the situation has come to a head. Young people today spend nearly 6 1/2 hours a day using various types of media, doing different things at the same time. This is the 15 reason why they are called the multi-tasking generation, or Generation M. But how do their brains deal with multitasking? Automatic actions like walking and chatting on the phone can be done at the same time, but when it comes to learning new information, multi-tasking has a 20 bad impact,

"Multi-tasking affects how you learn in a negative way," says Russell Poldrack, Associate Professor of Psychology at

5 00 What does the author mean in the last sentence (I. 35-36) in the text? How far do you agree with this opinion? Discuss in pairs.

Vocabulary

Media usage

Match the words to form phrases. Use them to complete the exchanges.

(å^S5(å) file(S) b to the Internet c (a) programme(s)

(d amy emails

Look at the addresses. Which is a web address? Which is an email address? Use the key to read them to your partner.

Key

dash

dot / forward slash

I helen-green@gmail.com

2 www.worldmedia.com/articles

Look at the graph carefully and answer the questions.

Media Young People Use

In atypical day. percentage of 8 to 18 year-olds who...

68%

UCLA'. Dividing your attention between too many activities makes the knowledge you gain harder to use later on. The researchers are not saying you shouldn't multi-task, just don't multi-task while you are trying to 25 learn something new.

According to specialists, it is also essential to take time away from electronic media. "At the sound of the bell. all my students reach into their bags and grab their mobile phones to text message their friends. It is as if they're 30 afraid of silence," says Casey Roberts, a secondary school teacher. "Their MP3 players, laptops and games consoles have become extensions of themselves. I really think that Generation M should take time to relax and reflect. There's life beyond the screen and the pleasure of face-to- 35 face communication can be neither denied nor replaced".

University Of California. Los Angeles

1 A: Why weren't you online last night?

B: I couldn't ...... . I don't know why.

had a

47%

consoWPC garne$

watcn videos.'OWS 39% hand0gid video 35% read a 34%

watch gre•recordedTV watch a film 13%

O 20 40 60 80 100

of users USA 2007

I Which type of media do young people use:

most? least?

2 What percentage of young people use the Internet on a daily basis?

3 How many of the types of media mentioned are electronic media?

4 Which of the activities mentioned do you do in a typical day?

Have you reply from Ann, yet?

B: I don't knowl Let meImagine a day in your life

	without gadgets. How will your day be
Why is this computer so slow?	different from a normal day? What changes
B: It's not the computer. It takes time to	will you make? How will these changes make
music . ... .. . Can you edit pictures on your computer?	you feel? Tell your partner.
B: Sure, but first I have to . the on	10 Project: What types Of media do your
my computer.	classmates use to do their homework? Carry

out a survey. Report your findings.

a How many school subjects can you think of in 30

seconds? Make a list and compare with a partner.

b Which school subject(s):

1 are you fond of?

2 are you best at?

3 would you like to spend more time learning?

I'm fond of chemistry.

Read the following dictionary entries. Use the words to complete the sentences.

certificate /se^rtlfiket/ (n) an official document that proves that you have completed a course

degree /dgrt/ (n) a university course or the qualification that you get when you complete the course

report card /npa^rt kcrrd/ (n) a card or paper which shows how well a student has been doing

timetable /tarmtab⁹1/ (n) a list/chart that shows the times at which lessons take place

1 My parents were delighted when

I showed them all the As on my

2 At the start of the year, all the students are given a ...... .

3 Patrick went to university and got a in Media Studies.

4 The students who pass the exam are given a

4 Choose test or exam to complete the sentences.

I She fainted while she was getting a blood

2 My brother passed his driving yesterday.

3 When is your university entrance

4 1 can't see that far. Maybe I should have an eye .

5 Do you prefer sitting a written or an oral ? 6 Have you revised for your final ?

Exams

Read the first exchange of the dialogue. What do you think the dialogue is about? Read and check.

a Read the dialogue again and choose from sentences A-H to fill in gaps 1-5. Listen and check.

Ann:	So how did you do?
sally:	Pretty well. All the questions I expected came up. How about you?
Ann:	Not so good. 1)
Sally:	What? So many? How come?
Ann:	2) So, I didn't have time to revise everything.
sally:	Don't tell me you tried to do it all in the last few days before the exam.
Ann:	I know. 3) .. . .
Sally:	You should have prepared better.
Ann:	That's easier said than done, but you're right. 4)
Salty:	You should, indeed. Anyway, there's no point worrying now. Wait until you get your results. You can always retake it.
Ann:	5) Let's forget about the exams and go have a coffee.
sally:	That's the spirit!
A	I should manage my time better next time.
B	I should have revised more.
C	I left my revision to the last moment.
D	I really let myself down.
E	Can you retake it?
F	I didn't even try.
G	I messed up four of the questions.
H	I guess you're right.

b What does Ann mean when she says: "That's easier said than done"? 09

c In pairs, read the dialogue aloud.

Everyday English

Asking for/giving advice

Portfolio: Imagine your best friend hasn't been doing very well in his/her exams lately and act out a dialogue using the language and the ideas below. Record yourselves.

	Asking for advice	Giving advice
•	What's the best way to What do you think I should do? What's your advice? I'd like your advice about how to What do you suggest I do about I don't know what to do.	I (don't) think you should If I were you, I would Why don't you Have you thought of • You could
	Reacting
•	I can't do that./Mm, I'm not sure. That's easier said than done. Yes, that's a good idea./Yes, I suppose so.

I don't know what to do. I've been getting really bad results lately.

B: Have you thought Of asking your teacher for advice? That way you'll find out where you're going wrong.

Mm, I'm not sure etc.

• ask teacher for help/advice

• make a study timetable

• have study groups

• take better notes

• revise regularly

go out less often

• turn off TV while studying

• talk about all the options

• support your ideas with arguments

• agree on a plan

Listening

R NE Q) Listen to the speakers. For questions 1-5, choose A, B or C.

I Listen to a boy talking about an exam. How does he feel?

a disappointed b happy c angry

2 Listen to the announcement. Where would you expect to hear it?

a at school b in the cinema c in a gym 3 Listen to a girl talking about her French teacher. What is the problem?

a She never marks the homework. b She's very strict.

c She's often absent.

4 Listen to a teacher talking about an incident at school. Why was the student kept back after school?

a He was caught hitting another pupil, b He was caught copying in an exam.

c He was caught writing graffiti in the school corridors.

5 Listen to a woman talking. What did she do well in?

a her driving test b her oral exam c her job interview

Intonation

Contrastive Stress

9 a Read the box. Then listen and repeat.

John was here at five o'clock yesterday. (don't say that he wasn't)

John was here at five o'clock yesterday. (John, not someone else)

John was here at five o'clock yesterday. (not at six o'clock)

John was here at five o'clock yesterday. (not the day before)

Practise in pairs with the following examples. What does each sentence mean?

1 Andy didn't do well in the exam.

2 He was caught hitting another pupil.

Grammar in Use

SCHOOLS

The Italia Conti Academy is no ordinary school. It is Britain's oldest theatre arts school. For those who dream of a life in showbusiness, k - getting accepted at this school is the first step on the ladder to success as an actor, dancer or singer.

. rtt is a private school which means the students have to pay to go there. All the students must wear a uniform and have to attend the same kind of lessons as other students do. The students have to work very hard in order to pass their GCSE* exams. Apart from their ordinary lessons, students can choose from a wide range of classes in the performing arts. These can be anything from taking traditional p ballet to modern dance, or learning to act on the stage or for television.

Whatever type of show business the pupils want to work in, they are encouraged to develop as many performing skills as possible. The Italia

Conti Academy, with some of the best teachers in the country, gives them the opportunity to do this. Many students perform professionally while still studying and some begin a successful career before they

finish school,

General Certificate of Secondary Education (exams

UK students take at age 16)

Reference

Modals Grammar

Read the first sentence of the text. What do you think life is like at the Italia Conti Academy? Read statements 1-7 and say which ones you think are true for this school. Read the text and check.

You don't have to pay to attend classes. (you are not obliged)

2 You mustn't perform professionally until you have finished school. (it's forbidden)

3 You must wear a uniform. (it's a rule)

4 You can choose a wide range of classes. (you're allowed)

5 You need to work hard. (it's necessary)

6 You may take dance classes. (it's possible)

Which of these statements in Ex. I are true for your school?

Rewrite the phrases in bold, using an appropriate modal and making any other necessary changes.

I It's possible it'll rain later.

It may rain later.

2 It's necessary to talk to the headmaster.

3 It's forbidden to bring pets into the classroom!

4 It isn't necessary for you to finish the project by Wednesday.

5 Always wear a uniform, it's a rule.

6 It's a good thing to revise for a test over the weekend.

7 Everybody is obliged to hand in their homework on time.

Choose the correct modals. Rephrase the sentences.

1 May/ShouId I ask a question?

Is it OK if I ask a question?

2 You should/need stay at home if you're ill.

3 You don't have to/mustn't be rude to your teachers.

4 Parents can't/don't have to park their cars in front of the school gates.

5 You may/have to ask for permission to leave the classroom.

What rules are there in your school? Make sentences using appropriate modal verbs. You can use your own ideas.

• wear a uniform

• stand up when a teacher comes in

• eat in class

• run in the corridors

> We must wear a uniform.

• use your mobile during lessons • bring a doctor's note when you are ill

Read the table. Which modals express:

• a positive deduction? • a negative deduction?

She may/might/could have done it. (It's possible that she did it.)

B She can't have done it. (It isn't possible that she did it.)

C She must have done it. (I'm certain that she did it.) D You should/ought to have revised more. (It was wrong not to revise.)

E You needn't have waited for me. (It wasn't necessary. )

• possibility? • criticism? • negative obligation?

7 09 In pairs, complete the exchanges. Use

the modals and the perfect infinitives of the verbs in the list.

v gov miss do leave finish

She's really late.

B: She Emust have missed the bus. I'm really tired today.

B: You to bed early last night.

You the washing up. It was my turn. B: That's all right. I didn't mind.

Bye. See you later.

B: Where are you going? You your homework already!

What are you looking for?

B: My gloves. I . ..... them somewhere.

Complete the second sentence so that it means the same as the first. Use between two and five words including the word in bold.

1 Perhaps he overslept last night. might He last night.

2 There's no way that she didn't do her homework.

must She her homework.

3 It wasn't necessary for her to work yesterday. needn't She yesterday.

4 She didn't ask the teacher for help and now she can't write the essay.

should She .... .. the teacher for help then she would be able to write the essay. 5 1'm certain Tony didn't cheat in the exam. He's very honest.

can't Tony . . in the exam. He's very

Read the examples. Which sentences refer to the present/past? Which sentence shows duration?

10 Complete the sentences. Use must, may or can't and the infinitive in the correct form.

A: They only moved in a month ago. B: They ...... (know) many people.

2 A: Look. Jane is putting on her jacket. B: She (go) out.

3 A: Are we having lunch soon?

B: You (be) hungry already. 4 A: Where's Jane?

B: I'm not sure. She (go) out.

5 A: I've been working all day. B: You (be) tired.

6 A: Why are those people in the street?

B: I don't know. There (be) an accident.

7 A: I can't find my scarf.

B: You . (leave) it at home.

Speaking

I l Look at the pictures and make assumptions, as in the example. Use must, might, can't.

She must be tired.

She might have gone to bed late last night.

She can't be interested in the lecture. honest.

Grammar Check 7

Vocabulary & Speaking

Look at the text. Where could you see it? What is it about? Read to find out.

Read the text and match the phrases to the gaps 1-6. There is one extra phrase you do not

A to calm her down

B they were released into the wild again

C it was just going to be a routine call

D to help the mother Koala

E they go straight for it

F on their own for very long G the stress hadn't done any harm

Listen and read the text again. Tell the class a short summary of the text.

3 In groups, discuss the following.

1 Where do you get the news from?

2 What do you like reading, watching and listening to?

3 What is the most popular type of media among people your age?

4 Do you think TV is good for you? Why/Why not?

Vocabulary

Media jobs

Who says what? Match the jobs to the statements.

director reporter presenter producer editor newsreader sound engineer

I This is Larry Forester, live from Glasgow.

2 And now everybody get ready to welcome Britney Spears! Hello there, Britney!

Koala Mum Rescued

"When I got the call from a family that there was a Koala in their backyard, 1 thought 1) . y These words came from Vicki Pender of the Queensland Parks and Wildlife Services. Koala bears roam around in search of food. If they see a Eucalyptus tree, 2) regardless of where it is. "When 1 got there it was obvious the Koala was restless. I had to give her an injection 3). . Just then, I heard a loud cry from a tree nearby. It was her little Joey screaming for its mum!" Joey is what a baby Koala is called. Vficki realised just then how critical it was

Baby Koalas or Joeys are completely dependent on their mums and have very specialised diets. They cannot survive 5) "At that point, I turned my attention to the baby and coaxed it out of the tree." Luckily, mum and Joey were rescued and had a short stay in the animal hospital. Before long, 6) . Together they disappeared into the leaves, happy to settle in for some dinner.

3 We have a major channel interested in buying this show.

4 Those were today's headlines. And now it's over to Jenny for the weather forecast.

5 Try it again, but make your voice louder this time so you sound really angry.

6 Hold the front page!

7 The sound quality is not very good. 5 Listen to the extracts A-C. Which is from:

I a news report

2 a sitcom

3 a weather forecast

Choose the correct word. Check in the Word 8 Read and put the verbs in brackets into the

List. Present Simple Passive. Then, put the pictures in the correct order.

Turn on match A

We're hurricane A

The time television A rush

Next, the White A review

Many host A on

the TV! There's live of the cricket between England and Australia.

forecast B report C coverage just getting some news of a huge about to hit the Philippines.

breaking B painful C shocking

of day when most people are watching is known as .

hour B peak season C prime time we'll be bringing you a live ........ from House.

B broadcast C presentation

viewers were shocked when chat show

Jerry Fox fainted while air B in show C in the act

Idioms

Match the idioms below with their meanings.

Check in Appendix 3. Are there similar idioms

in your language?

I heard it on/through the grapevine.

It hit the headlines.

He is bad news.

Let's get this show on the road.

a It's important news.

get started.

c It's a rumour going round. have a good character.

pgperg

I The trees (cut down) and (send) to a paper mill.

2 At the mill, the bark (remove) from the

3 The wood (Chop) into very small pieces with a chipper.

4 Some chemicals (add) and the chipped wood (cook) in a big pressure cooker. Then the paper pulp „...„.... (pour) into a container.

5 The pulp . (spray) onto a large screen and the water (drain) from the paper. Finally, the paper (press) flat between two rollers.

Speaking

9 Use the pictures to tell the class how paper is made.

For & against essays

Read the theory box. Which of the topics (a-c) corresponds to a for-and-against essay?

a The most incredible experience I've ever had.

b What's the best way to learn vocabulary in English?

c Credit Cards: a curse or a blessing?

For-and-against essays are a type of discursive writing in which you discuss the advantages and disadvantages of a specific topic. for-and-against essay should consist of: • an introduction in which you present the topic, making a general remark about it without giving your opinion.

• a main body in Which you present the points for and the points against, in separate paragraphs, supporting your arguments with justifications/examples.

• a conclusion which summarises the pros and cons and gives a balanced consideration of the topic In my opinion/view, I believe, I think etc.

For-and-against essays are normally written in a formal style; therefore, you should avoid using personal language ('I know, / am sure), contractions (I've got) and colloquial expressions or idioms (What's up?).

Read the rubric and underline the key words, then answer the questions.

You have had a class discussion about the Internet • as a homework tool. Your teacher has now asked • you to write an essay presenting the arguments : for and against it.

I What type of essay should you write?

2 What will your essay be about?

3 What style should you use?

4 What points should you include in your essay? Discuss in pairs.

Read the essay and complete the table. Were any of your points in Ex. 2-4 mentioned?

In our modern, high-tech society and with 24hour access to the Internet, it's no surprise that children are using homework-help websites more and more. However, there are arguments for and against using the Internet as a homework tool.

There is no doubt that using the Internet as a homework tool has its advantages. First of all, it is a quick way to find information. This means that students have more free time for other activities. Secondly, the Internet provides a variety of sources. For example, students can read lots of information and form their own opinions by comparing and contrasting ideas.

However, there are drawbacks to using the Internet as a homework tool. One drawback is that students don't use their writing skills. For example, they just copy the information which is not always wellwritten. Another disadvantage is that some websites not only contain poorly written material, but also inaccurate information. As a result, some students may include a lot of facts in their work which are incorrect.

All in all, I think that the use of the Internet as a homework tool is a welcome and useful development. Unfortunately, though, it is not free from risks and we must bear those risks in mind if we want students to get the most from the Internet.

Advantages	Justifications/ Examples

Disadvantages	Justifications/Examples

b What is the writer's opinion on the subject? Which paragraph contains his opinion?

Linkers

Look at the table. Read the article again and replace the linking words in bold with appropriate ones from the table below.

introduce examples	the main/first/ most important (dis)advantage, another (dis)advantage, some/many people suggest/ argue, one/another point/in favour of/against etc
	firstly, secondly, thirdly, furthermore, in addition/moreover, also etc
	however/yet/although/even though/ln spite of/despite/on the other hand . .. etc
	for example, for instance, in particular, as a result
	in conclusion, finally, all in all, all things considered ... etc

Topic/ Supporting sentences

	Study skills

Read the theory box. Find the topic sentences in the essay in Ex. 3. Which are the supporting sentences?

Topic sentences

We start each main body paragraph with a topic sentence which introduces or summarises the main

idea of the paragraph. This helps the reader follow your arguments. The topic sentence is followed by one or more supporting sentences which justify the argument in the topic sentence by giving reasons or examples.

Work in pairs. Read the topic sentences and write supporting sentences for each. Use appropriate linkers.

I On the other hand, has got its disadvantages. Many TV shows are violent and have storylines that are not appropriate for young people.

2 There are certain disadvantages to using mobile phones.

3 The Internet has certainly got its advantages.

4 There is no doubt that going to university helps your future.

Writing

Read the rubric. Which of the statements (1-5) are arguments for and which are arguments against? them to their supporting arguments (a-e).

Your English teacher has asked you to write an essay on the advantages and disadvantages of

• e-learning (online lessons). (120-180 words)

Students can learn at their own pace. It is more Convenient for people who don't have time to go to lessons.

People can save time and money on travel.

It can be lonely studying alone.

E-learning depends too much on technology.

a Students don't have to commute to school.

b With e-learning there is no chance to meet other people and share ideas with them.

c People do not have to be in a certain place at a certain time.

d People can choose when and for how long they want to study.

Computer problems can make people miss lessons.

Now write your essay. Use the arguments above and the plan below to help you. You can use the essay in Ex. 3 as a model.

Plan

Introduction

Para l : introduce the subject

Main body

Para 2: arguments for with justifications/examples

Para 3: arguments against with justifications/examples

Para 4: closing remarks

I'm not going *file on, Tony. Hard Come

to study tonight. I'm work never killed very tired. anyone.

That's 0

true, and I'm not going to be the • •ilJW. first.

Phrasal verbs: give

Fill in: up, away (x2), out, back. Check in Appendix 1. Who says each sentence, a student or a teacher?

1 Tony gave my secret and now the whole class knows! (reveal)

2 Don't give trying and your marks will improve. (stop trying)

3 Diane, could you please give . . the tests?

(distribute)

4 Sorry, I've forgotten to give you . your dictionary! (return)

5 I've given ...... all my textbooks from last year.

(give sth because you no longer want it)

Dependent Prepositions

Fill in the gaps with a suitable preposition.

Check in Appendix 2,

Bullying is a big problem that affects lots of kids. A bully isa boy or girl who is mean I) .....

others, by hurting them, calling them names or blaming them 2) ....... things they didn't do. Most bullies don't care 3) the feelings of others. They act this way either because they want attention or because they come 4) troubled families.

Children who are bullied find it difficult to concentrate 5) their studies. They are often absent 6) school and when they are there, they always worry 7) how to deal with the bullies. Bullying is unacceptable and should not be tolerated. If you see it, report it.

Words often confused

Circle the correct answer. Check in the Word List. Make sentences using the other words.

I Did you hear the advertisement/announcement about the bus strike tomorrow?

2 Did you read the explanations/instructions before you started setting up your computer? 3 He was educated/taught at Eton College.

4 John argues a lot and finds it difficult to control his temper/mood.

Word Formation

Look at the box. Then, form as many compound nouns as you can in a minute. Compare with your partner.

Compound nouns

Compound nouns occur when two separate words are joined to form a new word. basketball

Grammar Revision

5 Underline the correct words.

Dear Mandy,

I thought I'd drop you a quick line to let gou know I won't be able to write for a while. Mg exams are starting soon and 1 1) must/mlght do a lot of revision to make sure I pass as many as 1 2) shall/can.

These exams are very important because the results 3) could/must decide whether 1 4) have to/can go to college or not. So you see, I really 5) have to/could try my best. If I do well, 1 6) shall/can choose the college I want and if I don't 1 7) might/must have to resit the exams or go to a college far awag from home. J 8) needn't/mustn't mess it up.

Anyway, after my exams, I would love gou to come and stag for a weekend. We 9) could/must catch up with each other and do lots offun things. 10) Can/Must you come the weekend of the 20^thof July? Let me know.

I I I) may/must go and start revising now. Talk to you soon.

Love

Christine


	THINK!

What would you do if you saw a schoolmate being bullied? Tell your partner.

ULTURE

CORNER

Trinity College Dublin: 400 years ofhistory

If asked what Jonathan Swift, Oscar Wilde and Samuel Beckett have (O) in common, most people would correctly reply that they are famous writers. But (I) ........ you know that they all graduated from the oldest and (2) . prestigious university in Ireland?

Trinity College at the University of Dublin has an interesting history. The university (3) ........ founded in 1592 in the heart of Dublin, the capital of Ireland. At (4) everything went well and the university grew slowly. Then, in the middle of the 17th century, life at the university became difficult (5) ........ of two wars in the country. Fortunately, the university survived and from then (6) many wealthy families began to send their sons there for a good education.

Today, Trinity College is among the top 40 universities in the world for Arts and Humanities and it attracts students from (7) ........ five continents. It is also (8) ........ of Ireland's leading historical sites. It has a uniquely beautiful library (9) ........ contains

4.25 million books including the Book of Kelts, (10) of the most precious medieval books in existence. Over half a million visitors come to see this book and the library every year. It is truly a great university.

How are the following related to Trinity Match the highlighted words in the text to their

College? Scan through the text to find out. answer(Para I), got their degree (Para 1), important (Para I), brings (Para 3), managed to get

• Jonathan Swift • Oscar Wilde through (Para 2), started (Para 2), rich (Para 2),

• Samuel Beckett • 1592 • 17th century valuable (Para 3), most popular (Para 3)

• Arts & Humanities • Book of Kells

5 00 Tell your partner three interesting facts

RNE Read the text and fill in the missing about the college you remember from the text. words. Compare with a partner.

I CT

Project: Think Of one of your country's best universities. Collect information, then

Listen and read the text again. What do write a short article about it for an international these numbers refer to: 40, 4.25? school magazine. Write: its name, location, when founded, history, interesting facts.

f many people use the same data and materials

2 Look at the diagram in the text. What is a g harmful programs that destroy information on computer network? Read the first sentence in a computer system the text and check. h machines and devices a computer uses

Networks are groups of computers. software and hardware that are all connected to help the users work together. They are typically found in businesses. schools and colleges, Internet cafés and libraries, A network connects computers by using cabling systems, special software and devices that handle the flow of data. A network allows users to share files and resources. such as printers. as well as send email to

each other. So, as with any other sharedresource, it is importanttobe responsible and think about other 5

users. There are a number of things to keep in mind when using a computer network, such as:

• Do not share computer passwords.

Do not overuse resources such as online connection time or printers.

• Use it only to help you with your studies.

• Do not use it for anything illegal. unethical or dishonest e.g. bullying other students or damaging equipment.

• Do not copy other people's work—either other students' or online information. This is called

plagiarism and has serious consequences especially concerning copyrighted material. Remember information on the Internet may not always be copyrighted, but it is there to give you the facts and ideas for your own piece of writing and NOT to be copied and pasted into a new document. 15

• Do not it-stall any software without permission.

• Be aware of computer viruses and try to protect the network from them by

following security procedures.

b (C) How are the words in Ex. 3a related to a computer network? Listen and read to find out.

Read the text and mark sentences 1-7 as T

(True) or F (False). Compare with a partner.

I Many students and business people use computer networks.

2 Network users have to share a computer.

3 The computers are connected with software and hardware.

4 Network users cannot print documents or send messages.

5 All network users share the same password.

6 All the information on the Internet is copyrighted.

7 Network users have to ask before installing a new program.

Find words in the text which mean:

I manage (I. 3)	4 effects (l. 13)
2 trustworthy (I. 5)	5 set up (I. 16)
3 unfair (I. 10)	6 guidelines (l. 18)

6 What are the do s and dont 's of using a computer network? Tell the class.

Discuss the following statement.

Progress Check

1 Fill in: download, headlines, extension, impact, connect, certificate, timetable, media, newsreader, grapevine.

I Teens these days use their mobiles as an ......... of themselves.

2 Have you got your new school yet?

3 It's taking ages to ......... this file.

4 The . on BBCI is really handsome.

5 Did you see the ..... .... in today's newspaper?

6 She wants to work in the when she leaves

7 I can't seem to to the Internet for some reason.

8 He got his course framed and hung it on the wall.

9 Computers had a huge on the 20th century. 10 I heard on the that Martin has got a new job.

Form compound nouns using the words in the list and then use them to complete the sentences.

• black • paper • play • key • ground

• board • day • clip • board • light

I Have you got a . . to hold these papers

together?

2 1 spilt some water on myand now it's not working.

3 The teacher asked John to write the answer on the

4 After school, the children goto the

5 In October, we put the clocks back and switch to saving time. 20)

Complete the sentences with the correct modal.

• might • must • could • should • needn't

• need • mustn't • can't • don't have to • may

• We....... to decide who will be class president. 2 You . do all your homework today, you can finish it tomorrow.

3 I didn't see Lyn today, she ......... have taken the day off.

4 . I leave early today, please?" Sarah

5 Kate looked pale in the doctor's office. She be ill.

6 you move over a bit so l can sit down, please?" he asked.

7 You .respect your teachers and your classmates.

8 You ......... talk or eat in class.

9 She have watered the garden as I had already done it.

10 Ian .... ..... have finished his homework already, it's impossible. Points:

10X2 20

Complete the phrasal verbs with the correct preposition.

1 Don't give I know you can do it!

2 I have to go to the library and give . . some books I borrowed.

3 Be careful! He enjoys giving other people's

4 I gave .. all my old clothes to the charity shop. 5 Debra, can you give . ... . .... these photocopies to

the class? Pointy

5X2 10 5 Fill in the gaps with the correct preposition.

I You shouldn't be mean others or no one will want to be your friend.

2 Never blame other people ...... . .. your mistakes. 3 I met a new girl at school who comes ......... Spain. 4 Rachel really cares ..... . ... other people, she's so kind.

5 If you are going to be absent school you must bring a note from your parents.

6 Match to form exchanges.

What do you	a	You should have
suggest I do?		indeed!
Why don't you	b	Of course.
study more?	c	I would study
so how did you do? I should have tried		more if I were
harder.	d	Pretty well!
Could you hold the	e	That's easier
line, please?		said than done!

Now I Can .

• talk and write about types of media

• talk about school subjects and schools

• ask for and give advice

• use idioms related to the news

• write a for-and-against essay

• write a short article about a university

in English

Module 8

Pastimes

Before you start ...

• Describe a typical school day.

• What's your favourite school subject? Why?

Look at Module 8

Find the page numbers for pictures 1-4.

Find the page numbers for

• a school noticeboard

• an application form

• an advert

• an email

Listen, read and talk about ...

sports & free-time activities

• interests unusual pastimes

• football mascots

• Project A.W.A.R.E.

Learn how to ...

• invite, accept & refuse invitations

• agree positively/ negatively

• talk about your interests

Practise ...

• phrasal verbs: take

• words often confused: fit/healthy, team/ group, pitch/ court, match/ practise, coach/instructor, members/parts, moment/ minute, match/game, team/ league, score/point, section/half, win/beat

• Conditionals Type 0, 1, 2 & 3 • word formation: compound adjectives

Write / Make .

• a paragraph about your favourite activity

• an email based on written input

• a poster of mascots from your country

• a leaflet about a clean-up day

Reading & Vocabulary

of the

Reading

Which of the following activities can you see in the pictures in the text? What does each of the activities involve?

Read and listen to find out.

Ice Climbing I Underwater Hockey

Sandboarding Zorbing

._Skydiving Snowboardin

Rock Climbing

Paragliding

Read the text again and answer the following questions.

Which person or people (A, B, C or

I have been doing their sport for over two years?

2 has to be very fit?

3 doa sport that is similar to another sport?

4 found out about their sport from the media?

5 has taken part in an event?

6 do their sport with others?

7 didn't believe their hobby existed at first?

Match the highlighted words to their meanings. What are these words in your language?

• move very fast • hits

• hooked on • fasten • rival

• competitors • slip • jump

• strange • started • turning over many times

a Why are the following mentioned in the text?

1 snowboarding 4 the Alps

2 New Zealand 5 splashing

3 frozen waterfalls

lordinär.y

Brian Potter has been sandboarding for the past seven years. He loves it because he can do it pretty much anywhere there is sand! He says, "I'm a real speed freak and I find nothing more exciting than to take out my board and whizz down the sand dunes. " The general idea of sand-boarding is the same as snowboarding. People simply strap a board to their feet and slide down a hill. Brian says, "Last year, I entered the International Sandboarding Championships in Germany. There were around 50,000 entrants and I came 100th, so I was pretty proud."

Carla Murphy is known in certain circles as a 'zorbanaut'.

This is because she spends some of her free time inside a large inflatable' plastic ball called a zorb. "Zorbing is so much fun. I just can't get enough, " she says. Zorbing involves rolling down a steep hill strapped inside a ball which can reach speeds of up to 50 to 60 krnph if the hill is steep enough. Up to three people can be inside at the same time. "It's fantastic. You're totally protected from bumps and knocks by the zorb, but you bounce around as if you are weightless. Anyone from 6 to 60 can do it, " Carla explains. This bizarre activity originated in New Zealand and now there are centres all around the world. Carla thinks it's great. "When we start rolling, we just start laughing and we can't stop. " I can be filled with air

Paul Lynch has been practising ice climbing for several years now and has climbed many frozen waterfalls. "My parents took me skiing to the Alps when I was a child and ever since, I've been addicted to the mountains. I moved to Canada a few years ago and I fell in love with ice climbing. I spend most of my free time climbing ice in the Rockies. Basically, ice climbing involves swinging an axe into the ice above your head and pulling yourself up on lt. You need a lot of equipment such as a helmet. rope and boots for ice climbing. And of course. it's very physical, so you really have to be in good shape," says Paul.

about knew

takes place above the at the bottom of the pool. snorkels during the game.

just have to slide the puck into

Harry.

by a British diving club in 1954

Harry told us, "Unfortunately as all people watching from of splashing and flippers! "

Unlike water polo, where the action water, underwater hockey is played Players wear masks, flippers and "The rules are really simple. you the opposng teams goal, " says Underwater hockey was invented and was originally called Octopush.

it's not much of a spectator sport, outside the pool can see are lots


	THINK!

•

Why might someone want to do an unusual sport? In three minutes write a few sentences on the topic. Read your sentences to your partner.

Vocabulary

Interests

Which of the following do you enjoy doing in your free time? Tell your partner.

playing a musjeal instrument listening to CDs going to art galleries painting pictures reading books/magazines going to the cinema eating out designing your own Clothes writing novels watching DVDs going to fashion shows watching a game playing computer games working out at a gym

I haven't got much free time, but I enjoy reading magazines or going to the cinema when I can.

Speaking

6 09 Choose any of the sports

in the text on p. 122-123 Then make notes under the headings for each activity.

equipment rules/technique

Use your notes to describe one activity to your partner. Your partner guesses the activity. Writing

7 Write a short paragraph for an international student's magazine

about your favourite activity. Write:

• name • equipment • rules/ technique • why you like it

INDIVIDUAL SPORTS

09 Do you do any sport in your free time?

How often? How long have you been doing it? Use the phrases in the box to tell your partner.

'low often

[low Iono• .

— quite a long time — about nine or ten years / not very long — only about a month / quite a long time — about six or seven months

— all the time — I usually twice a week / quite often — maybe once every two weeks / not very often — maybe three times a year / no, hardly ever — I can't remember the last time I went

After school activities

Read sentences A-G. What is the dialogue about?

b Read the dialogue and complete

the missing sentences. Listen and check. In pairs, read the dialogue aloud.

Ann: Are you doing anything after school, John?

Bob: Yes, I'm going to play tennis.

Ann: Really? Where are you going to play?

Bob: 1)

Ann: Oh, I didn't know there were courts there.

Bob: They're not easytosee from the street. 2)

Ann: Yes, I love tennis. I used to play a bit in my old town. Bob: 3) ...

Ann: I'm not bad. Bob: Good! 4) .

Ann: I'd love to but I don't have my racquet with me. Bob: That's all right. 5) .

Ann: Great! Shall we meet outside school then?

Do you fancy coming along?

B Are you any good at it?

C I'm afraid I can't join you today. D You can borrow my spare one.

E At the courts just behind my house.

F Do you like tennis?

G I can lend you my trainers.

Everyday English Invite/Åccept/Refuse Invitations

a Read the box. How many of these expressions can you see in the dialogue?

Inviting

Accepting/Refusing

Would you like to ...? Are you doing anything

How about ...?

What about ...? I was wondering if you are free ...

• Sure. Why not?

That would be lovely!

• I'd love to.

• I'm sorry, but I can't.

• I'm afraid I can't. That's very nice of you, but

Use the notes on the school noticeboard as well as the language in the box to act out similar exchanges in pairs.

A: I was wondering if you are free on Saturday afternoon?

B: Yes, why?

A: Would you like to come and play volleyball with us?

Say it right

Choose the correct answer. Listen and check.

1 A: Are you doing anything special tonight? B: a Yes. That sounds great! b No, not really.

2 A: Do you fancy joining us tonight? B: a I'm afraid I can't.

b No, I don't mind.

3 A: I'm afraid I can't join you at the cricket match.

B: a That's a pity!

b See you then.

4 A: Would you like to go swimming later? B: a Sure. Why not?

b I like to.

5 A: What about watching the match tonight? B: a I suppose not.

b Sorry. I'm busy.

Intonation

sentences 1-4 and use the descriptions in the box to say how they sound.

Listening

		Let's meet at the front gate around 4:30 pm.
,	RNE Listen to a radio interview with	2 I don't play squash very often. Maybe two or
	some British teenagers talking about their	three times a month.
	sporting experiences. Number the statements	3 If you really like badminton, we can arrange
	below in the order you hear them. There is one	to play together some time!
	extra statement.	4 It's a pity you can't join us at the swimming
	A The speaker once had an accident. B The speaker has won competitions.	pool. Maybe some other time.
	C The speaker finds it extremely exciting. D The speaker needs more practice.	Speaking
	E The speaker does their sport just for fun.	1 1 09 Portfolio: In pairs, invite your
	F The speaker once lost some equipment.	friend to play basketball after school. Use

	1	2	3	4	5
Speaker

Type	Condition	Main Clause	Use
	If + present simple	present simple, imperative	general truth
	If you heat ice, it melts.
1	If+ present simple	can/will/may + bare infinitive	probable situation in the future/ present
	It they play wett, they'll win the match.
2	If + past simple	could/would/may + bare infinitive	imaginary situation in the present/future
	'f I were you- I'd take up tennis.
3	If + past perfect	could/would/might have + past participle	imaginary situation in the past, regret about the past
	If we had revised more, we would have passed the test.

unless = if not

the phrases in Ex. 7 and the dialogue in Ex. 6 as a model. Act out your dialogue. Record When winter comes, days get shorter.

2 you heat metal/expand

3 iron gets wet/rust

4 not water the plants/they die

5 heat water 100 ⁰/boil

drop ice on water/float

7 you come/we can talk about it

8 they meet/ they discuss all details

If — unless

Read the box. Then, rewrite the sentences using unless.

1 If we don't get tickets, we won't see the concert.

> We won 't see the concert unless we get tickets,

2 If you aren't sure she's at home, don't go.

3 You can't fix it if you don't know how to do it.

4 You can't sit here if you don't have a reservation.

5 If you don't leave now, you'll miss the bus.

6 If we don't pay the bill, the electricity Will be cut off.

What are you doing this weekend? Use the ideas to discuss with your partner.

> A: What are you doing this weekend? B: It depends. If the weather is warm, we'll go to the beach. What about you?

A: I haven't really decided, but if I get tickets, I'll go to a pop concert.

6 Use the ideas to make sentences.

How would you spend this weekend

1 you suddenly caught a cold?

2 the weather was great?

3 your parents were on a business trip?

4 you had an exam on Monday?

5 all your friends were away? 6 it was your birthday?

> If I suddenly caught a cold, I would stay in bed.

Put the verbs in brackets into the correct tense. What type of conditional is each sentence?

I If you boil water, it (turn) to steam.

2 She would be upset if she (lose) her earrings.

3 If you study hard, you ... . .... (pass) the exam.

4 If I were rich, l . (go) on a cruise around the world.

5 You will become a better player if you ..... (practise) more.

6 If my team (play) better, they could win the cup.

7 They'll be disappointed if you . . (not/come). 8 Ice melts if you . ... .... (heat) it.

Describe the pictures. Use the third conditional to suggest what could have been done to stop these things from happening.

have gone climbing.

1 The accident happened because he didn't see the red lights.

> If he had seen the red lights, the accident wouldn't have happened.

2 It's raining, so we can't go to the park.

4 I don't know her phone number, so I can't call her.

5 Nobody told me that Mary was in hospital, so I didn't visit her.

6 This PC game is very expensive, so I won't buy it.

7 I have to study for my exams tonight, so I can't meet you. 8 I didn't go to Laura's party, so I didn't meet her cousin.

10 Complete the sentences with your own ideas.

I If I visit London, .5 If I leave on time, .

2 If it stopped raining, 6 If I found a wallet in the street, .....

3 If I hadn't eaten that 7 If I had more free time, much,

4 If I find his phone 8 If I had seen you, .

number,

Speaking

1 1 Start a chain story and continue it.

T: If Sue hadn't woken up late

Sl: she would have caught the school bus. If she had caught the school bus, she

[Grammar Check

Vocabulary & Speaking

Norman Whiteside

Ronaldo )

What do you know about the FIFA World Cup? How are these people related to it?

FIFAWorld Cup the competition has often surprised fans around the twenty World cup tournaments have been played and

world. Everyone was amazed when the USA beat England 1-0 in 1950. The 1966 World Cup surprised very four years, billions of spectators watch their many fans when Italy lost 1-0 to North Korea, and national teams take part in the football World Cup. It

Northern Ireland took everyone by surprise when they is a moment that all football fans look forward to. In fact, beat the host team Spain 1-0 in 1982. Many legends the FIFA World Cup is probably the most important sport and many football records have also been made during event in the world.

the World Cup. The Irish 17 year-old Norman Whiteside The World Cup was created in the 1930s when Jules was the youngest player to ever play in a World Cup Rirnet, a French football official, came up with the idea and Pelé was the youngest to ever score in a match and of bringing the best football teams in the world win the World Cup. Ronaldo is the top scorer in World together to play against one another for the title of Cup history, with 15 goals.

World Champions. There was great enthusiasm for his Football history is made every four years at the FIFA idea, and the first FIFA World Cup was organised in

World Cup. Whatever the results, the championship

Uruguay in 1930. The host team won the first World brings people from every region of the world together

Cup when they beat Argentina 4-2. Since then, almost

in the spirit of fun and sport.

a Fill in who, whose, what, where, why, thenFill in: pitch, court, course or rink.

answer the questions. Listen and check. Then act out exchanges with

. idea was it to create the World Cup?

your partner as in the example.

2 was the first World Cup played?

3 . was the result of the match between Uruguay and Argentina in 1930?

4 ..... .. was England defeated by in 1950?

5 did Northern Ireland take everyone by surprise in 1982?

b Explain the words in bold.

Match the phrases to the numbers. What are they in your language?

a one nil b one all c four two d nil nil

Vocabulary

Sports

09 Act out exchanges in pairs.

A: Shall we play tennis after school?

B: Sorry, but I've left my racquet at home.

A: Where can you play cricket in your area?

B: Nowhere really. There aren't any cricket pitches that I know of. / There's a cricket pitch opposite the school.

Win, beat or gain? Complete the phrases. Use five phrases

to make sentences.

. a game, 2 . . an advantage, 3 support, an ability, 5 . an opponent, 6 . competition, 7 . . time, 8 . a problem, 9 . record, 10 . a medal, 11 . speed, 12 . prize win a game— I hope weare able to win a game in this competition.

a Read the sentences. What follows each structure, a

plural or singular verb?

b Rewrite the sentences using both/and, neither/nor or either/or.

I Sam plays a lot of football. Andy does, too. > Both Sarn and Andy play a lot of football.

2 Mary doesn't know how to play squash. Becky doesn't either.

3 Henry's dad will pick him up from hockey practise, or else his mum will.

4 Ben has got a new tennis racquet. Mark has too.

5 Paul scored the goal, or else David did.

Idioms

Check these idioms in Appendix 3. Use them to complete the exchange.

the ball is in your court get off the hook get the ball rolling • saved by the bell throw in the towel

1 A: Did Tim's teacher shout at him for not doing his homework?

B: No, he because she was in a hurry today.

2 A: You're lucky there was no time left to ask you questions.

B: I know I

3 A: I'm fed up. Whatever I do I

just can't get it right.

B: Come on. You're not going to

now, areyou?

4 A: Do you think your husband will make the decision?

B: No, I think ........ 5 A: Nothing's happening. What should I do now?

B: If you call a meeting that

Which sports did you do in primary school? Which sports do do now? How often? Where?

you

Who with? Tell your partner.

Letters/Emails based on written input

Read the dictionary entry below. Do you belong to any clubs? Which club would you join if

club /kIAb/ (n) an organisation of people interested in a particular activity or subject who usually meet on a regular basis.

• you loved dancing to traditional music?

A folk dance club

• you enjoyed playing chess?

• you supported a particular football team?

• you were crazy about tennis?

• you liked reading books?

• you enjoyed taking pictures?

Look at the form below. What type of club is it for? Listen and fill in the missing information.

Brighton Swimming Club

Membership application form

SURNAME Davis

FIRST NAME: I)

OF 2-10-1995 NUMBER: 2) . EWdLADDRFSS: sdavis123@3Tldiž.coy, EMERGENCY CONTACT NUMBFR 3) .. PAREVIS' John and Davis

ADDRESS: 4) .

BP2 6HX

SSSIONS (PIES-SE TICK APPROPRLO:

HEALTH: Please give details of any bealtb problems (asthma, sbon-sigbted etc)

SWIMMING ABLTÝ. Please tell us tvbetber you are a bQinner or ifyou have any swimming ceptificates

Read the box, then look at the advert below. What type of letter would you write? What style should you write in?

Letters/EmaiIs based on written input

Emails/Letters based on written input are letters that respond to written information. This information may be in the form of adverts, letters, invitations, notes etc, as well as visual prompts such as maps, drawings etc. Transactional letters can be of any type e.g. letters of complaint, letters of apology, letters applying for a job, letters giving/asking for information, etc.

The style of writing can be formal, semiformal or informal, depending on who you are writing to.

It is important to include all the information asked for in the rubric. You must give this information in full sentences, using your own words as much as possible.

TO BRIGHTON

SWIMMING

We offer

• (lèssþðS) *ha' agc?

• year round sea swimming/races

• water polo how t0h9 are they?

esson are every evening from 6 pm to 10 pm.

All our trainers have ASA

(Amateur Swimming Association) ceffication.

what fine? Join Us Now!

New swimmers are accepted ry Friday evenin For more information email rorynewtown@hotmail.uk nnual Subscrip £25.00 per year.

Sanc gor att aoes añð actiV&ie5?

4 Read the email. Has Alana included all the necessary points?

Dear Sir or Madam,

I am writing to find out more information about the swimming lessons which I saw advertised in this week's Student Direct.

First of all, could you send me some information for beginners? For example, how old does a child have to be to join the club and what time are new swimmers accepted on Friday evenings? I have a five-year-old brother, and I was wondering if he could start having swimming lessons at your club this year.

Secondly, would it also be possible for you to send me a timetable of the sessions? Finally, could you also tell me if the annual subscription fee is the same for everybody?

Thank you in advance for your help. I look forward to hearing from you.

Yours faithfully,

Alana Holmes

Read the box. Find examples in the email in Ex. 4. Then turn the direct questions into indirect ones, as they would appear in a formal letter.

Requesting Information

To request information, you can use direct or indirect questions.

Direct questions are quite common in informal letters. Some of them begin with a question word such as what, who, when, how etc. How far js the hotel from the beach? Do we need to bring our own food?

Most indirect questions are formed with modals such as could, would etc and are normally used in semi-formal or formal letters. Could you please let me know how far the hotel is from the beach?

You use if/whether in an indirect question when there is no question word in the direct question. Do we need to bring our own food? I would like to know if/whether we need to bring our own food.

1 How much is the monthly subscription?

> Could you please tell me how much the monthly subscription is?

2 Where do the lessons take place?

3 How many pupils are there in each class?

4 Do we have to buy our own equipment?

5 Can we borrow more than five books from the library?

Use the information in the advert as well as your own ideas to turn the email into a telephone conversation between Alana Holmes and Rory Newtown from the swimming club.

Writing

You've seen this advert on the school noticeboard. Write an email to Lenore Burton, asking her for more information about the Bay Photography Club. Use the plan below to help you.

SCHOOL PHOTOGRAPHY CLUB

TIPS and guidance for everyone from Qbasic to advaRcéd level.

vhar

We meet! on Tuesdays in classroom 2D and we organise (three weekend outings per year to practise what we have learnt by taking some superb pictures of nature!

For more information contact Lenore Burton:

lenoreburton@gmail.co.uk

Plan

Introduction

Para I: opening remarks/reason for writing

Main body

paras 2-3: your questions

Para 3: closing remarks

What doesn't ask a	A telephone
question but demands	ringing.

an answer?

Dependent Prepositions

Phrasal verbs: take

Fill in: to, up, off, after. Check in Appendix I.

I Since you have so much free time, why don't you take tennis? (begin sth as a hobby)

2 Danny is very active; I think he takes his mum. (to be like)

3 The children immediately took ..... .. their new tennis instructor. (liked)

4 Take . . your tracksuit and put it in the washing machine. (remove clothes)

5 What time did the plane take (leave the ground)

6 Homework takes . most of my time on weekdays. (fills time)

Words often confused

Circle the correct answer. Check in the Word List. Make sentences using the other words.

SBAzE

I have never been especially I) fit/healthy and lh,re never liked 2) team/group sports. Plus, I couldn't really understand what's so thrilling about bouncing a ball up and down a 3) pitch/court. However, four months ago, my brother talked me into joining him at basketball 4) match/practice. Surprisingly, I took to it at once. The 5) coach/instructor was very helpful and the rest of the team 6) members/parts were very enthusiastic, so I went again and again. Finally, the 7) moment/minute came for my first 8) match/game. I was the newest member of the 9) team/league so I was feeling very insecure. However, I managed to 10) score/point six times during the second 11) section/half, which helped us 12) win/beat the game! This was when everything fell into place, and I finally understood what the basketball craze is all

3 Fill in the gaps with a suitable preposition. Check in Appendix 2.

1 Are there bikes . . ... .. hire in this city?

2 Who's charge of your baseball team?

3 Have you checked if your climbing equipment is ... .... good condition?

4 Are you . favour of women boxing?

Word Formation

Read the box, then match to form compound adjectives. Make sentences, as in the example.

Compound adjectives

Compound adjectives are usually formed in the following way: adjective + present participle or adverb + past participle (welt-known, goodlooking). Hyphens are used to link the words together.

a looking

2 kind	b lasting
3 open 4 long	c built
5 good	e minded
6 newly	f fashioned

I can discuss anything with my parents. They are very open-minded.

5 Read the story and make sentences, as in the example.

Jenny had a terrible day today. She forgot to set her alarm clock, so she woke up late. As a result, she missed the bus, so she had to walk to school. It started raining on the way, and she had left her umbrella at home, so she got soaking wet. She didn't arrive at school on time. The teacher got very angry with Jenny, so Jenny got upset.

If Jenny hadn't forgotten to set her alarm clock, she wouldn't have woken up late.


	THINK!

Think of three sports you find too dangerous to play. Explain why. Tell your partner.

Listen to the music. What images come to mind? Where are you? What is happening? What are the people around you doing?

Look at the pictures. Which English football teams do these mascots belong to? Read to find out. What are the mascots' names?

RNE Read the text again and complete the gaps with the missing words.

Match the words in bold with their meanings

1 soft

4 work for

2 admired

3 encourage

5 walks around

Listen and read the text again. Choose a mascot and describe it to your partner.

Project: In pairs, research mascots in your country. Make a poster showing several different ones. Label the pictures with their names and which football teams they belong to. Write a short paragraph describing each one.

UI-TURE

CORNER

Schools, colleges, sports teams, charities and even breakfast cereals have all used a grown man in a cuddly animal costume to help their image. These mascots attract publicity and promote public relations. Many English football clubs have an official mascot. They represent the team and hopefully bring them good luck as well. Here are three of the most famous ones .

Gunnersaurus Rex is a friendly dinosaur. He has been the mascot for Arsenal Football club O) > since 1993. Gunnersaurus has proved to 1) very lucky so far. Since he has been with the club they have won 13 titles including the FA Cup and the European Winners' Cup! Gunnersaurus sometimes follows his team around Europe making appearances 2) . Champions League matches too. He is one of the 3) ........ respected mascots in football and all the fans love him.

Billy Bantam is one of the Bradford City ARC. team mascots. Billy is a tall brown hen 4) ........ a big yellow beak dressed in his team's purple and yellow striped kit. Billy always wanders 5) . the football pitch waving to the fans before the game and 6) halftimel. It seems that he is quite a good goalkeeper himself and he sometimes takes 7) in penalty shoot-outs²with other mascots and children.

Fred the Red is the mascot at Manchester United Football Club. He is a big cute red devil dressed 8) a Manchester United kit. He usually appears before kick off and at half-time during home games. He is very popular 9) .....„. the younger children. Like many other mascots Fred often does charity work. In 2004, he abseiled⁴down the side of Manchester United's stadium to raise money 10) ........ charity!

1 a break between two parts of a sporting event

2 when opposing players take turns to try and score a goal

3 the start of the game when the ball is kicked from the centre of the pitch

4 slid down using a rope

Read the title of the text. The acronym stands for

Aquatic World Awareness Responsibility Education. How can this be related to the pictures? Read through to find out.

RNE Read the text and choose the correct word to

complete the gaps. Match the words in bold, in the text, to their meanings.

loved B favourite C dearest D best-liked I what you hope to achieve

2 A end B symptom C effect D impression 2 to affect conditions or behaviour

3 A sorts B varieties C styles D ways 3 people who do work without

4 A procedures B means C actions D measures

getting paid

5 A admire B respect C regard D consider 4 damage

6 A next B approaching C coming D future 5 protect from harm

7 creates B makes C arranges D organises 6 places where the edge of the sea

8 A activity B action C energy D effort meets land

9 give B make C take D do

7 the ground under the sea

A lifting B picking C making D raising 8 groups of people of the same age

G ðfn g

Green

PROJECTAWARE

We all have our I) . . sports or free-time activities, but how many of us think about the 2) ....„.. they can have on the environment. Trekking in the mountains, fishing in a lake or scuba diving near a coral reef are all examples of 3) . in which we interact with the environment through our sports. This means that we should take 4) . not to harm the environment and to leave it exactly as we found it.

Project Aware was founded in 2002 by the Professional Association of Diving Instructors in Switzerland. It is a non-profit organisation whose main aim is to educate divers on how to 5) and conserve the underwater environment. They believe that we need to protect the aquatic world from pollution and protect endangered species. In this way, 6) ........ generations will be able to enjoy the beauty of our oceans.

Project Aware provides education for adults and children on aquatic life such as coral reefs, turtles, sharks and whales. It also 7) ........ competitions in underwater photography. But it doesn't stop there! Project Aware volunteers take 8) to conserve the underwater environment. Every year in April, divers and volunteers 9) part in the festivities of Earth day. Also, every

September, thousands of divers participate in International Clean-up Day by 10) up rubbish from shorelines and the seabed. Their work is really making a difference, and thanks to them our coast lines, beaches and our underwater world will keep their

natural beauty.

Listen and read the text again. In pairs ask and answer questions based on the text.

A: When was Project W.Å.R.E.

founded?

B: In 2002. Who


	THINK!

In pairs discuss the following.

I Why should people participate in such projects?

2 Would you ever participate in such a project? Why/Why not?

Project: Work in groups. Your schoo wants to participate in Project A.W.A.R.E. International Clean-up Day.

Decide on the activities you would do and prepare a leaflet. In the leaflet mention: Name of the event, Date, Activities, Time, For more information contact. Tell the class.

THINK! Do you agree with the statement?

Why/Why not? Discuss.

Green

"In the end, we will conserve only what we love, we will love only what we understand, and we will understand only what we are taught. " Baba Dioum

Progress

Fill physical, technical, strapped, opposing, half-time, enthusiasm, tournament.

1 You need lots of . equipment to go scuba diving.

2 Halfway through the . the top player had to retire because of an injury.

3 Rock climbing is a very activity.

4 The . team scored three goals in thirty minutes and won the match.

5 The players weren't very good, but they were full of

6 At ........., we got a drink and a hot dog from the refreshments stand in the stadium.

7 Zorbing involves being inside a large plastic inflatable ball.

Points:

Form compound nouns with the words below and complete the sentences.

hard	grey	even	tight	well

tempered	fitting	dressed	haired	working

1 My gym teacher is very . He never raises his voice.

2 My mother is always even when she goes to a football match!

3 Tim is very . . His job as a personal trainer demands it.

4 Fred has grown a lot recently. His football boots are quite .... .....

5 My swimming coach is a little lady called Mrs Meadows.

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

I Most metals rust when they . . (get) wet.

2 If I had time, I (play) a game of football. 3 If you train hard, you . . (get) on the team.

4 If I were rich, I (watch) my favourite team play all over the world.

5 If we .... . ... . (train) harder, we would have won the game.

6 Water (turn) to ice when you freeze it.

7 If you had told me you needed help, I . (give) it to you.

8 If I knew how to swim, I (feel) confident in the water.

9 If they score a goal, I . . (be) surprised. 10 If we (know) about the match earlier, we could have bought tickets.

Points:

4 Fill in with the correct particle.

I John takes his dad. He's also a good tennis player, too.

2 Kate took swimming like a duck to water.

3 Take . ..... those muddy boots before you come in, please!

4 My dad took golf when he retired. 5 The plane took an hour late.

Points•

10 5 Fill in the gaps with the correct preposition.

I You are unfit. Look how of breath you are after coming up those stairs.

2 I am totally . . favour of contact sports.

3 Losing this match is of the question!

4 Jack is charge of the sports equipment.

5 These golf clubs are excellent condition. (5X2 10 Points:

6 Match to form exchanges.

Would you like to go No, not at all.

to watch the match? Why? b Don't mention it.

I'm sorry I can't join c Of course I can. you.

d Yes, please.

Are you busy later? That would be Can you play tennis? nice.

It's very nice of you e That's a pity.

to ask.

Points: 20)

My score: 100) Now I Can ...

• talk about sports and free-time activities

• make, accept and refuse invitations

• write an email based on written input

• talk and write about football mascots

• prepare a leaflet about a clean-up day

in English

Grammar Check

Put the verbs in brackets into the Present Simple or the Present Continuous, Present Prefect, Present Prefect Continuous.

Complete the questions, then answer them about yourself.

I What.... ..... (do) tonight?

2 you (stay) at your friend's house this weekend?

3 your grandparents (live) with you? 4 your teacher . (give) you a lot of homework?

5 . your school (offer) after-school activities?

6 How long you (study) English for? 7(think) about learning a new foreign language?

8 . (ever/meet) a pop star?

Ask your partner about his/her habits. Use adverbs of frequency. Tell the class.

How often do you

• go to parties • meet your friends

• go to the cinema • watch TV by yourself

• go to the park • play video games

• eat at your friends' houses

• go out with your brother/sister/friends

• spend time with your parents

Kate rarely goes to parties. She often meets her friends.

Put the verbs in brackets into the Present Simple or the Present Continuous.

(think) of buying a new camera.

B: Yes I . (think) that is a good idea.

2 A: What (you/look) at?

B: These photos. The place (look) very familiar.

Why ... ... (you/taste) the food? B: I want to make sure it . (taste) delicious.

. (you/have) lunch now?

B: No. I (have) a sandwich in my bag to eat later.

5 A: Why . (you/smell) that flower?

B: To see how it (smelt).

Greetings from London!

The weather here O) (be) fine. I l) ........ (sit) in a café right now with Jill. She 2) (drink) a hot cup of English tea. We 3) — (walk) since morning so

now we 4) (feel) really tired. We 5) (have) a great time here! We 6) .

(stay) in a nice hotel in the heart of the city. We 7) (get up) early every day and 8) (spend) most of our time sightseeing. We 9) . (already/visit) The Tower of London and London Dungeon. We 10) (mean) to visit Madam Tussaud's but we Il) ...v.... (not be able to) to make time to visit it yet. Liter tonight, we 12) (go) the theatre. London is a wonderful city! 1 13) (look) forward to showing you all my photos when 1 14) (get) home. Love,

Jenny

Past Simple/Past Continuous

Put the verbs in brackets into the Past Simple or the Past Continuous.

1 A. What . (you/do) at 5 0'clock yesterday afternoon?

(have) basketball practice.

2 A: What (happen)?

B' I (walk)downthestreetwhen I (slip) on a banana skin and (fall) down.

. (you/meet) any new people at the party?

B: Yes. Tom . . (introduce) me to all his

friends.

4 A: Where (you/be) last night? I . (try) to call you but there . (be) no answer.

B: I'm sorry. As I .. ..... (come) back home, I . (meet) Jane and we . . (have) dinner together.

5 A: What (you/do) when we (call) you yesterday?

(get) ready to go out while Jane . (finish) her project.

6 A: Where (you/meet) Josh?

. (do) my shopping when he

(enter) the shop.

7 A: Who (tell) you about the surprise birthday party?

B: No one. Sean (talk) to Pat on the phone about it and I (hear) him.

Put the verbs in brackets into the Past Simple or the Past Continuous.

a) Use the verbs to complete Kate's diary for next week, then ask and answer questions.

• have • buy • see • pick up • pay

Dear Suzy,

I hope you are well, I'm having a great time at college. 1

l) .....„. (arrive) early on Saturday morning and

2) (move) into my room straight away. Many other students (arrive) at the same time and we

4) (go) out together for a coffee. We 5) ..„...

(have) a great time so we 6) (not]realise) that

two hours passed. Lectures 7) (start) last

Monday and 1 8) (be) a bit nervous. I think I'm		Monday?
going to enjoy it here. I'll write again soon. Love,		B: No, she is paying her phone bill.
Diane	2	Tuesday — Jane? 4 Thursday — gift?
	3	Wednesday — 5 Friday — dentist?
Expressing future actions		phone bill?
Expressing future actions	b) What are your fixed arrangements for next

Fill in the gaps with will, be going to or Present week? Write sentences.

Continuous and the verb in brackets, as in the

example. What are your plans for the weekend?	Comparisons
B: I am going to visit (visit) my	put the adjectives in the right form to
grandparents. Have you booked your tickets yet?	complete the sentences.
B: Yes I . (fly) to Madrid next Saturday.	A: Who's your .... ... (good) friend?
Have you tidied your room yet?	B: Jane. She is two years (young) than
B: No, but I promise I (do) it later.	me and she's ... .... (sensible) person I know.
Are you going out tonight?	2 A: I've never met a .... ... (dull) person than
(see) Harry Potter at the	Steve.
cinema.	B: Well, he thinks he's (funny) and
Are you going shopping?	. (creative) person in the world! 3 A: John is a lot .... (friendly) than Paul.

B: Yes I . (buy) some apples and cheese.

Does your back still hurt? B: True. Paul is (selfish) person in his

	morning. Can I speak to John, please?	mule!
B:	Just a minute. I ..... .. (get) him for you. I haven't seen Peter for months.	Choose the correct word.
B:	Actually, I ..... .. . (meet) him later today.	I That's really/quite nice of you. I owe you one.
	Why don't you join us?	2 Being a doctor is a quite/pretty stressful job.
	He doesn't look well.	3 His test was a bit/pretty good on the whole.

B: Yes I (see) my doctor tomorrow family. He's also (stubborn) than a

4 He is quite/a little young although he looks old.

5 I can go on working! I'm only quite/a little tired.

Complete the sentences by putting the verbs into the Present Perfect or the Present Perfect Continuous.

I type

Look at the pictures and use the phrases to Joshua ..... ..... since morning.

write about each person's day so far, as in theten letters so far. examples. 2 waste

Hi, sally,

How's it going? Sorry I I) (not/email) you for so long but its almost the end of the school year and 1 2) (study) hard, because we're sitting exams every day. 1 3) . . (also/try) to make a decision about something, and I need your help! You see, it's my mum's birthday next week and I want to get her something uniqua 1 4)

(already/give) her flowers, perfume and scarves. I want to buy her something special this time so I 5) ........ (save) my pocket money for the last two months. 1 6) . . (ask) my father a couple of times for ideas but he doesn't know What to get her either! He 7) — (look) around the shops trying to find something good, too. What's the most original gift you 8) — (ever/give) to someone? Can you give me some ideas? I have to go now because my sister 9) ........ (wait) for me downstairs. Give my love to your parents.

Donald his pocket money on computer games.

. more than £100 on new games

this week.

3 pack

Lisa and Tony since breakfast.

. four boxes so far.

4 write

Betty ..... ..... since 9 0'clock.

She .... ...... seven reports up to now.

5 bake

Martha . . bread all morning.

She .... .. four loaves and she stilt needs to bake three more.

Put the verbs in brackets into the Present

Perfect or the Present Perfect Continuous.

New Me

Use the time expressions to write sentences about you. Use the Present Perfect or the Present Perfect Continuous.

• since • for • yet • how long • already

• never.

I haven't eaten anything since morning.

Underline the correct item.

I Gary has been to/gone to/been in the baker's to buy some bread.

2 Helena has never gone to/been in/been to Japan before so she's very excited about the trip.

3 Alex has been in/gone to/been to Scotland for two months now and he loves it.

4 Can you take the dog for a walk, please? He's been to/gone to/been in the house all day.

5 George has been to/been in/ gone to the post office but he won't be long. You can wait for him, if you like.

Articles

6 Fill in the where necessary. Did you Know?

. Australia is . biggest continent in the world.

2 . Africa covers about one fifth of the total land surface of Earth.

3 Great Wall of China is world's longest manmade structure which stretches for more than 6.400 km.

4 pyramids are among .

Seven Wonders of Ancient World because they are geometrically perfect.

5 Tower of London was Royal Residence until . 17th century.

6 Galileo built . . first telescope in ..... . 1609 in ...... Italy. He used it to study moon and Mars.

7 The part Of Thames running through Oxford is often called River Isis.

8
saxophone is a musical instrument invented by Adolphe Sax in early 1840s.

Fill in a, an or the where necessary.

Paella is I) .

typical rich rice dish from 2) Valencia. Valencia is located on 3) east Mediterranean coast of 4) . Spain. Paella is 5) dish eaten on 6) ...... Sundays when the whole family is together. 7) ...... name paella is the word for 'frying pan' in old Valencian. Paella is usually served with vegetables and meat or seafood.

It was 8) ...... workers' meal, cooked over 9) . . open fire in 10) . fields and eaten from the pan using wooden spoons. 11) poor

farmers of Valencia cooked rice with tomatoes, onions and snails. On special occasions they would add rabbit or duck. 12) . rich would have chicken. By the end of 13) ...... 19th century 'paella valenciana' had become widely known.

Paella is still 14) popular dish today. Restaurants in Spain offer 15) wide variety Of paella dishes. 16) traditional Paella Valenciana includes chicken, duck, rabbit and snails. Paella Andalucia includes prawns, mussels, clams, chicken or rabbit, a little pork and sometimes sausage. Paella Marinera is another popular dish in 17) . south of Spain and is made with seafood.

So, if you ever go to 18) Spanish restaurant that serves paella, try it You'll just love it!

Quantifiers

Choose the correct item.

1 A: Is this scarf expensive?

B: No, not at all. It only costs a little/a few pounds.

2 A: Why do you need to change your diet?

B: Because I eat very few/very little vegetables and many/a lot of junk food.

3 A: Do you want to have lunch with me?

B: Sure. I have a little/little free time before my next class and I'd also like to ask you few/a few things.

4 A: Have you come up with any ideas yet?

B: Yes, I've had a little/a few. We can discuss them at the meeting later if you like.

1 Join the sentences using the words in brackets. Use the Past Perfect or the Past Simple.

1 Jenny cooked lunch. Then, she ironed the clothes. (after)

2 The news started. John turned on the TV.

(already when)

3 They set the table. Then, the guests arrived.

(before)

4 The kids went to bed. Then, Steve came home. (by the time)

5 Their guests left. Then, they tidied the house.

(after)

6 Sam waited. Joan finished speaking. (until)

Complete the sentences with the verbs below. Use the Past Perfect.

• not finish • find • not be • make

• lie • buy

1 Mrs Edwards biscuits by the time her children came home.

2 Dave a ticket before he went to the concert.

3 Helen was very angry because Mark to her.

4 1 my meal when Kate arrived.

5 It was the first time we visited Russia. We . there before.

6 Tom was happy because he a new job.

Complete the sentences with the verbs in the list. Use the Past Perfect Continuous.

• wait • rain • work • travel • run

1 He was very tired when he came back home last night.

He hod been working all day/ since 9 0'clock.

2 She was out of breath.

The ground was wet.

4 She was very angry with Tom. 5 We were exhausted.

Use the Past Perfect Continuous and the Past Simple to form complete sentences.

Did you Know?

1 Leonardo da Vinci/invent and paint for the King of France/before/die in 1519

2 Wilhelm Roentgen/experiment with electricity/when/discover x-rays

3 Ancient Greek scientist Archimedes/work/ maths problem/when/discover solution in bath

4 Before Russian chemist Dimitri Mendeleev/ become famous around the world/work as a university professor/some years

5 Albert Einstein/go to school/Munich/three months/before/move/ltaly

Fill in the gaps with the Past Perfect or the Past Perfect Continuous.

1 Paul . (decide) that he was going to study Astronomy before he even finished secondary school.

2 Before he got a promotion he

(not/earn) enough to live comfortably.

3 Tom didn't come with us last night because he (arrange) to go out with his colleagues after work.

4 Before they invented washing machines, people . . (wash) their clothes by hand for centuries.

5 Jill ..... .. ... (wait) for half an hour before the bus came.

6 (Professor Sterling/already/ announce) the names of the students who would be in his research team when she entered the class?

7 They (live) in Spain before they moved to London.

Complete the sentences by putting the verbs in each group into the Past Simple, the Past Continuous or the Past Perfect.

I make a Paul a phone call when I went into his office.

b Paul had some coffee first and then he . some phone calls.

c Paul twenty phone calls by the time he left the office for the day.

2 get a As it dark, the boys decided to go home.

b When it ......... dark, all the lights in the park went on creating a beautiful atmosphere.

c By the time the boys decided to return home, it so dark that they needed a torch to find their way.

3 perform a Dr Stephens an experiment while his students were watching him.

b Dr Stephens a lot of experiments before he made an important discovery. c Two weeks ago Dr Stephens experiment with the help of some university students.

4 fall a The baby asleep, as soon as we put her in her bed.

b As the baby asleep, she was making some funny sounds.

c The baby asleep by the time he got home and he didn't want to wake her up.

5
read a Laura the report many times before she gave it to her boss. b While Laura the report, her computer started making strange noises and stopped working.

c Laura the report, switched off her computer and went home.

Put the verbs in brackets into the Past Perfect or Past Simple.

John 1) . (wake up) with a strange feeling that morning because he 2) .

(see) something strange in his dream. He (not really/believe) in dreams but he couldn't stop thinking about the one he 4) . (just/have). He 5) . (dream) that he was in a foreign country and he was having a meeting with some people he . (not/know).

After he 7) . (get) ready, he 8) . (leave) for his office and 9) . (start) doing his work as usual. A few hours later Mr Fulham, his boss, 10) . (ask) to see him. John was nervous. He Il) (think) that his boss would give him some bad news.

But he was completely wrong! Mr Fulham 12) . (decide) to give John a promotion and he 13) . (call) John into his office to give him the good news. He also told him that he was sending him to New York, where he could meet his colleagues from the central office.

John 14) . (never/feel) so happy in his life. He 15) .... (decide) that from then on he would start paying more attention to his dreams!

What had you already done by the time you left for school last Monday? Write four sentences.

> I had already walked the dog.

Complete the text below by putting the verbs in brackets in the active or the passive

Rewrite the sentences by putting the verbs in the Passive Voice.

I The Mayor will open the new library tomorrow.

2 Versarce created the costumes for the play.

3 Shakespeare wrote Hamlet.

4 They will arrange a meeting for next week. 5 No one has translated this play yet. 6 In France they hold elections for President every five years.

7 Advertising influences a lot of people.

8 You should send this fax right away.

9 They found him guilty of murder.

10 You cannot take pets into the theatre.

Rewrite the sentences in the Passive Voice.

L Use the by + agent or with + instrument/ material/ ingredient.

1 He used a sharp pair of scissors to cut the material.

The material was cut with o sharp pair Of scissors. 2 She uses tomatoes, onion and garlic to make the sauce.

3 John Adams will direct the new play.

4 Snow covered the ground.

5 Picasso painted 'Guernica'.

Rewrite the headlines as full sentences. Use the passive.

Prime Minister to open new sports centre next Monday

Famous top model taken to hospital

Asteroid may hit Earth in 2014

Strong earthquake hits Philippines

Greece beats US basketball team

voice.

Beauty

is only

Skin Deep

A lot of glossy magazines focus on teenagers or young people. Through impressive advertisements and pictures of perfect-looking stars, young people 1) ........ (encourage) to do whatever they can to look like a Hollywood star. But real beauty 2) .

(not/find) in trendy clothes and fashionable makeup. Anyone who 3) . (feel) comfortable with the way they look, any teenager whose thoughts 4) (express) with confidence will tell you that they feel beautiful. Of course, this doesn't mean that the way we look should 5) (ignore). It simply means that we 6) (need) to take enough care of our appearance so that we are confident with our image, but not to the point that we 7) (drive) crazy when a spot 8) (appear) on our face. So, the next time you are a little low on self-esteem, why don't you take a look at the photo of a beautiful fashion model before it 9) (retouch)? Better yet, take a look at the picture of a Hollywood beauty and fashion icon who 10) (photograph) early in the morning and without make-up on!

5 Ask and answer, as in the example.

1 who/ The Aviator/ direct? d Who was 'The Aviator' directed by? It was directed by Martin Scorsese.

2 when/Mona Lisa/paint?

3 where/ The Parthenon/ locate?

4 who/ Harry Potter/write?

5 when/Cats/perform/in Russia?

a Athens	d Martin Scorsese
b in 2005	e in the 16th

c J.K. Rowling century Causative form Match the columns and fill in the gaps with the 8

Write a correct sentence for each picture, as in correct form of the verb in brackets.

the example.

Jules/paint/ picture

Jules is painting a picture.

Sandy/take/her photograph

Kelly/test/her eyes

Nigel/prune

/ tree

Write sentences as in the example.

I He didn't cut his hair himself. He had it cut.

2 I won't fix the car myself. I .. .... .. .

3 They didn't repair the fence themselves. They

4 She isn't making the dress herself. She.

5 They aren't going to paint the house themselves. They .

6 They don't develop their film themselves.

	a	Yes. Dad (it/repair) at the
Where's Sandra?		hardware store yesterday.
I see your TV is	b	You really should
working again		. (it/examine) by a doctor, you know.
Try these earrings	c	She (her
on.		nails/do) at the
I spilt wine on my		beauty salon at the
favourite suit.		moment.
	d	I can't. I
I've had this pain		(never/my ears/
in my back for a		pierce).
few days now.	e	Don't worry. I

. (dry-clean) this afternoon.

Read the situations, then rewrite the information using the causative form.

I Someone is going to clean our windows tomorrow. What are we going to do? We are going to have our windows cleaned.

2 The dentist pulled out one of Michael's teeth yesterday. What did Michael do?

3 The garage serviced her car for her. What did she do?

4 Someone is installing a burglar alarm in Sue's house. What is Sue doing?

5 They can send the information to you by email. What can you do?

6 Eric's wallet was stolen yesterday while he was doing the shopping. What happened to him?

They .

Complete the conversation by putting the verbs in brackets into the correct infinitive form or the

Match the phrases to form complete sentences. -ing form.

Choose the correct sentence.

I tried (move) the table but it was too heavy for me.

I'm sure George will not regret to adopt a giant panda.

Let me . (give) you a

documentary on TV. Fancy . (watch) it?

I was really looking forward

to (go) to the cinema, but I can (stay in) if you like.

Can you please stop .

(make) so much noise? Sorry! I won't . . (do) this again.

Sorry to keep you (wait) so long.

That's OK. I didn't have anything special (do).

Do you want me

(carry) your bags for you?

No, thanks. I can (manage).

b I'm sure George will not regret adopting a giant panda. hand.

Have you ever considered recycling?

b Have you ever considered to recycle? 4 Use the verbs from boxes A and B

to form sentences that are true She appears to have a very rewarding job.

b She appears to having a very rewarding job. for you.

• want look forward to

• tike

• don't mind

• decide

• hate

• can't help

• would like

• travel work

• eat

• play

• laugh

• study

• join

The organisers of the event hope to raise a lot of money for charity.

b The organisers of the event hope raising a lot of money for charity.

We were glad to hear that no one was hurt in the earthquake.

b We were glad hearing that no one was hurt in the earthquake.

Tony suggested to donate money to those in need. b Tony suggested donating money to those in need.

They made him to return all the money he had borrowed. > I want to travel abroad.

b They made him return all the money he had borrowed.

Put the verbs in brackets into the correct infinitive form or the -ing form.

I a He didn't mean(be) rude. He was joking.

b Dieting means . (be) very careful about which foods you eat.

2 a I'm sure I had my wallet with me because I remember (put) it in my bag before I left home.

b Did you remember (buy) some milk?

3 a She went on ...e.... (type) reports until 5 pm.

b After she had completed her Italian course she went on (improve) her Spanish.

4 a Why don't you try . (plant) a few flowers to make your garden look nicer?

b I tried. (open) the window but I couldn't.

5 a We regret ..... ..... (tell) you that you have not been selected for the job.

b Helen regretted (tell) her best friend that she is a liar.

6 a They had been driving for quite a while before they stopped (have) some coffee.

b I've been having trouble sleeping lately so I've stopped . (have) coffee in the afternoon.

7 a I hate (bother) you, but may I use your phone?

b I hate (cause) you so much trouble.

8 a Tim will never forget(meet) Jenny for the first time.

b Gary forgot . (buy) milk and there isn't any in the fridge.

Rewrite Bob's comments using used to or didn't use to, as in the example.

What did you/didn't you use to do five years ago? Write six sentences.

Liz changed jobs two weeks ago. She used to work in a shop, but now she works in an office. At first, it was a little bit difficult, but she is slowly getting used to it. Use the ideas below to talk about how she is getting along, as in the example.

• wear formal clothes

• get up early

• use a computer

• send faxes file papers

• go on business trips

• arrange appointments and meetings

• take messages

• A: She wasn't used to wearing formal clothes, but she's getting used to it now.

B: She still hasn't got used to getting up early.

was amazing. Kim 3) to her that she was jealous. She also 4) that she had read about it and she hoped that one day she would visit the festival, too.

b) Use the information from the text to complete the conversation, using Direct Speech.

to Moscow because I

2) to attend the Moscow Winter Festival. Tom 3) me that it 4) .......... amazing.

day 1 8) the festival, too.

Kate: I can't wait to show you the

souvenirs we bought for everyone.

6 Paul: I'm planning to go there again.

Mike: We got lost as we were walking

through the city centre.

Direct Speech — Reported Speech

Rewrite the sentences in Reported Speech.

I "It's so cold today," Ann said.

2 "Helen didn't come to the party last night,"

Bob said.

3 "My mum isn't very well," Mary said.

4 "I'll tell Sue I saw you," George said.

5 "l haven't talked to Jane recently, " Anna said.

6 "We're living in New York now," Steve said.

7 "I'll meet Jane tomorrow, " Tony said.

8 "John has quit his job," Diana said.

9 "You can visit us any time," Jenny said.

10 "They are getting married next Sunday, " Sue said.

Il "l didn't go to work yesterday," Luke said.

12 "We played well but we lost the game," Tom said.

13 "I'm flying to Madrid this Sunday," Paula said.

14 "I'll be here next Monday," Charlie said.

15 "We went to the cinema last Tuesday, " John

said.

Olga said that she was enjoying her seaside holiday very much.

Don't call people by their first name until they have asked you to do so.

Don't be late when you have arranged to meet someone.

Offer the people who have invited you to their home sweets or flowers.

Always offer an even number of flowers.

Don't talk about religion or politics.

Dress simply and with a touch of style.

You're visiting Italy for the first time and your friend Paolo has given you some advice about customs and habits in Italy. Report the advice.

> Paolo told me not to call people...

You are a travel agent. Report the Smith's questions.

1 "Are there any local markets we can visit?" Mr Smith asked.

> Mr Smith asked if there were . . .

2 "How often do the guided tours take place?" Mrs Smith asked.

3 "Which are the most famous landmarks in the area?" Mrs Smith asked.

4 "Will we have the chance to explore the countryside?" Mr Smith asked.

5 "Can we book two tickets for the cruise?" Mrs Smith asked.

Look at the messages on Sam's answering machine. Report them to your partner.

8 Complete the sentences. Use Reported Speech.

I Our teacher asked us 2 My dad said ..... .

3 My uncle suggested .

4 Mum told us ... . ... . . .

5 My friend asked . . . . . ...

6 Our teacher wanted to know .

7 Mum told Dad . . . . . . . . . .

8 The headmaster asked us

9 Someone told me

10 I asked my friend

Work in pairs. Your partner makes true sentences about himself/herself. Report his/her sentences to the class.

3 It's necessary for students to finish the project by the end of the week.

a Students can finish the project by the end of the week.

Complete the list of school rules, using must, mustn't or (don't) have to.

Choose the correct alternative for each sentence.

I It's a good idea to get a good night's sleep before an exam.

a You must get a good night's sleep before an exam. b You should get a good night's sleep before an exam.

2 Use of mobile phones in the classroom is forbidden.

a You mustn't use your mobile phone in the classroom.

b You don't have to use your mobile phone in the classroom.

b Students have to finish the project by the end of the week.

4 It's possible that our Physics teacher will be away tomorrow.

a Our Physics teacher must be away tomorrow. b Our Physics teacher may be away tomorrow.

5 The school rules state that students are obliged to bring a doctor's note when they are ill.

a Students must bring a doctor's note when they are ill.

b Students should bring a doctor's note when they are ill.

6 It isn't necessary for you to join your school's swimming team.

a You don't have to join your school's swimming team.

b You mustn't join your school's swimming team.

Complete the exchanges, using can, can't, must, have to, might, should, needn't and the verb in brackets in the appropriate form.

1 A: I'm freezing!

B: You . (bring) a warm jacket with

2 A: Would you like to come shopping with me?

B: I'd love to, but I (finish) my history project.

3 A: Have you seen Jane?

B: Not really. She (be) in her room doing her homework but I'm not sure. 4 A: I thought I saw Sam two days ago. B: You (see) him. He's been away on holiday for over a month.

5 A: It hurts so much.

B: You . (break) your arm.

6 A: I was really bored last night.

B: You . (come) to the theatre with us. We enjoyed it a lot.

7 A: You (not/buy) me a present. B: I hope you will like it.

Choose the correct

answer.

Use the ideas to make full sentences about the following situations. Make sure you use the correct form of the infinitive.

a they • must take • a test

They must be taking a test. b they • can't finish • yet c teacher • might allow them

• leave • earlier

b c

she • can work • faster • using a laptop she • might do • research she • must be • home

a they • must have • a computer

b they • ought to follow

• teacher's instructions

C teacher • might ask them

• do a project

a her parents • must be

• proud of her b they • may already buy her

• special gift c she • might have • a graduation party • tonight

Use the ideas and make up sentences about teachers and students.

• arrive in class on time must/mustn't

• do their homework

have to/don't have to

should/shouldn't

ought to/ought not to

• have teaching experience

• always be prepared for class

• treat their teacher and other schoolmates with respect

• be kind to students

• attend class every day

• care about children

• contact with children's parents

• remain quiet in class

• explain things that students may not have

I Can I help you choose Tim's birthday present?

A That would be great.

B Not at all.

3 May I ask you another question?

A Of course.

B No, you may not.

4 Will you post this letter for me?

A Yes, I may. B Certainly.

5 Shall we try the Italian restaurant tonight?

A Sure! Why not?

B Sorry, we won't.

6 Can I go and play in the park now, please?

A No, you won't.

B Yes, if you like.

7 We could go out for a meal later.

A No, we might not.

B That's a nice idea.

Write sentences for each sign. Use the verbs: drive, stop, smoke, swim, enter, recycle, park, go this way, drive slowly

2 3

NO

SMOKING CLOSE 10

RANCE 9

5 SPEED

LIMIT

7 8

I You mustn't smoke.

Talk about the things you have to/don't have to, must/mustn't do at home.

understood

• participate in class discussions

> I must keep my room clean.

Match the parts of the sentences, then identify the type of conditional that is used in each sentence.

We can't go to the gallery

Tony might have fixed your computer

When it's cold,

If we don't do our homework,

We wouldn't have lost

If they hadn't left late,

I can't help you

He can borrow my MP3 player

IC— 1st type.

2 Complete the sentences, using if or unless.

I We can't play golf ... .. .. . it stops raining.

2 . they beat this team, they will win the tournament.

3 You can't go skydiving

4 ..... ... it rains, the match will be cancelled.

5 We can go to the football game . it's on Friday because I have a tennis lesson.

6 you're over 18, you can't enter the competition.

Match the items in column A with those in column B in order to make correct type 0 conditional sentences, as in the example.

Write a sentence about each of the situations below using the ideas and the second conditional, as in the example. have a laptop/work away from the office

Complete the sentences. Then discuss in pairs.

1 If I found a wallet in the street,

2 If I met a celebrity,

get the bus home, ........ .

4 If I were on holiday and lost my passport, .

5 If I had only one wish, . 6 If I were the President of my country, .

A: What would you do if you found a wallet in the street?

B: I'd take it to the police station. What would you do?

3 If I didn't have enough money to

6 Rewrite the sentences using conditionals type 3.

I He wasn't hungry, so he didn't eat dinner.

If he had been hungry, he would have eaten dinner.

2 I didn't see Ann, so I didn't tell her about the party.

3 He was very tired last night so he stayed in.

4 She missed the bus because she left home late.

5 They got wet because they didn't take an umbrella.

6 We didn't take any photographs because we had left the camera at home.

7 She went to the party and met a lot of new people.

8 The weather was great so we went to the beach.

Complete the sentences by putting the verb in brackets in the correct form.

If he had taken a map with him, he (not/get) lost.

2 What would you do if you . (be) locked out of your house?

3 If the rival team . . (score) this point, they will win.

4 If you take up jogging, you . . (become) fitter. (play) better, we could have won the championship.

6 He wouldn't have accidents so often if he . . (drive) more carefully.

7 Unless you (bring) the right equipment, you can't go rock climbing.

8 . (buy) me a magazine if you go to the newsagent's?

9 If a player (be) injured during a match, he goes off the pitch.

10 If you run fast, you ..... ... (win) the race.

Complete the sentences.

1 If I didn't have a headache, .

2 If my parents had more free time, ........ .

3 If I travelled abroad, .

4 If I were you, .

5 Unless I study harder, ..

6 My friend agrees, .

7 If we had played better, .

8 If my parents had enough money,

9 Unless we have a ticket, . 10 If I get up early, .

Look at the advertisement and the letter and then fill in the blanks with the verbs in brackets using the correct

Conditional.

Adventure Holidays

• try something different every day

• feel the excitement of adventure sports

• variety of water sports available

• equipment available for hire

• experienced instructors

call us at

0597525252

Dear Carl,

I saw this ad in the paper and I thought

that if adventure you still T) holiday, . (want) you 2)to go

on an

(be) interested in taking a look at it. You 3) . (do) lots of exciting things you there, 5)if gou 4)(want) to (decide) try newto go. If

activities you 6) . (use) the equipment and instructors that are available.

Mg friend Sam told me that he had booked a holiday with Sunfun last year and he was very happy. He said that he (stag) longer if he 8)

his (have) number more so time. you 1 can 9) .ask him (give) a fewyou

things, . if gou (be) 10)gou 1 12)(like), but (call)if I 11) the travel agency for more information.

Let me know what gou decide!

Best wishes,

Dan

1 Module 2

Read the title and the first verse in the song. What is the song about? Listen,

read and check.

Somethino' about vou!Q_

see you every morning You always look so nice

But how can I approach you? How can I break the ice?

There'sjust something about you You stand out in a crowd

One day I'll have the confidence To soy these words out loud

I want to get to know you

But every time I try My confidence escapes me

I always fee so shy

I want to ask you something

But I don't know what to say

My palms sweat and I turn red

I have to look away

How does the singer feel towards the person 2 the song is about?


	THINK!

How can someone overcome his/her shyness? Discuss in pairs.

(I) Look at the title and the key phrases. What is the song about? Read, listen and check.

• play their part • in need • make a difference good deed • spare time • find a way

• seem fair • give away • feed the poor

Change The World Today

Everyone can play their part

To help all those in need

You can make a difference

With just a small good deed

You might not have much money

Or much spare time to give

But you can still help others

You can change the way they live

Give something to charity

You can find a way

You can help so easily

Change the world today

We have far more than we need Which doesn't quite seem fair

You have books that you don't read

And clothes you never wear

Someone else could use the things

You don't need anymore

Little things you give away

Can help to feed the poor

What does the song suggest we do to change the world?


	THINK!

If you could change one thing in the world, what would it be? Discuss, giving reasons.

SSI

Read the title of the song. Think of two reasons why life is a miracle. Listen and read.

Are any of your reasons mentioned in the song?

Life is a

From children through to adulthood

We change at every turn

As life brings opportunities And lessons we can learn

Life truly is a miracle

We're changing day to day

Our looks, our personalities

The things we do and say

We change the way we speak and act

The way we think and feel

As we move through life's q,'cle

On that ever-spinning wheel

We have a fresh start every day

The world is bright and new

So many possibilities

There's nothing we can't do

2 Why is life like a miracle for the singer?


	THINK!

What makes life worth living? Discuss, giving reasons.

SS2

Read the title and the chorus of the song. What is the song about? Listen, read and check.

WHO YOU ARE

It's easy, when you're in your teens To look at glossy magazines

And feel there's something wrong with you Why don't you look like models do?

Don't get stressed, don't get obsessed

Forget your looks, you know it's best What matters more is who you are

Just be yourself, 'cause you're a star

The mirror shows the outer you

And what's inside is good and true

Don't change your looks, don't run and hide

Your beauty comes from the inside

Just hang on to your self-esteem The perfect body is a dream

So put aside your vanity And just enjoy reality

What matters more according to the song, character or appearance? Give reasons.


	THINK!

What makes one person more attractive than another according to you? Discuss, giving reasons.



The bad, but don't feel down Put on your smile, forget your frown Through wind and hail, through any storm I'll try to keep you dry and warm Rain or shine, I'm here for you There's nothing that I wouldn't do The weather changes every day But I'm your friend; I'm here to stay When snow is falling heavily You know you've got a friend in me The wind may blow, the rain my fall But I will be here through it all

1 In a minute write as many words as possible related to weather. Listen and read the song. Which of the words in your list are mentioned in the song?

How does the singer compare herself to weather?


	THINK!

What qualities do you think are important in a friend? Discuss, giving reasons.

1 Read the title of the song and the key phrases. What is the song about? Read, listen and check.

• escape • take our time • travel in style

• landscapes • adventures • explore

• learn their ways • perfect evenings

• magical days

The World

Is our Oyster

Let's go on a journey, escape for a while

We'll just take our time and we'll travel in style

We'll see distant landscapes, we'll try out new things And see what adventures our holiday brings

The world is our oyster, that's what people say

We can go anywhere, let's leave today

We'll visit the places weA'e seen on TV The whole world is waiting, there's so much to see

So many new places for us to explore

Places that we've never heard of before

We'll live like the natives, we'll learn all their ways We'll have perfect evenings and magical days

2 What does travel mean to the singer?


	THINK!

Would you rather travel within your country or visit another country? Discuss, giving reasons.

Read the title. How are these words related to it? Listen and read to find out.

• chat • brand new • wireless • be online

• download • gadgets • entertained

eømø

ECH

It doesn't matter where I go I never feel alone

I can chat or send a text

On mg brand new mobile phone

I take mg laptop everywhere

I use it all the time

And thanks to wireless Internet

I can alwags be online

Mg friends sag I'm a tech addict But even if they're right Technologg's the future Rnd the future's looking bright

I love the latest music But I never bug CDs

It makes more sense to go online

And download MP3s

Mg iPod and mg games console

Are things I'd hate to lose

Mg gadgets keep me entertained Ang time I choose

Why do people call the singer a tech addict?

L Which of the gadgets mentioned in the text do you use? What for?

Does having a computer make life more or less complicated? Discuss, give reasons.

SS4

In a minute write down as many sports as you can think of. Read and listen to the song. Which of the sports in your list are mentioned in the song? Which of them can you see in the pictures?

Give me a racquet, a bat or a ball

I love sports, I can do them all I've tried ice hockey and rugby. too

Different sports are fun to do

Try something different, do something great o Feel the excitement and don't hesitate

Get the ball rolling, you'll feel so free o Be a sports champion, just like me

Put on a swim suit, we'll swim in the sea Put on some boots and play football with me Put on some ice skates, we'll skate on the ice Just join in the action, and don't think twice

2 How does the singer feel about sports?

What sport do you think is the most dangerous? Discuss, give reasons.

Letter from the Editors

Welcome to Spotlight on Russia! Hi there!

We are Peter and Jane and we would like to welcome you to this edition of Spotlight on Russia. We are both Year 10 students from Ridgeway Secondary School in Liverpool, England. As part of our student exchange programme we have the chance to live and study in Russia for a year and we are looking forward to having a lot of fun and learning all about Russian life and culture.

We are very happy to have been asked to be the guest editors on the Spotlight on Russia magazine and we are very excited about sharing all our experiences of Russia with you. We hope to learn a lot about the Russian people as well as Russian art, social issues, history, education and free-time activities and much more. We hope you will tell us all about the different aspects of life in your wonderful country.

All suggestions about what to see and where to go will be gratefully received so send us your ideas! You can contact us by email at peterandjane@spotlightonrussia.ru — we can't wait to hear from you!

We hope you enjoy this issue.

1 Socialising

Social etiquette 2 Food & Shopping

Russian cuisine

3 Great Minds

Pioneers of space 4 Special Interests

National costumes

5 Natural World

Lily-of-the-valley

6 Cultural Exchange

Kizhi

7 Education

The Russian education system

8 Pastimes 10

The Festival of the North

What advice would you give to a foreigner visiting Russia for the first time?

Spotlight on Russia looks at social etiquette in Russia

When Visiting

Someone's Home

If you are invited to someone's house for dinner or for a visit, you should remember to take a gift with you. This can be a cake, a box of chocolates or sweets, a bunch of flowers or a bottle of wine. If there is a small child in the family, you should also buy him or her a small gift. If you decide to take flowers, give an uneven number.

You should dress casually for dinner in someone's home. When you arrive at the house, you will be asked to remove your shoes and put on a pair of house slippers called tapki.

Whenever you go to someone's house it's polite to compliment the host. In Russia, though, try not to compliment anything specific because the host may want to give it to you. Also make sure that you don't cross your legs so that the sole of your foot is showing or put your feet on the furniture. This is very bad manners and will offend people.

When it comes to food and drink, you should never refuse anything that is offered, this is also very bad manners. Finally don't forget to thank your host.

When Travelling

On public transport, as in most countries, it is polite to give your seat to someone who needs it more than you such as mothers with children or elderly people. Also, make sure your feet remain on the ground and don't show the soles of your feet to anyone or put your feet on the seats. Eating on public transport is bad manners.

The usual way for men to greet each other on the street is to shake hands. First, though, they will take off their gloves. It is very bad manners for men to shake hands while wearing gloves no matter how cold it is.

If you are a male travelling with a female you should carry her bags and open doors for her. You should also leave a vehicle first so you can offer your hand to help her get out.

hat sort of food do

Russians eat in general?

Russian people generally eat a rich and varied diet. However, they do eat a lot of dairy products. Some of these include a thick sour cream called smetana, a powdered cream cheese called tvorog and a yoghurt-like drink called kefir. What sort of food do you serve in your restaurant?

We serve a wide variety of traditional Russian dishes. There's draniki which are potato pancakes, salo which is tender pork fat, pelmeni which is pasta stuffed with pork and onions and shashlyks which is

Iamb kebabs, to name just a few.

Can you describe a typical meal? Certainly. Typically you have hot and cold appetisers to start, then a soup course, followed by the main course, and then a dessert. What sort of dishes are popular appetisers?

DISCUSS

How often do you eat out?

What other Russian dishes do you know?

• Do you have any traditional family recipes? How old is the tradition and what is/are the dishes?

What is your favourite national dish? Can you cook it? Tell your partner how.

Write a menu using the dishes mentioned in the interview for a welcome dinner for a foreign friend.

Well, appetisers are usually fish or meat dishes. Popular fish dishes are salmon, red herring and smoked sturgeon. Of the meat appetisers, buzhenina is popular which is lean boiled pork with spices as well as jellied tongue served with horseradish sauce.

What about the soups? I've heard of borShch, what other kinds are there?

Yes, borshch is made from beets and cabbage and is very popular. Then there's solyanka which can be made from meat or fish or mushrooms. Both are served with sour cream. Eating soup is a wellknown Russian tradition because Of long, cold winters. Russian soups are very warming and nourishing.

What are some or your speciality main courses? That's a difficult question because we have a big menu of lots of speciality dishes because Russians like to have a wide range of traditional dishes to choose from, but I have to say golubt.y, grilled piglet, beef stroganoff and roast partridge are my customers' favourites. Golubtsy is minced Iamb, pork and rice wrapped in cabbage and topped with a cream sauce — delicious!

sort of desserts do you have on the menu? Baked apple is a popular dessert as is fruit and berry kisel which is a sort of sour fruit jelly. Of course, we always have a wide selection of freshly b pies, too.

Thanks for talking to us. Now I can't wait to try all the delicious dishes you mentioned.

Great Minds

Russians have been exploring space since the 1950s and achieved a number of historic breakthroughs, but it all started much earlier. Three men in particular stand out as space exploration heroes.

Spotlight on Russia learns about the pioneers who led the way to space

Konstantin Tsiolkovsky (1857-1935)

Tsiolkovsky was known as the father of human space flight. He was a rocket scientist, an inventor and a pioneer in space research. His work contained the designs for rockets with thrusters, airlocks, multi-stage boosters, satellites, space suits and even a system for providing food and air to a space colony. He was a man light years ahead of his time and it is thanks to him that Russia was the first nation to cross the final frontier.

Sergei Korolyov (1906-1966)

He was a scientist and the rocket engineer that put the first satellite,

Sputnik 1, into space in 1957. He was also the person responsible for Sputnik 2, putting the dog Iaika into space and landing the first probe, Luna 2, on the moon. Most of all, he was the person in charge of the Vostok and Voskhod space programmes which successfully put the first man in space in 1961, allowed the first space walk and led the way for all manned space flights after that. Korolyov was a legend in his own time and in ours.

Yuri Gagarin (1934-1968)

He was the first human to go into space and the first man to orbit the Earth on 12th April 1961 in Vostok I. The cosmonaut's first and only space flight lasted 108 minutes but will be remembered forever. He became an ambassador for Russia travelling the world and telling people of Russian achievements in space.

DISCUSS

• Would you like to go into space? Why (not)?

• What do you think about space tourism?

• What fields of science should a person study to become a scientist? a cosmonaut?

Choose one of the people in the text and tell your partner about his achievements. Expand this biography to include more details.

One of the best ways you can express your personality is through clothes. Recently, young Russians have become interested in studying national costumes.

Spotlight on Russia visits a Moscow

Interests school where national costume is a very popular subject

A lot of the girls here are part of the fashion theatre 'Grace'. It is the girls' favourite school club. They come here after classes to learn about designing clothes and dressmaking. They start with the design and end with a fashion show of the finished dresses. Its hard to believe that the masterpieces presented in the shows have been created by schoolgirls.

National costumes have been the focus of attention in recent years not only for practical work but also for school project work. National costumes, like all clothes, have to protect the wearer from environmental conditions and should look nice. However, all costumes also have a social function. They show people the wearer's role in society, their rank or social status as well as other details such as age or marital status.

Not all of the original meanings of separate details and elements of the costume are known today.

One project about Russian national costumes completed by students at the school was called The traditions of ethnic motives in Russian national costumes'. It included several women's costumes from different social layers. The presentation displayed the colourful costumes and also demonstrated traditional Russian musical instruments like the balalaika

Through school projects like this many of our students have the chance to see that national costume is not only one of the most precious monuments of folk art and social history, but also one of the richest resources for studying ethnicity and its links with nationality.

DISCUSS

Do you find national costumes interesting? Why (not)?

• Have you ever worn a national costume?

Where could you wear a national costume? How do you think you would feel?

Do some research on the national costume for a man or a woman from your region and find or sketch a picture. Send it to us and explain as many of the different elements as you can.

It's pretty, it has a beautiful fragrance and it has healing properties.

Spotlight on Russia finds out about the Lily-of-the-Valley

There are a number of beautiful plants and flowers that are native to Russia. One of the prettiest is the lilyof-the-valley. You can find it not in valleys but in shaded garden areas as well as in wooded areas.

The plants often grow close together to make large dense patches.

World

It has two broad glossy leaves at the base of the plant. It also has fragrant little white, bell-shaped flowers on a leafless stalk that hang downwards. The petals on the flowers curl backwards. In the autumn, it produces shiny red berries.

The lily-of-the-valley is a wildflower and a herb and is used in herbal medicine. The stem with the flowers is the most active part. It is collected and dried and used as a remedy for a number of different conditions mostly relating to the heart and kidneys.

It is also a well-known cure for headaches and it is sometimes used as a painkiller. Traditionally, Russian peasants have long used the lily-of-the-valley to treat heart conditions. People also used to pick them to decorate their homes or to give to someone as a gift. These days people really care about this charming symbol of the Russian woods and are happy to admire it in its natural surroundings.

Go on a nature walk in your local park or woodland and make a note of the plants

DISCUSS

you see. Did you see lily-of-the-valley?

• Do you know any other traditional herbal medicines?

Kizhi is the remains of an ancient Russian settlement from the 16t^hcentury. It is on an island in the northern part of Onezhskoye Lake in Karelia. It is a famous tourist attraction because of the beautiful wooden churches and buildings that you can still see there.

The buildings are impressive in size, design and the fact that they were made without the use of a single nail or metal pin. Each piece of wood fits perfectly into the next to form these beautiful architectural masterpieces. The most impressive building is the Transfiguration

Church which has 22 domes. It dates from

1714. Then, there is the Intercession Church which has nine domes and was built in 1764. Finally, there is a beautiful wooden bell tower that dates from 1874.

The Soviet government made the site into a museum of wooden architecture in 1960. They moved other beautiful ancient wooden buildings from other parts of Russia here so they could all be in one place together. One of these was the 14th century church of Saint Lazarus from Muromsky Monastery. It is the oldest wooden church in Russia. Thanks to them and to the World Heritage Organisation these beautiful wooden buildings will be preserved for future generations.

There are also a collection of wooden peasants' houses, mills, forges and stables at Kizhi. They each have a display of the tools and household objects that people would have used in the past on display. They allow visitors to get a real taste of life in the past. They offer a glimpse into the past and show that craftsmanship has always been a big part of Russian culture.

DISCUSS

• Have you ever visited Kizhi? Do you think sites like this are important? Why (not)?

• What do you think Kizhi can teach people today about life in the past?

Spotlight on Russia looks at the

Russian education system

In Russia children go to school at the age Of six or seven. They spend four years at primary school, five years at secondary school and two years at senior school.

School normally starts at 8:30 am and finishes at 3 pm though this may vary slightly from school to school. Young students have 3-4 lessons a day and older students have up to 7 lessons a day. This means that the school week can be either 5 or 6 days long. In large cities where there are a lot of students attending the same school, there are sometimes separate morning and afternoon sessions. There are usually around 20-30 students in a class.

There is a wide range of school subjects for students aged 12-17. These include Russian, Literature, Maths (including Algebra and Geometry) History, Social Science, Biology, Geography, Physics, ICT, Chemistry and

DISCUSS

Do you know how the Russian education system differs from any foreign ones? What do you think are the strong and weak points of the Russian education system?

What are you proud of in your school? What's your favourite place in school? Why?

others. English is the main and most popular foreign language although students can also learn Spanish, German or French. Almost all classes involve the use of computers and media technology. Some schools may specialise in certain subjects, Maths and Science, for example. There are also vocational schools that train students in a specialised profession, such as music or dance, alongside their usual lessons.

The school year is usually divided into four terms with three breaks. School starts on 1st September and finishes on 31st May. The summer holiday starts on 1st June and lasts for three months but Year 9 and Year 11 students take their exams in June. The Russian National Exam is an innovation as a final exam for school-leavers. It's a national test combining school-leaving exams and entrance exams to universities.

Ask your parents about the national school system in their time. What has changed in Russian schools? Write to us and say what you think about the changes.

/Èp

Pastimes

Summer may be coming but in Russia winter sports are very popular and there are lots of competitions and events to watch or take part in all over the Russian Federation.

Spotlight on Russia takes a look at the Festival of the North

he Festival of the North is an annual sports and cultural event in March and April. It takes place in the town and the surrounding region of Murmansk in the Arctic Circle in northern Russia and includes about 20 different winter sports.

The festival is held to celebrate the coming of spring. In this region in the winter there is a time when the sun doesn't shine at all. This is called Polar Night and for two months there is total darkness. With this in mind it's no surprise that spring is celebrated with a big festival of sports and feasting, singing and dancing over a period of ten days.

It was first held in 1934 and more events have been added over the years including a 50 km skiing marathon. About 1200 people compete in this each year. Other events include an icehockey tournament, reindeer racing, cross country skiing and downhill skiing. There is even an underwater swimming competition in the freezing cold waters of Lake Semyonovskoye.

Athletes from all over the world come to the festival to compete. The Russian cross-country skiing team always takes part. Sports fans can watch all the outdoor events for free.

300 rubles to take part in the skiing marathon. It's very cold and very far but well worth it if you ever get a chance to go.

r paMMaTHqecKHÞt CllPaBOLlHHK

MOAYJ1b 1

Present Simple — HacT0Bl-uee npocToe

BpeMfi

OopM006paaogaHHe: V/Vs B 3-M eAHHCTseHHOrO

gvtcna.

YTBEPAHTEJ1bHAfi OOPMA

I/you/he/she/it/we/you/they work.

I/you/we/they don't work

He/she/it doesn't work

BOTIPOChTEJlbHAfi OOPMA

KPATKME OTBETbl

Do I/you/we/they work?J Does he/she/it work? }

Yes, I/you/we/they do.

No, I/you/we/they don't. Yes, he/she/it does.

No, he/she/it doesn't.

npaaonHcaHHe 4)OPMbl 3-ro ngua eAHHCTBeHHOrO

HHcna

B Present Simple:

K 6011b1MHHCTBY rnaronog 3-ro eAHHCTBeHHOrO gv•tcna A06asngeTCR -S. I walk — he walks

K rnaronaM, OKaHqhBa01UHMCB Ha -SS, -sh, -ch, -x -o, nphóagnqercq -es.

I pass— he passes, I push — he pushes, I watch — he watches, I fix — he fixes, I do — he does.

y rnaronoa, OKaHquaaiOLUhXC•n Ha + y, -y onycKaercB H A06aBJIÆTCA -ies. I study — he studies

HO:

K rnaronaM, OKaHHHBaiOU4HMCfi HaY, nph6aBnsercq -S. I say — he says

Y norpe6neHHe

Present Simple ynorpe6nnercq, Koraa pegb HAeT o: noßceðHe8Hb1X u peegnnpHb/X ðeúcmgugx.

They start work at 9:00 am. He walks his dog every evening. f7PU3bNROX.

She likes milk for breakfast.

pacnucaHugx /npoepa,waax (3 gucne 33HageHuu gannaHup030HHoeo 6yðyageeo).

The train leaves at 9.

The museums open at 10:00 am. cocm ORHURX.

He lives in Moscow.

nocneð03ameWbHblx ðeücm3uyx 3 Hacmoguem.

He takes a shower, has breakfast and goes to school.

Yxaaareng BpeMeHH (CHrHanbt), ynorpe6ngeMbte C

Present Simple: every day/ month/ hour/summer/ morning/ evening etc, usually, often, sometimes, always etc, on Sundays/ Tuesdays etc.

Adverbs of frequency — HapeqHR qaCTOTHOCTH

Hapeqgq qaCTOTHOCTH BbjpaxaK)T KaK yacro HTO-J1h60 np0HCXOAHT.

always (100%), usually (75%), often (50%), sometimes (25%), never (0%)

Ynorpe6neHHe

HapeqHR qaCTOTHOCTH yr10Tpe6nROTCB nepen CMbIcnoBblM rnaronoM, HO nocne rnarona to be H nocne Bcno-

MOrareJ1bHb1X rnaronoa.

They usually travel abroad in summer.

Alex is rarely at the office on Saturdays. She has never been to an art gallery.

Present Continuous — HacToqu.4ee npoaonxeHHoe BpeMR

QopM006pa30BaHHe•. rnaron "to be" B Present Simple

(am / is/ are) + OCHOBHaq cþ0PMa rnarona + OKOHqaHHe -ing.

YTBEPAHTEJ1bHA9 OOPMA

OTPhUATEflbHA9 OOPMA

I'm

You're He's

She's

It's

You're

They're

playing

I'm not playing

You aren't playing

Sheisn't playing

Youaren't playing

They

Are

you he she

you they

playing? playing

playing.

playing?

Yes, I am

Yes, you are.

Yes, he/she/it is.

Yes, we/you/they are.

No, I'm not.

No, you're not.

No, he/she/it isn't.

Yes, we/you/they aren't.

npagonHcaHHe

Y rnaronoB, OKaHt4HBa'OU4HXC5 Ha -e, -e onyctcaercs A06aBngeTC9 -ing.

share — sharing, explore — exploring

Y rnaronog, OKa.HqHaa1014Hxcq Ha rnacHYi0 +

cornacHaq c yaapeHþteM Ha 3TOM cnore, cornacHaq YABaHBaeTCfi h nph6agnqeTca -ing. put — putting, begin — beginning

HO: open — opening

GRI

rpaMMaTHqeCKHŽ cnpaB0NHHK

Ynorpe6neHHe

Present Continuous ynorpe6nqeTCR, Koraa peqb HAeT o: aeŽCTBHfiX, nPOHCXOAR14HX ceñqac, B MOMeHT pegm He is talking on the phone right now.

BPeMeHHb1X CHTyauHAX.

I'm preparing for my exams this month.

They are redecorating their house this week.

MeHAi01.4HXCR H Pa3BHBaEOU.1HXCfi CHTyaUHfiX.

Her Spanish is improving.

3annaHHpoaaHHb1X AežCTBH9X B 6YAYtueM, OC06eHHO, Koraa HageCTHO apetqq H MeCTO AehCTBHB.

He is taking his cat to the vet tomorrow.

C raKHMH HapeqHRMH, always, constantly, continually, BblPayeHHfi 3MouH0HanbHoro coCTOAHHR (qacro pa3ApaxeHHR) no noB0AY gacro nogropgouagxcq aeñCTBHŽ.

He's always calling us late at night.

npHMeqaHHe: Cneayouaue rnaronbl He HMetOT cþ0PMbl Present Continuous: have possess), like, love, hate, want, know, remember, forget, understand, think, believe, cost.

Do you understand what he's talking about?

YKa3arenH BPeMeHH (CHrHanbl), ynorpe6nqeMbte c Present Continuous: now, at the moment, at present, nowadays, these days, today, tomorrow, next month.

Present Simple & Present Continuous — HacT0fituee npocToe BpeMfi H HacT0fiLuee npoaonxeHHoe BpeMfi

Present Simple ynorpe6nqercR, Koraa pegs HAeT o nPHBblYHblX COCTORHHAX. Maria lives in Milan. HO:

BPeMeHHblX cmyauuñ ynorpe6nserca Present Continuous. She's working as a waitress this summer. Present Simple ynoTpe6nsercR, Koraa pegb HAeT o noerop9E0L4Hxcs aeÜCTBHAX.

Tom catches the train to work every morning.

HO:

anq aeÖICT8HVf, nPOHCXOA914HX B HaCTORU4Hh nepH0A BPeMeHH ynoTpe6ngercq Present Continuous.

Tom is riding a bike to work these days.

Present Continuous ynorpe6ngeTcg, Koraa pegb

HAeT O aannaHHPOBaHHOM aeÿCTBHH B 6YAYL4eM We are leaving to St Petersburg on Monday.

HO:

xoraa pegb HAeT O TpaHcnopre B 3HageHHH 3annaHHpoaaHHoro 6yaytuero, ynorpe6nqercs Present Simple.

The train leaves at 9.

Stative Verbs — rnaroflbl COCTORHHB

B at•TJIHžCKOM 93blKe eCTb rnaronbl, KOTOPb1e 0603HagaK)T COCTOBHHe, a He AeäCTBHe npeAMera/JIHua. 3TH rnar0T1bl

He ynorpeóngsorcs B Present Continuous. CpeAh HHx: rnaronbl qyBCTBeHHOro BocnPH9THR (appear, feel, hear, look, see, smell, sound, taste). He looks upset.

rnaronbl, OTIHCbtsa'014H•e Mb1CJIHTeT1bHY'O aeqreJ1bHOCTb (believe, forget, know, realise, remember, understand).

He doesn't know the answer to this question. rnaronbt, HYBCTBa H 3MOUHH (desire, detest, enjoy, hate, like, love, prefer, want).

Mr Smith wants to talk to you.

HeKOTOPbte apyrvte rnaronbt (be, belong, contain, cost, fit, have, include, keep, matter, need, owe, own, weigh, wish).

I need to use your phone right now. HeK0Topbte g.t3 3THX rnaronog MoryT yt10Tpe611BTbcg B Present Continuous, HO C "HblM 3HaqeHheM.

PRESENT SIMPLE	PRESENT CONTINUOUS
I think he's nice. (= aytqarb, nonaraTb)	I am thinking of getting a cat. (= 06AYMblBaTb, 06CYHAaTb)
Tom has a motorbike. (z HMeTb, BJ1aAeTb)	We're having fun at the party. xopowo rtPOBOAHTb BPeMR) Sue is having some tea now. (= nHTb) He is having a shower. (z 'IPHHHMaTb AYLLI)
You can see the beach from my house. BHAeTb)	She's seeing her grandparents tonight. acrpeqaTb(cq)
This soup tastes spicy. (= 6b1Tb Ha BKYC)	Bob is tasting his tea to see if it's sweet enough. (z npoóogaTb Ha BKYC)
This cheese smells strange. HMeTb aanax, naxHYTb)	Kendra is smelling the flowers. 'OOXaTb, BAblXaTb apoMaT)
She appears to be having a great time. KaaaTbcq, npeacraenqTbcg )	Shakira is appearing in London this week. BblcTynaTb, nogBJ1fiTbC9)
These shoes don't fit me. He no pa3Mepy)	They are fitting an airconditioner in their house. YCTaHaB11HBaTb)

npHMeyaHHe: rnaron enjoy MOHCT yn0Tpe6TlATbcg BO BpeMeHax Continuous A.'IR BblPaxeHHfi CHTyaTHBHOrO npeanogreHHR.

Sheila really enjoys warm summer days. (06tuee

HO:

She's enjoying a glass of refreshing lemonade. (gmog,qgngee npeðnoqmeHue) rnaronbl 100k (Koraa pea-lb HAer o qt.eh-JIH60

Present Perfect — HacT0fi14ee	his car.
COBepweHHoe BpeM9	YKaaaTeJlH BPeMeHH (cm-Hanbl), yn0Tpe6ngeMb1e C

OopM006paaogaHHe: rnaron "have" + 3-9 cþopMa	Present Perfect Continuous: since, for, how long
CMb1CJIOBOrO rnarona.	(qr06bt caenaTb aKtaeHT Ha AJIHrenbHOCTH AeÿCTBHR).

rpaMMaTHqeCKHŽ cnpaB0AHHK

BHeUJHOCT"), feel (nepeY<HBaHHe onpeaeneHHbtx 3MOUHh), hurt H ache Mot-yr gcnonb30BaTbC9 BO aperaeHax Simple H Continuous 6e3 H3MeHeHHR 3HaqeHHB.

He looks very nice today. = He's looking very nice today.

concert for three weeks.

0603Haqaercg neiCTBHe, HaqaBweec:H 8 np0LLJJ10M H npoA0nxaaueecs HeKOTOPoe gpeMR. OHO Moyer eL4e IVIHTbcq HTIH 6b1Tb 3asepueH0, HO 06qaareJ1bHO HMeTb BHAHMblV1, OU4YTHMbli pe3YJ1bTar

His clothes are dirty because he's been repairing

Past Participle npaBffibHbIx rnaronoB 06paayercs nwer,l A06aBneHHB -ed: explain — explained.

Yn0Tpe6neHHe

Present Perfect ynorpe6nqeTcq, Koraa peqb HAeT:

o aeüCTBhH, np0H30t1jeaweM 8 np01.unoM, HO HMeK)U4eM peaynbTaT B HaCTOBLUeM.

They have had an argument. (When? We don't know; it's not important.)

Tina has cut her hair and she looks very different now.

O HeAaBHO gagePweHHb1X neiCTBHRX

He has cleaned his room. (The action is complete. The room is now clean.)

O ont,ITe, nepeMHBaHHAX, H3MeHeHHRX, KOTOPbte np0H30u.ffiH.

They have never had so much fun.

O npeanoxeHHnx co CJIOBaMH "today", "this morning/ afternoon/week", "so far" r.n., Koraa 3TH nepHOAbl BpeMeHH He 3aKOHqeHbl K MOMeHTY peqH. She has written two essays this week. (It is stilt the same week.)

Present Perfect vs Past Simple — HacT0914ee coBepujeHHoe Bpetv1B h npoweawee npocroe BpeMfi

past Simple ynorpe6nqeTcR, Koraa pegs HAeT o:

aeñCTBHH, rlPOH30Lueaujera B ycraHOBneHHblä MOMeHT, B npowT10M.

Chris went jogging yesterday. (When? Yesterday. BpeMR 9'K030H0.) aeiCTBHH, KOTOpoe Haqanocb 3aKOHHHDOCb B npouj110M.

Leo finished his homework in an hour. (He's not still doing his homework.)

Present Perfect ynorpe6nqeTCfi, Koraa peqb Haer•.

aeÜCTBUH, Koropoe np0h301M10 B HeonpeaeneHHoe BpeM9 B npown0M.

They have bought a new car. (We don't know when.) neiCTBHH, KOTOpoe Haqanocb B npownoM H BCe etue npoaonxaercn B HacToqtueM.

She has lived in this village for ten years. (She still lives in this village.)

O aeüCTBHRX, HaqaBWHXCR B npounoM H npoaonxa\OUIHXCB no HacT0Ruaee BpeMR (B OCHOBHOM C

rnaronaMH COCTORHHA). Have gone to/Have been to/ Have been in

We have known her for three years, Nick has gone to the bakery. (He is on his way to

YKa3aTeJIH BPeMeHH (cHrHa.nb1), ynorpe6naeMble C the bakery. He hasn't come back yet.)

Mika has been to the beach. (He went to the

Present Perfect: just, already, yet, ever, never, for, beach, but he isn't there now. He's come back.) since. • We have been in Scotland for five months. (We are in Scotland now.)

Present Perfect Continuous — Hacrosu.4ee COBepweHHoe npoaonxeHHoe apeMR

Future Simple — byaytuee npocroe BpeMfi OopM006pa30BaHHe: rnaron "have/ has" + been CMblCJIOBOi rnaron ± -ing.

OopM006pa30BaHHe: Will + V.

Ynorpe6neHHe

Ynorpe6neHHe Present Perfect Continuous yr10Tpe6nserca, KorAa:

nonqepotgaercq 3HaqeHHe AllWreJ1bHOCTH Future Simple yr10Tpe6nneTcR, Koraa pegb o:

K0Topoe Haqanocb B npou.lJ10M H np0A0J1>tsaeTcg AO nporH03ax, npencKaaaHHqx Ha 6ynytuee (06b1L.IHO c

HacTOBtuero aperaeHH rnaronaraq: hope, think, believe, expect, imagine;

We have been trying to find tickets for the c BblpaxeHHBMH I'm sure, I'm afraid; c Hape.lHRMH

rpaMMaThqect<Hvi cnpagoqHHK

probably, perhaps, maybe.) I think she'll change her mind.

Perhaps Peter will join us.

06et.gaHHBX

I promise I'll help you tidy the house. CUOMHHYTHblX peweHHRx

It's cold in here. I'll turn the heat up.

npHMeqaHHe: 'Shall' I/we 06b19HO qcr10J1b3yeTcn B cþoprqe, KorAa AenaeTCfl npeAJ10}KeHHe BblCKa3blBaeTC5 npocb6a o coBeTe. Shall we go to the museum today?

YKuaTeJIH BPeMeHH (cHrHanbl), ynorpe6ngeMbtec Future Simple: tomorrow, the day after tomorrow, next week/ month/year, tonight, soon, in a week/month/ year H T. n. Apyrhe CllOC06bl BblPa>KeHHfi 3HaqeHHR 6YAYl.uero

Be going to

Ynorpe6neHHe

be going to yn0Tpe6ngeTcs, Koraa pegb HAer o: nnaHax Ha 6YAYLuee HataepeHHgx

Ivan is going to look for a new job soon. (He's planning to HO:

Will ynorpe6nqeTcg BbtpaxeHHR peweHHh, rlPHHfiTblX B

MOMeHT pegu

I'm bored. I'll call my friend to chat.

nporH03ax, OCHOgaHHb1X Ha TOM, 'ITO Mb' BHAHM 3Haeta Look out! You're going to step on the dog's tail!

HO:

Will ynorpe6nqercB AJ1fi nporH030B, npeacKa3aHHŽ 6yqytuux C06b1THŽ, OCHOBaHHb'X Ha HauJHX npeAnonoxeHHqx Evelyn hasn't studied much so I don't think she'll pass her moths test.

nPHHRTb1X peweHHsx no noBOAy aeŽCTBHž B 6TIHxaiujet.1 6yayu.4eM

Dylan is going to invite his friends to dinner. (OH yxe peu.lktn cnenaTb 3T0.) HO:

Present Continuous yn0Tpe6JIBeTCB BblPayeHHR geTKO 3annaHHPOB,aHHoro aeÀCTBHR. We're having a meeting on Tuesday.

Past Simple — npoujeawee npocToe apetvlfi

ØopMa: Past Simple npaBH11bHbJx rnaronoa 06paayercg nyreM FIPH6aBneHHfi -ed. past Simple HenpaBWIbHblX rnaronoB 06paayercg nyreM H3MeHe•HHfi 4)OPMb1 3THX rnaronog (CM. cnHCOK HenpaBU1bHbtx rnaronog). OOPMa Past Simple He H3MeHqeTC$1 no qptcnaM, 3a hCKT1ioqeHheM rnarona "be,was/were".

YTBEPAhTEJ1bHAfi OOPMA

I/ you / he/she/ it/we/you / they worked/went.

OTPHUATEJ1bHAq OOPMA

l/you/he/she/it/we/you/they didn't work/go.

B011POCHTEJ1bHAR ØOPMA

Did I/you/he/she/it/we/you/they work/go?

Yes, l/you/he etc did.

No, I/you/he etc didn't.

npaBonHcaHHe (cþopraa Past Simple rtPaBHnbHblX rnaronog)

K rnaronaM, OKaHqHBõOU4HMC9 Ha -e, A06aBngeTCA -d: save — saved

B rnaronax, OKaH'1HBa0L4HXCR Ha cornacHY}0 + y, -y MeHBeTCR Ha -i A06aanqeTCR -ed: try — tried

K rnaronaM, OKaHqhBalOLUHMCR Ha rnacHyto + y, AO6aangeTCR -ed: stay — stayed

B rnaronax c yaapH0ž rnacHoñ raexay cornacHblMH nocneAH99 cornacHas YABaHBaeTC9 H A06anseTCfi -ed: plan — planned

B rnaronax, OKaHi4HBai014hXCB Ha -l, -l YABaHBaercs A06agnaeTC9 -ed:

control — controlled

Ynorpe6neHHe

Past Simple ynorpe6nqercs, Koraa pegb HAeT o: aeäCTBHAX, np0h30LLleauJHx a npownoM

Kate left the sports club late yesterday. neiCTBHRX, nPOH30LLjeALLIUX B npownot-a, C YKaaaHHeM roqH0ro BPeMeHH

Bob came home at 3:00 pm. (When? At 3:00 pm.) nOBTOpgou.4Hxcq AeŽCTBHRX g np0LLJT10M They often went to the theatre when they lived in London.

nocneaoaaTef1bHblX aeHCTBH9X B rlPOLLJ110M Chris came home, changed his clothes and went out again.

YKa3areJIH BPeMeHH (CHrHaJ1bl), yn0Tpe6ngeMb1e c Past Simple: yesterday, yesterday morning/evening etc, last night/week etc, two weeks/a month ago, in 2005 etc.

Past Continuous — npownoe npoaonxeHHoe BpeMfi

OopMa: cþopMa npoweauero eper.teHH rnarona to be (was/were) + CMblCJIOBOh rnaron + -ing.

Грамматический справочник

Употребление

Past Continuous употребляется для описания действия в процессе развития, когда речь идет о:

действии, которое происходило в определенное время в прошлом, неизвестно, когда оно началось и завершилось

Пе children неге walking со schoot at ат yesterday.

действии, которое происходило в прошлом и которое было прервано другим действием. Past Continuous употребляется для описания действия в развитии/процессе (длительное действие), а Past Simple для описания действия, которое прервало его (краткое действие)

She was reading а ЬооК when the lights went out. для описания двух или более одновременных действий, в прошлом выполняемых разными людьми

Не[еп was cooking white МСК was washing the саг.

Указатели времени (сигналы), употребляемые с Past Continuous: while, when, as, аи daylnightlmorningl yesterday etc.

Past Simple и Past Continuous

Рам Simple употребляется для описания действия, которое произошло в указанное время в прошлом.

Patrick went to Bob's house at 5 in the afternoon. но:

Past Continuous употребляется для описания действия в процессе развития, которое происходило в определенный момент в прошлом. His dog was barking loudly at 2 in the morning. Past Simple употребляется для описания последовательных действий в прошлом.

She had dinner and then she watched ТУ.

НО:

Past Continuous употребляется для описания одного или более одновременных действий, выполняемых разными людьми в прошлом.

was doing ту homework white ту brother was playing а computer game.

Past Continuous употребляется для описания действия в развитии [процессе, которое было прервано. Past Simple употребляется для описания действия, которое его прервало.

As Мех was dancing he slipped and felI dowm

Comparatives — Степени сравнения прилагательных и наречий

Сравнительная степень употребляется при сравнении объектов. Превосходная степень указывает на высшую степень качества у того или иного объекта в группе подобных. После прилагательного в сравнительной степени обычно используется than (чем). Аппе is shorter than Helen.

Перед прилагательным в превосходной степени обычно используется определенный артикль the (относящийся К определяемому существительному). После прилагательного в превосходной степени обычно используется in или 0f. [епа is the youngest of the three sisters. RauI is the funniest person in the office.

Образование степеней сравнения прилагательных и наречий к односложным прилагательным добавляется -(e)r для образования сравнительной степени и -(e)st для образования превосходной: small — smaI[er — (the) smalIest

Примечание: у односложных прилагательных, оканчивающихся на гласную + согласную, эта согласная удваивается: hot — hotter — (the) hottest большинство двусложных и многосложных прилагательных образуют сравнительную степень с помощью тоге (более), а превосходную с помощью most (наиболее)

Примечание 1: у прилагательных, оканчивающихся на согласную + у, •у заменяется на -i и добавляется -er/-est easy — easier — easiest sociable — more sociable — most sociable Примечание 2: прилагательные dever, cruel, friendly, gentle, narrow, quiet, shaHow, simple образуют сравнительную и превосходную степени сравнения, как с -er/•est, так и при помощи more/most friendly — friendlier/more friendly — friendliest/ most friendly к наречиям, совпадающим по форме с прилагательными (hard, fast, early, late, high, low, deep, [ong, near, straight), добавляется -er/-est fast — faster — fastest к другим наречиям e.g. quickly, sIowIy, easily, добавляется more/most.

quickly — тоге quickly — most quickty Исключения: good/we[l — better — best much — тоге — most far — farther — farthest (о далеком по расстоянию) far — further — furthest (об удаленном по времени) bad/badly — worse — worst little — less — least

!'гп waiting for further information.

rpat..'MaruqeCKH> cnpaB0NHhK

rlPHMegaHHe•. elder/eldest ynorpe6ngercg ang onucaHHR "3 OAHOù CeMbH. Her elder sister is an architect.

Adverbs of Degree — HapeqHB creneHH

Ynorpe6neHHe

HapeYHR creneHH yr10Tpe611R'0TCfl nepea npmaraTenbHblMH H HapeYHRMH H YKa3btaai0T Ha 60J1b1.LJYEO

MeHbUJY'O cTeneHb Kayecrsa. OHH OTBeqat0T Ha eonpocbl "How much 2" "How little

BblpaxeHRB 6011buež CTeneHH Kaqecrga ynorpe6nmorcs•. really, very, extremely H T. n. He was really excited about his trip to the mountains.

BblPa>KeHHR cpeAHeA creneHH ynorpe6nsorcg: pretty, quite, rather H T. n.

It's a pretty good film but I don't think it'll win any awards.

BbtpaxeHHR MeHbuež creneHH yr10Tpe6n9K)Tcg: a little, a bit Don't you find that Paul is a bit rude sometimes?

MOAYJ1b 2

A/ An (HeonpeaeneHHblñ aPTHKJ1b) The (onpeAeneHHb1ñ aPTHKJ1b)

"An ynorpe6nqeTcq c HCNHCngeMbtMH cyuaecTBHTenbHb1MH B eAHHCTBeHHOM NHcne 0603HaqeHHR HeH3BeCTHb1X paHee, Heyn0MRHYTbtx, npeAMeT0B, H T. A. B 3HaqeHHH •OAHH*.

I saw a dog chasing cars on the street.

Could you give me an apple.

The ynorpe6ngercR C cytUeCTBHreJ1bHblMH B eAHHCTBeHHOM H MHO>KeCTaeHHOM HHCT1e, KaK C HCHHCngeMb1MH, raK C HeHCYHcmeMb1MH, ecJIH OHH ynOMRHYTbl paHee HAH H3 KOHreKcra RCHO, O KOM/qeM HAer pegs.

The book that I borrowed from you is interesting. Pete found a kitten in the park. He took the kitten home with him.

The HHKOraa He gcnonb3yercn nepen CYLUeCTBHTenbHb1MH BO MHOXeCTBeHHOM qgcne, npeacraBrpynny.

Cars did not exist two hundred years ago. (NOT: cars did not exist two hundred years ago. )

Alan Moyer raKxe ynorpe6nsrt,ca BMecTO "per", B 3HaqeHHH "(for) every", "each".

George calls me three times alper day.

Alan MO*CT ynorpe6nfiTbcg c CYtueCTBHTenbHblMU, 0603HaqanUHMH HMeHa, eAHHHUb1 ganK)Tbi (a pound), AP06H (a third), eAHHHUb1 Mepbt Beca/VIHHb' (a mile), gaCTOTHOCTb (Once a week), paccro-

BHHe/JIHTP (10 miles a litre), paCCTORHHe/CKOPOCTb (60 km an hour) c HaaBa_HHRMH Hexoropstx 3a60(a cold, a fever, a headache, (a) stomachache, but NOT: flu, pneumonia, tonsillitis etc.)

The ynorpe6nqercq nepea:

CyueCTBHrenbHblMH, 06beKTbl, eAHHCTBeHHble B cgoeM poae (the moon, the sky, the Sun)

Ha3BaHHRMH rearpoa, KHHOTeaTPOB (the Regent Theatre, the Apollo)

H,a3BaHHRMH rOCTHHHU, pecropaH0B (the Savoy, the Atrium)

Ha3BaHHRMH r.iY3eea H KaPTHHHblX ranepeü (the Louvre, the Tretyakov Art Gallery)

Ha3aaHHRMH raaer h HeKOTOPblX HYPHaJ10B (the Times of London, the New Yorker) HaaBaHH9MH peK, Mopež H OKeaHOB (the Thames, the Mediterranean Sea, the Pacific Ocean) Ha3BaHHfiMH ropHb1x gene" (the Himalayas) Ha3BaHHRMH rpynn OCTPOBOB (the Bahamas)

Ha3BaHHRMH nycTblHb (the Kalahari Desert) Ha3BaHHRMH MY3b1KaT1bHb1X HHCTPYMeHTOB, a TaKHX Opaaax, Kax "to play the guitar/violin etc"

CÞaMHDHRMH, B 3HaqeHHH CeMbA, ceMeüCTB0 (the Jacksons)

CYU4eCTBHrenbHblMH, 0603HaqaK)LLIHMh rnaB rocyaaPCTB: the President, the Queen of Spain. HO: "The" onycKaeTcs nepea 3THMh cyuecTBHTenbHblMH, ecnq OHh yr10Tpe6JINOTcn C HMeHaMH C06CTBeHHb1MH (King Henry Vlll) reMH xe CyueCTBHTeT1bHblMH B 3HaqeHHH nocra, AOTIXHOCTH. (He became president of the company. ) npmaraTeT1bHbIMH B 3HaqeHHH CyueCTBVtTeJ1bHOrO MHO*ŒCTaeHHorO MHcna, 0603HaqatOLUHMH KaTeropHH moaefi: (the young, the deaf, the poor, etc) HCTOPHqeCKHMH Cf1PaBKaMH/C06blTHfiMH the Hundred Years' War, the Chinese Cultural Revolution APTHK$IH He ynorpe6nmTcfi nepea:

$1HHHblMH v-1MeHaMH Celia, Nathan etc.

Ha3aaHHRMH BHAOB cnopra, Hrp, AHRMH HeaeJIH, Ha3BaHHfiMH MecqueB H nPa3AHHKOB, UBeTOB, HanHTKOB, HaasaHHSMH B3blKOB (ecnu He cneAyer CJIOBO "language").

He's good at basketball.

She speaks Italian very well.

Ha3RHhRMH crpaH (Russia, Australia), Ha3BaHHBMH roPOAOB (Milan), HaaaaHhflMH (Smith Street HO: the High Street), Ha3BaHHfiMH napK0B (Hyde Park), HaasaHHRMH OTAeJ1bHblX rop (Mount Etna), HaasaHHHMH OCTPOBOB (Tasmania, Malta, HO He rpynn OCTPOBOB: the Channel Islands, the Solomon Islands), HaaaaHHfiMH KOHTHHeHTOB (Asia), HaasaHhSMH 03ep (Lake

rpar.1MaruqeCKHÿf cnpaaoqHHK

Michigan, Lake Baikal Ho: the Baikal)

Ha3aaHHRMH, COCTOSL4HMH H3 ABYX CJIOB, nepBoe H3 KOTOPb1X fiB$1ReTC* Hr-aeHeM HaagaHHeM taecra (Victoria Station, Moscow University HO: the Black Swan Hotel)

HaaaaHHfiMH Mara3HHOB, pecropaH0B, o•reneü

6aHROB B KOTOPblX eCTb HMA "X OCH0Barenq H

KOTOPble OKaH'4HBatOTCR Ha -S -'S (Barclays Bank, Brown's Hotel, Selfridges H T. n,) cnoaaMH school, university, college, court, hospital, prison, church, bed, Koraa pegb HAeT o uenu, KOTOPOŽ OHM CYU4eCTBYiOT (He's been in hospital for two weeks. HO: They've taken him to the hospital near his house.)

BblpaxeHVte 3HaqeHH9 Konqqecrga

A few H few ynorpe6nRE0Tcg c HCNHCngeMb1MH CYLueCTBHrenbHblMH BO MHOxecrget-iHOM qHcne. A little H little ynOTpe6nmorcg C HeHCHHCngeMb1MH CYU4eCTBHTeJ1bHb1MH. A few 03HaqaeT «HeCK011bKO». Can you get me a few eggs from the market? Just 4 or 5.

Few 03HaqaeT «raano» H 6blTb HcnOT1b30aaHO c very ycmeHHR. We have (very) few eggs left. We can't make omelettes for dinner.

A little 03Haqaer «eMHOfO».

Just add a little sugar to my tea. Half a teaspoonful will be fine.

Little 03HaqaeT €Mano» H MO>KeT 6b1Tb Hcnonb30BaHO c very ycaneHHB.

There's very little flour to make a cake.

A lot of/Lots of ynoTpe6nsuorcq KaK c HCt4Hc:nneMblMH CYU4eCTgme/1bHblMH BO MHO*eCT8eHHOM qHcne, raK H C HeHCHHCnaeMb1MH. 06b1NHO OH" ynorpe6f1AiOTCR B yrsePAmeJ1bHb1X npeA.noxeHHRx.

They saw a lot of/lots of interesting sights while on holiday. He needs a lot of/lots of time to recover from his illness.

Much H many 06bNHO ynorpe6nmorcq B 0TpquaTensHblX H BonpochTeJ1bHblX npeanoxeHHqx. Much ynorpe6nserc.B C Heucwtc:nqeMblMH CYU4eCTBHTeJ1bHblMH, a many C HC-4HCnReMblMH CYU4eCTBHreJ1bHb1MH BO MHO>KeCTBeHHOM AHcne.

Do you drink much coffee every day?

Not many students were interested in the lesson.

Countable — Uncountable Nouns — VIct-lHCnqeMbte h He"CqHCnqeMble

CyueCTBHTeJ1bHble

CyueCTBHTeJ1bHbte Moryr 6b1Tb HC'4HCnqeMb1e (0603Ha06eKTbI, KOTOPbIe MONHO COCHHTaTb, 1 child, 2 children etc) gnu HeucYHCTlneMbte sugar, heat etc). Heucqv•tcnqetqbie CyueCTBHTenbHble He ynorpe611RK)Tcs C

HeonpeAeneHHblM apTH1€neM a/an.

K HeHcqHcngeMb1M CYU1eCTBHreT1bHblM OTHOCRTCÆ

CyueCTBHTeJ1bHb1e, 0603Haqa'0L4He Betuecrga (YHAKOCTH, rena, ra3bl, qaCTHUbl): lemonade, blood, butter, oxygen yye6HbIe npeAMeTb1, HayKH: maths, chemistry, literature, history

R3b1KW. Spanish, English, Russian, Latin etc

Hrpbt: baseball, billiards, dominoes, darts, rugby 60ne3HH•. flu, pneumonia, measles, mumps ganeHHA rtPHPOAb1: darkness, fog, hail, snow, weather

HeKOTOPble cyueCTBHTenbHb1e: advice, knowledge, progress, information, luck, music, news, work etc

CYtueCTBHTenbHb1e C C06HPaTenbHb1M 3HaqeHHet•a: baggage, crockery, cutlery, furniture, jewellery, luggage, machinery, money, rubbish, equipment etc

Plural Nouns — CytueCTBHTeJ1bHble, mae-

Œou-4He d)optqy TOTIbKO MHOxeCTBeHHOrO t4Hcna

K CYtueCTBHTeJ1bHb/M, HMen.UHM TOJ1bKO 4)opMY MHO>KeCTBeHHOrO Hhcna, OTHOCRTCR CYU4eCTBHTefibHble, 0603Haqa}ou4He•.

npeAMeTb1 clothes, jeans, trousers, pyjamas, shorts etc npH60pbt: binoculars, compasses etc HHCTPYMeHTbC pliers, scissors, shears etc rpynnbl moae": army, audience, family, government, police, staff, team. 3TH CYUaeCTBHTe11bHbte Moryr MMeTb MHOxeCTBeHHOrO, raK H eAHHCTBeHHC•rO t-1Hcna, B 3aBHCHMOCTH 0T Toro paccMa•rpHBaeTC5 nu rpynna KaK OAHO uenoe KaK COCTonu.4aq H3 OTAenbHb1X qneHOB.

The team were not in good shape. (Ka>KAblÿ1 qneH KOMaHAbl B OTW1bHOCTU)

The team was chosen to represent the school in the finals. (BCR KOMaHAa B genoM)

HeKOTOPbIe Apyrge CYLueCTBweJ1bHbte: arms (=weapons), congratulations, people, stairs, surroundings

The stairs are at the end of the corridor.

Order of Adjectives — nopBA0K HtaeH

IIPHnaraTeJ1bHble, BblPaxaEOLLIHe MHeHhe/0THOLUeHHe (nice, strange), npeAu:ecTBYOT B npeAnoxeHHH npgnararenbHbiM, BblPaxaK)U4HM 06beKTHBHbte XaPaKTePHCTHKH (blue, modern etc).

Koraa B npeanoyeHHH eCTb 60nee npHnaraTeJ1bHb'x, 0603Haqa}0L4hx 06beKTHBHbte xapaKTepHcTHKH, npmaraTenbHbte 06blt4HO Hcnont,aytorcn B nopflAKe:

r parovtaTHqec.K}-fh

MHeHHe	good, practical, bad etc
pa3Mep	huge, big, tiny etc
B03pacr	old, modern, new, ancient etc
(ÞopMa	round, square, oval etc
	dark pink, red, grey etc
yaop	striped, checked, floral etc
npoucxox- AeHHe	Italian, Russian, Greek etc
MarepHan	leather, silver, wooden etc

There's a nice small new round black and white

striped English cotton cushion on the sofa.

MOAYJ1b 3

Past Perfect — npol-ueawee COBePUjeHHoe BpeMR

CÞopMa: had + 3-9 4)0PMa CMblC110BOrO rnarona.

Ynorpe6neHHe

Past Perfect ynorpe611ReTcq, Koraa pegb HAeT o:

aelŽCTBhH, R0Topoe npovooumo nepea apyrHM aeÿ1CTBueM B npou_1J10M.

Roy had fallen asleep before his parents returned home.

aežCTBHVi, KOTOpoe 3aBePLUhJIOCb B npou.ffl0M nph onHcaHHH ero pe3YJ1bTara.

Jim had shaved his beard and he looked very nice. YKa3aTeJIH apeMeHH (CHrHa$1b1), ynorpe6ngeMbIe C Past Perfect: before, after, already, just, already, titl/until, when, by, by the time, never, for, since.

Past Perfect Continuous — npoweauee COBePLUeHHOe npoaonxeHHoe BpeMfl

OopMa: had + been + CMblCJIOBOñ rnaron + -ing.

Past Perfect Continuous ynorpe6ngeTCR, Koraa:

nonqepKHBaeTC9 AllHTeJ1bHOCTb AeñCTBHA, KOTOpoe

Haqanocb H 3aKOHNH110Cb B nPOWJ10M nepeA apyrHM aežCT8HeM B nPOLUTlOM, 06b14HO C since for, how long.

He had been living in the city for ten years before he moved to the countryside. How long had you been studying English before you first visited England?

0603Haqaercq AeùctBHe, Koropoe anunocb HeKOTOpoe BpeMR B npou.JT10M, H orlHCblBaeTCfi ero pe3ynsraT (B npounoM).

The children had been playing in the garden all afternoon so their clothes were dirty. (AeTH urpanu

a caay BeCb AeHb•, onucbIBaercn peaynbTar: y HHX 6blJ1a rpR3Haq oaexaa.)

YKa3aTenH BpeMeHH (cgrHanbI), yr10Tpe6naeMbte C Past Perfect Continuous: before, for, since, till/until, how long.

MODULE 4

Too — Enough

TOO (B 3HaqeHHH ('CTIHIUKOM») ynorpe6ngeTCB nepea npHnaraTenbHb1MH HaPet-1HfiMH H Hcr10'1b3yeTc51 BblPaXeHHR qpe3MepHoro K0$1HqecTBa gero-nH60,

HMeeT 0TPhuarenbHoe 3HaqeHHe.

Mr Smith is too busy to see you right now.

Enough (OAOCTaTOqHo») ynorpe6nnercq nocne

Hape.4Hž H npmararenbHbtx Hcnonb3yercg A-nq BblPaxeHH9 AOCTaTOHHoro KOTIHqecTBa KaKoro-JIH60

KaqecTBa, "Meer nonoxhTeJ1bHoe 3HaqeHHe. Emma can speak Spanish well enough to have a simple conversation.

Tom is not old enough to drive yet.

Enough/Not enough TatOKe yr-torpe6JIR}OTCfi nepea

CyueCTBHre$1bHblMh.

We have enough time before the plane leaves so there's no need to hurry.

There were not enough chairs for everyone so some people had to stand.

The Passive Voice — CTpaaaTeJ1bHblÞ1 3anor

OopM006pa30BaHHe: CTPaaarenbHbl>1 3anor 06paayercq npH rt0M0LAh rnarona to be (B HPKHOM apetqeHH) H 34

@OPMbt CMblCJIOBorO rnarona.

Present Simple

Pam cooks dinner.

Dinner is cooked by Pam.

Present

Continuous

Pam is cooking dinner.

Dinner is being cooked by Pam.

Past Simple

Pam cooked dinner.

Dinner was cooked by Pam.

Past Continuous

Pam was cooking dinner.

Dinner was being cooked by Pam.

Present Perfect Simple

Pam has cooked dinner.

Dinner has been cooked by Pam.

Past Perfect Simple

Pam had cooked dinner.

Dinner had been cooked by Pam.

Future Simple

Pam will cook dinner.

Dinner will be cooked by Pam.

Infinitive

Pam has to cook dinner.

Dinner has to be cooked by Pam.

Modal Verbs

Pam can cook dinner.

Dinner can be cooked by Pam.

CTpaaarenbHblÿf 3anor yr10Tpe6ngeTcq: Koraa OqeBHAHO HanpotHB, HeBa>KH0, KTO Bbtnomoer aeùcrBHe.

The window was broken. (We don't know who broke it.)

The parcel will be delivered today. (Who will deliver it is unimportant.)

Our tests have been corrected. (It's obvious that the teacher has corrected our tests.) Koraa caM0 AeŽCTBHe BaxHee, qeM cy6beKT, BbtnonHBOUIH" ero, HanpHMep, B aar0$10BKa.X HOBOCTeü, raaerHblX CtaTbRX, 3aMetKax, peoatqe, HHCTPYKUHSX T. n.

Pets are not allowed into the building.

Koraa Mbl XOTHM H36exaTb OTBeTCTBeHHOCTH aa KaKoe-nH60 AeñCTBHe np0HcuecTÐHe, Koropoe Mb' COOTHOCHM C HenPHBTHb1M C06b1THeM, H He XOTHM rogoPHTb, KTO BHHOBaT.

Serious damage was caused to the school building.

Koraa Aenaercq aKUeHT Ha AeñcTBYi0tuee The deal was signed by the president himself. qr06bl caenatb BblCKaabiBaHHe 60nee OCþHUHaT1bHblM H BOKJIHBb1M.

This CD has been scratched. (More polite than saying 'You scratched this CD'.)

COOTHeCeHHe npeAnoxeHuä B AeiCTBHrenbHOM H CTpaAarenbHOM 3anore:

Aono,'1HeHHe npeanoxeHHR B AehCTBmeJ1bHOM aanore CTaHOBHTCA noanexat4HM B crpaaarenbHOM 3anore.

CMbiCnOBOñ rnaron He H3MeHReTCR no apetaeHH, HO ero H3MeHqeTCR Ha crpaaarenbHoro aanora.

	Subject	Verb	Object
ACTIVE	Tom	wrote	a book.

noanexat.uee npeanoxeHHR B aeñCTBHTenbHOM aanore craHOBHTCR Aort0JIHeHheM, YKa3b/aaK)U4HM Ha H.cnonHHTeng AeiCTBH* H ynorpe6nqeTcs c npeanoroM by MH onycKaercs.

Subject Verb Agent

PASSIVE Abook was written by Tom.

TonbK0 nepex0AHb1e rnaronbl (rnaronbl, HMet014He

r paMMaruqeci0dù cnpaB0'4HHR

npRMoe nonomœHHe) Moryr HMeTb crpaAa•reJ1bHoro 3anora.

An accident happened last night. (Henepex0AHblü rnaron; Her cþOPMbI crpaaarenbHoro aanora). npHMeqaHHe: Hexoropt,te nepeXOAHble rnaronbl (have, fit (z be the right size), suit, resemble etc) He HM•e'OT 4)OPMbl crpaAarenbHoro 3anora. She resembles her mother. (NOT:

B nOBCeAHeBHOü peqH npq 06CY>KAeHHH C06b1THñ, npoH30tueAtDHX HeO>KHAaHHO B peaynbtare rlPOHCweCTBHR, BMecT0 rnarona to be ynorpe6ngeTcg rnaron to get.

The cheque got lost in the mail.

By + ucnonHHtenb A"CTBHR ynorpe6ngercg

Toro, gr06bI 0603HaNHTb, xeM 6btno cooepujeH0 aehCTBHe. With + HHcrpYMeHtbI/Marepganb1/ HHrpeAHeHTbI ynorpe6nqercq Toro, qT06bl 0603HaqHTb, 6b1no ucnonb30BaH0 npH cogepweHHH neiCTBHB.

This meal was cooked by a professional chef. It was made with fresh vegetables and meat. CytueCTBHTe"bHoe, 0603Haga10tuee qcnonHHteng AehCTBHB, MONCT 6blTb onyuaeH0, ecnu noane>Katuee B npemoxeHHH aeñCTBHrenbHOr0 3anora BbtPaxeHO cnoaaMH: they, he, someone/ somebody, people, one etc.

Someone has left the door unlocked. The door has been left unlocked. )

CytueCTBHreJ1bHoe, 0603Haqa10tuee HcnonHHTenq

neiCTBHR, He MO>Ker 6b'Tb onytueH0, eCJIH gcn0JIHHreJ1b AeüCTBHB CYU4eCTBeHHbIM 3HaqeHHB npeanoxeHHR.

The results will be announced by Mr Allen.

Y rnaronoB, ABa AOnonHeHhR, TaKHX, KaK.• bring, tell, send, show, teach, promise, sell, read, Offer, give, lend, MO)KHO 06pa30Batb ABe MOAeJIH crpaaarent,Horo 3anora.

They offered him a job. (ðeùcmgumenbHb1ù 3anoa) He was offered a job. (cmpaðamenb*iblù 3anoe, gacmo gnompe6nge,qag Moðe/lb) A job was offered to him. (cmpaðamenbHb1ù aanoe, peðKO gnompe6ngeMag M0ðenb)

HO: rnaronbl to explain, to announce, to dictate, to read, to write 06pa3Yi0T OAHY MOAeJ1b CTPaaareJ1bHoro 3anora, rae ponb nonnexauero Bbtn0JIHser HeoayueaneHHoe CYU4eCTBHTeJ1bHoe.

The teacher explained a new rule to the students. new rule was explained to the students. (CTPanaTenbHb1fi 3anor, eAHHCTBeHHO B03MO>KHag MOWIb)

B aonpocax crpaaaref1bHoro 3anora c who, whom

H$IH which by He onycxaercg.

Who will book the tickets?

Who will the tickets be booked by?

rpaMManqqecKV.'Þt

Causative Form — KapaTHBHaq cþoprqa

OopMa.• have + npRMoe nononHeHb•te + 3-R cþopMa rnarona

BpeMeHa:

Present Simple

She paints her

She has her room painted.

Present

Continuous

She is painting her room.

She is having her room painted.

Past Simple

She painted her

She had her room painted.

Past Continuous

She was painting her room.

She was having her room painted.

Present Perfect

She has painted her room.

She has had her room painted.

Past Perfect

She had painted her room.

She had had her room painted.

Present Perfect Continuous

She has been painting her room.

She has been having her room painted.

Past Perfect Continuous

She had been painting her

She had been having her room painted.

Future Simple

She will paint her room.

She will have her room painted.

Infinitive

She wants to paint her room.

She wants to have her room painted.

•ing form

She likes painting her room.

She likes having her room painted.

Modal Verbs

She should paint her room.

She should have her room painted.

Ynorpe6neHHe

AaHHaR KOHCTPYKUHR Hcnonb3yercn 0603HaqeHHR AeñCTBHq, BblnonHqe•Moro KeM-$1H60 Ann ngua, 0603HaqeHHoro noanexaU.ÅHM.

They are having their computer delivered tomorrow. npHMeqaHHe: HcnonHHTenb aežCTBHfi 06bAHO He

MODULE 5

-ing form — -ing cþopMa rnarona

-ing cþopMa rnarona ynorpe6nnercq:

B ponH nonnexauaero.

Swimming is a good form of exercise.

nocne rnaronog: admit, appreciate, avoid, consider, continue, deny, fancy, go (for activities), imagine, mind, miss, practise, prevent, quit, save, suggest. Would you mind closing the window?

nocne rnaronoø love, like, enjoy, prefer, dislike, hate Ðb1PaxeHHR 06tuero npennoqreHHR.

Chris prefers eating home-cooked meals.

HO:

Ann BbtpaxeHHB oc060ro npeanoqreHHA gcnonbayercq John would prefer to eat at a restaurant tonight.

nocne raKHX BblPa>KeHHA, KaK: be busy, it's no use, it's no good, it's (not) worth, what's the use of, can't help, there's no point (in), can't stand, have difficulty (in), have trouble.

What's the use of buying a car when you don't even have a driver's license?

nocne cnogocoqeraHHh c rnaronaMH spend, waste, lose.

George spent two hours trying to fix the DVD player. nocne npeanora to c raKHMH rnaronaMH H BblPaxeHHRMH, Kax: look forward to, be/get used to, in addition to, object to.

The children look forward to getting a dog.

B ponH Aor10JIHeHH9 nocne Apyrux npemoroa.

John is an expert at fixing computers. Sophie insisted on paying for dinner.

nocne KOHCTPYKUH* c rnaronaMH hear, listen to, notice, see, watch H feel onqcaHH$1 HeaaBepweHHoro AežCTBHfi.

She watched her son playing with his toys. (OHa Ha6moaana aa aežCTBgeM B npouecce.) HO:

Ang orlHcaHHR 3aBepweHHoro aehCTBHfi c rnaronaMH hear, listen to, notice, see, watch and feel ynorpe6ngercq HH4)HHHTHB 6123 qacTH4b1 to.

She watched her son play with his teddy bear and then put it away. (AeŽCTBHR 6b1TIH aaBepweHb1.)

Inifinitive — HHCþHHHTHB c qaCTHgeü to ynorpe6nqercg:

ynoMHHaeTCR, nocKODbKY 3TO Hega)KHO ye noHnrH0 H3 BbÞKeHHA ueng•. He uses his car to go to work. KOHTeKCTa. npHMeqaHHe: ecna ABa HH4)HHHTHga c qacTHueü to Tom has had his car repaired. (OgeBHAHO, MexaHHR COeAHHRK)TCfi CO'03aMH and/or, qacruua to BToporo noqHHHn aBTOM06HT1b TOMa.)onycKaeTC9.

She went to the hairdresser's to get a haircut and dye her hair.

GRIO nocne rnaronog, 0603HaqatOL4HX aeñCTBHR, OTHOCAU4H-

eca K 6YAYLLleMy•. (agree, appear, decide, expect hope, plan, promise, refuse, want). They are planning to move to a bigger house. He has decided to quit his job.

nocne would like, would prefer, would love, H T. n. All* BblPaXeHH9 oc060ro npean0YTeHHB. I would like to do something different for my birthday this year.

nocne npHnaraTeJ1bHbtx, 0603HagaK)14Hx WBCTBa 3MOUhH (happy, glad, sad, h T. n.), BblPaXaK)LL4HX xenaHHe/HexenaHHe (eager, reluctant, willing, H T. OllHCbiBatOLUHX xapaKTep genoBeKa (clever, kind, polite, etc ) H npHnaraTeT1bHbtx lucky fortunate.

Jane is always willing to offer her help to those who need it.

npHMeqaHHe: C nphnaraTeJ1bHblMH, xapaKTep nocrynt<a, TaK>tce KOHCTPYKLIHH.

It was kind of them to let us stay in their house. nocne too/enough.

Sean didn't study enough to pass his history test. nocne cnoaocoqerat-ihä be + first/second/next/ last.

Neil Armstrong was the first man to step on the

B ycroŽNHBbtx BblPEùKeHHRX to tell you the truth, to be honest, to sum up, to begin with.

I don't really like her cooking, to tell you the truth.

HH4)hHHTHB 6e3 qaCTHUbl to ynorpe6nqercs: nocne MOAanbHblX rnaronoe. Angela can type very fast.

nocne rnaronoe let, make, see, hear H feel.

They won't let Georgia go to the party.

HO:

c be made, be heard, be seen B CTpaAaTeJ1bHOM 3anore yn0Tpe6nqeTcs HHCþHHHTHB c qacn.tuoÿl to.

He was made to clean up the mess he had created.

• nocne had better H would rather a 3HaqeHHh onyquje 6bl».

Tom would rather take the bus when he goes to the city centre.

• nocne rnarona help MOHeT ynorpe6nRTbcs KaK HHcþHHHTHB c qacruuež to, raK H 6ea Hee.

He helped his brother (to) do his homework.

Differences in meaning between the to-infinitive and the -ing form — Pa3HHua B 3HaqeHHH Me>KAY hHCþhHHTHBOM C qacruueÿl to H -ing cþopraoñ rnarona.

nocne HeKOTOPblX rnaronog MO*-ŒT yn0Tpe6JIRTbcq KaK HHCþHHHTHB C gaCTHueÿ to, TaK H -ing 4)opraa rnarona c pa3HHUeä B 3HaqeHHfiX.

• forget + HH4)HHHThB c qacn•tuež to aa6blTb, He rpaMMaTHqeCKHVi cnpagoqHHK

nOMHHTb.

I forgot to call Mr Jones and he was upset. forget + -ing cþopr-aa rnarona — He 110MHHTb o C06btTUH B npou.jnota.

We'll never forget driving in that terrible snowstorm.

remember + HHCþHHHTHB c qacruueü to — rtOMHHTb, He 3a6b18aTb.

Chris always remembers to lock the door when he leaves.

remember + -ing rnarona — nOMHHTb O C06blTHh B npoujnoM.

He didn't remember lending me his pen and he thought he had lost it!

mean + HHCþ½HHTHB c gaCTH14eÿ1 to — HarqepeBaTt,cq, C06HPaTbCR.

George meant to check your report but he was too busy.

mean + •ing rnarona — noapa3YMeBaTb, npeanonaraTb.

Growing up means having new responsibilities. regret + HHCÞHHHTHB c yacTHueÜ to — coxaneTb o TOM, npHx0AHrcq C006U4aTb gro-nH60 HenpHBTHoe (06btqHO ynorpe6nqercB B Present Simple C raKHMH rnaronaMH, KaKsay, tell, inform, announce.) We regret to inform you that flight STP-456 has been delayed.

regret + -ing rnarona coxaneTb o qeM-nH60.

He has never regretted turning down the promotion.

try + "HCþHHHTUB c gacruuev; to — crapaTbCfi, aenaTb BCe B03MO>KHOe.

She tried to carry her suitcase up the stairs but it was too heavy.

try + -ing cþopMa rnarona — AenaTb HTO-TO B xaqecrae 3RcnepHMeHTa.

Try making a list of what you want to buy so you don't forget anything.

stop ± HHCþHHHTHB c qacruuei to — OCTaHOBHTbCq Ha BpeMfi C UenbiO 'ITO-DH60 caenaTb.

As we were driving through the mountains, we stopped to admire the view.

Stop + •ing cÞopMa rnarona — npeKpaTHTb AenaTb qro-nu60.

I think you should stop eating sweets. go on + HHCÞHHHTHB c qacTH4ež to — aaKOHYHTb aeŽCTBHe H npucTynhTb R HOBOMY aeüCTBHiO. After he finished his speech he went on to answer the reporters' questions.

go on + -ing (þopraa rnarona — npoaonxaTb AenaTb YTO-nH60.

The student went on writing even after the teacher had told everyone that their time was up.

hate + HH4)HHHTHB c gacwqeü to — HCr1blTblBaTb

GRII

r paMMaTHqecKHŽ

HeyAOBO$lbCTBhe no nogoay npeACT0fiLuero AeñCTBHq. I hate to tell you this, but you weren't selected for the team.

hate + -ing 4)optaa rnarona — He Ji106HTb TO, '-ITO npqxoamcq aenaTb.

John hates waking up early.

Used to — Be Used to — Get Used to

Used to + HHCþHHHTHB yn0Tpe6nsercq 0603HaqeHHB H peryngpHbtx aeÜCTBH> B npouJT10M (to — qacruua HH(þHHHTHsa).

We used to be neighbours.

Charles used to live in Madrid before he moved here.

Be used to + -ing cþoptvta rnarona yn0Tpe6nqercg, •.4T06bl r10KaaaTb, KTO-TO oceouncq, aaanrupoBant:q B KaKHX-JIH60 ycnoa•aqx (to — npeanor). Catherine is a kindergarten teacher so she is used to being around very young children.

Get used to + -ing d)opraa rnarona ynorpe6nqercg, qT06bj noKa3aTb, qro KTO-TO HaXOAHTCR B npogecce aaanraL4HH K qeMY-DH60 (to — npeanor). He's been living in England for a few months and he hasn't got used to driving on the left yet.

MODULE 6

Reported Speech — KOCBeHHaR pegb

npRMag pegb 3TO HbH-11H60 14HTHpyeMbte, TOHHb1e cnoBa. npqrvtaq peqb 3aKT11•oqaercB B KaBbl¼KH. KocBeHHag pegb nepeaaer TO'4Hoe conep»caHl.te Mbero-nu60 BblCKa3btsaHHfi, HO He TOHHble cn0Ba, B KOCBeHHOñ pet-IR KaBblt4KH He Hcnonb3Yi0TcB. nocne rnaronoB (say, tell) Hcnonb3yeTcfi HJIH 6blTb onyueH0 that.

say — Tell say npu OTCYTCTB"H rtHYHoro aononHeHHB. Jack said (that) he felt tired.

say + to + nonoJIHeHHe, aApecara.

Jack said to us (that) he felt tired. tell + KOCBeHHOe AononHeHHe (KOMY). Jack told us (that) he felt tired.

Reported Statements — BblCKa3blBaHHfi B KOCBeHHOÜ pew

B KOCgeHHOÿl peqq 'IHRHbte/nPHTq»caTeJ1bHble MeCTO"MeHHB "3MeH9i0TCR COOTBeTCTBeHHO 3HaqeHHO npeanoxeHHB. Pete said, "I've lost my watch. " (npRMag pegb) Pete said (that) he had lost his watch. (KOC3eHHag peqe)

Ecng rnaron B rnaBHOM npeanoxeHHH ynorpe6nqerc9 B Present Simple, TO B npHAaToqH0M H3bACHHTenbHOM rpaMMaTHqecKoro BPeMeHH He Met-IReTCR (coxpaHgercq, KaK B npBM0i peHH).

ECTIH rnaron B rnaBHOM npeAnoxeHHH ynorpe6nqercq B Past Simple, TO B t1PHAaroqHOM H3bRCHHTenbHOM eper,teHa H3MeHmOTCB cneAYlOL4HM 06paaorvt:

'IPBMAR PEHb				KOCBEHHAR PEHb
Present Simple				Past Simple
"l like playing tennis. "			He said that he liked playing tennis.
Present Continuous				Past Continuous
"We are having dinner. "			They said (that) they were having dinner.
Present Perfect				Past Perfect
"He has been to Rome. "			She said (that) he had been to Rome.
Past Simple		Past Perfect
"We lost our cat"			They said (that) they had lost their cat.
Past Continuous		Past Perfect Continuous or Past Continuous
"I was music. "	listening	to	He said he had been listening/he was listening to music.
Will		Would

then, immediately that day the day before, the previous day the next/following day that week the week before, the previous week the week after, the following week

GR12

r par..waugqeco•tü

ago before here there

Reported Questions — Bonpocbl B KOCBeHHO¥1 pe^t-IH

Bonpocbl B KOCBeHHoä peqv•1 06bHHO 06pa3YE0Tcq nph nOMOU.1H rnaronog ask, inquire, wonder BblPaXeHHR want/would like to know.

Koraa sonpoc 8 npBM0i peqH HaqHHaercg c BOt1POCHTeJ1bHOro CJIOBa (who, where, how, when, what, T. sonpoc B KOCBeHHoÿ1 pegg HaqHHaeTCR C Toro ye BonpocmeJ1bHoro cnoBa.

"How do you know this?" he wondered. (npfiMaa pegb)

He wondered how I knew that. (KOCBeHHafi peqb)

Korna gonpoc B npRMOŽ pet.4H HaqHHaercq CO acnoMorarent,Horo rnarona (be, do, have) MoaanbHoro rnarona (can, may), Bonpoc B KOCBeHHOž peyH 06paayercq npH noMOU4H if HJIH whether.

"Are you going out?" she asked. (npRMag pegb)

She asked me if/whether I was going out. (ROCBeHHaq pegb)

B gonpocax B KOCgeHHOÿt peg" nopRA0K CTIOB npqrqoi: nomexaulee, cKaayeMoe H T. A. BonPOCHTeT1bHblž 3HaK H raKHe CJIOBa H BblPa>KeHHB, KaK please, well, Oh H r. n., onycKaOTcq. BpeMeHa rnaronog, MecyoHM•eHHR H BblpaxeHHR, 0603HaqaK)14He BPeMR H3MeHBK)TC51 TaK He, KaK H B yreepamenbHbtx npeanoxeHHRx.

"Have you seen Laura today?" she asked him. (npqraaq peqb)

She asked him if he had seen Laura that day. (KOCBeHHaq peqb)

Indirect Questions — KOCBeHHble BOTIPOCbl

KOCBeHHbae gonpocbl yr10Tpe6JIB0Tc.9, Koraa He06XOAHMO cnpocHTb co•Bera Y3HaTb KaKyo-JIH60 MHCþopt•aaqmo. OHH 06pa3YK)TcB TIOMOLUH

BblPayœHHÖt: Could you tell me ...?, Do you know ...?, I wonder I want to know I doubt ... H T. n., a rnaron HMeeT yrsepaareJ1bHYK) cþopMY. ECJIH KOCBeHHbli sonpoc HaqHHaeTCB c I want to know . I wonder . gnu I doubt 3HaK BOnpoca onycKaercq. IIOP9AOK CTIOB npBMoŽ. npgMan pegb "How much is this?"

KOCBeHHbli Bonpoc

Could you tell me how much this is?

Reported Commands/ Requests/ Suggestions — YKa3aHhB/npocb6bl/ npeanoxeHHR B KOCBeHHOü peqH

YKa3aHug/npocb6b1 ,/npeAnoxeHHR B KOCBeHHOÿ1

pegH 06pa3yt0TcR c rt0M0L4bb0 rnar0J10B (advise, ask, beg, suggest, tell), nocne KOTOPblX cneAyer HHCþHHHTHB c qacTHueü to, -ing cþopMa rnarona 11PhAaTONHoe OTHOCHTe$1bHOe C that, B 3aBHCHMOCTH 0T ucn0J1b3yeMoro rnarona.

"Watch your step," she told me. She advised me to watch my step. (ytcaaaHHe)

"Please, don't tease me," she said. She begged me not to tease her. (npocb6a)

"Let's watch a film," he said. He suggested watching a film. (npeanoxeHHe)

"You'd better see a doctor," she told me. She sugested that I (should) see a doctor. (npemoxeHHe)

Reported Orders — npHKa3bl H pacnopqxeH1•tq B KOCBeHHO¥1 pet-IH

rlPHKa3bl H pacnopsxeHHfi B KOCBeHHOi pee-IH BBOAfiTC9 c rlOMOU.1btO rnaronoa order, tell + 5b + (not) to-infinitive.

"Close the window!" he said to them. (npRMag peqb) He told them to close the window. (KOCBeHHaq peqb) "Don't say anything!" she said to me. (npqrqan peqb)

She ordered me not to say anything. (KOCBeHHaq peqb)

MOWIbHble rnaronbl B KOCBeHHOVi pequ

Koraa npeanoxeHHe B KOCBeHHoü pequ OTHOCHTCB K npoueAL.ueMY BPeMeHH, MOAa.nbHbje rnaronbl npu nepeB0Ae B KOCBeHHYFO pet-lb U3MeHmOTCf1 cnenyou4HM 06pa.30M: will/shall would, can could (OTHOCHTCA K MOMeHTY peqH)/would be able to (OTHOCHTCB K 6ynytueMY), may might/could, shall should (npocb6a aaTb COBeT)/ would (06pau4eHHe aa HHcþopMauHeŽ)/offered (npeanoxeHHe), must must/had to (06R3arenbCTBO) must He H3MeHÆT cBoeŽ 4)OPMbl), needn't didn't need to/didn't have to (OTHOCHTCB K MOMeHTY pequ)/wouldn't have to (OTHOCUTCB 6yaytueMY). Would, could, used to, mustn't, should, might, ought to H had better OCTatOTCfi HeH3MeHHbtMH npu nepesoae B KOCBeHHYto pet4b.

npRMaq pegb KOCBeHHaq pegb

He said, "I will never go		He said (that) he would
there again. "		never go there again.
He said, "I can't fix		He said (that) he couldn't
this. "		fix that.
He said, "I can come		He said he would be able
tomorrow. "		to come the next/ following day.
He said, "l may leave		He said (that) he might
early. "		leave early.
He said, "How long shall		He asked how long we
we wait?"		should wait.
	He said, "Shall I give		He asked (me) if he
	them the news?"		should give them the news.
	He said, "Shall I help		He offered to help me
	you carry the box?"		carry the box.
	He said, "You must sign		He said (that) I had to
	this form. "		sign that form.
	He said, "She must feel		He said that she must
	relieved. "		feel relieved.
	He said, "They had		He said that they had
	better come on time. "		better come on time.
	He said, "You needn't		He said (that) I didn't
	buy any milk. "		need to/didn't have to buy any milk.
	He said, "The students		He said (that) the
	needn't bring their		students wouldn't have
	books tomorrow.		to bring their books the next/following day.
	He said, "You should		He said (that) I should
	send me an email. "		send him an email.

rpaMMaTHuecKH>

MODULE 7

Modals — MOWIbHbte rnaronbl

K MOWIbHb1M rnaronaM OTHOCRTCR can/could, may/ might, must/have to, ought to, shall/should, will/ would.

CÞopMa MOWIbHb1X rnaronoe, KPOMe have to, He H3MeHgeTCR.

noc.ne MOWIbHblX rnaronoe cneayer HHCþHHHTHB 6ea qaCTHUbl to. HO: have to do; ought to do. M0W1bHble rnaronbl yr10Tpe6nqeorcs nepeA nomeHat.UHM B B011POCHreJ1bHb1X npeanoxeHHRx. B OTPHuaTenbHblX nocne HHX ynorpe6nsercq qacTHua not. KorAa 3a MOAanbHb1M rnar0J10M cneayer HHCþHHHTHB CMb1C110BOrO rnarona, OH OTHOCHTCA K 8 Hacrogu.4eM 6yayuaeM. He should wash his car more Often. Koraa aa MOWIbHb1M rnarono•M cneayer nepcÞeKTHb1ž HHCÞHHHTHB, OH OTHOCHTCB K aeäcrBHK) B npounoM. He should have washed his car before he left for his trip.

/Aonr/He06x0AHMocTb

Must: Bblpaxaer Aonr/cTporoe 06B3arenbctB0 caenaTb qro-nH60, noKa3b1BaeT, 'ITO KaKoe-nH60 AeHCTBHe KpažHe He06XOAHMO.

If the pain persists I must see a doctor.

Have to: Bblpaxaer 06YCDOBneHHYlO 06cTORTertbCTBaMH He06XOAHMOCTb.

The vet says we have to give some medicine to

Had to — cþoptqa npoweawero apetv1eHH nnq must H have to.

Should/Ought to Bbjpa>Kaer 06R3are11bCTBO, PeKOMeHAaUhiO.

You should send her a card for her birthday.

OTCYTCTBHe He06XOAHMOCTH

don't have to/don't need to/needn't: Ynorpe6ngercn, Koraa Her He06XOAHMOCTH AenaTb qro-nH60 B HaCTOnu.1eM 6YAYl.ueM. You don't have to buy extra bread. You don't need to tell them if you're leaving earlier. She needn't go on a diet.

didn't have to: Ynorpe6ngercq Ann 0603HaqeHHR OTCYTCTBHB He06XOAHMOCTH B npownoM. HeH3BeCTHO, 6btno 3T0 caenaH0 Her. They didn't have to go shopping yesterday. (HM He HaAO 6bjno HATH Mara3HH eqepa.)

PaapeweHHe/3anper

Can/May: Ynorpe6nmorcq Ann Toro, 9T06bl nonpocHTb pa3peu.JeHuq/pa3pe1"HTb qTO-nH60. May RBngeTC9 60nee q)OPMaJ1bHb1M, qeM can.

Can/May I borrow your pen? Yes, you can/may. Mustn't/Can't: Ynorpe6nqercq, Koraa 3anpeueH0 qro-nH60 Aenatb (npaBHnaMH, 3aKOHOM).

You mustn't/can't talk loudly in the library.

B03NO*HOCTb

Can + Ynorpe6nqercg A.'IB 0603HaqeHHR B03MO>KHOCTH, BePORTHOCTH

It can get pretty cold up here.

Could/May/Might + Ynorpe6ngeTCB

BblPaxeHHR B03MOHHOCTH aeäCTBHR B onpeAeneHHoÿt CHTyaL4Hh.

It might be cold today, so bring an extra jumper.

IlpHMegaHHe: can/could/might MOYCT ynorpe6MTbCR B aonPOCHTenbHblX npeanoxeHHqx, may He

MOHeT. Where could I buy a good coat?

Could/MighUWould + ne*KTHb1i

Ynorpe6nqercg, Koraa pegs HAeT o aežCTBHH B npoun•0M, KOTOpoe 6bIJIO B03MO>KHO, HO He np0H30umo. I could have lent you some money, but I hadn't been paid yet.

(DOPMbl "HCþHHHTHBa 06pa3Yi0Tcq cneAYOL4HM 06pa30M•.

Simple Infinitive: (to) go Continuous Infinitive: (to) be going

Perfect Infinitive: (to) have gone

Perfect Continuous Infinitive: (to) have been going

CnOC06HocTb/HecnOC06HOCTb

Can BblPayaeT cnOC06HOCTb CAenaTb HTO-nH60 B HacroqueM 6YAYLUeM.

our dog.Could Bblpaxaer CnOC06HOCTb AenaTb HTO-nH60 B GR 14 np0LLIT10M.

He can perform magic tricks.

She could work longer hours when she was younger. Was(n't) able to Bbtpaxaer (He)cnoc06HOCTb caenatb qro-nH60 B npownoM. He was(n't) able to attend yesterday's meeting.

Couldn't Bblpaxaer HeCnOC06HOCTb BblnonHHTb AežCTBHe B npotunoM.

Daniel couldn't swim when he was three. He couldn't/wasn 't able to swim yesterday because it was a bit chilly.

Jlorgqecxge

Must — yn0Tpe6ngercq, KorAa ecTb nonHaq YBepeHHOCTb B npaBAHBOCTH AeHCT8HS1 B HaCTOBtueM npouJJ10M. He must be very upset, now that he's heard the bad news.

Tom looks guilty. He must have done something wrong.

May/Might/CouId — ynorpe6nqercq, Koraa eCTb BeP09THOCTb, aeACTBHe, B03MOXHO, np0hcxoAHno npoucx0AHT.

There's a lot of traffic today so John might be late. Sue may have returned your book. Check your desk. Can't/Couldn't — ynorpe6nneTcq, Koraa AehcrBHe HeB03MO>KHO (B npouJJ10M HnH HaCTOgueM).

The TV can't/couldn't be broken. It's brand-new. She couldn't have said something so rude. She is an extremely polite person.

KPHrugecKHe aueqaHHR

Could: You could at least be polite to her. (Haaoqtuee BpeMR)

You could have waited for them to come. (npotueAuee speMB)

Should: He should be more patient. She should have apologised to them. (HO OHO He cðenana 3,770) Ought to: She ought to stop wasting her parents' money.

npeAnoxeHHR

Can: Can I bring you something else?

Would: What else would you like?

Shall: Shall I pick you up from work? Can/Could: We can rent a DVD. We could go on a picnic.

BePORTHOCTb

Will: He will ask her to marry him. (100% yæpeHHOCTb)

Should/Ought to: They should/ought to be here soon. (90% YBePeHHOCTb; TODbKO 6yayuaee apeMq; 3T0 BeP051THO)

r paMMaTHqecKHöi cnpasoqHHK

COBer

Should: 06b1UHb'i coger

She should seek the help of a professional.

Ought to: 06btgHbli coger

Everyone ought to recycle.

Shall: npocb6a o COBere

Shall I complain to the Principal?

MODULE 8

Conditionals: type 0/1 — npHAaToqHbte npeanoxeHH9 yc110BHR (Thn O/ I)

Conditionals (type O) Hcnonb3Yi0TcB

BbtpaxeHHR 061.genpHHRTbtx HayqHblX CþaKTOB. B 3TOM THne rtPHAaTOYHbtx npeAJ10>KeHHü YCDOBHfi MOXHO Hcnonb30aaTb when BMeCTO if.

npHAaroNHoe c if	rna0Hoe npennoxeHHe
If/When + present simple Present Simple
If/When yellow is mixed with blue we have green.

Conditionals (type I) Hcnonb3YiOTCfi Ans onucaHHfi peanbHoi gePOBTHoi CHryauHH B 6YAytuer.1.

npHAaroqHoe c if

rnaÐHoe npeanoxeHHe

If + Present Simple Future Simple, Imperative, can/must/may, etc infinitive

If Tom comes home early, he will have time fo reading.

If Tom comes home early, we can go to the cinema.

ECJIH npHAaroqHoe YCJIOBHB CTOHT nepea rnaBHbIM npeAnoxeHHeM, OHH aanmoä. ECJIH rnaBHoe npeanoxeHHe CTOHT nepen nPHAaTOMHb/M c if, 3an*Taq He CTaBHTC9.

rlPHMegaHHe. C TIP"aaTOHHblMH npeanoxeHH9MH ycn0Bhf1 (Tun 1) ucnont,ayercq unless (ecm•t He) + rnaron B YTBePAHTenbHoi if + rnaron B 0TPHgaTeJ1bHoÿ1 cþoprae).

I won't tell you anything unless you promise to keep it a secret. (l won't tell you anything if you don't promise to keep it a secret.)

Conditionals: type 2 & 3 — flPHAaTOqHble npeAnoxeHhR YCJIOBHR (Tun 2 & 3)

Conditionals (type 2) gcnonb3Y'0TCB

BblpaxeHHB B006paxaeMOÀ CHTyaUHH, KOTOpaR ManosepoRTHa AM HaCTORLUerO H 6yayuaero. B nPHAaTOHHOM npeanoxeHHH C if B I-M H 3-M JIHue

r cnpagouH¼R

eAHHCTBeHHOrO qgcna ynorpe6nmorca KaK were, raK H was. Taeo«e Hcnonb3ytorca CTPYKTYPbl If / were you Toro, gr06bl garb COBeT.

npHAaT0HHoe C if

rnaBHoe npeAJ10MeHHe

If + Past Simple/ would/could/might + Past Continuous bare infinitive

If Pete lost his job, things would be very difficult for this family.

If I were you, I wouldn't buy those shoes.

If they weren't making so much noise, I coul concentrate on my work.

Conditionals (type 3) Hcnonb3Y'0Tcs Ans orlHcaHHB Hepea$1bHoñ cmyaUHH B npounoM. OHH Taxye ncn0$1b3YEOTCR Ann BblPaxeHHa COXaneHHB

KPHTHKH.

rlPHaaTONHoe c it rnaBH0e npeanoxeHHe

If + Past Perfect/ would/could/might +

Past Perfect Continuous bare perfect infinitive

If our team hadn't lost the match, it would hav won the championship.

If they had been driving more carefully, th wouldn't have had an accident.

GR16

Irregular Verbs

Infinitive

Past

Past Participle

Infinitive

Past

Past Participle

be bear beat become begin bite blow break bring build burn burst buy

can catch choose come cost cut deal dig do draw dream drink drive eat fall feed feel fight find fly forbid forget forgive freeze

get give go grow hang have hear hide hit hold hurt

keep know lead learn

was bore beat became began bit blew broke brought built burnt (burned) burst bought

could caught chose came cost cut dealt dug did drew dreamt (dreamed) drank drove ate fell fed felt fought found flew forbade forgot forgave froze

got gave went grew

hung (hanged) had heard hid hit held hurt

kept knew

led learnt (learned)

been born(e) beaten become begun bitten blown broken brought built burnt (burned) burst bought

(been able to) caught chosen come cost cut dealt dug done drawn dreamt (dreamed) drunk driven eaten fallen fed felt fought found flown forbidden forgotten forgiven frozen

got (gotten) given gone grown

hung (hanged) had heard

hidden hit held hurt

kept known

led learnt (learned)

leave lend let light lose

make mean meet

pay put read ride ring rise run say see sell send set sew shake shine shoot show shut sing sit sleep smell speak spell spend stand steal stick sting swear sweep swim

take teach tear tell think throw understand

wake wear win write

left lent let lit lost

made meant met paid put

read rode rang rose ran said saw sold sent set sewed shook shone shot showed shut sang sat slept smelt (smelled) spoke spelt (spelled) spent stood stole stuck stung swore swept swam

took taught tore told thought threw understood

woke wore won wrote

left lent let lit lost

made meant met paid put

read ridden rung risen run

said seen sold sent

sewn shaken shone shot shown shut sung sat slept smelt (smelled) spoken spelt (spelled) spent stood stolen stuck stung sworn swept swum taken taught torn told thought thrown understood

woken worn won written

List

MODULE 1

advise (у) советовать approach (у) приближаться avoid (у) избегать benefit ibgruflt,' (п) польза, помощь, поддержка bite ,'ђЩIЈ (м) кусать, обкусывать blush (у) краснеть от смущения bright ,Ъгап/ (adj) яркий carjng [Кеагщ/ (adj) заботливый, внимательный dench ,/klenW (У) сжимать (кулаки), стискивать (зубы) comfortable №mftab'L' (adj) удобный, спокойный confident ,'knnf1dant,' (adj) уверенный contents /kantents' (п) содержание conversation (п) разговор, диалог cross /kmsl (у) скрещивать develop /dwelap,' (у) развивать(ся) easy-going qaum„' (adj) лёгкий в общении епег;у ,QnarcbI,' (п) энергия, сила eyebrow /щЬгао/ (п) бровь fancy /f;enslj (у) нравиться, любить fist [f»t/ (п) кулак f[exible (adj) гибкий, податливый, мягкий furious ,'ђцапау' (adj) разъярённый, свирепый gesture 'jestJa"' (П) жест, телодвижение impress ,hmprgs' (м) производить впечатление, поражать irritab[e (adj) раздражительный likely ЛщК11Ј (adv) вероятно narrate (у) рассказывать nervous lna;vas,' (adj) нервный opportunity (п) возможность (что-либо сделать) optimistic (adj) оптимистичный palm /рщт/ (п) ладонь, ладошка passion (п) страстное увлечение, страсть patient /puf”ntj (adj) терпеливый persuade fpasweyd/ (м) убеждать pessimjstic /pesmust11Q' (adj) пессимистичный positive (adj) позитивный, положительный postpone /раш;раџп,' (v) откладывать (на более поздний срок), переносить по времени predict !pndlkt/ (у) предвидеть, прогнозировать purpose (п) цель puzzled (adj) озадаченный quality {kwnht1/ (п) качество, особенность, черта характера raise ,'ruzJ (м) поднимать react (У) реагировать, отзываться reason (п) причина retiabte (adj) надёжный, заслуживающий доверия scratch (У) царапать, чесать selfish /selfIfi (adj) самолюбивый, эгоистичныЙ sensitive /sensltw/ (adj) чувствительный, впечатлительный, НфКНЫЙ

Silent «щ|апт,' (adj) молчаливый, тихий Sincere /smsp¶ (adj) искренний, честный stranger Ыгипсђа,' (п) незнакомец

WL1

stay [steI/ (у) оставаться stubborn /stdba^tn/ (adj) упрямый sweat jswet,' (у) вспотеть, запотевать sweaty /swetlj (adj) потный, вспотевшиЙ tap (У) стучать, постукивать task ftcsk/ (п) задача, задание, дело tip /цр/ (п) подсказка, совет

Phrasa[s & Phrases

ЬгеаК the ice нарушить молчание, сделать первый шаг, начать общение саге about заботиться о ком-либо или чем-либо do things one's own way делать что-либо по-своему

get involved in быть вовлечённым (во что-либо), включаться get sb down огорчать get to know узнавать hetp out выручать, помогать help sb through помогать кому-либо в трудной ситуации jt's worth it это того стоит; это стоит сделать [ооК away отводить взгляд, смотреть в сторону

[ооК serious выглядеть серьёзным, иметь серьёзный вид shrug one's shoutders пожимать плечами

aggressive (adj) агрессивный, злой, раздражённый annoyed /an;udf (adj) раздражённый argument (п) доказательство, аргумент attitude (п) отношение, позиция disbetief (п) неверие, недоверие enthusiasm (п) энтузиазм, воодушевление fat[ ,/fxL/ (м) падать, опускаться greet (ч) здороваться, приветствовать jndeed /mdi;dl (adv) в самом деле, в действительности move (у) переезжать, переселяться neighbourhood ln<lba^fhud/ (п) округа, район otd-fashioned (adj) старомодный pleasure (п) наслаждение, удовольствие pretty t'pr•ltI/ (adv) довольно, достаточно privacy lpnvasl, (п) уединение, личное пространство rather ЈгщДа¶ (adv) немного, довольно, слегка re[ationship 1гпцГп.Пр,' (п) отношение rjse [гща' (У) подниматься sarcasm lswfktezamj (П) сарказм, колкость, ирония Sing[e (adj) одинокий, холостой, незамужняя suspicious (adj) подозрительный turn (16) (У) достигать 16-летнего возраста vjew Л'јщ' (п) мнение, точка зрения welcome (у) приветствовать

Phrasals & Phrases

а bit немного end ИР (in) закончить чем-либо get оп well wjth хорошо ладить с кем-либо hang out with проводить время, общаться с

for ages давно, долгое время

Is this seat taken? 3TO Mecro 3aHBTO?

It could be better Morno 6b' 6blTb H nyyue Make yourself at home. ¹4YBCTByñfre) ce6q Kak AOMa. not catch sth He PaCCJ1blU.jaTb, He rtOHBTb qro-JIH60 only child eAUHCTBeHHblñ pe6ëH0K B cervibe take care of aa60THTbCR

What's up? LITO cnyqunocb? B qeM Aeno?

lc

A level lgv01/ (n) 3K3araeH no nporpaMMe cpeAHeÀ

LUKOJ1bl (np0ABHHYToro YPOBHA) attic ,/ætrW (n) qepAaK, Mat-Icapaa cool Ikul] (adj) KnaCCHblü, cute Ikju•t] (adj) npHBneKaTenbHblñ, MHJIOBHAHb1ž,

C006Pa3HreT1bHb1ü definitely /dgfirutll/ (adv) onpeaenëHH0, BCHO, roqHO diary /dunn/ (11) AHeBHHK duration /djure1Pn/ (n) ATIHTeDbHOCTb emphasis /emfasrs/ (n) oc060e 3HaqeHHe, atcqeHT, yaapeHHe fail /fgJI/ (V) TepneTb Heynaqy, np0BaJIHTb (3K3atqeH) intention I:ntenJ'n/ (n) HaMepeHHe interrupt hntarspt/ (v) npepbtaaTb, nepe6HBaTb (pæroBop) irritation (n) pa3ApaxeHHe literature (n) nHTeparypa local (adj) MeCTHbti messy Imgsr/ (adj) rpA3Hb'ž, 6ecnopqaot4Hbl> naughty Ina•tIJ' (adj) Henocnyu.JHblñ, uaJIOBnHBbli permanent ipx^rmanant/ (adj) nOCTOBHHb1ž prediction /prrdlkfn/ (n) nporH03HpoBawe, npeacKaaaHHe scholarship /sk2Prf1p/ (n) CTHneHAHfi shoelace /JuIels/ (n) LUHYPOK simultaneous Isrmalteuuas/ (adj) OAHOBPeMeHHblñ state 'stew (n) COCTOAHHe Stuff /ståt7 (n) Bet-UPI, HMYU4eCTBO, xnatvl trip /tnp/ (V) cnOTKHYTbCR Phrasals & Phrases

come across HaTKHYTbCA, HaronKHYTbCfi for a while Ha BpeMR; Ha HeKOTopoe BpeMB have an early night paH0110>KHTbC9 cnaTb pick st) up noage3TH, noa6pocHTb Koro-nH60

(HO MatUUHe) rather than cKopee, qeM run Off YXOAHTb, y6eraTb,0T6eraTb

Id

acquaintance /akwemtans/ (n) 3HaKOMblÞi almond-shaped /xImandJerpt/ (adj) MHHaaneBHAHblÿt;

OBaJ1bHb1¥1 average /ævartcv (adj) 06bjqHb1ÿt•, cpeAHHŽ; HOPMaJ1bHb1ñ bossy (adj) enaCTHb/ä; nt06SU4Hÿf pacnopgxatbcn build I'bLId/ (n) TenocnoxeHHe colleague /kpli:q/ (n) Konnera

HeAOBOJ1bCTBO creative ,ikncltlv/ (adj) TBOpqeCKHž disagree ,/d1sagrW (v) He cornau.jaTbcq dull /dål/ (adj) YHblJ1blŽ•, CKYHHblh; 6eCTOTIKOBb1ÿ energetic lenarcbetlk,' (adj) 3HeprHHHblŽ,• aKTHBHbllž generous /cbenaras/ (adj) BenHKOAYUJHblW, UleAPblh;

6narop0AHblÿf ginger ,/ct3Jncba^T/ (adj) Pbi>KeBaTblvi,•

OPaHxeBO-KOPHqHeBbtñ; HM6HPHblÿ1 humorous fhjgrnaras/ (adj) seceJ1btÿ; CMeUJHOV1 idiom /ldram/ (n) MAHOMa, HAHOMaTyqecoe BblpaxeHHe middle-aged Inud'l el(td/ (adj) CPeAHHX ner moody (adj) nerK0 noaaa'0L4Hñcq CMeHap.1

HacrpoeHHR; yrpOMblž; nephew Inefjuý (n) nneMfiHHHK niece (n) nneMRHHHua plump /plamp/(adj) nyxnblä present /prrzent/ (v) npeacraBTIRTb; nOKa3blBaTb shoulder-length /Jaulda^rIgn6/ (adj) AllHHOž AO nneq sporty /spx^rtJ] (adj) CTIOPTHBHb1h sensible /sensrb'l/ (adj) pa3YMHblä,• 3APaBOMblCJIBL.Uhü

stepmother /stgpmnða/ (n) Maqexa sense /sens,/ (n) qyBCTBO talkative /txkauv/ (adj) paar0BopYHBblñ

Phrasals & Phrases

a piece of cake nycTNHoe Aeno; nërKoe Aeno; nerK0 H npocro be a pain in the neck C03AagaTb np06neMbl depend on sb 3aBHceTb 0T Koro-nH60, nonaratbcq Ha

Koro-11H60 drive st) crazy CBOAHTb KOrO-JIH60 c YMa go grey CeAeTb (0 Bonocax)

hold one's tongue aeP>KaTb R3blK aa 3Y6aMH; npHKYCHTb

R3blK; aar•aonqaTb get on sb's nerves AeäCTBOBaTb Ha HepBbi run into HeO>KHAaHHO BCTPeThTb; CTOTlKHYTbC9;

HaTKHYTbCR speak your mind Bbtpaxatb MHeHHe turn sth down y6aBHTb (3BYK, caer)

abbreviation labrtvreul^žn/ (n) a66peauarypa; coKpatueHHe anniversary /ænrvz^rsanj (n) rOAOBU4HHa (CBaAb6bl) arrival iaruvJI/ (n) npH6btTHe, HOBOPO>KAëHHbIä attend Intend/ (v) rlP"CYTCTBOBaTb,• noceu.latb colloquial ,'kalauk-vual! (adj) pa3r0BopHb1ü congratulate /kangræt$uIeIV (V) n03ApaBJIRTb degree /dtqri;i (n) 3BaHHe, yqëHaq creneHb grateful ('greitful/ (adj) 6naroaapHblñ; nPH3HarenbHblñ greeting card kgtd/ (n) r)03apaBHTeTlbHaR

OTKPblTKa linker /llnkar,' (n) CBB3Ka (CJIOBO-CBR3Ka) recovery /rrksvarr/ (n) Bb13aopoaneHhe remark irrmŒ^tk,ⁱ(n) aarqeqaHHe; perqapKa scholarship /sknPr.ftp/ (n) cTHneHAHA speedy /sptdJ/ (adj) 6b1CTPblh sympathy ,SImpa01/ (n) CORYBCTBHe; coxaneHHe uni university) (n) YHHBePCHTeT wish /wÚ/ (v) xenaTb

Phrasals & Phrases

be back on one's feet BCTaTb Ha HOrH,nonpaBHTbCS be stuck in 3acTPBTb rae-JIH60 Catch you later! YBHAHMCB! Good luck! HenaE0 ycnexa! yaaqH!

find out BblBCHHTb; Y3HagaTb; noHRTb in no time CKOPO

I f

attractive /atrektrv/ (adj) rlPHaneKaTef1bHblñ careless /'Wlas/ (adj) He6Pe>KHb1ý1, 6ecneMHb1Ž close /klužs/ (adj) 6nH3KHñ communicate /kamjlvmkelt/ (V) 06tuaTbCB educated /gdjukeitld,/ (adj) 06Pa30BaHHblñ enjoyable (adj) rlPHBTHblñ fond /fnnd! (adj) generous (adj) tueAPbtŽ, 6narop0AHblä helpless /hglplas/ (adj) 6eCnOMOL4Hblÿf jealous (adj) PeBHHBblü; 3a8HCTJIHBb1Ž keen (adj) 3aHHTePeCOBaHHb1Ž proud /praud/ (adj) ropAblVi recover /r1kAva^r/ (V) Bb13AOPaBTIHBaTb report /npx^rt/ (n) A0Knaa; orqëT romantic (adj) POMaHTHqeCKHž stylish (adj) CTHT1bHbtü successful Isaksesftsl/ (adj) ycneWHblž suffix fsAf1ks/ (n) cycþcþHKc traditional ltradlfan^alJ (adj) TPaAHUHOHHblä

Culture Corner 1

acceptable /akseptab'l/ (adj) npueMneMbtÿ, aonycrm.lbti affectionate {afgkfanaU (adj) naCKOBblñ, Hey<Hblÿ1 avoid (V) H36eraTb behaviour /blhegvja/ (n) nogeaeHHe belief biltf/ (n) aepa bunch /hAntJ/ (n) 6YKeT cheek (n) u.4eKa chuck f!ßk' (n) apyr, aertca (HeØopmaJ7bHoe 05paugeHue) custom fkAstam/ (n) 06blqaž exist /tgnst/ (v) CYU.4eCTBOBatb guv /gzw/ (n) napeHb (HeØOPMa,7bHoe 06paugeHue) handshake Ih&ndfelk./ (n) pyKonoxaTHe host /haust/ (n) X03AHH (ð0M0) hug (n) 06bSTHe mate /mglt/ (n) TOBaPh14, apyr, npuqrellb offend /êfend/ (v) 06H>KaTb politics 'pulltlks' (n) nonHTHKa relative /rglauv/ (n) POACTBeHHHK religion (n) penuruq reserved /nzx^rvd/ (adj) CAePyaHHblñ respect /nspgkt] (v) ygaxaTb rude Inrd/ (adj) rpy6blVf socialising /JOuralmztn' (n) 06LueHHe

Phrasals & Phrases close friends 611H3KHe drop in 3axOAHTb B rOCTH, 3arT19AblBaTb, Hage1.gaTb marital status cetqeñHoe

WI-3

social etiquette 3THKer, HOPMbI noBeaeHHR B 0614ecTBe small talk nërtcas 6eceAa Across the Curriculum: PSHE

accuse (v) 06BHHflTb anger Lgnga¶ (n) rHea apologize /apnlacbam' (v) H3BHHRTbCfi argument (n) cnop blame /blum/ (V) BHHHTb, 06BHHRTb bother /bnôa/ (V) HaAOeaaTb, AOKyqaTb

byway /barveL/ (n) npocëJ10MHan Aopora; Tuxaq aopora cloudless /klaudlas/ (adj) 6e306naqHb1> conflict ,'knntllkt/ (n) KOHC#JIHKT, np0THBopegue control ,'kantraul/ (V) KOHTPOf1HPOBaTb detour /dttua^r,' (n) 06Þe3A, 06XOA; ORO'1bHblñ nyTb dim Idrml (adj) TYCK11b1Ü, TYMaHHb1> disappointed (adj) paaoqapogaHHblü flexible /fleks1b3L/ (adj) ru6KHŽ, ycrynHHBbIh focus /hukas,' (V) cocpeAOTOHHTbC$1 forgive /fargrv'/ (v) npou.ÅaTb frustrated (adj) paCCTPoeHHblh handle (V) ynpaanqTb, per-yr1HPORTb highway /harwel/ (n) wocce minimise (V) npeytqeHb1LjaTb, CHuxaTb AO

MHHHMYMa natural Inetrral/ (adj) ec:reCTBeHHblä open-minded /aupan mamdld/ (adj) U]HPOKHX BarnBAOB,

BOCr1PhHMqHBblÞ1 opinion /oplnjanJ (n) MHeHHe process /prausesi (n) npouecc resolve In-zulv{ (V) npHHHMaTb peweHHe, pa3pewaTb

(KOHcþJIHKT) shame (n) CTb1A slack (adj) HeaaTf1HYTb1ñ, HeHaTAHYTblü, cna6btñ

swear /swga^r/ (V) pyraTbcq, 6PaHHTbCfi taut /txt/ (adv) Tyroñ, HaTBHYTblh thunder /6Anda¶ (n) rpoM thruway (n) aarocrpaaa, aBTOMarhCTpaDb Willing (adj) rOTOBb1V1 caenaTb qro-nH60

Phrasals & Phrases

boss around rlPhKa3btBaTb, ynpaennTb KeM-$1H60 call smb names 063blBaTbCR COOI Off OCTb1Tb, YCnOKOHTbCR deal with naAHTb (c moðbMu), HMeTb aeno c KeM-TIH60, qeM-JIH60 get back at MCThTb move on npoaonxaTb, ABHraTbCR nanbl.ue practise what you preach AenaTb TaK, KaK roBoph11Jb show up npoqgnmb(cn), noKa3bleaTb step by step war 3a tuaroM, CUCTeMaThgeCKH, nocreneHH0 the pros and cons AOBOAbi aa H np0THB

MODULE 2 2a

airport (n) aaponopr allergic /alg: ^rcblk/ (adj) annepl"HqecKHü, 6blTb nOABePxeHHblM anneprHH

appealing (adj) npHBneKaTeT1bHblñ attractive (adj) npHBneKareJ1bHblÿt baked ,/bukt} (adj) neqëHblñ (6 ðyxoBKe) balanced (adj) raPMOHHUHb1Ü, C6anaHCHPOBaHHblñ biscuit {blsklt/ (n) neqeHbe boiled /b211d/ (adj) BapëHb1Þl boxed /bnkst/ (adj) B Kop06Ke canteen /kænttn/ (n) cronOBafi certain /szrt•nl (adj) onpeaenëHHblä character /kænkta^r,' (n) nepcoHax; repo" ('PunbMa,

KHZ.'êU) creamy /krtmt} (adj) CJIUBONHbiñ, KPeMOBblä, XHPHb1> course /kxrs/ (n) 6J10AO (qacTb 06ena) create /krreyt/ (V) C03AaBaTb crisp /knsp/ (n) qv•tnc delicious /dlllfas' (adj) diet /dmat/ (n) AHeTa dish /dlll (n) 6mOAO effort ,'gfart/ (n) nonblTKa encourage (V) 060APBTb, BOOAyweBnRTb,

BCenqTb Haae>KAY fried /fruld/ (adj) xapeHbiž frozen ,/frNžzan} (adj) 3aMopoxeHHb1ñ gain /geyn/ (V) nph06peTaTb, nonyqaTb, A06HBaTbCfi grilled /gnld/ (adj) 3a>KapeHHblV1 aaneqëHHblä Ha

pewëTKe important (adj) Ba>KHblñ lunchbox (n) Kop06Ka 3.agrpaKa mashed (adj) pa3MBTbli,nepeMewaHHblŽ meal Imi•l} (n) eAa, rlhl-ua nourishing InanJL1),' (adj) HaCbueHHbt", nmareT1bHblÜ nursery school /nx^rs^arl skull (n) aeTCKH" caa origin (n) overcooked huvarkUkt/ (adj) nepegapt2HHblÿ1 pickled /pik'ld/ (adj) MaPHHOaaHHblž poached /p.utJt] (adj) B MewoqeK (o CBaPeHHOM Biue) portion gpa•TnJ (n) nopuHB prepare /pnpga^r/ (V) npuroTOBHTb, rOTOBHTb raw (adj) Cbtpoü roast ,/rpusti (adj) 3axapeHHblŽ, aaneqëHHblñ rule /ru;l} (n) npaBHJ10 sauce /sxs/ (n) coyc, npunpaaa, nonnuga scrambled (adj) CMeUJaHHbIÞt shaped IJC1pt/ (adj) HMe'OU4Hñ cþopMY sour /saua^r,' (adj) KHCJ1b1ü spicy Ispagsr/ (adj) npAHblñ, aPOMaTHblñ, OCTPb1Ü therefore /òea^rfa•r,' (adv) n03T0MY, TaKHM 06pa.30M,• no

3T0ü npH'4HHe typical ,'tlplk'l/ (adj) tasty /teJstI/ (adj) train station /trglll stgiPn/ (n) xene3HOA0P0>KHaq

CTaHLIH9 undercooked Isnda^rkukt/ (adj) HeAOgaPeHHblŽ vegetarian /vectrtærran] (n) Bererapyat-teg vinegar (n) YKcyc weight (n) aec

Phrasals & Phrases

date back 6paTb Haqano

for my liking Ha MO" fussy eater pa.360p'4HBblÖt B eAe head for AepxaTb Kypc, HanpaBMTbca packed lunch 6YTep6p0Abl, cyxoi naëK put on npH6aBJIRTb (0 3ece) take pride in ropAHTbCfi

alternative (adj) ansrePHaTHBHblŽ, Apyroñ antique (adj) CTaPHHHblV1, aHTHKBaPHbIž bakery tbeJkan/ (n) 6ynoqHaq bargain JbÇ^rgun/ (n) BbTOAHag noKyr1Ka bazaar /bazu•r/ (n) 6a3ap, Pb1HOK brilliant /bnlrant/ (adj) 6neCTR14Hh, reHHaflbHblýi butcher's Ibutfa^rz/ (n) MfiCHOü Mara3hH car boot sale butt (n) 6apax0TlKa chemist's I'kgrnrstsl (n) anreKa comic /knmlk/ (adj) KOMHqeCKHŽ, CMeLUHOŽ comment 'kument] (n) KOMMeHTaPHÜ condition /kandfn/ (n) COCTORHhe credit card /kredrt Wd/ (n) KPeAHTHaB KapTa department store /dtpg'tmont (n) YHHBepraar detail /dtle-ll/ (n) aeranb, nOAP06HOCTb dozen /dszan./ (n) AEO>KHHa exchange (v) 06MeHHBaTb fashion (n) MOAa, CTHJ1b OAeXAb1 fishmonger's /flfmxnga^T7J (n) Pb16HblŽ Mara3HH fit (v) nOAXOAHTb no pa3Mepy flea market iflt rnŒ'k1t/ (n) BeuaeB0ä PblHOK, 6apaxonKa florist's /flpnstsi (n) UBeTOHHblA Mara3HH gold /geuld/ (n) 30JIOTO hairdresser's /hga^rdresard (n) napHKMaxepcxaq

(xeHCK09) instead Of finsted/ (prep) BMeCTO issue fisju:, (n) BblnyCK, H3AaHhe, HOMep (ycgpHana) jeweller's (n) OBenHPHb'ü Mara3HH long-sighted ,'lnnsaltld/ (adj) WIbH030PKHñ necklace Inekllsi (n) K011be newsagent's Inju;zelcrnts/ (n) ra3eTHblÜ KHOCK optician's /nptLPn74 (n) orlTHKa (maea3UH) oven (n) AYXOBKa plenty /plgntl/ (adv) MHOrO, AOB011bHO, H3PRAHO post office /paustnfrs/ (n) noHTa prawn /prxn„' (n) KpeBeTKa prescription Ipnsknprn/ (n) pegenr sausage (n) Kon6aca, COCHCKa setting (n) 0Kpy>iQHHe, 06CTaHOBKa shopping mall rnxl/ (n) TOPrOBO-pa3BneKareDbHblü

KOMnneKC short-sighted saltld/ (adj) 6nh30PYKHü suit (V) nOAXOAHTb, 6blTb nuqy (06 oðexðe)

silver /sflva¶ (n) cepe6po Size ,/suz] (n) pa3Mep stall Istxl/ (n) napëK, npmaB0K stamp JstÇemp/ (n) MapKa tour guide (n) rHA tulip /tjL'Ilp/ (n) T10J1bnaH underground /&ndargnund} (n) Merpo visualise (V) npeacTaBJIRTb MblCneHHO

WL4

Phrasals & Phrases

a couple of napa (gero-JIH60) have a look Barn9HYTb on sale B npoaaxe pick up C06HPaTb send sth first class ornpaBHTb nepBblM KnaCCOM, second-hand shop Isekand h;end Jnp/ (n) Mara3HH, npoaa}0L4Hž 6blBLUHe B ynorpe6neHHH Beu-4H try Sth on npHMePRTb

abroad /abrxdi (adv) aa rpaewueh affect /afckt/ (V) BliHATb, BOaneVlCTBOBaTb afterwards /ŒftarwaTdz] (adv) BnocneacTB"H, noT0M, noaxe army /crrni/ (n) apMHR celebrate Isgllbreltj (V) rtpaaAHOBaTb charity Shop .fnpl (n) 6nar0TBOPHrenbHblä Mara3HH coat (n) nanbT0 cold /kauld/ (n) npocryaa coupon Iku•pon/ (n) KynoH, ranoH crash (V) norepneTb agapmo, Pa36HTb(CB) decade /dgkerd/ (n) aeCRTHneTHe event /rvent/ (n) C06blT1•te exhausted /tgzxstld/ (adj) H3MO>KAëHHblÜ, "CTOl.qëHHblA jewellery (n) FOBeTIHPHble H3aeJIHB library I'laJbran/ (n) 6H6JIHOTeKa natural environment Inetr•ral rnvalnranrnant} (n) oxpyxamgas cpeaa organise la•rganalfl (V) OPraHH30BblBaTb over /auva¶ (adv) CBb1UJe, 6011btue, 60nee pocket money /pnklt mantl (n) KaPMaHHbte aeHbrH prize /prmz/ (n) nph3 result /nzalt./ (n) pe3Yf1bTar salty /sxltl} (adj) conëHblv; snack /snæk/ (n) nerKa9 3aKycKa, nepeKyc teen (n, adj) noapocT0K (0T 13 AO 19 ner) Thanksgiving AeHb 6naroaapeHHA trip /tryp/ (n) noe3AKa, nyreuecTBHe properly !pmpa^TIL/ (adv) Kat< cneayer receive (v) nonyqaTb regret /rtqrgt/ (V) CO>KaneTb

Visible /vuzrb^êl,/ (adj) BCHb1ä, OqeBHAHbtä, 3-aMeTHblÿ1 whole /haul/ (adj) uenblñ, nonHblñ Phrasals & Phrases

be long aonro AJIHTbCB, MeAJIHTb fall on BbtnaaaTb, nonaaatb (Ha aary) in return for B 06MeH Ha..., B onnary 3a... take a look at 'IOCMOTPeTb Ha gro-JIH60 try one's best CAenaTb nyqujee, '*TO MOXeU.1b

add led/ (v) A06aBHTb bar /bçv•r/ (n) nnHTKa, KYCOK beat 'bit/ (v) B36HBaTb billiards /blljardð (n) 6HJ1bqpa chop /ýpp/ (V) py6HTb dominoes Idpnunavz] (n) AOMHHO equipment Ilkwwmant] (n) 060PYAOBaHHe

flour /tlaua^rj' (n) MYKa fold /fauld/ (v) 3aBopaqHBaTb, caopaqHBaTb grate /grert/ (V) TepeTb Ha TëPKe gymnastics Id;tmrugstlks/ (n) rHMHacTHKa herb /h%^lb/ (n) apotaaTHaB rpaga, npHnpaBa huge (adj) OrPOMHb1Þ1, rp0MaAHblž ingredient ,'mgrtdlent/ (n) HHrPeAHeHT instrument Imstramant/ (n) HHCTPYMeHT, npH60p lecture (n) neKL4HR, HOTaL4HR litre (n) loaf (n) 6yxaHKa xne6a, 6YTIKa luggage (n) 6ara>K means /mtnzJ (n) cnoc06, cpeacTB0 measurement /mœ;armant/ (n) CHCTeraa H3MepeHH9 melt Imglt} (V) raqTb omelette Inrnlet/ (n) OMneT order (V) 3aKa3b1BaTb, AenaTb 3aKa3 overcharge /auva^rtJŒrcb,' (v) Ha3HaqaTb 3aBb1UJeHHYtO ueHY peel /piL' (v) HHCTMTb, cpeaaTb KOHHUY (c 0B0Luež, cþpyKT0B) per (week, day etc) Ipa;r/ (prep) Ha, B, , c (Ha

Heðemo, 8 ðeHb u m. a.) pinch (n) uaenoTKa place /plegs/ (V) nono>KHTb Ha Mec•ro pliers /plçuarz/ (n) nnocKory6L(bl, KneL14H pop /pnp,/ (V) KHHYTb, U.'BblPHYTb, 6POCHTb pour /px^t/ (V) HanHB.aTb preheat /prrhtt! (v) npeAaapHTeT1bH0 pa30rpeBaTb queue 'kW (n) oqepeAb rare Irga¶ (adj) HenpoxapeHHblŽ (OMRCe) reasonable /rtzanab*l/ (adj) npHeMneMb1i, YMepeHHblVf recommend Irekamend/ (V) PeKOMeHAOBatb, COBeTOBaTb replace Inplels/ (V) aar.•teH9Tb '4T0-nH60 resist /rmst./ (V) YCTOBïb np0THB, conp0THB11BTbcB scales /skeflz/ (n) BeCbl slice /slus/ (n) KycoqeK slice /SI@JS,' (V) TOHKO pe3aTb secret tstkrrt/ (n) ceKper serve Isxrvl (v) noaaaTb, cepBHPOBaTb (eðg unu

Hanumxu) shabby /J&bL,' (adj) nOHOujeHHb/>, norpënaHHblž, noreptblž similar /sžmrla¼ (adj) rlOA06Hb1> sparkling ,/sp£^rklrn/ (adj) ra3HpoaaHHblä sprinkle /spnt)k'l/ (V) C6Pb13rHBaTb still /sul/ (adj) 6e3 raaa (o ßoðe) teaspoonful (n) qañHas $10>KKa (KaK Mepa

06ëMa) tool (n) HHCTPYMeHT tortilla (n) (MaHCOBan nenëuJKa) triangle 'trarænq'l/ (n) TpeyronbHHK

trust Itrast/ (V) AOBePfiTb, BePHTb well done /wgl (adj) xopowo npoxapeHHb1ñ (o "Ace)

Phrasals & Phrases

be a bad egg 6blTb HeqeCTHblM be as nutty as a fruitcake 6blTb cyaacu.jeAt_1JHM be full 6b1Tb CblTb1M be in the soup nonacTb B nepeapsry by mistake no OWH6Ke, OUJH60YHO eat out eCTb AOMa (O pecmopaæ, KaØe) mix up cnyraTb, nepenyTaTb SO far AO nop spill the beans BblAaTb ceKpeTb1 take everything with a pinch of salt OTHOCHTbC9 KO

BCeMY HeaoaepqHB0 turn out OKaaaTbCB

chatty (adj) paarosopqHBblŽ, checked /tfekt} (adj) china /tjàma,/ (adj) cþapcþop0Bbl¥1 conclusion fkankluzan/ (n) 0K0Hqatoe, aagepujeHHe consist of ,/kanslst av/ (V) cocTOBTb H3 embroidered trmbrudarcl/ (adj) frame ,/frem/ (n) paMKa, pap.la handcrafted /hL•ndkrÇftId/ (adj) pyqHoi pa60Tbl include /rnkm•l/ (v) conepxaTb, BKJ11-oqaTb B ce6q indecisive ,'tndtsatslv/ (adj) HePeUJHTeJ1bHb1Ž interpret llntzrpnt} (V) nepeB0AHTb .

TOJIKOBaTb introduction /rntradAkPn/ (n) Haqano, BaeaeH1.te leather (adj) KO>KaHblÿf light llagt/ (adj) CBeTnblŽ, nërKHñ mention Imenfnl (V) ynoMHHaTb, CCb1naTbCB noodle /IL(PII' (n) nanwa open-air /aupanea^r,/ (adj) rlPOHCXOARLL4Hh Ha OTKPblTOM

B03Ayxe pale /pgll,/ (adj) 6neAHblä, cna6blVi, TYCKJ1blÖt (o uBere) personal /pzrsanl/ (adj) nqqHbiÜ, nepc0HanbHb1fi plain /pICJ11/ (adj) npoaoÿ point 'punt,' (n) CYTb, CMb1CJ1 polka dot /pplka dot/ (adj) B ropoweK project ,/pmctekt] (n) npoeKT purse /px^rs/ (n) KowenëK rubric /rubnk/ (n) py6phKa, noqCHeHHfi, YKa.3aHHR silk /S11k/ (n) ujëJIK scarf /skAtf/ (n) l.uapcþ unique Iju:nL'k/ (adj) recent (adj) HeAaBHH"

rectangular /rekugwiular,' (adj) np9Moyr011bHblŽ reduced /ndLzst/ (adj) noHH>KeHHblä, CHHys•eHHbIü round mund/ (adj) Kpyrnblž shopper IJppa¶ (n) not-cynarenb square /skwgzq (adj) KBaAPaTHblä stripe /stralp} (n) nonoca striped /strarpt/ (adj) nonocaTbth, B nonocKY tiny (adj) Kpou.jeNHblÿt tone /taun} (n) TOH triangular /trtuænqiula%/ (adj) Tpeyr0J1bHblž vendor /vgnda¶ (n) npoaageq variety Narantl/ (n) pa3H006pa31•te, MHO>KeCTBO venue /vgnjuý (n) MeCTO nposeneHHB MeponpHBTHR vintage (adj) BbjaePyaHHb1ñ, crapblñ, xopowero

KaqecTBa wooden /wud•'n/ (adj) AepeBfiHHblV1 woollen /wulan/ (adj) ILJepcTfiHoÿd

Phrasals & Phrases be on a tight budget 6blTb CTeCHeHHblM B cpeACTBax

break down cnOMaTb(Cfi), drop sb a line HanptcaTb napy CTPOK, gepKHYTb napy

CTPOK

How's/How're things? KaK Aena? I'd better... nyque... in detail B AeraJIRX, noap06H0 main body OCHOBHOe conepxaHHe show st) round noKa3blBaTb KOMy-TlH60 OKPeCTHOCTH

advantage /ædvçntrcb/ (n) npevwytuecTB0, nont,aa appropriate /apraupneltj (adj) nOAXOARLL4HV1 cash /k&f/ (n) HUIH'4Hble aeHbrH cheque "tfek! (n) qeK combine /'kambun/ (V) KOM6HHhPOBaTb behave /blhgjv/ (V) BeCTH ce6R, nocynaTb demand idtmŒnd/ (n) TPe60BaTb, npeAbBBJIRTb

Tpe60BaHHe derive ,'dlrmv/ (V) nPOHCXOAHTb disinterested /drsmtrastrd/ (adj) HeaaHHTepeCOBaHHblŽ disorder (n) 6ecn0PfiAOK experience /1kSPLanans/ (V) nonyqaTb onblT , Y3HaBaTb journalist (n) xypHaJIHcr increase }tnkrts/ (v) B03PaCTaTb kitten /kltan/ (n) KOTëHOK label (n) qpJ1b'K, 3THKeTKa, 6HPKa match (V) COOTBeTCTBOBaTb, nOAXOAHTb (no g3emg, cmumo) misbehave /msblh£lv,l (v) nnoxo ce6B sect" misunderstanding (n) HenoHhMaHHe respect Inspgkt/ (v) YBa>KaTb role !raul/' (n) ponb stock IStnk,^J(n) aCCOPTHMeHT TOBapOB transformation /trænsfa^rrnglPn/ (C n) H3MeHeHHe

Phrasals & Phrases

act out Pa3bTPblBaTb go bad no-PTHTbCB (o npoðyxmax) make a cheque out to st) BbtnHCblBaTb qeK Culture Corner 2

cancer (n) paK (3060ne3a,que) care [kgS/ (n) 3a60ra cause (n) npHHhHa, MOTHB, nOBOA committee /kanutl/ (n) KOMHTeT, KOMHCCHB concern /kansxrn/ (n) 6ecr10KoäCTB0, yqacTHe,

OTHOUleHHe craft /krgft] (n) Hagenvae, noaemca cruelty /krualtl/ (n) xeCTOKOCTb disabled /drse/b'lcl/ (adj) Herpyaocnoc06Hbtñ donate /daongyr/ (v) AenaTb noxepTB0BaHHe establish hstæbllý (V) OCHOBaTb, yqpexaaTb, C03AaaaTb

(KOMnaHHtO, opraHH3aL4HK) H LA.) famine /fæmtn/ (n) ronon (cmuxuúHoe 6eðcmgue) foundation Ifaundeœn/ (n) CþOHA, yqpe>KAeHHe goods Igudð (n) Tooapbl helper /hglpa¶ (n) noMOLAHHK item /aJtam/ (n) nyHKT, OTAeJ1bHblñ npeAMeT B cnucKe

WL6

logo Л;шчао/ (п) логотип, фирменный знак occasion јаКщз^ап] (п) случай organisation А•фэпатщРпј (п) организация prevention (П) предупреждение, предотвращение profit ,'prpf1t/ (п) прибыль pub[ic №db11kj (п) народ, публика, общественность гаке [тега' (Ч) собирать (Деньги), поднимать relate lnlelt/ (м) иметь отношение, состоять в родстве retief /f11L•fI (п) облегчение, помощь ШП (у) вести дела seem (у) казаться, производить впечатление society ,tsasaptIi (п) общество somehow jssrnhau,' (adv) так или иначе, как-нибудь, каким-то образом Store (п) магазин support ,'sapx^rtj (у) поддерживать, помогать thrift (п) экономность, бережливость volunteer (п, М) волонтёр, доброволец; идти добровольцем waste (у) тратить (зря) Phrasals & Phrases

fair trade взаимовыгодная торговля househo[d items домашняя утварь put words into practice сказано—сделано; делать то, что говоришь

Going Green 2

activate (у) активировать, завести, включить anyway /emwev' (adv) в любом случае appear (у) появляться бигу ЪџпЈ (м) захоронить, хоронить, закапывать column /knlamj (п) колонна chart (п) таблица, схема, план

Chip ДГјрј (п) обломок, осколок, кусочек confuse (with) ,fkanfjvj (М) спутать damage (v) повреждать, портить,наносить ущерб decompose (у) разлагаться diagram ldapqrzen№' (п) диаграмма, схема discuss /drskss,' (У) обсуждать ejther щда¶ (adj) другой, такой же energy /ena^rcW (п) энергия enrich Лппф (У) обогащать, улучшать harm (у) вредить industry (п) промышленность knowtedge ,'прГ1ф' (п) знание tandfitl (п) свалка мусора least ,'1tsti (adj) наименьший; наименьшее, минимальное количество tight Лаш (adj) лёгкий manufacturing (С п) производство, выработка тагЈпе (adj) морской minima[ (adj) минимальный mistake (м) ошибаться

neither пог пщДз'/ (adj) ни тот, ни другой

0il (п) нефть persuade lpa'sw№ld/ (у) убеждать playwright (п) сценарист pollution /ра1щРпЈ (п) загрязнение pr-int /pnnt/ (У) печатать prior /ргща¶ (adj) прежний, предыдущий recycle /rtsmk>lj (м) перерабатывать recyc[ing centre iri:saLklII) senta¶ (С п) центр по переработке отходов (the) rest !rest,' (п) остальное(ые) reusable irijwzab'l/ (adj) многоразового использования statement (п) утверждение switch (п) переключение ton ,'tsn/ (п) тонна verdict /vx'dIktl (п) вердикт, решение waste (п) отходы, мусор wjsdom (п) мудрость

Phrasals & Phrases

break down разбивать, разделять break ир распадаться, разлагаться end ир in оказаться (З ситуации), привести к чему-либо get rid 0f избавляться; отделаться от чего-либо in fact фактически, в действительности in the meantime в то же время, одновременно renewable resources возобновляемые ресурсы throw away выбрасывать

MODULE З

За

approval (п) одобрение anthropology (п) антропология application (п) применение applied /aplmd/ (adj) прикладной astronomy /astr•pnanui (п) астрономия being ,'ЬГщ/ (п) существование,существо biology (п) биология capture (у) поймать. брать в плен chemistry ,IkermstrI} (п) химия chjmney дптт/ (п) груба, дымоход cloth (п) ткань, сукно computer science (П) информатика condusion ,'КапК1щз^зпЈ (п) вывод, окончательное решение contain Каптетп] (у) содержать, вмещать craft /КгщТ' (п) средство передвижения, судно crowd (п) толпа curious ,'Кјџэпа4 (adj) любопытный dry /dru,' (у) сушить earth science те sapns/ (п) наука о Земле; почвоведение ecology (п) экология economics /tkannrmks,' (п) экономика education (v•djukefni (п) образование, просвещение, обучение

engineering /end31tuartn/ (n) npoeKTHpoaa1-we,

HH>KeHePHoe neno expect Ilkspekt/ (V) OHHAaTb, >KAaTb experiment Irkspenmant/ (n) onbfT field /fLlcL/ (n) 06naCTb ( H3yqeHHR)

flight (n) nonëT

float /tlaut/ (V) nnblTb Ha nogePXHOCTH, B B03Ayxe gather (v) c06qpaTb hang (V) BewaTb health science /he16 sužans/ (n) Baneonoruq heat /hi•t/ (n) Hapa, Hap height Iharti (n) Bbtcora history [hustarv' (n) hot-air balloon Ihntea' balu•n/ (n) B03AYWHblÜ wap human /hjuman/ (adj) genoBeqecKHü human geography /hjg•rnan ct31nqrafr/ (n) reorpacþHR

HaCeneHH9 inventor linventa¶ (n) H306peraTeT1b journey (n) nyreuuecTBHe, noe3AKa laundry I'lxndrl/ (n) npaqeYHaq lift /11fV (v) nOAHHMaTb linguistics /lrngwrstlks/ (n) ilHHrBHCTHKa machine ImaL•n/ (n) CTaHOK, MeXaHH3M, r..taWHHa management Jmemcbrnant/ (n) tvteHeA>KMeHT, ynpaBneHHe manned (adj) ynpaBngeMbti moAbMH member /mgmbal/ (n) qneH, yqaCTHhK nearby /rua^rbal/ (adv) PRAOM, HenoaaneKY notice Inautrs/ (V) 3aMeqaTb upwards lapwo^rd7J (adv) BBepx, Bbll.ne passenger (n) naccaxup perform /paÞ•rm/ (V) Bbln0JIHRTb, HCnOJIHBTb, AenaTb permission /parrnLPn/ (n) pa3peweHHe phenomenon /frnpmtnan/ (n) cþeHOMeH physics /fv.lks•' (n) cþH3HKa politics /pplltlks/ (n) nonHTMKa power /puua¶ (11) cma psychology Isalknlacbl/ (n) ncvqxonorug reach ,/rttf/ (V) AOCTHraTb, A06HPaTbCB realise Iriolalð (V) OC03HasaTb, noHHMaTb refer /nrx¶ (v) ynOMhHaTb, CCblnaTbCR research (n) H3yqaTb, HCCneAOBaTb rooftop /ruftop/ (n) KPblLLja science isaJansl (n) HayKa scientific Ismantlfik/ (adj) HayHHblä smoke /smpuk/ (n) straw /strx/ (n) COJIOMHHKa, conoMa sociology /spusrnlacbl/ (n) COUHOJIŒH* table Itelb'l] (n) Ta6JIHua underneath (adv) BHH3, BHH3Y unusual Innjuzual/ (adj) He06b1HHblÜ word /wxrcl/ (v) BblpaxaTb CJIOBaMH, cþoptvtynhpoaa•rb

Phrasals & Phrases

along With BMeCTe c, OAHOBPeMeHH0 C multiple choice MHO*CCTBeHHblÿt Bb160p safe and sound HeBpeAHMbt¥i, B genOCTH H

coxpaHHOCTH shortly afterwards BcKope take place nPOHCXOAHTb; HMeTb MeCTo; cnyqaTbCfi

accountant /akLžntant/ (n) 6yxramep achieve iatJi•v/ (v) AOCThraTb, A06HBaTbCB, ycneuJH0

Bbln0JIHBTb air traffic controller /ga^rtræfrk kantreular/ (n) aBqaL4HOHHbli AHcnerqep architect (n) apxmeKTop cashier (n) Kaccup client /kluant/ (n) KnueHT computer programmer /karnpjgta^rprQ_ugræmar/ (n) nporpaMMhCT customer ,lkastarnaf/ (n) aaKa3HHK, noKynaTeJ1b deadline Idedlmn/ (n) KpažHHñ CPOK, CPOK HcnonHeHHR delivery /drlwan/ (n) AOCTaBKa desk job /dgsk (n) pa60ra B oÇHce duty /dL•tr/ (n) 06R3aHHOCTb echo fekao/ (n) 3x0 freelancer (n) CB060AHb1ä XYAO>KHHK', qe110BeK, Ha full-time /tOItarm/ (adj) rlOJIHbl¥t (pa60quù ðeHb), nonHaq (30Hgmoct77b) general manager /ctenral memcba¶ (n) rnaBHbli

AHpeKTOP graphic designer /græfik drzayna¶ (n) ten b involve /rnvnlv/ (V) B0BneKatb, BKJ1tOgaTb (B ce6fi) lion tamer ,'laran tumor,' (n) APeCCHPOBLUHK, YKPOT"TeJ1b nbBOB mechanic /mlkænlk/ (n) MexaHhK meet /mtt/ (v) CTaTIKhBaTbCS c qeM-m•i60 (6 pa60me) mind /mulnd/ (V) B03pa*GTb, 06patuaTb BHm.•taHHe operator Inparettar,' (n) oneparop, TeneCþOHHCT overtime lavva^rtatm/ (n) nepepa60TKa, cBePXYPONHbte

(gacbl)

pay (n) onnara part-time /pgv•rtarm/ (adj) Henom•iaq (3aHBtnocmb);

HenoJIHb1ä (pa60quù ðeHb) personal assistant /px^rsan'l aslstanti (n) noMOL14HHK promotion 'promLžPn/ (n) coneiCTBHe, np0ABHYCHPte no cnyx6e repeat /rrptt/ (v) noBTopfiTb require Ink-waW/ (V) Tpe60aaTb, cnpa1_LHBaTb rise /ruzt (n) rlOBb11.neHHe salary /sulan/ (n) aapnnara salesman Isellzman/ (n) Toprogeg sales assistant asLstantJ (n) npoAaBeg shift IJ1ft] (n) craeHa tough (adj) TR>KeJ1blÿ, cTporhü, nnOTHblh traffic warden /træflk (n) perym.tpoau.lhl<

AOPOXHOro training /trgžmry (n) TpeHHPOBKa, 06yqeHHe uniform (n) YHHcþopr•aa vet 'vet} (n) BerepHHap weekday /wi•kdel/ (n) 6YAHHñ aeHb well paid /wel peld! (adj) xopowo

Phrasals & Phrases be on smb KTO-TO nnaTHT (30)

WI-8

do for a living 3apa6aTblBaTb Ha >KH3Hb get in touch with BCTynHTb B KOHTaKT, CBA3aTbC9 out Of work 6e3pa60THbtü the same as ever Tax xe KaK acerAa; 6e3 H3MeHeHHä

announce /anaunsl (V) 06þfiBJIRTb, 3aqBf1BTb, H3BeLqaTb article lgrtlk'l} (n) craTbB attached (adj) npHKpennëHHbIä, rlPHBR3aHHb1ñ bacterium fhækuenum/ (n) 6aKTepHfi breakthrough IbrœIkOru•J (n) rlP0PblB but (bat/ (conj) HO chew (V) yeaaTb, Pa3>KëBb1BaTb coin (n) MOHera culture ,'kaltf$/' (n) KYJ1bTypa (6aKTepH9) destroy /dlStrny' (v) paapywaTb dig ,/drg/ (V) KonaTb discovery /drskavarr/ (n) OTKPblTHe examine /iqzæmm/ (V) pacctqaTPHBaTb, HCCneAOBaTb,

06CneAOBaTb experiment ,'rkspenment} (n, V) 3KcnepHMeHT; nPOBOAHTb

3KcnepHMeHT, 3KCnePHMeHTHPOBaTb foreign (adj) HHOCTPaHHblŽ grab (V) XBaraTb, CXBaTHTb ground /qraund/ (n)

guest /qest] (n) 11PHrnawëHHblA, roCTb harmful lhŒ^rmttTl/ (adj) BPeAHblñ, Bpea highlighted Ihaflaltld/ (adj) BblaeneHHb1ä, OCBeU4ëHHb1Ù invention (n) H306pereHHe investigate /tnvgsuqelt] (V) HCCneAOBaTb, paccneaogaTb lab (z laboratory) /læb/ (n) na60parophfi look 1112k] (n) BHeLUHHÙ BHA, B3rnRA mad Imædi (adj) cyt•aaCueALLlHü, pa3bnpëHHblž mould {mauld/ (n) nneceHb mystery /mžstan} (n) 3araAKa penicillin /penrsLltn/ (n) nee-IHL4hnr1HH refuse /rlfju•a/ (v) OTKa3blBaTbCA sloppy /slnpl/ (adj) HeaKKypaTHblh sample /sŒmp•'IJ (n) 06paaeu, wa6noH scientist (n) yqëHblä spot I'spnt] (V) 06HapyXHBaTb, 0603HaqaTb substance /ssbstans/ (n) CY6CTaHUHB Visible /VIZ1bÄI/ (adj) wave /wgrv/ (v) MaxaTb (pgK0ù) work (v) pa60raTb Phrasals & Phrases fall asleep aacblnarb

achievement /atJI•vrnant.' (n) aocruxeHHe, ycnex, n06eaa admiration /ædtmrg.LPnJ (n) BOCXHU4eHHe adult ledAlt/ (n) B3POC11blVd alter {xlta¶ (V) h3MeHRTb, nepeaeT1b1BaTb bill It'll/ (n) cqëT biography t'bmnqrafl/ (n) birth /bxre,' (n) poxaeHHe degree (n) creneHb

divorce /drva•rs/ (n, V) pa3B0A', Pa3BOAHTbCfi, pacTopraTb

6paR dizzy IdlZJ} (adj) HYBCTBYIOLUH> ronoB0KpyxeHHe,

OUJenOMnéHHblŽ element /gltmant/ (n) aner•aeHT employ /tmp121/ (V) HaHHMaTb front line /frsnt lagn/ (n) JIHHHR cþpoHTa gap /gæp/ (n) np06en gapped /q;ept/ (adj) np06e11bl gist Ict31st! (n) CYTb, CYU4HOCTb graduate {grigdjuert/ (v) OKaHL4HBaTb gge6Hoe

306eðeHue) heading (hedrn/ (n) aaronoB0K identical /aldentlk'l/ (adj) HAeHTHHHblÿ1, Tatsoñ xe immediately /trni•dtatlL/ (adv) HeMeaneHHO infant {infant] (n) pe6ëH0K, isolate lusalertj (v) H30nHPOBaTb law (n) 3aKOH lawyer /lxia¶ (n) aABOKaT licence /lus•ns/ (n) magnetism /rnßgmuz>m/ (n) MarHeTH3M, npH aneKare"bH0cTb

Master's degree Inwstarz dtgrt/ (n) creneHb Marvtcrpa miss (V) CKyqaTb mobile /mauball( (adj) M06hJ1bHblh

Nobel Prize /naobel praJ7J (n) H06eneacKas npeMHR number /nårnba^t/ (V) HYMepoBaTb, aaBaTb HOMep option InpJ'n/ (n) Bb160P, npeAMer Bb160pa owe (V) 6b1Tb B aonry, 6blTb nepea KeM-nH60

0693aHHblM poisoning (n) orpagneHHe position /pazrn/ (n) A011>KHOCTb prove /pru•v/ (V) AOKa3blBaTb radiation /rgydtgfni (n) paAHauH$1 radioactive Ireldrauæktrv/ (adj) PaAHOaKTHBHbIñ radium (n) paAH> respect /nspgktj (n) ygaxeHHe

senior citizen /stnja^rSlt1Pn/ (n) noyo•moÿl qenoBeK, rpa>KAaHHH source (n) HCTOUHHK

Sorbonne Isa'hN1] (n) Cop60HHa (YHHBepCHTeT BO

CDpaH4HH) stage /stg_1Cb/ (n) Mecro AeŽCTBHR swap /swpp/ (V) 06MeHHBaTbCA term /tx^rnv/ (n) cer,aecTp, nepHOA toddler "tndlor,' (n) pe6ëH0K, TODbKO HaqHHaEOLUHü XOAHTb tutor (n) npenoaaBaTenb, peneTHTop uranium ,juretnram/ (n) ypaH (MeTann) X-ray ,'gksrel! (n) peHTreH

Phrasals & Phrases

again and again CHOBa H CHOBa all in all B HTore, bring st) up BOCnHTblBaTb Koro-mt60 keep to one's goals hATh K make sense HMeTb CMb1C11 on and on 6eCKOHeYH0, He nepecTaBas round and round KpyroM, co Bcex CTOPOH

adventure ,'ædventfa^t/ (n) nphKntoqeHqe among larrurJ (prep) cpeAH, nocpeAH ancient /emJant/ (adj) APeBHHñ apparently /opžerantll/ (adv) fiBHO, oqeBHAHO, HeCOMHeHHO cave /kgav/ (n) neuepa chronological (adj) xPOHonoruqeCKHä climax Iklumæks/ (n) KynbMHHa4HR climb IklaLm/ (V) Kapa6KaTbCfi, ne3Tb, aane3aTb comedy /knmadt,/ (n) KOMeAhR competition / knmpltlf'n/ (n) copeBHOBaHþte confirm /kanfx^rm/ (v) nomaepxaaTb cover /Ova¶ (V) 3aKPblaaTb, YKPblBaTb crawl /krxl./ (v) non3TH drawer (n) RU4HK (cmona, Me6enu) edge (n) Kpañ edit /edlt/ (V) peAaKTHPOBaTb, ucnpaanqrb entitle /tntålt^õl/ (v) oaarnaenHBaTb expert /eksp3:^rt/ (n) 3Kcnepr fairy tale /fgarr tell/ (n) cKaaxa formatting Ifz^rmæt:rJ (n) 4)OPMaTHPOBaHHe, pa3MeueHHe HH4)OPMaUHH gallery Igiglan/ (n) ranepeq gasp (n) aarpYAHëHHoe AblxaHue incorrect finkarekt/ (adj) HenpaBHJ1bHblh lead to /li•d to/ (V) geCTH K... limp 'limp/ (v) xpoMaTb main /meyn] (adj) rnaBHblÜ, CaMbli Ba>KHb1i misspelling Inusspg110/ (n) HenpaBHJ1bHoe HanvscaHHe, opcþorpact)HqecKafi OWH6Ka normally Ina•rmall/ (adv) HOPMaf1bH0, 06bjHH0 order (n) nopBAOK passage (n) npoxoa, KOPHAOP plot [plot/ (n) point /P2Jnt/ (V) YKa3b1BaTb, HanpaBJ1fiTb B HY>KHYIO cropOHY punctuation mnktjuej'n] (n) nyHKTya4HB relieved /rlltvd/ (adj) 06nerqëHHblž return /ntxrn} (v) B03BpatuaTb(cq) scene Isi•n/ (n) cueHa, 311H30A sequence Istkwans/ (n) nocneA0BaTeJ1bHocTb (c06blmuù) sense isgns/ (n) HYBCTBO set /sgt} (V) YCTaHaBTIHBaTb, onpeaeJIRTb stroll /strool/ (V) ryý1fiTb, nporynHBaTbCfi, 6POAHTb structured /strak¶a^td/ (adj) CTPYKTYP"POBaHHblñ suppose /sapaua' (v) npeanonaraTb torch /tx^rqf/ (n) cþ0HapHK treasure (n) COKPOBHtue tunnel ,'tAn ^Jl/ (n) TYHHeJ1b Village (n) nepeBH9 wallet ('wpllt/ (n) KOLUeJ1ëK, 6YMa>KHHR wood (n) nec Phrasals & Phrases at least no KpažHež Mepe fall over naaaTb, orlPOKHAblBaTbCÃ lay eyes upon YBHAeTb (qro-nH60 B nepBblÿt pa3) let out BblnycKaTb, BbtnYCTUTb once upon a time AaBHblM-aaBH0

Stay behind 3aaepxaTbcq turn on BKnoyaTb

appendix /apendlks/ (n) npunoxeHHe available /avglabal/ (adj) AOCTyr1Hblñ career ('karyoT/ (n) Kapbepa childhood /¶addhud/ (n) aeTCTBO conscious f'knnfas/ (adj) Haxoanu4Hhcq B C03HaHHH,

C03HaEOLUV•tä deaf /det7 (adj) rnyxoä earn /xrn/ (V) aaPa6aTblBaTb (ÔeHbau) employee /lrnplatt,/ (n) Pa60THHK, employer "ImplaW/ (n) HaHHMaTeTlb, pa60T0Aarenb flight attendant atgndanv (n) 60PrnPOBOAHHK government /qðvn^rnment/ (n) nPaBHTeJ1bCTBO ideal /aldual/ (adj) HAeanbHblñ memorise /rnemaralð (V) 3anOMhHaTb, 3ayqHBaTb Hauaycïb

memory ,ïmgmart} (n) naMRTb mutual imju•grual/ (adj) B3aHMHblŽ, 06010AHb1ž,

COBMeCTHb1ñ national (adj) HauHOHaT1bHblŽ partner (n) napTHëp pressure /preJar/ (n) aaaneHHe, Ha>KHM,

3aTPYAHHTeTlbHOe 06CTOHTenbCTBO professor /prafesa^r/ (n) npocþeccop, npenoaaaarenb raise Irevl (V) pacTHTb, rlOAHHMaTb, BOCr1HTblB,aTb recall Irrkxl/ (V) BCr10MhHaTb, HanoMHHTb refreshment /nfrgfmant/ (n) 4TO-TO ocæxaotuee

(HanumoK, eða) responsible /rrspnnslb•l/ (adj) OTBeTCTBeHHblñ rewrite (V) nepenHcblBaTb sympathise /sgmpaOarz/ (V) COWBCTBOBaTb summary Issman] (n) KpaTKoe onHCaHHe, H3noxeHHe wage fwudy' (n) 3apa60THaq nnara, noqac0Bag onnara rpyaa

Phrasals & Phrases

by heart HaaaycTb in charge of OTBeTCTBeHHblž aa...

in bold HHPHblM u.1pH(þT0M (nucamb, neqamamb qmO-nu60) pass out naaaTb B 06MOPOK put on the market BblCTaBHTb Ha npoaaxy Culture Corner 3

banknote (n) 6aHKHOTa compose (V) CO'4HHBTb, C03AasaTb, nv.acaTb (B

MY3blKe, JIHTeparype) derivative /thnvauv/, (Il) np0H3BOAHoe cnoao, UHCTIO develop /dlvelap/ (V) pa3BHBaTb director Idalrektar,' (n) AHpeKTop, ynpaBnqEOLL4Hä fiver (n) ngrucþYHT0Ban 6aHKHOTa governor /gAva^rnat/ (n) ynpaBnst01.4Hž historical lhlstpnk'l] (adj) HCTOPHqeCKHŽ image (n) H306paxeHVte, 06paa illustrate Llastrert] (V) Hnni0CTPHPOBaTb illustration /tlastrefn/ (n) Hnneocrpa1.1HB improve lunpru-v/ (V) AOKa3b1BaTb

WI-IO

issue /rsju:, Lfu•J (У) издавать, печатать note (п) банкнота naturatist (п) естествовед, натуралист portrait lpa#trrtj (п) портрет pound /рдџпс]/ (п) фунт стерлингов (Денежная еДиница В Англии) present day (adj) современный, нынешний рб50П ,'рпт'п./ (п) тюрьма rude ,'пкШ (adj) грубый site /salt/ (п) площадка, место theory (п) теория магу (у) менять, изменяться Phrasals Phrases

tiving conditions условия жизни таке one's пате сделать себе имя, становиться знаменитым (известным)

Across the Curriculum: History

attack ,'ацеК,' (У) атаковать, нападать b[ind (adj) слепой continent ,'knntmant/ (п) континент

CfOSS /krpsJ (у) пересекать, переходить, переправляться /kankjolaml (п) учебный план doorway (п) дверной проём, вход eventua[ly ,'wentJuahl (adv) в итоге, в конце концов fortune tf.•rtfan/ (п) состояние, богатство, удача harbour (п) гавань knight ,'пш,' (У) посвящать в рыцари. давать рыцарское звание тар i[11igpi (п) карта (географическая) master (п) специалист, мастер object (п) предмет, объект pessimist /pesmust,' (п) пессимист remaining /птипщ/ (adj) оставшийся route (п) маршрут sail iserlJ (У) плыть по морю, идти под парусами spirit /spmt,' (П) дух, воодушевление, настрой storm (п) шторм ЯЛ (П) сумма thief (п) вор tip (п) верхушка, кончик uncharted hntJcr[tldJ (adj) не отмеченный на карте, неисследованный valuable Д'Щ1јиаЬГ|/ (adj) дорогой, ценный, дорогостоящий violent /vaplantj (adj) сильныЙ, ожесточённый, яростный

Phrasals & Phrases

оп board а ship/a ptane на борту (корабля/самолета) turn ЬасК поворачивать назад (обратно)

MODULE 4

advert (advertisement) (п) рекламное объявление, анонс advertising (п) реклама, рекламный бизнес

арреагапсе Крыгапм (п) внешний вид bushy ,'ЬцПЈ' (adj) густой (о броВях, бороДе) case (п) дело chitdish ftfal|d11/ (adj) детский, ребячливый, инфантильный classmate [klq;smeltj (п) одноклассник сотраге !кзтрпг,' (у) сравнивать concentrate (У) концентрироваться, сосредотачиваться confidence /knnfldans' (п) уверенность crooked ,'КщКк1,' (adj) искривлённый, изогнутый curty /Кх^Г11Ј (adj) кудрявый, вьющийся deep idi•p/ (adj) глубокий, низкий (о голосе) influence (м) влиять troubted /tnb'ld,' (adj) беспокойный, встревоженный fair ,ТеаЧ (adj) светлый false (adj) ложный, лживый, ненастоящий famitiar /famlha¶ (adj) известный, знакомый fantasy (п) фантазия, вымысел fat ,'fet] (п) жир fictional ,'flkfan'l/ (adj) вымышленный, выдуманный frizzy /Ггщ' (adj) кудрявый, курчавый mature /matjuaq (м) развиваться, созревать media /mtdla,' (п) средства массовой информации muscular (adj) мускулистый obsessed /absgstj (adj) одержимый overweight ,'Nva^rweltl (adj) страдающий избыточным весом paraphrase ,'рмзГге1Д (у) перефразировать physical /t\nk'l,' (adj) физический, телесный pimple ivump³1i (п) прыщик pointed lpmntld,' (adj) остроконечный, заострённый popular (adj) популярный роипсЈ (п) фунт (мера Веса) pride ,'ргщШ (п) гордость protruding (adj) торчащий, выдающийся reality iri«lltv' (П) реальность regularty ,tgqiula^tllj (adv) регулярно self-esteem isglf 1stL•mj (п) самоуважение, чувство собственного достоинства skinny /slqm,' (adj) тощий speed /sptd/ (п) скорость spotty /spptIl (adj) прыщеватый stare /stQ¶ (у) уставиться, пристально смотреть thick (adj) толстый unrealistic (adj) нереальный vanity N;enIt1/ (п) тщеславие, гордост» wjde ,'WN/ (adj) широкий weight training /we_lt и-егптту' (п) поднятие тяжестей

Phrasa[s & Phrases

can't stand не переносить что-либо; не любить что-либо draw attentjon привлекать внимание get оп а diet садиться на диету grow tatler/wider etc становиться шире/выше и т. д. join а gym начать занятия в спортивном зале feel at home чувствовать себя как дома put оп some weight набрать вес

approval /aprwv^al/ (n) 0A06peHHe, YTBeP>KAeHhe awful /a•ttll/ (adj) yxaCHblÿ1 baggy (adj) MeLLIKOaaTblh, 06BhCLLJUŽ casual tkMuaIj (adj) nOBCeAHeBHblä character Ikenktar,' (n) xapaKTep

Classy /klgs•sl/ (adj) CTH11bHb1ù, WHKaPHb1ñ, nepBOKnaCCHblñ cotton /kpt^an/ (n) xnonoK craze /'kreiz,/ (n) yaneqeHHe, MOAa disapproval /dlsapru•v'l./ (n) He0A06peHHe disgusting /drsg,ssunl (adj) OTBPaTHreJ1bHb1Ž, HenpHATHb1ä dreadful /dredful} (adj) Y>KaCHblü, CTPaLLJHblÿ elegant /gltgant/ (adj) aneraHTHblVd far (adv) AaneK0 floral /flxraL/ (adj) 4Be•raCTbli haircut /hgarkAtI (n) latest /lemst/ (adj) nocneAHHñ loose-fitting flt10' (adj) CB060AHblä, nPOCTOPHblŽ

(06 oðe%ðe) mark /mg^tk/ (n) 3aMeTKa, MeTKa mind Immnd,' (V) 06pauaTb BHHMaHHe, B03PaxaTb pattern (n) MOAef1b, BblKPOñKa, KOHTYP, yaop patterned /p;eta^rnd/ (adj) Y30pqaTblñ ridiculous /ndlkjulas/ (adj) Henenblñ, CMeXOTBOPHblVt scruffy /skrAfl/ (adj) HePAl.UJIHBbli, rpR3Hblä smart IsmŒ^rt/ (adj) HaPBAHb1Ž, KPaChBblŽ state Istelt/ (V) YTBePXAaTb stressed Istrgst/ (adj) HanPR>KëHHbli, HarpyxeHHblñ suit /sgt,/ (v) nOAXOAHTb (06 oðexðe) sweater /swetar,i (n) cBHTep syllable /sllab•'l/ (n) cnor top /tnp/ (n) 6ny3Ka, Ton (oðexða) trendy 'trendil (adj) MOAHblñ tight-fitting fltLO/ (adj) 06neraot4Hä, 06THrHBaOU.o.'ä velvet /'vgIV1ti (n) 6apxar

Phrasals & Phrases

get dressed OAeBaTbCfl get dressed up HaPRHaTbCR (no OC060MIJ cnygažo) hang on 0>KHAaTb, XAaTb keep up with HATH B Hory (co 3pemeHe,M),

HapaBHe c

agent /gycbant/' (n) npeacraBHTeT1b ascend }asend/ (V) noAHHMaTbCA, BOCXOAHTb base /'bgls•' (V) OCHOBbtaatb blouse (n) 6ny3Ka borrow ,'bnrau/ (V) 3aHHMaTb, 6paTb B Aonr chef /fgt7 (n) notsap collection Ikalçlsrn/ (n) complex /knmplcks/ (n) K0MnneKc

costume /kpstju:m/ (n) KOCTIOM (HaguOHanbHb1Ù, meampanbHb/ú) design Idlzarn/ (n) AH3aÜH director /dalrgkta"/ (n) peHHccëp editor /edrtar/ (n) peAaRTop

equivalent Ilkwwalant/ (adj) PaBHOqeHHblü, aHanorHqHblä essay /eser/ (n) 3cce, oqepK headpiece /hgdpL•s/ (n) LuneM, ron0BHOh y60p heaven /hevan/ (n) He6eca, pavi icon (n) HKOHa, HAOf1, KYMHP junkyard (n) caanca knit Ing/ (v) BB3arb long-running (adj) AJIHTenbHblñ make-up /metknp/ (11) MaKHR>K, KOCMeTHKa mayor /mea^r,/ (n) M3P mess Innes/ (n) 6ecn0PRAOK parcel Ipc^rs'l/ (n) nocb111Ka play /plu/ (n) nt,eca (meampant,Hag) poem /paulm/ (n) CTHXOTBOPeHHe possum /pnsam/ (n) onoccyM predicate Iprgdlkat/ (n) cKaayer.aoe produce /pradju;s/ (V) AenaTb, nPOH3BOAHTb project (pr*ekt/ (V) npeACTaB11RTb, aeMOHCTPHPOBatb promote /promaut/ (V) np0ABHraTb publish 'pab11J/ (V) ny6TlHK0BaTb, H3AaaaTb saw /SïJ (n) rtHna sort Isa-rt./ (n) COPT, THn structure IstrAktJa¶ (n) crpyKTypa stage (V) HHcqeHHPOBaTb translate /trænslelt/ (V) nepeB0AHTb Whiskers /'w1skarzJ (n) YCbl (g ycuaormwx)

actual /cWualj (adj) noAJIHHHblñ, aeäCTBHTeJ1bHblž,

HaCTOBU.4Hi ankle (n) nOAblMKa, UlHKOJIOTKa beauty salon /bjlVt1 sælon/ (n) CanOH KPaCOTbl belong (v) npHHaanexaTb bleed ,'bltd/ (V) KPOBOTO'4HTb century /sentfarl/ (n) BeK ceremonial /senrnaumal/ (adj) gePeMOHHa11bHblh copy /kgpi/ (V) noBTOPRTb, RON•tpogaTb dressmaker /dresmelka^r/ (n) nopTHoü, nopTHHxa dye /dal/ (v) KpacHTb, OKPaWHBaTb (Bonocbl) especially ,hspgP11/ (adv) oc06eHHO exercise leksarsa174 (V) ynpa)KHfiTbcq, AenaTb ynpa>KHeHHA, TPeHHPOBaTbCR figure /figa^f/ (n) TlH'lHOCTb, cþHrypa fix /tiks/ (V) peMOHTHPOBaTb, Hana>KHBaTb, qHHHTb idol /aJcPl/ (n) HAOn, KYMHp ink (11) qepHHTta insert /tnsx^rt/ (V) BCraBJ1fiTb lifetime llamamn/ (n) XH3HeHHblÞi nepH0A, HH3Hb mark ling'k/ (n) 3HaK, MeTKa, KnehMO, aarqeTKa mend fmgnd/ (V) WTOnaTb, YHHHTb needle (n) urna panic /pæmkj (V) naHHKOgaTb, 6ecn0KOHTbCR perm /pxrm/ (V) AenaTb neptqaHeHTYO aaBHBKY pierce /pnrs/ (V) nPOKaJ1btaaTb poke /pat'k/' (V) TOJIKaTb, TbiKaTb polish /'pn11Jj (v) KpacHTb (Hoemu) religious (adj) PenmH03Hblž remove (V) y6HpaTb repair /rrpee^t/ (V) I-IHHhTb, PeMOHTHPOBaTb

rub lrt\b/ (у) тереть, втирать scary ,'чКцп,' (adj) страшный scream /skri•mj (У) кричать (пронзительно) sharp (adj) острый shoemaker ,'Лкте1КаГ,' (п) сапожник sprain ,tspreu-v (м) растянуть (связки), вывихнуть (ногу) stick ist1k/ (п) палка strike /strmkj (ч) ударять, бить, нападать tattoo (п) татуировка tease ,'tt71 (м) дразнить tribe (п) род, клан, племя twice (adV) дважды wound (п) рана, ранение

Phrasats & Phrases

think through обдумывать, продумать wear 0ff проходить, терять (популярность, известность)

brajnstorming (п) мозговой штурм; попытка быстро думать bright (adj) яркий, живой, оживлённый

ЬиИу (у) запугивать, издеваться, грубо обращаться butly ,'Ъџ11! (п) хулиган, задира, обидчик соттоп !КртапЈ (adj) общий counsellor (п) консультант, советник expand fTksp&nd} (у) расширять, распространять extract /ekstrzek1j (п) отрывок face /fusi (м) сталкиваться с ч.-л. fau(t (п) ошибка, недостаток, вина fit ,'flt/ (у) подходить, прилегать, быть в пору тагК ,'тщ^ГК/ (п) оценка, отметка miss /m!Si (у) опаздывать, промахиваться, упустить nasty /n«st1! (adj) неприятный, негодный, плохой necessary /nessarv' (adj) важный, необходимый overcome (м) освободиться, побеждать, преодолевать possible /ppsIb>lj (adj) возможный quit ,'kWLV (У) переставать, останавливаться, оставлять, покидать

Shy Твј,' (adj) стеснительный, робкий shyness (п) стеснительность, робость team (п) команда vjtamin (п) витамин vivid ,'VlVId/ (adj) яркий, живой, наглядный, жизненный

Phrasals & Phrases

оп one's (мп самостоятельно, в одиночку pick оп дразнить, докучать, придираться put ап end tO 5th останаливать, прекращать sign 0ff подписываться, ставить подпись

accept iakseptj (у) принимать, соглашаться aff0fd /af*d/ (v) иметь возможность, быть в состоянии argument «qiumantl (п) аргумент, обстоятельство balanced /b&lanst,' (adj) сбаллансированный community centre [Кзтјщ•пш (п) культурный и общественный центр микрорайона dependent ,'drpgndant/ (adj) зависимый faked ,ifCJkti (adj) поддельныЙ, фальшивый formal (adj) формальный, официальный furry Ть•пј (adj) меховой, пушистый, подбитый мехом genuine (adj) подлинный, настоящий, истинный illegal (adj) незаконный, нелегальный imbalanced (adj) несбаллансированньй immature (adj) незрелый (о челоВеке) ,nmprpbabZV (adj) невероятный, невозможныЙ independent jndrpgndantl (adj) независимый invaluabte (adj) бесценный, неоценимый irrelevant hrehv•nt (adj) неуместный legal (adj) законный, легальный lend /lgndI' (у) одалживать, давать взаймы [ogical (adj) логический mature (adj) зрелый, взрослый original (adj) оригинальный, подлинный prefix /pri;f1kM (п) приставка probat)le (adj) возможный relevant /rehv>nt,' (adj) уместный, относяЙщиЙся к делу ге(у оп ,'гПщ оп] (у) полагаться на ...

rent &ent/ (м) брать в аренду, сдавать в аренду rudeness (п) грубость sew (v) шить trend (п) мода, направление, тенденция various (adj) разнообразный worthless (adj) бесполезный Cutture Согпег 4

apron [иргапј' (П) фартук bell (П) колокольчик check itj•ekj (п) клетка, клетчатая материя doak (п) плащ, накидка decorated (adj) украшенный distinctive ,'dtstvnk-tw/ (adj) отличительный, характерный, особенный folk (adj) национальный, традиционный (п) мантия, свободная одежда kjlt IkJlV (п) килт (траДиционная шотланДская юбка) nowadays (adV) в наши дни pad (п) прокладка, подушечка performer (п) артист-исполнитель pin (п) булавка pleat (м) закладывать, делать складки, плиссировать ribbon /цьап,' (п) лента shawt /IxV (п) шаль specific (adj) специфический

SPOt /sppt] (П) место tartan (п) шотландка, клетчатая шотландская шерстяная ткань waist ”wustj (п) талия

Phrasals & Phrases make up npv•1AasaTb cþopMY, cþopMHpoaaTb

Going Green 4

bamboo 'bæmbW (n) 6aM6YK cashmere /kæJmn^r,/ (n) KaweMHP chop /tJnp/ (v) py6HTb contaminate /kont&rmnelt] (v) 3arPR3HRTb, 3apaxaTb cosy /'kaw.t/ (adj) denim Idemm/ (n) aeHHM, TKaHb differ /dlfa¶ (V) OTJ1hqaTbCB fabric Ifßbnk/ (n) TKaHb, r.aaTepHR flax ,'tlæks/ (n) nëH (pacmeHue) fleece (n) fibre ifA1ba^t/ (n) BOJIOKHO, HHTb flakes /fleyks/ (n) xnonbR fortunate /fA¶anat/ (adj) YAaqnHBbli, CqaCTJIHBbtä label /lAb'l/ (n) 3THKeTKa, MeTKa linen 'limn/ (n) JlbHBHOe nonoTH0, nocreTlbHOe 6enbe nylon moon/ (n) He"T10H natural /rw'!faral/ (adj) ecreCTBeHHbih, HarypaT1bHbiÿ obvious (adj) OqeBHAHblŽ organic la^rgcnrk/ (adj) opraHHqeCKHh pesticide /pgsusald/ (n) RAOXHMHKar physicist /finslst/ (n) polyester /pplresta^r/ (n) nonH3cTep pullover Ipolauvar,' (n) nynoaep, CBHTep soil 62111 (n) noqBa synthetic Isrn9et1k/ (adj) CHHTeTuqeCKHü, HeHarypanbHblñ treat /tri•t/ (V) 06pa6aTbtaaTb, 06patuaTbcB (c) weave /wfv/ (v) TKaTb

Phrasals & Phrases environmentally friendly 6e3apeAHblŽ Ann

OKpyxa'0Lueü CPeAbl give sth a try aaTb B03MO>KHOCTb npoaepHTb/HcnblTaTb

MODULE 5

avalanche (n) naBHHa, CHeXHb1i 06Ban bridge (n) MOCT bury (berri (V) XOPOHHTb collapsed /þ*pst/ (adj) pyxHYBu.n-iä, 06BaJIHBunožCB crack IkrËW (V) aaaaTb TPeLUHHY, rpecKaTbCB, 'IOMaTbC9 cyclone (n) UHKJIOH disaster (n) Hecqacrse distribute Idrstnbjut/ (V) pacnpenenBTb, pa3AaBaTb drought /druut} (n) 3acyxa drown /cnun,' (v) TOHYTb, YTOHYTb earthquake /x^tÐkwe1k/ (n) aeMnerpncet-tne emergency (n) HeOTJIO>KHblü cnyqaü,

3RCTpeHHaq CHTyaL1hR flood /flAd/ (n) HaBOAHeHHe generate ,'cbenarert/ (V) 06Pa30BblBaTb, C03Aagatb habitat (n) cpeaa 06HTi1HHR hit /hLt} (v) yaaPRTb holidaymaker /hplldetmelkar/ (n) OTnyCKHHK, OTAblXalOU4H¥t

horrific /hanfik] (adj) yxacaK)L4Hž, yxac hurricane /hMTkan/ (n) yparaH injury /und3ar1/ (n) paHa lie (v) nexaTb litter Alta'/ (V) COPHTb, MYCOPHTb massive ,'mæsrv/ (adj) MaCCHBHbJñ, OrPOMHblñ medical team /mk'dlkõl ti:m/ (n) MeAHUHHCKaq rpynna,

KOMaHAa occur /akx^r/ (V) cnyqaTbCfi, np0hcx0AHTb palm (n) naJ1bMa ruined /ru•tnd/ (adj) pa3pytueHHb'lž reach /rftf/ (V) AOCTHraTb, A06HPaTbC$1 rescue /reskju:/ (v) cnacaTb, OCB060>KAaTb, BblPYNaTb rush /raf/ (V) MqaTbC9, KHAaTbCS, 6pocaTbcq scream iskrtm/ (V) BH3>KaTb, KPHqaTb search /sa;^rtfr (V) HCKaTb, HCCneAOBaTb shake ,ïJuk/ (V) HCKaTb smash /sme17 (n) Pa36HBaTb BApe6earH, norvtaTb spin ,'spmi (V) KPYTHTb, aepreTb, BPaL4aTb storey [starv (n) 3Ta>K, qpyc suffer (v) crpaaaTb supplies /saplaxz/ (n) npHnaCbl, nPOAOBOJ1bCTBHe,

'IPOBHaHT survivor Isarvålva¶ (n) nepe>KHBuJHž

OCTaBLLIHÞCB B XHBblX

tinned /tlnd/ (adj) KOHCePBHPOgaHHb1ä tornado ftn.•rneldau/ (n) TOPHaAO treat /trtt/ (V) neUHTb tsunami /tsungnll/ (n) UYHaMh violent /vualant/ (adj) HeptCTOBblŽ, BPOCTHblü, xeCTOKHñ wave lwerv/ (n) BOJIHa

Phrasals & Phrases

be left homeless OCTaTbCfi 6e3 KPOBa be washed up 6blTb Bb16POUJeHHb1M BOA0ñ Ha 6eper collapse like a house of cards paccbtnaTbc.R KaK

KapTOMHbli AOMHK early hours paHO YTpoM first aid nepgaq nor.•1014b in the meantime B TO xe Bpet•aq; Mexay ret*' pull out BbtraCKHBaTb rescue team rpynna cnacarenež

destroy jdrstraú (V) YHh'.1TOxaTb documentary !dpkjamgntnJ (n) AOKYMeHTanbHb'ñ 4)hJ1bM forming (adj) 06pa3Yi014H1.i feed /ftd/ (v) KOPMHTb hunt /hsnt,/ (V) OXOTHTbCR interact antarækt/ (V) BaaHMOaežCTBOB.atb issue IISju¶ (n) np06neMa, Bonpoc plant /pIŒnt/ (V) CayaTb, CeBTb pollution /paIu•JZn/ (n) 3arpA3HeHHe prevent fpnvgntJ (V) npeaorepaLuaTb protect épratgktj (V) 3aumuaTb, coxpaHBTb reduce (v) COKpatuaTb tools /tlÿlz/ (n) HHCTPYt•aeHTbi train ,'treln/ (V) 06yqaTb, rOTOBHTb

Phrasals & Phrases environmental problem np06neMa endangered animal XHBOTHOe, Hax0Aqtueecq noA yrp030ñ HCqe3HOBeHHR global warming rn06aJ1bHoe noTenneHHe greenhouse effect napHHKOBblŽ 3cþcþeKT ice cap CHe-HHafi I-uar1Ka (eep1.uuHa) set up a school OTKPblBaTb u_JKony

although (conj) XOTR atmospheric pressure /ctmasferrk prgrar/ (n) aTMoccþepHoe

AaBneHHe capable ,'kÈJpab01] (adj) cnoc06Hbli, B COCTORHHH cry IkraL/ (v) KPHqaTb, nnaKaTb deadline Idedlarn] (n) KPaÿHHÿt cp0K, CPOR qcr1011HeHHR donation /dQune1J'n/ (n) noxepTBogaHHe enable /lngbv'l/ (V) n03B0fiRTb, aaBêiTb B03MOMHOCTb feed /tï•d/ (V) KOPMHTb following (adj)

intend /tntgnd./ (v) Hat-aepeaaTb.Cfi, nnaHHpoBaTb kit ,'klt/ (n) 060pyAOBaHHe ladder næda%' (n) neCTHHUa, rpan mean ,/rntn/ (V) 3HaqHTb migrating bird bx^fd/

(n) nepenëTHaq moreover (adv) KPOMe Toro; 60nee Toro B

AOnOJlHeHHe nearly (adv) nogTH promise /prpmus„' (V) 06etuaTb

predict /pndlkt/ (V) npeACKa3blBaTb psychic }salklk/ (adj) 3KCTpaCeHCOPHbl", TICHXHqeCKHž reach (V) AOe3>KaTb, A06upaTbCA risk 'ask/ (v) PHCKOBaTb sense /sgnsi (V) gyÐCTBOBaTb sensitive /sensrtrv/ (adj) HYBCTBHTeJ1bHblŽ stubborn /stbba^rnf (adj) ynpRMblñ warden /wxrcPn/ (n) CMOTPHTeJ1b warn (V) npeaynpe>KAaTb, npeaocreperaTb

Phrasals & Phrases

be about to happen BOT-BOT Aom•KH0 cnyqurscq, np0H30üTH be in the habit of HtvteTb be on the way 6blTb Ha nyTh, npH6TIHxaTbC$1 become accustomed to 11PHBblKHYTb K higher ground B03Bb1tueHHOCTb look forward to c HerepneHHer-a natural disasters CTHXhñHble 6eACTBHfi, KaTaMH3Mbl take notice aaMeqaTb there's no point Her CMbtCna (npuqHHbl) to one's surprise K Liberay-nH60 YAHBneHH10 wildlife documentary /wuldla1fd2kjamgntri/ (n)

AHK0ž npHpoae

anecdote lenlkdatst/ (n) aHeKAOT behaviour /blhuvjar/ (n) noæaeH•ae Clue "klud (n) Kmoq R pa3raAKe, none-3HaB HH4)0PMa14HR desire Idlzua¶ (n) xenaHHe drizzle Idrœl/ (V) MOPOCHTb electricity line Illektnsrtr Ian/ (n) Ka6eJ1b, npoB0A frequent (adj) qaCTblh frost /fmst/ (n) howl (haul/ (V) .3aBb1BaTb, BblTb inspect linspgktl (V) H3yqaTb, OCMaTPHBaTb meteorologist (n) MeTeoponor mild Imaild/ (adj) pale /pul/ (adj) 6neAHblñ, TYCKnbl" pour (V) power cut /paua^rkßt/ (n) 0TKnoqeHHe aneKTP1•tqeCTBa refresh (V) OCBeyaTb rhyme (n) PH4)MOBaHHblÿi CTHX, pH4)Ma roar /r-x^tl (V) peseTb, rPOMblXaTb, LLJYMeTb rock 112k' (n) cKana rough /raf7 (adj) cypOBb1i, IliOTb1ä (0 3UMe) tower ,/tauat/ (n) 6aUJHB satellite /satelart/ (n) CWTHUK saying ,ísgltn/ (n) noc110BHua, noroBOPKa, BblCKa3btBaHHe shower /Jaua^r/ (n) JIHBeHb sign Ísunj (n) 3HaK whistle IWIS'I/ (V) CBHCTeTb Phrasals & Phrases

a bit nippy cnerKa MOP03Hblñ agreeable weather npHHTHaq noroaa at hand noa PYKO> boiling hot Ogee-lb be in for OCTaTbCfi AOMa H3-3a qero-nH60 by the looks of it BHAHMO, no-BHAHMOMY clear up feel under the weather HeBa>KHO ce6R HYBCTBOBaTb,

He3AOPOBHTbCS1 get snowed in (6b1Tb) 3aHeCëHHblM cHeroM

heavy rain np0ÏIHBHoñ AOHAb, JIHBe•Hb huge snowstorm CHJ1bHaB CHe>KHaq 6yps in order to aaTeM YT06bl; Toro '-IT06bt light breeze nërKHü BerepoK, 6PH3 save up for a rainy day K011HTb, xpaHHTb Ha scorching sun nanmuee conHue see which way the wind blows 3HaTb, KYAa Berep Ayer

soaking wet nPOMOKHYTb HaCKB03b, BblMOKHYTb AO HHTRH tear down CPbtaaTb, 06PblBaTb weather forecast nporH03 noroAb1 5e

apply /aplal/ (v) npmaeHRTb argue (V) cnopHTb ban /bæn/ (v) aanpe1.uaTb besides 1b:saJdzJ (adv) KPOMe Toro commute /'karnjLCt/ (V) e3AHTb (Ha pa60mg U c pa60mb'),

A06HPatbCfi conclude Ikanklu•d/ (V) pet.uaTb consequently /knnslkwentll} (adv) cnegoaarenbH0, cneACTBue conserve /kansxrv/ (v) KOHcepBHPOBaTb, coxpaHRTb encourage Itnkbnctÿ (V) noou.4PRTb, CTHMynHPOBaTb,

C rlOC06CTBOBaTb improve /ltnpru•v/ (V) ynyqwaTb(cn) introduce fintradju;s/ (V) npeACTaBJIRTb Koro-JIH60 ( B nepBblñ paa), 3HaKOMHTb

litter Alta^r,' (n) Mycop pack /p;gk/ (V) ynaKOBaTb point /pamt/ (n) Aeno, CYTÞ, CMb1CJ1 promote /pramuut/ (V) nPOABHraTb, rt0AAePXHBaTb public transport ,'PAb11k trænspn:^rt/ (n) 06L.ueCTBeHHblVi rpaHcnopT recycle [ri•suk'l/ (v) nepepa6aTblBaTb reduce IndjL.•s; (V) CHHXaTb, rlOHH).KaTb restate /rrst©lt/ (V) BHOBb 3aRBJIRTb, r10ATeep-KAaTb 3aHOBO reuse /ri:juz./ (v) HCnOTlb30BaTb nogropH0 solution /snlLPn! (n) peLueHHe therefore /ðeaTo:r/ (adv) no 3ToŽ npHHHHe, r103T0MY traffic /'træfik/ (n) ABHHeHHe, TPa4)HK viewpoint /v.jgpmnt/ (n) TO"Ka apeHH9

Phrasals & Phrases

all in all B more all things considered yqHTbiBaq BCë, npHHAB BCë BO

BHHMaHV•te as a concequence B peaYJ1bTaTe, BCJ1eACTBHe set up 3anycKaTb sum up rlOAb1TO>KHTb, noABeCTh HTOr, Pe3iOMHPOBaTb To begin with/to start with HaqHëM c Toro,

bottom Ibntaml (n) HH3, HH>KHSR gaCTb, OCHOgaHHe,

crew /krl!þ' (n) KOMaHAa (Ha Kopa6ne WI" carqoneTe) defend /dlfend,' (V) 3aU4HU4aTb defence Idlfgns/ (n) 3au.4HTa exhaust fumes /lgza•st fL•mz' (n) BblX"Or1Hb1e ra3bl faint /felntJ (v) naaaTb B 06MOPOK flame /flçgm/ (n) nnaMH hail [hell/ (11) rpaa hang-glider lhænglaldar,' (n) AenbTannaH nickname InLknelrnJ (n) HeocþHL4Ha,J1bHoe HMS, np03BHtue staff /stAJ7 (n) KonneKTHB (Ha pa60re) team /ti•m/ (n) KOMaHAa (cnopTHBHas) thunderstorm 16sndarsto.•tm/ (n) rpoaa tip over LIP,' (v) CnOTKHYTbC9 Phrasals & Phrases

come as a shock OKa3aTbCB LUOKOM just about nouTH t4T0, npHMepH0 over and over again CHOBa CHOBa Culture Corner 5

breed /brL•d/ (Il) BHA (xugomHb'X) cancel ,/kæns³1/ (V) OTMeHRTb, OCTaHaBJIHBaTb chance MA•nsJ (n) LUaHC creature (n) C03AaHHe, CYl.qecTBO cute /kju;t] (adj) *OPOtueHbKHÿt, nPhaneKaTeJ1bHblÿf

fringe ffnnct%/ (n) qëTIKa grazing ground grund/ (11) BbTOH, nacr6Htue horn ,'hxrn/ (n) por legendary IlecÈndrt/ (adj) nereHaaPHbl> spot /sppt/ (V) 06Hapy>KHBaTb, onpeaengrb

tourist attraction /toarrst atr;eUan/ (n)

AOCTonpMMeqareJ1bHOCTb

Phrasals & Phrases legend has it nereHAa rnaCHT

Across the Curriculum: Science

drop /drpp/ (n) Kannq freeze (V) Mep3HYTb lump /18mp/ (n) KOM, rJ1b16a, Kpym•iblñ KYCOK once Iwans/ (adv) KaK-TO, OAHa>KAbl pavement /pglvmant/ (n) rporyap pea /pj;/ (n) ropou_1HHa poke /pauk/ (v) TbiKaTb, TOJIKaTb , nnxaTb scale /sk£ll,/ (n) 11Kana slippery /slLpar1/ (adj) CKOJ1b3Khi spin /spln.' (V) Bpal.uaTb, KPYTHTb sticky tape /stlki tup/ (n) xneüKag neHTa, CKOTU swirl /swxtl/ (v) KPPKhTb toss /tps/ (V) 6pocaTb, MeTaTb uproot {aprut/ (V) KopqeBaTb, BblPblBaTb C KOPHeM violent /vmalant/ (adj) xeCTOKHVf Whirl /wz;^rl/ (V) BepreTb, KPyXHTb, BpatuaTb waterproof (adj) BOAOHer1POHHqaeMblä

MODULE 6

afterwards /gfta^rwafdzi (adv) grtOCneACTBHH, (IOTOM, 1103*e backpacking /b•sekpækrry' (n) noxoa breathtaking (adj) 3aXBaTblBaot.LIHŽ ayx cuisine /ksvtzi•n/ KYJIHHaPHOe HCKYCCTBO elk /glk/ (n) JlOCb escape /yske!p/ (v) y6exaTb excursion /lkskxrrn,/ (n) 3KCKYPCHfl explore /tkspla•r/ (V) H-ccneAOBaTb hostel Ihnst'l} (n) Heaoporaq rOCTHHH4a, 06U.40KHTHe landmark (n) AOCTOr1PhMega•reJ1bHOCTb nomad /nuumæd/' (n) KOqeBHHR seaside Istsald/ (n) n06epe>Kbe snaps tsnæpsi (n) CHHMKH truly /trull./ (adv) qeCTHO, no npasae roaops view /vju;/ (n) BHA wonder /wsnda^r,^l(V) YAHBMTbCq, HHTePeCOBaTbC9

Phrasals & Phrases

guided tour 3KCKYPCHOHHblñ typ raindeer sledge oneHbfi ynpR>KKa

amazing ,'атщтгј (adj) поразительный, удивительный announcement ;anwnsmantj (п) объявление annoying [апащу' (adj) раздражающий baggage (п) багаж communicate ,КатјщтКстт,' (У) общаться confused (adj) поставленный в тупик, смущённый delay ldlleV (у) задерживать, откладывать delighted idr1Nt1di (adj) восхищённый, восторженный disastrous (adj) катастрофический, гибельный, бедственный engjne (п) двигатель, мотор ferry Теп! (п) паром flat tyre [t1&t tap¶ (п) спущенная шина frustrated ,'frxstrertld,' (adj) расстроенный guesthouse fgssthaos/ (п) пансион, гостиница (недорогая) imagine ЛтщЦџп/ (м) воображать, представлять irritated hrrteltId/ (adj) раздражённый tanding (п) посадка luckjly /lAk111/ (adv) к счастью manage /птетс€,' (ч) справляться, управлять, управляться manager (П) управляющий, менеджер miss (У) пропускать, опаздывать monument impnju:mant/ (п) памятник

nightmare /паптезГ/ (п) ночной кошмар ра[асе /p&lrN (п) дворец passport (п) паспорт reservation kgzatvzfrv' (п) бронь, забронированный номер или место (01) ,trnb/ (у) грабить route (п) маршрут spoil ,/spmlj (У) портить, отравлять (З переносном смысле) steal lstL•V (у) воровать, красть take-off (п) взлёт theme park (п) парк отдыха с аттракционами

trouble дгдЬ[/ (п) беда, проблема, трудность

website twebsaIt/ (п) вебсайт, страничка в Интернете

Phrasals & Phr•ases

drive Sb mad сводить с ума, доводить get seasick заболеть морской болезнью get sunstroke получить солнечный удар go wrong не удаваться, пойти не так

|t's а фате! What а Фате! Какая жалость! Как досадно!

overnight trajn (п) ночной поезд package hotiday jpgkkt hnhdev (п) организованный отдых safe and sound в целости и сохранности thank goodness слава богу

бс

bother (у) беспокоиться, волноваться destination (п) место назначения exact (adj) точный

ехребепсе /1kspprpnsi (п) опыт jtinerary $ащпагап,' (п) маршрут, путеводитель message {mestct;I (п) послание probab[y ,'ргрЬаЫ1,' (adv) возможно report ,'прхЧј (у) докладывать rewarding (adj) стоящий, вознаграждающий thril[ing (adj) волнующий, захватывающий valid (adj) действующий, имеющий силу unattended hnatend[dj (adj) несопровождаемый

board (м) садиться в самолет, на корабль boarding schoo( sk\kl,' (п) закрытое учебное заведение, школа-интернат boardjng time ццт/ (п) время посадки пассажиров

ЬооК ТНК] (У) бронировать buffet саг tb"fet Кщ'Ј (п) вагон-ресторан coach /k2Qtf,' (п) туристический или междугородный автобус соттоп lkpm>n] (adj) обыкновенный cruise ”krwi (П) круиз goods (п) товары, вещи harbour /ћщ•Ъа^г,' (п) гавань, порт heticopter [helrkopta¶ (п) вертолёт hovercraft ,'hnvafkrcti/ (п) судно на воздушной подушке indicate hndIkerr,' (у) показывать, указывать invent hnvent] (У) изобретать jet (п) сверхзвуковой самолёт [апе (п) улочка, переулок merchandise (у) торговать motorway (п) шоссе paddlewheel (П) колесо с лопастями platform /pl&tfx^rrn' (п) платформа return (ticket) (adj) билет туда и обратно rotate /гогпејтј (у) вращать(ся) sign (п) знак

Singte (ticket) (adj) билет в одну сторону steam train ,'sttm (п) паровоз terminat (п) терминал toll bridge (п) мост с платным проездом touristy (п) переполненный туристами

(о месте) track (п) тропа traffic [jghts ЛгщйК la!ts' (п) светофор transport /tnenspm•rtj (м) перевозить, транспортировать vessel /ves•'l/ (П) судно, корабль voyage ,'умфу” (п) путешествие

Phrasals Phrases be оп strike бастовать соте into use начать использоваться domestic flight /damgstIk пщ[} (п) внутренний рейс get off сходить (с самолёта, с корабля, с поезДо) means 0f transport (п) транспортные средства, виды транспорта peak-time часы пик, время большой нагрузки off-peak не час пик

accommodation aloud Ialaud/ (adv) rpOMKO, Bcnyx appreciate /aprikfœlt/ (V) UeHhTb benefit /bgnlfit/ (v) H3BneKaTb nonb3Y complaint ,/kampICJnt/ (n) HeAOBOJ1bCTBO, xan06a contribute Ikantnbju:t] (v) BHOCHTb BKnaa culture Ikoltfa^t/ (n) KYJ1bTypa exchange student /lksýerncb stjlÿd'nt/ (n) CTYAeHT no

06MeHY furthermore /fx^tða^rmx^t/ (adv) Kporae Toro, K TOMY xe generosity ,ictçnarpsltu/ (n) U4eAPOCTb, BenHKOAYUJHe global Iglažb'l/ (adj) rn06anbHb1ñ gratitude /qngtltju:d/' (n) 6naroaapHOCTb, npH3HaTenbHOCTb hospitality (n) rOCTenPHHMCTBO host family /hužst fcrmll/ (n) c:eMbB, npHHHMažotuas

CTyaeHTa no 06MeHY interchange ,'1nta^rtJe1ncW (V) 06MeHhBaTbCB kindness /kajndnas/ (n) A06pora lifelong llaJflnn/ (adj) Ha >KH3Hb manners Imæna^rzJ (n) MaHePbt model /mnd'l.l (n) MOAenb, 06paaeu moreover Ima•.rnuva/ (adv) Kpor-ae Toro, 60nee Toro, ceepx

Toro open-minded /aupanmundld/ (adj) (qenoaeK) u.1HPOKhX

B3rnRAOB penfriend ipenfrend/ (n) apyr no neper1HcKe proofread (V) KoppeKTHPOBaTb TeKCT quality /'kwnlltl/ (n) KaqecTB0 recipe /resrpr/ (n) peuenT, request /nkwgst/ (n) npocb6a respectful InspgktfulJ (adj) yeaXHTenbHb1>, yaaxatOL14Hä similarity ,/slrntlærrtl/ (n) CXOACTBO, noA06He swap /swup/ (v) 06MeHHBaTbCR welcoming /wglkamtn/ (adj) roc-renpHHMHblä

Phrases

drop a line qepKHYTb cTP0¼KY keep in touch noguepxuaaTb OTHOLUeHH9 once again CHOBa, eu4ë pa3 a sense of humour HYBCTBO 10Mopa word for word AOCJIOBHO

achieve /atfw/ (V) AOCTHraTb amuse (v) pa3BneKaTb, paccMeujHTb curious /kjuartas/ (adj) '11060T1blTHblñ deliver IdllLva^t/ (V) AOCTaBJIATb enthusiasm nnOjwnæz^am/ (n) 3HTyaua3M, 3HeprHR excited /lksawd/ (adj) B3BOTIHoaaHHblÞ1 excursion (n) 3KCKYPCHB expedition /ekspldfn/ (n) 3KcneAHLlHB fetch Ifg¶/ (V) CXOAHTb H npHHecTH gap (n) nponycK, np06en hire (haw (v) 6paTb HanpoKaT, HaHUMaTb journey (n) noe3AKa, nyrewecTBHe outback lautbæk] (n) ManoHacenëHHbte

ABcTpaTIHñcKoro KOHTHHeHra room 'rum/ (n) npocrpaHCTB0 sink /stl)k/ (v) 3aTOHYTb trip /tnp/ (n) noe3AKa, nyTewecTBHe voyage (n) MOPCKoe nyrewecTBHe Phrasals & Phrases

in advance paHbtue apetaeHH, 3apaHee on time BOBpeMfi, no pacr1HcaHHK) without delay 6e3

Culture Corner 6

architectural (adj) apXhTeKTYPHblñ attack /atL'k/' (n) araKa, HanaaeHhe bank Iber)k.,' (n) 6eper (pew) castle (n) 3aMOK event (n) C06bITge export /lk.spa•rt/ (V) 3Kcn0PTHpogaTb extremely /lkstri;mll} (adv) qpe3BblqaüH0, BecbMa fame /fgJm/ (n) cnaga, H3BeCTHOCTÞ flow Illau/ (V) Teqb fort (n) illustrate Illastrett/ (v) unnocrpHpoBaTb industrial revolution /lndAstnaI revaluPn/ (n)

tiPOMbll.uneHHaq peB0Ï11014Hq liquid Illkwld/ (adj)

Londoner Lndana^r,' (n) 110HAOHeg, *HTe11b JlOHAOHa major }meJctpr/ (adj) saXHbli mouth /mau9/ (n) YCTbe peKH provide /pravud} (V) 06ecneYHBaTb, CHa6xaTb protect /pratgkt/ (V) 3aL4HLL4aTb rowing (n) rpe6JIR sight (n) BHA stroll ,/straul/ (n) nerKas thirst /9xrst/ (n) xaxaa waterway ,/wztarwet/ (n) CYAOXOAHblV1 Kat-Ian

Going Green 6

acid (n) KhCTIOTa AD (Anno Domini) Hat.ueä 3Pbt alternative /xlta;rnatrv/ (adj) ant,TePHaTHBHb1i ancestor junsestar/ (n) npeAOK carve /kŒ^rv/ (V) 8btpeaaTb, rpaBHpoaaTb coal /kaul/ (n) yrollb

democracy Idlmnkrast/ (n) AeMOKPaTHR destruction IdrstnkPn/ (n) pa3pyweHHe, paapyxa erosion (n) 3P03HA, paapyuet-we fascinating ifæsrneItJT)/ (adj) BOCXHTHTeJ1bHblä fossil fuel /fbs*l fiu;al/ (n) opraHuqecKoe •ronnHB0 freedom /frtdam/ (n) CB060na gradual Igr;gdjual/ (adj) rlOCTeneHHb1ž, nocneAOBaTeJ1bHblä inherit /lnhgrll/ (V) HacneAOBaTb liberty 111ba^rtJ/ (n) CB060Aa maintenance /metnttnans/ (n) coxpaHeHHe,

BOCCTaHOBneHHe

marble /rng^rb'lj (n) Mparaop mixture inukstJa^t/ (n) CMec:t, particle (n) uaCTHua (gacmbpequ) petrol /petral/ (n) 6eH3hH province /prpvtnsi (n) 06nacTb release /rlli•sj (V) BblCB060XAaTb, BblnycKart, repair Inpça¶ (V) BOCCTaHaBÏ1hBaTb, PeMOHTHPOBaTb represent Ir•gpnzgnt/ (V) 11PeACTaBJIRTb, peKnaMHPOBaTb restore /nstx^r/' (V) pecTaBPHPOBaTb sculpture (n) cKYJ1bnypa smog ,/smng' (n) CMOr (30apR3HeHue om 3b/XJ70'7Hb/X ea303) solar /saular/ (adj) COJIHeqHblŽ statue (n) craryq sulphur /solfat/ (n) cepa vehicle /vi;rkël/ (n) TpaHcnopTHoe CPeACTBO

Phrasals & Phrases

be located 6b1Tb pacnonoxeHHblM build up nocTeneHH0 C03AaBaTb

run on pa60TaTb Ha (o Hawt1Hax) visual prompt BH3yanbHa.q onopa MODULE 7

affect /afekt/ (v) beyond /bljnnd] (prep) noMHMO, cabli-ue Toro complete /kampltt/ (V) 3aKaHHHBaTb, 3ageptuaTb connect /kanekt/ (V) COeAHHRTb(cq) cope (with) /keup/ (v) cnpagnmscq deal (with) (V) HMeTb Aeno c deny /cltnal/ (V) 0TPHuaTb, OTBepraTb divide IdrvaJd/ (V) AenHTb, pa3beAHHBTb download /duunlaod/ (v) aarpyxaTb edit /edlt/ (V) peaaKTHpoaaTb essential ,'rsenfl/ (adj) He06XOAUMblñ, CYUaeCTBeHHblñ extension /lkstgnfn/ (n) npoaonxeHHe fast-paced /fŒst pgst/ (adj) 6bICTPblMH waraMH,

6bICTPO pa3BuaaK)LLIHŽCfi file /fail/ (n) cþaün, AOKYMeHT gadget (n) aneKTPOHHoe ycrpoäcTB0, npH60p gain /qcm/ (v) nonyqaTb, npH06peTaTb games console /geitns knnsaol/ (n) grp0Baq npHcraBKa impact arnpækL/ (n) BJIHRHHe install /tnsta•l/ (V) YCTaHaB11HBaTb multi-tasking (n) Bbtr10JIHeHHe HecKOJ1bKHX

3aaaq OAHOBper•aeHHO occasionally lakgzanall/ (adv) BpeMfi 0T BperaeHH reflect /ntlekt/ (V) pa3Mblt.nngTb, pa.3AYMb1BaTb screen /skrtrv (n) 3KpaH silence /suglans/ (n) THWHHa simultaneously /sLmaltgamaslt/ (adv) OAHOapeMeHHO stuck (adj) 3,acTpsau.'Hä text ,'tekst/ (v) nocbtnaTb c00614eH«e (Ha M06U'7bHb'Ù meneØOH)

Phrasals & Phrases

be fixed on YCTaBHTbCR Ha qro-JIH60 (o rnaaax) chat online 6eceaoaaTb OHnaViH come to a head Ha3peTb, HaapeBaTb face-to-face c rnaay Ha rna3, JIHUOM K nugy on a daily basis H30 AHS B AeHb, noBceAHeBHO tell sb Off OTHHTblBaTb Koro-nH60

certificate /sartJfikat,/ (n) arrecrar contradict Ikpntradlktj (v) nOTHBOPeYHTb, onpoaepraTb degree IdrqrL/ (n) yuëHas creneHb graffiti /qratttl/ (n) rpacþcþHTH, Ha creHax mark /mŒrk./ (V) craBHTb OTMeTKY (oueHR9'), 0TMeqaTb oral Izral] (adj) YCTHblž revise Invuz/ (V) noBTOPATb test /tgst/ (n) at.ianha•, KOHTPOJ1bHaR, 3K3ar.teH timetable /turntetb'l/ (n) pacrtHcaHhe

Phrasals & Phrases

come up nonaaaTbCB entrance exam BCTynmenbHb1i 3K3ar.teH let st) down nOABOAHTb mess up npoBanHTb, HcnopTHTb report card /npa•rt kŒ^rcl/ (n) Ta6eT1b ycneBaeMocTH that's the spirit! HY H BblAePHKa!

to retake an examination nepecaaBaTb 3K3aMeH

cheat /t/i•t/ (V) 06MaHblBaTb, CnHCblBaTb (HO 3K3ameHe) deduction ,/drcnkJ'n/ (n) YM03aKf1K)qeHHe, BblBOA forbidden ffatbJd'n/ (adj) 3anpeTHblü, 3anpetueHHblñ headmaster Ihgdmgstar,' (n) AHpeKTop obliged 06R3aHHblä, 6naroaaPHblä ordinary /a•rclrnrl/ (adj) 06blKHOBeHHblñ opportunity /npartL•mt1/ (n) B03MO>KHOCTb oversleep (v) npocnaTb skill „'skJV (n) MaCTePCTBO, onblT, YMeHue wide range Iwmd (n) WHPOKH> aCCOPTHMeHT,

60J1bUJOü Bb160p

Phrasals & Phrases

attend classes/ school nocetuaTb yp0KH/WKony be accepted 6b1Tb nPHHATbiM do the washing up MblTb nocyay performing arts ncr10JIHqreJ1bCKhe BHAbl HCKYCCTBa show business HHAYCTPHH pa3BneyeHHi

bark /bŒ'k/ (n) Kopa broadcast /brxdka:st/ (n) paauo- Tenenepeaaqa, nporpaMMa broadcast (v) BeCTH nepeAaqy, nepeAaBaTb B

HOBOCTAX, no paAHO chipped ttf1Pt] (adj) HacrpyraHHb1ñ, Hape3aHHblV1

MenKHMH KYCOHKaMH

соах 'kQQkS' (У) уговаривать cover (у) давать репортаж coverage [Кд•сапф,' (П) репортаж director /dawgkta¶ (п) режиссёр (В театре, кино) drain /drunl (м) осушать, откачивать воду editor (п) редактор host [havrst/ (У) вести радио- или телепрограмму newsreader (п) диктор, телекомментатор, ведущий выпуска новостей paper mill ,'рцраг (п) целлюлозно-бумажная фабрика presentation (п) презентация, показ, представление presenter (п) ведущий pressure cooker ”рщГа^гКџКаЧ (п) автоклав, скороварка producer /pradjgssa¶ (п) продюсер риф /pslp/ (п) бесформенная масса reporter (п) репортёр revjew јгтхјџ;ј (п) обзор rest[ess ,'restlas,' (adj) возбуждённый, беспокоиный гоат ,'гоот/ (у) бродить sitcom /s!tkorn' (п) комедийное шоу, комедийный сериал spray /spr<l/ (у) распылять Phrasals & Phrases

breaking news горячие новости gjve ап injection делать укол оп air в прямом эфире оп one's own самостоятельно реак season сезон максимальной нагрузки

(товарооборота) prime Ите лучшее эфирное время гиф hour час пик sound engineer звукорежиссёр

access (п) доступ, возможность commute (м) ежедневно ездить в школу (на работу, на учёбу) contrast [Каптгџ;м,' (у) сравнивать, противопоставлять development idwekpmant/ (П) развитие, усовершенствование drawback (п) недостаток, помеха, препятствие high-tech /h3!tekj (adj) высокотехнологичный inaccurate (adj) неверный, некорректный

ontine (adv) интерактивно, в Интернете storyline (п) основная сюжетная линия t00l /tw•V (п) средство, инструмент violent ”vaplant/ (adj) жестокий

Phrasals & Phrases advantages and disadvantages плюсы и минусы, преимущества и недостатки at one's own расе в своём темпе Ьеаг in mind иметь в виду for instance например, к примеру get the most from получить как можно больше от

in addition вдобавок, к тому же по doubt без сомнения

advertisement kedvg^rt[smantj (п) реклама announcement /anaunsmant/ (п) объявление, сообщение

ЬиИу /bull,' (v) задирать, издеваться distrjbute (у) распределять, распространять educate /edjuk"lt/ (у) обучать, давать образование hurt /hb“t/ (У) обижать, причинять боль instruction /тлмдКј'п/ (п) инструкция теап /тГпј (adj) скупой, злой mood ЈтщШ (п) настроение resit /rS1t/ (м) пересдавать письменный

,-'rwtV (м) разоблачать, раскрывать temper ,'tgmpa'/ (п) нрав, характер tolerate /tnlarcrt,' (У) терпеть, выносить unacceptable 6naksgptab01/ (adj) неприемлемый

Phrasals & Phrases

а curse ог а b(ess проклятие или благо саге for любить саа Sb names обзывать, дразниться, давать прозвище catch ИР wjth нагнать (упущенное), догнать Culture Corner 7

contain (у) содержать, вмещать found /favnd/ (у) основывать (поселение, гороД) humanities Длјштщпига' (п) гуманитарные науки leading (adj) ведущий, главный medieval /medtv•l/ (adj) средневековый precious ,'ргфЫ (adj) ценный, дорогой prestigious /ргемкђаы• (adj) престижный, авторитетный survive /savarvl (М) выживать wea[thy /wg19'! (adj) состоятельный, богатый

Phrasa[s & Phrases

be in existence существовать graduate from оканчивать (Высшее учебное заВеДение) have in соттоп иметь общее

Across the Curr-iculum: lCT

consequence /knnslkwans,' (п) последствие copyrighted [Кпрташс1/ (adj) охраняемый авторским правом (о книгах, песнях, фильмах) device (п) устройство handle (м) обрабатывать (Данные) hardware ,'tWdwcar,' (п) комплектующие части для компьютера network /netwxW (п) сеть (информационная) overuse /аџуа'јЩ7ј (у) чрезмерно использовать, злоупотреблять password (рщмз:^Тс1/ (п) пароль plagiarjsm (п) плагиат, заимствование чужого

resource (n) HCTOHHHK rlHTaHHR (ðng

K0MnbK)mepa) share (V) "CT10f1b30BaTb COBMecTHO, AenHTbCfi software /snftwea^t/ (n) K0MnbK)TepHag nporpaMMa, nporpaMMHoe 06ecneqeHvae unethical (adj) He3THqHblV^V.1 Virus Nairas/ (n) BHpyc wire twaL2¶ (n) npoB0A

Phrasals & Phrases

cabling system Cerb (Ka6eneù, npogoðoß) flow of data noTOK HHcÞopMaLIHH MODULE 8

addicted {adlkttd/ (adj) YBneqëHHblŽ, npucrpacTHBWHñCR axe /æks/ (n) neAopy6 bizarre /blzg•r,' (adj) rlPHqyanhBblü, NYAHOŽ, He06blqHblh board (n) A0CKa

bounce (V) OTCKaKHBaTb, OTnPbTHBaTb bump lbsmp/ (n) yaapBTbCB, HaneraTb circle /sx^tk•'l/ (n) KF)YY0K, rpynna (moaeü) competitor (n) yqacTHHK COCTfi3aHHB, conepHHK discover /dlskt,va^r/ (V) 06HaPPKHBaTb, OTKPblBaTb dive /dalv,/ (V) norpyxaTbcq c aKBanaHroM, HblPSTb entrant lentrant] (n) yqacTHHK COPeBHOBaHHŽ equipment 11kW¶pmant/ (n) 060pyaogaHHe, CHapqxeHHe fasten /fgs3n/ (V) npHcrerHBaTbcR flippers /tllparzd (n) nacTbl goal /ga_ul/ (n) BOPOTa, ron hill null (n) xonM, B03BblweHH•octb inflatable (adj) HaAYBHOŽ invent (v) Ha06peTaTb involve /tnvnlv/ (v) noBneqb 3a c060ü knock Innk/ (n) yaap, CTOnKHOBeHHe,TOJINOK mountaineering ,/mauntlnnruy/ (n) anbnHHH3M opposing tapauzrry/ (adj) np0THaocT09L4Hü originate (v) 6paTb Haqano, rtPOHCXOAHTb paragliding /'pæraqludll)/ (n) napannaHepH3M, noneTbl Ha napannaHe pastime Ipg:starrn/ (n) npnqtHoe speMqnpenpoB0>KAeHHe,

3aHSTHe, x066H puck /psk} (n) ujaä6a roll /raul/ (v) KaTHTbCB rope Irupl (n) KaHaT, BepeBKa sandboarding (n) KaraHHe Ha AOCKe no necKY skilled /sklld/ (adj) onbtTHb1Ž, yr-aenblñ,

KBaJIHcþHUHPOBaHHblü skydiving /skaldatvro/ (n) aaTB>KHble npb1XKH C napautOTOM slide IslaJd/ (v) CKOT1b3HTb

Slip Islip/ (V) nocKOT1b3HYTbCB, CKOnb3HTb snorkel Isnxrk•'l/ (n) AblXaTeJ1bHas Tpy6Ka noABOAHOro nnaaaHHR snowboarding /snnubo•.fd10/ (n) CHOY60PAHHr splash ISPlæJ/ (v) 6Pb13raTbC9, nnecKaTbcq steep {Slip/ (adj) (o ôopoaax, xon,yax, eOPHb1X

Mecnwocmgx)

strap /stliep/ (V) cKpennATb PeMHRMH, rlPHBB3blaaTb swing (V) BTblKaTb C pa3Maxy technique /'tekntk,' (11) reXHhKa, cnoc06 unlike ,/xnIaJk/ (adj/adv) He Taxoÿ, OTnW-./aK)U4hŽCS waterfall /wa•taTxI/ (n) BOAonaA weightless /wgltlas/ (adj) HeaeCOMbtVf whizz twill (V) 6b1CTPO ABHraTbCq; KPPKHTbC9, pacceKaq

B03AYX zorbing (n) 30p6HHr (cnycK co CKJ70H03 3Hympu np03p09Hoeo ð6yxcnoúHoeo wapa)

Phrasals & Phrases

base jumping 6eäc-axaWIHHr, nPbl>KKH c napaW10T0M c

BblCOKHX 06beKTOB CO cnegqaJ1bHb1M 060PYAOBaH1.teM ice climbing neaonaaaHHe pull oneself up on smth nOAT5HYTbCB, onv.-tpaqcb Ha gro-

'1"60 rock climbing CKanonaaaH1•te sand dune necyaHaq AIOHa, 6apxaH spectator sport BHA cnopra speed freak m06"Tent, 6btCTPOŽ e3Abl sport event cn0PTHBHoe C06blTHe take part in npHHHMaTb ygacTHe B work out OTPa6aTblBaTb, ynyywaTb

aerobics leanublks/ (n) aap06HKa assembly hall /asembll hxl/ (n) aKTOBblVi aan athletics /æ91gt1ks/ (n) arnerv«a audible /ïdtb"l/ (adj) CT1b'UJHblŽ, CDblUIHMblä court Ika•rt/ (n) KOPT cricket Iknklt,' (n) KPHKeT experience ,'1kspRnans/ (n) onb1T flat /flœtJ' (adj) HeBbtpa3HTeJ1bHblñ, OAH006Pa3Hblñ gate /ggt/ (n) Bopora gymnastics (n) rHMHaCTHKa hesitant /hezrt^ant/ (adj) Kone6JIE014HhCB, COMHeBaK)14Hücq high jump IharOrnp/ (n) rlPb1>KKH B BblCOTY hurdles /hxtd"lz/ (n) 6er c npenBTCTBHHMH indistinct /lndlsunkt./ (adj) HeBHfiTHblh, HeOTqeTTIHBblh inter-school (adj) Me>KUIKOnbHblŽ javelin throwing (n) MeTaHHe jerky (adj) TPRCKHŽ, ABHraK)U.4HŽCB Pe3KHMH

TonqxaMH jogging (n) 6er rpycuo¥l karate /karŒtv' (n) KapaT3 long jump (n) nPbDKKH B lovely /lsvll./ (adj) KPaCHBblü, npeKpaCHblñ, oqaPOBare11bHblA match Ime(l/' (n) Marg, BCTpeqa monotonous }manntanas/ (adj) MOHOTOHHblü, mumble Imsmb^ZlJ (V) 60PMOTaTb noticeboard ,'nauusbatd/ (n) AOCKa racquet (n) paKer;eca Hrpbl B TeHHHC,

6aAMHHTOH) rhythm /n&rn/ (n) PHTM rugby /rsgbl/ (n) par6H scuba diving iskl&ba datvuv' (n) nnaBat.iHe c aBKa.naHrotv1 cneu060pyaoaaHHet•a

spare (adj) запасной sguash /skwpJ/ (П) сквош trainers /treJnaW (П) кроссовки water ро[о (п) водное поло wonder /wsnda¶ (у) интересоваться, желать узнать

Phrasals & Phrases free refreshments бесплатные закуски

8с

boit (у) кипеть (ожиДкостях) сир ,'Кдр,' (п) кубок drop ,'drnp,' (у) ронять exhibition ,'еКыЬГп/ (п) выставка expand ilks№ndj (у) расширять, увеличивать fix ff[ksl (У) чинить general truth (п) общеизвестная истина imaginary Лтщфтпап,' (adj) воображаемый iron (п) железо reservation /rezarvuPnj (п) предварительный заказ rust ,hst./ (у) ржаветь (о металлах) splash (П) всплеск steam /sttmj (п) пар tidy /tmdi/ (у) убираться, наводить чистоту, порядок Мге (п) провод, проволока

Phrasals & Phrases

at [east во всяком случае, по крайней мере Ье in the mood быть в настроении chain Story история, начатая одним человеком, продолженная следующим и т. д.

CtJt 0ff выключать, отрезать It depends Всё зависит от обстоятельств

amazed iamwdl (adj) изумлённый bat (п) бита (З спортиВных играх) beat /bttI (м) побить (В сореВноВониях), победить billion i'blljanj (п) миллиард ctub ,'khb/ (п) клюшка (Для гольфа) competitor (П) соперник, конкурент, участник состязания course [Кэ•.'ы' (п) скаковой круг, поле (Для игры В гольф) create (у) создавать defeat /dIfLtj (м) нанести поражение fan (п) болельщик, фанат gain (у) получать, приобретать, наращивать helmet /hklmltJ (п) шлем па ,'ги1,' (п) ноль officiat .[afj'lj (п) должностное лицо pitch ”Pltp (п) игровая (спортивная) площадка record (п) рекорд result (п) результат score /skx¶ (У) забивать spectator /spektqta¶ (п) зритель, посетитель

(стаДионо)

tournament $t!Wnamant/ (п) соревнование, турнир win (м) победить, выигрывать

Phrasa1s & Phrases

be fed ир пресытиться, быть сытым по горло be saved Ьу the быть спасённым в последний момент а meeting созывать собрание соте ир with предложить get the ball rotling сдвинуться с мёртвой точки host team хозяева поля send sb 0ff удалить с поля, оштрафовать за нарушение the ball is in Sb's court чья-то очередь делать что-то to tose а game проиграть игру top scorer лучший бомбардир throw Јп the towel признать себя побеждённым, сдаться

accept ,'aksgpt/ (У) принимать advanced kedvw•nst/ (adj) продвинутый, усложнённый аппиа[ (adj) ежегодный apo[ogy /арр1хђ1Ј' (п) извинение apptication form Кер11Ке0'п (п) анкета, регистрационная форма, бланк заявления арр[у (for) ,'aplu.i (м) подавать заявление (на), просить

(о) asthma /;esmai (п) астма basic (adj) основной beginner „ЪчпаГ/ (П) новичок, начинающий certificate /sa't!frkat/ (п) свидетельство, сертификат, удостоверение certification /sartlflkuPn/ (п) выдача свидетельства, удостоверения, сертификация depend оп /dwend 011” (ч) зависеть от eyesight /ш.чапј (П) зрение, кругозор fee /lV (п) плата guidance (п) руководство inc(ude [mklwd/ (у) включать [evel (п) уровень membership (П) членство (В клубе) outing (п) загородная прогулка, экскурсия postcode tpo№stkoudt (у) почтовый индекс request ,ttkwest/ (у) вежливо просить session /se,pni (п) период, сессия. совещание subscription /sabsknpfnj (п) подписка, членский взнос superb (adj) превосходный surname (п) фамилия timetable (п) расписание transactiona[ [etter lgta¶ (п) ответное письмо trainer (п) тренер

Phrasals & Phrases

be crazy about быть помешанным на чем-либо emergency contact питЬег телефон для экстренных случаев tick as appropriate поставить галочку, сделав выбор

coach Ikau!f/ (n) rpeHep insecure (adj) He6e30nacHbth, HeHaAë>KHb/i instructor Imstrskta¶ (n) HHCTPYKTOP junk food fud/ (n) eaa BCYXOMRTKY, HenonHoueHHafi

nutga league /li•g/ (n) TlHra section IsçkPn] (n) qaCTb tracksuit /tr&k.sut,' (n) CnOPTHBHbI> TPeHHPOBOUHblÞi

KOCTiOM upset /,spsgt/ (adj) pacCTpoeHHblñ weekday /wtkdel/ (n) 6YAHHÿ1 aeHb

Phrasals & Phrases

be in favour Of nOJ1b30BaTbC9 cnpocoM, HPaBHTbCR fall into place BCTasatb Ha MeCTO for hire HanpoKaT in charge Of OTBeTCTBeHHblÿt 3a set an alarm clock 3agecTH 6YAH"bHHK talk sb into sth yrOBOPHTb Koro-nH60 Ha qro-$1H60 Culture Corner 8

abseil (v) cnycKaTbcq Ha BepeBKe attract latrA•kt] (V) npHBneKaTb beak (n) KJIIOB charity /lfærltl/ (n) 6narOTBOPHTe11bHOCTb cereals islartalz.i (n) 3naKH, Kpynbl cuddly /kAdlr/ (adj) nPHRTHb1ñ, rtPHBneKaTe$1bHblŽ dinosaur Idarnasa•r,' (n) AHH03agp goalkeeper (n) Bparapb half-time (n) nepepblB ( B Hrpe) hen then/ (n) KYPHua home game ,'haum geltn/ (n) Hrpa Ha CBOeM none hopefully ihaupfullj (adv) B Haaexae, c HaAe>KAOVq kick-off /k1kot7 (n) Hagano Marga c ueHTpa nona kit [kit/ (n) KOMnneKT, Hapna mascot /m;esknt/ (n) ranHCMaH penalty shoot-out (n) nocneMarqeBb1e nee•W1bTH publicity Ip,sbllsttll (n) ny6m-tqHocTb, H3BeCTHOCTb public relations IPAbllk (n) CBfi3H c

0614eCTBeHHOCTb10 striped istrutpti (adj) title ,'taltal./ (n) THTyn wander /wnnda^f/ (v) 6POAUTb, CJIOHRTbC9 6ea Aena wave (to) (v) MaxaTb (KOMy-nu60)

Phrasals & Phrases make appearance noRBTIATbCB

Going Green 8

aim (n) gent, aquatic (adj) BOAHb1ñ, npHcnoc06neHHb1ñ K

XH3HH B 80Ae awareness (n) OCBeAOMnëHHOCTb,

HHcþ0PMHPOBaHHOCTb

WI-23

case r'kgs/ (n) Aeno, oc06aq CHTyauHR conserve Ikansa;^rvf (V) KOHCePBHPOBaTb, coxpaHRTb,

3aLUH1.gaTb coral reef /knral rtf7 (n) KOPannOBblü edge (n) Kpaü festivities 'fest1VIuz/ (n) npa3AHecTBa, Topxecrsa generation Ict;enargfn/ (n) rt0KoneHHe interact Ontar&kt/ (V) BaaHMOAe>CTBOBaTb,

B03AeäCTBOBaTb measure (n) Mepa, MeponpHRTHe non-profit organisation Innn pmfit argamuzg_LPn] (n)

HeKOMMepgecKaB opraHH3auHR outcome ,'uutunv' (n) pe3ynbTaT, nocneacTBHe, HCXOA participate (V) yqaCTBOBaTb, nPHHHMaTb

yqacTHe procedure Iprosi•ctar,' (n) npoueaypa, npouecc prospective Ipraspgkuv/ (adj) 6yayu4Hù, OMHnaeMbli regard inqŒ'd} (V) CNHTaTb, OTHOCHTbCfi responsibility Insppnstbllrtl/ (n) OTBeTCTBeHHOCTb seabed Istbed/ (n) MOPCKoe AHO shoreline Flam/ (n) 6eperogaq

Phrasal verbs stand for BblCTynaTb (30 KOMOHðg), npeacraanqtb

Phrases take action npHHHMaTb MePbl

APPENDIX 1

Phrasal Verbs bring about OCyueCTBJ19Tb bring back HanOMHHaTb, BcnOMHHaTb bring in rlPHH0CHTb neHbrH, BHOCHTb bring out BbtnycxaTb Ha nponaxy bring round nPHBOAHTb B C03HaHHe bring up pacTHTb, Bocnnrt,tgarb call for 3BaTb call in 3aXOAHTb, HaHOCHTb BH3HT call off OTMe-HRTb call on Haøeuaatb call out npocHTb o noM014H get across AOHOCHTb (uòeu) AO cnyumeng get along with 06tuaTbCA, noAAePHHBaTb xopou.JHe

OTHOweHHA get somebody down paccrpaHBaTb get over nonpagm,cg, Bb13AOPOBerb, npeoaoneTb get over with 3aKOHHHTb, cnpaBHTbCB give away 1) OTKPbtTb ceKpeT, 2) OTAaaart, give back B03Bpau4aTb give out pa3AaBaTb give up caaBaTbCA, npeKpauxaTb nonblTKH go after npecneA0BaTb go down With CBanHTbCR c, 3a60neTb geM-JIH60 go off H3 CTPOA, cnOMaTbC9 go through nonYNHTb oribiT go up 110Bb1UJaTb, YBeJIHMHBatb go with MATH, nonxoAHTb (06 oaexae) go without put away OTKnaAbtBaTb, y6upatb

put Off OTCPONH8aTb, OTKnaAb1BaTb { APPENDIX 3 put on OAesaTbIdioms put out noryu-1HTb (OrOHb) a piece of cake nerK0, nycTAK put (sb) through (to st)) COeAHH½Tb (KOrO-JIH60 c again and again CHOBa H CHOaa

Rerv1-nu60) no renecþ0HY all in all B ¼Tore, B genoM put up with MHPHTbCB c qeM-nH60 (be) a bolt from the blue 6b1Tb HeO>KqaaHHO¥i HOBOCTbtO set aside OTCTaB$1ATb, OTKnaAblBaTb be a pain in the neck 6b1Tb set back 3aaeP>KMBaTbbe bad news HMeTb nnoxoñ xapaKrep set in ycTaHasnHBaTbbe in the same boat 6blTb B OAHOñ ynpfi>KKe set Off OTnpaBJIBTbC9be on cloud nine BHTaTb B 06naKax take after 6blTb Ha(not) be one's cup of tea (He) TO, qro HYRHO take Off 1) B3neTaTb (Ha caMonere) 2) y6HpaTb break the ice HapyuJHTb MOnqaHHe, pa3pgAHTb 06CTaHOBKY take to nOHPaBHTbCB, npv•tcTpacTHTbcBcry over spilt milk coxaneTb o HenonpaBHM0M take up l) YBneqbCB 2) aaH*Tb BpeMRdrive someone crazy CBOAHTÞ c yr.-la, 311HTb drive someone up the wall AOBeCTH Koro-JIH60 AO 6enoro

APPENDIX 2KaneHH9

Dependent Prepositionsfeel under the weather 6blTb YHbIJ1biM, B nnoxoM absent from (adj) c HacTpoeHV11.i at the age of B B03pacrefly someone off OTCblnatb Koro-JlH60 at the beginning of B Haganeget somebody off the hook noraoqb KOMy-nH60 B TPYAHOŽ at the end of B KOHUecmya4HH, Bb13BOJIHTb blame (v) someone for pyratb Koro-ro aa '4TO-TO get on someone's nerves AOBOAHTb, neiCTBOBaTb Ha HePBb' by cheque no get the ball rolling CABHHYTbCB c MëPTBOi TONKH, HaqaTb by credit card no KPeAHTHOú KapTeKaKoe-nu60 Aeno by nature no npldpoaeget this show on the road HaqHHaTb aenaTb qTo-nH60 care (v) about aa60THTbCR o give someone a hand noMoraTb career (n) in Kapt,epa Bhear something on/through the grapevine Y3HaTb H3 close (adj) to K cnyx0B/cnnereH; rt0HaCT1b1u.JKe come (V) from np0Hcx0AHTb, 6b1Tb POAOMhit the headlines nonaCTb Ha nepBYð•o nonocy ra3er fond (adj) of yaneKaTbC9hit the road yüTH c noporg for hire HanpoKarhold one's tongue aepxaTb R3bIK aa 3Y6aMH good (adj) at cnoc06HblŽ keep one's fingers crossed xenaTb HH nyxa, HH nepa in advance paHbLue BpetqeHH,3apaHeelose one'S head naHMKOBaTb, gnaaaTb B naHHKY, TePRTb in cash ronoay in charge of OTBeTCTBeHHbli aa make somebody's hair stand on end CW1bHO HanyraTb in favour of B qeCTbRoro-nH60 in flames B orHeon and on CHOBa H CHOBa, 6e3 nepepb1Ba in good condition B xopoweM COCTOBHHHpull someone's leg apa3HHTb, noawyqHBaTb HaA KeM-JIH60 in great demand oqeHb BOCTPe60BaHHblh,put one's foot down npHKa-3aTb HTIH 3anpeTHTb HTO-TIH60 cnPOCOMAenaTb jealous (adj) of PeBHHBbihround and round Kpyror.l, BOKpyr keen (adj) on CTPaCTHO YBneqëHHb1ú save up for a rainy day KonHTb, OTKnaAblBaTb Ha nervous (adj) about o AeHb (ÔeHbeu) off season BHe ceaoHasaved by the bell cnacëHHb1ü B nocneAHHñ MOMeHT on board Ha 60PTY (camonema, Kopa6n*)see which way the wind blows 3HaTb OTKYAa serep Ayer, on earth Ha 3eMne6b1Tb B Kypce at the seaside Ha 6epery Mopsspeak one's mind BblPaXaTb CBOë MHeHHe out of danger Bi-le onaCHOCTHspill the beans PaCKPblTb KapTb1, pa.360nraTb cet<peT out Of Stock Her B npoqaxe, B stay off the beaten track He cneaosaTb tua6noHY patient (adj) with repnenqabl> KStep by Step MeaneHHO, war aa waroM popular (adj) with nonynqpHbi> take everything with a pinch of salt He proud (adj) Of ropAblh (aopðumbcg gem-nu60) acepbë3, CTaBHTb BCë noa COME-teHHe under pressure B crpeccogoä CHTyaL4Hhthe ball is in your court TBOR ouepeAb without delay 6eaornararenbH0throw in the towel npH3HaTb nopaxeHHe, CAEiTbCR worry (v) about Óec:nOROHTbCfi o

CnHCOK coxpatueHHi

adj — adjective — npmararenbHoe adv — adverb — Hapeqge conj — conjunction — co'03 int — interjection — n — noun — HMS cytueCTBHTeJ1bHoe

num — numeral — prep — preposition — npea.nor pron — pronoun — MecTOHMe•HHe v — verb — rnaron

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