extracted_text:
Framework*
Spotlight

Student •s Book

Virginia Evans
Jenny
Dooley
Bob Obee
Olga Afanasyeva
Irina Mikheeva
PROSVESHCHENIYE
        Express Publishing      P U B L I S H E R S
удк
373.167.1:81 1.1 1 1 ББК 81.2Англ-922
Аб4
Серия
«Английский в фокусе» основана в 2006 году.
На учебник получены положительные
заключения Российской академии наук (№ 1 О 106-5215/442 от
07.07.2008 г.) и Российской академии
образования (N201-5/7д- 7 43 от 07.07.2008 г.
Авторы:             О.В.
Афанасьева, Дж. Дули, ИВ. Михеева, Б. Оби, В. Эванс
AJthors:            Virginia
Evans, Јеппу Dooley, Воб 0bee, ()lga Afanasyeva, lrina Mikheeva
*knowledgements
AIthors'
*knowledgements
We
would like to thank all the staf at Express Publishing who have contributed
their skills to producing this book. Thanks аге due in particular to: Мету!
Phillips (Editor-in-Chief); Julie Rich (senior editor); Nina Peters and Rianna
Diammond (editorial assistants); тех Barton (senior production controller) and
the Express Publishing design team. We would also like to thank those
institutions and teachers who piloted the manuscript, and whose comments and
feedback were invaluable in the production of the ЬооК,
Colour
lllustrations: Рап, Stone.
While every effort has Ьееп mode Го
troce the copydght h01ders, if апу have Ьееп inadvertently overlooked the
publishers will Ье pleosed to тоКе the necessory arrongements от the flrst
opportunlty.
Английский язык. 1 1 класс : учеб.
для общеобразоват. учреждений /
Аб4 [О.В. Афанасьева, Дж.Дули, ИВ.
Михеева и др.]. — 2-е изд., доп. и перераб. — М. : Express Publishing
Просвещение, 2009. — 244 с. : ил. — (Английский в фокусе). - lSBN
978-5-09-022092-7.
удк 373.167.1:811.111 БЕК
81.2Англ-922

Учебное
издание
Серия «Английский в фокусе»
Афанасьева Ольга
Васильевна дули Дженни
Михеева Ирина
Владимировна
Оби
Боб
Эванс Вирджиния
Английский язык
11
класс
Учебник для общеобразовательных
учреждений
центр группы германских языков Руководитель Центра ВВ.
Копылова
Зам.
руководителя Центра по проектам И.Н. Темнова
Руководитель
проекта 0,4. Смирнов
Выпускающий
редактор МА. Семичев
Редактор
ОМ. Грендаль
Корректор
И.Б. Окунева

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им. 50-летия СССР. 170040, г. Тверь, проспект 50 лет Октября, 46.

 Express
Publishing, 2008, 2009
ISBN
978-5-09-022092-7                                                                                С)
Издательство «Просвещение», 2008, 2009
Все
права защищены
Contents

Module I — Relationships (pp. 9-26)
la Reading Skills. pp. 10-11 1b Listening &
Speaking Skills .. pp. 12-13
Ic Grammar in Use. pp. 14-15 Id Literature .. pp. 16-17 le Writing Skills. pp. 18-20
Module 2 — Where there's a will there's a way (pp. 27-44)
Reading Skills. pp.28-29
2b Listening &
Speaking Skills. pp. 30-31
2c
Grammar in Use. pp. 32-33
2d Literature .. pp. 34-35
2e
Writing Skills .. pp. 36-38
Module 3 — Responsibility
(pp. 45-62)
Reading Skills . pp. 46-47
3b Listening &
Speaking Skills . . pp. 48-49
Grammar in Use . pp. 50-51
3d Literaturepp. 52-53
3e Writing Skills .. pp. 54-56
Module 4 — Danger! (pp.
63-82)
4a Reading Skills. pp. 64-65
4b Listening &
Speaking Skills. pp. 66-67
4c Grammar in Usepp. 68-69
4d Literature .. pp. 70-71
4e Writing Skills ..
pp. 72-76 Module 5 — Who
are you? (pp. 83-100)

5a

Reading
  Skills                          pp.
  84-85

5b

Listening & Speaking Skills .. pp. 86-87

5c

Grammar in
  Use                     . pp.
  88-89

5d

Literature
  .                            .
  pp.90-91

5e

Writing
  Skills                        . pp.
  92-94

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

6a

Reading
  Skills

 pp.
  102-103

6b

Listening & Speaking Skills

 pp.
  104-105

6c

Grammar in
  Use

. pp. 106-107

6d

Literature
  .

.
  pp. 108-109

 Writing Skillspp.110-112
Module 7 — In days to
come (pp. 1 19-136)

7a

Reading
  Skills

. pp. 120-121

7b

Listening & Speaking Skills

. pp. 122-123

7c

Grammar in
  Use

. pp.124-125

7d

Literature
  .

.
  pp. 126-127

7e

Writing
  Skills

.
  pp. 128-130

Module 8 — Travel (pp.
137-154)

8a

Reading
  Skills

.
  pp. 138-139

8b

Listening & Speaking Skills

.
  pp. 140-141

8c

Grammar in
  Use

.
  pp. 142-143

8d

Literature
  .

.
  pp. 144-145

8e

Writing
  Skills

. pp.
  146-148

Word Perfect &
Grammar Check. pp. 155-179
Spotlight on Russia. pp. 1-10
Song Sheetspp. SSI -$4
Grammar Reference Section. pp.GR1-GR20
Irregular Verbs. p. GR21
Study Skills. p. SI
Word List. pp. WL1-WL29
iii
Table of Contents

2a

(pp. 28-29)

stress; body language

2b

(pp. 30-31)

peer pressure; idioms with numbers

2c

(pp. 32-33)

prepositions in relative clauses; relative
  clauses; clauses of
  purpose/result/reason; phrasal verbs (put), dependent prepositions

2d

(pp. 34-35)

2e

(pp. 36-38)

Culture Corner 2 (p. 39) — Childline; Across the Curriculum
  (Science) (p. 40) The Nervous System;
Going Green 2 (p. 41) The wrap on
  Packaging!; Spotlight on Exams (pp. 42-43), Progress Check 2 (p. 44)

                                                                                VOCABULARY                                                                     GRAMMAR

la

(pp. 10-11)

families

1b

(pp. 12-13)

relationships; idioms related
    to people

lc

(pp. 14-15)

present, future and past tenses; phrasal verbs (come);
    used to, be/get used to, would, dependent prepositions

Id

(pp. 16-17)

collective nouns

le (pp. 18-20)

character adjectives

linking words and phrases;

Culture
    Corner 1 (p. 21) — Multicultural Britain; Across the Curriculum (History)
    (p. 22) Victorian Families; Going Green I (p. 23) Be Neighbourly Go Green!;
    Spotlight on Exams (pp. 24-25), Progress Check I (p. 26)

3a

(pp. 46-47)

crime and the law; words often
    confused

3b

(pp. 48-49)

rights and responsibilities

(pp. 50-51)

-ing form,
    to-infinitive/infinitive without to; phrasal verbs (keep), dependent
    prepositions

(pp. 52-53)

3e

(pp.
    54-56)

Culture Corner 3 (p. 57) — Ellis Island and the Statue of
    Liberty; Across the Curriculum (Citizenship) (p. 58) It's my right; Going
    Green 3 (p. 59) Are you a Green citizen?; Spotlight on Exams (pp. 60-61),
    Progress Check 3 (p. 62)

4a

(pp. 64-65)

injuries

4b

(pp. 66-67)

illnesses; idioms related to
    health

4c

(pp. 68-69)

the
    passive; the causative; make, get, have; phrasal verbs (go), dependent
    prepositions

4d

(pp. 70-71)

4e

(pp. 72-76)

adjectives/ adverbs; linkers

Culture Corner 4 (p. 77) — Florence Nightingale: The Lady
    with the Lamp; Across the Curriculum (History) (p. 78) London's Burning!;
    Going Green 4 (p. 79) Water Pollution; Spotlight on Exams (pp. 80-81),
    Progress Check 4 (p. 82)

iv
                             READING                                        LISTENING,
SPEAKING FUNCTIONS                                        WRITING

Family Ties ... a World Apart

talking about family

a short text about your family

a dialogue
  about a neighbour's complaint

making a complaint,
  apologising; inviting — accepting/declining

time expressions

an extract from The Devoted Friend

a dialogue

an article about a friend

descriptive writing (people)

Stressed
  Out!

a poem, a talk on stress

a dialogue
  between teenagers

an interview; persuading/responding;
  expressing negative feelings/ sympathising/encouraging

extract from Jane Eyre: Gateshead Hall

a story

a story

extracts from letters

informal/semi-formal letters/emails

Have you been the victim of a crime?

continue a story

a dialogue
  about rude behaviour

dialogues expressing regret,
  outrage/ disgust

extract from Great Expectations

act out a dialogue

an essay

opinion essays

Against
  all odds

prepare a radio interview

a paragraph describing a dangerous
  journey

a dialogue
  about an illness

a dialogue with a doctor; offering help, accepting/
  refusing, speculating, responding

extract from The Adventures of Tom Sawyer

a short diary entry

An Amazing
  Rescue

a narrative (narrative techniques)

                                                                                VOCABULARY                                                                     GRAMMAR

5a

(pp. 84-85)

homes and neighbourhoods

5b

(pp. 86-87)

problems in a neighbourhood;
    idioms related to parts of houses

5c

(pp. 88-89)

modal verbs; logical deductions; phrasal
    verbs (do); dependent preposition

5d

(pp. 90-91)

types of houses

5e

(pp. 92-94)

linking words and phrases

Culture Corner 5 (p. 95) — Home Sweet Home; Across the
    Curriculum (Geography) (p. 96) Shanty Towns; Going Green 5 (p. 97) Green
    Belts? What are they?; S tlight on Exams (p . 98-99), Progress Check 5 ( .
    100)

6a

(pp.

102-103)

space technology

6b

(pp.

104-105)

newspapers & the media, idioms with
    talk and speak

6c
6d

(pp.
(pp.

106-107)
108-109)

animal sounds

reported speech; phrasal verbs (talk);
    dependent prepositions

6e

(pp.

110-112)

Culture Corner 6 (p. 113) —
    Languages of the British Isles; Across the Curriculum OCT) (p. 114) Getting
    the message across; Going Green 6 (p. 115) Toxic Tones; Spotlight on Exams
    (pp. 116-117), Progress Check 6 (p. 118)

7a

(pp.

120-121)

hopes & dreams; phrases
    with hope

7b

(pp.

122-123)

education (university) & training; idioms related to
    school

c

(pp.

124-12 )

cinemas

conditiona s I ,              &
    ; inversions; unrea past; phrasal verbs (carry); dependent prepositions

7d

(pp.

126-127)

words related to character/
    personality

7e

(pp.

128-130)

Culture Corner 7 (p. 131) — Uni Life; Across the
    Curriculum (Citizenship) (p. 132) Community Volunteer; Goin Green 7 (p.
    133) Dian Fossey; Spotlight on Exams (pp. 134-135), Progress Check 7 (p.
    136)

8a

(pp.

138-139)

geographical features

8b

(pp.

140-141)

airport
    & air travel; collocations related to travel

8c

(pp.

142-143)

inversion; plural/singular nouns; phrasal
    verbs (check); quantifiers; dependent prepositions

8d

(pp.

144-145)

words related to weather;
    idioms related to weather

8e

(pp.

146-148)

words describing places

past participles

Culture
    Corner 8 (p. 149) — Going to the USA?; Across the Curriculum (Art &
    Design) (p. 150) The Father of
Modern Art; Going Green 8 (p. 151) Green Places;
    Spotlight on Exams (pp. 152-153), Progress Check 8 (p. 154)

vi
                              READING                                        LISTENING,
SPEAKING FUNCTIONS                                        WRITING

A life on
  the Streets

an interview

dialogue about a rubbish problem

expressing annoyance;
  exclamations

Tess of the d'Urbervilles

listening and checking

a report on improving an area

a report

Hello ... Is Anyone out there?

a talk about aliens

description of a day you make contact with aliens

a dialogue
  about a survey

breaking news/
  reacting; approving/disapproving

extracts from White Fang

an extract from a story

an essay on
  learning a compulsory language

an essay giving advantages/
  disadvantages of using a newspaper

an article "l have a
  dream."

talking about the future

a dialogue
  at university

talking
  about plans & ambitions; asking after friends

poem 'If'

listening for stressed/unstressed
  syllables

verses of a poem;
  literacy techniques

formal letter; extracts from an
  email

a formal letter

Mystic
  Places

talk about a place you would like
  to visit

a dialogue
  about travel

seeking permission; making a request
  — agree/refuse

extract from Gulliver's Travels

listen to a summary

write a summary of a story

My
  favourite place

a short description of a perfect place for a trip

vii

Module I

Relationships
•       relationships
•
friends & neighbours
•       friendship • people's appearance,
personality & behaviour
•       Learn how to
Practise ...
•       idioms about families present simple/
present continuous, present perfect, present perfect continuous past
simple/past continuous, past perfect/ past perfect continuous will/going to,
future continuous used to — be/ get used to — WOUId
•       phrasal verbs: come linkers joining
similar/contrasting ideas Write / Make .

Neighbourhood' day

•       a short text about your family  a dialogue between two characters  a description Of a person  an article about ethnic groups in
your country  a programme for a 'Clean, Green
 Reading Skills
1
Q) Close your eyes and listen to the music. Think of your family at home
on a cold, snowy, winter Sunday evening. What can you see, hear, smell? How
does it make you feel?

Study
skills

Reading
for specific information
Underline the key words in the questions. Read the
key words. The information may be paraphrased. This helps us do the task.
Reading
Read the text on pp.
10-11. Which person/peopte
1
explains that their behaviour can affect their family's
reputation?
2
say that people have high regard for the older generation in
their countries?
3
doesn't have any siblings?
4
won't choose their own husband/wife?
5     don't live with both parents?
6
wishes they could see a member of their family more?
Listen and read the
text again. Match the words in bold in the text to their meaning. idea, seniors, customs, boring,
walk, help, scheme, become less, mother's, is the most important thing,
continue to be, ranking, comply with, no brother or sisters, good reputation
Vocabulary
a Write the male/female equivalent.
I stepfather ........, 2 brother-in-law .
                           3
nephew                4 half-sister
5 mother-in-law . 6 grandson ........, 7 great-grandfather
........, 8 ex-husband . 9 widow . 10 twin sister .
b Write five family
names on a piece of paper. Swap papers. Find out how your partner is related to
each person.
 Who's Peter? He's my grandfather. He died before I
was born.
10

What makes a family in
Moscow different from a family in Beijing? And what makes it the same? No
matter where you come from, family is the cradle of life and love, the place
where you feel special, secure and accepted. Let's take an inside look at the
lives of six teens from around the world as we see how special events, cultural
traditions and family bonds all play a part in shaping the unique structure and
lifestyle of each of their families!
cnina
'l am an only child because, in 1979, the government in my country
introduced a one-child-per-family policy to control China's population
explosion. In the countryside, several generations often live under one roof!
In urban areas, however, housing is small and can only accommodate a nuclear
family, so I live with just my parents, All my relations live close by. We care
for and help each other and spend a lot of time together. Family honour is very
important in Chinese society, as is respect for your elders.'
Cheung, 16
'I am an only child and I live with my parents and my grandma, or
'babushka' as we say here in Russia. My grandpa passed away last year so
Babushka left her house in the country to come and live with us here in the
city, When I was young I lived with my grandparents at their dacha and in many
ways they were like parents to me. I don't see my parents as much as I would
like, as they work long hours. Still, we've learnt to make the most of our time
together, so there's never a dull moment in our house!'
Natasha, 15
5 Complete the sentences with the words in brackets. Check in
the Word List.
I Weren't the vows beautiful at Anna and Nick's
........? (wedding/marriage)

4      My . who came to the
  family celebration spanned three (generations/relations)
5      Some
  . of ours recently gave us a photo album full of pictures of our ........
  (ancestors/

'My parents both come
from large families, but in ours there's just my brother and I. Although the
birth rate has dropped a lot here in recent years, family still takes priority.
My parents make us feel special. We can express ourselves openly and have our
opinions listened to. We have lots of family celebrations and we often share
Sunday lunch with my grandparents, aunts, uncles and cousins. Meal times are
really important to us, as they are to most Italians. After dinner, we often
dress up and go out for a passeggiata, or evening stroll.'
Sylvia, 19
'My parents are separated,
so my sister and I live with our mum. We spend most weekends at our father's
place though, as our parents think it is important that they both remain a big
part of our lives. I don't see much of either of my grandparents as they live
in different cities. I am very close to my maternal grandmother though, and I
speak to her on the phone a lot.'
Thomas,
17 aordan„
'My family is
the centre of my life. Family hierarchy is very important in Jordan and the
young show respect to the old at all times. Getting married and having a family
is a top priority for me. My marriage will probably be arranged by my father,
which is quite common here. I have a large family and my house is often full of
relatives visiting us. Indeed, the concept of privacy is alien to us
Jordanians!
Aalia,
17 apan
o 'The Japanese believe that the strength and support of the
family is essential for reaching your full potential in life. Like all Japanese
children, I was taught to obey authority and to be very polite, as poor
behaviour would reflect badly on my family. Being a parent is considered a very
important role. My sister and brother-in-law have just had their first child,
so they have started calling each other 'Otoosan' and 'Okaasan' (Father and
Mother) instead of their first names. This is very common here!'
Takumi, 18
2 There are just four people in my family, but more
than twenty in my . family. (extended/immediate) grandmother lives in
a little . cottage. (otd/elderly)
             relatives)
           6                family
consists of father, mother and
children whereas a ........ family consists of one parent and children
(single parent, nuclear)
Fill in: engaged, married, divorced, separated, single, get, widow, foster,
stepmother, in-laws.
1
My sister is ..... ... to be               . to a wonderful man.
2
When she from her husband, she moved to her parents' house.
3      It's difficult to be a .. parent.
4
Her parents didn't .. on well so they decided to get .. ....
5
Mrs Hams' husband died four years ago and she hasn't married
again. She's a ..... ... .
6
When his parents were both killed in a car accident, he was
placed with . parents. 7 These
are my husband's parents. They're my
8
When her mother died, her father got married to another woman. Her ...
..... looked after her well.
Speaking
Answer the questions. Use your
answers to tell your partner about your family.
•    Who's in
your immediate/extended family?
•    How do
you get on with your family members?
•    What
family cultural traditions are there in your country?
•    What is
important in your family?
•    What does
family mean to you?
Writing
Use your answers in Ex. 7 to write a
short text about your family for the "Teens" magazine. (60-80 words)
 Do you agree with the statement
below? Discuss in groups. Report to the class.

Vocabulary
Relationships           3          Use the phrases to discuss your
relationships with various family members, Describe the pictures. How are the
people       friends & neighbours. Use ideas from Ex. 2.
related?
Choose the correct word. Check in the
World List.
1
Mrs. Jacobs is
always involving/interfering in things that don't concern/worry her.
2
He's always
making/picking fights with his neighbours! It's difficult to make/have friends
with him.
3
My cousin really gets/puts on my nerves! He a really good
relationship with my thinks he knows everything! brother. We almost never
argue.
4
Josh is always showing/telling off and saying B: Really? I often argue
with my brother. We have how good he is at everything. almost nothing in common.
5
It's
usual/typical of him to put the fault/

Listening blame on others.
6
His parents are extremely pleased/enjoyed with his progress.
7
Sue is very popular/famous with her friends.
8
Our mum
gives/takes good care of us. We are close/near to her.
9
I've got a great connection/relationship with my brother. We
never have/make arguments.
10     When John makes/gives a promise he
never takes/breaks it.
Il My parents didn't allow/let me stay out late when
I was at school.
12     She always depends/relies on her
family for help and support.
13     His grandparents don't approve/agree
of the way he dresses.
14
Her parents object/refuse to her staying out late. 15 I don't really
know/recognise Steve. We smile and say/tell hello but otherwise we stick/keep
to ourselves.
12
      Everyday
English                                          Speaking
Making a complaint, apologising
Portfolio:
You have a

5 00 Use the ideas below/your own ideas and the language in the
box to act out exchanges.
drop litter in garden dog barks a lot/digs
up plants children make too much noise/damage property have loud arguments at
night

Making a complaint

Apologising

•    I'm
  afraid I have a complaint...
•
  I'm really unhappy/ annoyed/upset/ angry etc.
about ...
•
  Do you think you could do something about ...?
•    I
  wonder if you could stop (+verb+-ing)...?
Would you mind stopping ...?

Oh, sorry!
  I didn't mean to upset you!/l had no idea! I'm really/so/ extremely sorry.
  Please accept my apologies.

  I see/ understand why you're upset. It won't happen again.

  Oh, I do apologise. l/We'll try to do something about it.

 A: I'm really upset about the litter that
you keep dropping in my garden.
B: I'm really sorry. It
won't happen again.
Reading
Q) Listen and read to answer the
questions. Explain the underlined phrases.

1 How are John and Phil

3 What does Phil promise?

related?

4
  Who's having a party on

2 What is John's problem?

Saturday?

problem with your new neighbour. Act out your
dialogue. Use the dialogue in Ex. 6 as a model. Record yourselves.
Say it right
Inviting — accepting, declining
O Choose the correct response.
Listen and check.
 A: Do come over for coffee some time.
B: a That
would be nice. b OK, that's fine.
2
A: Would you like to come for dinner tonight?
B: a I wouldn't like to. b Oh,
unfortunately I can't.
3      A: The party's on June 4th. Will you
be able to make it?
B: a Yes, I can't miss it.
b     I
wouldn't miss it for the world!
4
A: How
about going out?
B: a Sounds good, but I'm afraid I can't.
b     That's
unfortunate!

John: Hi, I'm John Sullivan from next door. I don't
think we've met yet.
Phil: Oh, hi. I'm Phil. Pleased to meet you. Would
you like to come in?
John: Oh, no thanks. I'm on my way toa
lecture. I just wondered if I could have a quick word.
Phil: Sure, go ahead.
John: Well, it's just that your loud
music has been keeping my housemates and me awake every night since you moved
in. There's a lot of shouting going_n too.
Phil: Oh ...
yes, f suppose we've been a bit noisy.
John: Yes, I understand, but we're sitting exams in
two weeks' time and need a good night's sleep.
Phil: Oh dear, I'm sorry. I'll make sure that we keep-it-dQEI).
John: Thanks so much, Phil, I appreciate that.
Phil: You're welcome! Oh, by the way, we're having a party this
Saturday! You and your housemates are all invited!
John: Oh, errr... well, OK then, it's the weekend I suppose!
Idioms
Fill in: black sheep, trousers,
blood, apple. Check in the Word List. Do you have similar idioms in your
language?
I
Take care of your sister. She's your own flesh and .... .... .
2
His mother wears the in the family. She is the boss!
3
My brother is the of the family. He's always in trouble.
4
Her younger daughter is the . Of her eye.
10 THINK! What makes friends different from family? In three minutes write a
few sentences on the topic.
Grammar in Use
Present
tenses Grammar Reference
Q) Put the verbs in brackets into the
correct present form. Explain the use of each tense. Which tense forms have a
future meaning?
you? 1 1) (be) so busy
since I moved And everything 2) (seem) so here. 1 3) (like) it but I still 4)
(feel) quite nervous! London is so busy and
(rush) around all the time. I (always/getJ
lost! And it's cold! It 7) (get) colder and colder each day!
Mg lectures at
the university 8) (start) next Tuesday! I can't wait! As you know 1 9) (stag)
with Aunty Jo since I arrived in London and she (help) me so much already. I
Il) .
(really/enjog) spending
time with her! We often
(chat) for a while in the afternoon. I
(look) for a flat of my
own since I got here (not/find) one yet! As soon as I (geo one, you must come
and Stay! soon,
Lots of love,
Fiona
Fill in with the present simple or
present continuous. Which verbs describe: actions? states? Explain the
differences in meaning.
1       A:
Why               . (you/smell) that towel?
              B:
It ....               (smell) wonderful! What washing
powder did you use?

2

        .
  (see) my niece tonight.
                                                                                .
  (see). So you won't be coming to the cinema with us then, will you?

3

A:

I hear you
  .             (look) for a new job.

B:

Yes, it ..... ... (look) as if I'm going to lose my
  present one.

4

A:

         (think)
  of moving house.

B:

Oh,
  good for you! I . (think) that's a great idea!

5

A:

What's
  wrong with Tony? He . (be) usually so cheerful!

B:

I know. He
  .             (be) really moody today.

Future tenses Grammar
Reference
Fill in the gaps with the correct
future tense of the verbs in brackets. What are the uses of each?
I Be careful! You . ..... .. (trip over) that rope!
2
He's feeling a bit ner•/ous because he .
(start) a new job tomorrow.
3
She (finish) this book by the end of the day.
4
Don't worry, Mum. I ..... ... (not/be) late.
5
This time next week, we ........ (lie) on the beach!
6
Are you going shopping today? I think I ......
(come) too!
7
Take a painkiller! It(make) your headache go away.
8
We . . . . . .
. . (visit) our parents this weekend.
9
Dad can't come out with us tomorrow. He . (work) all day
long.
4
a Read the examples.
I The Queen is to visit Australia next month.
(formal)
2       Hurry
up! The train is about to leave. (near future)
3       Ann
is on the point of resigning from her job.
(near future)
4       Our
flight is due to take off at 7am. (timetables)
5       Your plan is bound/sure/certain to
work.
(certainty about the future) b Use the expressions
below to complete the
• are about to • is due to •
on the point of
• are to • bound to
I am afraid that our local shoe factory is 1) . closing down. The
management 2)  hold a public meeting to discuss the
situation on Wednesday. The meeting 3) . . start at seven o'clock in the
evening and I hope that they will find a solution because closure of the
factory is 4)  cause a lot of problems. It employs many
people from the town and already the workers' union have said they .
take industrial action.
Past tenses Grammar
Reference
Put the verbs in brackets into the
correct past tense. Explain your choices.
1
A: What .... . . (happen) to Ann yesterday? B: She .  (walk) home when a
man .

(steal) her bag.
C What did
you/didn't you use to
2                  (you/go) out last night?                                                            do
on holiday when you were a

. (work) all day, so l .... ....
(stay) in and ..... ... (watch) TV.
3(you/see)
your brother this morning?
B: No, he
. (already/leave) the house by the time I . (wake) up.
4 A: Why                        (you/run)
when I .             (see) you yesterday?
B:
Oh I (chat) to a friend for ages when I . (realise) I was late for school.
5. (call) you at 10 0'clock
yesterday morning. B: Oh, we probably ........ (not/hear) the phone.
Speaking
In teams, use the time expressions to
make sentences.
• yet • still • already •
before • ago • today • now
• at the moment • for a long
time • since
Used to — be/get used to — would
Grammar Reference

He used to/would wake up

a

A past
  state that is

early when
  it was a holiday.

no longer true.

He used to live in a small

b

An action that is in

flat, but now he lives in a

progress now.

large house.
I've been doing it for so

c

A repeated action in

long that I'm used to

the past.

walking to school.

d

An action that has

It's not easy, but I'm getting

become a habit

a   the
sentences to their meanings. Are there similar structures in your language?
b   Fill in used to, be/get used to
and/or would where possible.

5) ......
  love playing with them in our huge garden.

3

Their flight will arrive at 7:45.

Sometimes
  we 6)    wake up earty in the morning and go on a

due
  Their flight ........ at 7:45.

 ride
  in the woods until nightfall. When I was 10, we moved to

4

This new hairstyle still seems

Toronto. 1
  7) ...... (not) living in a big city with so much noise and

strange to me.

pollution. I missed my old friends and the friendly people.
  After

get I .                 this
  new hairstyle.

 ime
  1 8) ...... the crowded streets and hurried people. I

5

Mary will get a promotion.

ae"19)
  ...... living in a small flat. Still, even now I miss my village.

sure Mary ... ..... a romotion.
Grammar
  Check 1

When
I was a child, my family I) ...... live h a little cottage in the countryside.
The across the road 2) ...... keep and chickens and we 3) ...... often milk and
eggs from him. We 4) . two sweet little dogs. In the holidays, my brother and I
child? Discuss.
Dependent prepositions
Fill in: for, about, to. Check in
Appendix 1.
f I've
always felt very close . my older sister.
2       He
has great respect .his grandparents.
3       You
should be ashamed your behaviour.
4       She
is very attached .. him.
5       What
are you arguing .. this time, you two?
Phrasal Verbs (come)
Fill in: down with, across, up with,
into, over. Check in Appendix 2.
I We came          a beautiful antique table at the flea
market.
2       Why
don't you come tonight? We're having pizza.
3       The
symptoms show that you're coming . the flu.
4       They
come . at least once a week for a visit.
5       The
class came some great games for the party.
6       She
came ........ a large inheritance and bought a house.

Sentence transformations

10
so that it means the
same as Complete the second sentence
the first. Use the
word in bold. Use two to five words.
1
I could run fast when I was young.
used I runner when I was young.
2
How long is it since they moved to the country? ago How move to
the country?

Literature
Oscar Wilde wrote some fairy tales
with morals. Look at the title of the extract on the right along with the
picture. What could the moral be in this fairy tale? Read the biography and
check.
Oscar
Wilde
(1854-1900)
was born in Dublin, Ireland. He was a playwright,
essay and short story writer, poet and novelist, known for his clever wit and
charming personality. His popular works include the plays The Importance of
Being Earnest (1895) and An Ideal Husband (1895) and his only novel, The
Picture ofDorian Gray (1891).
Wilde also wrote fairy tales for
adults, some of which included a moral. Among them is The Devoted Friend
(1888), a story about friendship and generosity, betrayal and hypocrisy. A
linnetl (a small songbird) and a water-rat are two of the characters
that tell the tale.
linnet - Romo (in Russian)
Read the first paragraph of the
extract. Do you think the Miller was really a devoted friend? Read to find out.
RNE Read the extract again and match
the sentences (A-H) to the gaps (1-7). There is one extra sentence you do not
need to use.
A     That
at least is my idea about friendship, and I am sure I am right.
B      I
certainly will not allow Hans' nature to be spoiled.
ittle Hans a great
nany fria•ds, b.it the nost devoted Of all big the Miller. In&ed, so
&.aoted
       t..žE rich         to little
5
never go    his garden without leaning over
t.YE   ard plux:king a a    of s•.eet his
poc)ets with plurs ard
t.IE fn.lit
10
"1ëaI fria-ds synùd have everything in cnmm," t.tE Miller
to say, ard little Hans and alYi felt very proud of havi-rg a friend with sux:h
nœIe
Saætilœs, indeed, the neighbours
thought
15 it     t±nt t2•e rim  1B..er      Little Hans anything in  though he had a hi.zùed sæks of
flax in
his mill,  six
 ard a      flock of
sheQ; but Hans nexær troubled his head
20 about these things, and nothing gave him
than to liste"l to all va•rful things     Miller
          t.lE                 of
t.ræ
C     You
seem not to learn anything.
D     However,
he was so young that you must excuse him.
E      In
the winter, also, he was extremely lonely, as the Miller never came to see him
then.
F      Hans
was always showing generosity towards others.
G    Flour is
one thing, and friendship is another, and they should not be confused.
H    It is
quite a treat to hear you talk about friendship.
Q,) Listen and read again. Match the
words in bold in the text to their meaning.
• embarrassed • continues •
picking • troubled • jealous
• bright red • better • ruin
• sleepy • back • seriously
• morally good • dedicated •
lures • by instalments

So little Hans             in his          25

1

sumœr, and the autumn he was
  very happy,

below. Use
  a dictionary to find other

but when
  the winter caæ, and he had no

words that they are used with.

fruit or           to
  krirg to tiE nar]et,

                        sack           pack
  herd gang

suffered a good deal fran cold    hunger,

30

bunch handful flock set swarm

 often had to go to bed without any

 bat a fe.Ñ dried pears or SŒtE
  hard

           1
  a                of potatoes 2 a                   of

[Mri-ng
Complete the gaps with
the words

                                    "There is no good in    going

        4 a ..... ... of dogs 5 a              of

to
  æe Little Ehns as lag as t.žE

35

           sheep
  6 a .                 . of thieves 7 a
            ...
  ..... of cows 8 a                of bees

sweets 3 a ..
...... of china plates
snow
Iæts," t.žE         to say to his                  flowers

2

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

THINK!

3

so
  haEpy. "

friends are like stars You

 are
  ærtainly very t.ž¥ll$ltful abcilt

45

don't always see them, but you know they are always
  there." In

others, " ansæred the

three minutes write a few

ffi.fe,
  as  sat in      oanfortable  the big     fixe,
        t.yn*ltfu.l

sentences on the topic.

113t be
bothered I ànl-l that
are made in the text about till cares, 40 friendship (e.g. line 7). Do you I syn11 him
a visit, will be agree?
Discuss in groups. to give rte a basket of primroses l ard
that will linke him"Good
Portfolio:
In the next ul an sure the clergyãran
hirself ctllld not 50 section
of the story, the winter is say such beautiful things as over and the Miller goes to visit
Iiœ in a
three—stœied knise, Hans. Write the dialogue between rirg his littlethese two characters.
Read out ask little Hans up your
dialogue to the class.
55 b C) Listen to the actual dialogue. is in I

THINK!

How does it compare to yours?
him ny white rakbits."Read the joke. Why does the other
speaker call him 'stranger'?

Smíle

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

extract.
Verbal irony
Verbal irony is a device authors use to illustrate their characters more
strongly and help the reader understand them better. Irony is when a person
says something that is the opposite of what is true.
Which of the characters, Hans, Hugh,
the Miller's youngest son is: lonely, compassionate, kind-hearted, selfish,
polite, welt- mannered, vain? Give reasons.

Writing
Skills
Descriptive writing (people)
Read the theory box and the paragraph
plan.
Descriptions of/Articles about people should consist
of:
a) an introduction giving
brief general information about the person name/relationship to you
&
how/when you met him/her.
b) a main body of two to four
paragraphs describing the person's physical appearance, personality and
hobbies/interests/activities/ achievements etc. in separate paragraphs. Start
each paragraph with a topic sentence which summarises the paragraph.
c)  a conclusion with
your comments & feelings about the person.
Descriptions of people can be found in articles, letters, narratives etc.
We use present tenses to describe someone we know well/see often (a relative, a
good neighbour) and past tenses to describe someone who is no longer alive or
who we don't see any more (our best friend from primary school, a grandparent who has died).
a Read the model. Match the headings
to the paragraphs:
A
personality&justifications, B comments & feelings, C name and
when/where/how met, D physical appearance, E interests
My Dearest Friend
Sunny and I met on the first day of
secondary school on a warm autumn day. After class I told her that her name
described the weather perfectly that day. She laughed, and we became friends.
Sunny is an attractive girl in her late teens. She is
tall, slender and dark-skinned and she usually wears her shoulderlength brown
hair in a ponytail, which highlights her high cheekbones and long oval face.
When she smiles, her almondshaped eyes sparkle and her whole face lights up.
She wears light makeup and fashionable clothes.
 Sunny has an incredibly warm personality.
She is supportive and knows how to encourage people when they're feeling down.
However, she tends to be very stubborn and determined. Once she's made up her
mind about something, no one can make her change it!
 Sunny always lives life to the full. In
fact, she finds it very difficult to sit still for long! She's always humming
her favourite songs, too, whatever she's doing! She's adventurous and loves
discovering things about people and places.
Sunny is a marvellous friend who really lives up to
her name. I find it hard to imagine what my life would be like if I hadn't met
her.
b The topic sentences in the main
body paragraphs summarise each paragraph. Suggest other topic sentences.
a    Find words from the article in Ex. 2
which match the headings.
short, of medium height, just under six foot skinny, overweight,
well-built, petite in his/her mid-twenties/thirties etc., middle-aged, elderly
pale-skinned,
wrinkled, tanned, freckled/ rosy/ rough/dry skin round, heart-shaped,
triangular, oval, square curly, straight, long, blond, dyed, thick,
medium-length, spiky, permed, neatly-combed, ponytail, bun
deep blue, light brown, sparkling, piercing, sad,
tear-filled, expressive, lively hooked, crooked, long, straight, upturned
formal, casual, designer, fashionable

b   Use adjectives from the tabte to
complete Jane's description. Find pictures of your family members and describe
them to your partner.
 >
Jane is quite good-looking. She's slim with and ., . hair. She's pale-skinned with a . nose. She always looks well-dressed in . clothes.
Personality and behaviour
• When
describing someone's personality, use a variety of character adjectives and
justify them with an explanation or example. Lyn is very shy. She doesn't like going to parties.
• If
you describe negative qualities, use mild language. Use: tend to, seem to, is rather, can sometimes be etc. Josh can sometimes
be rather selfish. (NOT: Yesh
a Match
the adjectives to their justifications. Make sentences, as in the example.
                            easy-going
       talkative         lazy
bossy
optimistic ambitious selfish hot-tempered popular
a  always looks on the
bright side of life b never stops chatting c
is always telling people what to do d
only cares about him/herself e is always on the go f has lots of friends
and is liked by everyone g isn't easily annoyed, worried or upset h doesn't
like working  has a strong desire to be successful in
life j gets angry really easily
> My dad is an energetic person who's always on
the go.
b  Fill in: aggressive,
pessimistic, generous, hard-working, outgoing, arrogant, sensitive, cheerful.
I Ben is so , He believes that a job isn't worth
doing unless it's done properly.
5
6
2  Alison
is quite . She often picks fights with people and gets angry really easily.
3  Jake
is . He's the life and soul of the party and loves meeting new people. 4 Joe is a ..... ... person. He always
expects the worst.
5 Tanya is ... ..... .
She's always got a smile on her face and never Jets anything get her d0W'. 6 I've never met anyone as as Sally.
She's always buying people gifts.
7  John
is so .... He thinks he's more important and better than everyone else.
8  Sam
is a ... ..... guy. He's a great listener and seems to understand when you're
feeling down.
Rephrase the following using milder language.
I Andy is very proud.
2 My sister always behaves immaturely. 3 He is terribly
disorganised.
Match the descriptions (1-6) to the
adjectives. Find two descriptions in the article in Ex. 2.
• shy • moody • confident •
nervous
• impatient • sensitive
I She looks people in the eye and smiles when meeting
them for the first time.
2 He looks down at the
floor and blushes when speaking to people he doesn't know well. 3 Sara's eyes often fill with tears
when she watches sad movies.
4  Sam
often sits with his arms folded and with a grumpy expression on his face.
5  Mike
taps his foot and sighs when he has to wait.
6  As well as biting her nails
constantly, Anna often fidgets a lot.
Linking words and phrases
We
can join descriptions of similar personal qualities by using: in addition,
also, and, both ... and, moreover, as well as etc. She is both kind and helpful. Moreover, she never
loses her temper.
We can join descriptions of contrasting qualities by using: but, on the
other hand, however, nevertheless, in
spite of this, although etc. She is independent and knows her own mind.
However, she is sometimes very
stubborn.

Writing
Skills
Link the sentences using
I appropriate
words/phrases.
I She
is outgoing. Occasionally she can be moody.
2  He
is trustworthy. He is reliable.
3  She
is sensitive. She tends to get upset easily.
4  She
is helpful. She tends to be immature at times.
5  He
is intelligent. He is sensible.
6  He's
down-to-earth. He can sometimes be stubborn.
Read the theory box, then find an
example of this technique in the model in Ex. 3.
Using the senses in descriptions.
When describing a person, we can use our senses. Sight: Instead of
saying: She is untidy you can say: As you enter her room you see her things lying everywhere; her clothes on the bed, her
books on the carpet and all of her CDs on her desk.
Sound: Instead of saying: She is always talking you can say: You can
always hear her chattering away. It's difficult to get a word in when you're with her.
Smell: Instead of saying: Uncle Harry had a great garden with lots of
roses you can say: The scent of
hundreds or roses filled the air of Uncle Harry's garden.
Taste: Instead of saying: She was an excellent cook you can say: You
could tell she was an excellent cook
from the first bite of her delicious, crunchy biscuits.
Touch:
Instead of saying: She had nice skin you can say: Her skin was smooth and silky
like a newborn baby's.
b Use the ideas in
brackets to rewrite the sentences.
I Anna had a quiet voice. (speak in soft, gentle
voice/sometimes hardly hear her)
> Anna
spoke in such a soft, gentle voice that sometimes you could hardly hear her.
2 Dave
likes to be smart. (clean-shaven/dress in suit, tie/neatly-combed hair)
 3
She wore nice perfume. (always smell beautiful/like sweet, fresh, summer
flowers)
4  Sam
is always happy. (have wide smile/make skin wrinkle around eyes)
5  I
like my mum's hair. (love/run fingers through/soft, silky hair)
6  She
is a very loving person. (always touch on arm/hug me)
7  Angie
is an excellent dancer. (move expertly to rhythm/ glide across floor/when
dance)
Discuss and
write
a Work in pairs. Read the rubric and
discuss: who you could describe; what tense you would use; how many
paragraphs you would write and what you would include in each.

, RNE
Write your answer. Answer the questions in the checklist before you hand it in.
Checklist for descriptions of people Organisation
Does your article have an
introduction, a main body and a conclusion?
Have you included clear
topic sentences to introduce the main body paragraphs?
Language
Have you used the correct
tense(s) throughout? Have you used a variety of adjectives and descriptive
language?
Have you justified the
character adjectives you have used?
• Have you included appropriate linking words and mannerisms
and used mild language for negative character descriptions? Have you used your
senses to make your character more interesting?

Have you
checked your spelling and grammar?
Black e.g.

"My grandparents first came to Britain from India in 1962 to work
  in a factory, so I'm third generation British-Indian. I speak Gujarati with
  my family and enjoy going to huge Indian weddings at the community centre or
  taking part in Hindu festival celebrations such as Diwali, but I have a lot
  •of friends and interests outside the community, too. I've heard recently
  that more than a third of people living in my city, Leicester, today are
  migrants' or second or third generation migrants. So, it's set to be the
  first city in the UK where ethnic minority groups will make up the majority!
  "

"When people ask me where I'm
  from, I say I'm British, even though I'm of Chinese origin. I used to live in
  a small town and I got picked on a bit because I looked different, but now I
  live in Newharn in East London, which is the most culturally diverse place in
  the United Kingdom. At school, half of the pupils speak English as a second
  language. Our next door neighbours are from Poland. They came to Britain with
  their 15 year-old boy just after Poland became part of the E.U. "
Li, 17
"My parents are from Jamaica,
  but they have been living in England since they were young. I was born and
  brought up in Birmingham, England. When the first Caribbeans were invited to
  come to Britain for work in the late 1940s, there was quite a lot of racism2,
  and it was hard for Caribbeans to find well-paid work. Nowadays, the
  Caribbean community is one of the most integrated in Britain. Racism isn't
  unheard of, of course, but you only have to see many mixed-race marriages
  there are now and how many second and third generation Caribbeans are
  household names on TV to understand how much things have changed. i'

Caribbean, African
Rupa, 16
•people moving from place to
place to find

work
Look at the pie chart. What information does it             3 give us
about the ethnic population in Britain?
RNE Read the text. Who (Rupa, Jerome
or
I says their community experiences less
racism now?
2 has experienced racism?    5 3 doesn't speak English at home?
4 says their
community has fit in welt in Britain? 5
likes to join in with community events?
2beliefthatpeople
ofsome races are inferior to others
Explain the words in bold. Make sentences using them
Q) Listen and read the text again.
Work in groups of four. You are an interviewer, the others are the teens in the
text (Jerome, Li and Rupa). Write questions and interview them.
Portfolio: Work in groups. Find
information and statistics about different ethnic groups in your country. Who
are they? When did they come to your country? Why? Write a short article for an
international school magazine.

          ACROSS THE CURRICULUM
The picture, taken by John Thomas in
1885, shows a Victorian family, a family that lived during the reign of Queen
Victoria in Britain (1837-1901). Answer the questions. I Is it a working class
family? Why?
2      Where
are they?
3      What
are they dressed in: everyday clothes? best clothes? Why?
4      Who
seems to be the head of the household? Why?

the Hughes family
(husband, wife and twelve children), 1885

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

Upper & Middle Class Families

amilies were very important to
Victorians. They were usually large, with an average family I) (have) at
least five or six children.
The father, who perhaps worked in banking or insurance, was
the head of the household. The children would speak 2) (polite) to him, and
call him "Sir". The mother was responsible for 3)
(run) the household and would usually spend her time planning
dinner parties or visiting her dressmaker or (they) friends. Children saw very
little of 4) parents and spent most of the day in the nursery With a nannyl
as Victorians firmly believed that a child should be 'seen and not 5)
(hear)' !
Upper and middle class families lived in large, 6) (comfort)
houses and had such as a cook and kitchen maids to prepare the family meals, a
butler to answer the door and wait on the family, and housemaids to carry out
household chores such as washing clothes, cooking and cleaning.
For entertainment, families 7) (visit) new parks and
museums, such as the Victoria and Albert Museum,

1 a
woman paid by parents to look after children
3
Q) Listen and read the text again. Compare and contrast the two types of
Victorian families. Use whereas, but,
both.
 Upper/MiddIe class families lived in large
houses whereas working class families lived in small ones.
Working Class Families

M

ost of these families lived in small houses. Often several families lived in a single room. Houses had
no running water and it was
 (common) for a whole street to share two
9) (out) toilets and a water pump.
It was very common for poor families to have as many as nine or ten
children, many of whom didn't go to
school. Instead, they looked after
.. (young) brothers and sisters or even
worked. In Victorian Britain, children as young as three or four years of age,
worked up to 16 hotjrs a day in coal mines, in cotton mills and as chimney
sweeps. The father of the house often worked in a factory while the mother was
responsible for all the

For entertainment, working class families went to parks,
cheap music halls or to gardens which
had fairgrounds, sports matches and fireworks displays.
Project: Find
a picture of your

THINK!

amity.

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

There's plenty you can do to make
your neighbourhood a cleaner, greener
placel
Recycling . . . 't starts with YOU!
As the saying goes, there is strength in numbers! So
how about getting together with your neighbours and starting a community
recycling programme? You could set up bottle, paper, plastic, aluminium and
clothing recycling banks and take turns to take everything to a local recycling
point. In this way, pur community will be helping to save limited materials.
You will also help preserve landfill and reduce the greenhouse gases that they
goduce.
Bin it, don't drop it!
}Þve you ever considered how time-consuming it is for local
to remove litter from our streets? Or much
money it wastes that could better spent on other services? a litter collection
day in neighbourhood. Get bin bags and see can fill the most! Once a few of you
take action, others will quickly join in!
Get growing!
and tired of living in a concrete jungle?
Flowers, plants trees make our communities more welcoming places to in. They
also improve air quality by filtering out pollutants and creating places for
small animals and insects to live in. So, organise teams and get planting in
your neighbourhood today! Ask your local council for permission to plant trees
and flowers along roadsides. Don't forget, every little bit helps!
30_
Goin
Green
1
O Close your eyes,
listen to
the music and think of your neighbourhood on Monday morning. What can you see,
hear, smell? How does the scene make you feel?
2
Which adjectives
best describe your neighbourhood? Use your own ideas as well. Give reasons.
• green • clean
• crowded • dark
• polluted •
dirty • pleasing • noisy quiet peaceful
Look at the leaflet. What is it about? What is its purpose?

Thi2k

Explain the words in bold, then use
some of them in sentences of your own.
Listen and read again. List some ways
of making your neighbourhood greener. How does the writer support his
suggestions?

THINK!

6 Portfolio:
Work in groups. Imagine you are organising a 'Clean, Green Neighbourhood' day.
Plan the day's events & activities e.g. treeplanting 9-1 lam. Present your
ideas to the class.
What does the saying mean to you? Discuss.
Green
It is our
responsibilities, not ourselves, that we should take

seriously.
(Peter
Ustinov, British actor, director and goodwill ambassador for UNICEF)
MODULE I
New York City Neighbourhoods Upper
West Side
One of the most famous and most frequently visited
neighbourhoods in New York is the Upper West Side. It stretches from 59th
Street and Central Park West to Riverside Park, and is considered by many to be
the most typical Manhattan neighbourhood.
The Upper West Side has had many famous residents in the
past, including a member of the Beatles, John Lennon, I) a big castle-like
structure which borders the west side of Central Park.
With
generations of high-profile tenants putting down roots in the Upper West Side,
it's no wonder rents and real estate prices continue to rise! However, bear in
mind the benefits of living in this charming neighbourhood. Elegant buildings,
2) ........„, line the quiet streets and house the city's rich, intellectual
and creative community. Many people are attracted by the suburban feel of the
area, and it is especially popular with
families, young
professionals and actors.                                     It includes a
jumble of chic spots, glamorous
Much of the area is
protected by landmark Status, 3) .......... .
concert halls and the famous Lincoln Center for the
Performing Arts where you can see fabulous theatre, ballet and opera
productions. The famous Juilliard School of Music is also located in the Upper
West Side, 4)
This area of
New York is busy by day, with performers rushing to auditions and families
taking strolls along the pavements. It is also an exciting place at night 5)
.......... . Don't worry about the kids because there are lots of things for
them to do in this neighbourhood, too! The American Museum of Natural History
is a fantastic place, They can also enjoy a trip to the Children's Museum of
Manhattan.
So, whatever you are
looking for, you will certainly find it in the Upper West Side!
Read the text above and fill in the
gaps (1-6) with the phrases (A-G). There is one phrase that you do not need

to use.
A     which
are known as brownstones
B     so
there is plenty to satisfy the music lover
C     with
its many restaurants and ethnic bars
D     who
lived in the Dakota building

Q) Listen and choose A, B or C, for
statements 1 to 7.
I East Swinton residents can receive C free Not plant
statedbulbs.
              A True                    B
False
2     The
man already has lots of flowers in his statedgarden.
A     True             B
False  C Not
3     They
are going to plant the flowers all over the park.
A     True         B False C Not stated
4     The
man can choose from three types of bulbs. A True B False C Not stated

E     where
our young visitors can see dinosaur fossils
F     because
everyone loves living there
G    which
means that the buildings cannot be changed
5  The
man thinks he will need more than five hundred bulbs.
A
True          B
False C Not stated
6  The
bulbs will probably arrive in seven days or less.
A     True             B
False  C Not stated
7  The
man has some friends who want some bulbs
too.
A     True             B
False  C Not stated

1

A

made

B did

C had

2

A

in

B on

C at

3

A

above

B over

C after

4

A

tough

B firm

C difficult

5

A

former

B previous

C earlier

6

A

later

B elder

C older

7

A

type

B name

C brand

gap (1-7).
lla Pugacheva was born in 1949 in Moscow, Russia, where she 1) her
  first public appearance at the age of five. She studied piano and singing and
  in 1965 she was heard 2) the radio for the first time, performing one of her
  most popular songs, 'Robot'. Her victory at an international contest in 1978
  made her a Russian star. Pugacheva has performed and recorded 3) 300 songs. Through 4) . ..... work, she
  became the biggest star of the 5) Soviet Union. Not only is she loved by
  young pop music fans, but 6) — generations also respect and listen to her.
  She is so admired in Russia and around the world that her name has been given
  to an ocean liner in Finland, a 7) of French perfume and a magazine, as well
  as to many little girls all over Russia!

Read the extract from your pen friend
Sue's letter. Write a letter to Sue. In your letter:
• ask her about her neighbourhood • ask
three questions about her new friends Write 60-80 words.
I really like my new neighbourhood. The people here
are great and I have made some new friends. Still, I miss you a lot.
D gave D from D up
D hard D past
D aged
D mark

Give a 2-minute talk about your
family. Remember to talk about:
• the members of your family
• who you admire most in your
family and why  your family values
• what you usually do with
your family
You have to talk for 1.5-2 minutes.
Your partner will listen until you have finished. Then she/he will ask you some
questions.

1 Progress Check
Fill in: accommodate, devoted, priority, supportive,
secure, appreciate, overweight, ambitious, essential, potential.
1
It is .  that you study hard if you want to succeed.
2
My parents have always been very and help me when I have
problems.
3
I don't think my brother is very ,because he

turned down an excellent job.
4
If you think you are     you should go on a diet.
5
I think Mary has the   to become a brilliant pianist.
6
The university has rooms to first-year students but after that
you have to find a flat of your own.
7
She is a very . daughter who spends all her time looking after
her sick mother.
8
My . . is to enjoy
life rather than working hard to make a lot of money.
9
your offer of help, but I can fix the  computer myself,
thank you.
10  Even
if a website claims to be . , you should not send them important personal
information.
Points:
Ion 20
Fill in the gaps with the correct
form of the verbs in brackets.
We'd better hurry; our train .......
(leave) in half an hour.
2
I think I should see the doctor because I .

(get) a lot of headaches recently.
3
Don't worry, I  (buy) some milk on my way
4
(go) to see Martin about buying his car yesterday afternoon.
5
The technician (do) something to your computer when I left the
office last night.

Complete the sentences using the
words in bold. Use two to five words.
1
I am sure Peter will help you.
            bound        Peter ............ help
you.
2
I find it difficult to get up so early in the morning. used I . .
getting up so early in the morning.
3
My parents have decided to buy a small cottage. going               My
parents        a small cottage.

help with
  that?
1 think he is going to be

c

I can manage,

late.

d

Nothing

Cl.]
  HOW about going to the

special. Why?

cinema tonight?

e

I'm afraid I can't.

4
I last saw Mary a month ago.
         have         I                last month.
5
I started to
learn French more than a year ago.
            been
                 I .. ... for more than a year.
Points:
Complete the phrasal verbs with the
correct particle.
1
He couldn't come ..... .. a good excuse for being
late.
2
I came ....... some good bargains in the antiques market.
3
Why don't you come          to our place when you finish work?
4
He was able to start his own business when he came ..... some
money.
5
Oh dear! I think I'm coming ... .... a cold.
Points:
5X2
5 Fill in the gaps with the correct
preposition.
   I I'm sorry, but I'm not ashamed
....... what I did.
2 It's no good
arguing it, the decision is final. 3 You
should never become too attached animals.
4
I have no respect . . people who drop litter in the streets.
5
He is a shy person who never gets close
others.
Points: 5X2  Match to form exchanges.
Are you doing anything                          a
Not again! b That doesn't
this evening? sound like a
Would you like some
good idea.
I'm thinking of leaving my job.
•
talk & write about my family & friends
•
talk about relationship
•
write a descriptive article about a person
... in English

Module 2
Where there's a will, there's a way
•
Before you start
.Learn how to ...
•
What does family
mean to you?     • express negative feelings/
•
How would you
describe your relationship sympathise/encourage with your family members? •
persuade somebody & respond
•

Practise .
•
relative clauses
•
prepositions in
relative clauses
•
clauses of
purpose, reason, result
•
phrasal verbs:
put • idioms with numbers
•
Write / Make .
•
an email giving
advice
•
informal
& semi-formal letters/emails Listen, read and talk about ...
•
a quiz about the
nervous system
•
stressful
situations    a short article about a helpline or charity
•
peer pressure           that
helps young people in your country
•
patterns
Reading Skills
Stress*
A definition, friends, of stress: Your own reaction to a
mess.
Stress from pains to pleasures range, The
common element is change. Adapt or die, and that's a fact,
And so our bodies must react:
The heart speeds up, the gut slows down,
Facial muscles snarl or frown.
                               The
point is, stress is not unique,                                                            Speaking
It doesn't mean you're dumb or weak.
Common both to man and beast,Portfolio: Prepare a two-minute
It proves you're still alive, at least!
                                   talk on
stress. Include: • what it is and what
*from a poem
by William Goldsmith, MD* causes
it • how it affects our bodies • what
(Doctor
ofMedicine) stresses you
out • what you do to relieve stress

THINK!

                                     C.) Listen and read the
poem. Do                           Vocabulary

you agree with it? Discuss in
  pairs.

Choose the
  correct word. Check in the Word List.

A:
You look like you've
been under/with a lot of stress lately.
B: I have.
I'm totally losing/missing control!
Gap filling
                     Read
through the text to get an idea of what it is                                 A: I can't cope/face with at this
pressure.
about.
Read again and look at the words before and B: Take/keep it easy. Things will
get better. after each gap. Choose the word which fits best. Read
A: Is there something you want to get off through
the completed text to check if it makes sense.
your chest/mind?

Reading

B: I've broken/taken up with Sue.

a RNE Read the text. Fill in
  the gaps (1-8) in the text on p. 29 with A, B, C or D.

4 A: Let's meet on Sunday.
B:
  Sorry. I'm up to my nose/eyes in schoolwork.

Compare with a partner.

5 A: Stop it. He can't take/cope the
  stress.

1 A getting               B having          C
  doing          D making

B: A little pressure won't harm/ hurt.

2 A separated B alone                C
  lonely           D isolated

6 A: He's going through a really hard
  time.

3 A method             B style             C
  way             D manner

4 A beat                 B visit              C
  do             D meet

B: I know.
  His parents' divorce has caused/

5  A up B back   C
  over   D away
6
  A big              B
  strong C deep   D heavy

brought him great emotional stress.

7 A thought             B mind             C
  brain           D head

7 A: This workload is killing/dying me.

8  face                            B
  manage C handle D deal
b Listen and read again. What is the

B: Cheer up. Two more weeks and then it'll be over/up,

purpose of the text?

6

Fill in: giving, proportion, take, strain, temper,

Match
  the underlined words/phrases in the text

tired,
  building, getting. Explain the phrases in bold.

with their meanings: important
  information, make

I I'm just sick and           of
  doing exams all

a
  difficult situation better, increases, time just

the time!

before, cause you to remain
  alert/ready, unable to

2 I'm so fed up with the way I look.
  It's really

manage, basically, going crazy, over a long
  period

            . me down!

of time, uncontrollable, judge
how important 3 something really is, accept it without complaining. 4
Use each one in a sentence of your
own.
I'm losing control. I can't it any
more! Things aren't as bad as they seem, Tracy. Don't get things out of .

If there's nothing you can do, you'll
  just have to 'grin and

situations, the nervous
system causes muscles to tense, breathing to become shallow and adrenaline to
be released into your bloodstream as your body gets ready to 4) challenges with focus and strength.
So, a little stress can keep YOU-QLLQULtgeS! But, in the long term,
it can put too much strain on your heart and cause other physical and emotional
symptoms such as headaches, depression, forgetfulness and low self-esteem. The
good news, however, is that you CAN deal with stress before it gets out of
hand! So, take control and REMEMBER YOUR A-B-Cs...
A is for ACTION
You
can take action when stress is created by something you can control! If you
have too many things to do, for example, try to break tasks down into smaller
'chunks', and deal with one thing at a time in order of priority. Perhaps it's
just that you've taken on too much! If so, give 5) ....... an afterschool
activity for a while, for example, or ask a friend or family member to help you
lighten the load.
control your
thoughts. When you feel overwhelmed, take slow, 6) ....... breaths and
count to ten. Later, once you've calmed down, analyse the problem rationally.
Perhaps you could repeat a saying to help you accept your situation, such as
"One day I'll laugh about this". Also, try to keep things in perspectjye
and dont be too dramatic! Saying that you're 'pulling your hair out' or
that your workload 'is killing you' will only make you feel worse!
C is for COPE
Find ways to handle your stress! For a start, doing something relaxing,
such as going for a walk or for a coffee with a friend, will help take your 7)
off the things that are bugging you. Or perhaps writing poetry or keeping a
diary will help you to 8) with your negative emotions. Last but not least,
getting enough sleep, exercising and eating regular, nutritious meals are all
essential for coping with stress! Above all, try to keep a sense of humour and
a positive attitude! You don't have to let your problems rule your life!
*Advanced Levels: Exams that pupils in
the UK take at age 18

5 Jo makes me so angry. I lost my . with her again yesterday. 6 1 think
he's feeling the . . of his parents' divorce.
7     1 haven't just started feeling
stressed. It's been . up for weeks.
8     My parents are .... .... me a hard
time.
Fill in: snarl, stammer, whisper, sigh, groan. Check in the Word List.
1
"Don't do that
again," he .... .... at me angrily.
2
"I-I-I d-d-don't kn-know anything!" he ..... nervously.
3
"We've
finished!" John with relief.
4
She was so scared she
could only . her name in a low voice. 5 "Oh, no! Not again!" Sally .
in agony.
Match the phrases. Mime the body
movements. What are these phrases in your language?
         I She shook                 a her fists angrily
2  She clenched         b her head in
disbelief
3  She
shrugged             c with embarrassment at the sight of
4  She
folded   new people
5  She
blushed d her shoulders indifferently
6  She stamped          e her feet angrily
7  She trembled             arms
and waited patiently f        her g      her fingers nervously on the table
8  She tapped            h in fear

THN!

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

Listening & Speaking
Skills
Vocabulary
Peer pressure
Describe the picture. What is
happening? How does the person feel? Why? Read the definition to find out.
peer pressure (phr): pressure from people of one's
own age to behave in a way that is similar or acceptable of them.
a Choose the correct word. Check in
the Word List.

1

A: Mike got arrested for
  committing/permitting a crime.

Shoplifting I think.

B:

I know. He's been hanging outlin with a really rough/tough crowd!

2

A:

Did Tom ask you to tell/say a lie for him again?

B:

Yes. I did it, but it tet/made me
  feel guilty.

3

A:

Why are you picking at/on her? She's really upset.

B:

I know, I
  really deny/regret it. The others made/let me do it.

4

A:

Her
  new boyfriend is a bad effect/influence on her. She's started smoking, you
  know!

B:

Yes, she's been missing/losing lessons, too.

5

A: What's come/gone over Alex? She's
  totally changed her image!
B: She wanted to match/fit in with
  her friends.

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

A
You must be strong and resist it.
B   It can make you do some strange
things.
C   You can't avoid it.
D   It is sometimes a positive thing. E
It can hurt others.
F It can lead to regrets.

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

1

I can think of a              reasons

b

Fill in: persuade, resist, give in, influence, discourage,

why you shouldn't do that.

dissuade. Which are opposites?

2

He's in                    minds
  about

I

Sam allows
  friends to                 his decisions too much.

going to the party.

2

I can't believe they managed to        you
  to dye your hair

3

To me he's the best friend ever,

green!

definitely one in a ........ .

3

Sue wanted to start wearing black makeup like her friends,

4

Everyone was at                  and

but I
  managed to                her!

sevens after the announcement

4

My friend Jane asked me so many
  times to go skiing with

that the school had been

her that I finally had to . ..

vandalised.

5

The constant teasing from his
  friends was starting to

5

They're both to blame! It's

Phil.

          of
  one and half a dozen*

6

You should
  .              peer pressure and stand up for what you

of the other!

                     believe.                                                                                *twelve
Reading
Q) Complete the dialogue with the
sentences A-F. Listen and check.

Lucy: Hey Kim, I'm
glad I've bumped you! Do you fancy coming out to that new nightclub tonight?
Kim:
Lucy: Oh, Kim! You'll be            Everyone's
going! Kim:
Lucy: Look, don't worry! You can spend the night at
my house. Just tell your parents we're studying together.
Kim:
Lucy: Oh, come on Kim! It's no big
deal. I do it all the time!
Kim: 4)
Lucy: Well... it-IS-Y.QULIQS! Let me know if you change your mind.
Kim:
Lucy: Well, suit-y-QYLElf! I'll call you tomorrow.
Kim: 6)
Match the underlined phrases with
their meanings: do whatever you want, met unexpectedly, disappoint them, you'll
regret not doing something, the person who is different from everyone else,
it's nothing to worry about.
Everyday English
Expressing negative feelings/
Sympathising Encouraging
7 00 Use the language in the table to act out short exchanges for
the following situations.
•   You found out that your best friend
is lying to you and you're angry.
•   Your friends are trying to make you
miss lessons from school but you don't want to.
•   You didn't do
well in your exams and you have problems with
your friends.

Asking

Expressing negative feelings

You don't look very happy.
What's the matter?
You don't look very well. What's
  up?
Are you all right?
  You look a bit nervous/worried etc

•
  Well, I could
  be better I'm (a bit/really) nervous/worried/fed up etc
•
  Nothing's going right in my life

Sympathising/Encouraging

Expressing extreme feelings

•

•

Cheer up! Things
  can't be that bad!
I'm sorry to hear that, but I'm sure
  everything will be all right.
I'm so sorry. You really need .
  I know what you mean.

I'm ready to explode!
•
  ... is/are
  driving me crazy!
•
  I'm just going
  mad.
I can't stand any more.

A
I know, but my parents don't let me stay out so late on a school
night.
B   No, I really can't. They trust me and
I really don't want to them down.
C   Oh no, Lucy, I couldn't lie to my
parents.
D
Sure. Have fun!
E
Err... well, I was planning to study actually...
F
Thanks, but I'm not coming, no matter how hard you try to
persuade me!
Say it right
Persuading, responding
8 a (7) Choose the correct response. Listen and check.
 A: Please lend me some money. It would mean a lot to me.
B: a) Oh,
all right then, just this once!
b) It's no big deal.
2
A: Come to football practice 'Mth me! Come on, it'll be fun! B:
a) It won't be fun.
b)   Well, I suppose I could.
3
A: Can you tell
Joe I like him? Oh go on, please!
B: a) No, I'm afraid I really can't.

 Use the phrases in Ex. 8a to try
  to persuade your partner to: help you With your homework,
  go to a party with you, wash the dishes for you, go on holiday with you.
Think of ten new words/ expressions
  you have learnt during this lesson. Make sentences using them.

b)   OK, thank you.
Grammar in
use
Read the example. Rewrite the
sentences in a more informal style.

Note: where = in/at which when = on
  which

> This is the street where/in
which he lives.
(formal)
This is the street (which) he lives
in. (more usual)
I Do you know the company for which she works?
2   The boys with whom we went out were
my brother's classmates.
3
The office in which she works is nearby.
4   He's the man to whom we gave the
parcel.
5
Tomorrow is the
day on which I go on holiday.

Think of people, objects in your
classroom. Play in teams, as in the example.
 Team
ASI: I can see someone who'sgotlongfair hair. Team BSI: Olga. I can see
something which is black and white etc.
Relative clauses
 Fill in the relative
pronouns/adverbs, adding commas where necessary. Which clauses are defining,
non-defining? In which could the relative be omitted?
I Buckingham
Palace . .. . the royal family live is a popular
tourist attraction in London.
2  Jenny . brother is in my class won the beauty contest.
3  The boys were sitting behind us are
in the same class as me.
4  The suit . .. he wore to the party
was very expensive.
5  People
.             dress smartly make a good impression.
6  London . . has a population of over 7
million is a multi-cultural city.
7  The
woman just entered the room is our new teacher.
8  The office my mother works is in the
centre of the city.
b Fill in the relative
pronouns/adverbs.
The person 1) I remember most from my childhood
is my grandfather. He was my mother's father and she used to take me to visit
him every Thursday evening. The rooms in his house, 2) was a lot
older than the one 3) we lived, were very small, so if he had a lot of
visitors, I would go into the garden to play. I remember one day 4) my cousin
Graham, 5) was older than me, was also there, and he suggested we pick some
apples from the tree 6) „.„... was at the end of the garden. Unfortunately,
Granddad saw us and he angrily demanded to know 7) „...„. idea it had been to
take the apples without asking him first. Graham and I were terrified because
we had never seen him so angry before. I never went near that aN)le tree again.
Clauses of purpose
Read the examples. Which words do we
use to express purpose?
I I'll invite her so that she won't
feel hurt.
2  He switched on the TV to watch the
news.
3  I'll get my umbrella in case it
rains.
4  He
is saving money with a view to buying a car.
5  Scissors are for cutting paper.
a Join the sentences. Use the words
in brackets.
I
I'm taking a coat. It might get cold later. (in case)
> I'm
taking a coat in case it gets cold later.
2  He's going to bed early. He doesn't
want to be tired tomorrow, (so that)
3  He is whispering. He doesn't want to
wake his brother up. (so as not to)
4  We're trying to save up some money.
We want to buy a house. (with a view to)
5  These are nail clippers. You use them
to cut toenails. (for)
b Choose three of the sentences In Ex. 4a and rewrite them in as many
ways as possible.
> I'm
taking a coat so that I don't get cold later. I'm taking a coat so as not to
get cold later etc.
Paul and his friends are going on a
mountain trip. Look at what they've taken and make sentences using "in
case".
camera tent sandwiches water map jackets
Clauses Of result Grammar Reference
a    Read the extract from Tom's diary.
Which of the words in bold go with: countable nouns, uncountable nouns,
adjectives, adverbs, few/little/much/many/a lot of?

5 April
. it was such a lovely spot that we
  decided to camp there. After we had put up our tent, we went to explore the
  area. There was such lovely scenery that we took lots of photos. The place
  was so peaceful with so few people around that we couldn't believe it. The
  birds were singing so beautifully that it was as if we were somewhere exotic.
  There were such a lot of wild flowers that the air smelled .

b   Use the ideas below to make up a
story entitled A disastrous party.
•  long way • noisy •
many people • bored
•  awful food • loud
music • bad time • cold
> SI: To start with, it was such a
long way from .
                    Cla(JSeS Of reason                  Grammar
Reference
a   Read the examples. Which
words/phrases introduce clauses of reason? Which are followed by a clause/noun?

The flight was cancelled ... due to/because of heavy rain,
  because it was raining heavily, since it was raining heavily, due to/because
  of the fact that it was raining heavily.

b   Form as many sentences as possible
using the ideas below, as in the example.
I They didn't go out — snow
2  She didn't enjoy the party — crowded
3  Ann couldn't walk — broken leg
4  He couldn't sleep — noise
5  The road was closed — accident 6 The trains were cancelled — strike
7  He didn't go to school — ill
8  He gave up his job- — bad health
 They didn't go out due to the fact it was
snowing/ because it was snowing/ since it was snowing/due to snow.
Phrasal verbs (put)
Fill in: off, on, up, down, up with.
Check in
Appendix 2. Make sentences using the phrasals.
I He
put me ..... .. while I was in London. (offer hospitality)
2   Due to snow we put .. ..... our trip.
(postpone)
3   put .your jacket, It's cold. (dress
oneself)
4   I can't put ..... .. rude people.
(tolerate)
5
Jon puts Mary .                in front of others. (insult)
Dependent
prepositions
Fill in: for, to, of, about or on. Check in
Appendix I. Make sentences using the phrases.
         I She's a good influence .       . me!
2 He never pays attention . . what I say. 3 Jo made quite an impression .
.... us at the meeting.
4 Paula insisted .     . going to the disco. 5 He always boasts .              .
his achievements.
Sentence
transformations
10 Complete the second sentence so that it means the same
as the first. Use the word in bold. Use two to five words.
I Larry was born in that house. in
That .... ..... Larry was born. 2 We enjoyed our holiday a lot.
good We
had ... .... .. while on holiday. 3 The suitcase is too heavy for me to lift. such It's
..... .... that I can't lift it.
4  Take your gloves, it may get cold.
gets Take your gloves .... ..... cold.
5
The concert was postponed because it was snowing heavily.

Grammar Check 2

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

What do you know about
Charlotte Brontë? Name some of her novels. What is Jane Eyre about? Read
the biography and check.
Charlotte Brontfi
was m      0     England.
After her mother's death in 1821, Charlotte was sent away to school by her
aunt. The poor conditions there affected her health badly. After finishing
school, Charlotte first worked as a teacher and then as a governess for various
families in Yorkshire, She wrote four novels, one Of which, The Professor
(1857), was published two years after her death. She also wrote Shirley (1849),
Villette (1853) and her most popular novel, Jane Eyre (1847).
Jane Eyre tells the story of an orphaned girl
who is brought up by her unkind aunt and cousins John, Eliza and Georgiana,
until she is eventually sent away to an awful school. The book then follows
Jane's difficult life until she finally finds love and happiness. Jane Eyre has
been made into several successful films and TV series and is one of the most
well-known and best loved books in English literature.
a   Listen to the
extract. Who is narrating the story?
Read the text and mark the statements (1-8) as T (true), F (false), or DS
(doesn't say). Which words/phrases helped you decide?
1  John bullied Jane occasionally.
2  Mrs
Reed chose to ignore John's bad treatment of Jane.
3  John usually bullied Jane when Mrs
Reed wasn't looking.
4  John
was angry because Jane had a book that he wanted to read.
5  The book that John threw at Jane hit
her on the head.
6  Jane
compares John to a Roman emperor.
7  Mrs
Reed came into the room after she heard John's shouts.
8  Jane was blamed for the incident.
GATESHEAD-HAEI*
Ohn
had not much affection for his mother and sisters, and a strong dislike
for me. He bullied and punished me; not two or three times in the week, nor
once or twice in the day, but continually: every nerve I had feared him, and
every morsel l Of flesh in my bones shrank when he came near. There
were moments when I was bewildered by the terror he made me feel,
because I was helpless to do anything about his threats or his inflictions; the
servants did not like to offend their young master by taking my side
against him, and Mrs Reed was blind and deaf on the subject: she never saw him
strike or heard him abuse me, though he did both now and then in her very
presence, more frequently, however, behind her back.
a Match
the underlined words/phrases with their meanings below:
• confused • soon • feelings of
love/fondness • feeling anxious/unhappy about sth that will/ may happen •
supporting me • doing sth without being seen or heard • used to • shouted in a
deep, angry voice • search for sth in a careless/hurried way • flow slowly
b Use the
dictionary to help you explain the words in bold.
Fill in: trickle, hurl or grasp in
the correct form.
. the ball high into the air.
2   The baby was
nervous and his mother's hand for security.
3
The water just
..... ..... out of the tap.
Habitually obedient to John, I
came up to his chair: he spent some three minutes in thrusting out his tongue
at me as far as he could, without damaging the roots: I knew he would soon
strike, and while dreading the blow, I thought about the disgusting and
ugly appearance of him who would shortly deal it. I wonder if he read
that idea in my face; for, all at once, without speaking, he struck suddenly
and strongly. I tottered, and on regaining my balance moved back a step or two
from his chair.
"That is for your impudence2
in an;wering mama a while ago," said he, "and for your sneaking
way of getting behind curtains, and for the look you had in your eyes two
minutes ago, you rat!"
Accustomed to John Reed's abuse, I never thought of
replying to it. My worry was how to endure the blow which would certainly
follow the insult.
"What were you doing behind
the curtain?" he asked.
"I was reading."
"Show the book."
I returned to the window and fetched it.
"You have no right to take
our books. You are a dependant, mama says. You have no money. Your father left
you none. You ought to beg, and not to live here with gentlemen's children like
us, and eat the same meals we do, and wear clothes at our mama's expense. Now,
I'll teach you to rummage through my bookshelves: for they ARE mine; all
the house belongs to me, or will do in a few years. Go and stand by the door,
out of the way of the mirror and the windows." I did so, not at first
aware of his intentions, but when I saw him lift the book and get ready to hurl
it, I
I very      piece
udy skills
Using hyperbole
You can use hyperbole to express a point through
exaggeration. This makes a narrative more interesting to the reader. e.g. She
was so hungry, she could eat a horse.
a  Find an example of hyperbole in the
second paragraph.
b  Use the words in brackets to rewrite
the sentences using hyperbole.
I He's old. (than the hills)
He's older than the hilts.
2  She's forgetful. (remind her of her
name)
3  I've already told you. (million
times)
4  He's very funny. (nearly died
laughing)
instinctively moved
aside with a cry of alarm: not soon enough, however; the volume was flung, it
hit me, and I fell, striking my head against the door and cutting it. The cut
bled, the pain was sharp. My terror had passed its climax, other feelings took
over,
"Wicked and
cruel boy!" I said. "You are like a murderer — you are like a
slave-driver3 — you are like the Roman emperors!"
I had read
Goldsmith's History ofRome, and had formed my opinion of Nero, Caligula etc.
Also I had drawn parallels in silence, which until now I had never thought to
declare aloud.
"What!
what!", he cried. "Did she say that to me? Did you hear her, Eliza
and Georgiana? I'll tell mama! but
He ran headlong at
me: I felt him grasp my hair and my shoulder. I really saw in him a tyrant, a
murderer. I felt a
drop or two of blood
from my head trickle down my neck, and was aware of deep suffering:
these sensations for the time predominated over fear. I don't very well know
what I did with my hands, but he called me "Rat! Rat!", and bellowed
out aloud. Help was near him: Eliza and Georgiana had run for Mrs Reed, who was
upstairs: she now came upon the scene, followed by Bessie and her maid Abbot.
We were parted: I heard the words: "Dear! Dear! How disgraceful to fly at
Master John!" "Did ever anybody see such a picture of passion?"
Then Mrs Reed said:
"Take her away
to the Red-room, and lock her in there." Four hands were immediately laid
upon me, and I was taken upstairs.

2 rueness,
disrespect
6 (C) Listen to and read the extract.
Which of the adjectives best describe John, Jane? Give reasons.
•  cruel • educated •
bad-mannered
•  lonely • arrogant
Which sentence in the text best
describes the picture? Explain your choice.
 Portfolio: Imagine the story is
taking place today.Write your story. Think about: where the characters are,
what they wear, how John mistreats Jane & why, what other
characters take part, what happens in the end
Read your story to the class.

Informal & semi-formal
letters/emails
Read the extracts from some
letters/emails (1-6) and match them to a description (A-F).
There is one that you do not need to
use.
                                                 1                                             2

Lastly, cowLd       tel.L what
    the weather WILL be while help decide which clothes to forward to
Best Wúsheg,
Sarah HoLvw¿s

Hi Sally!
It's Dave
    Carter here! Do you remember we met at Sean's party last week? Anyway, it
    was great to meet you and I was wondering if you fancied meeting up for
    coffee some time?

3
Dear Kate,
Regarding our recent telephone
  conversation about our makeup course, I would like to clarify a few details
  to help you decide whether or not to take the course. Firstly,..

Anyay, I
wanted to ask your opinion about something. I'm totally stressed out about my
exams. I really need to do something. Any ideas?
Write back soon.
Lots of love,
Katy xxx
6

Hi Megan!
Sorry you're feeling
  so down! Look, just remember everyone gets depressed about the way they 100k
  from time to time. Why don't you..

Dear Mrs Carter, (S
I am writing on behalf of the
students of class IIE to
ask if it would be possible to organise an anti-bullying week at the end of
term, We...
giving advice requesting information requesting permission asking for
advice
inviting someone
Read the theory boxes. Which of the
extracts 1-6 are from informal and which from semiformal letters? HOW do you
know?
Informal & semi-formal
letters/emails
We
normally write informal (friendly) letters or emails to close relatives,
friends, people of our own age or other people we know well. We write
semi-formal letters or emails to people we do not know very well or when we
want to be more polite and respectful a friend's parents, a
teacher etc.
Semi-formal writing is characterised by a more polite
tone than informal. It uses less colloquial language Thank you very much for
your           (NOT:
lecce¥), and fewer short forms (I'll, can't), phrasal
verbs (get on, settle in) & idioms Telephone me if I can help you with ...
(NOT:
Who could each letter below be
written to How well do you know these people?
a good friend • a school teacher a stranger you have spoken to on the
phone a couple you are going to stay with in England a new friend of your own
age
Read letters A & B on p 37. What
is the purpose Of each? Which is to: a friend? *an agony aunt? How is the style
different? Why?
How does each letter: begin? end? How
many paragraphs are there? Which contain(s): main subject(s) of the letter in detail?
closing remarks? reason for writing opening remarks?

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

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

colloquial
language? phrasal polite language? full forms? Find examples.
Dear Sarah,
Hi! How are you? I've been so worried
about you since I got your letter. Thought I'd drop you a line to help you out.
It's great that you've made some new
pals, but they don't sound very good company, if you ask me. No one has the
right to tell you how you should look and dress!
Also, I don't like the idea of you
bunking Off school just because your friends think it's cool. Why not tell them
that you can meet up after school instead?
Well, I
hope it all works out for you. Write back and tell me what happens! Lots of
love,
Katy
Dear Dr Kelly,
I am writing to you in the hope that you can help me.
My name is Diana and I am sixteen years 7
old. My problem is that I hate the way I look.

feel like going out as I have no confidence. When I
  look in the mirror I can only see my faults and I think other people will see
  me like that too.
Also, I am really dissatisfied with my weight. What can I
  do? Maybe it would be a good idea to have cosmetic surgery.
I would really appreciate it if you
  could help me. I look forward to your reply,
Diana Smith

When I was
younger I was happy and did not worry 50 much about my appearance. I always had
lots of friends and I had fun. Now I rarely
b Find
phrases/words in letter B which have a similar meaning to the phrases in bold
in letter A.
8
Informal and
semi-formal style

•

invitation?
  refuse an invitation? thank?

•

apologise? offer help? make a
  suggestion?

:

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

I hope you will find this
information useful.
B
I really appreciated your help at the reception.
C
I would be happy to help you out.
D       I'm afraid I can't come on Tuesday
night.
E
It would be a good idea if you joined a gym.
F
I'd like to apologise for what happened.
G
Could you tell me where I can find a good gym? H I would like to
come to the party.
Informal
1
Do you know where I can find a good gym?
2      Hope this was what you wanted to
know.
3      I'd love to come to the party.
4      I'm sorry but I can't make it on
Tuesday night.
5      Thanks a lot for your help at the
reception.
6
I'm so sorry about what happened.
7      I don't mind giving you a hand. 8
Why not join a gym?
Rewrite the sentences 1-5 in semi-formal style.
1       Hope my advice helps.
2       How
about starting a diet?
3       Any
ideas what to do?
4       I'm
sorry I didn't turn up to the party.
5       I'd
love to spend the weekend together.
Letters/emails
based on written input, respond to written information (letters, invitations
etc).
• It is
important to include all the notes in the written information in full sentences
using your own words.
• Always write in a style appropriate to the person you
are writing to.
• Make sure that each paragraph deals with a different
topic.
Read the rubric and the letter. Find
the key words, then answer the questions.
You have received an email from your
English friend's mum asking you to help her with something. Read her letter and
the notes you have made. Then write an email to her, using all your notes. Write
between 120-150 words in an appropriate style.

 Rewrite the letter in a more
  appropriate style. Compare with your partner.
Discuss & write

10
A

Yes!

Dear
  Matthew,
I'm thinking of organising a surprise party for my son Steve's
  eighteenth birthday next month. Could you help me out? I know you two are
  good friends.

First of all, I'm not quite sure who Steve would like to be there. Can
  you let me know?

Tell

Say when & why...

Also, we
  could the party on birthday, which is a Thursday night, or at the weekend.
  What do you think?
Lastly,
  I'll need some help with the decorations and preparations before the party.
  Any idea who could help me?
Regards,
Pat Jacobs

to

                                 have
                          Steve's
B
I Who is sending the email? To whom? How are
 Read the rubrics below and find the key words. Then discuss: reason for writing;
who will read the letter/email; how you would begin/end; what style you would
write in; what information you would include in each paragraph.
A visiting speaker recently came to your school to give a talk on peer
pressure. Your teacher has asked you to write a letter on behalf of your class
to thank her (120-150 words). Include:
•    why your class appreciated the talk
•    if she can come again and speak to
another class
You are studying in England. Your English friend, Tom, has sent you an
email with a request. Read Tom's email and the notes you have made. Reply to
Tom's email, using all your notes. (120-150 words)

they related?
2
What should you write?
3
What style should you use? Why?
4
What information should you include? 5 How could you start/end your piece of
writing?
a Look at Matt's answer. Has he
included all the necessary information? Is it written in an appropriate style?
Why/Why not?
What a cool idea to have a party for
Steve! I'd love to help you out!
If I were you, I'd invite all Steve's friends from his class
at school and from his football team, too. I'll send you a list of all their
email addresses if you likel
Why don't you have the party on a Friday or Saturday night? It'll be
tricky for everyone to come on a Thursday.
Also, don't worry about getting everything ready. I don't mind coming
earlier to give you a hand! Lots of love,
Matt
Ask how      Hi Paula,
At last school
is over! I'm so happy I've they went.

Some
  friends and I are going on a camping

Yes! When

holiday this summer. Do you want to come

where?

along?

finished my exams!
Do you have any camping equipment We
could use? I know that you have been Yes, camping in the past. dett
Hope you can come. If you have any
questions, just ask!
                    Write back soon,                                  Ask
                            Tom                                                                            about
I l Choose one of the rubrics and write your letter/email. Swap papers
and correct your partner's piece of writing. Use the checklist.
Checklist
Does the reply contain
all the information in the rubric?
Is it written in the correct style?
Are paragraphs clearly laid-out? Are there grammar/spelling
and punctuation mistakes?

Is it the
correct length?
CULTURE 2
a
Read
Sophie's words. What do you think
'ChildLine' is?
b
Write down three
questions you have     I was being bullied at school about Child Line. Read the
text to see if          but was afraid that telling a teacher can answer them.       would
only make things worse. After you
I called
ChildLine and spoke to one of their counsellors, I felt more
Read and
complete the gaps with  confident about mg right to ask the correct form of the
word in brackets.       for help and what I should say.
Sophie

          ChildLine                 Home            Help
  & advice         Volunteer            Donate          News & media .

ChildLine is a free,
  24-hour confidential helpline that children and young people in the UK can
  call when they feel they have nowhere else to turn. Our 1,400 1) (train)
  counsellors comfort, advise and protect children with a wide range of
  problems such as bullying, serious family problems and worries about friends.
  For over 20 years, we 2) .... .... (save) children's lives, helping homeless
  young people 3) (live) on the streets to find shelter, and simply giving hope
  to those who 4) . (think) no one cared.

Every day, 5) ........ (many) than 4,500 Help beat
  bullying: Sadly, bullying is the 7) (common) problem children and young
  people call that children call ChildLine about. We can send you an
  anti-bullying ChildLine. pack full of great activities, tips and ideas. Or
  why not fundraise for
•       ChildLine
  has counselled around two us during anti-bullying week and help us to raise
  money to answer million children and young people calls from a further 1,000
  children every day?
since 1986. Start a peer support
  scheme: Young people can help each other! We •
  ChildLine receives almost three times can help you set up a 'peer
  support scheme' at your school and train as many calls from girls as from
  boys. volunteer pupils in 8) . (listen), empathyl and problem-solving skills,
•       22%
  of callers are aged 5-11, 60% are Help us take more calls: Only around half
  of the young people who aged 12-15 & 18% are aged 16-18. call us every
  day get through. You can help by making a 9)
•       About
  550 teens per year call because     (donate) or even volunteering as a
  childline counsellor yourself.
              of 6)               (press)
  from exams.                                                  lability to
  share another person's feelings as if they were on your own

Match the words in bold to their
meaning: extra, private, terrorising, protection/somewhere to
live, collect money, offering unpaid help.
Q) Listen and read the text. Answer
the questions. Use your answers to tell the class a short summary of the text.

What is ChildLine?

Where is it located?

Who does it help?

How can someone get involved?

THINK!

Would you consider getting involved with ChildLine?
Think of two reasons you would join it. In three minutes write a few sentences
on the topic.
Project: In groups, find information
about a helpline or other charity that helps children and teens in your
country. Use the questions in
Ex. 4. Present it to the class.

Science ACROSS THE
Thalamus Brain
Cerebrum
Hypothalamus
Pituitary Gland
The nervous system is the control centre of the body It consists of the
brain,

the spinal
  cord, which         from the brain and down through your backbone,

Brain Stem

and a gigantic network of nerves.

Cerebellum

The brain
  is like the central computer for the nervous system. It receives messages

Spinal
  Cord

from different parts of the body, and then
  tells the body how to react. If you touch a hot pan by accident, for example,
  the nerves in your skin form a message of pain.

Brain

The
  message gets passed on through the nerves in the spinal cord to the nerves in

Spinal

the brain. The brain takes this message, translates it, then
  sends a message back telling the muscles to pull your hand away from the
  heat. This all happens in less than a second!
The brain is a very complex organ with many different parts.
  The biggest part is the cerebrum, responsible for intelligence, memory,
  personality, emotion, speech and the ability to feel and move. Next is the
  smaller cerebellum, controlling balance, movement and coordination, and the
  brain stem. This is responsible for taking in, sending out and coordinating
  all of the brain's messages - just like a secretary! It also controls many
  automatic body functions such as breathing, heart rate and digestion. The thalamus
  carries messages from the sensory organs like the eyes, ears, nose and
  fingers to the cerebrum, and the hypothalamus controls other automatic
  processes such as body temperature and appetite. Lastly, there is the tiny
  pituitary gland, which produces and releases hormones to control growth,
  metabolism, our response to stress, and many other things.

Cord

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

A Neuron
Cell Body
Dendrites

brain. The brain alone contains around 100 billion neurons!
O Read and match the headings (A-E) to the sections of the text
(1-4). There is one that you do not need to use.
A      The longest nerve
B      Carrying messages
C
What controls our
bodies D The control centre
E Anatomy of the brain
00
Listen and read. Write
down five new things you have learnt about the brain and nervous system. Tell
your partner.
Portfolio: Use the information in the
text to make up a quiz about the nervous system. Swap with a partner and answer
the questions in each other's quiz.

-GOing
roducts in supermarkets these days are
  so I) (beautiful) presented: bread is wrapped in a plastic bag, biscuits in
  cardboard boxes, apples on plastic trays. Have you ever bought a product
  simply because you liked the way it looked? Ask yourself what is more
  important — the contents or the 2) . (wrap)!
Yes, we do need
  packaging. It preserves goods, protects them against damage and makes them 3)            (present) to
  consumers. But there is a high price to pay. Did you know that anything
  between 10 — 50 % of the price of food today is down to its packaging? Or
  that packaging makes up 32% of the total weight of solid waste? This is bad
  news as most packaging is not 4) — (recycle), but dumped in landfills or
  burnt. This results in more 5) .          (pollute), in addition to the
  pollution caused by the manufacture and 6)               (transport) of
  packaging in the first place!
. (thankful), supermarkets are now
  working to cut back. As packages become smaller and lighter, less energy is
  needed to transport them. Lighter packaging means less waste. However, there
  is still a long way to go!
So, what's all this got to do with
  you, the consumer? Well, don't buy 8) (produce) simply because of the way
  they look! Instead.
•
Choose products that use minimal packaging or 'green' packaging
  that is 9) (reuse) e.g. glass jars for storing things in, recyclable (look
  for the recycling symbol!) or biodegradable.
•
Avoid individually wrapped foods. Buy in bulk, not in small 10)               .
  (pack)!
•
Choose products that come in concentrated form, such as 11)
  (wash) powders and fabric softeners, or those that do more than one thing,
  like shampoo and 12) (condition) in one.
•
Take cloth bags to the supermarket instead of asking for more
  plastic bags, which take around 400 years to break down!
•
When large products are delivered to your home, ask 13)         (manufacture)
  to take back the packaging (bubble wrap, boxes, etc) so they can reuse it.
IF WE ALL DO OUR BIT, THEN THE PROBLEM OF PACKAGING WILL BE
  A WRAP!

Read the text. What is the purpose of
the author?
Complete the gaps (I-13) with the
correct form of the word in brackets. Explain the words/phrases in bold.

THINK!

C) Listen and read the
text again. What should someone have in mind when choosing a product? Tell your
partner.
4
Portfolio: Work in small
groups.
Choose a product and design some 'green' packaging for it.
Present it to the class, explaining why you designed it that way.
Gteen
Good habits
result from resisting temptation.

(proverb)
 MODULE 2
D Dealing
with bullying

Listen to the radio interview. For
each question (1-7), choose A, B or C.
I       Dr Hunt says that plastic surgery
nowadays A is not as popular as it was.
B is popular with teenagers. C is changing.
               2   According to Dr Hunt, today's society
A
places too much importance on appearance.
B
places more emphasis on beauty than before. C helps teenagers to
have a positive body image. 3
According to Dr Hunt, the two types of plastic surgery A are similar.
B are different. C repair injury.
4
Dr Hunt believes teens should have cosmetic surgery
A      to cure low self-esteem.
B      if
a therapist agrees.
C      for the right reasons only.
5
According to Dr
Hunt, patients under the age of
18
A      need their parents' permission.
B      need a certificate.
C      may
have a problem finding a suitable surgeon.
6
Dr Hunt believes
our teenage years are a time to A discover who we are.
B    change who we are inside.
C    find out
what makes us happy.
7
According to Dr Hunt, the decision to have plastic surgery
A      can make us happier.
B      must
be supported by a doctor.
C      needs
careful consideration.

Match the headings (A-H) to the
paragraphs (1-7).
There is one heading that you do not
need to use.

B Relationship ups and downs
                          C Feeling the pressure
42

E

Generation
  gap

6)
Being picked on at school is becoming more and more common and it has nothing
to do with the kind of school you go to. It can happen at schools with both
good and bad reputations. The difference lies in how schools deal with the
situation. Some schools place a lot of emphasis on finding solutions to the
problem, while other schools tend to ignore it and pretend it is not happening.
Making and maintaining friendships can be one of the most fulfilling
things in your life. It can also be really difficult to do, especially for
teenagers, who are still not sure about what they are looking for or what they
need in a friend. One thing is for certain, though. If you form a close
friendship with someone, it can be very upsetting if things go wrong.
Participants in peer
mediation schemes have the opportunity to talk through their conflicts with the
help of trained student mediators. Peer mediators do not take sides or blame
anyone. They listen to all participants and help them to develop their own
solution to the conflict. If you are feeling frustrated or angry with a friend
but have not approached them about your feelings, mediation can help! It gives
you the opportunity to confront a person you are in conflict with, in a
non-violent way.
@ More and more teenagers are becoming unhappy with the way
they look, especially when they regard tall, thin, beautiful celebrities such
as Victoria Beckham, as role models. It is very difficult, of course, for
teenagers to be happy with their bodies when they feel they have to meet such
unattainable standards.
Most teenagers would claim parents
don't understand their needs, while most parents believe that it is impossible
for them to get through to their teenage children. The truth is probably
somewhere in the middle. Both sides should try to be more understanding and
open to the other's ideas and feelings.
There are lots of things that teenagers are tempted to buy; CDs, mobile
phone top-ups, computer games etc. But how can they afford all these things?
More and more teenagers are getting part-time jobs in order to cover their
expenses,
and this gives them a
feeling Of independence, Of course, some teenagers get paid on a regular basis
by their parents
in return for doing
chores around the house.

1

2

3

4

5

6

7

Young people nowadays feel under so much stress that they sometimes
  find it hard to cope. Exams are a major cause of concern for teenagers
  because the career they choose depends on the marks they get in their final
  school examinations. Therefore, teenagers need to learn how to deal with this
  kind of stress, which will prepare them for other kinds of pressures they
  will face in later life.

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

Read the extract from your pen
friend's letter. Write a letter to Fiona. In your letter:
•  tell her about the anti-bullying week

So, you said you've just had an anti-bullying week
  at school. How did it go? What did It involve?
I'd better go now. I'm going to a party tonight to
  celebrate the end of exams!

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

You are discussing with your brother/
sister what to buy your mother for International Women's Day on the 8th of
March. Discuss with him/her what gift you would like to buy and decide on one
thing that you both agree on. Choose from the following:
•  jewellery
•  scarf and gloves
•  flowers
•  tickets for the theatre
You begin the conversation and have
to decide on which option (only one) to choose. Your partner wilt play the part
of your brother or sister. Remember to:
•  discuss all the
options
•  take an active part in the
conversation and be polite
•  come up with ideas
•  give good reasons
•  find out your friend's opinions and
take them into account
•  invite your friend to come up with
suggestions
•  come to an agreement

Progress Check

Fill in: dramatic, disgusting, attitude, tricky, persuade,
tempted, pressure, trust, offend, symptom.
I I didn't mean to
..... .. you. t was trying to be nice! 2 His entrance was so ... .... that
everybody just stared at him.
3
A sore throat is a .....
.. of a cold or flu.  4 The cakes looked so delicious that I was to eat them
all!
5
I don't care what
you say, nothing will ..... .. me to eat anything like that again.
6
Peter's ..... .. towards his teachers often got him
in trouble.
7
You can .              Mary to keep her promise.
8
There were some very questions in the maths test, but I think I
got them right.
9
There was such a
....... smell in the room that we had to open all the windows.
10
You must be under
a lot of .... ... at the moment,
having so much work to do.
Points:
Fill in the gaps with the correct
relative
pronoun.
I      I'm not sure ..... .. of these books to read next.
2
This is the house
.        . I used to live.
3
Peter's the person ... .... you should ask.
4
Madrid, .... ...
is the capital Of Spain, is great.
5
Can anybody tell
me .... ... that car belongs to?
Points: 10)
Complete the sentences using the
words in bold.
Use two to five words.
I
There was such a lot of traffic that he was late.
because He ... .... much traffic.
2
We'll have to take a
taxi because it's too far to walk.
             such            It's
.... ... to walk that we'll have
5 The
house had to be demolished because it was badly damaged in the storm.
fact
The house had to be demolished . it was badly damaged in the
storm.
(5X4Points:
Complete the phrasal verbs with the
correct particle.
1       I'm afraid you will just have to put
. with the pain for a day or two.
2
They put us .      .
in a terrible hotel for the conference.
3       Due to bad weather they put .. the
party for a week.
4       put your coat, it's cold.
5       Don't you dare put me ..... .. like
that again!
Points:
Fill in the gaps with the correct
preposition.
1
Pay attention the
teacher's instructions. 2 He keeps boasting . . winning the lottery.
3 Television
can have a bad influence children. 4
Why do you always insist sitting here?

5 The band didn't make much of an impression

6

me.

Can you help me with my

a

I don't want

homework tonight?

to be late for

Let's go and see that

school.

b

Sure. Let me

new film at the Rex.

carry it.

Come on!
  It'll only take

c

I
  suppose we

a minute!

could.

Please let me borrow the

d

I'm afraid I'm

car tomorrow.

busy tonight.

Could you lend me a hand?

e

Well, all right.

Match to form exchanges.
Just this once. This box is very heavy.

to take a taxi.
3
Because there was ice on
the runway, the plane's departure was delayed.
due          The
plane's departure was delayed . on the runway.
4
My sister married an
American and moved to
California.
                                  who
          My sister, .         , moved to California.                                                                                in
English
44

Responsibility
Before you start .
•    What do you do to retieve stress? •
Would you volunteer for a charity? Why?
Look at Module
3
Find the page numbers for pictures
1-4.
Find the page numbers for
•    a proverb a poem
•    a biography a quiz
Listen, read and talk about .
•    crime & the law
•    rights & responsibilities
•    Great Expectations by Charles Dickens
•    Ellis Island and the Statue of
Liberty

Mod

•    The Universal Declaration of Human
Rights
•    How to be a Green citizen
Learn how to .
•    express regret • express outrage
& disgust Practise .
the -ing form, to-infinitive,
infinitive without to phrasal verbs: keep words often confused: offence/crime, taken/driven,
unlawful/ illegal, announce/ find, sentence/ imprisonment, witnesses/ suspects
Write / Make / Give .
•    an opinion essay
•    a short text about a famous monument
•    a presentation about a charity
organisation

HAVEYOU BEEN THE
Reading
  Skiås
Reading

eudy skills

Tue Oct 26 16:34:06
Debbie
A couple of months ago, I received a letter out of
  the blue e .
Choosing headings saying I'd won a prize in an international I even remember

To choose the heading that best describes each paragraph,
look for key words/phrases which are examples or synonyms of the words in each
heading.
Read the
title of the text and the headings below. What do you think the text is about?
(l) Listen, read and check.
            NASTY ATTACK            D
CAUGHT IN THEACT
B      UNLUCKY
MUGGERS E COÅWON TRICK
C      FRAUD
VICTIM
Read again and match
each posting (1-4) with a heading (A-F). There is one heading that you do not
need to use. Which words/phrases helped you to find the answers?
Match the underlined words/phrases
with their meanings: got into by force; trusting/easily tricked;
small/minor; take someone's attention away from something; was deceived; recently; in
shock; remove it with a cloth; unexpectedly. Then explain the words in bold.
Vocabulary
Crime & the law
a Use words from the text to complete
the table.
Crime            Criminal               Verb
bank robbery          bank robber       rob (a bank) burglary     burgle (sb's
house) mugging          mug st) • shoplifting      shoplifter            shoplift
theft     , steal (a car) vandalism vandal          vandalise (sth)
pickpocketing     steal (sb's purse) kidnapping      kidnapper           kidnap
(st))
lottery.
couldn't buying a ticket! Anyway, I contacted the people the letter was from,
who asked me to send them a 'fee' to process my winnings. Like an idiot, I fell
for it and sent them the money. I realised it was a scam when I didn't hear
from them again. So basically, the 'prizes' don't exist. These terrible
fraudsters are just trying to trick gu¶jþle people (like me!) into
sending them money. The police say they've been investigating this crime for a
while now, but they haven't found the culprits yet.
2                                 Mon Nov 1 09:03:12
Steve
Burglars
recently broke into our house while we were sleeping upstairs! My sister
and I heard a noise, so we woke up our dad, who called the police. By the time
the police arrived, though, the burglars had gone. While we were checking what
they had taken, a neighbour reported a burglary at their house too. The police
caught them redhanded! My dad's got to give evidence in court in a few weeks!
b Which of the crimes is most
serious? Compare with a partner, for which Of these crimes would someone:
• go to court • pay a fine • go to prison
• get off with a warning • do community service
 Choose the correct words. Check in
the Word List.

offence/crime.

I Adam has
got to go to court for a driving
Perhaps
you've been taken for a ride by a con artist or been the victim of some other petty crime? Or maybe
the crime was something more serious? Let's see what our readers say.
attacker just came out of nowhere,
threatened
me with a knife, grabbed my mobile
phone and
ran away. Fortunately, I was able to
identify the mugger from a photo at the police station. He was a well-known
criminal in the area, so the police knew where to find him. Anyway, he
confessed to th9 crime, the police arrested him, and he received a two-year
prison sentence! I was shaken up and bruised, but it could have been a
lot worse. I even got my phone back!
sat Oct 30 Anna
I was out shopping in the town centre when suddenly,
something that looked like bird mess landed on my shoulder! Immediately, a
so-called passer by appeared with a cloth to wipe it off. It wasn't
until I reached for my wallet to buy something that I realised it had been
stolen. When I reported the crime to the police, I was told that this has been
happening a lot lately. These people are professional pickpockets, who
use any means they can to distract their victims!
2      The burglars were arrested and
taken/driven to court.
3      It's unlawful/illegal to trespass on
private property.
4      The judge announced/found him guilty
of murder.
5      The murderer received a life
sentence/ imprisonment.
6      There were no witnesses/suspects to
the accident.
Complete the exchanges with the verbs
below
in the correct tense/form.
• arrest • appear • confess • chase • pay
• get • let • find • make • sentence
• convict • break
1
A: Have you ever . .....
the law?
B: Well, I once had to ... ... a fine for
speeding! 2 A: Did the
man .... .. to the burglary?
B: Yes,
the police have . him and he's . in court on Thursday.
3
A: so the thieves didn't .... .. away with the robbery then?
B: No,
they didn't. The security guards . after them, so they didn't manage to
.
off with the money.
4
A: Did the judge the man guilty of dangerous driving?
B: Yes, but he .      . him off with just a heavy fine.
5
A: Is it
true that your neighbour has just been . of fraud?
                 B:
Yes, he has been .       . to ten years in prison.
Speaking
Continue the story. Use these words:
out of the blue, mug, grab, attack, threaten, identify, criminal

THENR!

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

Crime doesn't pay.
(proverb)

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

THINK!

Read the
poem. What is 'responsibility' for the author? Do you agree with this point of
view? Discuss.
"I am only one,
But still I am one.
I cannot do everything.
But still I can do
something.
And because I cannot do everything
I won't refuse to do the something I
can do"
(Eduard
Everett Hale)
Vocabulary
Rights and responsibilities
Complete the sentences with the phrases:
have no
right; have the right to; have the responsibility to; do their bit; take
responsibility for; stand up for your rights. Compare with your partner, then use each phrase in an
example of your own.
I You shouldn't let your employer make you work so many hours. You should
........! 2 You ....
.... to speak to me like that!
3      As the captain of the basketball
team, I feel t . go to all the practices.
4
We all ..... ... freedom of speech.
5
Who's going to organising the picnic next week?
6
I think everyone should .      . for the environment.

 No one should be allowed to
violate/abolish someone else's rights.
2      Jane has been given/put the
responsibility Of buying a birthday present for Kim.
3      Many people in the world are
rejected/denied their basic human rights.
4
Matt knows he was
to blame for the fire. He accepts/receives responsibility.
5
Ann often says
nasty things to her sister. I think she deals/treats her very badly!
6
Lawyers offend/defend the rights of their clients.
7      I can't tolerate/face his attitude
any more! I think it's disgraceful!
Listening
Listen to the
speakers. For questions 1-3, choose A, B or C.
1
You will hear someone talking about their schooldays. Why did he
feel bad?
A      Some boys at school were bullying a
classmate.
B      He got into trouble with the older
boys.
C      He waited too long before doing
something about the problem.
2
You will hear a woman interviewing a passerby. Who does the man
feel should be mainly responsible for protecting the environment?
A      the
government
B      the general public
C      environmental
organisations
3
You will hear a woman talking about a 'Neighbourhood Watch'
scheme. How does she feel about it?
A      She regrets that she can't be a part
of it.
B      It's essential in fighting crime.
C      It enables everyone to get involved.

Reading                                             Everyday
  English
Expressing
  regret

 Read the sentences (A-F). What do
you expect the dialogue to be about?
A      Well, it's fine if you don't want to
pay attention, but no one else can concentrate either if you're talking all the
time.
B       Yes, sometimes! And it's really
unfair on Miss Yates. She's doing her best to prepare us well for the exam, so
the least you could do is let her teach.
C
I'm afraid so. You're always messing around in the lessons, for a
start. It's not on, you know.
D
So you should! I'm sorry to get at you, but I feel quite strongly
about this.
E
Tell me something I don't know!
F       Oh, that's a great idea. I think
she'd really respect you for that.
Complete the dialogue with the
sentences in Ex. 7a.
C) Listen and check, then read out the dialogue. What right(s) is Adam
violating? How is he going to put the situation right?

Match the highlighted words/phrases
in the dialogue with their meanings: not right; that's the
correct thing to do; criticise; it's not acceptable; I'm glad that's ended;
easy to see; considered;
behaving in a silly way. Use each in an example of your own.
Use the
phrases in the language box to express regret for the situations (1-5), as in
the example.
I You've had an argument with
someone.
 A: I feel really bad about the argument we had. I'd like to apologise.
B: Oh, it was nothing. Don't give it another thought!
2      You said something that offended a
friend.
3
You missed your cousin's birthday party.
4
You forgot to do the shopping for your mum.
5
You didn't help your sister when she needed you.

Expressing regret

Responding

•

•

I'm so sorry I ... I didn't mean to
  upset/hurt/ worry etc you.
I had no idea you were so upset about ... Please forgive me!
I feel really bad about  so please accept my
  apologies/ I'd like to apologise.
I realise I was/it's wrong to ... I
  won't do it again.

•

That's quite
  alnght. Thanks, I (really) appreciate that.
No problem.
Apology accepted! Oh, it's/it was nothing.
  Don't worry about it/ Don't give it another thought! It's OK, you really
  don't need to apologise.

Speaking
10 00 Portfolio: Imagine the
conversation between Adam and Miss Yates when he apologises
to her. Act out the dialogue for the class. Record yourselves.
Say it right
Expressing
outrage/ disgust
1
1
Q) Listen and repeat the
sentences expressing outrage/disgust. What might the other speaker have said?
I That's shocking!
2 That's so awful, I'm lost for words!
3
No one has the right to treat someone like that!
4 That's just not fair!
5
How outrageous!
6 That's totally disgraceful!

8
  There's
  no point in (put) so many things into the bag. It will just break!
9
  I'd love .         .
  (see) your new puppy!
10     Dan keeps ..... ... (forget) to do
  his chores!
11     You must ..... ... (report) the
  incident to the

-ing form/ to-infinitive/
infinitive without         Grammar
Reference
Read the text and find all the -ing
and infinitive forms.
"You might think
I'm mad, but I don't mind helping with the housework. I quite enjoy cleaning in
fact! Some teenagers get so upset about helping out, but ä=-:—
I think we should do our fair share. In our family, my brother was always
thinking up excuses to get out of his chores, so my mum drew up a chore chart!
She's reasonable, though. She wants us to take our responsibilities seriously,
but if my brother or I are too busy to help because we have exams, for example,
she lets us take it easy for a while!"
Which form do we use after:
           prepositions?
          too/ enough constructions?
verbs of preference e.g. like, hate?
        modal verbs?         look forward to? let/make?
            can't
stand/help/imagine?         don't mind?
            how
about etc?         to express purpose?
           want?         remind
etc?         can't wait?
Put the words in brackets into the
correct form of the infinitive, -ing form or infinitive without to. Give
reasons.
I How about ...... . (order) a pizza tonight?
2
I would like . (be) a politician when I'm older.
3
My mum made me . (tell) her where I had been.
4       It's too late (apply) for the job.
The closing date was yesterday.
5
We love ........ (play) board games as a family.
6
She went to school without  (eat) any breakfast.
7
Il vva» ul fur
Mum . (shout) like that.
police, Charles!
12Do you fancy .   (go) to the cinema
this evening?
Use appropriate infinitive/-ing forms
to tell a partner something:
•  you regret
•  you'd like
•  you're looking
forward to
•  you can't stand
•  you avoid
•  you've always wanted  you're used to
•  you've stopped
I regret
being unkind to my little brother yesterday.
In teams, take
turns to add a sentence to the story, using the verbs below.
• decide • look forward to •
can't wait • try
• forget • be afraid • stop •
remember • see
• be happy
>
Team ASI: Last summer, my friend and I decided to go on holiday together. Team
BSI: We were really...
Verbs
taking infinitive or -ing form without a change in meaning Grammar Reference
 a Compare the sentences. How do they differ in meaning.
I
a) He continued
shouting.
b) He continued to shout.
2
a) He advised me to catl
the police.
b)
He advised
calling the police.
c)
We were advised
to call the police. 3 a) You need to mow the grass.
b)    The grass needs mowing.
c)    The grass needs to be mowed.
 Fill in the gaps with an appropriate -inglinfinitive form.

CARO
Remember that some shops
only allow you 1) .
(pay) by credit card if
you have additional ID,
•
We encourage you
2)  . (sign) your new card before you start 3) .   . (use) it.
In the event
of your card 4) ...s.... (be) stolen or lost, we advise 5) . (report) the loss
as soon as possible. The bank needs 6) (notify) immediately if you change your
address.
•
Banks do not
permit you 7)       (exceed) your credit limit.
Verbs taking infinitive or -ing form with
a change in meaning
a      Read the pairs of sentences and
discuss how they differ in meaning.
I remember locking the front door.
b) He remembered to pick up his
sister.
Sam forgot to take out the rubbish.
b) I'll never forget going to London.
We stopped to eat lunch.
b) I've stopped watching so much TV. Try sharing
the household chores. It's much fairer.
b) I tried to reach the shelf, but I
couldn't.
I'd prefer to go to the cinema
tonight.
b) I prefer watching soap operas.
I washed the dishes, then went on to
vacuum the carpets.
b) Adam went on talking for hours!
b     Put the verbs in brackets into the
correct form. Give reasons.
I A: You haven't
stopped (use) that credit card, have you?
B: I
know. I really can't go on . (spend) so much.
2      A:
Did you remember . (buy) the meat for dinner?
B: Oops! I remembered everything else, but I
completely forgot ..... ... (do) that!
3      A: I remember .... .... (go) to the
bank to pay that bill, but I can't find the receipt.
B: Try . (call) them
to see if they have a record of the transaction.
4      A: Could you stop . (buy) some drinks
for the party on your way home?
B: Sure! I'll try
..... ... (call) Tim to invite him too. I couldn't reach him earlier.
6
7
8
5      A:
James is going on . .
(study) law after he finishes school.
B: Oh really? I thought he preferred (learn)
languages.
Phrasal verbs (keep)
Fill in: up with; back; on; down;
away. Check in Appendix 2. Make sentences using the phrasals.
1     Can you keep the noise .... ...2 1
can't hear myself speak! (cause to stay at lower level)
2
If you keep . .
missing classes, you won't pass your exams. (continue)
3     She kept ..... ... some vital
information from the police. (hide/conceal)
4
Keep . . from that boy! He's nothing but trouble!
(avoid/stay far from)
5     I can't keep . . my school work and
have a part-time job as well! (manage to do/ understand all)
Dependent
prepositions
Complete the sentences with: against,
for, into, with, of. Check in Appendix I. Make sentences using the phrases.
I
Julie is responsible ... ..... watering the plants every morning.
2      Littering is ..... ... the law in
Singapore.
3
Jan was charged .     dangerous driving.
4      What are the requirements . . the
course? 5
The con man tricked me
.... .... giving him my credit card details.
Sentence
transformations
Complete the sentences using the
words in bold. Use two to five words.
1 We need to
weed the garden this weekend.
needs
The garden .... .... this weekend. 2 She has been learning to dance since
last year.
began She ... ..... last year.
3
I wish I hadn't told
everyone Mary's secret. regret I ..... ... everyone Mary's secret. 4
No one was listening,
but he continued speaking.
on         even though no one was listening.
5
We were advised by the
police not to go outside.
stay The police ... ..... indoors.

Grammar Check 3
"Hold your noise!" cried
a terrible voice, as a man jumped out from among the graves at the side of the
church porch. "Keep still,

to
comment on the social wrongs of the Victorian era, particularly those related
to the poor in London. In fact, Dickens was no stranger to hardship himself. As
a teenager, he was forced to finish school and work in a factory, while his
family were in a debtors' prison. This had a profound effect on Dickens and his
later writings. Some of Charles Dickens' most wellknown and loved novels
include Oliver Twist (1839), David Copperfield (1850) andA Tale of Two Cities
(1859). In Great Expectations, a poor 10-year-old orphan named Pip is
confronted by a prisoner. This encounter would have a huge impact on Pip's
future.
Look at the picture. Where are the
characters? What do you think will happen in the extract? Read to find out.
Read the extract again carefully and
fill in the gaps with a suitable word or short phrase. Compare with a partner.
I Pip was afraid of
the convict because he threatened to
his
52
A fearful man, all in coarse grey, with a
great ironl on his leg. A man with no hat, and with broken shoes,
and with an old rag tied round his head. A man who had been soaked in water,
and smothered in mud, and lamed by stones, and cut by flints2, and
stung by nettles, and torn by briars3; who limped, and shivered, and
glared and growled; and whose teeth chattered in his head as he seized me by
the chin.
"Oh! Don't cut my throat, sir,"
I pleaded in terror, "Please don't do it, sir.' "Tell
us your name!", said the man. "Quick!"
"Pip, sir."
"Once more", said the man,
staring at me. "Speak up!"
"Pip. Pip, sir."
"Show us where you live", said
the man. "Pint out the place!" I pointed to where our village lay, on
the flat in-shore4 among the alder-trees and pollards5, a
mile or more from the church. The man, after looking at me for a moment, turned
me upside down, and emptied my pockets. There was nothing in them but a piece
of bread. When the church came to itself — for he was so sudden and strong that
he made it go head over heels before me, and I saw the steeple under my feet —
when the church came to itself, I say, I was seated on a high tombstone,
trembling, while he ate the bread ravenously.
2
The convict turned Pip upside down because he wanted to know what
was in .
3
The convict threatened to eat Pip's ..... ..... ...
4
Pip's .... ..... ... were buried in the churchyard.
5      Pip lives with
6      The convict tells Pip to bring him .

"You young dog," said the man, licking
his lips, "what fat cheeks you ha' got."
I believe they were fat, though I was at
that time small for my years, and not strong.
"I could eat 'em," said the man,
with a threatening shake of his head, "and I've half a mind to!"
I earnestly expressed my
hope that he wouldn't, and held tighter to the tombstone on which he had put
me; partly, to keep myself upon it; partly, to keep myself from crying.
"Now lookee here!" said the man.
"Where's your mother?" "There, sir!", said I.
He jumped, made a short run, and
stopped and looked over his shoulder. "There, sir!", I • explained.
"Also Georgiana. That's my mother."
"Oh!" said he, coming back.
"And is that your father alongside your mother?"
"Yes, sir," said I; "him
too; late6 of this parish7."
"Ha!" he muttered then,
considering. "Who d'ye live with supposin' I kindly let you live, which I
han't made up my mind
"My sister, sir —
Mrs Joe Gargery — wife of Joe Gargery, the blacksmith8, sir."
"Blacksmith,
eh?", said he. And looked down at his leg.
After
darkly looking at his leg and me several times, he came closer to my tombstone,
took me by both arms, and =me back as far as he could hold me; so that
his eyes looked most powerfully down into mine, and mine looked most helplessly
up into his. "Now lookee here," he said, "the question being
whether I let you live. You know what a file is?" "Yes, sir."
"And you know what
wittIes9 is?"
"Yes, sir."
After each question he tilted me over a
little more, so as to give me a greater sense of helplessness and danger.
"You get me a file." He
tilted me again. "And you get me wittles." He tilted me again.
"You bring 'em both to me." He tilted me again.
"Or I'll have your heart and liver
out." He tilted me again.
prison chain, 2 hard, greyish-black stone used for making
tools 3 wild roses with long, prickly stems, 4 area close to a
shore, 5 trees with their branches cut back, 6 used when referring
to s.o. who lived or worked somewhere recently, 7 a village or part
of a town with its own church & priest, 8 s.o. who makes things
out of metal, 9 food
4 a Q) Listen and read the text again. Match the highlighted
words/phrases in the extract with their meanings below:
• covered completely •
grabbed • walked with difficulty
• shyly • shaking with fear or cold • very hungrily
• moved so that one end/side
is higher than the other
• upside down • stared at
angrily • rough
5
8
Explain the words in bold. Choose some and mime or draw their
meaning.
 Read the description of the convict again in the first section of the
extract and make notes about how he: walked, looked, spoke, acted. Use your
notes to describe him to your partner.
b Now
close your eyes and imagine you are Pip sitting on the tombstone. What can you
see, smell, hear, touch? How do you feel?
Explain the meaning of the underlined
sections Of the text in your own words.

THINK!

How does the convict's way of
speaking differ from Pip's? Underline the parts of the convict's speech that
show us this and say what they mean. Why do you think Dickens did this?
00
In pairs, take the roles
of Pip and the convict and act out their dialogue in the graveyard. Change the
ending.
What might your name be, young man?
It might
be Charles, but it isn't.
 Opinion essays require your clear
opinion on a topic, supported by reasons and examples. They should contain: an
introduction (stating the topic & your opinion), a main body

Opinion
essays
 Read the rubric and underline the key words, then answer the
questions (1-3).
A teen magazine is asking for  opinions
on the following statement: • All teenagers should have a part-time . job.
Write an article for the  magazine, stating your opinion and • giving reasons/examples to
support
: your views. (120-180 words)
1       Who
is going to read your essay? Do you know this person?
2       Do
you agree or disagree with the statement? Give reasons.
3       What
is the opposing viewpoint? Try to think of one or two reasons to support it.
In pairs, decide which of the
following statements are T (true) and which are F (false) when writing an
opinion essay. Read the theory box and check.
Decide on your opinion before you start writing. Write in
formal style.
Use present tenses.
Include personal examples. State your opinion in the
first paragraph only.
Use a variety of linking words. State the topic in the introduction.
When presenting a new viewpoint, begin a new paragraph. Never include a
quotation. Present the opposing viewpoint first.
Begin each paragraph however you like.
You don't have to support every viewpoint with
reasons or examples.
State your opinion again in the conclusion.
(several paragraphs each with a topic sentence presenting a separate
viewpoint supported by reasons/examples, and including a paragraph presenting
the opposing viewpoint) & a conclusion (restating your opinion in other
words).
Points to consider:
Decide on your opinion before you
start writing i.e. whether you agree/disagree and how strongly, as this will
affect the structure of your essay.
Use present tenses and formal style, avoiding colloquial expressions,
short forms & personal examples.
Include phrases to express your
opinion, a variety of appropriate linking words and interesting techniques to
begin/end your essay a quotation, a rhetorical question.
Useful Language:
To express opinion: In my opinion/
view, It seems to me that, The way I see it, To my mind, I
(strongly/completely) agree/ disagree/believe that, I am totally against
To list points: First of all, In the
first place, Firstly/Secondly, To start with, To begin with
To add more points: Also, Moreover, Furthermore, In addition, Besides,
Apart from this, Another major reason
To introduce contrasting viewpoints:
On the other hand, However, It is argued that, Opponents of this view say To
introduce examples: for example/instance, such as, in particular, especially
To conclude: To sum up, In conclusion, All in all, All things considered,
Taking everything into account
 Read the essay on p. 55 and number the paragraphs (A E) in the correct order (1-5).
Listen and check. Which paragraph contains: second viewpoint with reasons/examples?
statement of topic and writer's opinion? opposing viewpoint with
reasons/examples? the writer's opinion in other words? first viewpoint with
reasons/examples?
 What is the writer's opinion? How is it expressed and in which
paragraph(s)?
Paragraph structure
 Read the main body paragraphs (2-4) in the model essay again. What is
the main idea of each paragraph? Which sentence is it in?
In
addition to this, teenagers who have a job earn their own money and this has
several advantages, Parents who are perhaps struggling financially, for
example, will no longer need to find pocket money for their son or daughter.
Furthermore, when teenagers earn their own money, they are usually more careful
when deciding how to spend it. In this way, they learn how to handle money
responsibly.
Is it
a good idea for teenagers to have part-time jobs while they are still at
school? In my view, teenagers who have part-time jobs gain more than just money
from their experience. I believe, therefore, that both parents and teachers
should encourage teenagers to work part-time.
TO
Conclude, the way I see it, teenagers learn both responsibility and
independence - through a part-time job. Why not learn some important life
lessons at an early age? After all, as they say, "Today's
teenagers are tomorrow's adults. "
To
start with, getting a job teaches young adults early in life how to become
reliable individuals and citizens. An employer expects you to do your job well,
and when someone depends on you, you feel a sense of responsibility. Moreover,
a part-time job can teach valuable skills essential for your future career,
such as learning to be on time, handling money and dealing with customers.
On
the other hand, some people argue that its unwise for teenagers to work while
still studying. In particular, they fear that having a job can take up too much
time and cause a student's school work to suffer seriously.
b Complete the table
for the model essay. Compare with your partner.

paragraph

viewpoint/main idea

reasons/examples

2

A job teaches you how to become reliable individuals
  and citizens

When
  someone depends on you, you learn responsibility ...

Find all the linking words/phrases in
the essay in Ex. 2. Which: list/add a point? introduce an example/reason?
introduce an opposing viewpoint?
conclude? Suggest suitable alternatives.
5 00 Work in
pairs. Suggest suitable
supporting sentences for the topic
sentences below. Include appropriate linking words/ phrases.
I Firstly, helping to
look after younger siblings develops a teenager's character.
2 In
addition, laws are essential because they protect people.
First
& last paragraph techniques First paragraph techniques:
Your first paragraph must attract and maintain your reader's
interest. You can achieve this by:
•    addressing
the reader directly, Have you ever wondered
what the world would be tike if there were no laws?
•    using
a quotation/saying/direct speech ,4s the saying
goes, 'All work and no play makes Jack a dull boy'.
Last paragraph techniques:
As well as summarising and restating your opinion, a final
paragraph may:
•    give
the reader something to consider, The world
would be a much more dangerous place if there weren't any laws.
•    end
with a saying/quotation As Ann Sanders once said, "The hard way is the
right way " Or a rhetorical question Aren't teenagers part of society, after all?
a Read the theory box. Say which of
the paragraphs below are introductions and which are conclusions. Which of the
techniques do they use? Which has the writer used in the model essay in Ex. 2?
C] All
things considered, I strongly believe that parents have a huge influence on the
behaviour of a teenager. As the saying goes, "The apple doesn't
fall far from the tree. "
When was the last time you did something to protect the
environment? I strongly believe that we all have a responsibility to look after
our planet. As Marshall Mcluhan said, "There are no passengers on
Spaceship Earth; we are all crew."
To sum up, whilst many teenagers are not very
politically-minded, I believe that teenagers should be allowed to vote if they
want to. After all, don't they represent the next generation of adults?

Expressing your
viewpoints
Don't use strong personal expressions e.g. I know, I'm
sure/certain that etc. or over-generalisations e.g. All teenagers are
irresponsible to express their viewpoints/opinions. Use milder language instead
e.g. In my view, It seems to me that, In my opinion/view, I tend to believe, I
feel, Teenagers can/ have a tendency to be irresponsible etc. This will make
your essay more balanced.
1       1
am sure that teenagers should help out at home.
2       Teenagers definitely shouldn't have
part-time jobs.
3       Teenagers'
schoolwork will suffer if they get a part-time job.
4       All
video games should be banned.
Discuss and
Write
 Read the rubrics and underline the
key words. What do you have to write about in each case? What is your opinion?
Give reasons.
•
A A magazine is asking for opinions on the  following: All
teenagers should help with  household chores. Write an essay, giving  reasons/
examples to support your point of view.
•
B You have had a class discussion about the  following:
Is it a good idea for a child to look  after a pet from a
young age? Now your teacher  would like you to write an essay, stating
your  opinion and giving reasons/examples.
(120-180 words)
56
Work in pairs. Think about rubric A again and match the
possible viewpoints (1-3) with the reasons (A-C). What is the writer's opinion?
Add more reasons/examples to the viewpoints where possible, and suggest one
more viewpoint of your own with reasons/examples. Finally, suggest a suitable
way to begin/end this essay.

viewpoints

reasons/examptes

I
2
3

Teenagers who help out
  at home will learn valuable skills.
It's not fair to make
  teenagers help out at home.
It makes sense to share household
  chores.

A
B
C

They are usually under a lot of pressure at school.
Many parents lead busy lives too, and don't have time to do everything.
They will learn to be more organised and
  plan their time better.

 Now think about rubric B. Decide on
your opinion and make a similar table of possible viewpoints with
reasons/examples. How could you begin/end the essay?
Use your answers to Ex. 8 to help you write one of the
essays. Then, swap with your partner and check each other's work according to
the checklist below.
Checklist for opinion essays
Is the
essay written in an appropriate style?
Does
the introduction attract your interest, present the theme clearly and give the
writer's opinion?
Does
each paragraph have a topic sentence introducing a separate viewpoint? Is each
topic sentence followed by clear reasons/examples to support it? Are all
viewpoints expressed using mild language?
Are
appropriate linking words/phrases used throughout the essay?
Does
the final main body paragraph present the opposing viewpoint? Is the conclusion
interesting and does it restate the writer's opinion?

CORNER
and
  (he
Sail
  to Liberty and Ellis Islands in New York City's harbour and see the world's
  most symbolic monument to freedom and the 1) . (history) gateway to America!
Ellis Island
Between
  1892 and 1954, more than 12 million, mainly passengers sailing third-class
  from Russia, Italy, Ireland and many other 2) . (Europe) countries, passed
  through the immigration station on Ellis Island in search of democracy,
  freedom and opportunity. In fact, about 50% of Americans have at least one
  ancestor who entered the USA through Ellis Island! Here, each would-be
  immigrant had to meet strict health and legal 3) ........ (require) before
  they were allowed to begin their new lives as American citizens. Liberty
  Island and the Statue of Liberty
For
  millions of4) ........ (immigrate), the Statue of Liberty was the first 5)
  (see) they had of their new homeland as they sailed into New York Harbour.
  Given to America as a gift from the French in 1884, it stands 93m tall and
  depicts a woman dressed in a loose-fitting robe escaping 6) (oppress),
  symbolised by the shackles l which lie at her feet. In her right
  hand she holds a torch, representing liberty, and in her left she holds a
  tablet reading "July 4th, 1776" — the date of the 7)        (declare)
  of American Independence. She wears a crown with seven sun-like rays on her
  head, representing the seven continents and seas of the world. On your tour
  of
Liberty Island, take a
  look inside 'Lady Liberty' and visit the museum to see a life-size replica of
  the statue's face and foot. Don't miss the 8) (fame) inscription by Emma
  Lazarus which has come to symbolize the statue's message of hope for those
  coming to America or searching for freedom around the world!
1
  What is the monument in the picture? Where is 4 Q) Listen and read the text
  again. Imagine it? What else do you know about it? you are a tour guide. Use
  the text to give your

Read
the extract from the poem symbolising the message of the statue. What do you
think the message is? Read the text and check.
Complete the gaps with the correct
words derived from the words in brackets. Explain the words in bold.
guided
tour to these two monuments.
> As we get off the
boat here at Ellis Island, imagine how the first immigrants felt as they...
00 Portfolio: Write a short text about a famous
monument in your country. Include:
•
what/where
the monument is
•
what it
means/represents
•
what
a visitor can see/do there
Citizenshi ACROSS
Read
article 1 of the Universal
Declaration of Human Rights (UDHR) below, then discuss
the questions (1-2) in small groups.
The
Universal Declaration of
Human Rights "All human beings are born free and equal
in dignity and rights. " (article l)
I What are human
rights? Who are they for? Why are they important? 2 What is The Declaration of
Human Rights?
a RNE Read the headings. What do
you expect to read in each paragraph in the text? Read again and match the
headings (Å-E) with a paragraph (1-4). There is one heading that you do
not need to use.
A
Rights
for all!
B
Adopting
the declaration
C
Protecting
freedom
D
Rights
violations
E
Human
rights history
b Listen and read the
text again. Explain the words in bold.
Portfolio: Work in groups. Find out about a charity or
organisation that protects human rights e.g. UNICEF, UN, Amnesty International
and present it to the class. You could find out: where its offices are, what it
does, who it protects, how you can get involved etc.
Think
about how often you drink clean water, eat food, go to school or university,
say or write what you think, and practise your religion (or not). These are all
basic human rights, or things that you are morally or legally entitled l to
do or have. They are the same for everyone, regardless of sex, age, race,
nationality or social class. They are extremely important, as they are about
recognising the value and dignity Of all people, everywhere and at all times!
Human
rights weren't invented recently! Discussion of them dates back to the earliest
civilisations. It wasn't until after the cruelties and injustices that took
place during the Second World War, however, that it was decided that protection
of human rights should be an international concern.
On
December 10th, 1948, the United Nations adopted the Universal Declaration of
Human Rights (UDHR) in New York. It has thirty articles and protects the right
to life, work, housing, free thought and many other things. Since 1948, nearly
every country in the world has signed one or more agreements designed to
protect the rights in the UDHR.
Unfortunately,
just because the UDHR exists, it does not mean that human rights are never
violated! In some countries, for example, children work in unsafe conditions or
are denied the right to go to school. In others, people are in prison because
of their political views. For this reason, there are many charities and
organisations in the world that fight for human rights, Probably the most well
known of these is Amnesty International.
Here are
some simplified examples of some of the articles in the Declaration of Human
Rights.
1 have the right to
•
belong to a
country
•
take part in
politics go to school

live in
  freedom and safety have a private life

have
  opinions, speak them &

treat you as his or her slave

share
  them with Other people

punish
  you or put you in

to be treated equally by the

prison without a good reason

law

take
  your things from you

follow the religion you want

without
  a good reason

to

torture
  you
• take away your rights

What is a
  'green citizen'? Read the introduction to find out.

Green

Going
> Sl:
A green citizen conserves as much water as they can, for example by always
turning Off the tap when ... etc.
Are you a green citizen? Do the quiz,
then mark each sentence A (=always/very often), B (=sometimes/occasionally) or
C (=never/ hardly ever). Explain the words in bold.
Green citizen e
We are all citizens of Planet Earth
and rely on it for food, air, water and much more, so not only is it our
responsibility to care for the environment, it's also in our best interests!
So, how much effort are you making to reduce your impact on the environment? Are
you a bright green citizen or more of an embarrassing shade of red?
1
I try to conserve water e.g. by taking short showers, not letting
taps run, keeping water in the fridge instead of letting the tap run to let it
get cold, etc.
2
I walk, ride my bike, rollerblade, carpooll or use public
transport whenever I can.
3
I 'reduce, reuse, recycle' as much as I can!
4
I try to learn about nature by visiting wildlife reserves and/or
national parks.
5
I put coffee grounds/fruit and vegetable peels etc on a compost
heap.
6
I take part in local environmental projects e.g. litter
collection/tree-planting/recycling projects etc.
7
I buy unprocessed, organic and locally-grown food.
8
I check that the products I buy, e.g. cleaning products,
electrical equipment, are safe for the environment.
9
I turn off computers/lights/electronic equipment when I'm not
using them.
10    I buy
from environmentally responsible businesses.
Il I use rechargeable instead of
disposable batteries.
12     I
refuse plastic bags in the supermarket and use my own cloth bags instead.
13     We
use energy-saving light bulbs at home instead of ordinary ones.
14     I
buy products in bulk with as little packaging as possible.
15     I
am generally interested in environmental issues and try to stay informed.
1 sharing the use of one car

Mostly As                                                              Mostly
  Bs                                                              Mostly Cs
You are
  well on your way to winning the Well not bad but you could do better! Come
  on, you can do better than that! Set 'green citizen of the year' award! Keep
  Remember, it's the survival of our planet yourself a few achievable targets.
  It's

up the good work!                                              we're
  talking about here!
3 00 Compare your results with your partner. What
  can you do to become 'greener'? Discuss in pairs.
A: Well, I guess I could take
  shorter showers.
B: Yeah, me too. Also, my
  dad often takes me to school in the car, so I could
Do you agree with the statement? Why/Why not? Discuss.

never
  too late to get started!
Green
Don't blow it — good planets are hard to find. (Time Magazine)

 MODULE
3
Read the text, then choose A, B, C or
D for each question (1-7).

Even if you're looking carefully, you
might miss it; it's only house; a middle, when the crime is committed; and a climax, a stray
strand of hair, after all. But to me, as a forensic scientist, as the criminal
leaves the crime scene. My job is to make sure this is what I live for; this is
the pot of gold at the end of the that the ultimate end is the capture of the
villain.
rainbow. This microscopic human trace
might be the one vital Of course, there is a new style of fictionalised
forensics on piece of evidence that leads to the arrest and imprisonment of
television nowadays that uses the most cutting-edge the criminal, the one who,
without realising it, left his calling technology available and suddenly the
job is the focus of a card behind at the scene of the crime. One single strand
of huge amount of attention with relevant university courses filling hair
contains all the criminal's DNA and, once matched, can up faster than ever
before. But don't be fooled by what you see lead all the way back to his door.
on television. The job is vastly different from the one seemingly And that is
my job. I'm a forensic scientist - 'forensic' just done by the heroes of a
weekly TV show. First of all, the means relating to the legal system - and I
collect and analyse forensic scientist isn't the first one at the scene of the
crime; evidence that is then used to catch a whole range of criminals we're
usually there much later. Also, forensics can be a timecommitting any number of
illegal acts. A member of the public consuming and lengthy procedure. TV takes
one hour to solve might jump to the conclusion that all I work on are murders,
the crime; we can take weeks, months, even years. DNA but my field of
investigation includes burglaries, arson, simple analysis takes a long time, no
matter how technologically cases of forgery or more advanced Internet offences.
Since advanced we are. But having said all that, the basic methods time began,
criminals have always found new ways of we use are the same as our TV
counterparts.

breaking the law, but I have
complete faith in my subject. It Take fingerprinting, for example. A person's
fingerprint is doesn't matter what the crime is, science will get to the bottom
unique; the lines and shapes that pattern the fingertips are Of it and as
technology continues to improve, the chances Of individual and belong to no-one
else. The grease that comes getting away with it become slimmer and slimmer.
off our skin at all times of the day leaves a patterned mark on Perhaps the
most famous forensic scientist of all was everything we touch. We can make a
copy of that mark and, Sherlock Holmes. His methods of investigation,
popularised in hopefully, match it to the recorded fingerprints of known
numerous books, films and television series, included close criminals. This is
common knowledge and even the most observation, rigorous examination of
evidence and logical simple-minded crook knows enough to wear a pair of gloves
deduction. This is where I got my inspiration from. Reading the or wipe down
everything he touches. But what about the stories and watching the films
fascinated me when I was traces that can't be seen, the traces that can't be
wiped down? younger and they still do today. I took all available science At
every second of every day your body is shedding courses at school and then
moved on to criminology at microscopic pieces of skin; household dust is mostly
made up university. After graduating at the top of my class, it was then a of
your dead cells. You are constantly renewing hairs, old ones small step to the
police and I'm now head of the forensic fall and new ones grow back; the
clothes you wear leave investigation department. behind the smallest signs of
where you've been and what In many ways the job hasn't changed all that much
from you've been doing. This is called DNA fingerprinting and when the
fog-filled streets of Holmes' London. The most useful tool gathered together,
all of these things serve to build up a for any scientist is still a keen mind,
a good eye that connects picture that is more conclusive than any eye-witness
the apparently unconnected and a skilful reading of the statement. Evidence
doesn't lie when it faces a jury. Facts evidence. A crime scene is not that
different to a story. It is a don't forget or get confused. Science states the
case. And that narrative with a beginning, in which the criminal enters the is
inescapable.

1
In the first paragraph,
the writer suggests that    C More criminals are being caught.
A      he is well-paid for the work he does.       D
He has more work than ever before.
B      criminals are often forgetful.        3
Why did the writer become a forensic scientist?
C      he follows criminals to their homes.        A
Because he was good at science.
D
criminals help in
solving the crime.          B Because of his enthusiasm for books.
2
What changes have occurred recently? C Because of a childhood role
model. A There is more crime nowadays. D Because he wanted to be a policeman. B
His job is getting more difficult.

4     The writer compares a crime scene to
a story to A explain how events are connected.
B describe how he finds evidence. C
make him feel more like a hero.
D show how to commit a crime.
5     Watching crime shows on television,
viewers get the idea that
A      doing the job will make them famous.
B      solving a crime takes very little
time.
C      the
forensic scientist heads the investigation.
D     forensic
science is a popular university course.
6     What
does not the writer say about fingerprinting?
A      Most
people understand the technique.
B      Unwashed hands are easier to
fingerprint. C Criminals try to avoid leaving fingerprints. D No two sets of
fingerprints are the same.
7     What
does the writer believe about forensic science?
A      It
relies too much on the ageing process.
B      It is a reliable method of solving
crime.
C      It
often disagrees with personal accounts.
D     It is not used enough in criminal
investigations.
0
Fill in the gaps with the correct
word derived from the words in bold.
"Welcome to the Kremlin, the seat of Russia's 1) .
(rule) for centuries and currently the 2) ....... .. (office)
residence of the president of Russia! This 'city within a city' contains
golden-domed churches and cathedrals,             four museums, 3) ..... .. .
(resident), offices and monuments. Visit Cathedral Square, the 4)
(history) heart of the
Kremlin and home to the Cathedral of the Assumption, where all the Tsars were
crowned. Along the Kremlin's eastern wall lies Moscow's famous Red Square.
Don't miss St Basil's Cathedral at the 5) .......... (south) end of the square,
famous for its brightly 6) „........ (colour) domes. This stunning cathedral
was built between 1534 and 1561 at the command of Ivan the Terrible. As the
story goes, Ivan was so overcome by its beauty that he blinded its 7) ...... ..
(architecture) so that he would never be able to create another 8) . . (build)
as magnificent for anyone else! Our tour continues ..."

Listen to the speakers 1-5. Which of the comments below might
each speaker say? There is one comment you don't need to use.
A     I
think all teenagers should do chores.
B      I
have more responsibilities because I'm older.
C      Chores take up a lot of my free time.
D     I find cleaning relaxing.
E      I'm
too busy to help out much.
F      I don't mind doing outside chores.

Speaker

Comment

You and your friend want to do
something special to relax and celebrate the end of your exams. Discuss the
following options and choose the one you both like most of all.
•    a day at
the beach
•    a trip to a theme park
•    a party
for all your friends
•    a DVD evening with a few close
friends
You begin the conversation and have
to decide on which option (only one) to choose. Your partner witl play the part
of your friend. Remember to:
•    discuss all options • take an active
part in the conversation and be polite • come up with ideas • give good reasons
• find out your friend's attitudes and take them into account • invite your
friend to come up with suggestions • come to an agreement
Read the extract from your pen friend
Tanya's letter. Write a letter to Tanya. In your letter:
•    tell her
about the kinds of household chores you have to do;
•    ask three questions about the
tree-planting day.
3
Progress Check
Fill in: fee, scam, identify, suspect, grabbed, contacted, witness,
seized, glared, disposable.
         I    The boy          the old lady's bag and ran
off.
2
Don't buy       batteries,
use rechargeable
ones.
3
Fraudsters use a
.... .... to trick people and take their money.
4 The police . a stash of stolen goods during the course of the
investigation.
5 The kidnappers  the family with their  demands.
6 I thought something was wrong when they asked me to pay a . .. . .
.. . to process my claim.
7 I have to go to court because I was a . ... . .. . to a car accident.
8  The man was attacked from behind so
he was unable to . who did it.
9  She .... . ... at her attacker as he
was taken away. 10 The police are holding a . . . . .. . . for questioning.
Points:
20
Put the verbs
in brackets into the correct form.
I We enjoy .. (walk) in the park on sunny days.
2
I might .(go) away this weekend.
3
You don't fancy
..... ... (watch) TV tonight, do you?
4
He has decided .       .
(buy) a new car.
5 I refuse . . ... . . . (speak) to
him any more.
6
He left without . ... . ... (say) goodbye.
7
We want .... ....
(thank) you for your help.
8
Bob has .... . ... (work) late tonight.
9
Peter would .          (enjoy)
this book.
10       How about . . . ... .. (have) a pizza
for supper?
5 She doesn't usually overreact like
that.

          unusual It
is very .         . like that.
Complete the phrasal verbs with the
correct particle.
I     If
you don't keep the noise .     , I'll call the police!
2
Keep ..... . ..
from unlit areas at night!
3
Tell me
everything, don't keep anything         . . . .
4
If you keep .
driving like that, you'll have an accident.
5
Paul couldn't
keep .      the workload, so he
        got an assistant.                               Points•
10
Fill in the gaps with the correct preposition.
I
Speeding is . .. . . .. . the law and if caught, you will get a fine.
2
The boy was
charged    . shoplifting.
3
She tricked her
little brother . . giving her his chocolate.
4

Maggie is responsible . . ... . . . looking after three small children.
5
The main
requirementsthe job are
honesty
and punctuality.
Points:

Match to form exchanges.

            That's totally
disgraceful!      a Yes, I do. I
I'm so
sorry. I didn't feel really bad about it. mean it.

MY grandma was mugged.
Am I really
that bad?
 Complete the sentences using the words in You don't need to  bold. Use two to five words.
apologise.
I Ryan has been learning to drive since last year. began Ryan . last
year.

2
We need to
redecorate the lounge this year. needs The lounge . . . . . . . . this year.
3
If only I hadn't
walked home alone last night.

     regret       I          . last night.
4
The closing date
for applications was yesterday.
late          It's       the
closing date was yesterday.
...
b That's shocking! c I agree! d That's
alright. e I'm afraid so.
Points:
100)
in English
Danger!
Before you start
•   DO you know your rights?
•   What do you think are the most
important laws a country should have?
Look at Module 4
Find the page numbers for pictures
1-4.
Find the page numbers for
•   a joke • a dialogue e a biography
•   a sketch
Listen, read and talk about ...
•   health accidents & emergencies
illnesses & injuries visiting the doctor The Adventures of Tom Sawer by
Mark IWain an amazing rescue water pollution
Learn how to .
•   offer help
•   accept or refuse help • speculate
& respond to speculation
Practise .
the passive the causative make/ get/
have phrasal verbs: go prepositional phrases related to health idioms related
to health verbs for ways of moving narrative techniques
Write / Make
a paragraph describing a dangerous
journey a diary entry as a character in a story a story a project about a
person Who has helped improve conditions a diary entry about the Great Fire of
London a two-minute talk about water pollution Imagine you are the person in
the picture.
Listen to the music and
imagine the scene.
What can you see, hear,
touch, taste, smelt? How do you feel?
Reading
The following phrases appear in the text. What do you think
the text is about? Read to find out.

life or death decision  faced with an agonising decision

send friend to
certain death  slipped

incredible tale
of survival  against all odds  British mountaineers  21 ,OOO-foot peak  reached the summit  frostbitten fingers

Against arr odds
Imagine having to make a life or death decision, but one that affected
  not only your own life, but someone else's as well! When he was just
  twenty-one years old, Simon found himself faced with an agonising decision:
  save his own life but in doing so send his friend, Joe Simpson, to almost
  certain death, or fry to save his friend, but almost certainly die in the
  attempt to do so. The story of Simon's choice, and the result of his
  decision, is a truly incredible tale of survival!
In the summer of 1985, British mountaineers Joe Simpson and
  Simon Yates set out to climb Siula Grande, a 21 ,000-foot peak in the
  Peruvian Andes. So for two adventurous and bold young men, it represented an
  irresistible challenge.
Joe and Simon chose the most difficult way up the mountain for their
  ascent. Nevertheless, they reached the summit without any problems. For their
  descent, however, they decided to take an easier path. Joe slipped and broke
  his leg in three different places. In severe pain, he was completely
  crippled, unable to go on. Both climbers knew what this meant. So, against
  all odds, Simon decided to try to get his injured friend down to safety using
  a rope. He began lowering his friend down the mountain...one hundred
  incredibly painful metres at a time.
At first, things went well. But then,
  after one particular drop, Simon got no sound or signal back from Joe.
  Without knowing it, in the pitch black of the night, Simon had lowered his
  friend over the edge of a deep crevassel . Hanging over the cliff,
  Joe's fingers were so frostbitten that he was unable to climb back up the  Both
  climbers were too far away from each other to communicate. Simon held on to
  the rope for over an hour, trying to hold Joe's weight on the other end. But
  his strength grew weaker and weaker, and he felt himself being slowly pulled
  down towards the edge of the crevasse.
Simon knew he could not hold onto the rope
  forever without being pulled to his death himself. So, shaking with cold, he
  made the painful decision - later strongly criticised by some other
  mountaineers — to save his own life. He took a knife and cut the rope that
  tied him to his friend' But miraculously, Joe was not killed by his fall! He
  was badly injured, close to death in fact, and he had no food or water .
but he was alive! And he was determined not to die alone! It took him
  four days. Joe's great courage and extraordinary determination saved him.
If you want to learn more about Simon and Joe's extraordinary tale of
  adventure and survival, you can read Joe Simpson's book 'Touching the Void'.
  A film of the same name has also been made based on Joe's book!

I a large, deep crack in thick ice or rock

lowered his friend over crevasse  hold weight  cut the rope  determined
not to die
Read again and match each
sentence (A-H) to a gap (1-7). There is one sentence that you do not need to
use.
A     But it was on this supposedly simpler
route that disaster struck.
B      Then, believing his friend would
never have survived the fall, he continued down the mountain alone.
C      Neither could he grab hold of the
cliff, because he was too far away from the rocks.
D     With no food or water left and a real
threat of hypothermia, they simply had to get off the mountain quickly.
E      This
is exactly what happened to Simon Yates.
F      Simon's
amazing courage and determination stopped him from giving up.
G     In an unbelievable display of willpower,
Joe managed to crawl seven miles down the mountain to safety.
H     The mountain had never been conquered
before.

4 Use a dictionary to help you explain the words/phrases in
bold.
Vocabulary
Injuries
In pairs,
use a dictionary to help you choose the odd word which does not fit in each of
the sentences (1-10). Add one more word to each group.
1
She cut her
finger/bone/big toe/leg and now it's bleeding.
2
She tripped over
the hosepipe yesterday and badly bruised her knee/arm/shin/muscle.
3
Tom broke his
toe/arm/leg/lip yesterday.
4
My grandma
recently fell down the stairs and fractured her collarbone/throat/skull/hip.
5
Oh no, I think
I've sprained my waist/ankle/ wrist/back!
6
I've got a stiff
neck/shoulder/leg/heel.
7
I think I've done
something to my back/ thumb/knee/hair.
8
Amy scratched her
arm/face/brain/leg really badly while she was cutting the roses.
9
I've got a
swollen lip/head/ankle/foot.
10     He hurt his nail/head/neck/back in
the car accident.
Choose the correct words, then check
in a dictionary.
I My eye really pains/hurts!
2      I've
got a(n) nagging/excruciating pain in my shoulder. It's not serious, but it
won't go away.
3      Andy is still in harsh/severe pain
with that awful football injury/wound.
4      Ouch! This bruise is really
painful/hurtful!
5

Brian had to be cured/treated
for frostbite after his climbing expedition.
6      We had a slim/narrow escape when our
car skidded on ice.
7      Ann had some internal/inside bleeding
after the accident.
8      By the time the ambulance arrived,
the boy was unconscious/subconscious.
Speaking
Q) Listen and
read the text again.
Do you think Simon made the right
decision? What would you have done? Why? Discuss in pairs.
 In groups Of three, take the roles Of an interviewer, Simon and Joe and
prepare questions and answers for a radio interview. Record your interview and
play it to the class.
Writing
Portfolio: Imagine you are Joe. Write a paragraph describing
what happened and how you felt during your journey down the mountain to safety
(80-100 words).
 Do you agree with the statement?

Man
cannot discover new oceans unless he has the courage to lose sight of the
shore.
(André
Gide, French writer)

high/slight sharp/dull/throbbing nose

 The boy looks like
he's got a streaming cold. I also think he's got...
Fill in: caught, running, aching, rash, attack, L
allergic, breathing, sore, blowing, hoarse, wheeze, sneezing, dizzy, vomiting.
Check in the Word List.
I John's grandfather has just had a heart ..... ... .
2      John was all night. He must have a
stomach bug.
3      I feel ... .... . I think I'm going
to faint.
4      Are
you ill? Your voice sounds ... ..... .
5      I think I've . . a cold. My nose
won't stop . and I've got . .. . muscles.
6      I've
got a strange . . on my arm. Maybe I've had a(n) .... ... . reaction to
something.
7      My
brother has asthma so running makes him
8      I had difficulty . ..... .. after I
ran the race. 9 My nose is . ... .. .. because I've been ..... ... It so much.
10 My hay
fever's really bad today. I can't stop
Idioms
Fill in: the
weather, feet, colour, run, flies. Check in Appendix 3. Are there any similar
idioms in your language?
1     Lots of people are off sick with the
flu in our college. They're dropping like
2     You
look a little offtoday. Are you tired?
3     Matt's really under .He's got a terrible cold.
4     Take it easy for a few days and
you'll be back on your . ... . ... in no time.
hacking/dry/tickly                             sore

5     You should take some vitamins if
you're feeling a bit ..... down.
Everyday English
Offering
help — accepting/ refusing
Work in pairs. Take
turns to offer help e.g. to buy some cough syrup, make a hot drink, call a
doctor, help with the shopping etc. to your partner who is not feeling well.

Offering help

•

You sound/look awful. Let me... /Why don't
l.../Can l.. . (help you with.../get you... etc.)?
Sorry you're
  not well. Would you like me to...? You don't look/sound very well at all.
  Shall I... for you?

Accepting

Refusing

•

Yes,
  please. That's very kind of you.
Would you? That would be great/a great help!

• Oh, no thanks, I'll be fine.
That's
  really kind, but I think I can manage to do it/get it etc myself. Actually,
  I've already got/done etc it. Thanks anyway!

 You look awful. Would you like me to make
you a hot drink?
B: Oh, would you? That would be great!

     Reading                                              Listening
5 a Read the questions (a-g). Who
would askQ) Listen and fill in the gaps (1-5). What does each of them, a doctor
or a patient?the operator think James might have?
a Do I need to come back and see you again? b Have you had
chickenpox, Miss Andrews? c How long has it been bothering you? d What can I do
for you?
e
Have you got a temperature?
f
Is there anything you can give me to make it go away faster?
g
Is that what I've
got?
 C,) Complete the gaps (1-6) in the
dialogue with the questions (a-g). There is one question you do not need to
use. Listen and check.
Doctor: Good morning. It's Miss Andrews, isn't

                 it?
  1 ) .

Patient: Well, I've had a headache and
  a sore throat for a few days and now I've got

Speaking

this strange rash with
itchy spots.Portfolio: In pairs, take roles and act
Doctor: Hmm. 2) .out James's appointment with the
doctor. Use

Patient: Yes, I think I've got a
  slight one.

the notes in the form in Ex. 7 and
  the dialogue

Doctor: OK, let's have a look at
  the rash. Ah .           just as I thought! 3) .

in Ex. 5 as a model. Record
  yourselves.

Patient: Chickenpox! Well ... errr ... no,

Say it right

             actually. 4) .

Speculating — responding

Doctor: I'm afraid so. It's highly
  contagious, so

Q) Choose the correct response. Listen and

you
  should stay away from others for

9

about another week.

check.

Patient.•OK. 5) . . . .

1 A:

You've
  probably got a chest infection.

Doctor: I'm afraid not, but I can give you a

B:

a You could be right.

prescription
  for some ointment to help the itching. Put it on three times

b That's a good idea,

a day for five days. You should
  make a

2 A:

I bet you'll feel fine in a few days.

full recovery within a fortnight.

B:

a I hope so!

Patient;
  OK, thank you, doctor. 6) .

b You bet!

Doctor.• Only if you are worried for any reason.

3 A:

It could be chickenpox.

Here's your prescription. I hope
  you

B:

a I hope not!

feel better soon!

b I'm sure!

4 A:

You must have
  caught that virus that's going around.

B: a I think you're
right.
Explain the words/phrases in bold, b I know what you mean. then in pairs
read out the dialogue.
10 Think of
ten words/phrases you have learnt in this lesson. Close your book and tell a
partner.
6 Have
you heard the news? (Mayor/shoot)
7 Stella didn't go to the party. (she/not/invite)
8 Can I help you, sir? (No, thanks/l/serve)
9 He hasn't received the parcel. (it may/send/
                                         The
passive               Grammar Reference
wrong
address)
10
They pulled down
the Old factory, (cinema We use the passive voice to give emphasis to comptex/build/next
May) the action rather than the person who did it.
                            All employees must sign the form.
(Active)         4 Change the text below into the passive. In
                              The
form must be signed by all employees.   which examples is the person who does
it (the

(Passive)
a Read the
text and list the passive forms in the text. What are the active forms?
Approximately £2
million pounds' worth of damage has been caused by a fire that broke out at
Carson High School last night. The fire was still being fought in the early
hours of this morning and Fire Chief Jack Bell said it was one of the worst fires
he had ever seen. The debris is being cleared away today and an investigation
into the cause of the fire will be started. Until the cause of the fire is
discovered, the police are treating it as arson. Reports had been made the
night before that two suspicious characters were seen in the area. Their
identity has yet to be discovered. Anyone who has information which may help
the police should contact their local police station.
Which word do we use to introduce the
agent? (i.e. the person/thing that performed the action) When do we omit it?
Find examples in the text.
 Rewrite the sentences in the passive.
I Someone
stole my brother's bike yesterday.
2      I
made this soup with carrots and coriander.
3      Who
is catering Pam's party?
4      They will have finished their house
by May.
5      The police arrested the thieves.
6      Sam
hates people telling him What to do. 7 Maria writes the 'Fifi Fairy' books. 8
Jack should make an apology.
Form sentences using the passive.
           I I think there's
somebody behind us. (we/foltow)
 We
are being
2       He's very angry. (hate/keep waiting)
3       It's private parking. (parking/not
allow)
4       This is very serious. (something/need
do/ immediately)
5       Please go now. (I want/leave alone)
agent) not needed?
Snakes Predict
EARTHQUAKES!
Scientists in
China have discovered an unusual way of predicting earthquakes - snakes!
Experts are observing snakes at local snake farms to see if their behaviour
changes before an earthquake. The scientists link cameras to a broadband
Internet connection. They believe that the snakes can sense earthquakes from
120 km away, three to five days before they happen. They abandon their nests or
even smash into walls to escape. Because frequent earthquakes strike China,
scientists must find a reliable method of predicting them to avoid the terrible
injury and loss of life that they cause.
Study the table below and say how
personal and impersonal passive constructions are formed. Then, turn the
sentences (1-7) into the passive, as in the example.

Personal

Impersonal

They think
  that she is very ill. They say that he was a genius.

She is
  thought to be very ill. He is said to have been a genius.

It is thought that she is very ill. It is said that he was a genius.

I They
believe that she is resting at home.  She is believed to be restinQ at
home.
!t is be!ieved that she is resting at home.
2
The newspapers report that the doctor made a mistake in the diagnosis.
3
Scientists expect the
tsunami to hit at 8 am.
4
They know that she has a difficult character. 5 They say that a monster
lives in a lake in Scotland.
6 They
believe that Andrea was treated very badly. 7 Doctors think that the number of
cases of asthma is rising.

5      Madeline
will ask Mike to take her to the dentist.

                 causative              Grammar
Reference
Match the
sentences (a-b) to the pictures (1-2). Which of the sentences means that
someone is doing something for someone else?

6      Sam
asked the doctor to look at his injured leg. 7 1'm going to convince Sarah to lend
me her jacket.
Dependent prepositions *Grammar
Reference
Fill in: of, in, for, from, to. Check
in Appendix I. Make sentences using the phrases.
I Jo has been
complaining . .. . . back pain.
2      She's allergic .. . .. cats.
3      It took him ages to recover . .. ..
the accident.
4      We heard Mike was involved . . an
accident. 5 Pete had to be treated ... .. exhaustion after the expedition.

a Tony is cleaning

b Tony is having

his cut.

his cut
  cleaned.

                                                                                6
Nancy! You're covered            red spots!

made Helen .. ... . .. after the party.

Frank's mother made him go to the dentist.
(insisted)

2

They reported that three people
  were killed

Michelle got her friend to do her
  homework for

in the accident.

her. (persuaded)

have Three
  people were .            in the accident.

Mary had her brother collect her from the station.

3

They have knocked down the old
  factory at

(asked)

last.

John persuaded Ann to see a doctor.

been The old factory . . . .... . at last.

Julie insisted that Tony have a blood test.

4

She
  arranged for a tow truck to collect her car.

The scientist asked his assistant
  to tidy up the laboratory.

had       She . .. . . . a tow
  truck.

The nurse managed to convince the
  patient to

5

They will perform the operation tomorrow.

swallow the medicine.

be The operation . .. . ... .
  tomorrow.  Grammar Check 4

Write sentences in the causative,
  as in the

Fill in: on, away, into, through,
  ahead.

example.

Check in
  Appendix 2. Make sentences using

I

A nurse took off Sean's cast this
  morning.

I

them.
Dan didn't want to go         the
  details of his

2

The doctor is examining Sarah's hand.
  Sarah

2

illness.
  (discuss in detail)
He went .                  two
  painful operations after

3

Greg's mum
  will shorten his jacket. Greg

the accident. (experience)

4

A hairstylist is going to do
  Sylvia's hair for the wedding. Sylvia .

3

wish this awful headache would go                                                                               (disappear)

5

My mum put a bandage on my ankle. I
  .... . . ..

4

If you go .      . driving without
  wearing your

6

Liz has just been to the optician's for an eye

glasses, you
  will have an accident. (continue)

test. Liz . .... . .

5

Pat decided not to go                      with
  the

7

Someone comes to mow our lawn once a
  week.

operation. (proceed)

8

Someone had repaired the roof before they moved in. They .
  .. . . . .

Sentence transformations

l Complete the second sentence so that it

Make/get/have

means the same as the first. Use the word in bold. Use two
  to five words.

Phrasal
verbs (go)
Read the examples. Then rephrase the
following using have, get or make. I Helen insisted that Bill drive after the
party.

What do you know about Mark Twain? What else would you like to know about
him? Think of two questions. Read the biography to check if your questions are
answered.
Mark Twain
(1835-1910)
(born Samuel Langhorne Clemens) was
born in Missouri, USA. He was the best-known American author of his day. He
grew up in a port town on the Mississippi River that became his inspiration for
the town of St Petersburg in his most famous works, The Adventures of Tom
Sawyer (1876) and The Adventures of Huckleberry Finn (1884).
The Adventures of Tom Sawyer is a tale about an exciting series of events
in the life of Tom Sawyer and his friend Huckleberry Finn. They include
witnessing a murder, finding treasure and getting lost in a cave.
Read the
text carefully and choose the correct answer A, B, C or D for questions 1-6.
I How did Tom find his
way out of the cave?
A      He
felt his way along the tunnel until he found the exit.
B      He followed his kite-line.
C      The
sound of the Mississippi River guided him.
D     He saw a light at the end of a
tunnel.
2     At first, Tom couldn't convince Becky
to follow him out of the cave because she A was angry with him. B had lost all
hope.
C     was
afraid of dying.
D    was too
confused to understand him.
om lay upon a sofa with an eager audience about
him and told the story of the wonderful adventure, putting in many
striking additions; and closed with a description of how he left Becky
and went on an exploring expedition; how he followed two avenues as far as his
kite-line would reach; how he followed a third to the fullest stretch of the
kite-line, and was about to turn back when he glimpsed a far-off speck that
looked like daylight; dropped the line and fumbled toward it, pushed his head
and shoulders through a small hole, and saw the Mississippi rolling by! And if
it had only happened to be night he would not have seen that speck of daylight
and would not have explored that passage any more! He told how he went back for
Becky and broke the good news and she told him not to bother her with such
stuff, for she was tired, and knew she was going to die, and wanted to. He
described how he laboured with her and convinced her; and how she almost died
for joy when she had groped to where she actually saw the blue speck of
daylight; how he pushed his way out at the hole and then helped her out; how
they sat there and cried for gladness; how some men came along in a skiffl
and Tom hailed them and told them their situation; how the men didn't
believe the wild tale at first, "beœause," said they, "you
are five miles down the river below the valley the cave is in" — then took
them aboard, rowed to a house, gave them supper, made them rest till two or
three hours after dark, and then brought them home.
3     The first people that Tom and Becky
saw when they emerged were surprised that
A     they
had managed to survive for so long without food.
B      they
had travelled so far from the mouth of the cave.
C      they
were passing by when the youngsters emerged. D the searchers hadn't managed to
find them.
4     Which of the following is NOT true
about Tom and Becky during the week after the escape?
A     They felt worse before they began to feel
better.
B      It
took Becky longer to get better than Tom.

D They had both made a full recovery by
  Sunday.

C      Tom
wasn't completely better when he went into town.
Before
sunrise, Judge Thatcher and the handful of searchers with him were tracked out,
in the cave, by the twine clews2 they had strung behind them, and
informed of the great news.
Three
days and nights of hard work and hunger in the cave were not to be shaken
off at once, as Tom and Becky soon discovered. They were ill all Of
Wednesday and Thursday, and seemed to grow more and more tired all the time.
Tom got about, a little, on Thursday, was down-town Friday, and nearly as whole
as ever Saturday; but Becky did not leave her room until Sunday, and then she
looked as if she had passed through a wasting illness.
Tom
learned of Huck's sickness and went to see him on Friday, but could not be
admitted to the bedroom; neither could he on Saturday or Sunday. He was
admitted daily after that, but was warned to keep quiet about his adventure.
The Widow Douglas stayed by to see that he obeyed. At home Tom learned of the
Cardiff Hill event; also that the man's body had eventually been found in the
river near the ferrylanding-3; he had drowned while trying to
escape, perhaps.
About a fortnight4 after
Tom's rescue from the cave, he started off to visit Huck, who had grown strong
enough, now, to hear exciting talk, and Tom had some that would interest him,
he thought. Judge Thatcher's house was on Tom's way, and he stopped to see
Becky. The Judge and some friends got Tom talking, and someone asked him
ironically if he wouldn't like to go to the cave again. Tom said he thought he
wouldn't mind it. The Judge said:
"Well,
there are others just like you, Tom, I've not the least doubt. But we
have taken care of that. Nobody will get lost in that cave any more."
"Because I had its
big door covered with iron two weeks ago, and triple-locked - and I've got the
keys." Tom turned as white as a sheet.
"What's the
matter, boy! Here, run, somebody! Fetch a glass of
The water was brought
and thrown into Tom's face.
"Ah, now
you're all right. What was the matter with you, Tom?" "Oh, Judge,
Injun Joe's in the cave!"

t type
of small boat 2 strings 3 place where people get on/off
the ferry 4 two weeks
5
Tom
didn't tell Huckleberry Finn about his adventure at first because
A
he
had to keep it a secret.
B
he wasn't
allowed to visit him.
C
he
was told not to.
D
he
didn't want to hear it.
6
Judge Thatcher
threw water in Tom's face to
Listen and read the text again. Match
the words in bold to their meaning, then explain the meaning of the underlined
phrases.
•
found • let in
• extent • bring
•
took
by boat • called • hung
•
pushed under
water and died
•
struggled
• caught sight of
Fill in the gaps in the sentences (1-7) with the
different ways Of moving, then mime their meanings. How did Tom and Becky move
through the cave?
Ways to move
fumble /fnmbel/ (v) feeling your way when you can't
see crawl /kral/ (v) move on hands and knees creep /krtp/ (v) move quietly and
slowly dawdle /dadl/ (v) walk very slowly sprint /sprrnt/ (v) run extremely
fast wander monde/ (v) walk without a particular destination stomp /stomp/ (v)
walk with heavy steps to show anger
I
With a final burst of energy, Mike . towards the finish line.
2
Tom turned
around and angrily
out of the room.
3
Sue's baby is .
. already. She'll be walking soon!
4
Don't
   Jane! We'll be late!
5
out
of the room so that I didn't wake Sam up.
6
After the
lights went out, I had to ........ my way across the room.
7
I love    around
flea markets.
You never
know what you will find!
Writing

A
make him
say where someone was.
B
punish him for
going into the cave.      5Imagine you
C
dissuade
him from going into the cave again.          are Tom or Becky. Write a short
D
help
him to recover from shock. diary entry about your time in the cave. Read it to
your partner.
Find examples of
different tenses in the story. Explain their usage.
Stories
What does
a good story consist of? Read the theory box to check.
Stories describe a series of real or
imaginary events that happened to either ourselves (first person narrative) or
to other people (third person narrative). A good story should consist of:
a) a
beginning that sets the scene (who, where, when etc.) and attracts the
attention of the reader.
b) a main body describing the sequence
of events.
c) an ending that ends the Story and
refers to people's moods, reactions, feelings etc. Stories are written using
past tenses and are written in a personal, informal style. We can include
detailed, chatty descriptions and direct speech to make them more lively.

šAn Amazing Rescue
On that windy autumn day, Greg Gibson, a member of
  the helicopter rescue unit with the US coastguard, had just started his
  shift. He was drinking a steaming hot cup of coffee when a distress call came
  in.
A freighter with a crew of 26 onboard had run aground in
  the Bering Sea. Two helicopters including Greg's and a coastguard boat
  started a rescue operation to save the crew of the sinking ship. The sea was
  rough and strong gusts of wind rocked the helicopters, but despite the
  terrible weather, the rescue mission was going like clockwork and 18 people
  were quickly airlifted to safety. The helicopters refuelled and went back to
  pick up the final crew members, but just as the second chopper was ready to
  return something awful happened.
A gigantic wave hit the ship and sent a huge wall of water
  up into the air. Greg and the other rescue workers watched in horror as it
  swallowed the helicopter and sent it crashing into the sea. Greg leapt into
  action instantly. "Quick! Let's get them out of here!" he yelled.
  Hovering 150 feet above the water, Greg lowered the rescue basket with such
  accuracy that he was able to collect the survivors from the stormy sea
  without wasting a single second.
After an exhausting few hours, everyone was safe and sound and
  recovering in hospital. "I'm glad that's over," Greg said and he
  and his crew were relieved that they were all back on dry land and their
  friends and co-workers were alive. A few months later, Greg was awarded a
  gold medal in recognition of his skilful and brave performance under
  pressure.

(Paragraph pian
Beginning           Main
Body          Ending Para I     Paras 2-3               —Para 4 set the scene  develop
the       end the story story, describing  and describe the events in               the
the order they          consequences, happen               people's feelings
etc
Look at the picture and read the title of the story and the
first paragraph. Where does the story take place? Who do you think is/are the
main character(s)? What do you think might happen?
Listen, read and check.
 Read again and answer the questions in pairs.
1      Which
paragraph sets the scene? How?
2      What is the climax event and what
happened before it?
3      How
does the story end?
4      How does the writer begin/end the
story in an interesting way?
Narrative techniques

 Read the theory box, then find

Read the theory box, then find
  examples of some of the

the words in the model which show the sequence of events

different
  narrative techniques used in the story in Ex. 2.

in the story. Suggest
alternatives.                                                There
are different narrative techniques that you can use to liven up your story.
These include:
using a
variety of more complex adjectives and adverbs To describe the events in a          The
terrified man started to shake uncontrollably.
story in
chronological order, avoiding simple verbs e.g. ate, walked, said, looked. Try
to use a variety of linking/sequence use more descriptive, complex verbs
instead e.g.exclaimed, words such as: first/at first, threatened, promised,
shouted, stared, dashed, gobbled.
then/next, after/before, finally/in
using your senses (sight, smell, touch, sound, taste) The the end/eventually,
within leaves crackled under my feet as I walked.
seconds/immediately, no sooner . . .
• • using alliteration, or the repetition of a sound at the than/hardly when,
just as . . . , beginning or ending of words in a sentence He finally got
while, by the time ... etc. home, safe and sound at last.
using metaphors/similes to make a
comparison between two things He was as thin as a rake (simile), she has a
      List the events below in the                      heart
of stone (metaphor).
order they happened, then use using
present or past participles to make longer, more them to tell your partner a
sophisticated sentences Shaking with cold, he wrapped a summary of the story.
Include blanket around himself; Terrified, she ran away as fast as appropriate
sequence words. she could.
• Hyperbole after what seemed like an eternity..., he was so a C]
Greg rescued the survivors hungry he could eat a horse.
one at a
time.  use phrases which illustrate the characters' feelings the b  A distress
call came in.            tittle girl giggled with delight (shows happiness).

 C] The helicopters refuelled and
  returned.

d        A huge wave hit the ship.

Adjectives/adverbs

e            The
  rescue mission was going

 Find the adjectives that have been
  used to describe the

well.
f [2 The
  rescue operation started.

6 nouns below in the story. Suggest alternatives.

g             Greg
  started work.

• coffee • weather • wave • sea •
  rescue

h The helicopter crashed into the sea.

• performance

 [2 Greg was awarded
  a medal.

 Complete the sentences with the
  correct adverb from

j C] The survivors went to hospital.

the box
  below.
• angrily • reassuringly •
  anxiously • unbelievably

C Read the story on p. 72 again.

• nervously • eagerly • happily

Find examples of

I She hurried . to the bus stop, worried that the bus would
  have left.

• detailed chatty descriptions

               2
  George shouted                   at
  the students, his face turning

• direct speech

red.
3
  Sally walked .
  . .. . . .. onto the stage, trying to remember her lines.
4
  Realising how nervous I was, the doctor smiled ..... .. . at
  me.
5
  Jane nodded . . when I suggested going to the beach.
6
  He was .....
  ... tired at the end of his long day.
7
  The girls
  laughed and joked .          . on their way home.

Senses
Read the paragraph and find the words/phrases related to the senses.
Which senses do they describe?
I felt the cold, stony ground under
me as I lay motionless waiting for help to arrive. My heart was thumping wildly
and my head was throbbing with pain. Suddenly, an ambulance screeched around
the corner, lights flashing and siren wailing. The last thing I remember before
I lost consciousness was a strange ringing sound in my ears and the salty taste
of blood filling my mouth...
Verbs
a Write the verbs in the correct
space in the table, then try to add some more of your
own.

threaten       crawl   yell glimpse    giggle
grin       exclaim           grasp   stumble snatch roar
           grab
beam              whisper                                   dash
stare              rush swallow     gobble
munch   peer

look/see

walk/run

say

glimpse

smile/laugh

eat

take

Complete the
sentences with a suitable verb from Ex. 8a. Sometimes more than one answer is possible.
I "If you come any closer, I'll kill you!" , he .
2
She . nervously as Matt took her hand.
3
Suddenly, the man . ... . ... my bag and ran.
4
She . ... . ...
the last of her breakfast as fast as she could.
5
"I
said be quiet!" , the teacher .
6
John .        .
cheerfully as he skied down the mountain.
7
The strange woman was . at me from behind a tree.
8
We across the
dark field, trying not to fall over in the dark.
9
"Shh! Don't
make a sound!" , John ... .... . .
10    . to the shop, determined to get
there before it closed.
Improve the extract below by replacing the words in bold with
more vivid/descriptive words. Use a dictionary and the ideas in Exs. 6 & 7
to help you. Compare with a partner.
"Be careful!" my mum said happily as I left on that
nice Friday morning, just like she always did. I walked fast towards the bus
stop, happy about the nice day ahead. I had just arrived at the busy bus stop,
when suddenly I saw a motorbike coming towards me! There was a loud noise and I
went up into the air before falling down onto the ground...
Alliteration
Match the words in
columns A and B, then use the alliterative phrases to complete the sentences
(1-6).

the wait and learn free for joy as rain the
    merrier

live jump the more

            I Greg .            .
when he heard the good news.
2
. to help yourself to a sandwich, Ann.
3
Why don't you
invite Tim to the picnic, too.
4
I couldn't
believe they had cheated me.
"Well, you ........!", my
mum said.
5
You'll feel as
... .. . . . in a few days.
6
The delicious dinner Mike cooked was .. . . .
        Similes
I l Fill in: a dog, a
sheet, day, a lark, a flash, a sieve.

I Matt was as happy as . that day.

. as he left school

Jo looked as white as .

"Are
  you OK?"

       2
I asked.
3     "You've got a memory like" Emily joked.
4     As quick as . .. .. . . ., I dashed
across the road.
5     I was as sick as           the whole
of the next day.
6     There was my missing ring, as plain
as .
Metaphors
Read the sentences and match the
metaphors in bold with their meanings:
went
quickly & with a lot of noise explain unable to move extremely upset came
to my notice unhappy expression
I I lost my
grandmother's ring and I was heartbroken.
2      Sally thundered angrily into the
room.
3      "Why the long face?" , I
asked.
4      Can you throw some light on the
problem?
5      Suddenly, a letter on the table
caught my eye. 6 I was frozen with fear.
Participles
13 Join the sentences
using present or past participles, as in the example.
1 They were huddled
around the fire. They finally felt warm again.
 Huddled around the fire, they finally felt warm again.
2      He was gasping for breath. He tried
to tell Anna what had happened.
3      She
was annoyed. She got up and left the room.
4      She
was exhausted. She sank down onto the
5      We were shivering with cold. We
pulled our coats tighter around us.
6      She
glanced down at her watch. She realised she was going to be late.
7      I was worried. I decided to try
calling Sylvia one more time.
Hyperbole
Replace
the words in bold with the  words/phrases below to make sentences using hyperbole.
•  ages
• about to burst • snap my head off
•  he was talking to the wall • a ton
•  my heart was in my
mouth
I This book
weighs a lot.
2      I haven't seen Richard for a long
time.
3      You don't have to speak so angrily to
me.
4      He felt like no one was listening.
5      I've eaten so much I'm feeling very
full.
6      I was very afraid as I opened the
door.

Feelings
1 5 Rewrite the sentences using the words in brackets to express
feelings, as in the example.

forest floor.

Beginnings/Endings

the questions.

I

Who
  will read each story?

Ways to start a story

2

What
  will each story be about?

• creating atmosphere by
  describing the

3

Who could the main
  characters be?

weather, people, setting the
  scene

4

How
  many paragraphs will you write and what

•   using direct speech
•   expressing someone's feelings or
  mood

will
  you write in each?

Ways of ending a story

Your
  teacher has asked you to write a story

•   using direct speech
•   asking a rhetorical question,
  that is a

called 'Trapped!' Write your
  story (120-180 words).

question
  that needs no answer

B

You have
  decided to enter a short story

•
  describing others/your feelings, mood

competition
  in a magazine. The story must

•
  creating suspense/mystery

end with
  the sentence: 'What a miraculous escape!' Write your entry for the
  competition

6 a Read the possible
  beginnings

(120-180
  words).

and endings of a story

.1-

entitled
  'Lost in a Blizzard'.

Choose one of the
  rubrics and write your

Which
  (A or B) are the most interesting? Why? Which

story. Follow the steps
  below.

techniques
  do they use?

Steps
  for writing stories

Beginnings

Decide

Discuss
and write
Work in pairs. Read the rubrics, underline
the key words, and answer
e
when & where the story takes place
A
Do you know, when you just have a feeling deep who the main characters are
& what they are like down inside that you have made a terrible mistake? •
your basic plotline (make a list of the main Well, that day, high up in the
mountains, I couldn't events in the order they happen) help feeling anxious
that we had made a terrible what your climax event will be mistake leaving the
main mountain path. "Are you • what you will include in each paragraph
sure you know the way back?", I shouted to Tom, • how the characters feel
in the end uneasily, trying to be heard above the howling wind. Write
•
an interesting
beginning that sets the scene and B I thought it was a bad idea that we had
left the main attracts the attention Of the reader mountain path. I asked Tom
if he knew the way back, • a main body that describes the development of but I
didn't know if he had heard me. your story
•
an
ending that will leave a lasting impression on
                       2
Endings                                                                                your
reader
                   In the end, I was lifted into the
rescue helicopter. The                        Check that
rescue workers still
hadn't found Tom. I didn't know your Story has a clear beginning, main body and
if I would ever see him again.   ending
As I was lifted into the rescue
helicopter, my eyes • you have used appropriate tenses throughout filled with
tears as I thought about Tom still out • you have included appropriate
linking/sequencing there, shivering with cold and totally alone. Would words
                           I ever be able to
forgive myself for leaving Tom? • you descriptive have i.e. used more language
complexthat is vivid and
Would I ever see him again? you have made
use of some narrative techniques such as similes, metaphors, alliteration etc b
Write an interesting beginning and ending you have included some direct speech
to liven for a story entitled 'Disaster at Sea!' up your story
                                          Exchange
with a partner and evaluate each                           • your spelling,
punctuation & grammar are correct
other's
work.
76
Florence Nightingale — The
Lady with the Lamp

a
Look at
the picture Of Florence Nightingale and read the letter she wrote. What was
this woman's profession and what is she describing?
b
Why do you think
Florence was called 'The Lady With the Lamp'? Read the main text to check.
C Explain the meaning of the
underlined words. Use a dictionary.
2 RNE Read the text again
carefully,
then complete the gaps (I -10) with derivatives of the words in brackets.
C.) Read and listen to
the text again. Make notes under the headings, then talk about Florence
Nightingale.
• place/ date of birth
• early years • later years
• achievements • date of
death

THtNK!

How important was Florence Nightningale's work? In three minutes write a
few sentences on the topic.
Portfolio: In
groups, find information about a person who has helped improve conditions in
your country for the school magazine.

Barrack Hospital, Scutari
14th November, 1854
Not a sponge,
nor a rag of linen, not anything I have left. Everything is gone to make
pillows and shirts. These poor fellows have not had a clean shirt nor been
washed for two months before they came here, and the state in Which they arrive
from the transport is literally crawling. I hope in a few days we shall
establish a little cleanliness. But we have not a basin, nor a towel, nor a bit
of soap, nor a broom - I have ordered 300 scrubbing brushes. But one half of
the barrack is so out of repair that it is impossible to use a drop Of water on
the stone floors, which are laid on rotten wood, and would give our men fever
in no time.
lorence Nightingale was born in 1820
to a rich family. Her parents expected her to marry and have a family. But
Florence did not want a 1) ...... (mean) life. She wanted to help the sick and
the poor. 2) ...... (event), she persuaded her father to let her become a
nurse.
In i854, England, France and Turkey went to war against Russia (the
Crimean War). Reports began to reach England of the 3)
(terror) conditions soldiers were suffering in the army
hospitals. Florence volunteered to go and help. When she arrived, she found
thousands of ill and wounded soldiers living in filthy conditions. The
hospitals were 4) . (crowd) and unventilated. Soldiers lay without
proper food, bedding and 5) ...... (cloth). There was a lack of basic medical
supplies like bandages and medicine. Rats and sewage filled the hospital
corridors. Soldiers were dying in the thousands, not from their wounds but from
the unsanitary conditions. Florence cleaned up the hospital, made sure
the men were fed 6) ...... (proper), and saw that supplies were available. She
worked almost around the clock looking after the soldiers.
Florence soon became known as 'the Lady with the Lamp' for her 7) ......
(dedicate) to caring for her patients. News of her hard work in Crimea filtered
back to London. She became a celebrity. By the time she arrived back in London,
she was the most 8) . (fame) person in Britain after Queen Victoria.
After the war, Florence continued to work to improve conditions in
hospitals. She even established a school for nursing and wrote an 9) ......
(influence) book on the profession. She also became an important 10) ......
(consult) on health issues. In fact, it was her work after the war that changed
medical care forever.
In her later years, Florence suffered from ill health. She died in 1910,
at the age of ninety.
In 1666, London was a city just waiting to burn. Narrow streets were
overcrowded with buildings. Open fires and candles burned inside homes and
businesses. A long hot summer had just I) . . to an end, and the wood-built
city was bone dry. On the evening of Saturday, 1st September, Thomas Farynor,
baker to Kng Charles Il, went to bed without properly putting out the fire in
one of his ovens. Sometime after 1 am on Sunday morning, a spark from the
fire's embers ignited some straw on the bakery floor. Flames quickly engulfed
the house in Pudding lane. Neighbours attempted to put out the fire, but the
flames were 2) ........ fierce. The fire began to spread.
At 4:00
am London's mayor, Sir Thomas Bloodworth, was woken up. He was advised to have
all the neighbouring houses demolished, as this would stop the fire spreading,
but the Mayor refused to give the order. He paid 3) for this decision. By early
morning, three hundred houses were on fire and winds from the east were causing
the fire to spread with frightening speed.

1 a C) Look at the picture and listen to the rhyme. What do they tell us
about the Great Fire Of London?
How do you think the fire started and why did it spread so quickly? Read
the first paragraph of the text to find out.
Read the
text, then choose the best word (A, B, C or D) for each gap (1-7).
1 A come B
turned C reached D brought

2 A more B too

C a lot

D very

3 A greatly B badly

C highly

D dearly

4      A In           B Until

C Over

D Across

5 A heavy B big

C strong

D hard

6 A plus            B up
 Å arrrve B show

C added

D along

    re

4) the next three days and nights, the fire raged out of control. It took until
the evening of Wednesday, 5th September, when the 5) ........ winds finally
died down, to bring the fire under control.
When the fire was totally
extinguished on Thursday, 6th September, five-sixths of the heart Of the city
had been destroyed. Over 13,000 houses, 87 churches and 4 bridges, 6) ........
with many important buildings, such as St Paul's Cathedral, were gone.
Astonishingly, however, it is thought that fewer than ten people died in the
blaze!
If you visit London
today, you can see a tall column  called The Monument — commemorating the
Great Fire. It stands at 220 feet tall — the
distance from its location to the site of Thomas Farynor's bakery — so if it
fell over in the right direction, it would 7) — to the exact spot where the
fire started!
Listen and read the
text again. Explain the meaning of the words in bold. Use a dictionary.
Use the text to write a timeline of
the main events during the Great Fire of London. Use your timeline to give the
class a summary of what happened.
 Saturday, 1st September (evening): Thomas Farynor (baker) forgot to put
out the fire in one of his ovens.

D direct

Portfolio: Imagine you lived in
London in 1666. Write your diary entries for the days of the fire.
Clean water is our most
precious resource, yet every day we dump about two million tons of waste into
the world's rivers, lakes and streams. This not only spells bad news for the
animals and plants that live in them, but can also make humans ill when the
pollution floats down into the oceans that we swim in!
There
are several things we can do to restore our sick waterways back to health.
First things first, make sure you NEVER throw anything that could be toxic down
a drain or onto soil. Then, make sure that no litter, grass clippings or leaves
are allowed to get washed into storm drains, as they could end up seriously
harming aquatic creatures. Next, clean up after your dog!

Another way to reduce water
pollution is to reduce excess water runoff. You can do this by making sure that
your sprinkler is watering just your garden, not the pavement too! You can also
try sweeping, not hosing, your paths and cleaning your car with a bucket of
water instead of a hosepipe. Better still, take it to be cleaned in a car wash,
as they know how to dispose of waste water properly. Finally, try to use
products that aren't harmful to the environment, such as compost instead of
chemical fertilisers.

Portfolio: Use the picture and the text to give a
  two-minute talk

Basically, remember that anything that gets onto the ground can eventually
end up in a river, lake or stream! So, make sure you do not allow any chemicals
or waste to go on the ground or down the drain.

about water pollution. In the talk:
• explain why water pollution
is a problem
• give some examples of ways
that water is polluted
• explain how your audience
can reduce water pollution
Do you agree
with the statement? Discuss.
Green
We never know
the worth of water till the well is dry. (Thomas Fuller, 1732)

injured or

Contrary to popular belief,

bears (Ursus arctos) living in the

when a human encounters a

up to 90% of a brown bear's

mother bear with its cubs.

food is made up of vegetable

mountains and forests of Russia,

They are also more common

matter, such as berries, roots

which is the largest population

       in years 5) .......     At
  these

and fungi. However, they also

times they are forced to come

eat fish, insects, mammals

anywhere in the world! In fact,

into human settlements to

such as squirrels and deer,

this species of animal is so well

find food.

and an enormous amount of

The
  population of the

moths in the summer, 2)     .

known and loved in Russia that it

brown bear has declined

However, bears are not

was unanimously voted to be the

drastically in recent years

always the cuddly animals

because of poaching for skins

mascot for the 1980 Moscow

and fat. Every year, more than

People often don't realise

Olympic Games.

5,000 are hunted in Russia for

just how dangerous brown

their furs. Many are also killed

creatures 1) ....... They are huge
animals which have humans, they still kill ten people per year on average sharp
claws up to 15 cm in in Russia. Attacks only usually length, and weigh up to
700  happen, however, either kg. There are around 120,000 brown because a
bear is

that are commonly portrayed in
  cartoons and

D

because they are mostly solitary creatures

fairy tales

E

when there
  is a shortage of food in the wild

B

sometimes
  as many as 40,000 in a day

F

that bears commonly use

C

with fur varying in colour from
  cream to almost

G

who pay a lot of money to shoot brown
  bears for

black

trophies

bears can be. It is not unusual           by
hunters 6) ...... to see tourists in Russia walking along paths 4) . The Russian government
is considering Sometimes, too, villagers go out to gather berries new laws that
would ban the shooting of from bushes which are within a few metres of a brown
bears in the winter, as in some bear's territory.   areas they are already
extinct.
A
Choose the best word (A, B, C or D)
for each gap (1-7).

C) Listen and choose A ,
B or C for statements 1-7.
I             Megan tried to
give up smoking two weeks ago.
         A True                B False                C Not stated
2
Megan has tried two different therapies so far.
A      True  B False C Not stated
3
Jim started
smoking because of stress.
A      True  B False C Not stated
4
Jim hasn't smoked
for two years.
A      True  B False C Not stated
5
Jim stopped smoking because someone threatened him.
A      True  B False C Not stated
6
Jim still felt like smoking after his first session with the
acupuncturist.
A      True  B False C Not stated
7
In the end, Megan agrees to try the acupuncturist.
         A True                B
False                C Not stated

Give a two-minute talk on the medical
profession. Remember to say:
• which
jobs in the medical profession you consider to be the most important and why
(e.g. doctors, surgeons, ambulance drivers).
•
what the advantages and disadvantages of working in this profession
are.
•
if you would consider working in the medical profession and
why/why not.
• what medical care is like in your
country.
It was the
sound of the car brakes I) . that caught her attention first of all. The noise
stood out from all the other noises that crowded into her ears — the car horns
hooting, the sound of children's voices as they ran out of the school
playground, mothers calling their children, 2) to get them home.
Then, it felt
as if someone had placed their hands on her and forcibly made her turn around
and look. As soon as she did, her eyes 3) and her hands began to shake. Her
legs seemed frozen to the 4) . All she could do was watch 5) immobile, as if it
was all happening in slow motion, right there in front of her.
She opened
her mouth, but no sound came 6) ... Then came the dull thud as the car hit the
child, the shocked gasps of the 7) ....... and the roaring of the car as it
sped away.
A
shrieking C screaming B screeching D shouting
2
A restless    C
impatient
B      nervous D worried
3
A opened     C broadened
B      enlarged           D widened
4
A point        C
spot
B      place     D mark
5
A helplessly            C
pointlessly
B      uselessly D
worthlessly
6
A out           C
about
B      through  D
away
7
A viewers     C audience
B      spectators             D
onlookers
Comment on the following statement:
Many people think that medical care
should be free and available to all, whereas others believe that we should have
to pay for the medical services we use.
What is your opinion? Should we have to pay for medical care, or should it
be free? Write 120-180 words using the plan.

Para 1:

Introduction (state the problem)

Para 2:

Express your opinion and give reasons
  for it

Para 3:

Give arguments for the other point
  of view and explain why you don't agree with it

Para 4:

Draw a conclusion

Fill
in: peak; agonising, miraculously, crippled, bruised, stiff, streaming, rash,
allergic, internal
1
Tom
was battered and .. ... ... .. , but alive.
2
I think I must
be to something because my nose is running and my eyes are watery.
3
, the mountaineers made it safely off
the mountain after the blizzard.
 4 Jane sat in a draught, so she has
a . ... . .. . . . neck. 5 Henry felt fantastic when he reached the
. of the mountain.
6
Fortunately,
Kate had no . bleeding after her fall.
7
The
pain in his arm was . ... . . .... .
8 Oh dear! I've got a                    cold.
Atishoo!
9
He
was by the fall because both his legs were broken.
10
What is that
strange .       . all over your body? You should go to the doctor.

Fill
in the gaps with the correct passive form of the verbs in brackets.
I The wound must (clean) before you put a
plaster on it.
2      The Adventures of Tom Sawyer . .
(write)  by
Mark Twain.
3      Jane
         (see) by the doctor right now. 4 Luckily, the driver of the car (not/injure)
in the accident.
5
One day a cure .               (find) for cancer.
Points:
10
Complete
the sentences using the words in bold. Use two to five words.
I
The surgeon will do the operation tomorrow. be The operation .... . . . . ..
tomorrow
2
The
dentist cleaned her teeth.  had She . . by the dentist.
3
They have built
a brand new hospital in our town.

 been          A
brand new hospital ..... .. . . . in our town.
 4 There are reports that 10 people
died in the crash. have
Ten people are . .. .... ... in the crash.
5
She insisted that they go to the hospital.
        made        She
.          . to the hospital.
Points: 20 )
1
2
3
4
5

Paul was treated chiropractor.

back pain by a

Tony was involved
Match
  to form exchanges.

a terrible accident.
 Points:

You've probably got            a

 I hope not!

an
  infection.                      b

Would
  you?

You'll feel better in a

     Thanks!

few
  days.                          C

Don't worry. I'll

It
  could be chickenpox.

 be
  fine!

Can
  I make you a hot       d

You
  could be right.

drink? e
  Sorry you're not well.

I
  hope so.

I
2
3
4
5
1
2
3
4
5
Complete
the phrasal verbs with the correct particle.
I don't want to go .what my operation is for! Tom wants
to goWith
the plastic surgery. If you go .smoking, you will damage your
health.
Why won't this
toothache go
I
don't want to go .. ... . ... . pain like that again.
Points: 20 )
Fill
in the gaps with the correct preposition.
Jane
recovered . .. . . her illness very quickly. How long has Tim been complaining headaches?
Kim
is allergic .          . nuts.
(5X4Points:
My score: iðö)
talk about health, accidents & emergencies,
...
in English

Who are you?
Before
  you start ...
•
  When was the
  last time you got ill?
•
  Have you ever
  had an accident? What happened?
Look at Module 5
Find the
  page numbers for pictures 1-4.
Find the
  page numbers for
•   .a report
•   a quotation
•   a cartoon
Listen, read and talk about .
•
  homelessness
  types of houses problems in a neighbourhood
•
  Feng Shui
Tess of the d'Urbervilles by Thomas
  Hardy
•
  houses in
  Britain shanty towns green belts a neighbour's complaint

Learn how to .
•
  express
  annoyance
•
  agree/disagree
•
  make
  exclamations
•
  make assumptions
  Practise .
modals (probability, possibility, ability,
  necessity/obligation, lack of necessity, advice) phrasal verbs: do
  prepositional phrases related to home repairs idioms related to parts Of
  houses formal style linking words and phrases Write / Make / Have .
•
  a report making
  suggestions/ recommendations
•
  a short article
  about homes in your country
•
  a proposal for
  the city council
•
  a class debate
  about Green Belts

Reading
Have you ever seen someone sleeping in a shop doorway,
in a train station or on a park bench? Why do you think these people don't have
a home?
Read the title of the text and the
introduction.
What do you think Jasmine's life is
like? Discuss in pairs.

THINK!

B she would make new friends there.

a

Fill in: industrial, capital, cosmopolitan,

C she would get a job there.

overcrowded, historic, market, boom,
  shanty,

D life would be easier there.

new

3 She spent the first few nights

I

Manchester is a(n) . . . . . . city because there

A on the street.

are many factories and warehouses there.

B in a B&B.

2

York is
  a(n) .               . city because it dates from

C on a park bench.

71 AD.

D at a fixed address.

3

Newcastle
  was a(n) . . . . . . . town in the 19th

4 The buildings she occasionally
  stays in

century because of the mining
  industry.

A have plenty of room for the homeless.

4

Milton Keynes is a(n) . . . . . . . town that was

B are not used any more.

established in 1967.

C can be colder than the streets.

5

Edinburgh is the . . . . . .. city
  of Scotland.

D are used by others during the
  day.

6

London is
  a very .              . city with people from

5 Jasmine thinks the worst thing about being

7

lots of
  different cultures living there.
Dublin
  is a rather . . . . . . . city and housing is

homeless is

A having nothing to do. B the noise
  from the traffic.

8

scarce.
Preston is
  a famous                   town in the north

C asking for money from strangers.

of
  England with indoor and outdoor markets

D the cold weather.

open six days a week.

9

Fortunately,
  there are no . . . . . . . towns in

6 More than anything, Jasmine wants A a job.

Britain.

B her own home.

Make similar sentences for towns/cities in

C her
  self-confidence back. D to be taken seriously.

your country.

Listen and check.
Read the text and choose the correct answer (A, B, C or
D) to answer the questions. Explain the words in bold.
I Jasmine left home because A it was bad.
B      her parents died.
C      she
wanted to be independent.
D     she wanted to live with her friends.
2 She moved to London because she thought A her friends didn't want
her any more.

Vocabulary
5
Check these
phrases in the Word List. Use the phrases to complete the sentences.
squat office disused fully-furnished run-down well-fit
posh rough residential pedestrianised abandoned
I Always walk
on . ... . .. streets at night to be safe. 2 You can find houses in rough areas
of cities with high crime.
3      He
had no furniture, so he rented a . . house.
4      Wealthy
people usually live in a big . ... ... house 5 The council is
going to renovate this old . building and turn it into a youth centre.
6
In the industrial part of the city there are a lot of . . . .. ..
warehouses because businesses have moved away.
7
is a house where
people live illegally.
8
In the business
district there are a lot of huge . . buildings.

"I've been living on the streets ever since I was sixteen years
  old, when I ran away from my foster home. My parents died when I was very
  young so I went into foster care. It wasn't so bad but I wanted to make it on
  my own, I stayed on friends' couches at first, but eventually their parents
  grew tired of having me around. So, I caught a train to London, thinking that
  it would be easier to survive in the big city. How wrong could I be! I tried
  to find a job but no one would take me on without a fixed address. I slept in
  a cheap B & B for a few nights, but then my money ran out and I spent my
  first night in a sleeping bag on a park bench. I'll never forget how alone I
  felt that night. I lay awake, terrified and shivering with cold.
Living
  rough, you sort of go back and forth between temporary accommodation and the
  street. I spend the odd night in a hostel tor homeless people, and there are
  loads of squats around the city centre too. These are usually in abandoned
  houses, empty office buildings, disused warehouses, places like that. Usually
  you share a cramped little room with around fifteen others. Some of these
  people are drug addicts or alcoholics, and usually the room's filthy and
  there's no running water or electricity. But at least it's a roof over your
  head, which can mean the difference between life or death when there are
  sub-zero temperatures outside. On the streets, the cold eats into your bones.
  I have my

favourite doorways and I try to stick to busy, well-lit streets.
  Sometimes traffic fumes almost choke me, the noise is deafening and there's
  no privacy whatsoever. But that's a small price to pay for safety
So how do I
  survive? Well, the government gives people like me money, but it's barely
  enough to eat. I just about make ends meet by begging, selling The Big Issue*
  whatever I can really. I hate asking for money from people. Some take pity on
  me and toss me a few coins or buy me a sandwich or a hot drink. But most just
  rush past me and avoid looking me in the eye. They just want to get back to
  their posh houses in the suburbs, you know. Basically, you lose your
  identity, your dignity, everything, on the streets. It's so boring not having
  a job, having nothing to do during the day, until one of the soup kitchens
  opens in the evening. It destroys your soul.
I don't know what the future holds. Homelessness is a
  vicious circle that is very difficult to break out of. It's very hard to get
  work, because no one takes you seriously, and then you lose your confidence
  and your self-esteem and it becomes even harder. I'm on a council waiting
  list for a flat though. I want nothing more than to have a place of my own
  one day. A place that I can call home."
•a magazine sold by homeless people in the UK

9

I live in a quiet . . area in
the suburbs of a big city.
10
The shops in my
town are located in a . area where cars aren't allowed.
I l There
is often a lot of crime and poverty in a . neighbourhood, in a town or city.
Speaking
Which
adjectives best describe Jasmine's feelings? Give reasons.
• proud
• lonely • abandoned • confused
• excited • anxious • delighted
> A: I
think Jasmine feels lonely because she has no family or friends to help her.
7 00 Work in pairs. Take the roles of
the
journalist and Jasmine. Conduct your
interview. Record it.
Do you
agree with the statement below? Why?/Why not?

Words of Wisdom

Just
  living is not enough. One must have sunshine, freedom and a little flower.
Hans Christian Andersen (Danish author)

Are there similar problems where
  you live?

Expressing
    Annoyance

Agreeing/Disagreeing

It
    drives me crazy.
• It really gets on my nerves ,
It makes me angry. It
    really annoys me when ...
I just can't put up with it any more.
It's a disgrace!
It makes my blood boil!

Yes, it
    is really annoying/irritating/ awful/ridiculous etc. Yes, it gets on my
    nerves, too.
• That's a fair point.

Well, actually, I don't mind it.
It doesn't really bother me.

Listen to three people talking about
  things they find annoying in the place they live. What is each person's
  problem?
Idioms
Fill in:
  sink, path, drain, roof. Check in the Word List. Are there similar idioms in
  your language?
1
  This house is in
  a very bad state, but at least         Use the following ideas to discuss, as
  in the we have a ... . .. over our heads.        example.
2
  Look how big
  her suitcase is! She's taking everything but the kitchen .  I You see someone dropping litter
  on the 3 He tied about giving me my money back. He pavement.
really led me up the garden .   A: It really gets on my nerves
  when people 4 He wastes all the money you give him. It's like   drop titter
  on the pavement.

throwing money down the . . . .. . .
Everyday English
Expressing
annoyance
a C) Listen again.
Which of the phrases in the table did they use to express their annoyance?
B: Yes, it gets on my
nerves, too. Why can't they use the bins?
2      Your
neighbour's dog has fouled in front of your house.
3      You walk past an alley that stinks of
rubbish.
4      You have been asked to buy a pirate
CD/DVD while you are at a café.
5      You are on a busy bus/train squashed
up against other people.
Reading
a Read the first two exchanges in the
dialogue. Where does the conversation take place? What do you think Bob wants?
C) Listen and read to check.
Bob: Can I have a word with you for a minute,
please?
Tom: Sure. What is it?
Bob:
Well, it's about your rubbish bin actually.
Tom: What's the problem?
Bob: Well, I'm sorry to say this, but it stinks and I
just can't put up with it any more.
Tom: It's full of rubbish! What do you expect? Bob: You
could put your rubbish in a bag first; so it smells less. That's what I do.
Tom;
But bin bags cost money! It doesn't cost me anything to throw my rubbish
straight into the bin.
Bob: Yes. I appreciate that, but the smell is
offensive and very annoying. It drives me crazy!
Tom: I see. Sorry about that.
Bob:
Also, the smell attracts flies and other insects, so it could become a health
risk.
Tom: That's a fair point. OK. I'll use bin bags from
now on.
Bob: Thanks.
b
Read the dialogue again and answer the questions.
1 What is annoying Bob? 2 What is Tom's reaction to Bob's complaint?
3     What
does Bob suggest as a solution?
4     What is Tom's first reaction to Bob's
suggestion?
5     How
does Bob persuade Tom to do what he wants?
Speaking
Portfolio: Work in pairs. Your neighbour's
dog is keeping you awake at night. Act out a dialogue using phrases from Ex. 4.
You can use the dialogue in Ex. 5 as a model.
Listening for specific information Read the sentences and
underline the key words. They will help you familiarise yourself with the
content of the recording. This will help you do the task.
and choose the correct
answer for each question.
1 Jack has just moved in.
A True        B False C Not stated 2 Jane hasn't finished unpacking yet.
A True B False C Not stated 3 This is Jane's first home Of her own.
A True B False C Not stated 4 Jane hasn't got a car.
A True B False C Not stated 5 Jane has been driving a long time.
A True        B False C Not stated 6 Jane will buy a parking permit.
A True        B False C Not stated 7 The Greens own a dog.
      A True              B False           C
Not stated
Say it
right
Exclamations
 (I) Match the interjections to the
statements. Listen and check.
a
That's annoying!
b     Stop
that!
5 Ü0i!
b Use the interjections
to complete the exchanges.

B: I know. It smells
awful, doesn't it?
2      A:
I thought that car was going to hit us!
B: So did l..
3      A: When's the next bus into town?
B:
4      A:
Look! That boy is throwing his rubbish on the pavement. B: . Put it in the bin!
5      A: There are roadworks in the high
street again.
              B:               .
That means more delays!
Think of ten
new words/expressions you have learnt in this lesson. Make sentences using
them.

             Modal                      »Grammar
Reference

Read the text. Which of the
modal verbs in bold expresses: probability? possibility? ability?
necessity/obligation? lack of necessity/obligation? advice? prohibition?
Complete
the sentences with the correct modal verb in the appropriate form.
must/haveto
mustn't/can't don't have to/needn't should/ought to can/may could/might
can/could will/should can/would can/shall
1
You stop at a red
light. (necessity/ strong obligation)
2
You     park on
double yellow lines.
(prohibition)
3
You . drive when there is a good public transport system. (lack
of necessity)
4
. I give you a
lift? (offer)
5
We ... ... go to the cinema tonight. (suggestion)
6
...... you help
me carry the shopping? (request)
7
The new road .
reduce the traffic in the city centre. (future certainty)
8
The car ......
fit in that parking space. (inability) 9 People . walk their dogs in the park
as long as they clean up any mess. (permission)
10 They decide to move house. (possibility)
Il People walk in the town centre safely now that it has been pedestrianised.
(ability)
12
You ... . . . get a job away from the citv if you don't like living there.
(advice)
Rewrite the sentences
using an appropriate modal verb.
I It's a pity you didn't come to the Àarty.  You should have come to the pahty.
2
You have an obligation to me not to tell anyone.
3
I think it's a
bad idea to go out on        own.
4
It's prohibited
to turn right here.
5
I'm not sure if
Pete will come to the party.
6
It's possible that he is going to Greece in August.
7
It was a bad idea
to go out. The weather was awful.
8
It's possible
that Steve wasn't invited.
9
It's a good idea
to join a gym.
10     It's
against the law to ride a motorbike without a crash helmet.
Make
sentences for the following situations. Use appropriate modal verbs.
1     something you aren't allowed to do in
class > I mustn't eat in class.
2     something you were able to do as a
child
3     something
you are unable to do now
4     something
you think everyone should do
5     something
it isn't necessary to do on a Saturday
6     something
that is possible you will do tomorrow

didn't need
  to/have to = It wasn't necessary for something to happen & it didn't
  happen. There was no school yesterday so I didn 't need to wake up early.
  needn't have = It wasn't necessary for something to happen but it did happen.
  It was a lovely day yesterday so I needn't have taken an umbrella with me.
  (but I did)

Read the theory, then read the
situations and write sentences using didn't need to/have to or needn't have, as
in the example.
I It wasn't necessary for him to wash his
car yesterday as it rained during the night. > He needn't have washed his
car yesterday.

2 It wasn't necessary for Mike to catch the bus this morning as Tom
  promised to give him a lift. 3 We bought more food than was necessary.
4
  They had lots of tomatoes, so they didn't buy any.
5
  Angie cooked last night but we took her out.
Logical deductions

a Read the sentences. Say them in
your language.
I John has fallen asleep. He must be really tired.
(I'm sure he is.)
2      There's
no answer. She might/may/could be out.
(It's
possible that she is.)
3      That can't be Angie. She's got long
dark hair.
(I'm sure she isn't.)
4      You can't have finished that task
yet. You ohly started it an hour ago! (It's not possible he finished.)
5      Someone
let the cat out. It might/may/could have been Greg. (It's possible that it is.)
6      Her light's still on. She must have
been studying all night. (I'm sure she studied...)
Rewrite the sentences using must,
can't or might/ may/could.
1     I'm
sure Andy didn't do it.
> Andy can't have done
it.
2     I
strongly believe that James is telling the truth. 3 It's possible she has
forgotten about the party.
4      I don't think Kevin has left yet.
5      I'm
sure Mrs. Brown made these biscuits.
6      I don't believe that Adam is cheating
again.
C Make as many
assumptions about the pictures as possible.

> She must have got hurt!
Read the theory, then rewrite the
sentences (1-5) using an appropriate expression.

be supposed
  to should) expresses the idea that sb else expects sth to be done I'm supposed
  to hand in my essay tomorrow.
be to + infinitive must) expresses the idea that st) else demands sth
  They are to be there by one o'clock this afternoon.
be supposed to/be to express what st) expects about a previously
  arranged event The meeting is supposed to/is to start in five minutes.

I Jane wants me to pick up Sue from
school.
2      Mark
said he would call me yesterday.
3      John has told me to finish my report
by tomorrow.
4      1
should continue the medicine for a week.
5      My
mum says I have to clean my room today.
Dependent prepositions
Fitl in: at, of(x2), in, beyond.
Check in Appendix 1. Make sentences using the phrases.
         I We're really in need .      . a new fridge.
2     This cooker can't be fixed. It's . .
.... repair.
3     The flat was . . . .. . really bad
condition.
4     My school is within easy reach . ..
.. . my house. 5 Can you take a look             our central heating?
Phrasal verbs (do)
Fill in: without, up, in. Check in
Appendix 2.
1       Fixing that sink has really done me
.........!
(cause to become very tired)
2       We had to do . a washing machine at
first. (manage despite the absence of)
3       1'm doing . . an old cottage.
(renovate) your shoe lace, Anna! (tie)
Sentence transformations
Complete the second sentence so that it means the same as the
first. Use the word in bold. Use two to five words.
1      It's not necessary for you to come
with me. have You ... . . come with me.
2      It wasn't necessary to buy a new TV.
need He . . . .. buy a new TV.
3      I'm
sure that I left my mobile phone at home. must . my mobile phone at home.
4      I'm
sure Robert didn't steal the money. have Robert . . . . . the money.

Grammar Check 5

5      He
has probably arrived in London by now. should He . . . . . in London by now.

Have you ever heard of Thomas
Hardy? Can you name two of his novels? Read the biography and check.
Thomas Hardy
(1840-1928)
was born in Dorset, England. He
studied as an architect before he went to King's College in London. London life
didn't suit him, though, and he returned to Dorset five years later to devote
himself to writing.
Although Hardy was a gifted poet and
novelist, he did not have an easy start. He could not find a publisher for his
first novel, The Poor Man and the Lady in 1867, and he almost gave up writing
there and then. The next two were published under a different name and it
wasn't until 1873 that he got his confidence back and published under his own
name. Most of his novels are set in the semi-fictional county of Wessex and
describe his characters' efforts to overcome their circumstances and their
desires. Farfrom the Madding Crowd (1874), The Return of the Native (1878), The
Mayor of Casterbridge (1886) and The Woodlanders (1887) are some Of his novels
which are still loved and admired today for their colourful characterisation
and moral messages.
Tess of the d'Urbemilles (1891) tells
the story of a poor young farmer's daughter and the events and misfortunes that
shape her life. One day her Either finds out he has noble ancestry and her life
changes. She travels to Trantridge to ask for financial support from a distant
relative.
Look at the picture. Which words best
describe the house?
•  red colour •
greenhouses • forest land
•  pine trees • stables • huge lawn
•  evergreen oaks •
gravel driveway
How is this house related to Tess of
the d'Urbevilles? Read through to find out.

udy skills

Completing a text
Read
the text through once. Read the list of missing sentences. Read the text again
and try to match the missing sentences to the gaps. Remember to look for clues,
such as reference words (it, that, he). Read the completed text again to see if
it makes sense.
„ As Tess
grew older, and began to see how matters stood, she wished her mother hadn't
thoughtlessly given her so many little sisters and brothers, Her mother's
way of thinking was that of a happy child: Joan Durbeyfield was simply another
in a large family, waiting for help from fate.
Every
day seemed to throw upon her young shoulders more of the family burdens,
and that Tess should be the representative Of the Durbeyfields at the
d'Urberville mansion, was taken for granted.
Read again
and match the sentences (A-H) to the gaps (1-7). There is one sentence/ phrase
that you do not need to use.
 one of the few remaining ancient woodlands in England,
B
and now everything was the opposite of what she had expected.
C
when it was such a trouble to nurse and provide for them
D
Everything looked like money
E
In this case it must be
admitted that the Durbeyfields were putting forward their fairest family
member.
F
Tess thought this was the mansion itself, till
G
Tess still stood hesitating
hardly knowing whether to go on or turn back
H
It was more, far more; a
country house built for enjoyment pure and simple,
She got off
the vanl at Trantridge Cross, and continued on foot up a hill in the
direction of the district known as The Chase, on the borders of which, as she
had been informed, Mrs d'Urberville's estate, The Slopes, would be found. It
was not a manor in the ordinary sense, with fields, and pastures, and a
grumbling farmer, out of whom the owner had to squeeze an income for himself
and his family by hQpk pr by crook. with not an acre of troublesome land
attached to it beyond what was required for residential purposes, and for a
little fancy farm kept by the owner, and tended by a bailiff2. The
gimson brick lodge came first in sight, up to its eaves3 in thick
evergreen trees. passing through the side gate with some anxiety, and
onward to a turn in the drive, the house itself stood in full view. It
was built recently — indeed almost new — and of the same rich red colour as the
lodge. Far behind the corner of the house, stretched the soft landscape of The
Chase — a truly impressive area of forest land, where mistletoe was still found
on aged oaks, and where enormous yew trees had grown since their branches were
cut for bows. All of which, however, though visible from The Slopes, was
outside of the estate.
Everything on
this property was bright, thriving, and well kept — acres of greenhouses
stretched across the issued from the Mint4. The stables, surrounded
by Austrian pine trees and evergreen oaks, and fitted with every modern
appliance, were as dignified as a church hall. On the huge lawn stood an
ornamental tent, with its door facing her.
Simple
Tess Durbeyfield stood gazing in apprehension on the edge of the gravel
driveway. Her feet had brought her to this point before she had quite realised
where she was; •
"I
thought we were an old family; but this is all new!", she said, in her
innocence. She wished that she had not fall_n-jn so readily with her mother's
plans for "claiming kin5, " and had tried to find assistance nearer
home.
The
d'Urbervilles — or Stoke-d'Urbervilles, as they at first called themselves —
who owned all this, were a somewhat unusual family to find in such an
oldfashioned part of the country. Parson Tringham had spoken truly when he said
that Tess's father, John Durbeyfield, was the only real descendant of the old
d'Urberville family existing in the county, or near it. He might have added,
what he knew very well, that the Stoke-d'Urbervilles were no more d'Urbervilles
than he was himself. Yet it must be admitted that this family had a good basis
upon which to attach a name which sadly needed restoring to a good position.

grounds down
to the trees.
1 horse-drawn cart, 2 a
person employed to look after land by the landowner, 3 the lower
parts of the roof of a house, 4 place where official coins of a country are
made, 5 a family relationship

Match the underlined words and phrases with their meanings:
  red, agreed with, green, in any way whatsoever, force on a young person,
  elegant, where everyone can see something. Then, explain the words in bold.
Types of buildings

f a building
  where horses are kept g a glass building where plants are grown h a small
  building for keeping garden tools in

THINK!

Match the buildings to the
  definitions. Which ones are

and read
  the text again.Work

mentioned in the text?

in groups. Imagine Tess

mansion                                         5
  manor

nowadays.

cottage                                          6
  shed

•
  What could her problem be?

stables                                           7
  hall

 Where does she
  live?

lodge                                              8
  greenhouse

• What's her family like?

a a large country house dating from
  the Middle Ages including

• Who might she go to for help?

the land
  and buildings around it house

Present your story to the class.

 C) Listen
b a
very large c a small house at the entrance to the grounds of a large house d a
small house in the country e a large building used for public events
Saturday 1st December
Are you sick and tired of
Littlehampton's ugly, dirty streets? If so, join us for our cleanup day when we
will be not only picking up
litter

Reports (making
suggestions/ recommendations)
Read the extracts (A-C). Which of
them is/are from a report? What helped you decide? Read the theory box and
check.
Reports making suggestions/ recommendations are
normally written for someone in authority e.g. an employer, a teacher etc. They
normally contain some description of something e.g. what it's like in your area
and then present suggestions/ recommendations about future actions e.g.
improvements to something. Reports usually consist of:
•  information regarding who the report
is to and from, what its subject is and the date it was written in the top
left-hand corner.
•  a
short introduction mentioning the purpose and content of the report. (This
report was carried out to comment on . .. As requested, this report is to
comment on ...).
•  a
main body divided into sections, each with an appropriate heading, Short
sentences should be used to make the information easy to understand and ideas
should be linked with appropriate linking words/phrases.
•  a
conclusion in which you may summarise the main points, give a personal opinion
and/or include a reference to future action.
Reports contain factual information and are written in a
formal style (advanced vocabulary, factual, impersonal language, full verb
forms, passive voice, formal linking words/ phrases etc), usually using present
tenses.

92
and
cleaning graffiti off walls but also planting trees and flowers and
Lastly, you could hold a 'clean-up'
day in the neighbourhood in order to pick up litter and clean graffiti off
walls. In summary, I believe that the general appearance of the area will be
greatly improved if these changes are implemented.
Yours
sincerely,
LizBaker
The purpose of
this document is to suggest how the streets of Littlehampton could be made more
attractive for residents.
General Appearance
In general,
the streets of Littlehampton are dirty and unattractive. Firstly, there is a
lot of litter and graffiti.
SecondEy,
there is very little greenery.
Suggested
Improvements
There are a
number of improvements that could be made in order to..
Read the rubric and
underline the key words, then answer the questions in pairs.
•      Your
local council has been given a large sum of money by the government to improve
your area • in order to encourage more young professionals
: and
families to live there. Students at your
•      school have been asked by the head
master to
•      submit
reports, making some suggestions. Write your report.
1       Who
is going to read your report?
2       What will he/she expect you to do?
a say why the young people in your area don't like living there b suggest
ways to attract more people to your area c suggest improvements to your area to
make more young professionals & families want to live there d suggest ways
to create more jobs in your area
3       Which
of the following headings might you include in your report?
What To Do About The Houses Introduction

My Description Of The Area Beginning Housing
          General Environment
Conclusion            Facilities
What I Don't Like About My Area
a Read the model and
fill in appropriate headings from Ex. 3.
From:
Samantha Murray
To: Ron Taylor, Mayor of
Newtown Subject: Suggested improvements to the area Date: 22nd October
1
The aim of this
report is to 00 suggest ways of improving the Newtown area in order to
encourage more young people to live there.
2
There is a severe shortage
of modern, comfortable housing in the area. Therefore, it would be appropriate
to build some new apartment blocks to cater for young professionals and maybe a
new housing estate for families. Space for this housing could be found by
demolishing existing run-down buildings.
3

Some of the facilities in
the area should also be improved. Firstly, I would strongly suggest that the
council spend more money on the public transport network, so that people can
commute easily to work. Secondly, more public facilities are needed, in particular
a well-stocked library and a community centre offering activities and providing
information about events in the area. In addition, some of the funding could
also be used to create new playgrounds for children. Doing this would help to
attract families to the area.
4

Unfortunately, our area has
become quite run-down in recent years. In particular, there is a lot Of
graffiti on the walls and the streets are full of old broken-down cars and
litter. The cars should be towed away, the walls repainted and the litter collected.
Another suggestion would be for trees and flowers to be planted along the
footpaths in order to make the streets more attractive.
5

All in all, I feel that new housing, better public transport, more public
facilities, new parks and a cleaner environment would make good use of the
government funding. They would definitely make living in Newtown more
attractive to young professionals arid families.
b In
which part of the report does the writer: say what information the report will
contain? make suggestions/recommendations? say who wilt read the report? state
the purpose of the report? summarise the main points? offer a personal opinion?
say who wrote the report? Linking words & phrases
a Read
the table and find the linking words/phrases used in the model report. Suggest
alternatives.
To list points: FirstlY/To
begin with/ln the first
place;
Secondly/Also/Fudhermore; Finally/l-astly etc.

To make
Although/While/Despite the fact concessions: that... etc.
To
emphasise: especially/in particularlparticularly
etc.
To express cause
Therefore/For this reason.../By
& effect: doing this, we would/could.../Doing this
would.../ln this way, we would.../...so that.../...in order to...fThis (would)
mean(s) a result etc.
To make I (would) (strongly) suggest/ suggestions/ recommend.../lf we did
recommendations: do this.../One/Another suggestion would be to.../lt would be a
good idea to... etc.
Use appropriate linking words/phrases
to fill in the gaps in the extracts below. Sometimes more than one answer is
possible.
1      lots
of activities are organised at the community centre, they are poorly
advertised. , the centre is not being used as much as it could be.
2      that
pop concerts be held in the park in the summer there is something to interest
teenagers too.
3      , some of the windows on the first
floor are cracked. , the whole building badly needs repainting.
4      The entrance hall also needs
improving, .
the
old-fashioned décor and poor lighting.
5      repaint
the community centre in a more modern style. encourage more young people to
participate in activities.
Formal style
Use the words/phrases in brackets to
rewrite the sentences in a more formal style.
I Someone should do up the flats. (be renovated) > The flats should be
renovated.
2      I think this would make it a nicer
place for students to hang out. (Doing this would/ more appealing to students)
3      I want to suggest how to make my
school entrance hall better. (The purpose/report/ suggest improvements to)

Writinc;
  Sküis
Work in pairs. Read the rubrics,
  underline the key words, then discuss: Who each report will be to/from, what
  the purpose of each wilt be, what style you will write in, what possible
  headings you might include,

4      No one lives in some of the old
flats anymore, so they should knock them down. (uninhabited/ be demolished)
5      The last thing is, I really think
that they should have language classes at the community centre. (Finally/l
would strongly suggest/be held)
6      The library would bring in more
people who live in the area, if it had more books. (attract/ residents/larger
collection of books)
Read
the rubric and underline the key words, then read the student's answer and the
teacher's comments. Rewrite the report according to the teacher's instructions.
The warden of your
local park wants to make the . park more attractive and popular. Write a report
: making some suggestions on how the appearance
• of the park and its facilities can be improved.

Information

Subject: Suggestions
  for improving ;

incomplete.

Shipton Park
Introduction
I'd really like to tell
  you about the things J

Inappropriate

I've thought of to make
  the park better for

intro.
  Rewrite.

people.

To: Mike Stephens, Shipton Park Warden
Appearance
The
park is in need of more plants, flowers and trees. Therefore, I suggest that
more gardeners be employed by thÊ½ council. My dad has planted
lots¼t : Sal' flowers in our garden and it looks lovely. Also, there is
a lot ot litter in the park. done

doing
  up that

in the park. There is
  no children's

pass;ve

tree young man?

Missing
  or

.
  playground, so you should build one. You

this

inappropnate

could open a cafeteria
  and construct a

section,

headings.

small football pitch.

and add

Well, the sign

To sum up, I believe
  that these

\inking

says 'keep off

recommendations would
  improve the

the grass. '

park
  immensely and encourage more people to use it

phrases.

Playground

I
feel that you could improve the facilitiš
Use
the
how
you could begin/end each report.
The warden of the flats where you
live at university wants to improve them in order to make them safer and more
pleasant to live in. He has asked different students to write a report making
their recommendations. Writeyour report (120-180 words).
You
do an evening class at the local community centre. The director wants to make
the centre more popular with young people and has asked you to write a report
making some suggestions.
Write
your report (120-180 words).
a Read rubric A again, then read the list of
suggestions for improving a block of flats. Add two more ideas of your own,
then choose your favourite four or five.
I Redecorate and refurnish the interior in
a more modern style.
2      Renovate
the exterior of the building e.g. paintwork.
3      Install
security doors with intercom & burglar alarms.
4      Make communal areas more welcoming
e.g. living rooms, kitchens.
5      Employ security guards to guard the
building at night.
Brainstorm
for ideas for rubric B in the same way. Then choose either rubric A or B and
write your report. Exchange with a partner and edit each other's work.
What are
you

CORNER
I(òfÞe
SceeC Imagine living in a sweet little country house called
'Rose Cottage'
  or a huge Tudori -style house called 'Woodlands'. Sounds nice,
  doesn't it? Not all British people are I) . (luck) enough to live in houses
  as nice as these, but they do live in a wide range of houses that can be
  newly-built or up to 500 years old.

Detached &
Semi-detached Houses
A lot of British people
live in detached or semidetached properties. A detached house is not joined to
another. A semi-detached is joined on one side to another house. They are brick
houses built in 2) (vary) styles, They are made of either red or brown brick.
Some of the houses 3) (build) in Vctorian times between 1837 and 1901 were
large villas. The exteriors are like works of art with steep slate roofs,
stained glass panels in doors and windows, iron railings, tall chimney pots and
large bay windows2 . They also had basements and attics. This type
of house is often found in the suburbs, on the outskirts of a town or city or
in villages.
Most people who live in
or near town centres live in terraced houses. Most terraced houses were built
to house people who came to towns and cities to work in the factories and mills
during the 4) . (Industry) Revolution3 . Rows of houses were built
back-to-back and they were joined together to save space. Each row of houses is
a terrace and they only have two rooms downstairs and two rooms upstairs.
Flats & Council Houses
In inner-city
areas, you can often find huge tower blocks Of flats most Of which were built
during the 1950s and 60s. Some of these have been renovated and have 5)
(recent) become popular with wealthy young 6) (profession). Others are
council-owned or cheap-to-rent flats that were built after the Second World War
to replace houses that had been destroyed or to clear urban slums4 .
Also, in many cities and towns there are large council house estates.
A bungalow is
a house Which is only on one floor with no stairs. It may be joined to another
bungalow or it might stand alone. Some of them have an extra room in the loft5
. These are called dormer bungalows. They are 7) (usual) found in the
suburbs or in villages. 8) (retire) or elderly people often live in these
houses.
1 15th century. 2 window that
sticks out from the outside wall, 3 time of rapid manufacturing
growth in the mid 18th century, 4 areas where living
conditions are very bad, 5 the space between the ceiling and the
roof

What do you know about
British houses? What else would you like to know? Write three questions. Read
the texts and see if you can answer your questions.
Read
again and fill in the gaps (1-8) with the correct words derived from the words
in brackets.
 Q) Listen and read the text again. Explain the words in bold.
3      Imagine you have just returned from a
trip to Great Britain. Use the information in the text to give a two-minute
talk about British houses. Talk about:
     types        location      characteristics         cost
4      Portfolio: A British school magazine
has asked for some information about homes in your country. Write a short
article. Include: types, sizes, where they are (e.g. in the suburbs),

who lives in
them and what features they have.
Geography

GeoFactfile: Urbanisation in the Developing World:

Shanty Towns

What
  exactly is a shanty town?

A shanty town (or slum)
is an overcrowded community of rough huts or poor quality houses which have 1)
. . or no access to basic services like clean water and electricity. Shanty
towns are usually located on the outskirts ef9Jt1es.r— or on dangerous or worthless
land that wants. Since shanty towns are illegal, governments don't have to
provide the people who live in them with medical care, education, or other
basic services and rights.

Why do
they develop?

Every day,
approximately 180,000 people around the world move from the countryside into
cities. Some move to escape poverty or conflict, others are simply attracted by
the prospect ot a better life. Unfortunately, in many parts of the developing
world, governments have not 2) plans to cope with the vast numbers of people
arriving in their cities each year. In particular, they have failed to provide
decent and affordable housing. As a result, many end . living in terrible
conditions: shanty towns.

What is life like in a shanty town?

Unemployment
and poverty levels are high in shanty towns. Malnutrition and child labour are
common. Since shanty towns are overcrowded and usually without rubbish
collections, clean water or sanitation facilities (in the Kibera slum in
Nairobi, for example, 40,000 people share just 10 toilets), they are polluted,
filthy environments where disease 4) quickly, Also, the high level of poverty
often leads to organised crime and violence. However, these communities are
full of life and residents have a 5) community spirit.

Is
  anything being done?

International agencies are working
with governments of developing countries, and also residents themselves, to
improve the situation. For example, charities sometimes offer residents loans
so that they can set up businesses and 6) . a decent living. In Rio de Janeiro,
Brazil, the authorities have now officially accepted their country's shanty
towns as permanent and are providing them with electricity, water and other
amenities. But slum dwellers aren't just waiting for others to solve their
problems! In Thailand, slum communities have worked together to resolve
arguments over land and in some 7) gained legal ownership.
Look at the picture. What is a shanty
town? How can these words be related to it?
• overcrowded community •
basic services
• illegal • medical care • unemployment
• poverty • malnutrition • child labour
• clean water • disease • crime
• legal ownership
Read and check.
Read again and choose
the correct word (A, B, C or D) for each gap (1-7).
A few B
little C small D less 2 A done B put C made D had
3      A
up              B by       C WIth  D away
4      A
flows B covers      C spreads D catches
5      A
high          B deep  C heavy D strong
6      A win        B gain  C earn D have
7      A cases B matters C incidents D
examples Explain the words/phrases in bold.
(7) Listen and read the text again.
Answer the questions.
•    How were
shanty towns started?
•    What main
problems do people living in shanty towns face?
•    What can
be done to improve the situation?
Work in groups. Imagine you live in a
shanty town. Prepare a proposal for the city council to improve conditions in
the shanty town. Think about:

•    housing • sanitation • services
—Going

Look at the picture on the web page.
What could a Green Belt be? Green
Q) Listen to and read the web page to
check.

www.natureissues.uk

Edit                      Eavourites
1001s Help
Green Belts?
After
World War Il, town planners became • • by the way big cities were spreading
out. Lines of new houses stretched along roads until they reached a town or
village, swallowing it up into the big city. For this -7 reason, in 1955, towns
and cities were surrounded by 'Green Belts' or zones of land around urban areas
where all housing and other development is forbidden or severely • ' The
problem is... England's
Green Belts are now under threat! Thousands of square kilometres are
disappearing each year I for new housing estates, airports, roads and business
parks.
So... should Green Belts continue to be protected? Two of our readers,
Suzy and Tim, have just done a school project on them. Read what they had to
say before you make up your mind!

YES!
"l can't believe anyone

derelict

would want to see England's historic
towns and pretty countryside villages 'eaten up' by urban sprawl*! Why don't
city planners develop ugly land in urban areas instead? People's lives
their
cities. They provide opportunities for sports and other outdoor recreations,
and are visually pleasing. Who would rather look at a concrete jungle? Also,
these spaces provide habitats for
trees
and plants in these open spaces clean city pollution from the air too. We
should all any plans that will give our green belts to developers!"
*the spreading out of towns &
cities

FAST FACTS
-covering everyo regron.
•- Green Belts cover of England.
•  London's greenbelt is the largest
  at 5,133 km2. Established in 1938.
  it is also the oldest!
•  Development is also restricted in national
  parks & other areas ot natural beauty. Altogether.
  55% ot England's land is protected!

HAVE

Who (Suzy,
Tim or both) mention(s): that the country needs more of something? the
relationship between Green Belts and conservation? that some areas of Green
Belts are ugly? the effect that Green Belts have on pollution levels? Who do
you agree with the most? Why?
Match the highlighted words with their meanings: on the other side of,
disagree with/fight against, unused & in a bad state, limited, to create
space, inadequate amount, afraid/anxious.
Then explain the words/phrases in
bold.

shortage

"England
has a huge housing
No!
problem, but unfortunately there simply isn't any more land in overcrowded
towns and cities to build on. In my opinion, building on a very small
proportion of Green Belt land — which is all that is needed — is the answer! In
any case, some Green Belt land is very unattractive, so building on it would
only improve it. Also, because of Green Belts, many commuters have to live=
them and make very long and tiring journeys every day to work. This causes
terrible traffic congestion and produces a lot of polluting C02!
As for
nature conservation, that is not why Green Belts were created. We have naional
parks and nature resentes for that!

THENR!

Work in two groups: those for Green
Belts and those against. Use the text to help you prepare a class debate.
Green
Suburbia is where the developer bulldozes out the trees, then names

the streets after them. (Bill Vaughn US
author)
 MODULE 5
Match the headings (A-H) to the
paragraphs (1-7). There is one heading that you do not need to use.

Greenery Inside

Keeping Tidy

                                    ?WBFinging D
Intelligent Homes                                E
                      - B Danger
in the Home                                         F Keeping Warm                     H
Green Housing

C Fire
  Protection

G Home Life

detectors in homes have saved
countless lives. They sense the presence-of smoke in the house and alert the
occupants by making a loud beeping noise, giving them time to escape. In order
to be kept in good working condition, they should be tested at least once a
month and cleaned once a year.
2 One of the
attractions of living in the country is a blazing log fire. However, open fires
are one of the most inefficient forms of heating, since most Of the heat
disappears up the chimney. They also produce lots of smoke which, of course,
pollutes the environment. From both a financial and environmental point of
view, it is better to use other methods of heating.
 people strive to buy a house with a
garden but what happens if the budget just doesn't allow it? Well, those of you
who live in an apartment can bring a bit of nature inside by placing some
houseplants around your living space. All they need is a little care and
attention! Be sure to check, for example, how often they need watering and what
kind of conditions they prefer, such as bright or shady, warm or cool.
@PIans were announced
today to build sixteen new homes in Brighton using fifteen thousand old car
tyres. The developers claim that they will be so energy efficient that
residents will have no utility bills at all! They will collect their own water
and be powered by solar panels and wind turbines. The homes offer a way of
tackling two of Britain's biggest environmental concerns the growing mountain
of discarded tyres and the high levels of carbon emissions from housing.
(Sln a few years we
might be living in 'smart' houses. A smart house is a house where the
appliances have a computer fitted inside them, so that they can 'communicate'
with each other. or example, groceries are ordered when your fridg sees that you are running low on
essentials and when you enter your home, temperature, lighting and music are
activated according to your personal preferences.
(©Accidents in the
home account for about forty per cent of all accidents and a third Of all
accidents treated at hospital. The most dangerous area of the home is the
living room, followed by the garden, kitchen, stairs, bedroom and bathroom. The
main factor is age, with young children having the greatest number of
accidents. Falls are by far the greatest cause of fatal home accidents, causing
more than two thousand deaths in Britain each year.
(ÒThere's nothing more discouraging than spending hours at the weekend
cleaning and organising your home, only to find it in a total mess again by
Wednesday! So, why not set aside fifteen minutes per day for maintaining your
living space in order to minimise clutter as the week goes on? Good ideas
include assigning one small, quick job to each member of the household each
day, and putting something back where it belongs every time you leave a room.
Q) Listen to the radio programme. For
each question (1-7), choose A, B or C.
I      The man says he decided to go
to Africa because A he wanted to do something different with his life.
B      his
daughter persuaded him to do it.
C      it
was something he had always wanted to do.
2
The man says that
his boss
A      offered
him more money to stay.
B      understood
his reasons for going.
C      was concerned about filling his
position.
3
The event that
stands out in the man's memory is
A      seeing
the house he was to stay in.
B      meeting the villagers for the first
time. C the view as he entered the village.
4
The thing that most surprised the man about his new home was that
A it was so basic.
B     it was nicer than he had expected.
C     it was considered to be nicer than
the other houses in the village.
5
They had to cook
before the sun set because
A      they
could only get cooking water during the day.
B      they had no electric lights.
C      the fire had to be put out after
dark.
6
The man slept so
well in Uganda because A it was so quiet there.
B     his
bed was comfortable.
C     he felt so safe and secure.
7
In the future,
the man plans to A continue living in England. B go back to Africa.
C try living somewhere else.
Complete the gaps (1-6) with the correct derivatives of the
words in bold.
An Unusual
A yurt is the I) ...         home of
nomadic TRADITION people from Mongolia, Siberia, China and
Central
Asia. The word 'yurt' or 'yurta' comes from the Turkish ORIGIN word meaning
'dwelling place.' It is in shape and is easy to CIRCLE assemble, take down and
transport. Made of a 4) . . frame and covered WOOD with felt, it is a popular
place to live in the summer months. You will sometimes find it used in other
countries too, as it is an 5) . form of temporary EXPENSIVE housing. In Europe,
6) . on VARY
Mongolian and Central Asian-styled
yurts are made using other materials, such as local hardwoods. Yurts are used
for all sorts of different purposes, from permanent housing to school rooms.
Read the extract from your friend
Amy's email. Write an email to Amy. In your email:
•  tell her about your
new home
•  ask three questions
about gardening

Write 100-140 words.
I can't believe you've moved away! What's
  your new home like? DO you like it better than your Old one? I'm so happy
  summer's here at last. I've been helping my dad out in the garden lately!

Give a
two-minute talk about your area. Remember to:
•  say what your area is called &
where it is
•  say how long you have lived there
•  describe your area
•  say which things you like/don't like
about your area and why

Progress Check
Fill in: rough, run-down,
warehouses, market, capital, roof, drain, full, stained, slate.
The door had a beautiful .. . . . .
glass panel in it.
2 Many people would be
happy just to have a . . .. . . over their heads.
An urban
redevelopment scheme can turn disused into luxury flats.
4
We turned the corner and the house came into .... . .
view.
5
The
council have fixed up a lot of .. . . .. buildings in my town lately.
6
The house had a
steep . . roof.
7
I come from a
small ......_towmin the north of
 England.
 8 Don't just
throw your money down the . .. . .. .
9
Unfortunately,
lots of people sleep .. . .. . in many cities.
10       Do you know what the  . city of
Croatia is?
                                                                                Points:
IOX2 20
Fill in: must, mustn't, can't, don't
have to, should, might, would, shall, Will, can. In some case more than one
answer is correct.
 you
hold the door open for me, please?
2
You . ..... use public transport when you have a car.
3
You ... . ..
drive through a red traffic light.
 4 Tom . . move to the country soon because he hates living in the city.
5
The new bypass            reduce
traffic congestion in the town centre.
6
Drivers . .. ...
stop at a 'stop' sign.
7
Cyclists  wear
reflective clothing at night.
8
Most people afford a house without a mortgage in the UK.
9
..... . we visit
Jane in her new flat tonight?
10
You park on a
single yellow line for one hour only in the UK. Points:
20
Complete the sentences using the
words in bold. Use two to five words.
I She has probably settled into her new home by now.
 should
She . . k... new home by now.
2 There was no reason
to worry about finding a parking space; it was easy.
        need      I .. . . .. finding
a parking space; it was
3
4
5
4

2
3
4
5
I 2
3
4
5
1
2
3
4
5
It's not a good idea to go out alone
at night.
go           You . .. . alone at night.
It's against the law for drivers to
park on double yellow lines in Britain.
not You ... . .. double yellow lines
in Britain. It's possible that Pam will come to the party. come Pam . , the
party.
Points: 20 )
Complete the phrasal verbs with the
correct particle.
I could do .. . . . . taking the bus
to work every day; it's a nuisance.
Do . . .. . . your laces or you'll
trip over them.
Moving house completely did me . . . . . . .
We don't have much money, so we have
to do . a lot of things.
My dad buys houses, does them and sells them for a profit. Points: 10 )
Fill in the gaps with the correct
preposition.
I am really . .. . . . need of a new
car.
I'm afraid this old fridge is repair.
My house is within easy reach . the town centre.
The house is cheap because it is .    bad
condition.
I need to call a plumber to look .this pipe.
Points:
                                                                              5X2
           10

Match to form exchanges.

Oi!                                 a

Yes, it is really

It drives me crazy.

annoying!

Yuk!                                          b

It
  makes me angry.

It doesn't really             c

What a relief!

bother me.                            d

Stop that!

Phew!                                      e

That's revolting!

•   talk about homelessness
•   talk and write
about houses
•   express annoyance
•   make
exclamations
•   use modals use formal style in
reports
•   write a report
making suggestions write a proposal to improve a shanty town

•   have a class debate about Green Belts

Communication
Before you start ...
•    What sort of house do you live in?
•    Do your neighbours do anything that
annoys you? What exactly?
Look at Module 8
Find the page numbers for pictures
1-4.
Find the page numbers for
•    a biography
•    an essay
•    newspaper headlines
Listen, read and talk
about .
space technology the SETI programme newspapers and the media
disappearing languages
•    White Fang by Jack London a biography
of Jack London languages of Britain
•    means of communication
•    ocean noise pollution
Learn how to .
•    offer & accept an apology
•    express approval & disapproval
•    ask for confirmation/clarification
•    repeat what has been said Practise .
reported speech (statements,
questions, commands) reported modals phrasal verbs: talk prepositional phrases
related to communication impersonal style
Write/Make/Give
.
a description of a day when contact
with aliens is made a for-and-against essay a short article about languages in
your country a short presentation about means of communication a two-minute
talk about ocean noise pollution
s Reading Skills /
Complete the sentences with: planets,
moons, comet, galaxy, solar system, satellite. Check in the Word List.
Did you know?
1 All the . in our . are 4.5 billion years Old.
                 Jupiter has 63           .
The largest,
Gañýtñéde;isbigger
than Mercury.
3      The
stars in the Milky Way, the . to which the sun belongs, number in hundreds of
billions.
4      The
gas tail of a always points away from the sun.
5      The
first communications ........ orbited the earth every 2 hours and 37 minutes.
Close your eyes and imagine you are in a spaceship.
Listen to the music. What can you see? How do you feel?
I can see planets and millions of stars. I feel amazed.
Reading
a Read the title of the text and the
first sentence in each paragraph. What is the text about? Read through and
check.
Read and match each
sentence (A-H) to a gap (I -7). There is one extra sentence you do not need to
use. Compare with your partner.
A       They
also comb the skies looking for flashes of laser tight that alien civilisations
might be beaming across space.
B       Well, simply because it's just not
that interesting for us.
C       It was directed to a group of stars
in our galaxy 25,000 light years away.
D       The
fact that we have found nothing after decades of looking is pretty
discouraging.
E       We want to talk to the aliens all
right, but do the aliens want to talk to us?
F
But for some people, wondering is just not enough.
oo
ave
you ever read a story about someone who says they have been abducted by
aliens? Or perhaps they claim to have seen a UFO? Most people don't take these
tales seriously, but let's face it... most of us have at some point
found ourselves gazing up into the starry night sky, wondering if we are alone
in the universe or not. They point out that there are more stars in the
cosmos than grains of sand on all the beaches of the world. They are convinced
that ETI and his friends are indeed out there and if so, they are
determined to establish contact!
In the 1960s, astronomers
of the Search for Extraterrestrial Intelligence (SETI) programme began their
high-tech hunt for extraterrestrial life that continues to this day. The
scientists listen to radio waves by sweeping the skies with huge radio
telescopes such as 'Arecibo' in Puerto Rico. The searches are based on the
hypothesis that aliens may be intentionally sending communication
signals out across the universe, or that signals from their worlds could be
escaping into space - just as our own radio, television and military broadcast
signals escape into the cosmos.
Unfortunately, the
scientists may have to face the fact that the possibility of finding
what they are looking for is very small. For
1 extra-terrestrial; name given to alien
G     Millions of people in over 200
countries have already taken part.
H     If they don't have radio, SETI won't
find them!
4 Q)
Listen and read the text again. Match the underlined words/phrases in the text
to their meanings below, then explain the words in bold.
• at a particular time • on purpose
• absolutely sure • accept
• draw attention to the fact • small amount
• wait doing nothing • taken away

4      That radio doesn't work any more. The
. .. .. . .. has broken off.
5      Can
you see that flashing light in the distance? Maybe someone is sending .
6      enable us to transport information
through the atmosphere without wires. 7 No one can really know the size of the we live in. It's so huge!
Match the words to form
collocations, then use

a start, even if these
'alien civilisations' do exist, they might not be technologically advanced
enough to communicate over long distances. Also, with a hundred billion stars
in our galaxy alone, and a billion possible radio channels to choose from, it
might take a very long time for us to tune in to ET! So, why don't we send our
own messages instead? Even if the nearest civilisation was as close as 500
light-years2 away, we would have to sit around for 1000 years
waiting for a reply! All the same, in 1974, we did broadcast a radio message
containing basic information about the human race. 5 there is intelligent life
there, we will hear from them around the year 52,000!
So, how do you fancy
joining in the search for intelligent life yourself? Well, the 'SETI@home'
project allows you to do exactly that. After downloading a clever screensaver,
your computer will analyse unknown or unusual signals from radio telescopes
whenever you are not using it. so far, however, ET is not 'phoning home'!
So where do we go from
here? Well, despite the fact that we have not yet found a shred of
convincing evidence that alien lite exists, one thing is for sure — the search
will But perhaps we're forgetting one important thing. Only time, perhaps
thousands of years, will tell!
2 the distance light travels in a year
Vocabulary
Space technology
Complete the sentences
with the words below. Are any of these words similar to ones in your language?
•  telescope • orbit •
radio waves • antenna
•  laser • beam •
signals • satellite • cosmos
1       Can
you see that . of light? I think it's coming from a ...... . .
2       The first . . was put into . by the
Russians in 1957.
3       The
moon seemed so near when I looked at it through the ........ .
the phrases in sentences
of your own.
           establish                              a
a message
extra-terrestrial
b advanced sweep         c race
send communication d life technologically e signals
human       f the skies broadcast  g
contact Speaking
a RNE Use the text to make notes
under the headings below. Use your notes to give a 2-minute talk about
searching for aliens.
The SETI programme
Problems of the SETI programme
How you can take part
In pairs,
discuss whether or not you believe there is any point to SETI's activities.
Give reasons.
Writing

Imagine you are a scientist
working for the SETI programme. Write a description of the day that you finally
made contact with aliens. Write: how it happened, what

Choose the correct words. Check
in the Word
L List. Use the other
words in sentences of your own.
I
Tom always scans the newspaper headings/ headlines before he goes to work.
2 There are
lots of articles about celebrities in
Everyday English
Breaking
news — reacting

the British press/media.                                                >
  A: Did you know that Steve Mars is close to a

Use the language in the
table and the headlines to act out exchanges.

3      They interrupted normal programming
with a news bulletin/flash about the tragedy.
4      There's an eight-page article/feature
about recycling in today's paper.
5      TV stations showed live
covering/coverage of the match.
6      We saw his picture on the front/first
page of the newspaper.
Fill in: running, gutter, top, unfold, shred, broadcast, updates, hit,
comes, developments.
I My favourite
magazine          out once a month.
2     There are news . every hour on that
radio station.
3     I bet there isn't a . of truth in
that article about Tom Cruise!
4     The
health service has the headlines again for the third time this year.
5     In
just a moment, we'll be bringing you a live, exclusive .. ..... from the White
House.
6     I hate the ..... .. press! All they
print is gossip, scandal and lies!
7     The
fire on the underground was the story on the news.
8     We'll bring you the latest .... ...
as they .
throughout
the day.
9     All
of the newspapers are . that story about the discovery of the dinosaur bones.
nervous breakdown?
B: Oh, come on! That's ridiculous!

Breaking news

•
  You're not going
  to believe this/l know it's hard to believe, but I read somewhere/somebody
  told me that .
•
  You'll never guess what I heard/read!/Guess what?! Apparently,
•
  Did you know that...?

Showing surprise

Expressing doubt

Really?! That's unbelievable! Never?!/No! I can't believe
  it! What?! You've got to be kidding! / You can't be serious?!

That can't be right!
Are
  you sure? Where did you hear that?
Oh, come on! That's ridiculous! Hmm... If I
  were you, I'd take that with a pinch of salt.
Well, don't
  believe everything you hear/read!

Aniston quits after blazing row with
producer.
Ronny
Williams calls rival's restaurant "shameful".
STEVE
MARS CLOSE TO NERVOUS BREAKDOWN.
KASSIE TO SHAVE OFF ALL HER HAIR!
Reading
Read the first exchange from the
dialogue. What is the dialogue about? Listen and read to find out.
Int: Hello, I'm from the local newsagents' association and
we're doing a survey on people's reading habits. Would you mind answering a few
questions?
Ann: Not at all.
Int: Great. So, what kind of newspaper do you read? Ann: Well, I don't
get one every day but t prefer broadsheet papers because they're wellwritten
and informative.
Int: You
don't read tabloids then.
Ann: No, because you
have to take everything they write with a pinch of salt. It's not really news.
Int: What about gossip magazines? Do you ever read them?
Ann: Oh,
occasionally. Just for fun. I think everyone enjoys a bit of scandal now and
then.
Int: Do you
believe the stories in them?
Ann: Not really. You
can't believe everything you read, can you?
Int: Did you know that nearly all the people who took part
in our survey today said that they get most of their information about what's
going on in the world from gossip magazines? Ann: Really? That's unbelievable!
But then truth is stranger than fiction!
Complete the sentences.
I The interviewer works at .
2      The
survey is about . . . .. . . . .
3      According
toÅnn, broadsheet papers are
4      According
to Ann, tabloids don't
5      Ann
thinks the stories in gossip magazines are
6      Most of the people who were
interviewed get informed from . . . . . . . . .
 In pairs, read out the dialogue. Then explain the words in bold.
Speaking
7 00 Portfolio: You
have read some gossip, but your partner disapproves. Choose one of the
headlines from Ex. 4 and act out your dialogue. Use the dialogue in Ex. 5 as a
model. Record yourselves.
Listening
(t) You
will hear five people talking about watching the news on TV. Number the
statements below in the order you hear them. There is one extra statement that
you do not need to use.
A       They don't tell you the whole truth.
B       I just listen to the headlines.
C       I
find it depressing.
D       I keep informed in other ways.
E       The news doesn't interest me.
F
It's important to know what's going on in the world.
Say it right
Approving & disapproving
Listen and
repeat. Which of these replies express: approval? disapproval? Say what the
other speaker could have said e.g. I Apparently, Tom Hanks sacked his manager.
I Serves him right!
2       I can't believe she did that!
3       Good
for you!
4       Oh
Mike, you didn't!
5       Oh, that's just not on!
6       What?! That's awful!
7       Nice one!
Idioms
Complete the idioms with talk or
speak in the correct form. Check in the Word List. Are there any similar idioms
in your language?
I Why do I feel like I'm              to the wall!
2
of the devil! Hi, Dave we were just talking about you.
3
My dad and I just don't seem to . the same language.
4
It's no use trying to
sweet ... . .. . . me, I won't change my mind.
5
They say that moneybut friendship lasts.
6
Don't      back to your
teachers.
7
Jack always . . in
riddles and never says what he means.
8
I think that actions ..... . .. louder than words.
9
Jane likes to . . .. .
... her mind.
10
Watch out for her, she . .. . .. . . with a forked tongue.

 I
  thought you said was on Saturday.

2

I'll have a cup of tea. (coffee)

Reported speech — Reported

3

My dad can pick us up after school. (mum)

statements Grammar Reference

4

Lisa is doing her homework. (watch
  TV)

5

I was planning to go shopping later. (cinema)

 Report the following, as in the
example.
1 The
party's on Friday. (Saturday) it
Read the theory and the examples. Are
there         6 Tom has bought a car. (motorbike) similar structures in your
language? 7 He wants to meet you at 8. (9)
8 I will cook fish for dinner. (beef)
                                                                                Fill in: said or told.
                                                                                I
"You can come with me," John           me.
2      that
he would be late.
3      "She's
leaving tomorrow," James ..... ... . 4 I ve  you a
thousand times." 5 "She's playing well," the coach .
6.
to us that it was raining.

We can say
  what another person said using:
Direct speech — we repeat the actual words someone said. "I'm
  leaving on Monday, " John said. Reported speech — we report the meaning
  of what someone said. John said that he was leaving on Monday.
In reported statements we change the verb
  tenses, pronouns and time expressions that were used the direct speech.
•
  "I play tennis every Sunday, " Ann said.
(Present Simple)
Ann said she played tennis every
  Sunday.
•
  I'm feeling ill,
  " Pat said. (Present Continuous) Pat said that she was feeling ill.
•
  "She has moved house, " Tony said. (Present
Tony said that she had moved house,
•
  "He left
  last week, " Sally said. (Past Simple) Sally said that he had left the
  week before.
Time expressions: now then, last week -+ the week before, tomorrow the
  day after, tonight -+ that night.

4

"Why don't you look
  for a new job, Sarah?" said her father.
(that) she look for Sarah's father
  (that) she looked for suggested (that) she should look for job. looking for
"Would you like me to help
  you, Mary?" he asked.
He offered to help Mary.
"Would you
  like a cup of tea, mother?" she asked. She offered her mother a cup of
  tea.
"l did not take Sammy's pen!" he said.
He denied taking/having taken Sammy's pen.

—
Deb asked Ben if/whether he was going to German class.
— Ben
asked her what time the lesson was.
— She told
him to meet her at 4.
— She told him not to be late.
Fill in said, told or asked, then
report the sentences.
I When will you be home?" , Mum asked
me.
Mum
asked me when I would be home.
2       "Don't
talk on the phone for hours!" she ... .... . to Julie.
3       "What
does the article say?" , Paul Susan.

4       "Text
me later this evening!" , he .     . John.
5       "Why
don't we study Latin?", Sally . .. . . . .. the teacher.
6       "Do
you believe in aliens?", he . .... ... me.
Rewrite the sentences below in
reported speech using the verb given.
1       "How
about going out for a meal on Saturday,
Mary?" , Paul said. (suggest)
2       "l never said anything to Janet
about it!"
Tom cried. (deny)
3       "Would you like me to meet you
after work, Sophie?" , asked her mother. (offer) 4 "l think that you
should wait for the doctor, Mr Jones," said the nurse. (suggest)
5      "I didn't see anything,
officer!" , he told the policeman. (deny)
6      "I'll
cook dinner if you like," he said. (offer)
Use the verbs in brackets to report
the sentences. Check in the Grammar Reference.
I "I'm the best
player on the team," said Jenny. (boasted) > Jenny boasted that she was
the best player on the team.
2      "Mrs
Smith always gives us a lot of homework," said Tim. (complained)
3      "You
broke my window, the angry neighbour said to the children. (accused)
4      "Don't forget to call
Paul," Tina said to Kim.
(reminded)
5      "l won't do it again, honest,
Mummy, " the little boy said. (promised)
6      "You must finish your homework
before you go out with your friends, " Helen's mother said to her.
(insisted)
7      "Don't touch that! The paint is
still wet," said the decorator. (warned)
8      Wendy
said to the teacher, "Please, please give me another day to finish the
project. " (begged) 9 "I'm sorry I offended you" he said.
(apologised)
10 "I was late
because of an accident on the motorway," he told his boss. (explained)
Complete
the sentences.
I
Our teacher insisted 2 My dad suggested . .. ..... .
3     My friend denied . . .. . . . . .
4     My
mum offered .
5     Our
teacher complained ..... . ..
Reporting modals
Read the theory, then rewrite the
sentences in reported speech.

I "You must apologise for your
behaviour," he said.
2      "We can meet tomorrow," he
told me.
3      "Jane'll send you the
information," Rita said.
4      "l
may come to the meeting, " she said.
5      "l can speak many
languages," he said to Tony. 6 "You shouldn't have lied to him,"
she said.
Phrasal verbs (talk)
10 Fill in:
over, out of, down, back, into, round. Check in Appendix 2.
I I was
going to buy an expensive ring, but my mum talked me . . it. (persuade sb not
to do sth)
2       Sam treats me like a child. He always
talks
. to me. (patronise)
3       Tim was refusing to speak to me, but
then I managed to talk him (make sb change their mind)
4       I didn't want to go to the concert,
but Andy talked me ..... . . . it. (persuade sb to do sth)
5       Children shouldn't talk to their
parents. (speak rudely)
6       Let's go for coffee and talk it
(discuss sth)
Dependent
prepositions
Fill in: about, for, on, of, to.
Check in Appendix 1.
I He insisted . ... . . coming With
us.
2      He
complains .  . headaches.
3      She
complained to John .            his daughter's behaviour..
4      He assured us . .. . . . his help.

Grammar Check 6

5      You'd
better apologise her your rude behaviour.

What is the wild animal in the
picture? Read the biography to find out.
Jack London
(1876-1916)
was
the most successful American author of the early 20th century. He was born in
San Francisco into a very poor family and led an adventurous life before
deciding to become a writer. Most of his novels and short stories, such as Call
of the Wild (1903), love of Life (1905) and To Build a Fire (1908), are about
men and animals in harsh conditions and are based on his real-life experiences.
White Fang (1906) is the story of a wild wolf-dog. It begins in the frozen
north of Canada where White Fang has a very difficult life. He has to fight for
survival every day and he is treated very cruelly. Finally, he is saved from
his cruel owner by a kind man called Scott Wheedon, who loves
him and tames him. In return, White Fang saves his life when he is in trouble.

(audy skills
Predicting content
Visual
prompts such as pictures help us predict content.
Look at the pictures. What is the
extract about? Read and check.
Read the
text and complete the gaps with the correct sentence. There is one sentence you
do not need.
A He came
up to them, panting, covered with dust. B He licked them and wagged his tail.
C Again he
commanded White Fang to go home. D He did not finish his sentence.
E     "He's trying to speak, I do
believe," Beth announced.
F     He
growled and tried to push by them.
G    He turned and trotted reluctantly
away.
H    By this time he had become the centre
of attention.
painful attention.
"That's all right, old fellow, you just run along home," ran
the talk. "Go on home and tell them what's happened to me. Home with you,
you wolf. Get along home!"
a Check these verbs
in the Word List. Use them in the correct form to complete the sentences.
 growl • scream • shake • bark •
stumble  pant
I The dog . to get attention whenever he wanted
something.
2      They ran very fast over the rocky hill
and  tried not to ..... ... and fall.
3      The
dog would . . when he got angry to warn people away.
4      When the man stopped running, he was . from exhaustion.
5      When the two strangers were
introduced, they ..... ... hands politely.
6      The
woman saw a shadow and suddenly with fear.
White Fang knew the meaning of "home," and though he did not
understand the remainder of the master's langua*¥knew it was his
will that he should go home. 1 2 1 1 Then he stopped, undecided, and
looked back over his shoulder.
"Go
home!" came the sharp command, and this time he obeyed.

3

The
family was on the porch, relaxin in the cool afternoon, when White Fang
arrived. "Weedon's back," Weedon's mother announced.
The
children welcomed White Fang with glad cries and ran to meet him. He avoided
them and passed down the porch, but they cornered him against a rockingchair
and the railing. Their mother looked apprehensively in their direction.
"I
confess, he makes me nervous around the children," she said. "I have
a fear that he will turn upon them unexpectedly some day."
Growling
savagely, White Fang sprang out of the "A wolf is a wolf!" commented
Judge Scott. "There is no trusting one."
"But he is not all wolf," interposed Beth, standing up for her
brother in his absence2.
"You have only Weedon's opinion for that," replied the judge.
"He only thinks that there is some breed of dog in White Fang; but as he
will tell you himself, he knows nothing about it. As for his appearance — White Fang stood before him, growling
fiercely.
"Go away! Lie down, sir!" Judge Scott commanded.
White Fang turned to the master's wife. She screamed with fright as he
seized her dress in his teeth and dragged on it till the fabric tore.
He had stopped his growling and stood, head up, looking into their faces.
His throat twitched, but made no sound, while he struggled with all his body,
shaking with the effort to rid himself of the unspeakable something that
struggled for expression.
"I hope he is not going
mad," said Weedon's mother. "I told Weedon that I was afraid the warm
climate would not agree with an Arctic animal." At this moment speech came
to White Fang, rushing up in a great burst of barking.
"Something
has happened to Weedon," his wife said decisively.

corner, overturning the boy and the girl. The mother called them to her
  and comforted them, telling them not to bother White Fang.

They were all on their feet now, and White Fang ran down the steps,
looking back for them to follow. For the second and last time in his life he
had barked and made himself understood.

Match the verbs to
the animals. What are these phrases in your language?

10

quack  a wolf meow   b sheep hiss    c horse
oink    d lion moo       e duck neigh   f cat croak       g pig howl            h
snake baa      frog roar       j cow Listen and read the text again.
which White Fang showed:
obedience, determination, anger, unwillingness, understanding, faithfulness.
7 Explain the following. "What was of value to the
master, White Fang valued, what was dear to the master, he cherished and
guarded carefully. " Give examples from the text.
How did White Fang feel for his master? Why? How has his master gained
White Fang's affection? Discuss in pairs.
Which human qualities can
be attributed to
White Fang? How do they
affect him? Explain your answer.

THENR!

How can
children benefit from having a pet? Spend three minutes writing about the
topic.
For-and-against essays
For-and-against essays are essays in which
the advantages and disadvantages (or 'pros and cons') of an issue are
discussed. They consist of: — an introduction in which the topic is presented
generally (without giving an opinion).
— a main body consisting of two paragraphs, one
presenting the advantages of the issue and the other the disadvantages. The
arguments should be supported with justifications/examples.
— a
conclusion which states your opinion or a balanced summary of the topic.
For-and-against essays
are written in a formal, impersonal style, avoiding informal language (short
forms, colloquial language etc).
You can begin and end a for-andagainst essay with any of the following
techniques.
•    Address the reader directly e.g. We
all know how frustrating it is not being able to understand the locals when we
go abroad.
•    Include a
quotation e.g. As Goethe said, "Those who know nothing of foreign languages
know nothing of their own. "
•    Include a
rhetorical question e.g. Do you think it is entertaining to have your private
life on camera 24 hours a day?
1 Read the rubric.
a
Read the model essay. Were any of your ideas mentioned?
- Should it COmPUlSOPftolearn
Did you know that there are about seven thousand
languages in the world? In view of this, many people believe that all school
pupils should be made to learn at least one foreign language. Others, however,
argue that there are possible disadvantages to this notion.
There are many reasons why forcing students to learn a
language is a good idea. To start with, it could improve their future job
prospects as more and more businesses these days work closely with clients in
Other countries. In addition, being able to communicate with people in their
own language is extremely rewarding while travelling. Not only does it avoid
confusion, but also shows respect and helps in understanding other cultures.
Lastly, studies have shown that learning languages can improve pupils' critical
skills, and therefore help them in other subjects such as Maths.
On the other hand,
some believe that there are some disadvantages to making learning a foreign
language compulsory. To start with, it is argued that many pupils should
improve their reading and writing skills in their own language first instead of
spending time learning another language that they may never use. Not all jobs,
after all, require knowledge of a foreign language. In addition, some pupils
may be put Off learning a language for life if they do not enjoy learning the
one taught at school.

After all, as the Italian film director, Federico Fellini,
  said, "A different
• Should it be compulsory to
  learn a

Taking everything into consideration, I believe that
while there are some disadvantages to being made to learn a language, the
advantages for both individuals and society can not be ignored.

foreign language at school?
Work in pairs. List the advantages of learning a foreign
language at school. Your partner lists the          disadvantages.

language is a different vision of
  life"

What techniques has the
writer used to begin/end their essay? Which paragraph contains the writer's
opinion?

       Copy and complete the table
with ideas from                         Put the sentences in the paragraph
below
3 the essay.                                                                                in
the correct order. Which is the topic
sentence?

Advantages

Examples

Disadvantages

Examples

to introduce
  points

firstly, first of all, one major advantage/ disadvantage of
  . .. is, one point of view in favour of/against . .. is, in the first place

to add more points

in addition
  (to this), secondly, last but not least, lastly, furthermore, what is more,
  not to mention the fact that

to introduce examples

in particular, for example, such as, like, for instance

to introduce contrasting points

nonetheless,
  in contrast, on the other hand, however, although, even though

to conclude

in conclusion, finally, all things
  considered, on the whole, all in all, taking everything into account, to sum
  up

Read the table. Which linking
words/phrases  have been used in the model essay in Ex. 2? What is the function of
each? Replace them with other appropriate ones.
Expand the
notes (1-4) into full topic sentences. In pairs, choose two and write
appropriate supporting sentences for them.
I however/some disadvantages/the press having
freedom/print whatever they want
2      on the other hand/some benefits/using
the
Internet
3      a
number of arguments/in favour of/text messaging
4      several major disadvantages/ meeting
new friends/on the Internet
Impersonal
style
Use the
phrases in brackets to make the sentences (1-4) more impersonal.
I I really think that students can develop useful skills by
learning an ancient language like Latin. (Studies have shown that)
2 In my opinion, famous people have every right to live their private
lives without the intrusion  of the media. (Many are of the opinion that)
              Topic and supporting
sentences                                  3 I strongly believe that tabloid
newspapers are
more interesting to read than broadsheets. (It 5 a Find the
topic sentences in the essay in         can be argued that)
Ex. 2. Which
sentences support them? What 4 In my view, English is not the only foreign
information do they include: examples? language worth learning. (Some believe
that) details? reasons/justifications?
A You
have seen this announcement in an international student magazine.

Read the
closing paragraphs (1-2) below. Which express: the writer's opinion? a balanced
consideration of the issue? Which ending: addresses the reader directly?
includes a quotation? includes a rhetorical question?
I Taking everything into account, there are
both advantages and disadvantages to making friends online. Shouldn't one
decide for one's self whether it is a worthwhile activity or not?
2 To conclude, while some try to control the media for their
own benefit, we must strive for freedom of the press if we are to provide the
public with the knowledge they deserve. As Thomas Jefferson said, "Our
liberty depends on the freedom of the press. "
Match the quotations (a-c) to the essay topics (1-3). Choose one and
write a suitable ending for the essay. Include the quotation together with your
opinion/balanced summary.
a As someone once said, "99.99% of what happens is not on the
news." b As Charles Lamb said in 1833, "Newspapers always excite
curiosity. No one ever lays one down without a feeling of disappointment.
" c As a Czech proverb says, "Learn a new language and get a new
soul."
I Everyone in the
world should speak the same language.
2     The
pros and cons of watching the news on TV.
3     Now that we have the Internet, we
should stop printing newspapers.
Discuss and write
10    Work in pairs. Read the rubrics, underline the key words and answer
the questions.
I Who are you writing for?
2       What
do you have to write?
3       What
will you include in each paragraph?
4       What points could you include for and
against the issue?
5       How could you begin/end each essay?
"All
children should learn English from a young age. " We are looking for
essays discussing the pros and cons of this proposal. Write and tell us what
you think.

Write your essay (120-180
words).
B
You are taking a course in media studies, Now your teacher has asked you to
write an essay, giving the advantages and disadvantages of using a newspaper as
your only source of news.
Write your essay (120-180
words).
I l

                                                              CORNER
Languages of the British Isles
Look at the language family tree. How many languages are
  spoken in the British Isles? Which is the oldest? Read the texts to find out.
- INDO-EUROPEANUNGUAGES

CELTIC LANGUAGES welsh-Rðjñrae
A language similar to
Welsh called Brythonic, was the historic native tongue of most of Britain
during the Roman and before the Anglo-Saxon invasion. Nowadays, modern
Welsh is spoken by 20% of the population in Wales, where it is the official
language together with English. It is compulsory for students to study Welsh at
school from the age of 5 to 16.
Interesting fact; There
is a Welsh colony in Argentina where they still speak
Welsh. Say it! Be' "ch enw chi?
(pronounced 'bay di'ch enoo ch'ee?') = What is your name? Irish
English only became the
language ofthe majority in Ireland in the 19th century! Today, there are still
a few areas in western Ireland where most people use Irish as their first
language, while around a third of the population of Ireland overall can speak
the language.
Interesting fact: Irish
became an official language of the European Union in 2007.
Say it! Is orm é
an t-onóir (pronounced 'iss urr-um aay on tonn-ore') = Nice to meet you.
Scottish Gaelic (Gàidhti - /
ilic/
Scottish Gaelic was
introduced from Ireland about the 6th century AD, so it is closely related to
Irish. Speakers of both languages are able to understand one another quite
well. Scottish Gaelic is spoken primarily in the Highlands of Scotland and in
the Western Isles, where in some areas over 50% of the population speak it.
Unfortunately, however, the use of the language is continually declining Interesting
fact: 'Slogan' is a Scottish Gaelic word.
Say it! S mise...
(pronounced 'smih-shuh') = My name is„.
Manx Gaelic (Gaelg) /giig/
Manx is the natiyg
language of the Isle of Man, an island of 77,000 people in the Irish Sea. Until
the 18th century, the Isle of Man was Manx speaking.Today, there are no native
speakers of Manx left but about 2% of the population speak it as a second
language.
Interesting fact: At five
of the island's pre-schools and one primary school, the children are only
taught in Manx.
Say it! Kys ta shiu?
(pronounced 'Kus ta shoo?') = How are you?
Cornish' Kernewek) 4RernewekÏ
Cornish is the native
language of Cornwall, a region in south-west Britain. Cornish died out as a
spoken language sometime around the 18th century, but it has recently been
Today, around 300 people speak Cornish fluently, the language is taught
in some schools and BBC Radio Cornwall has a regular Cornish news broadcast.
Interesting fact: Cornish
is a direct descendant of Brythonic, the original native language of Britain.
Say it! Py eur yw hi?
(pronounced 'pee urr you hee') = What time is it?
GERMANIC
LANGUAGES
English                                4
Two thousand years ago, everyone in the British Isles spoke
Celtic languages! English only began to develop in the 5th century AD when
Anglo-Saxon tribes invaded Britain from Northern Europe.
Listen to and read the text again. Then ask and answer comprehension
questions based on the text.
A: What used to be the native language of most of
Britain?
B: Brythonic. What percentage
Explain the
underlined words. Use them in sentences of your own.
Close your
book and tell your partner one thing you remember about each language.
Portfolio:
Work in groups. Collect information about some of the languages spoken in your
country e.g. name, where spoken, number of speakers, interesting facts etc.
Write a short article.

ICT
  the message across=š—;•—
How
  do you prefer to contact I) . (distance) friends? Mobile phone, instant
  messenger, email perhaps? Well, take your pick, because one thing is for sure
  — it's never been easier! But how did people get messages to one another in
  the past? Well, they didn't have modern technology, but they certainly had 2)
  ....,. (create)!

Stop that pigeonl
Did
you know that a pigeon will return to its loft, no matter how far or long it is
separated from its home? Or that until the 19th century the pigeon
(which can travel up to 60 miles an hour) was the fastest  means  of         3)
....
(communicate)? Since the ancient
Greeks used pigeons to announce the
4) ...... (win) of the Olympic games to the Athenians, pigeons have been used
throughout history to deliver news about wars, battles and even the latest
stock prices! In fact, probably the world's first regular air mail service was
Mr Howie's Pigeon Post Service which started in New Zealand in 1896. Later on,
during World War I, one particularly 5) . . (hero) pigeon was even awarded a
medal for delivering twelve important messages, despite being shot once!
Savmt
with fire

For crying out
  loud!
The
  ancient Egyptians, Romans and Greeks all used a highly efficient system
  involving a messenger running or riding to a 'station' with a message and
  then shouting or passing it on to another waiting 7) ...... (message) and so
  on, until the message reached its 8) ... .. (destined). A 9) (vary) on this
  system was a network of people shouting their message from field to field and
  from farm to farm! Or how about whistling to get your message across? On the
  island of La Gomera in the Canary Islands, Spain, before the 10) (arrive) of
  roads or telephones, the islanders discovered that whistles carried much
  further than shouting — up to 2.5 miles, in fact! This system became so
  popular that it developed into a whole language. A study in 1940 identified
  more than 3,000 different words!

North American Indians used smoke
signals to send messages. After lighting a fire on a hill, they would cover it
with a blanket and then remove it, causing a puff of smoke to rise up into the
air. They managed to change the number, size, shape and colour of the puffs and
also the time between them in order to convey 6) . (differ) messages such as
'Attention!', 'All's well!' or 'Danger!'. The messages could be seen from up to
fifty miles away! The Indians, however, are not the only ones to have used
fires to send messages. The Greeks learnt that the city Of Troy had fallen in
the 12th century BC, by using fires to signal from mountain peak to
mountain peak and from island to island, until the message was carried nearly
four hundred miles!

4
How do you communicate with your friends?
How
did people communicate in the past? Read the text to find out.
Complete
the gaps with the correct words formed from the words in brackets.
Listen
and read the text again. Then explain the words in bold.
If we had no modern means of communication, which of
the methods in the text would you choose to communicate by? Why? Discuss.
Portfolio: Work in groups. Find
information about other means of communication used in the past e.g. signalling
with mirrors,

telegraphs.
Give a short presentation to the class.
=Going

Killer whale:

doióhin

Noise annoys all of us from time to time, but for some
  marine animals, too much noise can be deadly!
Many ocean creatures, such as whales, seals, sea lions
  dolphins, experience their whole world through sound. Whales, example, use
  low-frequency sound waves to each others where food is available, and find each otherto
  breed. Whales sometimes hundreds or even thousands of kilometres away must
  carefully to hear the faint sounds of these 'whale songs'.
Unfortunately, in the last one hundred years, humans
  flooding the oceans with noise, from off-shore oil drilling and explosives
  for underwater mining, to shipping traffic and military fact, the ocean is
  ten times noisier than it was in 1960! As a result, can no longer hear and
  communicate with each other. A blue whale for example, was able to hear
  sounds from up to 1,000 miles away. 'hearing bubble' has been reduced to only
  100 miles, making it much to locate a mate. Evidence is also growing that
  sound blasts from are so intense that they cause bleeding of the eyes,
  ears and organs and dolphins. Some also suspect that noise, even if it is
  quieter than an average motorboat, can cause whales and other mammals to away
  from breeding or feeding grounds, or even to become stranded.
CC:] So, can anything be done about this? Well, currently campaigning for ships and oil companies to move
  away where there are a lot of sea mammals. They also believe that there laws
  or at least international agreements to control noise levels However, they
  certainly haven't got an easy job! Many people believe, or don't want to believe, that ocean noise can
  have such a effect on animals.
*equipment that uses sound waves to calculate the position of sth
THINK! Discuss the statement.
Gteen
It appears to be a law that you cannot deep
  sympathy with both man and nature.
Henry
  David Thoreau,
(American
  Author and

a C) Listen and match the sounds 1-6
with the words. How does each sound make you feel? e.g. anxious, upset, calm
and
•waves • a ships
hornfor
•a boat engine •
seagullstell
•a drill • an
explosionthat are listen very b How might the noises you heard affect the
animals in the pictures?have begun C.) Listen and read the textthe use of to
find out.operations. In sea creatures RNE Read again and match            born
in 1940, the headings to the paragraphs.Today, this There is one heading that
youharder for it don't need to use.  military sonar* in whales A Deadly Noises
the engine of B No Solution swim miles
C
A Difficult Job
D     A
World of Sound
are
Match the
underlined words/from areas phrases to their meanings below.should be Then,
explain the words/phrasesat sea. in bold.even drastic
• strong
know where sth/sb is
• weak • unable to leave a place
• extreme
Portfolio: Imagine you are an environmentalist trying to
persuade a company to stop making noise near ocean        Baby seal animals.
Give a two-minute talk. Include:
• why
hearing is important tohave a ocean mammals
• how
noise affects them1854
• what
you want the company to do    Naturalist)

MODULE½_
e e
RNE
Read the passage, then choose the
correct answer (A, B

or D) for questions 1-7.
Eå's
a• Secret!
Throughout
history and in every civilisation, people have felt the need to communicate in
secret. In wartime, military secrets need to be transferred securely to
commanders without being understood by the enemy, During revolutions, those
plotting to overthrow the establishment need to ensure their communications
remain undisclosed. The history of secret communication is long and
fascinating. World events have changed on many occasions because of secret
messages — secrets that were kept and secrets that were not!
There are two ways to communicate in
secret - either you conceal the fact that you are sending a message at all,
('steganography') or you obscure the meaning of your message rather than its
actual existence ('cryptology'). Steganography is very old. In 440 BC, the
Greek ruler, Histiaeus, sent a message to a fellow plotter in a revolt by
shaving off the hair of his most loyal slave, tattooing a message on his head,
allowing the slave's hair  to grow back, then sending him to deliver the message. The slave  passed through enemy lines easily
since he seemed to be  carrying no communication. Another very old form of  steganography is invisible ink. Inks
made of simple organic materials such as milk or lemon juice, which turn dark
when held over a flame, were used as early as the first century AD tor very
serious communications. During the Second World War, both sides raced to create
new secret inks and to find developers for the enemy's inks, although in the
end this form of steganography became impractical due to the large amount of
communications involved.
I Secret
communication
A      was
only used in the past.
B
has altered the
course of history at times.
C
can lead to
revolutions or wars.
D     was first used by military commanders.
2      In
440 BC, the Greek ruler, Histiaeus
A      secretly communicated with the enemy.
B      started a revolt by sending a hidden
message.
C      learnt of a plot through a secret
message. D sent a secret message past the enemy.
3      Invisible
ink
                         A is the oldest form
of steganography.
B     was used the most effectively during
WW2.
C     must be made from organic materials.

D    can sometimes be made visible with
heat.
4      Steganography
does not
A      have any disadvantages.
B      depend
on the skill of the messenger.
C      hide the meaning of a message. D
pre-date cryptology.
Although
steganography is a very clever way to communicate in secret, it does have an
Achilles heel. If the messenger does not do a particularly good job concealing
their message and someone finds it, all its secrets will be immediately
revealed. This weakness soon led to the idea of hiding the actual meaning of
messages, so that they could not be read, even if they were discovered. The
result was the development of cryptology.
Cryptology
hides the meaning ot messages by using codes. Codes are essentially secret
languages. Julius Caesar invented one. He replaced every letter in a word by
the letter three places away from it in the alphabet. A was D, B was E, and so
on. Later on, any code that used a system of letter replacement such as this
was referred to as a 'Caesar code'. Of course, it doesn't take much brain power
to figure out most of these codes! Today, code makers devise practically
unbreakable codes using highly sophisticated mathematics and computer power.
Are
cryptology and steganography used now? Well, you may be surprised to learn that
secret communication is a part of everyday life! For example, every time you
use your credit card to buy something from a company over the Internet,
cryptology is employed. Very complicated codes turn your credit card number
into a pile of gibberish
that only the retailer can decipher, not anyone else. Steganography is also
thriving in the digital world.
Secret messages can easily
be hidden in email, audio and image files. This is because most digital
documents contain useless areas of data, so some of their information can be
altered without obvious effect. This is of concern to governments as they fear
that criminals may be concealing messages in files sent over the Internet.
One
thing is certain — secret communication is still just as much a part of life
today as it was millennia ago!
5      'Caesar Codes'
A     were
all invented by Julius Caesar.
B      only use certain letters of the
alphabet.
C      are usually quite easy to break.
D     use sophisticated mathematics.
6      Internet credit card transactions A
use steganographic techniques.
B are made secure by cryptology. C
make a retailer's job easier, D are hidden in digital files.
7      Steganography
is still used a lot today because
A     secret communication is more important
than ever before.
B      governments use it to send information
securely.
C      it can help to catch criminals.
D     it's
easy to hide secret messages in digital documents.

Listen and choose A, B
or C for statements 1-7. I Susan won't be able to let Mike know if she's going
to be late.
              A True          B False         C
Not stated
2     Mike
has never had a mobile phone,
A
True    B False C
Not stated
3     Susan's
grandparents have just bought a mobile phone.
               True          B False         C Not
stated
4     Mike
is usually at home when Susan calls.
A
True B False C
Not stated 5 Susan doesn't like sending emails.
               True          B False        C Not
stated
6      Susan has her mobile phone switched
on all the time.
A      True         B False            C Not
stated
7      In
the end Susan convinces Mike to buy a mobile phone.
A      True         B False            C Not
stated

You and a friend would like to learn
Spanish and are discussing the best way to go about it. You can choose from:
•    spending a month in Spain living with
a Spanish family
•    going to an evening class three
nights a week
•    buying a 'teach yourself' pack with a
book and CDs
•    finding a private teacher to teach
you both twice a week
You begin the conversation and have
to decide on which option (only one) to choose. The teacher will play the part
of your friend. Remember to:
•    discuss all the options;  take an active part in the
conversation and be polite;  come up with ideas;  give good reasons;  find out your friend's opinions and take them into account;  invite your friend to come up with
suggestions;
•    come to
an agreement

Complete the gaps with the correct
word(s) formed from the words in bold.
What's in a
Name?
You might think that a name is just a name, but the
reality is much more

interesting than that and goes back
  to the

1 ) .       . of human society.
To start with, everyone has a first
  name, a

BEGIN

surname and 2) . a middle name, don't they? Not always. In Mongolia,
  until recently, people only had a first name, something that probably caused
  a lot of confusion. Also, not

OCCASION

all 3) . are addressed by a given first
  name. In China, the family name comes first with the given name following.
Your family name says a lot about your ancestors. Common
  English surnames, like

NATION

Baker and Butcher, tell us what 4)
  .....

OCCUPY

long-dead
relative had. Names like Hill, Field and Rivers tell us where people used to
live. Johnson means son of John, and in Scotland the prefix Mac means the same.
      Given first names often refer to a 5)           CHARACTER

that parents
  would like their children to have such as Sophia, which stands for wisdom, or
  Anna meaning grace. Perhaps something royal

is more 6) .           ? How about
  Steven and Sara, meaning crown and princess.
Whichever
  name you go by, one thing is certain, it goes with you for life. Even if you

PREFER

are one of the 7) ones (Abbie Birthday or Robin Banks), your name is
  something you're

LUCK

just going to
have to live with.

Comment on the following statement:

Our lives would all be enriched greatly if we could have a chip planted
  in our brains enabling us to speak any language we wished. However, this idea
  could have some  disadvantages too.

What can you say for and against this
idea? Write an essay of 120-180 words using the plan below.
Para I: Introduction (state the
problem)
Para 2.• State arguments 'for'
Para 3.• State arguments 'against'
Para 4: Draw
a conclusion

Progress Check
telescope,
satellite, galaxy, human,
wags, air, track, contain, raised.
my shoulders when I
don't know the answer to a question.
2
The moon is the
Earth's ...... .
3
He ... . .. his
eyebrows in surprise. 4 They were talking so fast it was difficult for me

to keep .. .... of the conversation.

5 We live in a .. . ... called the
Milky Way.
 6 I like to look at the stars
through my . .. ...
7
NASA has sent messages into space with information about the . .
.. .. race.
8
When my mum .           her
finger at me, I know I'm in trouble.
9
He was so
excited, he couldn't .           . himself.
10      It is quicker to send the parcel by
mail rather than standard mail.
Points:
IOX2 20
Report the following using the verbs
in the list.
• apologise
• beg • warn • suggest • deny
        "I
didn't take the money," she said.
2
"I'm sorry I broke your CD player," he said to her.
3
"Please, please lend me the money," he said to her. 4
"Why don't we meet later, " she said.
5 "Don't do that again or you'll be in trouble,
" his dad said.
Points:
Complete the sentences using the
words in bold. Use two to five words.
I "Have you called your mother lately?", he
asked me. had He asked me .... .. my mother lately.
2
"Let's text
each other about it later?", he said.  texting He . it later.
3
"I didn't
call because I was working late last night", said Jane.
been Jane
told me she had not called . late the night before.
Complete the phrasal verbs with the
correct particle:
   I  I never talk .. . . .. to anyone — it's not nice.

2
Jack managed to
talk Tim and they are friends again.
3
Talking   to your
teacher is rude.
4
My friend talked
me buying a new mobile although I didn't need one.
5
I always talk ... . . . my problems with my mum.
Points:
                                                                                5X2
           10
 Fill in the gaps with the correct
preposition.

I            Our teacher insists
.        . correct punctuation.
2
He has been
complaining backache for several days now.
3
The new employee assured his boss . his complete honesty.

4
Don't apologise
breaking the vase. I didn't  like it anyway.
5
Danny's always complaining not having enough money.
10
Match to form exchanges.
    I    I'm very sorry.             a    I do apologise.
2 I beg your pardon.           b          I
can't believe she 3 She said ! broke the      did that!
vase.     c          I said it's half past 4 Did you say £1.50?

4
  "Can you call me to confirm tomorrow?", asked
  confirmation and clarification
      able       Tom asked if I .       to
  confirm the next

                           day.
                                                                                a
  short article about native languages
5
  "Are
  you going to the party tonight?", he said. give a presentation on means
  of communication asked He ... . .. to the party that evening.
                                                                              (5X4Points:                                                                                in
  English

5  It's bad manners to d That's all
right. point! e Yes, that's right.
In days to come
Before you start ...
•   Do you think there is life on other
planets?
•   In what ways do you communicate with
people?
Look at
Module 7
Find the page numbers for pictures
1-4.
Find the page numbers for a poem
•   a joke a webpage
•   a filmstrip
Listen, read and talk about ...
hopes & dreams plans &
ambitions
•   If by Rudyard Kipling a biography of
Rudyard Kipling voluntary work & positive actions university life
•   Dian Fossey
Learn how to
•   talk about plans & ambitions
•   ask after friends
Practise .
conditionals (type I
•   inversion in conditional sentences
unreal past phrasal verbs: carry prepositional phrases related to goals
ambitions idioms related to education phrases with 'hope'
Write / Make .
a verse of a poem
• a
formal letter/email a paragraph about a way to change the world a short article
about university life in your country a presentation about an environmentalist

Reading
a
Look at the pictures and read the title of the
article. What do you think the people in the pictures have in common?
b
Now
read the subheadings in the text. What do you expect to read about? Read and
check.
Read
again and choose the best word (A-D) for each gap (1-7).
C) Listen and read the
text again. What is the author's purpose?
Match
the underlined words with their meanings below. Use them in sentences of your
own.
I was a candidate 2
continuing with sth even when it's difficult 3 be faced with 4 at first 5 get
rid of 6 so big that it cannot be solved
7
source of a new, creative idea 8 faults 9 lost
10 turned down
Vocabulary
Hopes & dreams
Fill
in: achieve, come up against, overcome, come, long to, make, take, move, face,
reach, reject.
I
Ann managed to . . many difficulties and became a successful businesswoman.
2
Keep
on trying until you .. . . .. your dream.
3
You may ......
many obstacles but don't give up.
4
Kevin is
determined to his goal of becoming a lawyer.
5
We
all difficulties in life, but we can overcome them if we stay focused on our
goals.
6
The job
opportunity was a dream . . true for Jane.
7
Don't
          an idea just because you think you are not good enough. Give it a
try!
8
Matt wants to
help people and a difference in their lives.
9
I       be a professional
ballerina.
10
Jack refuses to
. things as they come, he makes things happen.
Il If you reach a dead end, it's time to
... . .. on in a different direction.
Complete
the sentences with the phrases: dash one's hopes, in the hope that, hope for
the best, get one's hopes up, give up hope, have high hopes of, pin one's hopes
on in the correct form. Use each phrase in another example Of your own.
I We might be able to go away this
weekend, but don't — I may have to work.
2
He gave up his
job he would find something better.
3
I hadn't
changed a tyre before but I decided to have a go and .
4
A
terrible injury Greg's of reaching the Olympics.
5
Mike
.. ... .. getting this job. He hasn't applied for anything else.
6
I never .....
.. that I would become a famous singer one day.
7
Joanne .. . .
... going to university.

I have a

         Did you know that it took Abraham
Lincoln thirty years              and all we can see are our weaknesses,            and

attempt
  at business ended in failure. Then he failed to 1) into law school, which he
  desperately wanted. He eventually became a lawyer, but then heAvas defeated
  for congress
  three times and got less than one hundred votes when he ran for
  Vice-President. He was finally elected sixteenth President of the United
  States when he was  sixty
  years old. He faced countless insurmountable

4)
  because you believe you can succeed. As Henry Ford once put it, 'If you think
  you can or you think you can't, you're probably right.'
•
  Take steps to achieve your dreams
Remember,
  Rome wasn't built in a day! In other words, achieving your dreams is usually
  a process involving a lot 40

obstacles,
  but he never gave up. He just kept on going until he reached his goal!
So
  what about you? You may not dream of being a world leader, but perhaps you
  long to become a lawyer, an astronaut or an inventor, to climb Mount Everest
  or perhaps simply to do something to help those less fortunate than yourself.
  At times, achieving these ambitions may seem impossible and, like Abraham
  Lincoln, you might come up against incredible J difficulties. But 2) .
  heart because there are some very practical steps you can take to help make
  your dreams come true...

of5)
  .. . work and perseverance. Therefore, read books, take courses,
  practise for hours or do whatever you need to do that will give you the
  skills to achieve your goals. After all, in the words of Thomas Edison,
  'Genius is 1% inspiration and 99% perspiration.'
• Don't give up
Finally, don't be afraid of
  failure on the way to achieving your dreams. Michael Jordan is someone who
  understands this very well. 'I've failed over and over again in my life,' he
  once said, 'and that is why I succeed.'
Thomas Edison's life proves to us
  that this is true. After 50

 to States? achieve After his dream
losing of his becoming mother at President a young of age, the his Unitedfirst         of
defeats. doing But everything when you you banishattempt  self-doubt, to
the you best are of capableyour
thousands
of failures, each of which showed him how not
•
Believe in
yourself to make a light bulb, he was able to achieve a success that Without a
doubt, this is the first step on the road to would change people's lives for
ever. In the same 6) . achieving your dreams! And this means not listening to
George Lucas' script for Star Wars was initially rejected anyone
who tells you, 'You can't.' Einstein, Beethoven by various studios. If he had
given up at this point, he and Edison, all knew about this. Einstein was considered
would have never seen Star Wars become one of the most an 'unteachable fool' by
his early teachers, Beethoven's popular films of all 7) ........!
music
teacher told him he was a 'hopeless composer', and So, never say never. Believe
you can climb that mountain, Thomas Edison's mother was told to 3) him from
swim that ocean or reach that place, and surely one day you O school because he
was 'too stupid to learn'. Sometimes, will. There would be no Ford cars, Star
Wars, light bulbs or though, it's not others that we have to worry about. Many
Beethoven symphonies if this was not true!
times, we are our own
worst enemy. We look at ourselves
1
A
accept       B pass C get   D succeed
2
A
take          B have C make           D find

                                                                   C
  ability           D gifts

sentences
  about yourself.

5      A strong      B hard  C heavy           D
  tough
6
  A idea         B
  way  C method         D means

•
  I see myself .

            7
  A years              B moments       C days               D time

• I might try and .             •
  I'm thinking of ...

• If I can, I'll ...

Speaking

What
do you think 3 A pull B erase C cut D remove your future will be like? Write 4
A power B skill
•
What
I'd really like to .Read the quotations in the text again
e.g. Henry

• I've always dreamed
  of ...

Do you agree?

• I desperately want to ...

 Read the statement.
  What does it mean to you?

•
I'm really dreading ... Ford, line 36. What do they
mean?   Discuss.
•
I
long to become .     In three minutes write a few
sentences about the topic.
How similar are your ideas to your partner's? Discuss.
•
complete • dropout • apply for • graduate
•
enrol • hand in • win • do • study • attend
1
John's parents were very upset when he . of college and started
working as a taxi driver.

2
The professor was annoyed because none of the students . ... .
... their essays on time.
3
Mary was delighted when she heard she had a scholarship to
study in France for a year.
4
Susan has decided to a place at Birmingham University to study
economics.
5
Once he had his
degree at Oxford University, Peter went into politics.
6
1 haven't been
out recently because I am . for my exams.
7
Although I . . from university With a good degree, I found it
hard to get a decent job.
8
When David left
school he decided to an apprenticeship as an electrician.
9
One of the things
I hated about university was having to get up early to .. . ... . . lectures!
10
My grandmother has just . . . . .. .. on a course to learn about
computers!
Choose the correct word,
then make a sentence using the other word.
I
John has just been offered a place/position at Leeds University.
2      Call the college and ask them to send
you a syllabus/prospectus.
3      You need qualifications/qualities to
become a nurse.
4      My tuition fees/prices have gone up
this year.
5      My classmates/colleagues and I are
all finding the course difficult.
6      What was your favourite
lesson/subject at school?
7      The course didn't run this year as it
had no government pricing/fundingt
8      I've got to start paying back my
student grant/ loan.
Everyday English
Talking about plans and
ambitions
Work in pairs. Use the language in the box, and the
ideas below to ask and answer questions about the future.
• study a foreign language
• help homeless people • travel abroad
• learn to play a musical instrument
• join a (drama) club • apply for a job as
• get a job • go to university • join a charity

Asking

Responding

•

Have
  you made any/What are your plans for ... (next year/after the exams etc.)?
  What are you planning/hoping/ going to do .
(next year etc.)?

•

I'm going/planning/ hoping to/thinking of ... I've
  decided/made up my mind to .
I guess/think I'll . .. If I can, I'd (really) like toll think it would
  be great to ...
I've always wanted to ...

A:
B:

Have you made any plans for next year?
Well, I think it would be great to
  get a job, but I haven't made up my mind yet. How about you?

A: well, .

Reading                                              Listening

a    Look at the sentences (A-G) from the
dialogue. What is the dialogue about? A Oh, well done.
B      It's so much fun living in a student
house and I'm really enjoying my course as well.
C      Well, we're all different, aren't we?
D     I'm
doing a BA* in History and Political Science.
E      It's difficult to keep up with all
the essays you have to write though!
F      I'm
just home for the weekend.
G     Well, feel free to come up and stay
with me any time you like.
Josh: Hey Annie, is that you? I thought you were away at university!
Annie: Oh hi, Josh! Yeah, I am. 1)
... .. ..
Josh: Oh, OK! So how are you finding student life? Annie: -Oh Josh, I
absolutely love it! 2) . .

Josh:

That's so
  cool! What are you studying again?

Annie:

3) .... ... The lectures and
  seminars are really interesting.

Josh:
Annie:

That's good.

Josh:

I can
  imagine! It certainly wouldn't be my cup of tea!

Annie:

. So tell me, what are your plans?

Josh:

I've decided to
  become an electrician and I've started an apprenticeship. It's going really
  well.

Annie:

. That's great!

Josh:

Yeah, thanks, I'm really happy. The course
  is practical but you learn plenty of theory, too. I miss all of you guys who
  have gone away to university, though.

Annie:

7) ....... My flat mates won't
  mind. They're cool!

Josh:

Thanks, Annie! I might just do that!

Of Arts
(Arts degree e.g. English Literature),
BSc=
Bachelor of Science (Science degree e.g. Physics, Engineering)
b   Complete the dialogue With sentences
A-G.
Q) Listen and check.
Speaking
Portfolio: You meet your friend a few months after you
have both left school. Ask each other how things are going. Use the phrases in
Ex. 4 to help and the dialogue in Ex. 5 as a model. Record yourselves.
C.) Kayla is calling a college to ask
for information about a course. Listen and fill in the gaps (1-6).

Legal Secretarial Course — My
  notes!

mention: saw course in 1) .... ... section of The Guardian,
want more info! Funding? government 2)     and scholarships
Selection? Interview as important as
Places
available? 4) .     . next Friday
Time left to apply? About
6) ....... .
Say it right
Asking
after friends
8 Q) Choose the correct response. Listen and check.
 A: How is Peter getting on at
university? B: a He always wanted to go.
b He's loving every minute!
2      A:
How is your brother now?
B: a He's getting better slowly.
b He's still living with us.
3      A:
Have you heard from Mary recently? B: a She won't tell me.
b I got a card from her last week.
Idioms
Use the words in the list in the correct form to complete the
idioms, then check in the Word List. Are there similar idioms in your language?

always know exactly what he is thinking. 2 Tom will have to
  ... .... . up an excuse for not doing the essay.
3
  Although it
  wasn't her fault, Suethe can for the error.
4
  My sister won't
  go back to college because she thinks you can't ..... ... an old dog new
  tricks.
5
  I had no idea
  you could study wine tasting at college — well you live and
Grammar
  Check 7

• learn • teach • beat • carry • dream around the bush you

Conditionals type 1 2
3 »Grammar Reference

Af-elausé

Main clause

Type I
  real

If/When +

future simple,

present/future (a

present
  simple

imperative,

real or probable

can/ must/ may

situation in the

etc + bare

present or future)

infinitive

Type 2 unreal

If + past

would/could/

present (imaginary

simple/

might
  + present

situations contrary to facts in the present and unlikely to
  happen in the future)

continuous

bare infinitive

Type 3 unreal past

If + past

would/could/

(imaginary

perfect/ past

might
  + perfect

situations contrary

perfect

bare infinitive

to facts in the past)

continuous

Study the table and identify the
three conditional types in the quotes below.
5      I
would have sent a card if I ........ (remember) it was your birthday.
6      If I (have) enough time, I would do a
Masters degree.
7      If
he doesn't dress smartly for the interview, he (not/stand) a chance
of getting the job. 8 If Tom has to work late today, he . . . .. ... (call) his
wife and tell her.
9
If you . (be)
ever in my part of town, you should come and see me.
10     If
you have an appointment, Mr Carter (see) you.
Inversion in
conditional sentences
Study the examples. Rewrite the
sentences omitting 'if'.

Should you
come late, we'll stay in. (If you come late, we'll stay in.)
Were
you to take this course, you would get an excellent qualification. (If you took
this course, you would get an excellent qualification.)
Had he worked harder, he'd have met
the deadline. (If he had worked harder, he'd have met the deadline.)
I If you had asked me sooner, I would have been able
to come.

The good life, as I conceive it, is a
  happy life. I do not mean that if you are good you will be happy — I mean
  that if you are happy you will be good.
Bertrand
  Russell, British philosopher, 1872-1970
If we were meant to talk more than listen, we would have
  two mouths and one ear.
Mark Twain, American writer,
  1835-1910

If I'd known I was going to live this long,
  I'd have taken better care of myself.
Eubie Blake, American composer, 1887-1983

2      If
you ordered all your books from us, we would give you a 25% reduction.
3      If
we go to the same college, we will graduate together.
4      If my exam results come in the post,
call me straight away.
5      Will you pick me up if you finish
early?

Conditionals
  can be mixed (the tenses possible depend on the context).

If-clause

Main
  clause

If he
  wasn't so lazy, (type 2)
If I had
  studied law, (type 3)

Jo wouldn't have got angry with him. (type
  3)
I would be a lawyer now.
(type 2)

Study the table, then rewrite the
sentences, as in the example.
2 Put
the verbs in brackets into the correct tense. Which conditional type is each?

             (do) if they hadn't helped me.
2
  If I could be
  anything I wanted, I ... . .. . . (be) an astronaut.
3
  If      (not/waste) time playing computer games, he would have
  been able to study more.
4
  If I . .. . .
  ... (be) in your position, I would apply

1      Tim lives far away so he was late
  for the meeting.
 If Tim didn't live so far away, he
  wouldn't have been late for the meeting.
2
  Paul doesn't
  listen to advice, so he didn't do

I They were of great help. I don't
know what I
                             for that job straight away.                                                                       what
you suggested.

Unreal

Study the examples. Then put the
  verbs in

Phrasal verbs (carry)

brackets into the correct tense.

7 Fill in: through, off, out, on. Check in Appendix 2.

Present

If I had known, I would have
  attended the meeting.
If only he had been on time.
Suppose she had stayed longer, would you
  have told her?
I'd rather you hadn't lied to me.

•
  If I were you, I'd
leave
  now.
•    I wish she would come earlier.
•
  Suppose you won
£10,000,
  what would • you buy?
•
  It's time we
  went. I'd rather you called her now.

I Suppose
  you                 (not/pass)
  your exams,

Dependent prepositions

what would you have done?

Fill in: into, from, in. Check in Appendix I.

2 If only I ... . .. . . (not/stay
  up) so late last night.

1 He graduated .        .
  university with a degree

3 If she .                (tell)
  me she had an exam today, I

in Physics.

wouldn't have made so much noise
  last night.

2 Jo was expelled from school for
  cheating

4 I'd rather you ... . ... .
  (leave) me alone.

        . .. . . . an exam.

5 It's high time you .             (start)
  acting more

3 She's doing research ... .. ... global warming.

responsibly.

4 She finally succeeded                 achieving
  her

6 If you (save), we would be able to afford to go on
  holiday.

dream.

7 I wish he . . (get) a job instead of lying around the
  house all day.

Sentence transformations

8 I'd rather you .        .
  (not/copy) my homework

Complete the second sentence so that it

and did it yourself.

means the same as the first. Use the word in

9 Suppose
  you                     (get) the promotion, how

bold. Use two to five words.

would you have felt?

       I
  think you should apologise to Mike.

10 If only you              (not/borrow)
  my car last

           were
  If .                  apologise to Mike.

night.

course because I didn't work

5      The train left on time, so they will
have arrived by now.
6      Kate
was studying all night, so she's exhausted now.
Grammar
Reference
I Tim wasn't prepared for the speech, but he managed to carry
it . . (do successfully)
2      I told Anna to stop tapping her foot,
but she carried . doing it. (continue)
3      We don't know who carriedthe attacks yet. (do)
4      Adam's support carried me .the awful experience. (help to
endure)
5      Hugh Grant carried .       the award
for Best

3 Sue doesn't do her job well, so She didn't get

       Wnat woülå The
  peo§te Þœtures

promoted.
4 You didn't hand in your project, so you won't pass the
  course.

wish/regret?
  Write three sentences for each

Actor. (win)
2      I didn't pass the hard enough.
                                                                                failed
If I'd worked harder, I .                      the
course.
3      It's a pity she missed the party.
wish I ... .. ... to the party. 4 I suggest that you leave now.
rather I .
.. . . . . now.
5 I wish
she wouldn't criticise me all the time. stop If . . criticising me!

Rudyard Kipling's If is one of poems. Read the first
line the two last lines of the Kipling address the poem biography below to find
out.
Rudyard Kipling
(1865-1936)
British
author and poet, born in Bombay, India. He had a velY happy childhood until, at
the age of six, he and his sister were sent to England next six years were
miserable. He treated cruelly by the couple who were looking after him. At 12,
he went to live with his aunt and only then spoke of what he had gone through.
At the age of 16, he returned to his beloved India where he worked as a
journalist. He wrote many poems and short stories ,including Mandalay (1890)
and Gunga Din (1892).
These were published in the paper along
with his news reports and later as collections.
He
travelled extensively and married in 1892. Over the next few years Kipling
wrote The Jungle Books (1894-1895), Captains Courageous (1897), The Day's Work
(1898) and many more. He had two daughters and a son, and life was wonderful
until his eldest daughter died of pneumonia at the age of 7. From then on, life
was never the same again, and the family moved to the English countryside for a
secluded life. Kipling was awarded the Nobel Prize for literature, but he
turned down the honour of Poet Laureatel and a knighthood many
times.
Kipling's
most famous poem If (1895) is an inspiring, motivational poem about how to
overcome difficulties. It emphasises the value of inner strength and the
ability to not show your emotions.

If
you can keep-your-bead when all about you theirs and blaming it on you;
trust yourself when all men doubt you, make allowance for their doubting too;
wait and not be tired by waiting, about, don't deal in lies, being hated, don't
give way to hating, don't look too good, nor talk too wise;
If you can dream — and not make dreams your master;
10
If you can think — and not make thoughts your aim; you can meet with triumph
and disaster
And
treat those two just the same; can bear to hear the truth you've spoken by
knavesl to make a trap for fools,
15
Or watch the things you gave your life to broken, and build 'em up with YQIL:.Q-U!
tools;
           If
you can make one              of all your winnings
2
And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
20 And never breathe a word about your loss;
If you can force your
heart and nerve and sinew3
To serve
your turn long after they are gone, And so hold on when there is nothing in you
Except the yjll which says to them:"HoId
on";
25 If you can talk
with crowds and keep your yiýLug, Or walk with kings — nor lose the-CQmLLQL!9-U.gh;
If neither
foes4 nor loving friends can hurt you; If all men count with you5,
but none too much;
If you can fill the unforgiving minute
30 With sixty seconds' worth of distance run —
Yours is the Earth and everything that's in it,
And — which is more — you'll be a Man my son!

1
a
dishonest person (old fashioned usage) 2 a gambling garr played with
coins 3 a cord connecting a muscle to a bog 4 enemies 5 are
important to you (old fashioned)

a poet appointed
by government to write poems for special         3 a Read again and match the
underlined occasions
words/phrases with their meanings below.
I ability to identify with ordinary people
2 Listen and read the poem. What message        2
changed in meaning 3 things/people does it convey?          dishonestly
pretending to be sth else 4 pile 5 old
a
overcome an
honourable your and problems dignified and persontry to become        forward
or damaged 7 stay 6 stand/walk calm 8 determination with shoulders to do
bentsth
b
live your life
and don't let problems and 9 thinking & doing what's right 10 money won
difficulties get in your way b Explain the words in bold.
Words
related to character/personality
Which
of the following does Kipling advise? Find references in the poem.
         Verse 1                               Verse
2
ignore doubt    be imaginative be
patient          be thoughtful

be
  honest

be understanding

be
  courageous

accept
  that people lie

8

Listen
  to the first four lines of the poem

be
  modest

be strong

and
  underline the stressed syllables. Listen

Verse 3

          Verse 4

again
  and repeat to feel the rhythm.

take
  risks

be
  polite

be
  positive

be modest

9

How does the poem make
  you feel? bored?

be
  uncomplaining

be tolerant

excited?
  depressed? encouraged? discouraged?

be
  determined

be
  respectful

inspired? motivated?
  Explain your answers.

be
  productive

 The
  poem makes me feel inspired to follow the advice and try to become a better
  person.

Complete
the sentences with the correct prepositions or particle "to" from the
poem, then use each of the phrases in bold in an audy skills
example
of your own.
Literary
techniques in poems
1 I can't bear ..... ... see Jackie
ever again. When writing a poem, we can use a number of 2 My brother often used
to do something techniques to attract the reader's attention ... naughty, then
blame it . . me. one
Literary techniques: Similes (to compare
3 We have to make
allowance                  Tom's
thing
with another (as ... as) e.g. My love is tike a mistake. He's been quite ill
lately.       red red rose), metaphors (to compare two unlike 4 Don't give way
.       . anger, Tracy! Try to things e.g. You are pure sunshine) and calm
down.
personification (when objects are given
human 5 My dad built . . his business from scratch.
qualities e.g. The moon smiled) are some of the
6 You can tell me. I
won't breathe a word                                        used in poetry to
help the reader 'see'
techniques
..... ...
it to anyone!  or 'feel' what the writer means. 7 I usually go to bed tong .        .
everyone else.

8 Ben found his course
  very difficult, but he managed to hold . . and not give up.
The poet uses opposites
  to emphasise what he says and convince the reader. In pairs, choose one of
  the verses and find the opposites.
verse
  1 line 3 trust /doubt

10 00 Read the Study
  Skills box, then
identify some examples
  Of these features Of poetry in Rudyard Kipling's poem.
I
  l Portfolio: Work in groups. Write one or more new verses for If. Use any of
  the rhyming words below or your own ideas. Recite your new verse(s) to the
  class.

Look
at the poem. How many verses are there?
How many tines are there
in each verse? How                   despair — care                 forgive —
live

many syllables are
  there in each line? Now look at the last word in each line. Which line rhymes
  with the first line? the second line? Does the poem follow the same rhyming
  pattern in every verse?

             need — greed                    pain
  — gain
If you can feel sorrow yet never despair; If you can
  be kind to those without care etc.

Formal
letters/emails
Formal letters/emails
are written in a formal style to people in official positions e.g. a manager, a
course director who you haven't met before or who you don't know well. There
are various types of letters such as giving/requesting information, letters of
complaint, letters Of apology etc.
A formal letter should consist of:
• a formal greeting i.e. Dear
Sir/Madam when you don't know the person's name, Dear Mr/Mrs Wilson when you do
know their name.
• a first paragraph in which you write any opening
remarks and clearly state the reason for writing.
• a main body (usually 1-3 paragraphs) which develops
the subject. Begin a new paragraph for each main point.
• a final paragraph that sums up the topic, expresses
what you want to be done or makes any other final comments.
• a format ending i.e. Yours
faithfully when you don't know the person's name, Yours sincerely when you know
the

person's name.

Formal letters can respond to written
information (letters/adverts etc). In such cases, make sure all points asked
for are included.

A       a letter of complaint to a course
director
B       an email accepting your friend's
invitation to a barbecue
C       a
thank-you letter to your aunt
D       an email to a hotel owner asking for
the return of some lost property
E       a letter to your friend telling her
about a recent job interview you had
F       an
email requesting information about an event G a letter making arrangements for
a visiting speaker to come to a school
Read the extracts from some formal
letters below. Which are beginnings and which are endings? Find the pairs.
Which letter from Ex. 1 does each pair belong to?
1 Once again, I would like to thank
you for

agreeing to take part. Please do not hesitate to contact me
  if you have any questions or concerns.

2

I am
  writing to inquire about the Open Day you are holding at the university on
  Friday 6th May.

3      Thank
you very much for agreeing to be one

of the guest speakers at our school
  careers
Please allow me to give you some
  details

4      Thank
you in advance for your help. I have

enclosed a stamped, addressed envelope
  in which to return my driving licence if you find it.

5      Thank
you very much for making my stay at your

Bed and Breakfast
which was so enjoyable. Unfortunately, when I arrived home I realised that I
had left my driving licence behind.

6

Lastly, could you
  please send me directions to the university campus from the train station?
  Thank you in advance.

7 All in
all, I am extremely disappointed and feel

1 Look at the types of letters/emails
(A-G) below.
Who is each one written to? Which are
formal? Why?

that I am entitled to at least a
  partial refund of the course fees that I paid. I look forward to your prompt
  reply.

8 I am writing to express my dissatisfaction with the web design
course that I have just completed at your college.

Read the rubric and underline the key
words. Answer the questions. Then read the model and check.
• You have seen an advert for a summer
English course in Oxford,
England. Use the notes you have made to write an email to
the : course director asking for more information (120-180 words).
price list.
2      Who will you write to? Why?
3      What
greeting/ending will you use?
4      What
must you include in your email?

Dear Mrs Hughes,
I have
  just read your advertisement for the summer English courses in Oxford and I
  am very interested in applying. However, I have a few questions that I would
  like to ask first.
First of all, I would
  like to know how much each of the courses costs. I am particularly interested
  in the six-week course, but it would be helpful to know the prices of all the
  courses before I decide which one to take.
Secondly,
  I am interested in finding out more about the actual teaching on the course.
  Your advert says that the classes are small. How many students are there on
  average in each class? Also, what modern language facilities are available?
  Is there a student reference library or computer facilities?
Lastly, the advert states that options other than sharing a flat are
  possible. I would be very interested in living with a local English family in
  order to further improve my English. Would this be possible?
Thank you very much for your time. I look forward to
  hearing from you soon.
Yours sincerely,
Sarah Stewart

5      How
many paragraphs will you write and what will you include in each?

Formal
style
In pairs, find formal words/ phrases
in the email in Ex.3 which mean the same as the more informal ones below.
I how much
are the courses?
2 1 want to 3 please reply quickly 4
thanks a lot 5 choices 6 to make my English even better 7 roughly 8 before I
choose one 9 says
10 can I do that? 11 lots of love
Replace the underlined sections of the sentences (1-10) with
the more formal words/phrases below.
• I would appreciate it if
you could
• Thank you for your
generosity in spending
• with regard to your
participation in
• Would it be possible for
you to arrange for
• Could you please send me
some more details
• we were served • was
appalling
• will be unable to attend
• We really appreciated your
helpful advice
• was very impressed by
• am writing to inquire
1
Thanks for. all you did for us during our trip.
2
I am writing about you taking part jn our upcoming careers
fair.
3
The standard of food they-gue-us was horrible.
4
I  the friendliness of the hotel staff.
5
Can you send me a bit more info about the Open Day?
6
Unfortunately, I can't come to your daughter's wedding.
7
It'll be great
if you can bQQk a
taxi to meet us at the airport.
8
You were SQ generous to spend so much time with me.
9
I want to ask about the computing course you do.
10      replace
the faulty product.
a Match the
introductory sentences (1-3) to the supporting details (A-B). There is one
sentence you don't need to use.
I Lastly, we have arranged for the exchange students to go on a
weekend trip to the countryside.
2     1 would be very grateful if you could
send me a copy of your
prospectus.

excellent.

The teachers were thoroughly prepared
    for the lessons and able to answer all the questions that students had.
    Also, students were given prompt and detailed feedback on their work.

A

July the

3     First
of all, the standard of teaching on the course was
B I would also appreciate a list of the course fees. Any other
relevant information would also be appreciated.
b Write two or three
appropriate supporting details for the remaining sentence from Ex. 7a. Compare
with a partner.
Discuss
and write
Read the rubrics (A&B) and underline the key words. Then answer the
questions in pairs.
I Who are you and who
are you writing to?
2
What kind of
letter do you have to write?
3
What style will you write it in? 4 What must you include in your
letter?
5      What
Will you include in each paragraph?
6      What
greeting/ending is appropriate?
You are the leader of your school
social committee and have written to an international sports star who is
visiting your : area, inviting him to give a talk to school leavers at your
school. He has agreed and has written to you asking for more
• information. Read his email and the
notes you have made to  write a reply to him. (120-180 words)
I
would be happy to come and give a talk at your school. I am available either on
the I Ith or 12th June. Which would you prefer?
Could
gou tell me a little about the students e.g. how many there will be, their
ages, what sports they are interested in?
Is there
anything in particular that you would like me to include in my talk?
 You have just done a six-week summer
acting course in London  and you were very disappointed. Read the
advert and the notes • you have made. Then write a letter to the course
director, Mr : Evans. (120-180 words)
         -C The                                            Dromo
School                   poor teachers,
cancelled lessons offers a six-week summer acting course from 2nd
13th August. Taught by fully-trained              draughtystudios
professionals in a relaxed and pleasant environment, course offers the chance
to improve your acting        ask for some skills by learning from the experts.        money
back
Fees from
£1500
Comfortable accommodation included
room was small, cold & dir
Choose one
of the rubrics and write your answer. Swap papers and check your partner's
writing against the checklist below.
Checktist
• Does the letter/email have
a correct greeting/ending?
• Is it written in an
appropriate style?
• Does the letter/email cover
all the points asked for in the rubric/ notes?
• Is the beginning/ending
appropriate?
• Do the main body paragraphs
have an appropriate topic sentence and supporting details?
• Are there any mistakes i.e.
grammar, punctuation, spelling?

CORNER

What do you expect to learn from
    it? Q)
www.studentdays.com

Read, listen and check.

1 Look at
  the titles and picture on the website. Who do you think it is for?
                                                          Home           -University/Collegeprofiles         Student
  life in the UK
Life as a student is all about sitting
  through endless boring lectures, working all night to meet essay deadlines
  and of course scraping by on your meagre student loan, right?
  Well, sometimes, but it can also be a lot of fun!! We asked some first year
  students to give us the low-down on student life in the UK!
Matthew Springer, University of Leeds (B.A. History and
  Political Science):
"One of the best
  things about the first year is 'Freshers' Week'l . You hardly sleep all week
  — there are so many parties, concerts and other events! And then there's the
  'Clubs & Societies Bazaar' where you get the chance to join any kind of
  club or society you can imagine. It's difficult not to get carried away
  — I signed up for the university newspaper, and the drama and canoeing clubs!
  '
Sylvie Legrange, Swansea University, Wales (B.Sc.
  Biological Sciences):
"I'm an overseas student from
  France. In my country, a lot of students live at home while studying, but
  here almost everyone goes to university in another town. This year, I got a
  place in halls2 with most of the other first year students. It's
  so much fun hanging out in each other's rooms, drinking tea and ordering
  pizza at two o'clock in the morning! Next year, I'm going to rent a student
  house just off campus with four of my friends."
Sarah Miles, Keble College, Oxford (B.A. English and Modern
  Languages)

Student
    talk: our mini•guide hole-in-the-wall ATM rank = awful sorted = under
    control stormin', kickin', slammin' = exciting skint = to have no money
    mate = friend

"l only have about ten hours of formal
  lectures every week, but I have to spend quite a few hours in the library
  doing research for essays. I also have to prepare for seminars, which are
  smaller jnte_actiye classes, and a weekly tutorial, which is basically
  a discussion with my tutor3 . Oxford is a lot more traditional
  than most other UK universities. We Still have to wear a black academic gown
  when we do exams and when we attend formal dinners in the college dining
  hall!"
Steven Howard, University of Bradford (B.A. Media Studies)
"University is hard work and I'm
  always skint but the social life is stormin'! My favourite hang-out is the
  Student Union4 . There's always something going_QL) there,
  like a big band playing or some kind of special theme night. After a big
  night out, my mates and I always stop off for a kebab or a curry on the way
  home! "
1 week of events/activities to welcome first year students
  2 halls of residence = shared university accommodation
3 university teacher 4 building on campus with facilities
  for social and organisational activities

Read again.
Which student(s) mention(s):
I getting involved in
organised activities?
2 a nighttime snack? 3 a special dress code? 4 self-study? 5
lack of money?
Match the underlined words with their meanings: involving only two
people, loose formal robe, be over-enthusiastic, managing to live with very
little money, happening, allowing communication, very small.
List all
words related to university from the text in Ex. I under the headings:
• places • lessons •
accommodation
• teachers • after-school activities
Imagine you
are studying at Oxford University. Use the words to talk about university life.
Portfolio: Think of the most
prestigious university in your country. Write a short article about it.
Include: where students live, academic life, social life etc.

                     Citizenshi

SMALL  ef

BIG

Read the equation above. How can smatl actions change
the world?
a Read the case study below to find
out what Jacob does. Why does he do it? What does he feel that he achieves?
Case Study:      — V9LUñtÉÈh
"I
volunteer at a retirement home for a few hours each week.
All I do is sit and chat with people
for a while, read to them, tell them some jokes, but they really seem to look
forward to my visits. I get a lot back, too. It makes me feel really great to
know that I'm giving something and to see people's faces light up when I
arrive. The elderly are wise. On more than one occasion they've given me advice
that I just know I wouldn't have got anywhere else. I think volunteering in the
community is one of the many things you can do to make the world a
Read the suggested
actions (1-6) and match them with the reasons (A-F). Suggest two more actions
and their corresponding reasons. Compare your ideas with your partner.

? Little chWays antoge the Worl

10
A Both you and the peopl Learn basic first aid.
you help will
feel great.
Spend time
with people • B: It could save someone's lif from different generations.
C Even a small purchase can Become a community or help and charity
shops give international volunteer. all the money they make to people in need.
Buy Fair
Trade products.
Rubbish on the streets is ugly and
costs millions to
Throw
your rubbish clean up. in the bin.
It will cheer you/others Give your spare change to up
and change the way charity and pay more whenyou/they behave. you
buy things at charityget fair prices shops. their goods and their living
working conditions improvi
Consider
the list of actions again. Which would definitely do? definitely/probably not
do? possibly your answers in small groups, giving reasons.
I would definitely like to learn first aid.
Yeah. Me
too. I think it would be useful. I'd possibly become volunteer and help others
feel well.
nice idea but I would probably not become a community
volunteer, because I'm not good at socialising.
Portfolio:
Work in groups. Use the ideas from Ex. help you think of another project that,
if a lot of people took part, could really change the world e.g. planting one
tree each. Think about the following:
I What
exactly would you do?
2      Who else would you get involved &
how?
3      What
results would you hope for from your project?
Write a paragraph about your idea,
then present it to the class. The class votes for the best idea to change the
world.

Going
Green
Dian FosseY(19324985)
Dian Fossey loved
  animals, trained as an occupational therapist and worked miracles with
  disabled children. After reading some books by George
Schalles she decided to save up and go to Africa for 6 weeks to see the
  wildlife. When she first saw some mountain gorillas she became fascinated
  with them and began watching and recording their behaviour. She went home,
  studied to become a zoologist, and then returned to Africa to spend the rest
  of her life studying mountain gorillas.
One day, a young male
  gorilla she named Peanuts, came over and touched her hand. After some time,
  Dian earned their trust and was able to sit with the gorillas and play With them
  and their babies.
Dian's favourite gorilla was a young
  male named Digit. The poachers were locals making money from selling the
  hands, heads and feet of the gorillas. They sold their heads as wall
  decorations, and hands and feet as ashtrays. Several other gorillas met the
  same fate. Dian declared war on the poachers.
Unfortunately, she was so outspoken
  that she became a target for violence.
On December 26th, 1985, she was found
  murdered in her cabin. She was buried in the cemetery next to her beloved gorillas.
  She was 53 years Old
What happened to Dian's beloved gorillas is what can
  happen to all animals whose parts are used to make souvenirs. So, be aware
  and never bring back any exotic gifts along with your beautiful memories.
Buying souvenirs made from ivory,
  animal skins, teeth, bones, coral or turtle shells endangers animals and
  keeps poachers in business. Don't help drive innocent animats to extinction.

Q)
Close your eyes. Listen to the sounds.
1 Where
do you think you are? What is happening? How do you feel?
Describe the pictures. How do you think this woman
made a difference to our world? Read the sentences A-E below and try to guess
her story.
A       Her
killer, probably a poacher, was never found.
B       Tragically,
on New Year's Day, 1978, Dian found he had been killed by poachers.
C
She didn't have
any children herself.
D       However, she had always had a desire
to see more of the world.
E       Over time, Dian came to know the
gorillas as individuals and gave them all names.
Read the article and put the
sentences
3
A-E in the right place to complete the text. There is one extra sentence you do
not need to use. Explain the words/ phrases in bold.

THINK!

Listen and read the text again.
Which of these adjectives best describe Dian? Tell your partner. Give
reasons. sensitive, dishonest, caring, patient, nervous, determined.
I think Dian was a very sensitive person because she worried a lot about
the fate of animals.
Project: In groups collect
information about Dian Fossey or another environmentalist. Present it to the
class.
Green
Animals share with us the privilege of having a soul.
(Pythagoras, Greek philosopher)

MODULE 7
A so that
they can pay for skyrocketing tuition fees and

A McJob? What on earth is that? Well,
  according to a recentlyadded dictionary entry, a McJob is a low-paying job
  that requires little skill and provides 'little opportunity for advancement.
You dream of a job like
  this, right? A monotonous, tedious job NO? Then, why are thousands of
  educated young people spending hours each day folding jumpers, grilling
  burgers, serving cappuccinos and unpacking boxes of books?
Katie Underwood, a
  twenty-three-year-old university student, has had around twenty jobs just
  like this. She has worked night-shifts, has been told she can't have a break
  or a day off
Fast food adverts and movies may make us
  think that these jobs are held by pink-cheeked, trendy teens [ÃÛ,
  but in actual fact, most people in these jobs are in their late teens and
  twenties.
Like Katie, these youngsters are
  juggling these part-time jobs and university classes
So, how sorry for
  yourself should you feel if you have to take a McJob? Well, perhaps you're
  actually one of the lucky ones! First of all, some well-known former
  McDonald's workers include Jeff Bezos,x founder of Amazon.com and Carl Lewis,
  Olympic gold medallist, and according to a recent article, around 20 of the
  50 top worldwide. managers began by grilling burgers! Secondly, most young
  people who take these jobs have little or no previous work experience.
  Learning hoW to get to work on time, operate a machine, count change, serve
  customers politely, co-operate with fellow workers and accept orders from a
  boss are skills
So,
  a McJob might be boring, tiring and badly-paid,
Undoubtedly, it will also make you
  appreciate just how lucky you are

Speaker

Comment

Fill in the gaps (1-6) with the
phrases (A-G). There is one phrase living expenses that you do not need to use.
B which can give you valuable experience and maturity before you enter your
chosen career
C      who
have worked in factories, shoe shops, restaurants, bars and museums
D     who
are just looking for a bit of extra spending money
E      but it can help prepare you better for
the harsh world of work
F      that involves washing dishes,
delivering parcels or asking
"Would
you like fries with that?"
G

and has usually been
paid no more than the minimum wage
Listen to speakers 1-5. Which of the
comments below might each speaker say? There is one comment you don't need to
use.
A
I realised what I
wanted to do at a particular moment.
B
I want to do
something that lets me see lots of different places. C I want to be my own
boss.
D     I want to do something to fight
unfairness in the world.
E      I
want to work for an environmental organisation.
F       It's difficult to earn enough money
doing what I love.
When you finally get your dream job!
134

Complete the text below by choosing
the best word (A•D) for each gap (1-7).
A Russian Rock Star

"Victor Tsoi was born in Leningrad in 1962. His
mother was Russian and his father was Korean. I) did they know that their son
would grow up to be one of the pioneers of Russian rock music.
He started writing rock songs 2) he was 1 7, and by the-time he was 20 he
had formed a band called 'Kind They made their first recording in Tsoi's flat
and the demo tape was passed 3) . the city and then the country. Kino quickly
4) a large cult following. When their first album 45' was released in 1982, the
political 5) . of their lyrics both excited a lot of Russian youth and angered
the authorities. The band was the runaway winner of the Leningrand Rock Club
Concert, mostly due to the popularity of their anti-war songs.

a cultural hero.

             Few                B
  Less

C Small

D

Little

2              then                     B
  when

C so

D

because

3         A
  through                B up

C down

D

around

4      A reached           B caught

C attracted

D

attained

5         A
  essence                B way

C nature

D

spirit

6 A happen                         B
  occur

C see

D

appear

7      A final                B
  last

C end

D

concluding

1 985 proved
to be a very important year for Tsoi and for Kino, Tsoi got married and had a
son, Alexander. Social reforms allowed rock bands to be written about and 6) on
TV, which up until then had not been allowed. Kino then quickly became the most
popular rock band in Russia.
Sadly, Victor
Tsoi died in a tragic car accident in 1990. Amazingly, a tape of his vocals for
the next album survived the crash and the band made the album after his death.
This album was called the 'Black Album' and it was the band's 7) .
Their music is still popular today
and Victor Tsoi remains

Give a two-minute talk about a person
you admire. Remember to say:
• who the person is and what he/she is like
• what he/she does/has done in life
• why you admire him/her
• what you can do to become like him/her
You have to talk for 11/2-2 minutes.
Your partner wilt listen until you have finished. Then he/she will ask you some
questions.
Read the extract from your pen friend
Pete's letter. Write a letter to Pete. In your letter:
• tell him how you feel about finishing school and your
plans for next year
• ask three questions about
his brother's graduation
Write 100-140 words. Remember the
rules of letter writing.

I
can't believe we've both finished school now! How do you feel about it? What
are your plans for next year?
My
brother Michael has just graduated from university and we all went to his
graduation ceremony last week ...

Progress
Check
. over adversity.
. . because the course
                                                                               every
     r.
Points:
IOX2
Put the verbs
in brackets into the correct tense.
1
If I pass my
exams, I . . . . .. . . (go) to university.
2
If Jane misses
the bus, she .          . (take) a taxi.
3
(apply) for the
course earlier if I had known the closing date was today.
4
If I were you, I
. ... . ... (revise) a little every day.
5
If he .
(not/be) on time for the interview, he will not make a good impression.
6
If you hadn't
helped me, I don't know what I . (do).
7
If I .. .. .. ..
(be) ready for the exam, would I be panicking like this?
8
I wish I . (go)
to college, but my parents couldn't afford to pay for me.
9
If she .. .. .. .. (not/spend) her weekend socialising, she would
have been able to study more.
10       Tom
wishes he . (get) better exam results, but he didn't study hard enough.
Points:
20
Complete the sentences using the
words in bold. Use two to five words.
1 I think you should apply for the
course.  were If . apply for the course. 2 It's a shame he failed his exam. wish
I . .... ... his exam.
3 He didn't get a
place on the course because he didn't apply in time.
                     got      If he
had applied in time, . . ..... . on the
                           course.
136
4
Suppose you
hadn't passed your exams, what would you have done?
hadn't What would you have .... .... passed your exams?
5
I suggest that we go home now.
                rather
I ... ..... home now.             (5X4Points:
Complete the phrasal verbs with the
correct particle.
1       James carried first prize in the
essay writing competition.
2       Your friendship carried me . .. . ...
. a difficult time in my life.
3       If you carry . . staying out late
every night, you will soon be exhausted.
4       Kim has the experience to carryany project she is asked to do.
5       I just have one or two errands to
carry .

            then
I'll be ready.                                        Points:
10 Fill in the gaps with the correct preposition or paticle
"to".
I        Tom's doing
research .... .. . . cultural differences. 2 You must never cheat .. .. . . . .
an exam.
3
I graduated .      .
university with a first class degree.
4
Gail longs .         .
finish college and start earning money.
5
He succeeded . ..... becoming a prof •onal athlete
Points:
10

6 Match to form exchanges.

1 Have you made any plans

a      I love it!

for next year?

b Really well,

2         I've
  decided to be an

thanks.

engineer.

c        I
  can imagine!

3 How's your course going?

d       I thin  I'll do

4 It's really hard work.

a Ma ers.

5 How's student life?

e Good for you!

           Can . ..
talk about my hopes and dreams talk
about plans & ambitions ask after friends
•  use conditionals
write a formal letter/email write a verse of a poem write a short article about
university life give a presentation about an environmentalist & how to make
a difference
Before you start ...
•  What do you want to do for a living?
•  Where do you see yourself in ten
years' time?
Look at
Module 8
Find the page numbers for pictures
1-4.
Find the page numbers for
•  paintings
•  a leaflet
•  an author's biography
Listen, read and talk
about ...
places airports and air travel Gulliver's Travels by Jonathan
Swift a biography of Jonathan Swift
•  manners in the USA landscape
paintings Eco-tourism

Learn how to .
•  seek permission
•  make a request
•  use emphatic phrases • request help —
agree/refuse
Practise ...
•  inversions so, neither/nor
quantifiers
•  countable/ uncountable nouns phrasal
verbs: check idioms related to the weather prepositional phrases related to
travel
Write ...
a summary of Gulliver's Travels an
article describing a place a leaflet giving advice on manners to foreigners
visiting your country a sketch of your local landscape a short talk about a
World Heritage Site
a
Look at the pictures. What do you know
about these places? What do you think makes them mysterious?
Q) Listen to and read the texts to
find out.
RNE
Read again. Which place (A, B, C or D)
I cannot be
easily seen?
2      is in the middle of an ocean?
3      took
about 150 years to create? 4 was discovered by an American?
5      includes
a stadium?
6      is at the base of a mountain?
7      was
discovered by a European? 8 includes a park?
9
was built for religious reasons?
10      has decorations below ground level?
Match the underlined words to their
meanings.
I praised the gods 2 not able to be seen
3      ask for advice
4      one of a kind
5      moved
6      achievement
7      designs
to represent sth else
8      far away
9      kept
in a good condition
 10 qualities
11     soldiers
who enter a country by force
12     gifts to the gods
How are the following related to each
place? the Oracle
Jacob
Roggeveen
              Lord Shiva             Hiram
Bingham
                    invaders         the
Pythia
Spanish
monks
> Jacob Roggeveen found Easter
Island and gave it its name.
k MystiœP1aces<
There are certain places a nd the
world that are surrounded by mystery because t ey contain the remains of lost
civilisations. They may have strange buildings, unusual statues or interesting
temples, but they are places ofgreat architectural beauty and archaeological
interest.
Easter Island
On Easter
Sunday, 5th April, 1722, Jacob Roggeveen, a Dutch explorer, found and named a
small island in the Pacific Ocean 2,000 miles from South America. He was the
first European to visit the world's most remote inhabited island. He
noticed that the island had very few trees or animals, and there were only a
few thousand people who lived there. He also could not fail to notice the
hundreds of magnificent stone statues that stood proudly all over the island.
These 887 statues, called 'moai', are up to 10 metres tall and weigh about 80
tonnes. No one knows why they were built and how exactly they were carved and
transported at least 14 miles across the island, or by whom. One theory
is that a great civilisation built them and cut down the trees to transport them
and when all the trees were gone, the animals died out and so did the people.
Other researchers think climate change affected the island and its people.
Perhaps we will never know the truth, and so Easter Island will remain a
beautiful and mysterious place.

O Kailasa Temple
The Kailasa
Temple was cut by hand from a granite cliff in Ellora about 300 km northeast of
Mumbai. Generations of dedicated monks lived, worked and their gods there and
created the largeststructu in the world carved from a single rock. Built around
the 8th century, it is believed have taken 7,000 workers 150 years to carve it
and remove 200,000 tonnes of from it. Every surface is covered with symbols and
figures, and the temple is full of beautiful sculptures. It was built to honour
the Hindu god, Lord Shiva. Around the base of the temple, some 90 metres below
the surface, there are hundreds of carved elephants that look as if they are
carrying the temple on their backs. This unnue place brings the ancient
culture of India to life.

Vocabulary
Geographical features

Otherwise known as 'The Lost City of the Incas', Machu Picchu
is an ancient Incan city located almost 2,500 metres above sea level in the
Andes Mountains in Peru. Machu Picchu is invisible from below and no one
knows when life in this city ended. It was forgotten by almost everyone until
an American called Hiram Bingham, found it, in 1911. Unlike many other Incan
ruins it has not been damaged by Spanish invaders, only by time. Many of
the buildings are completely preserved. It is thought to have been a
royal residence, a sort of holiday home. The walls of the houses, temples,
parks and buildings are made from dry stone without any cement, and the stones
fit together so perfectly, not even a knife edge can fit between them. It is an
amazing feat of craftsmanship. According to legends, the mountain has magical properties
and that's why the city was built there in the first place.
 Delphi
Delphi, at the foot of
Mount Parnassus, is one of the most amazing archaeological sites in Greece. In
ancient times, it was thought to be the centre of the known world. It was also
a spiritual centre for several thousand years, because it was the home of the
Oracle. This was a mysterious force said to be the spirit of the god Apollo,
that spoke through the high priestess of the Temple of Apollo, called The
Pythia. People travelled a long and difficult journey through the mountains to
visit the temple and consult the Oracle, who predicted the future and
answered people's questions. The success of the Oracle made the town very
wealthy as the city states of Greece gave Qttenngs for every victory
they had in battle. Most of the ruins that you can see today, including the
Temple of Apollo, the treasuries, the gymnasium, the stadium and the theatre
date back to the 5th and 6th centuries BC. Some people also say that the Oracle
is still there, and if you listen carefully enough, you may hear it.
List the words under the headings.
Make sentences about your country using them.  land
•  mountain range • lake • woods •
stream
•  canal • pond • dam • valley • glacier
•  waterfall • hot spring • bay • desert
•  swamp • grassland •
forest • cliff
•  plain • river • cave
> Lake Baikal is located in Siberia near the
Mongolian Border.
Underline
the correct word, then make a sentence with the other one.
1
The people who
inhabited/lived the island had been there for centuries.
2
The statues were
carved/cut in the 5th century BC.
3
What happened remains a mystic/ mystery.
4
The World
Heritage Organisation works hard to preserve/conserve ancient sites.
5
The Aztecs and
the Incas are two lost/ disappeared civilisations.
6
The city is now
in ruins/remains, but still very beautiful.
7
If you go to
Paris, you can't fail/miss to notice the Eiffel Tower.
8
Machu Picchu is
an important archaeological/ ancient site.
9
People thought
Delphi was the centre of the familiar/known world.
10
The Oracle was
used to predict/forecast the future by the ancient Greeks.
11
The Parthenon was
built to honour/praise
Athena.
Speaking

THINK!

Which place would you like to visit? Why? Tell your partner.
Words
of Wisdom

be strive

THINK!

Without mysteries, life would very dull
indeed. What would be left to for if everything were known?
(Charles de
Lint, Celtic folk musician) I

2
  A: Would you like a window seat?
                                                                                B:
  No, I'd like an .        . seat, please.
3
  A: Did you manage to get a direct flight?

Vocabulary

B:

No, but it's only a mind.

stopover, so I don't

Airports & air travel

4

A:

How many pieces of .
allowed?

luggage
    am I

Describe the pictures. How is each
person going to travel? Which means of transport do you prefer?

Match the words to make collocations.
Where can you find all these things? Use the collocations in sentences of your
own.
a b desk
baggage c board
                     check-in                     lounge/gate
departure d re-claim departures e
shop
duty-free conveyer f control passport g belt
Fill in: aisle, boarding, cabin,
hand, delayed, take-off, air traffic, jet, short, poor.
I A: Hi! I heard you had a great time in America. B: Absolutely, but
it took me a day or two to recover from the lag.
B: Only one small bag, sir.
5 A: How much longer will we have to
wait?
B: It shouldn't be much
longer sir, we're just waiting for the next available ... ..... slot. 6 A: I
heard there might be an . . control strike.
B: Oh dear! You'd
better call the airport and find out.
7      A:
May I see your . .. . . . .. pass and passport, please?
B: Certainly. Here you are.
8      A: All flights are cancelled because
of the fog. B: I know. They can't take off or land in such . .... ...
visibility.
9       The ........ crew are really nice,
aren't they? B: Yes, and it makes the flight so much more enjoyable.
A: I expected you to arrive hours
ago.
B: I'm sorry. I had a ........ flight, so I missed my connection.
Everyday English
Requesting — agreeing/
refusing
Use the
language in the table to act out exchanges using the prompts, as in the
example.
• help me with my luggage
• tell me where the Passport
Control is
• help me pack my luggage
• collect my ticket

Requesting

Agreeing

•

Could/Can
  you please
Have you got any ...?
Would it
  be OK if ...?

•
•

Yes, of
  course. It's .
Yes. That's fine.

Refusing

•

I'm afraid ... .
I'm sorry, but .
I'd like to, but .

A: Could you please help me with my luggage?
B: Yes, Of
course.

Reading 5 Was it Andrew who found a really cheap flight to
  Moscow?

Read the first two and
the last two exchanges in the dialogue. Where are the speakers?
Q) Listen, read and check.
A: Good morning, can I have your ticket and your
passport, please?
B: Sure. Here you are.
A: Thank you. Would you like an aisle or a window
seat?
B: Aisle seat, please.
A: OK, and how many pieces of luggage are you
checking in?
B: Just one suitcase.
A: Can you put it on the conveyor belt to be weighed,
please?
B: Sure! I hope it's not too heavy!
A: No, it's fine! Did you
pack your bag yourself, sir? B: Yes, I did.
A: Now this is important. Could you have a look at
this sign, please? Are you carrying any of these items in your hand luggage?
B: Err ... let's see ...
no, none.
A:
OK, that's fine. Here is your boarding pass. Boarding is at gate thirty-four at
two fifteen.
Enjoy your flight!
B: Thanks a lot. Bye.
Read the
dialogue in Ex. 5. In which order is the passenger asked/told the following?
Number the phrases below from I to 7. Then, in pairs, read out the dialogue.
• where/when to board? • who
packed his bags?
• where he would like to sit?
• to hand over his travel documents?
• to say whether he is
carrying any forbidden items?
• how much luggage he has?
• where to put his suitcase?
Intonation (emphatic phrases)
6 Ann's passport was expired. That's why
she got stopped at passport control.
What could
you say in each of the situations described below? Use the emphatic phrases in
Ex. 7a. Use correct intonation.
I You're not sure if it was Mike who
went to Paris last year.
2
Ann missed her
flight because she didn't get up early enough.
3
You really want
your friend to come on holiday with you.
4
You're really
tired and want to have a nap.
Listening
Listen to the speakers. For questions 1-3, choose A, B or C.
I You overhear part of a conversation
between a student and a travel agent. Why does the student like the idea Of the
round-the-world ticket?
A
because the price is very good
B
because the travel agent recommends it C because the route is
changeable
2
You hear a woman
talking. How does flying make her feel?
A      nervous       B
excited             C bored
3
You hear a businessman talking about an airline. What is he
disappointed about?
A      It's not as reliable as it used to
be.
B       It doesn't provide such a quality
service any more.
C       The flights have become too
expensive.
Say it right
Seeking permission/
making a request
9 Match the requests to
the responses.

7C) Read the sentences below and say what           Listen
and check. they mean in your language. Now listen.
Which
words/syllables are emphasised? I Could I have a window a No, go ahead. Listen
again and repeat. seat, please? b By all means,
1
It's not our
flight that's been cancelled.        Would it be all right if sir. 2
I
2
It's John who forgot his passport.              check in two
bags?          c I'm afraid
3
It's time we went
through passport control. Do you mind if I          only one is 3
4
What I need now is a coffee!      squeeze past you?          allowed.
Fill in so, neither/nor and the
appropriate verb.

Inversion                    Grammar
Reference
Read the theory box. Are there
similar structures in your language?

We can
  invert the subject and the auxiliaty verb in a sentence to give emphasis:
when the
  sentence starts with rarely, seldom, so, such etc. Rarely does she travel on
  her own.
So hard does he study that I'm sure
  he will pass his exams.
with so, neither, nor to express
  agreement. "l like pasta. "  "So do l.
  " with should, were, had when they come at beginning of an if-clause
  instead of if.
Were I you, I'd apologise.
when the expressions only
  after, only by, only if, only when, not until come at the beginning of a
  sentence the inversion is in the main clause. Only when meet her will you
  realise how well-behaved she

after adverbs of place, we can invert the subject and the
  main verb to give emphasis. There-goes the tram.

i:
Complete the sentences using
inversion. Make sure the meaning is the same.
I We can go ahead and book the holiday, but only if you agree. Only
if . .....
2 He only takes time
off work when he is really exhausted.
Only when he is really exhausted .... .. 3 If you had paid in
advance, you would have got a discount.
     Had          you would have got
a discount.
4      He
took such a long holiday that he lost his job. Such a long holiday . .. .... .
that he lost his job.
5      1 didn't expect that I would have
such a great time on holiday.
Little . . I would have such a great time on holiday.
6      Refunds are not given for
cancellations under any circumstances.
Under no . . .. .. . . for
cancellations.
7      We enjoyed our holiday in Spain so
much that we booked again for next year. so holiday in Spain that we booked
again for next year.

1

A:

I don't feel like going out tonight.

B:

      .
  I . Let's rent a DVD and stay in.

2

A:

I will
  book my holiday early this year to get a good deal.

B:

That's a
  good idea. .

3

A:

We couldn't afford to go on holiday
  this year.

B:

      .
  we. It's just so expensive.

4

A:

We booked direct flights.

B:
5 A: We never go on
holiday without travel insurance.
B:   . we. You never know when something might go wrong.
Plural/ Singular nouns         Reference
Choose the correct verb form. Which
three nouns can take either a singular or plural verb? Why?
I The information I got was/were
wrong.
2
The traffic
is/are very bad today.
3
Let me give you
an/some advice.
4
Maths is/are my
favourite subject.
5
The cabin crew
is/are very efficient.
6
My luggage
has/have been lost.
7
Measles is/are
usually caught by children.
8
The team is/are
warming up for the match.
9
Her hair is/are
very long.
10      The sheep was/were in the field.
I l People
wants/want a new government.
12     £150
is/are all you will need for the trip.
13     The police is/are investigating the
murder.
14     Money doesn't/don't make you happy.
15     The
news was/were very depressing. 16 These trousers is/are too big. 17 The stairs
is/are very steep.
singular and
wearing glasses.

Certain nouns
  can be used in the plural with a different meaning. This is a glass of water.
  BUT He's He only has a few grey hairs. brown hair.
There's some paper in
  that students handed in their papers It's a custom in our family to eat BUT
  The illegal skins were seized She gets off work at 6. BUT are on display at
  the museum.
You don't
  need experience to
BUT We all learn from our

BUT Mary has
curly
drawer. BUT The on time.
together on Sundays.
at customs.
Renoir's
famous works
apply for
the job. experiences.
Use the words in the
singular or plural form to complete the gaps.
• experience • custom • hair • work
• scale • wood
My sister has beautiful long, blond . .... .. b Oh no! I've just found two grey .
            I had so many
amazing .            . while in Asia.
b It's difficult to get a
job without ... . . . . . .
We enjoy going for walks in the . . .. . . . . . b The little house was
made of
I've got a lot of .
... . ... to do today. b Dickens wrote many amazing .
        Put your suitcase on the .         ,
please.
b How would you rate the
flight, on a . . . .. ...
of one to ten?
He got his
bag searched at b The . . . . . ... of bowing before
royalty is still observed.
                 Quantifiers               Grammar Reference
Underline the correct
words. Give reasons for your answers.
Are there some/any apples left?
B: Only a few/a little. I'll buy some/any more. Did
you get any/no help from the embassy when your passport was stolen? B: No,
none/no one actually.
A lot of/Any flights have been delayed.
B: I know. A few/Few have been cancelled too. I
have a tittle/little money left.
B:
Why don't you buy some/many clothes? There are no/none flights to
Australia.
B: Little/Few airlines
fly there from here.
Which phrase
is not possible in each sentence? Which of the phrases can be followed by: a
countable noun? an uncountable noun? Check in the Grammar Reference section.
1       There's been a great deal of/a large
amount Offa number of/plenty Of rain this year.
2       He drinks too many/several/a lot offa
good deal of cups of coffee each day.
3       There
were no/several/much/hardly any hotel rooms left.
4       1've got a lot of/hardly any/a couple
of/ plenty of money.
Fill in the gaps with the
compounds of some/any/no/every.
1      Has
... ... . . seen Michael? I've been looking for him . . but he's . . . .. . . .
to be found!
2      .
knows me better than Amy.
3      .
has stolen my luggage!
5      Pete
asked me if I knew about your problem but don't worry, I told him
6      I've
never been        I like more than Barcelona.
Grammar Reference
Fill in:
all, every, whole, each, both, neither, either, none.
1      There's a bus . .. . . . . . ten
minutes.
2      These
postcards are 25p .
3      I tried lots of hotels, but . . . . .
.. . of them had any vacancies.
4      I can't afford to pay for the          holiday
by myself.
5      These
two bags are cheap. Why don't you buy
6      Tom nor James likes jazz.
7      I'm
sorry .. .... .. our single rooms are taken.
8      ....
.. . you come with us or you're staying here.
Phrasal verbs (check)
Fill in: in,
on, out, over, off. Check in Appendix 2.
1
Mr Smith isn't
here. He checked  on Monday.
2
Have you checked
all the items on your list?
3
Frank checked       his
work before giving it to the teacher.
4
When I got to Paris, I checked . . to a hotel. 5 My dad didn't
believe I was doing my homework, so he came into my room to check . .. . . ...
me.
Dependent Prepositions
Fill in: with, by, of.
Check in Appendix 1.
1      We were very dissatisfied .          the
hotel.
2      I've
always dreamed .             . going to Prague.
3      We have a little cottage    the sea.
4      The
museum was crowded ... . .. . . people.
5      The resort is typical .         .
many around the
Mediterranean.
Grammar Check 8

Look at the title and describe the
picture. Have you read this novel? Who are the people who have caught Gulliver?
Read the biography to find out.
 Jonathan
Swift
(1667-1745)
was born in Dublin,
Ireland. At school, he was described as headstrong and not a very good student.
Later, however, he became a popular satirical author and journalist, and one of
the most
important figures in
literary and political life in London during the reign of Queen Anne
(1702-1714). Some of his most famous works include The Battle of the Books
(1697) andA Tale of a Tub (1704).
Swift's best known work
is Gulliver's Travels (1726), the story of a surgeon's adventures in strange
lands. Swift's descriptions of Gulliver's journeys often seemed so realistic
that many readers believed that they were true! In the first part, Gulliver is
shipwrecked on the island of Lilliput, where the people are only six inches
tall.
C) Listen to the sounds. What do you think happened to Gulliver before he
reached Lilliput?
Read the
text and fill in the gaps (1-6) with the phrases (A-G). There is one phrase
that you do not need to use.
A      but did not see any sign of houses or
inhabitants
B      and I realised that I was being swept
back towards the rock
SGûlhver srravels
t would
not be proper, for some reasons, to trouble the reader with the particulars of
our adventures in those seas; let it suffice to inform him, that during our
voyage to the East Indies, we were driven by a violent storm to the north-west
of Van Diemen's Land. We
5 found
ourselves in the latitude of 30 degrees 2 minutes south. Twelve of our crew
were dead due to over-work and poor food; the rest were in a very weak
condition. On the 5th Of November, 1) , the weather being very hazy, the seamen
spied a rock within half a cable's length of the ship; but the wind was so
strong that we were driven 10 directly onto it, and the ship immediately split.
Six of the crew, including myself, having let down the boat into the sea,
attempted to get clear of the ship and the rock. I estimate that we rowed about
three leagues', till we were able to row no longer, being already
exhausted from our labour on the ship. We therefore trusted
= 15 ourselves
to the mercy of the waves, 2) .. What became of my companions in the boat,
as well as of those who escaped on the rock, or were left in the vesse12,
I don't know; but I must assume that they were all lost. As for me, I swam as
fortune and was pushed forward by wind and tide. I often let my legs drop, and
could 20 feel no bottom; but when I was almost gone, and able to struggle no
longer, I found that I could touch the bottom; and by this time the storm had
calmed. The slope was so small that I walked almost a mile
C      which
was the beginning of summer in those parts
D     but in the position I lay, could see
nothing except the sky
E      which was long and thick
F      where
I slept more soundly than I ever remembered having done in my life for about
nine hours
G     and
in about half an hour the boat was overturned by a sudden strong gust of wind
from the north
Listen and read the
text again. Which sentences best describe the picture?
 Match the highlighted words with
their meanings below.
• blown • be enough •
imaginesth to be true • spotted
• moving downwards &
forwards • attached • happened to
• thin ropes • details •
tried • cracked or divided in two
b Explain the meaning
of the underlined phrases in your own words. Check in the Word List.

before I got to the shore,
guessing that it was about eight o'clock in the evening. I then advanced
forward nearly half a mile, 3) . at least I was in so weak a condition, that I
did not notice them. I was extremely tired, and with that, and the heat of the
weather, I found myself very much wanting to sleep. I lay down on the grass,
which was very short and soft, 4) . • for when I awoke, it was just daylight. I
attempted to rise, but was not able to move: for, as I happened to be lying on
my back, I found my arms and legs were strongly fastened on each side to the
ground; and my hair, , tied down in the same manner. I likewise felt several slender cords
across my body, from my armpits to my thighs. I could only look upwards; the
sun began to grow hot, and the light blinded my eyes. I heard a confused noise
around me; 6) . After a while, I felt something alive moving on my left leg, which
advancing gently forward over my breast, came almost up to my chin; when,
bending my eyes downwards as much as I could, I saw that it was a human
creature not six inches high, with a bow and arrow in his hands, and a quiver
on his back.
In the meantime, I felt at
least forty more of the same kind following the first. I was in the utmost
astonishment, and roared so loud, that they all ran back in fright;
and some of them, as I was afterwards told,

were hurt with the falls they
got by leaping from my sides upon the ground. However, they soon returned, and
one of them, who ventured so far as to get a full sight Of my face,
lifting up his hands and eyes by. way of admiratiQ0. cried out in a
shrill but distinct voice, "Hekinah degul". The others repeated the
same words several times, but then I knew not what they meant. I lay all this
while, as the reader may believe, in great uneasiness. At_Jgngÿh,
struggling to get loose, I had the fortune to break the strings, and wrench out
the pegs that fastened my left arm to the ground; for, by lifting it up to my
face, I discovered the methods they had taken to bind me, and at the
same time with a violent pull, which gave me excessive pain, I loosened a
little the strings that tied down my hair on the left side, so that I was just
able to turn my head about two inches.
25
30
35
40
45
50
Idioms
Fill in: thunder, storm, clouds,
bolt, rain. Check in Appendix 1. Are there similar idioms in your language?
I I wasn't expecting
it to happen. It was a . . out Of the blue.
2      The problem seems much worse than it
actually is. It's just a in a tea cup.
3      There's no way you can buy a house
like that. You've really got your head in the .
4      Nothing
will stop me going to the meeting tomorrow. I'll be there, come . . or shine!
5      Is
Jenny angry about something?
She has a face like .
In which lines of the
novel do we read about:
• a conflict of man against nature
• an internal conflict
• physical conflict

THtNk!

Q) Listen to
a summary of Part 1. Which adjectives best characterise the

1 almost 5km 2 ship 3 container
for carrying arrows Lilliputians? Gulliver? Support your answers with examples.
                   Words related
to weather                                                                                •
selfish • honest • proud • cruel
• gullible •
helpful • pompous
       Choose the correct word. Check in your dictionaries.                            •
hypocritical • self-important
• well-mannered
• well-intentioned
1      The boat got caught at sea in a
furious/violent storm.
2      Strong/Heavy
winds are forecast for tomorrow.
3      There was just a light breeze/gale blowing
that day.Work in groups.
4      It was a hazy/misty, afternoon.        Imagine
that the story takes
5      We got soaking wet in that heavy
downpour/drizzle.         place today. Write a summary of 6 Sunshine and
showers/blizzards are expected again today.  it. Think about:
             7 Listen to the
wind howling/pouring through the trees!                                             •
who Gulliver is • what he does
• where he goes • what
happens Fill in: stone, gust, drop, ray, bolt, clap, flake. Make • who the
Lilliputians are sentences using each phrase/word. Check in the Word List.
Present it
to the class. . of thunder 2 . . of lightning 3 snow .
4 rain          5
.           . of sunshine 6  . of wind 7 hail .. . .. . .

Writing Skiås
Descriptions
of places
1
Where can you read articles describing places? What tenses are they usually
written in? Read the theory box to check.
Articles describing
places can be found in newspapers, magazines or on websites. They normally
consist of:
— an introduction
giving the name, location and the reason for choosing the place;
— a main body (2-3 paragraphs) describing the main aspects of the place
in separate paragraphs e.g. describe what it's like there, What you can do/see,
the facilities, the atmosphere etc;
—a conclusion
including your final comments/ feelings.
We normally use present tenses for
descriptions Of places. We use past tenses to write about historical facts or
actions in the past.
Para 1: name/location/reason for choosing it
Paras 2-3: description,
activities, facilities
Para 4: final
comments/feelings
2 Read the rubric and list the key words. Who are you and who will read
your article? What will you write?
You see
the following notice in a travel magazine.
•      We are currently looking for articles
with the : following title: My Favourite Place
 Send us your article! Remember to
describe your • chosen place, telling us what you can see and do : there and
saying why you like it so much. We will
•      publish the best article in next
month's edition.
Write your article (120-180 words).
veryone has a special
place, somewhere they have happy memories of. Well, for me it's Osoyoos Lake in
British Columbia, Canada. It's my favourite place in the world and I spent many
happy summer holidays there as a child. The lake is in a truly spectacular
location and there are many exciting things to see and do there.
The lake
and the area around it are both unique and stunningly beautiful. Located in
Canada's only desert, it provides a welcome break with its sandy shores and
cool, shady trees. As you approach the lake area, through field after field of
orchards stretching as far as the eye can see, you are stru by the
wondeául scent of all kinds of fruit such as apricots, plums and
cherries.
There are many
interesting and fun activities to do at Osoyoos Lake. Water sports such as
water skiing, boating and fishing are particularly popular. As kids, my
brothers and I spent many long, hot afternoons swimming and jumping off the
raft we made every summer! In the evenings, we would light a campfire, roast
marshmallows and listen to the sound of crickets chirping loudly in the
background.
Osooyos Lake is a
fantastic place! I have many unforgettable memories of the unique sights,
sounds and smells there and the exciting things we did. It will always hold a
very special place in my heart.
Read the model article. What is each
paragraph about? What makes this place special to the author?
4 Read
the theory box, then find examples in the article in Ex. 3.
To make your description vivid:
• use a variety of adjectives (stunning view, exciting
nightlife etc) and adverbs (walked slowly, answered calmly etc).
• use the senses (sight, sound, smell, taste, touch)

the church bells ringing loudly
  (hearing).

e.g.
You wake up every morning to the sound of
Which adjectives has
the author used in the article on p. 146 to describe the following?
• holidays
• lake • shores
• trees • water sports
• afternoons • memories
Order of adjectives
If you use more than one
adjective with a noun e.g. long, cool, relaxing evenings, remember that:
opinion adjectives e.g. beautiful, pleasant go before fact adjectives e.g. old,
wooden; when there are two or more fact adjectives, they usually go in the following
order:

size

age [temperature

shape

big

old/ hot

round

colour

origin

material

noun

grey

Scottish

stone

cottage

Adjectives/
Adverbs
Replace each simple
adjective in bold with more interesting ones from the list.
• huge •
• well-organised • safe
• excellent • long • sandy
• ideal • large • wooden
• curved • cool • shady
2      long/hot/beautiful     5
brightly-coloured/huge summer    fields
3      stony/wide path        6
French/wonderful/old
4      little/wooden/cute huts        bakery
Choose the correct adverbs to
complete the gaps.
• lazily • noisily •
patiently • extremely • happily
1     The Phi Phi Islands are          beautiful.
2     There are always people sunbathing .
. . . . . . . by the lake.
3     Children were playing           in
the fountain.
4     You can hear water falling .  down
the stream. 5 The old man was waiting .        . for his turn.
Complete the text with
the adverbs in the list.
• deafeningly • enthusiastically •
leisurely • incredibly
• smoothly
As the ship
1) . . pulled up to the dock, we looked out over the port. The view of the town
with the mountains in the distance was 2) . beautiful. We got off and headed at
a 3) . . pace towards the town. Street vendors were shouting 4) — and children
were jumping up and down 5) ........ trying to sell us souvenirs.

The senses

Match the phrases to the
pictures. Which of the five senses (smell, sight, sound, taste, touch) is being
used in each phrase? Talk about each picture using your senses.

Everyone who has been
  to Hanauma Bay in Hawaii says that it is a 1) good place to go swimming.
  There is a 2) nice beach which is 3)good for sunbathing and relaxing. It is
  very 4) nice as the 5) big bay is well protected from the 6) big ocean waves.
  Also, there are 7) good picnic facilities with plenty of 8) nice tables and
  9) nice trees.

Put the adjectives in the correct order, then write sentences
using each group of words.
I ancient/stone/ spectacular statues
Discuss & write

12

b Read the extract and find the

I

Who are you?

words/phrases used to describe

2

Who/What are you writing for?

moving features and those used

3

What
  will you write? What must you include?

to describe static features.

4

How many paragraphs will you write?

My grandma's house is situated at the  A travel magazine
is looking for articles on popular tourist end of a narrow road which climbs
gently  destinations in your country. Send in
your article. Describe upwards. A trickling stream runs along the  the
place, explaining why it is so popular (120-180 words). bottom of the garden.
Beyond the house,

C Think of your house. Use

prepositional phrases to talk

13 Choose
  one of the rubrics and write your answer. Follow

about its location.

the steps below.

Past Participles

Steps

You see
this in a newspaper travel supplement. green and yellow fields stretch for mile
after mile. To the left there lies a dense wood With a footpath running through
it leading to the nearby little village.
Step 1:
Decide which place you are going to write
about.
Past
Participlesideas — write down all the
Step 2: Brainstorm for
The past participle
can be used to words that come to mind when you think of the introduce phrases
with a passive place e.g. Sherwood Forest Country Park: meaning: e.g. Tired
after their long walk, the children soon fell asleep.cool, shady trees; relaxing
stroll; leavestree rustling; families having picnics; thick
(The children were tired after their trunks; beautiful wild flowers long
walk, so they soon fell asleep.)
Step 3:
Decide which of your ideas you will use in each
Notice that the participle must refer paragraph. to the
subject of the main clause in4: Write your article/ letter.
Step the sentence.
Step 5: Develop your paragraphs. Use techniques to
bring your description alive.
Read
the example. Then rewriteStep 6: Check that you have included all the points in
I l the sentences, beginning eachthe rubric.

with a past participle.

14

Swap papers with your partner and check that steps 1-6

1 The lake
  is surrounded by forest.

have been followed. Also check grammar, punctuation

The lake is in a stunning location.
Surrounded by forest, the lake is in a
stunning location.
2     The
beach is isolated from the rest of the island. The beach is popular for private
parties.
3     The village is situated near a river.
The village is ideal for those who want a quiet break.
4     Mykonos
is found in the Cyclades group of islands. Mykonos is well-known for its
nightlife.
a   Look at the leaflet. Who is it for?
What does 'Mind your manners' mean?
b  Read the parts of the leaflet in
bold. Discuss in pairs what you expect to read about these things.
C) Listen, read and check. What is
the author's purpose?

enough distance between you and

covering your mouth or burping are

American ideal!

someone you're talking to, even a

considered very gross! Americans

Eating before others are ready to

friend! Personal body space is very

have very high hygiene standards.

begin, is considered very impolite.

important to Americans!

Opinions: it's OK to have them!!

 Remember to always tip waiters,

It is NOT usually acceptable to call

This
  manner of direct speaking is

      doormen,
         drivers, hairdressers.

someone
  before gam or after 10pm.

often interpreted by foreigners as

It's a highly important social

Never ask for      eone's personal

rude, but it isn't!

convention in the USA!

information su as age or salary

Unexpected visits aren't really 'the

 Switch off your mobile phone

details. It is con Idered very rude!

done thing' in America! Telephone

when at the movies or at

Don't cut ahead in a line. 'Cutters'

beforehand.

       a
  restaurant with

are not
  tolerated!

Remember to knock before entering a room.

      others.

Maintain eye contact when speaking to
someone. Not looking someone in the eye can be taken as a sign of dishonesty.
Always try to be on time.
Punctuality
is extremely important for Americans.
Never forget to say 'please' and
'thank you'. Not doing so means that you have bad manners!
Names: it's often OK for young people
to call adults by their first names. It is not considered impolite or
disrespectful. Rather, it is taken as a sign of equality, a highly valued

  Make space! Always maintain               Yawning
or sneezing without

Read the
pairs of words below and choose which word is L used in American-English and
which in British-English.

Check in a dictionary.

4

I gas/ petrol

8 chips/fries

2 pavement/sidewalk

9 lawyer/ attorney

3 trainers/sneakers

10 fall/ autumn

4 freeway/ motorway

I l shop assistant/sales

5 drugstore/chemist's

clerk

6 counter-clockwise/

12 zip code/ postcode

anti-clockwise

13 bill/note (money)

7 chips/ crisps

14 rubber/eraser

5

Do you think it is
important to learn about the customs of a country you are to visit? Why? In
three minutes write a few sentences on the topic.
Look at the leaflet again. Which pieces of advice would you
also give to foreigners visiting your country? What other advice would you
give? Make a list, then compare with your partner.
Portfolio: Work in groups. Make a
leaflet giving advice about good manners for foreigners coming to your country.
Use your answers from Ex. 4 to help.
Read the descriptions and match them
to the paintings.
I This shows a sleepy
village that is made busy and vibrant by the bright contrasting colours.
2      In this painting the viewer's eye is
led in steps from the trees in the foreground to the valley, and then the
mountain beyond.
3      This
is a dark moody night scene which is made lively by the warm comforting colours
of the house.
4      The simple shapes and light colours
in this painting make it charming and romantic.
Read the text and fill in the gaps
(1-12).
C) Listen and read the text again.
Then explain the words in bold.
The text is about Cezanne using
'shifting perspectives'. This means that when you look at the painting your eye
does not focus just on one main thing in the picture. Look at the paintings
again and say how you think the artist has used this technique.
Project

related

Use the Internet and/or other
available sources to find two more paintings by Paul Cezanne. Then, write a
short article analysing his use of colour, shapes and perspective.
Modern Art
aul Cezanne is regarded I) . the artist who bridged the gap between
the school of Impressionism of the late 19th century and the
beginning of Modern Art in the early 20th century. Both Picasso and
Matisse, two of the greatest Modern artists of the 20th century, referred to
Cezanne as 'The father of us all" Cezanne's greatest contribution to
painting 2) his development of colour, composition and perspective in his
search for the perfect balance 3) . . nature and art and the way he changed
forever how artists who followed after him approached 4) canvas.
Cezanne
was born into a rich French family, so he never had to struggle for his art due
5) financial difficulties. In fact, it was his wealth that allowed him to
continue to work on his 6)tyle Of painting, even though it was largely ignored
7) the other French artists. It was not until the final years of his life that
the art world finally began to recognise his talent.
Not
long after his death, in 1906, a major exhibition of his paintings was held in
Paris and it took the art world by storm. Cezanne's art led to artists becoming
8) and more interested in using multiple views of the same subject. It also
freed later artists 9) a dependence on natural and realistic forms in their world around 10) Cezanne
was Il) doubt a Titan of the art world. His legacy was to
12) .
who
came after him the opportunity to look at the world in a completely new light.

        Eco-Tourism                     Going
1 Look at the pictures and the
  title of the text. What do you think you Green are going to
  read about? Read through quickly and check.
There are many
  beautiful places in the world to goon holiday, butthereisalsothe worry that
  your tourism is damaging them. The UNESCO World Heritage List features 830
  sites which have 'outstanding I) . (universe) value' around the world. It
  includes the Great Wall of China, the Galopagos Islands, the Florida
  Everglades and the Tower of London. Many of these places are officially
  endangered, however UNESCO names four heritage sites which have been 2) . .
  (success) restored and are no longer on the endangered list, making them
  fantastic holiday destinations. They are:
Angkor, Cambodia
2
Here you will see one of the world's most
  important 3) (archaeology) sites. It is the remains Of the ancient capital of
  the Khmer Empire and dates from the 9th to the 15th centuries. You can still
  see brick towers and huge stone temples among the ruins. Recently, it has
  suffered from 4) (legal) excavation and looting, but with the
  extensive preservation and 5) (restore) work, it is no longer in danger.
The Old
  City of Dubrovnik, Croatia
In this lovely city you can see beautiful
  Gothic and Renaissance 6) . (architect) and an ancient fort whose walls run
  around the whole city. It was 7) ........ (severe) damaged in the war in the
  1990s, but the fronts of the Franciscan and Dominican monasteries and
  churches have been restored and the palaces have been rebuilt, so the old
  city is once more a wonderful place to visit.
The
  Wieiiczka Salt Mine near Cracow, Poland
This huge mine has been operating since the 13th century.
  It has got 300 km of natural galleries filled with works of art, statues sculpted
  from salt, animal and plant fossils, tools and pottery, 8) . (preserve) have
  been working for almost ten years to save them from the damp conditions. They
  were successful and the site is out of danger. Visitors can now go 135 metres
  underground.
The Ngorongoro Conservation Area, Tanzania
4
Here you will find a huge 9) ........
  (volcano) crater 265 km2 wide and 600 m deep as well as the
  world's largest concentration of wild animals. It is one of the few places in
  the world where you can see rare black rhinos, lions and many bird species.
So when you visit one of these places of 10) ........
  (amaze) beauty and interest, you can feel proud knowing that they are
  well-preserved for future generations.

Read the text again and fill in the
gaps with an appropriate word.
C) Listen and read the text again.
Match the underlined words to their synonyms below.
•
stealing • stronghold
•
legitimately • digging
•
collection • carved

THINK!

In three
minutes write a few sentences on the topics. Remember to give reasons.
•
How do you think tourists might cause damage to a holiday
destination.
•
How important is it to preserve places of Green natural beauty?
The goal of life is living in agreement with nature.
(Zeno, Greek philosopher)

 MODULE 8

Listen and choose the correct answer
(A, B or C) for each question (1-7).
•
The narrator's
father encouraged him to take photographs as a child because
A      he wanted him to keep up the family
tradition.
B      he wanted to introduce him to an
enjoyable pastime.
C      it
was a way they could spend some time together.
2 The narrator entered
a wildlife photography competition because
A      his father sent in a photo he had
taken.
B      someone
persuaded him to. C he thought he could win it.

3

The narrator
  decided he wanted photographer

to be a

A
  after he found
  out he had competition.
B
  after he got
  back from Africa.
C
  after he got
  the perfect shot.

won the

4

The narrator got his job at the Geographic Society immediately after A
  leaving school.
B
  graduation.
C
  photography college.

National

5

The narrator believes the key

to
  good

photography
is
A      mainly artistic talent.
B       good
technical knowledge.
C       a combination Of artistic talent and
technical knowledge.
6
One disadvantage of being a professional photographer can be
A     the
long distances you have to travel.
B      being
away from home a lot.
C      not
having time for anything else.
7
The narrator
believes that the most important thing he's learnt as a professional nature
photographer is to appreciate
A     how
animals live in the wild.
B      the diverse geography of the world.
C      nature and the beauty of our planet.
the headings (A-H) to the paragraphs
(1-7).
There is one
heading that you do not need to use.

Magnificent Landmark

F Charting the Skies

C

Help
    From Nature

D

Paying the

                                          Price                       H
Every Bit Helps

O) The Indian summer monsoon is a heavy
  rainy season that occurs from June to September each year. It is caused by a
  major wind system that comes from the Southwest bringing up to 10,000 mm of
  rain to some areas. The summer monsoon is welcomed in India as farmers
  completely depend on the rain to irrigate their crops. A strong monsoon
  season is celebrated as it means the harvest will be good.

@The 'Seven Wonders of the Ancient
  World' are a list of seven remarkable man-made constructions that existed in
  the Mediterranean area in ancient times. The Great Pyramid of Giza in Egypt
  is the only wonder that still stands today. There are many new lists of
  wonders. For example, there is the 'Seven Natural Wonders of the World' list,
  which includes Mount Everest and the Great
Barrier Reef.

wars at sea were fought on galleys
  relied on men to row them with oars. The these galleys were typically slaves,
  war, or criminals. Galley slaves lived in They were whipped and beaten,
  little food, and they were chained to their meant if their galley sank, they
  would died at sea.

(9) In ancient Rome, ships which men who rowed prisoners
of terrible conditions. they had very oars, which drown. Most
The 'Silk
Road' is the name given to a series of trade routes between the great ancient
empires of China in the East and Rome in the West. The first of these routes
began around 100 BC and eventually extended more than 4000 miles. Silk, salt,
exotic spices and many other items were traded along these routes. Merchants
travelling along the Silk Road faced many dangers as the routes were full of
robbers and thieves.

152

Comment on the following statement:

Flying uses a lot of fuel
and releases a lot of polluting C02 into the atmosphere. In light of this, some
people feel that the number of flights that we are allowed to take each year
should be limited.
What is your opinion? Should we be allowed to take as many flights per
year as we like or not? Write 120-180 words using the plan.
Para 1
Introduction (state the problem)
 Para 2 Express your opinion and give
reasons for it
Para 3
Give the opposing point of view and explain why you disagree with it
Para 4 Draw a
conclusion
RNE
You and a friend have decided to go
travelling together and would like to
    Complete the gaps (1-6) with the correct form of                            do
something a little different. You

the words in bold.
Why the 1)
........ empire of the ancient Egyptian pharaohs collapsed into economic ruin,
remains one of history's many unsolved mysteries.

Ayers Rock
  or Uluru is an enormous rock formation in central Australia. It extends 348 m
  from the ground and is 9 km around its base. Depending on the weather
  conditions and the time of day, the rock can change colour dramatically. It
  can appear anything from blue to violet to glowing red. Uluru is sacred to
  Australia's native people, the Aborigines. 'Uluru', means 'meeting place' and
  they believe that it was formed by ancestral beings during the creation of
  the world.
6) YÖur carbon footprint
  refers to the amount of carbon you personally

produce in a year. Almost everything you do
  directly or indirectly releases carbon into the air, whether it's
  flying to the Caribbean on holiday or buying a packaged sandwich for lunch.
  As global warming is linked to the

amount of
  carbon in the atmosphere, we should all try to reduce our carbon footprints.
  Even small changes like not leaving your stereo on standby, can make a big
  difference.

t) The earliest known maps were found in
  the Lascaux caves, in France, They date back almost 20,000 years and are maps
  of the stars in the night sky. One map is of three stars in an area of the
  sky we know as the 'Summer Triangle'. Another appears to be a map of the
  cluster of stars known as the 'Seven Sisters'. These maps show that humans
  have been fascinated by the heavens from very early times.

But recent 2)
have suggested that the answer may lie underneath Lake Tana in the Ethiopian
highlands. Lake Tana supplies the water which makes the Nile Valley so fertile.
Samples of sediment taken from the
lake show that the lake may have 3) . . dried up around 4,200 years ago due to
climate change. As the Egyptian economy depended on 4) .
this is all that it
would have taken to destroy it. In fact, it would have caused a 5) famine
lasting for two hundred years. There are many other theories, however, about
the pharaohs' demise, including 6) from Asia and civil war.
have narrowed down your options to
the following:
• trekking in the Scottish
highlands
• touring Ireland in a
horse-drawn caravan
POWER
• a cruise on the English
canals
• a 'Wilderness Survival'
course in Wales
FIND                         Decide
which option you are going to choose. Then start the conversation with your
teacher (who will play the part of your friend), remembering to:
VIRTUAL                            •
discuss all the options
• take an active part in the
FARM                                     conversation
and be polite
• come up with ideas
DISASTER                         •
give good reasons
• find out your friend's preferences and take them into
account
• invite your friend to come up with
INVADE                                 suggestions
• come to an agreement

Progress Check
Fill in:
feat, consults, symbols, unique, remote, conveyor, excavation, sculpted,
boarding, aisle.
Hieroglyphics
is an ancient writing system made of
2 I always ask for an seat on an aeroplane. 3 Easter Island
is .There is nowhere else
like it in the world.
4
Archaeologists
took five years to complete the
5
Tracey always . her parents before making any big decisions.
6
Most ancient temples are found in locations. 7 The statues were .
. . .. . . . from volcanic rock.
8
The building of
the ancient city of Machu Picchu was an incredible .. ...... .
9
Luggage is
collected from . ... . ... belt No 23.
10      You need a valid . . ... . . . pass
to get on the plane.
Points:
IOX2 20
Fill in: all, every, so, neither,
nor, both, each, none, either.
I
Kim saw that .. .. . . .. of the hotels were suitable, so she decided to stay
in another resort.
2
Jack and Jane .       like to go on skiing holidays.
3
. flights have
been cancelled due to bad weather.
4
Neither I . .
..... . Jane like to lie on the beach all day. We'd rather see the sights.
5
"l can't
find a cheap flight, " " .. can I. Let's change our dates. "
6
"l really
need a holiday!" "         . do I. I'm tired." 7 The flight
costs £150 .     . way.
8
. . ... ... time
I travel by train I feel sick.
9
We can  go this
weekend or next weekend, but after that I'm busy.
10      "I don't like long car
journeys." "         do l.
They're very tiring."
Points:
IOX2
20
Complete the phrasal verbs with the
correct particle.
Tom paid his bill and checked ... of
the hotel. Have you checked . everything on your packing list?
3
I arrived at the
hotel and checked .
4
I want to check
that new restaurant in town to see if it's as good as people say.
5
Tom checks .           . on his son now and then to
       make sure he's studying hard.          Points:
                                                                                5X2
       10
4
I
2
3
4

5
1
2
3
4
5
Fill in the gaps with the correct
preposition.

I was really happy .. .. ... . the
service the travel agent provided.
Paul has always dreamed            going
to the States.
This hotel is typical .   . many in
the area. I want to stay in a hotel ... . . . . . the sea.
The trouble . . the Costa del Sol is
that it's overcrowded with tourists.
Complete the sentences using the
words in bold. Use two to five words.
We enjoyed our holiday so much that
we are going to the same place next year.
enjoy So . ... .... our holiday that
we are going to the same place next year. If you had booked early, you would
have found a flight.
booked Hadyou would have found a flight.
It isn't
very often that I go away for the weekend. do Seldom . for the weekend. I
didn't expect to enjoy myself so much on holiday.
expect Little . . .. . .. . enjoy myself so much on
holiday.
If my dad agrees, I can go on the
trip. can  Only if . ... . . . . goon the trip.

Match to form exchanges.
      Can I take two pieces Of hand a   I see.
        luggage?                                                     b
Not at all.

That's not what I meant to say. c Sure. Here Did you pack your bag
yourself?you are.

Would you mind opening the d Only one,

window?

I'm afraid.

Can I have your passport, please?

e

I did.

in English

2
A: Tom's parents decided to get . . . . ..
B: I know. They have been having problems for a while

Fill in: tradition,
policy, stroll, concept, support, honour, priority, child.
1
My schoolwork is my top .
2
We like to exchange gifts on New Year's Day.
It's a family . . . . . .
. . . . . . . . . ... .
3
I can't understand the . behind this machine. What is it supposed
to do? 4 It is a great . . . . . . . . . . ... . for me to be part of your
research team.
5
Without my husband's wouldn't have made it in the fashion
business.
6
We're sorry! You cannot use the Internet during work hours. It's
our company's . . . . . . . . . . . . . . . . . .
7
My husband is an only . He has
no brothers or sisters.
8
After we did the
washing up, we went for a . . . . . . . . . . . . . . ... in the park.
Match the descriptions to the family
members.

I He is the father of

a stepfather

my grandfather.
2 She is my sister's

b
  ex-husband

daughter.
3 He is my

c
  great-grandfather

daughter's son.
4 He used to be

d niece

married to me.

g sister-in-law

5 She is my

h grandson

husband's
sister.
6 He is my mum's new husband.
Complete the exchanges with the words
in the list:
• married •
divorced • engaged • single  widowed • elderly
1 A: I had no idea that Paul is . . . . . . . . . . . . . . ..... .
B: Unfortunately, his wife passed away last now.
3
A: Does your sister live alone?
B: No, she
lives with her husband. She's been
for two years now.
4
A: They've
beenfor three
years.
B: When are they planning on getting married?
5
A: Alice looks
very tired. Does she ever rest?
B: I
highly doubt it. She is a . . . . . ..... . . . . . . . . . parent and has no
help from anyone.
6

A: When my grandfather gets on
a bus, people always give him their seat. B: That's nice. It's important to
respect the
4 Underline the correct item.
I My brother is very sensitive/stubborn. He never
listens to anybody.
2
I wanted to become a lawyer but I am too moody/shy.
3
She has beautiful
almond-shaped/shoulderlength eyes.
4
Mrs Thompson
always has her hair up in a bun/perm.
5
Clara tikes to
wear formal/casual clothes, like jeans and T-shirts.
6
I have very
dry/freckled skin, especially in winter.
7
Lisa used to be
very overweight/skinny. Now that she has put on some weight, she looks much
better.
8
Don't be so
aggressive/pessimistic! Everything will turn out just fine in the end.
9
Our boss is
confident/impatient that we will have completed the project on time.
10       I'm very nervous/grumpy! I hope I do
well on
my exam.
I l
I'm definitely the black horse/sheep of the family.

real chip
summer.
She is
  exactly like her mum.

       12 Joanna is a                 off the old blockhouse.
Peer Pressu re
           Underline the correct item.
I His
father's death has harmed/caused him a  lot of pain.
2
I can't wait for
this project to be over/up. I have so many other things to do.
3
It is
positive/essential that you keep working hard if you want to get a pay rise.
4
The child
stamped/tapped his feet angrily while leaving the room.
5
She
groaned/whispered something softly in his ear and then walked away.
6
His constant complaining is hurting/killing me. I can't take it
anymore!
7
I have to be
honest and tell them the truth. I have to get it off my chest/head.
8
I can't take/find
it anymore! This city is too noisy for me.
9
Tom is definitely
one in a miltion/hundred. He's my best friend in the whole world.
10      She feels bad for letting her parents
up/down.
Fill in: influence, persuade, give
in, bumped, discouraged, dissuade, resist, pick.
I I managed to . .... . ....              . my father from smoking.
2      My sister asked me so many times to
help her study for an exam that I finally had to

3      When Peter saw that he hadn't lost
any weight, he got very . .... ....
4      1
don't like it when people try to .. . ..... ..... .. . my decisions.
5      You shouldtemptation and have a piece
of fruit instead of chocolate.
6

You actually let them . you to shave your head? That's
unbelievable!
7      Don't . ... . . . . . .. . . . .. . .
on your sister. She's a bit low these days.
. into Mary yesterday at the post office.
Complete the
exchanges with: get you down, building up, sick and tired, take it anymore,
lose your temper.
your car in horrendous traffic jams?
Do you find that you don't have patience with others anymore and you 3)
answered YES to any or all of these questions, now is your chance to put a stop
to this chaotic situation. Don't let the traffic in our city 4) . a minute
longer. Join the demonstration that's taking place on 15th May, at 10:00 am at
People's Square. For those of us who just can't 5) , now's the time to take
action! United, we can make a difference!
Complete the exchanges with the verbs
in the list. Mind the tenses.
• take • lose • be • break

A: What's wrong Amy? You look exhausted!           under
  a lot of stress

these past few months. I need a
  vacation.

2

A:

I won't have time to study much
  before the exam.

B:

                                                                                .
  it easy.! I'm sure you'll do fine.

3

A:

Sally                     up with her boyfriend.

B:

Really? I didn't know that.

4

A:

You have to be more patient with
  the children.

B:

I can't. I
  feel that I .
  control.

                                        Circle the correct
  item.

Fill in the gaps with the following
verbs in the appropriate form: contact, pay, shoplift, threaten, find, confess.
1
If you are caught running a red light, you have to
................... a big fine.
2
As soon as I realised that my house had been broken into, I .....
.............. the police.
3
The woman they arrested . to the crime late last night.
4
The judge . the three boys guilty of vandalising
school property.
5
My mum  to take away my MP3 player if I don't do
well on my exams.
6
Mike was caught .. yesterday. He had stolen some batteries
and a pair of gloves.
Complete the exchanges with the
phrases in the correct form:
•  have no right • have the right to
•  have the
responsibility to • do one's bit
•  take responsibility
for
•  stand up for one's rights
1
A: The police
officer informed him that he . a lawyer. B: That's only fair.
2
A: You ........... .          . to be here! Get out now!

B:

Please, just listen to what I have
  to say.

3

A:

Why do you work so late every day?

B:

As the
  team leader of our project, I feel that I . . do so.

4

A:

Who's
  going to . . sending out the wedding invitations?

B:

I think Mary started sending some
  out already.

5

A:

Anna's husband is very obsessive and
  controlling.

B:

That's
  terrible! She should . . . . . . .

6 A:
We should all . . . . . . . . . . . . . . . . . . . to protect the environment.
B: You're right! We should take responsibility immediately.
1      The young man shivered / pointed in
the cold.
2      The two dogs were laying / growling
from behind the gate.
3      The burglar pleaded / muttered with
the police officer to set him free.
4      I threw out the old steeples / rags
that I found in the basement.
5      He will use any means / winnings he
can to get what he wants.
6      It took them a while to realise /
identify that their bags had been stolen.
 Complete the text with the words in
the list:
• broken • arrested •
convicted • sentenced
• confess • chasing
Convict
Last Sunday was a
bad day for my neighbour, Mr Smith. At
around 2 p.m I heard a lot of noise coming from the street in front of my
house. I looked out the window, only to see six police officers I) after Mr
Smith all around our neighbourhood. The police officers finally caught up with
him and . him on the spot. It was obvious that Mr Smith had 3) ............ the
law. Word has it that he was 4) ............ of fraud against the state. On
that Sunday, Mr Smith was taken into custody until his court date. At first, Mr
Smith refused all accusations against him, but after the evidence was presented
to the judge, he had no other choice but to 5) ..... . to the crime. He was 6)
. to five years of imprisonment.

1 Match the words to form phrases.

Use the words in the list to complete
the exchanges.

• dizzy • down • under •
ankle • hoarse
• pain • back • rash • nose • finger

1

A:

What's wrong Julie? You don't look
  very well.

B:

I'm feeling a bit  the weather.

2

A:

Before
  Francine fainted, she      felt                                                                                .
  all of a sudden.

B:

Poor thing.

3

A:

I have to get better
  before the weekend. We have a very important game at the college.

B:

Don't worry. If you take care of your cold, you'll be . on your feet in no time.

4

A:

I'm feeling a bit run .. . . .. . . . . . . . ...... .

B:

I feel the same way too. It must be
  the weather.

5

A:

Why is your hand red?

B:

I don't know. I've had a terrible                                                                                . since this morning.

6

A:

John's
  voice is so .

B:

I know. I barely recognised him this morning on the phone.

7

A:

I need to blow my . . . .. . . ... . . .. . . . .. again.

B:

You really have a bad cold, don't you?

8

A:

I
  cut my . as I was chopping

some
  onions earlier today.

B:

Ouch! That must have hurt.

9

A:

Oh no, I think I've                                                                                . again.

sprained my

B:

Be careful!

A:

What's
  wrong Tom?

B:

I've got an excruciating .

. . .. . . .. . . .. in

my stomach. I should go see a doctor.

Fill in the gaps with
the following words: irresistible, hacking, crippled, severe, narrow, internal,
thumping, agonising.
I Ever since I
sprained my wrist, I have been in . pain.
2

My company's offer was had to accept.
3      She had a  escape when she lost control of her
car.
4      Mrs
Tates uses a wheelchair because she was seriously . ... . . in an accident.
5      Thebleeding has made his situation
extremely critical. 6 Could you please turn down the music? I have headache.
7      Martha
is now facing (an) decision about her career.
8      Peter's
.
cough woke up the baby.

Underline the correct item.

I
When somebody hailed/stretched us we realised that we were not alone.
2      The
moment he was admitted/closed to hospital, he knew that something was seriously
wrong with him.
3      The man jumped/drowned before the
captain could send out an SOS.
4      She labouredlglimpsed at an old man
standing at the back of the room.
5      The two young men rowed/rested as
fast as they could to the nearest shore.
6      The dog tracked/fetched the stick
that his owner threw.

Fill
in: cosmopolitan, industrial, rough, abandoned, shanty, well-lit, posh,
residential, fully-furnished, historic.
 Although they live near a(n) area,
they are not affected by the pollution. I'm looking to rent a .
flat in the city centre.
We saw two kittens
coming out of that .
. car yesterday.
I love studying in my bedroom
because it is so

That
man lives in a(n)  old hut.
There
was an explosion in a(n) . area last night.
Montreal
is a very .. city. People from many different
cultures live there.
We're
invited to adinner party next Saturday.
I
like to visitcities such as Athens and Rome.
Jason
lives in a dangerous neighbourhood in the . . . . . . . . . . . . . . . . . . .
part of town.

Match
the words in the two columns to form phrases.

Use
the phrases in Ex. 2a to complete the sentences below.
 I
hate cleaning up thefrom
my balcony.
A major disadvantage
in our city is the . There's no green anywhere.
I'm
sorry I'm late. There was . . . . . . . . . . . . . . . ... .
4
I feel so sorry
for  that
I sometimes end up taking them home.
5
Although
. is never pleasant, I never take my
car to work.
6
People
in wheelchairs cannot get around with all the . . . . . . . . . . . . . . . . .
. . .

2
1
  Everytime she goes on vacation she takes
3
  everything
  but the kitchen/bathroom sink.
4
  about
  helping me find a job. She led 2 She lied me up the garden route/path by
  telling me
that she would help me.
5
3
6
  They shouldn't be complaining. They are very
lucky to have a
  roof over their heads/eyes.
4      When you lend Mike money, it's
  like throwing
7
  it
  down the window/drain.
5      There
  are nice cafés and restaurants in the
8
  pedestrianised/rough
  zones of our city.
6
9
  I gave a hawker/beggar my sandwich today.
He looked so thin and frail.
10
Fill in: fate, burden, pastures,
  graffiti, estate, market, squat, office.
a
  1 I like
  buying cheap clothes at an outdoor . near my house.
2
  If it's meant to happen, it will. I believe in
3
  you with my
  problems. You already have enough on your plate.
4
  My boss
  invited us over to his . for a posh party.
5
  The sheep were grazing in the
6
  Suzan lives in a. illegally. She doesn't pay rent or
  property taxes.
7
  The . . . . . . . . . . . . . .. .. . on the walls
  of our school
b
  .
will be cleaned up this weekend. 8 I work on the
  fourth floor of that
. building.
2
3

Underline
the correct item.

Technology & Communication
a Fill in: establish,
extraterrestrial, waves, signals, technologically, race.
. life
2       . .. . . .. . . . ........
communication
3       send
communication .
5
6
b Use the
phrases from Ex. 2a to complete the sentences.
 My job at the Aeronautical Agency is to .
through radar.
2
Some people
believe that aliens have tried to

3
Are other planets inhabited by .
4
Some of the most
. .. . . . . . . .. . . . . . companies are located in the US.,
5. transmit information over millions of miles.
6 A major part of the
science of biology is the study of the . . . . ... . . . .. . . .. . . . .
 Circle the correct item.
I
The sun is at the centre of our race/solar system.
2      Satellites/lasers are used for
communication purposes and scientific research.
3      Somebody stole the antenna/radio
waves from my car.
4      Astronomers use a cosmos/telescope to
study the stars and planets.
5      We can try sending out an SOS signal/
broadcast with this torch.
6

Halley's Comet/Star approaches
Earth approximately every 76 years.
7      Sometimes you make me feel like I'm
talking/ speaking to a wall.
8      The results of the fiction/survey are
very interesting.
Complete the dialogue with the words
in the list.
•  developments •
headlines • coverage
•  press • update • scandal

A:

Hey, Amber. You'll
  never guess what I read in the newspaper 1) . . this morning.

B:

What?

A:

You mean the latest political 2) .          didn't catch your eye?

B:

No, it didn't. Tell me!

A:

You didn't happen to read any
  articles in the                                                                                today?

B:

No, I didn't.

A:

Or see a live 4)              . on
  TV?

B:

Will you tell me already?

A:

If we turn
  on the TV right now, I bet we'll hear the latest 5) . . on the issue.

B:

I can't
  believe I'm going to hear this from a

news 6) . and not from you. What kind
of a friend are you?
Fill in the verbs whine, comfort,
unfold, drag and come in the correct tense.
I I can't believe this scandal before our eyes! It's the top story
on the
news.
2      Paulhis brother when his wife died.
3      Sunrise magazine . . .. . . .. . . .out once a week.
4      She
could hear the dog .. as she was walking away.
5      They helped methe box to the other side of the
room.

Circle the correct item.

Use the words in the list to complete
the exchanges. 1 I am going to apply for the subject / position

• change • overcome • wait • face •
  reject

of senior manager at our company.

• make • come • achieve

2

You need to have the necessary quantities / qualifications to succeed
  in the job.

1

A: Pete helped
  me                                                                                the
  problems I had at work.

3

My parents help me pay my tuition
  fees / money.

B: He is a great guy, isn't he?

4

I usually have a French lesson /
  subject twice

2

A: Lots of
  people want to                        the

a week.

world.

5

My student loan / funding amounts to £12,000.

B: That is very promising.

6

Most of my
  classmates / colleagues have been

3

A: Do you think it will be difficult to
  start my own business?

working for a minimum of six years.

B: In the
  beginning, you may .
many obstacles, but you mustn't
  give up.

4

a

Match the words to form phrases.

4
A: We will never have the money to buy a car.
B: Yes, we will. Just ,. and see.
5
A: When I set goals for myself, I make sure I
.
them.
B: Good for
you!
6
A: If you .. up against any difficulties, give me a
ring.
B:
I'll be fine. Don't worry.
7
A: I don't think I would be a successful manager.
B: Don't . the idea until you

give it a try.

8 A: Tracey likes helping people in
  need.

b

Use the phrases from exercise 4a in
  the correct

B: I know, she likes to  a
  difference in people's lives.

form to
  complete the sentences below.

I

Mary shared a flat with her sister
  ..... ..... ..... ..
she would save up some money to buy
  a car.

2

Use the verbs in the correct form to complete

2

Jonathan
  has . his .

the sentences below.

buying
  this flat. He hasn't looked around for

• drop out • win • complete •
  attend

anything else.

• graduate

3

I had never
  worked abroad before but I decided to have a go and . . . . .. . . . ... . ..
  . . . . .

              If
  I hadn't  a scholarship, I

4

We might be able to buy that DVD
  player that

would have never been able to study
  abroad.

you liked, but don't .        your

2 Once I                my
  degree in civil

. .. . . . .. . . .. . . . .. . . — it might be sold out.

engineering, I will move to Qatar.

5

They never .. that they would

3 My brother  from university

make it through all the hardships.

when he was twenty-two years old.

6

Jack .. becoming a millionaire.

4 My dad .. of school when he
  was

7

A horrible snowstorm has . .. . . .
  .. . . . .. . .. . . . our

fourteen years old.

                                  of
  going to the countryside

5 It was
  difficult for me to .
  alt

for the weekend.

lectures
because I had to work.

Geographical Features & Air Travel
Underline the correct item.
1
The hotel was
located in a remote/inhabited area of the city. It took us about forty-five
minutes to get to the closest restaurant.
2
The ruins that
were found in the archeological sites of Santorini are well familiar/preserved.
3
The ancient
Greeks gave properties/offerings to the twelve Gods of Olympus.
4
The vase they bought us for our wedding anniversary is quite
unique/worshipped.
5
We hired a moving company to transport/disappear our belongings
to our new home.
6
The
invaders/monks took over the city just as the night had fallen.
7
We had to wait in
the departure/arrival lounge for two hours before boarding the plane.
8
I met my husband
at the baggage gate/reclaim area at Heathrow Airport.
use the words in the list to complete
the sentences.
•  stream • hot springs
• mountain range • waterfall
•  swamp • cave
1
The little bear
cubs rushed into the . . . . . . . . . . . . . . . . . . . when
they heard
the gunshot.
2
Although we got soaking wet, we managed to take some
beautiful pictures by the .. . . . .
. . . . .
3
There was a small
.. running along our garden.
4
 can be found all over the world and are known to be therapeutic.
5
The world's longest
. is the Andes and is located between Chile and Argentina.
6
We were able to
see some crocodiles in the . . . . . . . . . . . . . . . . . .
Use the words in the list to complete
the exchanges.
• mystery • archaeological • predict
• forecast • carved
I A: When I visit a
new country, I love going to all the sites. B: Really? I prefer to spend my
time getting to know the culture of the locals.

Stevens?
B: I have no idea.
His
disappearance is a

3 A: Did you
hear the weather

B:

Yes, it's going to be mostly cloudy with a few showers
  tomorrow.

4

A:

How did the ancient Greeks           ... the future?

B:

They consulted the oracle of Apollo
  at Delphi.

5

A:

This
  statue has been
          . with such detail that it almost looks real.

B:

It's gorgeous, isn't it?

a     Fill in the gaps with the correct
word.
•conveyor • shop
• passport
•board • check-in
1      . . . . . . control
2      departures
3      . belt
4      . desk 5 duty-free .
b     Use the collocations in Ex. 4a to
complete the sentences.
              I
always buy something nice from . before my flight. 2suddenly stopped and I
panicked.
3
If we look at the
....... . we'll know if our flight will be leaving on time.
4
The lady at the gave us a seat by the window.
5
They stopped us at .............. because our passports had
expired.

2 A: What
ever happened to Mr

Complete the sentences so that they
are true for you.

Put the verbs in brackets into
the correct present tense.
    Dear Kate,                                                                                4
How are you? We I) . (have) a great
time here in Japan,
I At present, I .
2 My
friend yet. 3 I always ..... .. .
4 My
parents don't . 5  . never ... .
6 My
uncle .... .... now 7 Our teacher . .. ..... already .
8
My friend doesn't ..... .. . .
9
. so far.
10    My mum
doesn't ..... . . . .
Use the appropriate future tense to
complete what Mary might say, as in the example.

.
We 2) . (stay)
ata nice hotel. Every day we 3) . (have) breakfast at 7:30, then, we 4) . (go)
sightseeing.
(go) to a lot of museums and galleries
so far but we
(not/do) any shopping yet. Tomorrow we
7)
(visit) Tokyo Disney
Resort. I can't wait. Later in the evening we 8) (attend) a concert. It's a
pity you 9) . (not/be) here. 10) . (you/finish) with your exams?
     we 11) .         . (leave) this Saturday. Our flight 12)
.             (reach)
London at 7:30 pm.
I do miss you.
Lisa
Put the verbs in brackets into the
present simple or the present continuous.
(see) my aunt tonight.
(see). So
you won't be able to meet us in the afternoon then, will you?
         2 A: Why          . (you/smell) the milk?
B: I think
it . .. . . .. . (smell) funny. I'm afraid it has gone off.
(think)
about joining a gym. (think) that's a great idea.
Why . .
(Annie/be) so sad today? B: I really (not/know). She (be) usually in a cheerful
mood. Is James all right? He . (100k) very pale.
B: Yes, I know. I
(look) for the doctor's phone number right now.
          6 A: Why         .
(you/taste) the chicken curry?
B: To see if I need to
add more spices. But no, I think it (taste) delicious the way it is.
5
1     Her friend says she feels cold.
2     She hears a weather report predicting
rain. "It ... . . ...
3     She
has arranged to go shopping with her friend, Beth.
"Beth and I . ... .
.. . ."
4     She
wants her friend to post a letter for her.
"Will you ... . . ..
. ?"
5     She's catching the 6 0'clock train to
Brighton.
"My train .. . . ..
.. ."
6     Someone asks her about her plans for
next July.
"This time next July, I . .. .
.. . .
Complete the gaps with will or be
going to in the correct form.
 A: Your
shirt is dirty.
B: I know. I . . .. . ...
wash it later.
2      A: I'm a bit hungry.
. make you a sandwich.
3      A:
What are your plans for Saturday night?
B: We invite some friends over for dinner. Would you like to come?
4      A: The doorbell is ringing.
      B: I             get it.
5      A:
What are your plans for summer holidays?
. travel to Spain. We've already booked our tickets.
6      A:
Try not to be late.
B: Don't worry. I . . . .. . . . be
back by 7:00.

6 Complete the second
sentence with a different
future form so that it
has a similar meaning to the first. Use up to three words.
1       The Prime Minister will visit Russia
next week.
The Prime Minister ...
..... Russia next week.
2       Look! The bus is going to leave.  Look! The bus . . leave.
3       Her flight arrives at 7:00 pm.
             Her flight .       .
arrive at 7:00 pm.
4       Jim
will surely be angry when he hears the
bad news.
Jim .... .... angry when he hears the bad news. 5 The
car factory will soon close down.
The car
factory is ..... ... closing down.
Past
Tenses
Put the verbs in brackets
into the correct past tense.
How ... .....
(you/find out) about the cruise? . (look) through a magazine when I
(see) the advertisement.
Have you typed the contract yet?
B:
Actually, I .           (just/start) it before you . (walk) in.
              3
A: We                (go) to the flea market yesterday.
              B: Really!           (you/buy)
anything?
Tonia performed really well yesterday.
B:
Yes. She (practise) for months before the recital.
. (you/enjoy) your flight?
B: Yes, although in the beginning I was a little
nervous as I .     . (never/fly) before.
          Where            (your sister/stay)
when she
. (go) to London?
B: In a cheap youth
hostel.
7 A:
When .... .... (your dad/retire)? B: Last month. He . . (work) for the same
company for 25 years.
(you/have) a nice
time at the concert last night?
B: No, it was terrible.
The band
(only/play) for ten
minutes when it ........ (start) to rain.
(your brother/be) at home when you      (arrive)?
B: No, he
........ (already/go out).
Use the time
expressions below and present,

past or
future tenses to make sentences about yourself.
•     tomorrow
• yesterday • usually
•     two
weeks ago • these days • next week
•     for
six months • last week
•     This
time lornortow, 1 '1! be having football
,gactlce.
In pairs, use the ideas to talk about
your childhood, as in the example. Use your own ideas as well.
•     live
in the countryside • play in the park
•     ride a bicycle • go to parties • own
a pet
•     make tree houses • go fishing with
your dad
•     a:
Did you use to live in the countryside when vou were a child?
3: No, i didn't. i lived in the city.
What about you?
I used to live in small village by the sea.
Choose the correct
answer.
              I
When John was young, he              usually walk to
A am used to B used to C would
2
Anne . work in a
shop, but now she works in a bank.
A      used
to               B would               C got used to
3
Jenny ... .....
getting up early in the morning.
A      didn't use to   C used to
B      isn't used to
4
I don't think
I'll ever ........ wearing contact lenses.
A      get
used to        C would
B      be
used to
5
Although Tim has
been living in the city for almost a year, he still it
A      wasn't used to           C is used to
B      isn't used to
6
When Peter was in
the army, he ..... ... wake up at 6 0'clock in the morning.
A      was used to B got used to C would

                                                  Match the
  phrases to make sentences.

Make sentences, as in the example.
Make any necessary changes.
•    place/borrow
bookS •2.22..)
 A library is a place where you can find books.
•    animal/live in Australia kangaroo
•    someone/fix
people's teeth   dentist
•    place/see
films             cinema
•    someone/put
out fires              firefightJr)
•    something/
make calls with
•    something/open
and lock doors with
•    book/help
you spell correctly
Join the sentences using relative
pronouns. Omit the relative pronouns if possible.
I The letter hasn't
arrived yet. He posted it three days ago.
2       They are playing a song on the radio.
It's my favourite.
3       The football match was very exciting.
My friend played in it.
4       Let's go to Greece. The sun always
shines there.
5       The
sweets are delicious. We bought them yesterday.
6       Tom
introduced me to Mr Smith. Mr Smith is his manager.
7       I
am reading a book at the moment. It is very interesting.
8       This
is Jane. Her sister is my coach. 9 He discovered a painting in the basement. It
is worth a lot of money.
10 My parents moved to
the city to find work. They were born in a small village.

1 Scotland is a

a who
  writes for the

country

Sun.

2 Sam is a

b
  whose studio is in

journalist

the city centre.

3 Frank is a

c where you can see

photographer

a lot of lions.

4 Kenya is a place

d who likes to help

5 My mother is a

others.

person

e which has
  many castles.

Clauses of Purpose
Choose the correct option A,
1      Please
go to Customer Service ... ..... a refund.
A
for          B to        C in order to
2      I went to the dentist .have one of my teeth filled.
A
for       B to      C
in case
3      Gabriel takes the bus. avoid getting stuck in traffic
jams.
A
for       B in
case         C in order to
4      I'm hungry. Let's stop .. a quick snack.
A
forC in order to
5      Students
go to the library . they can study quietly.
A
so that C in case
B
in order to
6      We took an umbrella ... ..... it
rained.
A
so that B so as
to C in case 7 They called us . . invite us over.
A so as to B so that C with a view to 8
I'll buy some more juice ........ Jimmy comes.
A     so
that    C in case
B      with a view to

Amanda is going on holiday. Why is
she taking these objects with her? Make sentences using so that, to, in case.
 She's taking
sunscreen 50 that she won't get sunburnt.
Clauses of Reason
 Underline the correct word/phrase.
I I'm going to be
late for work because/ because of this traffic!
2      1 can't lend you any money
because/because of I don't have any.
3      Due
to/Since you're going to the supermarket, could you buy me some milk, too?
4      There will be no classes on Tuesday
due to/because the national holiday.
5      I couldn't see the sign due to/since
it was too dark outside.
6      I
think I have this terrible headache because/ due to I was out in the sun too
long yesterday.
7      Because of/Since we don't have to
work today, why don't we go for a picnic?
8      Tim won't be able to come with us
because/ because of he has to study for his exams.
Clauses of Result
 Fill in with so, such, such a/an.
I There were
..... ... many people there that we waited in the queue for more than an hour.
2      She is . bad player that nobody wants
her on their team.
3      Susan is . . popular that she gets
invited to parties all the time.
4      They were lovely earrings that she
bought them all.
5
Bob was . angry that he left without saying good bye.
6      She is intelligent woman that
everybody asks for her advice.
7      It was . . cold weather that we
stayed in. 8 Her visit was .... .... pleasant surprise that I didn't know what
to say.
Complete the sentences.
1 She
was sent home because , 2 Take some money in case ..... ... .
3
There were so many people at the party .
4
He's been training at the gym in order   .
5
She's such a boring person
6
It was such nice weather .... ...
7
They were all looking
at her because .
8
They bought lots
of food in case ........ .
9
She earns so little money .
10     He
doesn't have a mobile phone so .

I love swim/swimming in the sea.
We decided to go/going ice skating. You'd better not go/going
  snowbiking until you learn how to ski.
I enjoy to
  try/trying new and exciting sports.

to).
1 You should avoid . (have) an
argument. 2 Let me .... .... (stay) up a little longer. The film hasn't
finished yet.
3
The bathroom needs . . . ..... (paint).
4
They didn't let
us .... .... (pay) for the meal.
5
He's old enough
..... ... (drive) a car.
6
Lie down and take a deep breath     (feel) better.
7
I can't stand .        (watch)
horror films.
8
My parents made me .          (stay) at home.
9
Will you help me
..... . . . (repair) my bike?
10     It's not worth ... ..... (try) to
convince him.
I l You should
........ (be) very careful when you walk in dark streets at night.
12     She was advised . (report) the crime
to the police.
13     I can't wait .           . (tell)
Tina the good news.
14     I can't stand . . .      . (be/told)
lies.
15     He doesn't mind     (help) with the
housework.
Choose the correct answer.
1
Do you mind ..... . .. outside, please?
A      wait        B to wait         C
waiting
2
He's looking forward .... .... abroad,
A      travelling C to travelling
B      to travel
3
We've always wanted .. on a safari. A go B to go C going
4
1'd love ...
..... you again.
A      see          B to see           C
seeing
5
How about ..... . . . us for a skiing holiday?
A      join         B to join          C
joining
6
There's no point
in .He won't forgive
me.
A      apologise C
apologising
B      to
apologise
5
Tony didn't
expect to like/liking the new video game.
6
We would love
seeing/to see you next weekend.
7
It's worth
paying/to pay a little more money to get a good seat.
8
Jane can snowboard/to snowboard quite welt.
9
I would rather
go/going horseriding than kitesurfing.
10      We'd better stay/staying in tonight.
11      I'd rather not study/studying on a
Saturday evening.
12      I promise trying/to try my best.
Put the verbs in brackets into the
correct infinitive or -ing form.
 A: Is it easy .          (learn)
gymnastics? B: It's not too difficult.
2      A: I'm tired of ..... ... (play)
computer games! B: Let's go out, then!
3      A: Let me  (help) you carry the
equipment.
B: That's very kind of you. Thanks.
4      A:
Sue suggested    (go) skiing on Sunday. Do you want to come?
B: I'd love to.
5      A: You had better .           (not/ptay)
tennis
until your
arm is better. B: You're right. I'll wait.
6      A: I am looking f0N/ard to . (watch)
the Olympics on TV.
B: So am I.
7      A:
The shop assistant refuses . (give) me a refund.
B: You
should talk to the manager, then.
8      A: Do you fancy . (go) to the cinema
with us?
B: Thanks, but I'd
rather(stay) at home tonight.

 What
  sports would you like . ..... .. (do)?
B: I'm interested
  in            (learn) how toPut the verbs in brackets into the correct form
  ski.(-ing form, or to-infinitive).
meat.

      10
A: I can't stand (eat)                                             1
B: Neither can I.
11     A:
How's the training going?
 B: Quite well. I am hoping . (play)
professionally next year.            2
12     A.•
Why didn't you come to the match?
             B: I had to           (study) for my exams.
3
Underline the correct word.
4
A: Remember . (buy) me a newspaper on
your way home.
B: I
don't remember . .. . . . . . (see) him before.
A: I'll never forget . . (visit)
Moscow. B: I think I forgot . (lock) the door, A: I regret. (tell) you that you failed your
exams.
B: I regret .. (tell) you lies.
A: Please try .(be) on time.
B: Why don't
you try ........ (add) some pepper?
A: Stop .          (make) this noise.
B: He stopped (have) a snack, then continue with his
work.
A: I meant . (send) you a letter but I didn't remember the address.
B: If you
are to pass your exams, that means . (study) a lot.
put the verbs in brackets into the correct form. (ing form,
to-infinitive or infinitive without to.)
She doesn't mind . ... .... (work)
late.
He likes            (play) basketball.
He can't stand .       . (wait) in long queues.
Her parents make her . ...a...
(study) French.
She wants .... ... . (become) a
pilot.
He's looking forward to        (travel) abroad.
She hates . .. . . .. . (travel) by
bus. I'd love ..... .. . (study) Medicine.
She enjoys . . (dance). He always
helps his brother . (do) his homework.

are true for you.

Passive Voice/Causative form
Fill in the correct passive tense of
the verbs in the brackets.
The Great Sphinx in Egypt is an amazing sight!
B: It is indeed. It .
(build) thousands of years ago.
Have you seen the new house down the
street?
B: Yes, it
..... ... (design) by Mike Smith.
The Great Pyramid Of Giza is the last remaining ancient wonder of the
world.
B: Yes, and it .
(visit) by millions of people through the ages.
The
situation is very serious.
B: I agree. Something ........
(must/do) soon.
I think there's someone behind us. B:
Yes. We ... ..... (follow).
6 A: Where does the WWF find the money to pay for all its projects?
B: Money (donate) by
people all over the world.
Rewrite the sentences in the passive.
I
They will build a new hospital next month.
2
They cleaned the
room this morning.
3
She didn't invite
us to the wedding.
4
You can't use cameras inside the musuem.
5
The Prime Minister will open the new hospital on Monday.
6
Careless drivers
can cause accidents.
7
A loud noise woke
them up last night.
8
In the USA, they
hold Presidential elections every four years.
9
They will
translate his book into Portuguese.
10      They found the minister guilty of
fraud.

Write the
headlines in full sentences. Use the passive.

Read the information. Use it to form
sentences in the passive.
• located in Westminster,
London
• converted into a palace in the 1820s by John Nash
• opened to public in the
mid-1990s
• drawings by Leonardo Da
Vinci kept there
• visited by millions of tourists every year
• located in
• built by Shah
• set within gardens
• covered in marble
• visited by a lot of tourists every year

Rewrite the sentences starting as
  suggested.

Match the two halves of the
  conversation. Put the verbs in the causative.

I People say that he has escaped from prison.

1

I thought the

a

I > had it repaired.

         A
  He .

fence was

(have/repair)

2 People think that she is a very gifted person.

damaged.

          (redecorate) it.

         A
  She .

2

These windows

c

          (fix/next

3 The newspapers report that the two film stars

are broken.

Monday).

were married.

3

This door seems

d

At the mechanic's.

      A The two film stars .

broken.

              (service) before

4

The garden looks great.

you leave on tour.                                                                                (new ones/

4 People say that he has donated all
  his money

5

Where's my car?

install/tomorrow).

to charity.

6

I don't like my

               (flowers/plant/

  A He ....... . .    B lt . . . .
  . .
5 Experts expect the number of casualties to

bedroom.

last Tuesday).

rise.

Emma moved to a new neighbourhood last

 The number of casualties . . .
  .... . .

week.Use the words and the pictures to write sentences.

Rewrite the sentences in the passive.
1      Someone
broke into the museum last night.
2      They stole ten paintings.
3      I had the feeling that someone was
watching me.
4      You
must take this matter seriously.
5      People
are buying more and more cars every day.
6      Someone
has damaged the statue.
7      He submitted the proposal in writing.
8 I'm afraid you can't use your camera here.
Rewrite the following sentences in
the causative form.
I Jane asked her husband to wash the
car.
2      Tom will ask someone to recycle all
the paper from his office.
3      plumber is putting special water
filters on all of Jane's taps.
4      A
mechanic has altered Mike's motorbike to give off less emissions.
5      Sally
asked Jane to cook dinner for her.
6      I asked the vet to look at my dog.
7      The
supermarket delivered the shopping to my house.

8 When will they clean up our local beach? 9 The mechanic
  has fixed Kelly's car.

    1     can have my watch mended
  here.

10 My wallet was stolen last week.
Rewrite
the underlined phrases using must, have to, don't have to, should, may/ might,
need to, don't need to.

Rephrase
the following sentences as in the example.
I It is possible
that he will go to the party tonight.
2      It's
necessary to have a visa to visit the USA.

3      1 think it's a good idea to move to
a house in the countryside where there isn't so much pollution.

4      1'm not sure if he's coming with us
tomorrow.

5      It isn't necessary for you to give
me a lift home. I can take a taxi.

6      Perhaps
he's sleeping.

7      1'm
sure he isn't telling the truth.

8      You
aren't allowed to eat in class.

Underline
the correct word/phrase.
I He was supposed to be/must have been
back from Madrid last Monday but he decided to stay longer.
2      You
mustn't/shouldn't have insulted him.
He's
always so kind to you.
3      It
mustn't/can't be Peter. He is too tall.
4      "I
needn't have fed/didn't need to feed the dog because my brother promised to do
it. "
5      "You
can't/mustn't have done well at your exams! You hadn't studied at all. "
6      "You
might/should have asked me before you told him my secret. I didn't want him to
find out the truth."
7      James
could/should have got caught in traffic. That's why he's late today.
8      You
have to/should start work at 9am every day.
Although
it 2) isn't necessary to have a bath mat next to your shower, 3) you'll
perhaps find it very useful. 4) It is also necessary to keep the
floor clean and dry. If there is any water on the floor after you have had your
shower, 5) you are supposed to clean it.

4
Underline
the correct word/phrase.

A:

I've
  just bought a birthday cake.

B:

You didn't need to/needn't have. I've just made one.

2

A:

I'm really busy at the moment.
  Should/ Could I call you back later?

B:

Yes, certainly.

3

A:

Shall/WitI
  I help you with the bags?

B:

Yes, please.

4

A:

Shall/WiII you do the ironing for
  me, please?

B:

I'm sorry, but I can't.

5

A:

I can't find my mobile.

B:

You
  should/may have left it at home.

6

A:

She
  looks really tired!

B:

She
  should/must have been working all night.

7

A:

I don't know why Adam
  is upset with me.

B:

He might/can have misunderstood
  what you told him the other day.

8

A:

I have the flu.

B•.

You mustn'tlshouldn't have come to
  work. You must/should have stayed at home.

5       Use can, can't, have to, don't have
to and need 7 Fill in the correct modal verbs to complete the with the phrases
below to ask and answer      rules in England. travelling by plane from
Heathrow.
You can use your own ideas.
• check-in 5 hours before departure time
• take your luggage on board  8 What are the rules in
your country?
• eat or drink on the plane
• take duty free goods on board
Write
sentences to explain What each sign
 A: Do I have to buy tickets in
advance?                                  means. Use modals and the following
verbs:

the phrases given, as
well as your own
                                                                                firefighter
  us to be careful with the
Reported Speech speech.
You have
received a letter from a friend on

"You'll get sunstroke if you
don't use sunscreen", he said.
2       "I'll definitely return it
tomorrow", he said.
3       "Denise didn't come with
us", he said.
4       "We will wait for you until you
are ready", they said.
5       "I
think you should talk to your parents about your problem", he said.
6       "That was the most difficult
test I have ever written", she said.
Rewrite the questions in the reported
speech.
I
"When does the last train to Liverpool leave?" the woman asked.
2      "Have you ever been to
China?" she asked me.
3      "Who is in charge of this
project?" she asked.
4      "Will it take long to repair the
engine?" he asked.
5      "How long is the journey going
to take?" we asked.
6      "Did
you see the sign, madam?" the policeman asked me.
Who said what? Match the speakers 1-7
to the speakers A-G then, report what they said. holiday, Read the sentences
1-6, then complete your friend's letter, as in the example.
1      Angela said that she was in Italy.
2      She said that she had arrived six
days before.
3      She
said that she was staying in a lovely hotel. 4 She said that she spent her
morning on the beach.
5
She said that she
loved the food.
6
She said that she
was coming home on the
10th.

I "Be careful with the

A the
    teacher

I 'Don't swim in the lake,' he said. (warned)

wires. "

B the firefighter

2 'How long are you going to stay?' he said. (asked)

2 "Write your names at

C the children's

3 'I've got too much homework to do', she said

the top of the paper. "

nanny

(complained)

3 "Avoid eating

D my best friend

4 Let's go to the cinema,' he
    said. (suggested)

chocolates. "

E the traffic

5 'I didn't steal the money, ' he said. (denied)

4 "Don't climb the fence,

warden

6 'You'd better see a doctor,'
    she said to me.

children.'

F the dentist

(advised)

5 "Always lock the doors

G the policeman

7 'Call us when you arrive,' he
    said to Ann.

at night."
6 "Help me with the

8

'I won't do it,' he said. (refused)

exercise, please. "

9

'OK, I'll help them,' she said. (agreed)

7 "Don't park here."

10

'Please, please, don't tell anyone,' she said. (begged)

(reminded)

Report the sentences. Use the words
in brackets.
Look at the messages on Kelly's
answering machine. Report them to your partner.

7
Complete the
sentences. Use reported speech.
I
My friend asked
... ..... .
2      Someone told me ........ .
3      Our
teacher asked us . ... . . . . .
4      My
parents told me
5      I asked my friend . .... . . . .
6      The Maths teacher said . 7 I asked the coach .
8
My best friend
told me .
Read what Carmen said about her job,
then report what she said, as in the example.
I
work with
a team of twelve doctors and medical assistants. We fly all over the world,
wherever our help is needed. Last year, we were in Mozambique. We stayed there for six months.
We set up a hospital and trained people how to treat minor injuries and
illnesses. We also vaccinated a lot of children. This year, we are in Rwanda. We have been here for two months only
but our work is already progressing. I find my job really rewarding.
 Carmen is a doctor. She said that shc
worked with c {eam of twelve doctors and ...
You just applied for a position as a
salesperson at the local mall. Here are the questions you were asked during the
interview.
I How old
are you?
2
Where do you go to school? 3 Where do you live?
4
Have you worked
anywhere before?
5
Do you have any experience in sales?
6
What interests do you have?
7
Can you work during the holidays?
8
When are you
available to start?
9
How will you be coming to work?
10     Do
you have any other questions?
Your friend has an interview at the
same store tomorrow. Complete the e-mail telling her what questions you were
asked.
To: Melinda
Hart
From: Ashley
Moore
Subject: Interview
Hey Melissa,
I just got back from my interview and
I think it went well. Here are some of the questions he asked me so you can
prepare for tomorrow.
He asked me 1) ..... He wanted to
know which school 2) .. .. at and where 3) . Then he asked before and 5) ... experience in sales. He also asked
what interests 6) .. He wanted to know 7) . during the holidays and 8) . to
start. He asked to work and wondered 10) . .. . ... . . ... . . any other questions.

1 Put the verbs in brackets in
the correct form.
Kareem Abdul-Jabbar,
NBA all-time scoring champion, talks about his adolescence and achievements.
"I grew up in New
York in the '50s with two parents who cared about me. If they I) ........
(not/support) me so much, I would have got into trouble. But they taught me
about discipline.
My mom emphasized that school was a very important part of my
life. If she hadn't wanted me so much to do well, I (not/get) that
message to the heart.
The first time I stepped in a basketball court I didn't do
well at all. But I kept trying. If 1 3) . (not/try) so hard, I would have never
got the ball up to the rim level. I started to get good at the 7th and 8th
grades. That's when I realized that basketball was going to play a big role in
my life. However, if I wanted to become a good basketball player, 1 4) . (have)
to work hard. I worked hard. It was difficult but this experience helped me in
many ways: had I not been there, 1 5) . (not/become) what I am now."
Put the verbs in brackets into the
correct tense.
          I If Brian .          (leave) now, he won't miss
his flight.
2      If I were you, I . .. . ....
(not/talk) to him again.
3      If I had gone with them, I     (have)
a great time.
4      The
plane .       (not/take off) unless it stops snowing.
5      If she .           (listen) to the
weather forecast, she wouldn't have left.
6      If
Jenny had got up early, she .... .... (not/be) late for school. 7 If Timothy
had some money, he . .... . .. (buy) a new bicycle.
8
We'll go
to the beach unless it . . ... . .. (rain).
9
If I . (see)
Richard, I'll tell him about the dinner party on Friday.
10    If Bridget is here by 6 0'clock, we .  (go)
to the cinema.
11    If I . .. . ... . (be) you, I would
recycle more.
12    If Laura studies more, she . .... . .
. (pass) her exams.
Complete the sentences.
I If he calls, .
>
If the firefighters hadn't arrived in time, they wouldn't have saved the
family from the flames.
2
Demand for Mobile Phones rises as Prises Fall
3
BUSTS
RAIN

Why did
these things happen? Join sentences 1-6 to theirRewrite the following sentences
to causes A-F and make sentences, as in the example.express either an unreal
situation in the present, a regret about a
I My neighbour lost his        A She had no money to pay   past event, or
a desire for a parrot.  for the meal.         situation or someone's behaviour
2 I caught a cold.            B I walked for a long time in  to change. 3 He
had a miserable the rain.
.
childhood. C He left the cage door open. 1 I sent my text message to the 4 He
wrote a best selling D She insisted on fulfilling her wrong person.
          book.                                                    dreams.                                                                         >
I wish I hadn't done it.
5
She became a very
E He was invited to speak to 2 My brother never helps with the successful
artist. the University. housework.
6
She lost her
purse in F He didn't want to talk 3 I didn't take any photos of the the train.
about his early years. wedding.
4      They stole my laptop.
5      Our
computer has a virus.
If my
neighbour hadn't left the cage door open, he wouldn't 6 My parents won't buy me
the have lost his parrot. new games console.
7
I haven't got a
digital TV.
8
You never Stop
talking about Put the verbs in brackets into the correct tense.
your new MP3 player.
9
Sandra listens to
loud music all  What do you think of the view from here?
day.
           B: It's amazing. I just
wish I .               (have) my digital
10
It isn't
summer yet. camera with me.
 Johnny never stops playing those new
video games.
What do the
people in the pictures B: I wish we . .. . . . .. (not/buy) them.
wish? Write
sentences beginning:  I wish I    (find) a job.
B: Why don't you look in the newspaper?
 You were quite rude to Janet yesterday,
you know.
        B: You're right. I wish I           (not/speak)
to her like that.
 Ann's very upset.
B: I
know. If only I .. (not/speak) to her that rudely.
 I wish the weather ... ... .. (change).
B: Yes. Then we could go
to the beach.
 Your Internet connection is so slow.
         B: If only we .       .
(have) broadband out here.
 People are always ringing me on my mobile phone!
B:
Tell me about it! Sometimes I wish mobile phones (not/exist) at all!
 You look sick.
        B: If only I .. . .     (not/eat)
so much.
10 A:
I wish I . (know) how to use a computer. B: Don't worry. I'll show you.
4 If I were you, I'd apologise.
                                                                                Were            I'd
apologise.

Inversion/Plural/Singular
Nouns/Quantifiers
Underline the correct answer.
The Bermuda Triangle (or "Devil's Triangle") is a
triangular area in the Atlantic Ocean defined by Miami, .2 Bermuda and Puerto
Rico. Legend has it that 1) not any/not only people, but also ships and planes
have mysteriously disappeared there. But exactly how many 2) depend/depends on
who is doing the locating and the counting. Some writers claim that 3) as
many/as few as 1000 lives have been lost in the region, while others (like the
US Coast Guard) say that this number is 4) either/both totally imaginary or
wildly overestimated.
A 5) great deal
of/hardly any theories have been given to explain the mystery of missing ships
and planes. Evil extraterrestrials, the lost city of Atlantis, anti-gravity
devices and even modern-day pirates have been blamed by 6) either/both the
media and the public over the years. However, very 7) few/little research has
actually been done into the matter and most of these theories are no 81)
more/much than rumours passed on from generation to generation.
Complete the second sentence so that
it means the same as the first. Use inversion and up to three
1       We can go on with the plan only if
you agree.
Only if you agree .. . . ... . on
with the plan.
2       Edward
won't leave the house under any circumstances.
Under no
circumstances ... . ... . the house.
3       If you'd arrived on time, you
wouldn't have missed the beginning of the play. Had . time, you wouldn't have
missed the beginning of the play.
5
He only asks for help when he's really desperate. Only when he's
really desperate, for help.
6
Nicole didn't realise that her mother was so worried about her.
Little . . that her mother was so worried about her.
7
She acted so well that she was offered the role. So well            that
she was given the role.
8
I only watch television when I don't have anything else to do.
Only when I
don't have anything else to do, . television.
9
She was so nervous that she kept biting her nails.
Such ....
.... that she kept biting her nails.
10      I
didn't expect that they would throw a surprise party for my birthday. Little
........ that they would throw a surprise party for my birthday.
Correct the mistakes in the
sentences.
I Are there any water in the bucket?
2      I'd like an information about the price
of this computer, please.
3      There is some evidences of crime in
the area.
4      She's
got really bad headache.
5      I
can't hear word he's saying.
6      I need an advice about where to stay.
7 I haven't got many bread or milk, 8 I'd like some jar of jam, please.
9 You shouldn't
eat too many fast food. 10 There is very few time left.
4 Fill in is or are.
Physics ........ my favourite subject. 2 The weather . .
very nice today.
3
Our luggage ........ already in the car.
4
His new clothes .         . very trendy.
5
The police ........ questioning the two criminals at the moment.
6
My advice .    that you have to find a new job.
7
Where .... .... my glasses? Have you seen them?
8
These earrings .           . made of diamonds.
9
The news ..... ... on every evening at 8:00 pm.
10     Squash
.. ... . .. a game played by two or four people.
       I l Chinese               difficult
to learn.
12     Her hair . . .. . .. . . . long and
curly.
13     These
trousers .               too small for me to wear.
14     Be careful! The stairs .           .
very slippery.
Complete the diagram
with the words in the list.
• hair • police • traffic • meat • cheese
• glass • cake • paper • book
• coffee • tea
• chicken • journey • luck •
Maths • advice
• news • trousers • sugar •
knife • bread
Fill in: a, an or some.
DO you want ... . . . . biscuits with your tea?
B: No, thank you. But I'd like .. . . . .. . .. milk.
Mary would like to know if you have ice-
cream.
B: Yes, I do. There's . .
... . .. . . in the freezer.
Did mum bake a cake?
B:
No, she baked oatmeal cookies and ... .... .. . apple pie.
Jim's jacket looks very warm.
B: It must be, it's . .... . .. . . anorak.
5 A: Shall I
buy . . .. . . . rolls from the bakery?
               B: Yes, please. And .              loaf
of bread,
too.
I'd like .. ... . . ... glass of orange juice, please.
B: Sorry, there isn't any left.

7

A:

Did you buy anything while at the shops?

B:

Yes,
  indeed! I bought fancy blouse and . ..... . pair of black jeans.

8

A:

Would you
  like .              . chocolate cake?

B:

Yes, please. Can I have . . .. .
  ..... glass of

milk, too?
 Circle the correct word.
I Jenna found a lot
of/much items on sale.
2 There's too
much/many salt in the soup. 3 How much/many flour do we need for the muffins?
4
You haven't
finished yet. There's still a lot of/much food left on your plate.
5
Why did you add
so much/many water to the mix?
6
We haven't got
that much/many time before the shops close.
7
There are too
much/many ribbons on this dress.
8
He doesn't drink
a lot of/many milk.
9
How much/many did
the outfit cost?
10     Mary bought a lot of/much pineapples
at the market.
Fill in gaps with a few/few/little/a little.
              I
Susan is going to be                         late for supper.
2      There are only . . .. . . ... .
slices left.
3      Very   men
learn to cook for themselves.
4      I
ate very . ...... ... last night as I wasn't hungry. 5 Just sprinkle cheese on
the pizza and
it's ready to go into the
oven.
6
I can't leave right now. There's ..... .. . .. more things I need
to buy.
7
Very               people came to the dinner
party.
8
I have very .money left. I can't buy this bag.
9
I'd like ... . ..
. . .. butter on my corn, please.
10     Fay
has eggs left. She's going to make some pancakes.

#Volv i 1
www.spotlightonrussia.ru
Irina Kolesnikova,
a
famous ballet
dancer p 9
Fyodor
Dostoyevsky p 5
Cômpžexp _

Letter from the Editors
Welcome to Spotlight on Russia!
Our names are
Ann and Bill and we want to welcome you to this edition of

studying in Russia this year as part programme.
invited
  us to work for the magazine as we will be travetling across this learning as
  much as we can about environmental issues, free-time We'll share our
  impressions of life in you'll tell us more about different country!
about places we should see and we are here. You can contact us by
  Remember, teenagers this terrific magazine, so this is a know about your
  country!
articles.

Spotlight on Russia. We are both Year 11 students from Ridgeway Secondary
School in Liverpool, England. We are very lucky to be living and of a student
exchange Spotlight on Russia has guest editors, This year amazing country and
Russian culture, geography, activities and much more. Russia with you, and we
hope aspects of life in your great Please send us your ideas things we should
do while email at bill&anne@spotlightonrussia.ru from all over the world
read great opportunity to let people We hope you enjoy our
t,2-1Y
1
Life        3
Different
ways of life in Russia
2
Culture  4
Tsaritsyno
3
Dostoyevsky   5
Fyodor Dostoyevsky and Crime &
Punishment
4
Tradition
Old New Year

5
  Luck
Russian superstitions
6
  Space
Mir Orbital Complex

7

7 Success

9

Irina Kolesnikova achieved success
against all the odds
8 Exploring Russia
The Trans-Siberian Railway
Russia is a huge country so, of course, the way of life can be very
different depending on where people live.
Spotlight on Russia looks at different

ways of
fife in Russia
VILLAGE
LIFE
A quarter of the population of Russia, about 40  million
people, live in villages. Russia's size means village life has hardly changed
in centuries and is     still very traditional,            aithough quite hard.
People's livelihoods depend on crops and livestock. They must work in the
fields and tend to their animals. The summer harvest has to last through the
winter and often the only way for people to make money is to sell their produce
at the market in the nearest town or city. However, the isoiation and simplicity
that makes village life difficult is also what makes it wonderful. There are no
factories or traffic, only fresh air, clear streams and beautiful forests.
LIFE ON THE BLACK SEA
The best stretch of coastline in
Russia is in the southeast on the coast of the Black Sea. This is where many
Russians go for their summer holidays. It is a densely populated area and the
people who live there make their living from the tourists who come for their
holidays between May and October. Every house has rooms to rent and the streets
and beaches are crowded with people selling all sorts of souvenirs and
refreshments. There are also many different types of water sports available.
•    Where do you live?
•    Does your lifestyle depend on the
place you live in? If yes, how? If no, why not?
CITY LIFE
The majority of Russians live in the
city. They usually 'ive in multi-storey blocks of flats that can have up to 400
flats in them. The flats vary from
40 to 200 m2. Many
families of 4-5 people live in a 2 or 3-roomed flat. Often 2 or 3 generations
live in the same flat, and so it can get overcrowded.
LIFE IN
THE NORTH:
In the far north of Russia,
conditions are harsh and life is very difficult. This is where you will find
targe oil fields and mining operations. Big companies attract people to work
and live there by giving them high salaries and free housing. Even so, many
people leave after a short time because they cannot cope with the freezing cold
conditions and temperatures as low as — 500 .
Describe the place where
you live. What /Èk is it like to live there? Write to Spotlight on
Russia and tell us all about it!

so

Twenty
  minutes from downtown Moscow, you will find the Tsaritsyno Estate. It is a
  huge palace and park whose official name is the State Historical,
  Architectural, Art and  Museum Reserve Tsaritsyno. The park covers an area of over
  700 hectares and has beautiful scenery. The waters of the Upper Tsaritsyno
  pond together with the Shipilovsky and Borisovsky ponds form the largest
  group of ponds in Moscow.
The
  palace was built as a royal residence for Catherine the Great by the famous
  Russian architect, Vasiliy Bazhenov in a romantic gothic style. However,
  after ten years of construction, the tsarina was unhappy and tore many of the
  buildings down when she saw them, in 1785. Another architect, Matvey Kazakov,
  was ordered to rebuild the palace, but it was not completed before
  Catherine's death.
Over the next two hundred years the
  palatial estate turned into majestic ruins. Although it was abandoned, it
  became a favourite place for Muscovites to spend time

outdoors. Finally, in 1984 a decision was reached completely restore
  Tsaritsyno's architecture and and make it the home of the State Museum of
  Arts Crafts of the Peoples of the USSR. The majoriW architectural monuments
  have now been restored the grounds have been renovated.
Today visitors can see collections of
  modern arts crafts including porcelain, glass, ceramics, decorative textiles,
  tapestries, leather, jewellery and more. creations from leading artists of
  various generations, national schools, and artistic orientations are on
  Excursions, educational programmes, concerts, events as well as the beauty of
  the park and ponds await visitors.
The
  restoration of the Grand Palace was completed the end of 2007. Large-scale
  restoration landscaping of the park and the ponds were carried out.
  Tsaritsyno, a jewel of Russian culture, grand mire.

to park, and of the and and
Original
display. fesüve also
by and also has a

Spotlight on Russia visits Tsaritsyno

•     Have you ever visited Tsaritsyno?
•
After reading
this would you like to? Give reasons why (not).
4
Which famous Russian authors have you
read? We learnt about the most famous Russian novelist and his best known work.
Spotlight cn Russia presents Fyodor
Dostoyevsky and Crime &
Fyodor
Dostoyevsky (1821-1881) was a Russian novelist whose work has had a huge impact
on world literature. He is still the most widely read author in Russia.
"Cñme
and Punishment" (1866) is the stow of a young man, Raskolnikov, who
believes that he can commit any crime because he has something worthy to offer
humanity. He commits murder to to,' and prove his theoÈY, but then he
has to stmgle with his guilty conscience. He fries to help a ntan he sees get
hit by a carriage, but the man dies. He gives all his money to the man 's widow
and becomes attached to his daughter, Sonia. He sympathises with her and sees
her suffering as noble. He finally confesses to Sonia and goes to a Siberian
pison for eight years. Sonia follows him and helps him to reform.

"What's to be
done, what's to be done?" repeated Sonia, weeping hysterically and
wringing her hands.
"What's to be
done? Break what must be broken, once and for all, that's all, and take the
suffering on oneself. What, you don't understand? You'll understand later. .
Freedom and power, and above all, power! Over all trembling creation and all
the ant-heap! ... That's the goal, remember that! That's my farewell message.
Perhaps it's the last time I shall speak to you. If I don't come tomorrow,
you'll hear of it all, and then remember these words. And some day later on, in
years to come, you'll understand perhaps what they meant. If I come tomorrow,
I'll tell you who killed Lizaveta. ... Good-bye." Sonia started with
terror.
"Why, do you know
who killed her?", she asked, chilled with horror, looking wildly at him.
"I know and will
tell... you, only you. I have chosen you out. I'm not coming to you to ask forgiveness,
but simply to tell you. I chose you out long ago to hear this, when your father
talked of you and when Lizaveta was alive, I thought of it. Good-bye, don't
shake hands. Tomorrow!" He went out. Sonia gazed at him as at a madman.
But she herself was like one insane and felt it. Her head was going round.
"Good heavens, how
does he know who killed Lizaveta? What did those words mean? It's awful!"
But at the same time the idea did not enter her head, not for a moment!
"Oh, he must be terribly unhappy! ... He has abandoned
•
How
do you feel about reading Dostoyevsky in English?
•
Have
you read 'Crime and Punishment'? If yes, what do you think of the novel? If no,
why not?
Part
4 Chapter 4 his mother and sister. ... What for? What has happened? And what
had he in his mind? What did he say to her? He had kissed her foot and said ...
said (yes, he had said it clearly) that he could not live without her. ... Oh,
merciful heavens!"
Sonia spent
the whole night feverish and delirious. She jumped up from time to time, wept
and wrung her hands, then sank again into feverish sleep and dreamt of Polenka,
Katerina Ivanovna and Lizaveta, of reading the gospel and him ... him with pale
face, with burning eyes ... kissing her feet, weeping.
On the
other side of the door on the right, which divided Sonia's room from Madame
Resslich's flat, was a room which had long stood empty. A card was fixed on the
gate and a notice stuck in the windows over the canal advertising it to let.
Sonia had long been accustomed to the rooms being uninhabited. But all that
time Mr. Svidrigailov had been standing, listening at the door of the empty
room. When Raskolnikov went out he stood still, thought a moment, went on
tiptoe to his own room which adjoined the empty one, brought a chair, and
noiselessly carried it to the door that led to Sonia's room. The conversation
had struck him as interesting and remarkable, and he had greatly enjoyed it —
so much that he brought a chair that he might not in the future, tomorrow, for
instance, have to endure the inconvenience of standing a whole hour, but might
listen in comfort.

Write
  a short biography of your favourite Russian author and describe their most
  successful novel. Send it to us at www.spotlightonrussia.ru

We all know when New Year is,
  right? Well, actually, it depends which calendar you use. Russians are lucky,
  Tradition they celebrate twice.
Spotlight on Russia finds out about
  the Old New Year

People counted time in many different ways until the Romans changed
everyone to their system of counting time from the date Rome was founded. After
Rome conquered Eypt, Julius Caesar introduced a new calendar based on a
Babylonian model. It had 365 days divided into 12 months with an extra day
every fourth year.
Then, in 527 AD, a Roman abbot, Dionysius Exiguus, brought in the Anno
Domini calendar numbering the years from Jesus' birth. However, every 131 years
the calendar would be out by one day, since the distance the earth travelled
around the sun grew shorter from 365,242 to 365,2419 days. Over the centuries
became a problem, as Easter was later and later in the year.
Pope Gregory XIII used the calendar of astronomer Christopher Clavius to
make reforms. Clavius used mathematics and astronomy to calculate the new
calendar. Most countries accepted the calendar straight away, but Britain only
adopted the modern calendar, in 1752, and Orthodox Russia was forced to adopt
the new changes when the Bolsheviks came to power, in 1917.
Describe how you celebrate the Old New Year and the
New Year to your partner.
In many countries however; including Russia, both the Julian calendar and
the Gregorian calendar are used. So, for the Russians, Christmas is on 7th
January with Father Frost and other traditions and New Year is on 1st January,
but they celebrate a second New Year on 13th January. The first one is the New
New Year and the second one is the Old New Year.
New Year's Day on 1st January in Russia is a public holiday and is
celebrated with fireworks and elaborate large meals and other festivities. The
Old New Year by the Julian calendar is informally observed. For many this is a
nostalgic family holiday ending the holiday season.
The Old New Year tradition also features in popular culture and art.
Mikhail Roshchin wrote a comedy drama for the stage, in 1973, called The Old
New Year, which played in theatres for many years. It was also a TV film
released by Mosfilm studios in 1980 which featured famous actors and music by
Sergei Nikitin, with lyrics by Boris Pasternak.
Which celebration do you prefer?
Why?
Would you like to celebrate Easter twice? Why (not)?

Spotlight on Russia looks at
  Russian

superstitions
Some Russian people
are very superstitious. Sorre Of superstitions are the same as in other
countries, such as black cats bang ',ñucky, while others are pecurtat
just to Russia. Who would imagine that its untucky to give yellow flowers or an
odd number of flowers?
Most of these weird
superstitions come from folk stories or fairy tales. They are related to the
pagan belief that there are spirits that lÑe in woodlands, rivers,
farmyards and houses. The house spirit is called Domovoy and he is supposed to
live in the front doorway. There are many superstitions related to him,
including the one that says it's bad luck to shake hands or kiss through a
doorway because it will offend him.
•     Are you superstitious?
•     Which superstitions do you believe
in?
Superstitious Russians are firm believers in knocking on wood and
spitting to ward off bad luck and evil spirits. If anyone makes a comment
hinting about something bad or unpleasant that might happen, some Russians
believe that they are inviting bad luck and will rush to find some wood to
knock on to counteract it. They may also spit over their left shoulder three
times. They sometimes also do this if they receive a compliment in order to
keep away the evil eye and avoid a change in their luck.
Apart from strange ways of avoiding bad luck, some of the things Russians
believe to bring good luck are just as odd. For example, seeing a pig on the
street is considered to be very good luck. Although that is quite rare these
days!
Collect information about superstitions from another country and write an
article about them.

It's 50 years
since Russia sent the first artificial satellite into space. We decided to look
at another milestone in space history.
Spotåight
 Russia finds out about Mif
ussia has
a long and distinguished history in space. It was the first country to send a
satellite into space, the first country to send a man into space and the first
country to launch a space station into space. Even now, as the International
Space Station is still in its early
days, the Russians have already 'been there and done that'.
The Mir Orbital Complex was in orbit
for fifteen years, three times longer than initially planned. During that time,
there were many manned missions to and from it and many spacewalks.
Mir took ten years to build. The main
piece or module weighing 20 tonnes, was launched into space in 1986. A further
six modules were launched individually and added to the main module making a
total weight of 130 tonnes. The main module contained the living quarters for
two cosmonauts in tiny cabins with windows. The first two crew members were
Leonid Kizim and Vladimir Soloviev.
Each module had a special purpose.
Kvant was used for x-ray and UV astronomy, Kvant 2 was used as an experimental
manoeuvring unit for space suited astronauts. Kristal! was a micro-gravity
research laboratory. Spektr and Priroda were Earth observation platforms.
Mir was taken out of orbit in 2001
because of financial reasons. There just wasn't enough government or private
funding to keep it in operation. What remains of the Mir Space Station is now
somewhere at the bottom of the Pacific Ocean, but it will remain a huge
achievement in space technology and a landmark in spaceflight history.

Do some research and make a timeline of the Mir Orbital
  Complex.

With a
partner, discuss anything you know about Mir that is not mentioned in the text.
What other landmark events in space
has Russia been involved in?
Irina Kolesnikova is the prima
ballerina for the St Petersburg Ballet Theatre and has won many Russian and
international prizes.
Spcttight Russia presents Kolesnikova
achieved success against the Odds
hat do you dream of becoming?
Whatever it is, you must follow your dream and never give up, no matter what
life throws in your way. That's what a young Russian woman called Irina
Kolesnikova did, and now she is the brightest star in ballet today. She has
captivated audiences around the world with her performances as Odette and Odile
in Swan Lake, Clara in The Nutcracker, Aurora in The Sleeping Beauty, Giselle,
and many more.
Irina grew up in St Petersburg and
the moment she saw The Sleeping Beauty on TV, she decided she wanted to become
a ballerina. She enrolled at the Vaganova School, but her teachers were unkind
and made her lose faith in her beauty and talent. She lost all her confidence,
and after graduation she couldn't find a ballet company to hire her. She was
rejected by both the Kirov and the Mussorgsky Theatres, and didn't know what to
do. Then unexpectedly, she met an old school friend who advised her to audition
for the recently formed St Petersburg Ballet Theatre, and she was accepted.
Irina quickly rose through the ranks
and word of her talent and skill spread far and wide. People flocked to see her
when the company toured England, Australia, South Africa, and Japan. She has
also won many gold and silver medals in international competitions, and she was
nominated by British critics for 'Best Female Dancer' at London's National
Dance Awards.
Irina is a perfect example of why you
should never give up on your dream. Success comes to those who keep on trying!

Write
  to Spotlight on Russia about a hero/heroine of yours who has achieved success
  through hard work and determination.

•      What
do you most admire about Irina Kolesnikova?
•      What
is your dream and how do you intend to achieve it?

Many people say the only way to see Russia is by
  train. So, if you're going by train, you may as well go on the nicest and
  longest train journey there is — on the Trans-Siberian Railway. From start to
  finish the journey covers 6,000 miles, that's a third of the way around the
  Earth!
The best
  thing about this journey though, is that you don't have to make it
  continuous. There is a regular service, so you can get on and off the train
  to enjoy the many wonderful cities along the way. For example, you can stop at
  Yoroslavl, which is one of Russia's oldest cities and has many beautiful
  buildings to see. Then there is Krasnoyarsk, founded in 1628, where you can
  see the unusual cliffs at Stolby Reserve. Let's not forget Vladivostok, with
  its beautiful natural harbour and lively city centre.
The railway has three main routes. The Trans-Siberian line
  goes from Moscow to Vladivostock. The Trans-Manchurian line goes from
  Tarskaya to Beijing through China, and the Trans-Mongolian line goes from
  Ulan-Ude to Beijing through Mongolia. Whichever one you take though, you can
  be sure to pass through some of the most amazing landscapes in the world and

1
Look at the picture and the title of
the song. What do you think the song is about? Listen, read and check your
answers.
Family TIES
Take a
look at your family tree
Spreading back through history
Learn the names and hold them dear
Without them you would not be here Family ties are the ties that bind
The strongest links
you'll ever find
Through good and bad, it's plain to see
The closest bond is family
Treasure
all of your relations
From
all of the generations In the future, in the past
Family
will last and last
2 How
important is family to the singer?

THINK!

aHow important is
family to you? Give reasons.
b What was the most
important thing your parents taught you?
4  Discuss the following:
•    To understand your parents' love, you
must raise children yourself.
•    An ounce
of blood is worth more than a pound of friendship.
•

Blood is thicker than water.
2
1 C) Look at the title of the song.
How could it be related to the phrases below? Listen, read and check your
answers.
• aren't fun • on my own •
leave me alone
• be yourself • sets you free
• leave you behind
Friends
who pressure me aren't fun
I'm better on my own Please take me for who I am Or just leave
me alone
I will be your greatest friend
If you're a friend to me
A good friend lets you be yourself
A good friend sets you free
I'm an individual
I make up my own mind If you to
pressure me
I'll just leave you
behind
What makes someone a good friend
according to the singer?

THINK!

"To have a good friend you need
to be a good friend. " Do you agree with this statement? Give reasons.
 Discuss the following:

If you can buy a
person's friendship, it's not worth having.

True friends have hearts that beat as one.

SSI

Make friends before you need them.
3
1 C) Read
the title of the song. Which rights can a person stand up for? Listen, read and
check which of your ideas are in the song.

STAND UP

             FOR               RIGHTS
Everyone
is equal
That's
what we should all believe But a perfect and a fair world
Is not
easy to achieve
To be safe and to be happy
To be treated with respect
These are just the basic rights
Which we should ail expect
Stand up for your human rights Defend them with your heart
Stand up for your human rights
We all must do our part Join the fight for freedom
It belongs to me and you
And find the strength inside you
To
stand up for others, too
There are people in the world
Who have their rights denied
They're
not free to live their lives
To choose
or to decide
We take our rights for granted
We are used to being free
And we forget those people
Who don't live as happily
Why should we defend our human rights
according to the singer?

THINK!

If the whole world were
listening to you, what would you tell them about human rights?
 Discuss the following:
•     Live and let live.
•     United we stand, divided we fall.
4
Read the
title of the song. How are these
I key words related to
it? Listen and read to find out.
• disaster strikes • risks
and challenges • dangers
• may face • survive • get me down • be alive
• get through • take them in
my stride
• conquer me • run and hide •
determination
• give it up easily • win • beat me
-AGAINST • ODDS
Sometimes in life, disaster strikes
It happens every day
Life brings risks and challenges
And troubles come your way
Whatever dangers I may face I know
that I'll survive
I'll never let life get me down
I'm glad to be alive
I'll survive against all odds
I know that I'll get
through
As long as I stay positive
There's nothing I can't
do
No matter what my problems are
I'll take them in my stride
I'll never let them conquer me
I'll never run and hide
I've got determination
I don't give up easily
I'd take on the world and win
No problem can beat me
How does the singer face the
problems? Is he a fighter or not? Give reasons.

THINK!

How would you describe motivation? What do you do to
keep yourself motivated?
Proverbs

THtNR!

Discuss the
following:
Something
is better than nothing.
Strike while the iron is hot.
The first step is the hardest.
The proof of the pudding is in the
eating.
Lightening
never strikes twice in the same place.
5
1 How does the picture make you feel?
How can it be related to the song? Listen and read to find out.
Take a look
around you
As you hurry
home tonight
See the huddled
figures
In
the fading evening light They've got no place to call their own
They've got
nowhere to go
A park
bench or a dootway Is the only home they know
People on the streets
Are lonely
people we don't see
Living on the streets
But they are just like you and me
Feeling cold and scared
So many dangers everywhere
Feeling all alone
They need our help, they need our care
They're
not so very different
They're
people just like you
Their
lives have brought them troubles
There was
nothing they could do
Forced to
live out on the streets
They've
nowhere left to turn
They're no
one's friend or family
They're
nobody's concern
How does the singer feel for those
living on the streets?

THINK!

Imagine yourself living
on the streets. What would it be like?
4  Discuss the following:
•
A friend in need
is a friend indeed.
•
A man's home is
his castle.
•
rolling stone gathers no moss.
•
Beggars can't be choosers.
•
Charity begins at home.
6
1 In a minute write as many words as
possible related to space. Listen, read and say which Of these words are in the
song.
THERE?
Spaceships
cross the galaxy
To planets
strange and new
Searching for
a sign of life
Searching
for a clue In this massive universe Could other life exist?
Perhaps
they've sent us messages A signal that we've missed
Is anyone else out there? In the vast and great unknown Is anyone else
out there? Can we really be alone?
Where
could these new life fornhs be? Are they like you and l?
Do they have great intelligence?
Do they laugh
and cry?
Do they
live in families?
Do they work and play?
Are they
searching for us, too?
I hope we'll
meet someday
Does the singer believe there is life
on other planets?

THINK!

If you could
choose to live on another planet, which one would you choose?
 Discuss the following:
•    Seeing is believing.
•    The more one knows, the less one
believes.

so

•    There are
two sides to every question.
7
1 Read
the title of the song. What do you think the song is about? Listen and read to
find out.
HOLD ON TO YOUR DREAMS
Everybody has a dream
It may be great or small
Dreams can bring us joy and hope
To get us through it all
Every dream is quite unique
No two dreams are the same
Perhaps you dream of finding love
Perhaps you dream of fame
You have to hang on to your dreams
Don't let
them slip away Believe in them and you will see
They will come true
someday
Anything is possible
However hard it seems
Just be
strong, think positive And hold on to your dreams
Everybody has a goal
That they hope to achieve
And you can make it happen
If you truly do believe
All the power is in your hands It's
really up to you
Picture it, imagine it
And make your dream come true
Why should
we hang on to our dreams L according to the singer?

THINK!

If you could change
something about your life, what would that be? Give reasons.
4  Discuss the following:
•    If at first you don't succeed, try,
try, try again. • Where there's a will, there's a way.
•    Success has many fathers, while
failure is an orphan.
SS4
8
1 (I) Read the title of the song. In
what context do you expect to find the phrases below. Listen, read and check
your answers.
• mystic places • lost in
history • ancient people
• world of wonders • secrets
left • lost cities
We know of
mystic places Some in ruins, but not gone
Temples and lost cities
Where the magic still lives on
Monuments and statues
From so many years ago
How or why they came to be We'll never really know
The world is full of mysteries
And things
we can 't explain
The truth is lost in history The magic will remain
Science tells us many
things
We never
dreamed we'd know It seems there's nothing we can't do
And nowhere we can't go
But in our
world of wonders There are secrets left to find
The mysteries and puzzles
Ancient peoples left
behind
2 How do ancient places make the
singer feel?
Imagine you could
travel back in time. Where would you go? Give reasons.
4  Discuss the following:
•    Wonders will never cease.
•    Truth is
stranger than fiction.

Grammar Reference Section

MODULE
1

Present Simple

Form: the main verb (V/ Vs)
Spelling (3rd person
singular affirmative)
•     Most
verbs take -s in the third person singular. I talk — he tatks
•     Verbs ending in -ss, -sh, -ch, -x or
-o take -es. I miss — he misses, I fish — he fishes, I match — he matches, I
mix — he mixes, I go — he goes
•     Verbs ending in consonant + y drop
the -y and take -ies. I fry — he fries
BUT
Verbs ending in vowel + y take -s. I
pay — he pays
Use
We use the present simple for:
•     daily
routines.
We take a lunch break at 1:30 in the
afternoon.
•     repeated
actions.
She goes to the gym every Wednesday.
•     habits.
He always takes the train to work.
•     reviews/sports
commentaries/dramatic narrative. Meryl Streep acts beautifully in this film.
•     timetables/programmes
(future meaning).
The play starts at 8:00.
•     exclamatory
sentences. Here comes Elaine!  permanent states.
He teaches Law at the university.
Time
expressions used with the present simple: every
hour/day/week/month/summer/year, etc, every morning/ evening, etc.

Adverbs of Frequency

Adverbs of frequency tell us how
often something happens.
always
(100%), usually (75%), often (50%), sometimes (25%), never (0%)
Use
Adverbs of frequency go before the
main verb but after the verb to be and after auxiliary verbs.
She's always late for
everything.
They never go
out on Mondays. He has never travelled abroad.

Present
Continuous

Form: verb "to be"
(am/is/are) + main verb + -ing
Spelling of the present participle

Most verbs take -ing
after the base form of the main verb. build — building, smell — smelling

Verbs ending in -e drop
the -e and take -ing. bake — baking, sunbathe — sunbathing

Verbs ending in vowel +
consonant which are stressed on the last syllable double the consonant and take
-ing.
occur — occurring, begin — beginning
BUT discover — discovering

Verbs with one syllable
ending in vowel + consonant double the consonant and take -ing. sit — sitting,
stop — stopping
Use
We use the present continuous for:

actions happening now, at the moment of speaking.
We are watching TV now.

actions happening around the time of speaking.
We are painting the
kitchen today.

fixed arrangements in
the near future, especially when we know the time and the place.
We're leaving for Moscow this
evening.

temporary situations.
She is living with her grandparents at the
moment.  changing or developing situations.
She is getting thinner
and thinner.

frequently repeated actions with always, constantly, continually
expressing annoyance or criticism.
She's always complaining.
Note: The following verbs do not
usually have a continuous form: have possess), like, love, hate, want, know,
remember, forget, understand, think, believe, cost, etc. (see p.GR2 Stative
verbs) I remember our holiday in Italy.
Time
expressions used with the present continuous: now, at the moment, at present,
nowadays, these days, today, tomorrow, next month, etc.

Present Simple vs Present Continuous

We use the present
simple for permanent states. Richard speaks Polish.
BUT

We use the present
continuous for temporary situations.
She's washing her hair now.

GRI

We use the present
simple for repeated actions.
She wakes up at 6:00 every morning,
BUT

We use the present
continuous for actions happening around the time of speaking. He's working
realty hard these days.

Stative Verbs

Stative verbs are verbs which
describe a state rather than an action, and do not usually have a continuous
form. These verbs are:

verbs of the senses
(appear, feel, hear, look, see, smell, sound, taste, etc).
It sounds fantastic.

verbs of perception (believe, forget, know, realise, remember,
understand, etc).
I realise how difficult
it is.

verbs which express feelings and emotions (desire, detest, enjoy, hate,
like, love, prefer, want, etc). Sarah enjoys cooking.

and some other verbs
(be, belong, contain, cost, fit, have, include, keep, matter, need, owe, own,
weigh, wish, etc).
The dress costs
£500.
Some of
these verbs can be used in continuous tenses, but with a difference in meaning.

PRESENT SIMPLE

PRESENT CONTINUOUS

I think she's a lovely girl.
  believe)

I am thinking about moving to
  Canada. (= am considering)

He has a hamster. (= owns, possesses)

She is having
  a difficult time at work. (= experiencing)
He is having lunch now.
(= eating)
He is having a bath.
(z taking)

You can see the volcano from the
  hilltop. (= it is visible)

I'm
  seeing Lisa in the afternoon.
(= am meeting)

The chicken tastes salty.
(it is/has the flavour of)

Paul is
  tasting the soup to see if it is warm enough. (= is testing)

The perfume smells flowery. (= has the aroma of)

She is smelling the roses. is
  sniffing)

She appears
  to be having a great time. seems to)

Paul is
  appearing in a new theatre production (= is performing)

The trousers fit perfectly. they
  are the right size)

Tim is
  fitting a new door in the garage. (z is attaching/installing)

Note: The verb enjoy can be used in
continuous tenses to express a specific preference. Jack really enjoys reading
crime novels. (general preference) BUT
He's enjoying the party
very much. (specific preference)
The verbs look (when we refer to
somebody's appearance), feet (experience a particular emotion), hurt and ache
can be used in simple or continuous tenses with no difference in meaning. She
looks very beautiful. = She is looking very beautiful.

Present Perfect

Form: present tense
of "have" (have/has) + past participle of the main verb
We form the past participle of
regular verbs by adding
-ed to the verb. complain —
complained
For irregular verbs see list of
Irregular Verbs.
Use
We use the present perfect:
•    for
actions which started in the past and continue up to the present usually with
the verbs know, be, have, possess, own.
He has had this computer for two years. He
bought the computer two years ago and he still has it.)  to talk about a
past action which has a visible result in the present.
Look at Tom. He's sad
because he has failed his exam.
•    for
actions which happened at an unstated time in the past. The action is more
important than the time. He has talked to Maria. (When? We don't know; it's not
important.)  with "today", "this
morning/afternoon/week", "so far", etc when these periods of
time are not finished at the time of speaking or to put emphasis on a number.
He has drunk two cups of
coffee today. (It is still the same day.)
She has been to the gym
seven times this week.
•    for recently completed actions.
She has done the shopping. (The action is complete. The
shopping is now done. The time was not important or we don't know it. We can
see the result now.)  for personal experiences/changes which
have happened.
She has cut her hair short recently.
Time expressions used
with the present perfect: just, already, yet, for, since, ever, never, etc.

Present Perfect Continuous

Form: present
tense of "have" + been + main verb + -ing
Use
We use the present perfect
continuous:
•     to
put emphasis on the duration of an action which started in the.past and
continues up to the present. He has been rearranging the living room since
Friday.
•     for
an action which started in the past and lasted for some time. It may still be
continuing, or have finished, but it has left a visible result in the present.
She's happy because she's been listening to her favourite CD all day.
•     to
express anger, irritation or annoyance/criticism. She has been using my
computer without asking me.
•     for repeated actions in the past
continuing to the present.
He has put on weight
because he's been eating junk food every day since last month.
Time expressions used with the
present perfect continuous: since, for, how long (to put emphasis on duration).

Present Perfect vs Past Simple

We use the past simple for:
•     an action which happened at a stated
time in the past.
Liz watched a film yesterday. (When? Yesterday.
The time is mentioned.)
•     an action which started and finished
in the past. Paul had an earache for a week. (He doesn't have an earache any
more.)
We use the present perfect simple
for:
•     an action which happened at an
unstated time in the past.
Liz has watched a film. (We don't
know when.)
•     an action which started in the past
and is still continuing in the present.
Paul has lived here for
two years. (He still lives here.)

Have gone to/Have been to/Have been
in

•     She has gone to work. (She's on her
way to work or she's there now. She hasn't come back yet.)
•     He has been to Berlin. (He has
visited Berlin but he isn't there now. He has come back.)
•     They
have been in Athens for eight months. (They are in Athens now.)

Past Simple

Form: A regular past form ends in -ed. Some verbs have an
irregular past form. (See list Of Irregular Verbs) The past simple is the same
in all persons. The only exception is the past tense of "be".
Spelling (Past Simple affirmative of
regular verbs)
•     We
add -d to verbs ending in -e. I wave — I waved For verbs ending in consonant +
y we drop the -y and add •ied. I cry — I cried
•     For verbs ending in vowel + y, we add
-ed. I pray — I prayed
•     For
verbs ending in one stressed vowel between two consonants we double the last
consonant and add -ed.
I skip — I skipped
•     For verbs ending in -l, we double the
-I and add -ed. I travel — I travelled
Use
We use the past simple for:  actions completed
in the past. Bruce called Tina yesterday morning.
 actions which happened at a specific
time in the past. She went to the gym at 7 0'clock. (When? At 7 0'clock.)
•     past habits.
We often travetled to London when we
were students.
•     past actions which happened one immediately
after the other.
She woke up,
put some clothes on and ran out of the house.
•     completed past actions not connected
to the present with a stated or implied time reference.
Henry James wrote many novels. (Henry James is dead; he won't
write any more novels — period of time now finished — implied time reference)
Time expressions used with the past
simple: yesterday, yesterday morning/evening, etc, last night/week, etc, two
weeks/a month ago, in 1988, etc.

Past
Continuous

Form: past form of the verb to be (was/ were) + main verb
+ -ing.
Use
We use the past continuous:
•     for an action which was in progress
at a stated time in the past. We do not know when the action started or finished.
At 7 0'clock yesterday morning, we
were driving to the airport.
•     for a past action which was in
progress when another action interrupted it. We use the past continuous for the
action in progress (longer action) and the past simple for the action which
interrupted it (shorter action).
He was listening to
music when the doorbell rang.  for two or more actions which were happening at the same time in the
past (simultaneous actions). I was tidying up while John was ironing.  to give background information in a
story. The wind was howling and dark clouds were gathering in the sky. Paul was
standing ... etc
Time
expressions used with the past continuous: while, when, as, all day/night/
morning, yesterday, etc.

Past Simple vs Past Continuous

•     We use the past simple for an action
which happened at a stated time in the past. Fay rang Susan at 2 0'clock in the
morning.
BUT
We use the past continuous for an
action which was in progress at a stated time in the past. We don't know when
the action started or finished. At 3 0'clock in the afternoon, he was taking a
nap in his room.
•     We use the past simple for actions
which happened one after the other in the past. First she packed her bags and
then she ordered a taxi.
BUT
We use the past continuous for two or
more actions which were happening at the same time in the past (simultaneous
actions). She was watering the plants while he was painting the garage.
•     We use the past continuous to show
that someone was interrupted in the middle of an action. We
use the past simple to talk about an
action that interrupted it.
Molly was walking back home when it
began to rain.

Future Simple

Form: will + main verb
Use
We use the future simple:
•     for
predictions about the future.
(usually with the verbs: hope, think,
believe, expect, imagine, etc; with the expressions: I'm sure, I'm afraid, etc;
with the adverbs: probably, perhaps, etc)
I believe he'll have to
cancel his trip.
He'll probably be late.

for promises. I
promise I won't forget you.

for on-the-spot
decisions.
I'm so tired. I'll take a
break.

for threats.
If you don't study
hard, you will fail your exams.  for hopes, fears, offers, promises,
warnings, predictions, requests, comments, etc., especially with: expect, hope,
believe, I'm sure, I'm afraid, probably, etc.
I'm afraid she will be busy tomorrow.

for things we are
not yet sure about or we haven't decided to do yet.
Maybe I'll go to the cinema later.
Note: 'Shall I/we' is typically used in
the interrogative form when making suggestions, offers and asking for advice.
Shall we go out later?
Time
expressions used with the future simple: tomorrow, the day after tomorrow, next
week/ month/year, tonight, soon, in a week/month/year, etc.

Future
Continuous

Form: will be + present participle of
the main verb
Use
We use the future continuous:
•     for actions which will be in progress
at a stated future time.
This time next week I'll
be sunbathing in Barbados.
•     for actions which will definitely happen
in the future as a result of a routine or arrangement.
She will be driving to
Cheshire tonight.
•     when we ask politely about someone's
plans for the near future.
Will you be watching the show tonight?

Be
going to

Form: verb to be (am/is/are) + going
to + bare infinitive of the main verb
Use
We use be going to:
•     to talk about our future plans and
intentions. She's going to do the shopping tomorrow. (she's planning to BUT
We use will for on-the-spot
decisions.
I'm thirsty. I think I'll
have a glass Of water.
•     to
make predictions based on what we see or know. There are black clouds in the
sky. It looks like it is going to rain.
MODULE
2

Relative clauses

Relative clauses begin with a
relative pronoun or a relative adverb.
We use:
•     who(m)/that to refer to people.
The girl who/that lives
next door to Jan is my cousin.
•     which/that to refer to things.
The shop which/that has just opened in Wendover Street is lovely.
•     whose with people, animals and
objects to show possession.
She's the girl whose father is a
pilot. That's the car whose interior was destroyed by fire.
Who, which and that can be omitted
when they are the object of the relative clause. You met a woman. She's my
auntie Mary.
The woman (who) you met is my auntie
Mary.
Who, which or that are not omitted
when they are the subject of the relative clause.
A girl lives next door. She's a
famous actress.

The girl who ives next
door is a famous actress,

Relative Adverbs

We use:
•     when/that to refer to a time.
That was the year (when/that) we got
married.
•     where to refer to a place.
The restaurant where we had dinner
yesterday is very expensive.
•     why to give a reason.
The reason (why) she was late is still unclear.

Defining — Non-defining relative
clauses

•     A
defining relative clause gives necessary information which is essential to the
meaning of the main clause. We do not put it in commas. It is introduced with
Who, whom, whose, which or that.
The bank
which was burgled last week has reopened. (Which bank? The one which was
burgled last week.)
•     Anon-defining
relative clause gives extra information which is not essential to the meaning
of the main clause. We put it in commas. It is introduced with who, whom, whose
or which (but not that).
Cate Blanchett, who stars in 'The
Lord of the Rings', is a great actress. (The relative clause adds information
about Cate Blanchett. If we omit it, the meaning of the main clause does not
change.)
•     In non-defining clauses we can use
which to stand for the main clause.
She has to wake up at 6 every day,
which she doesn't like. ('which' refers to the fact that she has to wake up at
6:00.)

Relative Pronouns

Subject of the verb of the relative clause (cannot be
  omitted)

Object of the verb of the relative
  clause
(can be omitted)

Possession
(cannot be
  omitted)

used for people

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

w /whom/
that The man (who/ whom/that) you spoke
  to is my brother.

whose That's the boy whose father is a pilot.

used for things/ animals

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

which/that
The book
(which/that) ou borrowed is ine.

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

•     Whom,
which and whose can be used in expressions of quantity with of (some Of, many
of, half Of, etc).
She got a lot ofjob offers. Most of them were from investment
banks. She got a lot of job offers, most of which were from investment banks.
•     That can be used instead of who, whom
or which but it is never used after commas or prepositions. She's the girt
who/that plays the piano very well. The person to whom you were speaking is my
brother. ('that' is not possible)

Clauses of Purpose

Purpose is introduced with:
•     to/in order to/ so as to + inf.
He is
running to/in order to/so as to catch the bus.
•     so that + can/will (present/future
reference) She'll stay at the office late so that she will finish the report.
•     so that + could/would (past reference)
Joe joined a gym so that he could become fitter.
•     with the view to/with the aim of +
-ing form

loan.

He went to the bank with
the aim Of asking for a
•     for + noun/-ing form
Anne needs a special
liquid for removing paint from furniture.
•     in case + Present (present/future
reference) Leave earlier in case you run into traffic.
•     in case + Past (past reference)
She
kept a second set of keys in case she lost the first one.
Negative purpose is normally
expressed with:
•     so as not/ih order not + inf (when
the doer of the action in the main sentence and the clause are the same).
Chris took a taxi so as not to be late for work
•     so that + can't/won't (present/future
reference). (when the doer of the action in the main sentence and the clause
are not the same).
He's put a password in his computer so that others can't use it.
•     so that + couldn't/woutdn't (past
reference), They hid the truth from him so that he wouldn't be upset.
•     for fear/lest + might/should
He called to say he'd be
late for fear we might worry.
•     for fear of sth/of doing sth
Peter kept his valuables
in a safe for fear of someone stealing them.
•     prevent + noun/pronoun (+ from) +
-ing form She drew the curtains to prevent the sunlight (from) coming in.
•     avoid + -ing form
He takes the bus to avoid spending money on petrol.

Clauses of Reason

•     Clauses of reason are introduced by:
as, because, for, on the grounds that, the reason for, the reason (why) They
fired him on the grounds that he wasn't doing his job properly.
•     Because usually answers a question
beginning with why. "Why don't you like John?" "Because he's
arrogant and rude. "
For (= because) always
comes after a comma in written speech or a pause in oral speech. He made a
formal complaint, for he was not satisfied with the service at the hotel. (very
formal)  Because of/Due to + noun/-ing form. The airport had to close due to the
severe snowstorm.l caught a cold because of standing in the rain for hours!
•     Because of/Due to + the fact that ...
He failed his history test due to the fact that he hadn't studied much.

Clauses of Result

•     Clauses of result are introduced by:
that (after such/so...), (and) as a result, (and) as a consequence (formal),
consequently (formal), so, therefore, etc. It hadn't rained for two months and
as a result the country was facing a water shortage.
•     such a(n) + (adjective) + singular
countable noun + that + clause Mrs Abbot is such a good teacher that all her
students love her.
•     such + (adjective) + uncountable
plural noun + that + clause They're such nice people that everybody likes them.
•     such + a lot of + noun + that +
clause He had such a lot of work to do that he had to cancel our dinner plans.
•     so + adjective/adverb + that + clause
They were talking so loudly that the librarian asked them to leave the library.
•     so + few/little/many/much + noun +
that + clause There was so much traffic on the streets that it took us an hour
to drive home.
•     so + adjective + a(n) + noun + that +
clause It is so popular a restaurant that it's always crowded.  as a
result/therefore/consequently/so + that + clause We couldn't find a room to
book on that island and therefore we had to look elsewhere.
MODULE
3

-ing form

The -ing form is used:
•    as a noun in the function of the
subject. Exercising is good for your health.
•    after the verbs: admit, appreciate,
avoid, consider, continue, deny, fancy, go (for activities), imagine, mind,
miss, practise, prevent, quit, save, suggest. You should avoid eating junk
food.
•    after the verbs love, like, enjoy,
prefer, dislike, hate to express general preference.
Brian prefers living
alone.
I would like to eat
Chinese food tonight.
•    after expressions such as: be busy,
it's no use, it's no good, it's (not) worth, what's the use of, can't help,
there's no point (in), can't stand, have difficulty (in), have trouble, etc.
I have difficulty (in) understanding what he says.
•    after the verbs spend, waste, lose
(time, money, etc).
He spends an hour playing
the guitar every day.
•    after the preposition to with verbs
and expressions such as: think of, apologise for, object to, 100k forward to,
be used to, in addition to.
She's looking forward to
receiving a full refund.
I was thinking of calling John. He apologised for being
late.
•    after the verb prefer (doing sth to
sth else). She prefers walking to driving to work.
•    after the verbs hear, listen to,
notice, see, watch and feel to describe an incomplete action. I saw Paul
waiting for the bus, (l only saw part of the action.) BUT
We use the infinitive without to with
hear, listen to, notice, see, watch and feel to describe a completed action.
I didn't see Paul get on the bus. (The action was
completed.)
Note: be/get used to + -ing form
I'm used to working very hard. (It's
my habit.)
BUT
I used to work very hard.
(I don't any more.)

Infinitive

The to-infinitive is
used: • to express purpose. She went to the supermarket to buy some cheese.
•    after certain verbs that refer to the
future (agree, appear, decide, expect, hope, plan, promise, refuse, want, etc).
I expect him to be here.
I want you to come.
•    after would like, would prefer, would
love, etc to express a specific preference.
I would love to come to your party.
•    after adjectives which describe
feelings/emotions (happy, glad, sad, etc), express willingness/ unwillingness
(eager, reluctant, willing, etc) or refer to a person's character (clever,
kind, etc) and the adjectives lucky and fortunate. I was sad to hear you were
not feeling well.
Note: With adjectives that refer to character, we can also use an
impersonal construction it + be + adjective/noun.
It was kind of you to lend me your
laptop.
It was moving to see him again after
so many years.
•    after too/enough. She's old enough to
watch the film.
•    after be + first/second/next/last,
etc.
She was the
first person to call me on my birthday.
•    after verbs and expressions such as
ask, decide, explain, find out, learn, want, want to know, etc when they are
followed by a question word. She asked me when to get the tickets.
•    in the expressions to tell you the
truth, to be honest, to sum up, to begin with, etc. To sum up, the government
needs to take measures to deal with unemployment more effectively. Note: If two
to-infinitives are linked by and/or, the to of the second infinitive is
omitted.
I would love to go to Paris and see the museums.
•    after certain nouns: honour, goal,
way, etc. It's an honour to take part in this festival. You can find a better
way to spend your time.  with so + adjective + as. Would you be so kind as to help me with the
door?
•    with 'only' expressing an
unsatisfactory result. She drove all the way to the mall only to find it was
closed.
•    in the expressions for + noun/pronoun
+ to -inf. It was very unusual for John to speak so rudely.
Note: Dare expressing 'having the
courage to do something' is used with an infinitive with or Without to, I don't
dare (to) tell him the truth. Dare expressing a threat, a warning or anger, is
used with an infinitive without to. Don't you dare talk to me like that. Dare
expressing a challenge is used with a to-infinitive.
I dare you to dive into the sea from the cliff.
The infinitive without to (also
called bare infinitive) is used:
•    after modal verbs.
Sally can speak Portuguese fluently,  after the verbs let, make, see, hear
and feel.
They let him travel on his own.
BUT
We use the to-infinitive after be
made, be heard, be seen, etc (passive form).
She was seen to steal goods from the
greengrocer's. Note: When see, hear and watch are followed by an -ing form,
there is no change in the passive.
I heard her crying in her room.
She was heard crying in
her room.
•    after had better and would rather.
You had better put a
jacket on.
Note: Help can be followed by either
the toinfinitive or the infinitive without to. She helped me (to) carry the
desk.

Differences in meaning between the
toinfinitive and -ing form

Some verbs can take either the
to-infinitive or the -ing form with a change in meaning.
•    forget + to-infinitive = not remember
She forgot to buy milk.
•    forget + -ing form = not recall
I'll never forget visiting London for the first time.
•    remember
+ to-infinitive = not forget Did you remember to call Maria?
•    remember
+ -ing form = recall
I remember meeting her in
Paris.
•     mean + to-infinitive intend to I
apologise. I didn't mean to upset you.
•     mean
+ -ing form = involve
Being a good doctor means
devoting your life to helping others.
•     regret + to-infinitive = be sorry to
(normally used in the present simple with verbs such as say, tell, inform)
I regret to inform you
that your application has been rejected.
•     regret + -ing form = feel sorry about
I regret hurting your feelings.
•     try + to-infinitive = attempt, do
one's best I tried to convince her that everything would be alright.
•     try + -ing form = do something as an
experiment You should try exercising more often.
•     stop + to-infinitive = stop
temporarily in order to do something else
While I was driving to work, I
stopped to buy a sandwich.
•     stop + •ing form = finish doing
something I stopped drinking coffee months ago.
•     go on + to-infinitive = finish doing
sth and start doing sth else afterwards
She did the washing up,
then went on to tidy up the kitchen.
•     go on + -ing form = continue doing
sth She went on talking for hours.
•     want + to-infinitive wish
I want to travel to
Africa.
want +
-ing form sth needs to be done My car wants cleaning.  be sorry + to-infinitive = regret
I was sorry to hear you
haven't been feeling well.
•     be
sorry for + -ing form = apologise for
I'm sorry for being so
abrupt with you.
•     hate + to-inf not like what one is
about to do I hate to disappoint you but he's not coming.
hate + -ing
form = feel sorry for what one is doing I hate troubling you, but could you
help me with this?
•     be afraid + to-inf = be too
frightened to do sth; hesitate
She was
too afraid to travel on her own.
•     be afraid of + -ing form = be afraid
that what is referred to by the -ing form may happen
When exercising, I'm afraid of injuring my back.

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

•     begin,
continue, intend, start + to-inf or -ing form We don't normally have two -ing
forms together. She began talking/to talk.

•     advise, allow, encourage, permit,
require + object
+ to-inf
He advised me to stay indoors.
•     advise,
allow, encourage, permit, require + -ing form He advised taking two tablets.
•     need, require, want + to-inf/-ing
form/passive inf You need to mow the lawn.
The lawn needs mowing. The lawn needs to be mowed.
•     be advised, be allowed, be
encouraged, be permitted, be required + to-inf. These are passive constructions
and only to -inf is possible. I was advised to take two tablets.

Expressing Preference

To express general preference we use:
•     I prefer + noun/-ing + to +
noun/-ing. I prefer vegetables to meat. I prefer painting to drawing.
•     I
prefer + to-infinitive + rather than + bare infinitive. I prefer to go out
rather than Stay at home on a Saturday.
To express specific preference we
use:
•     I'd prefer + to-infinitive (+ rather
than + bare infinitive).
I'd prefer to go to a
restaurant (rather than eat in).
•     I'd prefer + noun (+ rather than +
noun). Would you like some tea? - I'd prefer a glass Of water, thank you.
•     I'd
rather + bare infinitive (+ than + bare infinitive). I'd rather go to the
concert than stay at home.
MODULE
4

The Passive Voice

Form: We form
the passive with the verb to be in the appropriate tense and the past
participle of the main

verb.

Read the table:

Present Simple

Mary makes tea.

Tea is
    made by Mary.

Present
Continuous

I
    am making tea.

Tea is being made (by me).

Past Simple

Mary
    made some cakes.

Some
    cakes were made by Mary.

Past Continuous

Mary was making tea.

Tea was
    being made by Mary.

Present
    Perfect Simple

Mary
    has made tea and coffee.

Tea and coffee have been made
    by Mary.

Past Perfect Simpte

Mary had made tea.

Tea had been made by Mary.

Future Simple

Mary will make tea.

Tea
    witl be made by Mary.

Future Perfect Simple

Mary will have made tea.

Tea
    will have been made by Mary.

Infinitive

Mary has to make tea.

Tea has
    to be made by Mary.

Modal
  Verbs

Mary may make tea.

Tea may
  be made by Mary.

We
use the passive:
•
When
the person/ people doing the action is/are unknown, unimportant or obvious from
the context.
The food was cooked.
(We don't know who cooked it.)
The shirt is being
washed. (It's unimportant who is washing it.)
The
criminal has been arrested. (It's obvious that the police arrested the
criminal.)
•
when the action
itself is more important than the person/people doing it, as in news headlines,
newspaper articles, formal notices, advertisements, instructions, processes,
etc.
Trespassers will be
prosecuted.
•
when
we want to avoid taking responsibility for an action or when we refer to an
unpleasant event and we do not want to say who or what is to blame. Hundreds of
people were injured in the train crash.
•
to
emphasise the agent.
The
flowers were sent by the Queen herself.
•
to
make statements more formal or polite. My bag has been ruined. (More polite
than saying
'you've
ruined my bag'.)
Changing from the active to the
passive:
•
The
object of the active sentence becomes the subject in the passive sentence.
•
The
active verb remains in the same tense but
changes into passive
form.
•
The subject of
the active sentence becomes the agent, and is either introduced with the
preposition by or is omitted.
                 Subject
       Verb              Object
ACTIVE
Liz               painted           a portrait.

                 Subject        Verb             Agent
PASSIVE
The portrait was painted by Liz.
•
Only
transitive verbs (verbs that take an object) can be changed into the passive.
Active: Paul swims every day. (intransitive verb; no
passive form).
Note: Some transitive verbs (have, exist, seem, fit,
suit, resemble, lack, etc) cannot be changed into the passive.
This
colour suits you. (NOT:
•
We
can use the verb to get instead of the verb to be in everyday speech when we
talk about things that happen by accident or unexpectedly. He got hit by a
truck.
By + the agent is used to say who or what carries out
an action. With + instrument/materiat/ ingredient is used to say what the agent
used. This photograph was taken by my brother. It was taken with a digital
camera.
•
The
agent can be omitted when the subject is they, he, someone/somebody, people,
one, etc. People have discovered the truth. (= The truth has been discovered.)
•
The
agent is not omitted when it is a specific or important person, or when it is
essential to the meaning of the sentence.
The
novel was written by Graham Greene.
•
With
verbs which can take two objects, such as bring, tell, send, show, teach,
promise, buy, sell, read, offer, give, lend, etc, we can form two different
passive sentences.
Philip will
send Sarah a gift. (active) Sara will be sent a gift. (passive, more usual) A
gift will be sent to Sarah by Philip. (passive, less usual)
•
In
passive questions with who, whom or which we do not omit by.
Who gave you this book? Who were you given this book
by?
•
Hear,
help, make and see are followed by a toinfinitive in the passive.
GRE
She made me lie. —+ 1 was
made to lie. Note: Hear, see and watch can be followed by a present participle
in the active and passive.
We saw her
stealing. -+ She was seen stealing.

Causative

We form the causative
with the verb to have in the appropriate tense followed by an object and the
past participle of the main verb.
Whereas in active
sentences the subject of the sentence is the doer of the action, in the
causative the subject of the sentence is not the doer of the action, but the
person who arranged or asked for the action to be done (by someone else).

Present Simple

Present
Continuous

She is desinging clothes.

She is having clothes designed.

Past
    Simple

She designed clothes.

She had clothes designed.

Past Continuous

She was
    designing clothes.

She was having clothes designed.

Future
    Simple

She
    wilt design clothes.

She
    will have clothes designed.

Future
Continuous

She
    wilt be designing clothes.

She
    will be having clothes designed.

Present Perfect

She
    has designed clothes.

She has been designing clothes.

She has had clothes designed.

Present Perf. Cont.

She has been having clothes
    designed.

Past
    Perfect

She
    had designed clothes.

She had had clothes designed.

Past Perfect Cont.

She had been
    designing clothes.

She had been having clothes designed.

Infinitive

She wants to design clothes.

She wants to have clothes
    designed.

-ing
  form

She likes designing
  clothes.

She likes having clothes
  designed.

Use
We use the
causative to say that someone else does something for us. They hired a
professional to decorate their country house. They had
their country house decorated. (They didn't do it themselves. - •Å
professional did it.)
•     The verb to have used in the
causative forms its negative sentences and questions with the auxiliary verb
do/does/don't/doesn't (Present Simple) or did/didn't (Past Simple). Adam
doesn't have his jumpers dry cleaned. Did you have your eyes checked?
•     Get is often used in the causative
instead of have. Did Mary have/get her hair dyed?
•     The causative can be used instead of
the passive to express accidents and misfortunes.
George had his car stolen from the parking
lot.
 His
car was stolen from the parking lot.)

Reflexive Pronouns

Form: myself, yourself, himself, herself, itself,
ourselves, yourselves, themselves
Use
Reflexive pronouns are
used:
•
after certain
verbs (behave, burn, cut, enjoy, hurt, kill, took at, laugh at, introduce, dry,
teach, etc) when the subject and the object of the verb are the same. She
taught herself how to play the guitar. He cut himself while he was chopping
vegetables.
•
after the verbs
be, feel, look, seem. Helen doesn't seem herself lately.  after prepositions.
You need to take better
care of yourself.
BUT
We do not use reflexive pronouns after prepositions Of place.
You can put these glasses in the cupboard behind you. (NOT:
Some verbs
are not normally followed by reflexive pronouns. These are: wash, shave,
(un)dress, afford, complain, meet, rest, relax, stand up, get up, sit down,
wake up, etc. She should go on holiday to relax. (NOT: F.ek*-heç-sel$)
BUT
We can use a reflexive pronoun after wash or dress when we
are talking about young children or animals. She's
been teaching her little daughter how to dress herself.
Note these idioms: Enjoy yourself! (=
Have a good time!) Behave yourself! (= Be good!) I like being by myself. (= I
like being alone.) She lives by herself. She lives on her own, she lives
alone.) By myself, by yourself, by himself, etc on my own, on your own, on his own,
etc.) Help yourself to some cake. You're welcome to take some cake, if you
want.) Do it yourself. (= Do it without anyone's help.) Make yourself at home!
(= Feel comfortable.) Make yourself heard. (= Speak loudly enough to be heard
by others.) Make yourself understood. (= Make your meaning clear.)
MODULE
5

Modals

Can/could, may/might, must/had to,
ought to, shall/should, will/would:
•     don't take -s , -ing or -ed affixes.
•     are followed by the bare infinitive.
•     come before the subject in questions
and are followed by not in negations.
•     don't
have tenses in the normal sense. When followed by a normal bare infinitive,
they refer to an uncompleted action or state (i.e. present or future); when
followed by the bare perfect infinitive, they refer to a completed action or
state.
Obligation/Duty/Necessity:
must]have to/should/ought to
•     Must: Expresses duty/strong
obligation to do sth, shows that sth is essential. We generally use must when
the speaker himself has decided that sth is necessary (i.e. subjective).
I
must contact the
school for further information. • Have to: Expresses strong necessity/
obligation. We usually use have to when objective circumstances make us do
something.
He has to get up early as his classes start at 7:30 am.
•     Had to is the past form of both must
and have to.
•     Should/Ought
to: Expresses duty or weak obligation. We should clear away the mess in the
kitchen.
Absence of necessity: don't have
to/need
•     Don't have to/Don't need to/Needn't:
Express something which isn't necessary to do in the present/future. You don't
have to dress formally today. You don't need to go if you don't want to. You
needn't wear your best clothes.
•     Needn't
have done: Expresses something which wasn't necessary to do in the past but it
was done. You needn't have cooked so much food. We weren't hungry. (It wasn't
necessary for you to cook, but you did it.)
•     Didn't have to: Expresses something
which wasn't necessary to do. We don't know if it was done or not. He didn't
have to invite everyone to the party. (We don't know if he invited everyone.)
Permission/Prohibition: can-can't I?/may-mustn't I?
•     Can/May:
Are used to ask for/give permission. May is more formal than can.
Can/May I use your phone, please?
Yes, Of course,
you can/may.
•     Mustn't/Can't: It is forbidden to do
sth; it is against the rules/law; you are not allowed to do sth. You
mustn't/can't park here.
Possibility: can/could/may/might
•     Can + present infinitive: Expresses
general/ theoretical possibility. Not usually used for a specific situation.
Going to the gym can be boring.  Could/May/Might + present
infinitive: Express possibility in a specific situation.
She should take a map with her. She
might get lost. Note: We can use can/could/might in questions BUT NOT may. How
difficult can it be?
•     Could/Might/Would
+ perfect infinitive: Refers to sth in the past that was possible but didn't
happen. He could have come with us, if he hadn't missed the train.
Note the forms of the infinitive:
Present simple: (to) play
Present continuous: (to) be playing
Present perfect simple: (to) have
played
Present
perfect continuous: (to) have been playing
Ability/lnability: can/could/was able
to
•     Can expresses ability in the
present/future.
I
can speak Italian
fluently.
•     Could
expresses general or repeated ability in the
I
could sing quite well when I was younger.
•     Was(n't) able to expresses
(in)ability on a specific occasion in the past. I was able to (wasn't able to)
find all the answers to the questions.
•     Couldn't may be used to express any
kind of inability in the past, repeated or specific.
I
couldn't read or
write when I was four.
I wasn't
able to/couldn't speak to him yesterday. Logical Assumptions/Deductions:
must/might/could/ may/can't
•     Must = almost certain that this is/was
true
He isn't at
work. So he must be on his way home. John hasn't come yet. Something must have
delayed him.
•     May/Might/Could
= possible that this is/was true The computer is out of order. It may be
broken.
They were
lucky. They could have been killed.  Can't/Couldn't = almost certain that
this is/was impossible
That can't be Ian! Ian has blue eyes and blond hair.

work since
  morning.
GRII

Jim couldn't have cooked
dinner. He's been at Criticism: could/should
•     Could: You could at least be polite
to her. (present) You could at least have called to cancel it yesterday. (past)
•     Should: You should call them back.
She should have told us. (but she didn't)
Offers/Suggestions: can l?/shall
l?/can/could/would you?
•     Would:
Would you like a cup of tea?
•     Shall: Shall I give you a lift?
•     Can/Could: We can go out. We could
watch TV. Can I give you a lift?
Probability: will/ought to/should
•     Will: He will call me tonight. (100%
certain)
•     Should/Ought to: The weather
should/ought to get better tomorrow. (90% certain; future only)
Advice: should/ought to/shall
•     Should: I ought to general advice You
should stop smoking.
You ought to abide by the
rules.
•     Shall:
asking for advice
Shall I enter the
competition?
•     Certain
verbs or expressions can be used with the same meaning as modals. These are:
need (z must), You need to come as
soon as poosible. had better (= should), You'd better stay at home until you
get over the flu. have (got) to (z must), I've got to see the doctor. be able
to (= can), Will you be able to help me? used to would), Whenever Emma was
upset, she used to walk out of the room.
MODULE
6

Reported Speech

Direct
speech is the exact words someone said. We use quotation marks in direct
speech.
Reported speech is the exact meaning
of what someone said, but not the exact words. We do not use quotation marks in
reported speech. The word that can either be used or omitted after the
introductory verb (say, tell, etc). say — Tell
•     say + (that) + clause
She said
(that) she was very happy.
•     say + to + personal object + (that) +
clause She said to me (that) she was very happy.  tell + personal object + (that) +
clause She told me (that) she was very happy.
•     we use say + to-infinitive but never We use speak/talk about instead.
Ann said to wake her up at 3:00.
He
spoke/ talked about the meeting.
Note how the verbs say/tell/ask are
used.

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

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

TELL

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

Reported Statements

•     In reported speech, personal/
possessive pronouns and possessive adjectives change according to the meaning
of the sentence. Helen said, "I'm having a party. " (direct
statement) Helen said (that) she was having a party. (reported statement) Sue
said, "I always cook myself. " (direct statement) Sue said (that) she
always cooked herself. (reported statement)
•     We can report someone's words either
a long time after they were said (reporting the past) or a short time after
they were said (up-to-date reporting).
Up-to-date reporting
The tenses
can either change or remain the same in reported speech. Study the following
table to see how they change.

Direct speech:        Stella said,
"I've ordered pizza.
Reported speech:
Stella said (that) she had ordered pizza.

Reporting the past • the speaker expresses general truths, permanent states or
conditions.

The
introductory verb is in the past simple and the tenses change as follows:

"l want to learn
Japanese. "

She said (that) she wanted to learn Japanese.

Present Simple -+ Past
Simple

"We are watching a film.
  "

They said (that) they were watching a film.

Present Continuous —Y Past Continuous

"l have brushed my
teeth. "

She said (that) she had brushed her
  teeth.

Present Perfect -Y Past Perfect

"1
  mowed the lawn. "

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

Past Simple —Y Past Simple or Past
Perfect

Past Continuous Past Continuous or

"He was playing
  the piano. "

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

Past Perfect Continuous

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

"I
  will meet you at
7.00."

Future Simple -Y Future in
the Past

now

then, immediately

today

that day

yesterday

the day before, the previous day
  the next/following day

this week

that week

last week

the week before, the previous week

next week -s

the week after, the following week

ago

before

here

there

•     Certain
words and time expressions change according to the meaning as follows:
"The sun
sets in the west, " Mr Thom said.
Hr Thom
said that the sun sets in the west.

Tenses do not change in reported
  speech when:
• the reporting verb (said, told, etc) is in the
  present, future or present perfect.
"I can't speak French,"
  he says. —+ He says (that) he can't speak French.

tell me ...?, Do you know ...?, I wonder ..., I want
  to know ..., I doubt etc and the verb is in the affirmative. If the indirect
  question starts with I want to know ..., I wonder or I doubt ..., the
  question mark is omitted.
Direct question
"Where is the library?"
Indirect question
DO you know where the library is?

•     the
reported sentence deals with conditionals type 2/3, wishes or unreal past.
"l wish I was a film star,"
he said. He said he wished he was a film star.
•     the speaker is reporting sth
immediately after it was said.

"The view is
breathtaking," he said. He said that the view is breathtaking.

Reported Questions
•     Reported questions are usually
introduced with the verbs ask, inquire, wonder or the expression want to know.
•     When
the direct question begins with a question word (who, where, how, when, what,
etc), the reported question is introduced with the same question word.
"Where are you from?" she inquired. (direct question)
She inquired where I was from. (reported
question)
•     When
the direct question begins with an auxiliary (be, do, have) or a modal verb
(can, may, etc), then the reported question is introduced with if or whether.
He asked, "Do you want a ride to school?" (direct question)
He
wanted to know if/whether I wanted a ride to school. (reported question)
•     In
reported questions, the verb is in the affirmative. The question mark and
words/expressions such as please, well, oh, etc are omitted. The verb tenses,
pronouns and time expressions change as they do in statements.
"Could you give me a
hand, please?" he asked. (direct question)

He asked me whether I could
give him a hand. (reported question)

Indirect Questions
•     Indirect Questions are used to ask
for advice or information. They are introduced with: Could you

Reported
Requests/Suggestions

•     Reported requests/suggestions are
introduced with a special introductory verb (ask, beg, suggest, etc) followed
by a to-infinitive, an -ing form or a thatclause depending on the introductory
verb. "Please, don't go," he said to me. -+ He begged me not to go.
(request)
"Let's
watch a film," he said. —+ He suggested watching a film. (suggestion)
"You'd
better take an aspirin," he said. —+ He suggested that I (should) take an
aspirin. (suggestion)

Reported
Orders/Commands

•     To
report orders, commands or instructions, we use the verbs advise, order or tell
+ st) + (not) toinfinitive.
"Be
patient!" she said to me. (direct order) —+
She
told me to be patient. (reported order) "Don't go!" he said to her.
(direct order)
He
ordered her not to go. (reported order) "Be careful," he said to me.
—+ He advised me to be careful. (command)

Modal
Verbs in Reported Speech

Note how the following
modal verbs change in reported speech when the reported sentence is out of
date.
He
said, "You needn't He said (that) I didn't worry. " have to/didn't
need to worry. (present) He said, "You needn't He said (that) I wouldn't
come that early have to go/come that tomorrow. early the next day.
(future)
He
said, "They should            He said (that) they should give me a
receipt. "         give him a receipt.

advise
allow
  ask
beg
command
encourage forbid
  instruct

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

"Go ahead, open the door.
  " "You mustn't park here. "Press
  the button and wait for the message to appear. "

He
  advised me to drink some water.
He allowed me to wear his jacket. He asked me to
  close the door. He begged me to listen to him.
He commanded the soldiers to march. He encouraged me
  to open the door. He forbade me to park there.
He
  instructed me to press the button and wait for the message to appear.

Special Introductory Verbs

Introductory

Direct Speech Reported
  Speech

verb + to-inf

agree
demand
offer
promise
refuse threaten
claim

"Yes, I'll call
"Show
  me everything!" "Would you like me to help you?" "I'll be
  nicer to Jenny. " "No, I won't join you. " "Turn down the
  music or I'll call the police. " "l saw her crying. "

He agreed to call me.
He
  demanded to be shown everything. He offered to help me.
He promised to be nicer to Jenny.
  He refused to join me.
He
  threatened to call the police if I didn't turn down the music.
He claimed to have seen
  her crying.

Direct
Speech
He said,
"I wilt always remember you. " He said, "l can't see you. "
He said, "We can visit you soon. "
He
said, "It may rain. "
He said, "What time
shall we call her?"
He
said, "Shall I buy this car?"
He said,
"Shall I give you a hand?" He said, "You must send him a reply.
"
He
said, "She must be upset. "
Reported
Speech
He
said (that) he would always remember me. He said (that) he couldn't see me.
(present) He said (that) they would be able to visit me soon. (future) He said
(that) it might rain. He asked what time we would call her.
(information) He asked (me) if he should buy that car.
(advice) He offered to give me a hand. (offer) He said (that) I had to send him
a reply. (obligation) He said (that) she must be upset. (deduction)

invite
order
permit
remind
urge
warn
want

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

He invited me to go to his party.
He ordered me to stop shouting
    immediately.
He permitted me to go.
He
    reminded me to take the keys with me.
He urged me to eat my food.
He warned me not to go out in that rain.
He
    wanted me to be quiet.

omp aln
eny
exclaim
xplain
nform sb
promise
uggest

ou a ways le to me.
    "
"I've never met
"It's splendid!"
"It's not
    ifficult at all. "
"You
    will be iven a test. "
"I won't do this
    gain. "
"You can cope
•th
    this roblem. "

e Comp a In that I
    always lied to him.
—
    He denied that he had ever met her.
—
    He exclaimed that it was splendid.
— He explained
    that it was not difficult at all.
— He informed
    me that I would be given a test.
—He promised that he
    wouldn't do that again. The doctor suggested that I could cope with that
    roblem.

Introductory

verb
    ± ing form

DirectSpeech

ReportedSpeech

accuse sb of apologise for
admit (to)
boast
    about/of
complain about/of
    deny

insist on
suggest

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

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

explain
    to sb how + to-inf , (when the subject iof the infinitive is ithe same as
    the isubject of the iverb)
wonder
    i (when the subject of the introductory verb is not the same as the subject
    in the reported question)
wonder + whether + clause

"This
    is how you write it. "
He asked
    himself, "How can I win the
He asked himself, "Where is
    Paul?" He asked himself, "Why is she so upset?"
He asked himself, "Shall I go home?" He
    asked himself,
"Where am I
    heading to?" He asked himself, "What should I tett
He asked himself, "How can I stop this?"

He explained to me how to write
    it. He wondered how he could win the award.
He wondered where Paul was.
He wondered why she was so upset.
He wondered whether he should go
    home. He wondered where he was heading to.
He wondered what he
    should tell them.
He wondered how to
    Stop that.

gree
oast
Iaim

"Yes, that
    is a orgeous ress. "
"I'm
    a great inter. "
"I
    know verything. "

—He
    agreed that it was a gorgeous dress.
—He boasted
    that he was a great painter.
—He claimed that he
    knew everything.

Section
MODULE
7

Conditionals:
type 1

•
Type
I conditionals are used to express a real or very probable situation in the
present or future.

IF-CLAUSE

MAIN
  CLAUSE

If
  + present simple                    future simple

If she does well at the interview, she wilt get the
  job.

•
When the
hypothesis comes before the main clause, we separate the two parts with a
comma. When the main clause comes before the if-clause, then we do not use a
comma to separate them. Note: With type I conditionals we can use unless +
affirmative verb (= if + negative verb). She will not speak to him unless he
apologises. (If he doesn't apologise, she will not speak to him.)

Conditionals:
types 2 & 3

•
Type
2 conditionals (unreal present) are used to express imaginary situations which
are contrary to facts in the present, and therefore, are unlikely to happen in
the present or the future. We can use either were or was for 1 st and
Yd person singular in the if-clause. We can also use the structure
If I were you, ... to give advice.
CLAUSE

If
  + past simple/          would/could/might + past continuous      bare
  infinitive

If I had a good voice,
  I would become a singer. If Paul was not working today, we could go to the
  beach.
If I were you, I would
  stay in tonight.

•
Type
3 conditionals (unreal past) are used to express imaginary situations which are
contrary to facts in the past. They are also used to express
regrets
or criticism.

If + past perfect/
  would/could/might + past perfect continuous bare perfect infinitive

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

•
Conditionals
are usually introduced by if, Other expressions are: unless if not), providing,
provided (that), as long as, on condition (that), but for + -ing form/noun,
otherwise, or else, what if, supposing, even if, only if. Unless she starts
studying harder, she's going to fail her exams.
Get up now or else you'll miss your appointment. Put
your sweater on, otherwise you'll get cold. We'll leave on Monday, supposing
the weather's fine.
Note: When only if
begins a sentence, the subject and the verb of the main clause are inverted.
Only if you are dressed formally, will you be allowed in.
•
In conditionals
type 2 in formal English we normally use were instead of was after
"if" for all persons. If he were/was here, things would have been
different.
•
We
do not normally use will, would or should in if-clauses.
If
you stay up late, you can get into trouble. (NOT:  However
will, would or should can be used in if-clauses to make a request or express
annoyance, doubt, uncertainty or insistence.
If she should need help,
ask her to call me. (doubt/uncertainty — I doubt that she will need help.)
If
you will stop arguing, we will find a solution. (request — Please stop
arguing.)
Omission of 'if'
If
can be omitted in if-clauses. In this case should (cond. type I), were (cond.
type 2) and had (cond. type 3) come before the subject.
If he should pass the exam, he will apply to
university. —+ Should he pass the exam, he will apply to university,
If there were an election tomorrow, who would you vote
for? -+ Were there an election tomorrow, who would you vote for?
If I had known, I would
have told you. -+ Had I known, I would have told you.

Wishes

•
We
can use I wish/if only to express a wish.

I
  wish/lf only
+
  past simple/past continuous

I wish I was not working right now. (but I am) If
  only I were going to the concert tonight. (but I'm not)

to say that we would like something
  to be different about a present situation

I wish/lf only
+ past perfect

I wish I had studied harder. (but I didn't) If only
  I hadn't been so foolish. (but I was)

to express regret about something
  which happened or didn't happen in the past

I
  wish/lf only + subject + would + bare inf.

I wish you wouldn't be so rude to your sister. If
  only you would stop arguing.

to express:
•  a
  polite imperative
•  a desire for a situation or
  person 's behaviour to change

Note: If only is used in exactly the same
way as I wish but it is more emphatic or more dramatic.  We
can use were instead of was after "wish" and "if only".
I
wish I were young again.
MODULE
8

Inversion

We
can invert the subject and the auxiliary verb in the sentence to give emphasis.
If there is no auxiliary verb, we use do/does (Present Simple) or did (Past
Simple) in the interrogative.
Inversion
occurs:
•
after
certain expressions when they are placed at the beginning of a sentence. These
are: Barely, Hardly (ever) ... when, In no way, In/Under no circumstances,
Little, (before), Nor/Neither, No sooner ... than, Not even once, Not only ...
but also, Not since, Not till/until, Nowhere, Only in this way, On no account,
On no occasion, Only then, Rarely, Scarcely (ever) when,
Seldom, etc.
Not
even once has he offered to help us.
Rarely do we go out
during the week.
Note: only after, only by, only if, only when, not
since, not till/until used at the beginning cause inversion of the subject and
the auxiliary verb in the main clause.
Not
until he told me his full name, did I remember where we had met.
•
in conditionals
when should, were, had (Past Perfect) are placed at the beginning of the
sentence. Note that "if" is omitted.
Should you
decide to come by, give us a call first. (If you should decide ... - Type 1).
Were he more honest with himself, he would admit his mistake. (If he were .
Type 2) Had I known about the reputation of the restaurant, I wouldn't have gone
there. (If I had known ... 7ÿpe 3)
•
after
so, such, to such a degree (in result clauses) placed at the beginning of a
sentence. So angry was he, that he couldn't utter a word.  after
as, neither/nor, so to express agreement.
"I had chicken for dinner. " "so did l.
" ("So" is used to agree with an affirmative sentence.)
"Peter isn't doing well at maths." "Neither/Nor is Joan. "
("Neither/Nor" are used to agree with a negative statement.) George's
parents spent a lot Of money on his birthday present, as did his grandparents.
In the following structures we invert the subject and
the main verb:
•
after
adverbs of place.
There
goes the last bus! BUT There it goes! Here are your glasses! BUT Here they are!
 in
Direct Speech when the reporting verb comes after the quote and the subject of
the noun. "That was a good film," said Bill. ("Bill said"
is also possible). BUT "That was a good film," he said.

So
— Neither/ Nor

•
So
+ auxiliary verb + personal pronoun/noun (positive addition to a positive
sentence.) Helen drives a sports car. So does Jack. (Jack drives a sports car
too.) Sarah went to Spain last year. So did we. (We went to Spain too.)
•
Neither/Nor
+ auxiliary verb + personal pronoun/noun (negative addition to a negative
sentence.) Peter didn't come to the party. did
     (NOT; )
Section

Quantifiers:
Some — Any — No — Every & their compounds

Some, any
and no are used with uncountable nouns and plural countable nouns.
We need some eggs and some butter.

POSITIVE

INTERROGATIVE

NEGATIVE

People

somebody/ someone, everybody/ everyone

anybody/ anyone

nobody/ no one not anybody

Things

something,
    everything

anything

nothing not anything

Places

somewhere,

anywhere

nowhere not anywhere

There's somebody at the
door. Is anyone here?
There is no one here. =
There isn't anyone here.
I've looked everywhere
but I can't find him.
Note: Would you like something to
eat? (Offer) What's wrong? Have you lost something? (expect a positive answer)
If anyone calls, tell them to leave a message.
Anyone who wants to come must give me
their names now. You can come any time. (It doesn't matter who or what time.)
•      We
use some and its compounds (somebody, someone, something, somewhere, etc) in
the affirmative.
My jacket must be near here
somewhere.
•      We also use some and its compounds in
the interrogative for offers or requests. Would you like some cake?
Can I have some milk with my tea,
please?
•      We use any and its compounds (anyone,
anything, etc) in interrogative sentences. Has anyone called?
•      Not any is used in negative
sentences. There isn't any fruit in the basket.
•      Any and its compounds can also be
used with negative words such as without, never, rarely.
I have never met anyone
like him.
•      Hardly
any is used in affirmative sentences, with uncountable nouns and plural
countable nouns.
There is hardly any salt
in the soup.
There were hardly any
children at the park.
•      When
any and its compounds are used in affirmative sentences their meaning is: it
doesn't matter what/who/where.
You can say anything you want to the
journalist. (it doesn't matter what)
Anyone can take part in
the competition. (it doesn't matter who)
•      No and its compounds are used instead
of not any in negative sentences. The verb is then used in the affirmative:
They haven't got any
money. / They've got no money. They didn't buy anything. / They bought
nothing./There wasn't anybody in the room./ There was nobody in the room.
•      Every is used with singular countable
nouns. Every student in the class laughed with the teacher's joke.
Note: We use a singular verb with
compounds Of some, any, no and every.
There is someone in the
room. Everything seems to be going fine.

Every — Each

•      Every
is used with singular countable nouns. It refers to a group of people or things
and means "all, everyone, everything", etc.
Every student has a
library card. (= all students)
•      Each is also used with singular
countable nouns, but it refers to the members of the group separately. Each
visitor was given a day pass. (each visitor separately)
•      Every one and each (one) can be
followed by Of. We normally use each when we talk about two people or things.
We use every when we talk about three or more people or things. She owns two
flats and she decorated each (one) of them beautifully.
Paul has written many
novels. Every one of them has been a best seller.

A
few/few — A little/little

A few and few
are used with plural countable nouns. A little and little are used with
uncountable nouns.
•      A few means 'not many, but enough'.
We have a few apples. We can make an apple pie. Few means 'hardly any, almost
none' and can be used with very for emphasis.
There were (very) few
visitors in the museum.
•
A little means
'not much, but enough'. It's a little cold — would you like me to close the
window?
•      Little means 'hardly any, almost
none' and can be used with very for emphasis.
We have (very) little time left. We
must hurry up.

A lot of/Lots of — Much —
Many

•     A lot of/Lots of are used with both
plural countable and uncountable nouns. They are normally used in affirmative
sentences. There are a lot/tots of opportunities for young graduates. The of is
omitted when a lot/lots are not followed by a noun.
There's tots/a lot going on in town today.
•     Much and many are usually used in
negative or interrogative sentences. Much is used with uncountable nouns and
many is used with plural countable nouns.
There aren't many books on the shelf.
Did you spend much money in the sales?

Either — Neither — Both
•     Either (z any of the two) / Neither
not one and not the other) refer to two people or things and are used before
singular countable nouns.
Neither actor won an award.
Either of/Neither of take a verb
either in the singular or the plural.
Neither of two brothers
is/are at school today.
•     Both refers to two people or things.
It has a positive meaning and takes a verb in the plural. It is the opposite of
neither/not either.
Nick and Alex are musicians. Both Nick and Alex are musicians. They are
both musicians. Both of them are musicians. Both men are musicians.

Whole —
All — None

•     Whole (= complete) is used with
countable nouns. We always use a, the, this, my, etc + whole + countable noun.
She spent the whole morning studying.       all morning)
•     All refers to more than two people or
things. It has a positive meaning and it takes a verb in the plural. It is the
opposite of none.
All of us went to the
cinema together. We atl went to the cinema together. All four of us went to the
cinema together.
All +
that-clause (= the only thing) takes a singular verb. All that she does is to
criticise other people.
•     None
refers to more than two people or things. It has a negative meaning and isn't
followed by a noun. "Have you read any of the papers?" "No,
none. "
None of is used before nouns or
object pronouns followed by a verb either in the singular or plural.
It is the
opposite of att.

None of my friends called me on
Other quantifiers

•     A
coupte of (= a few, one or two) and several (= a number of) are followed by a
countable noun in the plural.
I'll be leaving in a couple of
minutes. We've been to Madrid several times.
•     A
great deal of a lot) is followed by an uncountable noun.
He's a brilliant
scientist who deserves a great deal of respect.
•     Plenty
of much/many) is followed by a countable or uncountable noun.
There's plenty of room in
the car for all five of us. Make sure you eat plenty of vegetables.

Countable — Uncountable Nouns

•     Nouns can be countable (those that
can be counted) 1 pen, 2 pens, etc or uncountable (those that can't be counted)
sugar, meat, etc.
•     Uncountable nouns take a singular
verb and are not used with a/an. Some, any, much, no etc can be used with them.
I'd like some information on ticket
prices, please. BUT a help, a knowledge (of sth), a pity, a relief, a shame, a
wonder. Any information would be a great help. A good knowledge of the Russian
language is necessary for the job. It was such a relief to hear that everyone
was safe! What a pity you couldn't come! It's a shame to see all this talent go
to waste.
Uncountable nouns are:
•     Mass nouns (fluids, solids, gases,
particles): beer, blood, bread, butter, air, oxygen, corn, flour, etc  Subjects of study: accountancy,
chemistry, economics, history, literature, maths, physics, etc
•     Languages: Chinese, French, Italian,
Japanese, Portuguese, Spanish, etc • Sports: baseball, billiards, cricket,
cycling, darts, football, golf, rugby, etc
•     Diseases:
chickenpox, flu, measles, mumps, pneumonia, tuberculosis, etc
•     Natural phenomena: darkness, fog,
gravity, hail, snow, sunlight, shade, etc
•     Collective nouns: family, flock,
public, team, committee, clergy, company, enemy, group, goverment, etc
•     Compound nouns: countryside,
homework, housework, seaside, etc
•     Abstract nouns: anger, beauty, fear,
knowledge, love, trouble, truth, wealth, work, etc

Section
 Most common uncountable nouns:
accommodation, advice, baggage, behaviour, crockery, cutlery, furniture,
information, jewellety, luggage, machinery, money, news, progress, rubbish,
stationery, traffic, travel, weather, etc Note: With expressions of duration,
distance or money meaning "a whole amount" we use a singular verb.
Three hundred pounds a night is too much to pay for this room.
Many uncountable nouns can be made
countable using a measurement and the word of:
a piece of
advice/cake/furniture/information/paper; a glass of beer/water/wine; a jar of
jam; a rasher of bacon; a pint of beer; a box/sheet of paper; a packet of tea;
a slice/loaf of bread, a kilo/pound of meat; a tube of toothpaste; a bar of
chocolate/soap; a bit/piece of chalk; an ice cube; a lump of sugar; a bag of flour;
a pair of trousers; a game of soccer; a(n) item/piece of news; a drop/can of
oil; a can of Coke; a carton of milk; a block of wood; a flash/bolt of
lightning; a clap/peal of thunder, etc
GR90
Irregular Verbs

Infinitive

Past

Past Participle

Infinitive

Past

Past Participle

be bear beat become begin bite blow break bring build burn
  burst buy
can catch choose come cost cut deal dig do draw dream drink
  drive eat
fall feed feel fight find fly forbid forget forgive freeze
get give go grow hang have hear hide
  hit hold hurt
keep know lead learn

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

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

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

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

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

GR21

List
This Word List has been compiled to
help you make the most of your course. The highlighted words are the ones which
need to be learned as active vocabulary which is necessary to the level of the
course. The rest of the vocabulary in the Word List will make it easier for you
to understand the material in this coursebook. All phonetic transcriptions have
been taken from Collins COBUILD Dictionary,

MODULE 1 la
accommodate
laknmadelt/ (V) npeAocTaBf1RTb *Hilbe affect /afekt/ (V) BliHBTb Ha,
B03aehCTBOBaTb Ha alien to ledian to/ (adj) YPKAbli, HeCBOüCTBeHHblä
ancestor lensesta¶ (n) npeA0K authority /o:9nnti/ (n) gnaCTb, aBTOPHTeT
behaviour /blhewjõ¶ (n) noaeaeHHe birth rate (n) ypoaeHb PO>KAaeMOCTH,
K03cþcþHUHeHT poxaaeMOCTh brother-in-law
/br8òarmln•./ (n) 39Tb (Mgx cecmpbl),
WYPHH (6pam
xeHb/), aeBepb (6pam Myxa) concept /knnsept] (n) HAeR, nOHRTHe control
/'kantroul/ (v) CAePHHBaTb, ynpaBnBTb,
KOHTPOJIHPOBaTb cradle /kregcPl/ (n) HCTOK, Haqano cultural traditions
/01tJaral tradLPns/ (n) KY"1bTYPHble
TPa.AHUHH divorced
/dlva•rst/ (adj) pa.3BeaeHHblÿ1 drop ,/dmp/ (V) rlOHHHGTb, CHH>KaTb
dull (adj) CKYYHblä, elderly /eldarll/ (adj) 110>KHJIOä, npeKJ10HHoro
B03pacTa elder lelda¶ (n) CTaPLUH¥i, cTapu.JHe engaged /lnqgjcbd,/ (adj)
norv10ngneHHblÿ1 ex-husband /eksh8zband,' (n) extended Irkstendid/ (adj)
6011bLUOÜ, OrPOMHbth (o ce,Mbe) foster /fnstar/ (V)
BOCnhTblBaTb, nepeaaBaTb Ha socnmaHHe generation /d3enareŒn,/ (n)
noKoneHHe grandson /grændsA11/ (n) BHYK great-grandfather /qre_lt  (n) npaaea half sister ilwfsrsto¶
(n) CBOAHafi cecrpa (no OÔHOMIJ 113 poðumeneù) hierarchy
[halara:rki/ (n) Hepapxuq honour Innar/ (n) qectb immediate
Irmtdiat/ (adj) 6f1h>KaViLLlHVi in-laws hnlo:z] (n) POAHfi CO CTOPOHbl
Met-ibi Myxa marriage Imerid3/ (n) CBaAb6a, 6paKocoqeTaHHe married (adj)
xeHaTblü, 3aMY>KeM maternal Imatxrnal/ (adj) no
MaTePHHCKOä JIHHHH mother-in-law /msðarmln•] (n) -retua,
CBeKPOBb nephew /ngfju:/ (n) nneMAHHVIK nuclear Injuklra¶ (adj) CeMb9,
COCTORL.gaq H3 poamenei
H aeTeä nucleus /nL•kIrasl (n) LteHTP, BAPO

Obey (V) noAMHHRTbCfi,
nOBHHOBaTbCB old IQUId/ (adj) CTaPblä only child lounli tJAld/ (n)
eAHHCTBeHHblä pe6eH0K B
ceMbe policy /pnllsi/ (n) nortHTHKa ranking ,/ræokrn/ (n) paHr,
nonoxeHHe B 061.uecTBe regard Irrgg•rci/ (v) ygaxaTb, Ct.4HTaTbCR c
 relation ,/r11CIPn] (n) POACTBO
relative /relatrv/ (n) POACTBeHHMK remain Irrmem/ (v) OCTaBaTbCR reputation
IrepjutOn/ (n) penyra14HR role ,/roul/ (n) ponb, 06B3aHHOCTb, Ha3Haqet-iHe
senior /stnraf/ (n) CTaPUJeKYPCHHK, CTaPu.1eKnaccHHK,
cTap1.1JHä no 3BaH½lO separated /separeltld/ (n) OTAenbHO 0T
cynpyra(h) sibling /SJbIrn/ (n) POAHOh 6paT; cecTpa single (adj)
HexeHaTblü, Heaar.ayxeM single parent family pgêrant (n) ceMbfi, B
KOTOPOVI
TODbKO OAHH H3 poAktreneý (mamb unu omeg) stepfather /stepfa:òarJ
(n) OTHHM
. stepmother
/stepmnða¶ (n) Maqexa stroll Istroulj (v) HecneujH0 nporYJIHBaTbcs
structure IstnktJa¶ (n) cTpyKTypa support Isapa•rt] (n) noAAep>KKa twin
sister ,itygn sustaï/ (n) cecmpa-6JIH3HeL.4 unique /jŒntk/
(adj) YHHKaJ1bHblü, eAHHCTBeHHblÜ wedding /wed11)/ (n) caaAb6a,
BeHqaHHe widow Jiwždou,' (n) BAOBa Phrasal verbs care for (phr
V) 3a60THTbCR (o ROM-nu60), n03a60THTbCR comply with (phr v) COOTBeTCTBOBaTb,
nonqHHATbCR
npaBunaM
dress up (phr v) H3blCKaHHO onesaTbCB, OAeTbCR Ann oc060ro cnyqaq, HaPqxaTbCR
get on (well/badly) (phr v) naAHTb pass away (phr v) YMepeTb, CKOHqaTbC9
reflect on (phr V)  Ha, 6pocaTb TeHb Ha Phrases
take priority (phr) nOJ1b30BaTbCR npeHMYl.uecTB0M, nphopHTeT0M
under one roof (phr) noa             KPbUeñ
1 b
apology lapnIad3i/ (n) H33HHe-HHe
appreciate laprtfiert/ (V) 6blTb nPH3HaTeJ1bHblM, ueHMTb argue (with) /grgju•J
(v) cnophTb bark                (v) namb bighead /bwhed/ (n) XBacryH busybody
Ibuibndij (n) cnneTHHK', genoBeK,
BBA3blBaK)LUHäcq
He B CBoe AenO chatterbox /tfætalboks/ (n) 60nTYH complaint /kamplemt/
(n) HeAOBOJ1bCTBO concern (V) HMe-Tb OTHOUJeHHe (K qemg-nu60),
KEtCaTbCfi connection /kanekPni (n)
CBfi3b, OTHOUje-HHH damage Idern1d3/ (n) apea, YPOH famous  (adj) H3BeCTHblñ
fault /f;xlt/ (n)
BHHa glance Iglcns/ (v) B3MAHYTb interfere /lntarfld/ (V)
BMeUJHBaTbCR involve /rnvnlv/ (V) BOBneKaTb (KOZO-J7U60 go qmo-nu60) litter
Illtar,l (n) Mycop near      (adj) 6nH3KHä noisy Inaui/ (adj) UlYMHbli
nosy parker Inouzi     (n) qenoaeK,      cyou.1Hi
CBOä HOC peep Iptp/ (V) aarnRAb1BaTb YKpaAK0ä, noarnRAblBatb
pleased with /pltzd WIò/ (adj) 6blTb AOBOnbHblM popular /pnpjula¶ (adj)
nonynqpHblh, H3BeCTHbli property /pmparti/ (n) C06CTBeHHOCTb
recognise IrekagnauJ (V) Y3HagaTb refuse /ú•z/ (V) OTKa3blBaTbCR
relationship IrrlÊLPnfrp/ (n) OTHOweHHe smart alec Ismgrt (n) YMHHK
troublemaker (n) HapYWHTeJ1b nopqAKa,
'IPOKa3HHK typical /tJp1k01/ (adj) THN.NHblh usual /ju;sual/ (adj)
06bHHblŽ wonder Iwanda¶ (V) HHTepeCOBaTbCB worry /WAri/ (V) 6eCnOKOHTbC9
Phrasal verbs
agree to sth (phr v) cornat.uarbcq (c
qeM-nu60) approve of sb/sth (phr v) OA06PfiTb, YTBepxaaTb depend on (phr v)
3aBHceTb 0T dig up (phr v) BblKanblBaTb get away from (phr v) OTAenaTbCR,
YApaTb,
YCKODb3HYTb
go ahead (phr v) npoaonxaTb go on (phr v) cnygaTbcq keep sth down (phr v) He
YBe$1Ht4HBaTb (3841K) object to sth (phr v) B03Pa»caTb rely on (phr v)
nonaraTbcq (Ha Koeo-nu60) show off (phr v) XBaCTaTbCS, KPaCOBaTbCS take care of
(phr v) 3a60THTbCR (o KOM-nu60) tell off (phr v) OTqHTblBaTb, 6paHHTb
Phrases be
close to sb (phr) 6b1Tb 6JIM3KHM K KOMy-JIH60 (3
OtnHoweHURX)
be sb's own flesh and blood (phr) 6b1Tb
KPOBb10 black Sheep (phr) 6enaq BOPOHa, 0TLueneHeL.4 break a promise (phr)
HapywaTb 06eL.uaHHe, He
caeP>KHBaTb cnOB0 get on like a house on fire (phr) 6blTb B XOPOLUHX
OTHOU1eHHRX
get on one's nerves (phr) AeÿCTBOBaTb Ha HePBbl, pa3ApaxaTb have a quick
word (phr) nepeKHHYTbcq napoä CJIOB have an argument (phr) cnopHTb have
sth in common (phr) HMeTb qTO-TO 06tuee keep yourself to yourself (phr) 6b1Tb
He OLIeHb
06LUHrenbHblM qenoæK0M make a promise (phr) aaaaTb 06euaHHe,
06eU4aTb make friends with sb (phr) craHOBHTbCB APY3bBMH on one's way (phr)
BCTPeqHbIi
pick a fight (phr) BBR3blBaTbCB (30
qmo-nu60)      put the blame on sb (phr) goanaratb BHHY, ceanqgarb
BHHY say hello to sb (phr) 3AOPOBaTbCq
(c KeM-nu60) see eye to eye (phr) nOJIHOCTb}O cornawaTbCR,
CXOAHTbCR BO Barnaaax see sth in sb (phr) BHAeTb qeprbl, Y3HaBaTb the
apple Of sb's eye (phr) 3eHHUa OKa, Oget-lb
JU06HMbtä ups and downs (phr) npeBpaTHocTH CYAb6b1, B3neTb1 H
naAeHHA wear the pants (phr) BePXOBOAHTb, PYKOBOAHTb,
KOMaHAOBaTb lc
argue
/grqju•J (V) CllOPHTb ashamed of /afelmd ev/ (adj) CTb1AHTbCS,
CTeCHRTbCA attached to          tal (adj) tiPhBnaHHb1i K KOMy-nu60
(MopaJ1bH0
unu 3MOgUOHanbHO) bound Ibaund/ (adj) HenpeMeHHb1i, roTOBb'i certain Isxrten/
(adj) onpeaeneHHbl", HeH3MeHHblä, noc-
TORHHb1i crowded /kraudld/ (adj) nepen0JIHeHHb1ä (nn3bMU) due /djw
(adj) AOJ1)KHb1ä, 0>KHAaeMblä elderly /eldarll/ (n)
noxunoi (qen03eK) hurried /hÜid/ (adj) cnel.uauv•iä lose /lu;a (v)
TepRTb move Irnuv/ (v) nepeABHraTb, nepee3xaTb painkiller /pgnklla¶ (n)
60neYT0J19'0Luee,
06e360JIHBatouee
CPeACTBO promotion (n) "IPOABH>KeHHe (no cngx6e) raise Ireu] (V)
pacTHTb, B3paUIHBaTb realise /ñ•alarz./ (V) OC03HaBaTb respect Irispekt/
(v) ygaxaTb rush /r&fl (V) TOPOnHTbC5, cneUHTb steal Isttl/ (V) YKpacTb,
CTaU4HTb sure (adj) YBepeHHbli washing powder puždar,/ (n)
CTMPaJ1bHblä nopouJ0K Phrasal verbs trip over sth (phr v) CTIOTKHYTbCA
Phrases on the point of
(phr) 6btTb rOTOBblM qT0-nM60 CAenaTb
Id
betrayal
Ibitrelal/ (n) H3MeHa, npeaaTenbcTB0 bothered Ibnðarcl/ (adj)
6eCnOKOäHblä bunch /bLntJ (n) 6YKeT charming (adj)
oyaPOBaTenbHb1ä clergyman [k13fd3iman/ (n) CBRLUeHHHK devoted (adj)
npeAaHHblä drowsy Idruzi] (adj) COHHblä envious lenvqas/ (adj)
aaBHCThUBb1ä, 3aBMAYEOU4Hií flock /flnk/ (n) CTaq (nmug), CTaAO
gang (n) 6aHAa generosity Id3enarns1ti/ (n) 1.geAPOCTb, BenHKOAYLUhe handful
(hendft'l/ (n) ropcTb, npuropuJHB herd /hxrd/ (n) CTaAO (xu60mHbJx)
hunger
тлпча¶ (п) голод hypocrisy /hIppbaasi] (п) лицемерие irony /щтапу (п) ирония
(ast /W•st/ (у) длиться noble /поџЬЭЬ' (adj) благородный novelist
/npvahstl (п) романист (аВтор романоВ) раск (п) стая (собак или ВолкоВ) pluck
(у) срывать pour (у) наливать rush (у) спешить, торопиться sack lS&kI (п)
большая сумка, саквояж scar[et ,tsW-qatj (adj) алый set lsgtl (п) набор, комплект
spoit /spall/ (у) портить stemly /sta;rnlij (adv) строго, сурово
swarm /swa•rm/ (п) рой (насекомых) temptation /temptOn/ (п) соблазн, искушение,
приманка unselfishness hnselfIfnas/ (п) бескорыстие water rat /wa•tar r&tj
(п) водяная крыса Wit (п) остроумие Phrases бе in trouble (phr) быть в беде,
иметь неприятности in retum (phr) взамен, в обмен оп credit (phr) в долг,
взаймы
accentuate
j&ksentfuutl (у) делать ударение, подчеркивать важность aggressive
/agrgsrv/ (adj) агрессивный almond-shaped  (adj) миндалевидный blush ЉЩ/ (м)
краснеть (от стыДа или гнеВа) бип ,Ъдш' (п) пучок (прическа) cheekbone (п)
скула cheer-fut /fWfulj (adj) веселый, жизнерадостный clean-shaven (adj) чисто
выбритый complexion [Катр1еКГп] (п) цвет лица constantly fkpnst'ntli] (adv)
постоянно dark-skinned  (adj)
темнокожий desire /drzaW/ (п) желание determined /d1t3;rmmdJ' (adj)
решительный, непреклонный, твердый down-to-earth  (adj) практичный, приземленный
dyed /dald/ (adj) крашеный (о Волосах) expert[y /gkspxrtli/ (adv) умело,
мастерски, со знанием дела expressive hksprgsw/ (adj) выразительный fjdget (у)
ерзать, нервничать freckled /frek31d/ (adj) веснушчатый, конопатый
grumpy /gr№npij (adj) сердитый, сварливый hooked ,ЛщКИ' (adj) крючковатый (о
форме носа) hot-tempered ,fhDt tempa[d/ (adj) вспыльчивый hug [h№/ (у) обнимать
hum ,'ham/ (у) напевать (без слов) immature /јтэтГџаТ,' (adj)
молодой, незрелый incredibly /mkredlbli] (adv) невероятно, неслыханно,
неправдоподобно marvetlous /mevalas/ (adj) изумительный
moody lmu.•di/ (adj)
угрюмый, унылый neatly-combed /ni•tll Коџтф' (adj) аккуратно причесанный
occasionally /аКцзапЭШ (adv) изредка, временами optimistic
/pptmust[k] (adj) оптимистичный outgoing /аџщоџтту' (adj) общительный,
отзывчивый pale-skinned /pe!l skmd/ (adj) белокожий permed /рз;Гтс1/
(adj) кудрявый, завитой pessimistic /pezmustrk/ (adj) пессимистичный petite
/pattt,' (adj) маленький, крошечный pjercing /p№rsrw' (adj)
пронизывающий, пронзительный ponytait /роџпПеШ (п) хвост (прическа) rosy
/rouzi/ (adj) румяный shoulder-tength  (adj) до плеч (о Длине
Волос)
sparkling (adj) сверкающий spiky /spaxkij (adj) стиль укладки волос с острыми
прядями stubborn /st&barn] (adj) упрямый supportive /sapxrtw/
(adj) поддерживающий tanned (adj) загорелый tear-filled ,'tQf flld/
(adj) наполненный слезами trustworthy (adj) надежный, заслуживающий доверия
upturned /spt3:rnd/ (adj) вздернутый (о форме носа) wrink[ed (adj) морщинистый
Phrasat
verbs саге about (phr у) заботиться light ИР (phr у) засиять от счастья Phrases
be оп the go (phr) быть занятым feel down (phr) быть расстроенным, унылым fold
one's arms (phr) скрестить руки на груди таке ир опе'5 mind (phr) надумать,
решить Culture Corner 1
community [Катјщппи (п)
сообщество, община diverse Датуз;Гы' (adj) различный, разнообразный
generation /сђепацРпЈ (п) поколение househotd пате /hushoold пеџп/ (п) широко
известная личность integrated ,TntrqrertId] (adj) комплексный migrant (п)
переселенец, мигрант mixed-race /nukst rels,' (adj) люди смешанной расы origin
,'рпфт/ (п) происхождение racism /resrzam/ (п) расизм Phrasal verbs
bring sb ир
(phr ч) растить, воспитывать pick оп (phr у) дразнить Phrases
Ье unheard
of (phr) быть неизвестным таКе ир the majority (phr) составлять большинство
Across the Curriculum: History
average
           (adj) средний chjmney sweep ,ornni swtp/ (п) трубочист соа[ mine     тат]
(п) угольная шахта cotton mill /kntan         (п) хлопкопрядильная фабрика
fairground
/feargraund/ (n) aptaapoqHaq nn0L.uaAb firework display /fa(arwy.rk
dtsple»/ (n) not<a3 cþeäepBepKa household Ihaushould/ (n) ceMbB,
AOMOqaAUbl, AOMaUJHHe nursery /ngrsari/ (n) eqeTcKaq KOMHaTa pump
/p,srnp/ (n) norqna, Hacoc (ông ormcaqu ßoðbl)
servant
/szrvant/ (n) cnyra share Tear,' (v) genHTbC9 Phrasal verbs carry out (phr V)
AOBOAHTb AO KOHqa, Bbl'10JIHBTb
Going Green I
concrete
[knokri:t/ (n) 6eTOH council (n) COBeT, opraH MeCTHOrO caMoynpaBneHhR                greenhouse gas ,/grtnhaus ges/ (n)
napHHKOBblä ra3 jungle /ct3Angal/ (n) A>KYHrJIH    landfill /lændfll/ (n) MycopHaq
CBaJIKa limited /lynrtld/ (n) orpaHHqeHHb1ä pollutant /palutant/ (n) 3arpB3HHTeJ1b
0Kpyxalou.4ei cpeAbl preserve /prrzxrv/ (V) OXPaHRTb, 06eperaTb, XPaHHTb raw material matxarial/ (n) CblPbe reduce /ndjus/ (V) rlOHHXaTb,
CHH>KaTb remove (v) y6hpaTb service (n) cepBHC, 06CJIY>KHBaHHe, ycnyra
time-consuming kansjumrn/ (adj) TPyaoeMKHÿ•1,
Tpe6Y}014hÿi MHOrO BPeMeHH waste lwexst/ (V) TPaTHTb Phrasal verbs
filter out (phr v) 4)HJ1bTPOBaTb, OTce-HBaTb set up (phr v) YCTaHaBJIMBaTb
Phrases

be sick and tired (phr) HaAOeCTb
AO CMepTH take action (phr) Haque-larb aeÜCTBOBaTb, TIPHHHMaTb
MePbl take
turns (phr) AenaTb nooqepeAH0
MODULE 2
adapt
/adæpt./ (v) npHcnoca6nHBaTb alert /alxrt/ (adj) Tpaora, cmHa.n TpeBOrH
attitude /ætttju:d/ (n) OTHOUJeHHe, r103h4HB bear Ibee¶ (V) BblHOCHTb,
TepneTb beast /btst/ (n) 3Bepb, >KHBOTHOe bloodstream /bladstri;m/ (n)
KPOBOTOK bug Ibo' (V) AOKyqaTb challenge (n) CJIO>K1-laR 3aaaqa, Bb130B
chunk MN)k/ (n) KYCOK clench Iklen¶ (V) CTHCKHBaTb, CHHMaTb cope (with) [koup/
(v) cnpaBJIRTbcq, ynpaBnRTbcn (c) depression /drpreJ3n] (n)
AenpeccHR, YHblHHe disbelief /dLsb11tf/ (n) HesepHe, HeA0Bepvte dramatic
/drametlk/ (adj) apaMaTHqHb1ä dumb ,/dam/ (adj) Tynoÿ, rnynblä
element /ellmantj (n) 3neraeHT, COCTaBHan qacTb, KOMnOHeHT embarrassment
Irmbærasmant/ (n) .cMYtueHHe essential hsenPV (adj) He06XOAHMblä,
rnaBHblÿ face /fg_1Si (V) cranKHBaTbCS facial /feIPI/ (adj) JIHUeBOi focus
/foukas/ (n) cocpeA0ToqeHHe, 4)0KYC frown /fraun/ (V) XMYPHTb 6POBH, cynHTbcq
groan /qroonž (V) CTOHaTb, OXaTb handle fhæn&l/ (v) 06XOAhTbCB,
06patuaTbcn harm ,'hŒrm/ (V) BpeAHTb, npv-1'4VIHRTb Bpea hurt
/hxrt/ (V) rlPHt4HHATb 6011b, PaHHTb illogically /llnctsrkli/ (adv)
HenorHL4H0 indifferently findlfarantli/ (adv) 6e3pa3JIH14H0,
PaBHOAYLUHO isolated /@JsaIgtId/ (adj) H30JIHPOBaHHblÜ judge (v)
CYAHTb lowdown [IQ"daun] (n) MHd)OPMa4HB, CþaKTbl manage
/mænrcb/ (V) ynpaBJIRTbCB, cnpaBnBTbCR mess Imes/ (n) HenPHBTHOCTb mount
Imaunt/ (v) YKpenJIATb muscle (n) MycKyn nutritious inju:tržfos/ (adj)
rlHTaTenbHblVi overwhelmed louvarwelmd/ (adj) COKpyweHHbli, nopaxeHHblä
priority /prarnnti/ (n) npHopHTeT, nepBooqepeAHocTb range (v) aapbHPOBaTb
rationally Irefanali/ (adv) pa3YMH0, PauHOHanbHO reaction Iri&kfn/ (n)
peaK14HB
run-up Iran AP/ (n) noAr0TOBKa,
npeAABepue shake /fgxkj (v) TPfiCTh shallow /J&IOU/ (adj) Herny60KHÜ
(o shrug /fråg/ (V) rlO>KHMaTb nneqaMh sigh Isall (v) B3AOX snarl (V)
BopqaTb, orpb13aTbcq stammer (V) 3aHKaTbCR stamp /stemp/ (V) TonaTb HOroi
strain /strgln/ (n) HanpqxeHHe, Harpy3Ka symptom /sumptam/ (n) ChMnTOM tap
,/tæp/ (V) nOCTYKHBaTb, cryqaTb temper /tempa%' (n) HpaB, xapaKTep,
AYLueBHbllŽ CKnaA tense /tgns/ (V) HaTffhBaTb, HanpqraTb tremble
/tremb"l/ (V) APO>KaTb, TPACTHCb, TpeneraTb whisper J/wlspa½'
(v) wenraTb Phrasal verbs break sth down (phr v) Pa36HBaTb break up with sb
(phr v) npeKpa1.uaTb OTHOLUeHHR build up (phr v) YKpennfiTb deal with (phr v)
BeCTH Aena get at (phr v) KPHTHKOBaTb, BblCMeHBaTb give away (phr v) OTAagaTb
give back (phr v) B03BpauaTb give over (phr v) nepenaBaTb, BpyqaTb give up (phr
v) npeKpal.uaTb, 6pocaTb speed up (phr v) YCKOPRTbCS1 take on (phr v) nPHHHMaTb
take up (phr v) 6paTbCR 3a, Hat-IHHaTb Phrases
be fed up with sth (phr)
npeCblTHTbCB, 6blTb CblTblM no ropno be killing sb (phr) H3HYPBTb
(pa60moù) be over (phr) OKOHHHTbCfi, 3aBePLJHTbCA be under stress (phr)
6ecnOKOHTbCfi, 6blTb B CTpeCCOBoŽ
CHTyaUHU be
up (phr) AOCTHraTb, cnyqaTbcq, BblXOAHTb be up to one's eyes in sth (phr) 6blTb
3aHfiTblM feel the strain Of sth (phr) 6b1Tb B HanpqxeHH0i
CHTyat.4HH
get sb down (phr) YHH>KaTb get sth off one's chest (phr) 06nerHHTb aywy,
npH3HaTbcq B qeM-T1½60 get things out of proportion (phr)
npeYBeJIHYHBaTb,
AenaTb H3 MYXH cnoHa get out Of hand (phr) OT6HTbCR OT pyx give st) a hard
time (phr) H3AeBaTbCR, cypoB0
06paU4aTbCR
in a nutshell (phr) 8 CJIOBaX, KPaTKO in the long term (phr) B nepcneKTHBe,
KOraa-HH6YAb keep one on their toes (phr) AepxaTb B T0Hyce, He aaBaTb
paccna6HTbCB lose control (phr) TePBTb KOHTPOJ1b lose one's temper (phr)
norepRTb caM006naAaHHe,
BblhTH H3
ce6q take one's mind Off sth (phr) 3a6blTb, nepecTaTb
AYMaTb take sth easy (phr) He BOJIHOBaTbC9
2b
commit /kamyt/ (V) COBeP1.naTb
(npecmgnneHue) constant Ikunstant/ (adj) rlOCTOBHHblä deny ,/drnay' (V)
OTPhL.4aTb discourage (V) He OA06PfiTb, npenmcTB0BaTb dissuade ,idlsweld/ (v)
orrOBaPHBaTb, pa3Y6exaaTb effect /lfekt/ (n) 3Cþ4)eKT explode Irksploud/
(V) B3PblBaTb influence /yntluans/ (n) BJIHfiHVte let (let/ (v) n03BonqTb,
pa3pewaTb lose [iu;ð (v) TePATb make Imelk/ (v) 3acraBnfiTb match (v)
nonxOAHTb no L4BeTY (06 oôeycðe) miss //mJS/ (V) nponycKaTb Odd /ndl
(adj) peer (n) POBeCHHK permit /permlt/ (v) pa3pewaTb persuade
/parsweld/ (V) y6e>KAaTb regret /rtqrgt/ (v) coxaneTb
resist /r1ZJst/ (V) COnPOTHBf1RTbC9, nPOTUB¼TbCB rough
Of/ (adj) rpy6blŽ, I-uepwaBblŽ tough /tåð (adj) rpy6b1i,
xeCTKHÞf teasing  (n) H3aeaaTenbCTBO vandalise /vendalarz/ (V) 6eC14HHCTBOBaTb,
XYJIHraHHTb, pa3pywaTb
Phrasal verbs
bump into (phr v) HaTOJIKHYTbC9 Ha
Koro-nu60 come over st) (phr v) OXBaTHTb (06 3MOUUU) fit in with (phr v)
noAXOAHTb, COOTBeTCTBOBaTb qeMYnu60
give in (phr v) ycrynaTb, npH3HaaaTb
go over (phr v) "3yqaTb hang out with (phr v) COCTaBHTb KOMnaHHH) pick at
(phr v) eCTb Hexorq pick on (phr v) npHAHpaTbcq, H3aeBaTbCR stand up for (phr
v) OTCTaHBaTb, rlPOTHBOCTOBTb Phrases make sb feel guilty (phr) 3aCTaBJISTb
qyBCTBOBaTb ce6q
BHHOBaTblM tell a lie (phr) nraTb
2c
achievement (n)
AOCTH>KeHHe, ycnex attraction (n) nPHBneKaTenbHOCTb, npenecTb, oqapogawte
awful /a•fUl/ (adj) YXaCHbl¥1 boast Iboust/ (V) XBaCTaTbCA contest
[knntest/ (n) KOHKYPC, copeBHOBaHHe hospitality /hpspltælati/ (n)
rOCTenPHHMCTBO insist /rnslst/ (V) HaCTaHBaTb insult fins&lt/ (v)
OCKOP6nqTb multi-cultural /måltik81tJaraI] (adj) MHOrOKynbTYPHbli omit
lournlt/ (v) nponycKaTb postpone Ipouspoun/ (V) OTKnaAblBaTb royal (adj)
KoponeBCKMi scenery Istnari] (n)
accustomed to
/aOstamd tal (adj) rtPhBblKaTb abuse /objuz] (V) OCKOP6JIBTb, pyraTb affection
lofgkfn/ (n) nPHBR3aHHOCTb, JIF060Bb,
Bm06neHHOCTb arrogant /æragant/ (adj) BblCOKOMePHblÜ,
Ha-AMeHHblä bellow ibelou/ (V) KPHqaTb, BOnUTb bewildered /'brwlldard/
(adj) CMYUaeHHblü, 03aaaqeHHblä,
C6HTblÿi C T0JIKY blow 1b1QU/ (n) •map climax /klaxmæks/ (n)
BblCUJafi TOHKa, KY'1bMHHaUHB,
KYJ1bMHHaL4HOHHblh
MOMeHT cruel [krual/ (adj) declare /dlklea¶ (V) 3a9BJIRTb, npoB03rnawaTb dependant IdlpencPnt/ (n)
H>KAMBeHe14 (ycußguwù Ha ðeHb2U c30eù CeMbU) disgraceful
/drsgelsft;l/ (adj) 11030PHblÜ, 6ecqeCTHblä dread /drgd/ (V)
6)ÃTbcq, CTPaUJHTbCS, 0T crpaxa endure (V) TepneTb, nepeHocHTb, BblAePXUB.aTb ucnbtTaHHe
eventually /rven¶uali/ (adv) B KOHeqHOM cqeTe, B HTore fling /t110/ (V) MeTaTb,
UlBbtPRTb governess /gßvarnes/ (n) ryæpHaHTKa grasp /grŒsp/
(V) yxaaTHTbC9 headlong /hedID0/ (adv) CTPeMHTeJ1bHO, onpOMeTbi0,
CJIOMB ron0BY helpless /hglplas/ (adj) 6eCnOMOLUHblä hurl /ha.•rl]
(V) 6pocaTb c cw10ä, MeTHYTb ignore /rgnar/ (V) HrHOPHPOBaTb incident
finsrdant] (n) np0HcwecTBhe, HHUHAeHT infliction Illifllkfn/ (n) Hat-leceHHe
yt.uep6a instinctively /msuouvli/ (adv) MHCTHHKThBHO
lay
.11ø/ (V) nonoxHTb Ha MecT0 obedient Ioubtdiant/ (adj) nocnYUJHblh,
noKOPHb1V1 orphaned /xrfand/ (adj) OCHPOTeBLUH¥1 passion IpePn/
(n) CTPaCTb predominate Ipndnnunert/ (v) npe06naaaTb,
npeBaJIHF)0BaTb
publish Ipnbllf/ (V)
ny6JIHKOBaTb
sensation
IsensOnl (n) ou.4YtueHHe, qyBCTBO sharp IfŒrp/ (adj) OCTPblVi
Shortly /fartli/ (adv) CKOPO, BCKOpe shrink /Jnnk] (V) YCblXaTb,
YMeHbLUaTbCR sneaking ,/sntk11Y/ (adj) Kpaayu.lhicq strike /stralk/' (V) 6HTb,
HaHOCHTb yaap terror Itera¶ (n) yxac, crpax, Teppop threat /9ret! (n) yrp03a
thrust /6råst/ (V) TOJlKaTb totter /tnta¶ (V) KOBblnqTb, HATH
HePOBHOä noXOAKOi trickle /tnFl/ (V) CTPYHTbCB, Teqb TOHOKOŽ tyrant
/talarant] (n) THpaH, aecnoT wicked IWIk1d/ (adj) anoi Phrasal verbs take over
(phr v) nepeHHMaTb Phrases
draw a parallel (phr)
CPaBHHBaTb, TIPOBecTH napannenb take Sb's side (phr) npHHHMaTb Yb10-JIH60
CTop0HY, noaaep>KHBaTb KOrO-JIH60
clarify
/klænfal/ (V) Pa3bRCHBTb, rlPOBCHRTb, nogcHRTb cosmetic surgery /kozmetlk
sa;rcbari/ (n) KOCMeTHqecKaq xupypruq fancy Ifensi] (V) HPaBHTbCg, n06MTb pal
/pæb' (n) apyr, npHRTe11b, TOBaPHU.1 reception InsepP11/ (n) npHeM
stranger /strgžncba¶ (n) He3HaKOMeU tricky /tnki/ (adj) TPYAHb1",
MYApeHblä, CJIO>KHbli
Phrasal verbs bunk off (phr v)
c6e»caTb (113 ðOMa, UJKOnb1) turn up (phr v) nofiBHTbCR Phrases on behalf
of (phr) 0T HMeHH Koro-JIH60 Culture Corner 2
beat     (v) n06HTb bully Ibuli/ (v) 3anyrHBaTb, H3AeBaTbCR
comfort /kamfart,/ (n) yreweHHe, nop.qep>KKa confidential
/knnfrdenP1/ (adj)
AOBePHTenbHblä, ceKPeTHbli counsel /kaunsal/ (n) COBeT counsellor
/kaunsala¶ (n) COBeTHHK, KOHCYJ1bTaHT donate Idounert/ (v) noMoraTb, AenaTb
noxepTB0BaHhe fundraise /fandrelð (n) c60p cpeACTB further /fxrða¶
(adj) WIbHeÿWHä, aon0JIHHTenbHbli raise /rgrzJ (v) C06HPaTb (o ðeHbeax)
scheme Isktm/ (n) cxeraa shelter /fgltar/ (n) KPOB, rlPHCTaHHLUe,
npH}0T
terrorise
Iterararz/ (V) TeppopH3hpogaTb, YCTPawaTb tip tupl (n) COBeT, noact«aaxa train
/trern/ (V) TPeHHPOBaTb volunteer Ivnlantla¶ (v) A06POBoneu, BOTIOHTeP
Across
the Curriculum: Science
appetite
leprtart/ (n) anneTHT backbone /bækboun/ (n) r103BOHOYHHK complex
[knmpleks/ (adj) KOMnneKCHbth, COCTaBHOä coordination Ikouo.•fdmexrn/ (n)
KOOPAHHaUHfl digestion /dmcKesýan/ (n) rtHLueBapeHHe enable Imelbal/
(V) aagaTb B03MO>KHOCTb function /fA1)kPn/ (n) 4)YHK4HR, Ha3HaqeHHe generate
(v) coanaB,aTb, reHepHp0B,aTb gigantic (adj) rvtraHTCKMä, OrPOMHb1i heart rate [hgrt rext/ (n)
qacT0Ta cepaue6HeHH9 hormone [ho:rmoun/ ropMOH intelligence (n) YM
nervous system /nxrvas slstarn/ (n) HepBHaq CHCTeMa organ /xrgan/
(n) opraH (qacmb mena) pan Ipæn] (n) CKOBopoaa process /pmses,' (n)
ABHxeHhe, npouecc release /rrlts/ (V) C6PaCblBaTb, OCB060>KAaTb, Bblt1YCKaTb
sensory Isensari/ (adj) LlYBCTBHTenbHblä Signal /sugnal/ (n) CHrHan
stimulate Istrmjulert/ (v) CTHMYJIHPOBaTb tiny Italni/ (adj) KPOweYHblä,
ManeHbKHÿ, MHHHaTIOPHb1ä Phrasal verbs
consist Of (phr V) COCTOBTb H3 pass
on (phr v) nepenaBaTb send out (phr v) H3nyqaTb, hcnycKaTb take in (phr v)
nonyqaTb, nPHH"MaTb
Going Green 2
biodegradable
Ibaloudrgreldabal./ (adj) 6gonorHqecKH pa3naraeMb1ü bubble wrap ,'bðbal
ræp/ (n) ny3blpqaTblä ynaK0BoqHblä
Marepuan cardboard /kgrdbo:rd/ (n) KaPTOH
concentrated [knnsantreltld/ (adj) KOHqeHTPUPOgaHHbli consumer [kansjuma¶ (n)
norpe6HTenb, noKynaTeJ1b content /knntent] (n) conep>KhMoe convenient
[kanvtniant! (adj) noAXOABL4HVt, YA06Hb1ü B
HCnonb30BaHHh deliver Idllwa¶ (v) AOCraBJIRTb dump Id&rnp/ (V)
CBanHBaTb, Bb16PaCblBaTb, C6PaCblBaTb fabric softener /fæbnk snfana¶ (n)
CMSNHTeT1b TKaHH manufacture /menjufækW/ (h) MaHÑaKTypa,
nPOH3BOAcTB0 minimal Inunrmal/ (adj) MHHHMaDbHblü package
/pæk1W (n) ynaK0BKa, CBePTOK packaging (n) ynaK0B0YHblü MarepHan
preserve /prrzzrv/ (n) COXPaHRTb solid waste /splld wežst/ (n) TBePAble
OTXOAbl transport /trænspxrt/ (V) TpaHcn0PTHPOBaTb, nepeB03HTb
tray /treð (n) KOHTeiHeP, Herny60KHä RU.4HK wrap Irepl (n) 06ePToqHbli
MaTepHan Phrasal verbs
WL6
break down (phr у)
сломаться, разбиться на мелкие кусочки cut back (phr у) уменьшать, сокращать,
использовать меньшую часть таке ир (phr у) формировать Phrases be down to (phr)
быть основанием для чего-либо in bulk (phr) большими партиями
MODULE З
За
аппоипсе /anauns/ (У)
объявлять, аннонсировать arrest /arest,' (м) арестовывать bruised (adj)
побитый, в кровоподтеках (синяках) burglary (п) кража со взломом burgle (м)
красть со взломом chase Тешы' (у) преследовать confess [kanfgs/ (у)
сознаваться, признаваться contact /kpnt&kt,' (у) контактировать, общаться
convict (kanv!kt/ (у) выносить приговор, осуждать court /ka•rt/ (п) суд crime
[Кпцт/ (п) преступление culprit [КМргШ (п) преступник, виновник deceive /d1stv/
(у) обманывать, сбивать с толку distract /dIstrBt/ (у) отвлекать, уводить в
сторону evidence /ev1dans/ (п) доказательство, улика fee (п) плата fine Тщпј
(п) штраф fraud /frxd/ (п) обман, мошенничество fraud victim /frgd (п) жертва
мошенничества, обмана fraudster (п) мошенник, аферист grab /grQb/ (v) схватить,
хватать guilty /gllti/ (adj) виновный gul[ible (adj) легковерный,
доверчивый identify /a[dentlfav' (у) опознавать, узнавать, идентифицировать
idiot /!dtaV (п) глупец, идиот, дурак illegal /lli;g'l/ (adj) незаконный
imprisonment hmp:yanmant/ (п) заключение (3 тюрьму) investigate hnvgsugert/ (м)
расследовать judge (П) судья kidnap [k!dnzep,' (у) похищать [and Лщпс1/ (у)
приземляться, причаливать
[ately
№tli/ (adv) за последнее время, в последнее время
[0ttery
[lptari] (п) лотерея mess /mes,” (п) помет means /mtrvJ (п) средство, способ
тЈпог /тщпа¶ (adj) незначительный mugging /тдчтгу' (П) уличное ограбление nasty
/r.ti] (adj) ненастный, противный offence /afensi (п) нарушение passer-by
/рщъаЪа1] (п) прохожий petty /peti] (adj) незначительный pickpocket (п)
вор-карманник process /ртщ»еу' (у) работать, обрабатывать rob /rnbi (У)
грабить, воровать
хат /sk&m/ (п) афера
security guard /srkjuarrti (п) охранник sentence !scntansj (п) приговор,
судебное решение shaken ИР ТцКаплр/ (adj) взволнованный, потрясенный shoplift
(у) воровать товары из магазинов so-called ka•ld/ (adj) так называемый suspect
!sspckt/ (п) подозреваемый theft (п) кража, воровство threaten ,/Oretan/ (у)
угрожать trespass /trespas/ (п) посягательство, нарушение владения trick /tr!kj
(п) хитрость, обман trusting /tnsun•' (adj) доверчивый untawful (adj)
незаконный, противозаконный winnings Липну! (п) выигрыш witness (п) свидетель
Phrasal verbs
break into (phr у)
вламываться reach for (phr у) потянуться (за чем-либо) wipe sth 0ff (phr м) протирать,
стирать (тряпкой) Phrases break the taw (phr) нарушать закон by агу means (phr)
любым путем Ьу force (phr) силой соте out of nowhere (phr) появиться из
ниоткуда catch sb in the act (phr) поймать на месте catch Ф red handed (phr)
поймать с поличным drive Sb (phr) подвозить кого-либо fall for Sth (phr)
попасться на удочку, обмануться find sb guilty (phr) признать кого-либо
виновным out of the Ь[ие (phr) ни с того, ни с сего; неожиданно, внезапно take
sb for а ride (phr) обманывать, провести, подшутить take Sb to court (Phr)
представить кого-либо перед судом
abotish
,'abnhf/ (м) прекращать attitude /Qt1tju•dl' (п) позиция, отношение criticise
,fkntlsawj (у) критиковать deal idi•l/ (у) иметь дело defend /dlf;ndj (у)
защищать deny (у) не допускать, препятствовать disgust /dlsg№tj (п) отвращение
ethnjc origin ,'еОтК (п) этническое происхождение face (у) сталкиваться glad
/gl&d/ (adj) радостный, довольный теап /rni•rv' (у) иметь в виду obvious
/nbvias/ (adj) очевидный offend /afgnd/ (v) обижать, оскорблять outrage (п)
возмущение outrageous /atyt*as/ (adj) возмутительный, оскорбительный receive
/rrstvj (м) получать regardless /r•dlas/ (adv) невзирая на reject (v) отвергать
right
    (п) право sex [seks] (п) пол (МУЖСКОЙ или женский) to[erate /tplarert/ (м)
терпеть, выносить treat /trb•tj (у) обращаться (с кем-либо) upset hpsetj (У)
расстраивать violate ,'vapleltl' (v) нарушать (праВило, закон)
Phrases accept
responsibility (phr) взять ответственность на себя, признать вину do one's bit
(phr) делать свое дело, исполнять свой долг give sb the responsibitity of sth
(phr) возложить ответственность have the responsibility to do sth (phr) нести
ответственность mess around (phr) бездельничать, хулиганить take responsibj[ity
for (phr) брать на себя ответственность за что-либо thank goodness (phr) Слава
Богу!
Зс
additiona[
/adlfan31/ (adj) дополнительный Charge (м) обвинять в нарушении
закона chart /Wt/ (п) схема, диаграмма chore (п) рутинная работа, работа по
дому соптап [Кпптщпј (п) жулик, ловкач, мошенник, проходимец сопсеа[ /kanstlj
(у) скрывать exceed /lksi;d/ (у) превышать Ю dW (п) удостоверение личности loss
,'lps/ (п) потеря, утрата TOW ,'тщј (У) косить notify (ч) извещать, уведомлять
record /reko:Td/ (п) записи, заметки requirement /TlkwaWmant/ (п)
требование shout /fa№t/ (у) кричать transaction ЛпепцКГп/ (п) распределение
vacuum (п) пылесос
Phrasal
verbs арр[у for (phr м) подавать заявление draw ир (phr у) составлять список
pick sb ир (phr v) забрать, подобрать
Phrases do опек fair share (phr)
выполнять равную часть работы
3d
a[ongside
/alpnsa!d/ (adv) рядом, бок о бок, около bury ,'bari/ (у) хоронить chatter (м)
стучать зубами Chin (п) подбородок coarse /ka•rs/ (adj) грубый (о ткани)
comment lkpment„' (у) комментировать confront [kanfrant/ (у) столкнуться,
стоять против convict [kpnukt] (п) осужденный debtor /detaf/ (п) должник
/g;rmstli/
(adv) искренне encounter /mkaunta¶ (п) встреча fearful /f€ful/ (adj) страшный,
пугающий file /f3Jl/ (п) напильник
gtare /glea¶ (у)
смотреть свирепо
/grayl/
(у) ворчать, ругать hardship (п) невзгоды, сложности, трудности impact hmpckt/
(п) влияние, воздействие, эффект influence ЛпПиапы' (п) влияние Кате ,Лщтј (у)
хромать lie Лам (п) лежать, располагаться lick [l!kj (у) облизывать, лизать
[imp Лщтр/
(у) ковылять, хромать, двигаться с трудом liver дуа¶ (п) печень ТИС! /mgyd/ (П)
грязь mutter /mata¶ (м) бормотать nettle /net31] (п) крапива plead
,'pltdj (у) просить, умолять, призывать porch /pxrt$/ (п) крыльцо profound
/prafa№nd/ (adj) основательный rag [гы (п) лоскут ravenous /гщуапаы' (adj)
прожорливый seize ,Ist7J (м) хватать shiver (у) дрожать от холода soak /souk]
(У) промокать steeple /sttp3V (п) колокольня, шпиль собора
Sting
   (Ч) жалить tear /t2¶ (у) рвать, разрывать tight дщџ (adj) тугой, плотный
tilt /tllt/ (у) наклонять, опрокидывать timidty /tmdli/ (adj) робко, запуганно
tombstone          (П) надгробие tremble ,'trembQl/ (у) трястись, дрожать
Phrasal verbs point t0 (phr у) указывать, показывать
(пальцем) smother in (phr у) покрывать speak ир (phr у) повышать голос
Phrases
hotd your noise (phr) зажимать нос have half а mind to (phr) быть склонным
сделать чо либо
achieve
/atJi•v/ (у) заслуживать address /adres/ (у) обращаться alternatjve
/o:ltgrnatw/ (adj) альтернативный appropriate /aproupriat/ (adj)
соответствующий, подходящий ba[anced      (adj) уравновешенный banned /№nd/
(adj) запрещенный
,'kalopkwial]
(adj) повседневный, обыденный consider (у) обдумывать, принимать решение
contain [kante№v' (у) содержать crew [Кщ;/ (п) экипаж express /1kspresI (у)
выражать financially /fam*li/ (adv) финансово jndependence /lndlpendans/ (п)
независимость individua[ /JndNl(bu31/ (п) личность [ead (У) вести
mitd /ma!ld/ (adj) мягкий opponent /apo_unant/ (п) противник, оппонент opposing
/арщщп/ (adj) противоположный over-generalise /иуагфепгаћ17Ј (у) обобщать
WL8
passenger             (n) pocket money /ppklt manil (n)
KaPMaHHb'e aeHbrH politically-minded /palltlkli malndld/' (adj) nonHTuqecKH
HanpaBneHHbli
quotation  (n) 4HTara restate /ñ•stelt/ (V) YTBeP>KaaTb rhetorical question IntnnFI kweOn/
(n) PhTOPHqeCKhi sonpoc skill /skll/ (n) YMeHHe struggle Istragêl/
(V) 60POTbCR suffer /SAfar/ (V) CTpaaaTb summarise /snmararz/ (v)
nOABOAUTb "Tor topic /tPPlW (n) TeMa unwise nnwažd (adj) Hepa3YMHbli
valuable /væljuab*l/ (adj) gee-IHblä viewpoint /vL•pornt/' (n) TOYKa
apeHhB vote (V) rOJIOCOBaTb Phrasal verbs take up (phr v) 3aHhMaTb (Bpemg)
Culture Corner 3
continent /knntlnant./ (n) KOHTHHeHT crown [kraun/ (n) KOPOHa declaration
Ideklareft] (n) np0B03rnaweHHe depict Idlplkt/ (V) H306PayaTb freedom /frtdam/
(n) CB060aa gateway lgeltwerl (n) BOPOTa, BXOA homeland /hQumlænd/ (n)
POAHHa, MeCTO PO>KAeHHfi harbour [hŒ'ba¶ (n) raBaHb huddle /hacPl/ (V)
TonnHTbcq immigration (n) HMMVtrPaUHR, nepeceneHHe inscription /rnsknpPn] (n)
HaanHCb, nocBRtueHHe legal /li•gðl] (adj) 3aKOHHb1ä liberty [Ilbarti/
(n) CB060Aa life-size /lmfsau./ (adj) B HaypaJ1bHYE0 BenH'4HHY loose-fitting
[lusfIt10/ (adj) CB060AHO monument /mnnjumant/ (n) naMRTHHK opportunity /npartL•ruti/
(n) B03MO>KHOCTb  oppression /aprgÐn/ (n) yr-HeTeHHe ray /rey' (n) nyy replica
/repllka/ (n) penpoAYKL4Hfi, KOf1HB robe Iroub/ (n) MaHTuq symbolic /srmbnlrk/
(adj) ChMBOnHqeCKHä symbolise Isumbalald (V) CHMB0nH3HPOBaTb tablet
Iteblat! (n) Met•aopHanbHaq AOCKa torch (n) cþatcen would-be /wudbi/
(adj) MeqTaou.1Hü, npeTeHA)00L.14Hi Phrasal verbs pass through (phr v)
npožTH qepe3
Across
the curriculum: Citizenship
adopt /adnpt/
(V) nPHHhMaTb (nptJ3Ha3amb) agreement /agrtmant/ (n) cornaujeHHe charity
merlti/ (n) 6narOTBOPHTenbHOCTb civilisation ,/srvrlarzeft/ (n) UHBWIH3a14HR
concern /kans%rn/ (n) 6ecnOKOäCTBO cruelty /krualti/ (n)
*CCTOKOCTb
deny Idrnab/
(V) npen9TCTBOBaTb, He aonycKaTb dignity /džgmti] (n) AOCTOHHCTBO
injustice /rnostrs/ (n) HeCnPaBeAJIHBOCTb invent /rnvent/ (V) H306PeraTb
morally Impr'li/ (V) HPaBCTBeHHO, MopaJ1bHO practice /præktrs,' (V)
rlPaKTHKOBaTbC9, TPeHHPOBaTbCS race Irels/ (n) paca simplified /synpllfard/
(adj) ynpoueHHblh slave /sler,'/ (n) pa6 torture (V) riblTaTb treat /trtt/ (V)
06pau.4aTbCfl c KeM-JIH60 universal /ju;mvgrsôlj (adj)
YHHBepcanbHblä
Going Green 3
achievable /a¶wabðl]
(adj) AOCTH>KHMblÿi, AOCTHraeMblä carpool (n) COBMeCTHOe
nonb30BaHHe aBTOM06HneM compost heap /kpmpnst htp/ (n) KOMnOCTHag Kyqa conserve
[kansa;rv/ (v) coxpaHfiTb, 6epe14b disposable /drspouzabal/
(adj) OAHOPa30Bblÿ embarrassing hmbærasll)/ (adj) CMyuaK)l.UHh
ground ,/graund/ (n) ryl.ua (K0ØeùHag) organic /o•.rgemk/ (adj)
opraHuqeCKHi peel Ipi•L/ (n) K0>Kypa, WKYPKa (y 030ugeü unu
ØpgKtnoß) rechargeable  (adj) nepe3apqxaeMblä refuse
Infj1C74 (V) OTKa3blBaTbC51 shade /feld/ (n) o-rreHOK survival Isarvuvðl/
(n) Bbl>KHBaHHe tap /tep/ (n) KpaH (Ha KgxHe, 3 ßaHHOÜ) target
Itcrglt/ (n) uenb unprocessed /anprousest/ (adj) He06Pa60TaHHblž wildlife
reserve Iwalldlufnzxrv/ (n) 3an0BeAHhK
Phrases be in one's best interest
(phr) 6blTb
3aHHTePeCOBaHHblM
B qeM-nH60 reduce one's impact on sth (phr) coKpau.4aTb 3Cþ4)eKT Ha
qTo-JIH60
MODULE 4
agonising /æganarzrn/ (adj)
MY-O•treJ1bHbl¥1 ankle leok01/ (n) noAblMKa ascent /asent/ (n)
BOCXO>KAeHHe, r10AbeM attempt /atempt/ (n) nonblTKa, np06a bold Ibould,/
(adj) xpa6pblä, CMeJ1blñ back Ibek/ (n) cnHHa bruise (n) C½HBK,
KPOBonOATeK cliff [kl!f/ (n) YTec, OTBeCHag CKana collarbone /knla'boun/ (n) conquer Iknnka¶ (V) npeoaoneaaTb,
OAOneBaTb crawl (v) non3aTb, non3TH crippled /knpðld/ (adj)
noKaneqeHHblä cure /kjoar! (V) BblneqHTb descent Idlsent/ (n)
cnycK display Idlspler,/ (V) 110Ka3blBaTb drop Idmp/ (n) cHHxe•HMe edge (n)
Kpaä
excruciating /lkskrufieltm/ (adj)
MYLIHTenbHblÿ fracture IfreektJo¼' (n) Tpe114hHa, pa3Y10M, nponot„l
frostbitten /fmstbltan/ (adj) 06MOPo«eHHblÜ harsh (adj) pe3KHñ heel
(n) Ka6JIYK, I-unHJ1bKa hip íhtp/ (n) 6eapo hurt {hurt,' (V)
yaap"Tbcq, nopaHHTbcq hurtful [hxrtful/ (adj) 60ne3HeHHblä
hypothermia /harpau63.•rmia/ (n) nepeoxna>tqeHHe injury Ignchari/ (n) paHa,
noBpexaeHHe inside linsaJd/ (adj) BHYTPeHHV•tÿ1 internal (adj) BHYTPeHHHi,
irresistible /lrrustlbõl] (adj) HeOrpa3HMblÿ,
HenpeoaonhMblä
miraculously /mrrækjulasli] (adv) qyaecHblM 06pa30M
muscle
/mAs"l/ (n) MycKyn nagging (adj) HaAOeAf1HBblÿ, nPOTHBHbtñ,
BopqnHBbtVt nail /nell/ (n) HOrOTb pain ,/pgln/ (n) 6011b painful Ipemful/
(adj) 60ne3HeHHblä path IpŒ9/ (n) TPonHHKa, nopo>KKa peak /pi;k/
(n) BePLUHHa ropt,l pitch black /pl¶blek/ (n) yepHb1ä, KaK CMOJ1b rope
,/rgup/ (n) KaHaT, BepeBKa scratch (v) uapanaTb severe CHJ1bHblñ shin
IfLn/ (n) roneHb shoulder IJQu1da¶ (n) nneqo skull /skslj (n) qepen slim /sllm/
(adj) CTPOäHblä, TOHKHVi Slip ISIJP/ (V) CKOJ1b3HTb, cnonaaTb sprain
/sprgmy' (V) pqcTRHYTb CBR3KH, cyx0>KH11Hfi stiff IstlÛ (adj)
oaepeBeHeJ1blä, OKOCTeHeBUJHÿi strike Istrmk/ (V) YAapRTb
subconscious /sabknnfos/ (adj) nonc03HaTenbHblÿi summit /sAm1t/ (n)
BePUJHHa (aopbl) supposedly /sapouzrdli/ (adv) B03MOXHO, RK06bl,
npeanon0>KHTeJ1bH0 swollen /swQMPn/ (adj) pacnyxtuhñ, onyxuJHü
tale /tefl/ (n) paccKa3, HCTOPHR throat /6rout/ (n) ropno thumb 165m] (n)
60J1bLUOÿ naneq treat (V) net-IHTb unconscious /,snknnras/ (adj)
6eCC03HaTenbHblh void /VQ1d/ (n) nycrora waist /wg!St/ (n) willpower /wllpava¶ (n) Bong wound
/wu;nd! (n) paHa wrist Inst/ (n) aanncTbe Phrases
against all odds (phr) HeCMOTPB HH Ha
HTO hold on to (phr) aep>KaTbcq aa narrow escape (phr) 6blTb Ha BOJIOCOK OT
rh6eJIH
4b
allergic
/ala.•rcblk/ (adj) annepruyecKhä antibiotics /æntlbamtlks/ (n)
aHTH6HOTHKH
appointment
lapantmant] (n) Bcrpeqa no
AOrOBOPeHHOCTH
blocked iblpkt/ (adj) 3anO>KeHHblVi (o Hoce) blow ,'biQQ/ (V) npoqmuaTb
HOC, CMOPKaTbCB bug /bag/ (n) gupyc chest /'trgst/ (n) rpyAHaq KneTKa
chickenpox /tJJkmpoks/ (n) BeTPBHaq ocna, aeTPRHKa contagious
/kanteÀsas/ (adj) 3apa3Hblü, MH4)eKUHOHHblh
(0 60ne3Hgx) cough Iknf/ (n) Kawenb dizzy /dvit (adj)  ron0B0KpyxeHHe
dull (adj) Tynaq, HOn.gaq (0 60nu) faint /feunt] (V) ynacTb B 06MOPOK fortnight
/fa•rtnalt/ (n) ABe HeneJIH hacking /hek10/ (adj) cyxož, OTPblBHCTE"
hay fever [hel (n) ceHHaq nHxopaAKa, anneprHB Ha
UBeTOqHYiO
libillbuy heart attack atek] (n) cepaeqHb1ü npucwn hoarse /ha•rs/ (adj)
xpunnblž, ochnl.ühä (o eonoce) infection /mfÇkTn/ (n)
VlHCþeKL4VIR itchy (adj) ointment hxntmant/ (n) Ma3b
prescription /pnsknpfnj (n) peuenr rash !rsgf/ (n) response Insppns/ (n) OTBeT runny
/rsni/ (adj) MOKPblŽ, conn½Bblä (o Hoce) slight /slart/ (adj)
nerKHi sneeze Isnt7j (v) qqxaTb sore /sx%' (adj) 60ne3HeHHblVi,
BOCnaneHHblÜ splitting /splltfl)/' (adj) (o aon03H0ù 60nu) spot /spnt/
(n) nPblU4HK streaming (adj) CH11bHbl¥t (o HOCMOPKe) temperature ItempraW/
(n) TeMnepawpa throbbing /9rpb1tv' (adj) nyJ1bcHpytOL4Hh thumping /9amprn/
(adj) 06UJhPHblñ, rm-aHTCKHŽ tickly /tJFIi/ (adj) LueKoqytuv-1V1
virus /valaras/ (n) Bhpyc vomit /vpmlt/ (V) TOWHhTb, PBaTb wheeze /hwtz/ (v)
coneTb, xpqneTb Phrases catch a cold (phr) nPOCTYAHTbCfi, aa60neTb make a full
recovery (phr) nonHOCTbto Bb13AOPOBeTb
4c
abandon
labændan/ (V) rlOKHAaTb arson /crsan/ (n) noaxor bandage (n) noBR3Ka,
6aHAa>K broadband Internet connection Ibra•dbænd Intarnet
kanekfn/ (n) BblCOKOCKOPOCTHOä hHTepHeT cast /kŒst/ (n) rv.tnc cinema
complex /syuma: knmpleks/ (n) KHHOKOMnneKC convince [kanuns/ (V) y6eHAaTb,
pepBTb debris /delbri/ (n) pa3BanHHbl frequent /frtkwant] (adv) qaCTbli genius
/cW•nias/ (adj) reHHaJ1bHb1ÿ identity /aldentlti/ (n) insist /rnslst/ (V) HaCTaHBaTb lawn
[Ian/ (n) nyr, nyxaÿKa link [110k] (V) COeAHHRTbCR, COeAHHBTb
mayor [теа¶
(п) мэр monster /mpnsta¶ (п) монстр, чудовище nest /nestj (п) гнездо
0bserve
/abza;rv/ (у) наблюдать, замечать operation /ррагцРп/ (п) операция predict (у)
предугадывать, предвидеть rise (у) повышать, увеличивать sense кеды (у)
чувствовать shoot (у) стрелять smash /(v) разбивать вдребезги suspicious
/sasp!fas/ (adj) подозрительный swat[ow /swplou/ (у) глотать tow truck trskj
(п) буксир tsunami /№опщттј (П) цунами Phrasal verbs
break out
(phr у) внезапно начаться риц down (phr у) сносить (здание)
about
/abaut/ (adv) около, рядом audience (п) публика, зрители avenue /щипји:ј (п)
проспект, широкая улица бе admitted /bi EdmJtId/ (У) быть допущенным burst (п)
импульс, порыв, пулеметная очередь cave [Кег,ч' (п) пещера confused /kanfwzdl
(adj) смущенный, поставленный в
тупик
drown /draun/ (у) утонуть, тонуть eager (adj) жаждущий, нетерпеливый,
стремящийся к чему-либо emerge Лтэ;Гф' (у) появляться, показываться,
возникать expedition /ekspIdJ>n/ (п) экспедиция extent /1kstgnt/ (п) объем,
протяжение, размер, пространство fetch (у) достать, принести что-либо f[ea
market /fli•mekrtl (п) «блошиный рынок», барахолка glimpse /gllmps/ (М)
мимолетный взгляд grope /group/ (у) идти наощупь guide /ga\d/ (у) показывать
путь, проводить, вести hail /hellj (у) окликать inspiration /1№ртгцРп] (п)
вдохновение Јоу (п) радость labour дедЬаГ/ (у) трудиться, работать passage (П)
проход rescue /rgskju:/ (п) спасение ГОУу' Д•оџ] (у) грести sheet Тки (п)
простынь speck /speVJ (п) пятнышко, крупинка stretch /stre¶ (п) протяжение,
отрезок striking /stralk11)j (adj) поразительный, удивительный
String
 (у) натягивать stuff     (п) вещи supper Вдра¶ (п) ужин valley /V&li/ (п)
долина wasting i[lness [wustIl) L1nas/ (п) изнурительная болезнь wild /walld/
(adj) дикий witness   (у) свидетель
youngster /hpstarj (п)
подросток, молодой человек Phrasal verbs
get about (phr у) начинать
(выводить после болезни put in (phr у) добавлять shake off (phr у) избавляться
track out (phr у) выслеживать
Phrases at опсе (phr) немедленно, сразу же break the
good news (phr) сообщать хорошие
новости not have the teast doubt
(phr) быть совершенно уверенным в чем-либо
accuracy
/&kjorasij (п) аккуратность air[ift (у) перевозить пассажиров по воздуху
Даг,'Ш
(adj) оживленный, веселый award /awm•'dj (У) награждать Ьеат ,'btm/ (у)
радостно улыбаться brave !bruv,' (adj) смелый chatty /tJ&tij (adj)
болтливый chopper (п) вертолет coastguard (п) береговая охрана consequence
,fkpnskwens/ (п) последствие content ,fkantent/ (adj) довольный crackle [КгщКЗ1]
(у) хрустеть dash (v) стремительно двигаться куда-либо delight /d11a!t/ (п)
восторг distress саи /dIstres kx•lj (п) сигнал о помощи eternity (п) вечность
evaluate /W&ljuert/ (у) оценивать exclaim hksklum/ (у) восклицать freighter
/fr€!tar,' (П) грузовое транспортное судно frustrate /fr,xstrutj (У) расстраивать
giggle /gw31j (у) хихикать gobble /gpb31j (у) есть (жабно и быстро)
gratefully “tfuli/ (adv) благодарно grin ,/gqn./ (у) широко улыбаться gust
/g№t/ (п) порыв ветра heartbroken ,'Wtbroukan] (adj) убитый горем hover /hpvar/
(у) парить jl[ustrate /llastrenl (у) иллюстрировать, описывать
[ark ДщГКј
(п) жаворонок tively [layli/ (adj) живой, полныЙ жизни medal /med•'l] (п)
медаль тепу ,'mgrV (adj) веселый miraculous /mrrQkiolas,f (adj) чудесный,
удивительный mood (п) настроение motionless /nuPnlasi (adj) обездвиженный типа
/тдпщ (У) жевать, чавкать peer /РЕ¶ (м) вглядываться, всматриваться plottine
/plptlmn/ (п) сюжетная линия гаке /rg!k] (П) грабли refuet /rtf№al/ (у)
дозаправиться, пополнить запасы топлива re[ieved /ri•ltvd/ (adj) облегченный
rescue mission /reskju: птГп/ (п) миссия спасения rescue unit  (п) спасательная группа,
cnacaTeJ1bHb1i
OTPBA roar Irar/ (v) opaTb, peBeTb rock /mk/ (v) KaqaTbCR  screech /skrttJ/ (V) H3AaeaTb 3BYK sequence /stkwans/ (n)
nocneAOBaTenbHOCTb shift /fLft/ (n) pa60qaq cr•aeHa sigh Isall (v) B3AbiXaTb
sinking (adj) TOHYLUHŽ skilful /skllful] (adj) Macrepct<hä,
OnbtTHblh snap /snep/ (v) JlOMaTbC9 snatch /snæ¶/ (V) CXBaTHTb, YXBaTUTb
stare /stgd/ (V) ycraBHTbCB stride /strald/ (V) HATH LUHPOKHM waroM stumble
/ståmbal/ (V) CllOTblKaTbCR survivor Isarvawar,/
(n) Bbl>KHBUIHü, OCTaBWHÜCA B >KHBblX throb 16mb/ (v) cryqaTb,
nyJ1bCHPOBaTb thump /9smp/ (v) rnyxo cryqaTb thunder /9Andar/ (V)
BOPBaTbCR C rp0XOTOM ton Itan/ (n) TOHHa trapped Itræpt/ (adj)
aaXaaqeHHblž, B nOBYL11Ke vivid Mvrd/ (adj) HHBOÜ, wail /wexl] (V) CTOHaTb, tiPhqHTaTb
yell /jel/ (V) BOnHTb, BH3HaTb Phrases as happy as a lark (phr) Becenblÿ,
HH3HePaAOCTHbli as plain as a day (phr) npocT0Ž, OqeBHAHblÜ as quick
as a flash (phr) ogee-lb 6blCTPbli, KaK MOJIHHR as sick as a dog (phr) nnoxo
ce6q "YBCTBOBaTb as white as a sheet (phr) 6eJ1blä KaK JIHCT;
6neAHblä catch sb's eye (phr) npHBneKaTb Mbe-nH60 BHHMaHHe die to meet sb
(phr) oqeHb XOTeTb c ECM-TO YBHAHTbCR frozen with fear (phr) 3aMepeTb 0T cTpaxa
gasp for breath (phr) XBaraTb PTOM B03AYX go like clockwork (phr) pa60TaTb, KaK
qacbl have a memory like a sieve (phr) HMeTb naMBTb in recognition of (phr) B 3HaK
npH3HaHH9, npH3HaTeJ1bHocTH leap into action (phr) 6b1CTPO HaqaTb AenaTb
'"TO -JIH60 long face (phr) YHblnoe, MpaqHoe JIHL40 lose consciousness
(phr) noTePBTb C03HaHhe on board (phr) HaXOA½TbCR Ha 60PTY (Kopa6ng,
ca,yonema) run aground (phr) CeCTb Ha Menb safe and sound (phr) B qenOCTH h
COXPaHHOCTH
Culture
Corner 4
barrack Iberak/
(n) Ka3apMa basin /beJsan/ (n) BOAOeM broom IbrL•m/ (n) Merna
celebrity /srlebnti/ (n) 3HæeHHTOCTb consult /kans,slt/ (V)
KOHCYJ1bTHPOaaTbCS crawl /krxl/ (v) non3TH dedicate /dedlkelt/ (V) rlOCBRLgaTb,
OTAaBaTb MHOrO
BPeMeHH Ha "TO-TO
establish (V) OCHOBblBaTb,
yqpexaaTb filter Ifllta¶ (V) 4)W1bTPOBaTb, OT6HpaTb (O H060cmgx/
uHØopmauuu) filth /fi19/ (n) rpA3b issue /1Sju•J (n) np06neMa lack /lckj
(n) HeAOCTaTOK linen I'llnrn/ (n) 6eJ1be literally /lltarali/ (adv) 6YKBanbHO,
AOCJIOBHO medical supplies Imed1Fl saplalz/ (n) MeAHKaMeHTbl;
MeAHUHHCKOe
060pyaogaHHe rotten /rntan/ (adj) rlPOrHHBLUHä scrubbing brush
/skrobll) (n) yeCTKaq 1.geTKa sewage (n) Het1HCTOTbl sponge ,/spxncv (n) ry6Ka
state /st©lt/ (n) COCTORHHe supplies /saplald (n) 060pyA0BaHhe unsanitary
,ßnsæmtri/ (n) aHTHCaHHTaPHR unventilated /ßnvgntllelted/
(adj) HenpOBeTPHBaeMb1ä volunteer /vnlantra¶ (v) noiTH A06POBOJ1bUeM;
A06POBOJ1bHO nocTynHTb Ha cnyx6y Phrases around the clock (phr) Kpyrnble
CYTKH Across the curriculum: History
astonishingly lastnmJrnIi/
(adv) YAHBhTenbHO blaze /blgxz/ (n) nnaMR column (n) KOJIOHHa commemorate
[kamemarert/ (V) noqTHTb naMATb demolish /d1tnn11J/ (v) CHOCHTb, paapywaTb
(3ðaŒwe) direct Idarrgkt/ (V) rtOKa3blBaTb HanpaaneHHe; YKa3blBaTb nyTb
ember /emba¶ (n) yronb engulf ,/mgAIÛ (v) nornotgaTb, 3aXBaTblBaTb
extinguish IrkstrngwTf/ (V) rac.HTb, TYWHTb (020Hb) fierce IfLars/
(adj) O*ŒCTOqeHHb1Ü, AHKHi ignite /rgnart] (V) 3õKHraTb,
3anaTIHBaTb oven Lvan/ (n) neqb overcrowded /ouvarkraudld/ (adj)
(moôbMu)
rage /rgcb/ (V) 6YLUeBaTb spark ,/spgrk] (n) qcKpa spot /spnt/ (n) MeCTO spread
/spred/ (v) pacnpocTpaHÃTbcq Phrasal verbs die down (phr v) 3aTHXaTb,
YTHXaTb Phrases bone dry (phr) a6conEOTH0 cyxoi (OCIJtUeHHb,'Ü) on fire
(phr) B or-He pay dearly (phr) noporo nnaTHTb 3a NTO-TO; pacnnaqHBaTbcq put out
(phr) TYLUHTb OrOHb Going Green 4
aquatic
lakwetlk/ (adj) BOAHblä clippings /kllploz] (n) 06pe3KH
compost
/kpmpost! (n) KOMIIOCT, opraHHqecKoe
YA06peHHe drain Idrexn/ (n) OCYLUHTenbHaq •rpy6a entangle (V) BMeUHB.aTb,
BOBneKaTb eventually Irventfuali/ (adv) B wore, B KOHUe KOHUOB excess leksesl
(n) H36b1TOK, 1-13"hWeK fertiliser Ifxrtllarza¶ (n) YA06peHhe float
Itþ!žt/ (V) nnblTb hose (V) nonHBaTb H3 LUJ1aHra hosepipe
I'hgyzparp/ (n) LunaHr pavement /pgvmant/ (n) Tpowap precious /preras/ (adj)
aparogeHHblä, goporoä resource Irrzxrsl (n) pecypc restore Instx¶ (V)
BOCCTaHaBf1HBaTb runoff /rNIDt7 (n) CTOt4Hble BOAbt soil Isofl] (n) r10YBa
sprinkler Ispnnklar,l (n) pacnpb1CKHBaTeJ1b storm drain Istarrn
dreln/ (n) JIHBHeBblä ApeHax stream Istrtm/ (n) rlOTOK sweep /swtp/ (V)
110AMeTaTb, MeCTH toxic /tnksðd (adj) TOKCHqHbli, RAOBhTblä waterway
Iwa•tarwell (n) BOAHblä nyTb weed lwtdl (n) COPHBK Phrasal verbs dispose
Of (phr V) H36aBJIBTbcq, Bb16paCblBaTb
Phrases spell
bad news (phr) 03HaqaTb nnoxue HOBOCTH MODULE 5 5a
abandoned
labendand/ (adj) 3a6POueHHbli addict ladlkt/ (n) nphBepxeHeL4
B & B an bi:/ (n) HOMep
B rOCTUHHue c BKnoæ-HHb1M B
CTOHMOCTb 3aBTpaKOM (bed & breakfast) barely lbgarli/ (adv)
eABa beg 'beg/ (V) nPOCHTb, nonpoLuaäHHqaTb bench 'bent] (n) CKaMeäKa
boom town taun' (n) 6blCTP0 pacTYLL4Mi ropoa capital ,/kæplt'l/ (n)
CTOJIHUa choke (V) aaAb1XaTbCR, AYUHTb cosmopolitan /knzmapnlltan/ (adj)
BCeMHPHbtä
couch (n)
AHBaH, KYLUeTKa cramped /kræmpt/ (adj) •reCHbli disused IdrsL•zd/ (adj)
BblU.jeAUJHä H3 ynoTpe6neHHR doorway Idarwei/ (n) ABePHoÜ
npoeM drug addict Idrag eddlct/ (n) HaPKOMaH fixed address /fikst adres,'
nOCTORHHblä aapec foster home  (n) CeMbR, nPHHAB1.ua5 Ha so-criHTaHHe
pe6eHKa fully-furnished /fuli fxrnrJt/ (n)
06CraBneHHbtÿi Me6e!1b10 government Igbvarnmant/ (adj)
npaBHTeJ1bCTB0 hostel /hnstay (n) aeWeBblV1 OTenb, xocTen industrial
Imdastrial] (adj) nPOMb1L.nneHHb1ä inner finer/ (adj) BHYTpeHHHi load (n)
MHO)KecTB0, Macca Odd Indl (adj) cnyqaäHblä office building Infis
blld11)/ (n) ocþHCHoe 3AaHPte
pedestrianised /pldgstrianmzd/ (adj)
3aKPblTblÿ1 Ana aBTOM06HJ1bHOrO posh /pnf/ (adj) POCKOLUHblVi,
nacþocHblü poverty /ppvorti/ (n) 6eAHOCTb privacy /pnvosü (n)
yeAHHeHHe
residential
Irez1denPl/ (adj) rough ,.'fAf/ (adv) HeCnOKOiHb1ü, onaCHblž
(opaù0He) run-down daun/ (adj) npuweAt.lJHä B HerOAHOCTb,
oaenuanblÿ•t scarce /skears/ (adj) CKYAHblñ,
HeAOCTaToqHblŽ,
self-esteem
/selfrsti•m] (n) caMoysaxeHue, HYBCTBO
C06CTBeHHOrO
AOCTOHHCTBa shanty /Jenti/ (n) XH>KHHa, xH6apa, naqyra sort Of (phr) Bpoae
Toro soup kitchen (n) 6ecnnaTHag CTonOBag
6eAHblX
squat /skAmt/ (n) npHi0T, suburb /sab3.•tb/ (n) npHropoA sub-zero
/Såb znrou/ (adj) HH)Ke Hynq temporary Itemparari] (adj) BPeMeHHb1i toss
ltpsl (V) 6POcaTb, KHAaTb vicious circle Ñ1fas (n) 3aMKHYTblä Kpyr,
nop0HHbli
Kpyr
warehouse lwedhaus/ (n) CKnaA well-lit lweIILti (adj) xopowo ocaeU4eHHb1ä
whatsoever /hwntsouevar/ (adv) KaKoä 6b' HH Phrasal verbs
break out Of
(phr v) BblPb1BaTbCR date from (phr v) 6epYL.AHi Haqano OT get back (phr v)
B03BPatuaTb, B03Bpa1.uaTbca open up (phr V) OTKPblBaTbCR, PaccKa3blBaTb o CBOHX
qyBCTBaX run out (phr v) 3aKaHHHBaTbCR stick to (phr v) npuaeP>KHBaTbcq
qero-nH60 take st) on (phr v) HaHHMaTb Koro-nH60 Ha pa60TY Phrases
make ends meet (phr) CBOAHTb KOH4bt c
KOH4aMH take pity on (phr) cycaJIHTbCB, xaneTb Koro-nu60
5b
alley /æli/ (n)
nepeynoK beggar 'bega¶ (n) HHU4Hä, nonpowaäi<a delay Idllel,/ (n)
3aaep>KKa disgusting /drsgast10/ (adj) OTBPaTHTeDbHbli,
"IPOTHBHb1" foul IfayL/ (V) raAHTb graffiti /grafrti/ (n) PHCYHKH Ha
CTeHax, rpacþcþHTH tack [lek/ (n) HeAOCTaTOK health risk me19 nsk/
(n) PHCK Ann 3AOPOBbR mess /mesJ (n) noraeT offensive /afensrv/ (adj) 06HAHbIi,
OCKop6"Te$1bHblä overcrowded louvarkraudld/ (adj) nepen0JIHeHHbli
pavement ,/pelvmant," (n) Tporyap permit /pxrmrt! (n) pa.3pel.ueHhe pirate
CD/ DVD /pauat st dWdt vi db/ (n) 11HpaTcKaq K011hR public transport /pabllk
trenspo:rt/ (n) 06tueCTBeHHb1ä
TpaHcnopT
relief
Inli;ð (n) 06nerqeHHe roadworks /roudwg: fks/ (n) AOPOXHbte
pa60Tbl stink /st10k/ (V) BOHATb, nnoxo naxHYTb stray animal /strgJ (n)
6e3AOMHoe >KHBOTHOe street hawker /strtt ha-kart' (n) npoaaBeu
Phrases
everything but the kitchen sink (phr)
BCe noapqa have a roof over our heads (phr) HMeTb KPblLuy Haa ronogoh heavy
traffic /heÝi træflk/ (phr) 3arpyAHeHHoe
TpaHcnopra
lead sb up the garden path (phr) BOAHTb aa HOC,
06MaHblaaTb throw money down the drain
(phr) TPaTHTb aeHbrH nonycry 5c
cluttered [klötard/
(adj) 3axnaMneHHbl¥1, 3aCTaBneHHbli crash helmet  (n) 3aU4HTHblä u.lneM
obligation /DbIrge1Pn/ (n) 06qaaHHOCTb prohibition /progžlblfn/ (n)
.3anper prosperity /pmspenti/ (n) noctarok renovate Irenavert/ (V) 06HOBJIBTb,
ynyqwaTb Phrasal verbs get rid Of (phr V) H36aBJIBTbCR OT
Phrases give sb a lift (phr)
noAB03HTb Koro-nH60
acre
/elkar,i (n) aKP (4047 KBaðpamHbtx Mempog ancestry lensestri/
(n) nPOHCXO>KAeHHe anxiety /ænzalti/ (n) HePB03HOCTb, BOJIHeHHe
appliance /aplarans/ (n) 6blTOBOü 3neKTponpH60p apprehension
/æprrhenfn/ (n) aypHoe npeaqyBcTBHe assistance /aslstans/ (n) nOMOU4b
border (n) rpaHHua bow Ibo"] (n) JIYK (ðnn cmpeJ7b6b/) branch
Ibrçcn¶/ (n) Berxa burden (n) 0693aTeJ1bCTBO characterisation
/kærlktararzed>n] (n) xapaKTepHCTHKa, onHcaHHe circumstance /sxrkamstæns/
(n) 06CTOBTeTlbCTBO cottage /knt1W (n) KOTTeAX, aar0POAHblä AOM crimson
/knmzan] (adj) ManHHOBb1ü, TeMHO-KPaCHblÿ descendant
Idlsendant/ (n) nOTOMOK desire Id17AQ¶ (n) xenaHHe dignified Idlgmfald/ (adj)
BenHqeCTBeHHblä,
B03BblWeHHblž,
06naaaFOL14Hä qyBCTBOM C06CTBeHHOrO
AOCTOHHCTBa distant Idlstant/ (adj) YAaneHHblÜ district Idlstnkt] (n)
pai0H elegant lelrgant/ (adj) 3neraHTHbli emerald lemarald/ (adj)
H3YMPYAHblä, RPKO-3eneHb1ä estate (n ) noMecTbe, HMeHHe, BnaaeHHe
evergreen levargri:n/ (adj) BeqH03eneHblä fancy /fænsi/
(adj) Aoporoi fate {felt/ ( n) CYAb6a fit /fltl (V) OCHaU4aTb, 3KHnqpoaaTb
gaze ,lgeLd (V) npgcTaT1bH0 rnqaeTb,
Brn9Ab1BaTbCR gifted /gLft1d/ (adj) oaapeHHblä gravel /græval/
(n) rpaBHü greenhouse /gri•nhavs/ (n) Tennhua, napHHK grumbling (adj) hall /ha•l] (n) 3an, naBHT1b0H innocence finasans/ (n) HeBHHOBHOCTb
issue /1Sju•J (V) Bbl(1YCKaTb, H3AaBaTb, ny6JIHKOBaTb landscape
/lændskerp/ (n) naHAtuacþT lodge /IncV (n) CTOPO)KKa, 6YAKa manor
Imena¶ (n) nor-aecTbe mansion 1mænPn/ (n) OC06HRK misfortune  (n) HeyAaqa moral Impral/
(adj) HPaBC-raeHHbli ornamental  (adj) AeKOPaTHBHbli pasture
/pŒstJa¶ (n) nacT6Hue publisher /pab11Ja¶ (n) HanaTeJ1bCTB0 semi-fictional
Isemi fLkfan01] (adj) Hanon0BHHY
BblAYMaHHbli set /sgt./ (adj)
pacnonoxeHHblä shape      (v) npHAaBaTb shed /fed/ (n) capañ somewhat
/sŒmhwot/ (adv) HeMHOrO, B HeKOTOPOä
CTeneHH
squeeze /skwi•zl (v) Bbl>KHMaTb stable IstÊ1b3L/ (n)
KOHIOUJHB stretch /stre¶/ (V) npocThpaTbcq, nPOTsrHBaTbcq tend Itend/ (V)
yxa)KHBaTb, 3a60THTbCfi, npucMaTpuaaTb thrive (v) npouaeraTb, npeycnegaTb
troublesome /tr&balsam/ (adj) np06neMHblä Phrasal verbs fall in with
(phr v) cornauart,cq c qeM-fiH60
Phrases
by hook or by crook (phr) BCeMH
B03MO>KHblMH nyTRMH claim kin (phr) npeTeHAOBaTb Ha POACTBO come in sight
(phr) noRBJIRTbCR devote yourself to sb/sth (phr) 110CBRI.qaTb ce6q qeMY-
JIH60 in full view
(phr) B nonH0ü Mepe, B nonH0M 06beMe take sb/sth for granted (phr)
npHHHMaTb xaK AOJIHHoe there and then (phr) HetaeaneHH0 throw upon sb's
shoulders (phr) C6PaCblBaTb Ha LibhJIH60 nneqH 5e
aim         (n) genb apartment block lapŒrtmant
blnk/ (n) MHnOñ AOM communal area Ikumjunal ceria/ (n) COBMeCTHaq
TepphTopHR community centre /kamL•mti senta¶ (n) 06ueCTBeHHblä
get-ITP commute /kamjut/ (V) exeAHeBHO e3AHTb Ha pa60TY H c pa60Tb1 content
[knntent/ (n) cogeP>KHM0e, coaepxaHHe crime rate /krum regt/ (n) ypoaeHb
npecTyr1HocTH decor (n) aeKOP, BHYTPeHHHh AH3aiH document /dnkjamant! (n)
AOKYMeHT exterior Irksteria¶ (n) HapYXHblä, BHeLUHUä
factual
/f&ktual/ (adj) фактический, основанный на фактах funding /fsndTI)/ (п)
финансирование, субсидирование greenery /grtnari/ (п) зелень, растительность
housing estate [hauarj (п) жилой массив, микрорайон, населенный пункт immensely
/1mensliJ' (adv) в огромной степени, чрезвычайно imp[ement Дтрптапц (у)
выполнять, осуществлять inhabjtant /mh&bltant/ (п) житель jntercom (п)
интерком, внутренняя телефонная связь network /'павчз:ГКј (п) сеть
participate /pcrt!srpert/ (У) участвовать purpose /pa;rpas/ (п) цель
refurnish (у) переоборудовать новой мебелью resident /rendantj (п) постоянный
житель submit (у) представлять на рассмотрение uninhabited /anrnh&brtld/
(adj) необитаемый, неэкилоЙ warden lwxrcFn/ (п) смотритель,
надзиратель, инспектор we[l-stocked /wgl stpkt/ (adj) с большим выбором  товаров
Phrasal verbs
сапу out
(phr у) исполнять cater for (phr v) удовлетворять (требования) do ИР (phr У)
ремонтировать tow away (phr у) эвакуировать, буксировать на место стоянки
Culture Corner 5
attic
/&trk/ (п) чердак crime rate [Рот reltl (п) уровень преступности basement
(п) подвал, подвальное помещение (0ft (п) чердак outskirts /autska;rts•'
(п) окраина, окрестности pattem (п) образец, пример, шаблон property ,'prnpartij
(П) владение railing (п) ограда retire ,'пщщГ/ (у) уйти на пенсию (0W ,'гоџ] (п) ряд
Slate /slert/ (п) шифер,
шиферная плитка stained g[ass 91щы' (п) витражное стекло, витраж Steep /sttp/
(adj) крутой, острый (о крыше) terrace ltensl (п) ряд стандартных домиков вдоль
улицы
Across the Curriculum: Geography
access
/&kses/ (п) доступ affordable /afa“dab'l/ (adj) допустимый по средствам,
ВОЗМОЖНЫЙ
agency —ansi/ (п) агентство amenity /amtmti,' (п) жизненные удобства authority
(п) полномочие, ответственность conflict ,'kpnt11kt/ (п) конфликт decent /di;santl
(adj) приемлемый dweller /dwela¶ (п) обитатель, жилец hut (п) хижина, лачуга,
хибара
(abour [12!baT/
(П) труд
[оап дщцп/
(п) кредит, ссуда malnutrition /тщ[пји.1цРп] (п) недоедание, недостаточное
питание permanent /рщ[тапапџ (adj) постоянный prospect /pmspekt/ (п)
перспектива resolve /rrzplv/ (м) решать sanitation (п) санитария, улучшение
санитарных условий Slum /shm/, (п) трущоба spirit ,'spmt/ (п) дух urbanisation
/щЪапетщРп/ (п) урбанизация, рост
городов
vast ,'ygst/ (adj) огромный, громадный worthless (adj) бесценный
Phrasal verbs
end ир (phr
у) оказываться set ИР (phr у) основать, начать новое дело Phrases gain
ownership (phr) стать владельцем Going Green 5
bulldoze
,-buldoua' (У) валить, расчищать бульдозером commuter [Катттјц•ег/ (п)
загородный житель, совершающий регулярные поездки в город (на работу)
conservation /knnsarvefn] (п) сохранение deretict /derr11ktj (adj)
брошенный, ненужный enrich    (у) обогащать habitat   (п) естественная среда
обитания,
место
жительства inadequate Лпц1[КуаЬ' (adj) неподходящий, неадекватный nature reserve
/пшаг nu;rv/ (п) заповедник oppose /арша' (у) возражать, быть против recreation
/rekren/ (п) место отдыха region (п) регион, район restricted /rrstqktrd/ (adj)
запрещенный, ограниченный suburbia КаЬэ;'Ьта/ (п) пригород surrounded
/saraundId/ (adj) окруженный town planner Лаџп (п) градостроитель traffic
congestion (п) автомобильная пробка, затор urban /з;Ђап] (adj) городской
Phrasal verbs
force Ф out
(phr у) заставлять/принуждать коголибо покинуть какое-либо место spread out
(phr v) распространять Phrases
swallow sth
ир (phr) исчезать, заглатывать under threat (phr) под угрозой visually pleasing
(phr) приятный внешне
MODULE 6 ба
abduct /&bd$kt/ (у)
похищать
advanced
,/advŒnst/ (adj) pa3BHTblä, nPOABHHYTblä alien /ellran/ (n)
npuu.leneu analyse lenalarz] (V) aHanH3HPOBaTb antenna /æntena/ (n)
aHTeHHa beam /btm/ (V) HcnycKaTb CHrHaJ1bl, CBeTHTb beam Ibi•m/ (n) nyq broadcast
Ibra•dkŒst/ (n) BetuaHHe, TpaHC11BUHq comb /kQ!žm./ (V) npoqecblBaTb,
Tl.garenbHO np0BepRTb comet Iknrmt/ (n) KOMe•Ta confine (V) orpaH½LIHBaTb
convincing /kanuñslt)/ (adj) y6eAHTeJ1bHblÿ1 cosmos /kyzmos/ (n)
KOCMOC discouraging  (adj) 06eCKypa>KHBalou.1Hü, CMyu.4at01AHñ download
/daunloud/ (V) 3arpyxaTb HH4)0PMaqmo H3
HHTepHeTa
extraterrestrial lekstratrrestrial/ (adj) BHe3eMHOÿ flash ltlef/ (n)
BCnblUJKa galaxy /gælaksi/ (n) ranaKTHKa grain /greln/ (n) KpynHHKa hunt
/hant/ (n) oxora hypothesis /harpn9rs1S/ (n) rp-tnore3a, npeanono>KeHHe
intelligence  (n) hHTenneKT, pa3YM intentionally /rntgnfanali/ (adv)
HaraepeHH0, cneqqanbH0,
YMb1UJneHHO laser /lgza¶ (n) naaep military /mJ1rtri/ (adj) BOeHHblÜ
moon Imu•n/ (n) JlYHa orbit /a•rblt/ (n) op6HTa planet /ptenrt/ (n) nnaHeTa
pretty Ipnti/ (adj) XOPOLUeHbKHä, CHMnaTHqHblä radio wave /rgudiou
(n) paAH0B0JIHa sand /sænd/ (n) necoK satellite /sætalalt/ (n)
cnyTHHK screensaver /skrtnserva¶ (n) 3KpaHHas 3acTaBKa (Ha
R0Mnwomepe) shred
/frgd/ (n) KJIOHOK signal /sžgnal/ (n) cm-Han, 3HaK solar system ,/SQuIar
slstam/ (n) C0JIHeqHaq CHCTeMa telescope /tgltskoop/ (n) Tenecon the human race
/ða rels/ (n) qenoBeqecKaq paca, genoBeqecTB0 Phrasal verbs
point out (phr
V) 110Ka3blBaTb, 06pau.1aTb BHhMaHHe, PaCCKa3b1BaTb sit around (phr v) CHAeTb
6e3 Aena, 6e3aeJ1bHHqaTb tune in (phr v) HacrpaHaaTbCB (Ha paðu030J7Hg)
Phrases all the same (phr) 6e3 Pa3HH4b1, 6e3pa3JIHYH0, BCe paBHO at some point
(phr) B KaKOÜ-TO onpeaeneHHbli MOMeHT the fact (phr) CMOTpeTb B nguo sweep
the skies (phr) H3yqaTb He60 qepe3 TenecKon
6b
article    (n) CTaTb9 association /asousigPn/ (n) aCCOUHaUHB
blazing row /blguing        (n) BeCOMblÜ apryMeHT broadsheet (n)
WHPOKon0J10CHaB ra3era coverage /kAvarl(B/ (n) penopTaH, OCBeueHHe C06blTU5,
TPaHCJIB14Hfi
covering Ikxva¼n/ (n) 060noqKa, nOKPblTHe depressing /drpresrn/ (adj)
yrHeTeHHblÿ, YHblJ1b1ä development IdrvelopmanV (n) pa3BHTHe, POCT exclusive
(adj) 3KCKTh03HBHb1h, eAHHCTBeHHblä
B CBOer.1 pone feature /fÖtJart (n) nepeA0BHua fiction
/fIkJÐn/ (n) BblMblCen first /tvxrst/ (adj) nepBblÿf front /tnnt/ (n)
11HueBaR CTOPOHa gutter press /gatar pres/ (n) xemaa npecca heading
/hgdlW' (n) garnaane, 3ar0J10B0K, py6pMKa headline /hgdlatni (n)
ra-aeTHbllŽ 3ar0JIOBOK, wartKa interrupt /xntarapt/ (v) BMeujaTbCA,
npeKpaL.uaTb kid /kld/ (V) apa3HHTb, rlOAUIYHVIBaTb, LLlYTHTb live /l@tv/ (adj)
B npRM0M 3cþHpe media /mtdia/ (n) cpeacTaa MaCCOBOŽ Hh@OPMa1.4HH
(mene3uðeHue, paôuo, ØHmepæm) nervous breakdown
Ina.•rvas brelkdaun/ (n) HePBHblh
CPblB, HepBHoe paCCTPoiCTB0 newsagent  (n) raaeTHblä KHOCK; Mara3HH,
npoaa'0L14Hü neqaTHbJe H3AaHHA news bulletin /nL•z bulrtrn/ (n) CBOAKa
HOBOCTeVl news flash tnju:z t1eeJ/' (n) 3KCTPeHHOe HHd)OPMaUHOHHoe
C006ueHHe press /pres/ (n) npecca rival Irawal/ (n) KOHKYPeHT, conepHHK sack (V) YBOJ1bHRTb C pa60Tbl scan
/skæn] (V) BHhMaTeJ1bHO paccMaTpHBaTb, H3yqaTb scandal Iskæn&l/
(n) CKaHW1bHOe npoqcuecTBHe shameful /JgmfuI/ (adj) n030PHblä survey
/sxrver/ (n) onpoc, 060apeHHe, HHCneKTHPOB-aHHe tabloid /tæb131d/ (n)
Man04)OPMaTHaq ra3era
(neqarna/ougag g OCH03HOM CeHCOUUOHHb/Ù
Marnepuan u yðenmouga9 OgeHb Mano Mecma nonurnuqecKu,M c06bffl7L'RM)
unfold ,/anf0UId/ (V) pa.3BePTb13aTb update ,/npdelt/ (n) CBe>KHe HOBOCTH
Phrasal verbs
come out (phr V) BblXOAHTb,
CTaHOBHTbCR AOCTynHblM talk back (phr V) B03PaxaTb, aep3HTb, orpb13aTbC9
Phrases actions speak louder than words (phr) nocTynoK rOBOPHT cata 3a ce6B,
60J1bUJe Aena — MeHbLLle cnoB hit the headlines (phr) nonacTb B 3aronoBKH run a
story (phr) rlOMeuaTb paccKa.3, neqaraTb paccKa3 speak of the devil (phr) neroK
Ha rtOMHHe speak the same language (phr) rOBOPHTb Ha OAHOM 93blKe, rlOHHMaTb
apyr apyra c nonycJ10Ba speak with a forked tongue (phr) rOBOPHTb OAHO, a
AYMaTb Apyroe speak one's mind (phr) BblCKa3blBaTb CBOIO TOLIKY
3peHHfi
sweet talk st) (phr) aenaTb KOMnn½MeHTb1, yrqacnHBaTb take sth with a
pinch of salt (phr) OTHOChTbCR K qeMYJIH60 C HeAOBepueM, CKet1THqecKh
talk in riddles (phr)
rOBOPHTb aarwaMH talk to the wall (phr) rosopnTb B HhKYAa; KaK 06 CTeHKY ropox
6c
accuse   (V) 06BhHBTb, BhHHTb, npHAHpaTbcs assure            (V)
YBepRTb boast 'boust] (V) XBaCTaTbCB, XBaJIHTbCA motorway  (n) wocce, aBTOMarHCTpanb patronise
/pgtranarz/ (V) nOKPOBHTeJ1bCTBOBaTb, oneKaTb
absence lebsans/ (n) orcyrcTBHe announce lanauns/ (v) ornawaTb,
aHHOHCHPORTb apprehensively lepnhenswli/ (adv) c onacK0i, npeaqyacTByq HeA06poe
baa /bgl (V) 6ne9Tb bark /bŒrk/ (V) na*Tb benefit Ibemfit/ (V)
nPHHOCHTb/H3BneKaTb nonb3Y breed Ibrtd/ (n) nopoaa cherish MerrJ/ (v) neneBTb,
3a60ThTbCB, YXa>KhBaTb command [kamgnd/ (V) KOMaHAOaaTb corner [karna¶
(V) 3arHaTb B yron, npHnepeTb K CTeHKe croak (V) KBaKaTb cry /kraý (n)
KPHK decisively (adv) PeLUHTenbHO determination Idltxrrrunefn/ (n)
pewHTeJ1bHOCTb extract lekstrækt/ (n) OTPb1BOK fabric /f&bnk/ (n)
MaTepH.an, TKaHb faithfulness /fg9fuInag (n) BePHOCTb, npeaaHHocTb fiercely /fiersli/
(adv) cpgpeno, *CCTOKO gently (adv) HexHO harsh /hŒT/ (adj) cyp0Bb1ä
hiss ,lhlsl (V) umeTb howl [haul/ (v) BblTb meow (V) MAYKaTb moo Irnw' (V)
MbtqaTb neigh Inell (v) pxaTb Oink laxnk/ (v) XPiOKaTb overturn /Quvartgrn/
(V) OllPOKHAb1BaTb pant ,þænt/ (V) qacTO H TS>KeTIO AblUJaTb
quack /kwæk] (V) KP9KaTb regard Inggrdl (V) paCCMaTPHBaTb
reluctantly Inlbktantli/ (adv) HeOXOTHO, cKpens cepaue remainder Inmexndar,/
(n) OCTaTOK savagely ,/sævlö./ (adv) xeCTOKO, ceupeno, 110A06HO
AMI•cap10 scream
Iskrtm/ (V) KPHqaTb, BH3>KaTb shadow /ýedou/ (n) TeHb sharp /fxrp/
(adj) OTqeT"HBbli, pe3KHä stumble IstamYl/ (V) CnOTb1KaTbCR,
ocTynaTbcq tame /tgm/ (V) npHpyqaTb, apeCCHPOBaTb trot ltrnt/ (V) HATH Pb1Cb'O
twitch /tWIW (V) peaK0 aepHYTb, AepraTbcg unwillingness  (n) HexenaHHe wag twegl (V) KaqaTbcq
whine (V) CKYJIHTb, nOABblBaTb Phrasal verbs attribute to (phr V) nPhnHCb1BaTb
KOMy-nH60 qro-JIH60 drag on sth (phr v) TAHYTb uT0-nH60 c ychJIHeM spring out
(phr v) OTTIPblrHBaTb
Phrases
be dear
to (phr) MHOrO 3HaqHTb KOrO-T0 be of value (phr) HMeTb 3Haqe•HHe, 6blTb
Ba>KHb1M, 6b1Tb
3Ha"HMblM in vain (phr) apq, anycryo turn upon sb (phr) 06pau4aTbcq
nPOTHB Koro-nH60
6e
argue      (v) cnOPHTb argument /Œrgjumant/
(n) apryMeHT client /'klapnt/ (n) KJIHeHT compulsory [kampŒ1seri/ (adj)
nPHHYAHTenbHbli,
06B3aTeJ1bHblä curiosity /kjuarinslti/ (n) m0603HaTeT1bHOCTb,
n060nb1TCTBO deserve Idlzxrv/ (V) 3aCJIY)KHBaTb excite /lksalt/ (V) B011HOBaTb
frustrating /frnstreltrn,/ (adj) pawqaPOBblBamuuä intrusion (n) BTOPxeHHe,
nonaneHHe 6e3 np½rna1.ueHHB proposal /prapQuzðI/ (n) npeanoxeHHe
prospect /pmspekt/ (n) nepcneKTHBa, B03MOXHOCTb proverb /pmv3:rb/
(n) nocnosuua, npurqa rewarding Irrwa•rd10/ (adj) CTOBL4HÜ, none3Hbtä
source Isarsl (n) HCTOqHHK vision Ivganl (n) BHAeHue,
BocnphATMè, Phrasal verbs expose sb to sth (phr v) 3HaKOMHTb KOrO-JIH60
c KeraJIH60 Phrases in view of (phr) nPHHHMaq BO BHHMaHHe, HMea B BHAY
Culture
Corner 6
colony /knlani/ (n) KOJIOHHB decline
(V) YMeHbU1aTbCR, CHM»caTbCB fluently /fluantli/ (adv) 6ea aar1½HKH,
6erno invade linvgd/ (V) BTopraTbCR, HanaAaTb
majority              (n) 60J1bWHHCTBO native Ineltrv/ (adj) POAHOä,
MeCTHb1ä native tongue Inextrvtd_o/ (n) POAHOä R3btK occupation          (n)
0KKynauug, 3aXBaT overall louvaraL/ (adj) 061.UHh, nonHbli, BCe06LUHi primarily
/prumarlli/ (adv) B nepayto oqepeAb, rnaBHbtM
06pa30M revive Invuvl (V) B03PO»qaTbCR, BOCKPec:aTb roughly Infli/ (adv)
'IPH6nH3HTeT1bHO, B 06LUHX qepnx tribe /trub/ (n) nneMB, POA
Across
the Curriculum: ICT
blanket /blænkrt/ (n)
wepCTRHoe oneqno destined Idestmd/ (adj) Ha3HaqeHHbli, npeAonpeAeneHHbli
efficient liftPnt/ (adj) pagH0HU1bHb1ä, genec006pa3Hb1ä identify
laidentlfal/ (V) on03HaBaTb, onpeaeDRTb instant messenger [Instant (n) CPeACTBO
AHanorOBoro
06LueHHA qepea hHTepHeT
loft (n) rony69THR
messenger Imesmdo¶ (n) rlOCbU1bHblVž mirror In-war,' (n) aepKano puff (n)
06naK0 (ðb1Ma) signal ,9gnal/ (V) CHrHaJIHTb, rtOCblnaTb C006U4eHHe Stock
/stnW (n) aKL4hH KOMnaHhH, geHHble 6YMaru telegraph Ite11grŒÜ (n)
Tenerpacþ whistle /hwusal/ (V) CBHCTeTb Phrasal verbs get sth
across (phr v) nepeAaBaTb qro-JIH60 Phrases
no matter how (phr) He HMeeT 3HaqeHH9
KaK take your pick (phr) Bb16HpañTe
Going Green 6
blast ,blŒst/ (V)
ornywaTb breed /bri;d./ (V) Pa3MHOXaTb campaign /kæmpgn/ (V) nPOBOAHTb
KaranaHHIO drastic /dræstrW (adj) CH'1bHb1Ü, rny60KHä drill
/dnl] (V) caepnhTb, 6YPHTb explosive /lksplousr,'/ (n) B3PblBqaTKa faint
/fgnt/' (adj) Cna6blä, TYCKJ1blž flood /flAd,/ (V) 3aTonn9Tb,
HaBOAH5Tb hearing bubble batŸl/ (n) npeaen Cf1btUjHMOCTh intense Intensi
(adj) HHTeHCHBHbIä

perseverance fpxrsrvuerans/
(n) ynopcTB0, HaCTOäHHBOCTb perspiration /pa;rsprreifan] (n) noTeHHe,
BblAeneHUe nora process /prouses' (n) npouecc, XOA, pa3BHTHe prove /pru-v/ (V)
AOKa3blBaTb reject /nd.;gkt} (V) He npHHHMaTb, OTBepraTb self-doubt Iselfdaut/
(n) HeyaepeHHOCTb B ce6e solve Isnlv/ (v) pewaTb, pa3pewaTb, HaXOAhTb peu.jeHhe
symphony /sxmfani/ (n) CHMCþOHHfi Phrasal verbs come up against (phr v)
CranKHBaTbCfi c end in (phr V) nphBOAHTb K, OKaHt4HBaTbcq run for (phr v)
BblCTaBJIATb CBOIO KaHAHAaTypy Ha
Bb160PaX, 6ann0THPOBaTbCB Phrases
a dream come true (phr) OCyueCTBneHHe
MeqTbl dash one's hopes (phr) Pa36HTb MbH-JlH60 Haae>KAb1 get one's hopes up
(Phry ycn0KaMBaTb, non6aupHBaTb give up hope (phr) norep9Tb Haae>KAY have
high hopes of (phr) B03naraTb 60J1bWHe
in the hope that (phr) B Haaexae, qro
pin one's hopes on (phr) B03naraTb HaAe>KAbl Ha Koro-

low-frequency sound waves [IQLfrtkwansi saund wuvd (n)

JIH60 take steps (phr) npeanpHHHMaTb warH, nonblTKH take things as they
come (phr) nPHHHMaTb Kat< eCTb

HH3KOqaCTOTHbte B011Hbl marine Imari•n/ (adj) MOPCKOŽ mate /mert/
(v) cnapHB.aTb (xu30rnHblx) offshore (adj) OCþWOPHbli (Ha HeKOTOPOM
PaCCTORHHH 0T 6epera) operation
InpauPnJ (n) onepauuq stranded  (adj) oceBt11Hä sympathy /sunpa9i] (n)
COHYBCTBHe Phrases keep track of sth (phr) CneAhTb 3a qeM-JIH60
MODULE 7
achieve /atfrv/ (V)
A06HBaTbCfi banish Iberuf/ (V) H3rOHRTb, BbTOH9Tb candidate (n) KaHAHAaT
composer /kampouzar/ (n) KOMn03HTOP congress /knogres/ (n) K0Hrpecc countless
/kauntlas/ (adj) 6eCqHCneHHbli defeat ,/dlfÿt/ (v) n06exaaTb elect Illekt/
(V) H36HpaTb failing /fellin/ (n) HeAOCTaTOK failure /feilja¶ (n) npoBan,
Heyaaqa fault Ifxlt/ (n) HeAOCTaTOK, BHHa, OWH6Ka goal Igoul/ (n) genb hopeless
[hogyplas/ (adj) 6e3Haae>KHblh initially ,hnúali/ (adv) c caMoro
Haqana, nepB0HaqanbH0 insurmountable hnsarmauntat:fl/ (adj)
HenpeononHMblä long 1100/ (V) CTPaCTHO xenaTb, CTPeMHTbCR K qeMy-nu60
obstacle /nbstaFl/ (n) r10Mexa, nperpaaa overcome (v) npeoaonegaTb
7b
apprenticeship /aprentlsfip/ (n)
neph0A 06yqeHHA attend latend/ (V) noceLuaTb (gp0KtJ, 3aHRtnug) classmate
[klŒsmett/ (n) OAHOKnaCCHHK colleague /knli:g/ (n) Konnera (no pa60me)
course /ka•w (n) Kypc (gqe6Hb1Ù) degree /dlgriý (n) creneHb,
3BaHHe enrol /rnroul/ (v) 3aqHCJ19Tb B yye6Hoe 3aBeaeHHe/Ha
essay /gsel/ (n) oqepK,
Ha6POCOK, 3cce fee /fi•J (n) nnaTa flatmate /flætmelt/ (n) cocea no
KOMHare graduate /gred3ue1t/ (v) 3aKaHHHBaTb yqe6Hoe 3aBeaeHhe grant (n)
CTHneHAHB lecture nektfa¶ (n) neKt4Hfi lesson nesan/ (n) YPOK loan noun] (n)
3aeM, KPeAHT place /plel*/ (n) B03MOHHOCTb 06yuaTbcq rae-JIH60,
MeCTO B YHhBepchTere Konneaxe position /pazJJ3n/ (n)
nonoxeHHe, AOn*HOCTb price /prals/ (n) qeHa prospectus /praspektas/ (n)
npocneKT (yqe6Hoeo
3a3eÒeHL'R,
KOMnaHUU) qualification /kwn11fikeiPn/ (n) KBaJIH4)HKaUHq quality /kwnllti/ (n)
xapaKTepHaq qepTa scholarship /sknla¶p/ (n) CTHneHAHB section IsekPn] (n)
CeKUHR, qacTb seminar /sermnŒ¶ (n) ceMHHap subject Isabd31kt/ (n) npeAMeT
06yqeHHR (numepamgpa,
MarneMan71JKa, Øu3b'KO u m. a.) syllabus /sLIabas/ (n) pacnHcaHHe
3aHRTHä, nporpaMMa
Kypca neKUHÜ
tough  (adj)
CJIOMHbli Phrasal verbs
go into
(phr v) TU4aTenbHO PaCCMaTPHBaTb,BHHKaTb,
BCTynaTb drop out (phr
v) 6pocaTb 06yqeHHe hand in (phr v) CAaaaTb Phrases beat around the bush (phr)
XOAHTb B0Kpyr aa OKOJIO carry the can (phr) HeCTH OTBeTCTBeHHOCTb, OTAYBaTbCB
3a apyrnx dream up an
excuse (phr) 11PUAYMblBaTb onpaaaaHhe have the time of one's life (phr)
OTJIHHHO nPOBOAHTb
BpeMB, HacnaxaaTbCR
HH3HbEO, BecenHTbcR Ha cnaBY not be one's cup of tea (phr) He TO, HTO HY)KHO
you can't teach an old dog new tricks (phr) cTaporo neqHTb, LITO MepTBoro
neqHTb you live and learn (phr) BeK — BeK
cheat /tJtt/ (V) Cr1HCblBaTb conceive /kanstv/ (v) nocThraTb, rlOHHMaTb,
OCMblCTlHBaTb contrary /kyntrari/ (adj) rlPOTHBonon0>KHblä post must/
(n) noqTa promote /pramout/ (V) npoABHraTb, CnOC06CTBOBaTb,
COAeiCTBOBaTb rlOBblUJeHhtO Phrases meet a deadline (phr) ycneTb
3aKOHLIHTb pa60TY K
YCTaHOaneHHOMY
cpoKY
convey /kanvel/
(V) nepeaaBaTb HH4)OPMal.1HiO despair Idlspea¶ (n) OTqaqHHe, 6eCnOMOLUHOCTb
extensively /lkstensrvlij (adv) nonp06H0, Tt.uarenbHO fool /fu•l/ (n) rnyneu,
aypaK force /fxrs/ (V) aaCTaBJISTb greed /gri•d/ (n) >K.aAHOCTb
heap /hi;p/ (n) Kyqa, .3aBan, Bopox honour Inna¶ (n) qeCTb impostor /lmpnsta¶
(n) 06MaHLUHK, CaM03BaHeq,
MOLUeHHHK inspiring l'rnspalarll)/ (adj) BAOXHOBHTenbHbli,
BAOXHOBJIBIOLUH" knighthood Inalthüd/ (n) PblqaPCTBO,
AOCTOHHCTBO,
pblqapcKoe nogeaeHhe master /mgsta¶ (n) X039HH miserable /mgzarob01/
(adj) HecqaCTHb1h, neqaJ1bHbli, xanKHÜ motivated Imoutrvertrd/ (adj)
3aHHTePeCOBaHHblü, ueneHanpaBneHHb1ä motivational Imoutrvelfanal/
(adj) MOTHBa14HOHHblä,
3aHHTepeCOBblBa10U4HÜ
neglect /mglekt/ (V) 3a6b1BaTb, 3anycKaTb, 3a6paCblBaTb pile /paxl/ (n) KHna,
rpyaa rhyme /ralm/ (V) PH(ÞMOBaTb secluded (adj) yeAHHeHHblÿ1,
H30JIHPOBaHHb1Ü, yaaneHHbtä stanza Ist&nza/ (n) Kynner, (3
n033uu)
stoop /stup/ (V) CYTY"HTbCR, HaKJIOHRTbC$1 tool            (n)
HHCTPYMeHT trap /træp/ (n) JlOBYLLJKa triumph l'trunrnf/ (n) turn Itxrn/ (n) oqepeAb
unforgiving       (adj) HenpOCTHrenbHb1ü verse    (n) CThX, cTpocþa
virtue        (n) AOCTOHHCTBO
Will 'WII/ (n)
BOnq, cuna BOJIH winnings (n) BblffiPblW, A06blqa worn-out Iwa•rnaut/ (adj)
norepTblñ, H3HOœeHHbli,
OTPa60TaHHblä worth /wxre/ (n)
qeHHOCTb, 3HaqeHHe, AOCTOHHCTBO Phrasal verbs
build on (phr v) OCHOBblBaTb go
through (phr v) BblAeP>KaTb (ucnb1maHue), npoÿTH
yepe3 hold on (phr V) He CAaaaTbCfi, AePHaTbCfi
Phrases breathe a word (phr)
06MOJIBHTbCB, CKaaaTb o qeM-JIH60 give way to (phr) ycynaTb keep your head
(phr) CAeP>KHBaTbCR, OCTagaTbCq
CTIOKOVIHblM make allowance for (phr) YHhTblBaTb, (IPHHHMaTb BO
BHHMaHHe
the common touch (phr) TanaHT  H3 pa.3Hbtx cnoeB 06uecTBa twist the
truth (phr) HCKaxaTb HCTHHY
actual (adj)
aRTyanbHblü, 3HaUUMblä appalling (adj) yxaCHbtñ,
OTTaJIKHBatOLUH1ä careers fair fed/ (n) npr•aaptca BaKaHCHü contact
/knntækt/ (V) 06L.gaTbCR, KOHTaKThPOBaTb draughty Idrg;fti/ (adj)
"IPOAYBaeMblä HaCKB03b, pacnonoxeHHblÜ Ha CKB03HRKe (0
3èaHU9X) driving licence Idralvll) Iažsans/ (n) BOAHTeT1bCKHe npaa
enclose IrnklQgžz] (V) orpaxaaTb, OKPPKaTb enquire /InkwE/ (v)
cnpaLLJ½BaTb, HaBOA"Tb cnpaBK¼ entitled /rnt@ltald/
(adj) ynonHOMoqeHHblh, nonYHHBLIJHä
npaB0 envelope /envoloup/ (n) KOHBePT
exchange student /ikstfgnct5 stjudant/ (n) CTyaeHT no
06MeHY expert leksp3:rt/ (n) 3KcnepT
facility /fasllrti/ (n) 060pyaosaHHe faulty /fxlti] (adj) OLLM60qHbli,
pa60TalOlAHÿi c
OLUh6KaMh feedback Ifï•dbæk/ (n) OTBeTHas peaKL4HR, OTKJIHK,
OT3blB hesitate /hezrtertl (V) KOne6aTbCR, COMHeBaTbCq hold mould/ (v)
nPOBOAHTb MeponpHBTHe option lupfn] (n) Bb160P, npeAMeT Bb160pa partial refund
/pŒ¶aI ri.find/ (n) qacTHLlHoe B03MeLUeHHe prompt /pmmpt/ (adj) 6blCTPblñ,
np0BopHb1h,
Hcn0flHHTenbHblÜ
reference library /rgfaranslalbrari/ (n) 6H6JIHOTeKa cnpaB0YH0ü
DHTepaTypbl 6e3 BblAaqH KHHr Ha PYKH roughly /råfli/ (adv) B 06U4HX
qepnx, npHMepH0 social committee IsouP1 kanuti/ (n) COUMaJ1bHblÜ KOMHTeT,
06ueCTBeHHaR opraHH3auHR society /sasauti/ (n) 06ueCTB0 staff IstŒf/ (n)
KOnneKTHB COTPYAHHKOB standard /stændard/ (n) CTaHAaPT trip Itnp/ (n)
noe3AKa, nwewecTBHe upcoming IApkÅrn11)/ (adj) npeACTORLUHÜ web
design lweb drzarn/ (n) AH3aüH Be6-CTPaHHU Phrases
in advance (phr) paHb1.ue BPeMeHH, 3apaHee on average (phr) B
cpeAHeM on request (phr) B OTBeT Ha
Culture
Corner 7
campus /kæmpas/ (n) yqe6Hbli
ropoA0K, TepPHTOPHR
Konneaxa      YHHBepcmera endless
/gndlas/ (adj) 6eCKOHeLlHblä gown Igaun/ (n) 6anaxoH, MaHTHR hang-out [hen
aut/ (n) MeCTO   np0Bo»qeHHB
CB060AHOrO
Bper•aeHH interactive fintaræktrv/ (adj) B3aHMOaeŽCTBYK)LUHi lowdown
naudaun/ (n) noAHoroTHaq, UCTHHHaq npagaa meagre Imtgar/ (adj)
CKYAHblÿt one-on-one Iwan on wnn/ (adj) OAHH Ha OAHH society /sasaJ1ti/
(n) 061.qeCTBO tutorial /tjŒta•naI/ (n) 3aHSTHe B YHHBepcHTere
Konneaxe
Phrasal verbs
scrape by (phr V) 6blTb orpaHuqeHHblM B cpeacTBax Ha
CYLUeCTBOBaHHe
sign up (phr v) noanucaTbcq Phrases get carried away (phr) YBneqbcq,
BOCXH1.uaTbCR Across the Curriculum: Citizenship
cheer
(V) 060APRTb, BecenHTb equation /1kwe13an/ (n) cþopMyna,
MaTe-MaTHqecKoe ypaBHeHHe first aid /f¶rstežd/ (n) nepaaq nor-aou4b
retirement home Intavrmant hounv' (n) AOM npecrapenblx socialising  (n) COL4HaJIH3aL4HS, Bpa1.ueHHe B
061UeCTBe spare change /spgertJgnW (n)
JIMU.IHAR Menoqb (o ðeHbaax)
Wise Iwaiz]
(adj) YMHbli
Going Green 7
aware    (adj) npeaynpexaeHHb1i behaviour /blhexvja¶ (n)
nogeaeHHe cemetery Isematri/ (n) KnaA6HLUe disabled Idlsellald/ (adj) c
OrPaHHqeHHblMH
B03MOXHOCTRMH, HeTpyaocnoc06Hblž endanger hndexrV/ (v) noagepraTb
onacHocTH extinction /JkstLQPn] (n) HCqe3HOBeHHe, BblMHpaHHe fascinated
/fesrnertld,' (adj) 3aBOPO>KeHHblä, oqaPOBaHHblÜ ivory /ayari/ (n)
CJIOHOBaq KOCTb
murdered Ima.•rdard/
(adj) y6HTblÿt occupational therapist Inkjupexfanal 9eraprst/ (n)
cneL4HaJIHcT no TepanHH Tpyaa outspoken  (adj) npRM0ä, OTKPOBeHHblä
poacher lip-QIžU7r/ (n) 6paK0Hbep privilege (n) nphBHnerHR, npeHMyuecTB0
soul /SQUI] AYLua target /tcrglt/ (n) MhUJeHb, gent' zoologist
Izu:nlacbrst/ (n) aoonor Phrasal verbs save up (phr v) K011HTb aeHbrg Phrases
declare war on (phr) 06bRBHTb BOüHY earn sb's trust (phr) aaCnyHHBaTb
A0Bepqe meet the same fate (phr) nonacTb B noxoxyo
CHTyaUHIO, BCTPeTHTb TaKYiO CYAb6y work miracles (phr) TBOPHTb gyneca
MODULE 8
ancient lemfant/ (adj) APeBHHi
archaeological  (adj) apxeonorHqecKHä battle /betal/ (n) 6HTBa bay l'beý (n)
3anhB, 6yxra border /bxrda%' (n) rpawtua canal (n) BOAHblöi KaHaJ1 carve
/kcrv/ (V) BblPeaaTb, rpaBHpoaaTb city state /S1ti stert/ (n)
ropoacKoe npaBHTenbCTBO Cliff [klÑ (n) YTec, cKana craftsmanship
/krŒftsmanJrp/ (n) MaCTQCTBO, TOHKaR
("CKYCHaq
) pa60Ta dam (n) aaM6a, nn0THHa edge /ed31 (n) ne3Bhe familiar /fanulia¶ (adj)
3HaKOMb1ÿf feat /füt/ (n) nonsur, MaCTePCTBO, AOCTHXeHHe figure
/figa¶ (n) cþurypa foot /fut/ (n) nOAHO>KHe force /fa•rs/ (n) cHna
forecast Ifa•rkŒst/ (V) 11POrH03HPOBaTb, npeACKa3b1BaTb glacier (n) neAHHK
grassland Igro;slænd/ (n) nacT6mue, BblrOH, nyr gymnasium Idsrmneuiam/
(n) TPeHa>KePHb11ä aan high priestess /hauprtstes/ (n) BepxoBHaq
>KPHUa honour Inna¶ (v) noqmaTb, HTHTb hot spring spun; (n) rop9L4HÞi
HCTOYHHK, rei3ep inhabit /rnhæblt/ (V) HacenqTb inhabited
,/rnhæbltid/ (adj) HaCeneHHblÜ invader /lnvglda¶ (n) 3aXBaTMHK
invisible hnvuzlbal/ (adj) HeBHAHMbli known /ngun/ (adj)
H3BeCTHblä legend [led;and/ (n) nereHAa lost Ilnst/ (adj)
YTpaqeHHblä, nponau.lhü, YTePAHHblä magnificent
/mægrufisant/ (adj) BenHKonenHb1ä,
BenHqeCTaeHHblä monk Imbi)k/ (n) MOHaX mountain range
/mauntun reJncb,' (n) ropHblä xpe6eT mysterious /nustlarias/ (adj)
aaraaoqHblä mystery /nustari/ (n) 3araAKa, TaÜHa
mystic
/nustIk,' (п) мистик 0ffering /pfarrN (п) подношение otherwise (adv) иначе
plain /р|цп,' (п) равнина pond /ppnd/ (п) пруд praise ,'prev.] (у) хвалить,
восхвалять predict „'prrdlktl (v) предсказывать preserved /prm;rvdj
(adj) сохраненный property /prnpartij (п) свойство remains /гттщпы
(п) останки, развалины, руины remote /птпшј (adj) дальний, далекий residence
(п) резиденция ruin (п) руины sculpture (п) скульптура spirituat /spNualj (adj)
духовный stadium (п) стадион statue (п) статуя stream (П) ручей, поток strive
/stray/ (у) прилагать усилия, стараться swamp /swpmpi (п) болото symbo( /srmb31/
(п) символ, знак temple ЛетрТ (п) храм treasury /truari/ (п) сокровищница
val[ey jyzeli! (п) долина victory /V1ktari] (п) победа waterfaU /wxtart3:t,'
(п) водопад wood !wudl' (п) лес worship (у) поклоняться Phrasal verbs die out
(phr у) вымирать Phrases bring sth to life (phr) оживлять
85
air traffic contro[ ,'Qf
t1Qflk (п) диспетчерская служба воздушного транспорта aisle (п) проход
между рядам baggage re-ctaim rtkl<lny' (п) отдел выдачи багажа board (у)
подниматься на борт boarding pass (п) пасадочный талон cabin crew Кгщ' (п)
экипаж самолета, бортпроводники check-in '!fgk т] (п) регистрация сопуеуог belt
!КапщаГ belt,' (п) ленточныЙ транспортер багажа departures board ba:rd/
(п) доска информации о вылете, табло departure gate (п) выход на посадку duty
Тее Фор fri•fnp,' (п) магазин беспошлинной торговли (В аэропорту) expired
/IkspaWd/ (adj) просроченный, истекший jet lag (п) усталость от долгого
перелета, чувство дискомфорта от перемены часового пояса (ounge Лаџп«,' (п) зал
ожидания в аэропорту пар lnapl (п) короткий сон днем overhear /пџуа1ТцаГ/
(у) подслушивать, нечаянно услышать
passpor
control            kantT9Ml/ (п) паспортный контроль (В аэропорту) route /ryt/
(п) маршрут stopover /stnpouva¶ (п) промежуточная остановка в пути strike
/straJk./ (у) бастовать take-off s[ot /t©lkofslnt/ (п) время посадки visibility
       (п) видимость
Phrases squeeze past sb (phr) протискиваться
8с
bowing
,Ъаџпу' (п) поклон discount /drskaunt/ (п) скидка embassy /embasi] (п)
посольство insurance (п) страхование rate /reW (у) оценивать resort /nzm•rt/
(П) курорт vacancy /v€lkansi/ (п) незанятое место, свободное место Phrases take
time off (phr) отдыхать
advance (у)
продвигаться, идти вперед armpit /щТтрШ (п) подмышка assume /asjwm] (V)
предполагать attempt /atempt/ (у) пытаться bend /bend/ (у) нагибаться,
сгибаться bind /ђщпщ (У) связывать bliuard /'bl!WdJ (п) метель, буря, пурга
bott ,'bQUlt/ (п) молния breeze ,brt7J (п) легкий ветерок, бриз с[ар /klep/ (п)
хлопок cord [k*dl (п) веревка, канат distinct /dstmkt/ (adj) ясный, отчетливый
downpour (п) ливень, проливной дождь driven /dnv3nj (adj) гонимый
drizzle /dqz71/ (п) мелкий моросящий drop /dmp/ (п) капля estimate
/estrmeIt/ (у) оценивать, давать оценку excessive /Iksesrv/ (adj) чрезмерный,
излишний fastened
/fGnd/ (adj) закрепленный, прикрепленный figure (п) фигура, персона f[ake
/ПещК/ (п) легкий или пушистый комок, хлопья furious /fjuariasi (adj) разъяренный
gate /gul/ (п) ураган, штормовой ветер gently /«entli] (adv) нежно hail (п)
град hazy /hexzi/ (adj) туманный, мглистый (о погоДе) headstrong ,'hedstmry
(adj) упрямый, своевольный h0Wl [haulj (у) завывать (о Ветре) interna[
/mtzrnal] (adj) внутренний latitude [l&t1tJlL'd/ (п) географическая широта
Кеар ,'ltp/ (п) скачок, прыжок tightning Дапптту' (п) молния
[ikewise /1a!kwaId (adv)
подобно, также, аналогично literary [l!tararij (adj) литературный
(oosen [l№san/ (v)
ослабить method /me05dj (п) метод misty /rrusti/ (adj) туманный overturn (у)
переворачиваться particu[ars /part!kjolars/ (п) подробное описание peg (п)
колышек pompous /pnmpas/ (adj) напыщенный, высокопарный роит (у) лить, хлестать
(о ДожДе) proper /prppat/ (adj) правильный, должный realistic (adj)
реалистичный, настоящий satjricat /satmkal/ (adj) смешной, насмешливый
self-important  (adj)
важничающий, с большим самомнением, много о себе думающий shipwrecked /ЛргеШ
(adj) потерпевший кораблекрушение shower /Гаџа¶ (п) кратковременный ливень
Shril[ ,Тп1/ (adj) пронзительный, громкий, визгливый slender /slgnda¶ (adj)
тонкий, стройный S[ope (п) склон soundly /saundli] (adv) хорошо, умело sp[it
/spl!t/ (у) расщеплять, раскалывать SPY Крав (У) замечать stone Афџп.,' (п)
камень suffice (у) удовлетворять, быть достаточным thigh /€)av' (п) бедро
thunder /9tvnda¶ (п) гром tide /tmdj (п) течение uneasiness (п) неудобство,
дискомфорт venture (м) рисковать, отважиться, совершить попытку violent
/vaplant/ (adj) жестокий voyage /VQIl(ty' (п) морское путешествие
well-intentioned  (adj)
благожелательный, с добрыми намерениями
Phrasal verbs
Ьесоте 0f (phr у)
случаться, становиться get clear 0f (phr у) отделаться, разделаться get loose
(phr) освободиться, вырваться на свободу get soaking wet (phr) промокнуть
wrench out (phr у) дергать, рвать, вырывать Phrases as fortune directs уои
(phr) как угодно судьбе at length (phr) наконец, в конце концов be in the
utmost astonishment (phr) быть пораженным, удивленным бу way of admiration
(phr) в восхищении гип back in fright (phr) отступать, убегать trust yourself
to the mercy of (phr) доверить себя на милость кого-либо
blazing
,Ъ1еџтп,' (adj) полыхающий break ,'brerk] (п) перерыв chirp (у) чирикать,
щебетать (о птицах) cricket КпК11/ (п) сверчок crunch (п) хруст, треск
currently /k№antli,' (adv) теперь, в настоящий момент curved /ka;rvd/
(adj) закрученный, закругленный dense /denst (adj) густой, плотный dock /dpk/
(п) док, причал drip /dnp/ (у) капать ideal (adj) идеальный leisurely (lzartij
(adv) неспешно lush [Ш (adj) покрытый ПЫШНОЙ растительностью marshmallow
/тщТт&1оо/ (п) зефир orchard (П) фруктовый сад расе /рцы' (п) шаг, походка
raft (п) плот roast /rgvst/ (м) жарить, поджаривать scent /sent/ (п) аромат
shady /feJdij (adj) тенистый spectacular  (adj) впечатляющий, захватывающий
struck /stnk/' (adj) впечатляюще stunningly /st01Dlil (adv) потрясающе
supplement ,'saplrmantl (п) добавка, дополнение trickling (adj) текущий,
стекающий vendor (п) продавец
Phrasal
verbs риа ир (phr v) останавливаться, причаливать
Culture
Corner 8 beforehand „'b1f2'hcnd/ (adv) заблаговременно burp (у) рыгать
convention /kanvenJan/ (п) собрание, съезд disrespectful /dlsrrspektfol/ (adj)
неуважительный equality !1kwplIti/ (п) равенство, равноправие еуе contact Ки
kont&kV (п) зрительный контакт gross /grous/ (adj) грубый, вульгарный idea[
/aIdi;aV (п) идеал, верх совершенства maintain /rnemtgn/ (у) померживать,
сохранять manners /т&паГ7ј (п) манеры , поведение punctuality  (п) пунктуальность salary /s@lari/
(п) зарплата tip /цр/ (м) оставлять на чай (В ресторане) valued (adj) ценный
yawn /Ја;пЈ (v) зевать Phrasal verbs cut ahead (phr у) опережать Phrases the
done thing (phr) принятая (традициями) вещь Across the Curriculum: Art Design
art estabtishment
*blrfmant/ (п) влиятельные круги в области искусств canvas /k@nvas/ (п) холст
comforting ,fkamfartuy (adj) успокаивающий composition [КртрацРп/ (п)
композиция, расположение contrasting (adj) контрастный contribution
/knntribjW>n] (п) вклад, вложение depiction (п) отображение, изображение
emerging (adj) восходящий, становящийся
известным
exhibition ]eks1bLPn./ (п) выставка

extraordinary /lkstra•rdanri/ (adj)
He06blqHblä,
3KCTPaOPAHHaPHblä foreground /fxrgraund/ (n) nepeAHHi nnaH
Impressionism
Irrnprefanrzam/ (n) HMnPeCCHOHH3M
(cmuno
pucoß0Hug, nog3uBuuücg go Øpa,qguu 3
1860-e
ea.) legacy [legasi/ (n) HacneAHe major Imelctar/' (adj)
Ba>KHblä, rnaBHb1ü multiple /maltlpal/ (adj) pa3H006pa3Hblä
perspective /parspektrv/ (n) nepcneKTMBa (3 ucwccm3e) prestigious (adj)
npeCTHHHbli, H3BeCTHblü prosperous /pmsparas/ (adj) 60raTblä,
COCTOmeJ1bHblÿl revolutionise Irevalxfanarz] (V) MeHBTb, nPOH3BOAhTb
KOPeHHble H3Me-HeHHB school Iskl&lj (n) 11Kona shifting (adj)
HenOCTORHHb1ÿ, MeHfiEOLUHüCR,
ABH>KYU4HÜCR vibrant /vubrant/ (adj) 3HeprHqHb1Ü, *HBO"
visionary fiUanri/ (adj) cþaHTaCTuqeCKHä,
B006paxaeMblä, HepeaJ1bHblÿ widely /waldli/ (adv) UJHPOKO
Phrases
bridge the gap (phr) 3anonHRTb np0MeY<YT0K look at sth in a new light
(phr) YBHAeTb B HOBOM CBeTe take by Storm (phr) 3aBœBb1BaTb, noKOPBTb
Going Green 8
concentration
/kpnsantrglPn/ (n) KOHgeHTPaUHS,
CKonneHHe damp Idæmp/ (adj) BJ1aXHb1ä excavation /gkskavefn/
(n) pacKOflKh feature (V) rlOKa3blBaTb fort Ifa;rt/ (n) fossil „'fnsal/ (n)
HcKonaetqoe, 0KaMeHenble OCTaHKH gallery /gælari/ (n) ranepen gothic
Ign61k/ (adj) roTHqecKHä (ormqocnuuùcg K cmumo 3 egponeÜcK0M
ucKyccm3e MI-XVII 33.) heritage site /herrt1cËsaIt/ (n) MeCTO,
npeacTaanmouee
60f1bL.LJY}O geHHOCTb legitimately
1110matli/ (adv) .3aKOHHO looting       (n) rpa6ex, MapoaepcTB0 monastery
/mnnastri/ (n) MOHaCTblPb officially IafLPli/ (adv) 04)HUHanbHO outstanding  (adj) BblAatOU.4HiCS,
3HaMeHHTbli
Renaissance ,/rrnelsnns,' (adj) peHeccaHc (nepuoð
6 eßponeücK0M ucwccmße, onwocRÜUWÜcg OC06eHHO K
Mmanuu 3 X/V-XV/ 63., Koeða g moðeù
303poc
uwnepec K ucwccm3g) sculpt /skalpt/ (V) BasTb, nenHTb species /sptrrz/ (n) BHA
(yu30mHb'X unu pacmeHL'ù) stronghold Istmnhould/ (n) KpenocTb value
/væIju•J (n) geHHOCTb

Proper
Nouns
Peter          (p. 10)
Moscow Impsk0U/ (p. 10)
Beijing            (p. 10)
China          (p. 10)
Cheung        (p. 10)
Russia
/rxfal (p. 10)
Natasha Inatefa/ (p. 10) Anna lena/
(p. 10)
Italy litali/ (p. 11)
Sylvia 'Silvia/ (p. 11)
England nogland/ (p. 10)
Thomas /tnmas/ (p. 11)
Jordan              (p. 11)
Aalia /galia/ (p. 11)
Japan /(bapcn/ (p. 11)
Takumi /takurni/ (p. Il)
Hams            (p. 11)
William J. Durant /wuljarn (bel
djurænt/ (p. Il)
Jacobs               (p. 12)
Josh ,.'cb2f/ (p. 12)
Steve Isttv/ (p. 12)
Mary Imeari/ (p. 12)
Phil      (p. 13)
Sullivan /salrvan/ (p. 13)
Frances Ifrgnsrs/ (p. 14)
London /l&ndan/ (p. 14)
Auntry Jo /gnti        (p. 14)
Fiona /fiuuna/ (p. 14)
Tony /tnni/
(p. 14) Australia /ostrulia/ (p. 14)
Ann        (p. 14)
Toronto
/tarpntov/ (p. 15)
Oscar Wilde                  (p. 16)
Dublin /dAb11n/ (p. 16)
Ireland /uaqand/ (p. 16)
Dorian Gray Ida•rian    (p. 16)
Hans [hens' (p. 16) Hugh lhju¶ (p.
16)
Sunny /sani/ (p. 18)
Jane /ct5CIn/ (p. 19)
Lyn 11m/ (p. 19)
Ben /bgn/ (p. 19)
Alison /ælrsan/ (p. 19)
Jake
/ct;elk/ (p. 19)
Joe      (p. 19) Tanya Itcnia/ (p. 19) sally   (p. 19) Sam    (p.
19)
Andy lendi/ (p. 19)
Sara          (p. 19)
Mike          (p. 19)
Uncle Harry
,/NJPIhžeri/ (p. 20)
Dave 'dew/ (p. 20)
Angie           (p. 20)
Britain /bntan/
(p. 21)
India /žndia/ (p. 21)
UK            (p. 21)
Rupa
/rupa/ (p. 21)
United Kingdom /ju•nutld kndam/ (p.
21)
Newham            (p. 21 )
East London list landan/
(p. 21)
Poland /pouland/ (p. 21)
E.U.        (p. 21)
Li nv (p. 21)
Birmingham
Iba.•rnunam/ (p. 21)
Jerome               (p. 21)
John Thomas    tnmas/ (p. 22)
Queen Victoria /kwi•n vrktxria/ (p.
22)
Hughes          (p. 22)
Peter Ustinov                     (p. 23)
New York              (p. 24)
Riverside Invarsmd/ (p.
24)
Manhattan
/mænhetarv' (p. 24)
Beatles bi•talzl (p. 24)
John Lennon       Ignan/ (p. 24)
Lincoln 1110kan/ (p. 24)
Juilliard /cbL•liard/
(p. 24)
Dakota
/dakouta/ (p. 24)
East Swinton /tst swntarv'
(p. 24)
Russia /rda/ (p. 25)
Soviet Union
IsQuviatjunian/ (p. 25)
Finland
/finland/ (p. 25)
Sue       (p. 25)
Martin /rnŒrtrn/ (p. 26)
William Goldsmith tWIIjam              (p. 28)
Tracy /trgsi/ (p. 28)
Jo         (p. 29)
Sydney J. Harris /SIdni hens' (p. 29)
Tom (p. 30)
Alex (p. 30)
Lucy /lusi/ (p. 31)
Kim /klm/ (p. 31)
Olga        (p. 32)
Buckingham Palace Ibokroam      (p. 32)
Jenny /cbeni/ (p. 32)
Graham /greuam/ (p. 32)
Paula          (p. 33)
Larry 11Mi/ (p. 33)
Charlotte Brontë /JAlat bmnti/
(p. 34)
Yorkshire /jxrkfa¶ (p. 34)
Shirley          (p. 34)
Villette tvrlet/ (p. 34)
Jane Eyre /ctgnea¶ (p.
34)
Eliza Illaua/
(p. 34)
Georgianna                  (p. 34)
Gateshead Hall /gutshed ha•L/ (p. 34)
Reed /rid/ (p. 34)
Nero
,/ruarou/ (p. 35) Caligula /kaliqiula/ (p. 35)
Bessie Ibesi/ (p. 35)
Abbot lebat/ (p. 35)
Sarah Holmes /seQt•a houmz/ (p. 36)
Dave Carter       kŒrta¶ (p. 36)
Sean /fan/ (p.
36) Kate [kelt/ (p. 36)
Katy
,'kerti/ (p. 36)
Megan
,/megan/ (p. 36)

Word List

Kelly        (p. 37)
Diana Idalænal (p.
37)
Smith
Ism19/ (p. 37)
Matthew /mæeju•J (p. 38)
Pat Jacobs  (p. 38)
Matt /mæt/ (p. 38)
Sophie
/soufi/ (p. 39)
Hunt /hant/ (p. 42)
Victoria Beckham
/vlktxria bekam/ (p. 42)
Pushkin
/puJkIn/ (p. 43)
McDonalds
ImakdnnaIdz4 (p. 43)
Madrid Imadnd/ (p. 44)
Spain ,'spem] (p. 44)
California
/kælafa•rnia/ (p. 44)
Rex ,/rgks/ (p. 44)
Charles Dickens WIZ dlkrnð (p.
45)
Ellis Island                  (p. 45)
Debbie Idebi/ (p. 46)
Eduard Everett Hale
/edwarcl evant hew (p. 48)
Yates belts/ (p. 49)
Adam
/ædarrv' (p. 49)
Suzy Isuzi] (p. 49)
Dan          (p. 50)
Charles ,Wlz/ (p. 50)
Tim mm/ (p. 51)
James              (p. 51)
Julie          (p. 51)
Singapore             (p. 51)
Jan          (p. 51)
Hampshire /hæmpJa¶ (p. 52)
Oliver Twist                  (p. 52)
David Copperfield /dgvrdknpaTtld/ (p.
52)
Pip /PIP/ (p. 52)
Joe Gargery  (p. 53)
(p. 55)
Ann Sanders  (p. 55)
Marshall
McLuhan /mŒTP1mak1van/ (p. 55)
America lamenka/ (p. 57)
Europe /juarap/ (p. 57)
USA Ijwesel,/ (p. 57)
Emma Lazarus  (p. 57)
Sherlock Holmes /fgqokhoumzl (p. 60)
Kremlin Ikremlrn/ (p. 61)
Assumption lasarnpPn/ (p. 61)
St Basil
Isantbæzal] (p. 61)
Ivan
larvan/ (p. 61)
Bob Ibnb/ (p. 62)
Ryan /ruan/ (p. 62)
Paul        (p. 62)
Maggie Imegi/
(p. 62)
Tom Sawyer /tpm soja¶ (p. 63)
Mark Twain /mŒTktwem/ (p. 63)
Simon Yates (p. 64)
Joe Simpson (p. 64)
Siula Grande /siula grgndel/ (p. 64)
Peruvian Andes /paruvian        (p. 64)
Amy
/eltni/ (p. 65)
Brian Ibralan/ (p. 65)
André Gide       3i•d/ (p. 65)
Andrews lendru:a/ (p. 67)
Carson                  68)
Jack Bell              (p. 68)
Pam /pæm/ (p. 68)
Maria Imarta/ (p. 68)
Stella /stela/ (p. 68)
Scotland
/skptland/ (p. 68)
Andrea /ændria/ (p. 68)
Greg /greg/ (p. 69)
Liz      (p. 69)
Frank
/frær)k/ (p. 69)
Michelle /m1Jel/ (p. 69)
Madeline Imedalrn/ (p. 69)
Pete /pi•t/ (p. 69)
Nancy /nænsi] (p. 69)
Pat         (p. 69)
Helen /helan/ (p. 69)
Bill      (p. 69)
Samuel Langhorne Clemens /sernjuel
lænho:rn klemanz'
(p. 70)
Missouri Inusuari/ (p. 70)
Mississippi /rrusrslpi/ (p. 70)
St Petersburg (p. 70)
Huckleberry Finn /hAk01beri  (p. 70)
Bekcy Ibeki/ (p. 70)
Thatcher            (p. 70)
Huck       (p. 71)
Douglas
/dAgIas/ (p. 71)
Cardiff            (p. 71)
Greg Gibson Igrgg gžbsan/ (p.
72)
Bering Sea /beannsj;/ (p.
72)
George           (p. 73)
Emily /gmali/
(p. 75) Richard /rýard/ (p. 75)
Jim        (p. 75)
Florence Nightingale /flnrans
nartrngerl] (p. 77)
Scutari /skutcri/ (p. 77)
France /frgns/ (p. 77)
Turkey          (p. 77)
Crimean War (krarrman  (p. 77)
Crimea              (p. 77)
Thomas Farynor Itpmas (p. 78)
King Charles Il    qŒqz ðasekand/ (p. 78)
Pudding Lane       lem] (p. 78)
Thomas Bloodworth /tnmas
blödw3:r6/ (p. 78)
Thomas Fuller                (p. 79)
Ursus arctos /xrsasgrktas/ (p. 80)
Henry [henri/ (p. 82) Tess      (p. 83) d'Urbervilles
I'dxrbarvllz] (p. 83) Thomas Hardy             hgrdi/ (p. 83)
Jasmine /cbæznun/ (p. 84)
Manchester /mæntfrsta¶ (p. 84)
York        (p. 84)
Newcastle /nL•kŒsaI/ (p. 84)
Milton Keynes Imlltanktnz' (p. 84)
Edinburgh /gdmbara/ (p. 84)
Preston /prestan/ (p. 84)
Hans Christian Andersen  knst$an endarsan/ (p. 85)
Greens Igri•nz] (p. 87)
Greece /grts/ (p. 88)

Kevin /keun] (p. 89)
Brown Ibrayn/ (p. 89)
Robert Imbart*l (p. 89)
Dorset           (p. 90)
Wessex
/weslks,/ (p. 90)
Casterbridge [kcstalbrrw (p. 90)
Trantridge /trentncb' (p. 90)
Joan Durbeyfield         dxrbifi:ld/ (p. 90)
Stoke IstQUk/ (p. 91)
Tringham /tnnam] (p. 91)
Littlehampton
/lltëlhæmptan/ (p. 92)
Liz Baker                (p. 92)
Samantha Murray /samæn9â
mari/ (p. 93)
Ron Taylor It-nn teyla¶ (p. 93)
Newtown /nL•t3n/ (p. 93)
Mike Stephens ImaJksttvanz/ (p. 94)
Shipton /flptan/ (p. 94)
Tudor                 (p. 95)
Great Britain /grelt bntan/
(p. 95)
Kibera /klbera/ (p. 96)
Nairobi
Inmroubi./ (p. 96)
Rio de Janeiro Irt0U
dasaruerou/ (p. 96)
Brazil (brazil/ (p. 96)
Thailand Itaflænd/ (p. 96)
Bill Vaughn                    (p.
97)
Brighton Ibraltan/ (p. 98) Africa
lefnka/ (p. 99)
Uganda
fjugænda/ (p. 99)
Mongolia                  (p. 99)
Siberia
Isarbžaria,/ (p. 99)
Asia /elfa/ (p. 99)
Croatia /kroueúa/
(p. 100)
Jack London                     (p. 101)
Jupiter              (p. 102)
Ganymede /gæmmj.•d/ (p. 102)
Mercury /m3.•rkjuri/ (p. 102)
Arecibo /ærastbou/ (p. 102)
Puerto Rico /pwxrtou rtkou/
(p. 102)
Stephen Hawking  (p. 102)
Tom Cruise
/tnrnkluz./ (p. 104) Steve Mars /sttvmŒrd (p. 104)
Aniston /ænrstanj (p. 104)
Ronny Williams /mniwlljamz] (p. 104)
Kassie IkesL/ (p. 104)
Tom Hanks                   (p. 105)
Sammy Isemi/ (p. 106)
Lisa (p.
106) Deb (p. 106) Tina (p. 107)
Rita
(p. 107)
San Francisco Isen franslskou/ (p.
108)
Scott Wheedon /sknt
hwtdanj (p. 108)
Beth [bee/ (p. 108)
White Fang                 (p. 108)
Federico Fellini
/fedartkoufeli;ni/ (p. 110)
Thomas Jefferson /tnmas
d£farsan/ (p. 112)
Charles Lamb /L•qz1æm/ (p. 112)
British Isles                 (p. 113)
Welsh          (p. 113)
Brythonic Ibnønnrk/ (p. 113)
Word List
Wales /wgÊlz] (p. 113)
Argentina                        113)
Gaelic /gullk/ (p. 113)
European Union /juaraptanL•nian] (p.
113) Highlands [hmlandd (p. 113)
Manx
/mænks/ (p. 113)
Cornwall               (p. 113)
Athenians /aõtnianz/ (p. 114)
Howie [haui,/ (p. 114)
New Zealand Injuztland/ (p. 114)
Troy            (p. 114)
La Gomera  (p. 114)
Canary Islands [kaneriulandd (p. 114)
Henry David Thoreau [henri
dexvId9xr0U/ (p. 114)
Histiaeus nustitas/ (p. 115)
Achilles lakfli:d (p.
116)
Julius Caesar           si•zar/ (p. 116)
Susan Isuzan/ (p. 117)
Baker Iberka¶ (p. 117)
Butcher l'but$a¶ (p. 117)
Hill      (p. 117)
Field        (p. 117)
Rivers /ryvaral (p.
117) Johnson /ct;nnsan/ (p. 117)
Sophia /soufaB/ (p. 117)
Abbie Birthday ,'æbi bxredel/
(p. 117) Robin Banks /mbrn benks/ (p. 117)
Danny Ideni/ (p. 118)
Rudyard Kippling Irodjard
klplln/ (p. 119)
Dian Fossey ,/dalæn fnsi] (p.
119)
Henry Ford [henri       (p. 120)
Beethoven
Ibelthouvan./ (p. 120)
Abraham
Lincoln /egbrahæmIUJkan/ (p. 120)
Einstein laxnstarn/ (p. 120)
Thomas Edison /tnmasgthsan/ (p. 120)
George Lucas          IL•kas/ (p. 120)
Michael Jordan /rna1F1          (p. 120)
United
States /ju•nartldstexts/ (p. 121)
Mount Everest Imauntevanst/
(p. 121)
Rome I'rQum] (p. 121)
Eleanor Roosevelt Iglanar             (p. 121)
Oxford Inksfard/ (p. 122)
Leeds [ltdz] (p. 122) Annie
/æni/ (p. 123)
Kayla          (p. 123)
Bertrand Russell /bgrtrond      (p. 124)
Eubie Blake                  (p. 124)
Carter [kŒrtar/
(p. 124)
Hugh Grand /hL•grŒnt/ (p. 125)
Bombay ,bnmbu/ (p. 126)
Mandalay Imendelu/ (p. 126)
Gunga din /g&ngadln/
(p. 126)
Nobel Inoubgl/ (p. 126) Jackie
/d;æki/ (p. 127)
Wilson /wllsan/ (p. 128)
Diana Hughes  (p. 129) Sarah Stewart Isearastjuart/
(p. 129)
Evans            (p. 130)
Dawson /dxson/ (p. 130)
Matthew Springer /mæeju: spnW/
(p. 131 )
WL26

Word List

Sylvie Legrange /SJIvi        (p. 131
)
Swansea Iswnnzi/ (p. 131)
Sarah Miles /sgaramaLlzJ (p. 131)
Keble          (p. 131)
Steven
Howard Isttvanhagžard/ (p. 131)
Bradford /brædfarcl/ (p. 131)
Jacob            (p. 132)
George Schalles                (p. 133)
Peanuts /ptmts/ (p. 133)
Digit          (p. 133)
Pythagoras Ipa19ægaras/ (p.
133)
Katie
Underwood /kgti Endarwud/ (p. 134)
Jeff Bezos /cbefbezas/ (p. 134) Carl
Lewis /kA•q (p. 134)
Victor Tsoi luktartsoj (p. 135)
Leningrad /lenrngræd/ (p. 135)
Alexander  (p. 135)
Stan Istæn/ (p. 136)
Gail        (p. 136)
Gulliver           (p. 137)
Jonathan
Swift ,/cbnn060nswIfV (p. 137)
Easter Island        uland/ (p. 138)
Jacob
Roggeveen /d;eukab mgavL•n/ (p. 138)
Pacific Ocean /pas1fIkouPn/
(p. 138)
South America  (p. 138)
Kailasa Ike!lasa/ (p. 138)
Ellora /eIQ.ura/ (p. 138)
Mumbai Imambel/ (p. 138)
Shiva        (p. 138)
Machu Picchu ImeNupJtfu/ (p. 139)
Incas /10koz4 (p. 139)
Peru Iparu/ (p. 139)
Andes /ændi:z] (p. 139)
Hiram Bingham /harram bll)am/ (p.
139)
Delphi /delfi/ (p. 139)
Parnassus /pŒrnæsas/ (p.
139)
Apollo /apnlou/ (p. 139)
Pythia         (p. 139)
Baikal           (p. 139)
Aztecs /ezteks/ (p. 139) Paris
/pæns/ (p. 139)
Eiffel
Tower /a1PI taua¶ (p. 139)
Parthenon /pŒrÔanan/
(p. 139)
Athena laetna/ (p. 139)
Charles de Lint     da IJnt/ (p. 139)
Renoir IrenwŒ¶  142)
Barcelona /bŒrsIIouna/ (p. 143)
Prague /prcg/ (p. 143)
Mediterranean Imedltareunian/ (p.
143)
Lilliput [Illipnt/ (p.
144)
East Indies Itstlndid (p. 144)
Van Diemen /v;gn dtman/ (p.
144)
Lilliputians /1J1rpjuPnz]
(p. 145)
Osoyoos
/DSZias/ (p. 146)
Columbia [kalambia/ (p. 146)
Canada Ikenada/ (p. 146)
Hanauma Ihanxma/ (p. 147)
Hawaii /hawali/ (p. 147)
Phi Phi /ptpi•l (p. 147)
Mykonos Imtkanns/ (p. 148)
Cyclades              (p. 148)
Sherwood /fxrwud/ (p. 148)
Billy       (p. 148)
Paul Cezanne /pa•l       (p. 150)
Picasso /plkæsou/ (p. 150)
Matisse Imætts/ (p. 150)
Titan          (p. 150)
Château Noit /f&tounwg/ (p.
150)
Montagne
Sainte-Victoire ImontŒnji sŒnt (p. 150)
Jas de Bouffan  (p. 150)
L' Estaque mit roten Dächern
[lestLk nut ro:tan deh3:rn/
(p. 150)
Galapagos
/galæpagas/ (p. 151 )
Florida Iflnnda/ (p. 151)
Anokor                 (p. 151)
Cambodia [kæmbQudio/ (p. 151) Khmer /kmear/ (p. 151)
Dubrovnik /dubmvnrk/ (p. 151)
Wieliczka /vja11tJka/ (p. 151)
Cracow /krækou/ (p. 151)
Ngorongoro /wpraognrou/ (p.
151)
Tanzania                (p. 151)
Zeno            (p. 151)
Ayers Rock Igarzrnk/ (p. 152)
Vluru /vluru;/ (p. 153)
Caribbean [kerabi•an/ (p. 153)
Tana          (p. 153)
Nile        (p. 153)

Andrew /ændru•J (p. 141)

Costa del Sol /knsta del SDI/ (p.
154)
APPENDIX 1
Prepositions
(Prepositional phrases)
allergic to sth Bb13blBaTb anneprHh0
Ha qTO-JIH60 apologise to sb for sth H3BHHBTbCB nepen KeM-nH60 3a
'-ITO-TO
argue about cnophTb ashamed of CTblAUTbCR qero-nH60 assure Of sth 6blTb
YBepeHHbiM B qeM-J1h60 attached to npunaraTb, TIPHcoeAHHflTb be against sth
6blTb np0THB qero-JIH60 be beyond repair 6blTb COBeP1.ueHHO HeMCnPaBHb1M be in
(a) good/bad condition 6blTb B nnoxoM
(xopot.ueM) COCTOfiHHH
be involved in sth 6blTb BOBneqeHHblM BO qTo-JIM60 boast about sth XBaCTaTbCB
qeM-JIH60 by the sea no MOPIO charge sb with sth HarpyxaTb Koro-"H60
qeM-JIH60 close to 611H3KO K complain about sth XaJIOsaTbCfi Ha 'ITO-JIh60
complain of sth (suffer from) CeTOBaTb Ha 'ITO-JIH60 complain to st) xanOBaTbCR
KOMy-nH60 covered in sth 3aKhAblBaTb, 3aCblnaTb crowded with sth
nepen0JIHeHHblü qeM-T0 dissatisfied with sth HeAOBOJ1bHblä qeM-nH60
do research into Sth nPOBOA½Tb uccneaogaHHe B KaKOi-
JIH60 06naCTH dream of
sth MeqraTb o qeM-nH60 expelled from sth H3rHaHHblÞt H3, YAaneHHblÿt
OT graduate in sth 3aKOHt4HTb yqe6Hoe 3aaeaeHHe in need of sth HY>KAaTbCR B
qeM-JIH60 influence on sb BJIHfiTb Ha Koro-nH60 insist on sth HaCTaMBaTb Ha
qeM-nH60 long for sth AJIHTbCq make an impression on sb np0h3B0AHTb BneqaTneHHe
Ha
Koro-JIH60 pay attention to sth yaenqïb (06pa114aTb) BHHMaHHe Ha
MT0-nu60 recover from sth Bb13AOPaBJIHBaTb, nonpaBJIBTbcq requirements of
sth Tpe60BaHHA K yet.qy-,1H60 respect for sb yga>KaTb KOrO-JlH60 responsible
for sth OTBeqaTb 3a HT0-nH60 succeed in doing sth npeycnegaTb B ueM-nH60 take a
look at sth B3rJ1fiHYTb Ha qT0-nu60 treat sb for sth yxa>KHBaTb aa KeM-JIH60
trick sb into sth 06MaHblBaTb Koro -TlH60 typical Of THnuqHbli within easy
reach of sth HenoaaneKY
APPENDIX 2
Phrasal Verbs come come across
BCTPeqaTb, HaXOAHTb, CTaJIKHBaTbCR q qeM-

JIH60        come down with aa60neTb come into
nonyqHTb B HaCneACTBO come over HaBeL-qaTb come up with npHAYMaTb
Appendices
put put down
KPHTHKOBaTb, YHHXaTb put off OTKnaAblBaTb put on OAeBaTbCR put up nagaTb npH}0T
put up With MHPHTbCR, npHMHpqTb keep
keep away from sth H36eraTb/aepxaTbcq
rqaneKO OT keep (sth) down He YBenuqHBaTb (331JR) keep (sth) from 6epeqb OT
keep on doing sth np0AonxaTb qT0-nH60 AenaTb keep up with sth He OTCTaBaTb OT
qer02JIH60
go go ahead
with Hat4MHaTb, npucrynaTb go away YXOAHTb, rlOKHAaTb, HCqe3aTb go into
06CY>KAaTb B aeTanqx go on npononxaTb go through npoäTH qepea, nonyqHTb
onblT
do do up I) 3acTerHYTb, 3aBR3aTb•, 2) OTPeMOHTHPOBaTb do up
Sth YKpau.1aTb, 06HOBJ19Tb I-ITO-DH60 do without sth 06XOAHTbCR 6ea qero-nH60
do in A06HTb, OCTaBHTb 6e3
talk talk back to sb OrPb13aTbCB talk
down to sb roBOPhTb c BblCOKa talk (sb) into sth y6eH<AaTb Koro-JIH60 B
qeM-nH60 talk (St)) out Of Sth OTOBaPHBaTb Koro-JIH60 0T gero-
JIH60 talk (sth) over 06CY>KAaTb
qro-Dh60 talk (st)) round nepey6e>KAaTb KOrO-JIH60
carry carry Off
3aBœBb1BaTb, BblHrPblBaTb (npu3, Haepaðg, aoHKY, copeßH03aHue)
carry (sth) off BblHrPblBaTb qTo-J1h60 carry on npoaonxaTb carry out
BblnOJIHfiTb, OCY1.geCTBMTb carry through npeB03MoraTb, ocyu.4ecTBJ1fiTb,
cnpaB¼Tbcq, npeoaoneTb
check check in
perucTphF)0BaTbcq B a3ponopTY/npox0AHTb perHCTpaL4HlO check Off npoBepRTb no
criHcKY check on y6eAHTbCfi, HTO C KeM-TO BCe B nop5AKe check out
PaCCqHTbtBaTbCR (3a omene),
BblnhCblBaTbCB check up np0BepBTb, Hax0AHTb HH4)OPMaL4HlO check over
B3rJIRHYTb euae pa3, HT06bl npoaepHTb npaBHJ1bHOCTb qero-JIH60
APPENDIX 3
Idioms & sayings
a bolt out of the blue KaK rpoM cpeAH
SCHOro He6a a face like thunder Ter.1Hee TyqH a million reasons MHJIJIMOH
npW4hH a storm in a teacup 6ypq B craKaHe BOAbl

Appendices

actions speak
[ouder than words не по словам судят, а по делам at sixes and sevens
растеряться бе ЬасК оп УОШ feet встать на ноги после болезни chip off the old
block похожи, как две капли воды соте rain or shine несмотря ни на что drop
like flies падают, как мухи feel off colour выглядеть нездоровым feet гип down
быть изможденным Пу the nest покинуть родные пенаты have а roof over one's head
иметь крышу над головой have the time of your life наслаждаться жизнью have
уоиг head in the c[ouds витать в облаках in two minds колебаться lead Ф ир the
garden path обманывать топеу talks деньги решают все опе in а milion один на
миллион
(sth) runs
in the family характерная особенность six 0f опе and ha(f а dozen 0f the 0ther
одинаково, одно и тоже
speak one's mind высказывать
свое мнение, открыто выражать свое мнение speak the same tanguage as sb
говорить на одном языке, понимать с полуслова кого-либо sweet talk лесть,
умасливание take everything but the kitchen sink брать все подряд, без разбору
talk 0f the devil легок на помине talk tO the разговор в никуда talk with а
forked tongue лгать talk/speak in riddles говорить загадками the black Феер
белая ворона throw топеу down the drain бросать деньги на ветер under the
weather быть больным, чувствовать недомогание wears the trousers верховодить в
семье two bites of the cherry делать вторую попытку уои can't teach ап old dog
new tricks в чужой монастырь со своим уставом не ходят уои live and learn век
живи — век учись

curricular, cultural,
cross-cultural, environmental & literature sections Spotlight on Exams
section at the end of each module specially designed to prepare students for
the RNE exam
 Word Perfect & Grammar Check section
plus a Grammar Reference section
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