extracted_text:
Английский
в
фокусе
АНГЛИЙСКИЙ ЯЗЫК
6
класс
Учебник для общеобразовательных учреждений
Допущено
Министерством образования и науки

Российской ФеДерации
2-е изДание
Москва
Express
Publishing
«Просвещение»
2008
удк 373.167.1:811.111 ББК 81.2Англ-922
Аб4
Серия
«Английский в фокусе» основана в 2006 году.
На учебник
получены положительные забочения Российской академии наук и Российской академии
образования.
Авторы: Ю.Е. Ваулина, Дж. Дули, О.Е. Подоляко, В.
Эванс Virginia Evans, Јеппу Dooley, 01ga Podolyako, Julia Vaulina
Acknowledgements
Authors' Acknowledgements
We
would like to thank ан the staff at Express Publishing who have contributed
their skills to producing this ЬооК. Thanks •for their support and patience аге
due in particular to: Megan Lawton (Editor in Chief); Магу Swan and Sean Todd
(senior editors); Michael Sadler and Steve Miller (editorial assi5tants);
Richard White (senior production controller); the Express Publi5hing design
team; Warehouse (recording producers); апсЈ kevin Harri5, kimberly ВаКег,
Steven Gibb5 and Christine little. We would also like to thank those
institutions and teachers who piloted the manuscript, and whose comments and feedback
were invaluable in the production of the book.
Colour
lllustrations: Stone, Chris. Music Compositions & Arrangement бу Ted and
Тат
WhiIe every effort hos
Ьееп made to troce the copyright holders, if апу have Ьееп inodvertentty
overiooked the publishers will Ье pleased Го таКе the necessary arrongements at
Же first opportvnity.
Английский язык. б
класс : учеб. для общеобразоват. учреждений
Аб4
ЛОЕ, Ваулина, Дж. Дули, О.Е. Подоляко, В. Эванс]. — 2-е изд. — М. : Express
Publishing Просвещение,
2008. — 136 с. : ил. — (Английский в фокусе). — lSBN 978-5-09-019886-8.
                                                                                УДК       373.167.1:811.111
                                                                                ББК        81.2Англ-922

Учебное
издание
Серия «Английский
в фокусе»
Ваулина Юлия Евгеньевна
Дули Дженни
Подоляко Ольга Евгеньевна
Эванс Вирджиния
Английский язык б класс
Учебник для
общеобразовательных учреждений
Центр
германских языков
Руководитель
Центра В.В. Копылова
Зам.
руководителя Н.И. Максименко
Редактор
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ОАО
Тверской ордена Трудового Красного Знамени полиграфкомбинат детской литературы
им. 50-летия СССР,

С)
Express Publishing, 2006
ISBN
978-5-09-019886-8                                                                                С)
Издательство «Просвещение», 2006
Все
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Table of Contents

VOCABULARY

PRONUNCIATION

WRITING

la Family
Members
.
  6-7

family members/ a earance

possessive
  adjectives/case

letter to a friend about our famil

describing appearance

a letter
  about your family

1b Who are you?
(pp. 8-9)

forms of identification

possessÿve pronoùns

dialogue:
joining a video club

asking for/giving personal information

a library ca

c y
  coun ry
(p.
  10)

coun nes nationalities

an a Ice a ou Chile

escn Ing location

a s ort artlC
  e about your country

Culture Corner (p. 11) - The United
  Kingdom; English in Use (p. 12) - introducing & greeting people,
  /æ/ - /e/, Extensive reading: Across the curriculum: (Geography) The
  Earth (p. 13), Progress Check (p. 14)

2a Happy times (pp. 16-17)

days of the
  week/ months/ seasons, ordinal numbers

prepositions of time

party invitations

telling the time/ interviewing
  classmates about birthda

an invitation card

2 y p ace
(pp. 18-19)

rooms furniture

a an some
  any; prepositions of place

a ogue:
moving in to a new house

w          w

a escnption
  o your living room

neighbourhood
.
  20

types o s ops

a s ort artlC e about my
  neighbourhood

Istemng or specific information

a escnptlon o your neighbourhood

Culture Corner (p. 21) - famous streets; English in Use (p.
  22) - requesting services, /u/ - /U/; Extensive reading: Across the
  curriculum: (Maths) Draw a map to scale (p. 23), Progress Check (p. 24)

3a Road safety
. 26-27

getting around, means of trans rt

the imperative

be safe on the road (leaflet)

listening for specific information

describe how
  you travel to school

a leaflet

3b On the move (pp. 28-29)

means of transport,
  homograph

can: ability/ prohibition/ permission

ialogue: driving instructions

listening for specific information,

giving driving directions

a poster/traffic signs

3c Hot wheels
(p.
  30)

Michael
Schumacher
(article)

presenting a
  famous person to your class

an article about a famous person

Culture Corner (p. 31) - Getting around London; English in Use (p. 32)
  - asking for/giving directions, /a:/ - /o/, Extensive reading: Across the
  curriculum: (Art & Design) What does red mean? (p. 33), Progress Check
  (p. 34)

4a Day in, Day out
(pp. 36-37)

daily routine

present simple, adverbs of frequency

quiz: Harry Potter

interview
  your partner about their daily routine

a paragraph
  about your typical Monday

4b How about ...? (pp. 38-39)

TV programmes

present simple
(short answers)

dialogue:
arranging to go out

writing down key information,
  exclamations

expressing likes/ dislikes, making su estions

a paragraph on a survey

4c My
  favourite day
( . 40

days/time

linkers

I love Saturdays

an article about your perfect day

Culture Corner (p. 41) - teenage
  life in Britain; English in Use (p. 42) - making/cancelling appointment,
  Extensive reading: Across the curriculum: (Maths) Drawing Numbers (p. 43),
  Progress Check (p. 44)

5a Festive time
. 46-47

making preparations

present continuous affirmative

email: season's greetings

listening for specific information

describing a scene

an invitation card

5b Let's celebrate (pp. 48-49)

celebrations

present
  continuous (negative & interr ative

dialogue:
talking about a party

asking for/ expressing opinion

a
  description of a scene

5c Special days (p. 50)

festival activities

a speech
  about a festival

listening for specific information

making a speech

a speech

Culture
  Corner (p. 51) - The Highland games; English in Use (p. 52) - ordering
  flowers, words with the same spelling but different pronunciation; Extensive
  reading: Across the curriculum: (Literature) Through the looking glass (p.
  53), Progress Check (p. 54)

                                                                                LISTENING
&       SPEAKING/NOTIONS

VOCABULARY

                             READING

LISTENING
PRONUNCIATION

FUNCTIONS

WRITING

6a Free time
(pp. 56-57)

activities

compound nouns, linking sentences
resent im le vs

leaflet: Bolton Midde School clubs and activities

a survey
  about
activities

a paragraph about likes and dislikes

6 Game on. (pp. 58-59)

games

present continuous

ia ogue:
deciding what to do

mu tip e matching

ecl Ing w at to do

a poster a ut favourite games

6c astimes
(p. 60)

sna es an ladders
(instructions)
Robinson Crusoe
(game)

istening to i in information

a ar game

Culture Corner (p. 61) - board games; English in Use (p.
  62) - buying a present, /o:/ /3/;
Extensive reading: Across the curriculum: (Design &
  Technology) Puppet show (p. 63), Progress Check (p. 64)

7a In the past
(pp. 66-67)

describing places

past simple
(regular verbs)

Mineral Park the ghost town an article

lid/ , it/- /d/, where - were

interview a
  person about their town

a
  description of a place

7b Halloween spirit
p. 68-69

past simple
(irregular verbs)

a scary story

multiple matching

telling a story

a story

7c Famous
  firsts
(p. 70)

Walt Disney (a biography)

Ro e p ay

a iograp y

Culture Corner (p. 71) - Superman; English in Use (p. 72) -
  reporting lost property, Il/ - /le/;
Extensive reading: Across the curriculum: (History) Toying
  with the past (p. 73), Progress Check (p. 74)

8a That's the rule
(pp. 76-77

types of dwellings

must/ mustn't/ can't

leaflet: rules & regulations at summer school

asking about the rules

a poster:
  my room rules

a
  we
(pp. 78-79)

p aces In a town

compar sons

la ogue:
deciding where to go

istemng or specific information

ma Ing
  suggestions/ accepting/ re •ecti /warnin

wntlng Signs

8c Rules &
Regulations
( . 80)

Have to - don't have to/needn't

dialogue:
  talking about rules in a room for rent

talking about rules at a campsite

campsite rules

Culture Corner (p. 81) - Building
  Big; English in Use (p. 82) - booking theatre tickets, lat]/ - /êU/;
  Extensive reading: Across the curriculum: (Social Sciences) Is your
  neighbourhood neat and tid    . 83), Pro ress Check ( . 84)

9a Food and drink
. 86-87

types of food/ drink

Countable/ Uncountable nouns/    Tiers

eating the
  British way (article)

listening for specific information

talking about the British cuisine

a shopping list

9b On the menu!
(pp. 88-89)

tastes & dishes

present simple vs present continuous

a menu, a dialogue:
ordering at a restaurant

listening for specific information,

ordering food/ drinks

an advertisement

9c Let's cook
(p. 90)

cooking verbs

a recipe

giving cooking instructions

a recipe

Culture Corner (p. 91) - places to eat in the UK; English
  in Use (p. 92) - booking a table at a restaurant, /æ/ - /A/;
Extensive reading: Across the curriculum: (Food Technology)
  Eat well, feel great, look great! (p. 93), Progress Check (p. 94)

10a Holiday plans (pp. 96-97)

holiday activities

going to

a letter
  about what you are doing while on holiday in favourite

listening for specific information,

talking about future plans

a letter about what you are going to do in ur favourite

10b What's the weather
  like?
(pp. 98-99)

weather & clothes

present continuous
(future meaning)
- going to

a dialogue:
  commenting on someone's clothes email about

asking for -
  giving/ refusing permission talking about the weather/clothes/ plans/on the
  spot decisions

a weather chart

IOC Weekend fun (p. 100)

weekend activities

linkers
  (because - so)

weekend activities

making
  plans for the weekend

an email about weekend activities

Culture Corner (p. 101) - The
  Edinburgh Experience; English in Use (p. 102) - booking a hotel room, Ia./ -
  /o/; Extensive reading: Across the curriculum: (Geography) Coast to Coast (p.
  103), Progress Check (p. 104)

                                                                                &       SPEAKING/NOTIONS
Spotlight on Russia (pp. 1-12); Grammar Reference Section
(pp. GRI-GR6); Irregular Verbs (p. GR7); Word List (pp. WI-I-WI-9);
Song Sheets (pp. SSI -SS3); Interactive Pictures
Who's who?                   ModuleO
Look at Module 1
•       Find the page numbers for pictures
1-3.
          Find the page numbers for                                                         c:AñTF•
NAME NOM
•       a family tree         ANN 911TH
DOB NAISSANCE
•       a student identity card      16-6-85
•       a map
•       flags
•       a joke
•       Listen, read and talk about ...
•       family members
•       countries and nationalities
•       identification
•       personal details
•       the UK
•       the Earth
Learn how to ...
talk about your family say your name, age, nationality, telephone number
and home address
•       read numerals talk about your country
describe people describe location on a map introduce & greet people use
graphic organisers
Practise
•       the verb 'to be'
•       the verb 'to have'
•       question words
•       the possessive case
•       possessive adjectives
•       possessive pronouns
•       pronunciation of /æ/ - /e/
•       Write / Make ...
a letter to your pen friend about you & your family a membership card
a factfile about your country a short text about your country
Reading
a) Look at
the
a)
Look at Bill's
family tree. Who is/are:      from? Read the        Does Bill

Bill's grandfather (grandpa)? > Tom  Bill's grandmother
(grandma)?

Bill's father
(dad)?

Bill's mother
(mum)?

Bill's uncle?

Bill's aunt?

Bill's sisters?

Bill's cousins?

1
  twins?

6 Janet's husband?

2 Bill's parents?

7 Sue's daughters?

3
  Bill's grandparents?

8 in their late

4
  Mike's son?

thirties?

5 Sam's wife?

9
  in his mid forties?

b)
Talk about
Bill's family, as in the example.
> Tom is Bill's grandfather. He's
68 years old.
Look at the
family tree again. Who is/are:
know
Miguel?
Dear
Miguel,
Hi! I'm Bill Phelps and I'm thirteen years old. I'm
from Sydney, Australia. Here is a Photo of my family
and our relatives.
My parents' names are Sue and Sam. My dad is short
with dark hair. My mum is tall with short, fair hair. I haven't got a brother
but I've got two sisters. Therre twins. Their names are Kim and Kate and
they're eight years old. Mike is my fathers brother. He's a doctor and he's
married to Janet They've got two children,Johnny and Gill. Tom and Beth are my
grandparents. They are in their late sixties.
Well, that's all about me and my family.
Please write soon and tell me about your family.
Send a
Picture, too.
Bye for now,
Bill

b) Q) Listen and read the
letter and mark Speaking the sentences 1-4 T (true) or F (false).
Read the
letter out loud.  Use the adjectives in bold in Ex. 5 to ask and I Janet is
Bill's mum. answer questions about Tony, Bill and Mark.
2
Bill's got two
brothers.            A: Is Mark's hair long and curly?
3
Tom and Beth have
got two sons.B: Yes, it is. Is Tony slim? 4 Johnny and Gill are Bill's cousins.A: No, he isn't. He is fat.
Ask and answer questions about Bill's   Grammar Reference family.
      Possessive adjectives/case  SI:
How many sisters has Bill got?
S2: He has got two sisters. How many
... a) Study the tables. Explain the possessive adjectives in your language.
Vocabulary

Appearance
Look at
the drawings. Read the sentences, then use the prompts to label each group.
      age • hair • height
      weight • facial features

          Tony's
old.                       •
          Mark's
young.                •
      Bill's middle aged.
Tony's fat.
      Mark's
slim.
Tony
Bill
b
Tony's ears are big.
      Bill's nose is small. Tony's head is
big.
Mark's
eyes are big.
      Bill's mouth is small.

•

Mark's tall.
Bill's short.
b) Look at Bill's family
tree on p. 2. Ask and answer questions, as in the example. > A: Is Sam Sue's
brother?
B:
No, he isn't. He is her husband. Is Tom Kim's father?

Mark

Write some of
  your relatives' names on the board. The class, in two teams, try to guess who
  each person is.
Team A SI: Is Alexander your father? You:
  No, he isn't.
Team
  B Sl: Is he your uncle?

Bill's hair is short

You: Yes, he is.

and fair. Tony's hair is

(a letter)

straight and grey.

Portfolio: Write a letter to your
  pen friend

Mark's hair is long

about you
  and your family. Use the letter in

A: No, he
isn't. He's her ...

            and wavy.                            Ex.
3 to help you.
Who are you?
EUROPEAN
IDENTITY CARD DRIVING UCENCE AMRITSAR.(Pb)
406

Vocabulary NAME SMTNANVH
D 0B
Forms of identification
a)
Look at the
cards. Which is a credit card? c an identity card? a membership -1 card? a
driving licence?
b)
What information
from the list is on each card?
•
full name • home
address • nationality
•
identification
number • expiry date • telephone number • postcode
c) Where/When do you need a membership card?
Reading
a)
Read the first
exchange. Who are the people talking? Where are they? Read, listen and check.
b)
Read the dialogue
and complete the membership card.
VIDEOWOALD
                   Name:                     Jane
1)
10,
Peartree Road,
2)
3) Phone Number: 4) MAFXX
26/12/1973
ALO 3582,AZAD NAGAR
VALD TO 26/12/2020
MCAR - SCOOTER
enc to vehcles of above descreption
VISA             HE
SPORTS CARD
9876 54 32 10 12 34 56
BOB surrR
02/04
Penny:
Hello, how can I help you?
Jane:
I would like to join the video club, please.
Penny: Of course. What's your name? Jane: Jane Harris.
Penny:
Right, how do you spell that?
Jane.•
J-A-N-E H-A-double R-I-S
Penny:
Thank you, and what's your home address?
Jane: I live with my grandmother.
Penny:
That's fine. Give me hers.
Jane:
OK. It's 10 Peartree Road, London.
Penny:
And your postcode?
Jane: swi 4TA
Penny:
What's your telephone number?
Jane: It's 020 7125 9990.
Penny:
That's it for now. Here's your card. Jane: Thank you very much. Goodbye.
c) Explain the
words/phrases in bold then in pairs act out the dialogue.
Read again.
What are these numbers?
        1 10                         2
7125 9990                  3 5w1 4TA

Number. 2200
Everyday English
 Asking for/Giving personal

Possessive pronouns
Read the examples. What is the difference between the
possessive adjectives and the possessive pronouns? Say them in your language.
This is my card. — It's mine.
A: Whose computer is this?
B: It's
Tina's. It's her computer. It's hers.
b) Circle the correct
answer.
1      This car is mine / my.
2      This is her / hers card.

information

What's your name?

Where
  are you from?

•

How do you
  spell it?

What's your home

(7) Listen and repeat. Then, ask and answer the questions below.
How old are you? address? What
nationalityWhat's your are you? telephone number?
Speaking

STUDENT
  SPORTS CARD
Name: peter Sonders
Nationality: Australian
Address: 49 Allison street,
Bowen Hills, QLD
  4006
Phone Number: 07 3852 2600

Look at these students'
identification cards and present them to the class.
This is . She's . Her address . Her
telephone number is ... .
You
want to register at the local library. Take roles and act out a dialogue.
You can use the dialogue in Ex. 2 as a model.
3
Whose telephone number is this? It's theirs /
(a library card) their.

5

This address isn't her / hers.

your
  partner. Use the answers from Ex. 6

6

This isn't our / ours car.

to help you.

4
Is she your /
yours sister?        Portfolio: Make a student library card for

My
 Countries & Nationalities

Countries           Nationalities
Brazil                   Japanese
Britain                 German
Germany                   Russian
Japan                          Spanish
Poland                 razilian
Russia                  British
Spain                   Polish

a) C)
Match the countries to the nationalities. Listen and  check. What nationality are you?
O b) Choose a flag and describe it to your partner. Your partner guesses which one it is.
Everyday English
 Describing Location
a) What do the letters on the compass mean? Use the box to say.

NE

sw

SE

compass w
s
•
the
south/north/east/west ...
•
in the
northeast/ southwest/ etc of
country
b) Ask and answer as in the example.
Where exactly is Africa?
B: It's in the north of Chile.
Reading
Read the title of the
text. What do you expect the text to be about? Listen, read and check. Then
answer the questions (1-3). Explain the words in bold.
I Where's Maria from?
2
What's the
capital city of Chile?
3
What can a
tourist see in Chile?
1 e Chile
Hello. My name is Maria. I am from Chile in South America. I live in the
capital city, Santiago. Chile is a beautiful country with lots to see. In the
south, there is ice and snow but in the north there are deserts. Tourists come
to Chile to visit the Atacama Desert, Patagonia, and the Andes Mountains. The
Central Valley has a lot of rivers.
Chile is a
wonderful place to live but also to visit.
Close your books. Imagine you are Maria and say three things you remember
about Chile.
 (a short article about your country)
ø
Portfolio: Write a short article about your country. Write: name; location;
capital city; places a tourist can visit
Use the text in Ex. 3 as
a model (30-50 words).

North Atlantic
Reading                                                           Ocean
a) What colours are the flags below? How are they related to the map?
Aberdeen
North SCOTLAND
Dundee
EDINBURGH

      Wales                    Scotland            old
  flag of
Ireland

ORTHERN

Newcastlè'c

IRELAND

York

alway
DUBLIN

• Blackpool
Manchester
Liverpool

The Union Jack             England

ENGLAND
Birmingham

Read the title of the text. What do

Cambridge

you think the text is about? Listen and

                       IFF         LONDON.

check. Which flag does the text
  describe?

Celtic
  Sea

• Bristol
R'rts

a) Read the factfile and complete the

Plymouth

(Study skills

The United Kingdom

Using graphic organisers

Country: The United Kingdom includes
  England,

Use graphic organisers to record the key

Scotland, Wales and Northern Ireland.
Capital: London is the capital of the UK but also the capital of
  England. Cardiff is the capital of Wales, Edinburgh is the capital of
  Scotland and Belfast is the capital of Northern Ireland.

information in a text. This helps you understand the main
  points better.

Flag: The
  Union Jack includes the flags of England

ENGLAND

SCOTLAND

and Scotland as well
  as the old flag of Ireland. Each country has its own flag as well as the
  Union Jack.

1

2

Population: 60,441,457

London

5

Currency: British Pound

3

4

b) Explain the words in bold. Then,
  look at the map and say where Swansea,

(a factfile about

Portsmouth, Newcastle and Aberdeen
  are.

your country)

Portsmouth is in the south of the UK.

Portfolio: Make a factfile about your country. Draw the
  flag then write a short

c) Use the diagram to talk about the UK.

text.
  Write: name of country, capital city,

diagram.
description
of flag (30-50 words).
Portfolio: In
pairs or groups use phrases from Ex. I to act out similar dialogues.

/æ/: Dan, Matt, Brad, Stan
/e/: Dennis, Fred, Kent, Betty Good afternoon (12:00
to 18:00)
Good evening (18:00 to 24:00)

Extensive
Reading

TED
                           of AMERICA
PON IA

AUSTRALIA
ANTARCTICA

EARTH
Earth is the planet we live on. It is the fifth largest planet of our
  solar systeml and the only planet with conditions suitable for
  life.

Diametre:

12,756.3 km

Age:

4.5 - 4.6 billion years old

Total Surface Area:

509,600,000 km2

Surface covered b water:

71% land 29%

Distance from the Sun:

149 573 000 km

Continents:

6 (Africa, Antarctica, Eurasia2,
    Australia, North America, and South America)
4
    (Atlantic, Pacific, Arctic,
Indian)
6,441 , 131 ,400 (approx)

Oceans:

World Population:

1
  thesun & its
  planets
2   Asia and Europe

READING NUMBERS
200 = two hundred
2,000 = two thousand
2,000,000
  = two million
1.2 =
  one point two
5% = five per cent

Look at the
text. How is it related to the map?
a) Use
the table to read the numbers below.
•
12,756.3 km • 4.6 • 71%
b) How
are these numbers related to the text? Listen, read and say.
Read
again and label the continents on the map.
Portfolio: Look at the
map. Use the information in the factfile to present Earth to the class. Record
yourselves.

Complete the pairs.

4 Ann and Fiona are sisters. .....
  .... .. surname is Harris.

1
  father - m
2
  brother - s

                              5 I
  love ..... ...... family.            (5X4Points:

3
husband - w

Write the
opposites.
4
grandpa - g

5
uncle - a    I
old man
6
son - d       2 tall
boy

                                                                                Points:
18)                   3 big eyes
4
short hair # Fill
in the missing words.
5
straight hair

       I                                                                                Points:5X2 10)
2
3
       4                                                                                12)
Points:
4X3
Fill in the
gaps with the correct form of the verbs be and have.
Laura
got a camera?
No, she
.. .
2
. Steve
and Tony got cameras? Yes, they .    . Their cameras
. old.
3
Paul got a red
football?
but it ............... red
It . ..... .... ..... white.
4
Laura and Steve
..... ..... ... got skateboards.
5
Laura and Paul's
watches .    very
          big.                                                           20)
Fill in the
gaps with the possessive pronouns or adjectives.
I This is John and this is ..... .. .... brother. 2 That is Mary's car.
It's ... .... ... .
Here we are!                                   Module'
Before you start
•   Present yourself to the class. Talk
about: name, city, age, address, telephone number, nationality
•   How many members are there in your
family? Describe them.
•   Where's your country? Which is the  Che
capital city? What can a tourist see in your country?
Look at Module 2
•   Find the page numbers for pictures 1-3.
      Find the page numbers for                                                            Bank
•   a plan of a room
•   a party invitation
•   a clock face
•   a business card
Listen, read and talk about ...
•   the time
•   months & seasons
•   your house, rooms & furniture
•   neighbourhoods & shops
•   famous streets
Learn how to ...
•   tell the time
•   say what the date is
•   say where things are
•   describe your neighbourhood
•   request services
Practise ...
•   ordinal numbers
•   a/an, some & any
•   prepositions of place
•   rules of reading: silent &
pronounced /w/
•   pronunciation of /Ö/ & /u:/
Write / Make ...
a calendar of your classmates' birthdays o a party invitation a street map
of your neighbourhood a description of your living room a paragraph about your
neighbourhood a paragraph about a famous street in your country a scaled map of
your room

Happy
c
Reading
a) Listen to and read the invitations
A-D. What is the occasion? Who is inviting whom? When do the events take place?
Dear Tina,
You are invited to my birthday party
on sat 15 Dec at 17:30
My address is 18, Oxbridge Rd.,
Plymton.
Hope to see
you there!
Janet
B A part/ is grewint and tou 're
inyited!
Trick or Treat at Steve
Johnson's house 31st
October 6:00 pm
Globe Quay, 16
Globe st. LSI 1 5QG
b)
How many
abbreviated words (e.g. Mon Monday) can you find in the invitation cards
above? Underline them and
guess what they stand for.
c)
Turn Claire's
email into a party invitation using the appropriate abbreviations.
Vocabulary

Days of the week
                  Listen and repeat.

Monday • Tuesday • Wednesday

Thursday • Friday • Saturday • Sunday
Times
Please Join us to celebrate the graduation of Phillip
Taylor from Leeds University
Friday, June 12th at
8:00 pm
Drinks, Dinner & Dessert on Broad Street, Birmington,
B12HQ
David and
Shelley Taylor
e-mail
From:
Sara Bri htman Subject: Part
Hey Sara,
My 12th birthday is next
weekl Please come to my party on Sunday, 4th September at 5:45 pm.
My address is 17,
Belgrave Road, Westbourne.
See you then!
Love,
Claire
b) In pairs, act out similar exchanges.
A: What's your favourite
day of the week?
B: It's Monday. We have
PE lessons on Monday.
A: Mine too./Mine is
Friday. I have music lessons on Friday.
Ordinal
numbers
Listen and repeat.
1 st first,
2nd second, yd third, 4th fourth, 5th fifth,
6th sixth, 7th seventh, 8th eighth,
9th ninth, 10th
tenth, 11 th eleventh,
12th twelfth,
13th thirteenth,
14th fourteenth,
15th fifteenth, 16th sixteenth,
17th seventeenth,
18th eighteenth,
19th nineteenth,
20th twentieth
b) Say the numbers.
21st 22nd
23rd 24th 25th
26th 27th 28th 29th 30th
Everyday English

 Months of the year & Seasons
    a)      Listen and repeat.
• January • February • March • April
• May • June • July • August
• September • October • November • December

b) Put the months in the
seasons.
similar exchanges.
•     17/08 • 03/06 • 01/01
•     02/12 • 29/10 • 12/05

A: What's the date today? B: It's 17th August.

b) Ask and answer questions, as
in the example.
•     3:30 • 8:10 • 12:45 • 5:00 • 11:20
• 9:35 • 3:45 • 2:55

A:

Excuse me, what time is it, please?

B:

It's half past three./lt's three thirty.

Å:

Thank you.

•     Prepositions of time

 Study the table. Find examples in
the cards in Ex. I.
Your teacher says a word without a
preposition. In teams, add the preposition.
              T: August                          T:
weekend
Team A: in August Team B: at the
weekend
Speaking
a)
Interview your
classmates about their birthdays and write down the answers.

A: Whose birthday B: It's on 5th
May. is in spring? A: How old are B: Mine. YOU?
Å: When's your  B: I'm 12. birthday?
b)
In groups, make a
calendar showing all your classmates' birthdays. Present it to the class.
 Maria and Pete's birthdays are on .
 (an invitation card)
8 Portfolio: Imagine it's your
birthday. Write an invitation card to your best friend. Write: date; place;
address
Vocabulary                                                                          I
We use . . . . .. . . . . . . . in the singular.

 Rooms & Furniture
What room can you see in
the picture?
• bedroom • living room •
dining room
• kitchen • bathroom • study
a
Where in your house can you find the following? clock, bed, computer, sink,
table, cooker, cupboards, wardrobe, basin, fridge, mirror, bathtub, bookcase,
shelves, window
Remembering
new words
Think of a place to match
each new word you learn. This helps you remember them.

 A(n) / Some / Any
a Read
the examples and complete the sentences 1-3. Then describe the living room
above. Use adjectives.
 There's a sofa in the living room.
There are some cushions
in the living room.
There aren't any chairs in the living
room.
Are there any books in
the living room?
2

We use ..  . in affirmative
plural.
3       We
use .... .... in the negative and interrogative.
 Prepositions of place
Look at the drawings. Where is the
dog?
 I He's in the box.

in front of

behind

7
 next to

5 under

8

ø Look  at the living room and complete the
sentences.
I The lamp is . the coffee table. 2 There is a table the sofa. 3 There
is a window . the sofa. 4 The flowers are . the vase. 5 There is a cat . the table.
6 There                                                     the
wall.

         Reading                                                                b)
  Read again and find phrases which
mean:

a) Read the first three exchanges. Where

I

Can you help me?        4 Take it
    easy!

are Laura, Steve and John? What are they

2

Hurry!                                    5
    What's next?

about to do? What's their relationship?

3

That's fantastic.

b) Think of six words you expect to hear.

b) Draw a scene from the dialogue.

Listen and read and check.

Speaking

Laura: Oh, I love our new
    house! What a big

8

Imagine you are moving house.

living room!

In pairs look at the plan of the bedroom.

Steve: It's really great! Now, let's put the

Make a list of the things you want to put

furniture in place. Can you give
    me a

in it.
    Then in groups decide what to put in

hand, John?

it and where. Use dialogue in Ex. 6 as a

John:
    Sure. Dad. Let's start.
Steve: Where do you want the
    sofa, Laura?

model.

window

Laura: Put it in front of the window.
Steve: All right ... What about this armchair? John:
  Quick, Dad, it's really heavy!
Laura:
  Can you put it next to the fireplace?
John: Agh! Dad, watch out! Is it
  OK, right

(7) Listen and repeat. In which word is "w"
    silent? Use the

Reading Rules

w - 'w/ we, win, when, why silent w - /hw/ whom, whose

Pronunciation
  here?
Laura: No, not there! It looks better on the other side,
  between the fireplace and the door. That's great!
Steve:
  Right ... Where shall we put this clock?

Laura:

Oh, put it on the wall, opposite the

words to
    complete the first speaker in the

sofa. Be careful! It's very expensive!

questions below.

John:

Phew ... Mum, calm down! We're
    doing

where

who

what

which

when

our best, OK?

Laura: OK, I'm sorry.
Hmm What else ...? What about this table? Let's place it between the sofa and
the armchair.
Steve: Err „. What about the carpet,
Laura? Laura: Oh dear! I want that to go under all the furniture!
u      a) In groups of three, read
out the dialogue. Then, replace the pronouns in bold in sentences 1-5 with
words from the dialogue.
I He asks for help.
2       Put it in front of the window.
3       It's between the fireplace and the
door.
4       It costs lots of money.
5       This is to go under all the
furniture.

1

B: It's on 5th November.
2

B: The
cushions are on the sofa.
3

B: It's an armchair.
4
B: Mary's bag is the red one.
5
B: He's my father.
(a description of my living room)
Portfolio: Draw a plan of your living
room. Write a description of it based on the plan. Present it to the class.

Reading
a)
Look at the
pictures and the headings. Where is each street?
b)
Where can you
find: outdoor cafés? lots of shops? film museums? banks? Read, listen
and check.
a a)
Read again. For questions 1-4, choose the correct answer (A, B or C).
1       Many of the shops on Oxford Street
are very old.
A
right    B wrong          C
doesn't say
2       You can see famous actors outside
Mann's Chinese Theatre in Los Angeles.
A
right B wrong C
doesn't say 3 Wall Street is a narrow street.
        A right           B wrong              C doesn't say

Study skills

Extending
your study
When you come across an interesting
fact, research it further on the Internet. Keep your own file of interesting
web pages. This helps you improve your English.
b) Which place would these people
find interesting? Why?
• David is an economist.
• Stella enjoys shopping.
• Peter loves the movies.
• Claire likes fashionable clothes.
c) Write the names of the streets in
the text using abbreviations.

i¥ËStreets
OXFORD
STREET,
London,
England
Oxford Street
in the heart of London is the most famous shopping street in the world.
Debenhams, D H Evans, John Lewis and Selfridges all have large stores on Oxford
Street.
HOLLYWOOD
BOULEVARD
Los
Angeles, USA
Hollywood Boulevard is in Los Angeles. There are many
cafés, restaurants and film museums. There are also the Guiness World
Records Museum and Mann's Chinese
Theatre. On
the pavement outside Mann's there are handprints and footprints of famous
actors.
WALL
STREET
New
York, USA
New York's
Wall Street in the centre of Manhattan is a symbol of money and power. It is a
short and narrow street. It is where most of the city's banks are.
Project
Portfolio: Write a tourist guide
section of about 80 words about a famous street in your city. Write about:
•  its location (centre, south, north,

•  what you can find there (shops,
cafés, ...)
•  what you can do there (relax, walk,
Decorate your tourist guide with
photographs.

 POrtfolio: Look at the business Read
the sentences. They come from two card. Imagine you need Frank Howard's
telephone conversations. What are the services for one of the problems. Use
dialogues about? phrases from Ex. I to act out a telephone

C) Listen and tick            Listen again

Reading Rules

oo- /u/ pool
00+ k, u - /ö/ pull

/u:/

/u:/

full

look

fool

Luke

•  Hello,
Power Masters.
•  What can I do for you?
•  I have no electricity in my house.
•  I'll come over and have a look.
•  What's up?
•  There's a problem with the flat.
•  I'll send the plumber over.
•  Thank you.

a Listen and read. What is Mrs
Brown's, Jane's problem?
Pronunciation
and repeat. Read out the sentences.
Think of other words.
Look at Luke. He has a book. The pool is
full.
Extensive Reading
MATHS
Look at the
title of the text and the drawing. What do you think the text is about? Read
through and check.
I square—I
step
                                                                                desk                                                       toe
bed
Read the text and complete the
missing words. Listen and check.
Draw a Map to Scale
sca e o a
map is the relationship What you need:

between the size of something
in the map and its
encil
size in the real ru er world. How can you draw a map
              to scale?                                                            graph
paper
What you have to do:
1 Choose
two objects 1) i _ your bedroom, like your bed and the desk or the chair and
the window. Use steps to measure the distance.
3
Walk in a straight line.
Place your feet from heel to toe. Count how many steps it takes to get from one
object to 2) t other. Write down the number of steps.
4
Choose a scale, like one
square on the graph is the same as one step. Draw a map of 3) y _ room. Use the
measurements in steps. Write the map scale at the bottom of the graph paper.
This 4) i _ a scaled map of your room.
Project: Use the information in the
text to draw a scaled map of your room. Present it to the class.

Pointy

a

Circle the odd word out.

                                                                                5X2
           10

1

bank - baker's - vase - library

Match the questions in column A
  with the

2

fireplace - sofa - armchair - bathtub

correct answers in column B.

When is your

c

It's half
  past

Look at the picture and complete
  the

birthday?

three.

sentences with prepositions of
  place.

What time is it?

d

I'm 12.

3
newsagent's
- toy shop - supermarket - aspirin
4
spring - May -
autumn - winter What's the date a Place it over 5 first - two - ninth - sixth
today? there.
                                                                                How
old are you?           b It's on 5th May.
Where do you want e It's 17th the
vase?          August.
100)
      I The window is . . . . . .. .
. . . . .           . the sofa.
2
The coffee table
is . .... .. . .. ... the armchair.
3
The lamp is    .
. . . . the coffee table.
4
There's a
fireplace .   . the room.
5
There's a small
table . . . . . . . . . . . . . . . the sofa.
(5X4Points:
20)
Choose
the correct word.
           Is there a/some baker's?
2
There are
any/some shops in that street.
3
There aren 't
some/any supermarkets here.
Getting around
Before you start ...
•    When's your birthday?
•    What's your house like? Describe your
room.
•    Name some shops. Are any of them in
your neighbourhood?
Look at Module 3
•    Find the page numbers for pictures
1 -3.
Find the page numbers for
•    a street map
•    a road safety leaflet
•    traffic signs
•    a famous person
Listen,
read and talk about ...
•    means of transport
•    road safety
•    traffic signs
•    famous racing drivers
•    driving in the UK/your country
•    symbolisms of red
Learn how to ... • give instructions
•    give directions Practise ...
•    the imperative
•    can & can't/cannot (ability,
permission & prohibition)
•    pronunciation of /æ/ - /a:/,
/a:/ - ID/
•    homographs
Write / Make ...
•    a safety leaflet for children playing        O
outside
•    a poster of traffic signs in your
country
•    a short article about a famous person
•    a poster for tourists about driving
in your country
Road safety
Vocabulary
       Getting around
Which of these things can you see on
the road outside: your school? your home?
b) Use the
phrases in Ex. 2 to give
Match
the words in columns A and B instructions on road safety.

to make phrases. In pairs discuss
what is dangerous/safe to do in your country.

wear

A

the window

walk
  straight

B

the pavement

[312 look

C

the driver

run
  onto

D

the road

CC) talk to

E

both ways

[61.13] walk on

F

across the road

lean out of

G

a seat belt

       It's safe to wear a seat belt.
Grammar
Reference
The Imperative (Giving instructions)
a) Read the examples. How do we form
the imperative?
Wear your seat belt! Don't talk to
the driver!
I When on the street, > look both
ways before crossing. Don't . 2 When in the car, .
3 When on the bus,
Reading
a) (7) Look at the text
and its title on
p. 23. What do you
expect to read in it? Listen, read and check.
b) Read the text and
match the titles (A-D) to the sections (I -4). Then, explain the words in bold.
 When you tide your þJke
B. When you travel in a ear C, When
you
the street on foot
D. When you travel on a bus

1)
Look for a zebra crossing or a
traffic lights crossing.
Don't cross between parked cars.
Stop before you walk onto the road.
Stand on the pavement near the kerb
Listen and look both ways for traffic.
Make sure it's clear and walk straight
across the road. Don't run.
2)
Make sure your bike is in good working
condition.
Check your brakes and tyres regularly.
Wear a bicycle helmet.
Ride with the flow of traffic, not against
it.
Use bike lanes
Wear bright clothes in daytime.
Never carry a second person on your bike.
3)
Stand well back until the bus has
stopped completely.
Don't
push others when you enter the bus.
Sit down on your seat quietly and quickly.
If there aren't free seats, use handgrips.
Don't talk to the driver or annoy others
on the bus.
Don't lean out of the window.
Don't wave from the window. 4)
Always sit in the back seat if you are
under twelve years old.
Wear a seat belt.
Don't block the rear view mirror.
Don't play with the car door handles,
Always use the door on the pavement side
to get out of the car.

Read again and complete
the spidergrams with words from the text.
bicycle
> brakes
Speaking
Which of the things
mentioned in the text do you do when you travel/walk to and from school? Tell
the class.
Fill in: by, on, in. Then
make sentences using them.
foot; 2.. . car/
bus/train/plane/bike

                     .
a bus; 4           . the 8 0'clock train

The road safety officer
comes to your class to check your knowledge of road safety rules. In teams say
how to behave/not behave in certain situations.
Team A Sl: When you crossa street look both ways for traffic.
Listening

Study skills

Listening for specific information Read the
questions and possible answers. Underline the key words. This helps you do the
listening task.
Underline
the key words in statements 1-3. Listen and choose the correct answer.
I Paula and David are A in the car.
B it the school
playground. C on the street.
2
The zebra
crossing is A quite far.
B  between the bus and a parked car. C
safe.
3
David tells Paula
to  look both ways.
B  make sure the road is clear. C go
quickly to the other side.
(a leaflet)
Portfolio: Make a leaflet
of do's and don'ts to tell school students what to do when playing outside.

On the move
Can (prohibition/permission)
What do these traffic signs tell us?
Circle the correct word.

Match the
means of transport to the verbs. Listen and check.
[SCI                  a a plane

Look at the pictures. What
  can/can't you

4

You can/ cant go

5

You can/
  can't go

6

You can/can't turn left.

b a bike c
a car      I You can/        2You can/       3 You can/can't d a boat        can't
park            can't turndrive at 25 here.     right.   mph.
do?

straight.           here.

> I
can ride a bike, but I can't fly a plane.

Reading

a)
Read the first
and the last exchange of the dialogue. Where is Jane? What is she doing?
Listen, read and check.
b)
Read the dialogue
and answer the questions.
I Where's the driving school?
2       Can Jane turn right into Apple
Street?
3       Can Jane park in front of the hospital?

Instructor:

Are you ready Jane?

Jane:

Yes! Let's do this.

Instructor:

OK, remember now, you have to be careful on the road all the time. OK,
  go down Bridge Road towards the Park hotel.

Jane:

OK! Should
  I go straight or do you want me to turn right into Apple Street?

Instructor:

No, you can't turn right into Apple Street and you cant go straight.
  Look at the sign!

Jane:

Oh yeah! I can only turn left here.

Instructor:

Very good! So, turn left into Apple Street.

Jane:

Here we go ...

Instructor:

Perfect! Now, stop at the traffic lights because the light is red. When
  the light turns green, turn left into Mill Street.

Jane:

I see.

Instructor:

Now, ÞÚþin front
  of the hospital.

Jane:

But I can't park there! Look at the sign.

Instructor:
Jane:

Excellent! Turn left into Green
Street and go towards the

Instructor:

Watch out! There's a car coming.

Read again.
Explain the words in bold. Find sentences which express examples of:
permission, prohibition and giving
Look at the highlighted words. How do they differ? Match the words to
their definitions: bank; sheet; right; light
I bed cover/a single piece of paper 2
we keep money in/sides of a river .
3
opposite of left/
correct
4
not heavy/not
dark
Speaking
8 Portfolio: Imagine
you are learning to drive. Act out the dialogue between you and the instructor.
Use the map on p. 24 and the table below. You can start from any point you want
to. Record yourselves.

Pronunciation

a) C) Listen and repeat.

Reading Rules

a - Ia./ car, grass a - /æ/ dance, cat

can /kæn/ can't /ka:nt/
 Listen and read the exchanges. In pairs use the map to act out similar
exchanges.
*4: Can
I turn left here?
B: Yes, you can turn
left, but you can't turn right.
(a poster)
Portfolio: Make a poster. Draw
traffic signs

directions. you can
see in your country. Then explain them to the class. Use can or can't.
Hot
wheels

Listen to the sounds. How are they
related to the title? What images come to your mind?
b) Look at the title and the picture in the article.
Who is the person? What is he famous for?
a) Listen, read and
complete the sentences 1-3.
I Shumacher's nickname is .. . . .
2       He comes from

3       His hobbies are and .

Michael Schumacher, or Schumi, is a
very famous racing car
driver. He's got lots of fans around
the world.
Michael comes from Germany. He was
born on 3rd January, 1969. He is rather tall and thin with short dark hair.
Michael can drive very fast cars. He can also play football and tennis very
well.
Michael is Ferrari's best Formula 1
driver. "I'll do everything I can to bring the Number One to
Ferrari", he says.
"The whole team and the fans
deserve it."
b) Read again and complete the fact
file below.

Full Name:
Occupation:
Team:
Born:
Personal details:

>
  Michael Schumacher

Which paragraph includes:
•   personal details & hobbies?
•   what he is
famous for?
•   the company he works for and a quote?
Speaking
Look at the fact file below and
present Kimi
Raikkonen to the class.
Name: Kimi
Surname: Raikkonen
Nickname: Iceman Occupation:
Racing car driver
Nationality: Finnish
Born: 17th October, 1979
Personal details: short blond hair
Hobbies: snowboarding, jogging,
ice-hockey
Current Team: McLaren Mercedes
(an article about a famous person)
Portfolio: Write a short article about Kimi Raikkonen
or a famous sportsman in your country. Use the text in Ex. 2 as a model. Stick
on a picture. (50-60 words)

CULTURE CORNER

Getting around in LONDON
A.      Underground
Over 3 million people a day use the
Underground or Tube to get around in London. *Ss-
The Tube has 275 stations in many different parts of the city and 12
lines that can take you to any place you want. So, don't forget b have a Tube
map with you before you start your journey!
B.      Red Double-Decker Bus
You can see these red double-decker buses in London. They are tall but
they are not very fast. Tourists like taking these buses because they can have
a nice view of the city from the upper deck.
C.      Black
Cab
Black cabs are special taxis that have a lot of room for
passengers and their luggage. Black cab drivers take a test of their «owledge
of London, as they have to know all of the 25,000 streets within 10
km of the city centre!
Reading
a)   C) Listen to the sounds. Imagine the
scene. What can you see, hear, smell?
b)   Read the title and the subheadings.
What is the text about? Listen, read and check.
Reading for specific information the
questions and the answers. Find the part of text each question refers to. The
information may be phrased in different words. This helps you the correct
answer.
c)   Answer questions 1-3. Give reasons.
1
The Underground
is also called the A Cab. B Tube. C Station.
2
Red double-decker
buses are A slow. B low. C old.
3
Cab drivers in
London
A are 40 years old. B are
kind to passengers.
C sit exams.
Portfolio:
What are the rules for driving in your country? Make a poster for tourists.

 Asking for/Giving directions
Look at
  the map. What kind of map is it? What can you see on it?

MUSEUM

SPORTS

BANK

SCHOOL

CENTRE

BILL'S

CHEMIST'S

RESTAURANT
                                                                                TOWN
  HALL                      ark
                               LIBRARY                                                                             POST
  OFFICE
traffic
  lights
HIGH STREET
                                  CAFÉ                               SUPERMARKET                           CINEMA

a Read the sentences below. Which give directions? Which are
said by someone asking for directions?
VI Excuse me, how can I get to
2
Just cross/go
up/go down this road/street and ...
3
Is it far?
4
Take the
first/second turning on your left/ right
5
I'm new to the area.
6
Excuse me, could
you tell me the way to ...?
7
Do you know where ... is?
8
Turn right/left
and go straight on.
Listen and read the dialogues. Where
does each person want to go?
Portfolio:
Work in pairs. Use the map and the phrases in Ex. 2 to ask for and give
directions. Record yourselves.
• from the cinema to the museum
• from the café to the sports centre
• from the library to the chemist's
A
Tony: Excuse me,
is there a post office near here?
Ann: Yes, there's one on the corner.
Tony: Thank you.
Ann: You're welcome.
B
Sue: Excuse me,
how can I get to the library? Jack: Go down the street until you get to the
traffic lights. Turn right and go straight on. It's on your left next to Bill's
restaurant.
Sue: Is it far?
Jack: Not really.
Sue: Thank
you very much. Jack: Don't mention it.
Pronunciation

Listen and tick

Reading Rules

a/a:/park O/D/ pot

(V). Listen again and
repeat. Then read out the sentences.

sharp

shop

mock

s ar

s oc

mar

The
shark's teeth are sharp.
Mark
the shop on the map.
Extensive Reading
ACROSS THE CURRICULUM:

Look at the pictures. How are they related to the
title of the text?
Colours
have different meanings. What does red symbolise in each picture: protection?
danger?
respect? love? Decide in pairs. Read
and check.
Read the text and choose the correct
word A, B or C to complete the gaps 1-5. Listen and check.
study skills
True Friends
When your read a text look for words
that are the same or similar in your language, i.e. true friends. They help you
understand the
Are there words in the text that are
the same or similar in your language?
Read again and make notes. Use them
to present symbolisms of red to the class.
Project: What does red symbolise in
your country? Collect information and make notes. Present it to the class.
Colours are all around us and they can mean or symbolise different
things. Let's take a look at ... RED.
Red can be the colour of danger. When
traffic lights are red, they warni drivers and pedestrians 1) . . stop. The red
light is always 2) the top of the lights where everyone can see it.
Red is also the colour for kings and
queens. When royalty2 visit places, people roll out3 a
red carpet for them to walk 3) . This is a sign of respect.
The red cross is a symbol of
protection. It is the symbol of an organisation which gives help to those who
need it. During a war, soldiers don't fire4 those who carry5 the
red cross symbol.
A red rose is a sign
. ..... ..
romantic love. On Valentine's Day people give each other red roses or
chocolates red boxes th look like hearts.
1 A In   B on        C to 2 A at             B In         c
with     B at         C on at    B of         C In
5 A on                       B with              C
in
Itell       2kings
and queens       3straighten        4shoot      5contain

3
Fill in the gaps with can or can't.                                  traffic/against/ride/don't
4
  bicycle/wear/helmet/a
5
  pavement/stand/on/the
Points:
                                                                                5X4
           20
Put the
  sentences in the correct order to make a dialogue.
Yes,
  there's one quite near.
You're welcome.
HOW do I get there?
Excuse me, is there a hospital near here?
Go
  down Bridge Road and turn left into Green
Points: 20)
My score: 100)
ask for and give directions
  write a short article about a famous racing
.... in English

park here.

1 traffic s

4

2 seat b

5

3 traffic I _

6

u Guess
the words.
3
You .
turn left.
4
You .
drive at
50 mph.
Points:
12
zebra c _ parking z     _
yellow I        _
Points:
18

Fill in: in, on, by, of.

I He's travelling . .. the 8 0'clock train. 2 We go to
schoolfoot.
3
She is afraid of
travelling .           . plane.
4

Don't lean out ..... . . . . .
.. the window.
5
Walk ..      .
the pavement.
Points:
                                                                               5X3
            15
Complete the
sentences with these words.
• sail • drive • ride •
fly • cross
I I
can't . ........... a plane, but I can a boat.
2
Don't . . . . . .
. . . the road when the light is red.
3
If you want to
learn how to  a car, you can go to a driving school.
4

When the weather is good, I .     .
my

bike in the park.
Points: 5X2
Write the opposites.
1

3
go up the street . . . . . . . . . .
. . . . . . . . .
4
red lights
.
5
fastPoints: 15)
Put the words in the
correct order to form full sentences.
I both/
cross/ways/look/before/you/ road/ the
2
parked/cross/between/don't/cars

Day after day
Before
you start ...
•
What
are the dos & don'ts for being safe on the road?
•
How
do you go to school from your house? Describe the route.
•
Name
a famous racing driver. What do you know about him?
Look
at Module 4
•
Find
the page numbers for pictures
1-3.
Find
the page numbers for
•
a
quiz
•
a
pie chart
•
a
spidergram
Listen, read and
talk about ...
•
daily
routines
•
entertainment
& TV programmes
•
a
perfect day
•
Britain's
Teens' leisure activities
•
different
types of graphs Learn how to ...
•
talk
about routines and habits talk about entertainment preferences make suggestions
•
use
exclamations talk about your perfect day
•
carry
out a survey make/cancel an appointment
Practise ...
•
adjectives
•
present
simple affirmative, negative, interrogative & short answers
•
adverbs
of frequency
•
linkers
•
I
like/l don't like
•
pronunciation
of Is/ -/z/ - /IZ/ & [r] - /1/ Write / Make „.
•
a
paragraph about a typical day for you
•
an
article about your 'Perfect Day'
•
a
class survey
•
an
article about teenage life in your country
350
300
250
200
150
100 so
1995
1996 1997 1998 1999 2000 2001 2002

Day in, Day out
@ brush teeth
Vocabulary
         Daily routine                                                                              5
go to school
4 go to bed

1

Who does Harry Potter live with? a
  His parents b The Dursley family c Ron and Hermione

5

Harry studies the night skies a every Monday morning. b every Wednesday
  at midnight.

2

Which school does Harry go to?

c in the evening.

a Muggles' School b Azkaban c Hogwarts

6

What does Harry often play in his free time?
a Broomfights

3

Where does Harry usually have breakfast?

b Quidditch c Hide and seek

a
  In the Great
  Hall.
b
  in the tower
  dormitory.
c
  in the Forbidden
  Forest.

7

What do
  Harry and his friends usually do after dinner?
a They meet in the common

4

Harry studies Herbology at the
  greenhouse .... a week.
a three times

room.
b
  They go straightto
  bed.
c       They do magic tricks.

b twice

8 Where does Harry always sleep?

c once

a in his house dormitory

How much do you{khow abot the most famous

b in his own room c ina dungeon

young magician of our times?

Which of the activities 3 play sports
in the pictures do you do: in the morning? at noon? in the afternoon? in the
evening? at night? at
              weekends?                                                                                6
have dinner                            7 have lessons
                                                                           2
have breakfast                                                                                school
Reading
n a)
Read the title and the introduction to the quiz. Who's Harry Potter? What is
his daily routine like?
b)   Q) Do the quiz. Listen and check your
answers. Then explain the words in bold.
c)    Imagine you are Harry Potter. Use
information from the quiz to talk about your routine to the class. Answer any
questions your classmates may have.

1

 The Present Simple
a) Read the sentences. Which expresses: a

2
3

daily routine? a habit? a permanent state?

4

She always
  sleeps early.
He reads books in his free time.
He lives in Moscow.
b) Read the
  box. Then, underline the forms of the present simple in the text. Which verb

5

Affirmative l/you/we/they sleep

he/she/it sleeps

Negative

forms express: a daily routine? a
habit?
I/you/we/they
don't sleep he/she/it doesn't sleep Interrogative
Do I/you/we/they sleep? Does
he/she/it sleep?
Write the third person singular.
I I go - she5 1 catch - she .
2
I sleep - he .6 1 fix - he .
3
I study - she
..... ..            7 1 wash - she .
4
I play - he8 1 cry - he
Fill in with the correct
form of the verbs.
1. (school/start)?
2
. (Harry/eat)
frogs for lunch?
3
(teach) History of Magic. 4        (go)
to school on foot.
 Adverbs of frequency
a) Read the sentences and the graph.
Where do
we put the adverbs of frequency? 1 Harry and his friends usually meet in the
meeting room.

2 He's never late for classes.

100% always
b)  Put the words in the correct order.
never/Harry/school/walks/to
Hermione/studies/always/a lot usually/students/free time/their/in/common
room/the/spend
The
DursIeys/often/Harry/don't/treat/weII Hedwig/brings/sometimes/Harry's/mail
c)   Underline the words in the quiz that
show how often something happens. Make sentences with these words about
yourself.
Use the
phrases from Ex. I and the prompts below to interview your partner about
his/her daily routine. Keep notes work in small groups. Use your notes to talk about your partner's
daily routine to the class.
•  wake up • have breakfast/lunch/dinner
•  have a shower/a bath • get dressed
•  go to school • have lessons
•  do my homework • go out with friends
•  watch TV • listen to music
•  help my parents around the house
A: What time do you wake up?
B: I wakeup at
 (a paragraph about your typical day)

ø Portfolio: What's a typical
Monday for you?
Make notes, then write a short
paragraph.
How about

Vocabulary
 TV programmes
a)
Look at the TV
programmes in the pie chart. Which ones exist in your country?
b)
Q) Listen to the
music extracts. Which TV programme do they match?
Everyday English  Expressing tikes/ dislikes
a Read
the pie chart. What do American teenagers like watching on TV?
      19%
of American teenagers like watching dramas.
What do you like watching on TV? Use
the table and the adjectives to tell the class.

 love

don't like

like
reat, exciting, delicious, enjoyable, interesting, fantastic, fine,
  wonderful

 hate
boring, awful, terrible,
  disgusting, dull, horrible

 I don't like reality shows. I think they're boring.
 What do you like? Discuss.
Food: pizza, hamburgers, spaghetti, fish, chicken

Spoõ: football, basketball, Skiing, windsurfing

P4sümes: going/cinema, eating
out, dancing

A: What's your
favourite food?
B: I love pizza! I think it's great. What
about you?
A: I like hamburgers. They are
fantastic.
38
   1 abbreviation
for situation comedy.
   Making suggestions
a)
Look at sentences
1-4. Which express suggestions?
b)
(l) Match the
sentences (1-4) with the responses (a-d). Listen and check.

CC] Are
  you free tonight?

a

I think so.

Would
  you like to

b

Count me in!

           join me?                              c
Pop music is
[SC]
What about a pop           not really concert?     my thing.
HOW
about a pizza?    d No, thanks. Reading
a) Read the first exchange in the
dialogue. What do you expect to read? Read through and check. b) Read and
listen to the dialogue and complete sentences 1-5.
I
Tony wants to go to . with David tonight.

2       David doesn't like . and ..... ...
3       David wants to watch a
......................... on TV.
4       Tony decides to go to David's
................. . at 7:30.
5       David suggests. for dinner.
Tony: Hi David. Are you free tonight?
David: I think so. Why?
Tony: Because there's
a new thriller on at the Rex. Would you like to join me?
David: No, thanks. I don't like
thrillers.
Tony: Oh              What about a comedy then?
There's one
starring Jim Carrey.
David: I don't know I don't really
like him.
Tony: What about a pop concert then?
David:
Well, pop music is not really my thing ... Tony: Oh. I've got it! It's Thursday
today and your favourite sitcom is on TV!
David• : Yes, that's
true Do you want to watch it with me?
Tony: That's a great
idea! Let's meet at your place at 7:30 then!
David• : Cool! How
about some pizza for dinner? Tony: Count me in!
Speaking
Portfolio:
It's Saturday afternoon.

Invite your friend to watch TV
together. Use the sentences in Ex. 4 as well as your own ideas. Record
yourselves.

 Present Simple (short answers)
Listening
Look at the poster. What words are
missing? Listen and complete the gaps.
New Film Starts Today...
   Name: I) . .. .                 . of Rock
Type of film: 2) .
Rating: 3) .
Time: 12pm/3pm 4)
Price: 5) E . . . . .
..... . . .. . . .. .
b) In pairs ask and answer questions
about the film in the poster. Decide whether you'd like to see it.
Pronunciation
a) C) Listen and repeat. Which of
these are positive/negative?
I Yuck! 2 Wow! 3 Super! 4 Ugh!
b) Ask and
answer as in the examples. Use the prompts in Ex. 3 and the expressions in Ex.
9a.
A: How about spaghetti tonight?

B: Yuck! I hate it. / Wow! That's great.

B: Yes, I do./No, I don't.
2 . . . . . . . . . . . . . your dad
like thrillers?
3. you like pizza?
4
. your parents go
to the cinema?
5
... .. . . . . .
. . . . . your friend like sitcoms?
programmes. Keep notes, then write a
paragraph. Use most/some/very few/none of.
Most of my classmates like .... Some of them don't like A few hate ...

My
  favourite day
                                           What
  is a perfect day like for you?
                                           complete
  the spidergram.
  Linkers
                                                                     >
  have a big breakfast                                      tudy skills
Saturday
  is a perfect day for me. It starts at 9 0'

 uniform
and I set off with my best friend, Christina for the Scout

Club! There, we
meet up with the Scout leader and the rest of the team and we go camping.
Later, we arrive at the forest and put up our tents. After that, the leader
teaches us new things, like how to tie knots and build fires. In the afternoon,
we play football or go climbing. At 6:00 0' clock, we cook dinner on the
campfire. When we finish dinner, we go to our tents, We tell stories before we
go to sleep! I absolutely love Saturdays!
b)
Now, answer the following questions.
I Which is Ann's
perfect day?
2
What does she
do in the morning?
3
What does she
do in the afternoon? 4 What does she do in the evening?

40
for coffee. We go to the cinema.
2
She
has breakfast. She leaves for school.
3
On
Sundays we have a family
dinner.
We watch a movie.
4
I
get up. The alarm clock rings.
She has a bath. She gets dressed.
In pairs discuss your questions
perfect day for you?
(an article)
Portfolio: Write a short article about your perfect
day of the week for the school magazine. Write
why you like it and what you do in the morning, afternoon, evening, (50-80
words).

CULTURE
Name: James Johnson TEENAGE
  LIFE
Lives: In a semi-detatched
  house with his dad Tony, IN BRITAIN
mum Carol and brothers Chris (11) and Julian (9)
It When starts does at 8:30 school
  1)staNfinish?finishes at 3:15.     watch best soap a lot opera. of
  television. It's on Eastenders is the

It's
quite a short day, but we get lots of homework as well!
Do you get any pocket money?
Oh yes, I get £10 a week. I spend it
2) . my mobile phone, CDs and the cinema. My Mum gives me extra money if
I help her out around the house though.
How do you spend you free time? / love computers! I
surf the net 3) . night or I play on my Playstation. I listen to
four times 4) week.
Do you get along' with your family? Most of the time, but I often argue2
with my brothers. It's usually about the Playstation. They say I don't
let them use it often enough. I disagree of course.
What do you like/dislike about being a teenager?
I like
my life at the moment. I work hard

music a lot. My favourites are, McFly,
  Avril         as Lavigne, Beyonce and Mis-teeq. I also well. It is nice being
  a teenager.
IN*THE UK?

5)             school,
but I have a good time

1
A also
2
A on
3
A on
4
A the 5 A at
have a
good relationship
Reading
ø a) Look at the text. Is it from
a website? magazine? newspaper?
b) How do you
think British teenagers spend their free time? Read the text to check.
n Fill in the gaps 1-5 with the correct word (A-C). Listen
and check.
B and                          C
small                                                                    TEEN
ARENA
B for                             C
with
B in                            C
every
B on       'AMES. B on C under 15 iFROM z quarrel       HAMPSHIRE
Speaking
u Make notes about teenagers' leisure activities in Britain.
Then use your notes to tell the class about them. How similar/different are
your leisure activities?
Project
Portfolio: What is life like for teenagers in your
country? Write a short article for an English teenage magazine. Use pictures to
illustrate your article.
English
in Use
Making/Cancelling an
appointment
Read the sentences below. Which can we use to make an
appointment? cancel an appointment?
Are you free tomorrow?
When would you like to meet?
•  I'm afraid I can't make it to the
cinema tonight.
•  We'll do it some other time.
•  Shall we say 12:30 at the train
station?
Sounds great!
How about Friday night then?
Listen to two
dialogues. Who makes/ cancels an appointment?
•  Anna • John • Dave • Mark
Read the dialogues and replace the
phrases in bold with the sentences below.
•  Definitely • I'm OK • I'm sorry
•  That's a great idea • Get better soon

Anna:

Hello?

John:

Hi Anna, it's John. How are you?

Anna:

Fine and you?

John:

Fine. Are you free tomorrow to help
  me choose Tina's birthday present?

Anna:

Yeah, I'd
  love to. When would you like to meet?

John:

How about 10 0'clock
  in the morning?

Anna:

I have an Italian class until 12,
  so we can meet after that.

John:

Sounds great. Shall we say 12.30 at
  the train station?

Anna:

Sure. See you there.

John: Thanks, Anna. Bye.

B

Dave:

Hello?

Mark:

Hi Dave, it's Mark.

Dave:

Mark, hi. How are you?

Mark:

Not that well, actually. I've got a
  terrible cold.

Dave:

Oh, no!

Mark:

I'm afraid
  I can't make it to the cinema tonight.

Dave:

Don't worry
  about it, we'll do it some other time.

Mark:

How about Friday night then?

Dave:

That would be great. Hope you feel better soon.

Mark:

Thanks.

Portfolio: Use the
prompts to act out similar dialogues in pairs. You can use your own ideas as
well. Record yourselves.
•  help buy a new bag
•  school meeting until 11:00
•  12:00 at the shopping centre
•  toothache
•  cancel day trip to the lake tomorrow

Listen and tick. Listen again

Reading Rules

ee, ea - [t/ beef, beat i - h/ kit,
  bit

• next weekend Pronunciation
and repeat.

It/

heat

leave

hit

live

seek

feet

sick

fit

He leaves for
work early because he lives

far.
Fit those shoes on to your feet.
Extensive
Reading
ACROSS THE
CURRICULUM: MATHS

Read the title. How is it                                         Drawing
related
  to the pictures? What do you think the text is about? Read and check.
Use the words to fill inIt is not always easy to
  pass along l information the missing words. Listen andabout
  numbers using just words. One of check.0)the best ways to do that is to use a
  graph areor 1) . chart. Some of them 2) • the line graph, the bar graph and
  the pie chart.
•
  a • is • be

The Line

Graph

Which
  type of graph is best
for comparing things? Why do Number of Graduates you think the third
  chart is use a line to 25 called a pie chart? What can 15 -
present information. you read in these graphs? The line
  graph 5
Which type
  of chart would shows information, you use to present the which changes over
  YEAR time. following information:

Things teenagers spend their money on
•
    food: 50%
•
    clothes: 20%
•
    entertainment:
    30%

The Bar Graph
                                                                                Bar
  graphs can                        Internet use at Redwood School by sex
4) . horizontal 350 or vertical. This 300 type of
  graph 250
200 Close your books and tell the
  5) . very useful E 150 class why we use graphs and for comparing2 two
  z 100
What the most
  important or more similar Boys so types are. things, a Girls 1995 1996 1997
  1998 1999 2000 2001 2002

The Pie Chart

In pairs carry out a
  survey about an important aspect of
In pie charts you can see Music Preferences in young
  adults 14 to 19 your school life (sports, 6) . 3 is large 2% Rap
section
         clubs, school meals). Make
  a                                                                                Alternative
and what sections are
         graph to show the results.                                                                                Rock
  and roll
                                                                small.
  lh many pie charts,                                      C] Country
          Present it to the class.                                                                                Classical
the most important
u Project: Find various types of             section
  is separated from4      25K
Bring them to the        the rest of
  the pie. graphs.
                   class and explain
  them.                           give 2 discover differences and
  similarities between two things 3 part 4 is apart from

• on • off • up • about • out

2 your father/work/in an office?

I Stop worrying                              your
  exams!

3 your mother/ help/you/with/your homework?

4 your teacher/shout/in class? 2 What time shall we meet . .
5
3       I want to find .       . the truth!      your
friends/watch/TV/after school?
4

put  your jacket! It's cold!  Points:

5

What time do you usually set

for the Scouts Club?

Points:

10

                            ø

Use the sentences to complete the
    dialogue.
•
What about a
    pop concert, then?
•
Would you like to join me?

a

Write the opposite.

• I think so, why? • Count me in!

I

interesting #

A:

Are you free tonight?

2

delicious .... . ..... ..... .... ..

B:

1).

3
4

nice love *

A:

There's a new thriller on at AMC.
    2)

5
1

wonderful
    * . . . . . . . . . . . . . . . . . . . . .
Circle the odd one out.

Points:

B:
A: B:

No, thanks. I hate thrillers.

3)
That's a great idea! 4)

Points:
4X5

pizza - hamburgers - tennis -
    fish

2
3

boring - dull - great - awful
    sitcom - reading - news - drama

Now I Can...

My score: 100)

4

football - quidditch - skiing - homework

talk about daily

•

make suggestions

routines/(dis)likes

•

use
    exclamations

5

weekend - always - never -
    sometimes

•
    talk and write

•

explain
    graphs

(5X4Points:

about my perfect day

•

make/cancel
    an appointment

• talk about leisure

•

carry out a survey

Put the words in the correct
    order and write full sentences.

activities in Britain

in English

I
Sundays/he/goes/on/often/to the park
2
she/late/is/never
3
how/you/go/do/often/to/cinema/the?
How do you know
4
he/bed/always/to/late/goes         that
carrots are good for eyesight?
5
we/ go/ sometimes/ camping
(5X4Points:           Well,
have you ever seen a rabbit wearing glasses?
Feasts                                                              Module'
Before you start ...
•      What is life like for teenagers In
Britain?
•      What do you do on Mondays?
•      What's your favourite day? How do you
spend it?
Look at
Unit 5
•      Find the page numbers for pictures
1-3.
Find the page numbers for
•      an email
•      a Halloween costume
•      an Indian celebration
•      a short biography
Listen,
read and talk about ...
•      party preparations
•      an Indian festival
•      a Halloween celebration
•      birthday presents
•      New Year's Eve preparations
•      Through the Looking Glass Learn how
to ...
•      talk about celebrations &
festivals
•      ask for and express opinions
•      ask for/give dates
•      make a speech
•      order flowers
Practise ...
•      present continuous: affirmative/
negative/interrogative
•      make & do
•      words that have the same
pronunciation but different meaning
•      Write / Make ..
•      an invitation card a description of a
scene a speech about a special day in your country a poster to advertise an
annual event in your country a list of presents for your family
Festive

Vocabulary
Making
preparations
a)
Fill in make or
do. Listen and check.
1
the
decorations
2
. the dusting
3
                           •                 your
homework
4
. a phone call
5
the gardening
6
. tea
7
a special
dish
8
. the
washing-up
9
. the shopping
10
. a cake
b)
What are the
people in the picture doing?
The woman in picture 1 is making tea.
Reading
a)
Look at the
heading of the email. Who's sending it to whom? What is the email about?
b)
Read the email
and put the paragraphs in the right order.
a)
Read again. Who
are the people in the pictures (1-6)? Explain the words in bold.
b)
Find a New
Year's greeting in the email. What do you say in your language?
2
3
1
4
5
6
Get Msg New                        Replay
Replay Al Forward                           Fie Next Prnt Delete Stop
From: Rosa
To: Lizzie
Subject: Season's greetings
Dear
Lizzie,
What about you? How are you spending New Year's Eve? Whatever you are
doing, have a wonderful time. I wish you and your family a Happy New Year.
We are very busy at the moment. Dad is doing the last minute shopping.
Mum is making a special dish, fried baby eels. They're delicious, honest! Aunt
Betsie is making tea for everyone and Grandma is doing the gardening. Clara and
Steve are doing the washing-up. Steve's also washing the grapes for tonight. In
Spain, it's good luck to eat twelve grapes at midnight on New Year's Eve! As
for the twins, they are making the decorations. They are excited, Spanish
people call New Year's Eve Nochevieja, which means the old night. This is
because the 31st of December is the last night of the old year.
How's everything back in NY? I hope the weather isn't too cold. Here in
Madrid, everyone is getting ready to celebrate New Year's Eve. The shops are
full of people. They are buying presents and food. Council workers are
decorating the streets and making preparations for tonight's celebrations in
the Plaza del Sol.
All the
best!
Rosa

Imagine it is New Year's Eve in your country. What are

c) Write the -ing form
of the verbs. Find them in the email and check. What are the spelling rules?
I spend
>spending
2
get
3
bake
4
wash
Use the prompts to say what the people in the picture
are doing. What are they celebrating?
•   blow a party horn
•   talk on the mobile
•   dance
•   play the drums
•   eat a sandwich
•   bring a cake
•   John is blowing a party horn.
Speaking

C) Listen to the music and the
sounds. Imagine the scene. Describe to your partner what is happening. you/your
family doing? Discuss it in small groups.
Work in two teams. In turn, each team
mimes a party
scene. The other team writes down
what they think each student is doing. The team with the most correct answers wins.
Listening

Look at the text. What is it?
Can you guess what type of words are missing? Listen and complete the gaps.
(an invitation card)
Portfolio:
Write an invitation card for a party. Use the invitation in Ex. 8 as a model.

                                                                                Let's celebratež
In pairs, make a list of
  celebrations in your country. Which of
  the activities in Ex. 1 do you do during these celebrations?

a)
Match the activities to the pictures.
•   make
wreaths • exchange gifts
•   wear
costumes • offer flowers & sweets
•   eat
traditional food • watch parades
•   watch
a firework display
Reading
a)
Read
the first exchange. Are Pete and Tess in the same place? Read the last exchange
and check.
b)
What
do you think is happening at the party? Listen, read and check. Explain the
words in bold.

Pete:

So, is the party going
  well?

Tess:

WHAT DID YOU SAY?

Pete:

Is the party going
  well?
It sounds as if everyone's having a

(17th
  March)

(4th
  Thursday of November)

great time.

Tess:

Yeah, it's absolutely
  brilliant.

Pete:

Well,
  a party for a gang of ten-year-olds isn't my idea of a good time. Are you all
  wearing costumes?

Tess:

Yes.
  I'm wearing my witch costume and Chris is wearing his Frankenstein costume.

Pete:

Oh, he's not wearing
  that old thing again!

Tess:

Yeah, and he's
  terrifying everyone.

Pete:

What
  kind of games are you playing? Are you

5th
  November

31st October

bobbing for apples?

Tess:

No.
  We're playing musical chairs and pin the tail on the donkey. It's great fun.

Pete:

What about food? What
  are you eating?

Tess:

Well,
  I made a pumpkin pie and toffee apples and the kids are really enjoying them
  so they're nearly all gone.

Pete:

Oh, keep me one,
  please!

Tess:

OK! Are you doing anything at the moment?

May Day

Valentine's Day

Pete:

No, not really.

1st
  Ma

14th
  Februa

Tess:

Well,
  why don't you come over and help

b) Ask and answer
  questions.

yourself
  to some toffee apples? The party is

A: When is St Patrick's
  Day?

nearly
  over anyway. Then, you can help me

B:
  It is on the 17th March.

clean up!

A: What do people do on
  that day?

Pete:

I
  would do anything for a toffee apple! See you in ten minutes.

B: They watch parades.
Match the phrasal verbs to their
meanings.

"Are you watching TV? Yes, I am.
"Is he
making a phone call?" "No, he isn't. "
Ask and answer questions about the
picture. Then, describe the scene. 1 Sam/play music?
 A: Is Sam playing music?
B: No, he isn't. He's .„ 2 Liz &
Steve/take pictures? 3 Sue/ dance?
4
Sam/throw streamers?
5       the musicians/perform tricks? 6 the clowns/hold balloons? 7 Tony
& Mary/drink Coke?

Imagine you are attending a special event. The class
in teams try to guess what you are doing there.
       Leader: I'm at a party.
Team A Sl: Are you dancing? etc
(description of a scene)
Portfolio: Find a picture showing your family,
relatives or friends celebrating a special event. Write a short paragraph about what the people in the picture
are doing. Give your paragraph a title.

           dress up

a

move place

CC] run out

b

visit

come over c finish join in d become part of sth pop
round e wear costumes
Read again and find:
• three names of games • two types of food
• two types of costume
Use your answers to tell the class
how the people in the dialogue celebrate Halloween.
Everyday English

Asking
for/expressing opinions

Asking for opinions

What do you think      • How do you
  like of        the ... ?
What is/are the ... like? • Do you like ... ?

Responding

•

They're/lt's
  • I don't really like fantastic/brilliant/ it/them.
cool. • They're/lt's awful/ Not bad at all. terrible/ horrible.
Quite good.               • Nothing
  special.

 Work in pairs. Imagine you are at a
celebration. Use the phrases below to act out exchanges as in the example. Ask
about: music, food, costumes, activities, guests, etc

A: What do you
think of the music? B: It's fantastic.
Grammar
Reference

Present
Continuous (negative & interrogative)
u Read the
sentences. How do we form the negative and interrogative forms of the present
continuous? Find examples in the dialogue in Ex. 3.
She
isn't making a wreath.
Special days

Listen to
the music. What country do you think it is from?
b) Sumit is giving a speech to his classmates about a
festival in India. Listen and put the events in the order you hear them.
•  pray C] • watch the fireworks C]
•  have a meal [2 • decorate the house
•  visit people C] • make special lamps
C]
•  exchange gifts [I] • light lamps

"Hello.
Today, I'm going to talk you about an
  important festival in my country, India. In late autumn, we celebrat&
  Diwali, the Festival of Lights. Diwali lasts five days. Before the festival,
  the whole family makes some
preparations. We put up colourful
  decorations in our homes and children make special festive lamps. On that day
  we visit relatives, we have festive rnea15 and we exchange gifts. In the
  evening, we light our Diwali lamps and we pray to Lakshmi, the goddess of
  wealth. Finally, there is an exciting fireworks display. Everybody has a
great
  time.
Thank you for listening."

Reading

Read Sumit's speech and fill in the
  missing adjectives (1-6).

APP

14meals
25        . fireworks/ 3display
lamps        6 a. time Which words/time phrases does
Sumit use to show the order of the events?

study skills

Making notes for a speech
When you make a speech, have notes of
the main points written down in front of you. This helps you remember what you
want to say in the right order.
Imagine you want to prepare a speech
about a special day in your country.
Complete the notes about this day.
Name: .
Date/Season:
Country:

Activities/Food: Feelings:

Speaking
Portfolio: Use your notes in Ex. 4 to
present the festival to your classmates. Record your speech.
(a
speech about a special day)
Portfolio: Use the phrases in the
language boxes below and your notes from Ex. 4 to write your speech. (50-60
words)

Beginning a speech

Hello./Good afternoon/evening. etc
Today, I'm
  going to talk to you about ...

Ending a speech

Thank you for your time. [Thank you
  for listening.
Do you have any questions?
Is there anything you would like to ask me?

CULTURE
Reading

What do
you call an event that takes place
every:
hour? >
hourly       4 month? . 2      5 year? 3 week?              annual
a Name
some festivals in your country. What do people do on these days?
Reading
O What
can the text be about? What are the people in the pictures doing? Listen, read
and check.
a) Read again and mark
the sentences, Right, Wrong or Doesn't Say. Then label the pictures. Describe
them to your partner.
I The Highland games are
an annual event.
A
Right B Wrong C Doesn't say 2 The games are in winter.
         A Right          B Wrong        C
Doesn't say
3 The marching bands wear
funny hats.

      A Right          B wrong           C
4 The caber is very heavy.

Doesn't say

         A Right              B
  Wrong              C
5 Tickets are always available.

Doesn't say

         A
  Right              B Wrong              C

Doesn't say

b)
Explain the words in bold.
Speaking
What do visitors see and do in Braemar on the first
Saturday in September? Make notes and prepare a one-minute radio commentary for
the Highland Games. Present it to the class.
(a poster)
Portfolio: Think of an
event that takes place every year in your school. Make a poster to advertise
it. Write: name and date; place; activities. Illustrate your poster with
pictures.
The Highland Games
Many highland games take place all over Scotland every year. The most
famous meeting is in Braemar, a small village in the Scottish
Highlands. The games are always on the first
Saturday in September.
Many athletes travel to Scotland each year to take part in the games.
They compete in events like the hammer throw, shot put and the hill run. There
are also music and dancing competitions. Marching bands perform for the crowds.
They wear traditional clothing and play.
The most popular event of the day is the 'tug of war'. Two teams hold
onto a rope and try to pull the other team over the line. 'Tossing the caber'
is also popular. The athletes have to run holding a heavy tree trunk, the
caber, upright. Then, they stop and throw it towards the sky.
Tickets always sell out months before the games start. It's a great day
out for all the family.

English in Use
Ordering flowers

Look at the flowers in the
  pictures. What

M:

Good morning. I'd like

are their names in your language? When

to send some flowers, please.

do people offer flowers in your country?

SA:

Of course.
  What do you have in mind?

CARNATIONS

DAISIES

M:

A dozen red roses.

SA:

When would you like us to send them?

M:

On the
  morning of February 14th.

SA:

Who are they for?

M:

For Ms Laura
  Johnson at 25 Blackheath Green, London.

SA:

Would you like to include a

TULIPS

ROSES

card?

M:

Yes, please. I have it ready.

SA:

Right. That will be £40 including delivery.

SUNFLOWERS

M:

Here you are. Thank you very much.

n Read the sentences. These sentences are

Portfolio: It's Mother's day and

from the following dialogue between a

you want to order some flowers for your

shop assistant and a customer. Who says

mother. Work in pairs. Take roles and act

what? Listen and check.

out the dialogue between you and the

• I'd like to send some flowers, please.

shop assistant. Use the sentences
  in Ex. 2.

• When would you like us to send them?

Record yourselves.

•
A dozen red
  roses.
•
Would you like to include a card?

Pronunciation

• That will be £40 including delivery.

a) (I) Listen and circle the word that

C) Listen and fill in the order
  form. Read

does not sound the same as the others.

the dialogue and check.

Listen
  again and repeat.
I brick                  break            brake

Order Code: F 4052

2 dear                                       die

Flower Type:

3
  hear          hire      here
4
  know

Quantity:

5 meat                                      met

Name:

6 ride                                      read

Full Address:

7 soon                                      son

Postcode: El
b) What do the words
that sound similar Price:
mean? Check
with your dictionary.

Extensive
Reading

Study skills

Reading widely
Reading outside class will help you
  increase your vocabulary and improve your English. Read books, newspapers and
  magazines or browse the Net.
 a) Look at the pictures and answer
  the questions.
1
  What do you know about Alice in Wonderland?
2
  Is Alice a real
  person or a fictional character?
3
  Who created
  this character?
4
  Who's Humpty Dumpty? What does he look like?
b) Read the short text and check your answers.
Lewis Carroll (1832-1898) is a very famous English writer of books for
  children. His most famous books include Alice's Adventures in Wonderland and
  Through the Looking Glass. These books are about the adventures of Alice, a
  little girl, in a strange place called
Wonderland. The extract is a short dialogue from the second book.AIice
  is talking to Humpty Dumpty, an egg with a nose and a mouth!

ACROSS THE CURRICULUM:
LITERATURE

Through the L Oking
Glass
Alice: What a beautiful belt you've got!
Humpty Dumpty: It's a cravat, child, and a beautiful one, as you say.
It's a present from the White King and Queen! There now!
Alice: Is it really?
Humpty Dumpty: They gave it to me, for an unbirthday present!
Alice: I beg your pardon?
Humpty Dumpty: I'm not offended.
Alice: I mean, what is an unbirthday present? Humpty Dumpty: A present
people give you when it isn't your birthday, of course! Alice: I like birthday
presents best.
Humpty Dumpty: You don't know what you are talking about! How many
days are there in a year?
Alice: Three hundred and sixty-five.
Humpty Dumpty: And how many birthdays have you?
Alice: One.
Humpty Dumpty: I'd rather see that on paper.
Alice: (writing on a piece of paper) 365 - I = 364 Humpty Dumpty: Then
that shows that there are three hundred and sixty four days when you might get
unbirthday presents ... Alice: Certainly ...
Listen and read and
answer questions
1-4. Take
roles and read out the dialogue.

a)  Skim through the dialogue and find a
word beginning with un-. What does it mean? When do we use this prefix?
b)  Form opposites with the following
words.
• friendly • happy • lucky • kind •
real I What is Humpty Dumpty's present?
2
Is it his
birthday today?
3
Who gave the
unbirthday present to him?
4
Why does Humpty Dumpty like unbirthday presents?
Project: Write the names of your
family members and their birthdays. Then make a list of presents for them.

a Fill in make or do. Use the prompts to fill in the gaps.  a special dish
• Who are they for? • Nothing special.

2

A: Is the festival good?

n Match the words to form
  collocations.

B:

                       2. the
shopping                                                              • Not bad
at all. • It's awful.
                       3your homework                                                           •
don't like them.
                                                                I

4. the decorations
5      . the
washing-up                     1 A: What are the toffee apples like? 6tea   14)
Points:
B:
7the dusting
                        light                           a
gifts                                   3 A: What do you think of my costume?
b the house       B: exchange
decorate c lamps           4 A: How do you like the food?
              [412] make                         d    a
costume
[612] wear                           e preparations 5 f
visit     the
fireworks watch   g people
Points: 28)
My score: 100)
Fill in the sentences with the words
below.
I
                           • up • out • over • fun • round •
in                        Now Can...
1       Children usually have . dressing
•
talk about festivals, preparations & celebrations
•
ask for and express my opinion
2       Come
.. here and join .talk about actions
happening now
                             the game.                                                                                •
write an invitation card
3       Can
I popto borrow somewrite a short description of a scene
•
write/make a speech about a special day sugar? It's run . . . . .
. . . . ..... ..           Points: 18)          • make a poster to advertise an
annual event in
                                                                                l..
your country                                                 in English
1
2 A:
3
Leisure activities
Before you start ...
•      Name some festivals in your country.
Imagine you are attending one now.
What is happening?
•      Think of a special day in your
country. How do you celebrate it?
Look at Module 6
•      Find the page numbers for pictures
1 -3.

Find the page numbers for
•
  a poster
•
  a board game
•   a book cover
Listen, read and talk about ...
•
  hobbies &
  interests
•
  school clubs
•
  games &
  free-time activities
•
  board games

o

•
  puppets
Learn how to ...
•
  express your
  likes and dislikes

s.
c,

•
  justify your
  choices
•
  carry out a
  survey
•
  shop for a
  present
•
  Practise ...
•
  present simple
  vs present continuous
•
  prepositions of
  time and place

B,

•
  compound nouns
•
  linking
  sentences: because

s

• pronunciation of /o./ - /3/

MONOPOLY

•      Write / Make ...
•      a short paragraph about your
classmates' favourite free-time activities
•      a poster about your classmates
favourite games
•      a board game
•      a short article about a popular board
game in your country
•      a puppet
Free time

Vocabulary
Activities
Look at the pictures. Which of these
do/don't you do .
I every day? 3 every weekend? 2 every week? 4 on holiday?
Expressing
likes/dislikes
Read the table, then ask and answer questions as in
the example. Use the pictures on p. 52. You can use your own ideas too.

Do you like/ enjoy ...?

Yes, I do.
Yes, I'm very keen on/ fond of/interested in ...

No, I don't.
Not really/at all.

A: Do you like windsurfing?
B: Yes, I'm very keen
on windsurfing. What about you?

Understanding the reasvn
The format of the text tells you what
sort of a text you will read (e.g. letter, brochure, leaflet). This helps you
understand why the text was written.
Reading
a)
Look at the
leaflet on p. 53. What is it about? Where could you see it? How many clubs are
there?
b)
(l) Listen, read
and find the correct clubs.
. meet(s)
once a week.
. meet(s) twice a week.
read books
meet my
friends
go
swimming go windsurfing
paint go
cycling
play computer games go fishing
3
meet(s) three
times a week.
4
.     meet(s)
daily.
c) Explain the highlighted words. Use
your dictionary to help you. Choose any five words and make sentences.

Use -er, -ist, -or to make nouns.
                                                                                I act > actor;            2 direct
Art Club: Are you keen
on painting? Then, join us! 3 art 4 football We work in groups and learn how to
draw 5 play 6 write 7 paint and paint. We also go on trips to art• 8 cycle . • 9 present .

museums!              Linking sentences Meetings: Wednesdays
& Fridays

x x tiring x x x awful
O fun
O O interesting
O O O þr"liant

Drama Club: Are you
good at acting? Our drama club is Which of the clubs in Bolton the club for you. We write and
present ourMiddle School do/don't you own plays! We also go to the theatre a lot!
want to join? Tell your partner. Meetings: Mondays
Sports
Club: Do you want to have fun? Go cycling, swimming and windsurfing with us, or
play football, basketball or baseball in one of our teams!
Meetings: Tuesdays
Computer Club: Are
you interested in computers? Learn new programmes, use our PCs to do
yourI want to join the Art Club because homework and play the best computer it's fun. I don't want to join the
games ever! Sports Club because it's tiring.
Meetings: every day
Speaking
Book Club: Are you
fond of literature? Read exciting novels; talk about them and exchange Carry
out a survey about your books.       classmates' favourite free
                                           Meetings:
Mondays, Thursdays & Fridays                                      time
activities. Make a graph.
Music
Club: Are you mad about music? Then join one (D 10 of the bands in our club and
let the good times rock!
Meetings: Fridays 4
Photography Club: Are you interested in photography? Come to 2 our club, print
your own pictures and meet people who love photography!
Meetings: Tuesdays & Thursdays
A: What do
you most like doing

Grammar Reference

in your free time? B: I love going
  cycling.

Compound nouns

(a paragraph

a

Read the box. How many compound
  nouns can you find in the text? Can you think of more?

about likes
  and dislikes)

n English we can put two words
  together to make a new word. e.g. home + work = homework These words are
  compound nouns.

Portfolio: Write a paragraph about
your classmates' likes/ dislikes Use your graph in Ex. 7.
Most of my classmates enjoy because
... . Some like ...
Game on!
s.
Vocabulary
darts
                     Games                            scrabble
S,
billiards
chess

backgammon
dominoes
Which of the games in the pictures
•  are board games?
•  are for two players?
•  are team games?
•  do you play in your country?
Reading

Q) Read the first and the last
line of the dialogue. What are Tom and Jim doing? Listen, read and check.
a)   Read the dialogue. How many games are
mentioned? What do Jim and Tom decide to do in the end?
b)   Explain the words in bold.
00 O
jigsaw puzzle

Tom:

Jim, are you doing anything?

Jim:

Nothing
  much. I am listening to music and waiting for the rain to stop. I am playing
  baseball at 5:00.

Tom:

You're always playing with your friends.

Jim:

Don't say that. You know I play
  baseball every Tuesday.

Tom:

Do you want to play something with
  me for a change?

Jim:

Like what? And don't say Monopoly,
  backgammon or scrabble. They are boring.

Tom: Yes, I bet it's boring when you
always lose.
Jim: I don't care about losing.
Tom: Yeah right. You suggest something then.
Jim: How about darts?
Tom: That's not fair. You're tall and
always get more points.
Jim: Tommy, it's not
about who wins or loses but how you play the game!
Tom: You are right. Darts then.
c) Find phrases which mean:
• Such as? • I don't mind. • That's not right.
• What about ...?

10 1  (have) dinner with my grandparents tonight.

(study skills

Acting
out a dialogue
Before you act out a dialogue think
of sthe place, Who you are and how you feel. When
you act out
your part use gestures. This helps you use English in a natural way. Speaking
a)    In pairs continue the dialogue.
b)    Portfolio: Work in pairs. You are at
home on Saturday evening. Act out a similar dialogue to the one in Ex. 2. You
can use the games in Ex. I , as well as your own ideas. Record yourselves.
Present simple vs present continuous
Find verb forms in the dialogue which
show:
• a permanent state.
• daily routine or habit.
• an action happening now.
• a fixed arrangement in the near future.
• annoyance.
Identify the tenses.
Put the verbs in
brackets into the present simple or present continuous.
1       Jason .... . . . . ........ . .
(not/come) with us tonight.
2       What .... ... .... . . (you/do) in
your free time?
3        (usually/meet) in the library at
three o'clock.
4       Greg .(learn) to play chess today.
5       (Mary/speak) French well?
6        (not/often/go) skiing. 7 It(rain) at the moment.
8       You(always/lose) your keys!
9       My father .(play) chess every
afternoon.
I

2
3
4
5
6
Choose the correct word/phrase.
Alice isn't/doesn't like
playing
backgammon.
Do/Are you doing your homework?
We usually eat/eating out on Sundays.
Do/Are they playing chess now?
My friend and I play/are playing
scrabble on Wednesday afternoons.
I don't/isn't like
jigsaw puzzles.

Complete the text with the
correct form of these verbs: like, argue, play, prefer, live, love, win, enjoy,
(not always) agree, not be
(C) Listen and match the
speakers to the activities they like.
A billiards

B
    marbles
C
    darts D dominoes
E
    scrabble
F
    chess

G jigsaw
(a
poster)
Portfolio: Ask your classmates about
their favourite games. Make a poster with the most popular games. Stick
pictures and label them. Think of a title for the poster.

Listen to and read the instructions.
Then, play the Robinson Crusoe game in groups of four.
Both children and adults around the world love playing
Snakes and Ladders. Snakes and Ladders is not a modern game. It comes from an
Old Indian game. It is a game about good and evil.
Snakes
and Ladders is a game for two to six players. To play it, you need the board, a
dice and some counters. You start on square number ONE and you move your
counter the number of squares shown on the dice. When you land on a square at
the verbs on the board game to bottom of •a ladder you go UP to the
top of the ladder, but when find out.you land on a snake you go DOWN to the
tail of the snake. Whoever gets to the last square first wins!
Robinson Crusoe game
FINISII
4
(a
board game)
Work in
groups. Make your own board game (Snakes & Ladders) about free-time
activities. Then, play it with your partner.

CULTURE
Reading
Which of the games in the pictures: is
about solving a crime? is about buying and selling property? uses letters to
make words? Listen, read and check.
a) Read again and mark the statements
Y (yes) or N (no). Explain the words in bold. I Cluedo is a game to play at
home.
2
In
Scrabble, the players answer questions.
3
You can buy
Monopoly'" in 200 countries.
4
Scrabble
is like a crossword puzzle.
b) What do these numbers mean? Make
sentences.
•  80 • 1943 • 1949 • 1933
•
1934 • 5000 •
200 million
>
You can buy MonopolyTM in 80 different countries.
Speaking
What is the most popular board game in
your country? Make notes under the headings, then talk about it.
•
name
•
aim
•
how to play it
•
number
of players
CLUEDO
England, 1943. Anthon Pratt invents
Cluedo and his wife designs the board. Waddington Games buys the idea, releases
the game in 1949 and it becomes a great success. The aim of the game is to find
out the identity of the killer of Dr Black, the murder weapon and the scene of
the crime. In order to do that, players move around the house and ask the other
players questions. The first player to solve the crime wins.
SCRABBLE
New York, 1933. Alfred Butts notices
how popular crossword puzzles are and comes up with the idea of Scrabble.
In Scrabble
players pick seven letter tiles at random and then try to make words using
their letters. Players get bonus points for using certain squares on the board
and using letters like Q and Z The player with the most points at the end of
the game wins. mONOPOLy
USA, 1934, Charles Darrow invents the
Monopolr board game and makes the first 5000 sets of the game
The aim of the game is to make as much
money as possible. In order to do that players buy, sell and rent property. One
by one, the players run out of money and the last player left is the winner.
Today, Monopoly'" is the best selling board game in the world With sales
of over 200 million sets in different countries.
Project
Portfolio: Write a paragraph about a
popular board game in your country. Write: name, number of players, aim.

PIECES

INCHES

English in Use
table
  tennis set

Buying
a present
Do you go shopping for your friend's
presents? What presents do you buy? What shops do you prefer?
Read the sentences
below and mark (S) for the shop assistant and (C) for the customer. What are
they talking about? Listen, read and check.
1
How can I help you?
2
I am looking for
a birthday present for a friend.
3
Is it for a girl
or a boy?
4
What about a
jigsaw puzzle then?
5
How much are they?
6
I'm afraid that's
too expensive.
7
I have the
perfect thing for you. 8 Would you like me to wrap it?
Read the dialogue. What does Greg buy
for Judy?
Shop Assistant: Good morning. How can
I help you?
Greg: Good morning. I
am looking for a birthday present for a friend.
Shop Assistant: Is it for a girl or a
boy?
Greg: It's for my
friend Judy. She is twelve tomorrow.
Shop Assistant: What does your friend
like doing in her
free time?
Greg: She
likes playing board games and meeting friends.
Shop Assistant: What about a jigsaw
puzzle then?
Greg: That's a good idea. How much
are they?
Shop Assistant: This one has 5000
pieces and costs €18.
Greg: I'm
afraid that's too expensive. I only have €15.
Shop Assistant: Let me see. Does she
like painting?
Greg: Yes, she loves drawing and
making things.
Shop Assistant: How about this puppet
making set? It's only €13.
Greg: That's great. I'll take it.
Shop Assistant: Would
you like me to wrap it? Greg: Yes please.
bicycle
roller skates
chess board
Portfolio: Imagine it
is your English friend's birthday and you want to buy him/her a present. In
pairs, act out dialogues like the dialogue in Ex. 3. Use the toys and prices in
the pictures above to help you. Record yourselves.
Pronunciation
Reading Rules
Listen o + r - /3./ port and tick      a + 111k -
Listen again chalk and repeat.
13.1 girl
form firm shirt short talk

Extensive
Reading
DESIGN & TECHNOLOGY

Puppet

Everyone loves puppets/ They are
  fun, sometimes crazy, and even when they are sad they still make us laugh.

show

Which pictures show:
• a glove puppet?

'9 A/lake a Sock Puppet

• a marionette?

Put a sock

• a finger puppet?

on your

hand.

Put        on

What materials are these puppets made of?

pieces of wool.

• cloth • wood • string

Yau need:

• leather • rubber • plastic

s/ a sock

Put glue on

Place it on the

two buttons

sock atthe
  back

Read, listen and check.

wool glue

the back of
  the buttons.

of your hand

Read again. List all words related
  to parts of the body.

scissors

Your

Project: Follow the instructions

Place

puppet

to make your own puppet.

them on

ready

Use your puppets to act out a
  story.

the sock.

There are many different types of
puppets. Some are very easy to make but others
1
can be more difficult. Glove puppets
are one of the easiest types of puppets to make. YOU ilJSt take a piece of
cloth, attach a wooden or rubber head and put it over your hand. You use your
fingers to move the puppet's head and the arms.
The
marionette is a more difficult puppet to make and to use, but it's more fun to
play than the glove puppet. Marionettes have whole bodies and legs and can move
in many ways. The puppeteer IJSeS strings to move it.
                              We can use puppets to educate
or to tell stories, but with                     3
2
puppets we always have fun. When we see puppets move and talk we forget that
they are iust plastic, wood or cloth and we enter a world of adventure and fun.

Form
compound nouns.                                                3 Christine .     (not/watch)
much TV because she
(prefer) to read.
(3X5Points: 15)
Use the
prompts to complete the dialogues.
• I
don't mind • That's not right! • Like what? • How about a board game?
1 A:
We never do anything fun at the weekends!

[j:c::::] housea day wind         b
paper basket           c surfing news d work birth    e ballPoints: 15)

a Complete the gaps with
the words below.
• interested • keen • mad • fond •
good I Tony is . . about football. He never misses a match on TV!
2 Are you
. . . . ... . . ... in history as well? 3 Jane's little daughter is very .
at dancing!
4       I'm quiteof comedies. What about you?
5       Anthony is not. on classical music.

Points•
10
Circle the odd word out.
I dull - tiring - awful -
fun 2 dominoes - painting - backgammon - billiards
3
good - fond -
keen - bad
4
rarely - quick -
never - always
(4X5Points: 20)
Write sentences using
the present simple and present continuous.
1       walk to work / take bus
> I walk to work every day but
today I'm taking the bus.
2       eat vegetables / eat meat
3       play volleyball / play basketball
4       go windsurfing / go skiing
5       play darts / play chess
6       read a book / meet friends        Points:
Complete
the sentences with the correct form of the verb in brackets.
1       I can't go out tonight because I .
(study) for my maths
exam.
(not/want) to
leave yet.
(have) such a
good time.
B:
2       A: Can I close the window?
B:

3       A: Let's do something for your
birthday!
B:
4
B: That's a great idea!
Points: 20)
Now I Can    My score: 100)
talk about what I like to
do in my free time recognise different board games make my own board game use
the present simple and present continuous form and use compound nouns shop for
a present make a puppet
•      carry
out a survey      in English

Now
& then                                            ModuleO
Before
you start ...
•      What
do you like doing in your free time?
•      Name
some popular games. Which is your favourite? What is the aim of the game?
      Look at Unit 7                                                                          it
•      Find
the page numbers for pictures
1-3.
•      Find
the page numbers for
•      a
ghost town • a ghost story
•      a
quiz

Listen,
read and talk about ...

•    a
  ghost town
•    a
  ghost story
•    Walt
  Disney

•
  Superman
•
  lost property
•
  toys of the past Learn how to ...

HOTEL

• describe places in
  the past

SCHOOL

•
narrate
events in the past
•      describe
feelings
•
ask
for and give biographical information
•      report
lost property
Practise
•      there
was/ were
•
past
simple - regular/irregular verbs
•      pronunciation
of -ed: It/ - /d/ - /ld/
•      pronunciation:
where - were
Write / Make a paragraph about your
town 100 years ago a ghost story a biography a poster about popular toys in the
past an article about a superhero in your country
In the
past
HOTE
SALOON-
DOCTORS
                                                                 SCHOOL     0
POSTfflC

NEWSPAPER
Vocabulary
Describing
places
Match the opposites.
Then, ask and answer questions about the picture.
clean beautiful ugly
polluted busy crowded deserted quiet
A: Was
Mineral Park a deserted town in 1871?
B: No, it wasn't.
A: Were the
streets quiet? B: Yes, they were.
a Describe the town to
your partner.
In 1871,
there was/were
Reading
a) What is a ghost town?
Listen, read and circle the correct answer.
1
a town ghosts live in
2
a town which does not
exist any more
3
a town in which people
lived but now there aren't any
b) Read again and give
each paragraph a title. Then, explain the words in bold.
Mineral Park is a town in the United States. It is called a 'ghost town'
because no one lives there anymore. It was a different town in the past though.
In 1871, 700 people lived in Mineral Park. There was a school, lots of
shops, a post office, saloons, a doctor's, a hotel, a restaurant and even a
weekly newspaper. It was a very busy town with lots of people but no cars.
People travelled by train and on horses.
Lots
of the people from Mineral Park, worked in the mines. After work they liked to
spend their free time in the saloons and restaurants. Everyone was happy and
wealthy, but all that stopped.
After
1887 Mineral Park started to change into a quiet town. Many families moved to
other towns and the shops closed down. Some people tried to stay but there was
nothing for them to do. By 1912, the town was nearly empty. Today, there are
only a few ruined buildings left. People still visit Mineral Park though to get
an idea of what life was like in the past.
RAILWAY STATION RESTAURANT
Grammar
Reference
Past Simple (Regular
verbs)
a) Read the box. Then list the verbs
which express an action in the past in the text.
PAST
SIMPL for actions in the past
Regular verbs
Affirmative
I/you/he/she/it/we/you/they looked
Interrogative (?):
Short Answers r l/you/he/she/it/n Yes, I did.
Did  look? we/you/they f No, I
didn't. Negative G):
I/you/he/she/it/we/you/they
didn't look Time adverbials yesterday, last night/week/year, three days ago
The verb 'to be'
            I/he/she/it was       we/you/they were
b) What are
the spelling rules for adding
-ed to the regular verbs in the past
simple? Look at the list you made in Ex. 4a and say.
ø
Rewrite the sentences, using the words in brackets.
1
Sharon moves to
San Francisco. (last month)
2
The town is busy.
(50 years ago)
3
His father works
in a mine. (in 1995)
4
She often visits
her grandma. (yesterday)
a)
Q) Write the past
simple of the verbs in the correct box. Listen and repeat.
• want • open • wash • work • carry
• cook • clean • watch • play • visit • travel • listen

lid/

b)
Use the verbs
above in the past simple to make sentences about yourself.
• last night • yesterday • last weekend
• last summer • yesterday afternoon
I
watched TV yesterday.
I
didn't play tennis last weekend.
n List the things there were/weren't
in
Mineral Park in 1871. Use your list
to tell your partner what was/wasn't there.
There
were many shops.
Speaking
8 Work in pairs. Imagine you are interviewing a person who
lived in Mineral Park. Use the prompts to ask and answer questions.
• work/mines • move/other towns
• travel/by cars • live/blocks of flats
A: Did people work in the mines? B:
Yes, they did.
Pronunciation

Q Listen and repeat. Can you think of
more words that have the same pronunciation but different spelling?

where / wear/

were /W3Y/

Where were you born?
(a description of a place)
Write a short paragraph about what
your town was like 100 years ago. Think about: shops, streets, transport.
Vocabulary
Feelings
How do you feel when
• you have an exam?
• you work for a long time?
• you are on holiday?
• you have nothing to do?
• you are alone in the dark?
• you don't understand
something?
Use the adjectives to tell your partner. excited
måseoCb0e bOœed psed
*ssed
I feel worried when I have an exam.
Reading
Q) Listen to the sounds and look at
the pictures. What do you think the story is about?

b) Can you tell how
the people feel in each picture? Read and listen to the story and check.
Read again and mark the
sentences T (true), F (false) or DS (doesn't say). Then explain the words in
bold.
T t was Halloween night so my
brothers and I decided Jlto go trick or treating. We were very excited.
By the time we got to the last house
in the street, it was very late and we were tired. The house looked empty, but
we knocked anyway. The door opened on its own. Although we were scared, we
decided to go in and have a look. Suddenly, we heard a loud noise and a huge
creature jumped out in front of us.
"Don't be afraid, it's just an
owl," said a voice from behind us.
We turned around and saw an old lady
at the bottom of the stairs. She rushed over and introduced herself.
"Hello, I'm Mrs Shade. Let me give you some treats you naughty little
ghosts!"
When we finally got home, our Mum was
very worried. "Where were you?" she shouted, the moment we walked in.
"Don't worry mum. We were at Mrs
Shade's house, you know the big one at the end of the street. She gave us
treats and
Mum looked puzzled. "What on
earth are you talking about?" she said. "Mrs Shade died ten years
ago!"
I The children's costumes were scary.
2       There was an owl in the house.
3       The old lady offered the children
some treats. 4 Mum believed the children's story.
Grammar
Reference
Past Simple (Irregular verbs)
a) Look in the text and fill in the
past tense form of the verbs below. Which are regular and which are irregular?
I be; 2
decide; 3 have; 4 get; 5 knock; 6 answer; 7 open; 8 hear; 9 jump; 10 turn; I l
see; 12 rush;
13 introduce; 14 shout; 15 walk; 16
give; 17 die;
18 say
b) Use the verbs above to complete
the sentences below.
     I The policeman            . a
scream in the dark.
2 Mara . . . . . a strange creature
at the window. 3 The children .. .. . back late at night. 4 Tom . . something
to his friend.
5 Ann . .. . . . . .
.. . . . . .. .. a scary feeling when she saw the empty house.
ø
a) Look at the irregular verbs section to say the past forms of the verbs:
meet, read, drink, make, find, spend, leave, keep, come, eat, go.
b) Work in pairs. Ask
and answer questions.
•  last Saturday • a month ago
•  last year • last week • a fortnight
ago
A: Did you meet your
friend last week?
B: No,
I didn't. I met him two weeks ago.
In teams use the verbs in Ex. 5 to
make up a story.
Team A Sl: Yesterday I met my cousin, Steve.
Listening
Listen and
match the people to where they were yesterday.

A B
C
D
E

restaurant
  doctor's post office park train station

Tony Ann
Mary
John
612 Bill
Speaking
Make a list of the events in the
order they happened in the story. Use your list to tell the story to the class.

(Study skills

Sequence
of events
When you write a story present the
events in th order they happened. This helps the reade follow your story.
(a story)
Portfolio: Your school magazine asked
its readers to send in short stories for the annual short story competition
with title: day to remember. Write your story (80120 words). Write:
•  when/where/who/what •
what happened
•  before the main event • the main
event
•  what happened in the end/your
feelings

How much
  do you know

about Walt Disney? Try to

complete the sentences.
Listen, read and check.
1       Walt Disney was born in ...... .

A      the US B the UK
         C Australia
2       He sold his first drawing at the age
of ... . . . .
A      10       c 20
3       He received        Academy Awards in
his lifetime.
                             B 32          c
12
4       He made. films while he was alive.
A      91         B
41       c 81

a Read and label the paragraphs

with the headings. Explain the words in bold.
•   early years • later years
•   name/famous for
•   date of death

Underline all past forms in the text.
In pairs use them to ask and answer questions.
•   A: When was Walt Disney born?
B: On December 5th 1901.
Speaking
 Role play in pairs. One of you is Walt Disney's great grandson/daughter, the other is a
journalist. Use information from the text to

talk about him.

1

Most people know all
about Mickey Mouse, Mickey is the most famous cartoon character of all times,
but what about his father, Walt Disney?

2

Walt Elias Disney was
born on December 5th 1901 in Chicago Illinois, He liked drawing from an early
age and he sold his first sketches to his neighbours when he was only seven
years old In August 1923 he left for Hollywood He had only S40 with him, His
brother Roy lived in California and together they started the now famous Disney Brothers studio in
their uncle's garage,

3

Walt created his most
famous character Mickey
Mouse in 1928. Mickey
appeared in the first sound cartoon, Steamboat Willie the same year. Walt won
the first of his 32 Academy awards in 1932 for the
film Flowers and Trees.
Over the next five years
Walt Disney made some of his most popular films
such as, Snow White and
the Seven Dwarfs, Pinocchio, Fantasia, Dumbo and Bambi, He made 81 films in
total while he was alive.

4

Walt Disney
died in 1966 His work lives on today with each new generation enjoying his
films and cartoons.
 (a biography)
ø
Think of a famous person of the past and make notes under the headings:
•  name • date of birth • place of birth
• early years
•  later years • famous for • date of
death
Portfolio: Write a short
biography about this person. (60-80 words) Use the text in Ex. 2 as an example.
Vocabulary
Superheroes/Special powers
Who are the people in the pictures? What do they have
in common? Who's your favourite?
Match the verbs to the nouns. What can
these people do?

A

through walls

B

wonders

see

C

buildings

fire

D

fast

lift

E

in the sky

6

move

F

heat vision

Superman
can fire heat vision.
Reading
a)
Skim through the
text. Which of the superheroes above is it about? Listen, read, and check.
b)
Read the text
again and complete the sentences in your own words. Then explain the words in
bold.
1       Superman's creators .
2       Superman's planet
3       Superman's parents .
4       Superman
is able to
The Man of Steel
A blue uniform, red trunksl red boots, and a long, flowing red
cape Tall, strong, invisible Kind, smart, just! Faster than a speeding bullet!
More poweful than a train! Able to leap from building to building at a single
bound! Thafs Superman, our most favourite superhero!
Superman was created in 1933. His real 'parents' were high school
students Jerry Siegel and Joe Shuster from Cleveland, Ohio. Jerry and Joe were
rather shy and unpopular at school, so they made up a superhero to live a life
offantasythrough him!
As the story goes, Superman came from dying planet Krypton. His parents
sent him to Earth in a rocket in order to save him. The rocket landed in Kansas
near a town called Smallville. A couple of farmers found the boy, adopted2
him and named him Clark. As Clark grew older, he gained3 strength
from the Sun. By the time he was an adult he was able to fly, fire heat vision
from his eyes and see through walls. From that point, he was Superman.
Superman is a symbol of the American dream. He is a man who tries hard
and succeeds. He is also a classical hero who fights criminals and rescues the
helpless. He is the superhero we all know and love!
'shorts 2tookintotheir
family 'got
Speaking
Highlight the most important
information in the article and make notes. Use your notes to give a summary to
the class.
Project
Portfolio: Is there a superhero in
your country? Write a short article about him/her. Write:
• what he/she looks like • his/her origins
• his/her superpowers • your feelings

English
in Use
Reporting
lost property
a Look at the sign.
Where can you see it? In an airport? In a train station? In a park? What can
you do there?

LOST PROPERTY

Read the sentences. They are from a
dialogue at the lost property desk. Which did the office clerk say?
•  Excuse me. Is this the lost property
office? • What can I do for you?
•  Where did you leave it? • What does
it look like? • What was in it?
•  Let's have a look inside to check. •
Thank you very much. • You are welcome.
                    Listen and read the dialogue. Which is Mr
Sanders'                       Work in pairs. Imagine you lost
suitcase? your bag
with the items below while travelling to London by Mr Sanders: Excuse me. Is
this the lost property train. Report the incident at office? the lost property
office.
Office Clerk: Yes. What can I do for
you?
p SOS                                   Mr
Sanders: I lost my bag and I would like to report  red checked ca it.
TOKYO        Office Clerk: Where did you leave it?
Mr Sanders: I think I left it on the 9 0'clock train blue
umbrella from Leeds.
                       Office Clerk: What does it look like?

(e

Mr Sanders:

digital camera

Office
  Clerk: Does it have a handle? Mr Sanders: Yes, it does.

Nikon COOLPIX 775

Office Clerk: What was in it?

Pronunciation

Mr Sanders: It is a big leather bag.
Office Clerk: What
colour is it?
It's brown.

Listen and tick
Listen

Reading Rules

ea, ee + r - 116/ beer

Mr Sanders:

Yes, mine is the one in the corner.

again and
  repeat.

Office Clerk:

Let's have a look inside to check

A

Mr Sanders: Some clothes and my camera, a Nikon 325.
Office Clerk: OK I have some bags over here. Do any of these look
familiar?

cheese

he

cheers

hear

deer

knee

dear

near

couple of T-shirts and your camera.
Here you are.
Mr Sanders: Thank you very much!
Office Clerk: You're welcome.

title. What do you think the text will be about? Listen, read and
  check.

Toying

a Read the text and mark the

With
  the past

statements as R (right), W
(wrong) or DS (doesn't say).

1

All the toys of today are

mechanical.

Dolls that sing and dance, cars that move

2

Children learn

at the touch of a button and aeroplanes that

through play.

fly are the toys that make children happy

3

Girls never played with

today. Now, let's take a journey into the past.

rocking horses.

What toys were there in a child's playground

4

Boys wanted to become

in the 18th century or the Victorian times?

engineers when

In those times, building bricks with letters

doll's house

they grew up.

of the alphabet on them were very common.

5

Children from poor families

Toys of this kind helped children learn while

didn't have any toys.

playing. Other toys such as model kitchens,

Read again and find five

doll's houses, toy stoves and tea sets taught

words related to material.

girls how to run a home. Dolls of wood, clay

and wax were also very popular with girls

Use the pictures to

and prepared them to become mothers. As

building bricks

talk to your friend about

for boys, tool kits, trains, cars, trucks and

what toys children had in the

garages gave them an interest in

past. Express your likes and

engineering. Both boys and girls, though,

dislikes.

loved their rocking horses, and teddy bears. Things for
  children from poor families

Portfolio: Ask your

were different. They played mostly on the

grandparents and your

street and they didn't have money to buy

delivery truck

parents and make a poster

new dolls or toy cars. They used mud, tin

about popular toys of the

caps, old clothes and their imagination to

past in your country. Draw or

make their own toys.

stick pictures. Label them.

No matter how old or new, expensive or cheap toys are, they
  always have a special place in children's hearts, throughout the ages.

n Look at the pictures and the
rocking horse

Extensive Reading
ACROSS THE
CURRICULUM: HISTORY

Write the opposites.
I ugly -3 crowded 2 busy -4 polluted (4X5Points: 20)
u Match the words to form
collocations.
weekly    a buildings ghost         b
newspaper ruined   c an idea
run          d town get      e a home
Points: 20)

Write five sentences about what
you did yesterday.
1
2
3
4
5
Match the questions to the answers.

Fill in the gaps with the
right word.
1 I
felt p _ _ _ when the man spoke to me in Chinese.
2 He never smiles. He's such a m
man.
3
She's leaving for
Paris tomorrow. She's so

4
Karen hasn't come
back from work yet. I'm getting w
5

After working all day in the
garden, Tim felt very t _ _
Rewrite the sentences in
the past. Use the words in brackets.
I We
go to the cinema on Sundays. (last Sunday)

2
She has a cold.
(a week ago)

3
It's a beautiful
day today. (yesterday)

4
I see Carol on
the bus every day. (last Tuesday)

5
They often travel
to London. (a month ago) Where was Einstein famous from?         scientist.
(4X5Points: 20)
My
store: 100)
• ask for and give biographical
information describe a superhero report lost property talk about
toys of the past
in English.

When
was Einstein born?
When did Einstein die?
IÃC] What was Einstein famous for?
a Germany. b In 1955. c In 1879. d He was a

Rules & Regulations
•
Before
you start ...
•
What
was your town like 100 years ago?
•
What
do you know about Walt Disney?
•
What
toys did children play with in the 18th century?
Look
at Module 8
•
Find
the page numbers for pictures 1-3.
Find the page numbers for
•
a
cottage
•
a
gym
•
signs
•
a
questionnaire

types of dwellings rules/
  regulations places in town
•    house
  rules signs & what they mean the Empire State Building your neighbourhood
Learn
  how to ...
•    make/accept/
  refuse suggestions
•    express
  obligation
•    show
  absence of necessity

-1

• book theatre tickets

o

Listen,
read and talk about &
Practise
...
•
must/mustnt/can't/(don't)
have to
•
comparisons
•
past
simple
•
pronunciation
of /êU/ - /aÖ/
Write
/ Make .
a
poster about your bedroom rules warning signs for various places campsite rules
a short text about a famous building in the country a leaflet for your
neighbourhood
That's the rule
Vocabulary
Types of
dwellings
Which of the types of dwelling in the
pictures can you see in your country?
             palace                                                                         In
my country you can see ...
Q) Look at the leaflet. Who is it
for? Read the headings and subheadings. Listen and read and check.
hotel                                                                                a)
Read the leaflet and mark the sentences 1-8 T (true) or F (false). Correct the
false sentences. Then, explain the words in bold.
1      Students can only have parties in
their rooms.
2      Students can have dogs in their
bedrooms. 3 Students can use the kitchen appliances.
4       Students can put posters on the
common ent
room walls.
5       Students mustn't wear shoes in the
dining room.
6       Students must drive slowly on campus.
7       Students can give food to the animals
in the outdoor areas.
8       Guests can stay for a week.
b) In pairs
think for an extra rule
           cottage                                                                             for
each heading.
university halls of residence   house  block
of flats i
Grammar Reference must - mustn't - can't
Read the theory box. Find examples in the leaflet. Explain what they
mean.

can't: refusing permission You can't play loud music at
  night. (You aren't allowed to) must: obligation You must keep the• room clean
  and tidy. (That's the rule) mustn't: prohibition You mustn't eat in class.
  (It's forbidden)

ø Fill in: must,
mustn't or can 't.
I Please don't make so
much noise.
We ..... ..... .....
.... wake the children.
2 There isn't
much time. We . . hurry. 3 You . cook your meals in the room. It isn't allowed.

BEDROOMS
You
You
You
D You time.
COMMON
You must
  have You you
You 21
DINING
You
You room.
OUTDOOR
You
You
You
You
VISITORS
  You guests
) Guests
  four You exam

THE INTENTIONAL SI¶IER
  91100

RULES & REGULATIONS

STUDENTS MUST KEEPTHE PREMISES CLEAN andTlDY!
mustn't
  make noise.
mustn't
  put posters on the walls.
can't keep
  pets in the rooms.
can't have
  parties in your room at any
ROOM
can use the common room but you get
  permission to invite friends or parties.
can decorate the common
  room but mustn't move the furniture.
can't use the common room after on weekdays.
HALL mustn't come to
  the dining room barefoot.
mustn't
  remove food from the dining
AREAS mustn't park your bike in the
  garden. must cycle carefully.
can't take your bike
  inside the School buildings.
mustn't
  feed the squirrels or the birds.
must always register your overnight at the Accommodation
  Office. can't stay for a period longer than nights.
can't have overnight guests during the
  period or the study week.

4

You wear a seatbelt when you
are in a car. That's the rule.
5       You .          . put posters in the
room.
It's forbidden.
Speaking
Imagine you are a new student at the summer school. Find out what the
rules are. Use the information in the leaflet.
A: Can I listen to loud
music in my room?
B: I'm afraid you can't. You mustn't make noise in your room!
You are a guest in a British house. In teams think of the rules there.
Make your rules as funny as possible.
(a poster)
n Portfolio: My room rules. Make a
poster. Write what people must, mustn't or can't do when they are in your room.
Shall we?

Vocabulary
Places in town
1
swimming pool
2
aquarium
3
restaurant
4
theatre
5
park 6 department store
7
stadium
8
zoo
9
library
10     gallery
11     fast food
(restaurant)
12
13     cinema
14     sports centre
D
a)   Which of the places 1-10 can you see
in the pictures (A-F)? Describe the pictures.
b)   In which of these places can you:
• relax? • exercise? • meet friends?
• see animals? • buy things
you need?
• have a picnic? • read? • eat a snack?
• see works of art? • watch a film?
You
can relax in the park. Which ones did you visit last week/month/ year? What did
you do there? Reading
a)
Read the first
exchange in each dialogue. What is the dialogue going to be about? Listen, read
and check.
b)
Read again. Where
do they decide to go? When? Explain the words in bold.
c
Bob: What do you feel like doing
tonight?

David:

How about eating out?

Bob:

Brilliant idea! I'm very hungry!

David:

Shall we
  go to Marcel's?

Bob:

Marcel's? Are you joking? It's the
  most expensive restaurant in town!

David:

No, it isn't. There are many
  restaurants

that
are more expensive than Marcel's. Bob: Well, how about Castella?
David:
It's nice, but it's always so crowded! I want to go somewhere more relaxing.
Bob:
How about Antonio's? It's cheaper than Marcel's and quieter than Castella.
David:
That sounds good! I hope they still serve the smoked salmon.
Bob: Eew! How can you eat
that?
David:
Are you serious? It's the tastiest thing in the world! Come on, let's go.

I     Jim is taller than Tom.
2
Gold is more
expensive than silver.
3
Andrew is the
tallest boy in our class.
4
Stella is the
most beautiful girl in our class.
Fill in the
gaps with the right comparative.
Paul is five years younger (young)
than Nick. He is the .............. . (young) child in our family.
2
People in the
countryside are ..... . . . . . . ..... (friendly) than they are in the city.
3
These suitcases are
heavy, but this one is the . ... . . . . . . . . . . . ....... (heavy) of all.
4
Ann is the .          (beautiful)
girl
I know.

Study skills

Learning
outside the classroom
Look at signs, notices, labels etc in English. Use your background
knowledge to understand them.

Listening
Q) Peter and Sharon are at the zoo.
Listen and put a tick    in the correct box.

must

mustn't

pay for an entrance ticket

eat in there

take pictures

feed animals

keep the grounds clean

speak quietly

Everyday English
Making
suggestions/Accepting/ Rejecting

It's a good way of using English
  in real life.
> A: How
  about going to the zoo?

POrtfolio:
It's Saturday afternoon. Use the expressions in the table to decide where to
go. Record your dialogue.

Warnings
Look at the signs. In which of the places in Ex. I can
you see them? What do they mean?
i park-
You mustn't step on the grass.
B:
Brilliant idea!/WelI, I'd rather not. Why don't ... etc
(signs)
Portfolio:
Choose some of the places in Ex. 1 and prepare some signs for them.

House Rules

Reading
Read the first exchange. Who owns the
room? Who wants to rent it? Can you guess the questions Daniel will ask? Think
about:
•  rent • rules • address
•  phone number
Listen, read and check.
Mr Cox:
Well, Daniel. This is your room. What do you think? Daniel: It's very nice.
Mr Cox:
Glad you like it. Now, remember, there are some rules. You mustn't make noise,
and you have to keep the room tidy.
Daniel: I see. Can my
friends come round?
Mr Cox: Only if they
are students in this school. And only between 1 pm and 9pm.
Daniel: Oh, I see. Can
I bring food from the dining room here?
Mr Cox: Not really.
You can only have snacks and soft drinks in your room. But remember, your room
must always be tidy.
Daniel: Erm OK. Thank
you Mr Cox.
Mr Cox: I hope you're
comfortable here, Daniel.
a
Read again. What are Mr Cox's rules?
Study skills
Using interjections
When speaking use short words such as: Oh, Ah, Well, Gee, etc
to express your feelings. This makes you sound more natural.
Look at the dialogue. What do the
highlighted words show: surprise, hesitation, introducing a remark.
Grammar Referenc have to - don't have to / needn't
Read the sentences. Which shows that
something is/isn't necessary?
You have to pay the rent on time.
You don't have to/needn't bring your own bedsheets.
Imagine you are at a campsite. What
do you have don't you have to/needn't do? Use the prompts to make sentences.
•   wear uniforms (X) • wake up early (V)
•   make our beds
(X) • do any cooking (X)
•   keep the campsite clean (V)
•   wash clothes (X)
We needn't wear uniforms.
Speaking
a)
Now act out a
dialogue between you and the campleader. Use ideas from Ex. 5.
b)
Imagine you are
back from the campsite. Your friend asks you about your holiday there.
> A:
Did you wake up early? B: Yes, I did./No, I didn't.
(campsite rules)
Portfolio: Use ideas
from Ex. 5 to write campsite rules.

CULTURE CORNER

Reading
Match
the buildings to the countries. What is so special about these buildings?
• France C] • Malaysia
check.
b) Read the statements
and mark them (R) for Right, (W) for wrong and (DS) for Doesn't Say.
1
The Empire State
Building is the tallest building in America.
2
Lots of people
work inside the Empire State      Building.
3
You can get to
the top of the Empire State Building in 45 seconds.
4
The lights on the
top floors of the Empire State Building change colours many times a day.
Read
again and find five adjectives in the superlative. What does each describe?
Speaking
Close your
books and tell the class three things about the Empire State Building.
B'újulding Biga
The Empire
State Building is the tallest building in New York. It is 443 metres high and has 103 floors.
It was built in 1930, and took one year and forty-five days to complete.
The ESB is
one of the largest office spaces in the world, but it also has many shops and
restaurants inside.
The Empire State Building has 73 super fast lifts. The fastest of these
travel from the ground to the 80th floor in only 45 seconds! If you choose to
walk to the top, you need to climb 1860 steps.
At the Empire
State Building most visitors go straight to the Observatory on the 86th floor.
The view is amazing. On a clear day you can see for miles around. Looking at
the Empire State Building from a distance is also great. The top floors are
decorated with beautiful lights. These change colours every day. Depending on
the occasion, the building can be white, green, blue, purple, red or orange!
If you are
ever in New York, don't forget to visit the Empire State Building. It offers
the best view of New York, and it is one of the citys most historic buildings.
Project
Portfolio:
Collect information, then write a short text about a famous building in
your country. Write:
• name •
town/city • recommendation
• number of
floors • when built • height
• what a visitor can do/see there •
type

English
in Use 0:14
                          iiii
Booking
theatre tickets
a) Q) Listen and read the
sentences R: Hello, Theatre Royal Haymarket. How can I below. Which belong to
the help you?
receptionist/to the customer? What
are C: Hello. I'd like to book some theatre tickets, they talking about? Listen
and check. please.
R: Certainly. Which play would you like to see?
•  How can I help you?
C: 'Hamlet', on Friday the 21st.
•  I'd like to book some theatre
tickets,
R: OK. How
many seats would you like? please.
•  Which play would you like to see?         C:
Two seats, please.
R: Fine ... There are
available seats in the fourth • How many seats would you like? row, near the
front, which cost £30 each, and • Can I pay by credit card? some nearer
the centre ... £25 each. Which
•  How would you like to pay?
would you like?
•  The ones near the centre, I think.
C: Mmmm ...
The ones near the centre, I think.
R: So, two seats in
row I l Friday the 21st ... b) Close your books and try to remember
That comes to a total
of £50. How would you as many sentences as possible.
like to pay?
C: Can I
pay by credit card? n Read the dialogue. How much are Mr
R: Certainly. Just
give me the number and the Darcey's tickets? How does he pay?
expiry date.
Portfolio:
Work in pairs. Look at the C: 3959 3854 1104 9455. Expires this March. R: And
your name? poster. You want to book some tickets for
C: Mark
Darcy. the performance. Take roles and act out
R: Thank you, Mr
Darcy. You can collect your the dialogue. Record yourselves.
tickets at the theatre on Wednesday
at 7pm. The performance starts at 8 pm. Enjoy the show.
The Royal Shakespeare Company
presents                                                     C: Thank you very
much.
William Shakespeare's
      omeo               uliet•                          Pronunciation
Reading Rules
                 Friday, Sept. 27 and                                                                                Listen
and tick                                         road
Saturday. Sept. 28 (8 pm)
(V). Listen again
at the           OW
- /êÖ/ know Theatre Royal Haymarket and repeat. Then bone
                 Tickets: 215,
£20                                                                                read
out the                           ou                     house
Special
10% discount for students                                                                           ow   cow
sentences.
Do you know when the coach reaches the
town? Can you please sit on the couch now?
Extensive Reading
SOCIAL SCIENCES

Match the adjectives 1-4 to their

           clean                           a
  old

opposites. Which of these
  adjectives

b dirty

describe the buildings, parks, benches,

[312] safe                                          c
  dangerous

playgrounds, bus stops, roads and
  shops

           quiet                          d
  noisy

in your neighbourhood?

In my neighbourhood, the buildings
  are clean/ dirty.

a)   Is your neighbourhood neat and tidy?
b)   Read the questionnaire and circle the
right answer for you. What is your score?
neighbourhood is a place where people live together. Every neighbourhood
is special to the people who live there, so it is important to keep it neat and
tidy.

Is your neighbourhood neat

tidy ?

I

Can you see graffiti on the buildings?

Yes

No

2

Are the streets and roads frill of
  litter?

Yes

No

3

Are there parked cars on the pavements?

Yes

No

4

Do you usuallÿ find chewing gum on the benches In the
  parks?

Yes

No

5

Can you see any broken svnngs in the playgrounds?

Yes

No

6

Are the rubbish bins full?

Yes

No

7

Are the road and street signs damaged?

Yes

No

8

Are the bus stops old and their benches broken?

Yes

9

Are the traffic lights out of order?

Yes

No

10

Is there a bad smell in the area?

Yes

No

My Score
0-3 No Start looking after your neighbourhood! After all,
  it is your home!

4-5 No
Youareon the right track. With a bit more work, your neighbourhood is going to
look much better! 6-7 No You have a very neat and tidy neighbourhood! Well
done!

Describe your neighbourhood to the
class.
You can use pictures or
slides if you like.
Project: Make a leaflet for your
neighbourhood, telling people what they must/mustn't do to keep it neat and
tidy.

Fill in the right word.

4

You can't / must / mustn't get
  permission to

I

Students usually stay in University halls of

invite friends in your room.

5

You can / must / can't sit on the
  grass! You

2 I love staying in a t            when
  I go camping.

will destroy the flowers.

3 John lives in a block of f                  in
  the city

6 I rent / rented / rents a flat yesterday.

centre.

7 How much
  did / do / are you pay per month?

4 The king was in a c                   by
  the lake.

8 We go / are going / went out last night.

Points:

9

You can't / couldn't / don't have
  parties in

4X3

12

your rooms! It's not allowed.

Match the words to form phrases.

10

Look! They are dancing / dance / danced.

[j-r:::_] SWimming   a guests
  electrical     b pool

Points: 20

CC] department                  c
  tickets d

1

Complete the exchanges.
A: How. going to the cinema on

               rUbbish                                    bin

Tuesday evening?

           overnight                   e store
12[::::.] entrance                  f
  appliances

B: I'm             . I can't. I
  have a French class.

2don't we visit Ann tomorrow? 18) B:
Sure! Brilliant . ... . . .. ......! Points:

Write the opposites.

3 A: I'm going out. Would you like
  to come?

I

clean                             4
  quiet                 .

B: I'd . not.

2

5 safe #

Points:

3

neat                                                               Points:

Write the correct comparative.

Now

My score: I Can...

1

A: This top is too big for me. I need a .

talk and
  write about rules & regulations

                   .
  (small) one.

interpret signs • book theatre tickets

B: I'm sorry, this is the                       (small)

express permission, obligation,
  prohibition

size we have.

make, accept and reject suggestions

2
3
4

Tom is always smiling. He is the . . . . . . ..
              .
  (friendly) person I know.
This book is (difficult) than the one we did last year.
When the
  traffic is heavy, it is                ...... .
(easy) to
  walk to work than drive my car.
Points:

compare
  things, buildings and people

in English
There isn't a park

20

W ere's

around
  here.

Circle the correct word.

the ark?

I

You must / mustn't / can't eat in
  the classroom. It's not allowed!

2

Students
  can't / have to / don't have to take the rubbish out. The cleaners will do
  it.

But that sign says 3 You mustn't / must /can't enter the
building            'Park Here'!
after 10 0'clock. The
entrance is closed.
Food & Refreshments                                   Module'

Before you start ...
•
  What are your
  bedroom rules?
•
  What can you do
  to keep your neighbourhood neat and tidy?
•
  Name some
  places in your town. Can you say one rule for each?
•
  What did you do
  last Saturday night?
Look at Module 9
•
  Find the page
  numbers for pictures
1-3.
•
  Find the page
  numbers for
•
  a receipt
•
  a menu
•
  a recipe
•
  the food
  pyramid
Listen, read and talk about ...
food and
  drink
•       tastes and dishes containers and
  quantities
British food and places to eat eating out ways to cook
•
  the food
  pyramid
British
  money
Learn how to ...
•
  order food/
  drinks

•
  book a table at
  a restaurant
•
  pronunciation
  of /n/- /r)/ ,/æ/ -

O

packet
Practise
...
•     countable/uncountable nouns/
quantifiers
•     present simple vs present continuous
•     past simple
Write / Make ...
a shopping list for your favourite
dish an advert for a restaurant
•     a recipe an article about places to
eat in your country a list of what you ate yesterday

•
Types of food/drink
a)
(I) Try to fill
in the missing letters. Listen and check, then repeat. Which of these items are
fruit/meat/vegetables/ drinks/dairy products? Which of them are similar in your
language?
b)
Choose items from
the picture and act out exchanges in pairs as in the example.
A: Do you like fish?
B: Yes, it's delicious. /No, it's
horrible.

 Countable - Uncountable nouns/
Quantifiers
Which of the words in Ex. I are:
countable (we can count them)?
uncountable (we can't count them)?
apples
(C), water (U)
I
2
3 4
 A: B:
A:
To make this dish you need some
tomatoes, an egg and some olive oil.
We need to go to the supermarket; we
haven't got any eggs and we haven't got much olive oil. We haven't got many
potatoes, either.
Are there any tomatoes in the fridge?

•

We use some in the
  affirmative and any in the negative and the interrogative.
We use much (enough)/a little (not much but enough) with
  uncountable nouns
We use
  many (enough)/a few (not many but enough) with countable nouns.
We use a lot of with both countable and uncoutable nouns.

I think we have a little milk
and a few eggs. Do we need any olive oil?
b) Look at
the picture in Ex. I and ask and answer questions. Is there any milk?
Yes, there's some milk.

B:

Not much.

A:

Are there any tomatoes?

B:

Not many.

Is
there any sugar?

Containers &
quantities
Look at Ann's shopping basket. What
did she buy?
packet
Jar
Ann bought a bottle of olive oil.
Listening

POTATOES

0.87

GREEN PEPPERS

1.89

1)

0.45

GRAPES

2.00

2)

3.99

CEREAL

2.79

HONEY

3)

4)

0.65

CHEDDAR CHEESE

2.89

FRESH MILK

0.86

CHOCOLATE BISCUITS

0.99
0.95

5)
TOTAL

0.50

CASH

25.00

CHANGE DUE

4.97

O Listen and complete the gaps (1-6).
THÞNK
YOU FOR SHOPPING WITH US
Look at the receipt. Ask
and answer questions.

£1
= one pound
El .10 = one pound
ten (pence)

A:

Did you buy cheese?

B:

Yes, I did.

A:

How much was it?

B:

It was two
  pounds fifty-nine

£0.45 = forty-five (pence)

Reading

a) Which of the
following sentences are true about British food? Decide in pairs. Listen and
read and check.
I The British eat a traditional English breakfast every morning.
2 Most British people have a sandwich
for lunch. 3 Chinese food is very popular in Britain.
b) Read and match the headings to the
paragraphs. How many types of food/drink shown in the picture in Ex. 1 can you
find in the text? Then, explain the words in bold.
      British meals Tasty treats   A
traditional meal
What's your idea of British food? If
the answer is bacon and eggs or fish and chips, then you might be in for a
surprise.
Most people in the UK rush to work in the morning. This means they don't
have time to make the traditional English breakfast of egg, bacon and sausages.
They may have one at weekends though. During the week, they choose a breakfast
of cereal ortoast with tea, coffee or fruit juice. Lunch is a simple meal. Many
children at school and adults at work bring a 'packed lunch' from home. This is
a sandwich, a packet of crisps, a piece of fruit and a drink, Dinner is a meal
for the whole family. Spaghetti bolognaise and shepherd's pie are all
favourites. Many British order takeaways as well! Indian, Chinese food and
pizzas are all very popular.
on              tradi'tiònal Sunday roast. This is roast beef or
lamb with potatoes, vegetables and gravy.
But is there anything for dessert? Home-made puddings like bread and
butter pudding, apple pie and trifle are all delicious British desserts.
Without them no meal is complete!
Speaking
8 Make notes under the headings in Ex. 7b. Talk in small
groups about British cuisine. What did you find special about it?
(a shopping list)
Portfolio: Think of your
favourite dish. What

      (pence).                                                   do
you need to make it? Make a shopping list.
On the menu
Vocabulary                                                b)
Put the headings in the right place. Can you think of one more dish/drink for
each category?
the
pictures taste like? Use the adjectives to make sentences.
• bitter • salty • sweet
•

hot and spicy • sour
£340
£500
£2.85
£200
£100
£200
£200
Which of the food in the pictures
is/are: a) Read the first two lines of the dialogue. Where are George and
Sheila?
• a vegetable? • a snack?
• a spice? • a fruit?Listen and read. What does each
person order? How much will they pay?
a) Look at the text. What is it?
Where can you see it? c) Are there any words in the dialogue that look/sound  similar in your language?
3 A: Sheila: Thanks
for inviting me to lunch.

George: You're welcome. Oh, I love this place.

B: Once a week. I .... ..... ....
  ...

Sheila: Me too. Where's the menu?
  I'm really hungry.

(meet) my
  friends and we

George: The waiter's bringing it now, look!
Waiter: Here you are, sir.

                              .
  (go) to Tony's.

George: Thank you. Hmm, I want the
  roast beef.

4

A: Where . (you/go)?

Sheila: Really? But you usually have the spicy grilled
  chicken.

B: To the supermarket. We

George: Well, today I'm trying
  something else for a change.

                                        (not/have)

What about you? Do you want the sirloin steak with

any pasta. . you

creamed mushrooms? You always enjoy
  that.

                      (want)
  something?

Sheila: No, I'm having the chef's salad today. I'm on a
  diet.

8

What do you/your relatives

you .

Waiter: Are you ready to order, sir?
George: Yes. We'd
like the chef's salad and the roast beef, please.
Waiter: Would you like anything to
drink?
George: Can I have a glass of mineral
water, please?
Sheila: And could I have a cola,
please?
Waiter: A glass of mineral water and
a cola ... Thank you.
Everyday English
Ordering food/drinks

Requesting

Suggesting

May I ...?/Can I ...?/l want ...

Woul you like ...?/How about ...?/Do
  you want ...?

Could I ...?/l'd like „., please.

ø Portfolio: Read the box.
Which phrases are more polite? Work in groups of three. Use the menu in Ex. 3
to act out a dialogue like the one in Ex. 4. Record your dialogue.
Grammar
Present Simple vs. Present Continuous
Read the examples. Which
verb form expresses:
• a daily
routine/habit? • an action happening now? I usually have lunch at 1:00. I'm
having lunch now.
Find more examples in the dialogue.
n Put the verbs in brackets in the
present simple or continuous.
1. (love)
pasta but my brother doesn't, so we (have) grilled chicken today.
2 A: What
..... • .                              ... you .. (do)?

B: Oh I.
(read) a magazine. I .
(wait) for my favourite TV show to
start.
usually do at the weekend?
What are you/they doing now?
Pronunciation

Listen and tick. Listen again and repeat.

Reading Rules

n - In/ lemon, now n + k, g In/ thing, drink

In/

IT)/

In/

In/

thanks

want

inviting

king

melon

never

Listening
C) Listen to a radio ad and complete
the gaps (1-4).
Angelo's
Fine Italian Food
Clarendon Street, Newton
• live pianist
Portfolio: Imagine you are a
restaurant owner! Make an ad
for your restaurant!

Use your dictionaries to explain the
  words below. What part of speech are they? How do we pronounce them. Which
  actions can you see in the pictures? What is the past tense of these verbs?
• boil •
  fry • stir • dice • mix • bake • add • melt • peel • pour
Reading
Look at the text? What type is it? • a menu • a shopping
  list • a receipt • a recipe

              Ingredients                                                    apple
      Muffins
•
      2 cups flour
•
      1/2 cup sugar
•
      1 72 tsp.
      baking powder    • Preheat oven to 400 degrees.
•
      I tsp.
      baking soda     • In a bowl, 1) stir together the flour, sugar, baking
      powder, baking soda and salt.

•
      1/2 tsp.
      salt           • I cup yoghurt                   In another bowl,
      2) mix the egg, yoghurt, milk, oil and orange juice.
•
      l egg        •
      1/4 cup milk        3) Add the mixture to the first bowl together with
      the diced apple and raisins and

•
      2 tbsp.
      orange juice            4) Put the mixture into 16 muffin cups and 5)
      bake for 20-24 minutes.
•
      I cup diced
      apple
•
      1/2 cup
      raisins        Preparation: 15 min.             Cooking: 20-24 min
      Portions: 16

a) Listen and read. What
information does the recipe include? Decide in pairs.
I time it takes to make
2 how many it serves 3 where you need to make it
4
what you need to
make it
5
how to make it
b) What do you think
this snack tastes like?
Speaking
a)   Tell the class what you have to do to
make
apple muffins. Use first, second,
after that.
First,
stir
b)   What did you/your family cook last
Sunday? How? Tell your partner.
(a recipe)
Portfolio: Write a recipe for a dish
in your country. List the instructions in the correct order.

CULTURE

Reading
Look at the title,
subheadings and the pictures.What do you expect to read about? Listen and read
and check.
a Read the text again and match the places A-D to the
statements 1-5.
Both the British & tourists enjoy eating there.
2       Business people have dinners there.
3       They are busy mostly at lunchtime.
4       You can eat food from many different
countries there.
5       You can find them all around Britain.
Speaking
 Read again and list all the names of
desserts, drinks, meat, dairy products, vegetables. Which words are the same in
your language?
What place would you choose to eat out at when in the
UK? Why? Discuss in small groups.
Project
Portfolio:
Choose some popular eating places in your country and write a short article
about them. Present it to the class. Write about: • name
•

food one
can eat there
•  prices (expensive/cheap)
to eat
ndwich bars
Most people
in the UK work in offices. They don't have time to make their own lunch. This
is why sandwich bars are so popular. In a sandwich bar you can buy sandwiches,
pastries, cakes, soft drinks, juice and coffee. Then, you may choose to eat
your lunch there, or take it back to work.
B estau
rants
British people go to restaurants on special occasions like birthdays and l
anniversaries, or on business meetings. People like to visit all sorts of
restaurants. Indian, Chinese, Italian and Mexican cuisine, are all very
popular. British food is very tasty as well The dishes usually include fresh
meat or fish with vegetables. c              chipssho
Fish and
chips shops are England's traditional take- away food. They serve fried fish
covered in butter with fried potatoes. People like to add salt and vinegar,
peas, tomato ketchup or curry sauce. There are thousands of fish and chip shops
all over Britain. Locals and tourists all love to visit them. as s o s
Pie and mash
is one of Britain's most traditional dishes! It is exactly what it says: meat
pies with mashed potato in herb sauce. The first pie and mash shop 2dates
back two hundred years. Today, pie and mash shops are very simple and cheap
places to eat.
    I special day to
remember          2go back
1

English in
  Use

Booking
a table at a restaurant
The sentences are from
the following dialogue. Which belong to the host/customer? What does the
customer want? Listen and check.
• I'd like to book a table, please.
• When would you like it for?
• For how many people?
• We'll be four.
• For tomorrow evening, at 9:00 pm.
• Could I also have a contact number?
• What name should I book it
under?
• You're welcome.
a
Read the dialogue and complete the notes.
Table 1 4
Name: I)
Contact Number: 2)
People: 3)
Date: 4)                         March 25
Time: 5)
Customer: Hello, I'd like to book a
table, please. Host: Certainly. When would you like it for? Customer: For
Thursday evening, at 7:00 pm.
Host:
Thursday evening, March 25. For how many people?
Customer: We'll be four - two
children.
Host: Certainly, sir. What name
should I book it under?
Customer: Stephens. That is
S-T-E-P-H-E-N-S.
Host: Stephens, right.
Could I also have a contact number? Customer: sure, it's 5698477.
Host: So
that's a table for four for Thursday evening, March 25th at seven. Thank you,
Mr Stephens. Customer: You're welcome.
Portfolio: It's your father's
birthday next Tuesday. You and your brother/sister are planning a surprise
dinner party at a famous restaurant. Make a phone call to reserve a table. In
pairs, take the roles of a customer and a waiter and act out the dialogue.
Record yourselves.
Pronunciation
Reading Rules

Listen and tick

u - IA/ cut

Listen again and repeat.

a - /æ/ cat

/æ/
us     cat as   cut bug            mad bag          mud

Extensive
Reading

milk & dairy

meat, fish

products

& beans

vegetables

fruit

FOOD
TECHNOLOGY fats & oils
Eat well, feel great, look great!
We all want
to be healthy.
What foods can help us with that?
Bread and Grains A balanced diet is based on bread and grains (foods like
rice and cereal). These foods give you fibre, iron and vitamin B. At least 40%
of what you eat every day should be types of food in this category.
Fruit and vegetables You should eat plenty of vegetables and fruit every
day to make sure you get enough potassium and vitamins A, C and E.
Dairy
products Types of food in this category, like milk and cheese, have lots of
calcium and vitamin D. These two elements protect your bones. You should
consume milk, cheese or yoghurt every day.
Meat,
fish and beans This category also includes eggs and nuts. These types of food
give you iron, magnesium and protein. While meat, such as chicken, is better
for you than fatty, red meat.
A little oil every day (about five or six spoonfuls) is useful against
heart disease.
Eat wisely. If you eat a balanced
diet you will feel great, look great, and always be healthy!
Project:Work
in pairs. Make a list of what you ate yesterday. Was it all healthy? Compare
with your partner.

bread &
grains
Study skills
Using
what you know
Before you read ask yourself what you
know about the topic. This helps you guess the meaning of the text.
Look at the food pyramid. What do you
know about these foods? Which help us keep healthy?
a a) Read the title of the text. How is it related to the
food pyramid? Listen, read to find out.
b) Read the article. Which food type
contains the following:
•  fibre • iron • vitamin
•  potassium • calcium • protein
Present the food pyramid in Ex. I to
the class. Say what each food group gives us.

Put the verbs in brackets in
the present simple, present continuous or simple past.
(you/bake) a cake for
your birthday last week.
(eat) pasta twice a
week. . (have) lunch together yesterday.
Mum(bake) a cake now. Where .       (you/go)? To the
supermarket.
Sheila
.(not/like) spicy food. Points: 18)
Match the questions to their answers.
Can I have the menu?
Would you like anything to drink?
Are you ready to order sir?
How about some creamy
mushrooms?

2 lemon - jam - honey - sugar

a No, I'm on a diet.

3 boil - fry - order - bake

b Here you are, sir.

4 starters - drink - main courses -
  desserts

c A glass of mineral water, please.

5 bread - fibre - iron - vitamin

d Yes. I'd
  like the chef's salad, please.

I breakfast - lunch - dinner -
dessert
                                                                                Points:                                                                                (4X4Points:
of olive oil
of biscuits
6

a l        of bread
7       a b       of chocolate.Points: 14)
7X2 Underline
the correct word.
I There is some/any milk in the
fridge.
2
Are there
any/some bananas left?
3
There are a lot
of/much biscuits in the box.
4
There wasn't
many/any coffee left.
5
Is there
much/many rice left?
6
There are
much/many dishes to choose from.
7
I want a few/a
little sugar in my coffee.
8
We've got
a little/a few oranges here.
Points: 16)
Holiday Time                                        Module0
•  Before you start ...

•  When did you last eat out? Where did
you go? What do you eat there?
•  What's your favourite dish? What do
you need to make it?
•  What do you usually have for
breakfast/ lunch/dinner? Do you have a healthy dish?
Look at
Unit 10
•  Find the page numbers for pictures
1-3.
•  Find the page numbers for
•  a letter
•  weather symbols
•  an email
•  a brochure
•  Listen, read and talk about ...
•  holiday and weekend activities
•  weather and clothes
•  your plans/intentions
•  places to visit/things to do in
Edinburgh
•  types of beaches
•  Learn how to ...
•  make plans
•  make predictions based on what we see
or know
•  talk about the weather
•  book a hotel room • ask for/
give/refuse permission Practise ...
•  going to - present continuous - will
•  reading rules of 10/ , /o./
•  linkers (so, because)
•  researching a topic
•  Write / Make ...
a letter
to a friend about holiday plans a dialogue asking for/ refusing permission • an
email about weekend plans a tourist brochure about the capital city in your
country a poster about beaches in your country
   0    Holiday plans
Vocabulary
Holiday
activities

Where were you last

summer? Where would you like to go
  on holiday this summer? Which of the following do you want to do during your
  holiday? Tell your partner.
This summer I
  would like to go on a holiday to ... . I'm going to visit

taste local food

visit museums

go sightseeing

museums and taste local food.

stay in a luxurious hotel

Reading

go shopping

attend a
  erformance

a) The
pictures above are related to the letter. What is the letter about? Where are
Lucy and her family?
Dear Darren,
[2 First of all, we are
going to do a lot of sightseeing. We are going to see the Kremlin, Red Square,
St Basil's Chruch, Lenin's Tomb, the Pushkin Museum of Fine Arts and The State
History Museum. Dad is also going to take us to the famous Bolshoi Ballet
theatre. Isn't it wonderful? My sister wants to go on a day trip down the
Moskva River but Dad says it's too tiring, so we are not going to travel there.
OK though because we are going to spend a whole day in the Moscow Zoo, the
largest zoo in Russia which has a great collection of animals and exotic
species.
C] I'm going to take lots
of interesting pictures to show you when I get back. I'm also going to bring
you a Matryoskha.
C] Mum can't wait to go
shopping. She wants to visit the GUM department store, the largest department
store in Russia, where you can find everything from clothes to caviar. She says
she needs to have a whole day there. As for me, I'm going to taste as many
local dishes as possible. Russian cuisine is delicious and their pies and
chocolates are just great. I hope I can fit in my clothes when we come back.
Greetings
from Moscow! I arrived here with my family yesterday and we're already excited!
The city is terrific and there are a million things to do.
Take care,
Lucy
b)  Put the paragraphs in the right
order. Listen and check.
c)   Where did you spend your last
holiday? What did you do/see there?
Read the letter and
complete the sentences.

I Lucy and her family are
2 They are going to see ...

3 The trip down Moskva
  River is ... 4 Lucy's mother is going to ...

Read
again. What adjectives/phrases does Lucy use to describe her feelings?

a)
Read the sentences. Which expresses: plans for the future? intentions/ambitions
for the future?
I He's going to apply for work at a summer
camp during his summer holidays.
2
Ann's going to travel abroad next month.
O
b) Work in small groups. Make a list of places Lucy and her family are going to
visit. Use your list to tell the group about Lucy's family's plans.
Speaking
In
pairs, ask and answer as in the example.
I
Your friend wins €100.
>
A: What are you going to do with it? B: I'm going to go on a boat cruise. 2
Your friend's holiday starts next week.
3       Your
friend's birthday is next weekend.
4       Your
friend is going to a party tonight.
5       Your
friend doesn't like his new school.
u
Use the prompts to act out exchanges.
I
hire a car — travel to Bodrum
2 rent a
boat — go fishing 3 buy some stamps — post some letters
4
go
shopping — buy souvenirs
5
buy
a film — take some pictures
 A:
What are you going to do?
B: I'm going to hire a car because I want
to travel to Bodrum.
Think of a place
and tell the class. The class asks you questions to find out what you are going
to do there.
A:
I'm going to the supermarket.
B: Are you
going to buy some fruit?

Listening

Q)
Listen and tick G/) the correct box.
I
What is Jane going to do on holiday?

2       What
are Mark and Jim going to do on Saturday night?

3       What
does Sarah like best about Paris?

money,
mother, fun, mum, enough, couple, flood

 (a
letter)

O

Portfolio:
You are on holiday in your favourite city. Write a letter to your best friend,
saying what you are going/not going to do there. Compare with what you did
during your last holiday.

London
Copenhagen
Moscow
Paris
Cairo

o

loac
-50C
80C
300C

What's the weather like?
b) In pairs, compare the weather in
  the cities on the chart.
Vocabulary
> Copenhagen has the lowest temperature.
 Weather & clothes
c) What was the weather
  like yesterday? What will the
                  a) Fill in the adjective.                       weather
  be like tomorrow? Discuss in pairs.
                   I rain - >rainy 5 snow -                          What are these
  clothes called in your language? Use the
2
  cloud -                                                                           6 sun - .                                                                                prompts and the pictures to
  act out similar exchanges.
3
  wind -                 7 chill - .                                                                         sweater         scarf
4
  fog -             8 storm -
b) Use appropriate adjectives to
  complete the expressions.

0 C = degrees o c = minus
  A: What's the weather like in London
today?
B:
It's wet and rainy with a temperature of IO O C.

rainy • snowy •
stormy • boiling hot

wet • sunny •
freezing cold
It's going to be rainy today.
B: I know. I'll wear my raincoat and
boots then.
Reading
Q) Read the first exchange in the
dialogue. What is the dialogue about? Listen, read and check.
Read the dialogue and complete the
sentences. Then explain the words/expressions in bold.
I Kathy is meeting4 Kathy wants to
borrow

2
Kathy is wearing
3
-The weather is
.5 Claire wants to go
Claire: Where are you going, Kathy?
Kathy: Downtown. I'm
meeting Helen in half an hour.
Claire: But look at you. You're wearing a thin dress
and sandals. You're going to get soaked!
Kathy: What are you talking about?
Claire: Look at those
big black clouds. It's definitely going to rain!
Kathy: Hmm, perhaps
you're right. Er „ so could I borrow your coat?
Claire: No way! It's
brand new! Why don't you take my raincoat?
Kathy: You mean that
horrible yellow thing? No thanks!
Claire: OK, OK, just trying to help
Kathy: Hey ... Can I borrow your umbrella instead?
Claire: Yes, sure oh, hang on a
minute!
Kathy: What?
Claire: I need it too. I'm going shopping in a while. Kathy: No problem.
I can call a taxi.
Claire: OK but hurry.
The shops are closing in an hour.
Everyday English
 Asking for - Giving/refusing permission

a) Read the box. Which phrases
would you
Grammar Referen

Present continuous (future
meaning) - Going to - Will

We use
  the present continuous for actions we have already arranged to do in the near
  future.
I'm flying to Rome tomorrow.
We use going to to express our plans/intentions or to make predictions
  based on what we see.
She is going to study Law.
Look out! You're going to fall.
We use will for on-the-spot decisions. The phone is ringing. I'll
  answer it.

Read the sentences and the rules.
8 a) In pairs, interview each other about your plans in the
next few days.
A: What are
you doing on Tuesday? B: I'm ... What about you?
b) Complete the second speaker.
1       A: It's too hot.
2       A: It's raining.
3       A: It's too cold.
Look at pictures 1-4.
What is each person going to do? buy, fly, eat, post

Vocabulary
Weekend Activities
a)  What are you going to do this
weekend? Use the pictures to tell your partner.
I'm going to have a
party this weekend.
b)  What did you do last
Reading
Listen and
read in the pictures
Saturday/Sunday morning?

Dear Suet
Thanks for your email! How are you? As for me, I'm looking forward to a
  fabulous family weekend.
My brothers are going to be here on Saturday
  morning. Mum Dad have some errands to run in the morning, so they are going
  come sometime before noon. We are going to have lunch together a restaurant.
  In the afternoon, we are going to visit the art gallery because mum wants to
  see the paintings there. In the evening, we going to enioy a performance at
  the local theatre. On Sunday morning we are going to go shopping, then have a
  picnic
Sherwood Forest before everyone
  heads back home in the afternoon.
Well, I think that's about it. How are you going to spend
  weekend? Write soon.

Sunday

Love,

2

It was nice to hear from you.

Jane

3

Well, I think that's about it.

weekend activities)
Brainstorm
for ideas to complete the spidergram with the activities you and your family
are going to do this weekend.
and

                                                                                to                               evening           evening
                                                                                at                                          —afternoon
Solilfdoy afternoon —
morning    morning are
>ÐlgybasteWl
in
a)
Which sentences are opening your (O) / closing (C) remarks?
                                                                                I    I
must go now.
4       How
are you?
5       Thanks for your email.
6
I haven't heard from you for ages.

Rewrite sentences 2-4 using because and so.

7

Write soon.

1

I live quite far. I'm going to be late.

8

Well, that's all for now.

   I'm going to be late because I
live quite far. (reason)                  b) Portfolio: Use your answers
I live quite far, so I'm going to be late. (result) in Exs 4 & 5a to
write a short 2 I have some errands to run. I'm going to see you later. email
to your friend about 3 She is ill. She is not going to come to the party. what
you are going to do this 4 He's got a broken leg. He's not going to play
basketball. weekend (50-60 words).

Cucwung
Reading
Listen to the music. What country does it remind you of: Italy, Scotland,
or France?
Look at the text. What is it about? What can you see/do in this place.
Listen, read and check. Read the brochure. Where can someone see:
• the Crown Jewels • toys
• fish • dancers & musicians
• Edinburgh from the air
Speaking
What is each
person going to do while in Scotland? Why? Use the verbs: go on, attend, visit.
• John — enjoys flying
• Catherine — keen on folk music
• Jeremy — fond of architecture
• Sharon — interested in sea life
• Tamara — collects dolls
> John is going to go
on the Scotland
Ballooning
Tour because he enjoys flying.

study skills

Researching a topic
Get
information from Internet sites or magazines in English. Highlight the most
important points. Look for facts that support them (e.g. names of places). This
helps you select the points to include in your writing.
(a tourist brochure)
ø
Portfolio: Do research. Make a tourist brochure for tourists about the capital
city of your country. Write: places to visit; things to see. (60-80 words)
Edinburgh
with cosmo tours...
What are you going to do?
EDINBURGH CASTLE
The place to go if you like castles! Go on
an interesting tour of the castle and admire spectacular views of the city as
well as the Crown Jewels. Edinburgh Castle is also the home of the One O'CIock
Gun. This is fired every day except Sunday at precisely 1 pm to provide
everyone with an accuratel check for their clocks and watches!
THE MILITARY TATTOO
EXPERIENCE
Don't miss the Military Tattoo Experience —
the largest outdoor event in Scotland right in front of beautiful Edinburgh
Castle! Enjoy a wonderful show of music and dance, pipers playing their
bagpipes, bands parading, and men in kilts dancing to folk tunes!
THE
MUSEUM OF CHILDHOOD
Described as 'the noisiest museum in the
world', the Museum of Childhood is a favourite with adults and children. It is
a treasure house full of objects, telling of childhood, past and present. There
are toys and games of all kinds from many parts Of the world, ranging2 from
dolls and teddy bears to train sets and tricycles. Listen to the children
chanting3 multiplication tables in the 1930s classroom and watch the
street games Edinburgh children played in the 1950s.
DEEP SEA WORLD
Experience4 the 'underwater
safari' of a lifetime! Go under the sea in a 71 metre transparent5 tunnel
and get ready to see exiting sea life close enough to touch it!
SCOTLAND BALLOONING TOUR
Your chance to get a terrific view of
Edinburgh. Fly in a hot air balloon and you will enjoy what you see!
1 exact
           2varying          3singing             4feel                5clear
English in Use
Booking a hotel room
Look at the picture. Where the
people? What are they
'f doing?
a Read the sentences. Who can say them: a hotel receptionist?
a customer? Read, listen
and check.
•  How can I help you?
•  I'd like to book a
room, please.
•  Would you like a single room or a
double?
•  How much is it per
night?
•  Could I have your name, please?
•  You can check in any time after 12
noon.
Read the dialogue and answer the
questions.
I How
many days is the reservation for?
2       What type of room does she want?
3       How much does the room cost? 4 What
does the price include?
Portfolio: You want to book a room.
Take the roles of a receptionist and a customer. Use the prompts to act out
your telephone conversation. You can use the dialogue in Ex. 3 as a model.
Record yourselves.
•
single room with
TV and shower/£30 per night (breakfast included)
•
double
room with en suite bathroom/£50 per night (no breakfast)
4

Receptionist:

Strand
  Hotel. Good morning — how can I help you?

Mrs Scott:

Good morning. I'd like to book a
  room, please — from Friday to Monday.

Receptionist:

Certainly, madam. Would you like a
  single room or a double?

Mrs Scott:

A double, please, with a bathroom.

Receptionist:

One
  moment, please ... yes, we have a room available.

Mrs Scott:

Oh, good. And how much is it per night?

Receptionist: £70, with
breakfast.
Mrs Scott: Excellent. Yes, that's
fine.
Receptionist: Could I have your name,
please, madam?
Mrs Scott:
Oh, yes, of course! It's Scott — Mrs F Scott.
Receptionist:
Thank you, Mrs Scott. That's a double room from Friday 16th to Monday 19th. You
can check in any time after 12 noon on Friday.
Mrs Scott:
Thank you very much. Goodbye. Receptionist: Goodbye, Mrs Scott.

/o./

/o/

dog

war

born

from

sort

on

of

course

Pronunciation

Listen and tick Listen again and
  repeat.

Reading Rules

o, a - ID/
  dog, want or, aw, ough,au, ore, - la/ horse, law, ought

She was born during the war.
Types of beaches

a white sand?

d
  pebbles?

b shells?

e rocks?

c black sand?

f dunes?

a) Which of the beaches
in the pictures has got
Extensive
Reading a
ACROSS THE CURRICULUM:
GEOGRAPHY
•Coast tqCoast

b) Which beach do you like the most?
a) What forms a beach? Read, listen and find out.
b) Read the text again and mark the sentences 1-5 (T)
True and (F) for False.
Correct the false
sentences.
1      Sand and sea form beaches.
2      Sand comes from pebbles.
3      All the beaches are of the same
material.
4      Coral makes pink sand. 5 You can only
see dunes in deserts.
Find the
adjectives in the text which describe the following:
• holiday • shores
•

beaches • sand
Give each paragraph a heading. Make
notes under the headings. Use the headings and your notes to talk about
beaches.
Agate Beach

Punaluu Beach
Sun, sea
  and a stretch of sand are what make a perfect holiday. Relaxing on the beach
  is the utümate

holiday experience for many people
  but do you know where beaches come from?
You usually find beaches where the sea meets the coasts.
  Beaches take thousands of years to form. The sea and the wind help make
  beaches. As waves crash into rocky shores, they throw the rocks around and
  break

Namibia Beach

them into stones and then into pebbles. With time,
  the waves grindi the pebbles into sand.
There are many different types of beaches. Each beach has its own
  characteristics that make it unique2. There are beaches with black
  or green sand, which

East
  Cape Beach

results from lava from volcanoes.
  Others have pink or white sand which comes from corals. There are also

Pukaskwa Beach

rocky beaches,
shelly beaches and ones covered with pebbles. Finally there are beaches with
beautiful sand hills called dunes which remind3 us of deserts.
I To crush until sth becomes a fine
powder.
2 Very unusual and special.
Paradise
Island Beach 3 Makes one think about sth again.
Make a poster. Find pictures of
beaches in your country or around the world. Stick them on a piece of paper and
write a short text about each. Write:
• name of each • where it is • what
it has got

2
6

Do the crossword.

2
5

Across
3
8
Down
7
6

4

1
2

Look at the pictures. What is/isn't Pete

1

7
8

4

going to do while on holiday?
1
2
4
5
shopping
  pictures
Complete
  the exchanges.
Can I borrow your hat? Yes, .

picnic
camping
Points:

5

Points: 16)

Write the adjective.

May I use your camera? No, I'm . .

1

sun -

3

fog

3

Can I use your pen? Yes, that's .

2

rain -
Match the words.

4

chill -

Points: 8 )
4X2

4

Could I borrow your coat? No,
                                                                        Points:    16)

Now I Can     My score: 100)

taste

A

a performance

talk and write about my holiday
  activities

buy

B

souvenirs

describe the weather & my
  clothes

visit

C

a party

• talk about my plans

attend

D
E

local food art galleries
Points:
               5X3          15

make predictions ask for-give/refuse
  permission write an email about my weekend activities
•
  book a hotel room
•
  write a tourist brochure talk about types of beaches

Circle the odd word out.

1

boots - trainers - shorts

shoes

.. in English.

PROGRESS CHECK

Well, it
Is it raining outside?       doesn't
often
rain inside.

2       cloudy - shabby - hot        windy
3       go: skiing - diving - camping -
swimming
Points: 9 )

Circle the correct
answer.
1       She's tired. She will / is going to
sleep early tonight.
2       The doorbell is ringing. I will / am
going to answer it.
3       Dr Brown is travelling / will travel
to Paris tomorrow morning.
4       I am seeing / will see my dentist on
Wednesday. (4X4Points: 16)

Editor's Letter
A very big hello from the 'Spotlight on Russia' team.
We are very excited about our
magazine and hope that you all like it.
In this issue there are some great
articles about the White Nights of St Petersburg, Moscow Zoo, daily life in
Russia, the great poet Alexander Pushkin and many, many more.
We hope you find the magazine
interesting as well as useful. Also, there are plenty of great competitions for
you to enter, so have fun.
Lastly, if you have a good idea for
an article or any other comments please send us an email on: www.spotlightonrussia.ru.
Children from all over the world may
read your articles and discover your country.
Goodbye, until the next time,
The 'Spotlight on Russia' team.
Contents
                                                 Life
in Moscow                                                          3
Anna's lifestyle in Moscow
                                                 Russian
Dachas                                                         4
Russians' favourite way
to relax.
                                                              Moscow's
metro                                                                       5
An underground palace
My Daily Routine         6 What is a student's daily routine
like? Meet Marina, a 12-year-old girl from St Petersburg.
                                                             White
Nights in St Petersburg                                               7
A fantastic experience
                                                              Leisure
Activities                                                                      8
How do the Russians spend
their free time?
                                                              Alexander
Pushkin                                                                   9
Russia's greatest poet
Moscow Zoo 10 The largest zoo in the world Offers the perfect
day out.
                                                              Mushrooms                                                                             11
An old Russian tradition and a delicious recipe
                                                  Sochi                                                                       12
The resort capital of Russia. Have fun on the
Black Sea coast!
What is
your home life like? How big is your family? Do your parents work? Do you live
in a house or an apartment?

This week, Spotlight on
Russia
talks to Anna,
(13) about her life in Moscow.

Anna, can you tell me a little about
yourfamily? Well, my family is quite small. I haven't got any brothers or
sisters. My grandmother lives with us, so all together there are four people in
my family.
Do you live in a house or an
apartment?
We live in a big apartment near the
city centre.
I love it here.
Do your parents work?
Yes, they both work. They are
teachers. I am lucky because my grandmother looks afterl me when they are at work. I often help
her around the house and we go shopping together in the afternoons.
What is it like being a child in
Russia?
We have a lot of fun, like most
children, but winter makes our life a bit different. It gets very cold so we can't
play outside. When it snows I go skiing and ice-skating. Little children also
build snowmen and have snowball fights.
Do you spend much time outside?
When the weather in warm2,
we spend plenty of3 time outside. At the weekends I love
going on bike rides with my friends. I also enjoy trips to the countryside with
my parents.
So, how do you like life in Moscow?
Is your life the same as Anna's or different? Write in and tell us about
yourself.

Itakes care of

2not cold

3as much as possible

Dachas
Anna (12) —
Tumen
Anton (12) — Astrakhan
Andrey (I I) — Voronezh
•     Imagine you want to explain to your
English pen-friend what a dacha is. Use the information in the text to tell the
class. Talk about:
what it is
•     where
you can find it
•     how people use it
•     Vote for the best picture. Give
reasons.
•     Write to us about your dacha and what
you like to do there.
4
Olga (11) —
Murmansk
Are you a country lover
or a city slicker1 ? Many Russians love the countryside. So every
weekend they escape to their "dachas".
But what's a "dacha"?
Spotlight on Russia finds out more .

Many Russian people have a [1]of
  land out in the country called a "dacha". They often have a small
  house there where they can relax or grow fruit and vegetables in the garden.
Dachas are usually a few kilometers
  outside the city. So Friday evening and Saturday morning thousands of cars,
  buses and local trains carry3 millions of people to their
  dachas outside the city. People carry4 bags, backpacks and
  small carts with what they need for a relaxing weekend at the dacha. You can
  often see cats and dogs in the cars as people usually take their pets with
  them.

People spend their weekends at their
  dachas during the spring, summer and autumn. During the spring people clear
  the garden. Many people plants vegetables such as cucumbers, tomatoes, onions
  and potatoes while others prefer to grow flowers. In the summer, families
  swim and fish in nearby lakes and rivers. They also pjcR5 fruit
  and berries which they use to make jam. Autumn is the most beautiful season
  on the dacha. All of the trees, grass and plants are green, red and yellow
  and there are a lot of colourful flowers.
During the long, cold Russian winters,
  people can't wait to return to their dachas. There they can relax and get
  away from6 and the busy city life.

Look at the pictures, then vote for your favourite dacha.
Isomeone who lives and works in the
city and is used to city life.
When you
visit Moscow be sure to travel in style on one of the most amazing metro
systems in the world. Read on to find out more.
Spotlight on Russia visits Moscow's underground palace.
Moscow is
the capital city of Russia. It is one of the largest cities in Europe. Around
eleven million people live there. Many tourists visit Moscow every year to see
its famous sights and fantastic architecture.
The most
popular means of transport for locals and visitors is the metro. The Moscow
metro is very fast. It has 164 stations around the city and it is always very
busy. Seven million passengers use it every day from 6am to lam. Passengers can
tell where a train goes from the voice of the announcers. All trains that go to
the centre have a male voice and trains that go away from the centre have a
female voice.
The metro goes to all
majori sights. The Station Ploshcad Revolutsii takes you to the
Kremlin and Red Square. The metro station Teatralnaya is near the Bolshoi and
Maly Theatres. But the metro is also an attraction in itself. People call it
"The Underground Palace", because many stations are really beautiful
with mosaic ceilings, wonderful chandeliers2 , beautiful
sculptures and brilliant paintings.
For a real life
adventure, every visitor to this beautiful city should take a ride on the
underground metro. It is one of Moscow's major tourist attractions.
Do you enjoy travelting on the metro?
What's your favourite station? Write in and tell us to win free metro tickets
for a week.

timportant 21ights hanging
from the ceiling

Metro
0
•    Is there a metro in your town?
Compare it to Moscow's metro.
•    Which type of transport do you use
most? Why?
•    In pairs decide where you are in
Moscow. Ask
for/tell the way to Moscow
State
University, Bolshoi Theatre, Botanic Garden, Gorky Central Park of Culture and
Tsaritsino estate. The names on the metro map can help you.

What do kids in Russia do every day?
Is their life exciting?
Spotlight on Russia talks to Marina Smirnova - a 12-year-old student from
St Petersburg.
Hi, my name is Marina Smirnova. I'm 12
years old and I live in the beautiful town of St Petersburg. My daily routine
is typical of most students my age.
I get up
at 7:00 am and after a quick breakfast I walk to school. School starts at 8:00
am and finishes at 2:00pm from Monday to Friday. There are 30 students in my
class and every day we have 6-7 lessons. Each lesson lasts 45 minutes with a
10-minute break in between. My favourite lessons are history and maths. They
are both very interesting. We have lunch in the school canteen during the
longer break in the afternoon. We have many exciting things to do at school
after classes. On Tuesday and Thursday I have guitar lessons.
After school I go home and eat a
snack before I start on my homework. We always have lots of homework to do and
it usually takes me 2-3 hours to finish it. Around 6 0'clock in the evening, I
have dinner with my family. I enjoy this time because on weekdays it's the only
chance we have to relax and be together as a family.
After dinner, I usually watch TV. I like
watching Sports and Music shows. Sometimes I play a game of chess with my
father. Most nights I go to bed at 10:30pm and read for a while before I go to
sleep.
What kind of life do you
lead? Write in and tell us.
•     What time do you usually wake up? Do
you have late nights, or do you always go to bed early? Have you got a strict
daily routine? What do you usually do every day? How different is it in
different seasons?
•     How similar is your daily routine to
Marina's?
fil                                   Whitelilllt
Summer
time in St Petersburg is very special but why?
Spotlight on Russia
visits
"Venice of the North".

People often say that St Petersburg is the 'Venice of
the North'. This is because it is a beautiful city with 90 waterways, 42
islands and 300 bridges. Every summer from June until July something wonderful
happens in St. Petersburg. It is a wonder of nature that Russians call the
'White Nights'.
Visitors
from all over the world travel to the city to see this. During the White Nights
The
White Nights are certainly a beautiful sight. Write to us about any other
interesting event you know about. The best articles get to appear in the next
two issues of "Welcome to Russia".
ilight           2a
large number of
the
sun does not set completely and a silver glowi fills the sky.
This sight attracts tourists and locals who take to the streets to enjoy it and
celebrate.
At
night, crowds2 of people sing and dance by the Neva River.
They watch the bridges open as boats pass by and fireworks fill the sky. A visit
to St Petersburg during that time is a fantastic experience.
.40
•
What
is special about St Petersburg? What happens at that time? Discuss in class.
•     Look
at the picture and discuss it with your partner. Imagine you are tourist over
there. What are you doing?

free till
IQ
How do people
in Russia spend their free time? It's not all work and no play.

Spotlight
on Russia finds out what leisure means to Russian people.

Russian
  people spend their

climbing,       backpacking       and

sparel time in many different

canoeing.
  Many Russians take

ways. One thing they all love is

part in
  organised sport. Football is

reading. Russians also love going

the favourite, but many people

to the cinema and the theatre.

also do gymnastics, or play

When it comes to more active

volleyball and basketball.

pastimes, skiing and ice-skating

In the summer, chess games

are very popular with people of all

take place2 in parks. Another

ages. In the winter, many people

hobby is stamp collecting and

skate on frozen ponds and

there are thousands of stamp

skating rinks. Ice-skating is one of

clubs.

Russia's most important sports.

People from different nationalities

Russians are also famous for their

in Russia have their own
  traditional

ice hockey teams. Many of the

types of exercise. For example, the

top players in Canada and the

Yakuts of central Siberia are very

United States are from Russia.

good reindeer-sled racers and the

    Other         free time
  activities

Buryats in eastern Siberia love

include:        hiking,        mountain

archery.

We are trying to find out what our
readers like to do in their spare time. Be part of our big survey today. Write
a short article/letter about what you do in your free time and send it to us.
Ifree         2happen
Discuss in class:
• Which are the Russians' favourite
leisure activities?
What are the favourite
leisure activities of the people where you live?
What do you
do in your free time?

Britain has Shakespeare,
Germany has Goethe and Russia has Alexander Pushkin. He was a brilliant poet
and writer, and a favourite with all Russian literature fans.
Spotlight on Russia finds out more about this famous Russian writer.
Alexander Pushkin was born in Moscow on 6th June 1799. From a young age
his nurse taught him all about Russian folktales and traditions. Alexander
wasn't a good student, but he loved to read and spent many hours in his
father's library. He wrote his first poem at the age of 8 and published his
first poem at 15.

Ithe best ones

2most important

His work was very different from the
other writers at the time and this often got him into trouble with the tsar and
the government. For example, one of his most famous plays, Boris Godunov was
only published years after he wrote it for political reasons.
After marrying a beautiful young girl
called Natalya Goncharova in 1831 he continued to write. Millions of people
consider his novel, Eugeny Onegin, his poem, The Bronze Horseman and his drama,
The Stone Guest, to be masterpiecesl .
Alexander Pushkin was only 37 when he
died. He played a great part in 'The Golden Age of Russian Literature'. He's
Russia's greatest2 poet and national pride.
"Spotlight on
Russia" is having a poetry competition for all the young writers out
there. Send us a poem about your life and win the chance to see it in next
month's issue!!

Moscow loo
Tigers, monkeys, emus and fish in the very centre of
the Russian capital! These creatures all live in the Moscow Zoo, one of the
largest in the world! Moscow Zoo covers an area of 20 l hectares which
is home to over 7000 different 2species.The zoo has also got
many exotic animals and birds. Getting around the Zoo is easy but get a map to
make sure you see everything.
First, visit the Animal Island. There you can see the
Amur tigers, the white snow leopard, the Himalaya bears, the Asian lions and
even an Australian emu, which is almost two metres tall! It is on the second
floor of 'Animal Island' and it is full of colourful fish in large aquariums.
Don't miss the Night World exhibition too. This is a great chance for you to
see the night animals since they sleep during the day! Fot all young
What's your favourite
Who would believe you can
find tigers, monkeys, snakes and fish in the centre of the Russian capital?
Spotlight on Russia visits the
Moscow
Zoo.

visitors, the Children's Zoo is a must!
  Children can see the heroes of their favourite fairy tales: the three
  piglets, the wolf and seven young goats and

Kids of all ages can also visit playgrounds and buy
  gifts from the souvenir shops. There are also cafés and picnic areas.
  All of these things

many other animals well known to all make visiting the zoo a perfect day
the kids.          out!

animal? Send
us pictures and a short description and win tickets for Moscow zoo.
11 hectare equals to
10,000 square metres • Imagine you visited the Moscow zoo. What did you 2kinds
of animals do and see there? Tetl your partner.
• Describe
your route around the Moscow zoo using the picture. Say what you are watching.
You find them in every
kitchen in Russia. What are they? ... Mushrooms of course.
Spotlight on Russia finds out about this old Russian tradition.
Mushrooms

MUSIIIOIIIS

Every year from July to October many Russian people go huntjngl
for mushrooms. It is a very old Russian tradition. Some people collect
mushrooms to sell in shops and restaurants in the cities but most of them end
up in the Russian kitchen. Housewives bake the mushrooms with sour cream in the
oven, fry them in butter, or boil them in soups. Sometimes they cook them as a
main dish, or mix them With cheese, yoghurt, beef or chicken. Let's look at the
recipe Olga sent us.
Ingredients:

10-12 large fresh mushrooms

Try making your

1/4 cup grated cheese

own tasty

[2]/2 cup soft cheese

Stuffed

I tablespoon oil
1/2 tablespoon parsley

Mushrooms

1 onion

with the

salt / pepper

recipe Olga

Directions

sent us.

1      Clean mushrooms properJy2.
2      Remove3 stems. Chop them in small pieces. 3
Fry the stems in oil with onion.

7

4 Mix cheese, parsley and fried stems and onions.

• Tell your partner about

5 Fi114 mushrooms with the mixture.

mushrooms in your family

6 Cook under hot grill for 3 minutes.

traditions.
• Read the article and find:

Did you like them? We are looking
  for more tasty

• four verbs related to cooking

recipes. Send your favourite one to
  us. Any

• three dairy products

recipe that appears in
  "Welcome to Russia" wins

• poultry

a cookery book.

• a type of meat

If you think Russia is all about snow and cold weather,
you can be wrong. You can enjoy a warm sunny beach holiday at Sochi.
Spotlight on Russia visits Sochi the resort capital of Russia.

Discuss in class:
•     What impressed you most about Sochi?
•     Collect information on another
holiday resort in your country and write an aricle about it. Write about:
•
home • location
•
what famous for
•     activities one can do
•
recommendation
he city of Sochi is a popular Russian
holiday resort on the Black Sea coast. It is about 1,500 miles south of Moscow.
The city is famous for its warm weather, beautiful landscapes, golden beaches
and health spas.
Every summer, more than 1.5 million
visitors from Russia and abroadl spend their holidays there.
People travel to Sochi by both air and sea. It has got an international airport
with flights to most major Russian cities, as well as Europe. Its port has a direct2
sea link with Turkey, Greece, Georgia and Ukraine.
Most tourists visit the city in the
summer, but the winter season attracts skiers to the Krasnaya Polyana resort.
As well as skiing, visitors can enjoy hunting, fishing and mountain climbing.
There are also lots of festivals in Sochi and every year in June there is the
international film festival. In the evening, Sochi is alive3 with
colourful street cafés and restaurants where you can eat delicious food
at reasonable4 prices.
Sochi is a city that has got something to
offer everyone. Whether you want to spend time on the ski slopes or at the
beach, Sochi is the ideal choice for you.
What was your best
holiday? Write in and tell us about and win a weekend at Sochi.
Iforeign               2straight              3active                4not
extreme

Сп
авочник по г амматике
МОДУЛЬ
1 К некоторым существительным, оканчивающимся на -0,  добавляется
только -s: videos, photos.

Subject Personal
Pronouns — Личные местоимения

ЕД. ЧИСЛО

мн. число

уои
    уои

he          she        it

they

Личные
местоимения в именительном падеже употребляются перед глаголом вместо
существительного/имени собственного.

всегда пишется с
  прописной буквы;

Уои:
  (ты, вы)

одинаково
  для ед. и мн. числа;

Не: (он)

говорим
  об одушевленных

She: (она)

именах существительных;

    она,
  оно)

говорим о предметах или
  животных;

They:
  (они)

говорим
  об одушевленых и неодушевленных именах существительных во множественном
  числе.

К
существительным, оканчивающимся на гласную + у, добавляется -s: а Ьоу — tWO
boys.
 У существительных, оканчивающихся на
согласную + у, во множественном числе -у заменяется на -i и добавляется -es: а
berry — two berries.
 У существительных, оканчивающихся на
-f или -fe, во множественном числе -f или -fe заменяются на -v и
добавляется
-es: leaf — [eaves, knife — knives.
Исключения: а тап — Теп; а нотап —
нотел•, а child — children; а foot — feet; а tooth — teeth; а тоше
— mice.

Possessive Case —
Притяжательный падеж существительного

Глагол
to be (быть, находиться, являтьСЯ)

Глагол
tO be — единственный английский глагол, изменяющиЙся по числам и лицам. Его
формы надо запомнить.

УТВЕРДИТ.

ОТРИЦАТ.

                               ОТРИЦАТ.         УТВЕРДИТ.

ЕДИНСТВЕННОЕ
    ЧИСЛО

МНОЖЕСТВЕННОЕ
    ЧИСЛО

am/l'm
Уои
  are/
Уои
  ' ге
Не
  is/He's She is/She's lt is/lt's

1'т not
Уои aren't
Не isn't She isn't lt isn't

We are/
Уои are/
You're
They are/
They're

We aren't
Уои aren't
They
  aren't

ВОПРОСИТЕЛЬНАЯ                     КРАТКИЕ
ОТВЕТЫ

Аге
Аге

уои ...? he she ...?
we уои ...? they ...?

Yes, ат
Yes, уои аге.
Yes, he
  is.
Yes, she
  is.
Yes, it is.
Yes, we аге.
Yes, уои аге.
Yes,
  they аге.

Но, l'm not.
Но, уои aren't.
Но, he isn't.
Но, she isn't.
Но, it isn't.
Но, уме aren't.
Но, уои aren't.
Но, they aren't.

кт
thirteen years ом. Мне тринаДцать лет. Не is (п his bedroom. Он В сВоей
спальне. They аге friends. Они Друзья.
При
переводе на русский язык глагол ф в предложениях часто опускается.

Plurals — Формы
множественного числа

Большинство
существительных образуют форму множественного числа путем добавления окончания
-s: а саг — two cars.

К
существительным, оканчивающимся на -5, 45, -sh, -ch, -х, -0, во множественном
числе добавляется -es: buses, dresses, brushes, benches, boxes, tomatoes etc.
Притяжательный
падеж употребляется для того, чтобы:
а)
показать принадлежность чего-либо кому-либо:
Mary's
bag — сумка Мэри;
ь)
показать отношения между двумя или более людьми:
Тот
З uncte — дядя Тома;
с)
в названиях некоторых магазинов, учреждений:
Qt the baker's — В булочной, at the ftorist'S В
[Сеточном магазине, at Bob's — у Боба Дома.
Притяжательный падеж образуется с помощью окончания (для
людей и животных). Jim'5 flat. КВартиро Джима. Му cat'5 Фу Игрушка моей кошки

К
существительным в единственном числе добавляется 's: the girl's doll — кукла
ДеВочки; Rosa's саг машина Розы.

Если
имя собственное оканчивается на -5, добавляется 's
или только апостроф С): Doris's hat or Doris' hat — шляпка Дорис.

К
существительным множественного числа, оканчивающимся на -5, добавляется только
апостороф ('): Пе girl5' тот — комната ДеВочки

К
существительным-исключениям во множественном числе
добавляется 's; the children's books — книги Детей.
Possessive
adjectives. Possessive pronouns — Притяжательные местоимения. Абсолютная форма
притяжательных местоимений

мн.
  число we уои they

ЕД. ЧИСЛО
               уои        he        she         it

ту your

his

her

its

our your their

mine yours

his

hers

its

ours yours theirs

Абсолютная форма притяжательных местоимений
употребляется без существительных, Притяжательные местоимения и абсолютная
форма притяжательных местоимений употребляются, чтобы:
а) определить принадлежность
чего-либо кому-либо: This is ТУ bike. Это мой ВелосипеД. This bike i5 mine.
Этот ВелосипеД мой.
Ь) показать отношения между двумя или
более людьми: Derek is her brother. Дерек ее брат.

YTBEPAhTEJ1bHAq OOPMA

I've got
You've got

He's got
She's got It's
  got

We've got
You've got
They've
  got

I haven't got
You haven't got

He hasn't got
She hasn 't got It hasn't got

We haven't got
You haven't got
They haven't got

TenbHblMH BO MHO>KeCTBeHHOM qhcne (pens, cars H
    T. some bread — He,MH020 xne6a; some apples — HeCKôJ7bKO 96110K. Some
    BblcynaeT B 3HaqeHHH He,MHOêO, HeCKO/7bKO. Some yr10Tpe6nqeTcq B
    YTBePAHTeJ1bHb1X BblCKa3b13aHHfiX:
I've got some money. Y ,MeHR ecrnb  ðeHee.

rnaron have (got) — (HMeTb)

B
    paar0BopHoñ peqH rnaron 'have got' npeHMYtueCT3eHH0 B
    COKPa1.qeHHOÿ1 cþopMe.

HCn0J1b3yeTCq

CnpaB0'-1HMK
  no rpaMMaThKe

HPATHHE OTBETbl

BOnPOCMTEJ1bHAfl OOPMA

Have
  I/you/we/they got?
Has he/she/it got?

Yes,
  I/you/we/they have.
No, I/you/we/they haven't.
Yes,
  he/she/it has.
No, he/she/it hasn't.

rnaron r have
got' ynoTpe6nqeTcq, YT06bl:
a)
noKa3aTb
nPHHaane>KHOCTb qero-JIH60 KOMy-JIM60: He has got a ball. Y Heeo ecmb MRS'.
b)
OllHCblBaTb moneh,
>KHBOTHblX    npeAMeTbt:
She has got blue eyes. Y
Hee eony6b1e ana3Œ
C) n0KaaaTb OTHOLUeHHR
Me>KAY Jl'OAbMH:
I have
got two sisters. Y (ecmb) ð6e cecmpb/. LlacT0 npeanoxeHHfi c 'have got'
nepeB0A9Tcq Ha pyccKhÿ•t R3b1K 6ea AOCTIOBHOrO nepeB0Aa caraoro rnarona
('hMeTb').
MOAYJ1b 2

Ordinal numbers —
nopfiAKOBbte LihCJIHTeJ1bHble

first; 2 — second; 3 — third; 4 — fourth.
flOPBAKOBbte
qHCJIHTeJ1bHb1ë 0TaeqaK)T Ha BOnpoc 'KOTOPblW 06paay0Tcq OT ROnqqecrgeHHblX npu
110MOLUH -th: seven— seventh, ten—tenth, 56—fifty-sixth.
Cneayer aar10MHHTb
cþOPMbl LIHCnhTeJ1bHb1X: 1 first; 2 — second; 3 — third. C)HH
wcnont,3Y10Tcs 06pa30aaHhfi COCTaBHb1X nopRAK0Bblx qHCnwreJ1bHblX: 51st, 101st,
22nd, 382nd, 63rd, 6503rd.
npaBnna npagonucaHVIB
      Cneayer aar10MHHTb: five-fifth,
nine-ninth, twelve-twelfth, twenty/thirty/forty — twentieth/thirtieth/
fortieth.
      B npeanoxeHusx nopaAK0Bble
WICnHTeJ1bHbte Bceraa yr10Tpe6nq10Tcn c aPTHKJ1eM the:
He took the first prize at
the Olympic Games. OH nonyqun nep6b/ù npu3 Ha OnumnuÙCKux uepax.
It's my thirteenth birthday today. CeaoðHR ôeHb moeao
mpuHaôuamunernug.
      B aarax rlhlLjeTcq: September 1 ,
July 4, a qHTaeTCfi the first of September — nepgoe ceHt77R6pn,• the fourth Of
July — qemgepmOe Wong.

Some/Any

MecTOMMeHHR some H any
yn0Tpe6nqK)Tcq C HeHC¼HCnseMblMH
CYLUeCTBHTenbHblMH
(sugar, bread) H HCqHCnqeMblMH CYLueCTBHGR2
                      I've got some
books. Y                           ecmb yeCKOJ1bKO K,qua
      Any ynorpe6nseTcs B Bonpocax OTPHgaTeJ1bHblX
3blCKa3blBaHH9x: Have you got any money/ books? Y Bac ecmb
ðeHbeu/KHueu? No, I haven't got any money/ books. Hem, y Hem ðeHee
/KHua
Some ynoTpe6nqeTC9 B Bonpocax, Koraa Mb' npeanaraeM qro-JIH60 nPOCHM O qeM-nH60:
Would you like some coffee? He xenaeme nu KOØe? Can I have some
coffee, please? M0YH0 '*He Rowe, n oxangùcma ?

Prepositions of place — npeanoru
MecTa

npeanorv•l Mecra
notqorai0T onpeaeTIHTb MeCTOHaXO>KAëHUe npearaeTa/nHua: on, under, in
front of, behind, beside/next to, near, at, in, between, and opposite.  at yn0Tpe6nqëTcq:
B Bbl paxeHktqx: at school/university/college, at work, at home;
B
aapecax, Koraa peqb
HAeT 0 H0Mepe AOMa: at 20, Oxford Street;  in ynoTpe6nneTcq:
B BblPaxeHHBX: in the middle, in the
air, in the sky, in bed, in hospital, in prison, in a newspaper/magazine, in a
picture;
C
Ha3BaHHSMH
rop0AOB, CTpaH H KOHTHHeHTOB:
in Athens, in England, in Europe, in Australia;  on ynorpe6nneTcn:
B Bblpaxeytøsx: on the left, on the right, on the first floor.

Prepositions of time —
npeanorv.l BPeMeHH

Bperqn•. at 7 0'clock
    npa3AHHKH: at Christmas, at Easter, at the weekend
B
    BblPa>KeHHfiX:
at the moment, at present,
    at dawn, at noon, at night, at midnight

AHH: on
    Monday, on New Year's Day aaTbl: on May 6th
Bper.,lfi
    AHS:
on Tuesday evening
nphnaraTeJ1bHoe + day: on a hot day

Справочник по
  грамматике

МОДУЛЬ З

The
lmperative — Повелительное наклонение глаголов

Повелительное
наклонение глаголов совпадает с инфинитивом без частицы to: Sit down!
Садись/Садитесь.  Отрицательная форма повелительного
наклонения образуется при помощи 00 not/Don't и инфинитива: Do not/Dont talk to
him! Не разгоВариВай(те) с ним!

Повелительное
наклонение всегда обращено ко второму лицу единственного или множественного
числа: Таке уоиг books. Возьми(те) свои книги.  Повелительное
наклонение употребляется, чтобы:
а) отдавать приказания: Stop that лове!
Прекратите этот ШУМ;
Ь) давать указанияхинструкции: Cut the
paper in two pieces. Разрежь(те) бумагу на Две части;
с)
предлагать что-либо: Нак Some саке.
Возьмите
немного торта;
ё) просить о чем-либо. Мы Обычно добавляем
слово please в начале или в конце предложения: Ве quiet, please! или Ptease be
quiet! Тише, пожалуйста!

Глагол Can/Can't (мочь,
уметь)

l/you/he[she/it/we/you/they
сап walk.

l/you/he/she/it/we/you/they
can't walk.

Сап
l/you/he/she/it/we/you/they walk?

Yes, l/you/he/she/it/we/you/they сап.
Но,
l/you/he/she/it/we/you/they can't.

Глагол
сап относится к особой группе модальных глаголов. Он не изменяется по лицам и
числам и за ним всегда следует смысловой глагол без частицы
to. Сап употребляется для того. чтобы:
а) показать способность/умение: сал Sing!
Я умею петь.
Ь) попросить кого-либо что-либо для
нас сделать: Сап уои орел the door, ptease? Откройте Дверь, пожалуйста!
с) попросить что-либо: Сап have а piece 0f
саке, ptease? Можно мне кусочек торта?
ф попросить разрешения сделать
что-либо: Сап we play оп the computer, ptease?
Мы
можем поиграть на компьютере?
е) выразить запрет: Уош сап turn left
here! ЗДесь нельзя поВернуть налеВо!
МОДУЛЬ 4

Do
  l/you/we/they work?J
Does he/she/it work?

Yes, l/you/we/they do.
Но, l/you/we/they don't.
Yes, he/she/jt does.
Но, he/she/it doesn't.

Present Simple образуется при помощи основной формы
глагола (инфинитива). В утверждениях в третьем лице единственного числа к
глаголу добавляется В вопросах и отрицаниях мы используется вспомогательный
глагол do/don't с 1, уои, we и they и
does/doesn't с he, she и it. -s не добавляется к смысловому
глаголу, когда присутствует вспомогательный does/doesn't. Правила правописания

К
большинству глаголов в третьем лице единственного числа добавляется -5: work —
work5.

К
глаголам, оканчивающимся на -ss, -sh, -ch, -х и -0, добавляется -es: miss —
misses, go — goes.  У глаголов, оканчивающихся на
согласную + у, -y заменяется на -i и добавляется -es: Study — Studies.  К
глаголам, оканчивающимся на гласную + у добавляется
-s: play — plays.
Употребление
Present Simple употребляется. когда
речь идет о:  регулярно повторяющихся,
повседневных действиях:
She usualty plays tennis at the weekend. Она обычно
играет В теннис по ВыхоДным; постоянных состояниях:
She likes sweets. Она любит конфеты;  непреложных
истинах и законах природы:
Пе
шп sets in the west. Солнце саДится на запаДе.
Указатели времени (сигналы), употребляемые с Present
Simple: every day/week/month/ уеаг, at night, in the morning/afternoon/evening,
оп Мопday(s), Tuesday(s), наречия частотности (never, seldom, rarely,
sometimes, often, usually, a[ways).
Time words —
слова-связки

ПоДумаД прежДе чем
  начнешь работать.

Ряд союзов и наречий времени обеспечивают
логическую/временную связь между предложениями и частями предложений. К ним
относятся: and, then, after that, when, before, later и т. д. Think before уои
start working.
Справочник по
грамматике

Adverbs of frequency —
Наречия частотности

never
  никогда often часто

se[dom/rarety чаето sometimps
  иногда usualty обычно always всегда

С
Present Simple употребляются наречия частотности. Они показывают, как часто
что-либо происходит. В предложениях они занимают место перед смысловым
глаголом, но после глагола to be, а также вспомогательных
и модальных глаголов (сап, do, и т. д.).

usually
work оп Sundays. Я обычно работаю по Воскресеньям. Не i5 always tate for
school. Он ВсегДа опазДыВает В школу. Не сап never wake
ир before 10 о'с[осК. Он никогДа не может проснуться раньше 10 утра.
МОДУЛЬ
5

Present Continuous —
Настоящее продолженное
время

Present Continuous образуется при
помощи вспомогательного глагола tO Ье и смыслового глагола с окончанием -ing.
В
связной речи Present Continuous употребляется в сокращенной
форме.

УТВЕРДИТЕЛЬНАЯ
    ФОРМА

ОТРИЦАТЕЛЬНАЯ
    ФОРМА

l'm You're
He's
She's playing
lt's
We're
You're
They're

l'm
    not playing
Уои
    aren't playing isn't playing
aren't playing

ВОПРОСИТЕЛЬНАЯ ФОРМА

КРАТКИЕ ОТВЕТЫ

Ат          playing?
    Аге playing?
ls                         playing?
playing

Yes, ат.
Yes, уои аге.
Yes, he/she/it is.
Yes, we/you/they аге.
Но, Рт not.
Но,
    уои'ге not.
Но, he/she/it isn't.
Yes, we/you/they aren't.

Правила правописания

В
глаголах, оканчивающихся на -е, опускается -е и добавляется -ing: write —
writing.

В
односложных глаголах с кратким гласным между двумя согласными удваивается
последняя согласная добавляется -ing: sit — sitting, swim
— swimming.  В глаголах, оканчивающихся на
удваивается -1 добавляется -ing: travel —
travelling.

В
глаголах, оканчивающихся на -ie, -ie заменяется на -у и добавляется -ing: lie —
lying, die — dying.
Употребление
Present Continuous употребляется, когда
речь идет о:  действиях, происходящих сейчас, в
момент речи: He'S reading а ЬооК пож Он читает книгу сейчас;  действиях,
происходящих в настоящий период времени, но не обязательно в момент речи: l'm
working for ту ехат. Я готоВлюсь к моему экзамену;  запланированном
действии в будущем:
ptaying tennis оп Saturday. В субботу
я буду играть В теннис (согласно плану).
Указатели времени (сигналы), употребляемые с Present
Continuous: ПО',ч, at the moment, these days, at present, always, tonight,
stilt.
МОДУЛЬ
6

Present Simple в
сравнении с Present Continuous

Present
Simple употребляется для описания регулярных и повседневных действий, привычек
и постоянных состояний: Sarah starts school at 8 0'clock (повседневное
действие). Сара начинает учиться в 8 утра. Не likes coffee in the morning
(привычка). Он любит кофе по утрам. Не lives near the hospital (постоянное
состояние). Он живет около больницы.

Present
Continuous употребляется для описания действий, происходящих в момент речи или
действий, имеющих временный характер: Peter is watching ТУ at the moment
(момент речи). Питер сейчас смотрит телеВизор. Не'5 studying Law (1t Unjversity
(временное действие). Он изучает право В униВерситете.

State verbs — Глаголы
состояния

Некоторые глаголы не образуют формы Present
Continuous, поскольку они описывают состояние, а не действие (например, like,
want, Клочу, love):
а
сап)
Pete
loves basketball. (МОТ: Ребе-Ё4е,4не basketbal[.)
Јеппу ljkes саз. (НОТ: cat5.)
 know the answer. (НОТ:
4-ep•-kaew.i..as the answer.)
МОДУЛЬ 7

формы глагола to be в
Past Simple

УТВЕРДИТЕЛЬНАЯ

ОТРИЦАТЕЛЬНАЯ

ВОПРОСИТЕЛЬНАЯ

was
Уои were
was
were

wasn't
Уои weren't
wasn't
weren't

Was ...г
Were уои ...?
Was
Wer

CnpaB0HHHK no rpawaaTHKe
Ynorpe6neHhe

HPATKME OTBETbl

Yes,
  l/he/she/it was. No, I/he/she/it wasn't.

Yes, we/you/they were. No, we/ ou/they weren't.

Past Simple yn0Tpe6ngeTC9,
Korna pegb HAeT o aeÿCTBHRX, KOTOpble nPOHCXOAHJIH B npownora. To eCTb Mbl
3HaeM, Koraa aeäCTB¼e 6b1J10 COBePweHO:
                                                                                He left yesterday. OH gexan
gqepa.

Past Simple — npoweawee npocToe Bper.•lfi
YKa3aTeJIH Bperv1eHH (CMrHaJ1bl), yr10Tpe6nneMble C
Past Simple npaaunbHb1x rnaronoB 06paayeTcq nyreM Past Simple: yesterday, last
Monday/month/week/ A06aBneHHR -ed K HHCþHHHTHBY.
etc, two days/weeks ago.
       MOAYJlb 8
                              OTPhUATEJ1bHAB
OOPMA                                                  MOWIbHble rnaronbl —
Must (AOJ1>KeH, 0693aH)/

Mustn't/Can't
I/you/he/she/it/we/you/they didn't work.

B011POChTEJ1bHAB OOPMA

     Must ynorpe6nqercn, qT06b1 BblPa3hTb
0693aTeJ1bCTBO H He06XOAHMOCTb: You must listen to your teacher. Tbi ðonyeH
cnguamb gqurneng.
             Did
l/you/he/she/it/we/you/they work?  Mustn't H can't yn0Tpe6J1910Tcs, LIT06bi
Bbtpa3HTb 3anper.

HPATHhE

You mustn't
  drive over 35 mph. Tbi He ðonxeH/me6e

Yes,
  I/you/he etc did.

No,
  I/you/he etc didn't.

npaBMna npagonncal-ang

 B rnaronax, OKaHqHBalOU4HMCfl Ha
  -e, A06aBnneTCB

Have to/ Don't have to (MOAaJ1bHOe 3HaqeHhe)

OTBETbl Henb3R
eaðurnb co cKopocmb*0 6b1tue 35 ,yunb qac You can't enter the building
after 80 pm. Bbl He ð0f1%Hb//BaM Henb3A ßxoðumb g 3ðaHue
nocne 8 6eqepa.

TOJ1bKO -d: like — liked.
     B rnaronax, OKaHHhBat01UHXC9 Ha
  cornacHY}0 + y, -y 3aMeHReTCB Ha -i H A06aenqercq -ed: study — studied.
     B OAHOCJIO>KHb1X rnaronax C
  KPaTKHM rnaCHblM Mexay
COrnaCHb1MU
  yaaaHBaeTcq nocneAHfiR cornacHaq H A06aBnqercq -ed: stop — stopped.
     B rnaronax, OKaHqHBaiOU4HXC51 Ha -l,
  -l YABaHBaeTCB a06aBJ19eTcq -ed: travel — travelled.
B aHrJIHVtcK0M 93blKe eCTb 60J1bUJan rpynna
  HenpaBHDbHb1X rnaronoe, KOTOPble 06pa3YOT cþopMY Past Simple He nyTeM
  A06aBneHHfl -ed (CM. cnHCOK GR7): go — went, see — saw, drink — drank, etc.
  Hx cnenyer -aan0MHHTb, OHH 06pa3Yt0T Bonpocbl OTPuqaHHB TaK>Ke nph nOMOU4H
  did/did not (didn't) H OCHOBHOñ cþ0PMbt CMblcnogoro rnarona.
He went out. — Did he go out? — He
  didn't go out. OH ßbtwen, — Bb/tuen nu OH? — OH He 6blxoðun.

 Have to yr10Tpe6nqeTcq, 4T06bl
  Bbtpa3HTb He06XOAHMOCTb, 3blHYXAeHHOCTb neiCTBH9 cornacH0 06CTOBTeJ1bCTgatq:
  We have to be at the airport at 9.00 0'clock.
Mb/ ðon%Hb/ (6b/HIJXðeHb/) 6blf77b e asponopmy 6 9
  qac06.
 Don't have to/needn't
  yn0Tpe6JIRK)TcR, qT06bl BblPa3HTb
OTCYTCTBHe
  He06XOAhMOCTH.•
You don't have to wash the dishes. I'll do it.
Te6e He
  HYEHO Mb/tnb mopenw. 3b,'MOFO.
You needn't worry, Te6e He cmoum 6ecn0Koumbcg.

Comparisons — CTeneHH cpaBHeHHfi npunaraTeJ1bHblx

npHnaraTeJ1bHb1e HMe10T ABe creneHH CPaBHeHHR: cpa8HHTeJ1bHY10 h
  npeBocx0AHY10.

young

-er younger

the -est the youngest

interesting

more
  more interesting

the most most young

I/you/he/she/it/we/you/they
didn't go.

 CpaBHhTenbHag creneHb + than hcnontgyercq Anq cpaBHeHHB ABYX
maeÜ/npeAMeTOB/06beKTOB:
She is
older than her brother. OHO cmapue C60eeo 6pama. It's colder today, than it was
yesterday CeaoðHA xonoðHee, qeM Bqepa.

Yes, l/you/he etc did.

No,
  l/you/he etc didn't.

     npeeocx0AHan creneHb + Of/in
ucn0J1b3yeTcq nph CPaBHeHHH Tpex H 60nee noaeä/npeAMeT0B/06beKT0B; Tom is
the tallest boy in his basketball team.
TOM Ca.Mb1Ù ßb1CORUÚ MOJ7bVUK 8
6acxem60,1bH0ù KOMOHðe.

CnpaBOMHHH no rpaMMaTMKe
     OAHOcnOHHb1e ABYCJIO>KHbje
npnnaraTeJ1bHble Ha -y, -er 06pa3Y10T cpaBHmeJ1bHYO cTeneHb rtYTeM A06aBneHHB -er, a
npeBocx0AHYto — -est: tall — taller— (the) tallest; pretty — prettier — (the)
prettiest.
     MHOrOCJIOHHble npqnaraTenbHb1e
06pa3YK)T cpaBHH-
TenbHY10 CTeneHb c
rlOM01.L4bEO more, a npeBocx0AHY10 C noMOU4biO cnoBa most H apTHKJ19 the:
beautiful — more beautiful — (the) most beautiful.
npaanna npagonucam•tq
     K OAHOCJIO>KHblM npHnararenbHblM,
OKaHqHBaEOLUHMCR Ha e, A06aanqercq: B CPaBHHTeJ1bHOä aeneHh npeaocxoAH0Vt -st: safe — safer —
(the) safest.
     B ABYCJIO>KHb1X npHJ1arareJ1bHbtx,
OKaHqHBatOLUHXCfi Ha -y, y aarqeHneTCq Ha -i A06aBnsercq -er -est: early — earlier
— (the) earliest.
     B A8YCJIO>KHb1X npqnaraTeJ1bHblx C
KPaTKHM rnaCHb1M Me>KAY ABYMB COrnaCHblMH, KOHeqHaq cornacHa5 YABaHaaeTcq H
A06aBnqeTCR -er HTIH -est: big — bigger — (the) biggest.
     hcKmoqeHHg: good — better — (the)
best; bad— worse — (the) worst; many/much — more — (the) most; little — less — (the) least.
MOAYJ1b 9

Uncountable nouns
(quantity) — Hehcqhcnqer.lble CYLueCTBHTeJ1bHble: 0603HaqeHHe KOJIhqecTBa
Hevtcqucnqetvlble CYLUeCTBHreJ1bHble
He hMeiOT 4)OPMbl MHO*ŒCTBeHHOrO qucna. K HRM OTHOCBTCX. cheese, sugar,
butter, salt, rain, snow, water, coffee, tea, milk, orange juice, lemonade,
etc.
CneAY10L4He cnoBa
Hcn0J1b3Yi0Tcq C COOTBeTCTBY}OLUHMH HeHCUHCnqeMblMH CYL14eCTBHTeJ1bHblMH AJ1q
0603HaqeHHB K0JIHqecTBa: jar, bottle, piece, loaf, cup, bar, glass, kilo,
carton, bowl, can, jug, slice, tin, packet, etc: a jar of marmalade, a bottle
of water.

Much/Many/A lot of (MHOro) A few/A
little
(HeCKOJ1bKO/HeMHOrO)

YTBEPHAEHV•IE
Bonpoc
OTPhUAHhE

A
    lot (of)

A
    lot (of)

(how)
    many

(how) much

many

much

Yn0Tpe6neHne
 A lot of ynoTpe6nneTcq B YTBep»qeHHqx c HCUHCnqeMblMH H HeHCHHCnqeMblMh CYU4eCTBHTeJ1bHblMH:
She's got a lot of/ lots of books. Y
Hee MHOeo KHue.
There's
a lot of milk in the fridge. B xonoðuJ7bHtJKe
MH020
Monotca.
                             Much
yr10Tpe6nqeTcq B Bonpocax                 OTPHqaHHRX c
GR6 HeHCUHCJ1seMb1MU
CYU4eCTBhTenbHblMH, HanpHMepr
How much
money have you got? CKOJ1bKO g me6g ðeHea? There isn't much sugar in the bowl.
MUCKe He,MHOêO
caxapa.
 Many yn0Tpe6nneTCR C HCHHCnqeMblMH CYLUeCTBHTenbHblMH BO MHO}KecTBeHHOM
wcne B Bonpocax
OTPHgaHk1fiX:
Are
there many books on the shelf? Ha none MHOeo KHUe? There aren't many books on
the shelf. Ha nome He,MH020 RHU2.
 B Bonpocax c HeHcqHcnqeMblMH CYLUeCTBHTenbHb1MH yn0Tpe6nqercq how much, a c
HCqHCnqeMb1MH how many:
How much
sugar do we need? CKO,7bRO carapa HIJXHO? How many boys are there in
your class? CKOJ1bKO ma,'7bguR06 6 6aue,M Knacce?
 A few yr10Tpe6nqercs C HCHHCnqeMblMh cytuecTBHTenbHb1MH, a a little C
HeHCqHCnqeMblMH B 3HaqeHHH (HeCKOnbKO-HeMHOrO) B YTBeP>KAeHHAX, aonpocax H
OTPHUaHHRX:
There
is a little water in the glass. B crnaKaHe He,MHOêO Boðbl. There are
a few flowers in the vase. B 603e HeCKOJ7bKO gßem03.
MOAYJ1b 10

Be going to (c06HpaTbcq, HaraepeBaTbCfi)

OTPhUATEflbHAB OOPMA

YTBEPAhTEJ1bHAfi
OOPMA

I'm going to
    leave you're going to leave
's going to
    leave
're going to leav

I'm not going to leave you aren't going to leave
isn't going to
    leave
you aren't going to leave

B011POCHTEflbHAfi OOPMA

Am
Are you
Is
Are you

Yes, I
    am./No, I am not.
Yes, you are./No, you aren't.
Yes,
    he/she/it is.
No, he/she/it isn't.
Yes,
    we/you/they are.
No, we/you/they aren't.

'Be going to' ynorpe6nqeTCB, Koraa pegb           o: a) nnaHax
HaraepeHuqx Ha 6nuxaüwee 6YAY1.uee:
I'm
going to play football this afternoon.
AHe,M H
c06upa'0Cb nouepamb g Øgm60n,•
b)
Koraa eCTb AOKa3àTeJ1bCTBO, qT0 qro-nH60 np0"30AaeT B 6yayuetq:
There
are dark clouds in the sky. It is going to rain.
Ha He6e
me,MHb/e myqu. C06upaemc9 ðoxðb.
The bike
breaks don't work. He is going to fall down.
Top,M03a
genocuneôa He pa60rna}0tn. OH ceùqac gnaðem,

Irregular Verbs

(HenpaBHTlbHble rnaronbl)

Infinitive

Past  nepeB0A

Infinitive

Past  nepeB0A

be beat become begin bite blow break
  bring build burn
can catch
  choose come cost cut do draw dream drink drive
eat fall
fight find fly forbid forget forgive
  freeze get give go grow hang have hear hide hit

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

6blTb
6HTb
CTaHOBHTbC9
HaqHHaTb
KYCaTb
AYTb JlOMaTb rlPHHOCHTb CTPOHTb
  ropeTb noKynaTb MOLIb, YMeTb
DOBHTb
Bb16HPaTb
rlPHXOAHTb CTOHTb pe3aTb
  AenaTb
PHCOBaTb Met-ITaTb n HTb BOAHTb eCTb
  naaaTb KOPMHTb qyBCTBOBaTb CPa>KaTbCB hCKaTb neTaTb 3anpe14aTb 3a6blBaTb n pot.uaTb
  3aMepaaTb nonyqaTb aaBaTb HATH pacTH BeU-1aTb
HMeTb CJIYUJaTb npmaTb YAaP9Tb

hold keep know learn leave let lose
  make mean meet pay put read /rtd/ ride run say see sell send set show sing sit sleep smell speak
  spell
spend stand swim take teach tell
  think throw understand wake wear win write

held kept knew learnt (learned)* left let lost made
  meant met paid put read /red/ rode ran said saw sold sent set showed sang sat
  slept smelt (smelled)* spoke spelt (spelled)*

spent stood swam took taught told thought            threw understood woke wore won wrote

nepxaTb xpaHHTb 3HaTb yqHTb(CR) noKhAaTb n03BOJIBTb TePfiTb AenaTb
  noapa3YMeBaTb BCTpeqaTb(cq) nnaTHTb KnacTb qHTaTb exaTb
6eraTb rOBOPHTb BHAeTb npoAaBaTb OTnpaBJ19Tb
  ycTaHaBJIHBaTb rlOKa3blBaTb neTb CHAeTb cnaTb naxHYTb roBOPHTb Ha3blBaTb no
  6YKBaM nPOBOAHTb CTOfiTb nnaBaTb 6paTb yqhTb rOBOPHTb AYMaTb
6pocaTb
nOHHMaTb n p06Y>KAaTbcR HOCHTb (oaexay
  BblffiPblBaTb rwtcaTb

* B03MO>KHO 06pa30BaHHe CþOPMbl Past nyTerv1
A06aBneHHfi OKOHqaHHB -ed.

List
MODULE 1 la Family Members
age         (n) B03pacT aunt                 (n) TeTR big
'big/ (adj) 6011bLUO¥t brother                (n) 6paT child ,/tfalld/ (n)
pe6eH0K children /tJJldran/ (n PI) newt cousin /kszan/ (n)  6paT/cecrpa curly /k3.•rli/ (adj)
KYAPBBb1ö1 daughter /dxtar/ (n) AOYb dad       (n) nana fair /fear,/
(adj) CBeTJ1blÿ fat /f•eet/ (adj) T011CTblh grey /grgJ (adj) cenoV1 hair (hear/
(n) BOTIOCb1 height (hart/ (n) POCT husband /hozband/ (n) long /IDÏ)/ (adj) ADUHHblh
middle aged /nudêl gd3d/ (adj) cpeAHero
B03pacra mum ,/m.m/ (n) Matqa old IQSžld/ (adj) crapblñ
parents /pgarants/ (n PI) poawreJIH short /þ:rt/ (adj)
KOPOTKhh
sister /SLStar/ (n) cecTpa slim /sum/ (adj) son /ssn/ (n) CblH straight /strelt/
(adj) npflMbte (o Bonocax) twins ,/twmz/ (n) 6JIH3HeUbl uncle /nnkal/
(n) wavy /wewi/' (adj) BOJIHhCTbte (o Bonocax) weight /welt/ (n) aec wife fwmf/ (n)
>KeHa young (adj) MOJIOAOŽ
be in one's early sixties 6blTb HeMHOfHM crapuje 60 be in late
thirties 6blTb Her.,1HOrhM
r.lnaawe 40 be in mid twenties 6blTb B B03pacTe 25
ner be married to smb. 6blTb )+CHaTblM,
3:aMyxer.1 aa Ker.•1-nH60 facial features qePTbl 1b Who are you?
address
/adres,/ (n) aapec camera (n) 4)OToannapaT computer (n) KOMnbfOTep nationality
/n;granellti/ (n) HaUHOHar1bHOCTb postcode /poostkoud/ (n) noqTOBblÿ
MHaeKC skateboard /skgJtbo:rd/ (n) CKeÿT60pa surname /s3.•rne1m/ (n)
cþaMHJ1hB watch /wntJ/ (n) yacbl
alarm clock 6YAHJ1bHHK credit card KpeAHTHa9 KapTa date of birth aara poxaeHHfi
WLI
driving licence BOAHTeJ1bCKoe yaocroaepeewe expiry date* gara hCTeqeHHR
cpoKa aeŽCTBHB full name nom-foe HMB home address AOMauJHHÿ aapec
identity card yaocT0BepeHMe JIMUHOCT½ identification number
H0Mep
join a club BCTynaTb B
KJIY6
membership
card telephone number TenetþOHHblyi H0Mep
register a
library 3anHCblBaTbCR B
6H6JIH0TeKY lc My Country
Brazil Ibrezfl/ (n) 6pa3MJIHB
Brazilian /braalian/ (adj/n)
Britain /brJt0n} (n)
BenhK06PHTaHHR
British Ibnt1J/ (adj/ n)
6PHTaHCKHÿ/6PhTaHeq
Chile /tfrli/ (n)
Chilean /tJJlian/ (adj /
n) qHJIHiCKHh,/qHJ1heu compass /ksmpas/ (n) K0Mnac desert /thzmt/ (n) nycTblH9
east /tst/ (n) BOCTOK exactly /lgz*ÿktll/ (adv) ToqHO
German               (adj/n)
HerqeuKHü/HeMe4
Germany /ct;xrmani/ (n) reptqaHHR include hnklu:d/ (v) BKnoqaTb
Japan                (n) finOHHB
Japanese                    (adj/n)
snoHCKHÜ/gn0Heg location         (n) MecTOHaXO>KAeHHe
mountains /mauntms/ (n PI) ropbi
north / (n) ceaep
north-east /nxro tst/ (n) cegepo-BOCTOK north-west /na•ro west/ (n)
ceBepo-3anaa Poland ,/pouland/ (n) nonblLja
Polish /pou11J/ (adj/n) nonbCKHä/nOJIRK
Russia /rLfa/ (n) Poccqq Russian
/rapn/ (adj/n) pyccKhÿ/pyccKHV1 south /sa09/ (n) or Spain /spgln/ (n) HcnaHuq Spanish             (adj/n)
wcnaHCKHMacnaHeg valley /v;gll/' (n) AOJIHHa west /west/ (n) aanaa Id Culture
Corner
Belfast /bglfa:st/ (n) 6encþacT Cardiff /kŒrd1f7 (n) country
/ksntri/ (n) cTpaHa currency /ksransi/ (n) BaneOTa Edinburgh /edmbara/
(n) 3AhH6ypr
England fingland/ (n) AHrnv•ts
Ireland /ualond/ (n) hpnaHAHS London /landan/ (n) JIOHAOH map
/mšgp,/ (n) KapTa population /pnpjolefn/ (n) HaceneHþte Scotland
/skDtland/ (n)
Wales /werêlz/
(n) Y3J1bC
as well as a
rato«e, TaK KaK British pound 6PMTaHCKhŽ
CTePTIHHr0B (L) the Union Jack cþnar BenHK06pmaHHH the United Kingdom COeAHHeHHOe
KoponeBCTB0
English in Use/Extensive Reading
1
diameter I'daræmlta/ (ñ) AHaraerp distance /dlstans/ (n) paccT0RHhe
Earth /3•.0/ (n) 3eMJ1fi (nnaHeTa) greet /gri:t / (V) npngeTCTBOBaTb per cent /pa sent/ (n) npoueHT total /tautal/ (adj)         nonHblÿ
conditions suitable for life ycn0BHR, npar0AHbte          HH3HH
introduce
smb to smb nPeACTaBJIRTb
Koro-J1h60 KOMy-JIH60 solar system conHeqHas cucreraa surface area nnoLuaAb noBepxHocTH
MODULE 2
2a Happy Times
April /©lprll/
(n) anpenb at midnight (n) lat nudnart/ B nonH04b
at midday (n) /at muddel/
B nonneHb August /a•gast/ (n) aBrycT birthday (n) AeHb POHAeHh9 celebrate
/sgllbrert/ (V) npa3AHOBaTb December /dlsembar,/ (n) aeKa6Pb eighteenth /e1ti:nO/ (num)
BoceMHaAqaTblV1 eighth leutO/ (num) BOCbMO> eleventh /11evanO/ (num)
OA½HHaaqaTblä event /rvgnt/ (n) C06blTMe February /febjuari/ (n) cþeBpanb
first /fxrst/ (num) nepBb1ÿ fifteenth /fifttnO/ (num)
'19THaaqaTbl> fifth /f1fO/ (num) rlRTblV1 fortieth /fo:rt110/
(num) COPOKOBOŽ forty-fourth /fartl fo•YO/ (num) copoK qeTgePTb1Vi fourteenth
Ifxrti•n9/ (num) yeTblPHaAauaTbll.i fourth ,/fxrO/ (num)
qeTBePTblŽ Friday /fraJde1/ (n) nqTHHua graduation ,/græOeLPn/ (n)
OKOHqaHHe yqe6Horo aaBeaeHHfi invitation /rnvlt©llön/ (n) np½rnaujeHkte January
/ctenjari/ (n) fiHaapb
July /ct;ulU/' (n) 1--101b
June         (n)
HOHb
March /ma:rtJ/
(n) MapT
May Imer/ (n)
Mai Monday /msnder/ (n) TIOHeaeJ1bHHK nineteenth /namttnO/ (num)
aeBqTHaagaTblÜ ninth /naLnO/ (num) AeBATblÜ noon /nu;n/ (n) nonaeHb
November /noovernba9' (n) HOB6Pb occasion /ake13ôn/
(n) cnyqaü O'clock /aklnk/ (adv) Ha qacax, POBHO
October
(n) OKTfi6Pb Saturday /sætardel/ (n) cy660ra second /sekand/
(num) sixteenth /sJksti;n9/ (num) sixth /SJks9/ (num) September
/septembar,/ (n) CeHTB6Pb seventeenth /sevanttn9/ (num) CeMHaauaTbli1 seventh Isevan9/ (num)
CeAbMOü Sunday /sandel/ (n) BOCKpeceHbe take place /tgk pleJS/ (v) npoxoAHTb
tenth /ten9/ (num) third (num) TpeTHlž thirteenth /9xrti;n6/
(num) TPHHaAUaTbl¥f thirtieth /Gxrtr9/ (num) TPHauaTblV•t
thirty-second /9zrti sekand/ (num)
TpyauaTb BTOPOŽ
Thursday 103.•rzde1/ (n) qeTBepr
Tuesday /tju;zder/ (n) BTOPHHK twelfth /twelfÐ/ (num) twentieth /twgntia9/ (num) ABaaqaTb1¥t
twenty-first 'twenti fxrst/ (num)
ABaauaTb nepBbllŽ Wednesday /wenzdel/ (n) cpeaa
a quarter past qeTBepTb qaca a quarter to 6e3 qeraepTH half past
non08hHa
Halloween holiday
npa3AH½K XannoyHH invite smb. to a party npHrnal.uaTb KoroJIH60 Ha BeqepHHKY trick or treat
yrocru, a He TO noxaneeujb 2b My place
armchair /g;rmtfear/ (n) Kpecno basin /beJsan/
(n) ra3 bathroom /bŒ9ru:m/ (n) BaHHaq KOMHaTa bathtub (n) Bat-IHa bedroom
/bgdru:m/ (n) CnaJ1bHfl bookcase /bukkers/ (n) KHH>KHblŽ u.1Ka4) carpet
,/kŒrpIt/ (n) K0Bep ceiling (n) noronoK cooker [kuka¶ (n)
KYXOHHa9 nnHTa cupboard /kAbard/ (n) AJ19 nocYAbl
(6ycþeT) cushion /kupn/ (n)
AHBaHHag nonyu.1Ka curtain /k3.•rtan/ (n) LUTopa expensive
Ilkspensw/ (adj) noporoü fireplace /faWplers/ (n) KaMHH floor /flxf/
(n) non flower /flauar/ (n) 4BeTOK fridge ,/fricb/ (n) XOJIOAW1bHHK kitchen /kltfin/ (n) KYXH9 mirror
/nurar,/ (n) aepKano newspaper /nju;sperpar/ (n) ra3era
painting         (n) KaPTHHa shelf Telf/ (n) nonKa
sink /S11)k]
(n) paKOBHHa study /stadi/ (n) Ka6HHeT vase /vŒz/ (n) Ba3a wardrobe !wxrdroub/
(n) rapaep06
coffee table >KYPHaJ1bHblVž CTO$IHK dining room
CTonoaaq do one's best AenaTb BCe OT ce6fi
3aBucmuee
living room rocTHHaq move a house nepee3>KaTb
give smb. a hand noraoraTb
KOMy-nH60 Watch out! OCTOPOHHO!
Calm down! Ycr10K0Vtc9!
2c My neighbourhood

aspirin ,/æsprrm/ (n)
acnhPHH baker's /bglkarz,/ (n) 6ynoqHag bank           (n) 6aHK
café /kæfer/ (n) Kad)e chemist's /kemrsts/ (n) anreKa greengrocer's /gri:ngrosarz/
(n) OBOU(HOÜ
Mara3HH
library /lalbrari/ (n)
6½611HOTeKa neighbourhood /nexbarhud/ (n)
OKPeCTHOCTH
newsagent's /njuzelcbants/ (n) ra3eTHblÿ
KHOCK stamp /stæmp/ (n) MapKa supermarket /sIv•parmŒrk1t/
(n) cynepMapKeT vegetables /vgcbtaFlz/ (n PI) OBOLU½
bus station aBT06ycHaq OCTaHOBKa coffee shop
Kacþerephä pet shop 300Mara3HH post office sports shop  Mara3HH
teddy bear nnoweBblÜ
MeABeAb (Hrpyun-ca) toy shop Mara3HH HrpyweK
2d Culture Corner
avenue ßevrnju:/ (n) npocneKT boulevard  (n) 6ynbBap
lane      (n) nepeYJ10K
place /PICIS,/
(n) nn0LuaAb road Iroud/ (n) wocce street /stri;t/ (n) ynnga pavement /peymant/
(n) Tporyap narrow /nerau/ (adj) Y3Khü power ,/paoar/ (n)
BnaCTb, cuna
store /stxF/
(n) Mara3HH
fashionable clothes
MOAHaq oaexaa
outdoor café              Kacþe
English in Use/Extensive
Reading 2
come over
/kam Quva¶ (phr V) npHeaxaTb choose /tru:z/ (V) Bb16HPaTb heating (n) oronneHMe
measurements (n PI) H3MepeHMB plumber /plnmar/ (n)
BOAonPOBOAt4HK a scale of a map Macuna6 KapTbl at the bottom BH½3Y heel and toe
0T ngTKM AO MblCKa (crona) measure the distance H3MePRTb paccTORHkte requiring
services cnyx6bl no Bb130BY the tap is leaking KpaH •reqeT What's up? I-ITO
cnyqnnocb?
MODULE 3
3a Road safety
annoy 'anal/
(v) aocayuaTb, pa3ApaxaTb block /blnk,/ (v) 3aropa>KHBaTb brakes /brelks/ (n) TOPM03a check
ltfek] (v) np0BepßTb clear /klra¶ (adj) CB060AHb1ïf cross ,/kms/ (v)
nepeceKaTb dangerous /demctaras/ (adj) onaCHbl> driver /drayar/ (n)
BOAMTenb enter /gnta¶ (v) BXOAHTb flow Of /flauov/ (n) noTOK qerO-TIH60
handgrip
/hændgrrp/ (n) nopyqeHb kerb /k%b/ (n) 0604MHa park /pŒrk/
(V) napK0BaTb(cq) pedestrian /pldestrian,/ (n) newexoa push /puf/ (v) TOTIKaTb
ride /rald/
(v) exaTb safe Iself7 (adj) 6e30nacHb1ü, B
6eaonacHocTH
traffic       (n) ABH*œHHe use   (v) Hcnonb30BaTb tyre
,/taW/ (n) UlHHa
back seat
aaAHee CHAeHbe bike lane BenocuneAHaq AOPO>KKa bicycle helmet genocuneAHbl¥i
ujneM lean out of the window BblCOBbIBaTbCA H3
OKHa
100k both
ways CMOTPeTb B 06e CTOPOHb1 on foot neuJKOM parking zone napK0BKa seat belt
peraeHb 6e30nacHocTh traffic lights CBeT04)0P traffic sign AOPOHHblñ 3HaK traffic
warden AOPO>KHblž HHcneKTop, perYJ1hPOBL4HK zebra crossing
newex0AHblù nepexoa, oe6pa»
3b On the move
careful
/keafol/ (adj) OCTOPO>KHbtä excellent /eksalant/ (adj)
OTJIV-tqHblÿ gallery /g&lari/ (n) ranepeq perfect /p%frkt/ (adj) npeBOCXOAHblh
plane /plgm/ (n) caMoneT remember /nmembar/ (V) nOMHHTb train
/treun/ (n) noe3A
be careful 6YAb OCTOPO>KeH
draw a map PHCOBaTb Kapry driving school aBTOLLlKona go straight on npqrao go towards turn green CMeHHTbCfi Ha
turn right/ left nosepHYTb HanpaB0/Haneao 3c Hot wheels
bring (brought)
,'bržn/ (v irr.) deserve /drzxv/ (v) 3aCJIY>KhBaTb fan /fžen/ (n)
4)aHaT, 60neDbL14hR fast /fa:st/ (adj) 6blCTPblŽ hobby /hpbi/ (n) x066H
jogging /cboguy' (n) 03AOPOB½TeJ1bHblü
nickname
,/nlknerm/ (n) np03BHLue occupation /DkjupeLlÞn/ (n) 3aHfiTHe
team /ti:m/ (n) KOMaHAa
be born POAHTbCfl famous
for 3HatvteHHTbl¥i 6naroaapq qeMy-JIH60 personal details JIHqHb1e aaHHbte
racing car driver
3d Culture Corner
amber /embaf/ (adj)
yeJITblh (CHrHaJ1 cBeT0cþopa) city centre geHTP ropoaa forget
(forgot) /faqgt/ (v irr.) aa6blgaTb get around (phr v) nepeasnran,cs journey
(n) noe3AKa luggage (n) 6arax room /ru:m] (n) MeCTO, npocrpaHcTB0 tourist
/tuarrst/ (n) underground /sndargraund/ (n) Merpo a nice view npeKpaCHblýd
BHA black cab qePHbl> 1<36 (TaKCH g f10HA0He) double-decker bus (n)
ABYX3Ta>KHblñ  aBT06yc
English in Use/Extensive
Reading 3
protection
/pratekPn/ (n) -aauwa respect /nspekt/ (n) ysaxeHHe soldier /saulcW/' (n)
connaT
townhall /taunho:lj (n)
war /wxr/
(n) BOVIHa warn /wa;n/ (v) H3BeuaTb, npeaynpeyqaTb
WL3
MODULE 4
4a Day in, Day out
always
/alwelz,/ (adv) Bceraa catch (caught) (v irr.) cook /kuk/ (V) rOTOBhTb cry
/kraJ (v) nnaKaTb dormitory /da•rmltri/ (n) 06uexurue,
06Luas cnanbH9 (ang
yqau4Hxcq)
dungeon (n) TeMHHua,
rt0A3eMent,e frog /frng/ (n) nqrytmca fix /flks/ (v) YCTaHa3JIHBaTb greenhouse
/gri:nhaos/ (n) opaHxepes habit /hæblt/ (n) npHBblHKa
kick /kJk/ (v) yaapqTb, 11½HaTb kiss             (v)
genogaTb laugh [lg;f/ (V) CMeSTbC9 lose (lost)     (v irr.) Tep9Tb never /neva¶
(adv) HHK0raa often /nPn/ (adv) qacro rarely ,/reorli/ (adv) peAK0
sometimes /ssmtmmz/ (adv) HH0raa spend (spent) /spgnd/ (v irr. ) 11POBOAHTb
(apeMR) teach (taught) /ti:tf/ (v irr.) 06yqatb treat
(well) /tri:t/ (V) 06Pau.4aTbC.B (xopoun)v usually /ju;zueli/ (adv) 06btqH0
brush my
teeth ay6bl common room kOMHaTa OTAblXa do my homework AenaTb AOMauJHee
3aaaHHe get dressed OAegaTbCB go out with
friends BblXOAhTb (Ha
nporynKY) c APY3bRMh have a shower np½HHMaTb
hide and seek
Hrpa B np9TKk1 listen to music cnyuaTb magic tricks Bonwe6cTB0 once a month pa3
B MeCBL1 play sports HrpaTb B CllOPTHBHble Ftrpbl
twice a week
aaaHAbl B Henemo 4b How about...?
awful /afol/ (adj) yxaCHb1ÿ be on (phr v) MATH (Ha cueHe, Ha 3KpaHe)
boring /ba;r1W' (adj) CKYHHb1ñ chicken MJkm/ (n) Kypnua, 14b1nneH0K
comedy /kpmadi} (n) KOMeAHR dancing             (n) TaHUb1 decide /dlsald/ (v)
peuJäTb delicious /dlllfas/ (adj) BOCXHTHTenbHbl¥t disgusting
/drsgsstll)/ (adj) OTBPaTHTeDbHbJVi
drama /drcma/ (n) Aparga dull /dAl/ (adj) CKYHHblÞ1
enjoyable /1nct;ngab31/ (adj) nPHRTHblŽ exciting /lksattrn,/
(adj) 3aXgaTb1aa'OLUhŽ fine /fam/ (adj) xop0WHä, npeKpacHbl¥1
fish                 (n) Pb16a great /qrelt/ (adj) aarqeqaTeJ1bHb1h
hamburger           (n) raM6yprep horrible /hprlbal/ (adj)           CTPaLUHbl¥1
interesting /Jntrest11)/ (adj) RHTePeCE-1blh news /nL•z/ (n) HOBOCTH pizza
/pi;tsa/ (n) rlHuua science fiction /smans flkfn/ (n)
CþaHTaCTHKa sitcom /¶tknm/ (n)
KOMeAk19 110110>KeHHñ skiing  (n) spaghetti /spaggti/ (n) cnareTTH star     (v) CHHMaTbC9 B rnaBH0Vt
pon½ sports /spa•rts/ (n) cnopTHBHb1e npOrpaMMb1 talk show ,/txkJ0U/ (n)
TOK-UJOY
teenager ,/ttnQJcbar/' (n) noapocT0K terrible /terrbal/ (adj)
CTPaLUHblŽ thriller /9rJlaT/ (n) rpmnep windsurfing (n) BhHacepcþHHr wonderful
/wAndarfol/ (adj) Hayr.•weJ1bHb1h, qyaecHb1Ž

eat out rlHTaTbC9 BHe AOMa
(B Kacþe T. n.) music shows MY3blKaJ1bHble woy pop concert KOHUePT non-MY3þlKh pop
music nonynqpHas MY3blKa reality shows peanhTh-Luoy 4c My favourite day
Camp /kigmp/ (v) narepb OTAblXa climb/go climbing /klmm/ (v) B36HpaTbCfl
meet (met) /mi;t/ (v irr.) BcrpeqaTb(c9) movie                 (n)
cþ½J1bM put on (a dress) (phr v) /putnn/
HaaeaaTb
(nnaTbe) put up (a tent) (phr v) ,/putap/ CTaBHTb
(nanaTKY)
set off /sgt nt7 (phr v) 0Tnpasn$1Tbc9 (B nyTb)
arrive in Moscow/at the
airport nPH6blaaTb B MocKBY/a3ponopT build a fire Kocrep leisure activities
3aHHTMR B CB060AHOe apes,tq scout club KJIY6 CKayTOB scout leader JIHAep, BOHaTbl> CRayTOB the rest of OCTaTlbHble tell a
story pacCKa3blBaTb RcTopHi0 tie knots aaBB3blaaTb
4d Culture Corner
disagree
/dlsagri;/ (v) He corna1.uaTbC9 get along with (phr v) naAHTb c KeM-
playstation
,/plg1ste1PnJ (n) Hrpogaq n pucTaBKa teenage /ti;nelcb/ (adj) 110APOCTROBb1Vd
mobile phone
M06HJ1bHbl¥l pocket money KaPMaHHbte semi-detached house AOM,
06u.4Yi0 CTeHY c apyrhM surf the net 6p0AhTb no V•IHTepHery soup opera
MblfibHaq onepa
English in Use/Extensive
Reading 4
appointment laporntmant/
(n) BCTpeqa,
CBHAaHHe
cancel /kænsal/ (v) OTMeHBTb chart /tJŒrt/' (n)
AHarpaMMa compare [kampea¶ (v) CPaBHHBaTb definitely /defimtll/ (adv)
onpeaeneHH0,
TO'4HO graph (n) rpacþhK hope /heop/ (v) HaaeRTbcq worry
/wžyrv' (v) 6ecnOKOHTbCfl
feel better
gyBCTBoaaTb ce6fi nyqwe have got a cold 6b1Tb rlPOCTYXeHHblM pass along aaBaTb, nepenaBaTb MODULE
5
5a
Festive time
bake Ibeuk/ (v) neqb dance /dgns/ (v) TaHqeaaTb grapes ,/grelps/ (n)
BHHorpaa wish ,/wff/ (v) xenaTb
as for '4TO
Kacaercq be busy 6blTb 3aHRTblM be excited 6blTb B3BOJlHOBaHHblM blow
a horn AYTb B PO>KOK council workers Pa60THHKM rop0ACKHx
do the dusting BblTHpaTb
11b1J1b do the gardening aaHHMaTbC9 caAOBOACTBOM do the shopping aenatb noKynKH
do the washing up MblTb nocyay Good luck! YaaqH! make preparations rOT08hTbCR make a cake neqb TOPT, 11Hp0>KHoe make a
phone call 3BOHHTb no Tenecþ0HY make tea 3aBaPhBaTb yah play the drums
urpaTb Ha 6apa6aHax 5b Let's celebrate
be over (Phr v) 3aKaHYhBaTbCfi
celebration /se11brAPn/ (n) npa3AH0BaHhe clean up /klJn AP/ (phr v) cool (adj)
KnaCCHb1ž costume /kpstju:m} (n) KOCT'OM dress up /dres AP/ (phr v)
HapqxaTbCR exchange /lkstfelncw (v) 06MeHhBaTb gang (n) 6aHAa guest /gest/ (n)
rocTb join in offer Infa¶ (v) npeanaraTb pumpkin /pnmpktn/ (n) Tb1KBa run out
of /rsn autav/ (phr v) hcqepnaTb terrify /terlf@l/ (v) nyraTb, yxacaTb
Thanksgiving
6naroaapeHH9
witch /W1tf/ (n) BeAbMa
wreath /ri:9/ (n) BeHOK, rHpJIRHna bobbing for apples OTKYCb1BaHHe 96J10Ka
6e3 noMOU4H PYK (urpa)
Guy Fawkes
Day AeHb rag 00Kca May Day ,/meJde1/ (n) I Mag perform tricks rlOKa3blaaTb
cþ0KYCbl pin the tail on the donkey npHKpenJIRTb
ocny XBOCT (Hrpa) St. Patrick's Day AeHb CBRT0r0 naTp½Ka throw
streamers 6pocaTb cepnaHTHH toffee apple q6JIOKO B Kapar-aeJ1bHoi rna3YPH
Valentine's Day AeHb
CBBTCTO BaneHTHHa
5c Special days
activities
/æktW1trs/ (n) aaH9THq, aeqTenbHOCTb colourful /kAlarful/ (adj)
KPaCOHHb1h,
display
/dfsplel,/ (n) n0Ka.3 festive /fgstrv/ (adj) npa3AH9tqHblä,
PaAOCTHb1i finally /fmnall/ (adv) B aawuoqeHHe,
0KOHqaTenbH0 goddess ,/qndes/ (n) 60rHHB last /lœst/ (v) AJIHTbC9
pray /preJ (V) MOJIHTbCfi important /rmpa•rtant/ (adj) Whole /houl/' (adj)
BeCb, uenblü wealth lwe16,/ (n) 60raTCTBO
decorate the house YKpaujaTb AOM exchange gifts 06MeHHBaTbC9 noaapKaMH
have a great time npeKpacH0 nPOBOAHTb
BpeMfi
have a meal
KYU.1aTb, rtPHHHMaTb nH1.uy light lamps 3a>KMraTb 4)0Hapv-i make a speech
BblCTynaTb c pea.lbK) put in order PaCCTaBHTb no nopqazy put up decorations
Pa3BeU]hBaTb
YKpa1.ueHHB watch the fireworks
CMOTPeTb cþeñepaepK
5d Culture Corner
advertisement /ædvxrtrsrnant/
(n)
peKnarqa annual /ænjual/ (adj)
athlete               (n) cnoprcMeH available /aveJlabal/ (adj)
AOCTyr1Hblÿi before /blfa•r,•' (prep) nepeA upright ßpraut/ (adj)
npqraož,
BePTHKaJ1bHblä
compete /kamptt/ (v) COPeBHORTbCfl competition /kpmp1t1Pn/ (n)
copeBHOBaHþte crowd /kraud/ (n) Tonna hill run ,/hJl r,xn/ (n) 6er no
XOJIMaM hold onto mould nntu/ (phr v) aepxaTbcq aa
popular
/pnpjula¶ (adj) nonYJIBPHblä pull over /pul ouvar/ (phr v) neperqrvaart,
rope /roup/ (n) KaHaT sell out Isel aut/ (v) pacnpoaaBaTb traditional
/tradúanðl/ (adj)
TPaAHUHOHHblÿ try /tru/ (v) np060BaTb towards /tawxrclz/ (prep) K,
no
HanpaBneHHO K
hammer throw
MeraHV•te Monora marching band MaptnqpY}0LLIHi op•Kecrp shot put T011KaHHe napa
take part in the game yqaCTBOBaTb B arpe
take place
COCT09TbC9, rlPOHCXOAHTb tossing the caber non6pacblBaHHe cron6a tree trunk
CTBOn nepeBa tug of war nepeT9rugaHHe KaHara
English in Use/Extensive
Reading 5
adventure
/adventfa¶ (n) npHKnoqeHHe belt belt/ (n) peMeHb carnation /ka: rneŒn/ (n) rB03AHKa cravat /kravæt/ (n) rancTYK
create Ikri:ert/ (v) C03AagaTb daisy /deyzi/ (n) MaprapHTKa extract fekstrækt/ (n) OTPb130K,
cþparMeHT lucky /lðkl,/ (adj) yaaqHblŽ quantity ,/kwnntlti/ (n)
KOJIHqeCTBO rose /rood (n) P03a strange /stremcw (adj) CTPaHHblÜ sunflower
Isanflauar,' (n) nonconHyx tulip /!julrp/ (n) T1011bnaH a/two dozen
(roses/tulips/daisies)
AEONHHa/ABe (P03, TIOJ1bnaHOB, T. n.) a fictional character BblMbuneHHblh
nepCOHa>K be offended 6bETb 06HyeHHblM have in mind HMeTb B I beg you
pardon! npouy np01ueHHB! include a card npHJ10>KHTb OTKPblTKY including
delivery AOCTa8KY send flowers OTnpaBJ1fiTb 4BeTbl through a looking glass
CKB03b 3epKäJIO MODULE 6
6a Free
time
acting      (n)
BblCTynneHHe at the weekend /wtkgnd/ (n) B BblXOAHble
AHH brilliant ,brfliant/ (adj) Bblaa01UhÜCB brochure /braufar,"
(n) 6powopa, npocneKT leaflet /li;fllt/ (n) 11UCTOBKa, 6YKneT learn /13žrn/
(V) novel /npvöl/ (n) POMaH
PC
(personal computer) Ipi; st/ (n) nepc0HaJ1bHblh KOMnbK)Tep

paint /pernt/
(V) photography present /prrzent/ present /prezant/ print /pnnt/ (v) tiring
/taJano,/
art museum be good at be fond of m06MTb be keen on 6blTb be mad about
6e3YMH0 be interested n R60 go cycling go on trips go windsurfing
BHHACePCþHHrOM have fun BecenHTbcq join a club let the good
noæcenmvtcs present plays 6b Game
annoyance

PhCOBaTb
/fatpgrofi/ (n)
(v) napaTb
(n) nonapoK negaTaTb
(adj)
  YTOMHTeJ1bHblÿi
XYA0>KeCTBeHHblÞi
  Myaeü npeycnegaTb B qeM-JIH60 qro-11½60 yaneqeHHblM geM-JIH60
CXOAHTb c YMa no qeMy-Tq,
HPaBHTbCq in HHTepeCOBaTbCR qeM-
KaraTbCB Ha genocmeae COBePUJaTb noe3AKR aaHHMaTbcq

BCTynaTb B Kny6 times rock
  aaBañ xopowo
CTaBHTb nOCTaHOBKH on!
lanolans/
  (n) pa3ApaxeHMe,
cornawaTbcs (V) cnopHTb lareun"ant/
  (n)
/bi©kgæman/ (n) HapAbl
(n) 6unnHapa
LL1aXMaTbl aaprc
/dpmmooz/ (n) AOMhHO
(V) JIF06HTb, 060)KaTb yeCTHblÿ1
(v irr.)
  TePfiTb,
ê1z/ (n) u.japHKH
/manppali} (n) M0Hon0TIHB /pg:rmanant/ (adj)

(n)            (B urpax) (v)
  npeanoqHTaTb êl/ (n) CKP36n (Hrpa B CJIOBa)
COCTOfiHhe
(v) npennaraTb
(v irr.) BblHrPblaaTb,

HaCTOT1bHãfi Hrpa
  pa3H006pa3H9
KOHUe
  KOHUOB
(about) MHe BCe paBHO
  naan, M03aHKa
>KAaTb KOrO-JIH60

6c Pastimes
about /Sbaut/ (prep) o coconut /koukannti (n) KOKOC corn fka•rn/ (n)
  KYKypy3a dice /dms/ (n) KY6½K explore /lkspl.r,' (n) HCCneAOBaTb go
  down /gou claun,/ (phr v) onyCKaTbC9 go up  (phr v) nOAHHMaTbCfi grow (grew)
  /grou,/ (v irr. ) pacTH hear (heard) (v irr.) CJ1blwaTb in fin/ (prep) B
  island /@lland/ (n) OCTPOB lonely /lounli,/ (adj) OAhHOKh> miss /mJS/ (V)
  CKyqaTb parrot ,/Pierat} (n) nonayraï pawn /pa•n/ (n) netMKa rice /ra1S/
  (n) puc sing (sang) (v irr.) neTb square /skwear/ (n) KneroqRa
  think (thought) /011)k./ (v irr.) gyraaTb under /öndar/
  (prep) 110A warm /wxrm/ (adj) Tennblñ
snakes and ladders
(hrpa)
6d Culture Corner
aim /gym/ (n) gent' at random /æt r&ndam/
  (adv) Hayraa customer [Ostomar/ (n) noKynareJ1b cost (cost) /kDSt}
  (v irr.) CTOHTb discover /drskavar/ (v) 06HapYHHBaTb design /d17-aun/ (v)
  pa3pa6aTblaaTb invent ,/rnvent/ (V) H306PeTaTb property /prnpetl/ (n) HMYtuecT30
  release ,/r11JZ/ (V) BbtnyCKaTb (B ceeT) weapon ,/wepan/ (n) opp•KHe as much
  as possible KaK MO>KHO 60nt,uje be/become a great success nonb30BaTbcq
  orpOMHb1M ycnexoM bonus points nPH30Bble oqKh (60HYC) come up with (phr v)
  npeanaraTb letter tiles rlJIHTK½ (4)HUJKH) C 6YKBaMH solve a crime
  PaCKPblTb npecrynneHHe the scene of crime KaPTHHa npecryn.neHhfi Use of
  English/Extensive
Reading 6
attach /at&tJ/ (V) npHKpennATb drawing / (n) PHCOBaHhe educate
  /edjokggt/ (V) 06yqaTb glove /glsv/ (n) nepqaTKa glue /qlu•J (n) Kneã
  look for [lukfar/ (phr v) HCRaTb marionette /mšgnangt/ (n)
  MaphOHeTKa only /ounli/ (adv) T011bKO puppet /p8P1t/ (n) RYKna (B KYKOJ1bHOM
TeaTpe)

puppeteer /pAp1tua¶ (n) KYKJIOBOA rubber /nbar/ (n)
  pe3½Ha scissors /syzaz] (n) string /strJ1.)s/ (n) BepeBKa wooden
  /wocPn/ (adj) nePeBflHHb11Ž wrap /rgp/ (v) 3aBePTb1BaTb
chess board waxraaTHaq AOCKa dart set Ha60p anq qrpbl B gapTC hang
  gliding plane MOAent, nnaHepa make us laugh 3aCTaBnneT Hac CMeBTbC9 roller
  skates POTIHKOBbte KOHbKh table tennis set Ha60p Hrpbl B
HaCTOT1bHblH
  TeHHHC
What
  about. KaK HacgeT..?
MODULE 7
7a In the past
ago /agao/ (adv) TOMY
  Hagan busy /bJZi/ (adj) CyeTJIHBblÜ, 3aHHTOŽ crowded /kraudld/
  (adj) nepenonHeHHb1Ž deserted              (adj) 6e3110AHbl>,
  nyCTblHHb1Ž different ,/dlfrant/ (adj) apyroù,

empty /gmpti/ (adj) nycT0h even /j;vën/ (adv) aaxe horse /hxrs,/
  (n) JlOLUaAb mine /mmn/ (n) pyAHhk, modern /mndarn/ (adj)
  COBPeMéHHb1ù quiet /kwarat/ (adj) ruined /ru:md/ (adj)
  pagpyweHHb1ü saloon /salu;n/ (n) canyH wealthy /we16i/ (adj) 60raTbl>
  ugly ,ßgli/ (adj) 6e306pa3Hblñ yesterday [jestadell' (adv) aqepa
  be called Ha3blaaTbCB ghost town ropoa-npH3paK last night Bqepa BeyepoM last
  week Ha npownoä Heaene 7b Halloween Spirit
anyway /enuwel/ (adv) B .m060M cnyqae, ace paBH0 bored (adj)
  ctcyqaH)L4þtü creature (n) C03AaHHe, CYLueCTB0 fortnight
  /fo:tnalt/ (n) ABe HeaenH huge (adj) orpOMHb1Ü introduce fintradju;s/
  (V) npewaBJIRTb(cfl) knock ,/nnk/ (v) CTygaTb miserable /muzarab?l/ (adj)
  HeCqaCTHb1ü naughty Inati/ (adj) HenoCJIYLLHb1ÿ owl ,/aol/ (n) COBa
  puzzled mzald/ (adj) 03aaaqeHHblü rush /rJ/ (V) MqaTbCfi,
  yapeMJIRTbCR scared /skeard/' (adj) HcnyraHHb1ä scream /skrj;m/ (n) KPhK
  shout /Jaut/ (v) KPþtqaTb Stairs /stearz/ (n) necTHuga

Aocaaa agree /agrj;/ (V) argue
arrangement
AOr0BOPeHHOCTb backgammon billiards /bJliardz/ chess mgs/ (n) darts /dŒrts/ (n) dominoes enjoy /1nct3QJ/ fair 'fear,'
(adj) lose (lost) /lu•ð np0Hrpb1BaTb marbles /rnŒrb
monopoly permanent rlOCTOqHHb1ñ points /pomts/ prefer scrabble
/skræb state /stglt/ (n) Suggest /sactest/ win (won) /wm/ n06e>KAaTb
board game
for a change in the end B I bet Aepxy naph I don't care jigsaw puzzle wait for
smb.
WI-5

stressed
/strest/ (adj) HanPq»œHHblñ suddenly ,/szsdanll/ (adv)
BAPyr tired /taiQTd/ (adj) treat /tri;t/ (n) yroueHhe worried /wžsrid/' (adj) 03a60yeHHbl>
by the time K TOMY BpetqeHH 7c Famous firsts
alive /alaw/ (adj) biography /bawgrafi/ (n)
6aorpacþHB cartoon /kq;rtun/ (n) MYJ1bTCþW1bM death
/deO/ (n) CMePTb die /dac,/ (v) yr.-tapaTb garage (n) rapax generation
/cbenare1Pn/ (n) noKoneHhe live on ,/IIV on/ (phr v) npoaonxaTb >KHTb
receive /rystv/ (v) nonyqaTb sketch /sketf/ (n) 3CKH3, Ha6POCOK studio (n)
Istjudiou/
academy award npeMHH
AKaaeMHH
(«OcKap») in his lifetime npu >KH3HH in total
acero, B CYMMe sound film 3BYKOBOi cþHýlbM 7d Culture Corner
able lethal/ (adj) cnoc06HblV•i adopt /adnpt/ (V)
YCblHOBJIHTb adult          (n) B3POCJ1blŽ Batman   (n) 63TMeH bullet
/'bullt/ (n) nyllfl cape /kCIP/ (n) HaKhAKa c KamOLUOHOM fantasy          (n)
cþaHTa3H9 farmer /fŒrmar/ (n) #praep helpless /helplas/ (adj)
6eCnOMOU.4HblÞt just ,/ct3ASt/ (adj) cnpaBeATIHBbl>
invisible /rnvyzlbal/ (adj) HeBHAHMbl¥f leap              (v)
nepenpblrHBaTb make up /meJknp/ (phr v) BblAYMblBaTb powerful ,/pauarfUl/
(adj) CHJ1bHblñ rescue /reskju:/ (v) cnacaTb rocket /rnklt/ (n) paKeTa
shy 'Jag/ (adj) aaCTeHq½Bb1h smart /smŒrt/ (adj)
YMHblä Spiderman /spaldarmæn/ (n) qen0BeK-nayK Superman /su;parmæn/
(n) CyneptqeH superhero /slvparhyrau/ (n) cyneprepoh Zorro /zbrou! (n) 30ppo
trunks /trN)ks/ (n) nnaBK" unpopular /snpnpjola¶ (adj)
HenonynspHblÿ
American dream
araepHKaHcKas fight criminals 60POTbCfi c npecrynHHKaMh fire heat vision
CTPeJ1fiTb OrHeHHb1MH nyqaMH gain strength nonyqaTb CHJIY in order to c
ueJ1b10, qT06bl
Use of English/Extensive
Reading 7
century /sentfon/ (n) common familiar /famulia¶ (adj) xopowo
3HaKOMblŽ handle (n) pygKa imagination /rmæcblnexln/ (n)
B006paxeHhe item /aytam/ (n) npeAMeT
leather Ileðar/ (n) KO>Ka poor /pua/ (adj) 6eAHb1Ü
report                 (V) C006u.1aTb at the touch of
HayaTHer,1 build bricks CTPOHTb H3 KY6HKOB clay and wax rJ1hHa H BOCK lost
property rocking horse KOHb-KaqaJIKa run a home aecTH X03qäCTBO the
Victorian times BHKTOPHaHCKas anoxa throughout the ages qepe3 r0Ab1 tool kit
Ha60p HHCTPYMeHT08 MODULE 8
8a
That's the rule
accommodation
/aknmadeIPn/ (n)

pa3MeuaeHhe,
pacceneHHe barefoot /beefut/ (adv) 60CHKOM campus /kempas/ (n) Teppmopuq
(LUKOf1b1
cottage
/kntltw (n) KOTTWK hotel /hootel,/ (n) rOCTUHhUa palace /pæ11S/ (n)
Aaopeq poster /pausta/ (n) nnaKaT premise /premrs/ (n) noMe1.ueHHe squirrel
/skwJral/ (n) 6enKa student /stju;dant/ (n) yqa14Hñcq tidy
/taldi/ (adj) onpfiTHblÿ,
get permission nonyqaTb pa3peueHHe it's forbidden 3T0
3anpeLueH0 it's (not) allowed 3TO (He) pa3peweH0 kitchen appliances KYXOHHOe
060PYAOBaHHe
make noise outdoor area npvtneraou.4aR TeppHTophfi register overnight guests
pergcTpHp0BEåTb rocreÿ, OCTa101L4HXCR Ha
Hoqb remove food from BblHOCHTb eay H3 school building 3AaHhe LUKOJ1bl
types of dwelling Thnbl university halls of residence
YHhaepcmercKoe 061WKHTHe block of flats MHOrOKBaPThPHblÿ AOM feed
animals KOPMHTb HHBOTHblX
8b
Shall we?
aquarium /akweariam/ (n) aKBapHYM colleague /koli:g/ (n)
Konnera experienced /lksprananst/ (adj) Ont,lTHblVt friendly /frendll/ (adj)
apyxen06Hbl¥t glamorous /glæmaras/ (adj) 06afiTenbHbl¥t gym
/ct3Jm/ (n) CllOPThBHbll; 3an intelligent Imte11Ctant/ (adj)
pretty /prlti/ (adj) nPHflTHbl¥1, CHMnaThHHbl> relax                (V)
OTAblXEtTb serve /sav/ (v) 110aaaaTb (Ha CTOJI) stadium /sterdiam/ (n)
Are you
joking? Bbl U-1YTHTe? Are you serious? Bbl cepse3H0? come on aaBahfre)
department store YHHBepMar fast food (restaurant) pecropaH
6blCTporo 06CJIY)KMBaHH9 have a snack nepeKYCblBaTb smoked salmon
KonqeHblü TIOCOCb sports centre Cr10PTMBHblñ UeHTP swimming pool 6accehH
What
do you feel like doing? 6b1 Tbi *0Ten 3aHfiTbCR?
8c Rules Regulations
bedsheet /bgdJ1•t/ (n)
npocTblHfi comfortable /kxmftabêl/ (adj) YA06Hblh own honi (adj)
C06CTBeHHb1> rent /rent/ (v) apeHaoaaTb 8d Culture Corner
amazing /amelnn/ (adj) complete /kampli;t/ (v)
3aKaHu½Barb,
3aaep1L1aTb
floor /flo:r/ (n) 3Ta>K ground /çmund/ (n) 3eMJ19
historic /hlstnrrk/ (adj) HCTOPHqeCKMÿ metre /mi;tar/ (n) Merp
observatory /abzxrvatri/ (n) CMOTPOBaq
nnotuaAKa occasion lakeL3an/ (n)
cnyqaöf step /stgp/ (n) unr
visitor /VU1ta¶ (n)
nocermenb depending on the occasion
B 3aBHCHMOCTH 0T CHTyaUHH
Office space
ocþucHoe npocTPaHcTB0
Use of English/Extensive
Reading 8
broken /brauken/ (adj)
CJIOMaHHblý1 collect {kalgkt/ (v) c06upaTb,
KOnneKL4HOHHPOBaTb
damaged (adj) n0BpexaeHHb1h front /frsnt/ (n) nepeAHfl8 CTOPOHa (geron h60) graffiti (n) rpacþcþHTh
expire /lkspayar/ (V) HCTeKaTb

litter /þtar,' (n) look after '10k
KeM-J1h60, messy /mgsl/ pay (paid) /pg/ performance
npeacTagneHhe, questionnaire receptionist row /rogy' (n) seat
/stt/ (n) show /Jou/ (n) swing /SWJT)/ (n)
book tickets
out of order a rubbish bins ticket counter you're on the nPaBhJ1bHOM
MODULE
9a Food

Mycop attar/ (phr v)
  yxaHHBaTb 3a getq-nH60
(adj) 3anaNKaHHblh,
(v irr.) nnaTHTb
/paÞ•rmans/ (n)
noCTaHOBKa
/kwestfaneaF/ (n) aHKeTa
/rrsepfamst/
  (n) am.1HHHCTpa•rop
MecTO cneKTaK11b, u.10Y
Kaqenn
3,aKa3blBaTb
  6qneTb1
Hepa60qeM
  COCTORHHH
YPHbl
6½neTHaq Kacca right track
  Bbl Ha nyTH
9
Drink
(n) neqeHbe
(adj) ropbKÿ>
(n) MOPKOBb
(n) Kpyna
(n)
  ILOKonaa
    (n)
(adj) MOTIOqHblh t/ (n)
  necepT
(pron)
  TO>Ke (8 OTPHUaÏenbHb1X
(n) nonnetBKa
/houm
  meld/ (adj) 40Mau.lHero
(n) Mea ropnqHÿ
qrHeHOK
MRCO
(n) JIYK
(n) nepeg
(n) KapTocþenb
(n) AOtvtaWH99 nruua
(n)
  cþYHT (o aece, 453 rpaMMa)
(n) nyAHHr COneHb1Ž
(n) cochcKa, KOJ16aca

(adj)

(n) 3aKycKa
(adj) cnaAKHü
/teykawer/ (n) 611040 c
Ha AOM
TOCT
  (noÃxapeHHblŽ xne6)
(n) n0MHnop
6HCKBHT co
  B36HTblMH
/vgct5tab01z] (n PI) OBOIUH
(n) ŽorypT

bacon and eggs                c
  6eKOHOM chilli con carne  KOH KapHe (BTopoe
6nsogo, nonynqpHO 8 BenHK06PHTaHHH) fish and chips Pb16a c xaPeHblM
  KapT0cþeneM main course OCHOBHoe (ropsgee) 6/11040
olive oil OJIHBKOBOe Macno packed lunch c c060> roast beef
  pocT6H(þ rush to work cneœHTb Ha pa60TY shepherd's pie
  KaprocþeJ1bHas 3aneKaHKa
C MBCOM spaghetti
  bolognaise cnareTTH c coycoM
60JIOHe3
9b On the menu
bean Ibi;nj (n) 606,
  beef /'btfi' (n) r03RAHHa celery ,/selari/ (n) cenbAepeŽ crisps [knsps/
  (n) diet /daFt,/ (n) AV•teTa greens /gri;nzJ (n) aeneHb melon /melan/ (n)
  AblHR mushroom         (n) rpu6 pie 'pay/ (n) rwpor steak              (n)
  MRCO (CTeŽK)

waiter /weutar/ (n) 04)h4HaHT add              (V)
  A06aB11RTb boil /b011/ (V) KR11RTHTb dice /daJS/ (V) Hape3aTb KY6HKaM"
  fry fray' (v) xaPhTb mix /mrks/ (v) nepeMewaTb peel /ptl/ (v) oqmuaTb pour
  /po:r/ (V) Hanv•taaTb preheat /prthtt/ (v) pa30rpeBaTb stir /st3iT/
  (V) pa3Meu.JhB.aTb taste /teust/ (v) np060aaTb pasta (n)               nacTa,
  MaKaPOHbl spice (n) /spaJS/ cneuv•'8, nPRHOCTb
be on a diet
  6blTb Ha AHere chef's salad canaT 0T ujecþ-nogapa grilled chicken
  xapeHag Kyphqa milk shake MOJ104Hb1Ü KOKTeÜnb sirloin steak
  CTeäK cþHne 9c Let's cook!
bowl /'boul/ (n) MhCKa carton /kg;rtan/ (n) naKeT degree
  {drgrt,/ (n) rpaayc flour /flaue,/ (n) MYKa jar /ctg;r/ (n) 6aHKa
  kilo /ktlou/ (n) KH.qorpaMM loaf /10Uf/ (n) 6aTOH melt /melt/ (n)
  pacrannuaars, PaCTBOPRTb mixture /nukstfa¼' (n) CMeCb muffin /mafin/
  (n) KeKC packet /pæklt/ (n) naKeT, naL/Ka portion /pa•Tn/ (n) nop4HR
  raisin /reuan/ (n) H30M

receipt
  /nstt/ (n) yeK, KBhTaHuug recipe /resrpr/ (n) peuenr (KynHHaPHbl>)
  tablespoon (tbsp) /tCJYlspu:n/ (n)
CTOJIOBaR JlONKa teaspoon (tsp) /ti•spŒn/ (n) ya>Haq
baking powder paapbjxnwens Tecra baking soda nmueaas cona shopping list
  cnhcot< noKynoK 9d Culture Corner
anniversary  (n) 106Hneÿ, naMRTHa9 aara
  pastries ,/pelstrrs/ (n) Bblne'-1Ka vinegar ,/umga/ (n) YKCyc herb sauce coyc
  Tpag
English in Use/Extensive
Reading 9
fibre
  /fažba/ (n) Mb1LUeqHaq TKaHb grains /greunz/ (n) 3naKM, 3epH0 healthy
  /hg101/ (adj) iron /auan/ (n) xeneao protein /prauti:n/ (n) 6enoK potassium
  !patæsjam} (n) Kan"ñ protect /pratekt/ (v) aat.umuarb vitamin
  /vnamin/ (n) BUTaMHH wisely /waull/ (adv) pa3YMH0, MYApo be based on 6blTb
  OCHOBaHHblM Ha reserve a table 3apeaepaupoeaTb MODULE 10
10a Holiday plans
caviar /kævictr,/
  (n) mcpa collection /'kalekPn/ (n) RonneKUHR, c06paHHe couple /kspal/
  (n) napa exotic /rgzntlk/ (adj) 3K30TaqeCKH¥1 flood /flad/ (n) HaBOAHeHHe
  species            (n) BHA terrific /tanflk/ (adj) npeKpaCHblü,

tomb /tu:m/ (n) MaB30neöt attend a performance noceuaTb
npeACTagneHHe buy souvenirs noKynaTb cygeHHPbl go on
  a boat cruise exaTb B Tennoxoae) go/do sightseeing OCMaTPuaaTb
AocTonpHMeqaTenbH0cTH hire a car 6paTb aBTOM06hJ1b
  HanpoKaT holiday activities Ha OTAblXe next month B cneayaues,l Mecgge post some letters ornpaBJ1fiTb
  rlhcbMa
noqTe rent a boat 6paTb              HanpoKaT
  stay in a luxurious hotel
OCTaHaBJIHBaTbCR 3 pocKOWOM 0Tene

J10>KKa
(Ha
no

-biscuit
,jblsklt/ bitter /bJtai¶ carrot /k&rot/ cereal /suanal,/ chocolate
/tJnk11t/ cuisine /kwuj;n/ dairy /dgari/ dessert /dyzxr either
/a.lòar/ npegnoxeHR9x) gravy 'greJV1/ home-made
nphrc)T0BJ1eHhR honey /hsni/ hot [hot/ (adj) lamb (n) meat /mtt/ (n) onion
/snjan/ pepper /pepar,/ potato /patextou/ poultry /poultri} pound
/paond/ pudding /pudll)/ salty (adj) sausage /snsrcb' sour Isaoa¶ (adj) spicy
/sparsi} starter /stŒrtar/ sweet /swtt/ takeaway
AOCTaBKOŽ toast /taust/ (n) tomato /tamq;t0U/ trifle /tra1Pl/ (n)
CJ1h8Kar.1H vegetables yoghurt
/jngart/
WI-7

taste local food np060BaTb
MeCTHYFO egy travel abroad nyTeweCTBOBarb aa rpaH»tueñ
10b What's the weather
like?
borrow IbnroO/ (V) B3RTb
Ha apeMR chilly /thli/' (adj) npoxnaAHblä cloud /klaud/ (n) 06naKO cloudy
[klaudi/ (adj) 06naYHb1V4 fog /fpg/ (n) TYMaH foggy /fngi/ (adj) TYMaHHbl¥t
hang on nn/ (phr v) nOAO>KAaTb hurry [h,xri/ (V) TOPOnHTbCR, CneU.1HTb
jacket /cbeklt/ (n) KypTKa rainy /rerni/ (adj) AOHAJIHBblñ raincoat
/rexnkout/ (n) nnaug sandal ,/sændöl/ (n) caHaaJIHB scarf /skcv•rf/ (n) waptþ shirt /J3šrt/ (n) py6alJKa shorts
Tarts/ (n PI) LUOPTbl skirt /skœt/ (n) 106Ka snowy /snoui/ (adj)
CHe>KHblŽ storm /stxrm/ (n) yparaH, 6yps, rpoaa stormy /sta•rmi/ (adj)
UJTOPMOBOŽ, 6YPHblŽ sunny /s,sni/ (adj) COJIHeqHbtv; sweater /swgtar/ (n) CBHTeP
top Imp/ (n) Ton trainers /trglnarz/ (n PI) KPOCCOBKH trousers
/trauzarz/ (n PI) 6PK)KH T-shirt /ti.•fxrt/ (n)
cþYT60nKa, •reHHHCKa wet /wgt/ (adj) MOKPb1i, gna>KHblŽ windy
,/wmdi/ (adj) aeTpeHblñ
boiling hot
oqeHb xapKO brand new coaepweHH0 day off BblXOAHOŽ freezing cold oqeHb XOJIOAHO get soaked np0MOKHYTb
IOC Weekend fun
fabulous /fæbjulas/
(adj) norpscaouahi
head back home HanpaBTIRTbC9 AOMOä look forward to smth./doing smth.
0>KUAaTb qero-JIH60 C HeTepneHV•teM run errands BblnonHRTb aaaaHhR,
nopyqeHRA
10d Culture Corner
accurate ,'ækjurat/
(adj) admire /admaxar/ (v) BOCXhuaTbCB architecture (n) apxHTeKTypa bagpipes
(n) BOJ1blHKa band /bænd/ (n) opKecrp castle /kg;sb/ (n) 3aMOK chant
/!fŒnt/' (v) neTb, aocneaaTb childhood /tfalldhud/ (n) aeTCTao except
/rksept/ (prep) 3a HCKJIOqeHHeM experience /1kspLQrians/ (V) HCnblTaTb fire
'fm-or/ (v) ape,'1RTb
kilt ,/kllt/ (n) KHJIT
(LUOTnaHgcKaq MPKCKas
lifetime /lalftarm/ (n)         >KH3Hb military /mllltri/
(adj) musician /mju:zlPn/ (n) MY3blKaHT Object /nbct3/kt/ (n) npeAMeT, BeU4b piper /paupar/ (n)
BODblHIUHK provide /prav;ud/ (v) 06ecneMHBaTb tour /tuer/ (V) Typ
transparent  (adj) np03paqHb1Þ1 treasure /trC13ar,/ (n) coKpoamue
tricycle ,/tragslkal/ (n)
Benocvtnea tunnel Itanal/ (n) TYHHenb
crown jewels KOPOHbl
folk music Hap0AHas
MY3b1Ka
hot air balloon B03AYLUHblh
tuap
multiplication
table Ta6nv•tua YMHO>KeHHR range from BblCTpahBaTb(CB) remind smb. of smth.
HanOMHHaTb KOMY-
JIH60 0 yeM-nH60 sea life MopcKaq HH3Hb underwater safari noAB0AHoe
cacþaph
English in Use/Extensive
Reading 10
check intout /tJek ml',             (Phr
v)
rOCTHHHUbl crash             (v) pa36HBarscg
dunes /dju:ns/
(n PI) grind /grarnd/ (V) CTHPaTb B nop0W0K pebbles /pebals/ (n)
ranbKa stretch /stretf/ (n) yqacT0K, nonoca reservation /rezarveIPn/
(n) pe3epBgp0BaHHe, 6P0HHpoBaHHe ultimate 181timit/ (adj) MaKCHManbHblÿi,
volcano /volkgmau/ (n)
BynxaHb1
double room
HOMep Ha ABOHX en suite bathroom COBMeueHHaq BaHHaq per night aa HORS single
room HOMep Ha OAH0ro
WI-8

The Language
abbreviated actions happening npoucx0Afi14He adjectives — adverbs of
qaCTOTHOCTH affirmative — comparative cTeneHb comparisons — npHnaraTeJ1bHb1X compound nouns CYL14eCT3HTenbHble
countable nouns CYL14eCTBHTeJ1bHble express ability/

of Grammar
words — coKpau.1eHuq now — aeäCTBUfi, ceiqac nphnaraTenbHbte
  frequency — Hapeqvtq
YTBePAHTeJ1bHblŽ
(degree)
  — cpaBHHTeJ1bHafi
creneHH
  cpaBHeHhfl
—
  CJIO>KHbte
—
  HC'4HCnqeMb1e
permission [prohibition cnOC06HOCTb, paapeLueHHe,
—
  BblPaxaTb
     — aagaTb
nogeJIHTeÎ1bHoe
ambitions for the future
Ha
  6YAY1.uee
—
  BonpochTenbHb1h
—
  HenpaBW1bHb1e
CT)OBa-CBR3Kh
— CBS3b
  npeanc»-KeHHÞt the future — CTPOHTb
— npeacKa3b1BaTb in the past C06b1Tuqx B npowf10M
OTPgqaTeJ1bHbli CYU1eCTBHTeJ1bH0e
  qHCJIHTeJ1bHbte aHTOHHMbl

ordinal numbers — nopBAK0Bbte
  HVICTIHTeT1bHble
Past Simple — npot_ueawee npocroe apet,1Á
  permanent state — nocT09HHoe
COCTOBHHe
  plural — MHO>KecTBeHHOe UHCJIO possessive case — rlPHTqxaTeJ1bHblh nanex
  CyueCTBHTenbHOrO possessive adjectives npHTqxaTeJ1bHble MeCTOHMeHHfl
  possessive pronouns — a6comoTHaq cþoptqa nPHTsxaTeJ1bHb1X
  MeCT01•fMeHv-1Ž prepositions of place — npeanorh MecTa prepositions of
  time — npeanorH apetqeHh
Present Simple — Hacromuee npocroe
  BpeMR
Present Continuous — HacT0fiL4ee
  np0A0J1>KeHH0e BpeMq
Present Simple vs Present Continuous
— HaCT0fiLuee npocT0e BpeMR B
CPaBHeHHH C HaCTORLUhM npoaonYÇHHblM refuse permission
  — OTKa3blBaTb B pagpel_ueHHH regular verbs — npaBHJ1bHb1e rnaronbl repeated
  action — noBTOPBE01.ueecs aeücTBhe singular — eAHHCTBeHHOe qqcno short
  answers — KpaTKHe OTBeTb1 show absence of necessity rlOKa3blBaTb OTCYTCTBHe
  He06XOAUMOCTH spelling rules — npaBHna npaBonvtcaHHq superlative (degree) —
  npeaocx0AH@9 creneHb the third person singular — 3 111-140, eAHHCTBeHHOe
  qqcno time adverbials — 06CTOflTeJ1bCTBa eperqeHk1 uncountable nouns —
  HeHCHhCnqeMb1e
CY1.UecTBHTeJ1bHble verb — rnaron

Study Skills Vocabulary
appropriate linkers — nonx0A91.uae CT10aa-CBR3KH background knowledge —
  6a30Bble 3HaHHR brainstorming for ideas — r M03rOBOi IDTYPM'
  (Bblpa60TKa HAeH) browse the Net — 6pOAHTb B hHTepHere carry out a survey —
  nPOBOAHTb onpoc expand vocabulary — YBeJIHHhBaTb cnOBaPHbl> aanac graphic
  organizers — rpacþuqecKHe 0603HaqeHHB homograph — 0M0rpacþ
  (cn0Ba, OA½HaKOBb1e no HanacaHH0, HO pa3Hble no 3HaqeHh0) increase
  vocabulary — yae11h¼HBaTb CJ10aaPHb1Ž 3anac interjections —
  Me>KAOMeTHfl research further — HCCneAOBaTb rny6xe listening/reading for
  specific information — ayAhpoaaHHe/qTeHHe c uenbi0 nonyqeHRfl HHcþopMa4HH making notes —
  AenaTb 3.ar.,1eTKM narrating an event — pacCKa3blBaTb o C06blTHH part of
  speech — gacTb peqH read widely — UMTaTb 60nswe rephrasing —
  nepe4)pa3vpoaaHHe research a topic — HCCneAOBaTb Terqy sequence of events —
  nOCneAOBaTeJ1bHOCTb C06blTHÿ synonyms — CHHOHHMb1
'true friends' 'HacTORLUae APY3bR' (cnoga poAHoro
  93blKa, CXO>Kye C "HOCTPaHHblMM) use English in a natural way —
  roBOPHTb
Ha a.HrnHücK0M eCTeCTBeHHO use gestures — HCnOJlb30BaTb yeCTbl

BblPaxaTb 3anpeT express obligation 0693areJ1bCTBO give instructions
YKaaaHHq imperative — HaKJIOHeHVte intentions/ HaMepeHh9/nnaHbl interrogative
irregular verbs rnaronbl linkers — linking sentences make plans for nnaHb1 Ha
6YAY1-uee make predictions narrate events PaccKa3blBaTb O negative — noun — HMR
numerals — opposites —
adj — adjective — npmararenbHoe adv — adverb — Hapeqv•te cj
— conjunction — co}03 int — interjection — Me*KAOMeTHe CrwcoK
COKPaLUeHHV1
n — noun — MMR
CY1.geCTB½TeJ1bHoe num — numeral — qqcJIHTenbHoe pl — plural — MHO*CCTBeHHOe NHCJIO prep
— preposition — npeanor
pron — pronoun —
MecTOHMeHHe sing — singular — e-AhHCTBeHHoe qHCJIO v — verb — rnaron v irr. —
irregular verb — Henpa8W1bHblŽ rnaron

                    * expiry date — uaeTOM BblaeneHbl
CJIOBa H d)pa3bl,             ganmou_gaecn aKThBHOü neKchKoV1
WL9

Read the first line of the
song. Why is the singer lucky? Think of two reasons. Listen and read and check.
a How many members are there in your family? How do you feel
towards them? Do you feel lucky to have a family? Why?
Look at the title and the key
phrases. What is the song about? Read, listen and check.
• like a movie star • feel free • cool car put the seatbelt on
• wind the windows down
• get out of town
And wind the windows down
Let's go for a drive
And get out of town
There are no red lights
They're all green today
So let's wave goodbye
And be on our way

a
Read the song and find the words which rhyme.
1        car - .4 down 2 free -5 today 3 street - .. . . . .
. .....
SSI

6
Read the title of the song. Think of
two reasons why the day is perfect. Listen and read. Were your guesses correct?
Perfect Day
It's a
perfect day today
Nothing's
going wrong
I
really hope it stays this way
Perfect
all day long
It's
Saturday and there's no school
Saturdays
are really cool
I can relax and meet my friends
I hope
today never ends
It's a
perfect day today
Nothing's
going wrong
I really hope it stays this way
Perfect
all day long
It's a
perfect day, so I can't lose
I can
do whatever I choose
I look good and I feel fine
And the
whole of the day is mine
a What does the singer like to do on
Saturdays? How does the singer 'look'
and

Which phrase/sentence best
describes the picture?
Module 8
Say three things you do at the
weekend. Read and listen. Are any of your weekend activities mentioned in the
song?
The Weekend
Let's have a picnic
Let's eat
out
That's what the weekend
Is all about
Let's go
skiing
What a great idea
I'm so glad
That the weekend is here
The
weekend is hene
So come on everyone
Spend
the weekend with me
It's
going to be fun
I love Saturday
And Sunday too
The weekend is gneat so much to do
a
Read the song and find four things they can do at the weekend.
Which of the
activities do you like to do?

10

a Read the song and underline three What type of meal is the
singer cooking verbs.      describing?
SS3

[1] small area, 3transport, 4have with
them, 5coIIect, 6escape from

[2] playing                 2the right way        3get
rid of               4make
full

file_name: Англ. яз. 6кл. Spotlight (Англ. в фокусе)_Ваулина Ю.Е, Дули Дж. и др._2008 -136с.pdf

intro: УМК по английскому языку Spotlight отвечает требованиям Федерального государственного образовательного стандарта общего образования и соответствует общеевропейским компетенциям владения иностранным языком (Common European Framework of Reference), a также соответствует стандартам Совета Европы.

английский язык

group: Дисциплины

title: Компоненты УМК Spotlight 6