Olga Podolyako

Julia Vaulina

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

ььк.      81 .2Англ-922

Серия «Английский в фокусе» основднд в 2006 году.

нд учебник получены положительные заключения Российской академии наук     1 07 06-5215 45 ог

03.08.2009 т.) и Российской академии образования             01-5/7д-86 70.07.2009

Авторы: ОК. Ваулина, З. Эванс, Дж. дули, О.Е. Подоляко AJthors: \/irginia Evans, _lenny Dooley, 01ga Podolyako, Julia '•/aulir.a

№knowledgements

Athors• №knowledgements

Ше would like to thank all the staff at Express Publi5hing who contri6ut2d their 5ki115 to producjr•g This book. Thanks аге бие partjcutar to: Meryl Phillips (Editor-in-Chief); Julje Rich (senior editor)l Nina ?eters and Rianna Diammond (editorial assistd61ts); Тех ВдгК)п (senior production соптгопег) ar»d the Express Publishing desigrt team. We would ?lso tike то thank those institutions апс4 -teachers who pibted -the manuscfipt, and whosa comments and feedback were in the production of tha book.

Colour lllustrations: Рап, Stone.

WhIle every еНоп Ьееп mode to trace Же copyri9ht hoIders, if спу hove Ьееп inadvertently overlooked Же publishers will be pleosed го таКа Же nacessary arr•ngements Же tlrsf oppor¶untty.

Английский язык. 9 класс учеб. для общеобразоват. учреждений / [Ю.Е. Ваулина,

В. Эванс, ДАС Дули. О.Е. Подоляко)                  2-изд_, доп. и перераб — М. : Express Pu61ishing

Просвещение, 2010. — 216 с. : ил. — (АНГЛИЙСКИЙ в фокусе). - lSBN 978-5-09-024605-7.

                                                                                                                                                 удк      373.167.1;811.311

81.2Англ-922

Учебное издание

Серия «Английский в фокусе»

Ваулина Юлия Евгеньевна Эванс Вирджиния дули дЖ2ННИ

Подоляко Ольга Евгеньевна

Английский язык

класс

Учебник для общеобразовательных учреждений

центр группы германских языков Руководитель Центра ВВ. КОПЫЛОВЕ вам. руководителя Центра по проектам И.Н. Темнова Руководитель проекта Ю.д. Смирнов выпускающий редактор М.д. Семичев Редактор Е. Ю. Туйцына

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Contents

la	Reading & Vocabulary		pp.	10-11	5a	Reading & Vocabulary		74-75
1b	Listening & Speaking		. pp.	12-13	5b	Listening & Speaking	pp.	76-77
lc	Grammar in Use			14-15	5c	Grammar in Use	. pp.	78-79
Id	Vocabulary & Speaking		. pp.	16-17		Vocabulary & Speaking .	. pp.	80-81
le	Writing Skills		. pp.	18-19		Writing Skills .	pp.	82-83
If	English in Use			20	5f	English in Use .		84
	Culture Corner I .... .....			21		Culture Corner 5 .	p.	85

Module I — Celebrations  (pp. 9-24)                    Module 5 — Art & Literature .... .. (pp. 73-88)

Across the Curriculum			pp. 22-23	Across the Curriculum . pp. 86-87
Module 2 — Life & Living .			. (pp. 25-40)	Module 6 — Town & Community... (pp. 89-104)
2a Reading & Vocabulary			. pp. 26-27	6a Reading & Vocabulary . pp. 90-91
2b Listening & Speaking			. pp. 28-29	6b Listening & Speaking   . pp. 92-93
2c Grammar in Use			pp. 30-31	6c Grammar in Use                       94-95
2d Vocabulary & Speaking . 2e Writing Skills .			. pp. 32-33	Vocabulary & Speaking       . pp. 96-97

                                    . pp. 34-35                   Writing Skills                                   98-99

        2f English in Use36                           6f English in Use                                  100

            Culture Corner 2 .....                                          Culture Corner 6 ..                         101

Going Green 2 ..... ..... ..	. pp. 38-39	Going Green 6 .	. pp. 102-103
Module 3 — See it to belive it .	• (pp. 41-56)	Module 7 — Staying safe .	.. (pp. 105-120)
Reading & Vocabulary	. pp. 42-43	Reading & Vocabulary	. pp. 106-107
3b     Listening & Speaking	44-45	7b Listening & Speaking	pp. 108-109
Grammar in Use	46-47	7c Grammar in Use	. pp. 110-111
Vocabulary & Speaking .	. pp. 48-49	7d Vocabulary & Speaking	pp. 1 12-113

      3e Writing Skills. pp. 50-51                     Writing Skills                                114-115

      3f English in Use      52                       7f English in Use                                  116

           Culture Corner 3     53                             Culture Corner 7 ..... .                    117

Across the Curriculum		pp. 54-55		Across the Curriculum . pp. 118-119
Module 4 — Technology .		. (pp. 57-72)		Module 8 — Challenges  (pp. 121-136)
4a	Reading & Vocabulary	. pp.	58-59	8a	Reading & Vocabulary	. pp.	122-123
4b	Listening & Speaking	. pp.	60-61	8b	Listening & Speaking	. pp.	124-125
4c	Grammar in Use	pp.	62-63	8c	Grammar in Use .	. pp.	126-127
4d	Vocabulary & Speaking	. pp.	64-65	8d	Vocabulary & Speaking	. pp.	128-129
4e	Writing Skills	pp.	66-67		Writing Skills	. pp.	130-131
4f	English in Use		68	8f	English in Use		132
	Culture Corner 4 .....	p.	69		Culture Corner 8 ... .		133
	Going Green 4	. pp.	70-71		Going Green 8	. pp. . pp. . pp. . pp. . pp.	134-135 137-153 SSI -SS4 1-10 GRI-GR22
				Grammar Check            Song Sheets                     Spotlight on Russia .   rpan.warnqecwli cnpaB0MHMK

                                                                                                             Irregularp.                         GR23

                                                                                       Word List .                                     . pp. WLI -WL23

                                                                                       Appendices....                                  p.   WL24-WL25

Table of Contents

VOCABULARY

la (pp. 10-11) Festivals & Celebrations 1b cpp. 12-13) superstitions

(pp. 14-15)                                                                                                        present simple; present continuous; present perfect; present perfect continuous; adverbs of fre uenc ; exclamations

(PP. 16-17) Special Occasions relative clauses idioms related to 'cake'

                         (PP. 18-19)                                                                                                       usin adjectives & adverbs in descriptions

                    If (P. 20)                        word formation: past/present participles -ed,

-ing; phrasal verbs: turn; prepositions

Culture Corner I (p. 21) - Pow-Wow. The Gathering of Nations; Across the Curriculum ("SHE) (P. 22-23) Remembrance Day Nations: Progress Check 1 (p. 24)

                         (pp. 26-27)              houses; household chores

                  2b (pp. 28-29)            idioms related to house/home

                          (PP. 30-31)                                                                                                           infinitive/ -ing forms; too/enough

                   2d (pp. 32-33)                Towns/ViIIages; Neighbours

                              . 34-35                                                                                                          direct/indirect uestions

2f (p. 36)                       word formation: nouns from adjectives; phrasal verbs: make; prepositions

Culture Corner 2 (p. 37) • 10 Dowing Street, Going Green 2 (pp. 38-39) In Danger; Progress Check 2 (P. 40)

                   3a (pp. 42-43)                 describing monsters; ways to look

                   3b (pp. 44-45)               Dreams & Nightmares

3C (pp. 46-47) simple past; past continuous; past perfect; past perfect continuous; used to; would

                          (pp. 48-49)              The mind                                                                             must/ can't/may (assumptions)

                         (pp. 50-51)           verb-adverb collocations                                               using adverbs in narratives

3f (P. 52)                         word formation: compound adjectives; phrasal verbs: come; prepositions

Culture Corner 3 (p. 53) - The Most Haunted Castle in Britain; Across the Curriculum (History) (pp. 54-55) Painting Styles;

Progress Check 3 (p. 56)

4a	(pp. 58-59)	technology
4b	(pp. 60-61)	Computer Problems
4c	(pp. 62-63)		future simple; be going to; future continuous; future perfect; future perfect contiuous; present continuous; present simple; time clauses; clauses of u rose/result
4d	(pp. 64-65)	the Internet; idioms related to technology
4e	(pp. 66-67)		using linkers
4f	(p. 68)	word formation: nouns from verbs; phrasal verbs:

break; prepositions

               Culture Corner 4 (P. 69) - The Gadget Show on five; Going Green 4 (pp. 70-71) E-waste   Why so much junk?

Progress Check 4 (p. 72)

iv

 

READING                                    LISTENING, SPEAKING, FUNCTIONS                                     WRITING

Let's Party (multiple matching)

interview about festivals

short paragraph about a festival

a dialogue about su rstitions

expressing concern/worry

a postcard

intonation in exclamations listening (multiple matching)

Sweet 16 (multiple choice cloze)

expressing tikes/dislikes describin             ecial occasions

Ho mana (an article)

descri tive article of an event

discussing a school celebration

Live in Space! (match headings to ra ra hs

interview about space

write a leaflet about life on Earth with ravit

a dialogue about household chores

listening (multiple choice - TIF/NS) criticising/apologising ex ressin an er & anno ance

Sleep Tight (article)

talking about home life

a etter (text comp euon

escri Ing your neig our an nei hbours

House Elves (article)

informal letters/emails

In Search of Nessie (multiple matching)

describing creatures

diary entry about a sighting of a monster

a dialogue about a person's dream

speculating; narrating a dream; expressing surprise & concern; listenin multi le matchin

What a Coincidence! (article)

multiple matching

an email about a strange event

Just an Illusion (text completion)

making assumptions/suggestions describin aintin

The Ghostl Inn sto

listenin for ideas

The Hounted Cellar (Story)

a story

Where are the Robots? (text com letion

speculating

a summary

a dialogue about a computer problem

offering solutions/ responding; hesitating/ avoiding giving a direct answer; listenin multi le choice

an informal letter giving news

talking about your weekend plans; talking aboatu the future

Living in a Wired World (article               word formation

asking for/expressing opinions discussin websites

an essa

o non essa      structurin

ara ra hs

VOCABULARY

GRAMMAR

(PP. 74-75)

types of art; art

5b

(pp. 76-77)

types of music; music likes/dislikes

(PP. 78-79)

comparatives & superlatives; gradable/nonradable ad •ectives

5d

(pp. 80-81)

films; cinema; idioms related to entertainment

(would) prefer - would rather/sooner

5e

(pp. 82-83)

adjectives describing films/ books

5f

(P. 84)

word formation: forming verbs with prefixes;

dependent prepositions; phrasal verbs: run

Culture Corner 5 (p. 85) - William Shakespeare; Across the Curriculum (Literature) (pp. 86-87) The Merchant of Venice; Progress Check 5 (p. 88)

6a (pp. 90-91)

animals; animal shelters; volunteer work

6b (pp. 92-93)

map symbols & road features

6c (pp. 94-95)

the passive; the causative; uestion words + ever

(pp. 96-97)

public services; jobs & qualities; idioms with 'self'

reflexive & emphatic pronouns

6e

. 98-99

stron ad •ectives

6f (P. 100)

phrasal verbs: check; dependent prepositions; word formation: forming abstract nouns

Culture Corner 6 (p. 101) - Welcome to Sydney, Australia; Going Green 6 (pp. 102-103) Green Transport; Progress Check 6 (P. 104)

106-107

fears ho ias• emotions

7b (PP. 108-109)

emergency services

. 1 10-111

conditionals

es o 1 2 3 • wishes

7d

1 12-113

food & health

modals

resent forms

(pp. 114-115)

using linkers

7f (p. 116)

word formation: forming verbs from nouns/ adjectives; dependent prepositions; phrasal verbs: keep

Culture Corner 7 (P. 1 17) - BEWARE! The USA's Dangerous Wild Animals; Across the Curriculum (pp. 118-119) Protect yourself (PSHE); Progress Check 7 (p. 120)

(pp. 122-123)

parts of the body; injuries; experiences

8b (PP. 124-125)

risks; feelings

(pp. 126-127)

reported speech; reporting verbs; some/ an 'eve / no & com unds

8d (pp. 128-129)

survival; equipment; idioms related to animals

question tags

130-131

(p. 132)

word formation: revision; words often confused; phrasal verbs: carry

reporting a dialogue

Culture Corner 8 (p. 133) • Helen Keller; Going Green 8 (pp. 134-135) The Challenge of Antarctica; Progress Check 8 (p. 136)

vi

READING					LISTENING, SPEAKING, FUNCTIONS                                    WRITING
This Can't Be Art or Can it? (multipe matchin )					interviewing an artist		short paragraph about art
a dialogue about music tikes/dislikes					asking about/stating preferences; emphatic stress; making arrangements; listenin multi le matchin )
Classical Music Quiz					comparing people		quiz about modern singers and erformers
Bollywood (article - open cloze)					expressing film preferences; reviewin a fitm		summary of a text
an email reviewing a book					expressing opinions/ recommending		an email reviewing a book
	Lending a Helping Hand (match headin s to ara ra hS)					persuading someone to join an animal shelter			email to a pen friend about volunteer work ou do
	a dialogue giving directions					asking for and giving directions; listenin T/F/NS ; stressed s Ilables
	The Leaning Tower of Pisa (article)					World Monuments Quiz			quiz about endangered world monuments
						using public services; giving a witness
	an email about a school tri								email describin a da tri
	Fears and P o ias					summa o text ex ress emotions			summa        of a text
	a dialogue - Calling the emergency services					telephoning & making requests; calling the emergency services: listenin T IF/ NS
						ex ress re rets make wishes			our wishes & re rets
	Do ou have health habits? uiz					askin for information• discussin habits
	an essay about computer games					expressing arguments			a for-and-against essay (topic/ su Ortin sentences
	a story (verb forms)
		Never Give Up (an article - T/F/NS)				talking about accidents; an interview		sentences expressing your attitude towards life
		a dialogue about an extreme sport				taking risks, seeking approval, expressing disapproval/doubt; listening (multiple matching)
						giving orders; reporting		an email about an accident someone had
		Are you lost in the jungle? (article match headin s to ra ra hs				giving a talk; making decisions; intonation in uestion ta s
		an advert • a letter of a	lication					letter of a		lication formal st le

vii

Mod I

 

Reading & Vocabulary

Reading

Look at the pictures. Which shows: a scarecrow, people dressed up as pirates, a tomato fight, a Russian character?

Read the introduction and the first sentence in each paragraph. What is the text about?

• J Listen, read and check.

study skills

Matching Key Words

Read the questions and underline the key words. Read the texts and try to find words/phrases that match the key words. They will often be paraphrased.

Read the text. Which festival:

Are you lookingÌðr a fun•way to have a good time? Then join us on our little triÞ around the world to discover some of the world's most unusual festivals!

Splatfest If you're in the tiny Spanish town of Buñol in Valencia, Spain during the last week of August, make sure you take a spare change of clothes because things get very, very 'La Tomatina' is a huge food fight that has been a strong tradition in Buñol since around 1945. No one really knows how it began, but everybody knows how it ends! The week of the fight includes a fireworks party. music, dancing, colourful street parades and even a huge paella cooking contest. Then, about 30,000 people throw around 100,000 kg of tomatoes at each other for one hour. (9) Pirates of the Caribbean Have you ever wanted to be a pirate? If so, for ten days in November, Georgetown in the Cayman Islands transforms into a typical pirate town. The Pirates Week festival begins with a mock kidnap, complete with tall ships and rowing boats.Visitors have the chance to wear fancy dress costumes and experience life as a pirate. There are also street parties, treasure hunts and a huge fireworks display.

1      lets you experience an adventurous life from the past?

2      takes place in a very small place?

3      requires you to dress up in different clothes?

4      has had some unusual competitors?

5      celebrates a change of season?

6      helps people in need?

7      offers the chance to taste a national dish?

8      takes place in a city centre?

9      has a huge fireworks display? 10 includes a big bonfire?

Find synonyms in the texts for the words below.

Text A: extra, dirty

Text B: fake, opportunity, feel

Text C: main, collects, prize, clever Text D: represent

b Find opposites for the underlined words.

messy tidy

Read the article again, then close your book and tell your partner two things you remember about each festival.

10

Vocabulary

Festivals & Celebrations

Fill in with: strong, experience, change, raise, street, enter, takes, bright, make, cooking, fireworks, transforms. Choose four phrases and make one sentence for each festival using them.

2 3 4 5 6 7

..... ... sure a . ..... .. of clothes . tradition colourful parades . contest . life . display

8                        . money for charity 9                        . the competition 10                    . idea I l ... ..... into a pirate town 12 It              . place

Underline the correct word.

(C) March of the Scarecrows Every year on October, the central market square of Brussels in Belgium becomes full of people made of straw . yes, scarecrows! This festival, which raises money for local charities, has been extremely popular since it first started in 2001. Past winners of the 'Best Scarecrow Award' have included a medieval knight scarecrow and even a Che Guevara one! If you think you can do better, why not enter the competition yourself? All you need are some old clothes and a bright idea! @ Maslenitsa — Farewell to Winter If you want to watch parades, see fireworks and open-air theatre performances and eat until you burst. then the Maslenitsa carnival (or 'Blini Week') in the heart of Moscow is the festival for you! This fun festival takes place around the end of February and celebrates the end of winter and the beginning of spring. For this reason, all the festival-goers eat blini (pancakes), which symbolise the sun (round, golden and warm). At the end of carnival week, there is a big bonfire to say a final goodbye to winter!

The Rio Carnival is a(n) 1) annual/monthly festival that 2) takes place/shows in Brazil in February or March and 3) invites/attracts people from all over the world. People watch the colourful samba 4) parade/march. The organisers usually 5) let off/burn fireworks. It's a festival everyone has to 6) experience/feel.

Speaking

Work in pairs. You are a journalist reporting on one of the festivals in Ex. 2. Your partner is taking part in it. Prepare questions and act out your interview.

So, are you enjoying the festival?

B: Oh, yes, very much! I love pretending to be a pirate!

A: It sounds like fun! So tell me, how tong does the festival last? etc.

Writing

Think of a festival in your country. Spend 5 minutes writing a short paragraph about it. Write about: place, date, activities. Read your paragraph to the class and ask them to guess what festival it is.

Everyday English

superstition /,supa'stlJan/ (n) — A belief in things or events that bring good or bad luck that is not logical or has no scientific explanation.

Expressing concern/worry

Use the language in the table and the phrases to act out exchanges, as in the example.

	Expressing concern
• • •	Are you alright? What's the matter? Is there something wrong/on your mind? Is there anything worrying/troubling you?
	Expressing worry
	I'm (a bit/really) worried/anxious (about/that) ... really worries me/makes me anxious.
	Reassuring
• •	Don't worry. Everything will be alright/ You'll be fine (if you) There's nothing to worry/be anxious about. You should . It's quite alright. . . is/are quite harmless. I'm sure that if you . . (then) ...

Read the superstitions below. Are there similar superstitions in your country?

• Seeing a shooting star is very good luck.

• Killing a spider is bad luck.

• If a ladybird lands on your hand it is good luck.

• Seeing a rainbow when it isn't raining is very good luck.

Listening

a Read statements A-E about attitudes towards superstition and luck. Which do you agree with the most? Say why.

A      It's better to be safe than sorry.

B      Superstitions are an important part of my culture.

C You make your own luck.	1 tomorrow's exam — Friday 13th (study hard)
D Superstitions have no place in the modern world.		A: Is there something on your mind?
E Superstitions are just a bit of fun.		B: Yes, I'm a bit worried about tomorrow's exam as it's on Friday 13th. A: Don't worry about that. I'm sure that if
Now listen to the speakers 1-5.		you study hard then you'll be fine.
Which of the comments above might each	2	taking the boat out tonight — full moon (take
speaker say?		care)
	3	broken a mirror           7 years' bad luck (think

Speaker
Comment

rationally)

4 walked under a ladder — something bad will happen (pay less attention to old wives' tales)

12

Read the sentences (1-4). Which: express worry? express concern? reassure?

1       Oh, no, I can't believe it.

2       What's the matter?

3       Try not to worry too much.

4       1'm really worried about it.

The sentences have been taken from a dialogue between two friends. What's the dialogue about? Listen and read to check.

a Read the dialogue and complete the sentences 1-5.

Lucy: Oh, no, I can't believe it! What am I going to do now?

Jane: Lucy, what's the matter?

Lucy: I've just killed a poor little spider - look!

Jane: Oh, dear! Try not to worry too much. It was an accident, after all.

Lucy: That's not the point!

Jane: What do you mean?

Lucy: Well, killing a spider is bad luck! Didn't you know that?

Jane: Oh, no! Now you'll never pass your exams or win that school writing competition you entered!

Lucy: It's not funny, Jane! I'm really worried about it.

I'm sorry. I don't mean to make fun of you, but REALLY, Jane! Killing a spider is bad luck? You don't really believe that, do you?

Lucy: Yes, I'm quite superstitious, you know. I never go anywhere without my lucky charm.

Jane: Well, I think superstitions are all a load of rubbish. I walk under ladders all the time and nothing bad ever happens .. hey, is that your mobile phone ringing?

Lucy: Oh, yeah ... oh, it's Mrs Smith, the English teacher! Maybe I did win the competition!

Jane: You see! Forget the spider! Quick, answer it. Perhaps it's your lucky day, after all!

1 Lucy is worried because 2 Lucy believes it's bad luck to ..... .... 3 Jane doesn't believe ........ .

4 Lucy gets a phone call from .... .... . 5 Lucy has taken part in .

b List the superstitions mentioned in the dialogue. Do they bring good or bad luck?

 In pairs read out the dialogue. Give it a title.

Intonation

Listen to the exclamations and mark the stressed syllables. What are these sentences in your language?

 That's a load of rubbish!

2 What a coincidence! 3 That's not the point!

4 You lucky thing! 5 Lucky for us!

b React to the comments below with an exclamation from Ex. 8a. Pay attention to the intonation.

 "Isn't it great we've got a day off school tomorrow?"

2      "Don't worry. It was just a black cat."

3      "I've just won £100 in a competition."

4      "Oh, no! I broke a mirror. Now I'll have

7 years' bad luck!"

5      "l found a four leaf clover and later I found

£10 in the street."

Say it right

Choose the correct response. Listen and check.

1     A: Good luck for tomorrow! B: a You're welcome!

b     Thanks, I'll need it!

2     A: We didn't win the match. B: a Better luck next time. b Lucky for some.

3     A: I'm going on holiday next week. B: a Lucky you!

b     Best of luck.

Discuss most popular superstitions in your family with your partner.

Speaking

Think of the most popular superstitions in your country. Discuss them with your partner. Report to the class.

Put the verbs in brackets into the present simple or continuous. How

do the sentences differ in meaning?

Present tenses Grammar  a Paula ..... ... (look) sad.

a Read the postcard. Which of the verbs in b Paula (look) for her bold is in the present perfect continuous? car keys.

2 a This soup(taste) Dear Olga,              delicious.

                              Greetings from Brazil! I) I've been here since                                                          b He(taste) the soup to

Monday and 2) I am having a fantastic time at the see if it needs salt. Rio Carnival. 3) I love it here. The weather is wonderful and the atmosphere of the carnival is 3 a This fabric (feel) soft. amazing. 4) I've been dancing every night in b Toby . (feel) unwell at the streets to the samba music. 5) I've taken the moment.

lots of photos of the amazing costumes to show 4 a Lucy. (think) Shakira is you when I get back. Right now 6) I'm lying on great.

the beach relaxing. Later 7) I'm having dinner at b Lucy(think) of buying a local restaurant and then 8) I'm going back to Shakira's new album. the party.

5(have) three cats. Wish you were here.

b He(have) a party on Claire

Saturday.

b Match the verb forms in the postcard to their uses.

• a fixed arrangement in the near future (x2)             Complete the questions using do,

• an action happening now go or have. Then ask and answer to

• a temporary situation         find out about your partner's life.

• an action completed recently

• an expression of feeling

• an action which started in the past and continues to the present

• an action which started in the past and continues to the present with emphasis on duration

What are these tenses in your language?

Put the verbs in brackets into the correct present tense.

Give reasons.

When .... .... (the parade/ start)?

       B: It           . (start) at Il o'clock sowe ........ (meet) at 10:30.

2 A: Tim . (look) tired. . (he/have) a tough time? B: Yes, and he ..... ... (think) of taking a week off.

. (you/ever/attend) a music festival?

      B: Actually, I             (go) to the IJ2 concert this Sunday.

You look exhausted. What ..... . (you/do)?	A:	How often do you have a late
(dig) in the garden since morning.		night?
5 A: Why             . (you/smell) the candy floss?	B:	I rarely have a late night in the
B: It            . (smell) nice and it            (remind) me of when		week, but at the weekend I often
I was young.		go to bed after midnight.

a In pairs, use the phrases to act out dialogues, as in the example.

• go to a rock festival • give a speech

• sleep outdoors • go to a fancy dress party • stay up all night • play a musical instrument in public • take part in a parade

• dance in the street

A: Have you ever been to a rock festival?

B: No, I haven't but I've been to a jazz festival.

Have you ever given a speech?

A: Yes, I have. It was last year. I was b Tell the class about your partner.

Andy has never slept outdoors before.

Use the phrases to write sentences, as in the example. Use the present perfect or the present perfect continuous.

1     Sally looks different. (dye/hair/recently)  She has dyed her hair recently.

2     My ears hurt. (listen/to loud music/att afternoon)

3     Ann is sunburnt. (lie/in the sun/all day)

4     Sam can't get back into his house. (lose/key) 5 Jane looks terribly worried. (just/break/mirror)

6 Mike isn't coming. (see/the film/before)

Fill in with the present perfect or present perfect continuous and choose for or since.

. (not/be) to a party for/since last year.

2 It ..... ... (rain) for/since hours. 3 (know) Sally for/since six years.

4              They ... ..... (be) in the team for/since 2002.

5              We         (not/see) George for(since a long time. 6 John            (read) for/since early this morning.

Act out dialogues, as in the example.

 excited — organise/party: • send out invitations / • buy food / • book a band X

> A: You look realty excited! What have you been doing?

B: I've been organising a party.

A: Realty? What have you done so far?

B: Well, I've already sent out the invitations and I've bought the food, but I haven't booked a band yet.

2      exhausted — do/homework: • finish/ maths /

• write/essay / • study/testx

3      dirty — work/garden: • plant/ new flowers s/

• dig up/weeds / • cut/grass X

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

Dear Xenia,

How are you? I I) — (be) really busy recently because tomorrow 2) (be) one of the most important days of my school life — my prom night! 3) . (you/ever/hear) of a prom before? Let me tell you all about it!

Here in the USA, the schools 4) (have) prom nights every year to congratulate the students who 5) (just/finish) schooi that year. Everyone 6) . . (dress up) in their best outfits and we 7) . (dance) the evening away in style. 1 8) (look forward to) this day all year! The good news is that 1 9) . (find) the perfect dress! The prom 10) (start) at 8 so John Il) . (pick me up) at my house at 8 0'clock in his new car. 1 12) . (feel) quite nervous at the moment to tell you the truth.

Anyway, I'll write and tell you all about the big day!

Love,

Jennifer

Exclamations

Read the sentences. Which words do we use to form exclamations? Is it the same in your language?

 What a nice party!

2      What beautiful decorations!

3      How well he dances!

4      Isn't it a great party!

Write exclamations for the following.

1     You like your friend's new outfit.

2     The cake at a party is delicious.

3     You see a very pretty girl.

4     You admire the way someone sings.

Speaking

v Exchange school news with your partner. Find out about recent events, things going on at the moment and anything planned for the near future. Use present tenses and the adverbs in the list.

just              yet         already for since at the moment              many years now              next week all week

 A: We've just opened a new library at my school.

B; Oh, that's great! We haven't got round to building one yet.

How do you think the people in the pictures feel? Have you celebrated these occasions? How did you feel?

excited • nervous • thrilled • enthusiastic • surprised impatient

Listen to three people describing occasions. Which event (A, B or C) does each describe? Which words helped you decide? How does each person feel?

Which of the following expressions match the events in Ex. 3a?

                                                                                                               I Many happy returns!                          4 Season's greetings!

2      Happy anniversary!       5 All the best!

3      Congratulations!  6 Happy New Year!

What are these expressions in your language?

Idioms with 'cake'

Try to explain the idioms in bold. Check in Appendix 3. Are there similar idioms in your language?

1     Her new CD sells like hot cakes.

2     His birthday was fantastic. He got lots of cards and presents but the icing on the cake was the surprise party his friends threw for him.

3     You can organise the party. It will be a piece of cake for you.

4     Sarah wants to go away for her birthday but she also wants to have a big party with

1      pull crackers, exchange gifts/            all her friends. It sounds to me like she wants to have her cards, decorate trees, sing       cake and eat it. carols, eat a special meal

2      dress up, wear masks, watch street parades, throw streamers

3      blow out candles, receive gifts/ cards, have a party, eat a special cake, take pictures, make a toast

		d. in a excited about it so you can sixteen party. Many girls school talking about and where to 3) . . it and, of budget of the parents. Some hotel with a band, rich food, a much more. Other kinds of girls have a barbecue or and a trip to the theatre in a though, everyone wants to in their life.
A sweet sixteen is a 1) ..... type of birthday party for young girls in the USA. It is a type of coming-of-age event and it is a major 2) . , teenage girl's life. Whenever there is a party, most girls get really imagine how much fuss is made about a sweet spend most of their senior year of junior high planning their parties - what theme to have, course, what to wear! How big the party is 4) ..... mostly on the parties are very 5) ..... . They take place at a photographer, flower arrangements and sweet sixteen parties are more casual. Some even a beach party. Others 6) . . on dinner limousine. However they choose to celebrate 7) their sweet sixteen as a very special day
	specific          B

                                                                                                                                                         omit                                    the

gap.

Use appropriate relatives to join the sentences.

Sarah loves Christmas. She is six years old.

Halloween is a great festival. Children always dress up as ghosts or witches.

Carnival is a popular festival. It is celebrated in many countries.

Mark lives next door. He is a clown. Bonfire Night is an important

festival in England. It is celebrated on November 5th.

Make sentences about the people/places/objects in the pictures, as in the example.

                                             special                                     D unique

2     A experience B party               D happening

3     A enjoy         B do

D hold 4 A depends             C bases D rests

5      A formal       B informal C       D strict

6      A select         B decide               C             D prefer

7      A remind      B think C             D recall

a Fill in: which, where, who, whose or when. Which of these

Christmas.

	THINK!

words can be omitted in the defining relative clauses?Complete the

sentences. Use relative

       Defining                                                                                                                                                                            pronouns.

 I like parties .... .... have a theme.  I like parties where I can meet 2 Jane is the person ... ..... I think throws the best parties. lots of people.

       3 The festival ..... ... I like the most is Christmas.                                                 2 I prefer cakes ..... ... .

3      I don't like costumes .....

Non-defining

4      I can't stand people

1       Katie, .brother is an actor, is getting married next . 5 I like films ..... ... .

2       October 31stHalloween takes place, is also my 6 I enjoy meeting people ... ..... . 7 I often go to places ... ..... . birthday.

3       Buñol, ..... ... La Tomatina is held every year, is a small town      8 I like reading books ........ .

in Valencia.           Tell your partner. How similar/ 4 Mehmet,. is Muslim, celebrates Ramadan. different are your ideas?

Descriptive articles describing events

Listen to the music and look at the picture. What event do you think the people are celebrating: Carnival? The Queen's birthday? Scottish New Year? A wedding?

Which of the following do you think people do: before the day? on the actual day?

• bake cakes and biscuits

• listen to the bells chime midnight

• clean their houses kiss and wish each other 'Happy

New Year'

• listen to traditional music

• join hands and sing

• visit friends and neighbours

Listen to check your answers.

A descriptive article describing an event (a carnival/ festival) which takes place every year uses present tenses and normally includes:

•    an introduction in which we mention the name/type, time, place of the celebration and the reason we celebrate it.

•    a main body in which we describe the activities that happen before the actual event (put up decorations, prepare traditional food) and the actual event, in separate paragraphs.

•    a conclusion in which we describe people's feelings (At the end of the day, everyone feels tired but happy.) and any other final comments on the event.

A     final comments/people's feelings

B      the actual event

C      setting the scene (name/type, time, place, reason)

D     activities before the actual event

Hogmanay

.5

In Scotland, the New Year's Eve celebration is called Hogmanay which means 'new morning' in Celtic. It is surely the most exciting celebration of the year.

Preparations for the celebrations start early on December 31st

People clean their houses and throw out old unwanted things. They also bake special shortbread biscuits and a rich fruit cake called 'Black Bun', to share with family and friends on the big day.

On the night of Hogmanay there are live concerts and fabulous carnivals in the streets of all Scottish towns. A lot of excited people get dressed up in colourful costumes. In some cities there is also a long torchlight procession through the streets that crowds watch excitedly. As soon as the bells chime twelve, everyone kisses and heartily wishes each other a Happy New Year. Then people join hands and proudly •P' sing the traditional song 'Auld Lang Syne'. After that, there is a stunning fireworks display which is the icing on the cake. On 1st January people visit friends and neighbours to wish them luck for the New Year.

Hogmanay is certainly a great celebration. People feel happy to be with friends and family and look forward to a good year full of success.

Read the article and match the paragraphs to the headings.

Writing (a descriptive article of an

How can you make a descriptive article more vivid and lively? Read the study skills and say. Find examples in the text. study skills

Vivid descriptions

To make your description more vivid, interesting and lively, use a variety of descriptive adjectives and adverbs. People line the crowded streets. Watch the brightly coloured floats. People cheer enthusiastically for the arrival of the New Year.

Read the descriptions below and fill in the gaps with the adjectives given.

 May Day

•  stunning • enthusiastic

•

• festive         tall • colourful The 1) maypole and 2) ... costumes give the square an extremely 3) . atmosphere. The villagers dance around the maypole, creating a 4) ........ pattern of ribbons. The 5) — crowd cheers as the May Queen arrives.

NOtting Hill Carnival

•  brightly decorated • local

•  huge • delicious • crowded         

1)         musicians, who have practised hard for the big event, play on the 2)      . floats as they parade through the 3) .... streets, The people in the crowd dance energetically or stand eating

4) ..... ... food from the 5) ........ variety of stalls.

Choose the correct adverbs.

I Huge crowds wait slowly/patiently by the side of the river for the race to begin.

2     People spend the afternoon wandering happily/ beautifully around the stalls.

3     Everyone watches hurriedly/excitedly for the first floats to appear around the corner.

4     War veterans march in the parade, proudly/ smartly displaying their medals.

5     People cheer enthusiastically/exotically as the band marches by.

event)

a Read the rubric and underline the key words. What are you going to write? Who for?

•  A teenage magazine has asked its readers to

. take part in a descriptive writing competition • entitled 'Celebrations Around the World'.

•  Write your article describing a celebration in your country (120-180 words).

b Portfolio: Gather information and use it to answer the questions in the plan. Use your answers to write your article.

Plan

Introduction

Para I: What is the name of the celebration? When/Where does it take place? What is the reason for it?

Main body

Para 2: What preparations do people make before the day? (decorations, food, rehearsals, etc.)

Para 3: What happens during the actual event?

(costumes, food, activities, etc.)

Conclusion

Para 4: How do people feel during/after this celebration/event? What final thoughts/ comments can you make?

Didn't you hear me	Not really! We had
banging on your	a party and were
ceiling last night?	making a lot of noise ourselves.

19

Phrasal verbs: turn Fill in: down, up, into, off, back. Check in Appendix 1.

Word formation

 RNE Read the theory, then fill the gaps with words derived from the words in brackets.

Forming PastJPresent Participles -ed, -ing We use -ed participles to describe how we feel and -ing participles to describe what something someone is like. We got bored. (How did we feel? Bored.) The play was boring. (What was it like? Boring.)

or

funny or

Here's what Evelyn Lee has to say

"I find April Fool's Day quite I) . . (tire). I can't stand people playing silly jokes on one another all day long. Ifs so

2) ...„... (annoy)! Also I always feel 3) . . (embarrass) when someone tries to play a trick on me.

Young people seem to get all 4) — (excite) about it though. It's 5) (amaze) how they keep coming up with ways to fool people. You would think that they would get 6) „ (bore) after a while, but no. What's even more 7) .

(surprise) is the number of peop'e who forget about

April Fool's Day and get caught out. Anyway, I'm glad it only goes on until midday. Imagine how 8) (exhaust) it would be for someone to play tricks on you all day long.'

b What do you think of April Fool's Day? How do you feel about playing tricks and having tricks played on you? Tell the class.

Words often confused

Choose the correct word. Check in your dictionary. Make sentences using the other words.

1       Getting together for Sunday lunch is a family habit/tradition/custom.

2       The spectators/audience/crowd really enjoyed the play.

3       My mum doesn't let/make/allow me put my feet up on the new sofa.

4       1 bumped into Sandra by luck/chance/ opportunity at the shops today.

 I love this song! Turn it ........ and let's dance! (increase the volume)

2      Don't turn . that job, Adam — it's a great opportunity! (refuse)

3      He's usually rather quiet, but at carnivals he turns . .. ... a real party animal! (becomes)

4      Once I leave my house, I never turn .

It's very bad luck, you know. (return)

5      I hope Jessica turns soon. (arrives)

6      Turn the lights . . and I'll bring in the birthday cake and candles. (switch off)

Dependent prepositions

Fill in: for, of, with or in. Check in Appendix 2.

My little brother is eight and still believes . magic.

2      The reason ... ..... Earth Day celebrations is to create environmental awareness.

3      Although she is twenty, she is still afraid the dark.

4      The Toronto Film Festival is famous .

appearances by major Hollywood stars. 5 The road was crowded . . cars and buses heading for the festival.

6      They got tired . . waiting for the band to appear and took a walk around the park.

7      She is interested . learning more about traditional celebrations.

8      Everyone was pleased . . the success of the Arts Festival.

Grammar revision

 RNE Think of a celebration in your country. Make notes under the headings. Use your notes to talk to the class about it. Talk for 1.5-2 minutes. Use present tenses.

•                 name of celebration  when and where it takes place  how long people have celebrated it  how people celebrate it

•                 how people feel about it

v ^h Discuss a school celebration you enjoyed and how you felt.

CULTURE

Look at the pictures and listen to the music. What do you think Pow-Wow is? Read the text to find out.

The Gathering

                      r.                          of Nations

Every year the colours and musical rhythms of Native American culture come alive at pow-wows all over America. The Albuquerque Pow-Wow in New

Mexico is North America's biggest and most spectacular celebration of the Indian way of life. More than 3,000 dancers represent over 500 different Indian tribes from the USA and Canada at the pow-wow.

The event always begins with the Grand Entry of Dancers. The dancers enter the arena group by group from all four entrances. Soon the arena explodes with colour, sound and movement. At the end of the event there are prizes for the best dancers and singers.

The Indian trader's market is also a great attraction for people coming to the pow-wow. Indian artists display their traditional handicrafts. Beautifully designed jewellery and charm bags are just some of the items on sale at the market. There are also food stalls where people can taste treats such as enchiladas, bannock or tostados.

The Albuquerque Pow-Wow is a magnificent celebration. It is one of the most colourful and entertaining events in the USA.

 RNE Read again and mark the sentences         Listen to and read the text. Make notes as T (True), F (False) or NS (Not stated).         under the headings. Use your notes to tell your partner all about the Albuquerque Pow-Wow.

I The Albuquerque Pow-Wow is the only event of its kind in the USA. • What is it & where it takes place

2      There aren't many different Native American             • what people do tribes left.

• food & music

3      The best dancers win prizes.

4      Everyone makes their own costumes.             • how people feel about it

5      Only Native Americans can attend the

   Pow-Wow.                                                           4 Project: Find out about an interesting cultural

event in your country. Make notes under the b Match the words in bold to their meaning. headings in Ex. 3. Use your notes to write a

• impressive • seller • stadium • exhibit              short article about it for the school magazine

• bursts • stands • refreshments • crafts            (60-100 words).

21

Across the Curriculum

• Personal, Social & Health Education

What events are important to remember each year for a person? for a society? Why?

Look at the pictures and listen to and read a verse of the poem below about World War I.

In Flanders fields the poppies blow

Between the crosses, row on row, That mark our place; and in the sky The larks', still bravely singing, fly

Scarce? heard amid³ the guns below. In Flanders Fields, John McCrae (1872-1918) t a kind of bird ² hardly ³ among

What do you think the British remember on Remembrance Day? How do they do this? Read through the text to check.

study skills

Matching

Read the list of headings, then read the text. Underline the key words in the headings, then read the text again paragraph by paragraph and try to find words/phrases that match the headings.

RNE Match the headings to the paragraphs. One heading does not match. Give reasons.

			A solemn commemoration
	The significance of red poppies

An emotional event

How are these things related to Remembrance Day? Tell your partner.

•  1 1 November • Poppy Day • wreaths

•  fields of bright red poppies • the Royal Family

•  two-minute silence • traditional songs

Match the underlined words in the text with their meanings below, then use each one in an example of your own.

•  mark • happens • important

•  go to • single • remarked

•  easily damaged • trumpet

Fill in: remember, remind, memorise, then use each of these words in an example of your own.

. me to call Doug this evening.

2       to feed the cat later.

3      Our teacher has asked us to                 a poem for the next lesson.

Remembrance )

Every year during the week before Il November, people all over

Britain wear a little red paper poppy. They do this to commemorate Remembrance Day, or Poppy Day, which each year on Il 'November to remember the millions who died for their country. Poppy Day is on this date because World War I ended in the

1 1 ^th hour of the 1 1 ^th day of the 11 ^th month in 1918.

Speaking

         a        Listen to and read the text.

Discuss with your partner three facts

The poppy is the symbol of

Remembrance Day because they are the only flowers that grew on the battlefields after World War l. They are very delicate flowers, too, and live for a short time. Some people have also pointed out that fields Of bright red poppies look like fields of blood. There are many poems about Remembrance Dav and many of them mention poppies.

One of the most famous of these poems is In Flanders Fields.

Memorial services take place all over Britain on the second Sunday in

November which is known as Remembrance

Sunday,'l'he Royal Familv and politicians attend a special service in London at the Cenotaph, which means •The Empty Tomb' in Greek. Old war veterans lay wreaths on the steps of the monument. At I lam, there is a two-minute silence. A lone soldier plays a piece of music called The Last Post on the bugle to introduce k rhe two-minute silence. Soldiers play another piece,

The Rouse, to signal the end of it. Musicians also play traditional wartime songs such as The White Cliffs of Dover and Il •s a Long Way to Tipperaty.

Words of Wisdom "War does not determine who is right — only who is left. " Bertrand Russell, philosopher, 1872-1970

about Remembrance Day you would like to tell your family.

, RNE Project: Is there a special day to remember war veterans in your country? Collect information about it, then tell the class all about it. Talk for 1.5-2 minutes. Talk about:

• name • reason • what people do

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

Progress Check

Fill in: final, display, change, putt, life, parade, raise, won, throwing, place.

     The festival included a noisy street . . . . . .. .

2        Remembrance Day takes        on I Ith November.

3        Lots of festivals have a fireworks . . . . . .. .

4        They worked hard and managed to money for the charity.

5        At La Tomatina you need a spare . . . . . . . of clothes.

6        I love to . . . . . . . crackers at Christmas.

7        The people were waving and ....... streamers. 8 The Maslenitsa festival is about saying a . goodbye to winter.

9          Who . . . . . .. the competition?

10     Once a year at Georgetown in the Caribbean, people can experience . . as a pirate.

Points:

1 on

Complete the sentences with the correct present forms of the verbs in brackets.

I What . . . . ... (you/do) so far for the party?

2        Helen .        . (not/believe) in ghosts.

3        The parade ..... (start) at 10 am so let's hurry. 4 Petra (look) upset because she (lose) her lucky charm.

5           This rose . (smell) nice and sweet.

6           The kids .. . . . . . (watch) TV at the moment.

7           . (you/look) forward to your birthday party next week?

8           Owen . . . . . .. (not/see) a fireworks display before.

9           Tom is exhausted because he ..... .. (work) in the garden all day.

10       Kate is tired. She .. ..... (work) since morning.

Points:

                                                Ion   20

Fill in the gaps with past/present participles formed from the words in bold.

I Imagine how . . . . . . . (excite) it would be to visit the Rio Carnival.

2       It was a really . (bore) party. No one liked it.

3       It's so . . . . . . . (annoy) when people talk on their mobile phones when they drive.

4       The party was a success. Everyone was . (thrill).

5       I always feel (surprise) at how fast Christmas comes around each year.

Points:

I

2

3

4

5

2

3

4

5

1

2 3

4

5

Complete the sentences with the correct relative.

We like festivals . . . . celebrate a cultural tradition. Jane, . . . . . . . lives in the flat above, is a dancer. Moscow, . . Maslenitsa is held every year, is a huge city.

Maria, . . favourite food is cake, really loves birthday parties.

November 5th, . . Bonfire Night takes place, is also my birthday,

Points:

                                                                        5X2           10

Fill in the gaps with the correct preposition.

I am interested learning about other cultures.

The streets were crowded . . . . . . . people.

I know a few people who believe ..... superstitions.

My sister is afraid . . ..... spiders.

We can't wait . . . . . . . Christmas to come.

(5X2Points: 10 )

Match to form exchanges.
What a nice party!	a	Thanks. I'll need it!
Good luck!	b	Don't talk rubbish!
That's very bad	c	Better luck next
luck!		time.
I lost my keys on	d	Thanks. I'm glad
Friday the 13th.		you think so.
We lost the match.	e	What a coincidence!

. in English

Life & Living

Before you start ...

• Are you superstitious? Why(not)? • What is your favourite festival? Why?

Look at Module 2

Find the page numbers for pictures 1-4.

Find the page numbers for

•   a word map

•   a joke

•   newspaper headlines

Listen, read and talk about ...

•   houses living in space household chores & household pests family matters 10 Downing Street

•   animal habitats

Mod

I

2

Learn how to ...

•   criticise & apologise

•   express anger & annoyance

Practise ...

the infinitive/-ing forms too/ enough

•   adjectives direct/indirect questions

•   idioms related to houses phrasal verbs: make word formation: forming nouns from adjectives

•   words often confused: brush/sweep, cupboard/wardrobe, clean/wash, washing/ cleaning

Write / Make ...

a leaflet giving instructions

•   an email to a friend

•   an informal letter/email

7/

•   a short article about a famous house/building a poster about animals in your country Copy the word map in your notebook. In a minute add as many words as you can think of. Compare with your partner.

A      Spare Time in Space D Keeping Clean and Healthy B      The Right Training     E Time to Relax C       Good Housekeeping F Living Among the Stars

Read again and match the headings to the paragraphs. There is one that you do not need to use. Think of an alternative heading for each paragraph. Discuss with a partner.

Use the words to describe your house to your partner.

•   I live in There are .. . rooms in it. . . . etc

Reading

Read the title of the article and look at the pictures. What do you think living on a space station would be like?

Listen and read to find out.

Match the words/phrases in bold in the text to the meanings.

•  look at for a long time • touches • huge

•  hitting • fasten • exercising • inhabitants

•  shut out • shortage • going round

Vocabulary

Fill in: sleeping, zero, soft, space, pitch, lack, vacuum, airless, household, do

..... ... space	6       hose
2      . ..... station	7 muscles go ..... ,
3               . of gravity	8       . chores
4               . bag	9 football .... ....
5 ..... ... gravity	10                              . experiments

Choose five phrases and make sentences about the astronauts on the ISS.

How would you like to live three hundred and sixty kilometers above the Earth, flying at almost thirty thousand kilometres an hour through dark, airless space? Well, that's exactly how the astronauts working on the giant International Space Station OSS) live. 'Cool!' you might say. Well... maybe. Let's take a look at what it's really like to live in space.

Living in zero gravity means doing lots of things differently. First of all, you can forget about having a nice hot shower in the morning, as the water droplets would simply float away. Astronauts have to use a vacuum hose to wash with. Also, when muscles don't have to work against gravity as they do here on Earth, they go soft. So the residents of the ISS actually spend 2 hours a day working out on exercise bikes and rowing machines.

There's no escape from household chores on the ISS. As dangerous bacteria grow quickly in zero gravity, the astronauts clean the whole station every day, which is about the size of a football pitch! Also the lack of gravity makes the simplest things in life seem quite weird! Take eating for example, to stop their meals floating away, astronauts have to 'post' food packages into a special tray and then strap the tray to their legs. At least there's no washing up to do, though. The astronauts simply put their dirty dishes and rubbish into plastic bags and send them back to Earth.

When it comes to sleeping, there's no need for a bedroom! The astronauts could sleep anywhere, but they can't risk bumping into any computer controls so they strap themselves into a sleeping bag on the wall. It's a truly relaxing experience, as nothing presses against the skin. It's important to cover your eyes, however, to block out the light of the sun as the sun rises and sets every 45 minutes when you are orbiting the Earth.

So, when astronauts aren't doing experiments or chores or repairing equipment, do they get any free time? Well, a little! They often send emails back home, read books or watch movies, but most of all they like to stare out of the window and take pictures of their real home, Earth!

Household chores

Fitl in: make, do, mop, keep, wash, take, dust, hang out.

. my room tidy

2                      . the washing-up, the ironing, chores

3                      . the beds, breakfast

4                      . the rubbish out, the dog for a walk

. the floor

. the dishes, the clothes the washing

. the furniture

Do you help at home? Use adverbs of frequency and the completed phrases to make sentences. Tell your partner how you feel about it.

 I often help at home. I'm happy to help. I sometimes take the dog for a walk. I don't mind doing it.

Speaking

a   ' Work in pairs. You are a journalist and your partner is one of the astronauts living on the space station. Prepare questions and interview your partner about life in space, then swap roles.

A: What's it like living in zero gravity? How do you eat, for example?

B: Well, it's a lot of fun. When we eat, we ...

b   Write three things that impressed you from the text.

Read them to your partner.

c     Would you like to live in space? Why/Why not? Discuss in pairs.

Writing

Portfolio: It's the year 3050 and a group of teens who were born on a space station are coming to visit Earth. Write a leaflet giving instructions about how to eat, sleep, wash, exercise, do chores and spend free time in a place with gravity.

When eating, your food doesn't float away so don't strap your tray to your legs! Simply sit down at a table and put your food ...

I You leave the kitchen in a mess every time you make something to eat. 2      You never turn off the lights. 3      You never let me watch what I want to on TV.

Family matters

Describe the picture. How are the people related? What are they doing? How are they feeling?

He/She ...

 never gets off the phone.

2         is always taking things without asking.

3         never helps around the house.

4         never switches the lights off.

5         is always leaving things everywhere.

6         never tidies up.

7         plays loud music.

8         doesn't let me stay out late.

9         is always there for me.

10     helps me with my homework.

Everyday English

Criticising/ Apologising

Work in pairs. Use the language in the table to criticise and apologise for the following annoying behaviour at home, as in the example. 4 You always play your music really loud.

A: You leave the kitchen in a mess every time you make something to eat. It's not very nice. B: Sorry! I won't do it again.

a You are going to read a dialogue between a mum and her daughter. Read sentences A-F. What is the dialogue about?

A       But, Mum, I'm so busy at the moment.

B       What have I done now?

C       It's not my fault.

D       Well... you've got a point there.

E       I can tidy it up later.

F       And then I can give you a hand with dinner.

Use the sentences A-F to complete the dialogue below. There is one extra sentence.

Listen and check.

Mum: Emma, I'd like a word with you.

Emma: Oh, Mum! 1) .

Mum: Just look at the state of your bedroom! You shouldn't have left it like that. Can't you tidy up?

Emma: But, Mum, I'm doing my homework now. 2) ..... . .

Mum: That's what you always say, Emma! You treat this place like a hotel! Emma:

Criticising Apologising •    That's/lt's not very good/ nice. •    You shouldn't do/have done that. •    I don't like/want . .. •    You drive me crazy/get on my nerves when you ... •    I can't stand it when you ... Sorry!/l'm so sorry. I won't do it again. I am (very) sorry. I didn't realise ... Please forgive me. I didn't mean to ... I apologise./l do apologise. house who's busy, young lady! I work all day and then I come home and cook dinner and do all the housework. I'm not your slave, you know! Emma: Look, Mum, I'm REALLY sorry. How can I make it up to you? Mum: Well, you can start by tidying up this mess! Emma: 0K, Mum! 5) ...... Mum: Now, that's better! Thank you!

Mum: Well, you're not the only one in this

Find phrases in the dialogue which mean:

Look at the mess in your bedroom.

I want to talk to you.

•   It's not my job to do everything for you.

What can I do to say sorry?

You're right about that.

•   Help you.

In pairs, read out the dialogue.

Speaking

Take roles. Your friend is coming to visit this afternoon and you have tidied your room. Now your room is a mess because your brother/sister has been in and left his/her things everywhere. Criticise your brother/ sister. Act out your dialogues. Record yourselves.

Intonation

Expressing anger & annoyance

Listen and find the stressed syllables. Listen and repeat.

•  Oh, Mum!

Come here, young man!

•  Just look at this mess!

I've just about had enough!

That's what you always say!

You treat this place like a hotel! I'm not your slave, you know!

Listening

RNE Read statements 1-7. Listen and say whether the statements are True,

False or Not stated. Listen again and check.

 Pam doesn't want to go to the cinema.

       A True                B False            C Not stated

2 Jane goes to the cinema every week.

A True B False C Not stated 3 Jane gets more pocket money than Pam.

       A True                B False            C Not stated

4 Jane sometimes cooks dinner at home. A True               B False  C Not stated 5 Pam doesn't help around the house.

A True B False C Not stated 6 Pam's mum works part-time as a manager.

       A True                B False            C Not stated

7 Jane will call in on Pam later.

       A True                B False            C Not stated

Idioms related to houses

Fill in: a home from home, get on like a house on fire, as safe as houses, home and dry. Check in Appendix

What do you think, John — is our plan

risky?

B: Not at all! It's

(very safe)

2 A: Is that Anna and

Fiona together? I

Say it right                                                                                                         didn't know they

Choose the correct answer. Listen and			B: Yes, they are really close.
check.				They           (get on very well)
	It won't happen again.	3	A:	You really liked staying at The Regent
B:	a hope not.			Hotel, didn't you?
	b I guess so.		B:	Yes, I did. It was like                                                                                                   (very comfortable)
	I'm so sorry I've annoyed you.	4	A:	I am glad we got the loan from the bank.
B:	a     You're welcome. b     Don't worry about it.		B:	Me too. It means we're .. .... . . (not expecting further problems)

were friends.

You'd better not do that again! B: a I promise I won't.

b I would rather not.

Tell your partner.

Fill in the gaps with the verbs in brackets in the correct form. Then do the quiz answering each question Yes or No.

Infinitive/ -ing forms

Complete with the -ing form, to-infinitive or infinitive without to. Find examples in the text. Check in the Grammar Reference section.

manage/want/expect/offer/help/promise, etc. + .... ... .

"Sleep tight, don't let the bedbugs bite!"

You may think your little brother or sister is the only one who wants to 'bug' you at home.

Read the text again. Close your books and make sentences about these insects. Use these phrases: have difficulty in, glad to, like eating, can carry, don't let, don't expect.

Do you your family

1      I usually manage ........ (get on) well with everyone at home.

2      I often offer            (help) with the housework.

3      I don't deny ......„ (do) something wrong if I did it.

4      I don't mind            (help) with the cooking .

5      I avoid ...s.... (play) my music really loudly.

6      When my parents make me               (do) something, I don't complain.

7      I let other members of my family ....„.

(borrow) my things.

8      I don't lake other family members' things without .. (ask).

9      After         (have) a bath, I always clean it,

10  When I promise to help a family member — (do) something, I always keep my word.

mostly 'yes': Well done! Keep up the good work! mostly •no': You really bug people!

You'd better change your ways'

Put the verbs in brackets into the to-infinitive or the -ing form. Explain any differences in meaning, then check in the Grammar Reference section.

a     Do you remember (switch) the coffee maker off before leaving for work this morning?

b     She always remembers . . . . . . . . (switch) the coffee maker off before she leaves for work.

2      a If you can't get to sleep, try . (drink) some hot milk.

b     Carrie tried . . (open) the door, but it was stuck.

3      a Pam has stopped . . (watch) TV; she's doing housework now.

b     Pam has been doing housework all day, but now she has stopped . (watch) some TV.

4      a John went on (talk) about his life in Madrid all day long.

b     After telling me about his family, John went on    (talk) about his life in Madrid.

Put the verbs in brackets in their correct form.

1     A: Do you want ... .. . . . (go) out tonight?

B: Yes! I hate .         (stay) in on Saturday nights!

2     A: I'm really afraid(do) a bungee Jump.

B: Well, most people are nervous about . (do) new things for the first time.

3     A: Oh no! I think I forgot .. ... . . (turn off) the TV!

B: Don't worry, I remember you . . . . . .. . (turn) it off.

4     A: I'm sorry .. . . . . . . (tell) you this, but I think we've just missed the train.

B: Well, it's no use . . (worry) about it now. We'll have . . . .. ... (wait) for the next one.

5     A: I don't know what's wrong with my CD player. I just can't . . . . . . .. (fix) it,

B: Why don't you try .. .... . . (call) Tim? He's great at ... . . . (fix) things!

Use the words in the boxes to make true sentences about yourself.

make	watch TV
hate	write letters travel by train
look forward to	listen to music
can't stand	stay out late
can't	help with the housework
will	tidy my room
let	walk the dog
don't mind	become a teacher
want	visit my aunt
like	go shopping

 My parents make me tidy my room.

Complete the sentences to make true sentences about your home life. Compare with your partner.

I    I would love ...	6 I don't mind ...
2 t avoid ...	7 t can't help ...
3 I can't stand ...	8 I'd rather
4 I usually avoid	9          I hate ... 10      It's not worth

Match the sentences (I -2) to the meanings (a-b).

Are there similar structures in your language?

I I saw John        the street. 2 1 saw John clossjng the street.

a     I saw part of the action.

b     I saw the whole action.

Put the verbs in brackets into the -ing form or the infinitive without to.

1     I think Tony's in the next room. I heard him

(talk) on the phone a moment ago.

2     Harry felt something .. . ........ (run) across his hand, but he didn't see what it was.

3     Mum could hear Kate .... .... . . . . (sing) in the shower while she made breakfast.

4     We stopped to watch an artist .. . . .. . . ... (draw) portraits in the street.

5     I see the postman  (deliver) the mail every day.

Reference

Too — Enough Grammar

Helen is too tired to do any housework. (She is so tired that she can't do any housework.) This homework is too difficult for me (to do). (It's so difficult that I can't do it. ) He's clever enough to fix the TV. (He is so clever that he can fix it.) She's not old enough to stay at home alone. (She needs to be older before she can stay at home alone.) We've got enough sugar to make a cake. (We've got so much sugar that we can make a cake.)

Study the examples. Then rewrite the sentences using too or enough, as in the example.

 Mary is so busy that she can't come out tonight.  Mary is too busy to come out tonight. 2 James is so clever that he can solve this problem.

3      I have so much money that I can buy this expensive watch.

4      They were so tired that they fell asleep during the film.

5      We've got so much food that we can give you some.

6

I would love to have my own room.

He spoke so fast that I couldn't understand him.

 Listen to Alex describing his neighbourhood. What is it like? What shops are there?

Towns/ Villages

Read the phrases. What are they in your language? Use as many phrases as you can to talk about where you live.      Use these prepositions and places/shops from the lists to

> I live in (a quiet village). There are (beautiful traditional) houses and (tree-lined) streets. There aren't (any big shops). There is a describe your neighbourhood.

(small local shop) where . . .

Prepositions in front of, next to, between, opposite, behind, to the left/ right of, on (the corner) of

Places/Shops school, baker's, café, chemist's, bus stop, butcher's, block of flats, corner shop, restaurant, supermarket, grocer's, park, newsagent's, bank, hairdresser's

 My neighbourhood is noisy and crowded. I live in a small flat with a balcony. There are a few shops that are usually busy. There's a baker's next to my block of flats . . .

clean large  Neighbours

a    Sort the adjectives into positive/negative. Compare with a partner.

sociable selfish rude helpful arrogant forgetful caring talkative silly easily annoyed nosy

b   Think of your neighbours. Which of the adjectives would best describe them? Tell your partner. Give reasons.

 My next-door neighbour, Mrs Smith, is very sociable. She often visits us for a chat.

RNE Read the text and match the phrases (A-G) to the gaps (I -6). There's one extra phrase.

Dear Jane,

Hi. How are you? I hope you are well. Sorry it's been so long since I've written, I) .

Well, I love my new house and neighbourhood! The neighbours are fantastic 2) .  A young woman called Kate lives next door. She watered my plants for me 3) . . She also walks my dog for me from time to time, too. I really like her a lot and we often go out to the cinema or for a coffee together. Mrs Green who lives across the road is really nice. She watches my house in the evenings when I'm out and in return I do a bit of shopping for her 4)

It's completely different from where I used to live, 5) . on the street and play loud music late at night. No one was friendly there. My old neighbours 6) . If I had known how much better things could be, I would have moved house a lot sooner!

I really love it here. I'm so glad I moved. How are things with you? Write back soon and tell me all your news. Perhaps you can come for a visit some time.

Love,

Paula

2     Your neighbour's dog keeps digging up the flowers in your garden.

3     You wonder if your neighbours would like you to babysit for them on their wedding anniversary.

4     Your next-door neighbour is ill. You offer to do his shopping for him.

 What makes a good neighbour? Spend five minutes writing a few sentences on the topic. Read your sentences to your partner. How similar/different are your ideas? Discuss in pairs.

Informal letters/ emails

Informal letters/emails are sent to people we know well, e.g. friends, relatives, etc. They can be letters/emails: of invitation, accepting & refusing invitations, asking for & giving permission, apologising, asking for & giving advice, giving news, expressing thanks/ congratulations, etc. They normally consist of:

•   an informal greeting (Dear Olga).

•   an introduction with our opening remarks & reason for writing (Hi! I just thought I'd write to say ...).

•   a main body of two or more paragraphs containing the information we need to write about. We normally start a new paragraph for each topic.

•   a conclusion with our closing remarks (I have to go now.).

•   an informal ending (Love from, Best wishes + your first name).

Letters/Emails written in answer to written input should include all the information asked for in our own words.

Match the beginnings (1-5) to the endings

(A-E). What type of letter is each text from? -Beginnings

i Thank you so much for the lovely flowers you sent me while I was in hospital. It was so kind of you and they really cheered me up!

2     1 just got your letter and of course I'd love to come to your birthday party. I'm sure it'll be a lot of fun!

3     Hi! Hope you're well. I'm writing to ask for your help with a problem I have. I just don't know what to do!

4     1'm so sorry to hear that you've been in hospital. I really hope that you feel better soon and I'd love to visit you some time.

5     Hi! What plans do you have for the summer? I'd love it if you could come and stay with me for a week in June!

 I'm really looking forward to it. See you then!

B     Let me know as soon as you can so we can make the arrangements.

C     I'd appreciate any advice you can give me and I hope to hear from you soon.

D    Thanks once again and I hope to see you soon.

E     So look after yourself and get well soon. Please let me know if there's anything I can do.

RNE Read the rubric and look at the underlined words, then answer the questions.

 You have received a letter from your English speaking pen friend Richard.

 ...I spend a lot of time in my bedroom listening  to music and playing on my computer. What is  your house like? How much time do you spend in your room? What is there to do in your area for entertainment?

          Write him a letter and answer his 3 questions. Write 80-100 words.

1    Who are you writing to?

2    What information should you include?

Read the model. What is each paragraph about? Has the writer included all the information needed?

 • Dear Richard, Thanksforyour letter. Il was nice of.)'011 to me a line.

house is quite cos)'. Il's a small house in the suburbs. It  has ttü) bedmoms. a h(llhmom, a kitchen and a lounge. There's a small garden. too. 'If)' bedroom is upstairs. I don 't mal/y hang out in mom much. I ppvlër to be outside with myfriends.

In area, thew is a park where I play /ôolbtlll and ride my hike. There is also a small games arcade whew | sometimes go to play pinball.

IVë//. that's all]ôr now. IVí•ite soon.

Boris

Read the theory and find examples of informal style in the letter.

Read the theory. How do the subject and the predicate (verb) of a direct question differ in an indirect question?

Direct — Indirect questions

•    Direct questions can start with an auxiliary or modal verb (can, do, etc.) or with a question word (who, what, when, etc.).

Will he come?

When is he coming?

•    Indirect questions are polite questions.

They can start with:

Can you tell me

Do you know if

I'd like to know

Do you know if he will come?

Can you tell me when he is coming?

Form direct questions. Then change them into indirect questions.

Read the rubrics, underline the key words and answer the questions.

•    A You have received a letter from your English speaking pen friend Peter.

..Hope you had a great summer. What did  you do? Did you have a good time? It's my  birthday next week and I can't wait!...

         Write him a letter and answer his questions,    then ask him about his birthday plans.

•    B You have received an email from your  English-speaking pen friend Robert.

. . . l hope you had a safe journey home. It was great spending time together. I hope you will come and visit again soon...

Write him an email to thank him and his family for their hospitality, then invite him to stay with you.

I What type of letter/email does each one ask for?

2      Who is going to read each letter?

3      What information should each letter include? 4 What questions can you ask in each letter?

R NE Portfolio: Choose one rubric and write your letter/email (80-100 words). When you have finished, check it against the following:

Checklist

      Have you included all the necessary information?

Are the paragraphs clear and in a logical order?

      Are there any spelling/grammar mistakes?  Have you used an appropriate greeting/ beginning/ ending?

1 Ask your pen friend about his/her daily routine. 2 Ask your pen friend about his/her summer holiday.

3     Ask your pen friend about his/her free-time activities.

4     Ask two questions about your pen friend's family.

       I What is your daily routine like?

Can you tell me what your daily routine is like?

Prepositions

Fill in: to, in, on, at. Check in Appendix 2.

Word formation Read the box, then fill in the correct form of

1 be close .. .... the city centre; 2 ...... the corner of the room; 3 .... .. the corner of the street; 4 be       home; 5 be a hurry; 6 ruins; 7 go the direction .

                                                     the words in bold.of; 8 live                                                 the suburbs;

                                                                                                                                       9 live .           a field; 10 live .          . a farm; Il be

. school; 12 go . . . . . . school

Choose five phrases and make sentences about yourself/your family.

I live close to the city centre.

Words often confused

Choose the correct word. Check in your

		dictionary. Make sentences using the other
1 There is no need for . . . . . . . . between best friends.	SECRET	words.
2 The teacher explained the			Can you brush/sweep the floor in the kitchen,
. of recycling to the	IMPORTANT		please?
class.		2	Why don't you hang your coat in the cupboard/
3 Thank you for all your . . . . . . . .	KIND		wardrobe?
during my stay.		3	Don't forget to clean/wash your teeth!
4 You need a lot of . . . . . to	PATIENT	4	I have to do some washing/cleaning - I've got
work with children.			no clean clothes.
5 We have installed a	SECURE
system at our house.		Grammar revision

6 Physical . . . ..... is important ACTIVE to stay fit and healthy.

Phrasal verbs: make

Fill in: up for, out,j of, off with, up. Check in Appendix 1.

1       It was so foggy that we couldn't make . the number of the house. (see clearly)

2       The burglar made . our TV and DVD player. (stole and ran away with)

3       Peter bought his mum some chocolates to make breaking her favourite vase. (compensate for)

4       Don't believe anything Tom tells you — he's always making . . stories! (inventing)

5       What do you make .             Steve's new idea?

(think about)

 CULTURE 2

Look at the title of the text and the picture. Think of three questions about 10 Downing Street. Read through the text and see if you can answer them.

10 Downing Street or 'Number 10' as the British call it, is one of the

Number 10 was originally given to the first prime minister, Sir	A	but he wanted it to be used by all
Robert Walpole, as a gift. 3) .       Before he moved in, though, he		future prime ministers
joined 10 Downing Street to the large house behind it and had some	B	and in the Cabinet Room, where
alterations made. So even though Number 10 looks like an ordinary		government ministers meet to
terraced house from the outside. 4)       . There are many beautiful		discuss important issues
rooms with elegant décor and fine furniture including the State	C	because the Prime Minister and
Dining Room, the Study, the Terracotta Room and the White		other well-known politicians often
Drawing Room. There are portraits of every past prime minister		make important announcements in
hanging on the walls of the Grand Staircase 5) „        The table in		front of its famous big black door
this room is boat-shaped so that the Prime Minister can always see	D	where he works and reads
everyone sitting around it!	E	as it has been the home of British
The Prime Minister's private home is a furnished flat on the second		prime ministers since 1730
floor, once described by Margaret Thatcher (British Prime Minister	F	which includes many secretaries
from 1979-1990) as 'living above the shop'. The Prime Minister also		and civil servants
has his own study 6) ....           There, he often meets colleagues,	G	inside it is an extremely grand

most famous addresses in the world 1) . However. it is also a very busy place where hundreds of people work and where many official functions, Cabinet meetings and state dinners take place. Many people will immediately recognise the front of the building

receives important guests, makes phone calls or gives interviews.                                  place

Read the text again and match the missing phrases (A-G) to the gaps (1-6). There is one extra phrase you do not need. Listen and check your answers.

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

 10 Downing Street was ..... ... a small terraced house before Sir Robert Walpole changed it. 2 There are 23 . .. .. . . . who are members of the Cabinet.

3      The Queen attends many every year,

4      There are a number of . . palaces and buildings in London.

How are the following related to 10 Downing Street? Tell your partner.

•   the Grand Staircase • the Cabinet Room

•   Margaret Thatcher • Sir Robert Walpole

Listen to and read the text. Tell the class four interesting facts you remember from the text.

Project: Do some research about a famous house/building in your country, then write a short article about it. Write: who lives there, what it's like (inside and outside), its history & any other interesting facts about it.

Read the definitions, then match the animals in the pictures to them.

Mammals are animals that give birth to their babies and feed them milk (e.g. dogs, horses).

Amphibians	are and in

that can live both on land water (e.g. frogs).

Insects are small animals with six legs. Most, but not all, have wings, too (e.g. bees).

salmon,

Fish are creatures that live in the water and have fins and a tail (e.g. sharks).

Birds have feathers and wings and they lay eggs. Most can fly (e.g. eagles, swans).

Reptiles are cold-blooded creatures with scales and they lay eggs (e.g. crocodiles, snakes).

> Otters are mammals.

Read the newspaper headlines. What problems L do places where animals live face?

WATER POLLUTION THREATENS POND LIFE

DEFORESTATION PUTS MANY SPECIES AT RISK

NEW HOUSES MAKE FOXES HOMELESS

FARMERS DESTROY WILDLIFE HABITATS

TOURISM DESTROYS LOCAL BIRDS' HOMES

Read the title of the article and the first sentence in each paragraph. What is the article about? Read through and check.

No one really knows how many millions of species of wildlife exist on Earth, but one thing is for sure, plants and animals are all around us! Some live in the woodlands, rivers, hedgerows and ponds in and around our neighbourhoods. Others live in our school playgrounds, private gardens or even in the tiny spaces between grains of sand!

THE BIG PROBLEM

owl         Unfortunately, as towns and cities get bigger, humans are destroying these habitats. To build more houses and roads they are cutting down trees in woodlands and forests, which are home to animals such as foxes, otters, red otter           squirrels and hedgehogs and beautiful plants

hedgehog

RNE Read the text and mark the sentences T (True), F (False) or NS (Not stated).

 Wildlife habitats come in all sizes.

2       Building new houses has destroyed the most habitats.

3       You can find squirrels in woodlands and forests.

4       Herons and trout are in danger because of farms and factories.

5       There are no otters left now.

6       Only wildlife charities can save the habitats that are in danger.

7       A balcony can become a habitat.

FGoing Green* fox dragonfly such as bluebells and daffodils. Litter in the streets harms wildlife and poisonous chemicals from farms and factories are getting into rivers, ponds and lakes. When this happens, animals such as frogs, newts and species of birds and fish such as herons and trout can no longer survive. In the same way, many reptiles are dying out around ponds. In fact, three wildlife species become extinct every hour because of habitat destruction. ..and it's humans who are causing all this damage!   THE SOLUTIONS So, what can we do to help protect the habitats around our towns and cities? Well, quite a lot actually! For example, you could find out about the different animal habitats near your home and about any problems that they have. Then you can write letters to the local council or wildlife charities to ask them to do something about the problems. Also, NEVER throw any rubbish in the street and pick up any litter that you see in woodland, hedgerows, gardens and parks. Lastly, why not create your own little wildlife habitats in gardens or even on

balconies? It's actually quite easy to do!

trout snake newt

Match the words/phrases in bold to their meanings.

• extremely small • types • continue living • die out

• rows of bushes between fields or along lanes

• organisations that help people or animals study skills

Summarising

To summarise a text, read it and think of a heading for each paragraph. Make notes of the main points under these headings. Use these points to make your summary using your own words.

Read the text and make notes under these headings. Use your notes to give the class a summary of the text.

• where wildlife exists • the problem • the solutions

squirrel

herons

Project: In groups, collect information about habitats in your country. What animals live there? What problems do they face? Make a poster. Stick pictures on it and write a few sentences about each habitat.

	THINK!

How can we make sure that the countryside remains unspoiled and that more habitats are not destroyed? Spend three minutes writing a few sentences on the topic. Read your sentences to your partner.

Progress Check

Fill in: pitch, vacuum, household, spacious, sociable, extinct, make, gravity, take, next-door.

1                           They live in a . . .... . . house with a garden.

2                           Most people don't like doing . .. .. . . . chores.

3                           He likes being with people. He's very .

4                           Residents of the ISS wash with a ....... . hose.

5                           My . ... .... neighbour is very friendly and sociable.

6                           There is zero . ... . . .. in space.

7                           Can you please . .. . ... . your bed?

8                           Astronauts on the ISS have to clean an area the size of a football . . .. .... daily.

9                           If we don't protect wildlife habitats, more animals will become

10                       . the rubbish out, please,

Points: 20)

IOX2

Complete the sentences with the correct -ing or infinitive forms of the verbs in brackets.

 What would you like .. . . .. . . (do) tonight? 2 She risks ...... .. (lose) her keys when she leaves them lying around.

3        Our teacher makes us ..... .. . (do) our homework every day.

4        The thief admitted . . .. .... (steal) the money. 5 It was silly of you .... .... (forget) to lock the door.

6        Bob suggested           (go) to the beach.

7        Tom wants . . . .. . . (finish) work early today. 8 She didn't let me . . (enter) the room. 9 Instead of . (mow) the lawn, Mark was watching TV.

10 I am in charge of(make) the party arrangements.

Points:

1 on 20

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

1        There is no . ... . ... , you can do your chores later if you want. URGENT

2        My neighbour is so full of ... ..... . He thinks he is never wrong. ARROGANT

3        I can't tell the between the twins. DIFFER

4        I miss the . .. .... . of the countryside. QUIET

5        Please do the writing . . .. . . .. in your notebook.

ACTIVE

Points:

20

Fill in the gaps with the correct preposition.

       My new flat is right . .. . . .. . the city centre.

2        Laura's house is . ... . . the suburbs.

3        Jane is waiting for you .   . the corner of the street.

4        Harry grew up .... . ... a farm.

5        It feels like I spend most of my time . . .... school.

Points:

                                                                                  5X2            10

Fill in the gaps with the correct particle.

1      Paul should write children's books, he's always making . . . . .... stories for his kids.

2      What do you make .... . ... your new neighbours?

3      I'll make . . . ... . . not doing my chores this week, I promise.

4      The thief made the painting without knowing it wasn't the real one.

5      Your handwriting is terrible. I can't make .. ... .. .

what it says.

Points:

10

Match to form exchanges.

 I'd like a word with you. 2 I'm sorry.

3        You shouldn't have done that.

4        I'm not your slave you know. 5 How can I make it up to you?

a I know. I won't do it again. b You're right.

c       What have I done now?

d       You can start by doing the dishes. e Don't worry about it.

Points: 20)

5X4

My score: 100) Now I Can .

•      talk and write about living in space

•      • talk about houses, neighbourhoods and neighbours

•      criticise and apologise

•      • express anger and annoyance

•      write an informal email/letter

... in English

Mod 1 3

See it to believe it

Before you start ...

•      What do you like, dislike about your house?

•      Do you help out at home? How?

•      What is your neighbourhood like? Do you get on with your neighbours? Why/Why not?

Look at Module 3

Find the page numbers for pictures 1-4.

Find the page numbers for

•     a 'dream dictionary'

•     some shapes

Listen, read and talk about .

mysterious creatures dreams and nightmares

•     strange coincidences

•     paintings and illusions mystery stories painting styles

D o o O •

Learn how to ...

speculate & agree or disagree express surprise & concern talk about the past make assumptions

•     make suggestions & agree or disagree describe paintings Practise .

•     past tenses

•     used to/ would idioms with 'paint' phrasal verbs: come word formation: compound adjectives

•     words often confused:

scenes/sightings/ sights, fantasy/ imagination/ illusion, witnesses/ spectators/ investigators, same/similar/alike

Write / Give ...

•     a diary entry for a sighting of a monster

•     a mystery/ghost story

•     a presentation about a castle/ house

I Read the texts again. Which creature(s) (A-C) ...

•     live in water?

•     could be creatures that people thought had died out?

	. . ... .. . creatures	6       . . whirlpool
1 different                      5 top	2                 back	7       . hooks
2 destroy                           6 blunt	3 ........-like head	8      . . prints
3 real                                7 luckily	4              . sightings	9 . . ... . . ape
4 unknown                    8 miniature	5              . squid	10 ... ... . . sea monster

have people been seeing for longer than you might think? often used to destroy something? have people found the bodies of?

Match the highlighted words and phrases to their meanings.

stayed alive with great force shocking, disgusting

things that have been seen  tell people about

Match the underlined words in the text to their opposites below.

Fill in: recorded, humped, horrifying, mythical, snake, human, sharp, giant, violent, extinct.

myths               legends         legendary creatures Hi, I'm Kevin from Inverness, Scotland! I'm sure I'm Jens from Norway and we have the legend you've all heard of our famous Loch Ness of the Kraken, a horrifying deep-sea monster Monster, with its humped back, long tail and that was a mile and a half across. As ships snake-like head. But you probably didn't know approached, the Kraken would wrap its giant that people have been reporting sightings of this tentacles around them or create a violent strange monster since the 6th century! The first whirlpool to pull them down to the bottom of the modern sighting was in 1933 when a couple ocean. The Kraken are a species of giant squid. L who were driving home saw a creature rolling In 2007, fishermen caught a ten-metre long and diving in the lake. Since then there have squid with eyes the size of dinner plates and been over a thousand recorded sightings and sharp hooks on some of its tentacles off the even some photos taken of Nessie. Some coast of Antarctica. There's no doubt that giant people believe that Nessie is a dinosaur called squid exist, but exactly how big they can grow to a plesiosaur that somehow survived in Loch and whether they have destroyed ships still Ness but the truth is still a mystery. remains a mystery. I'm Mary from Oregon, USA. As you probably already know, a strange-looking big hairy creature called Bigfoot (or Sasquatch) has been part of American folklore for years. Since the 1800s, there have been more than 3,000 sightings of Bigfoot, who most witnesses describe as being a two-legged creature two to three metres tall that has long arms and a short neck. Investigators say there's no way that its footprints, at around 40cm long, could be human prints! Some scientists believe that Bigfoot could be a species of extinct ape, but unfonunate]y so far no one has found a Bigfoot body, fossil or skeleton. So...what do you think? Are these stories fact or fiction? Send us similar stories from your part of the world!

Ways to look

Check the verbs below in the Word List. Use them in the correct form to complete the sentences.

• stare • catch a glimpse of • spot • glance

• glare

1       When I saw the strange creature, I couldn't stop . (looking for a long time) at it.

2       Kelly ..... ... (looked for a short time) quickly at her watch and then back at the water.

3       1 think I just ..... ... (saw briefly but not well) a small hairy creature. Did you see anything?

4       The creature seemed to . . (look angrily) at me from the page of the book.

5       Did you . (notice) anything strange in the lake?

Choose three verbs and make sentences of your own.

Speaking

Read the text again. Close your books and in pairs discuss the things that impressed you most.

Writing

Portfolio: Imagine you saw one of the monsters in the text. Spend five minutes writing your diary entry for the day of the sighting. Write: where you were & what you were doing, exactly what you saw, how you felt, what happened next. Read your entry to the class.

• Do you know of a

b What do you think his dreams mean? Read the 'dream dictionary' below to find out.

Dream

dictionary

common dreams teeth falling out = you are anxious about your appearance being chased = you feel confused, you have a lot on your mind falling = you are under stress flying = you are feeling confident being lost = you have lost your way in life missing a bus, train, plane etc. = you are sad because you have missed an opportunity exams = you are stressed out because you are unprepared for something being unable to move = you feel lost: you don't know what to do about a situation

Everyday English

Speculating

Use the ideas in the dream dictionary in Ex. 1b and any of your own ideas to act out exchanges, as in the example.

Inviting speculation			Speculating
What do you think ... (this means, etc. p Do you have any idea what .. 2		• •	I think (it means) ... I can't say for sure, but it might ... Well, it could (mean) ...
Agreeing			Disagreeing
You could/might be right. Do you really think so? That's a thought.			That can't be right! I doubt that (very much). Surely not! You must be joking!
A:	I had a dream that my teeth were falling out. What do you think this means?
B:	Well, it could mean that you are anxious about your appearance.
A:	Surely not.

a              Listen and repeat.

• Poor you! • Oh, that's horrible! • I had a horrible nightmare last night. • shaking like a leaf and with my heart pounding • That's a thought! • That's a relief! • I couldn't get back to sleep.

b             These phrases appear in a dialogue between two friends. What is the dialogue about?

Listen and read to find out.

Intonation

Katie: Lizzie:	Good morning, Lizzie. Is it?	Expressing surprise & concern
Katie:	I think someone got out of the wrong side of the bed this morning! What's the matter?	Listen and mark the stressed syllables.
Lizzie:	Oh, I'm just a bit tired, that's all. I had a	I don't believe it!        4 You can't be serious!
	horrible nightmare last night. I woke up	2 That's horrible!             5 Is everything alright?
	shaking like a leaf and with my heart pounding. Then I couldn't get back to sleep.	3 What's the matter?
Katie:	Poor you! What was the nightmare about?	Listen again and repeat.
Lizzie:	Well, I was trying to get to an exam, but my legs just wouldn't move.
Katie:	So ... did you finally get there?	Listening
Lizzie:	Yes, but then I realised that I couldn't answer	RNE J You will hear 5 statements. Match
	any of the questions!	the statements 1-5 to the sentences A-E. Use
Katie:	Oh, that's terrible! I once dreamt that, either. I looked it up. It could mean that you are	each sentence once to complete the table.
	afraid of letting someone down.	A The speaker is talking about his/her
Lizzie:	That's a thought! So it doesn't mean I'm going	favourite dream.
	to fail my exams then?	B The speaker thinks dreams don't mean
Katie:	No, don't worry. Nightmares are just your	anything.
	subconscious mind trying to deal with all your	C The speaker is describing an unpleasant
	stresses and worries, that's all.	dream.
Lizzie:	That's a relief!	D    The speaker is explaining what his/her dream meant. E     The speaker is talking about a dream he/ she had over and over again.
Read the                                                           the

Speaker
Comment

1 Lizzie didn't sleep well because ... ..... .
2 In her dream, Lizzie was finding it difficult to	Speaking

dialogue again and complete sentences. Compare with your partner.

3       In her dream, Lizzie;s legsyou had a

Work in pairs. Imagine

4       Lizzie thought her dream meant she was going          strange dream last night. Tell your partner

to . . . . . . . . . Find sentences in the dialogue which mean:	and ask them to speculate about its meaning. Record yourselves.
• What's the problem? • I'm so sorry. • That's	Think of ten phrases you have learnt in this
awful. • Everything's OK. • I feel better now.	lesson. Make sentences using them. Tell

your partner.

	2 Sophie           a                                     her baby
Name the tenses in bold in the texts. How is	had been crying/was crying all afternoon.
each tense formed? Which express an action/	3 Joanna switched/had switched the TV off
actions which:	and went to bed.
a were happening at the same time in the past?	4 Mike slipped and twisted his ankle while he
	was playing/had played football yesterday.
b was in progress at a stated time in the past?	5 Tony was shocked. He couldn't believe what
c was happening when another action interrupted	had just happened/just happened. 6 After John had parked/had been parking the
d happened before another action in the past?	car, he went into the house.
e happened one after the other in the past?	7 This time yesterday, we lay/were lying on the
f shows the duration of a past action happening	beach sunbathing.
before another past action?	8         I didn't go out last night because I wasn't

Choose the correct tenses. Explain your choices.

 Jane was angry because Mark wasn't calling/ Past tenses          Grammar             hadn't called her since last weekend.

                                                                                                                                                      had headache because                     sister

What a Coincidence! In 1953, a man called Irv Kupcinet I) was staying at a hotel in London when he found some items in his room with the name Harry Hannin on them, the name of a good friend of his. Two days later, he received a letter from Hannin. Hannin told him an amazing story! A few weeks before, he 2) had been staying at a hotel in Paris when he found a tie in a drawer — with Kupcinet's name on it! In 2008, an Australian woman lost an earring in the sea. Three days later, she 3) was talking to her husband while he 4) was cleaning some fish he 5) had just caught. He 6) saw something shiny inside and 7) pulled it out ... it was the earring his wife 8) had lost! In Detroit, USA in the 1930s, a man called Joseph Figlock 9) was walking down the street when a baby fell from a high window onto him. Then, a year later, another baby fell from the very same building onto him again!

finishing/hadn't finished my homework.

9         Jack had been working/was working at the company for ten years before he left.

10     He was driving/had been driving for an hour when the car broke down.

Put the verbs in brackets into the past simple or the past continuous.

Listen and check.

Sam: Who 1) .... . (be) that on the phone, Ann?

Ann: George. 1 2) . (think) about him when he 3) (call), actually. What a coincidence!

                                                                                                                             Sam: It is! 4)                     (I/tell) you what 5)

(happen) to me and my mum when we

. (shop) in London a few years ago?

Ann: No, what?

Sam: well, we 7) (look) around an old second-hand bookshop when my mum

(come) across one of her favourite childhood books. She 9) ..... (show) it to me and when she 10) . (open) it, it 1 1) .... . . . . (have) her name written inside!

Ann: Wow, so it 12) (be) her very own book! I bet you 13) (not/expect) that!

Sam: No, I didn't!

Put the verbs in brackets into the past perfect or the past perfect continuous.

I Tom was angry because he . . (miss) the last train home.

2     Katie (only/work) in her new job for a month when she got a promotion.

3     By the time we got home, everyone .

(eat) dinner.

4     Sarah was angry because she       (wait) for

5     Harry ..... .. (dig) in the garden so he was covered in mud.

6     Alice       (not/finish) her homework by bedtime.

7     They .... .... (cook) for over three hours before the guests arrived.

(just/decide) to walk home when the bus came along.

Use the adverbs and time expressions below to make the sentences about yourself. Use past tenses.

yesterday since ago white when for last summer at 5 0'clock yesterday afternoon by June

> I didn't watch TV yesterday.

Reference

Used to/ Would Grammar

Complete the sentences with used to or didn't use to. In which sentences could you also use would?

I When I was a child, we go camping every summer by a beautiful lake.

2   1 . . play football three times a week, but I don't anymore.

3   1 . like vegetables very much, but I love them now.

4   When I was younger, I ..... ... go for long walks in the countryside with my family.

5   In the past, people lock their doors around here, but they do now.

6   My brother Tom .        . make fun of me all the time when we were kids.

 They used to stay at their grandma's all summer.

8 04) Make similar sentences about yourself

when you were a child. Use used to/didn't use to or would. Swap memories with your partner.

RNE Fill in the gaps with the verbs in the right-hand column, in their correct past forms.

Eleanor Seagrove and her dog Rusty
along the beach one Sunday	WALK
afternoon. Rusty 2) himself running along the sand and barking happily. Suddenly he and Eleanor	ENJOY
As they looked up, a strange round metallic object like a giant	FREEZE
football 4) in the sky. It was travelling very fast and coming straight	APPEAR
for them, Eleanor 5) .   never                                                                                                          anything like it before. Terrified, she and Rusty fell down in the sand. The 'football' hovered near them	EXPERIENCE
for a moment and then 6) .... . over the horizon. Eleanor was sure she	DISAPPEAR
an Unidentified Flying Object!	SEE

Writing (an email)

Imagine something strange happened to you. Write an email to your English pen friend about it (60-80 words).

Oust an lusten you see? The further down the tracks you look the closer the two If you stand at the end of a train track and look down it, what do tracks seem to be. Eventually, they appear to touch, I) ..... Our eyes are simply playing tricks on us. So. why don't our eyes always see the world as it really is? Well, simply because seeing is a complicated process! Our eyes work together with our brain to 'understand' what we are seeing. Because our eyes take in images all day long, our brain tries to help us to make them simpler 2) . Our brain then 'learns' how to see things a certain way, 3) . .! When we watch TV, for example, our brain has learnt to see movement, but in reality we are seeing a series of individual images very quickly. This is why we can have so much fun with optical illusions! Our brain 'sees' things that aren't really there, 4) . Optical illusions can teach us some important lessons about life. Firstly, there may be more to a situation than we see at first, just as we may see one thing when we first look at a picture, 5) . Also, there is often more than one way to see things. It's okay if you and your friend have a different opinion about something, for example. You are just seeing things

in a different way. that's all!

• RNE Read again and match phrases A-F to gaps 1-5. There is one extra phrase you do not need.

A      which may not always be correct

B      or fails to see something that is there

C       to help us better understand a situation

D      but we all know that they don't really

E       and something else when we continue to stare at it

F       so that we don't worry about unimportant details

Listen and check.

Vocabulary

The mind

3 Choose the correct words.

I John lives in a(n) fantasy/imagination world. He's lost touch with reality.

2      Tim's car was so shiny that he could see his own shadow/reflection in it.

3      Patrick has a brilliant head/mind he's training to be a brain/head surgeon.

4      The magician in that show didn't really disappear — it was just a(n) test/illusion.

always comes up with nice stories.

must/can't + about sth: This it's very old.) isn't an original.) may + infinitive sth: This picture it's expensive;	Must/Can't/May	to = we are sure very old. (I'm sure original. (I'm sure aren't sure about (I'm not sure
	infinitive without picture must be It can't be an without to = we may be expensive. it's possible.)

5      She's got a vivid fantasy/imagination and Speaking

Making assumptions

a Read the box. What are the equivalents in your language?

1 The painting may/ can't be oil on canvas. 2 The painting must/ can't be quite old.

3     The room may/must be the kitchen.

4     The woman may/must be married.

Look at the painting and read the description.

5     She must/can't be rich. 6 She may/must be making breakfast.

about: the people? the place? the colours? the style?

This oil painting shows a country scene. It is a portrait of a group of field workers collecting grapes. The background is sky and open countryside. In the foreground, a man on a cart pulled by two oxen takes up the left side of the painting and a group of women carrying baskets is on the right. The colours are mostly green, red and blue in natural shades and the picture looks very realistic.

	The Vintage at Chateau Lagrange by Jules Breton

Listen to two friends trying to decide where to go on Saturday afternoon. Where do they decide to go?

•  to an art exhibition • to a film festival

•  to a dance performance • to see a play

You are discussing what arts event your class should organise to raise money for charity. These are your options.

•  a photographic exhibition

•  a demonstration by a well-known local artist

•  a classical music concert

•  a painting competition

Act out your dialogue. You can use the tapescript for Ex. 7 as a model. Make sure you discuss all the options before deciding on one.

i Writing Skills

Stories

What can a story be about? What makes it interesting? Read the box to check.

Stories can be written in the first person (I/we) or the third person (he/she/they) and can be about real or imaginary events. variety of past tenses are used.

A good story includes:

•   an introduction (Para I) that sets the scene (introduces the characters, says when/ where the events happened, etc.)

•   a main body (Paras 2-3) that develops the story, giving the events in the order they happened and describing the climax event (the most important event in the story). Appropriate linking words (then, as soon as, while, etc.). ..

should be used to show the sequence of events.

•   a conclusion (Para 4) that says what happened at the end of the story and describes the characters' feelings and reactions.

To make your story more interesting, you should use a variety of verbs, adjectives and adverbs. Do not use simplistic ones like nice, good, bad, well, etc.

Look at the title of the story and the picture. What kind of story do you expect to read? What could it be about?

(O

The

GHOSTLY inn

Three friends were chatting excitedly as they were driving down to the south coast of England for their camping holiday, It was getting dark, so Danny suggested that they find somewhere to stay for the night. Almost immediately, Mark spotted a small inn by the side of the road.

When they went in, they saw a young policeman talking in the lounge with some people. What was strange was that the people were wearing very old-fashioned clothes! Tom took a few photos and they stayed the night. The next morning, they paid the bill, which seemed extremely cheap, and then they left.

A week later, the friends decided to stay at the inn again on their way home. Unfortunately, though, they could not find it, so they stayed somewhere else. As soon as they got home, Tom got his photographs developed. While he was looking at the pictures of the inn, he saw only his friends and a small white creature behind them.

Tom felt very troubled, so he went back with Danny to find the inn. When they arrived where they thought it had been, all they could find were two ruined buildings. Puzzled, they asked a passer-by about the inn. 'Oh, there used to be an inn here,' the old man told the boys, 'but it closed about a hundred years ago. There was a police station right next to it.' Immediately, both boys remembered the policeman they had seen sitting in the inn. They both gasped in horror. They had spent the night with ghosts of the past!

Read the story and put the events in the order they happened.

A      Tom and Danny went back to find the inn. B      A passer-by told them there had been an inn there 100 years ago. C       The friends were driving to the south coast for a camping holiday. D They left the inn.

E                   Torn got his pictures developed. F                   Tom took some photos. G                  They found two ruined buildings. H                  Mark saw an inn and they went in.  They spent a week camping.

J They couldn't find the inn. K They spent the night at the inn.

Which paragraph(s):                                                                                 Listening for ideas

a       present events before the climax event?

b      contains the climax event? c sets the scene?

d contains the main characters' feelings?

Find alt the time linkers in the story.

What adjectives has the writer used to describe the following: the inn, a policeman, the people's clothes, the bill, the two buildings?

Match the verbs to the adverbs, then write sentences using these phrases in past tenses.

I      run	a angrily
2 sing	b happily
3     rain	c quickly
4 shout	d heavily
5 drive	e carefully

 James ran quickly to catch the last bus home.

Replace the adjectives and adverbs in bold with: huge, fiercely, quickly, loud, terrifying.

The wind was blowing I) badly as we walked into the 2) big house. Suddenly, we heard a 3) bad noise and a 4) bad feeling came over me. Was someone running 5) fast up and down the room above us?

Writing (a story)

, RNE Read the rubric and underline the key words, then answer the questions.

An Internet site is asking for readers to send them short stories with the title 'A very strange tale'. Write your story for the website (120-180 words).

1      What are you being asked to write?

2      Who is going to read it?

3      What could it be about?

a a horrible day that you/someone else had recently b something unusual or interesting that happened to you/someone else c an exciting event that you'll never forget

Use the plan in Ex. 10 to write your own story (120-180 words). Then go through the following checklist and make any necessary improvements.

    Is the story clearly divided into paragraphs?

    Does the introduction set the scene?

    Are the events presented in the order they happened?

    Does the conclusion contain the characters'

Dependent prepositions Fill in: in, from, about, of. Check in Appendix 2, then write your own sentences using the phrases.

Word formation

Compound words, many number adverb + adverb/ + adjective	Compound adjectives	of two or more them. There are e.g. adjective/ adjective/ adjective/ (nice-looking), noun noun (deep-sea).
	adjectives are made up usually with hyphens between patterns for forming them + noun + -ed (eight-legged), past participle (well-behaved), noun + present participle (year-long), adjective +

a   Read the theory box. Find examples in the text on pp. 42-43.

b   Complete the extract from a TV guide with the words below. Check in a dictionary.

•  late • well • known • spine • haired

•  like

11:30 pm — Saturday's 1) ..........-night movie: Creature from the Black Lagoon (1954) In this 2) well-..... classic horror movie, a research team come across a fossil of the hand of a 3) human- reptile in the Amazon. But when two scientists and a 4) dark-........,. beauty, Kay, go to find more fossils, they run into the creature itself, and terror begins! Look out for the 5) . ....-chilling scene where the creature is watching Kay while she swims above. Don't miss your chance to see this 6) -preserved classic.

Phrasal verbs: come

Fill in: down with, out, across, over, up with. Check in Appendix 1.

I Alan came a mysterious map in his grandmother's attic. (found by chance)

2     It was Will who came .. . . ... the idea of going into the haunted house. (thought of)

3     After getting caught in the rain, Jane came

. a terrible cold. (got)

4     Stephen King's new book has just come

. (become available to the public)

5     As soon as I stepped into the creepy house, a strange feeling came ..... .. me. (affected me strongly)

              Jack asked Tom if he had heard .               the

Loch Ness Monster.

2      Have you heard .. ... . . Tom lately?

3      The Yeti has been part .. .. ... Tibetan folklore for years.

4      They didn't succeed .. ..... locating the site.

5      Have you ever thought travelling abroad? 6 They went .. . . ... search of another way to reach the lake without being seen.

7     John knew . experience that the road was dangerous.

8     They felt very nervous . . going into the haunted house.

Words often confused

Choose the correct word, then make sentences with the other words.

 People have been reporting scenes/sightings/ sights of Nessie for years.

2      Andrea has got a very vivid fantasy/imagination/ illusion.

3      The witnesses/spectators/investigators are examining all the evidence.

4      They showed us a set of same/similar/alike pictures.

Grammar revision

RNE Put • the verbs in brackets into the correct tense.

cellar

One day in 1953, a plumber called Harry 1) .

(work) in a cellar in York, England, when suddenly a Roman soldier on a horse 2) ....... (step) through the wall of the cellar! More soldiers then 3) (follow) them. They 4) ...... (wear) helmets and they 5) (carry) swords.

Then, Harry 6) (notice) that the soldiers 7) (look) very short their legs 8) (be) below the floor of the cellar! However, they then 9) (pass) an area that archaeologists 10) (work on/recently) and Harry saw that they Il) (walk) on an old Roman road under the cellar. Terrified, Harry 12) (run) out of the house.

Later, Harry 13) (find out) that some Roman soldiers 14) . (go) missing in York many centuries before and that no one 15) . (ever/find) them. Maybe these 16) . (be) the soldiers that he saw!

ULTURE y.   CORNER

Who are these people and how are they related to the castle in the text? Read the text to find out.

• Lady Mary Berkeley • Lord Grey of Chillingham • The Blue Boy • Edward I

Read the text again and for each gap (1-7) choose the correct answer A, B, C or D.

Castle

Can you 1)                  visiting a place where ghosts lurk			along the corridors 4)      . for her husband who
round every 2)          and strange noises go bump in			left her with a broken heart. Some people say they
the night? Well, that's exactly what people say happens			have heard the rustling sound of her dress as she
at Chillingham Castle in Northumberland, England,			walked past them. Another ghost is 'The Blue Boy'.
which 3)             back to medieval times.			Many people 5)                the years have seen this
The most famous ghost is Lady Mary Berkeley, the wife			mysterious boy dressed in blue appear suddenly
of Lord Grey of Chillingham. She wanders			in front of them. Chillingham Castle is very 6) . . with ghost hunters and there are special ghost tours available. However, it is also a great place to visit for 7) . ..... who is interested in history. You can see the medieval Great Hall, the State Room where Edward I stayed as well as the dungeons and torture chambers. So, even if you don't believe in ghosts, it is well worth a visit!                                  B     believe                C consider                   D	imagine
		A	think                                                                                                 D C corner	corridor
	2	A	turn                           B bend                                                           D C sends	ages
		B dates
	3	A goes                                                                C reaching                 D		looking
	4	A        hunting      B viewing              C between            D B        over		by
	5	A In                                  B                                  C popular                  D prefer red		favourite
	6	A fashionable                                                     C someone               D		anyone
	7	B A no one                               everyone

Match the words in bold in the text with their meanings in the list below. What part of speech is each?

•  passages • strange • prison •  show up • hide

facts about the castle.

• sth that causes pain/sufferingoeu Project: In groups, collect information about a

• soft sound • bangfamous castle or house in your country and present it to the class. Write: its name, where it is, what it is famous for, who lives there, what one can see there.

Ž---±.L92Yhe Curriculum

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

rect angle

                  triangle                 square

                   cube                        cylinder

Look at paintings A & B. Which uses bright colours, dark/dull colours?

What style of painting is each picture? How do these styles differ? Read the texts to find out.

study skills

Word formation

Read the title of the text to get an idea what the text is about. Read the text once quickly. For each gap decide what the part of speech the missing word is e.g. noun, verb, adverb, etc. You may need to write the word in the plural or with a negative meaning. Think of possible prefixes and suffixes. Fill in the gaps. Check the spelling. Read the completed text to check if it makes sense.

RNE Read the text and fill in the gaps 1-8 with the correct word formed from the capitalised words. Compare with your partner.

Painting

Cubism was a popu ar painting style from around the 1900s. Pablo Picasso and Georges Braque were two

l) Cubist painters. They FAME used Cubism to show people a new way of

2) the world. They looked at an object or person and 'broke it down into shapes. Then they put these shapes back together to make a picture which represented the object even though it may not look very much ORIGIN

' like it anymore. They used shapes such as rectangles,

\ cylinders and cubes. Most of their paintings were

\ dark and used dull colours like grey and brown,

This makes the painting seem to have many layers and so it can be seen from a number of            4)           DIFFER viewpoints.

Listen and read to answer the questions.

I When was Cubism popular?

2     How did Cubism get its name?

3     What style did Dali paint in?

4     What did Surrealist painters use to get ideas for their paintings?

Match the words in bold to their meanings.

• not bright • effect • part/piece • angles

Idioms with 'paint'

Complete the sentences with the correct idioms. Check in Appendix 3. Are there similar ones in your language?

paint the town red • like watching paint dry paints a grim picture of (sth) paint (sb/sth) with the same brush (as sb/sth else)

 This film is so boring it's

2      I want to have some fun. Let's go out tonight and .

3      I know Sam and Dan can be a bit boring but don't Tim . Not all people who like science fiction are bores!

4The documentary .. .... .. life in the war-torn region.

Find paintings on the Internet or in reference books which represent the two painting?               styles of painting discussed in the text. Present them to the class.

This painting is called . . . . . . . . . painted it in  It shows . . . . . . . The painter uses . . . . . . . . colours. The painting makes me feel . . .

THINK!

This picture shows many different lines and shapes like squares and triangles. When I look very closely, however, I can also see other things such as parts of bodies and objects. The artist has used many dull colours such as brown, grey and green in the painting, which give it a very gloomy feeling. This painting

Do you agree with makes me feel quite sad.

this quote? Discuss in small groups.

Words of Wisdom "Painting is just another way of keeping a diary. " Pablo Picasso

Use these words to describe the other painting.

•  strange objects • swans on a smooth lake

•  reflection of elephants in lake • bright colours

•  clear blue sky

How does it make you feel: astonished, anxious, curious, confused, excited?