extracted_text:
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.

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Ольга Евгеньевна
Английский язык
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Учебник для общеобразовательных
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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

The meaning of Remembrance Day

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.

like/love/prefer/don't mind/can't stand, etc. +
.. ... . .. can/must/may/will, etc. + . .. . . . . .
look forward to/have difficulty (in)/be used to, etc. +
kind/sad/lucky/clever/glad, etc. + . . . . ..

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

let/ make/hear/see/feel +

"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?

3
Progress Check
Fill in: survived, violent, sightings, humped, mythical, rustling,
torture, dull, glimpse, illusion.
         I Many
old castles used to have . . . .. . . chambers.
2
As the wind blew the leaves made a .. ..... sound.
3
The Kraken WOUId create a .... ... whirlpool to pull ships down
to the bottom of the sea.
4
Cubist paintings often have     colours.
5
Every culture has stories of . . ... .. creatures.
6
Nessie could be a
dinosaur that somehow ... .... .
7
We caught a(n) of a weird-looking creature hiding in the bushes.
8
. of strange creatures have been reported by people all over the
world.
9
People who see one picture inside another are experiencing an
optical .. .. . ..
10       Nessie
has a long neck and a .. . . . .. back.
Points: 20 )
Write
the correct form of the verbs in brackets.
I Kate was bored because she . (not/go out) all
weekend.
2
We . . . . . .. (walk) for an hour when it started to rain.
3
This time last week we . ... . . . (lie) on a beach.
4
After Bill . (mow) the lawn, he collected the grass cuttings for
compost.
5
I didn't sleep well last night because I .
(worry) about my exams.
6
Daniel felt ill last night because he . . . ... . (eat) sweets all day.
7
John (wash) the car when it started to rain. 8 Paul . .. . . (not/watch)
a DVD yesterday.
9
Wendy . ..... . (cook) dinner for over two hours before the guests
arrived.
10
Jim .        (not/finish) all his homework by the
               time
he went to bed.                             Points:
10X2 20
Form compound adjectives using the words below.
•
three • blue • well • deep • good
       I  Sam is a very
.......-looking man.
2 I had a nightmare
about a .......-headed monster. 3 My nephew is a cute little .......-eyed boy.
4       The
Kraken was a .......-sea monster from Norwegian legend.
5       Nessie
is a . ... . ...known monster from Scotland.
(5X4Points:
20 )
Fill in the gaps with the correct preposition.
          Jack was nervous . ... . ..
camping in the forest. 2 Sue thought .   . a good idea to raise money.
3       Will
knew .. . experience not to walk through the woods at night.
4       Have
you heard . . . .. . . Bigfoot?
5       They
succeeded . . . .... working out the answer.
Points:
5X2  10 Fill in the gaps with the
correct particle.
 Eve came ....... ....... with a great
idea for a story. 2 Dave came . .... .. a secret passage in the castle.
3
A strange feeling came .    . me as I walked home.
4
I can't wait for Spielberg's new film to come ....... . 5 Lee feels ill.
He must be coming . ... . .. with the flu.
(5X2Points:
Match to form exchanges.
I      What do you think this a Why not?
means?            b I know!
2
It might mean you are c You could be right. anxious. d I can't say for
sure.
3
What's the matter?            e I'm just a bit tired.
4
Shall we go to the art gallery?
5
That's horrible!
Points: 5X4
My score:
Now
talk and write
about mysteries/ghost stories talk about dreams and nightmares talk about
paintings and illusions
• speculate and
agree/disagree • make assumptions express surprise and concern write a diary
entry write a ghost story
— ... In English

Mod I 4

Technology
Before you start ...
•   Do
you believe there are mysterious creatures? What books/ films do you know about
them?
•   What
is the worst nightmare you have ever had?
•   Have
you ever visited a haunted house? • What is your favourite ghost story? Why?
Look at Module 4
Find the page numbers for pictures 1-4.
Find the page numbers for
•    a mind
map
•    speech
bubbles
Listen, read and talk about ...
•    robots
& technology
•    computers
& the Internet
•    The
Gadget Show
•    e-waste
Learn how to ...
•    offer
solutions & respond
•    hesitate
& avoid giving a direct answer
•    ask for
& express positive or negative opinions
Practise ...
ways of talking about the future
•    time
clauses clauses of purpose/result idioms related to technology phrasal verbs:
break word formation: forming nouns from verbs words often confused:
invented/discovered, research/experiment, offer/ suggest, electric/electronic,
engine/machine, access/download, effected/ affected, offer / suggest
Write / Give ...
•    a short
summary of a text
•    an
opinion essay
•    a short
article about a TV programme in your country
•    a
two-minute talk about e-waste

Reading & Vocabulary
Where
are the

Read Isaac Asimov's Laws of
Robotics below and look at the

pictures. How do you think they

Science
  fiction writers, including Jules

are
  related to the text?

Verne and Isaac Asimov, wrote about

ROBOTS

/ A robot may not injure a human being
  or through inaction allow a human being to come to harm.
A robot must obey orders given to it by
  human beings, except where such orders would conflict with the First Law.
A robot must
  protect its own existence as long as such protection does not conflict with
  the First or Second Laws.

rockets to
the moon, nuclear power, the Internet and robots. All of these things are now a
reality: 1) . so where are these household robots we were promised?
Where are our robot helpers to do the ironing, cook
dinner, walk the       dog, clean the house
It is true that we
have already got some robots 2) but what about the humanlike companions we

 were promised that can walk, talk
  and cater for

Which of the following do

all
  our needs? Perhaps it is

you think
  robots can do? Decide in

much more difficult in practice

pairs.

than in
  theory to build such a

• do the ironing • cook dinner

robot.

• walk the dog • climb stairs

The truth is that for such a

• vacuum the carpets • mow the

robot to exist it must be able

lawn • talk • run • think

*        to
  think 3) ........ . They don't

• make
decisions                                                                                have
the knowledge to give a

Which of the following do you think
  robots possess/show?

Decide in pairs. Read and check.

Vocabulary

• intelligence • reasoning

Technology

•
mobility •
  consciousness
•
creativity • accuracy

Fill in: built, overcome, divided,
  become, perform, cater, exist.
 One day, robots in
  our homes will ... ..... a reality.

Reading

2 Today,
  we have robots that are able to .                . one task

RNE Read the text and fill in

only.

the gaps 1-6 by choosing one of

3
  Scientists have not yet .        . the problem of how to make

the phrases (A-G). There is one

a robot think.

extra
  phrase.

4 Experts are .
                                                                               as
  to when we will all have robot assistants.

5
It would be great to have a robot to ... ..... for alt our needs.
6
Honda ..... ... a robot called ASIMO that can climb stairs . 7
Robots that can think like humans do not ..... ... yet.

A
and try and create an artificial brain that copies its
functions
B      and scientists simply don't know how
to give robots this ability
C
as well as gestures and emotional responses D that is of course,
except for the robots.
E     which
has been used on robots such as Repliee Q2.
F     which
can perform a single task such as vacuuming the carpets or mowing the lawn,
G    but
robots do not have this ability.
Match the words from the text to make phrases, then use them in sentences
of your own to talk about the text.

Choose the correct word. Check in the Word List.
 The invention/discovery of a thinking
robot lies in the future. 2 Robot factory workers are now a fact/reality.
3
The main problem/trouble with creating a robot is how to give it
intelligence.
4
I would love to own a robot that could clean/clear my house.
5
Language is a(n) obstruction/ obstacle to creating a fuctioning robot.
6
It is quite ordinary/common for households to have a
microwave. Speaking

THINK!

 Imagine that robots existed that could
do all the housework and lots of other tasks, too. In pairs, discuss how your
life would change if you had one.
A: Robots could do the boring jobs like cleaning the
windows, couldn 't they?
B: Yes, and they could even wash the car, so we'd
have much more free time.
Writing study skills
Summarising
Make notes on the main points of the text under appropriate headings.
Start your piece of writing with one sentence that summarises the idea of the
whole text. Write your summary, including all the main points in your own
words. Check that your summary is clear, complete and makes sense.
Read the text again. Think of a heading for each paragraph. Make notes
under the headings. Write your summary. Read it to the class.

Offering
  a solution

Responding

Have you tried/ thought of
How
  about...?/Why don't you...?/You could try...
I (would) suggest that you ...
The best thing to do is to ...

•

0K, I ' ll try it.
That's a good/not a bad idea.
(l suppose) that might
  work.
Well, it's
  worth a try. I've already tried that and it didn't work.

check. Choose the correct word. Check in the Word

 have a virus

a reboot the system

2 can't connect to

b use anti-virus software

the Internet

to do a full scan

3 computer crashed

c run a search

4 lost
  some files

d call your Internet service provider

List.
1
The screen has frozen/stopped.
2
I forgot to save/store
the document.
3
I think I've got a virus/germ because my computer is very slow.
4
I can't connect/join to the Internet.
5
My Internet link/connection is really slow. 6 I can't transfer/download
this music as the link isn't working.
7
The printer has got out/run out of ink.
8
I've spilt/poured something on the keyboard.
9
The hard/tough disk is full.
10    I can't
get this DVD to drive/work.
I l I've deleted/wiped a file by mistake.
Everyday
English
Offering
solutions/ Responding
 Match the problems to the solutions.

Read the dialogue and complete the sentences.
1     Adrian
has got a problem with ..... ... .
2     His
computer keeps ..... ... .
3     It
seems that the cursor . . . . . ... . 4 Paul suggests switching 5 Adrian
will do ..... . . . .
6 Paul thinks that the cause of the problem
a Find words/phrases in the dialogue in Ex. 4a which
mean:
 What's the matter?
2
I will do my best.
3
What exactly is the
problem? 4 Any time.
 Listen to and read the dialogue in Ex. 4
again. Then read the dialogue out in pairs. Pay attention to the intonation.
Intonation
Hesitating/Avoiding
giving a direct answer
a Listen to the exchanges and repeat the
phrases in bold. Listen again and mark the stressed syllables of the words in
bold.
Do you know a lot
about computers? B: Well . .. sort of.
Do you use the Internet a lot? B: Er
.. . you could say that. Would you agree that Internet shopping
has a lot of disadvantages? B: Um ... in a way, yes.
You play a lot of computer games, don't you?
B: Well ... I suppose so.
v Ask your partner questions about the
following. Your partner responds using the phrases in bold in Ex. 6a.
•
hobbies • friends • free-time activities
•
study habits
•
A: You play a lot
of football, don't you? B: Um ... you could say that.
Say it right
Choose the correct answers. Listen and
check.
 Can you give me a hand with my computer?

B:

a Sure, what's
  the problem? b There's no problem.

2

A:

Let me take a look at
  that printer problem for you.

B:

a
  You're welcome.
b
  That's really kind of you.

3

A:

Would you like me to fix that for
  you?

B:

a
  Thanks, but I think I can manage.
b
  I don't think so.

4

A:

Would you help me sort this problem
  out, please?

B:

a
  Sure, why not?
b
  I'm fine, thanks.

Speaking
Portfolio: Your
computer won't connect to the Internet. Ask your friend for help. Use the
dialogue in Ex. 4 as a model. Record yourselves.
Listening
, R NE   Listen
to five speakers (1-5) talking about computers and match them to the statements
A-E.
A       I'm good with computers.
B       Computers can take up a lot of your
time.
C       I couldn't live without my computer.
D       The
Internet has changed the way my family and myself live our lives. E I only know
the basics.

Speaker

Comment

THINK!

Think of ten new words/phrases you have
learnt in this lesson. Make sentences using them. Tell your partner.

Fill in
  will or be going to in the correct form. Give reasons.

Ways of talking about the future GrammarRe':iê]

Future simple
•
  for decisions made at the moment of speaking. You're very busy.
  I 'll help you.
•
  for future
  predictions about what we think or believe will happen. I think I will pass
  the exam.
•
  for promises, threats, hopes, requests & offers. Will you
  help me cook the dinner?
•
  for actions/events which will definitely happen in the future.
  Steve will be sixteen in May.
Be going
  to
•
  for predictions based on what we know or what we can see. It's
  very sunny today. It's not going to rain.
•
  for future plans/intentions/ambitions. I'm going to buy brother
  a puppy for his birthday.
Future continuous
•
  for actions which will be in progress at a certain time in the
  future. This time next week he will be flying to Moscow.
Future perfect
•    for
  actions which will have finished at a certain time in the future. We will
  have left for Spain by the end of next month. Future perfect continuous
•
  to stress the duration of an action up to a certain time in the
  future. By this time next week he will have been working here for 3 years.
Present continuous
•
  for fixed arrangements in the near future. We're having a
  dinner party tomorrow.
Present
  simple
•
  for timetables. The bus to Glasgow leaves at 9:00 pm.

a   Read the theory
box. Say the examples in your language. my
b  Identify
the verb forms in bold in the letter. Why is each verb form used?
Dear John,
Hi! How are you?
I've been
really busy lately because I'm entering a Young Inventor's Competition next
month. It's at the National Exhibition Centre on the 7th August. It starts at 10 am and finishes at 6 pm. I'm going
to give a presentation of my invention to hundreds of people.
 Until then I'll be working night and day to improve it. I won't tell you
now what il is but I think everyone will be surprised. By the day oí the
competition I think I'll have had enough time to make it perfect. Do you know
I'll have been working on it far almost a year by then?
Well, that's all for now. I
hope you can come and see me and my invention. Write back soon.

A:

What are your plans for
  the summer?
       .
  take a cruise to the Bahamas!

2

A:

I don't know how to save this file.

B:

Don't worry, I            . help
  you.

3

A:

I'm going out for a
  walk. Are you staying here?

B:

No I ..... ... come too.

4

A:

I don't have any money.
  I'm broke.
         lend you some, but I need it back
  by Saturday.

5

A:

What are these eggs for?
                    bake
  a cake for
Tom's birthday.

6

A:

I've got a terrible headache.

B:

Then take an aspirin and lie down. You . . feel a tot
  better.

7

A:

Look at that girl over there carrying all those books.

B:

I think she ..... ... drop them!

Choose the correct verb forms.
 Do you come/Åre you coming to
Greg's dinner party this evening?
2
Tom's bus will have left/teaves at 7 pm.
3
What's the weather like outside? Do you think it is going to rain/is
raining today?
4
The school orchestra is
performing/performs in Berlin this weekend.
5
I'm helping/l'tl help
you with your homework when I finish mine.
6
Apologise to Ann or I will tell/am telling her the truth.
7
Those shoes are really cheap! I think I'll buy/l'm buying them.
8
Will you help/Are you helping me with the dishes?
9
It's very cold. It's
going to snow/is snowing later tonight.
10
The plane witl have been landing/ lands at 8:45 pm.
a
Listen to Jane talking about herself. What are her:
plans for the weekend? ambitions for the future? hopes
and fears for the future?
b
What about you? Tell your partner.
Put the verbs in brackets into the future continuous or the future
perfect.
1
He can't come to the party because he .. . ... . . (work).
2
Don't call me before 9 am because I . . ... . . . (sleep) then.
3
. (you/finish) by 8 0'clock?
4
We ...e.... (make) all the food for the party by lunchtime.
5
(you/go) shopping this afternoon? If so, I'd like a lift.
6
This time next week we . ...... . (lie) on a beach.
7
They            (arrive) in Vienna by two o'clock tomorrow.
8
Paul . .... (see) Jack at the office today so he can tell him.
9
By Sunday afternoon we . . ... . . . (return) home.
10
This time tomorrow he       (fly) to Australia.
What are your plans for the weekend? What will you be doing at ten
o'clock on Saturday and Sunday and what will you have done by Saturday evening
and by 10 pm on Sunday? Tell your partner.

Reference

Time clauses                     Grammar

a Read the examples. What tense do we use
after time words (when, before, until, as soon as, after, etc.) to refer to the
future?
I won't go out until it stops raining. (time clause)
I'll call you when I finish school. (time clause)
BUT: When will you call me? (question word)
I know when I'll be back. (objective clause)
b Put the verbs in brackets into the correct tense,
present simple or future simple.
As soon as
Kate                  (get) in, ask her to call me.
B: Sure, no problem.
If you . (lend) me £10, I .. (pay) you back tomorrow.
B: Alright.
Are you going out tonight?
B: Yes, I . . . .. . . . (Visit) Jane after I ..
(finish) dinner. By the time John . . (get) home tonight
it ... . . ...
(be) very late.
B: Oh dear. He .. . ... .. (be) very tired then.
Kathy's going bowling tonight.
B:
Well, while she ........ (be) out I ..... .. (do) some studying. (buy) you something special when I (get) paid.
. (believe) it when I
Complete the
sentences with the present simple or future simple. Compare with your partner.
I Take your coat before . . . . . . 2 When we arrive in
Moscow, .. . . . . .
3      Don't
tell Anna the news before
4      He'll
go to the internet café as
soon as .. . . . . . . .
5      After
I finish eating, .
6      I will call you when .
7      Do you know when ... . . . .2
Clauses
of purpose
Underline the correct item.
I We went by car in order that/so that
we could leave any time we wanted to.
2
They ran down the
street in order that/so as not to miss the bus.
3
Sam and Linda went to the chemist's to/so that get some medicine.
4
They turned the TV down so as not to/in case wake the baby.
5
You'd better take an umbrella in case/so that it rains. 6 He went
outside to/so as get some fresh air.
Clauses
of result
Fill in: so or such.
      It was . . ...... a lovely day
that she
decided to go to the
beach.
2
This film is    boring that I'm
falling asleep.
3
There were . . . . . ... amazing gadgets at the technology exhibition
that I found it very
interesting.
4
Games consoles cost .. .
. .. . . much money that I can't afford to buy one.
5
The gadget had          confusing
instructions that I couldn't
understand them.
Vocabulary
& Speaking
Internet
What do you know about the Internet? Do the quiz.
Listen and check.
I What
is 'the Internet'?
a away of sending mail electronically b a worldwide system of computer
networks 2 What does 'www' mean at the beginning of many website addresses?
a World Wide Web b Wireless Web World
3
did Tim
Berners-Lee create the Web*?
a in 1975    b in 1989
4
In 1993, there
were about 600 websites. How many were there by 2006?
a about a million b over 100 million 5
Which country has the highest number of
Internet users? (75%) a Japan b Sweden
6
What does ISP stand for? (the company you use to access the Internet) a
Internet Service Provider b Instant Site Producer
How many web pages does the average
Internet user visit each month?
          a about 250                         b
about 1,000
8 How many websites per day are added to the
Internet?
           a about 17,000                    b
about 5,000
a system of documents accessed via the Internet
What else would you like to know about the Internet? Write three
questions. Read the text to check if your questions are answered.
When was the last time you used the Internet?
Chances are, it was very recently!
And you 1)
(probable) send emails instead of
letters, don't you?
In the very early days
ot the Internet, in the 1970s and 80s, it was only really used by academics and
military 2) . (research), but in the 1990s its (popular) boomed in a way that
had never been seen before. To illustrate this, it took 38 years for radio to
reach 50 million 4) . . (use), 13 years for TV and yet only 5 years for the
Internet!
Many of us already use
the Internet to make telephone calls, rent movies, buy music and watch TV
programmes. Very soon, the Internet will be 3D, not 2D, and everything from our
cars to our kitchen appliances will be connected to our local networks. There
is already an 'Internet fridge', for example, that emails a 5) (shop) list to
your local supermarket and checks your schedule to coordinate a convenient 6) .
(deliver) time!
However, not everyone
has access to technology. In fact, only 17% of the world's 7) — (populate) is
connected to the Web. This figure depends on where you live, though; in North
America the number is around 70%. Also, about 80% of all websites are in
English, which many people in the world don't speak. Still, governments and IT
8) . (institute) are working hard to bridge this divide, so perhaps in the
not-too-distant future, the Internet really will take over the whole world!
RNE Read again and complete the
gaps (1-8) with the correct word formed from the word in brackets. Compare your
answers with a partner.
b Listen and read the text. What do these numbers
refer to: 1970s, 38, 13, 5, 17%, 80%?
Idioms
related to technology
Fill in: be on the same wavelength, get one's wires crossed, be light
years ahead of, not be rocket science in the correct form. Check in Appendix 3.
 I think we've because that's not what I was trying to say.
(misunderstand one another)
2     Anna usually agrees with me • we .
(think in the same way)
3     Everyone
can learn how to use the Internet — it ........! (is not complicated or
difficult to understand)
4     Technology in Japan ..... ...
technology anywhere else. (is a lot more advanced than)
Use the words to complete the sentences (1-7).
modem phone
line subscription access email account broadband server
I How much do you pay each month for your . to your Internet
service provider? 2 1 can access my . . from anywhere in the world.
3
1've just bought a new
.... .... because my old one was very slow.
4
Why don't you upgrade
your Internet connection to ........? It's much faster.
5
When we move to our new house, we will have put in straight away
so we can connect to the Internet.
6
1 can't connect to the Internet. Maybe the is busy.
7
Not every person has ..... ... to the Internet.
Read the statistics.
Which Of the activities do you and other members of your family use the
Internet for? Do you use it for anything else? Compare answers with your
partner.

b                    Discuss
the following.
1 What are
your favourite websites? Why? 2 Do you know...
• a good search engine?
• a good site to help you with your homework?
• a useful site to help you
improve your English?
Listening
for ideas
 Listen to two friends trying to decide
what new feature to include in the school magazine to improve it. What do they
decide on?
• a crossword •
a review section (films, DVDs, CDs, etc.) • horoscopes • competitions
Speaking
RNE Your school is going to set up its own
website. You and your friend have been asked to
discuss what to put on the new website. You can choose from
the following as well as use your own ideas:
• pages displaying students' work
• photos of school events
• a regular letter from the
head teacher
• a calendar of events happening during the school year.
Use the language below to act out your
dialogue. You can use the tapescript for Ex. 7 as a model. Make sure you
discuss all the options and include your own ideas. Come to a decision about
which two options to include.

Asking
  for opinions

Positive/Negative
  opinions

What do you think (about this)? What is your opinion/view?
How do you feel (about this)?
• Have you got any ideas about
  this?

•
  Not bad.
That's a (really) good/ great idea.
•
  It's/ That's nothing special.
•
  That's an absolutely/ a really terrible/awful idea.

Expressing
  opinions

    As I see it, .       • In my
  opinion,           • I think

THINK!

Think of six
words/phrases you have learnt in this lesson. Make sentences using them. Tell
your partner.

Opinion
essays

What does an opinion essay
consist of and what style is normally used? Read the theory to find out.
a

When
  writing an opinion essay, we present our personal opinion on particular topic
  supported by reasons and/or examples. This type of essay is written in a
  formal style. We use formal linkers, impersonal tone and passive structures.
  We should avoid colloquial expressions, short forms and personal examples. An
  opinion essay consists of:
•     an introduction in which we
  introduce the topic and clearly state our opinion.
•     a
  main body consisting of three paragraphs. In the first two paragraphs we
  present our viewpoints supported by reasons and examples. In the third
  paragraph we present the opposing viewpoint. We connect our points with
  appropriate linking words. We start each main body paragraph with a topic
  sentence.
•     a conclusion in which we restate
  our opinion different words.

in
a
Read the rubric. What do you have to write? Who will read it?
•
An
international student magazine is asking for
: essays on the following topic: Teenagers today . are
hooked on technology. Is this a positive or
•
negative thing?
Write your essay,
giving your opinion.
t) Which of the following viewpoints support a
positive opinion and which support a negative opinion?
Technology
has

Gadgets make life

Teens can waste

more enjoyable for

a lot of
  time using

         teens.

technology.

Teens
can get  taught young distracted by people
new skills. gadgets.
Read the essay. What is
the writer's opinion and in which paragraph(s) is it stated?
If you are a typical teenager today, you
use your MP3 player on the way to school. you text your friends all day and
then surf the Net, send emails, instant messages or play on your games console
in the evenings. In my opinion, teenagers are completely hooked on technology
and I believe this has a positive effect on their lives.
To start with, using the gadgets and
devices that are available because of new technology makes life more enjoyable.
For example, MP3 players make travelling more entertaining. In addition, media
devices such as mobile phones and laptops allow access to information and
entertainment and make communication easier and faster.
Secondly, technology is a valuable
resource that has allowed teens to learn new skills. For instance, many
teenagers today are able to multi-task and do research using the Internet. Furthermore,
they have learnt keyboard and computer skills that will help them at school and
later in their working lives.
On the other hand. there are those who
believe that technology has had a negative effect on today's teenagers. They
say that teens become distracted and waste their time with their gadgets
instead of concentrating on more important things such as schoolwork. As a
result, teens become antisocial as they prefer to communicate digitally instead
of face-to-face.
In conclusion, teenagers' use of
gadgets and devices enriches their daily experiences in many ways. As
technology advances, I think teenagers will be better prepared for the ffire.
Linkers
a
Look at the
highlighted linking words/phrases in the essay in Ex. 3. Which: introduce an
opinion? list points? add more points? introduce a contrasting viewpoint?
introduce examples? introduce a consequence? summarise?
b
Replace each
highlighted item with an appropriate alternative from the list below. All in
all For instance It seems to me that like

In
my view             First of all          Consequently
What is more
Furthermore Alternatively
study skills
Structuring paragraphs
Each main body paragraph should start with a topic sentence
which clearly states the main idea of the paragraph. This should be followed by
supporting sentences which justify the main idea and/or give examples.
a Put the sentences below in the correct order to
make a main body paragraph. Which is the topic sentence? Which sentences
support it?
A     We can communicate with people
whenever we need to, for example, via instant messaging or email.
B
This, of course, saves us a lot of time and effort. C In the first
place, computers make our daily lives easier.
D In addition to this, we can find information,
pictures, services and other resources on the Internet very quickly and easily.
b Write supporting sentences for the following topic
sentences. Compare with your partner.
I To begin
with, online shopping can be a lot more convenient than shopping in the normal
way.
2 On the other hand, there are certain disadvantages
to teenagers owning mobile phones.
Writing (an opinion essay)
Read the rubric and find the key words, then answer the questions.
 You have had a class discussion
about the use of
•
technology in
modern society. Now your teacher
•
would like you to
write an essay giving your opinion on the following: The modern world relies . on technological
devices too much.
Write your essay (120-180 words).
1       Who are you? Who are you writing for?
2       What do you have to write?
3       How many paragraphs will you write?
What will you include in each?
Match the viewpoints (1-4) to the reasons/ examples (a-d),
then think of one more viewpoint with reasons/examples.
 Technology can make
our lives a lot easier. 2 Increased use of technological gadgets has brought
security problems.
3     Technology
can be unreliable.
4
Learning how to use technological devices prepares you for the future.

Word formation
Read the box, then complete the sentences with nouns derived from the
words in bold. Use your dictionary.

I Tom stayed home to accept ..... . . . of his new
plasma TV. (deliver)
2     Click
on the . . in the email to see the pictures they sent us. (attach)
3     The
..... . . . of the computer changed our lives forever. (invent)
4     Since
Jane's . . . . . . . . of online dictionaries, she refers to them for all her
homework. (discover)
5     The
parents at the meeting voted for an increase in . on computers in the new
school year. (spend)
6     There
is a lot ofavailable on the
Internet! (inform)
Dependent
prepositions
Fill in the gaps with: for, about, from, with, in, or on. Check in
Appendix 2.
I John wrote to his cousinthe new website.
2
Every new invention starts . . . . . . . . an idea.
3
Kate has every electrical gadget available apart . . . . . . . . a games
console.
4
Creating a robot is much more difficult practice than            theory.
5
She relies . her PC to keep informed about global events.
6
He doesn't like shopping so he uses the Internet to cater
. . . . . . . . most of his shopping needs.
Phrasal
verbs: break
Fill in: out, out of, into, up, down. What does each phrasal verb mean?
Check in Appendix 1.
 They think the forest fire broke ......
because of a loose electrical wire.
2
Burglars broke Dad's office last night and stole his computer.
3
James and Mandy had a terrible argument and then they broke ...... .
4
What's wrong with the washing machine now?
It's always breaking
5
They broke . . . . . . prison and escaped. Which phrasal verb best
describes the picture?
Words
often confused
Choose the correct word, then make sentences using the other words.
1     Thomas
Edison invented/discovered the light bulb.
2     We
did an interesting research/experiment in our Chemistry class yesterday.
3     Do
you have an electric/electronic oven?
4     There
is something wrong with the engine/ machine of my car.
5     Can
I access/download the Internet from this computer?
6     Digital
cameras have dropped in price, which has positively effected/affected sales.
7     Nowdays,
more companies only offer/suggest work to people with computer skills.
Grammar
revision
Complete the sentences about yourself.
1     This
time next week I ..... . . .
2     By
the end of next year, I
3     I think I . . . . . . . . next
summer.
4     .
tonight.
5     I hope . . . . . . . . in the future.
6     by
the time I get home.
7     .
at home this afternoon.

UI-TURE
CORNER
Look at the
  picture and the logo. What regular features do you think a TV programme
  called The Gadget Show might have?

Listen and read to find out.
The
Gadget Show
With technology
changing all the time, how can we keep up with all the latest gadgets? Wouldn't
it be nice if there was a weekly TV programme that told us all about the latest
technology, how it works, how much it costs and whether it is any good? Here's
the good news! There is a show like that and it's called The Gadget Show.
TheGadget Show airs on
Channel Five in the UK and it is also available on satellite TV and through the
Internet via its website, show. This popular show lasts for an hour and it is
now in its tenth year.
The presenters of the
show are Jon Bentley, Jason Bradbury and Suzi Perry. Each week they actually
test all the latest gadgets and teli viewers what is worth buying. There is a
challenge each week for the presenters to test a certain gadget to the limits. Also,
Read the text again and answer the questions.
I How often is the programme on?
2
Where can you watch The Gadget Show?
3
Who are the presenters of the show?
4
What can viewers expect to see on the programme?
5
What can you win in the competition?
Match the words in bold to their meanings, then use them in sentences of
your own.
• a person who watches a TV programme
• is broadcast
• group of similar things
• task that tests the value
of something
• a version of something made by one manufacturer in
particular
• forms an opinion on
there is a test that judges an item
on a number of levels to find the best product in a certain category. In
addition, one lucky viewer each week wins all the latest gadgets and
electronics in the programme's competition.
So, if you
want to learn about new technology or if you'd like to know the best brand (of
the latest gadget) to buy, watch The Gadget Show.
You are visiting your English pen friend.
Right now you are watching TV. The Gadget Show comes on. Take
roles and find out about the show:
• what it is • how often it
is on
• who presents it • what it features
What is your favourite TV programme shown in your country?
Present it to the class. Include: when it airs, who presents it, what regular
features it has, why you like it.
Project: Use your answers to Ex. 5 to write a short article similar to
the one in Ex. 1.

ICT

Visit the website in the article and watch
a webisode of The Gadget Show. Tell the class what you think of it.

why so much junk?

Reading &
Listening
Look at the graph about e-waste. Which of these devices do
you own? Which have you replaced recently? What did you do with the old ones?
What is
e-waste?
100%
co

Televisions
DVDIVCB

100/0

z o

CO players. radios. Hi-fi sets, etc.
Refrigerx

15%

Washing machines, dryers.
air-conditioners,
  vown cleaners, coffee machines,

o

toasters. irons etc.
0%
What is e-waste? How can it be a problem? Read the text to find out.

There's no doubt about it,
e'ectronic and electric goods I) our lives much easier, but unfortunately
there's a(n) 2) to pay for this! As technology advances at a faster pace each
year, appliances and gadgets quickly become outdated and people throw more of
them 3) Also, electronic equipment has become more available and cheaper, so
people often replace their old computers and TVs instead of getting them
repa'red. This 4) tons of eectronic waste, or 'e-waste'. In the USA alone
people get rid of about 250 million computers a year and only 10% are recycled!
ÈBSo
what's the big deal? Well, unfortunately e-waste 5) over a thousand chemicals,
many of which are very toxic, Most e-waste currently 6) in landfi Is where
chemicals and heavy metals such as lead, cadmium, chromium and mercury
gradually leak into the soii which can eventually cause great harm to people.
Some e-waste is burnt, but this 7) toxic gases into the air. When e-waste is
simply dumped in landfills it can emit poisonous fumes. It can also 8) dangerous
chemicals into the soil which can affect the food chain.
Fortunately,
all is not 9) ! Manufacturers are starting to 10) . more recycling and reduce
the number of toxic chemicals they use. Also, many countries have signed
treaties to stop the exporting of e-waste to other countries. But there are
things you can do to help solve this problem, too. Just remember the 3Rs
REDUCE, REUSE, RECYCLE!
HOW YOU CAN HELP...
REDUCE: Look after your equipment and you wont need
to replace it so often.
REUSE: Sell or donate your old appliances
and electronic items to someone who can still use them e.g. a computer
technician could reuse the components in your old computer.
RECYCLE:Take old mobile
phones, batteries etc. to 'recycling banks', refill your print cartridges and
find out where you can recycle bigger items such as computers.

Read again and choose the best word (A-D) for each gap. Compare with your
partner.

I A form

B do

C help

D make

2 A money

B price

C expense

D cost

3 A out

B over

C off

D down

4 A designs

B creates

C develops

D brings

5 A holds

B carries

C contains

D
  includes

6 A backs up

B concludes

C finishes

D
  ends up

7 A puts

B releases

C lets

D causes

8 A leak

C spill

9 A gone

C ended

Å push

C persuade

B dnp                                                      D
ooze
B lost                                                    D
finished
B convince                                         D
encourage

RNE Match the paragraphs to the headings. One heading
does not match.
      E-waste: what, where and why?            3 Chemical
chaos
2 E-viruses and recycling junk mail                4
Recycling: the way forward
a Match the words/phrases in bold with their meanings
below.

poisonous

        why is this important        damage

at the moment

little by little

speed

parts

thrown
away            give for free agreements       old-fashioned
Use some of the words in bold in the text in the correct form to complete
the sentences (1-5).
That book
about computers was written in 1990. It's so
. . . . . . . . now.
2      Many factories emit ..... ... fumes.
3      I
can't keep up with the fast . . . . . of technology.
4

If you don't want that printer anymore, why don't you . it to the
local primary school?
5      Look
at all this rubbish that people have . . . . . . . .
C    Listen to and read the text. Say four things
you have learnt about e-waste.
Speaking
RNE Portfolio: Make notes under the
headings in the table, then use your notes to give a two-minute talk about
e.waste.
electronic/electric
What is e-waste? products that we
throw away Why is e-waste a problem? What can we do about the problem?

THINK!

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

Words of Wisdom
"Waste is a tax on the whole people."
Albert W. Atwood

4 Progress Check
Fill in: email account, perform, broadband, overcome,
become, exist, phone line, server, build, subscription.
         I     Robots
can            simple tasks.
2 I can check my from any
computer. 3 connection is much faster than a standard connection.
4
Robot technology still has some problems to
5
In the future, robots and humans will . alongside each
other.
6
You have to pay a monthly . to use the Internet.
7
If the .. ..... is busy, you might have problems connecting to
the Internet.
8
Scientists nowadays can         some fantastic machines.
9
I don't have a . . . . . . . in my house so I can't use the
Internet.
10       Robots
will soon . ... . . . part of everyday life.
Points:
20
Put the verbs in brackets into the correct future tense: future simple,
future perfect, future continuous, future perfect continuous.
1
The film . . . . . . . (start) by the time you arrive.
2
I can't go out on Saturday or Sunday night. I . (study) all weekend.
3
. (drink) three litres of water by the end of the day.
4
What . . . . . .. (you/tell) him about the printer?
5
She . . .... . (play) football for three years in June.
6
I want to do something fun. I know, I . . ... .. (go shopping) with my
friends.
7
. (write) this essay for two months by the time I hand it in.
8
Luke . ... . .. (call) you back in an hour.
9
If you're going out, I . . . . .. . (come) with you.
10
This time next week I (travel) across France. Points: 20 )
10X2
Fill in the sentences with the correct particle.
     I    Tom
and Julie's relationship broke . ... ... .
2
The boy's face broke . . . . . . . in spots.
3
The thief broke     our house.
4
The lion broke . . . . . . . the wooden crate.
5
My old car is
always breaking . . . . . . . .
Points: 20 )
Fill in the gaps with the correct preposition.
1       Mike
has a separate computer . . . . . . . all his films on it.
2       The
Internet is great . . . . . .. staying in touch.
3       They
talk . . . . . . . computers all the time.
4       I
can access the Internet .               my brother's computer.
5       You
can play many games .. . . . .. the Internet.
Points:
                                                                                20
Match to form exchanges.
     I     What's
up?                              a You're welcome.
2
Call me again if you b I've got a problem still have a problem. with my
computer.
3
Thanks, Paul,         c              I ' ll try.
4
Can you help me?               d Yes. The cursor
5
Does the screen keep        sticks in the same freezing?        place.
e OK. I ' ll do that. (5X4Points:
My score: 100) Now I Can ...
• talk and write about robots and technology offer solutions to computer
problems and respond to them

use future tenses to say what I will
be doing use technology-related idioms write an opinion essay give a
presentation on environmental issues like . in English
Mod

Art & Literature
Before you start ...
•   Do you have a
favourite gadget? What is it?
•   How do you
think robots will be part of our lives in the future?
Look at Module 5
Find the page numbers for pictures 1-4.
Find the page numbers for
•   an extract from a play
•   a quiz
•   a spidergram
about types of art
Listen, read and talk about ...
types of art
•   types of music
•   music likes/ dislikes
William Shakespeare
•   The Merchant of
Venice
Learn how to ...
•   ask
about & state preferences
•   make
arrangements
•   be emphatic
•   express
opinions & give recommendations
Practise ...
comparatives & superlatives gradable/ non-gradable
adjectives (would) prefer/ would rather/ sooner idioms related to entertainment
•   phrasal verbs:
run word formation: forming verbs with prefixes words often confused:
set/situated, plays/stars, takes/ makes, presentation / performance,
exhibit/exhibition
Write ...
•   a quiz
•   an email
reviewing a book
•
a short text about a famous writer

TlhiSì
Can't Be If you think art always
Reading                                                                                means
  Picasso, artMonet or Van Gogh,

Read the title of the text, the introduction and the subheadings and look
at the pictures. What do you expect to read about? Listen, read and check.
 Read again. Which type of art (A-C) ...
•   can't be seen
in the usual way?
2
requires special control
of the body?
3
attracted the interest of the media?
4
was made by a very young artist? 5 had well-known owners?
6
was inspired by a childhood experience?
7
is over 50 years old?
8
has a lot of opponents?
9
was done by an artist that was well-known by the public?
10
is done by an artist who doesn't want people to know his/her identity?
Suggest another heading for each text.
Explain the words in bold.
Fill in the gaps with the words in the list
to make collocations. Use the completed phrases to make sentences based on the
text.
grains take private artistic anonymous
miniature animal learning add stay perfectly

          .
  sculptures

          6
        .
  still

2 remain .... ...

          7
           creativity

3              .
  a look

           8
          .
  value to

4            .
  difficulties

          9
        .
  property

5            behaviourist

        10
        .
  of rice

 Willard Wigan's miniature sculptures are
really amazing.
Find the opposites to the following words.
Text A: huge, unimportant, impatiently Text B: excluded,
inability
Text
C: beautiful, responsible, public, worthless well, not everyone agrees with
you! Just Can Itt take a look at this...
A Micro-Sculplures
Willard Wigan (born in 1957 in
England) is the creator of the smallest works of art on Earth! His miniature
SCI' I include The Titanic on a pinhead, a cat on an eyelash and the six wives
of Henry Vlll in the eye of a needle. Some are a lot smaller than the full stop
at the end of this sentence. Wigan started making tiny things when he was a
child. People made him feel small because he had learning difficulties, so he
decided to show them how significant small could be! How does he create his
unbelievable micro-sculptures? He slows his breathing, then patiently sculpts
or paints between heartbeats, so that his hand stays perfectly still. He spends
months carving his tiny creations from materials such as toothpicks, sugar
crystals and grains of rice and then paints them with a tiny hair such as an
eyelash. So how do visitors to Willard Wigan's exhibitions view his work?
Through a microscope, of course!

Vocabulary
Types
of art
a What are the types of art in the spidergram in
your language? Can you add any more types? Which do you
like/don't you like? Why?

 I like drawing because it makes me
feel relaxed.
               '                  B Chimpanzee Art
auction in London for £12,000.
The painter was a chimpanzee.
Congo did
the paintings more than fifty years ago when he was three years old.
Altogether, he did nearly four hundred drawings and paintings before he died in
1964. Congo was a popular guest on Zootime, a British television show hosted by
animal behaviourist Desmond Morris. In 1957, Morris held an exhibition of
'chimpanzee art', which included some of Congo's work. He wanted to try to
understand chimps' ability to be creative, as well as our own human desire for
artistic creativity. Congo's art didn't impress everyone, but apparently famous
artists Pablo Picasso and Joan Miró were fans of his - both owned one of
his paintings!
C Urban Graffiti
Banksy (no one knows his real name) is a British street artist
who is famous for his graffiti that has appeared on walls and buildings in
cities around the world. He also sometimes holds 'shows' of paintings, usually
in warehouses. In February 2007,
Sotheby's auction house in London
auctioned six of Banksy's works, fetching almost £400,000 altogether.
Later that year, Banksy won an art award, but he didn't turn up to collect it —
he prefers to remain anonymous. Despite Banksy's 'success', there are many people who see his work as
vandalism rather than art. They see graffiti as ugly, irresponsible and
childish and they say Banksy encourages more people to do it. Many city
councils remove Banksy's works from their walls but they cannot do anything
when it is on private property. In fact, many people want to keep his work on
the walls of their building as it adds value to the property because it is
considered by many to be a valuable work of art.
b Read the table. Fill in the person(s).
     Person                                          Material/Equipment
I painter  painting
 watercolours,
oil paints, easel, paintbrush clay, stone, chisel
camera, tripod  potter's wheel, clay, water, kiln

                              theatrical
5stage, costumes, set
performance
Use the verbs in the correct form to complete the sentences
below.
•  sketch • paint •
portray
•  colour in • design
1
Many artists . . the outline Of their subject before they begin to
paint.
2
Many children . black and white pictures using crayons when they are very
young.
3
Susan spent her holiday the local landscape.
4
The architect our new house last year and now we are building it.
5
The artist .. .... . the woman as a queen in the portrait.
Speaking
a Say three things you remember from each
text.
 Work in pairs. Take
roles and interview Willard Wigan about his art.
A: How do you get ideas for your sculptures?
B: I read a lot and get insipiration from history.
etc.
In your opinion, are the works presented
in texts A-C art? Discuss in groups. Report to the class.
Writing

THINK!

What would life be like without art? How
can
art benefit a society? Spend five minutes writing a few
sentences on the topic. Read your sentences to your friend.
Discuss your opinions.

Music
likes/ dislikes
Listen and match the music extracts (1-4) to the types
of music below.
• classical • opera • jazz •
folk • rock
• heavy metal • pop • country
• rap
• hip-hop • soul • electro • reggae
Which types of music
do you prefer? Discuss your likes/dislikes with your partner.
> A: I love/l
really like/l'm crazy about/l'm really into ... (classical music, etc.). I find
it relaxing/ exciting, etc.
B: Me too./l really
hate/l don't like/l'm not crazy about/l'm not really into/l prefer          It
makes
Everyday
English
Asking
about/ Stating preferences

me ...                                                                                >
  A: Do you like 'Believe' by Dima Bilan? B: It's pretty good, isn't it?

Complete with the words in brackets. Check with your
    partner.
           .
    to that noise. Can you .       . anything?

 Listen and repeat.

(listen/hear)

1

What
    sort of music do you like?

2 1
    really like the theme .                   to that soap

2

I was wondering if you wanted to come with

        opera. It's got
    a really nice .                  (tune/

me.

melody)

3

To be honest, I'm not too
    keen on rock music.

3 'Why
    do you keep .                 that song?' 'Well,

4

Do you fancy going to that?

I'm   it at the concert next
    week.' (singing/humming)
4 Do you remember the words of
    the first

5

Sure,
    count me in!

                of
    the second                   of that song?

The sentences are from a
    dialogue between

(line/verse)

two friends. What is the
    dialogue about?

5 1 can't go to weight                          with
    you today

                      Listen, read and check.

because I've got music .... . . (practice/training)
6               .
  the music or I will come and .          . it
.! (turn down/turn off)

Find out about your partner's preferences. Ask
him/her about o song, a film, a TV programme, a speciat dish, etc. Act out
exchanges, as in the example.

Asking
  about preferences

Do you like 2
What do you think of
Doesn't this ... (sound great,  this
  ...
(fantastic/funky, etc.)?
What do you like/prefer?
What's your favourite ...7.

Positive

Negative

It's pretty good, isn't it? I (absolutely)
  love it! Wow, yes, it does/yes it is/it's fantastic/cool!
It's great. It's totally my
  kind of (thing/ music, etc.).
Well,
  it's OK/not bad.

To
  be honest, I'm not too keen on it.
I prefer...
Actually, it's not really my kind of
(thing/music,
  etc.).
• I don't (really) like it, to tell you
  the truth.

Dan: Hey, Andy. What sort of music do you like?
Andy: Different types really. Why do you ask?
Dan: Well, I've got two tickets to see the Foo
Fighters next week and I was wondering if you wanted to come with me.
Andy: Oh! Well, to be honest I'm not too keen on rock
music. I prefer pop music.
Dan: That's OK. I ' ll ask someone else. What sort
of music do you like then?
Andy: I like music that you can dance to. Artists
such as Ne-Yo, Rihanna and Justin Timberlake are totally my kind of thing.
Dan: Yeah. They're pretty good.
Andy: I also like hip-hop and rap. I think Jay-Z and
Kanye West are fantastic.
Dan: Well, there's a Kanye West concert coming up
next month. Do you fancy going to that?
Andy: Actually, I've already got tickets. Do you
want to go with me?
Dan: Sure, count me in! Andy: Great.
Read again and complete the sentences.
         I Next
week Dan is going to          ... .
2     Dan
invites . . .
3     Andy
likes — .
4     Andy is going to . . . . . . . .
5     Andy
asks Dan ..... ... .
Say it
right
Making
arrangements
Choose the correct response.  Listen
and check.
1      A: How about going to see 'The Waves'
on Saturday?
B: a Sounds great!
b      How amazing!
2      A: Do you want to come with us to
that new jazz club tonight?
B: a I can't make it, I'm afraid. b It's
not a good idea.
3      A:
Dan, are you coming to the music festival with us this summer?
B: a Yes, it's a great idea.
b      Yes, count me in!
Portfolio: Your favourite singer/band is
coming to do a concert in your town.
Invite your friend. Act out your dialogue. Record yourselves.
Listening
, RNE • J You will hear five
speakers. Read the statements A-E. Then listen and match each speaker to the
correct statement.
A
The speaker recently learnt to play a musical instrument.
B
The speaker only listens to one type of music. C The speaker's
taste in music affects the way he/she dresses.
D
The speaker thinks it is important to have broad musical tastes.
E
The speaker only listens to music when he/she is travelling.

Speaker

Statement

Intonation Emphatic stress
a Read the box.
J Listen and repeat. What is being
emphasised in each sentence?
study skills
Syllables
Different syllables in a phrase/
sentence can be stressed to emphasise a particular content word. This changes
the meaning of what someone is saying.
1
a The concert was very boring. b The concert was very boring.
2
a You mustn't talk so loudly.
b You mustn't talk so loudly.
b
Listen to two different ways of saying the sentences below. Which syllable is
stressed each time? How does the meaning change?
 The meal was extremely expensive.
2      William
gave me this lovely scarf.
3      Katy
can't join us for a meal on Saturday.
Think of ten phrases you have learnt in this lesson. Make
sentences using them.

b How do we form
  comparatives/ superlatives of adjectives/ adverbs? Which irregular forms are
  there in the table in

Reference

Comparatives & superlatives Grammar Ex. 2a?

How much do you know about classical music? Do the quiz to find out.
Classical husic
I
Who is considered by many to be the most talented composer of the 19th century?
                 Tchaikovsky               B
Handel                    C Mozart
2
Which composer has the most operas in the repertoire of leading opera
houses today?
A    Rossini         B Puccini               C
Mozart
3
Which of the following
composers lived the longest?
A
Johann Sebastian Bach B Joseph Haydn C Guiseppe Verdi
4
Which of these three
composers died later than the others?
A
Johann Sebastian Bach B Claude Debussy C Benjamin Britten
5
Which of the following
is Vivaldi's most famous work?
A
The Planets              B The Four Seasons C The Creation
6
Which composer has the
biggest musical output? A Wagner B Vivaldi C Verdi

Adjective/Adverb
young late latest
big             bigger talented more talented famous  more famous long           longer
many/ much  more good/ well              better   best little             less        least
carefully   more carefully           most
study skills
Learning grammar structures
Comparing an English grammar
structure to its equivalents in your language will help you to learn it more
easily.
C Are the rules for
comparatives and superlatives similar in your language?
Fill in the correct form of the adjective/adverb in brackets in the
comparative/superlative degree.
1      This
painting is by far
(expensive) one in the gallery.
2      I
like this painting ... . . ... (much) than that one; the colours are . (warm).
3      Tim
is definitely . .... . (talented) artist in my school.
4      like
to watch art lessons on TV but I wish they would do the drawings  (slowly).
5      Which of these pictures do you think
is . .. . . ... (good)?
If you studied your subject a bit (carefully),        your artwork would
improve a lot.
I think this painting must have been (difficult) to paint than that one.
Ryan draws much
(accurately) than I do.
That's .. . . . ... (bad) performance I've ever seen.
There are a lot of people in the gallery. In fact, I think this is (busy)
I've ever seen it!

some way. The second performance
wasn't as successful as
Read the
examples. Say them in your                                                    Gradable/
Non-gradable adjectives
language. Which show(s) a difference/
                                                                                Read
                       then choose

similarity between two people/things? a changing situation? something is
increasing?
I Andrea is getting better and better as the days go
by.
2
The older she gets, the more beautiful she becomes!
3
Tony is a bit/slightly/a little better at singing than Sam.
4
Your car is a lot/much more comfortable than mine.
5
She is as clever as her sister.
Complete the gaps with the correct form of the adjectives in
brackets.
Did you manage to learn the new piece of music?
B: Yes, but
it was .            (difficult) than I expected.
Shall we meet at 7 0'clock in the park?
B: Sure, but 9 pm is
(late) I can stay out until.
Who's that over there?
B: Oh, that's Harry.
He's . . (intelligent) boy in the school.
So, you didn't agree with Dan, then?
3: No! The ........ (much) he said, the
(angry) I felt!
What was the pianist like?
B: Good, but not . (talented) as the one I saw last
year.
Thanks
so much for the concert ticket! B: It s (little) I could do after alt the help
you've given me.
Greg's playing has improved, hasn't
it?
B: Yes, he's getting .... .... (good) and .... ....
(good) all the time!
Speaking
Use the adjectives in comparative/superlative forms to describe your
friends to your partner.
• old • tall • good • hardworking
• intelligent • patient •
funny
> Jane is the most hardworking
student in the class.

•

Gradable adjectives mean
  that the person thing referred to can have more or less of the quality
  mentioned. They have comparative and superlative forms (apart from very). We
  can use extremely, fairly, rather, slightly, very with them (very small,
  slightly more expensive, etc.).
Non-gradable adjectives do not have comparative and
  superlative forms. We can use absolutely, totally and completely with them
  (absolutely full, totally empty, etc.).

the theory, the correct words.
We couldn't afford tickets for the concert. They were
completely/extremely expensive.
2
They were slightly/totally worried when all the lights went out.
3
It was extremely/absolutely cold in the mountains.
4
The journey home was
completely/extremely comfortable.
5
They were absolutely/rather certain that all the tickets had sold out.
6
Shakira is a very/completely famous singer.
7
He told me to be totally/very careful on the way home because the roads
were rather/ absolutely slippery.
8
Pete was slightly/fairly sure he'd seen the film before.
9
He was absolutely/rather thrilled about the idea of going to Madagascar.
10
The building was fairly/totally empty. No one was there.

Writing
In pairs, collect information about
modern singers or performers and compile a quiz similar to the one in Ex. 1.
Use comparative/ superlative adjectives and adverbs. Exchange your quiz with
another pair, then do the quiz.
 I Which song was number one in the
charts for the longest time in 2007? A Umbrella by Rihanna
B     Shine
by Take That
C     About You Now by Sugababes
Vocabulary & Speaking

Films
Spend one minute
writing down as many words as you can think of related to films. List them
under the appropriate headings. Compare with your partner. Which is your
favourite type of film?
   verbs                                types
Films
action perform
actor
Look at the picture. What do you know about Bollywood? What
else would you like to learn about it? Write three questions. Read the text and
see if you can answer them.
Read the text again and fill in the gaps (I - 10) with the correct word.
Compare with your partner. Listen and check.
a Why are the following mentioned in the text?
•  1899 • colourful costumes
•  Hollywood •
kidnappers
•  Britain
> The first Indian short film was made in 1899.
Have you ever seen any Indian films? Did
you like them? Why (not)? Tell your partner.
Spend five minute writing a short summary of the text. Read
your summary to the class.
Bollywood
What do you get when you take the 'B' from
the Indian city of Bombay and exchange it 1) the 'H' in Hollywood? Bollywood,
of course!
Bollywood is the nickname for the Indian
film industry. It's . new — the first Indian short film was made in 1899 - and
3) . days it's massive! It is the largest film industry in the world, making up
to eight hundred films a year — twice as many 4) . Hollywood. Sometimes, the
films are made so fast that the same actors shoot scenes for four different
films on the same set 5) the same time!
So, 6) are actually plenty of differences
between Bollywood and Hollywood! Firstly, Bollywood films are actually more
like musicals, with lots of singing, dancing and colourful costumes. They are
usually in the Hindi language and last three 7) four hours. They can be 8) .
family relationships, unusual coincidences or kidnappers and villains, but most
often they are classic romantic tales of 'boy meets girl'. In fact, some young
people say that they find the storylines a 9) ... . too predictable.
Bollywood's biggest audience outside India
is in Britain, 10) many Indians went to live about fifty years Il) . It's not
just Indians who watch the films. though. There have been some popular
Bollywood films in English, such 12) 'Bride and Prejudice' and 'Monsoon
Wedding'.
There are even Bollywood waxworks at Madame Tussauds!

Reference

(Would)
prefer/            Grammar Would rather/sooner
Read the box, then tell your partner which of the following you prefer.

•
prefer + -ing form/noun + to + -ing form/noun (general
preference) I prefer eating Italian food to eating Chinese food.
•
would prefer + to -inf + (rather) than + inf without to (specific
preference) I would prefer to go swimming (rather) than sunbathe all day.
•
would
rather/sooner + inf without to + than + inf without to I'd rather/sooner go
swimming than play basketball.

I going to the theatre or going to the cinema
2     getting
a takeaway or eating out at a restaurant
3     watching
action films or watching comedies
4     going
to the cinema or watching TV all day today
7 00 Discuss, as in the example.
•   comedy • action
• western • science fiction
•   mystery • adventure • romance • crime
•   A: Do you like comedies?
B:
Not really. I prefer action films to comedies.
A: How about a western tonight?
B: I'd prefer to watch a mystery rather than watch a
western.
Vocabulary
Films
Fill in: special effects, plot, acting, set, actionpacked, stunts,
box office, starring, cast, costumes.

Pirates of the Caribbean: At World's
  End is a brilliant 1) . film Johnny Depp and Orlando Bloom. Its exciting 3)
  follows the attempts of the crew of the Black Pearl to rescue their captain,
  Jack Sparrow, from prison. As well as the usual adventures at sea, part of
  the story is 4) . in exotic Singapore. The 5) .   . is really convincing with an
  excellent 6) . .  . including Keira Knightley as Elizabeth Swann and Keith
  Richards as Captain
Sparrow's dad. The film is full of 7) . For example, Davy Jones, the
  captain of the ghost ship, has a beard that looks like a wriggling octopus.
  And in the sword-fighting scene, the acrobatic remind you of a circus.
  Finally, the 9) are really colourful and perfectly recreate the atmosphere of
  the period. No wonder At World's End was such a 10) . . success!

Listening
& Speaking
a
Listen to three people talking about the types of films
they like. Which does each person like/not like? What reasons do they give?

b
What are your favourite films? Which type are they? Why do you
like them? Tell your partner, using the language below.

Describing
  the film

I really
  like/love ..., which is a film about/set in ... .
I think ... is an amazing film.
... is one
  of my favourite films. It focuses on ... .

Giving
  reasons

. because I always
  really enjoy romantic comedies/ war films, etc. I think the special effects/
  costumes/ scenery/acting, etc. is/are amazing. I think ... is an amazing
  actor/actress and I find the film really exciting/action-packed/moving/
  interesting, etc.
What I
  like best about ... are the speciat effects/ graphics/sound effects/stunts,
  etc.

 I really love ...,
which is a ... film set in . I really like it because ...
Idioms
related to entertainment
10 Fill in: in the spotlight, it takes two to tango, running
the show, face the music. Check in Appendix 3. Are there similar idioms in your
language?
I'm not looking forward to giving my
presentation tomorrow. I really hate being (the centre of attention)
2     You
can't ignore the problem you've caused this time; you'll have to (accept the
negative consequences)
3     The
argument Ben and I had wasn't all my fault you know; ! (two people are
responsible) 4 Don't worry about the film club meeting; while you are away, Angie
is quite capable of ... ...
(being responsible/making all the decisions)
I l Choose a film and present it to the class. Use the text
in Ex. 8 as a model.

Emails reviewing books, films,
etc.
Read the box.
Reviews are
short descriptions of books, films, plays, TV programmes, etc. They are usually
written on websites/in magazines/newspapers, etc. or as part of a letter to
inform readers and to give them your opinion/recommendation about whether or
not they should read the book, see the play, etc. Present tenses are usually
used and a variety of adjectives to make your comments clearer and more
precise.
A review usually consists of:
• an introduction giving background information about
the book/film, etc., e.g. the title, type (adventure, horror, comedy, thriller,
etc.), the name of author/director.
• a main body
consisting of two paragraphs (one giving a summary of the plot, the other general
comments on the plot, main characters, etc.).
• a conclusion recommending or not recommending the
book/film, etc., giving reasons to support your recommendation.
Read the rubric and answer the questions.
1       What is the purpose of the email?
2       What do you have to write?
3       What kind of information should you
include? 4 What style will you write in? Why?
You have just received the following email from a friend:

From.                Susan
Subject:           Read
  any good books?

Hey, I'm going on holiday in a week and I
  would like to take a good book with me. Have you read a good one recently? If
  so, please write and tell me all about it. What type of book is it? What's it
  about?
What did you like about it?
Reply soon,
Susan

Write your reply to Susan's email
(120-180 words).
Read the email and match the paragraphs (1-4) to the descriptions (A-C)).
A       general
comments on the book
B       reason for writing/ background
information
C       summary of plot
D      opinion/ recommendation with reasons
& closing comments
(Dee
From: Julie Banks
Subject: RE: Read any good books?
Hi Susan!
I bet you can't wait to go on holiday!
Don't worry about which book to take because I've just read a brilliant fantasy
thriller set in Ireland. It's called Artemis Fowl and it's by my favourite
author, Eoin
Colfen
Let me tell you a bit about the book.
Basically, it's a fairy tale for our times. It's about a fairy police officer
called Captain Holly Short who is kidnapped by the twelve-year-old evil genius,
Artemis Fowl. He wants the fairies to pay a lot of gold to get her back.
Unfortunately for Artemis, Holly Short is a member of the fairy secret police
and her senior officer will do anything to rescue her.
So, as you
can imagine, the plot is very exciting and fast-paced and it is very funny,
too. The characters are also well developed. There is a lot of action and
interesting high-tech gadgets. The theme of good versus evil is strong
throughout.
Well, that's about it. All in all, Artemis
Fowl is an excellent book that I think is very well written. I couldn't put it
down from the very first page! I would definitely recommend that you read it.
Have a great holiday!
Julie
A Read again and find phrases which mean:
•  You must be excited about your
holiday.
•  I'm going to explain some things
about the book.
•  I've got nothing else to tell you,
•  From the beginning, I couldn't stop
reading it.
Adjectives
a
Look at the list of adjectives below. Which are positive/negative/neutral in
meaning? Which are used in the email in Ex. 3? What do they describe?

intriguing,
  mysterious, clever, interesting, well-written, well-
•    developed,
  fast-paced, slow-paced,
•    predictable, funny,
  unimaginative, excitin

plot

mysterious,
  clever, interesting, likeable, irritating, dull, evil, unusual, shallow,
  well-developed

characters

slow-paced,
  dull, unusual,
•
  predictable, unexpected, disappointing, exciting, surprising, satisfying

beginning/ending

Use the language to talk with your
partner about some books you have read or films you have seen, as in the
example.
I
recently read 'Artemis Fowl'.
B:
Oh, really? What did you think of the plot?
A:
I thought it was fast-paced and exciting. B: What about the characters? etc.
Expressing opinions and giving
recommendations
Which of
the following phrases: express opinion? recommend? What phrases does the writer
of the email in Ex. 3 use to express her opinion and recommend the book?
•
I
really think that you should read the book.
•
I
think that this is the author's best book so far.
•
I
would highly recommend the book to you.
•
I
wasn't too keen on the beginning.
•
In
my opinion, some of the characters were a bit shallow.
•
I
found the plot extremely dull.
•
If
I were you, I'd definitely give reading this book a try.
Writing (an email reviewing a book)
a
Read the rubric and underline the key words. What do you have to write, who to
and why? What style wilt you write it in? Who is your favourite author?
You have received this email from your English pen
friend, John.
I'd
love to read a book written by an author in your country. Can you suggest a
book I could read?
• Write a reply to John
(100-140 words).
, RNE What will you write
about in each paragraph? Choose a book you have recently read and complete the
notes in the paragraph plan about it.
Plan
Introduction
Para
I       Who wrote it? Where is it set? What type is it?
What is the title of the book?
Main body

Para 2

What are the main points of the
  plot? Who is/are the main character(s)?

Para 3

What
  positive comments do you have

about the plot, characters, beginning/ ending and
themes of the book?
Conclusion
Para
4          What is your recommendation?
C Use your answers to
write your email.

Phrasal verbs: run
Fill in: into, out of, through, away, over. Check in
  Appendix I .

Word
formation
Read the box, then complete the sentences with verbs derived from the
words in capitals.
Forming verbs with prefixes
Some verbs consist of a prefix plus a
verb. The prefix changes or modifies the meaning of the verb. Some common
prefixes are re- again, rethink, rewind), mis- (z implying a mistake, misspell,
mislead), under- (= not enough, undercharge, underpay), over(= too much,
overcharge, overdo) and dis- (for negation, disappoint).
I David and Sylvia usually . . about which film to
go and see. (AGREE)
2
The author had to ..... . . . his book to include an extra chapter.
(WRITE)
3
Jane was very busy when rehearsing for the concert • she . how many
rehearsals there would be! (ESTIMATE)
4
Don't . . . . . . . . me - I think the painting is good, I just wouldn't
hang it in my living room! (UNDERSTAND)
5
They . us in the restaurant but they quickly realised and gave us some
money back. (CHARGE)
6
Directors often           old film classics such as
The War of the Worlds. (MAKE)
Dependent
prepositions
Fill in: in, of, by, with, for, at or to. Compare answers with your
partner. Check in Appendix 2.
        I What
sort              music do you like?
2     It
was very nice . . . . . . . . him to invite us to go to the concert.
3     Mozart
is one of the best composers ... . . . . . all time.
4     He
is popular               teens all around the world.
5     Some
paintings . . . . . . . . Congo the chimp were sold . . . ..... a lot of money
. . . . . . . . auction.
6     Daniel
Craig stars       Quantum of Solace.
7     He
is famous his landscapes.
8     The
paintings add value .        the house.
 Let's run . . . . . . . . that dance
sequence just one more time. (rehearse)
2
Sharon thought David was out of town, but she ran him at the cinema.
(met by accident)
3
He almost ran . . . . . ... a cat yesterday when it jumped in front of
his car. (knocked down)
4
The book is about a young boy who runs . from home. (leaves
because you are unhappy)
5
We've run . sugar — I'll go and buy some. (have none left)
Words often confused
Choose the correct words, then check in a dictionary.
I The book is set/situated in Tudor times.
2
Matthew Fox ptays/stars
the lead role in 'Lost'.
3
My sister takes/makes photographs for a living.
4
I'm going to a dance
presentation/performance at the theatre tonight.
5
The Mona Lisa is the most famous art exhibit/ exhibition in the Louvre.
Grammar
revision
RNE Read the given text. Choose the right grammar form
for the capitalised words. Fill in the gaps.

The
  concert 1) .                    already .
and Emma was still stuck in the 5
  0'clock traffic. She was on her way to see her

START

favourite band. She 2) . . to drive to
  the concert because the bus would have

CHOOSE

been too busy. She 3) . . . . . . . .
  forward to the concert all week.

LOOK

"l can't believe
  1 4) . . it!" she said aloud. She sighed and tuned in to the radio

MISS

station
  she usually 5)                          to. Her

LISTEN

favourite
  band 6) . . . . . .....! "How unfair",

PLAY

she 7) .                     She
  had a ticket for the
concert
  and she had to listen to it on the radio!

THINK

Who exactly was he?
William Shakespeare was an English poet and playwright
during Elizabethan times (the time of the reign of Queen Elizabeth l). He was
born in Stratfordupon-Avon, a town in the centre of England. He is the greatest
writer in the English language.
What did Shakespeare write?
I Shakespeare wrote thirty-six plays, all of which
are still studied, performed and even made into films all over the world!
Shakespeare also wrote many love sonnets*.
What were his plays about?
Shakespeare wrote three kinds of plays: comedies (A t
Midsummer Night's Dream, Much Ado About Nothing), tragedies (Romeo and Juliet,
Hamlet, Othello) and histories (Henry V). Common themes in his comedies were
mix-ups, mistaking one person for another or women who disguise themselves as
men - although the actors were all men anyway! In The Merchant of Venice, a
well-known comedy, a moneylender asks for a pound of flesh from a merchant who
can't pay him back some money! Life was hard during Elizabethan times and
Shakespeare's tragedies reflect this, such as Hamlet which is very bloody and
is about revenge, deception and fate.
Look at the subheadings. In pairs, try to answer
these questions.
Listen, read and check your answers.
R NE Read again and mark the sentences as T
(True), F (False) or NS (Not stated). Correct the false statements.
 Shakespeare's plays are only performed and studied in England.
2     Shakespeare earned a lot of money.
3     Romeo and Juliet is a comedy.
4     There
weren't any women actors in his plays,
5     Shakespeare's
plays showed what life was like in Elizabethan times.
6     The
original Globe Theatre was destroyed by fire.
Match the words in bold to their meanings.
• the period of time a
queen/king rules a kingdom
• person who lends other
people money for a fee • lies • destiny • trader • person who writes plays •
piece of the body • thinking sb is sb else
• copy • hurting someone who has hurt you
• show • fit • change their
appearance

THINK!

What did you find most interesting in the
text? Write a few sentences. Read your sentences to your partner.

ICT

Project: Collect information about a famous
writer from your country. Write a short text. Write: date/place of birth, what
he/she wrote, what he/she usually wrote about and any other interesting
information.

Read the information below. characters below relate to the story

• Antonio • Portia • Bassanio • Shylock
The story so far ...
Antonio is a merchant from Venice. His friend
Bassanio wants to borrow some money to allow him to marry
Portia, a rich heiress. Antonio's money is tied up in his trade ships that are
at sea so he suæests that Bassanio borrows the money from Shylock, a moneylender,
in Antonio's name.
Shylock does not like Antonio. He offers to lend Bassanio the
money, but if he cannot pay it back, he wants a pound of Antonio's flesh.
Despite Bassanio's warnings, Antonio agrees.
Bassanio goes to Belmont and gets married to Portia. Later,
he hears that Antonio has lost his ships, and that Shylock wants payment. He
goes to
Venice to help Antonio. At the trial, a legal expert arrives
to decide what should be done. It is Portia disguised as a young lawyer ...
Read the extract and answer the questions.
I Why does Shylock praise the lawyer?
2      Why does Bassanio praise the lawyer?
3      Why
does Shylock change his mind and ask for the money?
4      Why
does the lawyer tell Bassanio to wait and not rush?
Match the words in bold in the texts to their meanings.
• person who has inherited a lot of money
• makes it legal  judgement
• seized, taken away
• (a couple) promise to be with each other
• be certain
• morally good and
fair
PORTIA (dressed like a lawyer)
A pound of the merchant's flesh is
yours.
The court awards it and the law authorises it.
SHYLOCK
What a righteous judge!
PORTIA
And you must cut this flesh from his chest. The law allows
it, and the court awards it.
SHYLOCK
What a
wise judge! A sentence! Get ready!
PORTIA
Wait a moment, there is something
else.
This contract does not give you any blood.
The exact words are 'a pound of flesh'. So take your price of
a pound of flesh.
But while you are cutting it, if you spill
One drop of blood, you will die and
everything you own According to the laws of Venice will be confiscated By the
state of Venice.
BASSANIO
What an upright judge! Pay attention!
What a wise judge.
SHYLOCK
Is that the law?
PORTIA
'i J Listen to the extract. Take
roles and read the extract aloud.
How many different
emotions do you think Shylock feels in this extract? Discuss in groups.
BASSANIO
What a
wise judge! Pay attention to a wise judge!
SHYLOCK
I'll take their offer of two times
the loan, then. And let the merchant go.
BASSANIO
Here is the money.
PORTIA Wait!
The man shall have justice. Wait!
Don't rush! He shall have nothing except the penalty.
'i J Listen to what happened in the end. In groups,
give the story a different ending.
Write a summary of The Merchant of Venice. Present it to the class.
Read the quote. What does it mean? Discuss.
BASSANIO
O! An upright judge, a wise judge!
PORTIA
So, get
ready to cut off the flesh.
Don't spill any blood or cut any more or less
Than a pound of flesh. If you cut any more
Or less than exactly a pound, even as much
To make the weight lighter or heavier By a fraction of a twentieth of an
ounce, no, even if the scale turns By as much as a hair,
You will die and all your possessions
will be confiscated.
10 In groups, collect information about Shakespeare and his
plays. Present it to the class. You can visit this website:
http://shakespeare.palomar.edu/

Words of Wisdom
"It is not in the
    stars to hold our destiny but in ourselves. "
William Shakespeare

Progress
Check
Fill
in: miniature, private, anonymous, alt-star, artistic, spray, action, potter's,
special, success.
1
Jack loves
films with great            effects.
2
A good film
doesn't always have to have an .... ... cast.
3
Jane was doing
well in her pottery classes so she bought her own
4
Banksy is an
artist who wants to remain ....... .
5
Graffiti
artists use ..... .. paint.
6
Willard Wigan
makes . .... .. sculptures. 7 Lots of people must see a film at the cinema to
make it a box office ....... .
8 All
humans have a desire for creativity.
9 James Bond films are always -packed.
10
City councils can't remove graffiti from property.
Complete the sentences
with the correct comparative/superlative form of the adjectives/ adverbs in
brackets.
1
She came ..
.... . (late) than we expected.
2
That was (bad)
film I have ever seen. 3 She works . ...... (carefully) than others.
4
He
is ....... (intelligent) of all.
5
My mum is
....... (talented) artist in my family.
6
She's the
....... (tall) in her class.
7
Tony is getting
     and      (good) at painting. 8 You need to be a bit .... . .. (patient)
with them.
9
He couldn't
have sculpted the statue any .... ... (skilfully); it's perfect.
10
Tracey is .
.... .. (hardworking) than Janet.

Complete
the sentences with verbs formed using the prefixes re-, dis-, mis-, under- and
the verbs in capitals.
I    Eve
made a lot of mistakes in her homework so she decided to       it. DO
2
Many people . .
.... . artists such as Van Gogh and
Picasso.
UNDERSTAND
3
Paula had to          surgery
on her knee. GO
4
Works by great
artists are beginning to .
from auction houses as
they are all in museums or private collections. APPEAR
5
Modern artists
often use new methods to ... ....
       classic paintings. CREATE              Points:
                                                                                5,12
           10
I
2
3
4
5
1
2
3
4 5
I
2
3
4
5
Fill in the gaps with
the correct preposition.
Who stars ..... .. the
Harry Potter films?
Shakespeare
is the best playwright                  all time.
It was very nice Tim to
give me a lift home. The painting fetched over £5,000 ... . ... auction.
Banksy's artwork is very popular ..... .. the young urban population.

Fill in the gaps
with the correct particle.
He's upset because his
cat got run yesterday. The actors ran .. . ... . the scene once more.
The
film is about a boy who runs ....... from home. I've run of white paint. Can
you buy me some? Jack ran ... .... an old school friend in the park.
Points:
                                                                        5X2            10

Match to form exchanges.

Isn't Ne-Yo's new song

a

That's
  OK.

great?
How about seeing a film

b

No,
  I don't.

tonight?

c

Me too!

Do you like comedies?

d

Sounds
  good!

Sorry, but it's not my kind of thing.
I
  really loved that film.

e

It's not bad.

Points:
5X4
My score:
.
in English

Mod

I

6

•
people helping out at an animal
shelter
•   a man visiting senior citizens
•   a woman helping a disabled senior
citizen
•   people planting trees
•   people helping to clean up a pond
•   a person working with children
•   people giving supplies to victims of
an earthquake

THINK!

•   Have you ever
done any of these things? If not, which one would you

Picture A shows a woman helping a disabled senior citizen,
Reading
Read the title of the text, then read the first and the last sentence in
each paragraph. What is the text about?
Listen, read and check.
-1
Most teens hang out with their friends or watch TV after school, but
fifteenyear-old Richard Evans is different. He helps out at a local animal
shelter.
"I started working at the animal shelter after
school a year ago. Some people came to my school to give a talk about ways
teens can help out in the community. I liked the idea of getting involved with
something worthwhile, and as I've always loved animals the shelter seemed the
natural choice for me.
Basically, I help out for a couple of hours about
twice a week, more in the holidays. Sometimes I help the staff members feed and
clean and exercise the animals. Other times, I answer phone calls or help
members of the public to choose a pet. Last year during the summer holidays, I
also spoke to some groups of children about looking after pets properly and the
importance of showing kindness to animals. I especially enjoyed that!
study skills
Matching headings to the paragraphs
Read the headings. Then, read the
text quickly to get an idea of what it is about. Look for key words or synonyms
to help you match the headings to the ideas in the paragraphs. Go through the
choices of headings and choose the one that fits best.

                                                                                recovery

they think of cats and dogs. Well, there are
  plenty of both at our shelter, but there are sometimes farm animals there,
  too, such as horses, sheep, goats, chickens, ducks and once, even a llama who
  we named Jack! Most of the animals are either brought to the shelter by their
  owners because they can no longer take care of them, or they are removed from
  their homes because they are not being looked after properly. Once I went
  with a member of staff to rescue a pony from a farm where it had been
  extremely neglected. I found it hard not to burst into tears when I first saw
  the pony, but I was pleased to report that he made a full recovery at the
  shelter.
Some of the animals need more care than
  usual, so a foster home is found for them. I have taken home two little
  kittens before, as well as an injured guinea pig and a puppy that had been
  found abandoned in a rubbish bin. Sometimes my mum

3
                                                                            .
  members           8                                                         .
  home
4
  ..... phone calls 9 ..... .. event
5
                                                                            .
  care of 10 ..... .. citizen
6
                                                                                into
  tears
     Richard
  helps out at a local animal shelter.
Fill in the gaps with the verbs below in
  the correct form.

  volunteer •
  support • donate
• encourage • get involved
1     My
  family old clothes and books to the local charity shop.
2
  1             once a week at a children's hospital.
3
  Many people .   . charities by giving money to them regularly.

Vocabulary
Make a list of all the animals mentioned in the text. Spend
three minutes adding as many animals as you can to your list. Compare with your
partner. List the animals under headings such as: farm, wild, birds, fish, etc.
farm: hen, dog, cow, etc.
Fill in: natural, senior, animal, charity, foster, answer,
staff, full, take, burst. Make sentences about Richard using the completed
phrases.
                                                                                i
        animal shelter                 7 make a
           When
most people think of animal shelters,                            2                choice
jokes that our house is more like a zoo than a home! 4 The fact that so
many of Paul's friends came Summer is the busiest time for shelters, with to
see him in hospital after the accident many people simply abandoning their pets
when really ...... . him they go on holiday. So why not ask to
volunteer at 5 She liked the idea of . with the local your local shelter this
summer? Or you could do animal shelter and their campaign. something else, such
as going to a charity event, or volunteering to visit a senior citizen for a
few hours a Speaking week. I've learnt a lot about myself and others through
volunteering and I've met a lot of interesting 7 049
Imagine you are Richard. Use the people,
too!" information in the text to persuade your partner to join you at the
shelter.
You can volunteer as often as you like.
               RNE
Read the text again and match the                                            Writing
headings to the paragraphs. There is one that , RNE
Imagine you have just started doing you do not need to use. Compare answers
some volunteer work after school. Write an with a partner. email to your
English pen friend persuading him/her to do some volunteer work too. Say: A
Special Needs D All Shapes and Sizes what kind of volunteering you are doing,
when B Summers Only E Odd Jobs & how often, what kind of jobs you do, why
you C Reasons Why F It All Helps think your friend should join you (60-80
words).

Map symbols & road features

I Go round the .... .... and take the third exit.
2 Walk on the ........, not on the road. 3 Stop! The ... ..
.. . are red.
4      Let's cross the road at the .it's
safer.

5      Is there any room in the
Look at the symbols below. Which of them relate to:
sightseeing?
transport? services? Do you have similar symbols in your
country?
6      roads meet ata . ....... .
7      You
mustn't drive in the   ; it is for buses only.
8      He must go to . .... . to have an
operation.
Everyday
English
Giving
directions
Imagine you live in the town on the map in
Ex. 1. Your partner asks you for directions to various places on the map
starting from the post office.

Asking

•
•

Excuse me, could you tell me the way
  to .„.?
IS there a .. . near here?
How do you get to ... from here?
Do you know how I can get to 2
Where is the nearest

Replying

•

(Yes,)
  turn left/ right, go straight on/ ahead until you get to the traffic
  lights/the corner, etc.
Go past the ..., then take the first/second
  etc. turning/road/ street on the left/right, turn left/right into ... Street.
  The ... is on/to the left/right, just opposite/next to/after/before/behind
  the ... etc.

A: Excuse me, how do I get to the hospital, please?
B: Turn right into Stone Street, then go straight on
until you get to Eaton Road. Cross at the zebra crossing and turn left down
Eaton Road. The hospital will be on your right.
Reading
Read the dialogue and complete gaps 1-5 with the questions.
There are two questions that you do not need to use.  Listen and check.
A: Excuse me, I) ........

B: Erm... perhaps from the bus
  station, but I'm not sure. You could ask
Do you mind if I ask something

at the tourist information office.
else?

B Is it nearby? B: Yes, just go to the
  end of the street and turn right at the traffic lights.

C Sorry, could you repeat that, It's
  just two streets down on the corner.

A: Oh,
  thanks a lot. 3)                                                                                please?

D How can I
  book a room? B: Sure, go ahead.

E
  Do you know where I can get a

bus to
  Blackpool Tower? B: Yes, I've heard the Sea View Hotel is very nice.

F Can you recommend a good

hotel? B: I think you can book that at the tourist
  information office, too.

G
  Is it a long way from here?

A: Oh, that would be great. Thanks.
B: You're welcome and enjoy your
  stay in Blackpool.

a Find sentences in the dialogue
  which mean:

Say it right

• Sorry to bother you but ...

Choose the correct response to the
  statements.

• I don't know for certain. • Would it bother you

      Listen
  and check.

• do it • your time spent here

I I'm lost can you a Take the No. 5 bus
  help me? from the station.

b  Listen and read
  the

2 Is the post office far b Of course.
  Where

dialogue. Take roles and read it
  aloud.

      from here?                               are you
  going?
3 How often do the                    c
  Yes, there's one just

Listening

      buses to the zoo run?            across the road.
4 Is there
  a good café d About every half

         RNE               Read
  statements 1-7. Listen and

       around here?                           hour.

say whether the statements are
  True, False or

5 What's
  the best way        e No, just a five-

Not stated. Listen again and check.

     to
  get to the airport?          minute walk away.

I Sam and George have enjoyed
  their holiday.
             A
  True                B False            C Not stated

Intonation

2 The weather hasn't been very good
  that week.

"J'
  Listen and mark the stressed syllables, then

             A
  True                B False            C Not stated

listen again and
  repeat. Does the speaker's intonation rise or fall in each question?

3 Sam enjoyed her donkey ride.
             A
  True                B False            C Not stated

•
  Could you
  repeat that?
•
  Is it OK to
  take one of these maps?

4 George still has to buy some
  gifts.

• Is this seat taken?

             A True                B
  False            C Not stated
5 The entrance fee to the Sea Life
  Centre is

• Is there a newsagent's near here?

expensive.
Not
  stated

Speaking

             A
True                B False           C
Portfolio: You have been invited to a 6
The Sea Life Centre is too far to walk to.
meal
at Marco's Restaurant. You don't know

A True B False C Not
  stated 7 Fish and chips are Sam's favourite food.
       A
  True                B False            C Not stated

how to get there. Ask a passerby for
  directions. Use the dialogue in Ex. 4 as a model. Record yourselves.

THE O C Grammar in Use

Reference

The Passive Grammar
Read the text and find all the passive forms.
Use them to complete the table.

The Leaning Tower of Pisa in Italy was constructed as the bell tower
  for the city's cathedral. However, at that time the architects weren't
  experienced. So, it was built on soft ground and as soon as it had been
  built, it slowly began to lean.
Over the years,
  many attempts were made to stop the tower from leaning. Once, people removed
  stones from the bottom in order to put strong metal rods in, but the stones
  that were

being
  removed were part of the foundations so the tower leaned even more! Since
  then it has been reinforced to correct this.
Today, the
  tower can still be seen leaning to one side. It is covered in marble and it
  is very beautiful. Unfortunately, however, it was closed to the public in
  1990 after it was revealed that a single busload of tourists at the top could
  make it fall over completely! All the same, it will be vis•ted by tourists
  for many years to come.

                          Active                                       Passive
Present Simple
       Marble covers it.                         It . .. . .
. in marble.
Past Simple
Builders built it on soft          It             on soft ground. Read
the theory. Then rewrite sentences 1-9 in ground.        the passive. Omit the
agent where necessary.
Past Continuous

the stones that people
the stones that ..... . . . were removing were part ... were part ...
Present Perfect Since then, people have D
Since then, it reinforced it ... reinforced.
Future Simple
Tourists will visit it for ... it . . . . . . . . by tourists for many
years to come. many years to come.
Past Perfect
. as soon as
the builders as soon as it had built it
Modal
Today, you can still see the Today,
the tower .. . . . . . .
tower leaning to one side. leaning to
one side.

We use the passive:
•    when the
person who carries out the action is unknown, unimportant or obvious from the
context. My computer was fixed last week.
•    when the
action itself is more important than the person who carries it out. The new
school will be opened by the mayor on 1st June.
•    when we do not want  who/what is to

We use by + agent to say who or what carries out the action.
We use with + instrument]material/ ingredient to say what the agent used. The
cake was made by Sally. It was made with chocolate fudge. The agent is often
omitted in passive sentences when the subject of the active sentence is:
people, one, someone, they, etc. Someone stole Tom's car. Tom's car was
stolen.
The agent is not omitted when it is a specific or important
person or when it is essential to the meaning of the sentence. The government
has passed a new law. A new law has been passed by the government.
1     the
painting/not put up yet
>
The painting hasn't been put up yet.
2     the
old house/ renovate/when fire broke out
3     the
building/finish/next month 4 all the concert tickets/already/sell
5
'The Starry Night' /paint/Van Gogh
6
this bread/freshty bake/this morning
7
a children's playground/build/in the park now
8
photography/not allow/in
the museum

to say blame. Many mistakes have been made.

9
the Colosseum/build/by
Vespasian in 70-80 AD.
put the verbs in brackets into the correct
passive form. Complete the quiz, then listen and check.
World
I
When                (the Eiffel Tower/                Monuments build)?
          A 1889                      B 1898                              Quiz
2
What             (the
Taj Mahal/make) of?
A
red sandstone B
white marble
3
Why — (the Egyptian
Pyramids/build)?
A
as tombs for the
pharaohs
B
as monuments to
the gods
4
Which famous monument
(can/see) from almost every part of the city?
A
the Colosseum,
Rome B the Acropolis, Athens 5 (estimate) that 2 to 3 million people died while
building a monument. Which one?
A the Great Wall of
China B Stonehenge 6 Which of these famous sites . (endanger) by tourism?
A Machu
Picchu, Peru B Uluru, Australia 7 According to legend, which famous building
(destroy) if the ravens* ever leave it?
A Bran Castle, Romania B The Tower of
London
• a type of big black birds
Read the notices. Where could you see each
one? Expand them into full sentences using the passive.
1 PLEASE
KEEP DOGS OR A LEAD
2    PLEASE DO NOT TOUCH THE EXHIBITS
3    MUSEUM
BEING RENOVATED.
4 FLOOR
 Dogs must be kept on a lead. (park)
The Cal-Isative Grammar
Read the two examples. Which
sentence is illustrated in the picture? Which means that someone else did
something for Tom? How is the sentence formed?
1 Tom is repairing his car.
2 Tom is having his car repaired.
Rewrite the sentences.
 Andy's gardener is tidying up his
garden.
Andy is having his garden tidied up.
2
Meg's friend has painted her nails.
Meg .....
3
The mechanic is going to fix John's car tomorrow. John ...... .
4
The painter painted
Mike's bedroom last week.
Mike
5
The dressmaker will shorten Sue's dress.
Sue
6
Brian's dad has built a garden shed for him.
Brian
The town hall is being renovated. Use the ideas to make
sentences.
• walls/paint (yesterday)
• flowers/ plant (tomorrow)
• missing tiles/replace (now)
• windows/clean (2 days ago)
• fence/mend (now)
• grass/mow (next week)
They had the walls painted yesterday.
Question words + ever
Read
the theory, then fill in: whatever, whichever, whenever, wherever, Whoever or
however.

1     . Ann goes, her sister goes too.
2     .. ...... you do, don't drop the
camera!
I try to visit that museum, it's closed.
........ wants to come, join me.
. hard I try, I can never please
Mike.
     6 'Where shall I sit?'                  you like.'
Brian cooks, it's always delicious.
     8 TV is so boring lately,             . channel I watch.
ICT Portfolio: Write your own quiz like the
one in Ex. 3 about endangered world

website: http://www.wmf.org

monuments using the passive. Give your quiz to your partner
to complete. You can visit this b Which of these places did you last call or go
to? What for?
 I went to the post office yesterday to
send a parcel to my aunt.
Jobs & qualities
In which place(s) in Ex. la do the
following people work? What qualities do they need? Why? Make sentences.

nurse • attendant • surgeon  doctor • librarian • mayor  secretary •
police officer

forensic scientist • detective  cashier • postal worker  fire
officer • postman
friendly
cbrave; organised fit healthi strong 'caring m patient
skilful intelligent ' careful hardworking   likeable jefficient calm
honest responsible t practical

A nurse works in a hospital. A good nurse needs to be caring as she looks after
sick people.
Match the sentences to make exchanges.
Listen and check, then say where each is
taking place. Which words helped you decide?
1
Two stamps, please. a Single or return?
2
Two second-class tickets to b Platform twelve. Manchester,
please. c Certainly. How 3 I'd like to send this parcel to much?
France, please. d I'm afraid it's out 4 I'm just
returning these books. right now. Would you
5      I'd like to withdraw some           like
to reserve it?
     money
from my account.                   e First or second class?
6      I'd
like to open an account,  f OK. Could you fill in please.      this form?
7      Which
platform does the 8:30 g They're a week from London arrive at? overdue. That's
one 8 Excuse me, have you got 'Harry pound, please. Potter and the
Philosopher's h Can you put it on Stone?'   the scales?
v Imagine you are in London. You need to do the
following. In pairs, act out dialogues. Record yourselves.
•    send a
birthday present to your friend at the post office
•    reserve a
particular book for your history project at the library
•    change some money into pounds at the
bank

Reference

Reflexive &
emphatic Grammar pronouns

Reflexive pronouns are/can be
  used:
after certain verbs and prepositions e.g. burn, cut, wash,
  make, hurt, etc. when the subject and object of the verb are the same. He
  hurt himself while digging
  in the garden.
 to describe emotions/ states after be, feel, seem. You don
  't seem yourself today.
after prepositions. They should be ashamed of themselves!
Emphatic pronouns give emphasis to the
  noun. She herself prepared everything for the party. They can also mean 'without
  help'. I made the cake myself.

Read the theory,
then fill in the correct pronouns. Is each one reflexive or emphatic?
Ann burnt ..... ...
while cooking.
2       Tim
had to go to hospital after he cut on some broken glass.
3       I
really don't feel .... .... today.
4       Shall
we make          some lunch?
5       The
Smiths painted their house . ..... . . .
6       Be
careful! If you fall off that wall, you'll hurt
7       The
cat sat by the fire washing ...... .. .
8       Greg
was very pleased with when he got the promotion at work.
9       He
........ organised everything for the holiday. 10
Pat quickly looked at . in the mirror
before she left the house.
Idioms with 'self'

•
  by ...self
•
  make ...self heard
•
  make ...self clear
•
  help ...self

•
  did it ...self
•
  enjoy ...self
•
  behave ...self

Check the idioms in Appendix 3. Use some of them in
their correct form to complete exchanges I -4.

a

Look at the form. What is it for? What do you expect to hear?
b   You are going
to listen to an interview. Where do you think the dialogue takes place?
Listen and check.
C        Listen
again and complete the gaps (1-6).

A: Mmm.
  Can I have one of these cakes?

about the incident you witnessed.
  Your partner

B:

asks for details.

2

A:
  Did your friends help
  you paint your room?

A: Hi Tim!
  Hey, you'll never guess what happened

B: No I

to me today.

3

A: Don't
  ever do that again! Do I . . . . .. . 2

B: What?

B: Yes. I'm sorry.

A: I was coming back home from school when I saw

4

A: Rob had a lot to say at the meeting, didn't

an
  old lady get robbed. etc.

he?
B: Yes, he
  certainly likes to

Imagine you are Jackie. You are just on your way back from the police
station, when you bump into a friend. Tell him/her all

Writing Skills
An email describing a
visit to a place
Read the theory. How could you start/end such an email?
a

An email describing a visit to a place
  usually consists of four paragraphs.
•   In the introduction you write your
  opening remarks and give details about the visit (when, where, who with)
•
  In the main body you write general description of the place
  then you write what you did and saw there. Each paragraph should deal with a
  separate point.
•   In the conclusion you give your
  final comments and feelings about your experience, then you sign off. A
  variety of adjectives are used make the description more vivid.

to
Read the email that Steven sent to Olga describing a recent visit to the
British Museum. Match the paragraphs (1-4) with the topics below.
what he did and saw
B     description of the museum
C     feelings and final comments
D     name,
place, date, who with
What opening/closing remarks does the email include?
h..„• Which of the following are opening/closing
remarks? Decide in pairs.
That's all for now.
2
Hope you are OK.
3
I have to go now.
4
Sorry, I didn't write
earlier but I was busy with schoolwork. 5 How's it going?
From: Steven
To: Olga
 Su bject: My school trip!
Hi Olga,
How are you? I'm fine
but I've been really busy lately! I thought I'd just write and tell you all
about the wonderful day I had last Tuesday. I went to the British Museum in
London with my History class.
Our guide told us that
the museum has about 13 million objects altogether and is one of the oldest
museums in the world! There are some absolutely fascinating collections from
many places, including Roman artefacts, Aztec art and the famous Rosetta Stone.
There are also a variety of eating places and interesting gift shops selling
items such as history books and replicas of museum sculptures and jewellery.
We arrived at the
museum at opening time and were taken by our guide to see the Egyptian exhibition,
including mummies and hieroglyphics. Then, we saw 'Lindow Man', which is a
2,000-year-old body of a man from the Iron Age. It was so interesting! After
this we had some free time to wander around the different exhibits, then we had
a drink and a delicious cake in one of the cafés.
All in all, I had a
really fantastic day, but I was absolutely exhausted by the end of it! One of
the really good things about the museum is that it's free to get in, so I'm
planning to go back again with my friends next week! Have to go now,
Steven
Strong adjectives
Read the box. Find examples in the email in Ex. 2.

Some
adjectives are 'base' adjectives (good. bad, angry, etc.) whereas others are
'strong' adjectives (fantastic, awful, furious, etc.). We can only use
absolutely to make a 'strong' adjective even stronger (absolutely amazing). We
can only use very with 'base' adjective (very good). We can use really with
'base' or 'strong' adjectives (really good, really awful).

a Match the base adjectives to their
equivalent strong adjectives, then use some to complete the sentences. Use
absolutely, very or really with them.
2 big

4 small

a tiny

5 old

b delicious

6 afraid

c huge

7 dirty

d terrified

8 interesting

e exhausted f ancient g filthy h
  fascinating

The Egyptian exhibit was >
  absolutely

v D Write
four more similar sentences of your own. Compare with your partner.
Writing (an email describing a day
Portfolio: You
have just been on a day trip with your family e.g. to a museum, a zoo, a
wildlife park, an unusual tourist attraction, etc. Write an email to your
English pen friend Paul to tell him all about it (120-150 words). Use the plan
below.
Plan
greeting, opening remarks, general details
description of the place you visited (what
 Conclusion
Para 4

Swap
papers. Evaluate your partner's piece of writing. Check for:
• communicative purpose & style • cohesion &
coherence • vocabulary • grammar mistakes
• word order • punctuation &
spelling mistakes

fascinating. (strong)
2      We
were      by the time we had walked to the top of the tower. (base)
3      I
enjoyed seeing the .             . artefacts in the museum. (strong)
4      He
had been playing football on a muddy pitch so he was     (strong)
5      It
was a house with only two bedrooms. (base)
6      The food in the Visitors' Centre
café was
(base)
7      I
found the tour guide's talk ..... ... . (base)
8      She
hated snakes so she was ..... ... when she

saw the python. (strong)

Phrasal verbs: check
Fill in: out of, on, out, in, up on, off. Check in Appendix I.
1       Shall
we check .. .. .. that new Thai restaurant tonight? (try)
2       They
checked . at the hotel and they were shown to their rooms. (registered)
3       1'm
just going to check . things at the office. (make sure sb/sth is alright)
4       Let's
call a taxi to pick us up and then check
. the hotel. (pay the bill & leave)
5       1've checked .... .. the items on my
list. (ticked)
6       1
checked my brother to make sure he was doing his homework. (made sure)
Dependent prepositions
Fill in: to, about, into, with, of, from. Check in Appendix 2.
I Craig has got involved . a community action group.
2     Jack
thought  good way to raise money for the charity.
3     Have
you ever thought doing some volunteer work?
4     People
shouldn't get a pet if they can't take
care . .. . ... . it
5
Many of the animals in the shelter have been rescued . . . .. . .. bad
homes.
6
Jane burst tears when she saw the neglected animal.
7
If you show kindness .... .... an animal, it will be a loving pet.
Words often confused
Choose the correct
word, then make a sentence with the other one. Compare with your partner.
1      Jack
is popular in the community/society.
2      Many
pedestrians/walkers can be seen hiking in these hills at the weekends.
3      When
you reach the roundabout, follow the sign/signal that says 'North London'.
4      You
can catch the number thirty bus from the stop/station outside the bank.
Word formation

Forming abstract
  nouns
We use the following
  suffixes to form some abstract nouns in English:
noun
  + -hood (child — childhood), -ship (fellow
-
  fellowship) adjective + -ity (national — nationality), -ness (friendly
  — friendliness), -ment (encourage — encouragement)
-
  verb + -age (carry — carriage), -ation (imagine - imagination)

a Read the theory,
then use the suffixes to form nouns from the words in capitals. Are there
similar rules in your language?
I In ten years of Bob and Sylvia have
only been abroad once. (MARRY)
2
The houses in my      are very old.
(NEIGHBOUR)
3
It was a .       . when I didn't win the race.
(DISAPPOINT)
4
Your . .. . . .. . is very important to me. (FRIEND)
5
Big Ben is one of London's tourist .
(ATTRACT)
6
Thank you so much for your ..... ... . (KIND)
7
. is a terrible feeling. (LONELY)
8
There's a that the library will be closed when you get there. (POSSIBLE)
 Use the dictionary to write down ten
more abstract nouns, then compare with your partner. How many have the suffixes
above? Which have different suffixes?
Grammar revision
Think of a popular monument in your country. Collect information under
the headings. Present it to the class. Use the passive.
•  name • located •
built in/by
•  used for • visited

Welcome
fo 9gdneg,
There's
    no place in the world like it!
Here are our TOP FIVE
    suggestions for a truly unforgettable experience...

DO THE SYDNEY
      HARBOUR BRIDGE CLIMB

No visit to Sydney would be
      complete without seeing the famous Harbour Bridge & Opera House. But
      for those of you who like a bit more
(excite), how about climbing the Harbour Bridge's arch
      — the largest in the world!
Climbs take 312 hours.

3

TAKE A SCENIC
2
SEAPLANE FLIGHT
Why not splash out on a seaplane
    tour for breathtaking views ot the , city and the islands in Sydney's 2)         (beauty)
    natural harbour? As well as getting the
chance             to             take         some
    spectacular photographs (look out tor Shark Island, shaped like a shark!),
    your experienced pilot will give a detailed commentary throughout the
    flight.

O GO ON A SYDNEY CYCLING TOUR

On this fun bike tour, you'll see
    over   thirty city 3)              (attract) / including the
    Royal Botanic Gardens and Chinatown. In the afternoon, you'll take a ferry
    ride to see the city skyline. If you're
(luck), you may even catch a
    glimpse of endangered penguins or migrating humpback whales!
O           HAVE A SURFING LESSON
ON BONDI BEACH
What better place to
    learn to surf than on this 5)               (fame) onekilometre-long beach?
    The twohour group lesson will teach you how to understand surfing
    conditions and to practise your technique before you get into the water. Or
    if you don't fancy surfing, you could always go rollerblading or 6) .
(skateboard)
    or simply relax in a trendy café.
GO ON AN ECO-TOUR
IN THE BLUE MOUNTAINS
Leave the hustle and bustle of the city and                head
    7)
(approximate)
    50 km west of
Sydney for
    the 8) (wonder) Blue Mountains. This two-day tour starts with breakfast
    with koala bears, followed by visits to ancient aboriginal sites and a ride
    on the world's steepest railway.

UI-TURE
  CORNER
Read the
  title and the subheadings. What can someone do in Sydney? Read through and
  check.

R NE Read again and
fill in the correct derivatives of the words in brackets.
a Say why the following are mentioned in the text:
•  Shark Island •
Chinatown • a pilot
•  a ferry ride •
one-kilometre long beach
•  koala bears
> Shark Island is used in the text because you
can take spectacular photographs of it as it is shaped like a shark.
b Listen and read the text. What is the
author's purpose?
Explain the words in bold. Check in
the Word List.
Does Sydney sound
like an interesting city to visit? Tell your partner giving reasons why.
 Portfolio: In small groups, do some
research on a town/city in your country and make a similar leaflet to advertise
it.

Spend one minute writing down as many words related to
transport as you can. Compare with a partner.

bus, motorbike, tram, ticket, etc.
 Discuss the questions.
I Are roads/streets
in your town/ city crowded? When?
2     What public transport is there in
your town/city? When does it run?
3     Which means of public transport do
you and your family members use? How do you find it: e.g. cheap, expensive,
crowded, efficient, etc.?
4     Does
your town/city have any programmes such as the ones below to reduce traffic?
Have they been successful?

increasing public transport
e.g. trams, underground trains  increasing
cycle lanes

making carpooling'/bus/taxi lanes

banning cars from the town/city centre

making drivers pay to drive into/park in the city centre
    many people driving to work/school in
the same car

Transport

Everybody's worried about the high levels of pollution in cities at the
moment . and a lot of it is because of exhaust emissions* from cars,
motorbikes, lorries, buses and taxis. Luckily, some cities are coming up with
some creative solutions!
 pollution from vehicles
A new type of public transport has been appearing in British cities over
the last few years — 3-wheeled environmentally-friendly rickshaws from Asia.
They run on natural gas and are called tuk-tuks because of the sound their
engine makes. Each colourful tuk-tuk has its own individual design on it, such
as a Union Jack* , and even has a hood and curtains to keep out the rain and
cold. These mini taxis can go at speeds of up to 56 km per hour, and are a huge
hit with both tourists and locals.
flag of the United Kingdom
What do the pictures in the article show? Which of the features below,
belong to each type of transport?
• wheels • a windscreen • windscreen wipers • seats
• pedals • handlebars • a basket • headlights
• a steering wheel
RNE Read the texts and mark the statements as T (True),
F (False) or NS (Not stated).
I Tuk-tuks are made in Asia.
2
All tuk-tuks are painted red, white and blue like the British flag.
3
All the bikes for rent in Paris are grey.
4
Renting a bike in Paris doesn't cost much.
5
River taxis in Jakarta
operate 24 hours a day. 6 The taxis help people go to the markets.

GET

YOUR BIKE!.

ON
If you go to Paris, don't be surprised if you see a

lot of people riding grey
    bikes with metal baskets on the front up the Champs Elysées! Since
    summer 2007 there have been thousands of bikes available to rent on the
    streets of Paris. The idea is simple — you buy a cheap pass for a day or a
    week, pick up a bike from one of 750 'docking stations', ride it to your
    destination and then put it back at another docking station. Now traffic is
    down, noise is down, pollution is down, parking is much easier and everyone
    from tourists to businessmen in suits get around the city on two wheels!

RIVER TAXIS
    authorities                 Jakarta,
Indonesia, have come up with the idea
    of making use of the network of rivers and canals new form of public
    transport taxis! As there are also markets some of the rivers, you can hop
    off and do a shopping on the way! The authorities hope this will ease Jakarta's
    terribie traffic problem as are about 5 million vehicles on the city's
    streets, about 10% yearly.

The

clever city's for a river along little service there
    growing

a Match the words in bold with their meanings below.
Use five of them to make sentences about green transport.
•
cover • where you are going • as you go • unique pattern • very
popular • there to borrow • ticket • matching jacket and trousers
•
people in power • get off quickly • are powered by

b Find phrasal verbs in the
text which mean: collect (text B), travel around (text B), think of (text C).
Listen and read the texts. How have the
means of transport in the texts helped reduce pollution? Tell the class.

THINK!

Work in groups of five. Imagine you are
the Minister of Transport and his/her assistants. Decide what programme to
adopt to reduce traffic in your town. Present your programme to the class.
Read the quote.
What do you think H.G. Wells meant by this? Do you agree with him? Discuss
in groups.

Progress
Check
Fill in: animal, burst, foster, senior, charity, postal, petrol, plate,
wipers, hall.
 Every car has its own number on the number ....... . 2 Some abandoned
animals are lucky and find a . home.
3
Windscreen                are useful when it rains.
4
I was so upset that 1..... . into tears.
5
Our school holds a . event every year to raise money for a good
cause.
6
We can fill the car with fuel at the   station.
7
Tim spends his spare time helping out at the local shelter.
8
The mayor works at the town
9
Anyone over the age of 65 is considered to be a ...„. citizen.
10      Someone who works at the post office
is a .. ... .. worker.
Points:
                                                                                IOX2         20
Complete the sentences with the correct
passive form of the verbs in brackets.
I       Dogs
must            (keep) on a lead.
2       The Eiffel Tower ..... .. (build) in
1898.
3       The
house     (paint) when the fire started.
4       All
the concert tickets              (already/sell out).
5       The
new museum      (open) by the mayor next
6       As
soon as the fire .. ..... (put out) the fire fighters left.
7       This
dress(make) from cotton.
8       This
book (return) to the library yesterday. 9 The
birthday present ....... (send) tomorrow.
10 The museum   (visit) by a million people so far.
Points:
10X2 20
Fill
in the correct question word with 'ever'.
 I can do ....... I like tomorrow as I've
got the day off.
2
. ...... one you buy, it
costs the same amount of money.
3
Tony can have fun     ..
4
....... wins the
competition will get a trip for two to Disneyland.
5
You can come and stay with us           you like.
Points:
20
Fill in the correct preposition.
                All of us should get
involved ...... our community.
2
If you show kindness ....„ an animal it will respect you.
3
Tom's dog was rescued     a bad owner.
4
Some animals go to a shelter because their owners can't take care
them any more.
5
We thought a
number of ways to raise money for charity.           Points:
                                                                                5X2
           10
Fill in the gaps with the correct particle.
1       Let's
go and check ...... that new restaurant on the high street.
2       Sam
checked and went to wait in the departure lounge.
3       Can
you check ...... the dinner and make sure it's not burning?
4       I've
checked ...... everything on the list so we can
finish shopping now.
5       What
time do we have to check ...... of the hotel?
Points:
10

Match to
  form exchanges.

I

Is there a bank near

a

Every hour.

here?

b

First or second

2

I'm lost. Can you help

class?

me?

c

Yes. Turn left

3

It's just in the next

here.

street.

d

Thank you very

4

How often do the

much.

trains run?

e

Where are you

5

Two stamps, please.

trying to go?

Points:
20
My score: 100)
Now I Can ...
talk and write about volunteering talk about public services
& places in a town ask for & give directions write a quiz write an
email describing a day trip give a presentation on green transport
. in English

Mod

I

7

Staying safe
Before you start ...
•   What tourist
facilities are there in your town/ city?
•   Do you help
your community? How?
Look at Module 7
Find the page numbers for pictures 1-4.
Find the page numbers for
•   a poster
•   a dictionary
entry
•   a proverb
Listen, read and talk about ...
•   fears and
phobias
•   emergencies
healthy habits dangerous wild animals personal safety and risk
Learn how to ...
•   make requests
& respond on the telephone
•   discuss an
imaginary situation
Practise ...
conditionals types 0, 1 , 2 & 3
•   wishes modals
(present forms)
•   idioms related
to emotions phrasal verbs: keep word formation: forming verbs from nouns/
adjectives
•   words often
confused: poor/weak/low, harm/ damage/ ruin, customs/ habits/ manners, lead/
pass/ spend
Write / Give ...
a summary of a text a note apologising to a friend a
for-and-against essay a paragraph about a wild animal
•   a talk on
self-defence
•   scream? • freeze? • sweat?
•   shake like a
leaf? • run away?
> Snakes make me freeze.
Read the title and the first sentence of each paragraph of the text. What
do you expect to read about? Read and check.
RNE Read again and fill in the gaps with
the phrases A-G. There is one phrase that you do not need to use. Check with
your partner.
Vocabulary
Match the highlighted words/ phrases with
their synonyms below.
 cause sth to start working make sb
feel shy/ashamed shout laughed at sets off  disappear not logical
Fill in: human, fight, public, shake, beats, scream, nervous, come. Then
make sentences with the phrases.
. loudly
2. like a
leaf
3emotion
4. system
5
.. our fears
6
heart ... .. ... faster
7
. places
8 fears . . .. .. .. true

Find all types of phobias mentioned in the text. What are they in
your language?
FearS
anð
Phobias
Idioms
related to emotions
a Fill in: scared to death, long face,
bright red, over the moon, green with envy, through the roof, butterflies in
her stomach. Check in Appendix 3.
 Samantha had ..... ... before the
first performance of the play. 2 Olga was .. . .. . .. when she saw the ghost.
3     Julia
went .. . . .... when her teacher told her off for talking.
4     Liam was ... . . .. . when he saw
Jack's new car — he wanted one too!
5     Susan
has got a very . . today. I think she's still upset about failing the exam.
6     Antony
was  when he found out that he had won the competition.
7     David
went ..... . . . when he found out that his brother had taken his MP3 player
without asking.
lift that should take you up
to the top floor of the department store. "Errm...l'll take the stairs and
meet you up there!" you yell back. As the doors close. you feel very
relieved. It's a long way up to the eighth floor, 1)
If this sounds like you, or perhaps
heights turn your legs to jelly. you scream loudly if you see even the tiniest
spider in the bath or you shake like a leaf if you have to answer a question in
class, you're not alone! The truth is, most of us are at least a little afraid
of something - bees and wasps, for example, the dark, 2) .... So fear is a
basic human emotion. In fact, we actually need it to survive. Whenever we meet
danger or feel unsafe, the brain reacts, instantly sending signals to activate
the body's nervous system. As a result, we might shake or sweat and our heart
starts beating faster in order to pump more blood to our muscles to get us
ready for action, 3) This response is called 'fight or flight' and is only turned off when the
brain gets enough information to be sure that there is no more danger. What is
incredible is that all this can happen in just a few seconds!
Needless to say, fear is not always a
good thing! People who have a phobia such as agoraphobia (fear of being in
crowded public spaces such as a busy market or a bus), claustrophobia (fear of
enclosed spaces like lifts or tunnels),
b Which of the emotions below is/was each person in Ex. 7a
feeling? Make sentences, as in the example. sadness/depression
nervousness anger happiness/joy
I nervousness Samantha was feeling
nervous.
How would you be feeling if:
I
you forgot the words of a song while singing in a concert?
2
you got stuck in a lift?
3
someone told a lie about you?
4
you had to give a speech in front of the whole school?
5
you won first prize in a
competition?

Tell your partner.
like ablutophobia (fear of washing)
are extremely afraid of something. This may have developed after a very scary
experience. A teenager who was bitten by a dog as a young child, for example,
may now be too afraid to waik to school with his friends in case he sees a dog.
This is because his brain has 'remembered' the fear that he felt when the dog
bit him, 4) ,This may embarrass him, cause him to miss out on spending time
with his friends or even to be teased by them.
Between 5 and of
the population have phobias but there are ways to fight our fears. First of
all, it's important to stop avoiding the scary situation. It may help to make a
list of fears from the least to the most scary 5) . . This will not be easy,
but when we see that our worst fears didn't come true, we will realise that
they are irrational and there is no real reason to be afraid. Then, we will
change how we respond to them 6) .
and then face them
one by one.
B     or
taking exams.
C     and
eventually our fears will melt away!
D    so now
even just thinking about seeing a dog triggers the same fear reaction.
E     but you don't care — anything to get
out of going in a lift!
F      which
will help you to find out the reason for your fear.
G    such as
running away or fighting.
Speaking
Read again and make notes under the headings. Use your notes
to give the class a summary of the text.
•  what fear is • what
phobias are
•  how to overcome phobias
Writing
Portfolio: Write a short summary of the text. Read it to your
partner.

Everyday English
Telephoning
& Making requests

Lift the telephone handset and dial 999. Tell the
  operator which of the following emergency services you want:
• fire • police •
  ambulance • coastguard In an     • mountain rescue • cave rescue emergency,
  3 Wait for the operator to connect you to the call              emergency
  service.
Tell the emergency service
                                999                            •
  where the trouble is
•    what the trouble is
•    where you are
•
  the number of
  the phone you are using.
Never make a false call.
You risk the lives of others who
  really need help and it's against the law. You can also be traced immediately
  to the phone where the call came from.
112 is used across the European Union to contact the
  emergency services.

a   Look at the
poster. What is the purpose of it? When doesTake roles and use the an English
person dial 999? What for? language in the box and the ideas below to call the
emergency services, as in the example.

Asking

•

Can I speak to ..., please?
Could you put me
  through to ..., please?

Responding

Just a
  moment, please.
Please, hold the line.
Stay on
  the line, please.

Requesting

•

Would/Could
  you, (please),
Can I have
Please,
  send help as soon as possible.
Please, come as quickly as you can.

b  What emergency
services do you have in your country?
What number do you dial for them?
Listening
a Read statements 1-6. Which emergency
service are they about?

 HM Coastguard/boat
  sinking/
Mar Harbour

• RNE Listen and say whether
  statements 1-6 are

 Police/car
  being stolen/Grange

True, False or Not stated. Listen
  again and check.

Road, Brighton
 Ambulance
  Service/man hit by

I There are 19 rescue centres in the
  UK.
       A
  True                              B False                       C Not stated

lightning/New Road, Poole

2 Most rescues take place at sea.

 A:
  Could you put me through to the

       A
  True                              B False                       C Not stated

Coastguard, please?

3 Dave's rescue centre responds to 24
  calls each day.

      B:
  Just a moment, please.

       A
  True                              B False                       C Not stated

Coastguard.

4 Most emergencies involve
  swimmers.

A: There's a boat sinking in Mar

       A
  True                              B False                       C Not stated

Harbour. Would you, please, send

5 HM Coastguard has four
  helicopters.

help?

       A
  True                              B False                       C Not stated

B:
  Help is on the way. Stay on the

6 The Coastguard Rescue Service's volunteers know a lot
  about

line, please. Can I have your name and
  number?

the area where they live.
            True                             B
  False                       C Not stated

A: Certainly. It's . .. , etc.

Read the following sentences from a telephone dialogue.
• Which service do you require? • Ambulance, please. •
Please, hold the line. • The man is lying in the road unconscious. • Just by
the traffic lights. • An ambulance will be there as soon as possible. • OK,
I'll do that.
What is the dialogue about? Listen, read
and check.
Operator.• Emergency services. Which service do you
require?
Man: Ambulance, please.
Operator: Please, hold the line. I'll put you
through. Man: Thank you.
Operator: Ambulance Service. What is the nature of
the emergency, please?
Man: A car has just knocked a man off his motorbike.
The man is lying in the road unconscious.
Operator: Is anyone else hurt?
Man: No, just the rider of the motorbike.
Operator: Right. Where exactly are you?
Man: Just by the traffic lights at the corner of
Station Street and Baker Avenue, Newtown.
Operator: OK, please, stay where you are
and don't move the man. An ambulance will be there as soon as possible.
Man: OK, I'll do that. Thank you.
Operator: Please, stay on the line. Can I
have your full name and the number you are calling from, please?
Man: Of course. It's Mike Green on
07786265413.
Read again and complete the sentences, then explain the words/phrases in
bold.
1
The man is calling the ... . . ... .
2
The operator
connects the man with the .... ... .
3
The man has called to report that ... .. ... .
4
. is hurt.
5
The operator tells the man not .. . . . . . . .
Find sentences Which mean:
1       Hold
on a minute.
2       What exactly has happened?
3       Could you tell me your exact
location?
oež Then take roles and read out the dialogue.
Intonation

Weak forms
We put emphasis on the words that are the most important
  for a message to be understood (usually nouns, main verbs, adjectives). These
  words are the stressed forms, while the ones that are less important are weak
  forms that are not stressed (usually articles, prepositions, auxiliary verbs,
  pronouns & conjunctions). Compare the examples: We had a picnic in the
  park. (with stressed words) We had a picnic in the park. (with no stressed
  words)
Can you understand the message as easily when there are no
  stressed words?

Read the theory, then read sentences 1-4 and say which words you
don't expect to be stressed. Listen and check, then listen again and repeat.
I The sea was so rough that day that
many boats got into trouble.
2     When
the man set out to climb the mountain, he had no idea that the weather would
change so fast.
3     It was Jane who left last.
4     There is a man lying in the road
unconscious.
Say it
right
Choose the correct response to the statements. Listen
and check. Listen again and repeat.
1     You look scared. What's the matter?
2     You should face your fear.
3     Did
you call the police?
4     Can I speak to John, please? 5 Is
that 2630846?
a Yes,
they're on their way. b Yes, you're right. c Sure. Just a moment.
d No, sorry. You've got the wrong
number. e I just saw a spider.
Speaking
You see a house on fire. Call the emergency services
and ask for the fire service. Report the emergency. Your partner is the
operator. Use the dialogue in Ex. 4 as a model. Record yourselves.

Use if or unless to make sentences, as in the example. Compare with
  your partner.

Think of ten phrases you have learnt in
this lesson. Make sentences using them. (Types O, 1, 2, 3)
 Read the sentences (1-4) and match them
with the descriptions below (A-C)). Say the sentences in your language.
A      an
imaginary situation in the present/future
B      an
impossible situation in or regret about the past
C       a
real possibility in the present/future
1     people/enjoy
their jobs
2     it/not
rain/tomorrow
3     he/study
hard
4     you/drive
more carefully
5     you/mix
red and white
6     you/go
to the chemist's
7     1/see Jane
8     you/hurry

D a general truth or fact

If animals don't drink water,

If we all
  plant trees, forests

they die.

won't disappear.

If all governments had banned

If we all used bicycles, there

hunting, the tiger wouldn't have

wouldn't be so much pollution.

become an endangered species.

b Complete the table with: past simple, present
simple, past participle.

Type

Conditional Clause

Main
  Clause

o

If + .

present simple

If +
  present simple,

future simple

2

If +

would + bare infinitive

3

If + past
  perfect,

would + have +

y; Discuss how these sentences differ in meaning.
Check in the Grammar Reference section.
If you stop eating so much junk food, you'll lose weight.
Unless you stop eating so much junk
food, you won't lose weight.
not pass
the exams b have an accident be late for school d buy me some aspirin?  go
on a picnic f work better g give her your message h get pink
If people enjoy their jobs, they work better.
Complete the sentences. Which type of conditional is each one?
I Plants die if you (not water) them.
2
If I see Tim, I (invite) him to the party.
3
If you . (ask) me, I would have helped you with the gardening.
4
If you finish your homework, we . (go) out.
5
If I were you, I (clean)
the oven before you use it. 6 If I had known it was your birthday, . (buy) you a present.
7     If
you . (exercise) more, you would be a lot healthier.
8     If
you (study) hard, you will get good grades.
9     If
he .... .... (come) to the party, he would have had a great time. 10 If l ..
(arrive) home earlier, I would have time to cook.
Put the verbs in brackets into the correct tense.
I I broke my leg so I can't play football.
If I (break) my leg, I . . . . . (play). 2 Dad had a
car accident because the roads were slippery.
If the roads  (not/be) that slippery, Dad .
(have) a car accident.
3      Unless you . . .... . . (use) the
proper equipment, you . . . . . ... (hurt) yourself.
I know. I always wear a helmet and pads.
4      What
. (you/do) if you saw an injured man on the pavement?
. (help) him.
5      That was a great lunch. I'll go
swimming now.
If I . .. . . . . . (be) you, I . . .. . . . . (wait) an
hour.
6      Unless
you , , (wear) warmer clothes, you . (catch) a cold.
Write true answers to the questions in full sentences. Compare with your
partner.
1       What
colour do you get when you mix blue and red? If you mix blue and red
2       What
will you do if it rains this weekend?
3       If
you had to go and live on a desert island and could only take three things with
you, what would you take?
4       If
you had been born two hundred years ago, what would your life have been like so
far?
5       If
you had woken up late this morning, what would have happened?
Discuss the questions in pairs.
What would you do if you: noticed
someone following you? spilt coffee all over someone? locked yourself out of
your house? saw someone cheating in an exam? found a huge spider in your
bedroom?
What would have happened if: you hadn't done your homework for today? you
had gone to bed really late last night? you had been born in another country?
you had found some money in the street this morning?
V) Complete the sentences with your own ideas. Compare
with your partner.
 If I hadn't gone out last night, ...
2      If you didn't watch so much TV,
3      If
plants aren't watered,
4      If
I hadn't set my alarm clock, ..
5      If
you help me with my project, ...

Reference

Wishes Grammar
a   Read the
sentences. Which is: a wish for the present? a regret for the past?
• I wish I wasn't afraid of heights.
• If only I hadn't argued with Julie.
b  Complete the table.

I wish/lf only +
I wish/lf only +

tense. (wish for the present)
  tense. (regret for the past)

Tom is upset. Read his thoughts and write about his wishes
and regrets.

I wish
I had a car.
Write sentences, as in the example.
I cut my finger. I should have been more careful using the

I've got sunburn.
I shouldn't have I didn't look where I stayed
in the sun for was going and so long. bumped my head.
1 1 wish           I
had been more careful using the knife.
If > I had been more careful using
the knife, I wouldn't have cut my finger.
Write three things you wish for the present and two things
you regret doing. Tell your partner.

Vocabulary & Speaking
Habits
How can we stay healthy? How healthy do you think you are? Do
the quiz to check. Do you agree with the score?

Do you have
Wenlthy Wabits?
I You're starving! What do you have as a snack? a an apple
  and a glass of milk b nothing — I'll wait until dinner c a bag of crisps,
  some biscuits and a fizzy drink
2 You've got an important Maths test!
  What do you have for breakfast?

4
  There's a good film on TV later, but you have to get up early
  tomorrow. What do you do? a record the film and go to bed b stay up to watch
  the film c watch the film, then check my emails
5
  You've had a terrible day, How will you let off steam?
a play tennis with a friend, then talk through my problems b
  sit in front of the TV and try to forget c cry all night

Your score
Mostly As: Weil done! You know how you need to live to stay healthy.
  Keep it up but don't forget to treat yourself once in a while, too! The key
  is to have a balanced life.
Mostly Bs: Good nutrition, exercise and plenty ot rest and sleep is
  needed for good health. Make some small changes and you'll feel a lot
  healthier!
Mostly Cs: You have terrible habits! Stressing out, eating badly and
  not sleeping enough is a recipe tor disaster! Make some changes!

a cereal with milk and a glass of orange juice so I can concentrate well
in the test b a cereal bar to eat on the way — that way, I have time for some
last-minute revision c nothing
3 You're feeling a bit
tired but you haven't done any exercise for a few days. What will you do?
a join in a game of football in the park for half an hour
b relax tonight and go to the gym tomorrow c relax on the sofa and watch TV

Food & Health
Discuss your answers to     Fill in: starving, treat,
nutritious, home-made, dessert, the quiz in pairs. Decide:         roast,
tasty, thirsty, snacks, slice.

I which questions relate to: food/

                                  is
  very

drink? exercise? state of mind?

2

Can I have
  a glass of water? I'm quite ..... ... .

2 which
  areas you are doing best

3

Would you
  like a .... .... of chocolate cake for             ?

in and in which area(s) you need

4

Fruit and vegetables are very .....
  . They are full of vitamins.

5

I always eat out. I miss eating .....
  .. food

to make improvements.

6

Let's eat
  out at restaurant tonight. It's          ... ..... .

3 what you
  could do to be

                              a
                                              my

healthier e.g. drink fewer fizzy

7

Crisps and popcorn are popular
  children's ..... ... .

8

What's for
  dinner? I'm .

                                                                                Mrnmm! This soup
drinks, walk to school instead of
9 I will have the ..... ... beef with steamed
vegetables. taking the bus, do morning exercises, join a gym. Match the words
to make collocations. Then make sentences, as in the example.

A: I
    don't exercise regularly.

1 lose/ put on

a

a sports
    team/a gym

B: If I were you, I'd join a
    gym.

2
    cut down on/give up

b

a
    sport/an activity

A: I guess you're right.

3 take up

c

a diet

4 join

d

junk/fatty foods, fizzy
    drinks

5 go on

e

weight

She decided to go on a diet to lose weight.

Choose the
correct word. Check in your dictionaries.                                  7
1
Active kids burn/destroy more calories, so they need to eat more.
2
Fruit must be part/section of a healthy diet.
3
Meat, poultry and fish are rich/full in iron.
4
Control/Check your weight once a month.
5
sure you
bite/chew your food slowly before you swallow/ sip it.
6
Calcium makes/buitds strong bones so make sure dairy
products/produce are part of your daily diet/food.
7
To do this exercise, raise/rise your arms up over your head.
8
Regular physical/body activity is just as important as a healthy
diet/eating habits.
9
Make sure you
follow/stay to a diet that works/does for you.
10    Fruit,
vegetables and grains are full/rich in vitamins and short/low in fat.
Modals (present forms)
a Read the sentences. Which modals: give
permission? express obligation? express lack of necessity? express prohibition?
give advice? express possibility?
       At the
sports centre...                                                                                8
I You have to/must/need to wear trainers
on the indoor tennis courts and football pitches. (it's necessary/it's the
rule)
2
You don't have to/don't need to/needn't be a member of the sports centre
to use the swimming pool. (it's not necessary)
3
Members may/can use all of the sports club's facilities.
(it's allowed)
4
Children mustn't/can't use the swimming pool without being accompanied
by an adult. (it's not allowed)
5
The centre might/may/could be closed to the public on competition days.
(it's possible)
6
You should/ought to lock your valuables in a locker to keep them safe.
(it's the best thing)
b Choose the correct words, giving reasons.
 You mustn't/needn't dive into the
shallow end of a pool.
2
Must/Can we play football in this park?
3
You may/must drink plenty of water to stay healthy.
4
You mustn't/don't have to be a member to use the gym.
5
Do you must/need to ask your mum if you have to/can go to the match?
6
It's getting late; I ought to/may go to bed.
7
I'm going to try this new diet; it might/can work.
8

You don't have to/shouldn't miss meals.
09 Use appropriate modal verbs to ask and answer questions.
 Ask your partner's permission to
borrow his bike. Your partner refuses.
 A: Can I borrow your bike, please?
B: Sorry, but I'm afraid I have to use it
this afternoon.
2
Ask the secretary at your local sports centre if you need any special
equipment for the gymnastics class. The secretary tells you that everything is
supplied.
3
Ask your teacher's permission to leave class early today. Your teacher
agrees.
4
Ask your friend if
he/she thinks it's possible that the new ice-skating rink will open next
weekend. Your friend isn't sure.
RIO                             You are interested
in taking a course of hourly first aid lessons at your local
community centre. Your parents can pay £5 per hour. You are free all day
on Sundays and from 5 pm to 7 pm on Mondays to Fridays. Before making a
decision, ask the course organiser about:
•  what first aid techniques are taught
•  what days and times
the course operates

•
how to treat burns, scalds and cuts — life-saving skills (CPR
  and rescue breathing)
•
4 pm to 6 pm
  Wednesdays and
    Fridays         10 am to 4 pm
  Saturdays
•
£6 per
  hour — £4.50 per hour for bookings of at least 5 lessons

•  how much an hour's
lesson costs and if there are any discounts. Your partner is the course
organiser and uses the card to answer your questions.
Act out your dialogue. Remember to: be active pdite, ask the
questions and find out all the information you need before you decide if you
will join the club.

For-and-against
essays a Read the theory.

For-and-against essays discuss the
pros and cons of a specific topic. They are written in a formal style. In the
introduction we present the topic without giving your opinion.
In
the main body paragraphs we present the points for and against in separate paragraphs.
We support our arguments with justifications and examples. We start each
paragraph with a topic sentence that introduces the main idea of the paragraph.
We support the topic sentence with examples and justifications. In the
conclusion we write a balanced summary of points of the main topic and give our
opinion. Appropriate linkers are used to connect similar ideas and introduce
opposing ideas.

b Read the rubric and
answer the questions.
. Violent
computer games are hugely popular with
•    children but many parents would
like to see
•    them banned. Your teacher has asked
you to : write an essay discussing the pros and cons of : banning video games.
I
What do you have to write?
2     Who
are you writing for?
3     What
styte should you use?
4     How
many paragraphs should you write?
In
pairs, try to think of two arguments for banning violent computer games and two
against it e.g. for: someone who sees violence in games all the time might
become violent themselves. Read the essay and check if any of your ideas were
mentioned.
Which paragraph (1-4)
contains:
•
the reasons
'for' with justifications/examples? • the writer's opinion?
•   the
reasons 'against' with justifications/examples?
•
a clear
presentation of the topic?
E.Þ
A recent survey found that 80% of computer games played by youngsters have some
violence in them. Should violent video games be banned to avoid any harmful
influences on children?
There     are        some
advantages to banning violent computer games. To
•   start
with, they promote violence and crime as í entertainment, making them
seem glamorous and acceptable. Consequently, children may think it is alright
to be aggressive in real life. Also, game heroes are often invincible and
children sometimes confuse i fantasy and reality. As a result, they may not
understand that real violence has real consequences.
On
the other hand, there are some arguments against banning violent video games.
Firstly, they are an outlet for children to let off steam. Fighting the bad
guys in a game can release tension and may make children calmer and less
aggressive in real life. Secondly, playing video games can build different
skills. Shooting games, for example, help children j develop co-ordination
skills.
All
in all, there are arguments both for and against the banning of violent video
games. I strongly believe it should be up to individual parents i to decide
what games their children play and therefore they should not be banned.
Topic/ Supporting sentences
Find
the topic sentences in each main body paragraph. Which sentences support them?
Which are: justifications? examples?
a
Which of the
highlighted words/phrases in the text do the following:
introduce
points? list/add points? show contrast?
introduce
examples/justifications?j conclude?

b
Replace each of
the words/phrases with one of the phrases from the list below.
•
In conclusion •
For this reason
•
Moreover • In
addition • for instance
•
Because of this
• However
•
To begin with •
In the first place

Underline the correct linking words/phrases.
1       One
point in favour of/Many people suggest that banning violent TV programmes is
that viewers may begin to identify with the aggressive characters.
Consequently/On the other hand, they may become violent themselves.
2       Furthermore,/Many
people are against if young people travel in groups at night, they will be a
lot safer. As a result/However, fewer youngsters will become victims of street
crime.
3       Some
people believe that/One reason why motorcycles should be banned from motorways
is that they are too dangerous. In particular/For example, the number of deaths
due to motorcycle accidents is extremely high.
Read the sentences (1-3) and underline the
phrases that are used to express an opinion. Which phrase is used to give the
writer's opinion in the essay in Ex. 2? What is the writer's opinion? Do you
agree?
 I strongly believe that it would be better if schools ran courses on
self-defence.
2     1
am totally opposed to installing CCTV cameras in every school and workplace.
3     1 am very much in support of banning
smoking in all public places.
Writing (a for-and-against
essay)
Read the rubric and underline the key words.
What do you have to write and in what style? What are the two sides of
the argument?
. Your school newspaper has asked for essays : discussing the arguments
for and against banning : violent sports. Write your essay (120-180 words).
Listening for ideas
a
Listen to David and Anna giving their opinion about the proposal.
Who is for and who is against it?

David

Anna

b
What reasons do David and Anna give to support their point of
view?
Listen again and complete the table.

arguments
  'for'

justifications/examples

Some
  sports are simply an excuse for

People who take part in violent sports
  risk 2)      .
  or death.

•
  There is enough violence in our world, without sportsmen
  getting hurt on TV.
•
  Many young 3) .
  are seriously injured every year.

arguments
  'against'

justifications/examples

Violent sports can be a . way to relax and let off steam.
  Instead of banning violent sports, improve 6) .

General 5) . .. . . . . . in society will be reduced.
  Injuries will be reduced.

Use the table in Ex. 9b and the plan below to write your essay (120-180
words).
Make sure you start each main body paragraph with a topic sentence.

Phrasal verbs: keep
Fill in: back, out of, up with, on, off. Check in Appendix 1.
I Please keep the dog . . the kitchen — it's not
hygienic to have him in there. (prevent from entering)
2     Keep
........! The burning building is about to collapse! (don't go near)
3     Martha
and Kate kept     whispering, even after I had told them to stop. (continued)
4     Jody
was finding it very difficult to keep
. her schoolwork. (stay on schedule)
5     The
sign says 'keep . the grass'. (don't walk on)
Word formation
Read the theory, then
complete the gaps (1-5) with the correct words derived from the words in
brackets.
Forming verbs from nouns or adjectives
We use the prefix en- or the suffix -en to form verbs meaning 'make' from
nouns or adjectives: large — enlarge, dark — darken, able — enable, wide —
widen

Before installing or replacing a
  light bulb,
1).          . (sure) that the
  light switch is turned OFF.

3
4
Dependent prepositions
Fill in: from, to, in. Check in Appendix 2.
 Obesity can lead .... .... heart
disease.
2
Eat foods rich in vitamin C to protect yourself ..... ... coughs and
colds.
3
Simon is allergic         bee stings.
4
Exercise regularly to stay .     . good shape. 5 Ben is still recovering
..... ... his nasty fall.
Words often confused
Choose the correct words. Check in the Word List. Make sentences with the
other words.
I My brother has a poor/weak/low diet. All he eats
is bread and potatoes.
2
'Don't harm/damage/ruin the spider, Frank.
Just put it outside.'
3
We should all improve our eating customs/ habits/manners.
4
John leads/passes/spends a very busy life.
Grammar revision
Read
the text and fill in the gaps (1-7)

Sarah stood at the end of the high wooden bridge, I) like a leaf.
'Oh,
  if only 1 2) afraid of heights!' she thought. 'What shall I do? I can't cross
  the bridge!'
Suddenly,
  Sarah realised that all her friends 3) the bridge and were already out of
  sight. Oh no!' she thought. 'If I don't catch up quickly, the others me
  behind and it's already getting dark!' With this thought, she took a deep
  breath, held onto the side of the bridge tightly, 5) her eyes and walked quickly
  over the bridge.
At the other end, Sarah's friend Eddie for her. 'I came back to see
  where you were', he said. Sarah smiled to herself. It was only a start, but
  if she could cross such a high bridge, one day soon she 7) .. totally
  overcome her fear!

with the correct verb forms.
SHAKE

NOT
BE
A Stitch in TIME
STOP AND TAKE
14 High Street, Bingham

to skirt
We

        A
BREAK.                      Need a pair of trousers
DRIVING WHILE                 be
3) .                                                                                (short)
or a CROSS
TIRED to be 4) . (length)? do all kinds
of clothing
(danger) LIVES!                 alterations.
LEAVE

NEW STUDY SHOWS
SMOKINGCLOSE . (weak) THE HEART

WAIT
Which text would you see:
• in the
headlines of a newspaper?
• on the back of
a product's packaging?
• on a
motorway/busy road?BE ABLE TO
• in the adverts
section of a newspaper?
      BEWARE                UI-TURECORNER

Over a million alligators live in
  swamps in the southern states of Florida, They are usually 3 to 5 metres long
  and whole. They often hide motionless, to snatch their prey and drag it under
  water. Never try to feed alligators or walk too close to the edge of the
  water. You don't want to become an alligator's next meal!

Fascinating
  tact: Alligators have about 80 teeth which are replaced continuously. Throughout
  their lifetime they go through at least 2.000 of them!

The USA'S Dangerous
c
Grizzly bears live alongside streams,
lakes and rivers in Alaska and northwestern states such as Idaho, Montana,
Washington and Wyoming. Although sightings are not very common, these huge
animals are the most dangerous of all bears and can easily kill or seriously
injure humans. They can be unpredictable and ferocious, especially when they
are hungry, injured or with their cubs. So, if a bear approaches you, don't run
and if you are attacked, lie face down and play dead!
Fascinating fact: Grizzlies can run much
faster than humans and even climb trees!
Look at the animals in the pictures. What do you know about
them? Why are they dangerous?
i, J Listen and read to find out.
Read again. Which animal:
I often steals food from people?
2
isn't seen very often?
3
can kill soon after birth?
4      is more dangerous at certain times? 5
usually eats its food in one piece?
Explain the words in
bold. Check in the Word List.
Make notes about each animal under the headings below. Choose one animal
and use your notes to tell the class about it.
• where it lives • how it can be dangerous
Wild Animals

Rattlesnakes live mostly in the
southwestern states, such as California and Arizona and are the most common
type of poisonous snake in the country. There are 16 different species, but
they all have one thing in common — a rattle on their tail that is used to warn
other creatures (and people!) to stay away. A rattlesnake bite is very painful
and the venom can be fatal. So, when you are walking in an area where there
could be snakes, watch where you step. If you know there are rattlesnakes
around, wear strong leather boots!

Fascinating fact: Baby
rattlesnakes are able to attack prey minutes after they are born!

Raccoons might
look cute and cuddly, but they can actually carry many diseases, including
rabies, a deadly virus, They are often found in attics or garages, or searching
for food in rubbish bins, which they can open with their paws. If you see a
raccoon don't touch it. If you are ever scratched by one, wash the scratch well
and see a doctor immediately.
Fascinating tact: Some
raccoons manage to get into kitchens through cat flaps!
Read the table. What are the verbs in bold in your
language? Try to add more animals to the categories. Check with your partner,

1 mosquitoes, ants, dogs

bite

2 cats, parrots, rabbits

scratch

3 scorpions, wasps, jellyfish

sting

4 horses,
  donkeys, bulls

kick

5 snakes, camels, llamas

spit

Do some research and write notes using the
headings in Ex. 3 about a wild animal in your country. Write a paragraph about
it.
Present it to the class.

• how you can protect yourself
117

PROTECT
Personal
safety & risk
Read the situations (I -4). What do you think self-defence
is? Read the definition to check.
You are
waiting for a lift, but when it arrives and the doors open, you see that it is
empty apart from a man standing in the corner. He makes you feel uneasy. What
would you do?
A trust your
bad feeling and not get in B get in anyway
C something else
2 The school bullies start shouting
insulting comments at you on your way home from school. What would you do?
A
shout insulting comments back
B
say nothing and walk away
C
something else

3

You have just left the
  school library and it's starting to get dark. Your dad is at work so he can't
  pick you up.
What would
  you do?
A      take
  the short cut across the park you're tired and want to get home quickly
B
  catch the bus, sit at the back and fall asleep
C      something else

THINK!

Now imagine you are in each situation.
What would you do in each? Discuss in pairs, then report back to the class.
 A: What
would you do in the first situation?
B: Well, if the man in the lift made me feel uneasy, I
wouldn't get in. A: Yeah, me too. It's too risky. etc.
a Look at the title of the text, the
photograph and headings 1-4 in Ex. 3b. What is the text about? Read through and
check. self-defence {self dlTens/ (n) the action of protecting yourself against
something bad

fight.
  Basically, don't take risks!
@Avoid a possible attack before it happens by

using your common sense! This means always walking in well-lit, busy
    7) never taking

short cuts through lonely streets, making sure

A apart

B

away

C

aside

D

along

friends and family know where you are and

2

A

saying

B

speaking

D

talking

when you will be back and always having your

3

A

onto

B

back

C

across

D

down

mobile phone with you. Also, don't forget to

4

A

make

B

do

C

change

D

turn

walk fast and confidently, because attackers

5

A

for

B

to

C

by

D

up

usually 8) ...s... vulnerable targets. Lastly,

6

A

manner

B

way

C

style

D

mode

whenever possible, don't go out
    alone at night,

7

A

regons

C

parts

D

depa¶tments

and if you ever have to travel alone on public

8

A

lock for

B

watch

C

look to

D

find out

transport, always sit near the
    driver - and stay

9

A

around

B up

C

away

D

forward

awake.

A

during

B while

C

through

D

across

Match
  the paragraphs                                                                                Listen
  and read to make a list of things you should and

Ã]First things first, ALWAYS
trust your instincts! Let's say you are walking your dog 1) . . a lonely road
one evening and you suddenly get the feeling that you are being watched. Well,
that could be your intuition 2) you that it would be a good idea to get 3) . a
busier road as quickly as possible. Also, if you ever do find yourself in a
threatening situation, don't do anything that could 4) the situation worse. If
a mugger tries to snatch your bag in the street, for example, give it to him
immediately without putting up a fight. If you try to fight or run, the
attacker coud become violent and you could end 5) getting hurt. In the same 6)
if a stranger in the street or even someone you know says something insulting
to you, don't say something rude back. Just wak away calmly without getting
into a [Olf you ever do get attacked, don't think that you can just beat your
attacker with an expert karate kick like the ones you've seen fn the movies,
poke hirn or her in the eyes with your keys and run 9) An attacker will usually
be ready because they will expect you to do these things. The only answer,
then, is to take a se Çdefence class. A good se f-defence instructor wil
teach you special techniques such as how to surprise your attackec You will
also have time to practise your moves so that you won't panic 10) , . an attack
— you will know exactly what to do! So, contact your police station or local
community centre to find out where you can take a class.

to the headings. There is one heading that does not match.
 Take a self-defence class
2
Feel safe
3
Use your head
4
Reduce the risks
Read again and choose the correct word (A, B, C or D) for
each gap. What is the author's purpose?
Explain the words in bold. Check in the Word List. Use five of them in
sentences of your own. shouldn't do to protect yourself. Imagine you are a
police officer giving a talk about self-defence to some students. Use your list
to help you give your talk. Record yourself.

You should

You
  shouldn't

trust your
  instincts

do
  anything to make a situation worse

Discuss the following proverb.
119

Progress Check
Fill in: freeze, embarrassment, jealous, crowds,       Choose
the correct modals. cut down on, rich, starving, thirsty, put on,

home-made.

I

You shouldn't/needn't run if a grizzly bear

I

I'm always
  .       . after football practice so I often

approaches you.

2

Taking up a new sport mustJmight be a good way

buy a snack on my way home.

for you to lose weight.

2

Matt is really             of his
  friend Harry's new mobile

3

I mustn't/don't have to go to school tomorrow;

phone.

it's Saturday.

3

That
  café serves delicious             soup and bread

4

You don't have to/mustn't drive
  while tired.

rolls at lunchtime.

5

You must/might see a doctor immediately if a

4

You should .             . fatty
  foods if you want to lose

raccoon scratches you.

weight.

Points: 5X4      20

5

Ann doesn't go to busy markets
  because she can't

stand
  being in

Fill in the gaps with the correct phrasal verb.

6

Sam has ... .... a lot of weight since he started his

new office job.

I

"Please keep . . .... . the
  grass!" the gardener said

7

. every time I see a spider — I'm
  so afraid of

to the children in the park.

them!

2

The baby kept . . . .... crying, even after he had

8

Did you
  bring any water? I'm so

been fed.

9

A lot of
  fruit and vegetables are  . .. in vitamin C.

3

Sometimes,
  Josh finds it difficult to keep .

10

John went bright red with .             .
  when he tripped

the other students in his class.

over on the stage.

4

Mum is always telling us to keep the cat . . .....

Points:

the kitchen.

10X2 20
Put the verbs in brackets
  into the correct tense.
If you
  stop eating so much junk food, you

5

'Keep           from
  the fire!' the police shouted at

the crowd.
Match to
  form exchanges.

Points: 5X4          20

(lose) weight.

Could you put me                    a

Certainly.
  It's John

2

I wish I ... . (not be) so afraid of
  the dark.

through to the police,

Banks
  on 8475643.

3

If you .... . . . (play) a team
  sport, you would be a

please?                                      b

Coastguard, please.

lot fitter and healthier.

2

Can I have
  your name         c

Please, hold the

4

Unless it
  stops snowing, I              (not
  go out)

and number?

line.

today.

3

Which
  service do you         d

Thank you
  very

           .
  (go) to bed earlier last night, I wouldn't

require?

much.

have felt so tired this morning.

4

What's the
  nature of          e

A car has knocked

6

If you           (mix)
  blue and yellow, you get green.

the emergency?

a
  man off his bike.

7

If we all   (use)
  public transport more

5

I'll put you through.

instead of
cars, pollution will be reduced.Points: 8 If only I                 (not get)
angry at Tim today.5X4
9
If I wasn't on a diet, .          (order) a dessert.My
score:
10
If Katy had worn a helmet, she ....... (not hurt) her head when she fell
off her bike.
                                                                                Points:                                 talk
and write about fears and phobia
                                                                                20                           •
make an emergency call
• use conditionals and express wishes and regrets

.. . in English

Challenges
Before you start ...
•
  What are you afraid of? Do you think it's a phobia?
•   Do
  you have a healthy lifestyle? Why (not)?
Look at Module 8
Find the
  page numbers for pictures 1-4.
Find the
  page numbers for
•
  a text message
•
  an application form
•   a
  motto
Listen, read and talk about ...
•
  overcoming
  difficulties (injuries
•
  taking risks
•   survival
•
  Antarctica
Learn how to ...
•
  talk about
  injuries
•
  seek approval and express doubt
•   give a talk
0

Mod 1 8
Practise ...
reported speech
  (statements, orders, questions)
•
  reporting verbs
•
  some/any/every/no & compounds question tags
•
  idioms related to animals
•
  phrasal verbs: carry
•
  word formation:
  revision words often confused: injured/ harmed, gain/win, suitably/ properly,
  lose/ miss, recover/ rescue, avoid/ prevent, instead of/besides, make/do,
  inspiring/ promising, disability/ inability
Write / Give ...
an email using
  reported speech a talk on surviving in the jungle a letter of application a short
  biography of an inspiring person
•  a
  presentation on Antarctica
121

Reading &
Vocabulary
Reading
Look at the pictures and read the title and the
introduction to the texts. What do you know about these people? What challenges
do you think each person faced?
Listen and read to find out.
Read again and mark the
sentences 1-9 T (True), F (False) or NS (Not stated). Correct the false
sentences.
I Bethany was a professional surfer by 2003. 2 Bethany didn't see the
shark before it attacked her.
3
People were surprised when Bethany started surfing again soon after her
accident.
4
Bethany doesn't worry about sharks any more. 5 Bethany never questions
why she lost her arm.
6
Tom can't move his arms or legs.
7
Tom's dad has always loved film making. 8 Tom's dad controls the camera
for him.
9 Tom believes that his disability gives him an advantage
when filming.
Vocabulary
a Match the highlighted words/phrases to their
meanings.
• encouragement • concentrate on
• frightening them away •
give up
• soon • appear • without moving at all
• huge • understood • face •
place firmly
b Explain the words in bold. Use the words in
sentences of your own.
She left the room, slamming the door furiously behind her.
Fill in: total, positive, seriously, win, face, experience, feel,
terrifying, brain, survive.

I               .
  challenges       6

to .....
  .. a disaster

2 to ...       a              7

.
  bruised

      competition                 8

to . .... . . . sorry for sb

3               .
  miracle             9

damage

4
  . experience 10
5
  . attitude

to                an accident

Make sentences about each person using the
Give
Up!
found themselves facing extremely difficult
challenges — but they refused to give Lip ...
Eighteen-year-old Bethany Hamilton
paddles furiously into the gigantic wave. As she feels the back of the board
lift, she leans forward, then quickly pushes herself up, plants her feet on her
board and carefully rides the wave as it moves quickly towards the beach. All
this is nothing unusual for a champion surfer, but for Bethany it is a total
miracle!
In 2003, Bethany had already won
several competitions and had plans to become a professional surfer. Then, one
sunny October morning, she was surfing with her friends on a beach near Kauai,
Hawaii. Suddenly, a four-metre-long tiger shark attacked her, ripping off her
arm.
Most people would have become very
depressed after such a tragedy, but Bethany amazed everyone. They couldn't
believe their eyes when they saw her getting back on her surfboard only three
weeks after her terrifying experience. This was not easy, though. Apart from
the difficulties of learning to suff with just one arm, she also had to face
her fear of getting attacked by a shark again. 'It's always in my mind,' she
says, 'and it always will be, but I've got to keep my mind on having fun, and
just surfing.' Bethany is not only a champion surfer, but her positive attitude
is also an inspiration to many, She has even been to Thailand to help children
who experienced the 2004 tsunami disaster with their tear Of water. Sometimes,
Bethany asks herself 'Why me?' but then she thinks of how her experience has
helped her be a better person. Bethany's motto is 'Me quit? Never!'

completed phrases.

Find opposites for these words/phrases.

Text A

Text
  B

1
  slowly (para I)

I
  moving (para )

2 ordinary (para 1)

2
  quietly (para I)

3 amateur (para 2)

3
  artificial (para I)

4 happy (para 3)

4
  from a distance

5
  negative (para 4)

(para
  I)

Parts of the body
— Injuries
List all the parts of the body mentioned in the texts.
Then add as many as you can in a minute. Categorise the words under the
headings:

Face

Body

eyebrows forehead

arm finger

It's
five thirty in the morning and fifteen-year-old Tom Conaway is sitting
perfectly still in the wetlands of California waiting for some wildlife to come
into sight. Before long, thousands of birds are squawking noisily and Tom is
lucky enough to be able to film them up close in their natural habitat. But
what makes Tom different from any other wannabe film-maker?
When
Tom Conaway was only four years old, the car that he was travelling in rolled
down a mountain, He was thrown out of the window and his spine was seriously
bruised. Since then, his brain hasn't been able to send messages to parts of
his body to tell them to move, But Tom doesn't waste any time feeling sorry for
himself. 'I'll be in a wheelchair the rest of my life,' he says, 'but I
consider myself lucky. Really. I mean, I survived a horrible accident with no
brain damage at all.'
One
afternoon, about two years after the accident, Tom's dad realised that filming
was a hobby that the two of them could easily share. So, Doug Conaway strapped
a camera to Tom's chair so that he could film his brother's football games.
Now, Tom either uses a 'helmet camera' to film. or his dad sets up a camera on
a tripod and Tom controls it by wireless remote control while watching the
camera view on the screen of a DVD player on his knee. Tom even sees his
disability as a secret power when he is filming. The fact that it's so 'easy'
for him to sit still means that he can film animals without scaring them off!
Tom's
positive attitude is amazing. 'Everyone has bumps in the road that they have to
deal with,' he says. 'That's all being in a wheelchair is for me: just a little
bump in the road.'
 Find
the odd word out. Check in your dictionaries.
 scratch
your face/leg/handlih@)
2      break your arm/eye/knee/ankle
3      bruise your eye/ spine/
eyebrow/cheek
4      sprain your ankle/wrist/ear/finger
5      burn your hand/ teeth/ tongue /face
6      cut your spine/finger/ leg/ lip
7      bump your head/ shoulder/ knee/
tongue
 Discuss
using the phrases, as in the example.
•
scratch
teg/climbing tree
•
burn
hand [cook dinner
•
sprain
ankle/trip on step
•
cut finger/chop
vegetables A: Have you ever scratched your leg?
B:
Yes, I have.
A:
How did it happen?
B: I was climbing up a tree.
Speaking & Writing
Imagine you are either Bethany or
Tom. Your partner is a radio interviewer.
Prepare
questions and act out your interview. Record yourselves.

In five minutes, write a few
  sentences about this. Discuss your ideas with your partner.

 Now that you have read about
Bethany and Tom, will you change the way you see the challenges in your own
life? > I'm skiing in the mountains. The air smells clean and fresh.
I feel excited.
Everyday English
Seeking approval
Use the language in
the table and the ideas below to make exchanges, as in the example.

Seeking
  approval

I'm thinking of... . What do you
  think?/Do you think it's a good idea?
What do you think about Do you
  think I should?

Approving

Yes,
  definitely!             • If I were you, I Sure, go for it!               would.
      I think it's a great idea!         •
  Why not?

Expressing
  doubt/disapproval

If I were you, I wouldn't ... .
I would think twice
  about doing that./l'm not sure that's a good idea.
• Hmm ... I don't know.

know at a party,
•   getting a new
haircut/outfit
•   trying some
food you've never tried before
•   taking up a new
hobby
• getting a part-time/summer job learning
a foreign language

•

A: I'm thinking of going to speak to that girl over there. Do you think I
should? B: Sure, go for it. etc.
Read the first two exchanges in the dialogue.
How do you think Brian got his black eye? Listen,
read and check.
Tom: Brian! How did you get that black eye?
Brian: Oh, it was something silly, really.
Tom: Oh, dear! What happened?
Brian: Well remember I told you that I wanted to try
an extreme sport?
Tom: Yeah, of course I remember.
Brian: Well, I finally decided to have a kitesurfing
lesson!
Tom: Kitesurfing! Isn't that really risky?
Brian: It is a bit but
it was fantastic. Actually, I'm thinking of joining the kitesurfing club. What
do you think?
Tom: I wouldn't if I were you! You got a black eye,
so it's obviously dangerous! You should stick to a safer sport if you ask me!
Brian: Oh, no! I didn't get my black eye from
kitesurfing. My friend Paul accidentally hit me in the eye with his bag on the
way home. Tom: Oh, I see.
Brian: What do you think about coming with me next
time I go? It's great fun! Tom: Hmm ... I don't know.
Read again and match the highlighted
words/ phrases to their meanings: clearly,
stay with, not on purpose. Use each in an example of your own, then read out
the dialogue in pairs.

Portfolio:            Imagine
that you go to  y,) Your partner has just spent the school with scratches on
your face. Your                weekend doing an extreme sport. Ask him/her
partner asks what has happened. Act out your   questions about it. Use
What...?, Who...?, How...?, dialogue. Use the dialogue in Ex. 3 as a model.               Where...?,
When...?. Pay attention to the Record yourselves.               intonation.
 .4: So, what did you do at the weekend?
Say it right               B: I went rock climbing.
A: How exciting! Who did you go with?
etc. Choose the correct response to the statements.
J Listen and check. Listen again and
repeat.
Listening
Get well soon!
2
You're looking under the weather.Listen to some teenagers talking
3

Ouch! That hurt! about some risks they have taken. Match each 4 My
arm's a lot better now. speaker to the statements below. Listen again 5 Have
you done something to your leg? and check. What risk did each person take?

a Yes, it
  really hurts.

A The speaker isn't usually a
  risk-taker.

b What happened?

B The
  speaker was persuaded to do something

C Thanks a
  lot!

by others.

d
  Actually, I'm not feeling very well at all.

C The speaker wishes they hadn't
  done something.

e Oh,
  that's good.

D
  The speaker decided not to do something in the end,
E
  The speaker enjoyed
  something more than they

Intonation

expected to.

Speaker

Statement

 J' Listen and underline the stressed
words. Listen again and repeat.
1 A: Where are you from? B: I'm from
Russia.
What do
you do?                                                                      Think
of ten phrases you have learnt in this
       B: I'm a
student.                                                                          lesson.
Make sentences using them. Tell your
When did you start
ice climbing? partner. B; I started three years ago.
Choose what the speaker actually said.
I Frank told me that he couldn't move his arm.
a "I haven't been able to move my arm." b "l can't move my
arm."
2
Ben told his brother to stay in bed that day. a "Stay in bed today.
" b "I stayed in bed yesterday. "
3
Tracy and Sam said they would be careful at the beach.
a "They'll be careful at the beach. " b "We'll be careful
at the beach. "
4
Tom said that he hadn't been feeling very well the previous

b Read the table below and fill in the gaps, then
answer the questions.

Direct
  speech

Reported speech

Present simple
"I'm cold," said Angie.
Present continuous
"I'm
  shrinking!" said the man.
Present perfect
"I've
  bumped my head," Brian told me.
Past simple
"I didn't go to the doctor today, " he said.
Will
"You 2) ......
  have to be a little patient," said the doctor.
Direct orders/commands "Look at these
  scratches on my arm!" she said to me. "Don't go out in the
  cold," he said to me.

Past simple
Angie said (that) she was cold.
Past continuous
The man
  told the doctor (that) he

Past perfect
Brian told me (that) he had bumped his
  head. Past perfect
He said (that) he hadn't been to the
  doctor that day.
Would
The doctor told him
  (that) he have to be a little patient. Reported orders/commands
She told me to look at those scratches on her arm.
He told me not to go
  out in the cold.

I How do
tenses change from direct to reported speech? How do pronouns change?
2
What verbs are used to
report the people's words? Which one is used when the person spoken to is not
mentioned?
3
How do we report positive/ negative commands?
4
How does today, yesterday, these change in reported speech? How
do you think tomorrow, next week, last year, this change? Check in the Grammar
Reference.
week.
a "I haven't been feeling very wetl this week." b "I
wasn't feeling very well last week. "
Fill in said or told, then report what the people said.
Compare your answers with your partner.
say (that) tell sb (that) say to st)
1     "This
is the second time I've broken my wrist," Sam told me.  Sam told me
that was the second time he had broken his wrist.
2     "I've
just broken a glass," Jack . me.

3     "Don't shout. I have a headache,
" . Jane.
4     "We're
not coming to the cinema tonight," Ryan . . .... .. us
5     "Tim
is working today," Brian . to Joanne.

6     "l
don't know where my MP3 player is," I . . to Greg.
Work in groups of three. Give and report orders.
Sl: Stand up, Nick.
52: What
did Tina say?
S3: Tina
told you to stand up.

> Tom told me that he couldn't ...
        Reported
questions Grammar Reference

Direct speech

Reported speech

•
  "Where did
  the accident happen?" she asked me.
•
  "Were you
  out last night?" he asked us.

•
•

She asked me where the accident had happened.
He asked us
  whether/ if we had been out the previous evening.

a   Read the table,
then fill in the gaps in the theory with: changed, yes/no, wh-.
When we report a 1) . . . ..... question, we use if/whether.
When we report a 2) ..... .. .
question, we use the same question word. The word order is 3) .
b  Report the
questions the doctor asked his 2 "Don't step on that broken glass,"
he said.
(warn)
3 "I'll lend you my MP3 player, " said Pam. (offer)
4 "I am late because there was a lot of traffic," said Bill.
(explain)
5
"You should put a plaster on your finger, "
Mum told me. (advise)
6
"I'm not going to the doctor," he said. (refuse)
7
"l won't be late," said Jane. (promise)

Reference

Some/any/every/ Grammar no & compounds
Fill in the gaps with some, any, every, no + the appropriate compound.
 There's someone at the door. I think it's the postman.
2 There's ..... ... like Bluebell
Forest! It's beautiful! 3 Has . .. „.., seen George?
4 I know ....... about surviving in
deserts. Do you?

Oh, no! .    . is going wrong today! patient.
Vocabulary & Speaking
Survival
Read the title of the text. What do you expect to read? Read to check.
Find out how
to hang on until
Are you LOST in the jungle?   help arrives!

Have you
seen the TV series 'Lost'? If you have, you'll know that it'S about a group of
people whose plane has crashed on a remote island. They seem to find it quite
easy to find food, build shelters and protect themselves from storms in the
thick jungle on the island. But suppose you were lost in the jungle — will it
be as easy for you to survive?
First
things first, a jungle can be difficult to walk through! So, use a stick to
part thick vegetation and to see and avoid any poisonous spiders or insects. This
trekking will be very hard on your body, however, and will make you hungry.
so,
what's on the menu? Weil, you might find some fruit to eat in a tropical
forest, but how about some nice juicy creepy-crawlies as well? You might turn
your nose up, but insects are an amazing source of protein and are low in fat.
One
R NE Read again and
match the headings (A-F) to the paragraphs (1-5). There is one heading you do
not need to use. Then explain the words/phrases in bold.
A       What
to do when you get hungry
B       The
best place to take shelter from storms
C       The
challenges of moving through the jungle
D      One way you can get rescued
E       Whether
you'll be able to make it in the jungle
F       How
to deal with the weather

2

3

4

5

• J Listen and read the text. Why does the
author mention the following: 'Lost', insects, rain, aeroplane, broken bottle?
warning, though! Avoid
brightly coloured insects, which are usually poisonous.
Keep
your eyes open for storms. Some tropical forests get up to ten metres of rain
in a year— about the height of a four-storey building— and mudslides are
common, too. So, if you don't want a mud bath, stay away from steep hillsides
when you see dark thunder clouds! After the storm has passed, perhaps you can
drink some of the rainwater that you will find held in the cupped leaves of
some plants.
Hopefully,
after all this, you will see a small aerop'ane flying overhead. Here's your
chance to Signal for help. That piece of broken bottle you found, should do the
trick! Simply hod it up to the sun and move it so that sunlight reflects off it
towards the plane. Hopefully help will soon be on its way!
study skills
Giving a
talk
When you give a talk, look mainly at
your audience. Only look at your notes occasionally to remind you of what to
say. Speak slowly and clearly and make your voice lively to interest your
listeners.
Speaking
Make notes from the text under the following headings:
• vegetation • food &
drink • weather
• signalling for help
Use your notes to give a short talk about how to survive when lost in the
jungle.

THINK!

What would you do if you were lost in a desert? Spend
five minutes writing a few sentences. Read your sentences to your partner.

Vocabulary
Question tags Grammar

Imagine you are going on a mountain hike. Decide what
you are going to take with you.
A: Shall we take a compass?
B: Yes. We might get lost. How about taking a rope? A: I don't think
we'll need that. Do you think we should...? etc.
rucksack
pen knife
first aid kit
warm insect clothes
repellent
sunscreen
umbrella
rope
a Check these words in the Word List. Use them to
complete the sentences (1-7).
• cast • plaster • antiseptic
cream • bandage
• ice pack • sling • ointment
Don't move! I think your leg is broken.
B: Oh, no! I'll have to have a(n) .... .... put on it!
Ouch! I've just cut my big toe on that
piece of glass.
B: Clean it and put a(n) . . on it. I've got one in
my bag.
How's your arm, Paul?
B: Well, I've still got to wear a(n) . . so that I
don't move it.
I fell over today and grazed my arm.
B: Put some ..... ... on it to stop it from getting
infected.
Look! I bumped my head on a cupboard
door today.
B: Here, put some of this . on it. It's really good
for bruises.
My wrist is still swollen after I
sprained it yesterday.
B: Put a(n) . . on it. That will take the swelling
down.
Ouch! I've done
something to my wrist. B: Why don't you put a(n) ..... ... on it?
b Tell the class about a time when you really hurt
yourself and what you did afterwards.
 A few weeks ago, I was playing football
when ...

Reference i

Listen to and read the cartoon. How are question tags
formed? Listen again and repeat.
You
aren't asleep No. I'm looking at the stars. yet, are you? They're beautiful,
aren't they?
Yes, they are.
But that tells us something, doesn't it?
Errr . does it?
Yes, it does. Someone's
stolen our     Yes, they have! Well, tent, haven't       go and look for it,
they?        then, will you?
Copy the table. Fill in the appropriate question tag.          Listen
and tick. Listen again

I

and
  repeat.
Sue's very
  nice,

2

Let's go home now, 2

3

You didn't
  see a snake,

4
5

Bill has gone camping, .

He can't be serious,

6

You don't like that horrible
  painting,

7

It was a great party,

Idioms related to
animals
Fill in the sentences with the idioms below.
What does each idiom mean? Check in Appendix 3. Are there any similar
idioms in your language?
    bark up the
wrong tree       take the bull by the horns

have a bee in his bonnet kill two birds with one stone
let the cat out of the bag
 Joe won't stop talking about bungee
jumping. about it.
2     I
really don't think that man had anything to do with the robbery. The police are
.
3     You'll
never know whether you would like skydiving or not unless you ...e.... and try
it!
4     Fortunately,
no one and told Chris about the surprise party.
5     .
and met an old friend for coffee while I was in London visiting my parents.

Letters of application
When we write a letter applying for a position (for a job,
  to be a volunteer, etc.), we should include:
opening remarks/reason for writing — what
  job/ position we are applying for, where/when we saw advertised a main body
  (2 paragraphs) — all the necessary information, including age, what you do
  (student, etc.), relevant qualifications/experience (school exams, helped
  with an environmental project, etc.), skills/ personal qualities/relevant
  interests (languages, personality, etc.) closing remarks — other important
  information (where/ when to contact you, what you have enclosed, etc.) You
  should use formal style when writing a letter of application.

Read the advert and
underline the most important information, then answer the questions.
I What is the purpose of the advert?
2     Who is it aimed at?
3     Where
could you see it?
4     What qualities/experience do you need
if you want to apply? 5 How do you apply?
Tick the information that you would expect to appear in a letter of
application for the position in the advert in Ex. 1. Read the letter on p. 131
and check.
                       Volunteer
Centre Application Form
what your personality is like
Surname: . Forename(s): . 23 what why you you are did interested
yesterdayin wildlife Age:
conservation
Address: .
Email address:
. ... . ..... ... . .. ..                                                                                4
how fit you are
5 what you look like t am interested in
participating (please circle one): 6 why you like the Greek Islands 12th- 25th
Jul. 26th Jul. 8th Aug. 9th - 22nd Aug.
7 evidence that you are good at
Languages (please & indicate level of knowledge basic,
dealing with people intermediate or advanced/fluent): 8 information about your
family English
9 languages you can speak French10 when/how you can
be contacted
Spanish C]
Other

                                                         a
Read the theory box.

Read again. What is each paragraph about?
Dear Mr Hudson,
I saw your advertisement in Monday's
edition of 'The International Student' and I am interested in applying to be a
volunteer at gour rescue centre.
I am a fifteen-year-old student. I
enjoy my studies verg much and am particularly good at languages. I have just
taken the PET English exam and passed witn a grade A. In addition, I speak a
little German. I am very interested in environmental issues. Last gear, I was a
member of the school environment club and was involved in various conservation
projects.

I am described by mg teachers
as cheerful, sociable and hardworking. Moreover, last summer I worked part-time
in mg father's shop serving customers where I learned how to deal with a
variety of people.
In addition, I am quite fit and
active as I am the goalkeeper in mg school football team.
I attach mg completed application
form. I would be verg grateful if you would consider me as a volunteer. I can
be contacted at the number on mg application form at ang time. I look forward
to

hearing from you. Yours sincerely,
Hannah Smith

Formal style
When we
  write a formal letter, we use:
•   more advanced vocabulary (With
  reference to your advertisement, NOT:  ...J
•
  formal linking
  words/phrases (In addition, however) • the passive (l can be contacted...
  NOT: ¥e€+-€ea

•
  polite/ full forms (l would like to apply ... NOT:
We DO NOT
  usually use colloquial expressions, phrasal verbs and short forms.

a
Read the theory box.
b
Find formal phrases/sentences in the letter in Ex. 4 which mean
the same as the informal ones below.
I             I read your ad in the newspaper last Monday.
2
I want to help out at your rescue centre.
3
I got an A in the English exam that I took two months ago.
4
I was in the environment club last year and I helped with lots of
projects.
5
My teachers say that I'm ...
6
This taught me how to get on with different people.
7
You'll find my application form with this letter, too.
8
I'd like it if you let me be a volunteer.
9
You can call me
... whenever you like.
10     I
can't wait to hear back from you.
Writing (a letter of application)
R NE Read the rubric and
the advertisement and underline the key words. What will you write and why? What
information will you include in each paragraph?
•     You would like to do some volunteer
work this
: summer and have just seen this
advertisement
•     in
an international students' magazine. You are
•     really
keen on applying for the position. Write your letter of
application (120-180 words).

Phrasal verbs: carry
Fill in: on, off, out, away, through.
  Check in Appendix I .

Words often confused
Choose the correct words. Listen and check, then write examples using
the other words.
DOLPHIN GETS NEW TAIL
In Clearwater, Florida a(n) I)
injured/
harmed bottlenose dolphin named
Winter has 2) gained/won the ability to swim 3) suitably/properly again. Winter
4) lost/missed her tail after she was caught in a crab trap when she was a
baby. She was 5) recovered/rescued, but she wasn't expected to survive as
dolphins need their tails to 6) avoid/prevent predators and to jump out of the
water to breathe. However, Winter amazed everyone by thinking of a new way to
swim — moving from side to side like a shark, 7) instead of/besides up and down
like other dolphins. Now an artificial tail 8) made/done of silicone and
plastic has been made for Winter. It's an amazing story of survival that is
even 9) inspiring/promising people who have a(n) 10) disabilityfinability.
Word formation
R
NE Complete
the gaps (1-5) with words formed from the words in capitals.
to say in his speech, but in the end he carried it ..... .. . (managed)
2     The
police still don't know who carried ... ... the attack. (did)
3     The government has made some
proposals to help the environment, but we don't know whether they'll actually
carry them .
(complete them, despite possible difficulties) 4 Sarah
got carried . . When she passed her exams and started screaming and jumping up
and down. (over-excited)
5 Paul carried . talking after I had told him to
stop. (continued)
Dependent prepositions
 Fill in:
on, of, in or for. Check in Appendix 2.
She had difficulty . keeping her balance on the surfboard.
2     Ted
couldn't face his fear ..... ... snakes.
3     In
spite of her disability, Claire never felt sorry . herself.
4     Ann's
accident resulted ..... ... a severe head injury.
5     Tom
tried to keep his mind ... ..... winning the race.

1 Harry didn't think he would remember what

Jessie sat down silently on the sand
with the other 1) who had come toTOUR see the turtles
  hatch from their nests.
The 2) workers had warned the
  CONSERVE group that they might have to wait a very long time — even all
  night! Also, as baby turtles head towards the moonlit sea when they hatch,
  they would also have to wait in total 3) ........ so that theDARK turtles would
  not be confused by any other source of light. Jessie didn't mind.
It was very 4) .     . and
  beautiful on thePEACE beach.
However, after a few hours, Jessie
  was finding it very difficult to keep her eyes open. Then, suddenly, it
  happened! Tlny little turtles began to pop out of the sand one by one and
  dash towards the sea. It was one of the most 5) . . experiencesAMAZE of
  Jessie's life.

Julie told Brian that she couldn't believe that he had done a parachute
jump. Then she asked ...

Helen Keller (1880-1968)
Imagine
a person who couldn't see or hear but desp'te this, they could sti I write,
read and make friends. They aso went to university, wrote many books, travelled
all over the world and met 12 US presidents. What an amazing person that would
be! Incredibly, a person like this really existed! Her name was Helen Keller.
She was from Alabama in the USA and she was both blind and deaf.
When Helen
was only 1 year old, she had a terrible illness which left her unable to see or hear.
Over the next few years, Helen would often scream and be very badly behaved.
When she was 7, Helen's family admitted that they needed help and they found a
tutor for her, Anne Sullivan.
Anne, who had very poor
eyesight herself, was very strict w'th Helen. She started to teach her to spell
out words with her hands, such as 'doll' and 'cake' but Helen didn't really
understand what the words meant. Then, one morning, Anne tried something new,
She held Helen's hand under some water and spelled 'W-A-T-E-R' into her other
hand. That day, Helen learned 30 words!
From then on, Helen
progressed rapidly. She learnt to read Braille and to type with both a Braille
and an ordinary typewriter. She also learnt to understand what her teacher was
saying by feeling her mouth when she spoke.
When Helen was 20, she
went to university, where she began to write her first book, 'The Story of My
Life'. She graduated in 1904, becoming the first deaf-blind person to get a
degree.
Helen wrote a
lot of books and essays, gave lectures around the world and worked hard to
raise money for and improve the living conditions of the blind. All in all, Helen's life was an
incredible inspiration.

THINK!

Which part(s) of the body do we need for the five senses below?
• hearing • touch •
sight • taste • smell
We need our ears to hear.
Imagine you don't have one of these senses. How would
your life be different to how it is now? Tell the class.
What do you know about Helen Keller? Why was her life
"an inspiration"? Listen, read and check.
3      What
do the following numbers/dates refer to?
• 30 •
1904 • 20 • 1 • 7 • 12
4      Read
and answer the questions (1-6).
I What was so incredible about Helen Keller?
2
What was Helen like when she was a young child? Why do you think she was
like this?
3
How did Anne Sullivan influence Helen's life? 4 What did Helen achieve
when she was an adult?
5      What
impresses you most about Helen Keller?
6      What
can we learn from Helen's life?
Try to explain the words in bold in the text from the
context they are found in e.g. tutor teacher. Check in the Word List.

Write a short summary of the text. Read it to the class.
Portfolio: Find information about a famous person from your country who
inspires you and write a short biography of them. You can include: date/place
of birth, childhood, what famous for & why, achievements, date of death (if
from the past) & your own ideas & attitudes.
What do you know about Antarctica? Read the fact

file. Which piece(s) of information do you find most impressive?
All About Antarctica
•
It is the coldest, windiest, highest & driest place in the
world.
•    It is approximately 48 times the size
of the UK and twice as big as Australia.
•
It has over 90% of the world's ice & 70% of its fresh water.
•
In some places, its ice is over 3 km thick.
•
It has not rained in the 'dry valleys' region of Antarctica for
at least 2 million years.
•
The lowest temperature ever recorded in Antarctica was -89.60C.
•    Some of the fish around Antarctica
have proteins in their bodies which stop their blood from freezing.
Check the collocations in the
Word List. How could these things be related to Antarctica? Read the text
to find out.
•
greenhouse gases • burning fossil fuels • rising world
temperatures • melting ice
•    adventurous tourists
•
C02 emissions • global warming

Global Warming

Global warming is nothing new. We all
know that burning fossil fuels, greenhouse gases and deforestation are I)
........ world temperatures to rise. But 2) — the past 50 years, Antarctica's
temperatures have increased by about 3'C, around 10 times more than the rest Of
the world! As a result. glaciers and sea ice are melting and ice shelves are
breaking off into the sea, which is very bad news! If Antarctica's thick, polar
ice sheet 3) ........ melts, not only will the world heat up generally, but
global sea levels could rise by about 6 metres, flooding many coastal areas.
This is extremely worrying, as almost every city with over 10 million people is
4) the coast!
Another problem is that melting ice
forms clouds, which 5) — to more snowfall. This can make life very difficult
for some of the wildlife in Antarctica, such as penguins, whose eggs rot in the
snow.
Read again and choose the correct word (A-D) for each
gap (1-10).                Listen and check.
meaning           B
causing           C putting           D effecting
2     A
to B from  C about D over
3     A
eventually B lastly C lately D truly
4     A
at B on       C about D around
5     A
directs       B leads  C follows             D results
6      whole         B
total   C big      D full
7     A
intention  B cause C opinion            D reason
8     A
carry           B put     C bring  D have
9     A set
down  B made up C set up         D put down
 A break
kill                    C injure              D damage
Explain the words/phrases in bold. Check in the Word List, then use some
of them to complete the sentences below. 1 The world's rainforests could
completely vanish in one hundred years because of — ,
2
Sea turtles lay their eggs on the beach, then ..... ... them in the
sand.

3
The river burst its banks,       the nearby village.
4
Seals are often caught and eaten by ... ..... such as sharks, whales and
polar bears!
5
The temperature in
Antarctica  from about -70 D Cto -20 D C.
Scientists are also worrying about
rising sea temperatures. In seas just 2'C warmer, mollusks cannot bury
themselves in the seabed, limpets cannot turn over and scallops can't swim.
These creatures are then caught more easily by predators and the 6) — food
chain is affected. It won't be long, therefore, before larger birds and animals
such as whales, seals and sealions are endangered if sea temperatures continue
to rise!
Human Impact
Antarctica isn't called 'the Earth's last great wilderness'
for no 7)            No country

owns it and no native people live there. Therefore, its clean air,
  water and ice make it the perfect place for scientists to 8) . out research.
  Therefore, Antarctica has become the world's largest laboratory! Many
  countries have 9) — scientific bases there, which means that the population
  now ranges from about 1,000 in winter to about 4,000 in summer. Also, 30,000
  adventurous tourists now visit Antarctica each year. It might seem like a
  nice idea to visit a totally unspoilt place full of amazing scenery,
  wildlife, glaciers and icebergs, but wherever there are humans, there is
  impact on the environment such as rubbish, C02 emissions trom burning fuel
  and pollution from boats. it we are not careful, both scientists and tourists
  may 10) . . the very qualities that draw them to Antarctica!

HELP Slow

three minutes writing a few sentences on the topic. Read them
to the class.

THINK!

Read the motto. What does it

If you were
  offered an all-expensespaid trip to Antarctica, would you go?

mean?

Why/Why
  not? Discuss.

Words of Wisdom

Speaking

'Take nothing but
  pictures. Leave nothing but footprints. Kill nothing but time. '

How can you use less energy? In
  three minutes, complete the spidergram with as

Motto of the Baltimore Grotto, a caving society

many ideas as possible. Compare with
  your

Project: In groups collect

partner, then report back to the
  class.

information about Antarctica on the
  Internet

To use less energy. 1 .

or in reference books and give a
  presentation

to the class. Include:
• what animals
live there
• what is being
done to protect them
You can visit this website: http://www.coolantarctica.org
Progress Check
Fill in: sprain, burnt, sunscreen, map, cat, Fill in the gaps with the
correct phrasal verb. plaster, injured, disability, bandage, rucksack.

I

Unfortunately, the driver of the
  car was seriously

The police think they know who's been
  carrying . the burglaries.

      .
  in the accident.

2

Bethany
  carried .         . surfing after she lost her

2

Don't forget to take . . .... . to the beach; it's a very

arm in a shark attack.

hot day.

3

Amanda
  didn't think she would be able to put on

3

It's just a little cut; clean it
  and put a . . . . . .. on it.

an American accent in the play, but in the end

4

Margaret's party was supposed to be a surprise, but

she carried it . . .... . really
  well.

Daniel let the ...... out of the bag and told her

4

Everyone was surprised when the prime minister

about it by mistake.

actually carried ....... the
  changes he had proposed.

5

Why don't you put a . . . . . . on
  your wrist if it still

5

John got
  carried .             . when he won the race

hurts?

and started screaming and running
  around.

6

Did James . . . . . . . his ankle
  while playing football?

7 It's best to take
a . . . . . . . with you to carry yourPoints: 20 ) things in when you go on a
hike.

8 I think we're lost; can you pass
  me the .......?

9 Many athletes have overcome a . .
  . .... and reached the top of their sport.

Match to form exchanges.

10                my
  hand while cooking dinner yesterday.

            How did you get your broken
  arm?

Points:

2 What do you think about coming skydiving

                                                                                20

with me next week?
      3   Do
  you think I should go trekking in the

Report what each person said.

mountains?
4 My throat's a lot better now.

 "We are going
  on a hike tomorrow," John told me. . ... . .

5 You're looking under the weather.

2 "Go to the doctor's,"
  Jenny said. . . . . . . .

a Yes, I'm not feeling very well at
  all.

3 "Have you still got a sore throat?" Amanda
  asked.

b
  Oh, that's good.
c
  I had a little accident last week.

4 "Matt's got a really bad headache," Andrea
  said.
          "Fortunately,                                         leg,"
  Samantha

d I would think twice about
  doing that. e Hmm... I ' ll think about it.

5     she didn't
break her said to me. . ... . ..
( 5X4Points:
Choose the correct words.
                         Anyone/No one is more
adventurous than Jake.
2
There's nothing/something I have to tell you.
3
Someone/Everyone admires Tom for what he has achieved.
4
I've lost my umbrella; I've looked everywhere/ nowhere for it!
5 Do you know anything/something about
surviving in the desert?
                                                                                Points:                                                                                in
English
                                                                                5X4         20

Use the prompts to ask and answer questions, as in the example.
I What time/you/get up/every morning?
 A: What time dc you get up every morning?

I Are you doing/Do you do anything special tonight?
2
Marion is allergic to
dairy products. She hasn't eaten/ hasn't been eating chocolate for years.
3
Daniel thinks/is thinking about moving to a bigger house in the
countryside.
4
Sue has been working/is
working in this company for ten years now. 5 You look/are looking very pale.
Is everything OK?
6 The film starts/has started at 22:00
pm. We must be at the cinema by 21:30.
Put the verbs in brackets into the correct present tense.
Why are your clothes dirty?
B: Because I (work)
in the garden all morning.
Why are you upset?
B: Because
I . . . . . . . . (lose) my car keys. Would you like some homemade cake?
B: Yes, please. It
(smell) delicious.
Are you busy?
B: Yes. I (work) on this project all day and I . . .
. . . . .
(still/not finish).
5 A:
Who       . (use) my MP3 player?
B: I have.
What's that noise?
B: Jason . . . . . . . . (have) a birthday party. What
. . . . . ... (people/wear) on Remembrance Day?
B: A little red paper poppy.

. (you/find) a dress for the prom night?
B: Unfortunately, not yet.
B: I get up at      every morning. 2
you/have breakfast/in the morning?
3
What time/your dad/leave for work?
4
you/meet/your friends/in the afternoon?
5
your mum/do the shopping/every day? 6 What/you/do/in your free time?
Read the email and put the verbs in brackets into the correct present
tense.

Sall Benso

Burns night supper

From: Subject:

Hi Sue,
Sorry I I) . (not/write) sooner but 1 2) ........ (be) busy
  with my cousins in Scotland. How are things there? What 3) . . (you/be) up to
  recently? It's really great here.
1 4) . (just/come) from a Burns night
  supper. They 5) . (celebrate) the work of this famous Scottish poet, Robert
  Burns, for over two centuries. They 6) .     .
  (serve) cock-a-leekie soup which is made with chicken and potatoes. Then,
  while serving the main dish, haggis, pipers 7) (play) the bagpipes and the
  cook 8) . (put) the haggis on the host's table. They 9) ...... . (finish) the
  night with some poetry.
I have to go now. 1 10) . (surf) the Net
  for the past 2 hours and my cousin I l) . (still/wait) for me to get ready to
  go shopping. Bye sally

The people below like doing different things. Look at the table and, in
pairs, ask and answer questions, as in the example.

Name
David
  Smith
Susan Jameson

sally
  Hill
Daniel Johnson

How long write
  songs/4 years
play
  tennis/ 2004
collect stamps/ 2
  years
take pictures/ 2006

take 500/ pictures

How long has David been writing songs? B: He has been writing songs for
four years. A: How many songs has he written so far? B: He has written 40
songs.
Adverbs of frequency
Read about Danny's daily routine and make sentences, as in
the example. Use the verbs in brackets and the adverbs of frequency.
1 Danny > always
goes (go) jogging in the morning. (always)
(take) the bus to school.
(seldom)
(play) basketball in the afternoon.
(often)
(meet) his friends at the weekend.

(sometimes)
5 He                  (visit)
his grandparents after school.
(usually)
 (surf) the Net on a weekday. (never)
Form questions using How often ...? to ask your partner, as in the
example. Then use the answers to fill in the table. Use A (always), U
(usually), O (often), S (sometimes), R (rarely) or N (never).
I you/have breakfast in the morning?
 A: How often do you have breakfast in
the morning?
B:
I always have breakfast in the morning.
A: I often have breakfast in the morning.
2 your dad/drive you to school? 3 your grandparents/visit
you? 4 your family/go on a picnic?
5
you/tidy your room?
6
your maths teacher/
assign a lot of homework?

You

Your partner

You I) > have
  (have) breakfast in the morning.

Your dad 2) .
school.

. (drive)
  you to

Your grandparents 3) ..... ..... (visit) you.

Your
  family 4)              . (go) on a picnic.

You 5) ... ..... (tidy) your room.

Your maths teacher 6) . . (assign) a lot of homework.

Relative clauses

Read the text and fill in the gaps with the appropriate relative pronoun.

Garlic FESTIVAL
Have you
  ever experienced a garlic festival? If not, then you have never been to
  Gilroy, California, 1) . the garlic festival takes place every year on the
  last full weekend in July. Since 1979, 2) this festival first took place, it
  has raised over This garlic festival, 3) . started as a regional festival.
  has now become an international event. It isn't only adults 4) . can enjoy
  musical entertainment but there IS also a children's area 5) . . there are
  ans and crafts and a beauty competition. There is also a Miss Gilroy Garlic
  Festival Queen 6) role, among others, is to represent Gilroy at various
  festivals. Each year cooks submit their recipes and the best ones win a place
  in the final at the festival. Garlic enthusiasts 7) been trying the unusual
  30 years hope to do years to come. It is a very popular event and this is the
  reason 8) you have to book early so as not to miss it!

Join the sentences, as in the example. Put commas where
necessary. Write D for defining, ND for non-defining. Decide whether the
relative pronoun can be omitted or not.
 Buckingham Palace is in London. It is
the residence of the Queen of England. Buckingham Palace, which is in London,
is the residence of the Queen of England. (ND — relative pronoun cannot be
omitted)
2
I bought a book
yesterday. It's very interesting. The book ..... .. . . . .
3
Sam's birthday is on Saturday. He's having a party this weekend. Sam .
4
I've been studying all day. That's why I'm very tired. I've been
studying all day .
5
The best time to visit
Scotland is on New Year's Eve. Hogmanay takes place then. The best time to
visit Scotland is on New Year's Eve .
6
Amy is taking part in the carnival. She has made her costume herself.
Amy ..... .

. (study) harder.
2       The
suspect denied ... ..... (steal) the old woman's purse.
3       Her
parents don't let her ..... .. (stay) out late.
4       After
... ..... (do) the household chores, I always relax on the sofa.
5       I
really look forward to(visit) EuroDisney at Christmas.
6       The
new James Bond movie is worth ..... ...
Choose the correct answer.
 I suggest London this New Year's Eve. How does that sound to you? a
visit b visiting c to visit
2     It
was really kind of David ..... you a lift home. a to give b give c giving
3     The man refused   the policeman's
questions.
a
answer     b
answering          c to answer
4     1
can't decide what ..... to the dinner tonight. a wear b wearing c to wear 5
James offered ..... me up from the airport. a to pick
a
break
Helen is a vet. Use the ideas below to talk about her, as in the example.
 Helen
spends hours treating sick animals.
Put the verbs in brackets into the
correct infinitive or -ing form.

Getting your teens to tidy up!
Saturdays can be hectic if you work all
    week. You want I) (invite) friends over for dinner, but the house is a
    mess. You seem . (spend) most of the day tidying up after your kids. You
    just hate 3) . . (shout) at them all the time but don't know what 4) (do). Well,
    you should 5) (make) some changes!
Prepare a list of chores
    and ask your children    (choose)
    the ones they would prefer    (do).
    Maybe you could even 8) . (give) them a
    small reward such as baking their favourite
    chocolate cake if they manage 9) .
(complete) their tasks. Before you know
    it, everyone will look forward to 10) . (help)

out at home and you will enjoy 11) . . (be) at home at the
    weekends!

Match column A with column B to make correct sentences, as in the
example.
doing the ironing. I find it very boring.
trying to make him change his mind. He's so stubborn.
laughing at his jokes. live in a house
than in a flat.
doing everyday chores?
take the dog for a walk now before it gets too late.

Complete the questions with the verbs from the list in the correct form.
Then tell the class about yourself.
• share • rent • spend • live • tidy • have
Living
Preferences Questionnaire
                             Questions                            Your
answers
Would
you prefer I) to live in the in the city city or in the countryside?
Would you rather 2)    a house or a flat?
Which
room of your house do you like . time in?
Would you mind 4) your room with your brother/sister?
Do your parents expect you 5) . your
room yourself?
Do your parents allow you 6) . pets in your house?
> I would prefer to live in the city because
there are a lot of shops, cinemas and other things to do.
Put the verbs in the correct form, as in the example.
Dear Sue,
I was
really excited to hear that you are planning to visit Russia over Christmas.
Here is what you need l) to know (know) before you come here.
Remember 2)
(take) heavy clothes and boots with you.You don't have 3) . (bring) your
skis.You can rent equipment for skiing here. It's worth 4) (visit) the Grand
Kremlin Palace in Moscow. Don't forget 5) (take) a tour at the magnificent
Hermitage Museum. It's one of the largest museums in the world. How about 6) .
(go) ice skating? Ice rinks are not very expensive and I'm sure you'll have a
great time. Try 7) (relax) in a Russian style sauna and then roll around in the
snow. Afterwards, your skin will be really smooth.
Well, that's
all for now. Call me when you get here.

Yours,
Olga
Too — Enough
Look at the pictures and make sentences using too or enough,
as in the example.
1
Sam/strong/lift the watermelon
Sam is strong enough to lift the watermelon.
2
Mr Smith/tired/work
ames/old/ drive
04 It/windy/go windsurfing
5 The exercise/ difficult/ do
Wayne and his family have recently moved to a new town but
Wayne does not like it. Use the ideas below to talk about it, as in the
example. Use too or enough.
•     house — old • bedroom — not spacious
•     neighbours — nosy • neighbourhood —
crowded
•     garden — narrow • garage — not big
Wayne's new house is too old.

Read and match.
  Then put the verbs in bold in the correct tense.

Read the story and fill in the gaps with the past simple or the past
continuous.

Sally
One cold, stormy afternoon, Harry's
    dad I) ....... . (tell) him a ghost story called 'Scary Sally'. "One
    day long ago," he 2) . (say), "a man 3) . ..... . (walk) through
    the woods, when he 4) .... (notice) that strange lights 5) .... (shine) in
    the north, south, east and west. Suddenly, he also 6) .. . (see) a strange
    woman. Big, black crows 7) ..... . (fly) above her head. Then, the crows 8)
    (chase) the
terrified man out of
    the woods! Nowadays, people still sometimes see the strange lights, the
    witch and the crows." Harry 9) ..... ... (not/believe) his dad's
    story!
That night, Harry 10)
    ..... . (hear) a strange tapping sound at his bedroom window. Harty 11)
    .... . .. . (look) out of the window and 12)     (scream)
    loudly! He 13) ........ (can) see some strange lights and big, black crows
    14) ... . .... (circle) in the trees ...

•     What
do you think Harry did after that?
2 Underline the correct item.
1       By
the time Graham arrived at the train station, the train has already been
leaving/had already left.
2       How
long had you been trying/had you tried to call Tom before he finally answered
the phone?
3       The
children had been putting away/had put away their toys before their mum came
back home.
4       Alan had a headache because he had
played/ had been playing computer games all afternoon.
5       Simon
had saved/had been saving money for many years before he bought his own house.
6       The
football game had just been starting/had just started when it began to rain.
a     when he/ realise he/ leave his
passport at home.
b
because she/walk in the rain.
c      when we suddenly/ have a power cut.
d
and then do the washing-up.
e
when a loud noise/ wake her up.
c I was surfing the
Net when we suddenly had a power cut.
Put the verbs in brackets into the correct past tense.
1     Yuri .. (work) on his computer for two
hours before it . .. . .. . . . . (break down).
2     (mop)
the floor while my brother was cutting the grass.
3     (you/sleep) when the earthquake . (start)?
4     This time last week, I . .... . .
(fly) to Paris. 5 Sam was really happy because he
(pass) all his exams.
6
Sarah . (clean) the house by the time her parents . . . ... . . (come)
back.
7
James   (wait) for a while and then
(open) the door to see who .
(make) that strange noise.
8
Marion . . (not/go)
shopping because she (spend) the morning with her little brother that day,
 Correct
the mistakes.
I Carol a phone call
and then left the office.
2 What did you do at 10 0'clock yesterday morning? 3 Rob was twisting his
ankle, so he couldn't play football.
4     When I was younger, I was living with
my parents.
5     Bill was cooking dinner by the time I
got home.
Read the email and put the verbs in brackets into the correct past tense.
ooc
Last week we asked readers to send us
descriptions of their funniest dreams. Here's the winning email from Gerry in
England.
I l) . . (study) for an exam the whole evening so I was quite tired when
I went to bed. In the dream I was at school. 1 2) (enter) my classroom and 3) .
(sit) at my desk when suddenly I realised that all my classmates 4) . . (wear)
masks of farm animals! My teacher entered the room. I
tried to read the test paper she 5) . (hand out) but all the questions were in
some strange animal language with moos and baas! The rest of the class 6) . .
(write) their answers without any problem. In the morning I woke up and heard
some cows outside my window. They 7) . (break) through our gate during the
night. The noises they 8) . . (make) all night had probably caused my dream!
Use the phrases to prepare a short story. Tell the
class. Use connectors (and, because, but) where the dashes (—) are.
A Coincidence
•
It/be/Friday evening. Daniel/just arrive/Heathrow Airport/London.
take/his luggage — get/a taxi go/his hall of residence.
•
he arrive/flat — open/his suitcase. be surprised his
suitcase/be full of women's clothes. he/realise — he/take the wrong suitcase.
•
he call/the Lost and Found Department at the airport — the
officer/ say/ nobody/report/they/ take/wrong suitcase. Daniel/be really upset.
•
he go/kitchen — make dinner. the door/open — a girl/ enter the
flat. she/hold his suitcase! he/ go/ his bedroom — return holding/her suitcase.
show it to the girl — they/start laughing.

Used to/ Would
Rewrite each person's comment using used to or didn't use to.
1
Susan — " I eat a
lot of salads now."
> I didn't use
to eat a tot of salads.
2
David — "l don't drive to work any more."
3
Pete — "l go
jogging every day now. "
4
Lisa — "I've got a
rabbit now."
5
The Johnsons — "We don't live in a flat any more. "
6
Sarah — "l cook every day now."
Sarah Stevens won the lottery last year. Now she is a millionaire.
Fill in the gaps using used to/ didn't use to and the verbs in brackets. Then
say in which sentences you could also use would.

Before I was a millionaire, I ...
•  (rent) a small flat but now I have
bought my own house.
(take) the bus to work but now I have my
own car.
(not/buy) new
clothes but now I can go shopping every day.
 4) (go) camping but now I stay in
expensive hotels.
. (not/have) enough money to help the
poor, but now I often give money to charity.

Module 4                                                                                Read
the letter and put the verbs in brackets
into the correct future tense.
Future
tenses

Look at the pictures and fitl in the gaps with the verbs from the list in
the present continuous, the future simple, the present simple or be going to
form:
fly • drop • start • become • help
THEA
1     The
play ... .... . at 21:00.
2     Helen
. . a pop singer one day.

3 Daniel an hour.
you carry these shopping bags!

to Madrid in

5 Look out! You .

. mum's

favourite vase.
Circle the correct item.
Dear Lillian,
Hello! How is your Iijë in Hawaii?
I'm writing to you because I'm building a dog robot. I
l) (take) it to my teacher to help me finish it at the end o/' this week. Br
the time you read this, it 2) (perform) tasks for 5 {lavs. which is 35 days in
dog years! So./àr, it can bring items, hut when I finish it, it 3)
(learn) many other commands, such a.s feeding other dogs and chasing cats. I
think you 4) (love) it.
Write hack soon with any suggestions.
Regards,
James

1
  1'm very tired. I ..... . bed early tonight.
A will go
  to B go to C am going to go to
2
  Don't worry. I
  ...... late tomorrow morning! A am not going to be B am not
C will not be

C buys

I By 10:30 in the morning, she will
    have woken up (wake up).

4 My
    aerobics class        at
    8 pm.

2 At 11:00, she ..... .....
    (have) her hair cut.

       A
    is starting                              B starts

      3
    By 15:30, she                  (have) lunch.

C going to start

      4
    At 15:45, she .             . (watch) TV.

5 The
    phone is ringing. I

5
    By 19:00, she ...... ... . (surf) the Net for an

       A
    am getting                            B get

hour.

C will get

6 By 23:00, she .... ... . .
    (go) back home.

3
  Now that he has
  the money he .... . his own flat. A is buying B is going to buy

Look at Emily's schedule for Saturday, then complete the
sentences using the verbs in brackets, as in the example. Use the future
continuous, future perfect or future perfect continuous.

Saturdáy

     10:00       wake up
    11:00      have her hair
  cut
14:30 have lunch 15:30 watch TV
     18:00       surf the Net
    20:30      meet her
  friends
     22:30         be back home

Put the verbs in brackets into the future continuous, future
perfect or future perfect continuous.
This time next week I ........ (fly) to
Madrid.
B: Really? Can I join you?
You've been surfing the Net all morning!
B: Yes. By 1 1 0'clock I . (surf) the Net for four
hours.
Have you moved to your new flat yet?
B: No I (move) at the end of this week. .
(you/go) shopping later today?
B: Yes. Do you need anything from the shops? You
look tired!
B: Yes. By 9 0'clock I .              . (study) for
five hours.
Why don't you come to my house at seven
o'clock?
B:     . (you/come) back from work by then? Sarah
is retaking her driving test next week.
B: I know. She ..... ... (take) it three times so far!
Haven't the builders finished repairing
the roof yet?
B: No, not yet. By the end of this week, they
. (repair) the roof for two weeks.
Time clauses

Underline the appropriate time phrase and put the verbs in
brackets into the correct tense.
 Don't forget to turn
off the lights after/before you . . (leave) the house.
2
(vacuum) the carpets while/since you ...
..... (do) the ironing.
3
By the time/As long as Sam . (realise) his mistake, it .... .... (be)
too late.
4

(not/know) when/until she (come)
back.
5
(call) you as soon as/until I .
(arrive) home.
6
(pay) you back the moment/while I .
(get) paid.
Clauses of purpose
Underline the correct item.
      I'll
take some food with me in case/so that I
get hungry.
2
Peter got a loan from the bank so to/in order to buy a new house.
3
Sue has bought a microwave in case/so that she wants to heat up food
quickly.
4
Tom upgraded his Internet connection to
broadband so as to/in order that be able to surf the Net
faster.

Clauses of
result
Complete each sentence with two to five words, including the word in
bold.
I Steve doesn't pay much attention to his teacher.
He always gets into trouble.
little Steve pays . . to his teacher that he always
gets into trouble. 2 Her suitcase was heavy. She asked her brother to help her.
such She had . . she asked her brother to help her.
3 Daniel spent a lot of money last
weekend. He

can't pay his bills now.
much Daniel spent .... . last weekend that he can't
pay his bills now. 4 The weather was bad on Sunday. We didn't go to the beach.
such
It was . . on Sunday that we didn't go to the beach.

Module 5
Comparatives and superlatives
Complete the gaps with the correct comparative/ superlative form of the
words in brackets.
photographer,
sculptor videographer, installation artist, snacker
Liz Hickok cleverly transforms gigantic city buildings into colourful
little mosaic models. Some people say that the jewel-like sculptures look 1) .
(little) like art and 2) . (much) like food. That's because Ms Hickok's
construction material of choice is Jell-O, a colourful and wobbly dessert made
up almost entirely of water. She admits it is
(easy) than it looks. Also, she is 4) (interested) in
producing art than viewing it; and with each new project, her skills get 5) .
(good) and better. At 33 years old, she is 6) .
(young) than many artists and her life is 7)
(exciting) than she could ever imagine. Her (late) design is a city in
the middle of an earthquake. But, if one of her skylines is missing a monument,
it is not due to a natural Admittedly, she snacks while sculpting„,
Choose the correct answer.
1       Pete is      helpful person of all.
a     less   b little c the least
2       The
more you exercise, the ... ..... you'll become.
a     fit       b
fitter  c fittest
3       Emma
is not asher sister.
a     funny
as b funnier than c funny
4       This T-shirt is cheaper than the blue one.
a     much b
very   c lot
5       As
Ivan grew up, he got taller and .... .... .
a     the
tallest b taller        c tall
6       Tom
is older than his brother. a slightly b little c by far Put the adjectives in
brackets into the correct form, adding any necessary words.

Paul

David

Slava

old

tall

clever

friendly

handsome

 Slava is > older than (old) David. 2
David is        (tall) as Paul.
3
Slava is ..... .....
(clever) of all.
4
David is (friendly) than Paul. 5 Paul is ..... ..... (handsome) of all.
Cross out the unnecessary word.
1
The armchair is not as more comfortable as the sofa.
2
The more harder you
work, the more successful you become.
3
Mark is very much faster
than his brother.
4
My new laptop is by far
better than my old one. 5 Sue's husband is much more older than her.
6 As I went on reading the book, it got less and less
exciting.
Fill in the gaps with the correct form of the adjective/adverb in
brackets.
1     A:
This pink skirt really suits you.
B: Yes and it was .     . (cheap) than I had
expected.
2     A:
Could you speak a bit (slowly), please? B: Yes, of course. I'm really sorry.
3     A:
Do you like the cake? I've made it myself.
B: Yes. That's by far (good) cake I've ever had.
4     A:
Is your new flat in the city centre? B: Yes and it's also . . (close) to the tube
station.
5     A:
I really appreciate your help.
B: Don't mention it. If you need any . (far)
help, just call me.
Think of famous singers, actors, etc. in your country. Use
the following adjectives to compare them.
•  young • talented • handsome • famous
•  friendly • successful
•  I think Dima Bitan is
younger than ...
Gradable/ Non-gradable adjectives
7 Underline the correct word.
I Teachers need to be very/completely patient with
students.
2     It
would be fairly/totally irresponsible of you to leave the children on their own
in the park in the evening.
3     The
essay that Mike wrote was interesting and fairly/extremely well written.
4     Josh
is a(n) rather/absolutely likeable little boy.
5     1
really enjoyed the new James Bond movie, Quantum of Solace, as
it is totally/extremely fast-paced and imaginative.
6     After
a warm day yesterday, the snowfall today was completely/fairly unexpected.
Daniel and Susan saw
these two films last night. Use the adverbs in the box to say what they thought
of each film. Then think of a film you've recently seen and describe it to your
partner using the adverbs in the list.

Would (prefer)/ Would
rather/sooner
Read the interview and put the verbs in brackets into the
correct form.
Interviewer:
On the show Lost, Sawyer enjoys reading. Do you read a tot of books as well?
Josh: I must admit, I prefer 1)
                           (exercise)
to 2)              . (read).
Interviewer: You look fit, you must read a lot!
Josh: True, but I would rather 3) (spend)
more time with my family than at the gym.
Interviewer: Hawaii is a paradise. Could
it be your permanent home?
Josh: Hollywood is where the business is, so
I'd have to say that I would prefer
. (live) in
California rather than 5) . . (live) in Hawaii. However, I would sooner 6) ...
...
(surf) the Hawaiian waves than .
(have) a successful shopping trip on California's Rodeo Drive.
Ask and answer
questions using would rather, prefer or would prefer and the prompts below. The
choice of answers is

yours.

Look at the information and write sentences using the passive in the
correct tense, as in the example.
The Great
Pyramid of Giza
Located:
Giza Necropolis,

B: I'm afraid not, sir. Cameras .... .... .. (not/
allow) in the museum.
Has your new fridge arrived?
B: No, it . . . . . ... . . (not/deliver) yet.
When               (Pete/promote)
to Managing
Di rector?
B: Last week.
What's going on over there?
B: Oh, a new house ..... ..... (build).
Why are you so afraid of bees?
B: Because I . . (sting) by a bee when I was a
little boy.
When will you finish your project?
(must/finish) by tomorrow morning.
7 Å: Who (The
Day the Earth Stood Still/direct) by?
B: Scott Derrickson.
Are you driving to work today?
B: No. My car .... ...... (not/repair) yet.
Put the verbs in brackets into the passive.
I Our house ... .... ... (burgle) last night.
2     This
building . (estimate) to be at least 200 years old.
3     All
the packaging (must/remove) before placing the pizza in the oven.
4     Unfortunately
a lot of dogs .. .. . . . . (abandon) in the streets by their owners.
5     £100,000 (donate) to the local
orphanage by somebody who wanted to remain anonymous.
6     How
often .   . (cats/should feed)?
which is part of Cairo, ER,rpt Built: around 2,720-2,560
BC over a period of 20 years Made up of: 2.3 million
limestone blocks
Interesting facts:
•
used as a tomb for King Khufu
•
still unknown how
people placed the blocks
•
the Pyramid's features are so large you can see them from the
moon
>
The Great Pyramid of Giza is located in the Giza Necropolis, which is part of
Cairo in Egypt.
The causative
Look at the pictures. Use the ideas to make sentences, as in the example.
• nails/do • dress/mend •
sofa/deliver
• eyes/test • bedroom/paint

I Susan > had her bedroom painted last week.
2
Ann ..... . . .
.. now.
3      Paula ..... . ... . tomorrow.
4
David .....           . every six months. 5 Linda must . . ....
.... .
Read the situations, then write sentences using the causative form.
 Claire is going to the optician to
repair her glasses tomorrow. What is she going to do?  She is going to have
her glasses repaired.
2
Somebody is taking a
picture of Linda now. What is Linda doing now?
3
Danny's jacket is dirty. It has to be dry-cleaned. What should he do?
4
Somebody stole Paul's
mobile yesterday. What happened yesterday?
5
Sandra has paid somebody to fix her fridge. What has she done?
6
Bill's car was serviced
yesterday. What happened yesterday?
7
Claire's hair is cut every month. What does she do every month?
8
Sarah will go to the dentist's for a check-up tomorrow. What will she
Question words + ever
Underline the correct word.
1       Why
do you always blame me whenever/wherever something goes wrong?
2       You
can visit me whichever/ whoever day is best for you. I really don't mind.
3       You
can have your birthday party whatever/wherever you like.
4       Mike
could not fix the problem whatever/however hard he tried.
5       May
I speak to whoever/ whichever is in charge here?
6       You're
so lucky! You eat whichever/ whatever you want and you don't put on weight.
7       Whenever/However
I hear this song, it always reminds me of you.
8

You can have your hair cut whatever/however you want.
Reflexive & emphatic pronouns

Fill in the gaps with the correct reflexive or emphatic pronoun. Then write R
for reflexive or E for emphatic.
Use the ideas to ask and answer questions, as in the example.
 Olga/clean/the
house? (V)  A: Did Olga clean the house? B: Yes, she
did it herself.
2 Vladimir/repair/his car? (X)  A:
Did Vladimir repair his car?
B: No, he had it repaired. 3 Gena and
Alina/decorate/their house? (s/ )
4
Ross/fix/the tap? G/ )
5
Vera/plant/flowers in her garden? (X) 6 Barbara/prepare/dinner?
7     Helen/make/her
wedding dress? (X)
8     The Walkers/ paint/their balcony? V)
I it/be/sunny tomorrow, l/go/to the park
> If it's sunny tomorrow, I'll go to the park.
(1st
Conditional)
2 you/work out/regularly, you/keep fit 3 Weat Ichocolate, I/get (red
spots on my face
4      you/not
study, you/not get/ good marks
5      you/leave/ice
in the sun, it/melt
6      I/save
some money, l/buy/a new computer

Look at the pictures, then use the ideas to write conditional sentences. What
type is each sentence?
Fill in: if or unless.
1      ..........
you leave now, you'll be late for work.
2      I
am not busy in the afternoon, I'll call you.
3      .
you book your tickets in advance, you won't get to see the concert.
4      . I wake up early on Saturday, I'll
go shopping.
5      .
.. ..... . . you water the flowers regularly, they won't grow.
Complete the sentences for each picture using Type 3 conditionals, as
in the example.

missed the train.
2 not miss/train not sit/bench 3 not sit/bench not
find/cheque of £100,000
4     not
find/cheque not take/it to the bank
5     not
take/cheque to the bank not receive/
£10,000 reward
Choose the correct answer.
I "Can you help me with my homework?"
"If I wasn't busy, I . . . . .. you."
      A will
help             B would help C help
2     "I'm
not feeling very well today."
      "If
I were you, l .      . at home."
A
am staying B will stay         C would stay
3     "Where are my sunglasses?"
"If you . . in your desk drawer, you'd have found them.
A
took           B had looked C looked
4     "Are
you going to Jane's party tonight?"
"If I finish work early tonight, I . . . . . . . "
A
go               B will go               C would go
Wishes
Put the verbs in brackets into the correct tense.
I wish Tom ..... . . . . . (come) to your
party. B: Yes. We would have had a great time. I really miss my
brother. If only he . . . . . . . . . .
(be) here.
B: Why don't you visit him?
If only people . . . (drive) more
carefully. B: Yes. Then there would be fewer accidents. I wish I .
(not/be) so rude to Ruth this morning.
B: I know. I think you should
apologise.
Make sentences, as in the example.
 Anna is busy today. We can't go shopping together.
I wish
Anna weren't busy today.
2
I lent Diana my favourite earrings. She lost them.
3
I lied to my best friend. He is upset with me now.
4
I didn't bring my umbrella with me. I am soaking wet now.
5
My flatmate always make a lot of noise. I can't study.
6
I touched the frying pan yesterday. I burnt my hand.

Rewrite what the children are thinking using I wish/lf only. Then say which
sentences refer to the present and which refer to the past.
1       I wish I could hear the
teacher. (present)
Modals
Choose the correct answer. Give reasons.
I You ..... see a doctor if you're
not feeling well.
      A
mustn't            B should              C might
2
You. do the washing up  I've
already done it.
A mustn't B can't   C needn't
3
That ...... be Tracey ringing the doorbell. She said she would come
round.
A won't    B can     C ought
to
4
If you miss school because you are sick, you get a note from the doctor.

A might B may C have to 5I
have another slice of cake, please?
       A Should               B Must                   C May
6 Tim's story . . . . .. be true - he's making it up!
A can't B mightn't C shouldn't 7 Not many
people . . . . . . speak six languages.
       A may                     B ought to            C can
8
I reallyreply to Samantha's email. A might B must
C may
9
I know you don't like Ben, but you . at least say hello to him.
A need B shall C could 10 I carry those
heavy bags for you?

                                                                                A
Shall                   B Must                   C Ought

"I'll see you tomorrow,"                  ...
  ....

as in the
  example.

4

Phil
     . to me
  that he had sprained his ankle while playing football.

5

"I'm feeling much better
  today," Linda

Fill in the gaps with say or tell in the correct form.
1
He . . .. me to meet him outside the cinema.
2
Tom ... that he wanted to take up a new hobby.
3
Sharon              ...
Steve.
                I
surfed for the first time last year. "It is                             6
"Stop laughing at me!" Mark               to Peter.

A:

Did Susan go to Daniel's party?

> Mark
  said (that) he had surfed for the first time the

B:

She couldn't. She said she has to/had to

previous year. His mother said (that) it was dangerous,

get up early the next day.

but he promised to be careful. It
  was/had been an

 "l have to get up early
  tomorrow. "

amazing experience and he felt/ had fett like a bird.

2

A:

Where is Sue?

B:

She's sleeping. She said she has/had a

dangerous," my mother said but I promised to be
careful. It was an amazing experience and I felt like a bird! (Mark) Underline
the correct item. What were the speaker's exact words?

headache.

2

I'm having a great time skydiving in Spain. I've

3

A:

Is David coming to the cinema tonight?

been here for nearly a week. There was only B: Yes. He said he
would/will meet us at the one nasty moment when my parachute got main entrance.
              stuck. "Why did I sign up for this?"
I thought at                           4 A: Have you seen Joan?
the time. Luckily, I remembered to
pull the B: Yes. She said she went/was going shopping. safety parachute, which
worked immediately. 5 A: Nina is moving to her new flat.
(Katya)                                                                                B:
Yes. She told me she was needing/needed help.
6 A: Will Jane be at the gym today?
B: No. She said she felt/had been feeling ill 3 I
taught my friends how to do parkour last all day.
week. It was thrilling because we ran
like we were being chased. I'm really happy because I
can jump from building to building with myTurn the following into
reported speech, as in friends. (Paul)
the example.

"Please,
  don't move your leg, Susan."
 Ms
  Jameson asked Susan not to

4
I'm taking part in the Winter Olympics move her leg. competition
next year. It will be my first 2 "Lift your leg a bit professional event
and I'm really excited. higher. "
Reaching speeds of 70 mph on your board can 3 "Turn your
foot to be pretty scary at time, but I won't stop the right, please." 4
"Don't
competing until I've taken the gold!
(Sasha) take off the bandage. "
5
"Stand up slowly, please. "

Reported questions
Report the following questions, as in
the example.
1       "When did you sprain your
wrist?" Jane asked sally.
 Jane asked Sally when she had sprained
her wrist.
2       "Did you cut your finger while
you were chopping vegetables?" Tom asked Elena.
3       "Have
you ever broken your ankle?" Peter asked Alison.
4       "Have you got a stomachache?"
the doctor asked.
Yesterday, reporter Paul Smith interviewed Dave Stephens,
a whitewater rafting instructor. He asked him the following questions. Turn
them into reported questions.
 Why did you decide
to become a whitewater rafting instructor?  Paul asked Dave why
he had decided to become a whitewater rafting instructor.
2
Is it difficult for
somebody to learn how to do whitewater rafting?
3
What do you like most
about your job?
4
Have you tried any other
extreme sports?
5
What plans do you have for the future? 6 Are you satisfied with your
life?
Reporting verbs
Turn the following into reported speech using appropriate introductory
verbs.
 "Don't forget to buy some milk on your way back home," Mum
said to Martin.  Mum reminded Martin to buy some milk on his way back home.
2
"Yes, I broke your
mobile, " Claire said to Adam.
3
"I'm sorry I forgot
to call you on your birthday, " Molly said to Julie.
4
"Of course I won't give away your secret," Diana told Louise.
5
"You should see a doctor," Martin told David.

told Sam.

153

Some/any/every/no &
compounds
Underline the correct item.
 He didn't tell me anything/nothing about
it.
2 Come to the phone, please. There's
anyone/ someone who wants to speak to you. 3 Did one/anyone call white I was
out?
4 Is nothing/something wrong with Jane? 5 I really like living in Los
Angeles. There is anywhere/nowhere better than here!
6
Not everyone/anyone likes football.
7
You can sit everywhere/anywhere you like.
Question tags
Match the sentences to the correct question tags.
1
Sue has never been to
Italy,

f

isn't she?

work,

g

has she?

6

This is your mobile,

h

will you?

2
She is our
new maths a isn't it? teacher,b shall we? 3 Open the window,c is she?
4     Let's
go to the cinemad didn't he? tonight,she? e doesn't
5     Julie
is never late for
7
Adam bought a new laptop yesterday,
8
Alina has breakfast every morning,
Correct the sentences.
I Open the window, don't you?
2      That
is a very expensive bag, isn't that?
3      Mike
seldom goes jogging in the park, won't
4      I'm late, am l?
5      Let's
go to the park, will we?
6      Everyone
went to Sam's party, didn't he?

6 "Stop talking or I'll punish you," the teacher

Module 1                                       Module 2

Read the title of the song. How are these
key 1  Read the title of the song. Think of two
words related to it? Listen and read to find out. things that make a
neighbourhood a nice place

• laughter • fun • enjoy • friends
  • cheer

to live in. Listen and read. Are any of your

• celebrate
It's Party Time
The sound of laughter fills the
  air

ideas mentioned in the song?

Now all our friends are here So
  let's relax and atl enjoy

My Neighbourhood

The party atmosphere

My neighbourhood is peacefu

The time is right, we're feeling great

It's the
  perfect place to rest It's easy to relax here

So come on, everyone

When you're feeling tired or stressed

Its party time, let's celebrate

My neighbourhood is pretty

Let's all have lots offun

It's the perfect place to stay

The lights are shining everywhere so CO
  Iou and bright

You're always very welcome If you want
  to get away

Let's l isten to the music play

I know you would be happy

And dance all through the night

In my little neighbourhood

We've got lots of games to play

I'd be so glad to see you
And the place would do you good

And lots of foods to try

The people here are friendly

Later we can watch and cheer

Everybody wears a smile

As fireworks fill the sky

Why don't you pack a suitcase?
Come and
  visit for a while
My street is clean and quiet
And it isn't very wide
It's shady and its leafy
With tall trees on either side
My house is warm and cosy Its attractive and iYs new
Its also very spacious
So thereS lots of room for you

2

What
  do you think the singer of the song is asking

According to the singer, what makes a good       the listener to do?
Which words show you this? party?
g Would you rather live in

THINK!

THINK!

Why do you think people have the city or in the
countryside? Discuss, giving parties? Discuss, giving reasons. reasons.
SSI

3
 of            song
and the words/ phrases in the list. What is this song about? Listen, read and
check.
• close my eyes • everything's okay
• traveller or a king • escape • come true
• always free • catch rainbows
My World of Dreams
When I close my eyes at night
I travel far
away
I go to my world of dreams
Where everythingg okay
I can be a movie star
A traveller
or a king
When I'm in my world of dreams
I can be anything
All my
dreams are wonderful
They always make me smile
I forget my problems
And
escapejust for a while
In my dreams, I'm powerful
There's nothing / can't do
Maybe if! dream enough
My
dreams will all come true
In my dreams, I'm always free
And all the world is mine
I'm as happy as can be
And everything is fine
I can fly up to the stars
Catch
ra•nbows in my hands I can travel over seas
And visit
different lands
2 What does the singer dream about?

THINK!

What about you? What are your dreams about? Discuss.
SS2
4
chorus of song. What is the song about? Listen, read
and check.
• crashing • disconnected • download • online
• won't work • virus • techno troubles
Techno Wizard
When you've got a virus
Or you think a file has gone
When your laptop's crashing
Or you just
can't turn it on
When you've disconnected
And you just can't get online
Call me on my mobile
And soon things will all be fine
I'm a techno wizard You can cal/ me day or night / fix techno troubles
And make
everything all right
Ifyou've got a problem And you don't know what to do Call the techno
wizard
And I'll make things work for you
When a fi e won't download
Or your PC's running slow
Just ask me to fix it
And you know I won't say no
When your
screen is frozen
And it just wont work at all
Don't get stressed or worried
'Cause there's someone you can call
Why does the singer say that you shouldn't worry if you
have the kind of problems mentioned in the song?

THINK!

y; Why do you think so many people use computers if
there are lots of things that can go wrong? Discuss, giving reasons.

5
of song. Think of two 1 reasons why you like music.
Listen and read. Are any of your reasons mentioned in the song?
I love music
When I'm sad or feeling blue
There's one thing I love to do I play
songs I love to hear
Then my problems disappear
I love music, feel the beat
Clap your hands anci stamp your feet Fee/ the rhythm, jump and shout
Thats
what musicS all about
When I play my favourite song
I can dance and sing along All my troubles
fly away I feel everythingg okay
When I'm dancing, I feel fine
I feel like the whole world's mine
Everything's all right w th me
When the music sets me free
2 How does the
singer feel about music?                                     2

THINK!

Why do you think
music is important to different people? Discuss, giving reasons.
6
          first verse of song. What do
you think this song is about? Read, listen and check.
Lend a hand
In your own community
Are things as good as they can be?
Or are there people who need you?
Are there some things that you can do?
Lend a hand and help someone
Helping
others can be fun
Try' it
and you'll understand
That it feels great to lend a hand
Look around your neighbourhood
And give your time, do something good
Help a friend, make someone smile Just
listen for a little wh'le
You can help by being there
And showing people that you care
These little things can mean a lot
And time is something we've all got
Where does the singer suggest you can spend your time helping
people?

THINK!

Why do you think it is important to help
others? Discuss, giving reasons.
so

7

8

                                    and
         word/phrases. What

1

                                   first
  verse of

do you
  think the song is about? Listen, read

song, What is the song about? Listen,
  read and

and check.
•
get angry •
  busy day • long faces
•
tired or
  stressed • happiness • smiling

check.

• go wrong jealous • sadness • mood

Don't Give Up
Sometimes troubles get us down And
  leave us feeling bad

Look On The

Sometimes
  life brings tragedies That make us feel so sad

Bright Side

It's hard to face the world again
When all your
  hope is gone But I know that you will find

Some
  people get angry

The strength to carry on

When
  things don't quite go their way Some people get so anxious

Don't give up or turn
  away

When
  they have a busy day

When things are going wrong I know
  thatyou wit/ survive

Some people have long faces

For you are brave and
  strong

When they're feeling tired or stressed

Don't give up when
  times are hard

But I just wear a smile

'Cause you can make it
  through

Because happiness is best

You can win against the odds

1100k
  on the bright side

/ believe in you

It's
  the only way to be

Sometimes life sends challenges

I
  believe things will be fine

We think we just can't meet

And
  nothing can hurt me

Sometimes we face problems

Looking
  on the bright side

That we think we just can't beat

Keeps
  me smiling 0/1 day long

It's easier to turn away

/
  know life is wonderful

But don't give up the fight

And
  nothing can go wrong

I know that you have the strength

Some
  people fee jealous
Other
  people feel afraid
Some
  people feel sadness
That's the choice that they have
  made
Your
  mood is your decision
And it's aiways up to you
So choose to find happiness
In everything I do

To make things turn out right

2

How similar/different is the singer
  from the

other people in the song?

2

What is the singer's advice?

important to be positive when bad things happen? Discuss,
  giving reasons.

people face in daily life, and how
  do they overcome them? Discuss, giving reasons.

THINK!

THINK!

Why do you think it isWhat kind of problems do
SS4

Everyone enjoys a good celebration!
There is one special day in Russia that students especially like celebrating.

Spotlight on Russia takes a closer
look at .

Tatiana's

special Days

DISCUSS

•
  What is your
  favourite celebration?
•
  When is it
  celebrated?
•
  What special
  events occur during this time?

Find information on
  another celebration in Russia and research the history behind it. Write and
  tell us about it.

Every year on 25th January, students, teachers and professors celebrate
Tatiana's Day. This holiday celebrates Saint Tatiana, the patron saint of
students. Schools and universities all over Russia celebrate it with various
events. In many schools former students come to talk to the school children
about their university studies. The best students receive awards and in some
cities, such as Nizhniy Novgorod, citizens choose the best Tatiana from all the
students of the city. Some communities have begun using the day to put on plays
and performances
no
for families and neighbours in their area. In the evening,
people dance in the street or let off fireworks.
Russians believe the patron saint was named after Count Ivan
Shuvalov's mother, Tatiana. On 25th January, 1755, Count Ivan and Empress
Elizabeth the Great agreed to build the first Russian university in Moscow.
Tatiana's name day also happened to be 25th January, so because of this, the
tradition began. For over 200 years this celebration has taken place around
Russia.

We all know what it is like to live in modern homes and enjoy a peaceful
  neighbourhood, but what was life like hundreds of years ago for villagers in
  northern Russia?
Neighbours Spotlight on Russia takes a look at

life in .
the Russian Village of

DISCUSS

What would your perfect house be like? Describe it.
Where would you like to live if you could choose any place?
  Why? Who would you like to have as neighbours?

in 1714 The Russian Village of Shuvalovka is a
wonderful cultural experience. Visitors can see what life in a northern village
was like hundreds of years ago. The modern village of Shuvalovka is a copy of
what the community looked like in 1714. The original neighbourhood was started
by five Finnish farming families. Over the years, various people got the land
and new buildings and shops were added. At one time in its history Count Ivan
Shuvalov was the owner of the land.
The village has recreated the traditional log home
cabins that the 18th-century Novgorod peasants lived in. Inside each house
there is a Russian stove where the family cooked their meals

Find out what life was like for your
grandparents. Where did they live? Did they live in a community? What was their
house like?

and slept on benches. There are also reproductions of the local shops and
mills that provided people in the community with their everyday needs.
Other main attractions in the village include Masliany
Lug or Butter Meadow. This area was and still is the perfect place for fun and
games. Many festivals, popular sports tournaments, fairs and music events are
held here all year round. In the winter months the village also hosts holiday
events and offers a skating rink, sledding hills, traditional sleigh rides and
horseback riding.

Do you believe in superstitions and ghosts? In Russia,

there are
  many people that believe there are friendly ghosts that live in their homes,
  who bring them good luck and good fortune!

Ghost

Spotlight on Russia introduces you to two friendly neighbourhood
  ghosts.
The Domovoy
Russia has many folk tales and The
  Domovoy is a house spirit superstitions about who lives under the doorstep or
  ghosts and spirits. The behind the stove. Sometimes, the
Domovoy and Rusalka are owner of a new
  house puts a two of the most well- piece of bread under the new stove to
  known spirits in Russian attract the Domovoy. The Domovoy folklore. brings
  good luck to a house if its

Stories
8,

family treats him well. He finishes
  household

jobs when the family is asleep and
  takes

care of family animals. He also
  screams

during the night if there is a
  stranger outside

or a fire.
The Rusalka
Another
well-known spirit is the Rusalka. She is the spirit of a young woman who
drowned. People that have seen her say she has long wet hair that never dries.
The Rusalka lives at the bottom of lakes, rivers or streams, but when there is
a new moon she comes out to a nearby forest or meadow. There, she sits on a
tree and combs her hair or dances in circles with other Rusalkas. When the
Rusalka sees a handsome man she sings beautiful songs to him and leads him to
the bottom of the water where he drowns.
DISCUSS

•    Do you believe in superstitions and
  ghosts? Why? Why not?
•
  Have you ever
  been to a haunted place? How did you feel?
•
  If you could be
  a ghost would you choose

.4CÈ
Do some research about
  superstitions and ghosts. When and where do these stories come from?

to be good or bad? Why?
Do
you know Russia is one of the world leaders in
Robot developing new robot technology?
Technology
Spotlight look at robot on technology Russia takes and the a closerlatest
achievements
being made by Russian companies.
Russia has always been a world leader
in developing new technology. Recently, Russia has achieved success in
developing robot technology. The first big success came in 2003 with ARNE and
ARNEA, the male and female androids,
or human robots. They were made by students from St. Petersburg University and
the company called New Era. These androids were able to walk, talk, avoid
obstacles, understand orders, and remember objects and colours. In 2004, the
St. Petersburg University team, using technology from ARNE and ARNEA, won the
RoboCup championship in Portugal. RoboCup is a
competition in which androids play football against each other.
The Russian company Android Robotics
created a more advanced android AR-IOO Dobrynya in 2007. This robot was able to
ski and dance. However, the real goal of android research was to make an
android that could do human jobs, so in they created the I-VAN android series.
These androids do the work of a security guard and a miner.
Russia is also creating robots for
the public market. In 2008 the Russian company Robotronic created a robot
suitcase called Tony. Tony follows its owner J —-.L—- by tracking a card in its
owner's pocket. It is able to avoid obstacles so it doesn't bump into other
travellers and if someone tries to steal it, it will sound an
DISCUSS

Do you think robots are useful?
  Why? Why not?
Would
  you like to have a robot? What

Find
  information on a Russian company tell us

would you like it to do
  for you?

that builds robots. Write and about
  it.

Is
  it a good idea to replace people with robots in certain jobs? Why? Why not?

Russians
take great pride in their art and there are many treasure houses of Russian
fine art all over the country.
Spotlight
on Russia takes a closer look at the Tretyakov Gallery.

not far from the Kremlin and it is art. The
  Moscow merchant and (1832-1898) founded the of works of art by artists of his
  city in 1892.
gallery, which includes more than
  who have made a contribution to from the 11th to the early 20th on
  Lavrushinskiy Pereulok and many by post-war avant-garde Val.
62 rooms filled with art. It has
  including many famous paintings as the masterpieces "March" and the
  Engraving Room which has including the Rovinsky many others which used to
  royal family. The museum also medieval, Russian and Soviet
also called the House of Artists.
  of early modern art - including "Composition VII".
day except Mondays from 10 Artists
  is open every day except costs from 50 — 130 rubles — 225 rubles for adults.
  Prices

The
Tretyakov Gallery is in Moscow the national treasury of Russian fine
industrialist Pavel Mikhailovich Tretyakov museum in 1856 by starting a
collection day. He presented his collection to the
Today, all the art inside the 130,000 works, is by Russian artists
the history of Russian art. Artworks century are displayed in one building the
more modern works including artists are in a new building on Krymskiy
The Lavrushinskiy Pereulok site has an amazing collection of
Russian art by Isaac Levitan and Ilya Repin such "Burlaky on the
Volga". There is also an impressive collection of engravings Collection,
the Mosolov Collection and belong to Russian nobles and the houses a large
collection of ancient, coins, medals, plaques and banknotes.
The gallery on Krymskiy Val is
Here you can see a fine collection
Malevich's "Black Square" and Kandinsky's
The Tretyakov Gallery is open every am to 7 pm and the House of
Mondays
from 10 am to 8 pm. Admission for children and students and from 100 are
cheaper for the elderly.

DISCUSS

•  Do you
  like art? Who is your favourite artist?
•  What is
  your favourite style of art? Why?
•  If you
  could create any kind of art, what would it be? Why?

Help us
find out about another Russian /k/Èk art museum. Do some
research, select your favourite one and tell us about it.
There are many famous places to visit all around
Russia, but one place in particular is known by name all over the world.
Buildings Spotlight on Russia takes you into
the world-famous
Moscow Kremlin.
The Moscow Kremlin
The
word kremlin means fortress in Russian. The most famous and well-known is the
Moscow Kremlin. It is a large, walled area in the heart Of Moscow. The Kremlin
is built next to the Moskva River on one side and Red Square on the other.
Inside, there are beautiful palaces, churches and cathedrals, as well as
various other attractive state buildings, tree-lined squares and peaceful
gardens. The wall around the Moscow Kremlin is 2,235 metres long and five to
nineteen metres thick. There are twenty towers that look out over the city in
every direction. Spasskava Tower is 71 m tall and is the main tower that looks
out over Red Square.
The
Moscow Kremlin and Red Square were designated a UNESCO World Heritage site in
1990. This is not surprising when you discover how many incredibly beautiful
churches and palaces there are. For example, in Cathedral Square there are
three magnificent cathedrals from the late 15th and early 16th centuries. The
Cathedral of the Assumption is the oldest. It is made of white stone and has
five golden domes. Many Orthodox patriarchs are buried there. Across the square
is the Cathedral of the Annunciation, which also has golden roofs and domes.
Inside there are some early 15th-century icons by Theophanes and Andrei
Rublvov. Then, there is the Cathedral of St Michael the Archangel where the
princes of Moscow and the tsars of Russia are buried. Next to the square is the
white bell tower of Ivan Ill and at the bottom is the huge Tsar Bell which was
made in 1733—35 but has never been rung. Then close by is the Tsar Cannon which
dates fmm 1586 and stands next to the mid-17th-century Cathedral of the Twelve
Apostles and the Patriarchal Palace.

DISCUSS

•       Have
  you ever been to the Moscow
Kremlin?
  Describe your experience.
•       Why
  is the Kremlin so important to Russia?

Learn
more about the history of the Moscow Kremlin. When was it built and for what
purpose? Who made the decision to build it?
for
some help and advice? Well, for children and teens in Problem Have you faced
difficult situations in your life and wished
Russia, it's just a phone
call away.
Spotlight on Russia learns about an important source
of help and support for Solving young Russians - the Telephone of Trust.
This useful service is available in
many cities in Russia to offer help, support and advice to young people who
call the helpline because they are having difficulty dealing with a problem.
The dedicated members of staff are specially trained to deal with teenage
issues such as arguments at home, problems at school, bullying, peer pressure,
drugs and much more. They are also able to help teens deal with feelings of
anger, shame, loneliness, fear or jealousy by offering psychological support
and coping techniques.
The
Telephone of Trust is often run by local education depaffinents and offers free
access day and night, anonymity, confidentiality and respect to anyone who
calls. 5
We asked
one volunteer what advice she would give for the following problems:
I argue
with my parents all the time, what can I do? It can befrustrating when
yourparents don't let you do what you want. Arguing can make you and your
parentsfeel angry and upset. Try to talk to your parents calmly. Listen to what
they have to say and they will be more likely to listen to you.
I feel like
running away, what can I do?
Ifyou are
unhappy, running away will not make it better. You will have different problems
if you are alone on the streets. Talk to us about how you feel. It may be hard
to talk about what's wrong but it will really help. We will always listen and
we can help you find a way to solve your problems without running away.

DISCUSS

•       How
    do you deal with your problems?
•       Have
    you ever called a helpline? When?
Why? If not, would you in the future? Why (not)?

What
    are some of the common emotional or psychological problems that people your
    age face and what can they do to deal with them? Hold a class discussion.

Грамматический
справочник

MODULE
1

Present Simple — Настоящее простое время

Формообразование:
V/Vs в 3-м лице единственного числа.
Правописание
формы 3-го лица единственного числа
 к большинству глаголов 3-го лица
единственного числа добавляется -s.  talk
— he talks  к глаголам, оканчивающимся на -ss,
-sh, -ch, -х или -0, добавляется -es:
” miss — he misses, fish — he fishes,
match — he matches, mix — he mixes, go — he goes  у
глаголов, оканчивающихся на согласную + у, изменяется
на -i и добавляется -es: fry — he fries
к
глаголам, оканчивающимся на гласную добавляется
-s.
I рау — he pays
Употребление
Present Simple употребляется, когда речь
идет о:  поВсеДнеВных и регулярных ДейстВиях.
ИК take а lunch break at 1:30 in the afternoon.  поВторяющихся
ДейстВиях. She goes to the gym every Wednesday.  приВычках.
Не always takes the
train to work.

обзорах,
спортиВных комментариях, рассказах.
Meryl Streep acts beautifully in this
film.  расписаниях Программах (В том числе
В значениц запланироВанного буДџщего).
The
play starts at 8:00.

Восклицаниях.
Here comes Elaine!

послеДоВательных
ДейстВиях В настоящем.
Не teaches Law at the
university,
Указатели
времени (сигналы), употребляемые с Present Simple: usually, often, always,
every hour/ day/week/month/ summer/year, etc, every morning/ evening, at
night/the weekend, оп Fridays.

Adverbs of frequency — Наречия частотности

Наречия частотности показывают, как часто
происходит действие.
always (1000/0), usually (75%), often
(5096), sometimes (25%), never (096)
Употребление
Наречия частотности употребляются перед смысловым
глаголом, но после глагола to be и после вспомогательных глаголов. She's always
late for classes.
Пеу never go out оп
Mondays.
Не has never travelled
abroad.

Present Continuous — Настоящее
продолженное время

Формообразование:
глагол ”to be” в Present Simple
(am/is/are)
+ основная форма глагола + суффикс -ing.
Правописание

У
глаголов, оканчивающихся на -е, -е опускается и добавляется -ing.
bake — baking, sunbathe — sunbathing  У
глаголов, оканчивающихся на гласную + согласная с ударением на этом слоге,
согласная удваивается и прибавляется -ing. occur — occurring, begin — beginning
НО: discover — discovering

У
односложных глаголов, оканчивающихся на гласную + согласная, согласная
удваивается и прибавляется -ing.
        sit   sitting, stop — stopping
Употребление
Present
Continuous употребляется, когда речь идет о:  действиях,
происходящих сейчас, в момент речи. We аге watching ТУ now.

действиях,
происходящих в настоящий период времени.
We
are painting the kitchen today.

запланированных
действиях в будущем, особенно когда известно время и место действия. We're
leaving for Moscow this evening. временных ситуациях.
She
is living with her grandparents at the moment.  меняющихся и развивающихся
ситуациях. She is getting thinner and thinner.

с
такими наречиями, как always, constantly, continually, для выражения
эмоционального состояния (часто раздражения) по поводу часто повторяющихся
действий.
She's
always complaining.
Примечание. Следующие глаголы не имеют формы Present
Continuous: have (= possess), like, love, hate, want, know, remember, forget,
understand, think, believe, cost, etc. (см. c.GR2 Stative Verbs)  remember
our holiday in ltaly.
C,R1

Грамматический
  справочник

Указатели
времени (сигналы), употребляемые с Present Continuous: пощ at the moment, at
present, nowadays, these days, today, tomorrow, next month, etc.

Present Simple & Present
Continuous Настоящее простое время и Настоящее
продолженное время

       Present
Simple употребляется, когда речь идет о
ПРИВЫЧНЫХ СОСТОЯНИЯХ. Richard speaks
Polish. но:
       для
временных ситуаций употребляется Present Continuous.
She's washing her hair
now.
       Present
Simple употребляется, когда речь идет о повторяющихся действиях. She wakes ир
at 6:00 every morning. но:
       для
действий, происходящих в настоящий период времени, употребляется Present
Continuous.
He's working really hard these days.  Present
Continuous употребляется, когда речь идет о запланированном действии в будущем.
We аге leaving to St Petersburg оп Monday. но:
       когда
речь идет о транспорте в значении запланированного будущего употребляется
Present Simple. The train leaves at 9.

Stative Verbs — Глаголы состояния

В
английском ЯЗЬКе есть глаголы, которые обозначают состояние, а не действие
предмета/лица. Эти глаголы не употребляются в Present Continuous. Среди них:
       глаголы чувственного восприятия
(appear, feel, hear, look, see, smell, sound, taste). lt sounds fantastic.
       глаголы,
описывающие мыслительную деятельность (believe, forget, know, realise,
remember, understand).
 realise
how difficult it is.
       глаголы,
выражающие чувства и эмоции (desire, detest, епјоу, hate, like, love, prefer,
want). Sarah enjoys cooking.
 некоторые другие глаголы Фе, belong,
contain, cost, fit, have, include, Кеер, matter, need, owe, own, weigh, wish).
The dress costs [500.
Некоторые из этих глаголов могут
употребляться в Present Continuous, но в другом значении.

PRESENT SlMPLE

PRESENT CONTlNUOUS

think
  she's а lovely girl.  думать,
  полагать)
Не has got а hamster.
(= иметь, владеть)
Уои сап see the volcano from the hilltop.  видеть)
The chicken tastes
  salty.

ат thinking
  about moving to the capital. (= обдумывать, обсуждать) She is having а
  difficult time at work.
(= проводить время)
Не is having lunch now.
(= обедать)
Не is having а bath.
(= принимать ванну)
Рт seeing Lisa in the afternoon.
 встречать(ся)
Paul is
  tasting the soup to

( 2 быть ...
  на вкус)

see if it is warm enough. (=
  пробовать на вкус)

The
  perfume smells

She is smelling the

flowery.
  (= иметь запах,

roses. нюхать, вдыхать

пахнуть)

аромат)

She
  appears to be having

Paul
  is appearing in а

а great time. (= быть

new theatre production.

очевидным, оказаться)

(= выступать,
  появляться)

The
  trousers fit

Tim is fitting а new
  door

perfectly. (= подходить

in the garage.

по размеру)

устанавливать)

Примечание.
Глагол епјоу может употребляться во временах Continuous для выражения особого
предпочтения.
ЈасК
really enjoys reading crime novels. (общее преДпочтение) но:
He's
enjoying the party very much. (уточненное преДпочтение)
Глаголы look (когда речь идет о чьей-либо
внешности), feel (переживание определенных эмоций), hurt и ache могут
использоваться во временах Simple и Continuous без изменения значения.
She
looks very beautiful today. = She is looking very beautiful today.

Present
Perfect — Настоящее совершенное время

Формообразование:
глагол ”have” + 3-я форма смыслового глагола.
3-я форма правильных глаголов образуется
путем добавления -ed. complain — complained Для неправильных глаголов: have +
Past Participle (см. список неправильных глаголов).

Грамматический справочник

Употребление
Present
Perfect употребляется, когда речь идет:
 о действиях, начавшихся в прошлом и
продолЖаЮЩИХСЯ по настоящее время (в основном с глаголами состояния know, be,
have, possess, own).
 Не has had this computer for two
years. (= Он купил компьютер 2 года назаД и он Все еще у него есть.)  о
действии, произошедшем в прошлом, но имеющем видимый результат в настоящем:
Look
at Тот. Не'5 sad because he has failed his ехат.
      о
действиях, произошедших в неустановленное время в прошлом. При этом действие
более важно, чем время.
Не
has talked to Мама. (Когда? НеизВестно; это не имеет значения.)
Не has drunk two cups
of coffee today. (lt is still the same day.)
She
has Ьееп to the gym seven times this week.
      о
недавно завершенных действиях, результат которых налицо в настоящем.
She has done the shopping. (ДейстВие
заВершено. Покупки на настоящий момент сДеланы. Время неизВестно или не имеет
значения. ОчеВиДен результат.)  о личном опыте, переживаниях,
изменениях, которые произошли.
She has cut her hair
short recently.
А
также:
      в
предложениях со словами ”today” , ”this morning/afternoon/week”, ”so far” и
т.п., когда эти периоды времени не закончены к моменту речи или важно
подчеркнуть количество.
Указатели времени
(сигналы), употребляемые с Present Perfect: just, already, yet, ever, never,
for, since.

Present
Perfect Continuous — Настоящее совершенное продолженное время

Формообразование:
глагол ”have/has” смысловой глагол + -ing.
Употребление
Present Perfect
Continuous употребляется, когда:
 подчеркивается значение длительности
действия, которое началось в прошлом и продолжается до настоящего времени.
Не
has Ьееп rearranging the living room since Friday.
 обозначается действие, начавшееся в
прошлом и продолжающееся некоторое время. Оно может еще длиться или быть
завершено, но обязательно иметь видимый, ощутимый результат в настоящем.
She's happy because
she's Ьееп listening to her favourite CD all day.
 необходимо выразить злость,
раздражение, критику по поводу неоднократного действия. She has Ьееп using ту
computer without asking те.  речь идет о повторяющихся действиях
в прошлом, продолжающихся до настоящего момента. Не has put оп weight because
he's Ьееп eating junk food every day since last month.
Указатели времени (сигналы), употребляемые с Present
Perfect Continuous: since, for, how long (при акценте на длительности
действия).

Present Perfect vs Past Simple —
Настоящее совершенное время и Прошедшее простое время

Past
Simple употребляется, когда речь идет о:
 действии, произошедшем в
установленный момент в прошлом.
Liz watched а film yesterday. (КогДа?
Вчера. Время указано.)  действии, которое началось и
закончилось в прошлом.
Раи! had ап earache for а week. (У него больше не
болит ухо.)
Present Perfect употребляется, когда
речь идет о:  действии, которое произошло в
неопределенное время в прошлом.
Liz has watched а film. (НеизВестно
когДа.)  действии, которое началось в прошлом
и все еще продолжается в настоящем.
Раи! has
lived here for two years. (Он все еще жиВет здесь.)

Наме gone to/Have been to/Have been in

•
She
has gone to work. (Она ушла на работу (в дороге или уже на работе. Она пока не
вернулась.)
•
Не
has Ьееп to Berlin. (Он бывал в Берлине. Он был в Берлине, но сейчас он уже не
там. Он вернулся.)
•
They
have Ьееп in St.Petersburg for eight months. (Они в Санкт-Петерурге 8 месяцев.
Они сейчас там.)

Exclamations
— Восклицания

Восклицания — это слова или
предложения, употребляемые для выражения восхищения, удивления и т.п. Для
образования восклицательных предложений используются обороты со словами what
(а/ап), how, such, 50 или вопросы с отрицанием.
•
how +
прилагательное/наречие
Нору tall she is! Нору
carefully he drives!

GR3
Грамматический
справочник

what
+ а/ап (+ прилагательное) + исчисляемое существительное в ед. числе What а
pretty baby!
What ап amazing story!
What ап experience!

what
(+ прилагательное) + неисчисляемое существительное или существительное во
множественном числе
What colourful
paintings! What horrible weather!

вопросы
с отрицанием: lsn't it great со be here!

Relative clauses — Определительные
придаточные предложения

Определительные
придаточные предложения начинаются с относительного местоимения или наречия.
Употребление:
употребляются по отношению к людям.
The girl who/that lives next door to .Јап is ту cousin.

which/that
употребляются по отношению к вещам, предметам.
The
shop which/that has just opened in Wendover Street is lovely.

whose
употребляются по отношению к людям, ЖивотНЫМ или предметам, чтобы обозначить
принадлежность.
She's
the girl whose father is а pilot.
That's the car whose interior was
destroyed by fire. Who, which или that могут быть опущены, если они являются
дополнением в определительном придаточном предложении.
Уои
met а woman. She's ту auntie Мавру.
Пе
woman (who) уои met is ту auntie Mary.
Who, which или that не могут быть опущены,
если они являются подлежащим в определительном придаточном предложении.
А
girl lives next door. She's а famous actress.

The
girl who lives next door is а famous actress.

Relative adverbs — Относительные наречия

Относительные наречия используются в
начале по отноИјеНИЮ придаточных определительных Употребление:
      when/that
употребляются по отношению ко времени.
That was the year
(whenlthat) she finished school.
      where
употребляется по отношению к месту.
The gallery where we
found this picture is very famous.
      why
употребляется по отношению к причине.
The
reason (why) she was late is still unclear.

Defining
— Non-defining relative clauses
 Ограничительные и неограничительные
определительные придаточные предложения

Ограничительные
определительные придаточные предложения дают необходимую информацию,
которая является существенной для значения
главного предложения. Такие предложения не обособляются запятыми. Они вводятся
словами who, whom, whose, which or that.
The museum which was under repair has
reopened. (Какой музей? Тот, который был на ремонте.)  Неограничительные
определительные придаточные предложения дают дополнительную информацию, которая
не является существенной для главного предложения. Такие предложения
обособляются запятыми. Они вводятся словами who, whom, whose or which (но не
that).
Cate
Blanchett, who stars in 'The Lord of the Rings', is а great actress.
(Определительное придаточное предложение дает информацию о Cate Blanchett. Если
ее опустить, значение главного предложения не изменится.)

Особо
следует различать придаточные предложения с which, относящиеся ко всему
главному предложению, имеющие значение следствия. В этом случае придаточные
предложения обособляются запятой.
She
has to wake ир at 6 every day, which she doesn't like. 'which'

Подлежащее определительного придаточного предложения
(не
  может быть опущено)

Дополнёй определительного
  придаточного предложения (может быть опущено)

адлежность
  (местоимение не может быть опущено)

употребляется в
  отношении людей

who/that That's the girl who is а
  famous actress.

who/whom/
The тап (whol whomlthat) уои .spoke
  to is ту brother.

whose That's the Ьоу whose father
  is а pilot.

употребляется в
  отношении предметов/ животНЫХ

which/
I heard а song
  whichl that was written by
Justin
Timberlake.

whichlthat
The book
(which/that)
  ои borrowed is ine.

of which/ whose That's the book of
  whichl whose (the) first page is missing.

I  CllPdBOHH¼K

Whom,
which h whose MO>KeT 6blTb qcn0J1b30BaH0 B BblPa.xeHH9X, 0603HaqalOLUhX
KOJIhqeCTBO, C of (some of, many of, half of etc.).
She got a lot of job offers. Most of them
were from investment banks. She got a lot of job offers, most of which were
from investment banks.
That MOHeT 6blTb hCnOJlb30BaHO BMeCTO
who, whom which, HO H¼KOraa He qc110J1b3yeTcq nocne MeCTOhMeHhV1 h
npeanoroB.
She's the girl who/that plays the piano
very well. The person to whom you were speaking is my brother. ('that' is not
possible)
MOAYJ1b
2

Infinitive
— VlHCþhHhThB

hH#hHhThB
c qacThgei to ynoTpe6nnercn:
BblPayeHL*19 uenu: She went to the
supermarket to buy some cheese.
 nocne rnarOJ10B, 0603Haqa101-uqx
OTHOœeHl.te K 6yayI-.qeMY aeVICTBhlO apyroro Jlh14a (agree, appear, decide,
expect, hope, plan, promise, refuse, want etc.) B crpYKTypax smb to do smth.
I expect
him to be here. I want you to come.
 nocne
would like, would prefer, would love H T.A.
AJIB BblPaxeHhfi onpeaeneHHoro
npean0'4TeHhfi. I would love to come to your party.  nocne
 0603HaqaK)U4HX qyBcTBa
3M014hh
(happy, glad, sad etc.), BblPaxalOU4hX roTOBHOCTb/HerOTOBHOCTb (eager,
reluctant, willing etc.), OllhCblBalOL4hX np0fiBneHhe qepT xapaKTepa qe-
JlOBeKa
(clever, kind etc.) h  lucky fortunate,
no OTHOWeHhlO K KaKOMy-J1h60 aeÜCTBhlO. I was sad to hear you were not
feeling well. nphMeqaHhe. C nP¼naraTeJ1bHblMh, OllhCblBalOU4HMh
xapaKTep, •raK>Ke qcn0J1b3YK)Tcq 6e3J1hYHble KOHCTit
+ be + adjective/noun.
It
was kind of you to lend me your laptop. It was moving to see him again after so
many years.  nocne too/enough. She's old enough
to watch the
 nocne
be + the first/second/next/last etc. She was the first person to call me on my
birthday.  nocne
rnarOJlOB (h BblPaxeHhVl C HhMh) ask, decide, explain, find out, learn, want,
want to know etc., KorAa 3a HhMH cneayeT B011POChTeJ1bHOe CJIOBO.
She asked me when to get the tickets.  B
 BblPaxeHh9X to tell you the truth,
to be honest, to sum up, to begin with, etc. To sum up, the government needs to
take measures to deal with unemployment more effectively.
nphMeqaHhe.
ECJ1h ABa hHCþHHhThBa C qacwqqe¥l to
COK)3aMh and/or, qaCThUa to BToporo
hHCþhHhThBa
onycKaercq.
I
would love to go to Paris and see the museums.  nocne HeKOTOPblX
CYU4eCTB¼TenbHblX: honour, goal, way etc. It's an honour to take part in
this festival.
You
can find a better way to spend your time.  c so + adjective + as. Would you
be so kind as to help me with the door?
 c 'only', BblPayalOU41,lM
HeyAOBneTBOP¼TeJlbHblVl pe.3YJ1bTaT.
She
drove all the way to the mall only to find it was closed.
 for + noun/pronoun + to -inf.
It
was very unusual for John to speak so rudely.
nphMeqaHhe.
Dare B .3HaqeHhh 'OCMeJ1hTbCfi caenaTb I-ITO-JIh60' yn0Tpe6nqeTcB C
hHCþhHhTHBOM C to 6e3 qaCTH4bl to. I don't dare (to)
tell him the truth. Dare, 0603HaqaK)luee yrpœy, npeaynpeHael-lhe hJ1h
3J106y, yr10Tpe6nqercq 6e3 qaCTh4bl to. Don't you dare talk to me like that.
Dare, 0603Haqa01.uee Bb130B, ynoTpe6nqeTcq c hi-ICþhHhThBOM c
qacwueÿ to.
I dare you to dive into
the sea from the cliff.
I'lHCþhHhT¼B 6e3 qaCTH4bl
to ynoTpe6nqercq: nocne MOAaflbHblX rnar0J10B.
Sally can speak
Portuguese fluently.
 let,
make, see, hear, watch, notice h feel + smb + l..lHCþUHhThB 6e3 qaCTh4bi
to (Complex Object). They
let him travel on his own.
HO:
c
be made, be heard, be seen B CTpaaaTeJ1bHOM 3anore yr10Tpe6nqercq
hHCþhHhThB c qacThueV1 to. She was seen to speak to flowers in her
garden. nphMeqaHhe. Koraa nocne see, hear watch cneayeT -ing (þopMa
rnarona, B CTPaAaTeJ1bHOM 3aJIOre cþopMa He h3MeHqeTCfi. I heard her
crying in her room. She was heard crying in her room.  nocne had better h would rather.
You had better put a jacket on.
npMMeqaHMe.
Help can be followed by either the to-infinitive or the infinitive without to.
She helped me (to) carry the desk.

-ing form — -ing 4)opMa
rnarona

-ing
form yr10Tpe6nqeTcq:
•      B
poni.•l noanexal.uero.
Exercising is good for
your health.
•
nocne
rnar0J10B: admit, appreciate, avoid, consider, continue, deny, fancy, go (for
activities), imagine, mind, miss, practise, prevent, quit, save, suggest. You
should avoid eating junk food.
GR5

paMMaTuqecKhVl

•
nocne rnaronoB love, like, enjoy, prefer, dislike hate
BbtpaxeHHfi 06uero npeanoqTeHhB. Brian prefers walking alone.
•
nocne BblPaxeHhü: be busy, it's no use, it's no good, it's
(not) worth, what's the use of, can't help, there's no point (in), can't stand,
have difficulty (in), have trouble etc.
I have difficulty (in) understanding what he says.  nocne
rnar0J10B spend, waste, lose (time, money etc.).
He spends an hour playing the guitar every day.  nocne
qaCTHLlbl to C Tao-IMH rnaronaMH fiMh, Kal<: think of, apologise for,
object to, look forward to, be used to, in addition to. She's looking forward
to receiving a letter from him.
I was thinking of calling John. He
apologised for being late.  nocne rnarona prefer.
She prefers walking to driving on the
way to work.
 nocne rnar0J10B hear, listen to, notice,
see, watch feel 0603HaqeHhfi He3aBePUJeHHOrO neVlCTBH9.
I saw Paul
waiting for the bus. (9 6uðen monbK0 qacmb ,/ØpaeMeH177
ðeùcm6ug.)
hHCþhHHThB 6e3
qaCTh4bl to ynoTpe6nqeTcq c hear, listen to, notice, see, watch h feel
0603HaqeHh9 3aBePl-lJeHHOrO nelŽCTBhfi.
I didn't see Paul get on the bus. (Aeùcmgue
6b/J70 3a3epweH0.) nphMeqaHhe•. be/get used to + -ing form I'm used to working
very hard. (It's my habit.) HO:
I used to work very hard. (l don't any more.)

Differences in meaning between the toinfinitive and -ing form
Pa3Hl„114a B
Mexay     C qacTuueVt to ing-cþopM01Ž
rnarona
nocne HeKOTOPblX rnar0f10B
MONCT yr10Tpe6nfiTbcq c qaCT½qeVl to, -raK
ing-(þoprqa rnarona c pa3Hqqe¥i B 3HaqeHHfiX.
•
forget +
hHCþHHV•iTVlB c qacThqeVl to              3a6blTb, He llOMHHTb.
She forgot to buy milk.
•
forget +
-ing-(þopMa rnarona 3a6blBaTb (O C06blThi,l B npownorq).
I'll
never forget visiting London for the first time.
•
remember +
VlH(þhl-ihTklB C qaCTh14eVl to — [IOMHhTb,
He 3a6blBaTb.
Did you remember to call Maria?
•
remember +
-ing-cþopMa rnarona nOMHhTb o
C06blTHl,f B npounoM.
I  remember meeting her
in Paris.
•
mean +  C qaCThqeVl to — HarqepeBaTbCfi,
c06hpaTbcq.
I  apologise. I didn't
mean to upset you.
•
mean +
-ing-cþopMa rnarona nonpa3YMeBaTb, npeanonaraTb.
Being a good doctor means devoting your life to helping others.
•
regret +
HHCþHHHTHB C qaCTl,tqelŽ to CO>KaneTb O TOM, I-ITO  C0061-qaTb I-ITO-JIH60
HenpH9THoe (06b'LlHO ynoTpe6nqeTcq B Present Simple c TaK¼Mh rnaronaMh,
KaK say, tell, inform, announce). I regret to inform you that your application
has been rejected.
•
regret +
-ing-cþopMa rnarona         CO>KaneTb O qeMnu60.
I regret hurting your feelings.
 try + V•tHCþhHhTV-tB c yacTlaueVi to — CTapaTbCfi nenaTb BCe
B03MO>KHOe.
I tried to convince her that everything would be alright.
      try + -ing-(þoprvla rnarona
aenaTb qTO-TO B KaqecTBe 3KcnephMeHTa.
You
should try exercising more often.  stop +  c qacTuueV1 to — OCTaHOBV•lTbCB Ha
BpeMfi C qeJ1blO qTO-J1h60 CAenaTb.
While he was driving to
work, he stopped to buy a sandwich.
      stop + -ing-cþopMa rnarona         npeKpaThTb
AenaTb HTO-J1h60.
She stopped drinking coffee months
ago. c qacruqeü to 3aKOHLlHTb K HOBOMY aeüCTBhK). She did the washing
up, then went on to tidy up the kitchen.
      go on + -ing-4)opMa rnarona       npoaonxaTb
aenaTb LITo-Jl¼60.
She went on talking for hours.
      want + HHCþHHklT¼B C
qacnaueÿf to — HenaTb, XOTeTb. I want to travel to Africa.
            want + -ing-cþopMa
rnarona          LITO-TlVi60 Tpe6yeT
10Koro-JIH60
aeüCTBl-ifi.
My car wants cleaning.

be sorry +  c qacuaqe¥l to COH<aneTb. I
was sorry to hear you haven't been feeling well.  be sorry for + -ing-(þopMa
rnarona H3BhH9TbCfi 3a 14TO-Jl¼60.
I'm sorry for being so abrupt with you.  hate +  C
qaCTl.414elŽ to hCnblTblBaTb HeyA0BonbcTBHe no fl0Bony npencToqtuero
AeVICTBÆ. I hate to disappoint you but he's not coming.
hate
+ -ing-(þopMa rnarona         He m06hTb TO, I-ITO nenaTb.
I hate
troubling you, but could you help me with

Грамматический справочник

this?

be
afraid + инфинитив с частицей to бояться делать что-либо, сомневаться,
колебаться.
She was too afraid to
travel оп her own.

be
afraid of + -ing form — бояться, что может случиться действие, обозначенное
-ing формой глагола.
When
exercising, l'm afraid of injuring ту back.

Verbs taking to-infinitive or -ing form
without а change in meaning — Глаголы с инфинитивом с частицей to или
-ingформой глагола без разницы в значении

begin,
continue, intend, start + инфинитив с частицей to или -ing-cboprqa глагола. Две
-ing-cbopMbl глагола не могут следовать друг за другом. She began taikinglto
talk. НОТ:  ВИТ: She is beginning to talk.

advise,
allow, encourage, permit, дополнение + инфинитив с частицей to.
Не advised те to stay indoors.
adyise, allow, encourage, permit,
require + -ingформа глагола.
Не advised taking two
tablets.

need,
require, want + инфинитив с частицей to/ -ing-cpoptqa глаголы инфинитив в форме
страдательного залога.
Уои
need to mow the lawn.
The
lawn needs mowing. The lawn needs to be mowed.

be
advised, be allowed, be encouraged, be permitted, be required + инфинитив с
частицей to. С этими пассивными конструкциями употребляется только инфинитив с
частицей to. I was advised to take two tablets.
Тоо (в значении «слишком») употребляется
перед прилагательными и наречиями и используется для выражения чрезмерного
количества какого-либо качества, имеет отрицательное значение.
Smith is too busy to see уои right
now.

Enough
(«достаточно») употребляется после наречий и прилагательных и используется для
выражения достаточного количества какого-либо качества, имеет положительное
значение.
Етта
сап speak Spanish well enough to have а simple conversation.
Примечание.
В отрицательных предложениях enough имеет отрицательное значение. Тот is not
old enough to drive yet.

Enough/Not
enough также употребляется перед существительными и показывает
достаточное/недостаточное количество чего-либо.
ИК have
enough time before the plane leaves so there's по need to hurry.
There were not enough chairs for everyone so some
people had to stand.
МОДУЛЬ З

Past Simple — Прошедшее простое время

Форма:
Past Simple для праВИЛЬНЬЖ глаголов образуется
путем
прибавления -ed. Past Simple неправильных глаголов образуется путем изменения
формы этих глаголов (см. список неправильных глаголов). Форма Past Simple не
изменяется по числам, за исключением глагола to Ье (was/were).
Правописание
(форма Past Simple ПРаВИЛЬНЫХ глаго-
лов)
 к глаголам, оканчивающимся на -е,
добавляется -d:  wave — waved  в
глаголах, оканчивающихся на согласную + у, -у меняется на -i и добавляется -ed:
cry — ” cried  к глаголам, оканчивающимся на
гласную + у, добавляется -ed:
” pray — I prayed  в
глаголах с ударной гласной между согласными последняя согласная удваивается и
добавляется -ed:  ” skip — skipped  в
глаголах, оканчивающихся на -l -l удваивается и добавляется -ed:
        I travel    I travelled
Употребление
Past Simple употребляется, когда речь
идет о:  действиях, произошедших в прошлом.
Тисе called Tina
yesterday morning.

деЙствияк,
произошедших в прошлом, с указанием точного времени.
She went [о the gym at 7 0'clock.
(КогДа? В 7 часоВ.)  повторяющихся действиях в прошлом.
ИФ often travelled to London when we were students.

последовательных
действиях в прошлом. She woke ир, put some ciothes оп and гап out of the house.

законченных
действиях в прошлом, не связанных с настоящим, с указанием точного или
предполагаемого времени.
Нему .James wrote тапу
novels.
C,R7

paMMaThqecKhVl

YKa3aren½ Bpe»aeHh (cwHanbl),
yn0Tpe6nqeMble c Past Simple: yesterday, yesterday morning/evening etc, last
night/ week etc, two weeks/a month ago, in 1988 etc.

Past Continuous — npoweawee
np0A0J1>KeHHoe Bper•aq

Oop»aa:
cþopMa [IPOlUeAl.uerO BPeMeHh rnarona to be (was/ were) + npuqacThe
HaCTOfil-qerO BPeMeHl.•l Ging cþopMa CMblCflOBOrO rnarona).
Ynorpe6neHhe
Past Continuous
yn0Tpe6nqeTcq Ann onucal-lhfi AeÜCTBhfi B npouecce B nPOWJIOM, Koraa pegb
"Aer O:  aeVICTBhh, KOTopoe npoucxoauno B onpeaeneHHoe BpeMB B nPOUJJIOM.
It was raining when we got up this
morning.
KOTopoe  B npownoM 6blJ10 npepBaH0 apyrhM
aeVlCTBheM, Toraa Past Continuous yr10Tpe6nqeTcn     OllhCaHhB aeüCTBhfi B
pa3BhThh/nP014eCCe (AflhTeJ1bHOe aeÿCTBhe), a Past Simple — AJIB onqcaHhq
aeVICTBhfi, KOTOpoe npepBano ero (KpaTKoe aeüCTB¼e).
He was reading his essay
when he noticed a mistake. unu 60nee OAHOBPeMeHHblX AeVICTBHRX B IIPOLIJJIOM (06b1 14HO
BblflOJIHqeMblX Pa3HblMh While she was feeding the baby her husband was also talking on the phone.
 O CþOHOBOVl CV•lTyaUhh B paccKa3ax h flOBeCTBOBaHh9X. The wind was
howling and dark clouds were gathering in the sky. Paul was standing ... etc.
BPeMeHh (chrHaJ1bl), yn0Tpe6ngeMble c
Past Continuous: while, when, as, all day/night/ morning/ yesterday etc.

Past Simple h Past Continuous

      Past Simple yr10Tpe6nqeTcn Ann
OllhcaHh9 aeäCT-
BRB, KOTopoe nPOh30WJlO B
YKa3aHHoe BpeMfi B IIPOWJIOM.
He lost his wallet three weeks ago.
HO:
Past Continuous
yn0Tpe6nqercq orlhcaHhB aeViCTB¼fi B npouecce Pa3BhThB, KOTOpoe
npohcxoAhJIO B onpeaeneHHblVl MOMeHT B nPOUJJIOM.
He was jogging in the park yesterday afternoon.
      Past Simple ynoTpe6nqeTcq anq onqcaHh9
nocneA0BaTeTlbHblX aeVlCTBhVl B nPOWJIOM.
He closed the windows, turned off the lights and locked the door.
HO:
Past Continuous
ynoTpe6nqercq AJ19 Of1V•lCaHhfi OAHoro 60nee OAHOBPeMeHHblX rqeVICTBHÜ,
BblflOnHBeMblX pa3HblMh nt0AbMh B nPOUJTlOM.
Tim was reading a book and his brother was listening to music.
      Past Continuous ynoTpe6nneTcn Ann
onv•tcaHhfi aeVICTBhB B pa3BhThh/npouecce, KOTopoe 6blJ10 npePBaH0. Past Simple
ynoTpe6nqeTcq onucaHhB aeVlCTBh9, KOTopoe ero npepBano.
As George was driving to
work his car broke down.

Past Perfect — npoweawee
COBePU.JeHHOe BpeMfl

OopMa: had + llPhqaCThe npoweawero
BPeMel-lh (3-9 cþopMa) CMblCJIOBOrO rnarona.
Yn0Tpe6neHhe
Past
Perfect ynoTpe6nqeTcq, Koraa pegb HAeT o:  aeüCTBU¼, KOTopoe
rlPeAœeCTBOBanO apyroMY aeüCTBh}O B npownorvl.
Roy had fallen asleep before his parents returned home.
 aeVlCTBhh, KOTopoe 3oePWhJIOCb B nPOUJJIOM, OllhCaHhh ero pe3YJ1bTaTa.
Jim had shaved his beard and he
looked very nice. nphMeqaHhe: Past Perfect 9BnqeTCR 3KBhBaneHTOM Present
Perfect B npoweAl-ueM Bper,aeHh.
a)      He had argued with a friend and he felt
miserable. (AeVlCTBhe 'had argued' nPOh30WJIO B npowJ10M h pe3YJ1bTaT 'felt
miserable 6blJ1 Hanh140 Toxe B "IPOWDOM.)
b)      He has argued with a friend and he
feels miserable. (AeVlCTBl,1e has argued' nPOh30W110 B nPOWJIOM, a pe3YJ1bTaT
'feels miserable OqeBhAeH B HaCT09U4eM.)
YKa3aTeJ1'4 (curHanbl), yn0Tpe6nqeMble c Past
Perfect: before, after, already, just, till/until, when, by, by the time,
never, for, since.

Past Perfect Continuous — npoweawee
COBepweHHoe nPOAOJ1>KeHHOe BpeM9

OopMa: had + been +
npuqacThe HacT0fii.uero BPeMeHh (-ing cþopMa CMblCJlOBOrO rnarona).
YnoTpe6neHhe
Past
Perfect Continuous ynoTpe6nqeTcq, Koraa:  noaqepKhBaeTcq AJ1hTeJ1bHOCTb
aeüCTBH9, KOTopoe HaqanOCb H 3aKOHYhJIOCb B [IPOWJIOM nepen apyrhM B nPOWJIOM, 06blHHO C since hJ1h for,
how
He had been living in the city for ten years before he moved to the
countryside.
 0603HaqaeTcq neicTBhe, KOTopoe AJIHflOCb HeKOTOpoe BpeM9 B IIPOWJIOM, h
OllhCblBaeTCfi ero pe3YJ1bTaT (B nPOWJIOM).

Грамматический
  справочник

The children had been playing in the
garden all afternoon so their clothes were dirty. (AeTh hrpam•l в саду весь день; описывается
результат: у них была грязная одежда.)
Примечание: Past Perfect Continuous является эквивалентом Present Perfect
Continuous в прошедшем времени.
а) Топу
had Ьееп working for тапу hours so he  was tired. (Действие 'had Ьееп working'
продолжалось некторое время в прошлом и результат 'was tired' был налицо
в прошлом.)
Ь)
Топу has Ьееп working for тапу hours 50 he is tired. (Действие 'has Ьееп
working' началось в прошлом, а результат 'is tired' все еще виден в настоящем.)
Указатели
времени (сигналы), употребляемые с Past Perfect Continuous: before, for, since,
till/until, how

Конструкция
Would/Used to

•   Would/used to (always/often etc.) +
начальная форма глагола без частицы to используются, когда речь идет о
повторяющихся действиях в прошлом. She used tolwould play tennis three times а
week when she was а teenager.
•   В этом случае used to/would может
быть заменено Past Simple без изменения в значении. When ” was at university, ”
performedlused to perform in theatrical plays. но:
Для
обозначения единичного действия, которое произошло в определенное время в
прошлом, употребляется Past Simple, не used to.
•   lost ту purse yesterday. (НОТ:
4-€.se.d.-.&.e-l.ese-.m.y

е
Used to употребляется также для обозначения фактов из прошлого, которые более
не имеют места в настоящем.
I used to work as а waiter. Now I work as ап electrician. (NOT:
l-y„e.u.d.-h+.k as а waiter.)

Logical
Assumptions/ Deductions (must, тау, can't) — Модальные глаголы (must, тау,
can't) — Логические заключения / выводы

Логические
заключения / Выводы (must, тау, can't)  Must — употребляется, когда есть
полная уверенность в вероятности действия в настоящем или прошлом. Тот looks
guilty. Не must have done something wrong.
 May/Might/Could употребляется, когда есть вероятность, что действие,
происходит или происходило.
There's а lot of traffic today so John might be late.
12 Английский язык 9 о.
Sue тау have
returned your book. Check your desk.
 Can't/Couldn't употребляется для выражения невозможности деЙствия в
настоящем или прошлом. The ТУ can't be broken. lt's brand-new. She couldn't
have said something so rude. She is ап extremely polite person.
модуль 4

Future
Simple — Будущее простое время

Формообразование: will + V.
Употребление
Future Simple употребляется, когда речь идет о:  прогнозах, предсказаниях на будущее
(обычно с глаголами: hope, think, believe, expect, imagine; с выражениями: l'm
sure, l'm afraid; с наречиями: probably, perhaps, тауЬе, etc.) I think she'll
change her mind. Perhaps Peter will join us.  обещаниях.
I promise l'll help уои tidy the house.  сиюминутных решениях.
lt's cold in here. l'll turn the heat ИР.
Примечание.
'Shall l/we' обычно используется в вопросительной форме, когда делается
предложение или высказывается просьба о совете. Shall we go to the museum
today?
Указатели
времени (сигналы), употребляемые с Future Simple: tomorrow, the day after
tomorrow, next week/ month/year, tonight, soon, in а week/month/year.
Другие способы
выражения значения будущего

Ве going
to

Форма: глагол
to be + going to + V. Употребление be going to употребляется, когда речь идет
о:  планах на будущее и намерениях.
lvan is going
to join а boxing club soon. (He's planning to ...) но:
will употребляется для выражения решений, принятых в момент речи.
l'm bored. l'll call ту friend to chat.
 прогнозах, основанных на том, что мы видим или знаем. Look out! You're
going to step оп the dog's tail! но:
will
употребляется для прогнозов, предсказаний будущих событий, основанных на наших
предполо-
C,R9

paMMaTHqecKl,iÞl

Evelyn hasn't
studied much so I don't think she'll pass her maths test. • nP¼HfiTblX
Pel-LleH¼BX no 110B0AY aeVtCTBhh B 6YAYl.ueM.
Dylan is going to invite his friends
to dinner. (OH yxe pet-Uhfl caenaTb 3T0.)

Future Perfect — 6YAYl.uee COBePœeHHOe BpeMfi

Oopr.aa: Will have + npuqacTHe
npoweawero BpeMeHH (3-9 (þopMa) CMblCJIOBOrO rnarona.
Ynorpe6neHhe
Future Perfect
ynorpe6nqeTcq, Koraa pegb HAeT o:
•
neVICTBHH, KOTopoe COBePU-l¼TCfi onpeAeneHHoro MOMeHTa B 6YAY111eM.
We will have finished our course by
the end of June.
YKa3aTeJIV1 BPeMeHh (cnn-lanbl), yn0Tpe6ngeMble c Future Perfect: before,
by, by then, by the time, until/ till (TOJ1bKO B OTPqqaTeJ1bHblX

Future Continuous — Bynyuee
rlPOAOJ1>KeHHOe Bpervaq

@opMa.• will be +  HaCT09LUerO BPeMeHh (-ing
(þopMa) CMblCnOBOrO
rnarona.
Yn0Tpe6neHMe
Future
Continuous ynoTpe6nqercq, Koraa peqt) l,taeT o:  6YAYl.ueM aeVlCTBhh B npouecce ero
COBePUJeHhfi B onpeaeneHHblV1 MOMeHT B 6yayueM.
This time next week I'll be sunbathing in Sochi.
•    neVlCTBh¼, KOTopoe HaBepH9Ka
np0h30VlAeT B 6yayI-ueM cornacH0 nnaHY, AOrOBOPeHHOCTh.
She will be driving to Cheshire tonight.
•    BÐKDHBOM Bonpoce O
qbHX-J1¼60  Ha 6nqxaüwee 6YAYl-uee.
Will
you be watching the show tonight?
Present Simple B                    6YAYLuero

PacnucaHH9/nporpaMMbl
The plane takes off at 10:00 am.

Present Continuous B

6ynyu-4ero

AOFOBOPeHHOCTb Ha 6J1¼YxaVlœee 6YAYl-uee I'm throwing a
surprise party for my brother on Saturday.

Time Clauses — llpqnaToqHble npeanoxel-iv•lfi BperqeHh

B rlPlanaToqHblX npennoxel-wqx
BPeMeHH hcn0J1b3Y10Tcq rnaronbl B Present Simple Present Perfect, HO He B
(þopMax 6YAYl-uero BpeMeHh. OHH BBOAfiTCfi 110MOLUh CJIOB h
BblPa>KeHhVd, Kal< while, before, after, until/ till, as, when, whenever,
once, as soon as, as long as, by the time, etc.
By the time we get there the film will have started.
nocne CJIOB h BblPa>KeHViVi,
Kal< unless, if, suppose/ supposing, in case etc., yr10Tpe6J1fiK)Tcq Present
Simple  Present Perfect, HO He 4)OPMbl 6YAYl-uero BpeMeHH.
Take an umbrella in case it rains later. (NOT: iB-eese

(DopMbi
6YAYl-uero BPeMeHh yr10Tpe6J1fiK)Tcq C:  when — Koraa OHO 9B,qneTCfi
B011POC¼TeJ1bHblM cnoBOM.
When
will you go on holiday?
 if/whether nocne 0603HaqatOU4HX
HeyBePeHHOCTb//103HaHkte r.n., KaK I don't know, I doubt, I wonder, I'm not
sure etc. I don't know whether he will get the job.

Clauses of Purpose —
np¼aaT0HHble

nphaaT0HHble
npeAJ10>iŒHhfi I-1eJlh BBOABTCB nph not•aou.lkt:  to/in order to/so as to + infinitive
He is running to/in order to/so as to catch the bus.  so
that + can/will (B 3HaqeHHH HacT0fiL14ero/ 6yayuero)
She'll stay at the office late so that she will finish the report.
 so that + could/would (B npownoro) Joe
joined a gym so that he could become fitter.

with the view to/with the aim of + -ing form He went to the bank with
the aim of asking for a loan.

Clauses of Result — npuaaToqHble
npeanoxel-il,lfi CJ1eACTBH51

[IphaaToqHble npeAJ10>KeHHfi CneACTBHfi BBOAfiTCfi that
(after such/so...), (and) as a result, (and) as a consequence consequently
(ocþnu.), so, therefore etc. It hadn't rained for two months and as a
result the country was facing a water shortage.  such a(n) +
(nphnarareJ1bHoe) + hCYhcnqeMoe cyl.uecTBHTenbHoe B eAHHCTBeHHOM qwcne + that +
npunaT04Hoe  Mrs Abbot is such a good teacher that
all her students love her.  such + (nphnarareJ1bHoe) + hCYhCnqeMOe
cyue-
cTBHTenbHoe B eAHHCTBeHHOM qncne + that + nphAaT0MHoe npeanoxeHhe. They're
such nice people that everybody likes them.
 such + a lot of + CYU4eCTBhTeJ1bHOe +
that + npMnaT0YHoe npennoxeHMe. He had such a lot of

GRIO
r paMMaTqqecKhV1
CllPaBO'lHhK

work
to do that he had to cancel our dinner plans.

so + nphnarareJ1bHoe/HapeRhe + that + nphAaT04Hoe npennoxeHhe. They were
talking so loudly that the librarian asked them to leave the library.
SO + few/little/many/much + CYLUeCTBhTenbHoe
+ that + npMAaT0YHoe npeanoxeHhe. There was so much traffic on the streets that
it took us an hour to drive home.

so + npunararenbHoe + a(n) + CY1.geCTBhTenbHOe + that + nphAaT0YHoe  It
is so popular a museum that it's always crowded.  as a result/therefore/consequently/so
+ that + nphAaT0'lHoe  We couldn't find a room to book in that
hotel and therefore we had to look elsewhere.
MOAYJ1b 5

Comparatives — CTeneHh cpaBHet-ihfi

CPaBH¼TeJ1bHaq
cTeneHb yr10Tpe6nqeTcq nph cpaeHeHh¼ 06beKTOB. npeB00(0AHaq cTeneHb
YKa3blBaeT Ha BblCWYiO CTeneHb KaqecTBa y Toro hHOrO 06beKTa B rpynne
nOA06HblX. nocne npunaraTenbHoro B CPaBHhTeJ1bHOV1 CTeneHh 06b1 14HO
hcn0Jlb3yeTcq than (geta).
Anne is
shorter than Helen.

nepea rlPhnaraTeJ1bHblM B
 cTeneHH 06b1 14HO hcn0J1b3yeTcq onpeaeneHHblV1 aPTHKJlb the
(OTHOCfiU4V•lVICfi K onpeaenqeM0MY CYL14eCTB¼TeJ1bHOMY). nocne
np¼naraTeJ1bHoro B npeB00(0AHoV1 cTeneHh 06b1 14HO
hCf10flb3yeTCB in of. Lena is the youngest of the three sisters. Raul is the
funniest person in the class.
06pa30BaHhe crenel-lei
cpaBHeHhR Hapeqhi:

K OAHOCJIOHHblM
llPhnaraTeJ1bHblM A06aBJ1fieTCfi -(e)r A-JIB 06pa30BaHhfi CPaBHhTeJ1bHOÿl
CTeneHh -(e)st 06pa30BaHh9 npeB00(0AH0ü: small - smaller - smallest nphMeqaHhe: y
OAHOCflO>KHblX nPhnaraTeJ1bHblX, OKaH'WBalOl.UhXCfi Ha rnacHY'0 +
cornacHY'0, 3Ta cornacHaq YABa¼BaeTcq: hot - hotter - hottest

60J1bWhHCTBO
ABYCJIO>KHblX h MHOrOCJIOHHble npqnaraTeJ1bHble 06pa3Y}0T cpaBHhTeJ1bHYlO
CTeneHb C noMOU4blO more (60nee), a  c rlOMOLUbK) most (Hau60nee).
sociable - more sociable -
most sociable nphMeqaHhe 1: B ABYCJIOHHblX llPhnaraTeJ1bHblX, Ha cornaCHYi0 + y, -y 3aMeHseTC9
Ha -i A06aBnqeTcq -er/-est: easy - easier - easiest
npmaegal-lne 2: npunaraTeJ1bHbte clever, cruel, friendly, gentle, narrow,
quiet, shallow, simple, stupid 06pa3YOT CPaBHhTeJ1bHYlO npeBocxoAHW0
CTeneH¼ CPaBHeHh9 C -er/-est, •raK npv•l rlOMOl.Uh more/most:
friendly - friendlier/ more friendly -
friendliest/ most friendly

K HapeqhfiM, COBnaaalOU41,lM no cþopMe c nphnaraTenbHblMh (hard,
fast, early, late, high, low, deep, long, near, straight),  -er/-est:
fast - faster - fastest

K apyr"M Hapequma
(e.g. quickly, slowly, easily) A06aBnqeTCfi more/most.  hct«moqeHnq: good/well - better -
best much - more - most far - farther/further - farther/furthest bad/ badly -
worse - worst little - less - least
IlPhMeqaHhe:
elder/eldest yr10Tpe6nneTcn Ann OllhCaHhq noae¥1 1-43 OAHOVI CeMbh.
Her elder/eldest sister is an architect.
T hilbl CPaBHhTeJ1bHblX 060POTOB:

as + nphnararenbl-aoe +
as (yn0Tpe6nqeTcn, I-IT06bl noKa3aTb, '*TO ABa 06beKTa qeM-T0
flOXOHh). B OTPH14aTeJ1bHblX  yncnpe6nqeTcq not as/so ... as. The blue skirt is as expensive as the
red one.

less + npMnaraTeJ1bHoe +
than (BblPaxaeT pa3Jlhqqe MeH<AY  IlPOT¼B0110JIOHHOCTblO
9BnneTC9 more . . than. Paul is less successful than his brother.

the least +
npnnararenbHoe+ offin (yn0Tpe6nqeTcn Ann cpaBHeHHB 06bet<Ta C  60nee 06beKTaMh). The opposite is most ...
of/in. She is the least ambitious person in the company.  much/a lot/far/a little bit/slightly
+ comparative
(BblPaxaeT creneHb pa3J1¼ 14Hfi
Mey..A'y' 06beKTaMh). Brian is slightly older than
Claire.  comparative and comparative
yr10Tpe6nqeTcfi, I-ITO6bl noKa3aTb YBeJ1hqeH¼e,
'y'MeHblLleHhe qero-J1h60. The traffic gets worse and worse every day.  the
+ comparative ..., the + comparative (not<a3blBaeT, '*TO ABa 06bet<Ta
h3MeHfilOTC9 BMeCTe I-ITO OAHO .3aBhChT 0T Apyroro). The longer the
day went on, the more tired she became.

by far + the superlative
(noAqepK½BaeT pa3HH14Y Mey06beKTOM h  60nee 06beKTaMh). Last year was by
far the best the company has ever had.

Expressing Preference — Выражение
предпочтения

Для
выражения общего предпочтения употребляются:

prefer + noun/-ing +
to + noun/-ing. I prefer vegetables to meat. I prefer painting to drawing.
prefer + to-infinitive + rather than
+ bare infinitive. ” prefer to go out rather than stay at home оп а Saturday.
Для выражения ситуативного предпочтения
употребляются:  l'd prefer + to-infinitive (+ rather
than + bare infinitive).
l'd
prefer to go to а restaurant (rather than eat in).  l'd prefer + поип (+ rather than +
поип). Would уои like some tea? - l'd prefer а glass of water, thank уои.

l'd
rather + bare infinitive (+ than + bare infinitive). l'd rather go to the
concert than stay at home.
МОДУЛЬ 6

The Passive Voice — Страдательный залог

Формообразование. Страдательный залог
образуется при помощи глагола to be (в нужном времени) и 3-й

Mary
    will таКе Фа.

Теа
    will be made by Mary.

GR12
Passive
Voice употребляется:

когда
очевидно или, напротив, неважно, кто выполняет действие.
The food was cooked. (Мы не знаем, кто
приготовил еду.)
The
shirt is being washed. (Неважно, кто стирает рубашку.)
The criminal has Ьееп arrested.
(Очевидно, что полиция арестовала преступника.)  когда
само действие важнее, чем субъект, выполняющий его, например: в заголовках
новостей, газет-
НЫХ статьях, заметках, рекламе,
инструкциях и т. п. Shoplifters will be prosecuted.

когда
мы хотим избежать ответственности за какоелибо действие или когда говорим о
неприятном событии и не хотим говорить, кто виноват. Hundreds of people were
injured in the train crash.

когда
делается акцент на действующее лицо.
The flowers were sent
by the Queen herself.

чтобы
сделать высказывание более официальным
или
вежливым.
Му bag has Ьееп ruined.
(Моге polite than saying 'you've ruined ту bag'.)
Изменение
действительного залога в страдатель-

Дополнение
предложения в действительном залоге становится подлежащим в страдательном
залоге.  Смысловой глагол не изменяется по
времени, но форма его изменяется на форму страдательного залога.  Подлежащее
предложения в действительном залоге
становится дополнением, указывающим на
исполнителя действия, и употребляется с предлогом by или
опускается.
                     Subject       Verb             0bject
АСТМЕ     Liz                 painted              а
portrait.

                      Subject           Verb                 Agent
PASSlVE
The portrait                was painted by Liz.

Только
переходные глаголы (ГпГОЛЫ, имеющие прямое дополнение) могут иметь форму
страдательного залога.
Active: Paul swims every day. (непереходный глагол;
нет формы страдательного залога) Примечание. Некоторые переходные глаголы
(have, fit, exist, seem, suit, lack, resemble) не имеют формы страдательного
залога.
This colour suit5
уои. (НОТ: .k.i.s-.e.e.l.e.b+-i.s-s€.ked

В
повседневной речи при обсуждении событий, произошедших неожиданно или в
результате происшествия, вместо глагола to be употребляется глагол to get. Не
got hit by а truck.

r PaMMaThqeCKhÞl CllPaBO UlHhK

By + hcn0JIHhTeJ1b aeiCTBhR ynoTpe6nneTcq
Toro, '4T06bl 0603HaqHTb, 6b'.no
coeepweH0 aehCTB¼e. With +
hHCTPYMeHTbl/MaTePhanbl/  MHrPeAheHTbl yr10Tpe6nqeTcsq Toro, 14T06bl
060.3HaLlhTb, I-ITO hCnOJ1b30BaJIOCb nph  aeVICTB¼fi.
This
photograph was taken by my brother. It was taken with a digital camera.

CyueCTBhTeJ1bHOe,
0603HaqaK)l.uee hCnOJIH¼Tenq aeüCTBh9, MOYxeT 6blTb OllYL.qeHO,
ecJ1h noanexal-uee B npeanoxeHhh aeVlCTBhTeJ1bHOrO 3anora BblPaxeHO CJ10BaMh:
they, he, someone/ somebody, people, one etc.
People have discovered the truth.
(= The trut has been discoverd.)

CytueCTBhTeJ1bHOe,
0603Haqah01uee hCnOJIHhTenq aeVlCTBhB, He MO>KeT 6blTb OnyueHO, eCJlh
HCIIOJIH¼-
       •rent,
aeÜCTBh9 9BnqeTC£l CYU4eCTBeHHblM          3Haqe-

The novel was written by Graham Greene.

Y rnaronoa, hMetOl.UhX
nea A0110JIHeHhB, Tat<hX, Kat<: bring, tell, send, show, teach, promise,
sell, read, offer,
give, lend, MOHHO 06pa30BaTb A8e MOAenv•l cTpaaaTeJ1bHoro 3anora.
Philip will send Sarah a gift. (active)
Sarah will be sent a gift. (passive, 60nee munuwag qbopma) A gift will be sent
to Sarah by Philip. (passive, Me,qee munuwas 960pma)

B
Bonpocax B CTpaaaTeJ1bHOM 3anore c who, whom which
by He onycKaeTcfi.
Who gave you this book? Who were you given
 this book by?

nocne hear, help, make
h see B Passive Voice cneayeT hHCþhHhThB C qaCTh14eVl to. She made me
lie. -+ 1 was made to lie.
nphMeqaHhe. nocne hear, see 1-1 watch
MOHeT yr10Tpe6J1fiTbcq npqqacThe HaCTOfiU4erO BPerqeHh B aeVlCTBhTeJlbHOM
CTpaqaTeJ1bHOM 3anore.
We
saw her stealing. —+ She was seen stealing.

Causative
— Kay'3aThBHaq cþoprqa

OopMa:
have + npmaoe AOnOJIHeHhe + 3-9 cþopMa rnarona.
B  aelŽCTBhTeJ1bHOrO
3anora llOAnexaU41.•lM 9BnqeTCfi JlhUO, coBepl-ua}01-qee  Torna
1<aK B npeanoxeHl.•lfiX Kay3aThBHOVl cþ0PMbl aeücTBhe
COBePœaeTCB He Jih140M, 0603HaqeHHblM nOAnexaL.UhM llPeAJlOHeHh9, a 'CM-TO
apyr½M 3a Ann Hero.

She has designed
    clothes.

She
    has been designing clothes.

She has had
    clothes designed.

She has been
    having clothes designed.

She
    had designed clothes.

She
    had had clothes designed.

She
    had been having clothes designed.

She wants to
    have clothes designed.

She
    likes having clothes designed.

AaHHaq KOHCTPYK14hfi ucn0J1b3yeTcq
Ann 0603HaqeHhfi aeÞlCTBh9, Bbl(10JIHqeMOrO KeM-J1h60 Jlhua,
0603HaqeHHoro [IOAnexaU4hM. They hired a professional to decorate their country
house. They had their country house decorated. (They didn't do it themselves. -
professional did it.)

B
Kay3aThBHOV1 c:þoprqe rnaron to have yn0Tpe6nqeTcq B OTPhqaTeJ1bHbfX npeAJIO>KeHhfiX
C BC'10MOraTeJ1bHblM rnar0J10M do/does/don't/ doesn't (Present Simple) did/didn't
(Past Simple).
Adam doesn't have his jumpers dry
cleaned. Did you have your eyes checked?

Get
qacT0 VI(3E10Tlb3yeTcq B Kay3aThBHOV1 cþoprqe 8MeCTO have. Did Mary have/
get her hair dyed?  Kay3aThBHaq cþopMa MO>KeT yn0Tpe6J1fiTbcq
BMeCTO CTpaaaTeJlbHoro 3anora, Koraa peqb l.,lAeT o HecqaCTHblX cnyqaqx  cnyqaüHOCTBX.
George had his car
stolen from the car park.
(=
His car was stolen from the car park.)
GR13

Reflexive Pronouns — Возвратные
местоимения

Форма:
myself, yourself, himself, herself, itself, our selves,
yourselves, themselves. Употребление
Возвратные
местоимения употребляются:

после
некоторых глаголов (behave, burn, cut, епјоу, hurt, kill, look at, laugh at,
introduce, dry teach etc.), когда подлежащее и
дополнение являются одним лицом. She taught herself how to play the guitar. Не
cut himself while he was chopping vegetab[es.

после
глаголов бе, feel, look, seem. Не[еп doesn't seem herself lately.  после
предлогов.
Уои need to
take better саге of yourself. но:
Возвратные местоимения не употребляются
после предлогов места. Уои сап put these glasses in the cupboard behind уои.
(NOT: beh.i.a.d-.y.e.e.—.$)
После некоторых
глаголов возвратные местоимения не употребляются. Среди них: wash, shave,
(un)dress, afford, complain, meet, wake ир etc. The purse was expensive and ”
couldn't afford it.

но:
Возвратные местоимения употребляются после
глаголов wash или dress, когда речь идет о маленьких детях или животных. She's
Ьееп teaching her little daughter how to dress herself. Запомните выражения:
Епјоу yourself!
Хорошо
тебе провести время!) Behave yourself!
Веди себя хорошо!) like being бу myself.
(= Я люблю побыть в одиночестве.) She lives by herself. (= Она живет одна.) Ву
myself, by yourself, by himself etc. я один (одна), ты один (одна), он один/она
одна и т.п.) Неф yourself to some саке. (= Угощайся тортом.) 00 it yourself.
Сделай это сам.) Маке yourself at home! (= Чувствуй себя как дома.) Маке
yourself heard. (= Говори, чтобы тебя услышали.) Маке yourself understood. (=
Добейся, чтобы тебя поняли.)
МОДУЛЬ 7

Conditionals: type 1 — Придаточные предложения
условия (тип 1)

Conditionals
(type 1) используются для выражения реальной или очень вероятной ситуации в
настоящем или будущем.
GR14

future
  simple
S

lf she does well at the
  interview, she will get the job.

      Если
придаточное условия стоит перед главным предложением, они разделяются запятой.
Если главное предложение стоит перед придаточным с if, запятая не ставится.
Примечание.
С придаточными предложениями условия (тип 1) может использоваться unless (если
не) + глагол в утвердительной форме (= lf + глагол в отрицательной форме).
She
will not speak to him unless he apologises. (lf he doesn't apologise, Ме will
not speak to him.)

Conditionals: types 2 & 3 —
Придаточные предложения условия (типы 2 8l З)
      Conditionals
(type 2) используются для выражения воображаемой и маловероятной ситуации в
настоЯЩеМ и будущем. В придаточном предложении с if в 1-м и 3-м лице
единственного числа употребляются как were, так и was. Также используется
структура К I were gou ... для того, чтобы дать совет.

Придаточное
  с if

Главное предложение

lf
  + V21was,were +Ving —» would/could/might + bare infinitive (без to)

lf I had а good voice,
  I would Ьесоте а singer.
lf Раи! »•yaS not working today, we
  could go to the beach.
lf were уои, would stay in
  tonight.

Главное
  предложение

Придаточное
  с if

      Conditionals
(type З) используются для описания воображаемой ситуации в прошлом. Они также
используются для выражения сожаления о том, что прошло, или критики по поводу
уже прошедших событий.

З   would/could/might
  + had Ьееп +Ving  bare perfect infinitive
(без
  to)

lf
  I had studied harder, would have passed the exams.
lf he
  hadn't Ьееп studying that hard, he wouldn't have passed his exams.

      Придаточные предложения условия
обычно вводятся при помощи if, а также: unless (= if not), providing, provided
(that), as long as, оп condition (that), but for + -ing form/noun, otherwise,

Грамматический справочник

or else, what if,
supposing, even if, only if. Unless she starts studying harder, she's going to
fail her exams.
Get ир now or else
you'll miss your appointment. Put your sweater оп, otherwise you'll get сою.
 We'll
leave оп Monday, supposing the weather's
Примечание. Если предложение начинается
только с 0nly if, подлежащее и сказуемое главного предложения меняются местами.
0nly
if уои are dressed formally, will уои be allowed in.

Если
предложение с if стоит перед главным предложением, две части предложения
разделяются запятой.
lf уои are
feeling tired, уои must rest, НО: Уои must rest if уои are feeling tired.

В
придаточных предложениях условия (тип 2) в официальном английском после if во
всех лицах употребляется were вместо was, lf he werelwas here, things would
have Ьееп different.

В
предложениях с if will, would или should не употребляются.
lf уои stay ир late,
уои сап get into trouble. (НОТ:
 Однако will, would или should употребляются
в предложениях с if, когда речь идет о просьбе, а также для выражения
раздражения, сомнения, неуверенности, настойчивости.
lf
Ме should need help, ask her to call те. (сомнение /нецВеренность — Я
сомнеВаюсь, что ей понаДобится помощь.) lf уои will stop arguing, we will find
а solution. (просьба — Пожалуйста, прекрати спорить.)
Случаи, когда можно опустить 'if'
В таких случаях should (cond. type
1), were (cond. type 2) и had (cond. type З) стоят
перед подлежащим. lf he should pass the ехат, he will
apply to university. —» Should he pass the ехат, he wil[ apply to university.
 lf there were ап election tomorrow,
who would уои vote for? Were there ап election
tomorrow, who would уои vote for?

Wishes — Выражение желания

Конструкции
wish/lf оп|у используются для выражения желания, а также сожаления.
Эквивалентом в русском языке могут служить обороты: Хорошо бы / Если бы только
/ Вот бы.

wish/lf
    only
+ past
    perfect

wish ” had studied harder. (but didn't) lf only
    hadn't
Ьееп
    so foolish.
(but
    I was)

для
    Выражения сожаления по поВоДу чего-то СЛУЧИВШеГОСЯ или неслучиВшегося В
    прошлом

wish уои wouldn't бе so rude to your sister.
lf only уои would stop
  arguing.

для выражения:
-   побелительного
  наклонения В ВежлиВой форме
-
  желания, чтобы ситуация или поВеДение челоВека
  изменилось

Примечание. Конструкция lf only
используется так же, как и wish, но придает высказыванию большую
экспрессивность и яркость.
 Were может употребляться вместо was
после ”wish” и ”if only”.
 wish I were young again.

Modals — Модальные глаголы

К
модальным глаголам относятся can/could, тау/
might,
must/have to, ought to, shall/should, will/ would.

Форма
модальных глаголов, кроме have to, не изменяется .

После
модальных глаголов следует инфинитив без
частицы
to.

Модальные
глаголы употребляются перед подлеЖаЩИМ в вопросительных предложениях. В
отриЦаТеЛЬНЫХ после них употребляется частица not.

Когда
за модальным глаголом следует инфинитив смыслового глагола, он относится к
действию в настоящем или будущем. Не should wash his саг more often. Когда за
модальным глаголом следует перфектный инфинитив, он относится к действию в
прошлом. Не should have washed his car before he left for his trip.

Обязательство
/Долг/ Необходимость (must, have to, should/ought to)

must
выражает долг /строгое обязательство сделать что-либо, показывает, что
какое-либо действие крайне необходимо.
lf the pain persists must see а doctor.  have
to выражает обусловленную обстоятельствами необходимость.
The vet says we have to give some medicine
to our dog.  had to — форма прошедшего времени
для must и have to.
 should/ought t0 выражает
обязательство, рекомендацию.
Уои should send her а
card for her birthday.
Отсутствие
необходимости (don't have to/need to, needn't)
•
don't have
to/don't need to/needn't выражает отсутствие необходимости делать что-либо в
настоящем или будущем. Уои don't have to buy extra bread. Уои don't need to
tell them if you're leaving earlier. She needn't go оп а diet.
•
didn't
have to выражает отсутствие необходимости в прошлом. Неизвестно, было это
сделано или нет. They didn't have to take them out to dinner. (We don't know if
they took them out.)
Разрешение / Запрет
(сап, тау, mustn't, can't)
•
сап/тау
употребляются для того, чтобы попросить/дать разрешения на что-либо. Мау
является более формальным, чем сап.
Сап/Мау
borrow your реп? Yes, уои сап/тау.
•
mustn't/can't
употребляются, когда запрещается что-либо делать (правилами, законом).
Уош
mustn't/can't talk loudly in the library.
Возможность
(сап, could)
 сап + инфинитив употребляется для
обозначения общей, теоретической возможности действия. Не используется для
конкретной ситуации. lt сап get pretty сою ир here.
 could/may/might + инфинитив
употребляется для выражения возможности действия в определенной СИТУаЦИИ.
lt might be cold today, so bring ап extra
jumper. Примечание. can/could/might может употребляться в вопросительных
предложениях, тау не может. Where соиШ I buy а good coat?  could/might/would
+ перфектный инфинитив употребляется, когда речь идет о действии в прошлом,
которое было возможно, но не произошло.  could
have lent уои яте топеу, but hodn't Ьееп paid yet. Примечание.
Формы инфинитива образуются следующим образом: Present
Simple: (to) go
Present Continuous:
(to) be going
Present Perfect Simple:
(to) have gone
Present
Perfect Continuous: (to) have been going
Способность/Неспособность
(сап, could, was able to)

сап
выражает умение, способность сделать чтолибо в настоящем или будущем. Не сап
perform magic tricks.

could
выражает способность делать что-либо в прошлом.
She could work longer hours when she was
younger.  was(n't) able tO выражает
(не)способность сделать что-либо в прошлом. Не was(n't) able to attend
yesterday's meeting.

coutdn't
выражает неспособность выполнить действие в прошлом.
Daniel
couldn't swim when he was three. Не couldn't/wasn't able to swim yesterday
because it was a bit chi[ly.
Критические замечания
(could, should, ought to)

could:
Уои could at least be polite to her. (настоящее время)
Уош
could have waited for them to соте. (прошедшее время)  should: Не should be more patient.
She should have apologised to them. (но она не сДелала это)  ought to: She ought to stop
wasting her parents' топеу.
Предложения (сап,
would, shall, could)

сап:
Сап bring уои something else? • would: What else would уои like?

shall:
Shall I pick уои ир from work?

can/cou\d: ИФ
сап rent а DVD. We could go оп а picnic.
Вероятность
(will, should/ought to)

will:
Не will ask her to marry him. (100 0/0 уверенность)

should/ought
to: Пеу shouldlought to be here soon. (9094 уверенность; только будущее время;
это вероятно)
Совет (should, ought
to, shail)

should:
совет общего характера She shoufd seek the he(p of а professionaL  ought
to: совет общего характера Everyone ought to recycle.  shall:
просьба о совете Shall complain to the manager?

C,R16
r paMMaTqqecKhl.Y1
cnpaB0'-lHhK

MOAYJ1b
8

Reported
Speech — KocBeHHaq pegb

npqrvqan pegb 3T0 qbh-nh60 UhTHPyeMbie,
•roqHble CJIOBa. Ha nqcbMe npfiMaq peqb .3aKJ110qaeTCfi B KaBbl'4Kh.
KOCBeHHaa pegb nepeaaeT •rot-IHoe
coaepxaHhe LiberoJlh60 BblCKa3blBaHhfi, HO He •roqHble CJIOBa. B
KOCBeHHOV1 petih Ha nucbMe KaBbl UlKh He qcnOJ1b3Y}OTCfi.
nocne rnaronoB (say, tell) ncn0J1b3yeTcq MO>KeT 6blTb onyl-ueH0 that.
Say
— Tell  say
+ that + clause.
She said (that) she was very happy.  say
nph OTCYTCTB¼h Jlh'lHoro AOnOJIHeHhB. Jack said (that) he felt tired.
 say + to + AOnOJIHeHhe, BblPaxeHHOe
MeCTOhMeHV•leM + (that) + clause.
She
said to me (that) she was very happy.  tell + A0110JIHeHhe, BblPaxeHHOe
JlhYHblM MeCTOhMeHheM + (that) + clause (KOMY). She told me (that) she was very
happy.  yn0Tpe6nqercq
say + hHCþhHhThB c qacThuei to, HO He  We use speak/talk about instead.
Ann said to wake her up
at 3:00.
He spoke/ talked about
the meeting.
Hcnonb30BaHHe
say, tell, ask

hello,
    good morning/afternoon etc., something/ nothing, so, a prayer, a few words,
    no more, for certain/sure, etc.

the truth, a lie, a story, a secret, a joke, the
  time, the difference, one from another, somebody one's name, somebody the
  way, somebody so, someone's fortune, etc.

ASK

a question, a
    favour, the price, after somebody, the time, around, for
    something/somebody, etc.

Reported
Statements    BblCKa3blBaHhB B
KOCBeHHOVi
pe t-lh

B
KOCBeHHOVi peqh JlhHHble/11PHTqxaTeJ1bHble MeCTOh3MeH9K)TCfi
COOTBeTCTBeHHO 3HaqeHhlO npeanoxeHh9. Helen said, "I'm having a party. ' (npg,wan
peqb) Helen said (that) she was having a party. (KOC3eHHaB pegb)
Sue said, "l always cook myself.
" (npHM09 pegb) Sue said (that) she always cooked herself. (KOC6eHHag
peqb)

KOCBeHHOVl
nepeaa10T(3fi Hbh-nH60 BblCKa3blBaHHfi, COBePœeHHble aaBHO (nepeaaqa
BblCKa3blBaHhü, COBePl.ueHHblX B "IPOWJIOM) HeaaBHO (nepenaqa
BblCKa3blBaHhVl, COBePœeHHblX HeaaBHO).
13 AHLTIHV-1CKHñ
fl3b1K 9 KN.
nepeaaqa BblCKa3blBaHhi, COBePLUeHHblX
HenaBHO
B
KOCBeHHOÜ
petih BpetqeHa MoryT h3MeHfiTbC51
OCTaBaTbCfi rlPeHHhMH.
np*Man pe'.lb:     Stella said,
"I've ordered pizza. '
KOcBeHHaq
peg" Stella said (that) she had ordered pizza.
nepeaaga
 COBePUeHHblX B np01.unoM
rnaron, BBOAfil.UHVl KOCBeHHYlO pe t-lb
ynoTpe6nqeTcq B Past Simple, a BpeMeHa h3MeH9hOTC9 CneAY}OU4hM 06pa30M:

Present
  Simple -+ Past Simple

Present Perfect -+ Past Perfect

"l have brushed my
teeth. "

She said
  (that) she had brushed her teeth.

Past Simple -4 Past Simple or
  Past Perfect

"l
    mowed the lawn. "

She said (that) she mowed/had
    mowed the lawn.

"He was playing the piano. '

She said (that) he was
    playing/had been playing the piano.

He
  said, "l will always

He said (that) he would

remember you. '

always remember me.

He said, "l can't see

He said (that) he couldn't

you.
  '

see me. (present)

He said, "We can visit

He
  said (that) they

you
  soon. '

would be able to visit me soon. (future)

He
  said, "It may rain. '

He said (that) it might rain.

He
  said, "What time

He asked what time we

shall
  we call her?"

would
  call her. (information)

He
  said, "Shall I buy this

He
  asked (me) if he should buy that car. (advice)

He
  said, "Shall I give

He offered
  to give me a

you
  a hand?"

hand.
  (offer)

GR17

r paMMaThqecKl,1V1 CllPaBO LlHhK

Future
  Simple -9 Future

                                                                               in the Past

She
  said (that) she would meet me at 7:00.

"l will meet you
  at
7.00.
  "

instruct
invite
order
permit
remind
urge
warn
want

"Press the
  button and wait for the message to appear. ' "Would you like to come to
  my party?" "Stop shouting immediately. ' "You may go now. '
"Don 't
  forget to take the keys with you. ' "Eat your food. '
"Don't go out in this rain.'
"I'd
  like you to be quiet. '

He
  instructed me to press the button and wait for the message to appear.
He
  invited me to go to his party.
He ordered me to stop shouting
  immediately.
He
  permitted me to go.
He
  reminded me to take the keys with me.
He
  urged me to eat my food.
He warned
  me not to go out in that rain.
He wanted me to be quiet.

ago

 before

here

 there

                  •            3TOM
cnoBa H BblPaxeHHfl, 0603Haqaouv•1e Bpe-
MB, .3aMeHfflOTCB Ha:
now
 then, immediately today  yesterday
yesterday  the day before, the previous day
tomorrow  the next/ following day this week  that
week last week -+ the week before, the previous week next week -+ the week
after, the following week
rnaron
+
C
npRMa9
pegb KocBeHHaq pegb qaCThgei to
agree
"Yes, I'll call He agreed to call you. ' me. demand "Show me He
demanded to be everything! " shown everything. offer "Would you He
offered to help like me to me. help you?" promise "I'll be nicer He
promised to be to Jenny. ' nicer to Jenny.
refuse           "No,
I won't       He refused to join join you.'      me.

accuse
  sb of
apotogise for
admit
  (to)
boast
  about/of
complain about/of
insist
  on
suggest

"You ate my
  sandwich. ' "I'm sorry I disappointed you. '
"Yes, I broke the vase. '
"I
  am taller than you. '
"l have a headache. ' "No,
  I didn't use your card. ' "You must take care of yourself. "
  "Let's cook dinner. '

He accused me of
  eating his sandwich. He apologised for disappointing me.
He
  admitted (to) breaking/ having broken the vase. He boasted about being taller
  than me.
He
  complained of having a headache. He denied using/having used my card.
He insisted on me/my taking care of myself.

He
  suggested cooking dinner.

advise
allow
ask
beg
command
encourage
  forbid

"You should
  drink some water. '
"You can wear my jacket. ' "Please, close
  the door. ' "Please,
  please, listen to me.'

"Go ahead, open the door. '
  "You mustn't park here. '

He advised me to drink
  some water.
He
  allowed me to wear his jacket. He asked me to close the door. He begged me to
  listen to him.
He commanded the soldiers to
  march. He encouraged me to open the door. He forbade me to park there.

threaten            "Turn
down             He threatened to the music or          call the police if I
I'll call the      didn't turn down the police. '   music.
claim            "l
saw her           He claimed to have crying. '     seen her crying.
rnaron + hH4)hHhThB C npaMan pegb
KOCBeHHaq pegb qacThgei to
GRI
r paMMaThqecKHÞl cnpaB0HHHK

BpeMeHa B KOCBeHHOi pe can He
h3MeHRIOTCR, Koraa: rnaron, BBOA9U4hÞl KOCBeHHYlO pet-lb (say,
tell, etc.) CTOHT B Present Simple, Future Simple Present Perfect.
"l can't speak
French," he says. He says (that) he can't speak French.
rOBOPfiU4hVi C006U4aeT 06U4eH3BeCTHble
(þaKTbl. "The sun sets in the west, " Mr Smith said.
Mr
Smith said that the sun sets in the west.
B KOCBeHHOVl Pequ nepeaat0Tcq npuaaT0HHble
YCJIOBHR 2, 3 Tktna (xenaHl,ifi HePeaJ1bHble YCJIOBH¶ B nPOUJJIOM).
"l
wish I was a film star, " he said. -+ He said he wished he was a film
star.
rOBOPfil-UHü nepeaaeT qTO-JIH60 cpa3Y
nocne BblCKa3blBaHhfi.
"The
view is breathtaking, " he said. said that the view is breathtaking.
Reported
Questions — Bonpocbl B KOCBeHHOVi Pequ

Ecnv•l
npmoÿl Bonpoc Haqv•lHaeTCB c BOnPOCHTenbHbiX cnoa (who, where, how, when,
what T. n.), B KOCBeHHOM Bon poce ynoTpe6nqeTcq TO xe BOTIPOChTeJ1bHOe CJIOBO.
"Where
are you from?" she inquired. (np9MoVl
Bon poc)
She
inquired where I was from. (KOCBeHHblVl Bonpoc)

Koraa
npmac.)lž Bonpoc HaqhHaeTcq co Bcn0MoraTeJ1bHblX rnar0J10B (be, do, have)
unh MOAaJlbHblX rnaronoB (can, may T. n.), KOCBeHHblVl Bonpoc BBOAfiTC9 npv•l
nOMOU4h if whether.

explain
  to sb how + to-inf
wonder

"This is how you write it.
  "
He asked himself, "How can I win the
He asked himself, "Where

He asked himself, "Why is she so upset?"

He
  explained to me how to write it.
He
  wondered how he could win the award.
He
  wondered where Paul was.
He
  wondered why she was so upset.

He
asked, "Do you want a ride to school?" (npmoVt Bonpoc)
He
wanted to know if/whether I wanted a ride to school. (KOCBeHHblVi Bonpoc)

B
Bonpocax B KOCBeHHOÞl pet-IH rnaron ynoTpe6nqeTcq B
YTBePAHTeflbHOVž BOflPOCHTenbHblVl 3HaK H TaKV•le cnoBa/
BblPa-xeH¼9, 1<aK please, well, oh H T. ll., onyCKa}OTCfi. BpeMfi
rnarona, MeCTOhMeHl,1fi yt<a3aTeJIH BPeMeHh h3MeHfilOTCfi -raK He, Kat< B
YTBePAhTeJ1bHblX

"Could you give me a hand,
please?" he asked. (npmaoVi Bonpoc)
He asked me whether I
could give him a hand.
(KOCBeHHblV1 Bonpoc)

Indirect
Questions — KOCBeHHble Bonpocbl

KOCBeHHble
Bonpocbl 06pa3Y10Tcq nph nOMOU.Åh
BbipaxeH½Ü:
Could you tell me ...?, Do you know ? I wonder . . . I want to know I
doubt
 T.
n., a rnaron 1,1MeeT YTBePAHTeJ1bHYlO 4)opMY. Ecnh
KOCBeHHblÞl Bonpoc HaqhHaeTC9 c I
want to know I wonder I doubt 3HaK Bonpoca
onycKaeTcq. IlopRA0K CJIOB npfiM0h. npmaaq pegb
"Where is the library?"
KOCBeHHblÜ Bonpoc
Do you know where the
library is?

Reported
Requests/ Suggestions        npocb-

3WOTcq
c nOMOU4b}O rnar0J10B (ask, beg, suggest), nocne KOTOPblX cneayeT            c              to,
ing (þopMa rnarona        npHaaT0(-lHoe
OTHOChTenbHoe C that B       0T Iononb3yeMoro rnarona.
"Please,
don't go, " he said to me. -+ He begged me not to go. (npocb6a)
"Let's
watch a film," he said. —+ He suggested watching a film. (npeanoxel-lhe)
"You'd
better take an aspirin, " he said. —¥ He suggested that I (should)
take an aspirin.
(npeanoxeHlae)

Reported
Orders/Commands

KOCBeHHOlŽ
pe t-IH

• [IphKa3bl, pacnopqxeF-lV•19
YKa3aH¼fi B KOCaeHHOV1 pe t-lh BBOAfiTC9 c noMOL14biO
rnarOJ10B advise, order, tell + st) + (not) to-infinitive.
"Be
patient!" she said to me. (npqrøaq peqb) -+
She
told me to be patient. (KOCBeHHafi peqb)

r Parv1MaThqeCKhÏ,l cnpaB0 1-lHHK

Koc.BeHHaq
  pegb

"Don't
go!" he said to her. (npmaaq peqb) —+          deny    "I've never       He
denied that he He ordered her not to go. (KOCBeHHaq peqb)met her. " had
ever met her.
"Be
careful, " he said to me. He advised me to be careful. (YKa3at-lhe)
exclaim "It's splendid! " He exclaimed that  it was splendid.
MOAaJ1bHble
rnaronbl B KOCBeHHOVi pe t-lh  explain "It's not He
explained that it Koraa npeAJ10>KeHhe B KOCBeHHOV1 pe t-lh
OTHOC¼TCfi K npo-difficult at was not difficult at
              l.ueAUJeMY
BPeMeHH, MOAaJ1bHble rnar0J1bl                               nepegoae Ball.
"                                               all.
KOCBeHHYlO pe t-lb
h3MeHfilOTCfi cneAYK)L14hM 06pa30M:
will/shall
—+ would, can -+ could (OTHOCHTCR K MOMeHTY inform st) "You will be He
informed me peqh)/would be able to (OTHOCHTCB K 6YAYl-ueMY), mayiven a test.
" that I would be -+ might/could, shall —¥ should (npocb6a aaTb
COBeT)/given a test. would (06pal-uel-we aa  (npeanoxeHHe), must —Y must/had to
(0693aTenbCTBO) ( * must promise "l won't do He promised that he He
Vi3MeHfieT ooe¥i 4)OPMbl), needn't —+ didn't need to/this again, ' wouldn't
do that didn't have to (OTHOC¼TCfi K MOMeHTY pequ)/wouldn'tagain. have
to (OTHOCHTCR K 6ynyueMY). Would, could, used to, mustn't, should, might, ought
to H had better suggest "You can cope The doctor suggested with this that
I could cope
OCTaK)TCq HeH3MeHHblMl,l npl,f nepegoae B
KOCBeHHY}O peqb."
roblem. with that problem. h3t•aeHeHhe
MOAaJ1bHblX rnaronoB B KOCBeHHOi pe•.lh
He asked He wondered himself,
"Shall whether he should I go home?" go home.
He said, "You must
send          He said (that) I had toHe asked He wondered where him a reply.
"        send him a reply.himself,     he was heading to.
(obligation)"Where am I He
said, "She must be       He said (that) she mustonder +          heading
to?" upset. "He said, "You       be upset. (deduction)Hehether +           He
asked          He wondered what needn't worry. " said (that) I didn't have clause  himself,
"What he should tell them. to/didn't need to worry.hould I tell (present)
He said, "You
needn't He said (that) I wouldn'tHe asked He wondered how to come that early
have to go/come thathimself, "How stop that. tomorrow. early the next
day.can I stop
(future)

uantl
  lers:

ome

ny

o

very

He
said, "They should He said (that) they should give me a receipt. 'give him
a receipt.
Apyrhe rnaronbl, BBOARIUMe
KOCBeHHYlO pegb        their compounds — MecTOhMewq,     nepena101-uue 3HaqeHhe
HeonpeaeneHHoro KonuqecTBa, uX rlP0h3BOAHble
                                                                                Some,
any              no yn0Tpe6J1910Tcq c
                                                                                (uncountable)                              VIC14hCnqeMblMh

gree boast claim
omplain

es,
  t at IS a orgeous dress. "
"I'm a great ainter. ' "l
  know everything. '
"You always lie to me. '

e agree t at It was a gorgeous dress.
He
  boasted that he was a great painter. He claimed that he knew everything.
He
  complained that
I always lied to him.

somebody/
someone,
  everybody / everyone

anybody/
anyone

nobody/
no
  one, not anybody

(countable)
CYU4eCTBHTeJ1bHblMH BO MHO>KeCTBeHHOM HHCne. We need some eggs and some
butter.
GR20
Грамматический справочник

something,

anything

nothing not anything

somewhere,

anywhere

nowhere not anywhere

There's somebody at the
door. ls апуопе here? There is по опе here. = There isn't апуопе here. l've
looked everywhere but I can't find him. Примечание. Would уои like something to
eat? (предложение) What's wrong? Нак уои lost something? (ожидание положительного
ответа) lf апуопе calls, tell them to leave а message.
Апуопе
who wants to соте must give те their names now. Уои сап соте апу time. (Не
важно, кто придет и в какое время.)
       Some
и его производные (somebodg, someone, something, somewhere etc.) употребляются
в
утверждениях.
Му jacket must be near
here somewhere.
       Some
и его производные также употребляются в вопросах для выражения предложений или
просьб, Would уои like some саке?
Сап ” have some milk with ту tea, please?  Апу
и его производные (апџопе, angthing etc.) употребляются в вопросительных
предложениях.
Has
апуопе called?
       Not
апу употребляется в отрицательных предло-
жениях.
There isn't апу fruit
in the basket.
       Апу
и его производные также употребляются с такими словами, выражающими отрицание,
как without, never, гаге/у.
” have пеуег met апуопе
like Тт.
       Hard|y
апу употребляется в утвердительных предложениях с неисчисляемыми
существительными и исчисляемыми существительными во множествен-
ном
числе.
There is hardly апу
salt in the soup.
There
were hardly апу children at the рай.
       Когда
апу и его производные употребляются в утвердительных предложениях, они имеют
следующее значение: неважно, что/кто/когда. Уои сап say anything уои want to
the journalist. (не Важно что)
Апуопе сап take part in
the competition. (не
Важно
кто)
       No
и его производные употребляются вместо not апу в отрицательных предложениях. В
данном случае используется утвердительная форма глагола:
They haven't got апу money.lThey've
got по топеу. They didn't buy anything. /They bought nothing./There wasn't
anybody in the room.l There was nobody in the room.  Every употребляется с исчисляемыми
существительными в единственном числе.
Every
student in the class laughed with the teacher's joke.
Примечание. С производными от some, апу, по и everg
глагол употребляется в единственном числе. There is someone in the room.
Everything seems to be going fine.

Every — Each

Местоимение
every употребляется с исчисляемыми существительными в единственном числе. Оно
относится к группе людей или предметов и имеет значение «все, каждый, всякий» и
т. д.
Every student has а library card. (=
all students)  Each также употребляется с
исчисляемыми существительными в единственном числе, но относится к отдельным членам
группы людей,
предметов
и т. д.
Each
visitor was given а day рая. (кажДому посетителю В отДельности)

Everyone
и each (опе) может употребляться с of. Обычно each используется, когда речь
идет о двух людях или предметах. Every употребляется, когда речь идет о троих
или более людях или предметах. She owns two flats and she decorated each (опе)
of them beautifutty.
Paul has
written тапу novels. Everyone of them has Ьееп а best seller.

А few/few — А little/little

А few и few употребляются с исчисляемыми
существительными во множественном числе. А little и little употребляются с
неисчисляемыми существительными.  А
few означает «немного, но достаточно». We have а few apples. Мы можем сделать
яблочный пирог. Few означает «мало, почти нисколько» и употребляется с very для
усиления.
There were (very) few visitors in the
museum.  А little означает «немного, но достаточно».
lt's а little cold — would уои like те to close the window?

Litt(e
означает «мало, почти нисколько» и может быть использовано с very для усиления.
We
have (very) little time left. We must hurry ир.

Question Tags — Вторые части
разделительных вопросов

Вторые
части разделительных вопросов обра-
C,R21

Грамматический
  справочник

зуются при помощи вспомогательного глагола
и соответствующего личного местоимения. Вспомогательный глагол в вопросе
соответствует глаголу, употребляемому в предложении; если в предложении нет
вспомогательного глагола, то используется do/does (Present Simple) или did
(Past Simple).

Если
предложение утвердительное, то вопрос в конце будет отрицательным. А если
предложение отрицательное, то в конце используется обычный общий вопрос.
Не
works in the bank, doesn't he?
She
couldn't remember his phone number, could She?
Примечание.
C,R22
Let's
требует shall we?

Let's put some
music оп, shall we? Let me/him требует will you/won't уои? You'll let те borrow
this shirt, won't уои?  have
(имею, владею) требует haven't
но:
 have (в составе идиомы) требует
don't 1? — Не has а blue car, hasn't he? Last weekend he had а сою, didn't he?
This/That is требует
isn't it? — This restaurant is very cheap, isn't it?
ат требует форму aren't 1? — ат late,
aren't 1? При употреблении отрицательного повелительного наклонения
(императива) употребляется конструкция will уои? — Don't tell апуопе, will уои?

rpaMMaTHqecKHÞf
cnpaB0YHHK

Irregular Verbs

Infinitive

Past Past Participle

Infinitive

Past    Past Participle

be bear beat
  become begin bite blow break bring build burn burst buy can catch choose come
  cost cut
deal dig do draw dream drink drive
eat

fall feed feel fight find fly
  forbid forget forgive freeze
get give
go grow
hang have hear
  hide hit hold

keep know
lead learn

was bore beat became began
bit blew broke brought built burnt
  (burned) burst bought
could caught chose came
cost cut dealt dug did drew dreamt
  (dreamed) drank drove ate fell fed felt fought found flew forbade forgot
  forgave froze
got gave went grew
hung (hanged) had heard hid hit held

knew
led learnt (learned)

been born(e)
  beaten become begun bitten blown broken brought built burnt (burned) burst
  bought
(been able to) caught chosen come
cost cut dealt dug done drawn
  dreamt (dreamed) drunk driven
eaten fallen fed felt fought found
  flown forbidden forgotten forgiven frozen
got (gotten) given gone grown
hung (hanged) had heard hidden hit held

known
led  learnt (learned)

leave lend let light lose
make mean meet
pay put
read ride ring
  rise run say see sell send set sew shake shine shoot show shut sing sit sleep
  smell speak spell spend stand steal stick sting swear sweep swim
take teach tear

think throw understand
wake wear win write

left lent let lit lost
made meant met paid put
read rode rang rose
ran
  said saw sold sent
set sewed shook shone shot showed
  shut sang sat slept smelt (smelled) spoke spelt (spelled) spent stood stole
  stuck stung swore swept swam
took taught tore told thought threw
  understood
woke wore won wrote

left
lent let lit lost
made meant met paid put read ridden
  rung risen run
said seen sold sent set sewn shaken
  shone shot shown shut sung sat slept smelt (smelled) spoken spelt (spelled)
  spent stood stolen stuck stung sworn swept swum taken taught torn told
  thought thrown understood
woken worn won written

GR23

List

MODULE 1
la
bonfire /bnnfaror/ (C n) KOCTep bright Ibralt( (adj) burst
|b3'.st/ (v) nonaTb(cs) carnival /ka:nrvol/ (C n) KapHaBan celebrate
/selabrelt/ (V) npa3AH0BaTb chance /tfa:ns/ (C n) B03MOHHOCTb, LUaHC change of
clothes (phr) CMeHHaq oaexqa charity /tfærati/ (C n)
6nar0TBop¼TeJ1bHaq opraHh3a14H9,
6narOTBOPHTeJ1bHOCTb
city centre /ISlti Isento/ (C n) qeHTP ropoaa competitor /komlpetlto/
(C n) conepHhK, KOHKYPeHT contest /knntest/ (C n) COPeBHOBaHHe display
/dlkpler/ (C n) nol<a3 dress up (phr v) HaP9>KaTbCfl enter lento/ (v)
3ð. llPhH9Tb yqacThe experience /lkkplorions/ (V) hCnblTblBaTb extremely
/lkktri:mli/ (adv) qpe3BblqaÞIH0, KpaÞlHe, oqeHb fancy dress
costume /lfænsi 'dres Iknstjom/ (C n)
MaCKaPaAHblVl
KOCTIOM farewell /fea'wel] (C n) np01.uaHV•te festival /lfestrvol/
(C n) cþecTHBaJ1b final /lfaml/ (adj) 3aBePUJa0U.41„lÜ,
KOHeYHblž, nocneAHhVl firework /Ifažaw31k/ (C n)
cþeüepBepK huge |hju1d3/ (adj) OrPOMHblV1, rmaHTCK¼¥1 in
need (phr) HY>KaaiOU.4hVlC9 B qeM-T0 include hnlklu:d/ (v)
BKnoqaTb join /d301n/ (V) nP¼COeAhH5TbC9 kidnap /kždnæp/ (C
n)  qeJ10BeKa knight /nalt/ (C n) Pb114aPb local 111001<01/
(adj) MeCTHblÖ•t march /ma:tJ/ (C n) Mapw, aeMOHCTPaUhfi market square
[ma:klt Iskweo/ (C n) PblHO'-lHaq n,'101-qaAb medieval  (adj) CPeAHeBeKOBblV1
(onwocguguüc" K 600— 1500 eoða,M H.3.) messy /mesi/ (adj)
rpfi3Hbl¥l mock /mok/ (adj) 'IOAaeJ1bHblV1, nPHTBOPHblV1, L.UYTOqHblVl
national dish IdlJ/ (C n) Hal-.l¼OHaJ1bHOe 6moao open-air
/popon lea/ (adj) npoucxoaqu.lh¥l Ha OTKPblTOM
B03Ayxe paella Ipaielo| (U n) naenna
(ucnaHcKoe 6moðo) pancake /lpænkelk/ (C n) 6m•lH
performance /pêlfo:mons/ (C n) npeacTaBneHHe pirate /lparorot/
(C n) rwpaT raise /rerz/ (V) C06hPaTb (ÔeHbeu) require /n'kwalê|
(V) TPe60BaTb rowing boat /r0011) boot/ (C n) rpe6Haq J10AKa scarecrow
/kkeokroo/ (C n) nyrano spare /speo/ (adj) 3anacHo¥1 straw /stro:/ (U n)
conor.aa street parade /strilt po,reld/ (C n) ynh'4HblV•1 napaa,
aeMOHCTPal.4h9 strong /stron/ (adj) 3B. YCT09BWhVlC9 symbolise /lsrmbalarz/
(V) ChMBOm,13hPOBaTb take place (phr v) 1 . nPOhCXOAhTb, cnyqaTt,cq;
2. COCTOSTbCB
WLI
tiny /tami/
(adj) KPOœeYHblV1 tradition (troldrJon/ (C n) TPaAhl..4V•lB
transform (trænsTo:m/ (V) H3MeHRTb, rlPe06Pa30BbteaTb treasure hunt /Itre30
hnnt/ (C n) «oxora 3a (uepa) trip /tnp/ (C n) KOPOTKOe nyTewecTBhe, noe3AKa typical /ltlplkal/
(adj) unusual (Anljœ3uol, -301/ (adj) He06bll-lHblV1
village /vllld3/ (C n) aepeBH9 winner /lwma/ (C n) n06eAhTeJlb
Vocabulary:
Festivals & Celebrations annual /ænjuol/ (adj) exer0AHblVt attract /oltrækt/
(v) npv•1BneKaTb bright idea /þrart aidra/ (C n) YMHaq MblCJ1b npeanoxeHHe burn /b3:n/ (V) C>KhraTb
colourful street parade IlkA1afol Istri'.t po,reld/ (C n)
KPaCOHHblVl (ynhqHblV1) napap, cooking contest /kokll) Ikontest/ (C n)
KYJ1hHapHbIVi
KOHKYPC enter a competition (phr)
rlPhH9Tb yqacn.•te B
COPeBHOBaHHH fireworks display /Ifalow31ks
dl,spler/ (C n) cþeÿepBepK, cani0T invite /rnlvalt/ (v)
npqrnac¼Tb let off (phr v) 3B. 3anycKaTb make sure (phr) YAOCTOBepHTbCR,
y6eA¼TbCR monthly /mnn91i/ (adj) exeMecNH0 raise money for charity (phr)
c06hpaTb Ha
6narOTBOPhTeJ1bHOCTb spare change of clothes (phr) .3anacHaq CMeHHaq
oaexaa strong tradition troldlfan/ (C n) YCT09Bl.Lla9C9
TPaAH14hfi
1b
a load of rubbish (phr)
qenyxa, epyHAa accident /læksldont/ (C n) HeCqaCTHblV1
cnyqaÞl alright (adv) B nopRAKe anxious /æl)kfos/ (adj) HePBHblV1,
6ecn0K09L14¼äcq attention /o'tenþn/ (U n) attitude /lætltju:d/
(C n) OTHOl.ueH¼e K qeMy-J1h60/K0MY-
Jlh60 butterfly (C n) 6a60qKa coincidence |koolrnsrdons/
(C n) coBnaaeH¼e concern [kank3:n/ (C n) 3a60Ta, 6ecr10KoücTB0
culture /kAltJê/ (C n) KYJ1bTypa dictionary entry /tdžkfanori
lentri/ (C n) cn0BapHaq CTaTb9 four-leaf clover lifôl li:f lkloovo/
(C n) qeTblPeXJ1hCTHbllŽ
KneBep full moon (S n) nom-laq JlYHa, nonH0JlYHV•te harmless Iha:mlos/
(adj) 6e3BpeAHblV1, 6e30nacHblV1 kill /kll/ (V) y6hBaTb ladder /lædo/ (C
n) .neCTHHqa (npucmaßHaH) ladybird /Ileldib31d/ (C n)
60>KbB KOPOBKa luck /lAk/ (U n) YAaqa, Be3eHkte lucky charm /IlAki 'tla:m/
(C n) CqaCTJ1hBblV1 •ranhcr•aaH
match /mctJ/ (С п) матч modern lmodn/ (adj) новый,
современный 0ld wives' tale (phr) бабушкины сказки
(непраВДопоДобные истории) оп one's mind
(phr) все время думать о чем-либо pass one's exams (phr) сдать экзамены point
/pomt/ (С п) тема разговора, важный момент в речи говорящего rainbow /lrembaol
(С п) радуга rationally /lraeJanali/ (adv) рационально, разумно
reassure (у) успокаивать, утешать shooting star lJu:tII) 'sta:l (С п) падающая
звезда spider /'sparda/ (С п) паук superstition  (U
п) суеверие, предрассудок trouble l'trNball (у) беспокоить(ся), тревожить(ся)
what the matter? (phr) в чем дело? world (С п) мир worry /lWAri/ (у)
беспокоить(ся), волновать(ся) о чемлибо wrong (adj) неудовлетворительный,
неправильный
1с
admire
/adlmara/ (У) восхищаться чем-либо album reelbam/ (С п) музыкальный
альбом amazing /а'тешп/ (adj) изумительный, поразительный atmosphere /laetmasfp/
(S п) атмосфера, обстановка candy floss /'kaendi flosf (И п) сахарная вата
congratulate /kanlgrztfalert/ (У) поздравлять dance the evening away
(phr) танцевать весь вечер decoration /,dekSrelfan/ (С п) украшение delicious
/dI'lIfas/ (adj) очень вкусный dig /drg/ (у) копать, рыть
DJ
(disc jockey) /,di: dWI, ldISk ,d3Dki/ (С п) ди-джей dye ldall (у)
красить, окрашивать exhausted hglzo:stId/ (adj) уставший, истощенный
fantastic /faen'teestlk/ (adj) отличный, фантастический get-together llget
ta,gedal (С п) встреча, сбор, вечеринка greetings /lgri:tlljz/ (Pl
п) приветствие important hm'po:tant/ (adj) важный in style (phr) элегантно,
изящно invitation /,mvlltelfan/ (С п) приглашение midnight /lrmdnart/
(U п) полночь nervous /h3:vas/ (adj) нервничающий, взволнованный organise
/b:ganarz/ (у) организовывать, устраивать outdoors /laottdo:z/ (adv)
на открытом воздухе, на улице outfit ,Paotflt/ (С п) наряд plant
lp1a:ntl (С п) растение prom night /'ртт паш (С п) выпускной / школьный бал
recently /lri:santli/ (adv) недавно remind /rIlmamd/ (У)
напоминать samba music (U п) самба (энергичная бразильская музыка) send out
(phr у) отправлять stay ир аи night (phr) не спать всю ночь sunburnt (adj)
сгоревший на солнце (о загаре) take а week, some days etc off (phr) взять
неделю
(несколько
дней) отдыха
take part in (phr у) участвовать в team /ti:m/ (С п)
команда terribly /terabli/ (adv) ужасно tough /tAf/ (adj) трудный unwe(l
hn'well (adj) нездоровый, плохо себя чувствующий weed hvi:d/ (С п) сорняк
1d
Special 0ccasions
all the best (phr) всего хорошего band /bznd/ (С п)
группа (музыкантоВ) base оп (phr м) основывать на чем-либо blow out candles
(phr) задуть свечи budget /lbAd31t/ (С п) бюджет can't stand (phr)
испытывать сильную неприязнь casual /'КаезиэЬ' (adj) повседневный, простой
ciown /klaonl (С п) клоун coming-of-age (phr) достижение совершеннолетия
congratulations /kangraetfSleIJanz/ (Pl п) поздравления decorate а tree (phr)
нарядить, украсить дерево depend оп (phr у) зависеть от eat а special meal
(phr) съесть праздничное блюдо enthusiastic /mPju:zilcstIW (adj) за
восторженный exchange а gift/card (phr) обмениваться подарками / поздравительными
открытками excited /lklsaItId/ (adj) взволнованный flower
arrangement Sremd3manV (С п) цветочная композиция formal /lfo:mal/
(adj) официальный fuss /fAS/ (S п) суета, суматоха ghost /gaostl (С п)
привидение graduation party  lpa:ti/
(С п) вечер в честь окончания института (Выпускной Вечер) happening /Ћсрапщ/ (С
п) случай, происшествие Нарру anniversary! (phr) С годовщиной! Нарру new year!
(phr) С новым годом! impatient /rmlpeIfant/ (adj) нетерпеливый
informal /mlfo:mal/ (adj) неофициальный junior high 'haI/ (С п)
средняя ШКОЛа (в США), в которой обучаются дети в возрасте от 1 1 до 15 лет
limousine /lhmazi:n/ (С п) лимузин таКе а toast (phr) выпить за,
провозгласить тост в честь кого-либо /чего-либо
Мапу happy returns (phr) С днем рождения mostly
rmaostli/ (adv) главным образом, по большей части plan а party (phr)
организовать вечеринку pull а cracker (phr) рождественский обычай в некоторых
западных странах — двое берут крекер (кусочек печенья), внутри которого запечен
подарок (листок бумаги с названием подарка), и тянут каждый на себя. Тот, кому
досталась большая половина крекера, получает этот подарок. rely оп (phr м)
надеяться на кого-либо / чего-либо rest /rest/ (м) опираться, основывать(ся)
rich /rItf/ (adj) жирный, питательный (о еде) season's greetings (phr)
поздравления с праздником
WL2
senior
year /lsi:niajla/ (С п) выпускной год в школе shock /fDk/ (У)
возмущать, шокировать sing а carol (phr) спеть рождественскии гимн specific
/spSs1flk/ (adj) особенный streamer /lstri:mal (С п) серпантин
strict /strlktl (adj) строгий, суровый surprise party /salprarz   (С
п) вечеринка-сюрприз surprised /sSpralzd/ (adj) удивленный take pictures (phr)
фотографировать teenage     (adj) подростковый theme /Oi:m/ (С п) тема thritted
/OHldl (adj) взволнованный throw /Отао/ (У) давать, устраивать, организовывать
(мероприятия)
unique               (adj) уникальный wear а mask (phr) носить маску wedding
reception /lwedllj fI,scnfan/ (С п) официальное празднование свадьбы
(после Венчания) witch /W1tf/ (С п) колдунья, ведьма 700 /zu:/ (С п) зоопарк
arrival /Srawal/ (И п) приезд bake /belk/ (у) печь,
запекать (В ДухоВке) banging /'Ьгетјщ/ (U п) громкий стук, шум ceiling (С П)
потолок cheer [tfw/ (у) поощрять, поддерживать одобрительными восклицаниями
chime /tfzum] (колокольный) звон crowd lkraod/ (С п) толпа display /dI lsplel/
(у) демонстрировать, показывать energetically /pna'dwtlkli/ (adv) энергично
enthusiastically  (adv) с энтузиазмом, восторженно
exotically /rg)DtIkli/ (adv) экзотично, необычно fabulous /lfaebjalas/
(adj) ошеломительный, поразительный, удивительный festive /lfestw/
(adj) праздничный float /f1aot/ (С п) платформа на колесах fruit саке ['fru:t
Ке1К/ (С п) фруктовый торт gather /lgacOa/ (у) собирать(ся) heartily
l'ha:tlli/ (adv) сердечно hurriedly /lhAf1dli/ (adv) поспешно,
торопливо join hands (phr) браться за руки maypole /lmcrpool/ (С п)
майское дерево (столб, украшенный цветами и лентами, Вокруг которого танцуют на
майском празднике) medal /'medl/ (С п) медаль patiently /lpejhntli/
(adv) терпеливо pattern /lpaetan/ (С п) узор proudly /l praodli/
(adv) гордо ribbon /'flban/ (С п) лента shortbread biscuit /J5:tbrcd ЪњКп/ (С
п) песочное
ПО-ЮНЬе
stowly /'skoli/ (adv) медленно smartly /'smu:tli/ (adv) аккуратно, искусно,
изящно stall /sto:l/ (С п) прилавок stunning            (adj) сногсшибательный,
великолепный

WL3
success /soklsesl (п) успех, достижение
surely [fo:li/ (adv) конечно unwanted /Anlwontld/ (adj) нежелательный
veteran /lvetaran/ (п) ветеран villager /lvllld9l (С п)
сельский житель wander l'wnndal (у) бродить war lwo:l (С п) война
1f
allow /allao/ (у) разрешать, позволять
аппоу /о'пэт/ (у) досаждать, докучать audience /b:dians/ (С п) публика,
зрители, слушатели boring (adj) скучный, неинтересный bump into (phr у)
неожиданно встретить кого-либо by chance (phr) случайно соте ир with (phr м)
придумывать crowd /kraod/ (С п) толпа custom /(КлФт/ (С п) обычай, традиция
embarrass hm'bcros/ (у) смущать, приводить в замешательство environmentat
awareness /mlvawonmentl Sweanas/ (U п) осознание необходимости
защиты окружающей среды foot /fu:ll (ч) дурачить, обманывать habit /lhaeblt/
(С П) ПРИВЫЧКа head for (phr) двигаться к increase lmlkri:sl (у)
увеличивать let /let/ (у) позволять, разрешать [ИСК /ll\k/ (U п) удача magic /lmzed31k/
(U п) волшебный, сверхъестественный таКе /melk/ (м) заставлять, побуждать
midday /,rmdldel/ (U п) полдень opportunity /ppStju:nati/ (С п)
возможность play а јоКе оп sb (phr) подшутить над кем-либо refuse /lffju:zl (у)
отвергнуть, отказать(ся) sofa /lsaofa/ (С П) диван spectator
/speldtelta/ (С п) наблюдатель tradition /trSdlfan/ (С П) традиция trick /trIk/
(С п) обман, хитрость, шутка volume /'volju:m/ (U п) звук
Culture Corner 1
arena /Sri:na/ (С п) арена attraction /Strtekfon/ (С
п) аттракцион charm bag /ltjd:m bzeq/ (С п) талисман, амулет
(мешочек с амулетами) соте alive (phr) ожить entrance /lentrans/ (С
п) вход entry /'entri/ (С п) зд. словарная статья explode /lk'sp|aod/ (У) взорваться,
разразиться grand /grzend/ (adj) грандиозный handicraft l'hzendikra:lll (С п)
вещь ручной работы, поделка jewellery /ld3u:olri/ (U п)
драгоценности, ювелирные изделия movement /'ТИмПОП[/ (U п) движение,
перемещение оп sale (phr) в продаже, выставленный на продажу pow-wow [рао wao|
(С п) собрание, сборище
(сеВероамериканских
инДейцеВ)
prize /prau/ (C n) rhythm /lrlðam/ (C n) spectacular /spek'tækjola) (adj)
BneqaTJ1¶Ol-UhVl,
trader /treldê/ (C n) -roproBeq treat /tri:t/ (C n)
yr01-ueHHe tribe /tralb/ (C n) nneMfi PSHE
attend /altend/
(V) nPHCYTCTBOBaTb, rlOCeLUaTb battlefield /bætlfi:ld/ (C n) none 60B
bravely /brewli/ (adv) CMeno bugle /lbju:gol/ (C n) por, ropH
commemoration /ko,memsrelfon/ (C n) (TOP>KeCTBeHHaq)
UePeMOHHfi
B naMfiTb O qeM-JIH60 cross /krns/ (C n) KpecT delicate /ldellkot/
(adj) He>KHblä, TOHKHVi, HYBCTBHTeJ1bHblVi emotional /llmaofonal/
(adj) 3MOUhOHaJ1bHblVl field /filld/ (C n) none gun /gnn/ (C n) Ort-leCTPenbHOe
opyxue lay (lei/ (V) KnaCTb, lone [loon/ (adj) mark /ma:k/ (V) OTMeqaTb memorial service /malmxrial IS3:VIS/
(C n) 3aY1101<oVll-iaB
110M"HaJ1bHaq cny>K6a memorise /l memorarz/ (V)
BblYUlhBaTb Hal,13YCTb,
3anOMHl-laTb mention /I menJan/ (V) ynOMhHaTb
monument /tmnnjomant/ (C n) MOHYMeHT, natv1RTHHK
poem /lpooom/ (C n) CT¼XOTBOPeHHe point out (phr v) 3aMeTHTb
politician  (C n) nonhThK poppy /lpopi/
(C n) Mal< remember /rrlmemba/ (V) [IOMHhTb remind /rl lmamd/
(V) HarlOMhHaTb, AenaTb I-Ian0MHHaH¼e row /roo/ (C n) psu royal IroLal/
(adj) KOPOneBCKHV1 signal /slgnol/ (V)  nOKa3blBaTb
significance /srg lmflkons/ (U n) Ba>KHOCTb silence /sallans/ (U
n) TViWVìHa, MonqaHue soldier Isaold30/ (C n) conaaT solemn /kDlam/
(adj) TOP>KeCTBeHHblVl symbol /smbol/ (C n) CRMBOJI top /tp/ (adj)
rnaBHblV1, BblCUJ¼Vl verse /V31S/ (C n) cTpod)a (necHu, cmuxom30peHL]A)
veteran /lvelaron/ (C n) aeTepal-l wartime /lwôlttum/
(U n) BOeHHOe BpeMfi wreath (C n) BeHOK MODULE 2
airless lealas/ (adj) 6e3B03AYWHbIlöt appliance /olp\anns/
(C n) 6blTOBOü np¼60p armchair (C n) Kpecno
astronaut (C n)
aCTPOHaBT, KOCMOHaBT attic /lættk/ (C n) qepaaK bacteria
/bækltlariêl (C n) 6aKTepHH

basement /belsmant/ (C
n) noABan block of flats /þlDk ov 'flæts/ (C n) MHOrOKBaPThPHblV•l
AOM busy schedule (phr) nn0THbIVt caravan /kærovæn/ (C n)
Tpeänep control |kanltrool/ (C n) nai-lenb cool /ku:l/ (adj) (cne,qe) KnaCCHblVl
cottage /IkDtld3/ (C n) KOTTeA>K cover /I kAva( (V)
Hat<PbtaaTb crowded /l kraodld/ (adj) nepenonHeHHblVi,
0>KhBneHHblVl detached /dlltætft/ (adj) OTAeJ1bHO
CTOfil-UUVi dishwasher /d1JYDJo/ (C n) nocyaorvaoeqeaan MallJ¼Ha drive
[draw/ (C n) 110Abe3AHaq Aopora droplet /ldrnpllt/ (C n) Kannq
equipment |llkwrpmont/ (U n) 060PYA0BaHHe,
HHCTPYMeHTbl escape (l lskerpl
(U v) 3ð. H36eraTb exercise bike /leksasarz Ibalk/ (C n)
BenoTpeHaxep experiment /lklsperamant/ (C n) feature Ilfi:tjo/
(C n) OC06eHHOCTb float moot/ (v) 30. nnaBaTb no B03Ayxy football pitch
/fotb011 IP1tJ/ (C n) 4)YT60J1bHOe none garage /gærld3, -(113/ (C n)
rapa>K giant /Id3arant/ (adj) OrPOMHblVl gravity /lqrævati/
(U n) cqna -rqr0Tel-lHfl hall /ho:l/ (C n) XOnn, npptxoxaq household chore
/lhaoshaold ItJôl/ (C n) 110BCeAHeBHaq pa60Ta no AOMY
inhabitant /ln lhæbltant/ (C n) lack /læk/ (U
n) HeAOCTaTOK maybe /lmerbi/ (adv) B03MO>KHO, BePOfiTHO muscle /trmsal/
(C n) orbit /o:blt/ (v) op6HTa porch /po:tJ/ (C
n) press against (phr v) aaBHTb,
HanaBJ11-1BaTb repair /rllpea/ (V) PeMOHTHPOBaTb, resident /lrezldant/
(C n) >KhTeJ1b rise /ra1Z/ (v) BCXOAHTb (o conue) rowing machine
/rê011) mafi:n/ (C n) rpe6HoV1 rpeHa>Kep set /set/ (v) 3aXOAl,1Tb (o
conue) sofa Isaotö/ (C n) space /spels/ (U n) KOCMOC space station
/lspcus Istelþn/ (C n) KocMl,1qecKaq CTaHl-4¼fi spare
room [spea I ru:m, 'rom/ (C n) CB060AHaq KOMHava stare /steo/ (V)
npucTaTlbH0 CMOTpeTb, YCraBVITbCfi strap /stræp/ (V)
np¼KpenJ1fiTb, nP¼Bfi3blBaTb study /'stAdi/ (C n)
1<a6VåHeT suburb /'sAb31b/ (C n) npvaropoa tray /trer/ (C n) JIOTOK truly
/ltru:li/ (adv) Ha CaMOM aene vacuum cleaner /lvælsjuam
tkli:na, Ivæjkom/ (C n) libinecoc vacuum hose (I vaekjuatll
hoot, Ivæjkom( (C n) wnaHr village /Iv111d3/
(C n) aepeBHfi washing-up (U n) MOVIKa nocYAbl weird /wlad/ (adj) CTPaHHblVl,
npkB4YAJ1¼BblVi work out (phr v) ynpa>KHfiTbcq, TPeH¼POBaTbCfi
zero gravity /,naroo Igrævati/ (U n) HeBeCOMOCTb
WI-4
Vocabulary: household chores do the
ironing (phr) rnaAhTb 6eJ1be do the washing (phr) CThPaTb oae>KAY do the
washing-up (phr) MbITb TaperiK¼ dust the furniture (phr) np0ThpaTb
Me6eflb instruction /mktthkfon/ (C n) journalist
/d33:n011st/ (C n) keep a room tidy (phr) noaaep>KhBaTb
qucT0TY B
KOMHaTe
leaflet
/li:fllt/ (C n) Jl¼CTOBKa, 6YKneT make the beds (phr) 3anpaBJ19Tb
KPOBaTb swap /swnp/ (V) MeH9TbCfi sweep the floor (phr) nOAMeTaTb non
2b
annoyance /olnolons/ (U n) pa3ApaxeHhe apologise /olpnlodsarz/
(v) H3BhH9TbCfl drive sb crazy (phr) AOBOAhTb AO 6e3YMhfi fault /fo:lt/ (S n)
BHHa get off the phone (phr) npeKpaThTb pa3r0Bap¼BaTb no
Tenecþ0HY get on sb's nerves (phr) aeÜCTBOBaTb
KOMy-J1¼60 Ha
HePBbl have a point (phr) rOBOP¼Tb no Have
had enough (phr) C Mel-IR XBaThT make it up to sb (phr) MhP¼TbCB c
KeM-J1h60 manager /mænld30/ (C n) MeHeA>Kep matter /lmæto/
(C n) aeno mess /mes/ (S n) 6ecnop9A0K, rp93b part-time /pa:t Italm/
(adv) Henom-lbl¥l (pa60quù) aeHb pocket money /PDk1t ,mnni/ (U n) KapMaHHble
reproach /r11praotJ/ (v) ynpeKaTb  slave /slerv/ (C n)
pa6 state /stelt/ (C n) COCT09Hhe switch off (phr v) BblKJIO.qaTb treat /tri:t/
(V) OTHOChTbC9 K
2c
admit /admlt/ (v) nPhHhMaTb,
nonyct<aTb artist /a:tlst/ (C n) XYAOHH¼K avoid /oIv01d/
(V) H36eraTb bedbug /bedbÁg/ (C n) Knon below |bllloo/ (adv)
3ð. Mel-lee qeM borrow /lboroo/ (v) OAaJ1>KhBaTb break
(brell</ (C n) nepepblB, neperqeHa bug [bAg/ (V) AOKyqaTb, HaaoeaaTb can't
help (phr) 6blTb He B COCT09HHh KOHTPOJ1hPOBaTb
CBOh '-IYBCTBa noBeaeHHe can't stand
(phr) He BblHOCHTb Koro-J1h60 cockroach /kDkrootf/ (C n) •rapaKaH complain
/kom'plem/ (V) xanOBaTbC9 cool        (adj) llPOXnaAHbl¥l cross /kros/ (v)
nepexoAhTb, nepeceKaTb

deny /dllnar/ (V)
3anpel-uaTb disease /dllzi:z/ (C n) 60ne3Hb dust mite /IdASt
malt/ (C n) nblneBOVl Knew, expect /lkkpekt/ (V) O>KhAaTb
WI-5
fall asleep (phr) YCHYTb feed on (phr v) n;.lTaTbCR get on
(phr v) .naAhTb (c Kem-nu60) get rid of (phr v) H36aBJIRTbCfi 0T (qeao-nu60) go
on (phr v) npoaonxaTb gross /graos/ (adj) OMeP3hTeJ1bHblÜ,
OTBPaThTeJ1bHbl¥1 insect /msekt/ (C n) HaceKOMoe it's not worth (phr) .3T0
He CTO¼T Toro keep one's word (phr) caepxaTb CJIOBO keep up (phr v)
npoaonxaTb lay /lel/ (v) HeCTh (0 9ùgax) look forward to (phr v)
>KAaTb qero-J1h60 c
HeTepneHL.teM member /membo/ (C n) qneH
mind /marnd/ (v) 3ð. ace paBH0 nasty /tna:sti/ (adj) onaCHblV1,
HerlP¼BTHblÜ pest /pest/ (C n) BPeAhTeJ1b, napa3hT portrait
['poltrot/ (C n) nopTpeT shower /lfaoo/ (C n) skin /skm/
(U n) KO>Ka sleep tight (phr) KpenK0 cnaTb solve (solv/ (v) pewaTb
temperature /ltemprotfê/ (C n) TeMnepaTypa vacuum
/vækjuom, -kjom/ (v) libineCOC¼Tb
arrogant /ærogant/
(adj) BblCOKOMePHblÜ, HaAMeHHbl¥l attractive /oltræktrv/
(adj) npvonel<arenbl-lbllä
babysit
/berbislt/ (V) nphcMaTpHBaTb 3a neTbMh baker's /lbelkaz/ (C n)
neKapHfi balcony /bælkani/ (C n) 6aJIK0H bank /bæt)k/ (C n) 6aHK
busy /blZi/ (adj) O>KhBneHHblVl café /lkæfel/ (C n)
Kacþe caring /keorrn/ (adj) .3a60TJIHBblV1 chemist's Ikenusts/ (C n)
arlTeKa corner shop [komo Top/ (C n) Menl<hVi Mara3¼H curtain /lo:tn/
(C n) I-UTOPa dig /dlg/ (V) KOnaTb drop /drop/ (V) POHfiTb easily annoyed
/li:zoli o'nord/ (adj) nero errand lerand/ (C n) nopyqeHHe, 3aaaHhe feed |fild/ (V) KOPMhTb forgetful
/folgetfol/ (adj) .3a6blBl-lhBblÞl grocer's
/groosoz/ (C n) 6aKaneq helpful /lhelpfêl/ (adj) in return (phr) B3aMeH qero-J1h60
industrial /mIdAstriol/ (adj) isolated /arsoleltld/ (adj)
h30J1hPOBaHHblV1
keep /ki:p/ (V) [IPOAOJ1>KaTb kid /kld/ (C n) pe6eH0K
litter /llto/ (U n) Mycop local /llaokol/ (adj) MeCTHbIVi make
friends with st) (phr) noapY>KhTbcq c KeM-J1h60 modern /modn/ (adj)
COBPeMeHHbllä move house (phr) nepeexaTb B HOBblVi AOM narrow
/næroo/ (adj) neighbour /nelbê/ (C n) cocea
neighbourhood
/lnelbêhod/ (C n) 0Kpyra newsagent's /nju:zte1d30nts/ (C n)
ra3eTHblÞl KhOCK nosy /noozi/ (adj) nt060nblTHblV1 peep /pi:p/ (V)
'IOArJ1fiAblBaTb pleasure /Iple30/ (C n) YAOBOJ1bCTB¼e pretty
/lpnti/ (adj) XOPOUJeHbKHV1 rude /ru:d/ (adj) rpy6btVl selfish
/selfif/ (adj) 3rOhCTh t.4HblV1 silly ['Sili/ (adj) sociable /soofobol/ (adj)
06LUhTeJ1bHblVl spacious /spe1Jas/ (adj) nPOCTOPHbll.ïl
talkative /lto:kotrv/ (adj) pa3r0BopqhBblVl traditional /troldffonol/
(adj) TPaAh14¼OHHblVl tree-lined /tril lamd/ (adj) YCaxeHHblÞl
aePeBbRMh ugly /IAgli/ (adj) HeKPaChBblVl, YPOAJ1hBblVl water
/'wo:tê/ (V) nonhBaTb wedding anniversary /wedll) ænlN3žsori/
(C n) rOAOBl.UhHa
CBaAb6bi wide /wald/ (adj) WhPOKhV1 wonder /wAndo| (V) hHTePeCOBaTbCfi
accept /oklsept/ (V) rlPhHUMaTb appreciate /olpri:fielt/
(V) 6bITb 6naroaapHblM arrangement /alrerndsmont/ (C n)
AOrOBOPeHHOCTb cheer sb up (phr v) noa6aAPhBaTb Koro-nh60 congratulations
/kon,grætJolle1Jonz/ (PI n) n03ApaBneHHfi consist of (phr v)
COCTORTb cosy /'koozi/ (adj) YK)THbIVl daily
routine /ldelli (C n) exeAHeBHble Aena games arcade /gelmz (C n) v•trpoB0ü
3an hang out (phr v) llPOBOAHTb BpeMFl hospitality /lhosplltæloti/
(U n ) rocTenPhhMCTB0 input /lmpot/ (U n) nonyqeHHan
hHCþOPMa14hR invitation /gnvlltelfon/ (C n) npurnaweHhe
journey /d33:ni/ (C n) nyTeweCTBhe pen friend /lpen frend/ (C n)
apyr no nepenhct<e permission /poIm1Jon/ (U n) pa3peweHhe,
1103BoneHhe pinball /lprnbo:l/ (U n) nHH60n refuse /r1TJu:z/ (V)
OTKa3blBaTbCB relative /relêtw/ (C n) POACTBeHHhK remark /rllma:k/
(C n) upstairs /,np'steoz/ (adv) HaBepxy
address /oldres/ (C n) aapec alteration
/1011têIrelJon/ (C n) h3MeHeHhe announcement /olnaunsmont/
(C n) 06bfiBneHhe be sick and tired (phr) YCTaTb 0T qero-J1¼60 brush
/brAJ/ (V) '4hCThTb l.qeTKOV1 Cabinet /tkæbrnot/ (C n) Ka6hHeT
MhHhCTPOB civil servant {swal u:vont/ (C n) rocyaapcTBeHHblr•i
clean Adi:n/ (V)
I-IhCThTb cleaning /kliffllt)/ (U n) L4hCTKa colleague
/kDli:g/ (C n) KOnnera cupboard (IkÁbod/ (C n)  nOCYAbl décor /Ide1k01/
(U n) AeKOP

elegant /ehgant/ (adj)
CThJ1bHblÜ, 3neraHTHblV1 elf [elf/ (C n) 3J1bCþ fine /fam/ (adj)
OTJ1hqHblÜ furnished /f3:nlJt/ (adj) Me6J1hPOBaHHHblÞl gentle /ldsentl/
(adj) A06Pblh, MBrKV•1V1 gentleness /Id3entlnos/ (U n) A06poTa,
MnrKOCTb gift /glft/ (C n) noaap0K government minister /gnvomont Imžmsto,
ARvonrnont/ (C n)
MHHHCTP grand /grænd/ (adj) BneqaTf19101.UhVl, BHYWhTeJ1bHblV1
grave [grew/ (adj) cepbe3HblVl gravity /grævoti/ (U n) rpaBhTa14H9 guest
/gest/ (C n) rOCTb interview /lmtavju./ v (C n) HHTePBb}O
move in (phr v) nepeexaTb official function /a,fiJ01 fil)kfon/ (C n)
OCþh14haJ1bHbIVi npqeM ordinary /xdonari] (adj) 06b"4HblV1
originally /ê'rld3moli/ (adv) h3HaqaflbHO past /pa:st/ (adj)
npeAblAYL14hVl, nPOUJJ1blV1 prime minister /,prarm Irmmsto/ (C n)
npeMbep-MhHhcrp, rnaBa npaB¼TenscTBa receive /rlki:v/ (v)
rlPhH¼MaTb recognise /rekognau/ (V) Y3HaBaTb sane /sem/ (adj)
3apaBbIÞl sanity /sænoti/ (U n) 3APaBblVi YM security Isikjooroti
(U n) 6e30nacHocTb state dinner {stert Idmo/ (C n) OCþh14uaJ1bHbIVl
06ep, sweep /swi:p/ (v) rlOAMeTaTb terraced house /lterost Ihaos/ (C
n) AOM neHTOqHOVl
.3aCTPOVlK¼
urgency /131d30nsi/ (U n) CPOHHOCTb urgent /13:d3ant/
(adj) CPOqHbIVl wardrobe /wo:droob/ (C n) rapaep06 wash /WDJ/ (V) MblTb washing
           (U n) Going Green 2
at risk (phr) B onacHocTh become extinct (phr) BblMhPaTb
(o ycußomHb1x unu pacme,qugx) charity /tfæroti/ (C n)
6narOTBOP¼TeTlbHOCTb chemical /lkemrkol/ (C n) Bel-qeCTBO damage
|ldæm1d3/ (U n) deforestation /di:rforolstelfon/ (U n)
Bblpy6Ka neca destroy [distro]/ (V) YHh t-lTOHaTb feather /lfeðo/
(C n) nepo fin /fm/ (C n) nnaBHhK grain /grem] (C n) 3ð. nect.41,lHKa
habitat /hæbltæt/ (C n) MecT0 06hTaHhB harm /ha:m/ (V) HaHOChTb
Bpep, hedgerow /hed3rao/ (C n) >KhBaq h3ropoAb homeless /hoomlos/ (adj)
6e3AOMHblVl litter /llto/ (U n) Mycop local council [lookal Ikaonsol/
(C n) MecTHaq BnaCTb pick up (phr v) noa6hpaTb playground /plelgraond/ (C n)
hrp0Ban rlJIOl-qaAKa poisonous (adj) pollution /pollu:fon/ (U n)
.3arpB3HeHhe
WL6
pond /pnnd/ (С п) пруд remain unspoiled (phr)
оставаться неиспорченным solution /sa'lu:fan/ (С п) решение species (С п) вид
survive /sSvaw/ (м) выживать threaten /lOretn/ (у) угрожать tiny
/'tamil (adj) крошечный wildlife /lwalldlalf/ (U п) дикая природа
wing /Wllj/ (С П) крыло woodland llwodlandl (С п) лес
MODULE З
За
across
/Skrns/ (prep) в ширину ancient /'cmfant/ (adj) древний аре /ецэ/ (С п)
(человекообразная) обезьяна, примат approach /Sprootf/ (у) приближаться blunt
/bhnt/ (adj) тупой (о предметах) bottom l'botoml (С п) дно (моря, океана)
соир[е /'КлраУ (С п) пара (муж и жена, МУЖЧИНа и женщина) create (krileltl
(у) создавать creature (С п) существо disgusting /chs'ostll)/ (adj)
отвратительный dive /daw/ (у) нырять в воду doubt /daot/ (С п) сомнение dragon
/'draegan/ (С п) дракон exactly hglzeektli/ (adv) точно exist /rgtnst/
(у) существовать extinct /lklstmkt/ (adj) вымерший fact /f&kt/
(И П) факт, действительность famous llfermasl (adj) известный
fiction /lfIkfan] (И п) выдумка folklore /lfaokb:/ (U п)
фольклор footprint /lfotprmt/ (С п) отпечаток ноги (лапы) force
/fxs/ (И п) сила fossil /ifosal] (С п) ископаемое, окаменелость
giant /ld3a№nt/ (adj) огромный, гигантский giant /l d3mant/
(С п) гигант hairy /l heori/ (adj) волосатый hook /hok/ (С п) крюк
horrifying /lhnra1hl-lI)/ (adj) ужасный, страшный humped Лллтр[/
(adj) горбатый in search 0f (phr) в поиске (кого-либо / чего-либо) investigator
/ml vcsUqelta/ (С п) исследователь tegend /llcdond/ (С п)
легенда monster /'mnnsta/ (С п) монстр, чудовище mysterious /mfstwarias/ (adj)
таинственный, загадочный mythical (adj) мифический песк /nck/ (С п) шея off the
coast (phr) недалеко от берега probably /'prt)babli/ (adv) возможно recorded
/rl l kxclld/ (adj) за зафиксированный remain /п'тет/ (у) оставаться
report /rllpo:t/ (У) сообщать, докладывать roll /rooll (У) катиться
sharp /Jd:p/ (adj) острый shocking /lfDkll)/ (adj) шокирующий

WL7
sighting /lsaltIl)/ (С п) наблюдение
similar /'srmala/ (adj) похожий skeleton /lskelatan/ (С п) скелет
snake-like /lsnerk lalk/ (adj) змееподобный species (С п) виды
(растений, жиВотных) squid /skMd/ (С п) кальмар strange /stremd3/ (adj)
странный, необычный tail Леш (С п) хвост tentacle /ltentakal/ (С п)
щупальце unfortunately hnlfo:tfanatlil (adv) к сожалению unicorn (С
п) единорог various /'vearias/ (adj) различный violent l'vanlant/ (adj)
сильный, мощный whirlpool (С п) водоворот witness /lwttnas/ (С п)
свидетель, очевидец
Vocabulary:
ways to look briefly /lbri:fli/ (adv) кратко catch а glimpse of
(phr) увидеть мельком g(ance lqla:ns/ (у) бросить быстрый взгляд glare /glea/
(у) пристально смотреть (часто со злостью) impress /mfpres/ (у) впечатлять
notice /'naotrs/ (у) замечать spot /spot/ (м) замечать stare /stea/ (У)
уставиться, пристально смотреть (часто с уДиВлением)
anxious
/l&Dkfas/ (adj) беспокоящийся appearance /Sp№ransl (U п)
внешность chase /tfelS/ (v) преследовать confident /lkonffdant/
(adj) уверенный в себе confused /kanfju:zd/ (adj) озадаченный deal with (phr у)
справляться с чем-либо doubt /daot/ (У) сомневаться fail /fell/ (у)
претерпевать неудачу, завалить (экзамен) get out of the wrong side of the bed
(phr) встать «не с той ноги» horrible /lhnrabol/ (adj) жуткий,
страшный lose one's way (phr) зд. запутаться, потеряться mind /mamd/ (С п)
разум miss /nus/ (м) упускать, терять возможность nightmare (С П) кошмар
opportunity /ppStju:nati/ (С п) возможность over and over (phr) много раз
подряд, снова и снова pound lpaond/ (у) колотиться (о сердце) relief /rl lli:f/
(U п) облегчение shake like а leaf (phr) дрожать (от страха) situation (С п)
ситуация speculate /'spekjolcut/ (У) размышлять stressed out /,strest 'aot/
(adj) нервный, напряженный subconscious (adj) подсознательный surely /j6:li/
(adv) несомненно, конечно under stress (phr) находиться в напряженном
состоянии, в стрессе unpleasant /Alfplcnnt/ (adj) неприятный unprepared
/,лпрп'реаш (adj) неподготовленный
actually /'æktJuoli, -tJêli/ (adv) Ha caMOM Aene
ankle /l æl)kal/ (C n) KOJIeHO break down (phr v) TIOMaTbCfi
(06 gcmpoùcm6ax) coincidence /kaðrnsldons/ (C n ) coBnaaeHqe come
along (phr v) llP½6blBaTb company /ll«mpani/ (C n)
KOMnal-lHfi (Qbupma) drawer /dro:/ (C n) (mgm60qKu) earring (C n) cepbra
equivalent /llkwlvolont/ (C n) 3KB½BaneHT expect /lklspekt/
(V) O>KHAaTb item /laltam/ (C n) npeAMeT make fun of (phr v) CMeRTbCR
(Hað Kem-nu60),
BblCMeHBaTb mud /mncl/ (U n) rpfi3b promotion /prolmoofan/
(C n)  (no cngy6e) putl out (phr v) BblHMMaTb,
BblTaCKVtBaTb receive /rtki:vl (v) nonyqaTb second-hand (sekond Ihænd/
(adj) noaepxaHHblVf,
 6blBUJL,iVf B ynoTpe6neHH¼ shiny /lfami/ (adj)
6neCTfiU4HVi shocked /fDkt/ (adj) IUOKhPOBaHHblVt
slip (slip/ (V) nOCKOf1b3HYTbCfi
switch off (phr v) BblKJ1}OqaTb (oneKmpuqecKuù npuõop) tie [tar/
(C n) rancTYK twist /twlst/ (v) noABepHYTb (Hoag)
complicated
/knmplžkeltld/ (adj) CflO>KHblVl
1101-ihMaHl.•1fi
elderly /leldoli/
(adj) noxqnoÿ image /hm1d3/ (C n) KaPT¼Ha, 14306payeHl.ae
individual /lndlIvld3uol/ (adj) optical illusion /pptlkol Il lu:30n/
(C n) orlThqecKaq
play tricks on (phr) 06MaHblBaTb, nypaLlHTb
process /'prooses/ (C n) npoqecc series /lslori:z/ (C n)
nocneA0BaTer,bHocTb
take in (phr v)
'IPUH½MaTb, nponycl<aTb train track /ltrern træk/ (C
n) xene3HOAOPO>KHblÞl nyTb
Vocabulary: The mind assumption /o'sAmpJön/ (C n)
npeunonoxeHHe background /lbackgraond/ (C n) 3aAHV'iVi nnaH brain
/bretn/ (C n) M03r canvas /lkænvos/ (U n) XOJICT cart /ka:t/
(C n) noB03Ka, -renera collect /kallekl/ (v) c06upaTb demonstration
[demanlstreljan/ (C n) noKa3,

neM0HcTpauv•1R exhibition  (C n) BblCTaBKa fantasy /ltiæntasi/
(U n) field worker /lfi:ld IW3:ko/
(C n) noneBoV1 pa60'-lHVl foreground /f3:graond/ (C n) nepenHHVl nnaH illusion
(I l lw,30n/ (C n)  06MaH 3peHHfi imagination /l,mæd31
1 nellån/ (U n) location (loolkellon( (C n)
MecTon0J10>KeHHe lose touch with reality (phr) YTPaTHTb npeacTaBnel-we o
aeÜCTBHTeJlbHOCT½, B Mhpe rpe3 maid (meld/ (C n) cnyxaHKa mind
/mamd| (C n) C006PaxaTb Oil 1011/ (U n) MaCJ1fiHaq KpacKa (Macno) original /aIr1d3anol/
(C n) nOAJIHHHHK, opHr¼Han portrait /lpo:trot/ (C n) nopTpeT
realistic /nalhstlk/ (adj) peanucTHqHbl¥l reflection /HIflekJan/
(C n) orpaxeHHe scene (si:n/ (C n) C14eHa, neVi3a>K shade /fercl/ (C n)
OTTeHOK shadow /IJædao/ (C n) -reHb take up (phr v) 3ô.
3aHhMaTb (mecmo) test (test/ (C n) npoBepKa, reCT
3e
bill /bll/ (C n) cqer chat /tfaet/ (V)
6eceAOBaTb, 60JITaTb climax event /l klarmæks went/ (C n)
KYJ1bMl,lHa14Vlfi contrasting  (adj) KOHTPaCTHPYFOU41,11Ž
develop Idl lvelop/ (V) 1. Pa3BHBaTb; 2. nPORBJ1flTb
(QbornonneHKIJ) fiercely /lfiosli/
(adj) rpy60
gasp /ga:sp/ (V)
3aAblXaTbC9 horror /IhDraí (U n) yxac imaginary
Il'mædsanari/ (adj) 8006paxaeMbtÜ,
BblAYMaHHblVi include /rnlklu:d/ (V) Bl<J1hOqaTb B ce6fi inn
fin/ (C n) ManeHbl<aq rOCTl,tHHqa it gets dark (phr) TeMHeeT lounge (laond3/
(C n) KOMHaTa OTAblXa old-fashioned /pold IfæJand/ (adj)
CTaPbIŽ, ycrapeBu.lHVl passer-by /pa:so bal/ (C n) npox0>KHlä
police station /palli:s ,stelfan/ (C n) nonuqeücK½Vl
yqacT0K ruined fru:md/ (adj) Pa3PyueHHblü sequence I'si:kwans/ (C n)
nopfiA0K set the scene (phr) 3ð. Oll¼CblBaTb MeCTO neViCTBuq
simplistic /slmlplrstlk/ (adj) ynpou-geHqecKl.ålä stay
the night (phr) OCTaTbCfi Ha HOL-lb B KaKOM-Jl¼60
MecTe tale
/tC[l/ (C n) paccl<a3 troubled /Itl*Abald/ (adj)
06eCßOKOeHHblV1 variety /vSra10ti/ (C n) pa3H006pa3¼e, MHor006paaqe
alike /olkllk)
(adj) OA¼HaKOBblVf, archaeologist /IŒki i Dlad31sl| (C n) apxeonor cellar /lscla/
(C n) 110ABan classic /klæslk/ (adj) KnaCCqqeCKHVl helmet /l helnul/
(C n) investigator  (C n) uccneAOBaTeJ1b plumber /I plAma/ (C n) BOAonpogonqv•1K
same /senn/ (adj) Tal<OVl He, OAHHaKOBblVi scene /si:n/ (C n) cueHa,
neV13a>K sight /salt/ (C n) 3peH¼e, BhAHMOCTb sighting (C n)
I-ia6moneHhe similar /kunala/ (adj) nox0>KHVt
WI-8

soldier
saold9/ (С п) солдат spectator /spekltefta/ (С п) зритель
sword /so:d/ (С п) меч well-preserved /yel prlln:vd/
(adj) хорошо сохранившийся witness /lwrtnas/ (С п) очевидец,
свидетель Culture Corner З
bang
дэаетј/ (С п) очень громкий звук bend /bend/ (С п) изгиб castle /'ka:sal/ (С П)
замок consider /kanlslda/ (У) полагать, считать corridor /lkprldo:/
(С п) коридор date back to (phr) относиться к (Веку, году, т. п.) dungeon
/Плпс1зап/ (С п) подземелье go bump in the night (phr) наткнуться на что-либо
haunted /lhxntId/ (adj) посещаемый призраками hunt /lnnt/ (у)
преследовать leave sb with а broken heart (phr) разбить кому-либо сердце lurk
дз:К/ (у) прятаться medieval (adj) средневековый passage (С п) проход, коридор
prison /'рппп/ (С п) тюрьма rustling /'rxsltrjl (adj) шуршащий show ир (phr у)
появляться torture chamber /lto:tfa (С п) комната пыток turn Лз:п/
(С п) поворот view /vju:/ (У) видеть wander /lwonda/ (у) бродить
Across the Curriculum З
angle 'cngal/ (С п) угол break sth down (phr у)
разделять что-либо сиЬе /kju:b/ (С п) куб cytinder /lsrlrndal (С п)
цилиндр (геометрическая фигура) dull /dRl] (adj) зд. тусклый element /lclamant/
(С п) доля impact /lrmpaekt/ (С п) влияние layer /'1ею/ (С п) слой
rectangle /lrcktujgal/ (С п) прямоугольник represent (у)
символизировать
Фаре /1ёчр/
(С п) форма smooth lsmu:01 (adj) гладкий square /skwca/ (С п) квадрат triangte
(С п) треугольник viewpoint /'vju:pomt/ (С П) зд. угол зрения
MODULE 4 4а
ability
lSbllatil (С п) способность and so оп (phr) и так далее artificial              (adj)
искусственный assistant /a'№tant/ (С п) помощник, ассистент

WL9
brain [brem/ (С п) мозг cater for (phr) удовлетворять
(требоВания) companion [Кзт'раепјап/ (С п) друг
conflict /knnf11kt/ (U П) конфликт, ссора consciousness /lkonfasnas/
(U п) сознание, разум сору /lkopi/ (у) копировать, имитировать
creativity  (U п) творчество decision /dl'son/
(С п) решение divided /dllvardid/ (adj) за разделяющийся (о мнении)
emotional response /i,maoJanal rfspons/ (С п) эмоциональная реакция except for
(phr) кроме existence hqhstansl (U п) существование expert (С п) эксперт,
профессионал figurative speech (phr) образная речь function /ТлтјКГэп/ (С п)
функция gesture /'d3estfa/ (С п) жест harm /ha:m/ (И п) вред helper /lhelpa/
(С п) помощник in theory (phr) теоретически inaction Пп'геКјап/ (U п)
бездействие injure tmd3al (у) ранить, причинять вред intelligence hnltelId3ans/
(U п) интеллект, рассудок invention hn lvenfan/ (С п) изобретение
ironing /'аюпщ/ (U п) глаженье (оДежДы) knowledge /hDlIdJ7 (U п) за
понимание mobility /madbIlati/ (U п) мобильность mow the lawn (phr) косить
лужайку nuclear power 'раоа/ (U п) атомная энергия
0bey /adbel, э-/ (у) подчиняться obstacle rnbstakal]
(С п) помеха, преграда perform /pSfo:m/ (у) выполнять power of reasoning (phr)
способность к умозаключениям promise /'promrs/ (У) обещать protect /prStekt/
(у) защищать protection /prStekfan/ (п) защита reality /rilaelati]
(U п) реальность reasoning (С п) умозаключение roboticist (С п) инженер,
создающий роботов rocket /lroklt/ (С п) ракета science fiction
/,sanns t1ik15n/ (U п) научная фантастика scientist (С п) ученый
simply /Mmpli/ (adv) просто
task
         (С П) За,ЦаНИе vacuum l'vaekiuam, -lsioml (У) пылесосить
Vocabulary: Technology be divided (phr) зд.
разделяться (о мнении) Ьесоте а reality (phr) становиться реальным build /b11d/
(у) строить cater for one's needs (phr) удовлетворять чьи-либо нужды clean
/kli:n/ (ч) чистить clear /kha/ (v) убирать соттоп /'Кптэп/ (adj) обычный
discovery /(hs'kworil (С п) открытие functioning /lfANkfanIl)/ (adj)
функционирующий gadget gaed31t| (С п) прибор (обычно электронный) high-tech
/,haI 'tek/ (adj) высокотехнологичный housework (U п) работа по дому invention
[m'venfan] (С п) изобретение microwave /lmalkrawew/ (С п)
микроволновая печь obstacle /bbstakal/ (С П) помеха, преграда obstruction lablstrAkfan/
(С п) заграждение, барьер ordinary /to:danari/ (adj) обыкновенный
overcome а problem (phr) решить проблему own /аоп/ (у) владеть, иметь в
собственности perform а task (phr) выполнять задание problem /lpmblam/
(С п) проблема reality /rilclati/ (U п) реальность trouble /ltfAbal/
(С п) проблема, неприятность
Computer problems
anti-virus /penti 'vanras/ (adj) антивирусный (о
компьютерных программах) basics /lbeblks/ (Р! п) основы by mistake
(phr) по ошибке connect lka'nekt/ (у) соединять, подсоединять crash /krzef/ (V)
внезапно ломаться cursor (С п) курсор delete /dl'li:t/ (У) удалять disc drive /ldlSk
draw/ (С п) дисковод document /dpkjomant/ (С п) файловый документ (В
компьютере) download /ldaonllaod/ (м) загружать данные из
Интернета frozen /lfraozan/
(adj) «зависший» (о компьютере) germ /dy:m/ (С п) микроб give sb а hand (phr)
помогать кому-либо hardware /lha:dwea/ (U п) за комплектующие
(компьютера)
lnternet connection /lmtanet kqnekfan/ (С п) связь с
Интернетом lnternet service provider
(lSP) (phr) Интернетпровайдер laptop /l lcptop/ (С п) ноутбук

memory
/'тетой/ (С п) за компьютерная память monitor (С П) монитор network /'nctwxk/
(С П) сеть роит /рэ:/ (v) наливать reboot (у) за перезагружать компьютер
retated to /1Tle1tid тэ, to/ (adj) относящийся к чему-либо rely оп (phr)
полагаться на run а search (phr) за искать информацию в
Интернете гип out (phr м) кончаться save
/sew/ (v) зд. сохранять информацию на компьютере scan /skzenl (С п) зд.
проверять компьютер на наличие вирусов scanner /'skena/ (С п) сканер screen
lskri:n/ (С п) экран software llsD11wca/ (U п) программное
обеспечение для компьютера

1
4 Английский язык 9 кл.
sort out
(phr м) решить (проблему) spill /spll/ (v) проливать
Stick
/stlk/ (У) за замирать, зависать (о курсоре
МЫШИ) store /sto:/ (м) хранить take
ир (phr у) занимать (Время) transfer ltrtenslf3:l (м) = за
передавать (информацию) virus /lvararas/ (С п) за компьютерный вирус
web site /'web salt/ (С п) Интернет-сайт wipe /wmp/ (у) чистить 4с
bowting [baollIjl (U п) боулинг broke ДэгооК/ (adj)
обанкротившийся, без денег enter /lcnta/ (У) принимать участие (В
конкурсе) exhibition /,eksl'bl.fan] (С п) выставка inventor /m'vento/ (С п)
изобретатель lend /lend/ (У) одалживать (кому-либо что-либо) orchestra
['o:klstral (С п) оркестр presentation  (С
п) презентация tired /tatad/ (adj) уставший
4d
absolutely (adv) абсолютно academic (С п) ученый
access (to) /l&kses/ (U п) доступ alone /аКоп/ (adv) только
average /l zevarld3/ (adj) типичный, средний awful /b:fal] (adj)
ужасный bridge the divide (phr) уменьшать разницу broadband /'brxdbmd/ (adj) за
широкополосный (Интернет) browse /braoz/ (У) просматривать Интернет-сайты busy
/tbwi] (adj) занятый calendar /lkaelanda/ (С п) календарь
check /tJeW (v) проверять compare lkamlpeal (у) сравнивать
competition /lkompaltlfan/ (С п) соревнование convenient /kanlvi:niantl
(adj) удобный coordinate /koob:dmc1t/ (v) согласовывать crossword /lkmsw:d/
(С п) кроссворд deliver /d11hva/ (у) доставлять (что-либо куДа-либо)
display /dI'splel/ (у) выставлять напоказ distant /khstant/ (adj) далекий,
удаленный electronically /,chkltmmkli/ (adv) электронно, электронным
способом email account /li:mcll (С п) электронный почтовый адрес
feature (С п) статья, сенсационный материал global /lglaobal/ (adj)
глобальный government 'ovonmont/ (С п) правительство hobby /'hobi/ (С п) хобби
horoscope /l hnraskaop/ (С п) гороскоп illustrate (У) демонстрировать
institution (С п) большая организация look ир (phr у)
зд. искать что-либо military llnulltari/ (adj) военный
WL10
modem moodam,
-dem/ (C n) MOAeM phone line /faon lam/ (C n) Tenecþ0HHaq .m•lHhfi,
•renecþ0HHoe coeAHHeHl,te population /popjollelfon/ (C n)
HaceneHhe product (C n) T0Bap, npoAYKT receive /rlki:v/ (V) nonyqaTb regular
/regjolo/ (adj) 06b1 14Hblü, perynqpHblV1 research /rl lsy.tf/
(U n) l,tccneA0Bat-lhe review /rllvju:/ (C n) OT3bIB schedule
/Jedju:l, ISke-/ (C n) pacnhcaH¼e search engine  (C n) noucl<0Baq C¼CTeMa (6
ØHmepHeme) server /k31vo/ (C n) cepBep service
/k3:us/ (C n) cepBhc, 06CJIY>KhBaHhe site /salt/ (C n) 3ð.
¼HTePHeT-CaVlT subscription /sobkkrrpJon/ (C n) nonnucKa surf /S31f/ (V)
nPOBOA¼Tb BpeM9 (6 MHmepæme) take over (phr v) 6paTb non,
KOHTPOJ1b, KOHTPOJ1hPOBaTb upgrade /ApIgre1d/ (V) ynyqwaTb website /iwebsart/
(C n) hHTePHeT-CaVlT wirelessly Iwalêlosli/ (adv) 6e3 npoB0A0B worldwide
/Y311d Iwald/ (adv) rn06aJ1bH0
advance /odva:ns/ (V) npoABhraTbcq antisocial /pentilsoofal/
(adj) HeAPY>Kefli06Hbllä break down (phr v) JlOMaTbCA communication  (C
n) 061-ueHÇ•te concentrate on (phr V) KOH14eHTP¼POBaTbCfi Ha
qeM-JIH60 convenient /kon'vimiont/ (adj) YA06HblVl daily Idelli/ (adv)
exeAHeBHO device /dllvals/ (C n) nph60p digitally /dld31t\-i/ (adv)
.3neKTPOHHO distracted /dllstræktld/ (adj) OTBneqeHHblVl easy
/i:zi/ (adj) enjoyable hnld3010bal/ (adj) rlPhBTHblü,
YAOBOJ1bCTBl.•le enrich /rnIt1tJ( (V)
060ral.4aTb entertain /,entaltem/ (v) Pa3BneKaTb face-to-face /IfelS
to IfelS/ (adv) JIM140M K fast /fa:st/ (adj) 6blCTPbIVl for instance
(phr) Hanpmaep gadget /gæd31t| (C n) nph60p games console /lgermz
Ikonsool/ (C n) urpoBaq npl.•tcTaBKa hooked on (phr) "noacecTb" Ha I-ITO-JIH60
instant messaging (phr) 06MeHHBaTbCB MrHOBeHHbIMkl
C006LUeHhfiM¼ qepe3 V•1HTePHeT multi-task /,mAlti 'tusk/ (V) aenaTb
HeCKOJ1bKO Bel-14eÞ1

OAHOBPeMeHHO online /lonlam/
(adj) K HHTepHeTY rely (on) /Tl lla1/ (V) PaCC14HTblBaTb,
HaneRTbCfi Ha '-no-nu60 research /rrk3:tf/ (v) hccneA0BaHhe resource /rllzo:s,
-ko:s/ (C n) pecypc skill /skrl/ (C n) y,'MeHue solve /SDlv/ (V) Pel-.UaTb
typical Itlprkol/ (adj) unreliable [Anrlllalêbal/ (adj)
HeHaaeH<HblÜ valuable /væljuabol, -jabol/ (adj) waste /welst/ (v)
TPaThTb nonycTY
access
/'ækses/ (v) hMeTb nocTyn affect /olfekt/ (V) derive /dllrarv( (V) discover ,/drslknvo/ (V)
06HapY>KhBaTb effect /rfekt/ (V) AOCT¼raTb electric /l llektrlk/
(adj) 3neKTpv•tqeCKhVl electronic /,ellkltmmk/ (adj) 3neKTPOHHbIVi
engine /end31n} (C n) MOTOP, ABhraTenb experiment /lk'sperrmont/ (C n)
3Kcnepv•lMeHT forever /forlevo/ (adv) Hagceraa invent /mlvent/
(V) h306peTaTb machine /moEfr,n/ (C n) annapaT, nph60p offer Info/
(v) npeanaraTb (KOMIJ-nu60 qmo-nu60) suggest /saId3est/ (v)
npeanaraTb (qmo-nu60 côenamb) vote |vaot/ (V) rOnOCOBaTb
Culture Corner 4
air lea/ (V)
•rpaHCJIHPOBaTb B IIPRMOM 3cþhpe available on (phr) brand /brænd/ (C n) •roproBaq
MapKa, 6peHA category /kætagori/ (C n) KaTeropv•1fi challenge /Itfæland3/
(C n) hcnblTaHV•le judge /d3Ad3/ (C n) cyat)fi level ('levol/ (C n) 3B. ypoBeHb
CSIOHHOCT½ logo /l loogao/ (C n) norowtn satellite /lsætolalt/
(C n) cnYTHHK to the limit (phr) AO npeaena via /lvaro, Ivi:o/
(prep) qepe3 viewer /vju:o/ (C n) •rene3pv•1TeJ1b
Going Green 4
affect /olfekt/ (v) agreement  (C n) cornaweHhe at
the moment (phr) B HaCTOfiU4hV1 MOMeHT back up (phr v)
noaaepxaTb big deal (phr) Ba>KHO burn /b31n/ (v) ropeTb cadmium
/kædmiom/ (U n) chemical /lkemlkol/ (C n)
XhMhKaT,  BeueCTBO chromium /kroomiom/ (U n) xp0M
component /komlpaonont/ (C n) KOMr10HeHT conclude /kon lklu:d/
(V) nOABOA½Tb hTor convince /konlvms/ (V) y6eH<AaTb
currently /I kArantli/ (adv) B HaCTOfil.Uh¥l MOMeHT donate
/doðnelt/ (V) xePTBOBaTb drip /dnp/ (V) KanaTb dump IdAmpl (v) 6pocaTb emit
/llmi:t/ (V) BblaeJ19Tb encourage /mIknr1d3/ (V)
nOOLUPfiTb eventually /llventfuoli,
-tfêli/ (adv) B KOH14e KOHUOB e-waste /il welSt/ (U n) Mycop, COCTORU4HV1
H3 nph60poB
export /lk'spo:t/ (V) 3KCnOPThPOBaTb
food chain /lfu:d tfem/ (C n) rlhl.ueeaq qenb fume /fiu:m/ (C n)
AblM, lacnapeHhe goods /godz/ (PI n) TOBapbl

gradually Pgræd3uoli/
(adv) MeaneHHO harm /ha:m/ (v) rlPV1 14hHfiTb Bpea, 60J1b heavy
metal /lhevi 'met]/ (C n) TRHeJ1blVl MeTann landfill /lændfil/ (C n)
.3aKanblBaHb•te Mycopa, MycopHaq
CBaJIKa lead ,/led) (U n) CBhHe14 leak
/lilk/ (V) np0TeKaTb little by little (phr) nol-leMHory manufacturer
/,mænjðfæktJara/ (C n) nPO¼3BOAhTeJ1b mercury /Im31kjori/
(U n) PTYTb monitor /'rnnnlta/ (C n) MOHHTOP no doubt about it (phr) 6e3
old-fashioned /pold Ifæfand/ (adj)
ooze /U:Z/ (V) MeaneHHO •ret-lb outdated kaotldeltld/
(adj) pace /pe1S/ (U n) CKOPOCTb persuade /pa'sweld/ (v) y6eHAaTb poisonous /Ip01zonas|
(adj) print cartridge /prmt IkŒtfld3/ (C n) KaPTPhA>K
np½HTepa recycle (V) nepepa6aTblBaTb OTXOAbl reduce /rl'dju:s/ (V)
Yh.aeHbU.JaTb refill (v) .3anpaBn9Tb (o Kapmpuðye ðng npuwnepa) release
/rllli:s/ (v) Bb16PaCblBaTb (6eugecm3a 6 ammocg6epy) repair /rrpeo/
(v) replace /rr'plels/ (V) .3aMeH9Tb reuse [rillju:z/ (V) IIOBTOPHO
hCnOJ1b30BaTb soil /Sô11/ (U n) not-IBa tax |tæks/ (C n)
Hanor toaster /taostê/ (C n) TocTep ton /tnn/ (n) TOHHa toxic /itDks1k/
(adj) BAOBhTblVf, TOKCl-1 14HblVl toxic gas /ItDkS1k Igæs/
(C n) BAOBhTblV1 ra3 treaty /trilti/ (C n) cornai.ueHhe MODULE 5
ability /albllati/ (C n) B03MO>KHOCTb add value
(to) (phr) CTOhMOCTb animal behaviourist (phr)
(3emepu,qap,
3C7HUmaK)U.4UÜCB neqeHueM
HapgweHuÜ 6
n06eôewu ycu30mHb1x) art /a:t/ (U n) hCKYCCTBO artist (C n)
XYAOHH¼K, MacTep artistic creativity (phr) xyaoxeCTBeHHoe TBOPqeCTBO
auction /io:kfon/ (C n) ayK14HOH auction /Io:kJon/ (V)
BblCTaBJ1fiTb YTo-JIH60 Ha ayK14HOH auction house (phr) 3AaHhe, rue  ayK4h0H
award
/alwo:d/ (C n) Harpaaa, nph3 breathing /lbrilôll)/
(U n) AblXaHhe brush /bnf/ (C n) KhCTb carve /ka:v/ (v) BblPe3aTb (6 KC7MHe unu
ðepeße) childish /tfalldlf/ (adj) pe6qqecKhVl, aeTCKhlä city
council {Siti kaonsol/ (C n) ropoacKoÞl COBeT collect /kollekt/
(V) nonyqaTb, .3a6hpaTb
consider /konklda/ (V) Cl.4HTaTb create /krilelt/
(V) C03AaBaTb creative /krileltrv/ (adj) TBOPqeCKklÞl creator
/krilerta/ (C n) c03aareJ1b desire /dl Iza10/ (C n)
ChJ1bHOe xenaHhe drawing (C n) encourage /mIl«r1d3/ (v)
n06Y>KAaTb exclude /lklskluld/ (V) hCKJ1toqaTb exhibition leks11b1Jon/
(C n) BblCTaBKa eyelash /'a11æJ/ (C n) peCH¼14a fan /fæn/ (C
n) cþaHaT fetch /fetJ/ (V) BblpyqaTb (o ðeHbeax), 3aPa6aTblBaTb
graffiti /gralfi:ti/ (U n) rpacþcþ¼Th,
HaCTeHHblVl pucyHOK grain /grem/ (C n) .3epH0 guest /gest/ (C n) rOCTb heartbeat
(C n) cepnue61.-teHhe hold /hoold/ (v) rlPOBOA½Tb (Meponpumnue) host
/hoost/ (v) BeCTV•l •rene-, paavtonporpaMMY huge /hju:d3/ (adj)
OrPOMHblÞ1 human /l hju:mon/ (adj) qeJIOBeqeCKHÞl
identity laidentoti/ (C n) 3ð. impress /lmlpres/ (v)
BneqaTflfiTb include /mklu:d/ (v) BKnoqaTb irresponsible /orokponsobal/ (adj)
6e30TeeTCTBeHHblV•l learning difficulties (PI n) He06yqaeMocTb material(s) /moltloriol/
(U n/Pl n) MaTephan(bl) miniature sculpture (phr) Ml,ll-waTiOPHaq cKynt,nTypa
needle /ni:dl/ (C n) Hrna
opponent /olpoonant/ (C n) onnOHeHT,
nPOThBH¼K own loon/ (v) BnaaeTb owner /oono| (C n) BnaAeneu, painting /lpemtm/
(C n) KapThHa patiently /lpelfantli/ (adv) -repneJIHB0 pinhead /lplnhed/
(C n) rOT10BKa 6ynaBKh popular /I pDpjalo/ (adj) nonynqpHblä
private property (phr) qacTHaq C06CTBeHHOCTb produce /pratdju:s/ (V)
nPOh3BOAhTb, h3rOTaBJ1hBaTb remain anonymous (phr) OCTaBaTbCB
He¼3BeCTHblM remove /rll mu:v/ (v) .3a6upaTb significant /slglnlflkont/
(adj) Ba>KHblÞl stay perfectly still (phr) 3aMhpaTb success /soklses/
(U n) ycnex take a look (at) (phr) nocMOTpeTb the public /ða IpAb11k/
(S n) ny6J1¼Ka tiny /tarni/ (adj) KPOœeqHblVl toothpick ltu:eplk/
(C n) 3Y60WCTKa turn up (phr v) r109BJIRTbCfi ugly /IAgli/ (adj)
6e306pa3HblÞl, YPOAflHBblVl unbelievable /IAnbl'li:vobol/ (adj)
HeBePOfiTHblÞl valuable /væljuobol, -jobêl] (adj)
14eHHbllŽ valueless /lvæljullas/ (adj) Huqero He
CTOBL14L.•lV1 vandalism /lvændollzom/ (U n) BaHaaJ1¼3M
view /vju:/ (V) CMOTPeTb warehouse /weahaos/ (C n) ci<nap, well-known [wel
'noon/ (adj) h3BeCTHbIVl
Vocabulary: Types of art architect
/a:kltekt/ (C n) benefit /benofit/ (v) noMoraTb,
nphHoc¼Tb nonb3Y
chisel /'tJrzol/
(C n) cTaMecKa, AOJIOTO clay /klel/ (U n) rm.lHa colour in (phr v) PaCKPaWhBaTb
costume /lkostjom/ (C n) KOCThOM crayon /krelon, -on/ (C n) nacTef1b
design /dllzam/ (V) C03aaBaTb AH3aVIH drawing /ldrôlll)/
(U n) puc0BaHHe easel /'i:zal/ (C n) M0J1b6epT kiln /krln/ (C n) neqb
06>Kura CYUJKH rJ1¼HfiHblX
H3ueJ1hh landscape /llændskerp/ (C n) naHAl-uacþT
local Ilaokol/ (adj) MeCTHblŽ model making /lmt)dl (U n)
nocTpoeHHe Monem-i,
MOAeJIHPOBaHHe Oil paint (C n) MaCflfiHaq
KpacKa outline /aotlarn/ (C n) Ha6POCOK, 3CKVi3 paint /pelnt/ (V) PHCOBaTb
KPaCKOVi paintbrush /pemtbrAJ/ (C n) KhCTb painting /lpemtll)/ (U n)
pptc0BaHb,te performance /polfo:mons/ (C n) npeacraBneHHe
photography /faltoqrafi/ (U n) (þ0Torpacþl,1fi (3aHHmue,
X066U) portrait /lpxtrot/ (C n) nopTpeT
portray /po: ltrel/ (v) 1,1306PaxaTb (Koeo-nuõo) potter's
wheel (phr) rOHqaPHblVl Kpyr pottery /lpÐtari/ (U n) roHqaPHble,
KepaMHqecKhe v,13Aenv.1fi sculpture /IskAlptfo/ (U n) cKYJ1bnrypa
set [set/ (C n) aeKOPa14hl,i sketch /sketJ/ (V) Ha6POCOK spidergram
/kpaldogræm/ (C n) cxeMa spray painting /sprel (U n) PhCOBaTb c nOMOLUb}O
a3p030J1h stage Isteld3/ (C n) cueHa subject /kAbd31kt/ (C n) ChO>Ker tripod
/ltrmpnd/ (C n) LLlTaT¼B watercolour (C n) aKBapeJlb
5b

affect /ol fèkt/ (V) BJ1¼BTb arrangement /alrClÏ1d3mant/
(C n) npktr0T0Bnewe be keen on (phr) JU06hTb I-ITO-JIH60 broad
/bro:d/ (adj) content /lkr,ntent/ (U n)
conepxaHHe cool /kL111/ (adj) (cneæ) KneBblVi, count st) in (phr)
BKJ1fOqaTb Koro-nn60, 6paTb c c060Vl extract /ekstrækt/ (C n) OTPblBOK
fancy /Tænsi1 (v) HPaBHTbCfi funky /TAl)ki/ (adj) (cneæ)
KnaCCHblÞl hum (hAm/ (V) HaneBaTb line /latn/ (C n) cTp014Ka
melody /meladi/ (C n) MenOAV•lfi musical instrument hnstramont/ (C n)
MY3blKaJ1bHblVl hHCTPYMeHT practice /l prækfis/ (U n)
npaKTÞlKa, TpeHupoBKa preference /l prcfiorans/ (C n)
npeunoqTeHl.•te sing 611)/ (V) neTb soap opera /lsaop pparo/ (C n)
MblJ1bHaq onepa taste /terst/ (C n) BKYC theme tune (phr) rnaBHaq MY3blKaJ1bHaq
-reMa
training /ltrernrrj/ (U n) -rpel-wp0BKa turn down
(phr v) YMeHbl-uaTb 3BYK turn off (phr v) BblKJ110qaTb (npuõop) verse
/V3:s/ (C n) cTpocþa, CThX
accurately /lækjorotli/ (adj)
BHUMaTeJ1bHbll¥l by far (phr) HarvlHOrO can afford (phr) n03BOJIHTb (Kynumb
qmo-nu60) child prodigy /ItJalld IprDdod3i/ (C n) OAaPeHHblVi
pe6eH01< compile /komtparl/ (V) COCTaBJ1fiTb composer |komlpooza/
(C n) KOM1103hTOP composition /IknmpoIz1Jan| (C n) 3ð.
MY3blKaJ1bHaq
KOM1103H14HS decrease /d/kri:s/ (V) yrqeHbl-naTb(Cfi) equal filkwal/ (adj)
OAHHaKOBblVl gallery /gælari/ (C n) ranepeq go out (phr) raCHYTb (06
oeæ, c6eme) hardworking (adj) pa60Ta}01.14hVl, He
110Knaaan pyl< improve /rmtpru:v/ (v) ynyqwaTb(Cfi) increase
/mlkri:s/ (V) YBenuqHBaTb(C9) leading (adj) BeAYU4HV1, rnaBHblV1,
nepeA0BoV1 opera house /loparo haos/ (C n) onepHblVi TeaTp output
/aotpot/ (U n) MY3blKaJ1bHble llPOH3BeaeHhfi patient Ipe1Jont/ (adj)
TePneJ1hBblVi quiz /kwrz/ (C n) BHKTOP¼Ha repertoire /l repatwa:/
(C n) penepyap sell out (phr v) pacnpoaaBaTb (m06ap) slippery /klrpari/ (adj)
talented /ltælontld/ (adj) TanaHTJlhBbIV4 thrilled /Or11d/
(adj) B3BOJIHOBaHHblV1, B036Y>KaeHHblV1 unfair /IAnTea/ (adj) HeqeCTHbll.i
acting /laektll)/
(U n) urpaTb ponb (3 96unbMe, næce) action film (phr) 60eBHK
action-packed /,ækJan Ipækt/ (adj) HaCbll-qeHHblVi
aeVlCTB¼eM all-star 1311 stŒ/ (adj) COCTOBLUI,IVI TOJlbKO "3
3Be3p, (O qbunbMe) audience /'o:dions/ (C n) box office /IbDks
It)fis/ (S n) 6uneTHaq Kacca cast /kŒst/ (C n) pacnpeneneHV•te poneVf
coincidence (C n) coBnanel-we colourful /'kAlofol/ (adj) Pa3HOUBeTHblVl consequence Ikonslkwons/ (C n)
nocneacTBÿte exchange /lksI tJèmd3/ (v) 06MeHl,tBaTbCfi (gem-nuÕo)
focus (Taokasl (v) cocpeA0T01-u,1BaTbcq graphics /lgraeliks/
(PI n) KOM11b}OTePHaq rpacþHKa ignore (v) varHophF)0BaTb kidnapper /lkldnæpa/
(C n) last /la:st/ (V) AJIHTbCB look forward to (phr v) >KnaTb c HeTepneHueM
low-budget /lloo I bAd31t/ (adj) Man0610AxeTHblVl massive
/mæsrv/ (adj) MaCChBHblVl
perform /paliblm/
(V) BblCTynaTb plenty (of) /plenti/ (U n) MHOrO
plot /plDt/ (C n) CIO>KeT predictable /prlldlktabal/ (adj)
npeacKæyeMblV1 presentation (prezonltelfon/ (C n)
npe3eHTa14hfi relationship /r1ile1fonJrp/ (C n) OTHOœeHhe
(Meyðg moðbMu) scene /si:n/ (C n) Cl-qel-la (6 q5Uf1bMe, /7bece)
scenery /lsi:nori/ (U n) aeKopa14hh science fiction (salons Iflkfon/
(U n) Hay-IHaq ÞfiaCTl,1Ka
set [set/ (C n) CbeM0t4Haq
nn01-uaAKa shoot /Ju:t/ (V) CHHMaTb CþHJ1bM special effects /,spefal llfekts/
(PI n) cnei434)cþeKTbI star /sta:/ (v) 3Be3aa (qbunbMa) storyline
Isto:rilam/ (C n) stunt /stAnt/ (C n)  TPIOK takeaway /ltelkawel/ (C n) rOTOBble 6Tl}Oaa,
0TnycKaeMble
Ha AOM tale /tell/ (C n) twist /twžst/ (C n) HeO>KuaaHHbll¥l noBOPOT villain Allan/ (C
n) OTPH14aTeJ1bHblVi repo¥l waxwork /lwækswck/ (C n)
BOCKOBaq cþHrypa
all in all (phr)
B 06LUerv1 genoM author [10100/ (C n) aBT0P background /lbækgraond/
(C n) nononneKa character /'kærlkto/ (C n) repolä (KHUêU,
96Uf1bMa) comment /lkoment/ (C n) KOMMeHTaP¼Vl, MHeHl,te
consist of (phr v) COCTORTb "3 director /dllrekto, dal-/ (C n)
pexuccep disappointing /ldžsolpomtll)/ (adj)
pa30qap0BblBa101-uv•lVl dull /dAl/ (adj) evil /li:vol/ (adj) 3110V1,
3J106HblV1 evil /li:val/ (U n) 3110 evil genius (phr) rel-lklh
exciting /lklsaltll)/ (adj) 3aXBaTblBalOU4hV1 fairy /feari/ (C n)
cþeq fairy tale /lfeari tell/ (C n) CKa3Ka fantasy
/fæntasi/ (C n) fast-paced /lfå:st Ipe1St/ (adj) 6blCTPO intriguing (adj) VII-ITPWYIOI-UHVI
irritating /IlrateltllJ/ (adj) kidnap /lkldnaep/ (v)
nox¼l-uaTb likeable /lmkabal/ (adj) nP¼9THblV1, MVIJ1blVl main
/mem/ (adj) rnaBHblV1 precise /prl lsars/ (adj) recommendation /,rekomenl delþn/
(C n) COBeT,
PeKOMeHaa141,1fi
rescue /lreskju:/ (v) cnacaTb review /rllvju:/ (V / C n)
1. ll¼caTb OT3blB; 2. OT3blB satisfying /'sætlstål-ll)/
(adj) YAOBneTBOP¼Tej1bHblVi senior officer (phr) ocþ½uep
shallow /'fælao/ (adj) nOBePXHOCTHblV1 slow-paced (sloo IpelSt/
(adj) MenneHHO Pa3BhBalOLU¼VlCfi summary /lsnmari/ (C n)
KpaTKoe H3JIO>KeHHe, pe3K)Me surprising /so'prmzll)/ (adj) HeO>wnaHHblVt
theme /9i:m/ (C n) 3ð. OCHOBHaq HAeq, MblCJ1b unexpected /IAmkIspektld/
(adj) I-IeOxuaaHHbIV4 unimaginative /IAm I mæd3matw/ (adj)

upside down /inpsard Idaon/ (adv) BBepx HOI-arvll,l variety /volralêti/
(C n) pa3H006pa3he versus /IV3:sos/ (prep) nPOT¼B
well-developed {wel drlvelapt/ (adj) XOPOUJO
C4)OPMhPOBaBUJhViC51
act /ækt/
(C n) al<T (6 f7bece unu onepe) arrange /o're111d3/ (V) PaCCTaBJ1fiTb,
llP¼BOAHTb B nopfiA0K by accident (phr) cnyqaüH0 charge /tJa:d3/
(V) 3anpa1LlhBaTb ueHY estimate /lestlmelt/ (V) OqeHHBaTb exhibit
/jqlnblt/ (C n) BblCTaBOqHblV1 3K3eMnnnp exhibition leks/blJon/ (C
n) BblCTaBKa knock down (phr v) C6HBaTb c Hor play /plel/ (v) hrpaTb ponb
rehearsal /rllhg:sal/ (C n) peneTHl-1hR rehearse /r11h31s/
(V) peneTl,tpoBaTb scenery /si:nori/ (U n) aeKopa14¼H sequence /lsi:kwons/
(C n) rlOCneAOBarenbHOCTb C06blTl'lVl situated /lsltfuertld/ (adj)
PaC110JIO>KeHHblÿi take a photograph (phr) aenaTb CHhMOK,
Culture Corner 5
bloody /blAdi/ (adj) KPOBaBblV1 burn down (phr v) C>KhraTb
comedy /IkDmodi/ (C n) KOMeAHfi common /lkÐman/ (adj)
3ð. (moð), rlPHHaaneY,aLUhV1 K 1-11-13Werv1Y cnoto 06U4eCTBa deception
/dllsepfon/ (U n) 06MaH, JlO>Kb destiny /destoni/ (S n) cyAb6a
disguise /drs'garz/ (V) MeH9Tb BHeLUHOCTb, MaCKhPOBaTbCfi
fate /fert/ (S n) cyAb6a fee /fi:/ (C n) flesh /flef/ (U n)
nnOTb history (Ih\stori/ (C n) 3ð. ucropøqecKaq Abeca hold /haold/
(v) BMetuaTb (Konuqecmßo moðeù) merchant /Im31tfont/
(C n) Kyneq mistake /ml lstelk/ (V) OWH6aTbCfi mix-up /lnuks
AP/ (C n) nyTaH¼qa moneylender /Im,ffliJenda/ (C n)
POCTOBIUVIK pay back (phr v) OTAaBaTb Aonr playwright /lplelrtllt/
(C n) aparqarypr poet (C n) n03T pound /paond/ (C n) (mepa 3eca = 453,6a)
reflect /rl lflekt/ (v) 3ð. [101<a3blBaTb reign /rem/ (C n)
npaBneHþte, qaPCTBOBaHL,le replica /lrepllka/ (C n) -roqHaq
Koru-IR (qeeo-nuõo) revenge /rl Ivenc117J (U n)
MeCTb roof /ru:ll (C n) KPblwa
trader (Itt•eldal
(C n) TOPCOBeu, tragedy /Itræd3adi/ (C n) TpareAv•lfi
Literature: Across the Curriculum
authorise (v)
OCþ¼quaJ1bHO pa3pewaTb award /êlwo:d/ (v)
Harpa>KAaTb
WL14
change your mind (idm) передумать chest /tfest/ (С п)
грудь confiscate /lknnflskelt/ (у) конфисковывать contract
/'knntrckt/ (С п) договор, контракт court /kxt/ (С П) суд emotion /l lmaofan/
(С п) эмоция exchange /lksltfemd3/ (С п) обменяться парой фраз
expert /leksp:t/ (С п) эксперт, профессионал extract /lekstraekt/
(С п) отрывок fair /fea/ (adj) честный fraction /'fraekfan/ (С п) частица get
engaged (phr) сообщить о помолвке heiress /learos, 'eares/ (С п)
наследница inherit /m'herft/ (у) наследовать judge /d3Ad7J (С п) судья
judgement  (U п) решение суда justice
/(d3Astrs/ (U п) справедливость legal /'li:gal/ (adj) 1. законный, 2. судебный
[оап lloonl (С п) заем, ссуда morally /'mnrali/ (adv) морально, нравственно оипсе
/aons/ (С П) унция (мера Веса = 28,3 г.) penalty /lpenltil (С п)
наказание possessions /pSzefanz/ (Pl п) имущество praise [ртеи/ (м) восхвалять
quote /kwaot/ (С п) цитата rest assured (phr) не волнуйся righteous /lraItfas/
(adj) справедливый rush /rAf/ (м) торопиться scale /skell/ (С п) весы seize
/si:z/ (у) за конфисковывать sentence llsentansl (С п) приговор
spill /SPll/ (у) проливать take part (in) (phr) принимать участие trade /trerd/
(И п) торговля trial /ltra№l/ (С п) суд upright lhpraltl (adj) честный
warnjng (С п) предупреждение wise lwaul (adj) мудрый
MODULE 6 ба
а
couple of (phr) немного а variety of (phr) множество abandoned /a'btendancl/
(adj) за брошенный, покинутый animal shelter /'zemmal (С п) приют для животных
burst into tears (phr) расплакаться campaign [Каспт'рет/ (С п) кампания charity
event /,tjierati I,vcnt/ (С п) благотворительная акция charity Фор  (С
п) магазин, торгующий подержанными вещами и отдающий выручку на
благотворительные цели clean ир (phr м) прибирать community /kSmiu:noti/ (S п)
общество, община disabled /chslelbald/ (adj) нетрудоспособный donate
ldao'nclt/ (у) дарить, жертвовать encourage /mlkAl'ld5/ (v)
побуждать

farm
/fa:m/ (С п) ферма feed /f1:d/ (у) кормить field /fl:ld/ (С п) поле foster home
/lfosta haom] (С п) приют get invo(ved with sth (phr) принимать
участие guinea pig /lgmi рщ/ (С п) морская свинка hang out (phr У)
проводить время help out (phr у) помогать hen /hen/ (С п) курица importance
hm'po:tansl (U п) важность kindness /lkamdnas/ (U п) доброта lend (Ф)
а helping hand (phr) помогать, протянуть руку помощи цата /l la:mo/
(С п) лама
[ооК after (phr у) присматривать, заботиться о комлибо
таке а fult recovery (phr) выздоравливать natural /'ntetfaral] (adj)
естественный neglect /nfqlekt/ (м) за бросить, покинуть owner /Ъопа/ (С п)
владелец paraphrase /!pterafrerz/ (у) перефразировать, сказать иначе persuade
/pSsweld/ (у) убеждать property /'pmpa\i/ (adv) должным образом, правильно
remove /rrmu:vl (у) убирать rescue /lreskju:/ (у) спасать senior
citizen 'sltaz,an/ (С п) пожилой человек staff member /lsta:f
,memba/ (С п) штатныЙ сотрудник support lsa'po:tl (у) поддерживать, помогать
talk Лэ:К/ (С п) речь the public 'PAbllW (U п) публика victim /lvIktIm/
(С п) жертва volunteer l,volan ltla/ (У) волонтер, доброволец
worthwhile /Y3:01waIl/ (adj) стоящий
а long way (phr) далеко от attention /Stenfan/ (U п)
внимание ЬооК /bok/ (у) бронировать сус(е [апе /lsmkat lcmf (С п)
велосипедная дорожка cycle trai[ /lsalkal trell/ (С п) велосипедная
тропа directions /ditrckfonz, dal-/ (Pl п) указание, как дойти
куда-либо entrance /lentrans/ (С п) вход exit l'cgn[, 'ekS|tl (С П)
выход messy /l mcsi/ (adj) грязный aature reserve  (С
п) заповедник overtake /povStelk/ (У) обогнать park and ride (phr) временная
стоянка parking meter /'ра:Кщ (С п) счетчик времени стоянки автомобиля passerby
(С п) прохожий pavement ll pcwmant/ (С п) тротуар recommend (reka l
mcndl (У) рекомендовать repeat /rl lpi:t/ (у) повторять ride
/rald/ (С п) поездка (на автомобиле, лошаДи, осле) roundabout /l raondobaot/
(С п) КОЛЬцевая автотранспортная развязка
rubbish
bin /hbIfbIl)/ (С п) мусорный бак run /тлп] (у) за ездить по маршруту (о
транспорте) sightseeing (U п) осматривать достопримечательности stay /stel/ (S
п) пребывание tourist information office /,toarrst mfalmerfan pfls/
(С п) справочное бюро для туристов town hall /,taon lhxl] (С п)
здание муниципалитета traffic lights /ltrteflk larts/ (Р! п)
светофор traffic sign /ltrzeflk saml (С п) дорожный знак zebra
crossing 'kl*DST1), ,ze-l (С п) наземный переход (”зебра”)
бс
according
to о, (prep) согласно (комулибо /чему-либо) all the same (phr) все равно
architect /la:k1tekt/ (С п) архитектор attempt /Stempt/ (С п)
попытка bell tower /lbel taoa/ (С п) колокольня break out (phr у)
начаться, разразиться (о пожаре, эпиДемии) busload /lbslaodl (С п)
за полный автобус carry out (phr v) выполнять cathedral /kS0i:dral/ (С п) собор
construct /kanlstmkt/ (у) строить cover /'Клуа/ (у) покрывать
destroy /dllstrm/ (У) уничтожать dressmaker /ldresl melka/
(С п) портниха endanger /mklemd3a/ (м) подвергать опасности essential /Ilsenfal/
(adj) важный estimate /lestlmelt/ (у) приблизительно рассчитывать
exhibit (С П) выставочный экземпляр experienced /Ik'sprarianst/ (adj) опытный
fence /fens/ (С п) ограда foundations /faon'deIfanzl (Pl п) фундамент
illustrate /lIlastre1t/ (м) изображать ingredient /mlgri:diant/
(С п) ингредиент instrument /lmstramant/ (С п) инструмент lab /lteb/
(С п) лаборатория lead /li:d/ (С п) поводок lean /li:n/ (У) наклоняться

 (С П) ЛеГеНДа marble /lma:ball
(И п) мрамор mechanic /ппКетК/ (С п) автослесарь mend /mend/ (v) чинить
monument /'ттјотоп[/ (С п) памятник mow /тао/ (у) косить obvious /lDbviasl
(adj) очевидный omit                а-/ (м) зд. опускать pass а [aw (phr)
принять закон pharaoh                (С п) фараон raven     (С п) ворон
reinforce        (У) укреплять remove /rrmu:v/ (v) убирать renovate /lrenavcIt/
(у) реставрировать replace lfl l plels/ (у) заменять rod /mdl (С п)
стержень sandstone Pscndstaonl (U п) песчаник shed lfed/ (С п) сарай site
/salt/ (С п) место, где находится ИЗВеСТНЫЙ памятник, здание и т.п. soft /SDft/
(adj) мягкий tile /tarl/ (С п) черепица tomb Ли:т/ (С п) надгробие
attendant /Stendant/ (С п) обслуживающий персонал
badly /lbaedli/ (adv) сильно borrow /lbprao/ (у)
занимать, брать на время brave ,'brew/ (adj) смелый bruise /bru:z/ (у) ставить
синяк
Ьитр into (phr у) натолкнуться на кого-либо неожиданно
calm [Ка:т/ (adj) спокойный careful /lkcafoll (adj) осторожный
caring РКеагпј/ (adj) внимательный, заботливый cashier [КаеТю/ (С п) кассир
contain /kanltem/ (у) содержать description /dl'slmpfan/ (С п)
описание detailed /ldi:terld/ (adj) детальный, тщательный draw out
(phr м) снимать деньги со счета efficient hTlfant/ (adj) эффективный епјоу
oneself (phr) хорошо проводить время fill in (phr у) наполнять fire station
[Таю ,stelfan] (С п) пожарное депо first class /lf3 V.st 'kla:s/
(adj) первый класс (В поезДе, самолете) fit /f1t/ (adj) находящийся в хорошей
физической форме forensic scientist /fqrenslk 'smantlst,
-zrk/ (С п) судмедэксперт friendly /lfrendli/
(adj) дружелюбный gesture /ld3estfa/ (С п) жест hardworking  (adj)
работающий, не покладая рук healthy /l he19i/ (adj) здоровый honest
/bnast/ (adj) честный in charge (of sth) (phr) ответственный за что-либо
incident /lms1dant/ (С п) инцидент, происшествие intelligent lml
tchdont/ (adj) умный knit /т[/ (у) ВЯЗаТЬ likeable /l lalkobol/
(adj) милый mayor [птеа/ (С п) мэр nurse /n:rsl (С п) медсестра organised
/'xganawd/ (adj) организованный overdue /povSdju:/ (adj) просроченный parcel
/'pa:sal/ (С п) посылка patient (adj) терпеливый рау in (phr м) класть деньги
на счет petro[ station ll pctral ,stcl.fon/ (С п) заправочная
станция platform /'pket13:ml (С п) платформа postal worker /'poostl (С п)
почтальон, почтовый работник practica[ /'prcktlkol/ (adj) за практикующий
promotion /pral moofan/ (С п) продвижение по службе public service
/ll)AblIk (С п) зд. государственные службы
report /ržlpo:t/ (V) C006uaTb responsible /rlisponsabêl/
(adj) OTBeTCTBeHHblVl

return /rl It3:n/ (V) B03BPaU4aTb return ticket Itfklt/
(C n) 06PaTHblVl 6Hner savings account /Ise1V11)Z 01kaont/ (C n)
C6ePeraTenbHblVl
cqeT scales /skellz/ (PI n) eeCbl second class (sekand Ikla:s/
(adj) BTOPO" KnaCC single ticket Itlklt/ (C n) 6uneT B OAHH
KOHeq skilful /lskllfol/ (adj) YMeJ1blVi, 011blTHblVl snatch
/snætf/ (V) XBaTaTb speed /spild/ (V) CneUJHTb, 6blCTPO stamp /stæmp/ (C n) Mapt<a
strong /stmt)/ (adj) CHJ1bHbIVl surgeon /s3:d3011/ (C n) xupypr withdraw
/wlðdro:, (V) CHHMaTb aeHbrl,l co cqeTa witness /wltnos/ (C n)
CBI,taeTeJ1b, oqeBl,tneq witness /lwltnas/ (V) 6blTb cBHAeTeneM
6e
altogether /p:ltoigeòa/ (adv) BMeCTe artefact
/a:tlfækt/ (C n) apTecþaKT, naMfiTHUK CTaPHHbl awful /lo:fal/
(adj) yxacHblVl collection /kallekJan/ (C n) KOJIneK14hB consist of
(phr v) COCTOBTb deal with (phr v) 1,1MeTb ,qeno c
exhibition leks/b1Jan/ (C n) BblCTaBl<a fascinating /lfæsaneltrrj/
(adj) 3ð. hHTePeCHblVi filthy /If110i/ (adj) oqeHb
rPfi3HblÜ furious /fioarios/ (adj) B 6eweHCTBe guide /gald/ (C n) rqa
hieroglyphics /lhažrolgllfiks/ (PI n) hepornucþbl Iron
Age /l alan eld31 (U n) Hene3HblV1 Bet< muddy /lrmdi/
(adj) rpfi3HblV1 pitch /P1tJ/ (C n) none (ðnq uapbl 6 9bgmõon,
eonbq6,
tiny /ltami/
(adj) 1<POl-ueqHblVl vivid /'vlvrd/ (adj) wander (around) /lwnndo/ (v)
6POAhTb
abroad /a'bro:d/ (adv) 3a py6e>K0M action group /lækfon
qru:p/ (C n)  rpynna community [kalmiu:nati/
(C n) 061.14HHa hiking /l halkll)/ (U n) noxou pedestrian Ipoldestrian/
(C n) newexon queue /kju:/ (C n) oqepeAb register /I red31sta/ (v)
pervacTpupoBaTb(cq) sign /salll/ (C n) 31-+al< signal /'slgnal/ (C n)
clam-Ian society /salsanti/ (C n) 061-qeCTBO station /tstelJan/
(C n)  CTaHL4hfi stop /stDP/ (C n) OCTaHOBKa
walker /lwxka/ (C n) XOAOK
Culture Corner 6
aboriginal  (adj) a60pureHcKhVl approximate /alpmkslmat/
(adj) rlPh6J1¼3UTeTlbHblVl

WL17
arch /ŒtJ/ (C n) apKa breathtaking /IbreOIterkltj/
(adj) 3aXBaTblBaK)U4h¥l catch a glimpse (phr) YBhAeTb Ment)K0M commentary /l
knmontari/ (C n) KOMMeHTaPHVl detailed /ldi:telld/ (adj)
,qeTaJ1bHblÞ1 eco-tour /lilkao too/ (C n) 3KOJIOrqqeCKHlä
Typ experience /lksmorions/ (C n) onbIT harbour /l ha:bo/ (C n)
raBaHb head /hed/ (V) HATH/eXaTb npfiM0 humpback whale /lhnmpbæk 'well/
(C n) rop6aTblVi hustle and bustle (phr) cyeTa, TOJIKOTHB look out for (phr v)
ocreperaTbcR migrate /mallgrelt/ (v) Ml,trPHPOBaTb (o
ycußomHb/x, nmuuax) scenic Isi:mk/ (adj) seaplane /'si:plern/ (C n)
runponnaH skyline /lskallarn/ (C n) rOPH30HT spectacular /spekltækjolo/
(adj) splash out (phr V) TPaT½Tb nel-lbrH Ha I-ITO-JIH60
steep Isti:p/ (adj) 3ð. Kpyraq (ðopoaa) technique /teklnilk/
(C n) 3ð. TeXHHKa trendy /ltrendi/ (adj) MOAHblVl view /vju:/ (C
n) Going Green 6
a huge hit (phr)
60J1bWOl¥f adopt /aldopt/ (V) available /alvellabal/
(adj) AOCTyrlHbl¥l ban [been/ (v) 3anpeu.4aTb basket /lba:sklt/
(C n) Kop3hHa carpooling (U n) nooqepeAHoe MC110J1b30BaHhe
Tl¼HHblX aBTOM06hneVl
rpynnoVl BnaaeJ1b14eB
06U4eCTBeHHblX crowded /lkraodld/ (adj) 3anOJIHeHHbl¥l
(moðbMU) cycle lane /lsarkol leili/ (C n) Benoc¼neAHaq
aop0>KKa despair /dr'speo/ (V) OTqahBaTbCfi destination /IdestlInelJan/
(C n) MeCTO Ha3HaqeHl,lfi docking station /dDkll) (C n) MeCTO, rae MO>KHO
OCTaBViTb Benoc½nea, Mau-lhHY efficient /l lt)fant/
(adj) environmentally-friendly Ifrendli/ (adj) He
rlP¼HOC511.14ViVf Bpena cpeAe
ra3bi for rent (phr) B apeHAY form /th:m/
(C n) handlebar /l hændlba:/ (C n) BenocuneAHblVl pynb
headlight /lhedlalt/ (C n) cþapa hood (hod( (C n) CKnaAHoV1
Bepx (a6mo,M06unR) hop (off) [Imp/ (v) cnpbffiHYTb individual design (phr)
HHA¼BUayaJ1bHbllŽ AH3aViH keep out (phr v) He nponycKaTb locals /l
lookalz/ (PI n) MeCTHble mean /mi:n/ (V) 1-1MeTb network of rivers and
canals (phr) CeTb peK KaHaJIOB number plate /l mmba plelt/ (C n)
HOMePHOVl 3HaK (Ha a6momoõune) on the way (phr) no operate /loparelt/
(V) pa60TaTb
pass /pa:s/ (C n) 3ð. 61-1neT pattern /pæton/ (C n)
pptcyHOK power /paoo/ (V) nPHBOAhTb B aeVlCTB¼e quote /kwaot/ (C n)
14¼TaTa reduce (V) YMeHbœaTb rent /rent/ (V) apeHAOBaTb rickshaw
/rrkjo:/ (C n) river taxi /'rrvo ftæksi/ (C n)
napoM run on (phr v) pa60TaTb Ha (eæg) steering wheel will( (C n) pynb
successful /sêklsesfol/ (adj) yaaql-lbll¥l suit /su:t,
sju:t/ (C n) KOCTIOM the authorities /ði 31100ratiz/ (PI n)
BnaCTH the human race /òo Ihju:man IrelS/ (S n) genoBeqecTB0
Union Jack /ju:njon Id3æk/ (C n) Ha14V•10HanbHblV1 cþnar
BenhK06P¼TaHhH unique /jullni:k/ (adj) YHhKaJ1bHblVl
vehicle Ivillkal/ (C n) •rpaHcnopTHoe CPeACTBO windscreen /wmdskri:n/ (C n)
nepeAHee CTeKJIO
(a6moM06u,'79)
windscreen wiper /twmdskri:n yarpo/ (C n) ABOPHHK (g
agmomoõung)
MODULE 7
activate /læktlvelt/ (V) llPHBOAhTb B aeüCTBHe bite
|balt/ (V) KYCaTb come true (phr) 3ð. C6b)TbCB department store /dr lpa:tmont
sto:/ (C n) YHHBeprqar develop /dllvelop/ (v) 3ð. Pa3BhTbCB
embarrass /rm'bæras/ (V) CMYU.4aTb enclosed /mklouzd/ (adj)
3aKPblTbl¥l fight one's fears (phr) nepe60poTb freeze /fri:z/ (v)
3æepeTb, .3aCTb'Tb (om cmpaxa) human emotion /thju:rnan 11mooJon/
(C n) genoBeqecKaq
3MOUhfi injection /1nId3ekfon/
(C n) YK0J1, hHbeK14h9 instantly /llnstantli/ (adv) Mr.-IOBeHHO
irrational /11ræJanal/ (adj) HenoruqHblü, a6cYPAHblV1
lift [lift/ (C n) nucþT  melt away (phr v) ucqe3aTb miss out on
(phr v) 3ð. ¼36eraTb muscle /lmnsol/ (C n) Myct<yn
needle /lnildl/ (C n) hrna public place /,pAb11k Iplers/
(C n) 06U.geCTBeHHOe MecT0 pump /mmp/ (v) KaqaTb (o ycuðKocmu)
react Irilækt/
(v) pearHF)0BaTb relieved /rllli:vd/ (adj) 06nergeHHblVi run away
(phr v) y6eraTb set Off (phr v) Bb13blBaTb HTO-J1h60 shake like a leaf (phr)
APO>KaTb Kal< OChHOBblV1 JihCT sound Isaond/ (V) 3ð. HMeTb
OTHOUJeHHe, 3ByqaTb sweat /swet/ (V) noTeTb tease /ti:z/ (V) APa3HhTb tiny /ltami/
(adj) KPOœeqHbIVl trigger /trrgo/ (V) Bb13blBaTb 'ITO-JIH60 turn one's
legs to jelly (phr) 3ð. nOAKOChTbC9 (o
Hoaax)
Vocabulary: Emotions
bark Iba:k/ (v) -name, be green with envy (phr) n03eneHeTb 0T
3aBhCTh be over the moon (phr) 6blTb 6e3MepH0 CqaCTTl¼BblM be scared to
death (phr) 6b'Tb HanyraHHblM AO CMePTV•l confusion /konIfJL113ên/
(U n) 3æeuaTeJ1bCTBO frown /fraon/ (v) go bright red (phr)
KPaCHeTb (om cmblða) go through the roof (phr) ChJ1bHO pa303J1hTbC9 have a
long face (phr) BblrnqaeTb HeCqaCTHblM have butterflies in one's stomach (phr)
ChJ1bHO
HePBH¼qaTb jealousy /ldselasi/
(U n) 3aBHCTb joy /d301/ (U n) paAOCTb nervousness /m:vosnas/ (U n) HePB03HOCTb
overcome  (v) npeoaoneTb performance /polfo:mons/
(C n) BbtcTynneH¼e phobia /faobio| (C n) c-rpax, cþ06h9 stray
/strež/ (adj) 6e3AOMHbl¥l tell (sb) off (phr v) OTL4hTblBaTb,
pyraTb Koro-J1¼60
7b
cave rescue /lkerv Ireskju:/ (S n) cny>K6a
cnaceH½9 cneneonoroB dial /dalal/ (V) Ha6hPaTb HOMep (Ha
meneçb0HH0M annapame)
emergency /11nw.d30nsi|
(U n) qpe3BblqaVlHaq cHTyaf4HB handset /hændset/ (C n) •renecþ0HHaq
Tpy6Ka hold the line (phr) He BeL.UaTb Tpy6KY, OCTaBaTbC9 Ha
JihHh¼ involve /rn lvolv/
(V) BKnoqaTb knock (off) Inok/ (v) 3ð. C6POChTb, C6hTb make a false call
(phr) AenaTb .nO>KHbl¥l Bb130B mountain rescue /,maonton Ireskju:/
(S n) cnyx6a
cnaceHHB
anbflHHHCTOB move /mu:v/ (v) 3ð. AB¼raTb on one's way (phr) no
nyTl.1 operator /oporelto/ (C n) oneparop (meneç60HH0ü
CJ71J%6b1) poster /poostê| (C n)
nocTep put (sb) through (phr v)  c KeM-J1¼60 (o menegb0HH0M
paæoßope) require Irrlkwara( (v) TPe60BaTb(CA) respond
/rispond/ (V) OTBeqaTb the coastguard /ðo 'kaostga:d/ (S n) 6eper0Ba9
oxpaHa trace /trers/ (V) npocneAHTb 3BOHOK unconscious /An'konfos/ (adj) 6e3
C03HaHhfi
ban [been/
(v) .3anpeL.qaTb cheat /tfi:t/ (V) HYJ1bHhqaTb desert island /ldezot Ialland/
(C n) He06HTaeMbllä OCTPOB endangered species /m,demd30d (C n)
BblMhPaK)l.Uhe BhAbl first aid /If31St leld/ (U n) nepBaq
nOMOU4b imaginary /l Imæd30nari/ (adj) BblAYMaHHblVi pad
(pæd/ (C n) HaKOneHHHK, HanOKOTHHK (u ðpgeue
3nemeHmb13auwmH0ü
3KunupoßKu)
proper /lpropo/ (adj) rlOAXOA91-UhVl regret
/rr'gret/ (v) xaneTb o qeM-JIH60 set the alarm clock (phr) CTaB¼Tb
6YAhJ1bH¼K sunburn /Mnb3:n/ (U n) contaeqHblVl oxor
accompanied  (adj) conPOB0>KAaeMblVi balanced /lbælonst(
(adj) raPMOHuqHblü,
C6anaHChPOBaHHblVl bar /ba:/ (C n)
3ð. 11Tl¼TKa be a recipe for disaster (phr) 3anor npoBana be part Of
(phr) 6blTb yaCTb}O qero-J1h60 build /blld/ (v) 3ð. Pa3BHBaTb burn calories
(phr) C>KktraTb KanopHH check /!Jek/ (v) np0BepfiTb chew /tJ111/ (v)
>KeBaTb concentrate Iknnsontrelt/ (V) KOHqeHTPHPOBaTbCR,
cocpeA0T0H¼BaTbcq control /konitrool/ (V) KOHTPOTlhPOBaTb
'ITO-JIH60,
PYKOBOA¼Tb
cut down on sth (phr v) COKpaluaTb HTo-JIH60 dairy produce /ldeari
(U n) MOT1014Haq apomy'K14¼fi dairy product /deori ipmdAkt/
(C n) MOTIO'-lHblÞl npoayKT dessert /dltzmt) (C n) necepT
destroy /dl lstrol/ (V) YHW4TO>KaTb diet /darat/ (U n) 3ð.
pe>KklM extremely (adj) qpe3BbtqaVlH0 fizzy drink /lfizi Idrrnk/ (C n)
ra3hPOBaHHaq BOAa,
JIMMOHap,
follow a diet (phr)  AheTbl full of /fol
av, DV/ (adj) 3a110JIHeHHblVi qeM-J1h60 give up (phr v) CAaBaTbCB go on a diet
(phr) CaA¼TbC9 Ha Ahery grain /grem/ (C n) 3epH0
join /d301n/ (V)
rlPl,1COeAhHfiTbCB keep sth up (phr) nPOAOJ1>KaTb YTo-J1¼60 keep to
sth (phr v) nphAep>KhBaTbcq qero-J1h60 key |kil/ (C n) KJ1toq (K gcnexg)
lack /læk/ (U n) OTCYTCTBue qero-J1¼60 let off steam (phr) nap»,
ycnOKO¼TbCfi locker /I lDka/ (C n) (6 pa3ðe6amæ)
lose weight (phr) TepBTb Bec low in /lao 111/ (adj) 3ð. conepxaLIÅHVi
He60J1bWOe
KODhqecTB0 qero-nv•160 make /melk/ (V)
¼3rOTaBJ1hBaTb, nutrition /nju: l trlfon/ (U
n) once in a while (phr) Bpervlfi 0T
Bpervael-+l physical /Itì71kal/ (adj)
(þ¼3vtqecKl/lVl put on weight (phr) Ha6¼paTb Bec
raise /rcuz/ (V)
rlOAHV4MaTb record (V) 3ð. 3anhcblBaTb (3614K) rest [rest/ (U n) OTAblX
revision /rl'vrsan/ (U n) noBTopeH¼e rich in m/ (adj) 3ð.
conepxal-uv•lh 6051bwoe
KOJI¼qeCTBO
qero-J1¼60
rise [raw/ (V) r]OAHmaaTbCFl roast
/raost/ (adj) xapeHblVi section /seklån/ (C n) ceKL4¼fi, qacTb
shallow /IJæloo/ (adj) Herny60K¼V1, MenKV•lÞl

sip /SIP/ (V) MenneHHO [IOTqrl,1BaTb (HanumoK) snack /snæk/ (C n) nerKaq
3aKYCKa starter /sta:to/ (C n) 3aKycl<a nepea OCHOBHbiM 6moA0M starving
/kta:vllj/ (adj) CHJ1bHO rOnOAHblŽ steamed /sti:md/ (adj) nPhrOTOBneHHblVl
Ha napy stress out (phr v) CUJlbHO HePBHhqaTb swallow /'swoloo| (v) rnoTaTb
take up (phr v) 30. 3aH9TbCfi (cnopmom) talk through (phr v) aeTaJ1bHO
06cyxaaTb I-ITO-JIH60 treat oneself (phr) 3ð. 6aTlOBaTb ce6q
valuables /væljuabalz, -jobalz/ (PI n) qeHHOCTl/l work /W31k/ (V) 3ð.
nPHHOCHTb pe3YJ1bTaT
aggressive /algresw/
(adj) arPeCC¼BHblVi argument /a:qjomont/ (C n) apryrqeHT consequence /lknnslkwans/
(C n) nocnencTBue contrast /IknntrŒst/ (U n) 0Tnuque
coordination /k00Ñld11nelJan/ (U n) KOOPAHHa14HS
(Ô3uyeHuÙ) definitely /defonatli/ (adv) onpeaeneHH0, TOI-II-IO
identify with (phr v) 3ð. C0110CTaBJ19Tb KOrO-J1¼60 c
qeM/KeM-J1¼60 individual /11ndÊv1d3uol/ (adj) hHAHBHayaJ1bHblV1
install /mlsto:l/ (v) YCTaHaBJIHBaTb (npu60p) invincible /rnlvmsobol/
(adj) Hen06eA¼MblVl justification /Id3Ast1f1ikelfan/ (C n)
3ð. 060CHoaal-we opposed to /alpoozd to, to/ (adj)
BblCTynalOU4Hlä np0ThB qero-J1¼60 opposing /alpaozll)/
(adj) nPOThBOCTOfiU4hVl outlet /laotlot/ (C n) 3ð.
OTAYU-l¼Ha, BblXOA (ðng 3MOUUÜ) release /rlIlilS/
(v) 3ð. BblnYCKaTb (HanpqyeHue) self-defence [selfdllfens/ (U n)
CaM03aU4hTa survey /k3:vel/ (C n) onpoc tension /ItenJan/ (U n)
HanpnxeHl,le
allergic /a'13:d31k/ (adj)       anneprqeV1
alteration /p:ltal relfon/ (C n) 30. nepeaeJIKa (oðeyðbl)
custom (I lastnm( (C n) 06blqaV1
good shape (phr)
B xopoujeVl (þoprqe habit /lhæblt/ (C n) np½Bbl L4Ka
harm /ha:m/ (V) HaHOCVlTb Bpep, lead /li:d/ (v) (K gemg-nuÕo) lead a
quiet, busy etc. life (phr) BeCT¼ (CDOKOÙHb1Ù,
3aH9rnb)ù) 06pa3 low 1100/ (adj) manner /i maeno/ (C n)
cnoc06, MeTOP, out of sight (phr) BHe 3pel-Wlfi pass /pa:s/ (v) (0 6PemeHU)
poor /po:/ (adj) 3ð. CKYAHblÞl protect /pral tekl/ (V)
recover /rl I kAvo/ (V) Bb13AOPaBJ11,1BaTb ruin /lrunn/
(V) shaky /IJèlki/ (adj) HeCTa6hJ1bHblV1 spend /spend| (V)
ftPOBOAHTb (epems) study /'stAdi| (C n) neTaJ1bHOe v•13yqeHue weak /wilk/ (adj)
Cna6b'l.ž
Culture Corner 7
alligator
/æhgelto/ (C n) annhraTop approach /alpraotf/ (V) beware /bllweo/ (V) 6blTb
OCTOPOHHblM bite (bait/ (V) KYCaTb(CR) cat flap /'kæt flæp/ (C n)
ManeHbKaq BXOAHaq ABepua B
      AOM         KOI-geK
common /l komon/
(adj) 06b'qHblVl, 06blKHOBeHHblV1 continuously  (adv) nOCTORHHO cub /l«b/ (C n)
aeTeHblW cuddly /kAdli] (adj) nPH9THblü, (Komopoeo xoqemc9 06+-19/776)
disease /dizi:z/ (C n) 60ne3Hb drag /dræg/ (V) TaU4hTb, BOJ1014¼Tb
(no 3emne) edge /ed3/ (C n) Kpa¥l ferocious /folroofos/ (adj)
CBI.1Pe11blÞl go through (phr v) 3ð. pacXOAOBaTb grizzly bear
/,grrzli Ibea/ (C n)
(ce6epoaMepuKaHcKuù Með6eðb) kick /klk/
(v) yaapfiTb HOrOV1 marsh /ma:f/ (C n) 60JIOTO motionless /moofonlas/ (adj) painful
/lpemfêl/ (adj) 60ne3HeHHbl¥l paw [POI/ (C n) nana
(ycu60mHoao) poisonous /lporzonas/ (adj) prey /prer/ (U n)
A06blqa rabies /lrelbi:z/ (U n) 6eœeHCTBO raccoon /ralku:n,
ræ-/ (C n) eHOT rattlesnake /rætlsnelk/ (C n) rperqyqaq .3Meq
scratch /skrætJ/ (v) qapanaTb(cq) sighting /lsaltll)/ (C n)
Ha6moaeHHe slow-moving river [sloo muv.vll) (C n) cn0KoVfHaq peKa
snatch /snætf/ (V) XBaTaTb spit /splt/ (V) nneBaTb(C9) sting /stll)/ (v)
xan¼Tb swamp /swomp/ (C n) 60110T0 unpredictable
/onprìdrktobêl/ (adj) HenpeacKa3yeMblV•l venom /venam/ (U n)
(nagquù, 3MeUHb1Ú) warn /wo:n/ (v) npeaocTeperaTb Across the
Curriculum
area Peoria/ (C n) TepphTopv•1fi beat [bilt/ (v) 3ð.
n06eHAaTb bully /boli} (C n) .3aav•tpa class /kla:s/ (C n) WKOJ1bHblÞ1
YPOK common sense /lkoman kens/ (U n) .3APaBblVl CMblCJ1 community centre /kalmju:nati
Isentê/ (C n)
06U-4eCTBeHHbl¥l
qeHTP confidently /knnfidontli/ (adv) YBepeHH0 department /dllpa:tmant/
(C n) OTAen (6 opaaHU3auuu) end up (phr v) OKa3aTbCfi expert /Ieksp3:t/
(adj) OllblTHblü, KBaJ1½Cþh14hPOBaHHblV1 find out (phr v)
06HaPYH¼Tb get across (phr v) AOHeCTV•i HAelO (ðo KOeO-J7U60) get
back (phr v) B03BPaU4aTbCfi get down (phr v) nphceaaTb get up (phr v) BCTaBaTb
in the same way (phr) TOLIHO •raK>Ke instinct /imstff)kt/
(C n) HHCTHHKT insulting hnkAltll)/ (adj) OCKOP6½TeJ1bHbIÞl
intuition /untjul lfan/ (C n) kick /klk/ (C n)
yaap HOrOVl look for (phr v) ¼CKaTb 'ITO-JIh60 look to (phr V)
Haae9TbC9, PaCC(-lhTblBaTb Ha manner /mæno/ (S n) MeTOA, MaHepa mode
/mood/ (C n) MeTOA, mugger /lrmgo/ (C n)
rPa6HTeJ1b poke /pook/ (V) TbiKaTb put up a fight (phr) OKa3aTb C011POThBneHhe
region /Iri:d30n/ (C n) per¼0H run around (phr v) 6eraTb
-ryaa-c}0Aa run away (phr v) y6eraTb run up (a debt or bill) (phr v)
.3aAOJ1>KaTb KOMy-J1¼60 short cut /IJo:t kAt/ (C n)
KPaTqaÜU.JhVt nyTb snatch /snætf/ (V) XBaTaTb threatening (Orem-Il)/
(adj) yrpoxaK)l-4hVl vulnerable target /NAlnorobal Ita:glt/ (C n)
YB3B¼Maq qenb watch out (phr v) 6blTb OCTOPOHHblM well-lit (wel Illt/
(adj) XOPOLUO OCBeLUeHHblV1
MODULE 8
8a
advantage (odIva:nt1d3/ (C n) npehMYLuecTB0
artificial la:t11f1JoV (adj) ¼CKYCCTBeHHblü,
HeHaTYPaJ1bHblVl attack /oltæk/ (v) HanaaaTb board /bo:d/ (C
n) AOCKa (ðJ79 cepcþuæa) brain damage (phr) noBpeHAeHHe M03ra
bump /bAmp/ (C n) KOJIA06hHa, Bb'60¼Ha carefully /fkeofoli/
(adv) aKKypaTH0, OCTOPO>KHO champion /tfæmpion/ (adj) 3ð.
come into sight (phr) nonacTb B none .3peHHfi, CTaTb
BHAHMblM concentrate on /lkonsontrelt            (V)
CKOHqeHTPhPOBaTbCfi
Ha qeM-J1¼60 deal with (phr v) pa306paTbcq, PeU..l¼Tb
(npoõnemg) depressed /dllprest/ (adj) llOaaBneHHblV1,
yrHeTeHHb'lä disability /ldlsolbllati/ (C n) hi-IBanHAHOCTb
encouragement fin l kATld3mont/ (U n) 060apeHhe,
noot-upee-wte, noaaep>KKa experience a
disaster (phr)  6eACTB¼e,
HecqacTbe eyebrow /lalbrao/
(C n) 6POBb face a challenge (phr) CllPaB¼TbC9 co CJIO>KHOVI
3aaaqeÞl, np06neMoV1 fall off (phr v) OTBaJ1¼TbC9 0T
qero-n½60, OTnaCTb fall over (phr v) ynacTb feel sorry for sb (phr)
COHaneTb, xaneTb KOrO-J1h60 film (film/ (V) CHHMaTb Ha Katqepy frighten away
/lfraltn olwel/ (v) cnyrHYTb furiously /lfioariosli/
(adv) RPOCTHO, 6el.ueH0 gigantic /d3al Igæntlk/ (adj)
rmaHTCKHVl give up (phr) OCTaBhTb, OTKa3aTbCB, 6POCHTb inspiration /,mspI IrelJon/
(C n) BAOXHOBeH¼e,
BoonyweBneHhe
WL20
Кеер
ту mind оп (phr) сосредотачиваться на чемлибо
[ift llIftl (У) поднимать(ся)
motto /lmotao/ (С п) девиз, лозунг ordinary /o:danari/ (adj)
простой, обычный paddle /lpaedl] (м) грести (руками) perfectly Still
(phr) совершенно неподвижный plant /pla:nt/ (М) ставить, размещать,
устанавливать positive attitude (phr) положительное отношение, настрой quit
/kWlt/ (у) бросать, прекращать (Делать что-либо) rip (0ff) [утр lDfl
(у) вырвать силой, насильно (из рук) roll (down) lrool/ (у) катить(ся) scare (Ф
off ) /skea/ (у) спугнуть scratch lskrzetfl (v) царапать, оцарапать seriously
bruised (phr) получивший серьезные повреждения, серьезно раненый set ир (phr У)
настраивать, устанавливать share /fea/ (у) делить(ся) slam /sltem/ (у)
захлопывать spine /spam/ (С п) позвоночник sprain /sprem/ (м) растянуть
(связки, сустаВ), вывихнуть squawk /skwo:k/ (у) пронзительно кричать Strap
/straep/ (у) за закрепить ремнем survive ап accident (phr) пережить несчастный
случай, аварию (остаться В жиВых) terrifying experience (phr) ужасное событие,
случай total miracle (phr) настоящее чудо trip (over) лпр/ (у) спотыкаться
tripod /ltra№Dd/ (С п) штатив, тренога wannabe /lwonabi:/
(С п) человек, стремящийся стать известным (обычно безуспешно) wetlands
/'wetlandzl (Pt п) заболоченная местность wheelchair lwi:ltfea/ (С п)
кресло-каталка win а competition (phr) выиграть соревнование wireless remote
controi (phr) беспроводной пульт дистанционного управления
86
accidentally /,aeksrclcntl-i/ (adv) случайно, нечаянно approval
/a'pru:vall (U п) одобрение, благоприятное
kitesurfing (U п) кайтинг (Вид спорта
скольжение по воде на Доске для серфинга с прикрепленным к ней большим
ВОЗДУШНЫМ
obviously /'Dbviasli/
(adv) явно, очевидно оп the way (phr) по пути outfit /laotfl[/ (С п)
наряд risk-taker /hsk ,tCIka/ (С п) человек, идущий на риск; рисковый человек
seek /si:k/ (м) искать skydiving  (U п) затяжные прыжки с парашютом
stick to (phr у) придерживаться чего-либо, продолжать делать что-либо take ир
(phr у) браться за что-либо, заинтересоваться чем-либо

WL21
tightrope /ltaIt-raop/
(С п) натянутый канат trek /treW (у) переход, путешествие under the weather
(phr) плохо себя чувствовать, выглядеть нездоровым, больным whitewater rafting lra:ftIlj/
(U п) сплав на плоту по реке с порогами (рафтинг)
beg /beg/ (у)
просить, умолять bump [Ьлтр/ (у) ударять(ся), врезаться command /kSma:nd/ (С п)
команда, приказ, указание painkiller /'pem,klla/ (С П) болеутоляющее средство,
обезболивающее plaster /'pla:sta/ (С п) пластырь shrink [јћ1)К/ (у)
уменьшаться, сжиматься sore throat (phr) больное горло threaten (Ч) угрожать,
грозить warn /wo:n/ (у) предупреждать, предостерегать
antiseptic
cream (phr) антисептический крем bandage /lbaendld3/ (С п) бинт,
повязка cast /ka:st/ (С п) гипс crash /krtef/ (у) разбивать(ся) creepy-crawly
/lkri:pi 'kro:li/ (С п) ползучая тварь (о насекомом), страшное противное
насекомое do the trick (phr) добиться своего, достичь цели first aid kit /lf3:st leld
klt/ (С п) медицинская аптечка graze /greu/ (у) оцарапать, ободрать hang оп
(phr у) держаться, продержаться, выжить hold (sth) ир (phr у) поддерживать
что-либо ice раск /hlS раем (С п) пузырь со льдом insect repellent (phr)
средство для отпугивания насекомых juicy /ld3u:si/ (adj) сочный
jungle /ld№ngal] (С п) джунгли low in fat (phr) содержащий мало
жира, нежирный mudslide /hAdslaId/ (С п) оползень ointment /bmtmant/ (С П) мазь
overhead /poyShed/ (adv) над головой part lpa:t/ (у) разделять, отделять реек
/pi:k/ (у) быстро взглянуть penknife /'рсп-паш (С п) перочинный нож poisonous
(adj) ядовитый protein /lpraoti:n/ (U п) протеин, белок reflect lrtl
t1ckt/ (м) отражать(ся) remote /rllmoot/ (adj) отдаленный,
дальний rope /гоор/ (С п) веревка, канат rucksack /ћКмеК/ (С п) рюкзак shelter
/jblta/ (С п) приют, кров, пристанище signal /Mgnal/ (у) давать знак, сигнализировать
sling /sllI)l (С п) перевязь (Для сломанной руки), повязка source /sxsl (С п)
источник steep hillside (phr) крутой склон stick /sttkl (С п) палка sunscreen /lsmskri:n/
(U п) солнцезащитный крем
(лосьон)
thick /91k/ (adj) густой, частый thunder /'Onndê/ (U n) rp0M turn your
nose up (phr) 3aA½paTb HOC vegetation /,ved3aItelJon/ (C n)
PaCTHTeJ1bHOCTb warning /lwo:nrrj/ (C n) npenynpexael-l¼e,
npenocTepe>KeHHe
advantage /odtva:ntldd (C
n) npeHMYl-uecTB0 apply /01pla1| (V) 06PaluaTbCfi c npocb60ü, 3afiBneHheM
conservation /,knnvoIse1Jan/ (U n) oxpaHa, coxpaHeHHe
(0KpgyaŒougeù cpeðb/) consider (kanklda/ (V) 06AYMblBaTb,
pacCMaTPhBaTb,
B3BeUJHBaTb contact /IkDntækt/ (V) CBfi3blBaTbCfi,
06U4aTbCfi,
KOHTaKTHPOBaTb
disability /ldlso'blloti/ (C n) 6eCCHJ1¼e, HHBaJIHAHOCTb enclose /mlklooz/
(v) npHnaraTb, BKnaAblBaTb evidence /levldons/ (U n) AOKa3aTenbCTBO
fit /flt/ (adj) B xopougeVi cþH31aqecl<oVl (þopMe, 3AOPOBblV1
fluent /lflu:ant/ (adj) xopowo rOBOPfiU4¼Vt (Ha 93b1Ke) get
on with (phr V) naAhTb, 1-4MeTb  OTHOUjeHVifi
C
KeM-J1h60 goalkeeper /lgoollki:po/ (C n)  BpaTapb grateful /lgrertfal/
(adj) 6naronapHblVi indicate /lmdlkert/ (V) YKa3blBaTb, 0603HaqaTb
nationality lnæJoInæloti/ (C n) rpaxaaHCTB0,
HaqhOHaJ1bHOCTb opening /laopanll)/
(C n) Bal<aHChfi participate /pa: ltlsapert/ (V) yqaCTBOBaTb
part-time /pa:t Italm/ (adv) B pe>KhMe Henorworo pa60qero        (Heaem•i)
personality /,pmsalnælati/ (C n) nhYHOCTb,
hHAHB¼AyaTlbHOCTb project /Ipmd3ekt/
(C n) npoeKT purpose /lpmpas/ (C n) Ha3HaqeHhe, gent) quality /lkwnlati/
(C n) KaqeCTBO studies /stAdiz/ (PI n) 06yqeH¼e, 3aHfiT¼9
suitable /su:tobol, IsjL11-/ (adj) npur0AHbllŽ, IIOAXOABI-UHVI
volunteer /EvDlonIt10/ (C n) A06POBOneU, BOJIOHTeP wildlife /lwalldlarf/
(U n)  npupona
artificial                     (adj)
HCKYCCTBeHHblVl, CAenaHHblVl
qenoeeKOM
avoid /alvold/ (v) ¼36eraTb besides |bllsaldz/
(adv) B ,qonorweHHe, KPOMe Toro crab trap (phr) JlOBYWKa Kpa60B
dash /dæf/ (V)
MqaTbCfi, HeCThCb disability  (C n) 6eccunue, hHBaJ1¼AHOCTb expect /lklspekt/ (V)
>KAaTb,  Haue9TbCfi from side to side (phr) CTOPOHbl B cTOPOHY gain /qem/ (V)
nonyqaTb, A06UBaTbCfi harmed /ha:md/ (adj) TPaBM¼POBaHHblVl hatch
/hæU17 (V) BblnyrlJ1fiTbCfi (ug 9ùua) head toward (phr) HanpaBJ1fiTbCfi,
CneAOBaTb Kyaa-J1½60 inability [mal btla(i/ (U n)
HeCßOC06HOCTb injured /I md3ad/ (adj) 110BPe>KAeHHblVl,
PaHeHblÜ inspire /m lspma/ (V) BAOXHOBJ1fiTb

instead of /mlsted ov,
(adv) BMeCTO qero-J1h60 lose [lu:z/ (V) -rePfiTb, JIV•lœaTbCfi miss /mrs/
(V) ynYCThTb, nponycT¼Tb moonlit /lmu:nllt/ (adj)
3aTl¼TblVi nyHHblM CBeTOM nest /nest/ (C n) parachute /IpæraJu:t/
(C n) napaœ10T predator /'predota/ (C n) prevent /prllvent/ (V)
npeAOTBpal-uaTb, He aoriYCKaTb promising /lpromrsll)/ (adj) Ml-IOr006el-qa}Ol-UHü,
noaa10L14HVd HaAeHAbl properly /lprnpoli/ (adv) AOJ1>KHblM
06pa30M, Kai' cneayeT recover /rrIkAvo/ (V) BHOBb 06peTaTb,
B03BPaU4aTb rescue /lreskju:/ (v) cnacaTb severe /s/vjô/ (adj)
CePbe3HblVl silicone Islllkoon/ (U n) C¼JIHKOH suitably /lsu:tabli,
Isju:-/ (adv) COOTBeTCTBeHHO, nonXOAfiLUV-iM 06pa30M survival /salvawal/
(U n) think (sth) up (phr v) rtPhAYMblBaTb, BblAYMblBaTb LITOnu60
trainer /ltrema/
(C n) -rpeHep, HHCTPYKTOP, APeCChPOBLUHK win /wm/ (v) BblV-trPaTb
(cope6H06aHue, uapg)
Culture Corner 8
achievement /ôltfi:vmant/ (C n) admit
/adlmrt/ (V) llPH3HaBaTb attitude (C n) OTHOœeHhe blind |blamd/
(adj) cneno¥t deaf /def/ (adj) rnyxoÿl deaf-blind /ldefblamd/ (adj)
cnenornyxo¥l degree /dligri:/ (C n) (ggeH(79) crenel-ib exist
/rg lzrst/ (V) CYU4eCTBOBaTb, HI,lTb eyesight /IarsaJt/
(U n) 3peHV•le feel Till/ (v) -rporaTb, nphKacaTbcq give a lecture (phr)
neK14HlO graduate /Igræd3ue1t/ (V) OKaHHhBaTb (WKOng unu BY3)
impress /[mlpres/ (V) nPOh3BOAhTb B,neqaTneHkte improve /rmlpru:v/
(V) Yf1Y141-uaTb incredible /ml kredobol/ (adj)
1--1eBeP09THblVd influence /lmlluons/ (V) BJ1¼fiTb
inspiration {Inspl l relfon/ (U n) BAOXHOBeH¼e,
BOOAYl-1JeBneHL,te living conditions /IIIVII) kanldlþnz/
(PI n)
CYL14eCTBOBaHHfi ordinary /ln:donari/ (adj) 06blqHblVl,
npocToVi
progress /pralgres/ (V) Pa3BHBaTbCfi,
COBePWeHCTBOBaTbCfi raise money (phr) c06qpaTb rapidly /lræptdli/
(adv) 6bICTPO spell out (phr v)  no 6YKBaM strict /strrkt/ (adj)
cTporl,lVi type /tmp/ (v) neqaTaTb (Ha K0MnbŒomepe, nuwgueù
mawuHKe) typewriter /ltalpytllto/ (C n)
Going Green 8
adventurous tourist  (C n)
3KCTPeMaJ1bHblVl -rypucr
(moÕumenb 6ceao
He06b/4HOêO u 3ax6amb1ßaŒougeeo)
WL22
affect /o'fekt/ (V) 3arparvoaTb, OKa3blBaTb all-expenses-paid (phr)
rlOKPblBalOU41,ll¥l BCe pacxoabl, OnnaqeHHblVi 3apaHee base /belS| (C n)
6a3a break off (phr v) OTnaMblBaTb(Cfi), 06PblBaTb bring out (phr v)
nPOh3BOAHTb burn fossil fuels (phr) HCKonaeMoe T011J1hB0 burst its banks (phr)
Pa3MblBaTb 6epera (o bury Iberi/ (V) 3aPblBaTb(Cfi) B 3eMJ1}0 cardboard /lkcdbo:d/
(U n) KaPTOH carry out (phr v) BblnOJIHfiTb, OCYU4eCTBJ1fiTb
C02 emission /tsi: oo 'tu: Illmfan/ (C n) BbtaeneHlz-te
yrneKhcnoro ra3a (C02) B anaoccþepy continent /l kontmont/ (C
n) KOHThHeHT deforestation /dilIfòrotstClJan/ (U n) Bblpy6Ka
necoB direct /dl lrekt, dar-/ (V) HanPaBJIRTb, HaqeJ1¼BaTb
draw /dro:/ (v) npHBneKaTb endangered /mI demd30d/ (adj)
HaXOAñLUHüCfi non yrp030Vi eventually /llventfuali/
(adv) B l,-lTOre, B KOHeLlHOM cqeTe explorer /lksplôlra/ (C n)
qccneA0BaTeJ1b flood /flAd/ (V) 3aJIHBaTb, aaTOnJIBTb follow /fDlao/ (V)
CneAOBaTb food chain /lfu:d tJem/ (C n) nuu.leaaq uenb glacier /lglæsio/
(C n) neAHHK global warming /,glaobal (U n) BCeMHPHOe

(rn06aJ1bHoe) noTenneH¼e
greenhouse gas [grimhaos Igæs/ (C n) naPHhKOBbllä ra3 ice
sheet Pals flit/ (C n) neABHoV1 u.4hT ice shelf /ImsJelf/ (C n)
Wenb(þOBblVl neAHhK
iceberg /'alsbmg/ (C n) aic6epr impact /lrmpaekt/ (C n)
ChJ1bHOe B03aeVICTBhe laboratory /lalbnratri/ (C n) na60paTophB lead
to (phr V) nphB0AHTb K qeMy-J1h60, 6blTb rlPh t-lhHoVi
qero-J1¼60 limpet /llrmprt/ (C n) 6JToaeqK0 (6uð
MOJ7J7ÆOCKa) make up (phr v) COCTaBJlfiTb, 4)OPMhPOBaTb melting ice (phr)
JlbAbl (6 non9PHb1X 30Hax) mollusk /lmolosk/ (C n) MOJIJIIOCK polar
/paolo/ (adj) nOTlfiPHblÜ predator /lpredota/ (C n) XHU41-iHK
put down (phr v) KnaCTb, onycl<aTb put out (phr v) TYUJHTb, raCHTb quality /lkwt)loti/
(C n) KaqeCTBO range /rernd,7J (v) 3ð. BaPbUPOBaTbCfi result in
(phr V) rlPUBOAHTb K, naBaTb B pe3YJ1bTaTe rising world temperatures (phr)
rlOBbll-neHV-te
Tetqnepaypbl Ha 3eMne rot [rot/ (v) rH¼Tb, pa3naraTbcq scallop /IskDlap,
Iskæ-/ (C n) rpe6eu.10K (6uð Pblõbl) scenery
Isi:nori/ (U n) neV13ax, seabed /ki:bed/ (S n) MOPCKoe AHO set down (phr v) 3anHCblBaTb set up (phr
v) YCTaHaBJIHBaTb truly /tru:li/ (adv) aeVlCTBHTeJ1bHO, B Carv10M Aene unspoilt
/,AnIsp011t/ (adj) HeHCftOPqeHHblV1 vanish /lvænrf/
(V) Hcqe3aTb wilderness /lwlldanas/ (S n) AHKaR MeCTHOCTb, nyCTblHfi
worrying /IwAri-ll)/ (adj)

Appendices

APPENDIX 1 Phrasal Verbs
break down = cn0MaTbcq break into = BPblBaTbCfi (Kyaa-11h60) break out =
BHe3a11H0 HaqaTbCB, pa3pa3hTbcq break out of = BblPblBaTbCfi, y6eraTb break up
= npeKpaThTb OTHOœeHL.•lfi
(C KeM-J1h60) carry
away = carry off = cnpaBJ19Tbcq carry on =
npononxaTb HTo-J1h60
AenaTb carry out =
BblnOJIHBTb carry through = AOBOAHTb AO KOH4a check in = perqcTpup0BaTbcq (Ha
peüc, 8 0Tene) check off = OTMeqaTb ran0'-lKoÿl check on = np0BepBTb
(BCe B nopfiAKe c KeM-J1h60) check out —— np060BaTb check out of = OnnaThTb cqer
check up on = y6eAhTbC9 come across = cnyqaüH0
HaTOJIKHYTbCA come down with =
3a60neTb qeMnu60 come out —— BblCTynaTb (Ha ny6JIHKe) come over = OBnaaeBaTb (o
qyBCTBe) come up with = npeanaraTb (haeo) keep back = aepxaTbCB B CTOPOHe keep
off = He keep on = npoaonxaTb '-ITO-JIH60 AenaTb keep out of = nPen9TCTBOBaTb 0T
keep up with = cneAOBaTb
(pacnvtcaHhè0) make of = nOHhMaTb make off with = y6exaTb c
YKPaAeHHblM make out = qeTK0 BhAeTb make up =
¼306PeraTb make up for = KOMneHC¼POBaTb '-ITOnu60 run away =
y6eraTb    run into = cnyqaViH0 BCTPeThTb Koro-
Tlh60 run out of = KOH LlhTbCfi
(06bl'1HO o npoayKTax) run over = .3aaaBhTb run through = turn back = B03BPaU4aTbCA turn down =
OTKa3blBaTbCfi turn into = CTaHOB¼TbCfi turn off = BblKJIK)qaTb            turn up = 1) yeeJ1hHhBaTb
3BYK, 2)
1109BJ19TbC9
WL24
APPENDIX 2 Dependent Prepositions
add to
A06aBTlRTb afraid of 609TbCfi allergic to hMeTb annepr¼K) Ha apart from
KPOMe at auction Ha ayKUhOHe be at home 6blTb AOMa be at school 6blTb B WKOne
be sold for 6blTb rlPOaaHHblM .3a believe in BeP¼Tb B burst into
BPblBaTbCR B cater for 3a60ThTbC9 0 close to 6m.13K0 0T crowded with
nepen0JIHeHHblVl difficulty in CTlO>KHOCTb B famous for h3BeCTHblÞl
fear of cTpax get involved with BBS3blBaTbC9 B go to school yqhTbCfi B LUKOne
(XOAHTb B
WKOJIY) hear from (= learn news of)
YCJ1blLUaTb
hear of (= know) 3HaTb in a field B none in a hurry B cnewt<e in good shape
B xopoweV1 cþopMe in practice Ha npaKTHKe in ruins
Pa3PYUÆHHbllä, B pyhHax in search of B noucKe in the corner of the
room B yrny
KOMHaTbl in the direction of no HanpaBneHhto K in the
suburbs B npqropoae in theory TeopeThqecKh interested in
.3ahHTePeCOBaHHblÖ.1 kindness to A06POHenarenbHOCTb know from experience
3HaTb no onblTY lead to RPHBOA¼Tb K qeMY-nu60 nervous about HePBHhqaTb
nice of MhJIO C (TBOeV1) CTOPOHbl of all time a6COJ110THO, llOJIHOCTblO on a
farm Ha cþeprqe on the corner of the street Ha yrny
painting by KapThHa
(nP½HaaneHhT
KHCT¼...) part of yaCTb pleased with AOBOnbHbiÜ popular with
nonynqpHblVl cpeAh protect from 3aU4Hl-uaTb 0T reason for npv•l l.lhHa
recover from h3neqhBaTbC9 0T rely on HaaefiTbCfi Ha rescue from cnacaTb 0T
result in llP¼BOAhTb K sorry for CO>KaneTb o
sort of KaK 6b' star in
qrpaTb B ((þH11bMe) start with HaqhHaTb c succeed in A06¼TbC9
ycnexa B take care of 3a60T¼TbC9 0 think of AYMaTb O (3aAYMblBaTbCfi O)
think about cepbe3H0 06AYMblBaTb
(nepep,
flPhHfiTV•teM Pel-ueHl.19) tired of YCTaTb 0T write to sb about sth Hanv•1CaTb
KOMYnu60 0 qeM-J1h60
APPENDIX 3 Idioms
as safe as houses = COBePl-UeHHO
Haae>KHbt¥l bark up the wrong tree = no
JIOHHOMY cneay be a piece of cake = npocT0ä, be
light years ahead of = 6btTb
HaMHOrO
nPOABHHYTblM be on the same wavelength = AYMaTb
TOYHO •raK>Ke be over the moon = 6blTb 6e3YMH0
CqaCTnhBblM
behave oneself = BeCTh ce6q XOPOWO by oneself = 6e3 '-IbeVi-flH60 notqou.4H,
caM do sth oneself = aenaTb '-ITO-JIh60
CaMOCTOSTeJ1bHO
enjoy oneself = XOPOWO llPOBOA¼Tb
BpeM9 face the music = nepxaTb OTBeT get on like a house on fire =
ABHraTbCfi Bnepep, 6blCTPblMH
•reMnaM¼ get one's wires crossed =
He nOHhMaTb go bright red = KPaCHeTb 0T
cMyu.4eHv•1R
go through the roof = ChJ1bHO Pa303J1¼TbC9 green with envy = 3eneHblVt
0T
have a bee in one's bonnet =
norqewaTbCB Ha qeM-J1h60 have a long face = BblrnqaeTb
HeCqaCTHblM, xanKhM have butterflies in
one's stomach =
ChDbHO
HePBHHqaTb have your cake and eat it = fiblTaTbCB
COBMeCTHTb
HeCOBMeCTHMOe help oneself = yrOl-uaTbCfi home and dry = B 6e30nacHocTh home
from home = KOMCþOPTHOe

MecT0,
"BTOPO" AOM in the spotlight —— B qeHTPe BH¼MaHh9 it takes two
to tango = HY>KHO

V' 3 A A T E n b C T B O

file_name: Англ. яз. 9кл. Spotlight (Англ. в фокусе)_Ваулина Ю.Е, Дули Дж. и др._2010 -216с.pdf

intro:
Так же, как и учебник включает до 10 основных модулей, каждый из которых соотносится с соответствующим разделом учебника. Упражнения направлены на закрепление лексико-грамматического материала.

Задания отличаются разнообразием форматов. Рабочая тетрадь сопровождается звуковым пособием для отработки навыков чтения вслух и аудирования. РубрикаTranslator’s Corner в конце каждого модуля предлагает ученикам упражнения на перевод основных словосочетаний. Рабочая тетрадь ярко и красочно оформлена.

английский язык

group: Дисциплины

title: Компоненты УМК Spotlight 9