extracted_text:
Virginia
Evans
Jenny Dooley
Olga Podolyako

Julia Vaulina
      Express Publishing PROSVESHCHENIYEP U
B L I S H E R S
Министерством
образования и науки Российской Федерации
Москва
Express
Publishing
«Просвещение»
2012
удк
373.167.1:81 1.11 1 ББК           81.2Англ-922
Аб4
Серия «Английский в
фокусе» основана в 2006 году.
На учебник получены
положительные заключения Российской академии наук (№ 1 О 106-5215/201 от
12.10.201 7 г.) и
Российской академии образования (№ 01-5/7,3-301 от 24. 10.207 7
Авторы: Ю. Е . Ваулина, Д. Дули. О.
Е. Подоляко, В. Эванс AJthors: Mrginia Evans, Јеппу Dooley. ()lga Podolyako,
.lulia Vaulina
Acknow1edgements
AIthors•
Acknowledgements
We would like to thank ан the staf at
Express Publi5hing who have contributed their to producing this book. Thanks
аге due in particular to: Мегу| Phillips (Editor-in-Chief): ]ulie Rich (senior
editor); Мпа Peters and Rianna Diamrnond (editorial assistants) ; дех Вагтоп
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ако like to thank those institutions and teachers who piloted the manuscript,
and whose comments and feedback were invaluabte in the production of the
Colour lllustrations: Рап, Stone.
Whi1e every effort hos
Ьееп made to troce the copyrlght holders, if опу hove Ьееп lnodvertently
overIooked the publishers will Ье pleosed то тоКе the necessory arrongements
the first opportvnity.
Английский язык. 8 класс : учеб. для
общеобразоват. учреждений / [О. Е, Ваулина, Аб4 Д. Дули, О. Е. Подоляка, В.
Эванс]. — М. : Express Publishing : Просвещение, 2012. —
216
с. : ил. — (Английский в фокусе). - lSBN 978-5-09-028993-1.
учебник является центральным элементом
учебно-методического комплекта серии «Английский в фокусе» для учащихся 8
YJ1dCCd общеобразовательных учреждений. Отличительной особенностью УМК является
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Учебное издание
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«Английский в фокусе»
Ваулина Юлия Евгеньевна
Дули Дженни
Подоляко Ольга Евгеньевна
Эванс Вирджиния
Английский язык
8 класс
Учебник для
общеобразовательных учреждений
Центр группы германских языков
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Contents

Module I — Socialising(pp. 9-24) la
Reading & Vocabulary . . pp. 10-11 1b Listening & Speaking ..........
pp. 12-13
Ic Grammar in Use. pp. 14-15 Id Vocabulary & Speaking .. pp. 16-17 le Writing Skills .. pp. 18-19 If English in Usep. 20
Culture
Corner I .. p. 21
Across
the Curriculum. pp.22-23
Module
2 — Food & Shopping .. (pp. 25-40)
2a
Reading & Vocabulary. pp. 26-27
2b
Listening & Speaking .......... pp. 28-29
2c Grammar in Usepp. 30-31

2d
Vocabulary & Speaking. pp.32-33
2e Writing Skills. pp. 34-35
2f English in Usep. 36
Culture
Corner 2.p. 37
Going
Green 2. pp. 38-39
Module
3 — Great Minds .. (pp. 41-56)
3a Reading & Vocabulary. pp.42-43 3b Listening &
Speaking .. pp. 44-45
 Grammar in Use . pp. 46-47 3d
Vocabulary & Speaking .. pp. 48-49
3e
Writing Skills .. pp. 50-51
3f
English in Use. p. 52
Culture
Corner 3. p. 53
Across
the Curriculum. pp. 54-55
Module
4 — Be Yourself. (pp. 57-72)
4a
Reading & Vocabulary. pp. 58-59
4b
Listening & Speaking.. pp. 60-61
4c Grammar in Use. pp. 62-63

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

4e
Writing Skills . pp. 66-67
4f
English in Use. p. 68
Culture
Corner. p. 69
Going Green 4 .................. pp. 70-71

5a

Reading & Vocabulary .        .
  pp.74-75

5b

Listening & Speaking ..........
  pp. 76-77

5c

Grammar in
  Use

. pp.78-79

5d

Vocabulary & Speaking .

. pp. 80-81

5e

Writing
  Skills

.
  pp. 82-83

5f

English in
  Use .

. p. 84

Culture Corner 5 .

. p. 85

Across the Curriculum

.
  pp. 86-87

Module 5 — Global Issues(pp. 73-88)

6a

Reading & Vocabulary

    . pp. 90-91

6b

Listening & Speaking .

  .
  pp. 92-93

6c

Grammar in
  Use

  .
  pp. 94-95

6d

Vocabulary
  & Speaking

. pp. 96-97

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

6e

Writing Skills .

            .
  pp. 98-99

6f

English in Use

.. ...J....... p. 100

Culture Corner 6

            ..
  p. 101

Going Green 6

            .
  pp. 102-103

Module
7 — Education. (pp. 105-120)

7a

Reading & Vocabulary .                                                    .. pp. 106-107

7b

Listening & Speaking             . pp. 108-109

7c

Grammar in
  Use                   .
  pp. 110-111

7d

Vocabulary & Speaking                                                    . pp. 112-113

7e

Writing Skills                         pp.
  114-115

7f English in Use116
         Culture Corner 7                      p. 117
         Across the Curriculum          .
pp.118-119
Module
8 — Pastimes ..... ..... ...... (pp. 121-136)

8a

Reading & Vocabulary        .
  pp. 122-123

8b

Listening & Speaking ..........
  pp. 124-125

8c

Grammar in
  Use

.
  pp. 126-127

8d

Vocabulary & Speaking .

.
  pp. 128-129

8e

Writing
  Skills .

. pp. 130-131

8f

English in Use

       132

Culture Corner

.

. p. 133

Going
  Green 8

. pp. 134-135

Grammar Check. pp. 137-153
Song Sheets. pp.SS1-SS4
Spotlight
on Russia. pp. 1-10
Grammar Reference Section. pp.GR1-GR16

                                                                                Irregular
Verbs          . . ... .... ..... p. GR17
                                                                                Word
List                                ..... .. pp.WLI-WL25
                                                                                Appendices
.                                               . pp.WL26-WL27
Table of Contents

                                                                           VOCABULARY                                                                    GRAMMAR

la

. 10-11)

character adjectives; body language

1b (pp. 12-13)

socialising; personal information

Ic (pp. 14-15)

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

Id (pp. 16-17)

physical appearance;
  whereabouts; relationshi ; idioms

adverbs of
  degree com arisons

le (pp. 18-19)

greetings cards

If ( . 20)

phrasal verbs: get; prepositions

forming adjectives (•ful, •able)

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

2a

(pp.
  26-27)

food; ways of cooking

2b

(pp. 28-29)

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

2c

(pp. 30-31)

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

2d

(pp. 32-33)

food quantities; verbs/idioms;
  related to food

singular • plural nouns

2e

(pp. 34-35)

phrasal verbs: go; prepositions

order of adjectives

2f

(p. 36)

forming
  negative adjectives tense revision

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

Progress Chec 2 (p. 40)

(pp. 42-43)

fields of science

3b

(pp.
  44-45)

work; jobs

(pp.
  46-47)

inventions

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

(pp. 4849)

stages in life; life events; idioms

3e

(pp. 50-51)

stories; verbs of action

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

(p. 52)

phrasal verbs: bring; words often
  confused

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

4a (pp. 58-59)

appearance;
  self-esteem

4b (pp. 60-61)

fashion; clothes; patterns; style;
  material

too - enough

.
  62-63

rformances

the passive

4d

p, 64-65

body image; idioms related to b

the causative

4e (pp. 66-67)

teenage problems

4f (p. 68)

phrasal verbs: put; words often
  confused

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

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

iv

obento a
  tasty tradition

food likes/dislikes

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

dialogue (commenting on clothes/ accessories)

giving directions; a market advert
(gap filling); intonation in
  questions

Buy
  Nothing Day (article)

expressing
  duration; discussing what teens s nd             ket mon on

Cheese
  & ham triangles (recipe)

ordering
  food & drink; describing a visit to a restaurant

an informal email about a family meal out

an email
  about a visit to a London market

describing a picture

informal letters/emails

Animals in the air (article)

summarisin the text

an informal letter of invitation

dialogue (discussing parents' jobs)

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

Mistakes that worked (article)

telling a story based on visual rompts;
  discussing inventions

an
  informal email about a strange experience you had

Marie
  Curie

matchin s akers to statements

a bi ra h

An Unusual
  Gallery (story)

narrate a story

a story

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

discussing self-esteem

a paragraph advising a friend

dialogue (deciding on what to wear at
  a party)

expressing approval/disapproval
  multiple choice; intonation: stressed syllables

CATS article)

Altered
  Images (article)

a letter of advice

giving advice & possible results

informal letter of advice

choosing a piece of clothing

VOCABULARY                     GRAMMAR

(pp. 74-75)

natural disasters

5b (pp. 76-77)

global concerns

5c (pp. 78-79)

experiences

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

5d (pp. 80-81)

weather; idioms related to weather

(pp. 82-83)

opinions & viewpoints

co-ordinate
  conjunctions both ... and; eithe
. or; neither ... nor

5f (p. 84)

phrasal verbs: call; words often
  confused

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

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

6a

(pp. 90-91)

holidays; travel; activities

6b

(pp. 92-93)

holiday problems

(pp. 94-95)

travel experiences

reported speech

6d

(pp. 96-97)

means of transport; idioms related to transport

6e

(pp. 98_99)

host families

6f

(p. 100)

phrasal verbs: set; words often confused

forming nouns (-ness, -ment)
  prepositions

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

7a

(pp. 106-107)

Technology, media usage

modals; making deductions

7b

(pp. 108-109)

education

7c

(pp. 110-111)

7d

(pp. 112-113)

the media, media jobs, idioms related to the media

linkers

7e

(pp. 114-115)

7f

(p. 116)

phrasal verbs: give; words often confused

compound nouns

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

8a

(pp. 122-123)

interests & hobbies

8b

(pp. 124-125)

sports

(pp. 126-127)

conditionals; if/when/unless

8d

(pp. 128-129)

sports equipment & places;
  idioms related to sports

8e

(pp. 130-131)

applications

(p. 132)

phrasal verbs: take

compound adjectives, prepositions

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

vi

READING

Tsunami disaster (extracts)

interviewing a tsunami victim

dialogue (discussing poverty)

interacting;
  matching speakers intonation (tone groups)

Psychic animals

narrating a bad experience

Red sky at night

What can we do to reduce traffic in our city?

an opinion essay about recycling

The World
  is your Oyster

discussing holidays & activities

dialogue
  (travel experiences)

sympathising; multiple choice;
  intonation: stressed syllables

Tips for
  Solo Travellers

reporting exchange

Full steam ahead

identifying
  announcements; matching people to descriptions

a
  thank-you letter

thanking;
  proofreading; expressing gratitude

a semi-formal thank-you letter

Generation
  M

talking
  about your favourite gadgets

survey report

dialogue
  (discussing exams)

asking for-giving advice contrastive

The
  Italian Conti Academy

stress; multiple choice

Koala Mum Rescued

how to make paper; identifying TV
  programs

The
  Internet as a Homework Tool

topic/supporting sentences

a
  for-and-against essay on e-learning

talking about your interests

a short article about your favourite
  activity

dialogue (arranging to do sth after
  school)

making/accepting/refusing
  invitations; intonation (sound natural); multiple matching

jokes

discussing hypothetical situations

FIFA World cup

discussing favourite team

an email

completing application forms

a formal email based on written

Module 1

Socialising
Before you start ...
•   Has anything
changed in your school/class/ daily routine this year? How do you feel about
it?
•   What was your
favourite summer holiday like?
•   What's your
hobby? When did you start it?
Look at Module 1
Find
the page numbers for pictures 1—4.
Find the page numbers for
•   notes
•   a comic strip
•   greetings cards
•   a poem
Listen, read and talk about ...
breaking the ice
body language family members
•   relationships
conflict & disagreement
O
Learn how to ...
•   socialise
•   describe and
compare people
Practise ...
intonation: showing feelings
•   Present Simple/
Present Continuous/ Present
Perfect/
Present Perfect Continuous/Past
Simple/Past Continuous
•   stative verbs
expressing future actions (will — are going to — Present Continuous)
comparatives & superlatives of adjectives/ adverbs
•   phrasal verbs:
get
•   word formation:
adjectives idioms: describing relationships
Write / Make .
•   a greetings
card
•   a short article
about socialising in your country
•   a poem
stop

Reading
What does the title of the text mean? How would you start
a conversation with someone you don't know? Read and check.
Read the text and mark the sentences 1-7,
L T
(True), F (False) or DS (Doesn't Say). Correct the false sentences. Explain the
words in bold.
I Breaking the ice means saying or doing something
to start feeling relaxed with a new person.
2 people feel uncomfortable when meeting someone new
because they cannot predict their reactions.
BREAKING
THE
5
The new girl in your
class seems very interesting and you would like to get to know her better. The
guy at the skate park does some amazing tricks and you would like him to show
you how. But, whenever the opportunity to talk to them comes up, you can't
think of anything to say. Your palms sweat, you blush, and you look away.
Whether you are starting
a new school, going to a party where you don't know anyone or want to approach
a person you fancy, you often need to break the ice in order to start a
friendly conversation. Breaking the ice means saying or
around someone you don't
know very well. The reason you feel this way is that you don't know how the
other person will react, but don't let it get you down.
You worry. Almost
everyone feels uncomfortable when they first meet other people. If you feel
this way, the following tips can help you out.
Smile:
When you smile, people think you are friendly and easy to talk to. They are
also very likely to smile back and help you feel more comfortable about
starting a conversation.
10
3
Some people don't have any passions.
4
When you meet someone for the first time, it's better to look
serious.
5
Confident people don't postpone things.
6
When you start a conversation, talk a lot about yourself.
7
If you feel uncomfortable with new people, avoid being around
them.
(S
udy skills
Reading effectively
The author's puqxse is
the reason for writing the passage. This could be to entertain, persuade,
inform, advise, narrate or describe. Recognising the author's purpose will help
you understand the content of the text better.
Listen and read the
text again. What is the author's purpose? Discuss in pairs.
Develop
passions: The best way to have interesting conversations is to be an
interesting person! Get involved in activities and talk about them. Make sure
you have something to add to a conversation.
Everybody
likes to be around happy people. Try to always look on the bright side of life
and to see something positive even in negative situations. People will enjoy
your positive energy and benefit from it. Also, be confident If you like
yourself, others will probably like you too.
Be a ood listener:
over the conversation and
don't only speak about yourself. Ask other people questions about themselves
too. This way they'll know you're interested in them.
Get
out there: Don't avoid being around new people just because you feel
uncomfortable. If you stay in a situation, you'll get used to it. It's not
easy, but it's worth it. After all, the other person may want to talk to you as
well — but be too shy to break the ice!
Explain the words in bold. Choose some to complete the sentences.
1       Laura's
very shy. She always . when people talk to her.
2       1 think Andy Kim. He's always staring
at her in class.
3       we from what he said to us,
as his advice helped us.
4       You
shouldn't . talking to people you don't know.
Vocabulary
Character adjectives
Read the descriptions.
List the adjectives in bold as positive/ negative.
1       Tony's
optimistic. He always looks on the bright side of life.
2       Fred's
sensitive and caring. He always understands how others feel, always stays calm
and doesn't get annoyed with people easily. He worries a lot about what
others think of him.
3       Claire's
patient. She manages to stay calm in difficult situations.
4       Bob's
easy-going and sociable. He rarely gets upset and he likes meeting people.
5       Ann's
honest and reliable. You can trust her and she always does what she says she
will do.
6       Sue's
stubborn. She always wants to do things her own way.
7       Tony's
selfish. He doesn't care about other people's feelings.
8       Bill's
shy. He doesn't feel comfortable with people.

10

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

8
09 Which of the adjectives in Exs. 5 & 6 best describe you? Is there
a quality you don't have but would like to have? Discuss in pairs.
> A: I'm sociable and honest. I'd
like to be more patient. And you? B:
I'm quite patient but I'd like to be more confident.
Body language
What feelings do the actions in the pictures 1-8 suggest?
Choose from the list. Make sentences, as in the example.
• nervous • furious • surprised • impatient • bored •
unsure
• worried • puzzled
Say three things you found interesting in the text. How could they help
you when you meet new people?
 To
break the ice you can smile at the new person. Then,
Listening
& Speaking
                      Look at the picture
and answer the questions.
I What does the picture show?
2
What are the people doing?
3
What are the people wearing? 4 How are they feeling?
> 1 The picture
shows two teenagers in the countryside.
Giving personal information
2 Read the
questions. When would you ask them?
What's your name?
Where are you fronff, What do you do?
Have we met before?
Have you got any brothers or sisters? -
your sister single/married How old are you?
Have you been
living here Do you like basketball? Are you new here?
(I) Read the dialogue and complete the gaps 1-5 with questions from Ex.
2. Listen and check.
Harry: Hello, my name is Harry. I)
               Mary: I
don't think so. I'm Mary. Mary Newton.
Harry: Nice to meet you Mary. 2)
Mary: Yes. We've
just moved in next door.
Harry: Really? Welcome to
the neighbourhood, then.
Mary: Thanks. 3)
....2 1 didn't catch it.
Harry: I'm Harry. What a
nice day.
Mary:
Umm... indeed it is. Have you been living here long?
Harry: For as long as I remember. My family moved here when I
was three. Mary:
Harry: One sister. And
you?
Mary: No, I
haven't. I'm an only child.
Harry:
I see. 5)
Mary: I turn
sixteen next May.
Harry: That makes us the same age.
Mary:
Great! Maybe we'll have some classes together at school.
Harry: Yes, I hope so.
Mary:
OK. I'll see you Monday
then.
12
Þiii
Speaking
Portfolio: Work in pairs. Imagine you are at a summer
camp. Use questions from Ex. 2 to find out about your partner. Record
yourselves.
Listening
Read statements A-F about family relationships. Which one
best describes your family situation? Give reasons.
A
I have no privacy at home.
B
My father's views are rather old-fashioned.
C
I get on very well with my parents.
D
I wish I wasn't an only child.
E
Family meals usually end in arguments.
F
I enjoy hanging out with my grandparents.
Listen to some teenagers talking on a
radio programme about their relationships with their family. Number the
statements A-F in the order you hear them. There is one extra statement.

Speaker

    Everyday English                            Say it
right
            Socialising                                                                  8
Choose the correct response. Listen and
6
a
Match the responses. Listen and check.         check.

A

How's it going?

Excuse me!

a

Indeed it is.

B

a Couldn't be better!

Pleased to meet

b

See you
  later!

b Glad to meet you.

you. I'm
  John.

C

Fine, thanks.

2

A

Talk to
  you later.

go now.

fine.

4

A

Thank you
  very much.

Make
  yourself at

h

Hello!

B

a Don't mention it.

home.

No, please sit down.

b Pretty good, thanks.

Can I
  offer you

j

Pleased to meet

5

A
B

I haven't seen
  you for ages. a It's a pleasure to meet you.

something?

you, too.

b
  I know! You haven't changed a bit.

B a What time?
Is this seat taken? d Well, thank you for b Take care. What a
nice day! inviting me.
             Good
morning!                e That's
very kind.                               3
A I'm glad you came.
B a I'm afraid I have to leave now. How
are you? f Yes, can I
help you?
b
So am I. I'm afraid I have to g No, thanks, I'm
Thanks for coming.
                Which
exchanges are about:                                                            Intonation
           starting
a conversation?                                                                  (I)
Read the box. Then listen and choose the
2 getting
someone's attention? adjective that best describes each speaker's 3 greeting someone?
attitude. Is their intonation rising or falling?
4
introducing
yourself?
5
ending a
conversation?
6
welcoming visitors?
7
saying goodbye?
8
breaking the ice?
Complete the exchanges. Use sentences from
Ex. 6a. Compare with your partner.
B: Take care.
B: Not bad. How about you?
B: I'm glad
you came.

B: Good morning! Nice day, isn't it? 10 Work in pairs. Write
short       exchanges for the following
situations.
                B:
How can I help you, sir?                                                         •
greet someone • introduce yourself
• thank st) for his help •
welcome a visitor
• say goodbye • ask about
sb's brothers/sisters

Grammar in Use
I) Hey! Are you really a talking dog?
3) Not only that. know how to do
Maths, too
6) I don't believe it. Why do you want to
give away a dog like that, madam?
Present Simple — Present Continuous —
Present Perfect Simple — Present
Perfect

Reference

Continuous Grammar
Read the comic strip. What tenses are the verbs in bold?
Find examples of: a petmanent state,
expressing anger or
-4
2) I
certainly am, sir.
4)
and I've been studying literature for the last two years.
5)
I've learnt the works
Of Shakespeare by heart.
7) He's always lying to people.
TalKir1
Read the theory box. Find two examples of stative verbs in the comic
strip.

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

Stative verbs are verbs have

irritation at a
repeated action, an action which started in the past and continues up to the
present with emphasis on the duration, an action that happened at an unstated
time in the past
What other uses of these tenses can you think of? Give examples.
Put the verbs in the brackets into the correct tense. Compare
with a partner.
I A: When               (the kids/come) back from
their holiday?     1 .
(start) on the 15th, so a week earlier.
(look) for a new flat at the moment. 2 . (shelfind) anything yet?
                   . (your
sister/always/leave) her stuff everywhere?                       3
B: Yes and she .      (always/complain)
about me being messy!
4     A:
Can you drive?
        B. I           (learn).
I .... ... (take) lessons for two weeks now.
5     A:
Oh no! I               (lose) my keys again.
       B: Not again. You           (always/lose)
your keys.
Put the verbs in brackets into the Present Simple or Continuous.
A: Why (Billy/be) so
naughty? B: He (be) tired.
A: Why (you/taste) the soup?
B: I think it             (taste) a
bit funny.
A: It ..... (look) like their car has broken down
again.
B: Yes. They (look) for a new one at the moment.
A: What ..... (you/think) of Ann?
B: She's cool! I . (think) Of inviting her to my
party.
Expressing future actions (will — going to
— Present Continuous — Present
Simple) Gramméè@£
4 Match the tenses in bold to their uses.
1
Tie your
shoelaces! You're going to trip over them.
2
They are going to move house this summer.
3
I'm tired. I think I'll have an early night.
4
The bus leaves at 7:00 pm.
5
I'm seeing my friends tomorrow. 6
It's hot. I'll open the window.
a on-the-spot decision b planned action or intention
C future prediction based on what we think, believe or
promise d fixed arrangement in the near future e timetable f future prediction based on
what we can see or know
 Filt in the gaps with will or am/are going to.
1 A: Look! Pat's here.
                 B:
I             go and talk to her.
What are your plans for Saturday night?
invite some people over for dinner. Would
you like to come?
I'm afraid I can't solve this problem.
                B:
Don't worry. I             help you.
The phone is ringing.
                B:
                get it.
Are you still in pain?
                 B:
Yes I           . see the dentist today.
Use the notes to act out short exchanges.
bus leaves
5:00 mee+ a+ g+a•tion concert starts 9:30 leave house 8:00
fi2•rn sfarts 8:00

nee£
  outside cine-ma
7-45

òattct
  te5¾h Kìhi5hes 6.00

pick pa 6:15
What time does the bus
leave?
B: It leaves at 5:00, so
we're meeting at the
Past Simple — Past

Reference

Continuous Grammar
Match the tenses in bold to their uses. Give more
examples.
I He picked up his jacket, locked the door and left.
2      I
was cleaning the attic when I came across my first diary.
3      Shakespeare wrote Hamlet in 1600.
4      When
he was young, he rode his bike to work every day.
5      I
was watching TV while they were cooking dinner.
a complete
action or event which happened at a stated time in the past b past actions
which happened one after another c past action in progress interrupted by
another past action d two
or more simultaneous past actions e
past habit or state

New Message

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

8
Put the verbs in brackets in the correct tense.
sometimes a little naughty, For example, while 1 7)
(walk) him in the park yesterday, he 8) (run) off and it 9) — (take) me an hour
and a half to find him again.
Anyway, I must go as I have some homework to do, but I promise 1 10)
(write) again soon.
Love,
Poppy
Write sentences about your school life
using a word from the list. Then, tell your partner.
ago,
before, still, already, yet, tomorrow, for, since, next week, right now,
usually, often, at the
moment, these days, ever, never, rarely, yesterday, last month, tonight, just,
while,

station at 4:30.                                                            when.

Grammar Check 1

Comparatives &

Reference

Superlatives  Grammar

Who's who?
Read the table. Use words/phrases from the table to present a famous
person to the class. The class guesses who he/she is.
young, in his/her (early/late)
twenties, thirties etc, younger/older than he/she Age: looks, middle-aged etc
good-looking, pretty, beautiful, Looks: handsome, rather ugly etc
(rather) short, (quite) tall, of
average Height: height etc
(a bit) thin,
(rather) plump, overweight, skinny, thin, slim, strong, muscular, of
Weight: medium build etc fair,
blond(e), dark, ginger, going grey, almost bald, white, curly, wavy, Hair:
straight, shoulder-length, long etc almond-shaped, dark, small, green,
Eyes: blue etc funny, hard-working, talkative, friendly, (a bit)
dull/boring, energetic, sporty, moody, creative, shy, bossy, sensible,
impatient, humorous, stubborn, selfish, personality: generous etc photography,
drawing, sports, making model cars, painting, reading, traveling, cinema,
theatre, music etc
Study the table. Are
there similar structures in your language?

Adjective

Comparative

Superlative

Short adjectives/ adverbs

clean big funny nice hard

cleaner
  (than) bigger (than) funnier (than) nicer (than) harder (than)

the cleanest the biggest the funniest the nicest the hardest

adjectives/

exciting clearly

more exciting (than) more clearly (than)

the most
  exciting the most clearly

Irregular adjectives/ adverbs

good/well bad much/many
  far

better (than) worse (than) more (than) further (than) farther (than)

the best the
  worst the most the furthest the farthest

Look at the pictures and use the adjectives below and/or
any Of the language in Ex. I to compare the people.
•
tall • old
• slim
• dark
• friendly
• short
 A: Sue is taller than Sarah. B: Yes, but
Sally is the tallest of all. Who do you think is the friendliest?

Read the examples. Then complete the gaps with the correct
  form of the adjectives in brackets. Which shows that: one thing depends on
  another thing? sb/sth changes continuously? there is a similarity between two
  people? there is a difference between two people?
1
  Adam is twice . . ... as Sean! (funny) 2 Actually, 7.30 is (early) I can meet
  you.
3
  Harry is .. ... (popular) boy in the school.
4
  The ..... (much) he said, the ..... (angry) I felt!
5
  John isn't ..... (good-looking) as his brother.
6
  Thanks so much for the flowers! It's .
(little) I could do.
7
  The ..... (soon), the ..... (well).

A: I think Sue looks the friendliest. etc
Talk about
your family members. Use comparatives/superlatives.
> My dad
is taller than my mum and fatter, too.
The older
my brother gets, the more stubborn he becomes. etc
Listen to two friends describing the people in the
pictures. Number the people in the order you hear the descriptions. What is
each person's name?
Relationships
Check these words in the Word List. Use them I to complete the
sentences 1-8.
• acquaintance • nephew • niece • stepmother
• classmates • neighbours • aunt • colleagues
1      We
all have the same lessons. We are ..... . .
2      I
don't know him well. He's just an .. .s. . .
3      He
works with my dad. They're .
4      She's
my uncle's wife. She's my
5      They
live next door. They're our .. . .
6      She's
the woman who has married my father. She's my .
7      She's
the daughter of my sister. She's my ...... . 8 He's the son of my mother's
sister. He's my mother's ...... .
Adverbs of degree
a Read the table. Are there similar structures in your
language?

large degree: very, really

Sally
  is very helpful but can be really bossy at times.

medium
  degree: pretty, quite

She is pretty generous.

negative degree: a bit/ a tittle

She can be a bit
  impatient at times.

 Talk about
people you know, as in the example.

 A:

Have you
  met our new neighbour?

B:

Not yet. Have you?

A:

Yes. I ran into him last week.

B:

So, what's
  he like?

A:

He's very friendly, but he can be a bit
  stubborn at times.

Understanding idioms
Idioms
are special phrases that have their own meaning. For example, when we say that
something is 'a piece of a cake', we mean that it's very easy. If you learn to
use idioms, your English will be much more colourful and natural.
Idioms
Match the idioms to
the pictures. Try to guess their meanings. Check in Appendix 3. Are there
similar idioms in your language?
I to speak
one's mind
2     to
be a pain in the neck
3     to
get on someone's nerves
4     to
drive someone crazy
5     to
hold one's tongue
6     to
break the ice
Use the idioms to complete the sentences.
I He wanted to tell her the secret, but
decided to   his          for now.
2
If you disagree with something they say, don't be afraid to your
3
Will you turn that music
down? It's ..... me .....!
4
That woman is a real ...... in the ...... . She never stops complaining.
5
Penny really .. .... on my She thinks she is so clever.
6
He told us a funny story to .. .... at the meeting.

In pairs use the idioms in Ex. 10 in short exchanges.
A: I
can't stand John.

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

I someone
has just had a baby

Greetings cards
Look at the
cards (a—h) and describe the pictures. When do we usually send such messages?
Read the box and check.
2      someone
wants to show that they are grateful
3      two
people are getting married
4      it's someone's birthday
5      it's
Christmas
6      someone
is celebrating the day they got married
7      someone is in hospital
8

someone is leaving university
Informal
style
Read the theory box. Find examples in the message in Ex. 3.
Informal style
Informal language is characterised by the use of:
short opening and closing remarks (Hi Sue, See you
Tom) abbreviations (I'm) colloquial
phrasal verbs, idioms and everyday language (What's up?) the imperative (Do
come)
•   informal
linkers (and, so NOT:
Read the
cards below. Why have the people written them? Find examples of informal style.
Compare with your partner.

Amanda,
I can't believe I missed your party. My
flight was cancelled because of the storm and I was stuck in
London, Ill try and make it up to you time.
Complete the sentences with the words in
the list. Which sentences would you find in a card to someone who: is moving to
another place? had an accident? got his/her degree? is celebrating his/ her
birthday? has a family problem?
•   thoughts • proud • luck • day
recovery
I I'm so
sorry. Please know you are in my 2 Get well soon! Wishing you a speedy .
3     Congratulations
on your success. We're all . of you.
4     Goodbye
and good The school won't be the same without you.
5     Have
a great      full of surprises and fun.
7 Change the email to a short greetings card.

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

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

1

Jane has difficulty
  in getting her ideas                                                                                (communicating)

Word formation

2

Do you get
             with your parents? (have a

good relationship) a Read the theory box. Are there
similar
3 The sooner we start writing the report, the types of formation in
your language?
sooner
we get it ...... . . (finish)
that she
failed her exams. (recover from)
Mrs Jacobs
is very popular . her students. Helen is very nervous . starting at her new
school.
You
shouldn't be jealous  other people's success.
                                                                                4
Rania is very fond .           her young niece.

             in
  bold.              in your dictionary. In

pairs,
  answer the questions.

7

Nadia is quite proud sporting achievements.

her brother's

b  Form adjectives from the 5 I'm quite keen
. . Maths. words Check 6 She's good drawing.
9 I'm not very patient                                                                                stubborn
people.

Socialising in the UK
1     What
is social etiquette?
a)   customs &
rules for polite behaviour
b)   customs or
beliefs which have existed for a long time
2     (s)
Read the title of the text and the headings under the pictures. What do you
think people in the UK do in these situations? Listen and
CULTURE I
3     Answer
the questions.
I How do the British greet someone for the first
time?
2     How
do they greet friends and relatives?
3     What
can you talk about with a British person?
4     What
should you do when you visit a British

       read to find out.                                                                  person?
Social
Niiquette in the UK
The British are famous
for their language, sense of humour and, of course, politeness. So, when you
are in the UK, make sure you respect the social etiquette in the following
situations:

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

age,
  religion, politics, marital status, weight or how much they earn. Instead,
  acceptable small talk topics are family, films, television, sport, studies,
  food, hobbies and of course, the weather!
When you visit people at home, make sure you are on time. It's also
  nice to take a gift for your hosts, such as a bottle of wine, a bunch of
  flowers or a box of chocolates. A British person might say 'come and see me
  soon' or 'drop in anytime'. However, you must always phone before you visit
  someone.

0
Greeting people
The weather's terrible, isn't it?
Making small talk
Visiting people at home

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

I

You mustn't be rude to your
  teachers. You

5

Now
  answer the questions in Ex. 3 about your

should .. ... . them.

country.

2

Lucy gave
  her parents a .          and then went

to bed.

6

Project: Write a short article for an

3

Being impolite to others is not
  ...... behaviour.

international
  school magazine explaining what

4

Apart from
  the .           he didn't know anyone

someone should do to greet people,
  make

at the party.

small talk or visit people in your
  country. Use

5

She kissed her daughter on the before she left for work.

your answers from Ex. 5.

Across the Curriculum
• Personal, Social & Health
Education
Listen to and read the poem. How is it related to the title of the text?

Good morning.          pro.                     Over.
                     Hmm.                     Con.                            Under.
Nice day.                      Off.                     Cloudless.
                        Dim.                        on.                         Thunder.
Sorry.                            Front.                 Detour.
                      Glad.                   Back.                       Highway.

Hadn't.                         Taut.                  New
  way.
                       Had.                  Slack.                       Thruway.
Go.                                 Open.                 Byway.„.?
Stay.              Shut.     MY WAY! Work.               And.
Play.                                                     But.               Eve
  Merriam (US poet)
2 09 How do you deal with arguments?
What's the best way to handle such
  situations? Discuss in pairs.
Study skills
Completing a text (gap filling)

3.

Read the title and the text quickly to get
  the gist. Read the text again, one sentence at a time, focusing

THINK!

Change the following

on the words before and after each
  gap and think of

"you"
  statements into "I feel" statements.

the word that fits best. Read the completed text

Use the adjectives bad, upset,
  annoyed, sad.

again to make sure it makes sense. This way, you will

1 You never want to hang out with me any more!

minimise the number of mistakes you make.

2
  You're late again! You're so unreliable!
3
  You're always telling lies!
4
  You never listen to me!

3 09 Read
  the text and complete the  missing words. Compare with your
  partner.

I feel bad because we don't hang out
  any more.

Explain the words in
bold.
axing
Losing friends is about as easy as making friends if
you don't know l) to deal with anger and conflict. Conflict is part of
everyone's life. It will show up at school, at work and 2) home. Ifs OK to feel
angry, frustrated, annoyed disappointed or sad. These feelings are natural, but
ifs how you deal with 3) ....... that makes the difference. Some people scream,
shout, swear', call people names, try to get back at or even hit the person who
has hurt them. Others do their best to keep away from disagreements, 4) very
few deal with conflicts successfully.
Resolving conflict is a step by step process. Before
you start discussing the problem, cool off, count to I take a deep breath and
imagine a relaxing place. Then, say whds really bothering you. While doing that,
watch how you express yourself. Don't blame or aCCUSe. Share how you feel by
using "l" statements. For example, don't say "YOU are always
bossing me around," but "l feel frustrated because you don't pay
attention to what I think."
You want people to hear your opinion so make sure you
practice what you preach2. Listen carefully to the 5) .. person and accept that
he or she might see the problem in a different way. Be flexible and openminded,
willing to apologise, forgive and move

on.
                                                                              t
                                                                          Ztry
b
5     Listen and read the text again. Your
friend gets angry very easily. Use the ideas in the text to advise him/her how
to control his/her anger and resolve a conflict.
6     09
Project: Work in pairs. Find the opposites of the words below and write a
similar poem about arguing. Read the poem aloud.

THINK!

Do you agree with this statement? Discuss.

Words of Wisdom
Whatever begins in anger, ends in
    shame.
Benjamin Franklin (US statesman)

1 Progress Check
Fill in: selfish, sociable,
pessimistic, shrugged, clenched, patient, reliable, stubborn, shy, insincere.
           I He was so angry he .      . his
fists tightly.
2
Rachel
has many friends because she's very ... .... .
3
people always
see the negative side of things.
4
Penny
doesn't get angry easily. She's very ...... .
5
Thomas is very
...s... . He won't let you down.
6
Don't believe
everything Helen says. She's a bit
7
A      person
doesn't care about other people's feelings.
8
Jane is very
and blushes when strangers talk to her.
9
Henry didn't
answer, he just   his shoulders instead.
10       Listen to me! Don't be so      Points:
10X2 20
Complete the sentences with words
derived
from the words in bold.
I
John always looks on the bright side of life. He's very ....... . OPTIMISM
2
That woman
across the street is very
ATTRACT
3
Dave bought me
a wonderful birthday present.
                  He's so         GENEROSITY
4
I became        when
he turned up late again.
FURY
5
The film
was quite .   BORE ( Points:
5x4
Fill
in the gaps with the correct form of the verbs in brackets.
. (take) the dog for
a walk every day after school.
2       Jade ..... .. (look) for a new job
at the moment.
3       This cake       (taste) delicious.
4       Tie
your shoelaces. You                 (trip) over them.
5
George           (cook)
a meal when the phone rang. 6 Olly always        (dress) in black when he was a
teenager.

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

Complete the phrasal verbs with the
correct preposition.
I Do you get                       well
with your classmates?
2       The bad weather is really beginning
to get me
3       The teacher had difficulty getting
her ideas .
to the students.
4       It has taken me a long time to get
... . ... the flu. 5 Come on! The sooner we start, the sooner we will get it
...
Points:
5X2  10 5 Fill in the gaps with the
correct preposition.
    I Mr Brown is very popular          the students.
2
 I
am very good English. I am always top of the class.
3      I'm not very keen basketball. I
prefer
football.
4     Polly is very fond  her
grandmother.
5 You shouldn't be jealous your little sister.

6 Match to form exchanges.
              Thank you very much.       a  No, please sit
Is
this seat taken?           down. b
afraid
I have to That's very kind of you.
c Don't mention it. Make yourself at                    d Indeed it is.

home.

e

Well, thank you

          What a nice day!

for
  coming.
Points:
           20
My score:

                                                                                100)
Now
I Can .
talk and write about family members
and relationships talk and write about conflict and disagreement describe and
compare people
•     write a poem based on opposites
write a greetings card write a short article about socialising in my country
.
in English

Module 2

Food & Shopping
Before you start ..
•     What
makes you a good friend? Is it difficult to find a true friend?
•     How
do you feel when you first meet people?
Look at Module 2
Find the page numbers for
pictures I -4.
Find the page numbers for
•       a
flea market advertisement
•       logos
Listen, read and talk
about ...
ways of
cooking
•       food
& food quantities
•       places to shop
•       charities
•       Learn how to ...
•       express
your food likes/dislikes about food
•       give
directions
•       talk
about things you have bought
BUY
NOTHING
•   order food/
dining • describe a family meal out
Practise ..
•   Present
Perfect/ Present Perfect Continuous
•   definite/indefinite articles has gone
to — has been to/in words often confused: slice, peel, pour, chop, grate, beat,
melt
•   collective
nouns idioms about food order of adjectives phrasal verbs: go
•   word formation: negative adjectives;
verbs to show repetition
•   intonation:
questions
Write / Make .
•   an email about
a traditional dish in your country
•   informal letters and emails
•   an article
about charity organisations
I An
'obento' is
2 Its
origin goes back to ... ..... 3 You can buy an obento .
4      To make an obento you need .
5      It
is important that obentos look
6      Obento
portions for nursery schools should be
Explain the
words in bold. Check in the Word List.

THINK!

 Tell your
partner
three things you found
interesting about
obentos. Is it healthy food? Give reasons.
Vocabulary Ways
of cooking
a   Look at the suggested ways food can
be cooked (I Find the odd word in each example. Check in the Word List.
aO Eggs:
scrambled,
poached, roast, boiled, fried

baked, roast, pickled,
boiled, mashed
Vegetables:
pickled,
boiled, steamed, scrambled
roast, baked, grilled,
mashed, fried
Rice:
boiled, fried, roast,
steamed
baked, grilled,
scrambled, poached, fried
b  How do you like your
meat, eggs, potatoes and vegetables? Ask and answer, as in the example.
> A: I love scrambled eggs. How about you? B: I prefer
them poached.

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

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

An
obento, or bento, is one of the oldest food traditions in Japan. Basically, it
is lunch served in a box. Obento boxes have been part of the Japanese society
since the 5th century when people used to take a packed lunch with them to
work. Bentos have become very popular since then and you can buy them almost
anywhere nowadays at theatres, airports and even at train stations.
An obento usually
consists of four parts rice, three parts meat or fish (fried or grilled), two
parts vegetables (pickled', boiled or steamed) and one part fruit. It should be
nourishing and healthy, but it must be appealing too. You often see food shaped
like flowers, animals and sometimes even cartoon characters! Mothers take great
pride in creating 'school-bentos' for their children,
Food
collocations
Fill in:
food, weight, salad, diet, meal, sauce, chocolate, vegetables. Check in the
Word List.
          I Can I have a fruit /
green / side .          , please?
2
Do you ever eat frozen / junk / fast
3
He has a balanced / poor / healthy ..... . . .
4
I think I've put on / gained / lost
5
We had a four course / home-cooked / light last night.
6
This .. . .. is too rich / creamy / spicy.
7
I just love dark / milk / white .. . .. .. .
8
I don't care for raw / undercooked / overcooked

Complete
the following sentences with your own ideas.
I don't eat
1
meat because I'm a vegetarian.
2
. I'm allergic to them.
3
. I don't care for spicy food. 4 . They are a bit too sour for my
liking.
5
I'm on a diet.
6
. I don't like junk food.
Nursery schools have established regulations for an obento.
Food should be easy to eat with chopsticks or the fingers, portions should be
small and it should be pleasing to the eye. It should also include food that
the child would not normally eat so that they won't become a fussy eater.
The Japanese have always looked upon the mother as one of
the main influences of a child's success. Taking time to prepare their
children's food shows their love for them.
And what happens if a Japanese mum runs out of ideas?
There are almost 400 magazines available to get inspired.
1       food like vegetables kept in vinegar
or salt water
3
2
Do you agree that cooking for their children is a good way
for mothers to show them their love? In three minutes write a few sentences on
the topic. Read your sentences to your partner.
Think of a
traditional dish in your country and answer the questions.
I What is
it called?
2       What
is it made from? (meat, potatoes etc)
3       How
do you cook it? (bake, boil etc)
4       What
does it taste like? (delicious, spicy etc)
Use your
answers to write a short email to your
English penfriend about the dish (50-80 words).

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

large?"
2
"Just a wash and blow-dry, please. "
3
"A kilo of steak,
please."
4
"These are fresh from the oven."
5
"I've come to pick up my prescription. "
6
"I take a size five, narrow"
7
"Are you long or short-sighted?"
8
"l need to send this first class. "
9
"A dozen of those pink ones, please."
10 "They were caught fresh this
morning. "
Everyday English
Giving directions
You are new to the area.
Write a list of items you want to buy from different shops. Your partner will
give you directions, as in the example.

Giving
  directions

Asking
  for directions

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

I need to buy some ... / Is
  there a ... near here? /
We've run out of ... / Where's the
  nearest

Il "Is this the July issue?" > A: I need to buy some bread.
Is there a bakery near here? 12 "Do you prefer gold or silver?" B:
Yes, there's one just down the road.
5
     Listening                                                      Say
it right

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

Intonation
Intonation
in questions
7 Q) Read the
box. Then listen and repeat.

Yes/No questions
usually have rising intonation.
Wh-questions
usually have falling intonation.

I Are they new?
2 Were they expensive?

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

Choose the correct response. Listen and check.

1

A: Can I
  help you?

B:

a No, I'm just looking, thanks, b
  It doesn't fit me.

2

A:

How would you like to pay?

B:

a By credit card. b Later.

3

A:

Have you
  got it in a small?

B:

a
  Try it on, please.
b
  Let me have a look.

A:

Do you
  like the colour?

B:

a
  Not really. Have you got it

in blue?
b Can I exchange it?
Speaking
Portfolio: Work in pairs.
You're
wearing something new. Your friend comments on it. Act out your dialogue.
Record yourselves.
10 Think of six new
words/

phrases you have learnt in this lesson. Make sentences using

them. Tell
your partner.
Montreal,

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

Reference

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

Present Perfect (have + past participle)
•
for an action that started in the past and continues to the
present. He has known Alice for years.
•
for an action which happened at an unstated time in the past and
is connected with the present. He has met him before. (When? We don't know.)
•
to give news or talk about sth which happened recently. Ouch!
I've cut my finger. There are trains. There's been an accident.
Present
Perfect Continuous (have been + -ing form) • to put emphasis on the duration of
an action which started in the past and continues up to the present. He has
been studying English since he was 10.

•  for
an action that has recently/just stopped and

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

Put the verbs in
brackets into the Present Perfect or the Present Perfect Continuous.
1
A:   . (you/see) dad?
B: Yes, he's at the garage. He . . (try) to repair the car for over an
hour.
2
. (know) Ann for three years now.
                    B:                    .
(she/study) with you for that long?
3
A: Bob          . (lose) a lot of weight!
                     B: Yes he               (not/eat)
properly lately.
4
. (you/clean) all morning? B: No. I (just/start).
Canada
Today we're celebrating Buy Nothing Day at our school by holding an
Eco-bazaar. We have been working hard on it all week. All the students have
brought in a few items from home that are still in good condition. We receive
coupons in return for each item. Now we are using the coupons to buy other
things.
Erica, 15
Birmingham,
England
We
have decided to do simple things on Buy Nothing Day. We've walked to school
instead of taking the bus and we've asked our parents not to go to the
supermarket.
James, 16
3  What
tense is used in each sentence? Why?
A: Have
you ever been to an Eco-Bazaar?

B: Yes, I
  have. Last year we organised an
Eco-Bazaar
  to celebrate Buy Nothing Day.

 Work in pairs. Discuss your shopping
experiences as in the example.
• spend all your pocket money
on one item
• save money for a reason  visit
a charity shop
• buy something you regretted
afterwards  A: Have you ever spent all your pocket
money on one item?
B: Yes, I have.
A: What did you spend it on?
B: I spent
it on a computer game.
in pairs. You make a
statement using the adjectives from the list. Your partner has to guess why.

tired

exhausted

angry

happy

sad

scared

> Team A: I'm exhausted.

surprised

Team B: Have you been
running?

      Has gone to/ has been to/                                        Quantifiers

Reference

            has
been in Grarnmar                                                                      Study
the table. Then look at the chart. Choose
         Read
the sentences in the box. Then, choose                            the correct
words in bold to complete each
5 the correct
word in sentences 1-5.                                                    sentence
below. Make more sentences using
 • Joan has gone to the baker's, but she
won't be long. (She is at the baker's.)
 • Rick has been to India. He really liked
it. (He was there two years ago. He's not there
now.)
 • Emma has been in London for 5 years.
(She is  still in London.)
1       Have
you ever been to / in New York?
2       He
has gone / been out. He'll be back soon.
3       Have
you ever been / gone to the UK?
4       Jerry
has been to / in the army for years. 5 Has Mum gone / been to the supermarket?
Fill in the gaps with yet, recently, how long, never, since, just, so
far, ever, last, ago.
          I               have
you been working as a cook?
2
John has .          . been abroad.
3
When did you    go
shopping?
4
This place has changed               our last visit.
5
John's not in. He's
6
Has Kelly visited you
7
They won first prize two years ...s.... .
8
Has Sue              travelled abroad?
9
How many of the
books have you read
10     We
haven't left the library
Definite (the) — Indefinite article (a/an)
7 Fill in the gaps with a/an or the where I Teen
girls spend a lot offa little money on necessary. Check in the Grammar
Reference clothes.
          section.
Correct your mistakes.                                                         2
Very few/Very little boys spend money on
1     Penny
can play  piano.   jewellery.
2     .
Smiths left for their annual holiday to 3 Girls spend as much/few money on
lunch as . USA from Heathrow Airport.
3     My
parents go to ...s... cinema once ..... .. week.               4 Teen girls buy
very few/little video games.
4     While
we were in Paris, we went on 5 Boys don't buy as many/much sweets as girls boat
trip down . . River Seine. do.
5     Emma
won't be coming to . . party. She has got really bad cold.Work in pairs. Ask
and answer
6     When
. . car crashed it was travelling at questions using how long. .. since/for.
Use 100 miles hour. these phrases as well as your own ideas.
7     Tracy
went to    hospital to visit Ted.       • have these shoes • know your best
friend • be
8     Fred
usually travels to school by ........ train, at this school • live in this area
• study English but today he took

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

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

Grammar Check 2

Look
at the text. What type is it? Use the following words to complete the text.
•   melt • grate • pinch • chop • slice
•
teaspoonful.
Eating habits

I
  Preheat the oven to 1900 C.
2     3) ........ the cheese.
3     4)   the ham into small pieces
  and 5) .         . up the onions.
4     Place the ham, cheese and onions
  on one half of the tortilla. Sprinkle the salt and herbs over the top.
5     Fold the tortillas over, then pop
  them in the oven.
6     Bake for 8-10 minutes until the
  cheese has begun to 6)                                                                                and serve immediately.

Fill
in: pinch, bar, teaspoon, loaf, slice, litre in their correct form. Then answer
the questions about yourself.
I How
many of
chocolate do you eat per
2

How many .of milk do you drink per week?
3      How many of sugar do you take in your tea?
4      Do you add a of salt to your salad?
5      How many of cheese do you put in your
sandwich?
6      How many of brown bread do you buy a week?
Words often confused
Food preparation verbs
a
Fill in: slice, peel, pour, chop, grate, beat, melt. Can you add more
foods/drinks to the

Reference

Idioms Grammar Grammar

Using nouns
Words that are only in the plural are:
•
tools/instruments: scissors, pliers, scales etc.
•
clothing: clothes, jeans, trousers etc.
• other words: police, goods, stairs
•
Some words look plural but they aren't: news, means.
Words that are used
  only in the singular are.
•
luggage, money, information, equipment, food, furniture, advice
  etc.
•
games:
  billiards, dominoes etc.
•
school subjects: physics, maths etc.

a   Read
the theory. Is it the same in your language?
b
Choose the correct verb form. Check in the Grammar Reference
section.
I A: When
is/are the news on TV? B: In ten minutes. Physics is/are my
favourite subject.
B: Really? Mine is/are Maths. Fifty pounds is/are
too much to pay for a T-shirt.
B: I know, but I couldn't resist it.
4 A: These trousers is/are too tight.
B: Here, try this/these. Our living room
furniture is/are quite shabby.
B: Yes, but it costs a lot of money to replace.
My
hair is/are too long.
B: You should have it/them cut then.
Money doesn't/don't bring happiness.
B: I
couldn't agree more.

I

John really loved the

4

Helen
  loves telling

film, but it wasn't

stories, so you should take everything
  she

2

Please
  don't

says .

and tell
  my secret to

5

It's
  a shame you lost

anyone.

the match, but it's no

3

The exam
  was so easy.

use ....... . .

It was ........ .
Listening
Listen to two pairs of people talking
about a restaurant they've been to. Which dialogue contains a positive/negative
opinion?
Look at the phrases below. Which of the two dialogues do they belong
to? Listen again and say.

When we left, I
was still hungry.

The prices turned out to be reasonable.

The
    waiter mixed up our order.

1 wouldn't recommend it.

I There was a
really long queue.

First of all, there were so many dishes
  to choose from.

They overcharged us.

The
  portions were huge!

was
really full when we finished.

Speaking
Portfolio: Think of the last time you/
your family ate out. Use phrases from Ex. 7b to describe your visit there to
your partner. Record yourselves.
Writing
Portfolio: Use your answers from Ex. 8 to
write a short email to your English penfriend describing a family meal out
(60-80 words).
writing Skills
Informal letters/ emails  What does the picture show?
•  a car boot sale
•  a flea market
•  a shopping mall
Use the phrases to describe it to your partner.
open air stalls
second-hand, handcrafted goods (silk
scarves, silver jewellery etc) fun/ unique/colourful atmosphere bar
ain/reduced prices friendly/loud street vendors
( indecisive/ excited shopper_s
 RNE Read the rubric and answer the
questions.
•      This
is part of an email you Informal letters/emails are sent to people you know
well (friends, relatives) about your recent news, personal problems,
information you need etc. They are written in an informal style with a chatty,
personal tone.
An informal letter/email consists of:
an informal greeting (Dear Mary/ Uncle Jim, Dear Mum,
etc) • an introduction in which you write your opening remarks (asking about
your friend's health etc) and mention the reason for writing
Hi! How's it going? I just thought I'd drop you a line .. a main body in
which you write about the subject of the letter/email in detail, starting a new
paragraph for each topic
•      a
conclusion in which you write your closing remarks I've got to go now. Write
back soon ...
an informal ending (Love/ Take care/ Best wishes/
Yours etc your first name)
Read the email below and match the paragraphs (1-4) to the headings
(A-C). Check with your partner.
A     information asked for
B     closing
remarks
C     opening
remarks & reason for writing

Dear Jack,
Hi! How are you? Sorry I've taken so long to answer, but my computer
  broke down last week, and I only managed to get it working today. Anyway, I'm
  really glad your sister is visiting London.
The best
  place for her to go shopping is Camden Town in north-west London. There is a
  huge variety of colourful indoor and outdoor flea markets, international food
  stalls, clothes stalls, music stalls and street vendors. There's nothing you
  can't find at Camden Market, from vintage clothing to antiques, all at
  bargain prices! I was there last Saturday with my friend Jill. She bought a
  beautiful embroidered handbag that goes with all her clothes and I bought a
  pair of 70s style second-hand jeans, some rare comic books for my collection,
  and a small leather purse, all for £15. Can you believe it? After our
  shopping, Jill and I enjoyed some Chinese rice noodles and sweet and sour
  chicken at one of the food stalls.
I'm sure
  your sister will find what she wants there. London is a great place for
  shopping, and I'd be glad to show her round if she wants.
Have to go now. I've got a project to finish for Monday.
Your friend.
Evelyn

received from your American  penfriend
Jack.

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

go shopping? She's on a really tight budget.
I What are you going to
write?
2 Who are you going to write to? 3 What will your piece of writing be
b What style are you going to write in? How would
you start/end your piece of writing? Read the theory box and check.

Reference

Grammar Grammar                                     Writing
Order of
adjectives                                                                  RNE Read the rubric, underline

 What adjectives does Evelyn use to
describe what you the key words and answer the can find in Camden Town?    questions.
 This
is part of a letter you received
I recently
visited Paris and went When two or more adjectives are used before a noun they
shopping at a great open-air market. normally go in the following order. I
enjoyed it a lot. Are there open-air markets in your town? What can you buy
from them?
I Who is
going to read your letter?
2     Why
are you writing the letter?
3     Where are the markets?
4     What
can you buy there?
5     What
opening/ closing remarks will you use?
RNE Answer the questions in the plan, then write your letter (100-120
words).

Dependent prepositions

Phrasal verbs: go
1 a Fill in: down with, off, without, with, up,
after, through. Check in Appendix I .
1     The
dog went .... .... the kitten. (chased)
2     Does
this pink shirt go my blue trousers? (match)
3     The
cheese smells funny. It's probably gone (bad)
4     Jane
went ..... . the flu yesterday so she didn't go to school. (became ill)
5     Laura
is unhappy. She is going very difficult time. (experiencing)
6     Camels
can go . water longer than any other animal. (lack/not have)
7     The
price of petrol has gone .. . ... . . again.
(increased)
 Use an appropriate
phrasal verb to label the picture. Have you ever been in such a situation? Tell
your partner.
Word
formation
Read the box, then complete the sentences with words derived from the
words in bold.

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

1      I
was disappointed to learn the children were
. at the party yesterday. BEHAVE
2      I can't find the receipt. I think
I've    it PLACE
3      Don't
trust him! He's a  man. HONEST
4      I've had a            with
my teacher.
UNDERSTAND
5      Some
young people are rude and            their elders. RESPECT
6      What
are the of buying from flea markets? ADVANTAGE
Assistant: Can I help you, madam?
Customer: Yes, please. Do you have a copy of The Da
Vinci Code on DVD? I can't find one.
Assistant: Let me see. It's very popular so it is 1) great demand
at the moment. Customer: Oh dear. I wanted to buy it for a

friend's
  birthday.

Assistant:

I'm afraid it is 2) .             Qf-stock.

Customer:

Have you
  got War of the Worlds instead then?

Assistant:

Yes, we have.

Customer:

OK, I'll take it.

Assistant:

Would you like to pay 3)               cheque
  or 4)      credit-card?

Customer: Is it
possible to pay 5) .         . cash?
Assistant: Sure. That's £20.
Customer: Here you are.
Assistant: Thank you very much.
Work in pairs. You want to buy a birthday present for
your friend. Take roles and act out a similar dialogue using the underlined
phrases in the dialogue in Ex. 3a. Grammar Revision: Tenses
a Put the verbs in
brackets into the correct tense.
Amanda
O) has been cooking (cook) ever since she was a little girl. Now, as a young
adult, she 1) ......„ (make) up her own recipes. She 2) (write) the successful
ones down in her own cookery book which she 3) (plan) on publishing someday.
Recently she 4) (experiment) with different cooking styles and spices from
around the world. In fact, Amanda 5) (enter) an international cooking
competition next week. She 6) (want) to win first prize which is a scholarship
to a well-known catering school in France. Amanda 7) (always/dream) of becoming
a qualified chef. She hopes her favourite dish 8) (bring) home first prize!
 Work in pairs, You are a journalist and
your partner is Amanda. Use the information in the text to interview her.

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

CULTURE 2
What does the title of the text mean?
1      People should raise money to help
those who are ill, disabled or poor.
2      People should think of the needs of
the people who are near them before they think about helping anyone else.
How can the title be related to these logos? Read and check.
RNE Read the text and fill in each gap
(1-10) with the word (A, B, C or D) that fits best. Compare with a partner.

o

 seem

B need

C should

D look

1

A work

B

exist

C run

D sell

4

Portfolio: Are there charity shops or

2

A save

B

spend

C waste

D raise

charity organisations in your
  country?

3

A more

B

higher

C over

D above

Collect information, then write a
  short

4

A bargain

B

low

C poor

D small

article about them for an
  International

5

A contain

B

include

C offer

D mean

Students' Magazine. Write:

6

A other

B

holiday

C special

D common

7

A everything

B

everyone

C everywhere

D everyday

• what their names are

8

A support

B

hold

C keep

D protect

• what causes they support

g

A make

B

are

C put

• how they collect money

10

A well-known

B

famous

C popular

D favourite

It is said that chariW begins at home, and people in the UK 0)seem to
have put these words into practice. Their enthusiasm for helping others shows
in the 187,000 charity organisations that I) . in the country. Some of the most
famous ones are Oxfam, Age Concern, the RSPCA, the British
-4
Heart
Foundation and Marie Curie Cancer Care.
People donate money to charity organisations or volunteer to help them 2)
money. Many of these organisations run charity shops. The first charity shop in
the United Kingdom was established by Oxfam in Broad Street, Oxford. Oxfam has
the largest number of charity shops in the UK with 3) ...... 800 stores.
Charity
shops sell goods at very 4) ...... prices. The items for
sale are
usually second-hand and donated by members of the begins at home public. These
5) ...... books, records, CDs, clothes, accessories,
household items, furniture and costumes for 6) ......
occasions such as Halloween. There are bargains for 7) Some charity shops also
sell new goods that are somehow related to the cause they 8) . In Oxfam stores,
for example, you can find fair trade food and crafts.
the text again. Do you think having big The staff who work at
charity shops are volunteers, so most of charity organisations is a good idea?
the profits from the sales 9) towards the charity. In the US, Why (not)? Do you
give money to where charity shops are called thrift stores, this kind of
shopping charity? Why (not)? In three minutes is so 10) that it has gotits own
word, ifs called thrifting! write a few sentences on the topic. Read your
sentences to your partner.

1
What type of bag do you usually carry your shopping in?
(Study skills
KWLH
Before you read the text, make a
KWLH (Know-Want to know-I-earnHow) chart. This will help you activate
prior knowledge, understand the text better and enrich your knowledge.
Look at the chart below and copy it
into your notebooks. Read the title of the text and complete the first two rows
of the chart.
What I already know
What I want to know
What I
learned
How I can learn more
Which type of bag do
the statements 1- 5 refer to? Listen, read and check.
1     It
is made from renewable resources.
2     Recycling it uses a lot of energy.
3     It
takes a long time to decompose.
4     A
lot of energy is needed to make it.
5     It can cause animals to die.
Paper plastic
Where does it come from?
Paper:
As you know, paper comes from trees. But you may not know that it takes about
three tons of wood chips to get one ton of paper pulp. Can you imagine the
number of trees needed every year just to make paper? You might also be
surprised to know that we wash, bleach and colour this paper pulp using
chemicals that harm the environment.
Plastic:
Plastic comes from oil. Now, we all know that the oil industry causes
pollution. Furthermore, the manufacturing of plastic bags uses a lot of
electricity which is not good for the environment.
Where does it end its
life?
Paper:
Your paper bag can end up in a landfill_site where it will take years to
break down, If you take it to a recycling centre it means more energy and
chemicals are used. Either way, there's waste.
Plastic:
Like paper, plastic bags often end up in landfills. In fact, in the UK, for
example, we recycle only 1 in 200 plastic bags. So what happens to the rest? We
throw them A plastic bag takes more than 1,000 years to de.çQ_AQ£.
In the meantime, plastic bags cause over 100,000 sea turtles and other marine
animals to die every year, when animals mistake them food.
The verdict
We use large amounts of natural resources to make both paper
and plastic bags. Both bags end up in the landfill anyway. so neither of them
is the winner. The best way to carry your shopping and protect the environment
at the same time is to choose a reusable fabric bag. Reusable bags take minimal
energy to make, are last for years.

• get rid of
them • break up
• a large deep hole where we
bury rubbish
Complete
the other two columns of the KWLH chart.
Word formation: re-
Read the box. Find examples in the text.
Then use the prefix re- to make words from the ones given and explain how their
meaning changes.

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

marry 2 name
3     open
4     start
...
5     write
.. ..
6     print
7

appear .
8     discover
7 Portfolio: Your partner uses plastic bags. Using the
diagram, try to persuade them to switch to reusable ones. Use the information
in the text. Record yourselves.
• recommend not using plastic bags & give reasons (You
shouldn't ... because disagree giving
(I don't think
so because suggest solution (You could
Green
2
Progress Check

1    Fill in:
pickled, peel, dark, grated, overcooked, pinch, rare, bar, sparkling, litre.
 I can't stand .       . vegetables
because I hate vinegar.
2    If you
add a     of salt, it wilt taste better.
3    Can I
have a glass of    water?
4    Would you likea .             . of
chocolate?
5    I'd like
my steak            please
6    Alan
drinks a of milk every day. 7 The vegetables were and the meat was tasteless.
8
Can you the potatoes, please?
9
Have you the cheese?
10      I
prefer           chocolate to the milk or white
varieties.
Points:
20
Complete
the sentences with words derived from the words in bold.
1
1         fish. I don't like the way it smells. LIKE
2
Dad can't find his glasses. I think he has them. PLACE
3
Don't trust Alex. He's very ..... .... . HONEST
4
Heavy traffic is one of the biggest . of living in a city. ADVANTAGE
5
I'm not saying I like junk food, don't    me
UNDERSTAND
20)
Complete
the sentences with the Present Perfect or Present Perfect Continuous forms of
the verbs in brackets.
I Sheila     (go) to the bazaar. She'll be back in
an hour.
2
You look sweaty! .... .... (you/work) out?
3
How much .    . (Helen/spend) on her English
4
The house smells wonderful! ........ (Mum/bake) a cake?
5
How long         (Tom/save) to buy a new PC?
6
Robin ..... ... (never/be) abroad.
7. (work) very hard recently. He needs some time off.
8
We         (not/buy)
all our Christmas presents yet.
9
Joy (clean) the house since 9 0'clock. Can you give her a hand?
10
. (you/ever/eat) Thai food?
Points:
                                                                    IDQ
      20
4 Fill in the
gaps with the correct preposition.
1       The
police officer went     the bank robber.
2       This
cheese is a strange colour. It must have gone
3       The
prices of Christmas decorations have gone since last year.
4       How
long can an animal go ...v.... food?
5       She's
been              a lot since her accident.

5 Fill in the gaps with
the correct preposition.
I When you buy things online, you pay credit card.
2
Is it possible to pay             cheque?
3
I rarely pay .
4
Suncare products are great demand during the summer.
5
This CD is ........ of stock at the moment. Would you like us to
order it for you?
Points:
Match
to form exchanges.
HOW Would you like to pay?
Whereabouts is it exactly?
Can I help
you?
I'd like some
water, please.
What nice shoes! Are they new?
a
Sparkling or still? b Yes, I bought them last week. c No, I'm
just looking, thanks. d By cash.
e On Oxford Road, opposite WH
Smith's.
(5X4Points:
Now I Can .   My score:
100)
• talk]write about a traditional dish in my country
• talk/write about shops and
shopping
• give directions to
different shops
• write informal letters
• order food and drink
• talk/write about ways of
cooking
• describe a family meal out
. in English

Module 3

Great Minds
Before you start ...
•   What are school
meals like in your school canteen? Which foods do you eat at school?
•   What do
teenagers spend their money on in your country? Where do they go shopping?
Look at Module 3
Find the page numbers for
pictures 1-4.
Find the page numbers for
•   a map
•   a person's
biography
•   a job
advertisement an email
•   a quotation
from a famous person
Listen, read and talk about ...
•   fields of
science jobs/work inventors/ inventions stages in life
•   English
banknotes a famous explorer
Learn how to ...
•   give good/bad
news and react to it
•   make a
narrative more interesting Practise ...
Past
Perfect/Past Perfect Continuous idioms: identical pairs phrasal verbs: bring
•   word formation:
verbs words often confused: discover/ invent/ find out, job/ work/career,
employers/ employees/colleagues, wages/salary/ money intonation: echo questions
Write / Make ...
a
friendly letter asking for a favour a short email about a strange thing that
happened to you a biography of a famous person
• a story a description of banknotes in your country

Reading
What do you know
about hot-air balloons? Read the title and the introduction of the text. What
do you expect the text to be about? Read, listen and check. o  Animals
Can you believe
that the history of the hot-air balloon all began with a sheep, a duck and a
chicken?
One day in 1777, Joseph Montgolfier was relaxing in front of the fire
with his laundry drying nearby After a while, he noticed that one of his shirts
had started to float upwards. The young man was curious about what was
happening. so he threw some small pieces of paper into the fireplace to see it
the same thing happened to them. When he saw them coming out of the chimney, he
came to the conclusion that smoke had the power to lift things up and carry
them through the air. Joseph loved science and wanted to become an inventor, so
he started trying to think of a craft that would be able to capture smoke and
heat and lift people off the ground. Along With his brother,
Jacques, he began
performing experiments on something that later became the first hot-air
balloon.
The
Montgolfier brothers quickly realised that it was heat and not smoke that had
the power to lift things. On 19th September 1783, they presented their first
hot-air balloon, which was made from paper and cloth. They burned some straw
underneath it and the heat helped the balloon to float. As this was its first
trip, the Montgolfier brothers were too nervous to go up in the balloon
themselves. So, instead they put a sheep, a duck and a chicken in the basket
that hung below the balloon for the two-mile journey.
The new invention was a great success and the animals landed safe and
sound. A huge crowd, including some members of the French Royal Family gathered
to watch the balloon floating high in the sky, Shortly afterwards, the brothers
asked the king for permission to send men up in the balloon. The king agreed,
and the first flight consisting of human passengers took place in Paris on 21st
November 1783, with great success. The balloon reached heights of around 150
metres as it floated over the Paris rooftops, starting a long tradition of
hot-air ballooning.

Study skills

Vocabulary
Fields of science

Multiple-choice reading
Read the text quickly to get an idea
of what it is about. Read the questions one at a time, then find the part of
the text the question refers to. Go through the choices and choose the one that
fits best. The information may be worded differently.
RNE Read the text and choose the correct answers. Give
reasons.
I Joseph Montgolfier got the idea for a flying machine when ...
a)   he saw smoke in
a fireplace.
b)   he saw pieces
of paper flying.
c)   he watched a
shirt drying.
2     Joseph
hoped to be a(n)
a)   scientist.         b) engineer.
c) performer.
3     They
burned straw to ...
a)   help the
balloon go up.
b)   make the
balloopAighter.
c)    make the
bal'             move faster.
4     The
first fliø' was watched by
a)   the Vag only.
b)   just the
Montgolfier brothers.
c)    a lot of
people.
5     The Montgolfier brothers asked the
king's permission to
a)   send animals up in the balloon.
b)   send young men
only.
c)    send some
people.
3      a
Match the words in bold to their meanings. (ðè<idèd) not
ih danger
b List all the verbs in the Past Simple tense then write the
infinitive.
4      Fill in: raise, lift, put up. Check
in the Word List.
1       If
you have any questions, please . your hand ......
2       John     .
the glass to his lips.
3       This
sofa is really heavy. Help me . it.
5      a
Read the table. Which field of science interests you the most?
is the
study of natural phenomena.
• Biology • Chemistry •
Physics • Earth Science Geography • Ecology • Astronomy

SOCIAL SCIENCE

is the study of the behaviour of human beings and societies.
• Psychology • Education • History • Politics •
Sociology

APPLIED SCIENCE

to human needs.
• Economics • Computer Science • Engineering
• Management • Health Science
I'm interested in History because I like learning about
things which happened in the past.
Which
subject do the following people study?
1       Maria
studies the function of the human body.
2       Adam
studies the way computers works.
3       Helen
studies the planets and stars.
4       James
studies the way governments work.
5       Rose studies the reasons for people's
behaviour. 6 Alana studies the events of the past.
Speaking
Imagine you
are Joseph Montgolfier. Talk about your invention. How did you feel?
Writing
Portfolio:
Imagine you are Joseph Montgolfier. King Louis XVI has agreed on the first
manned hot-air balloon flight.
Use the
information in the text on p. 42 to write a letter to Jean-Francois, a friend
of yours, explaining what has happened and asking him to take part in the first
flight with human passengers.

DearJean-Francois,
We finally mode it. The first .
We made itfrom
  ........ . To make itfloat, we .... .... . The passengen were ........ .
King Louis
  XVI and ..... . The king has agreed .
Would you like .
Best regards,
Joseph
  Montgolfier

accountant geologist

2 a
I
2
3
4
5
6
7
8
9
10 mechanic teacher

Fill in: freelancer, desk, uniform, full-time, overtime, shift, salary,
deadlines, pay rise, part-time. Listen and check.
Bob has to
travel a lot. A job isn't for him. John works Monday to
Friday, 9 to 5 It s a .. job The hours are unpredictable. My father
often has to work ...... .

My brother doesn't have to wear a       at work
Jim's father
is very well paid. His is 30,000 a year.
Tom's mother has just got a ...... .
Now she's on £ 1850 a month.
They often
have to meet tough but they manage.
Ann often
works the night ...... . It's tiring but she doesn't mind. Now that Jenny has
children, she works from 4 to 8 every weekday.
She works as a            from
home.
My mum has a full-time job as a teacher. She doesn't have to wear a
uniform at work. She recently got a pay rise. My dad is a journalist. He works
as a freelancer from home. He often has to meet tough deadlines but he manages.
 Look at questions A-F in the box. What is
the dialogue about? Complete the dialogue with questions A-F. Two

questions
don't match.
B: She works as a
Ersonal Assistant to           A What's the pay the General "Mnager of a
computer              like?
B
Is it part-time?
C
What exactly does
B: No, she works 9-5 Monday to Friday. involve? the job
D
How long has she
B: She makes travel arrangements been working for her boss
and she gets in touch there? with different clients around the
E What does your country.             mum
do for a living?
B: The money's great. She gets over F How does she
£20,000 a year. She also gets a her job? like three-week holiday every
summer.

b                  Listen and check.
Read the dialogue aloud.

Everyday English
Giving/Reacting
to news
Use the table to act out short exchanges for the
following situations.

Giving good news

Giving
  bad news

•
•

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

•
  I've just heard
•
  I'm afraid
I'm sorry to say
I've
  got some bad

Reacting

•
•

That's great. Well done!
Wow! That's brilliant!
  That's fantastic.

•
  Oh, no.
•
  Really? What
  happened?
•
  That's too bad.
•
  Really? You/He/She must be very sad.

I Your friend's father lost his job.
 A: I've got some bad news. My dad lost
his job.
B: Really? That's too bad. 2 Your friend
didn't get a part-time job.
3 Your friend's mother got a promotion. 4 Your friend's
father got a pay rise.
Say it right
Q) Choose the correct answer. Listen and check.
How long has he been
out of work? B: a Four months.
b Forty years old.
How's your mum
finding her new job? B: a It's opposite the train station. b It's very hard.
How are things at
work? B: a The same as ever.
b Terrible, she's really difficult.
4     A:
Working evening shifts must be tiring for your dad.
B: a Desk jobs aren't for him. b He's got
used to it.
5     A:
He's got a job asa sales assistant. B: a What does he do for a living? b What
does the job involve?
Listening
a   Look
at the job advertisement below. What type of information is missing?
b  (s)
Listen and complete the missing information. Compare with your partner.

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

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

 A: The dog ate the book. B: a The dog ate
what? b What did the dog eat? c The dog did what?
React to the comments below.
I     I saw Brad Pitt in a club yesterday. 2 I'm leaving for
Brazil.

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

 Portfolio: What do your parents do for ave
you ever made a mistake that actually turned out to be something good? Believe
it or not, a lot of things we use every day were a result of accidents! Here is
one of these amazing stories!
Scottish scientist Alexander Fleming had been experimenting with
bacteria for a long time before he made his most important discovery in 1928.
Being a very sloppy' scientist, he used to leave his culture2 plates all around
his messy3 lab and then forget about on one of the bacteria samples
he had left by an open window. He took a closer look and saw that there was
something around the mould. This made him realise that the mould was able to
destroy harmful bacteria. He had discovered penicillin.
Since then, his discovery has helped millions of people around the
world recover from illnesses.

them. One day he
  noticed that there was some mould4
7
  He met everyone but Sue. (she/

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

Past Perfect
— Past Perfect Continuous — Past

Reference

Simple — Past Continuous Grammar

We use the Past
  Perfect (had past participle) for
•
  a past action which happened before another past action. He had
  left when Jane called.
•
  a past action which finished in the past and whose results were
  visible in the past. She was upset because she had failed her test.
We use the Past Perfect Continuous (had been + •ing form)
  for
•
  a past action in progress putting emphasis on the duration which
  finished before another past action. He had been driving for three hours
  before he reached the village. The Past Perfect Continuous is the past
  equivalent of the
Present Perfect Continuous.
He had been waiting for the bus for half an hour before it
  arrived. (He wasn't waiting for the bus at the moment described) He has been
  waiting for the bus for half an hour. (He's still waiting for the bus)

1    Read
the theory. Are there similar structures in your language? Find examples in the
text above.
 Use the words in
brackets to write sentences, as in the example.

I She went to her dad's office, but he wasn't there. (he/go/out)  He had gone
out.
2    When Sue
came back home, the floor was clean. (her sister/ mop/floor)
3    John
didn't want to eat. (he/already/have/lunch)
4    We
invited Ann out but she couldn't come. (she/arrange/to go out with/parents)
5    Helen
asked Laura to go to the cinema with her, but she refused.
(she/see/film/before)
6    When Tom
arrived, Stella was very angry. (she/wait/for an hour)
already/leave)
8 Sally was tired.
(she/work/on the computer/morning)
Complete the sentences using the Past
Perfect.
I Before her guests arrived, she . already .
2     By
the time Jane came back home, .
3     She
was sad because ....
4     He
felt really happy because 5 Hewenttothecinemaafter ...... .
What
had/hadn't you done by the age of ten? Make sentences.
> By the age of 10, I had acted in some school
performances. By the age of 10, I hadn't started learning English.
Fill
in the gaps with the Past Perfect or the Past Simple.
(you/manage) to catch the 8 0'clock
train last night?
B: No it . (already/leave) when I (get) there.
2     A:
What(Helen/do) when she ... ..... (arrive)
home?
B: Well, she . . (make) something to eat and then she . .
(go) to bed.

3     A: Why  (Sarah/be) so upset last
night?
B: Before she .... .... (come) to find us, she (get) in a fight with
her sister.
(the children/see) their father yesterday?
B: No. By the time he (drive) back from the city, they ........
(already/fall) asleep.
Make
full sentences using the Past Perfect Continuous and the Past Simple.
I she/wait for/an hour/before/HeIen/arrive  She had been waiting
for an hour before Helen arrived.
2     Larry/look
for his glasses/for over an hour/ before/he/find them
3     they/play
football/over an hour/before/Tom/ score
4     Jane/drive/for
over two hours/before/she/ reach/ the Smiths' cottage
5     Mr
Smith/work/in the company/for ten years/ before/ he/decide/to leave
Think of reasons for
those situations. Complete the sentences. Use the Past Perfect or the Past
Perfect Continuous.
I He was unhappy because he had failed his tests.
2
Our teacher was angry because

3
She had a terrible headache because
4
The children came back home very tired because .
5
She was late because .
6
They were wet because
8 Put
the verbs in brackets into the Past Perfect or the Past Perfect Continuous.
John
was really tired yesterday.
B: Sure he was. He          (work) in the garden all day.
Did
you meet Jerry?
              B: No. By the time
I arrived, he              (leave).
Why
was Mr Smith angry with Sue?
              B: Because she            (not/finish)
her work.
Pat
was really mad at me.
B: I bet she was. She . (wait) for two hours before you called.
Did
you talk to Mark?
B: No. Bythe time I got home, he
..... (go) to bed.
Put the
verbs in brackets into the Past Perfect, Past Perfect Continuous, Past Simple
or Past Continuous.

Dear Sam,
How are you? You won't believe what 1) .
(happen)
  to me last Saturday.
1 2) (walk) along the beach with my dog, Sam, when
  he 3) . (spot) something in the sand. He 4) (start) digging it up and waving
  his tail happily. It 5)
(turn) out to be a wooden box with coins in it. I quickly (grab) it from
  Sam who 7) (try) to chew it and 8) (take) it straight to my history teacher,
  Mr Brown. As soon as 1 9) . (see) the 100k in his eyes, I 10) .. (know) we
  Il) . (find) something special. Together, we 12) . (go) to the local museum.
  They 13) , . (examine) the coins and they 14) . (announce) that they were 250
  years old. Can you believe it? A box full of valuable coins 15) (wait) for
  someone to find it for so many years!
The people at the museum 16) (come) to investigate. They 17) (dig) all
  around the area, but they 18) .      . (not find) anything else. It's
  still a bit of a mystery how the box 19) . . (come) to be there. Attached is
  the article from the local paper. What do you think of the photo? Write back
  soon. pete

Speaking
10
Look at the pictures.
Use the verbs to continue the story one
after the
other. Use past
•   walk • hear •
cry
•
look • find • call
•   arrive • rescue
•   pull out •
thank
•   Handy was
walking
through the woods with her dog last Saturday
Writing (an email)
I l Portfolio: Think of a strange thing
which happened to you. Send an email to your
English penfriend telling him/her about it.

Grammar Check 3

THINK!

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

(Study skills

Mane Cune was born Maña Sklodowski in Warsaw, Poland in 1867.
  She was the youngest of five children. Her parents I) .. as teachers and they
  brought her up to love learning. Her mother died in 1877. Manya, as they
  called her, and her sisters had to get jobs.
Manya became a tutori for
  a family. She enjoyed her 2) there and could send money to herfather and her
  sister, Bronya, who

was studying medicine in Paris.
When her sister got monied, she invited Manya to live with
  them and study at the Sorbonne. It was then that she 3) .....„ her name to
  Marie. Marie studied Physics and Maths and got her Master's degree in both
  subjects. When she graduated front university, she started research 4)
  magnetism. It at that time she met Pien•e Cuñe, a young scientist.
  They 5)         . in love immediately and got married. Marie moved to his
  house and they both started examining uranium and other elements to decide
  whether they were radioactive. It 6) them four years to isolate2 the
  radioactive source which she named radium. For this, they 7) . a Nobel Prize
  in Physics in 1903. In 1906, her husband died in an accident and Marie got
  the position they had offered him at the Soybonne.
In 1911, she got a Nobel Plize in Chemistry. 8) .........
  World War I, she designed the first mobile X-Ray machine and travelled with
  it along the front lines3.
Mane died in July, 1934 in Paris. She died 9)
  radžafton poisoning. She worked hard and proved that if a person keeps
  to their goaLs4, they will 10) . For her, success came with the
  two Nobel Prizes she received and the fact that she was the first woman to
  ever get one. We all owes her our respect and admiration.
I teacher, 2find, 3 whoe
  the soldiers woe fighting, 4 aims, 5 must give

Who's
the woman in the picture? What do you know about the text again. Why does the
writer consider Marie Curie to her? Think of three questions you would like to
ask about have been successful? her. Read and see if you can answer them.
Explain the words in bold.
Completing a gapped text
Read the
title and the text quickly to get the gist. Read again carefully. Focus on the
words before and after each gap. Look at the four options and choose the word
that best fits. Read the completed text to see if it makes sense.
List the
events in Curie's life in the order they happened. Use your list to present
Marie Curie to the class.
Stages in life
a Listen and repeat. What are these words in your
language?
                                                                                infant/baby           B
toddler
                                                                                (0-1
yrs)                      (2-3 yrs)
                                                                                C
child                          D teenager
                                                                                (4-12
yrs)                     (13-19yrs)
1     A
taught B worked   C were D employed
2     A
time            B period               C term  D season
3     A
swapped B altered               C changed          D replaced
4     A
with            B at        C into    D for

5

A met

B

fell

C were

D went

E

adult                        F
  senior citizen

6

A had

B

lasted

C spent

D took

(20-59
  yrs)                 (60 yrs+)

7

 earned

B

gained

C won

D achieved

What stage are you at? How

8

A As

B

While

C During

D When

about your brothers/sisters? your

9

A of

B

by

C over

D with

parents? your grandparents?

A reach

B

achieve

C manage

D succeed

I'm a
teenager. My

a Fill in buy, change,
have, start, get (x3), leave, study, work, move (x2) in the correct form.
Listen and check.
at
university she met James. They married in two months' time.
2     My aunt and her husband          a
child recently,
     so they decided to          to
a bigger house.
3     My
elder brother decided to his job as a sales assistant and .... .. . his own
business.
4     When
my mother .   her driving licence,
she will ........ a new car.
5     My
best friend will schools because her parents have accepted new jobs. They will
be next month.
b Use phrases from Ex. 5a to make true sentences about you and your
family.
My
parents got married in ... .
Listening
a RNE (l) Listen to the
speakers on a radio programme talking about their life experiences. Number the
statements in the order you hear them. There is one extra statement.
  I couldn't pay the
bills.
B     His
family didn't want him to live alone.
C     I
still miss my family.
D    We had to
find a new house.
E      I
didn't want to go somewhere new. F I wanted better job opportunities.

2

3

4

5

Speaker

 Have you made any important change(s) in
your life? What exactly? How did you feel? Tell your partner.
Last year . . . .
Idioms
a Match the idioms to their meanings. Check in Appendix 3.
Then use them to complete the gaps in sentences 1-5.

again and again

step
    by step

all in all

round and round

1     slowly
2     continue
without stopping
3     many
times
4     moving in circles
5     considering
everything
I Don't try to finish all your work at once. Take it
.. ...
2      I've
told Mary ...... . . that she shouldn't spend all her money on clothes.
3      He
suddenly felt dizzy. Everything was going . in his head.
4      ,
Jane's university years were the best years of her life.
5      The
teacher went           about how important a degree is today.
Make up
sentences about yourself using the idioms.
 All in all, I enjoyed the party a lot.
 Portfolio:
Think of a famous person from your country. Collect information about him/her
under the headings. Write his/her biography for the school magazine (100-120
words). Follow the plan.

UNUSUAL
GALLERY

It was a beautiful afternoon in the woods near the
village of Montignac. The sky was blue and autumn leaves covered the ground.
Four friends strolled happily among the tall trees, telling stories about
treasures that people had hidden in the forest.
As they were walking, one of the boys fell
over. When the others ran to help him, they saw that there was a hole in the
ground. Could this be a tunnel with hidden treasures in it? The boys started to
dig, trying to make the hole bigger so that they could climb in and have a
look. By this time though, it was getting dark and they didn't have a torch, so
they decided to come back early the next day.
E.Þ They returned
to the woods before school. One by one, the boys lit their torches and crawled
into the small dark tunnel. After about ten minutes, the boy
• To write a story, we first
decide on the type of story, the plot and the main characters. Our story can be
a comedy, an adventure, a fairy tale etc. We normally use past tenses in
stories.
• In the first paragraph, we
write when and where the event happened, who the main characters in the story
were and what happened first.
• In the main body, we
describe the events in the order they happened, leading to the climax event
(the most important event). We normally use linking words tos soon as, While,
before etc) to show the sequence of events.
• In the conclusion, we write
what happened in the end and how the people in the story felt.
who was at the front let out a loud gasp. When he
pointed his torch at the wall, everyone was amazed to see the walls covered
with colourful pictures of horses, deer and oxen. The friends ran quickly to
school and told their teacher all about their fantastic discovery. She called
an expert who went immediately to examine the paintings.
> Later that day, their teacher asked the boys to
stay behind after school. They thought that they had done something wrong, but
they were relieved when they saw their teacher's smiling face. The expert had
confirmed that the boys were the first modern people to lay eyes upon the
famous Lascaux paintings, which were at least 17,000 years old. They felt
really proud.
2 Read the theory box. What type of story is the one
in Ex. I? Does it follow the plan below?
Plan

Introduction

Para 1: set the scene (who, when, where, what)
Main body
Paras
2-3: events in chronological order, climax event

Conclusion

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

 Write the
answers to the questions.
I Who are the main characters?
2 Where/When did the story take place? 3 How did the characters feel at
the end of the story?
4     What
linking words has the writer used?
5     List the events below in the order
they happened. Which is the climax event? Use the plotline to tell the story to
your partner.
One of the boys fell over.
C] They told their teacher.
C] They discovered an underground tunnel.
[2 The next day, they returned with torches. They saw
a hole in the ground.
Cl Experts said they were ancient paintings.
They found paintings of animals on the wall. C] Four
teenagers went for a walk in the woods.
Sequencing
4 Join the sentences. Use the words in brackets.
I He was walking slowly down the road. It started
raining. (when)
2      The
birds were singing. The sun was shining.
(while)
3      She
ran towards the police officer. She asked for help. (and)
4      I
found the owner's address. I returned the wallet. (as soon as)
5      She
hid the letter in the drawer. She opened the door. (before)
Narrative style To make your story more
interesting to the reader you can use:
• a variety of
adjectives It was a warm summer day and adverbs He climbed up the stairs
slowly.
• a variety of
verbs. Instead of saying: He broke his leg and couldn't walk, you can say: He
broke his leg and limped.
6
7
Fill in the adverbs the writer has used in
the story to complete the phrases below. Make sentences using the phrases.
       I
strolled .                2 ran ... ..          3 went ... ..
Writing
R NE Read the rubric,
look at the underlined key words and answer the questions, then write your
story. Follow the plan in Ex. 2.
A teenage
magazine has asked its readers to • take part in the annual short
competition entitled It happened to me. Write your for the
competition (120-180 words).
1     What are you going to write? Who for?
2     What kind of story will you write?
3     Who
will the main character(s) be? 4 When/Where will the story take place? 5 What
will the events be? List them in chronological order.
6     What
will the climax event be?
7     What will happen in the end?
8     How
will the main character(s) feel in the
end?
Editing your
writing
When you finish writing your story, edit it.
Check for:
formatting (Is there a beginning, main body paragraphs, a conclusion?)
well structured paragraphs (Do the sentences make sense? Have you used linking
words to show the sequence of events?) elements of narrative style (Have you
used a variety of adjectives/adverbs or do you repeat the same ones?)
misspelling, wrong grammar, incorrect punctuation

I couldn't walk for a
whole year. I just              Really? How
What adjectives does the
writer use to
crawled.   come? describe the following in the story
on p. 50?

I

afternoon

5 ... .. tunnel

2

sky

6 ... .. gasp

I wasn't old

3

. leaves

7 ... .. pictures

enough.

4 ..... trees         8              . discovery 3 The company has
got 200 employers/ employees/colleagues.
4 He earns a lot. He has a high wages/salary/
Phrasal
verbs: bring

Fill in: round, in, up, out, back, about. Check in Appendix I.
I This song brings happy memories from my childhood.
(cause to recall)
2      Cheltenham
is an ideal place to bring your children. (raise)
3      The new government has brought .
changes in education. (cause to happen)
4      My
part-time job brings ..... . .. £400 a month.
(make money)
5      She
passed out and we brought her with a glass of water. (make conscious again) 6
Shakira is bringing a new album. (put on the market)
Word formation
Read the box, then complete the sentences
with the correct form of the verb derived from

I

I haven't written his phone

number
  down but I've           it.

MEMORY

2

Tony was
  very sorry, so he

      .
  for breaking the vase.

APOLOGY

3

We have to a 3-page text for our English class.

SUMMARY

4

Mark has bought an old house

which he is going to . ... .

MODERN

5

The fitm .. . ..... the captain as
  evil.

CHARACTER

6

Kim is very kind and she never         ,
  anyone.

CRITIC

Words often
confused
Choose the correct word. Check in the Word List. Make sentences using the
other words.
I Who discovered/invented/found out the television?
2 He got a job/work/career as a flight attendant.
a
Fill in: at, by, in, under. Check in Appendix 2.
Then do the quiz. Check your answers.
b
Use your school textbooks to add two more questions to the quiz.
Give them to your partner to answer.
Grammar
revision
Put the verbs in
brackets into the correct tense. In pairs ask and answer questions based on the
text.

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

telephone.
UI-TURE CORNER
Do you know who any of these people are?

How can they be related to English banknotes? Read to

find out.

Queen Elizabeth Il

Elizabeth Fry

Adam Smith

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

The five-pound note, or fiver, is blue and green in colour

The twenty-pound note is purple and
  up until very

and has a portrait of Elizabeth Fry
  on the back. Fry made

4)                 (recent), it had
  a picture of British 5) .

her name by improving living conditions for women in

(compose), Sir Edward Elgar, on the
  back. The new

European prisons. The main I) ...„.. (illustrate) on the
  note

twenty-pound note shows Adam Smith,
  one of the

     shows her reading to female 2)
          (prison) in Newgate

fathers of modern day economics.

Prison.

The fifty-pound note is red and has
  a picture of Sir John

The ten-pound note, or tenner, is orange in colour. It

Houblon on the back. Houblon was the first governor Of

was first issued in 1759. Since 2000, Victorian

the Bank
  of England. This note also shows an image of

naturalist, Charles Darwin, who developed the theory

Houblon's house in Threadneedle Street, London which

of evolution, has been on the back of the note. You can also
  see Darwin's ship the HMS Beagle as well as 3) (vary) flowers and animals he
  came across on his travels, in particular the humming bird.

is the
  site ofthe bank's present day 6)  (build).

          a                   Read
  again and complete the gaps

4

Fill in:
  name, call, make. Explain the phrases.

with the derivatives of the words
  in

Are there
  similar ones in your language?

brackets.

1
  She was crying because some rude boys . ... . ...

       t)     Listen and read the
  text again. On which

her names.

banknote
  can you see the people in Ex. 1?

2 He ....
  . ... a name for himself as a painter.

What is each person famous for?

3 Have you
  chosen a              for the baby?

3 Match
  the words in bold to their meanings.

Collect information on the history
  and

director making þetter

5

development of banknotes/coins in
  your

logation, invented

country. Present it to the class.

gradual' development
               plymouth                                                         5
Match the words in bold to their meaning.
• the Golden Hind

• the Pacific
• the New
• the Meluccas Islands
• Africa
• Elizabeth I
I on board
(I. 2)
2

remaining (I. 7)

3     route
(I. 7)
4     violent
(l. 9)
5     ports
(l. 12)
6     treasure
(l, 16)
7     Eventually
(l. 20)

f sum of money g In the end h valuable objects

Plymouth

Pacific Ocean
Ocean •
Africa
Verde
e,Mòluccas
Islands, Indian Ocean
Australia
Cape of Good Hope
The master Thief of the Unknown World

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

5 After crossing the Atlantic, Drake left two ships on the east coast of South
America. With the three remaining ships, he then found a new route around the
bottom of the continent, but when they reached the Pacific, violent storms
destroyed one of the 10 ships and caused another to turn back to England.
Next, the Golden Hind sailed north along the coast of South
America, attacking Spanish ports. This was because, at that time, the Spanish
controlled all
I to be made a knight by the queen
In pairs, show Francis
Drake's journey on the map and label the places he visited. Use the map to
present Drake's journey to the class.

THINK!

Read the saying. What does it mean to you? Discuss.
the gold from 'The New World' and Drake wanted it. Drake also captured
Spanish ships and stole 15 their maps and treasure. The Spanish called him 'The
Master Thief of the Unknown World'.
Finally, Drake sailed to North America and then crossed the Pacific to
the Moluccas Islands in the southwest. Eventually, he sailed round the southern
20 tip of Africa and arrived in England in September, 1580.
When Drake returned, he
was knightedl by Elizabeth I. He was the first Englishman to sail
around the world. He had made many discoveries and had 25 brought back an
amazing fortune in treasure.

Words of Wisdom
No pessimist ever discovered the secret
    of the stars or sailed to an uncharted land, or opened a new doorway for
    the human spirit.
Helen Keller (US deafblind author)

c) Progress
Check

Fill in: uniform, Linguistics, vet, freelancer, author, 4 Fill in the
gaps with the correct preposition. cashier, Chemistry, deadlines, overtime,
salary.
I Looking at these photographs brings
I She loves animals.
She wants to become a many happy memories.
2       Does
your brother have to wear a  at work?out and the doctor had to bring her 2 She
passed
3       David
has a degree in . He can tell you anything you want to know about the
English 3 I was brought .. .... . in the
countryside, so I don't language.    like the city much. really
4       My
father works as a from home.  Potter 4 J. K. Rowling brought ... . ... the new
Harry 5 Who is the of this novel? last month. book
6       Does
your father often work brings . . 1200 euros a month.
7       His
....... is £40,000 a year. 5 My job Points: 8 is a person people pay
money to in a shop.10 9 I get bad grades in I don't like
science!
10 My brother
works hard because he has to meet 5 Fill in the gaps with the correct
preposition.
          tough                                                            Points:
 I My
sister has just started a great career Complete the
sentences with the correct word
advertising.
derived from the words in bold.
2 Jonathan
will be ..... .. charge of the project.
I Can you           the
text about Marie Curie? SUMMARY            3 They were             pressure to
meet the deadline.
2 Derek refused to . . for his rude behaviour. 4Charles is
leaving the beginning of the month. APOLOGY 5 He had left . the
time I got there. 3 He ..... .. about owning his own company. FANTASY10
) 4 Does the play ....... the doctor as very selfish?

          CHARACTER                                                                                6
Match to form exchanges.
5 She                           with
him when he lost his job.
SYMPATHYHOW are you finding your new
job?
What does your father do for a living?
     Fill in the gaps with either
Past Perfect or Past
What's
Perfect
Continuous.the pay like?
What does
your job involve?
1 . (wait) at the cinema for an hour
before I got a scholarship. Kim finally showed up.
2 Grandma .. ... .. (go) to the
supermarket before                            a It's quite easy.
they got home from school. b Not very good. I only get 850
euros a month. 3 They (play) football all day so they were c He works as a
graphic designer.
         very tired in the
evening.                                                                  d
That 's fantastic!
4       The
waitress served us something we (not/ e I serve customers and take payments.
order).20 )
5       (he/finish)
making the lunch when the guests arrived?       100)
6       The
band .                (perform) for an hour when the
I
          electricity went off.                                                                                Now
Can .
7 (look) for a new bike for two months
before I found one. talk and write about jobs and work
• talk about fields of science, inventors and
8
Pete left work as soon as he (write) the inventions reports.
write a story
9
Belinda   (study) German for three years write a biography of a
famous person before she moved to Munich.   give good/bad news and react to it
10     David
...s... (eat) by the time we got home.            talk about English and
Russian banknotes
                                      20 )                                        in
English
ModÚle 4

Be Yourself
Before you start ...
•    Which
famous person do you admire? Why?
•    What do
you think is the most important invention of our times?
Look at Module 4
Find the page numbers for
pictures 1-4.
Find the page numbers for
•    a map
•    a
paragraph plan
Listen, read and talk
about ...
•    self-esteem
•    appearance
•    clothes
•    changes
in your looks
•    traditional
costumes eco-clothes
Learn how to ...
•    express
(dis)approval
•    decide on what to wear
•    advise
someone
Practise too enough
•    stress in
exclamations
•    Passive
Voice
•    causative form idioms related to the
body phrasal verbs: put word formation: opposite adjectives words often
confused: match/ suit/fit, borrow/ lend/rent, priceless/ invaluable/ worthless,
custom/habit/ trend, realistic/ original/genuine
Write / Make ...
•    a letter giving advice to your
English penfriend
•    a
paragraph about a traditional costume in your country

Advertising helps
  improve

your body
image.
b Advertising influences the way you feel about your body. Be happy
with the way you are.
b You
can't change yourself.
You are better than others. b Everyone looks different.
I'd like
to change my appearance.
b I don't know the person in the mirror.
Don't behave in a childish way. b Changing from a child into an adult.
RNE Read the text and match the headings to the paragraphs. Which words
helped you decide? What is the author's purpose?
Match
the words in bold in the text to their meanings. Then use them in sentences of
your own.
false Jooking match Well- built too concerned
influences concentratecomments developspride
        looking = staring          Stop
staring at that man. It's not polite.
Vocabulary
Appearance
Find the
word that does not match in sentences 1-5. Check in the Word List.
I He's got
small/protruding/pointed/spotty ears.
2     He's
got a straight/curly/crooked/pointed nose.
3     1
can't stand my hair. It's too frizzy/curly/bushy/straight.
4     She's
slim/thickfoverweight/thin.
5     His
eyebrows are too thick/thin/bushy/short.
Think
of a cartoon/fictional character or draw your own. Describe him/her to the
class. Use the words from sentences 1-5.
It's Monday
morning and while you are getting dressed, you're looking at yourself in the
mirror. 'I'm too skinny. I'd like to put on a little weight and be a bit taller
and more muscular,' you think. 'I also wouldn't mind thicker hair, longer legs,
better teeth and a smaller nose. Speaking of my nose, is that a pimple on it?
Oh, here we go again! I can't go out. I can't stand people staring at me.'
Do these
remarks sound familiar? Almost everyone would like to change something about
their bodies. Teenagers feel that way quite often because their bodies change
while they are growing up. As your body changes, so does the way you feel about
your physical appearance. Your body image often affects the opinion you have of
yourself.
As your body
matures, you may think that it draws attention to you, and you may feel
uncomfortable. You may also compare yourself to your friends to see if you are
'normal'. But growing up doesn't happen at the same speed for everyone. Girls
usually start changing sooner than boys. Sometimes, they suddenly put on weight
as their bodies need fat to grow. On the other hand, boys notice their
shoulders getting wider and their voices getting deeper. These changes usually
take place over two to five years.
Media
images from TV, movies and advertising may also affect your selfŽesteern,
Women and girls on TV and in magazines are usually thin while men look strong
and very muscular. This can make you believe that something is wrong with you
if you don't look this way. Media images may also put pressure on you to go on
extreme diets or become obsessed with weight training. Remember that it's more
important to exercise regularly and eat healthily than to try to change your
body to fit an unrealistic image. Adverts sell fantasy and vanity, not reality.
5

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

 Peter Pan has got pointed ears, thin
eyebrows and a straight nose. His hair is short and fair, and he's slim.
5
Choose the correct word. Check in your dictionaries.
I I need to get on/go on a diet. I've put on/taken in two kilos in a
week.
2     Look
at Ann. She has grown/developed taller since the last time I saw her.
3     1
can't believe that's John. His shoulders have increased/grown wider and his
voice has got/ sounded deeper.
4     Since
she saw the advert, she's been/gone worried about her weight.
5     She
wants to start/join a gym and lose/miss some weight.
Speaking
Is there anything you would like to change about the way you look? Use
phrases from Exs. 4 & 5 to tell your partner.
 I don't like my frizzy hair. I'd like to
have straight hair.
 Listen and read the
text again. What is self-esteem? What could make teenagers feel uncomfortable
about their body? What should they do? In three minutes, write a few sentences
on the topic. Read your sentences to the class.
> Self-esteem is how you feel about yourself.
Teenagers can feel uncomfortable about their body because ...
Writing
8 A friend of yours is
obsessed with losing weight, but she's not fat at all. What do you advise her
to do? Use the text to write a short paragraph giving advice.
You
should(n't) ... You may

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

1 A: How about those trousers? They              you Style              Material              perfectly.

    floral                        baggy                       velvet

B: Yes, but they're too casual for the
  occasion.

striped                       elegant                     leather

2

A: What
  about the red shirt? It               . your

checked                 tight-fitting                     silk

trousers.

plain loose-fitting cotton polka-dot
  casual wool

B: You're
  right! I haven't          it for ages.

patterned                   smart                        nylon

3

A: This
  dress is great. Why don't you .        . it

                                      sporty                         linen

on?

scruffy

B: The colour doesn't .. . .. me.

The man in pic A is wearing a floral
  shirt and

4

A: What do you think of this shirt?

loose-fitting shorts.
b Look at the pictures again. What
  do you

B: It doesn't ..... with the
  trousers.

think of these people's clothes?
  Make

Everyday English

sentences using the phrases.

Expressing (dis)approval

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

ridiculous/ awful/old-fashioned/
  funny/weird

what
  to wear. Use the language in the box to

The man in pic looks funny.

act out exchanges, as in the
  example.

Asking

Expressing approval

•
•

Do you like this?
How's this? What do you think of ...? How do I look in this

Excellent. It really
It's really nice. It really you.

Expressing disapproval

•

don't think it ... you. It's too
don't like it. It's a bit too

Speaking
09 Discuss in
groups.
I
What kind of clothes/materials/colours/pattems do you like to wear?
2      What
clothes do you usually wear on a cold day? at school? at home?
3      What
kind of clothes do you wear when you go somewhere special?
4      Do
you try to keep up with the latest fashions?A: What do you think of this skirt?
5      Do
you like getting dressed up?         B: It's really nice. It really suits you.

(O Lisa is going to a party. What is she going to wear? Listen, read
and say.
 Read the
dialogue and answer the questions.
i Why is Lisa not ready yet?
2     Why
doesn't Clive approve of her first choice of outfit?
3     Why
can't Lisa wear her black trousers and velvet top? 4 Why does Clive decide not
to wear his jeans?
Clive.• I can't believe you aren't ready yet, Lisa!
The party starts in less than an hour!
Lisa.• I don't know what to wear! Would you mind
helping me out?

Clive:

OK. Did you have anything in mind?

Lisa:

I
  was thinking of wearing my baggy trousers and that purple shirt I got for my
  birthday. What do you think?

Clive:

Those clothes are far too casual! Why
  don't you wear your black trousers with that nice velvet top, instead?

Lisa:

They don't fit me any more. I've grown taller lately and
  they are too short for me now. Besides, I don't have any shoes that match.

Clive:

What about that black silk dress?

Lisa:

I haven't worn that for ages, but, why not? Thanks for your
  advice Clive! You're the best brother in the world. By the way, when are you
  going to get dressed?

Clive:

Erm ... I'm already dressed.

Lisa:

Hang
  on a minute, you're not wearing those scruffy old

jeans to the party, are you?

Clive: Well, I was going to, but seeing
  as you look so smart ..

Can you help me choose something else?

Lisa: Sure.

Listening
Read statements i -7.
What are you going to listen to?
Listen and mark the statements True, False or Not Stated.
1
Ann wants to buy a plain black shirt.
A
True B False C Not Stated
2
Steve thinks black doesn't suit Ann.
A
True B False C Not Stated
3
Ann doesn't wear bright colours.
A
True B False C Not Stated
4
Steve and Ann don't have much time for shopping.
A
True B False C Not Stated
5
Ann can't go to her
favourite shop.
A
True B False C Not Stated 6 The shop doesn't have any black
shirts.
A True B False C Not Stated
7 Ann eventually buys a
yellow shirt.
A True B False C Not Stated

TOO -
Enough Grammar Reference
a   Fill
in the gaps with too or enough. What are these words in your language?
too not enough
These trousers are big!
Can I have them in a smaller size, please? I can't fit in this skirt. It's not
big . . . ...... .
b  Fill in
the gaps. Use too or enough.
This sweater is nice! Why don't you ever wear it?
                B:
Well, it's              warm!
Why didn 't you buy those shoes? B:
They weren't comfortable .
What do you think of this shirt?
               B:
It doesn't fit you. The sleeves are              long.
Let's buy this coat for Jenny!
               B: No, it's not
warm            and it s ' .. ... . .. expensive.
Speaking

9

09 Portfolio: You are going to a party. You can't decide what
to wear. You ask your friend for help. Act out your dialogue. Record
yourselves.
Intonation
10 Listen and mark the
stressed syllables.
Excellent! Disgusting! Amazing! Brilliant! Dreadful!
Listen again and repeat. Mind the intonation.

THINK!

Do fashionable clothes really change the way a person
looks? In three minutes
write a few sentences on
the topic. Read your sentences to the class.

Grammar in Use                                         cATS
Cats is famous for being the longest
running show in Broadway history.
It is based on T.S. Eliot's work Old
Possum's Book of Practical Cats, a small collection of poems for children.
The Story is about a group of cats, known
as the Jellicle Tribe, who live in a junkyard and gather for an annual Jellicle
Ball. At the end of each Jellicle Ball, one cat is chosen to ascend to the
Heaviside
Layer,
a sort of cat equivalent of heaven. Cats has been translated into more than 20
languages. It has also been shown in more than 30 countries and seen by more
than 50 million people round the world!
One of the things that makes Cats so popular is its amazing
costumes.
They were designed by John Napier who won a Tony Award for
Best

Active Voice the-osn,pes
subject predicate
  object Passive Voice
Ibesqstumes
  yergæde ÞyJyn. subject           predicate           agent

Present

He has designed The costumes have

Perfect

the costumes.            been
  designed.

Future

He will design the; The costumes
  will be

Simple

costumes.               designed.

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

         Passive
  Voice Grammar Reference          dance, sing and act in heavy fur and
  headpieces with ears and

whiskers.
  Every cat in the show has its own costume and its

       Read
  the theory box. Are there                     own make-up which helps to
  project their personality,

similar structures in your language?
form: to be + past participle
Changing
  from Active into Passive
To change
  a sentence from the active into the

Napier will always be remembered for the
  costumes that made Cats an icon of musical theatre. Cats must be seen by
  everyone.

passive:

Use

• The object of the active sentence
  becomes the

• We use the passive: to give

subject of the passive sentence.

emphasis to the action rather than
  the person

• The active verb remains in the
  same tense but

who did it. The new theatre will be
  opened

changes into a passive form.

tomorrow by the Mayor.

• The subject of the active sentence
  becomes the

• When the person who does the
  action is

agent and is either introduced with
  'by' or is

unknown, unimportant or obvious
  from the

omitted if it is not a specific
  person or it is not essential to the meaning of the sentence.

context.
  BWM cars are made in Germany.

                                   Active                         Passive

Read the article and list all the passive forms.

Present          He designs              Costumes
  are

What tense is each?

Simple            costumes.                designed.
Present             He is designing
  The costumes are be itQ

js based — Present Simple

Continuous the costumes.           designed.
He designed the The costumes were
Past Simple
                         costumes.                 designed.

a Read the theory box.

He must design     The costumes must
be

Modals
the costumes.        designed.

b Write
passive sentences, as in the example.
What is the tense in each sentence?
I Alexander Byrne created the Phantom of the Opera costumes.
>
The Phantom of the Opera costumes were created by Alexander Byrne.
2      The
company employs three hundred people.
3      B
& K have built a new cinema complex near the airport.
4      John
wrote the essay.
5      The Mayor will open the new theatre
this Sunday.
Read
the theory box and complete the sentences with by or with.
I The
walls are covered .. .... posters.
2     A
new book will be published ...... Express Ltd next May.
3     The
dress was designedCalvin Klein.
4     Wood
is cut         a saw.
5     The
film was produced Martin Scorcese.
Rewrite the
sentences in the passive. Mind the tenses. Omit the agent where necessary.
I They
will open the opera house next week.
2     They
didn't invite him to the party.
3     The
chef is preparing the food.
4     Donna
Karan designed the costumes.
5     The
editor hasn't checked the article yet.
Read
the theory box. Then write two passive sentences for each of the following
statements.
With verbs which take two objects such as bring, send, give, offer etc
we can have two different passive sentences depending on where emphasis is
given. He gave us two tickets. (Active voice) We were given two tickets. Two
ticketswere given to LIS. (Passive voice)
1     John
gave me a ticket for the rock concert.  I was gjven a ticket
for the rock concert by John.
A
ticket for the rock concert was given to me by John.
2     Robert
will bring the children some DVDs.
3     The
film producer has offered the costume designer a job.
4     The
director sent Laura an email.
a Read the examples. Rewrite the following questions in
the passive voice.
Where did
they buy the tickets?
Where were the tickets bought?
When
will they stage the show? Had they prepared the costumes before the director
arrived?
4
Did they translate the play?
5
Did Andrew Lloyd
Webber write the music?
6
Will Steven Spielberg direct this film?
7
Who designed the
first pair of jeans?
8
What caused the fire?
9
Who invented the television? 10 What do you use silver for?
8 Write
passive sentences.
1    A: That's
a beautiful painting.
B: Yes.
(It/paint/PabIo Picasso)
 It
was painted by Pablo Picasso.
2    A: Can I take a photograph?
B: I'm afraid
(cameras/not allow)    in the museum.
3    A: The
room is a mess.
B: I know.
(It/not clean/for days) .
4    A: Can I borrow your car tonight?
B: I'm
afraid you can't. (It/not repair/yet) ...... .
5    A: Has
the parcel arrived?
B: No.
(It/deliver/tomorrow)
Use your school textbook. Prepare a quiz about famous
people. Use passive voice.

Grammar Check 4

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

A

add on

B put on                      C
  take on

D

keep on

2

A

notice

B watch                   C
  look

D

see

3

A

pay

B earn                      C
  spend

D

reward

4

A

unreal

B unacceptable C unlikely

D

unnecessary

5

A

pass

B cancel                  C
  ignore

D

refuse

6

A

touch

B persuade            C
  cause

D

influence

Describe
the people in the pictures. What do you know about them? How can they be
related to the title of the text?
a Read the text and
choose the correct word.
Listen and
read the text again, What is the purpose
Grammar
Causative form
a Look at the pictures and match them to the sentences.
Which one means that someone else does something for someone?
doing her
hair.
             B
    Laura's having her hair done.
1
2
b Read the theory box. Are there similar structures in your language?
have
+ object+ past participle
We use the causative form
to show that someone else does something for someone. Bob had his hair cut
yesterday.
(The hairdresser cut Bob's hair.)
Use
the ideas to discuss in pairs, as in the example.
(j) hair/
perm?
 A: Have you ever had your hair permed?

of the text?

B: Yes, I have. [No, t haven't./Are you kidding?  teeth/straighten?
0)
nails/do?
@ hair extension /add?
teeth/whiten?
(6)
hair/dye?
(t)
eyes/check?
X-ray/take?
Complete the dialogue
using the causative form of the verbs in brackets in the correct tense.
A: Hi, Jane. How are you?
B: I'm fine, thanks. I've just been helping my cousin get things ready
for her wedding.
A: Oh,
when's she getting married?
B: On Saturday.
A: Wow! She
must be really busy then.
B: Yes she 1) . (her hair/straighten) and coloured tomorrow, and on
Saturday morning she 2) . (her make up/do) professionally. She might even 3)
(false nails/put on)!
A: Well, you're supposed to look good on your wedding day, aren't
you?
B: Yes, I suppose so. Her husband-to-be looks really great at the
moment. He 4) .... . . (his teeth/whiten) and he's started wearing contact
lenses.
A: Fantastic! That reminds me. 1 5) (my eyes/test) this afternoon. Do
you want to meet me in town later?
B: Sorry,
but I'm going to 6) (my hair/cut). A: OK, then. Talk to you later.
Use
the words in brackets to make sentences, as in the example. Mind the tenses.
1    Tina is
at the hairdresser's. (cut/hair)  She's having her hair cut.
2    Sheila will go to the dressmaker.
(make/dress) 3 Danny went to the mechanic yesterday.
(fix/car)
4      Evelyn
went to the beauty salon yesterday.
(do/nails)
5      Bob
has taken his shoes to the shoemaker.
(mend/shoes)
6      Jill
called the painters. (paint/house)
7      Steve
went to the drycleaner's. (clean/suits)
8      The
Smiths have gone to the photographer's.
(develop/film)
Idioms
a
09 In one minute write as many words as possible related to the body. Compare
with your partner.

Fill
in the gaps with the right parts of the body. Then use the idioms to complete
the sentences 1-6 below. Check in Appendix 3.
Of
course I won't tell Ann. I was only . (teasing you)
2     Jenny
wanted to have her nose pierced but her mother ..... ... . (stopped her)
3      I
will . . .... . that my sprained ankle will get better before the Sunday match.
(hope)
4     When
she realised she was bleeding, she
.
and started to scream. (panicked)
5      The
film was so scary it  (frightened me)
6     I'm
trying to dye my hair, but I haven't done it before. Can you ....2 (help me)

THINK!

Why do people change their looks? In three minutes write a
few sentences on the topic. Read your sentences to your partner.

Letters of advice
Read the extracts. What is each person's problem? What other problems
do you think a teenager can have?
IAuñ
ai e
I'm new at school and very shy. Recently some older kids have
been bullying me by saying nasty things about the way I look. I'm afraid that
if I speak to any of the teachers, things will get worse. I keep missing school
because of it. How can I put an end to all this?
Stuart (14) Manchester
I got bad marks in my exams and now my parents want me to quit the
football team. Football's my life! Helpl
David (15) London
I don't like the way I look, I hate the pimples on my skin and I have
gained a lot of weight! What can I do?
Sarah (16) Birmingham
I want to go on holiday
this summer.
My parents say it is too expensive and I'm too young to go on
my own. Any advice?
Karen (15) Glasgow

Letters
of advice are usually informal in style and are written to express sympathy and
encouragement. In the first paragraph we express our sympathy and state the
reason for writing. In the main body paragraph we give our advice and possible
results. In the last paragraph we write our closing remarks.

Read the letter. Who is
it for? What advice does Claire give? What are the possible results of each
piece of advice?
Dear .
I just got your letter and of course I'd be happy to help
you. A lot of teenagers feel the same way as you and there's nothing wrong with
it. Here are some things you can do to help yourself feel better.
First of all, you shouldn't worry too much about your weight.
Your body changes a lot at your age because you are growing.
It might be a good idea for you to start doing some exercise. This way, you'll
keep fit and healthy and help your body grow in the best way possible. Another
good idea is to try to follow a healthy diet. By eating healthier foods, you
will lose weight and also provide your skin with the necessary vitamins to look
healthy and bright.
I hope my advice helps and everything turns out for the best.
Let me know how it goes. Claire
Match the problems in Ex. 1 to the advice below. Use the language in the
box to make sentences, as in the example.
a)   study a bit
harder/improve grades & make parents change their mind
b)   get a part-time job/be able to save
some money
c)   talk to a
teacher/feel better
d)   do some
exercise/lose the extra weight

Giving advice

Result

•
•

If I were you/ln your position, I'd/l
  wouldn't ...
You should/shouldn't
It            be a
  good idea (for you) to ...
Why don't you
Have you thought of/about (+ing) Another good idea is to ...

•

This will/would .
Then/This way ...
  If you do this, you will because By (+ ing form) you will

If I were you, I would study harder. This would improve your grades and
make your parents change their minds.

Opening/Closing remarks                                           Developing
  sentences

Which of the sentences (1-6) are opening (O) and which are closing (C) remarks
in a letter of advice? Compare with a partner.
I I hope that everything turns out all right.
2      I'm
sorry you feel this way. I think I can help.
3      I
hope that my advice helps.
4      Here
are a few things you could try.
5      Don't
let it get you down.
6      Don't
worry too much. Here's what you can do.
Understanding
the rubric
Look at
Stuart's letter in Ex. 1. Imagine you received it and want to write him a
letter giving advice. Answer the questions.
I How will you start the letter?
a)   Dear Stuart
b)   Dear friend
c)    Dear
Friend Stuart
2     What
can your opening remarks be?
3     Match the advice (1-5) below to the
results

     Advice           Results

[.î.12 don't hit the
bullies
    talk to the school counsellor, parents, or a
find the strength to face them overcome your shyness join
    a school club

a
b
c
d e

bullies won't pick on you if they know st) is supporting
    you you might be accused of bullying yourself find people with common
    interests make some friends they may realise that their behaviour is wrong

Choose two pieces of advice and the
appropriate results from Ex. 5 and expand them into full sentences using the
language from Ex.3. Compare with a partner.
It would be a good idea not to hit the bullies. If you do this, you might
be accused Of bullying yourself.
Portfolio: Use your notes to write your
letter to Stuart (120-150 words).

4     What
can your closing remarks be?
5     How
are you going to sign off?
a)   Yours, + your first name
b)   Yours
faithfully, + your first name
c) Yours sincerely, + your full name
Word
Formation

il-, im-, in-, il- goes im- goes mature — balanced ir- goes
  relevant — in- goes dependent

Forming
  opposite adjectives

opposite of'. — illegal or
letters

ir- prefixes mean not,
  'the before words starting with I legal before words starting with m, p
  immature, probable — improbable,
— imbalanced before words starting with
  irrelevant before words starting with various
— independent

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

Phrasal verbs: put
Fill in: away, off, on, through, up with, out. Check in Appendix I.
         I When
you have finished, put           your books.
(tidy)
          2 The
match was put           until next weekend.
(arrange for another time)
3 Can I be put to Mr Smith, please?
(connect by phone)
4
It's cold. Put ... ... a sweater. (dress oneself)
I
5
The fire fighters managed to put . the fire. (stop)
2 6 She couldn't put his rudeness so she complained
to the teacher. (accept) 3
       Dependent prepositions                                         4
Q) Fill in: for, in,
to, with. Listen and check.
5
6

The food will be ready in
a minute. Don't be so
PATIENT
You can't rely on John. He's very .
RESPONSIBLE
We cannot meet the
deadline. It will be
POSSIBLE
His answer was, so we
asked someone else. LOGICAL
In the UK, it's     to drive a car if you are under 17. LEGAL

Most of the time, he wears clothes to work, not a suit and tie. FORMAL

Words
often confused
Choose the correct word. Check in your
. Make sentences using the other words.
This hat doesn't match/suit/fit your top.
2 Can I borrow/lend/rent your red dress
tonight? 3 This necklace is fake. It's completely priceless/
invaluable/worthless.
4      Do
you like my new trainers? They are the latest custom/habit/trend.
5      This
bag is made of realistic/original/genuine leather.
Grammar
Revision
Rewrite the
text from active into passive.
Last week, the Mayor opened Bluemoore's new shopping mall.
They gave him a tour and introduced him to some shop owners. Then, they took
him to lunch in the restaurant. The Mayor told them that he had enjoyed the visit
very much.
Think of six words/phrases you have learnt in this lesson.
Make sentences using them. Tell your partner.

TUMES

ISLES

TRADITIONAL COS IN THE BRITISH

UI-TURE 4/

Irish traditional costumes make you think of Irish folk dancing,
Female dancers wear a longsleeved dress, knee-high white socks and black shoes.
The colourful patterns on the dresses are based on Celtic designs.

    What everyone recognises about                 c
the Welsh costume is its tall black
hat or 'beaver hat', worn over a lace cap. Women in the past wore it with a
long full skirt and a white apron. A shawl, usually red, was worn around the
shoulders. The outfit was complete with black shoes and

stockings, and ladies carned a basket

Check the words in bold
in the texts in the Word List. Find them in the pictures.
Look at the pictures (A-D). Which of the costumes are worn when
people dance? Listen, read and say.
Read the text and answer the questions. Write I for (Ireland), S for
(Scotland), W for (Wales) and E for (England). Compare with your partner.
Which
costume
I has got
special ancient patterns on it?
Probably the best known
traditional costume in the UK is the
Scottish kilt with its distinctive tartan pattern. Kilts were pleated woollen
skirts, worn only by men, and fastened in front with a special pin. A goatskin
bag called a sporran was worn around the waist and a cloak was draped over one
shoulder Each clan or family had its own tartan design. The kilt is still worn
on special occasions

Morris dancing with its traditional
costumes is a familiar sight in England. These dances are performed outdoors in
country villages during the summer. The dancers wear white trousers, a loose
white shirt and a pad of bells around the bottom half of the leg. Their hats
are decorated with ribbons and flowers, and they wave handkerchiefs in the air
as they dance.

Choose a costume and describe it to your partner.
 Project:
Work in groups. Collect information, then write a short paragraph about a
traditional costume in your country. Illustrate it with drawings or pictures.
Write:

•
  what it consists of 2 has a different design for each family? •
  its origins 3 is made of wool?
•
  where/when people wear it 4 has got bells on it?
nowadays
5 is famous for its special hat?

• what material it is made of
In one minute, write as
many words related to clothes as you can think of. Compare with a
dress, skirt, trousers etc
Look
at the labels on the clothes you're wearing. What fabrics are they made of?
     silk      cotton    nylon
     denim                   other
wool
What
do you know about eco clothes? What else would you like to know about them?
Write three questions.
Read and
complete the gaps with words derived from the words in brackets. Does the text
answer your questions from Ex. 3?
Take a look at the clothes you are wearing. Are they made from natural
fabrics such as cotton, linen or silk. or from synthetic fabrics. like nylon or
polyester? Which type of fabric do you think is more environmentally friendly,
natural or synthetic? You may be surprised by the answer!
00 Listen and read the text again. Tell your partner three things you
found interesting in the text.

Goi'nå
Green
ost people believe that natural fabrics are I) (good) for
the environment than synthetic ones, but isn't always true For example, while
it only takes a pound of cotton to make one T-shirt. it takes a 2) ......„.
(three) of a pound of pesticides to grow the cotton in the first placel Then,
the cotton may be treated with all kinds of chemicals to change the colour. 3)
, (fortunate) all of these chemicals end up as waste, which contaminatesl our
rivers and soil.
So what
is the best thing to do? Well, when it comes to buying new clothes these days
you don't have to worry. as you can Srnply choose to buy organic! ThS means
buying clothes that are produced in a way that causes as little harm to the
environment as possible. Here are some of the 4) (differ)

options on
offer.
Nothing
is as soft as cashmere and allows your skin to breathe, It also keeps you
cool in hot weather and warm in cold weather.
grows more
5)
.....„.. (quick)
than cotton and needs fewer chemicals to produce it.
Imakes something dirty and harmful
is a kind of polyester from recycled plastic bottles. At the recycling
centre, the plastic is washed, chopped and turned into flakes, which are then
melted. made into fibres and woven into cosy pullovers.
It doesn•t take a lot of effort to be
naturally
6)
— (fashion), so
why not g(ve It a tryi
Green
We
are the environment.
Charles Panati (US physicist)

Project: Work in pairs. Use the information in the
text to persuade your friend to buy eco-friendly clothes.
Discuss the saying.

7                                                                          7

Progress Check
Fill in: bushy, slim,
overweight, crooked, fit, suits, try, join, protruding, frizzy.
I        Fiona hides her           ears
behind her long hair.
2
Tina wants to      a gym.
3
John is    He must go on a diet.
4
Tony doesn't like his
5
I'm not happy with my ... .... hair! I wish it was
straight.
6
Would you like to              on that dress?
7
Danny made a nasty remark about Betty's . eyebrows.
8
This table is huge! It doesn't         in our small kitchen!
9
I don't think that red hair ...s... her. 10 She's got a very .  .
figure.
Points:
Complete
the sentences with words derived from the words in bold.
I You'll have the dictionary in a minute. Don't be so
.... ... . PATIENT
2
Helen left her keys in the car! She's very
RESPONSIBLE
3
Parking in front of the hospital gate is     . LEGAL
4
Her jokes are very childish. She's so         . MATURE
5
Erica is a very . person. She often travels alone. DEPENDENT
(5X4Points:
Turn
the following sentences into the Passive
Voice.
    I    Calvin Klein has
designed this dress.
2
They are building a new bridge.
3
My mother will knit a pink sweater for me.
4
Karen sent James an invitation.
5
Where did they park the car?
6
Who wrote the music for Cats?
7
They were painting my flat when I arrived.
8
They had cooked the meal before the lights went
9
Puccini composed many famous operas.
10      They
decorated the cake with flowers and chocolate pearls. Points:
20
4 Fill in the gaps with
the correct preposition.
I The brave men managed to put .       . the fire in
the barn.
2
I can't put                his rude remarks any longer!
3
Our school trip was put ...v... until next week.
4
Mum told me to put my books ..... .. .
5
Put .a jacket — it's cold outside.
                                                                                Points:
10
5 Fill in the
gaps with the correct preposition.
     I Was this scarf made              hand?
2
Why don't we go to see a musical ... . ... a change?
3
The Italian classes run from Monday           Friday.
4
The play was translated . . 10 languages. 5 This doll came England.
Points: 5X2
6 Match to
form exchanges.

1

2

3

Does this
colour suit me?
These
trousers are too large!
What do you
think of this shirt?
CC] Are these jeans too informal for the occasion? HOW do you like my
new haircut?
a Yes. Why
don't you wear your black dress instead? b Excellent! It really suits you! c It
doesn't go with your trousers. d Yes, you need a smaller size. e No, it's too
bright.

My score: 100)
Now I Can
• talk and write about
fashion and body image talk and write about clothes, patterns, styles and
materials
• talk and write about
national costumes in the
UK and in
my country
• write a letter of advice
talk about eco-friendly clothes
in English

Module 5

Global Issues
Before you start ...
•  Is it important for
you to be fashionable? Why/Why not? What types of clothes do you prefer
wearing?
•  Is there a national
costume in your country? What is it like?
Look at Module 5
Find the page numbers for
pictures 1-4.
Find the page numbers for
•   sayings about
the weather
•   instructions
for making a tornado
Listen, read and talk
about ...
•   natural
disasters
•   environmental
problems animals
•   the weather
•   Scottish 'coos'
tornadoes and hail
Learn how to ...
•   interact and
keep a conversation going
•   talk about past habits
•   break up a
sentence into meaningful parts
•   link ideas
Practise ...
gerunds and infinitives used to — be used to — get used to
•   idioms: weather
word formation: nouns from verbs words often confused: rubbish/ litter/ waste,
inactive/ extinct/disappeared, fog/fumes/smoke, lose/miss/waste, team/
crew/staff
Write / Make / Do ...
an interview with a
journalist
•   an opinion
essay an article about a popular animal in your country
•   an experiment
about tornadoes
Reading
1 Look at the picture and listen to the
sounds. Imagine the scene. Where are you? What is happening? What are people
doing? How do you feel?
(8) The four extracts are from four people's reports who
experienced a tsunami. Read the first sentence from each extract.
Which person was a member of a rescue team? a journalist?
a holiday makõl
a doctor?
Listen, read and check.
A ship carrying 350 tons
of rice, water, tinned fish and other supplies arrived at Nias, Indonesia
today, and we have already started distributing food to the people.
Unfortunately, cracked roads and collapsed bridges are making it very
difficult. In the meantime, we keep searching for more survivors. In the early
hours of Thursday, we managed to find a 13-year-old girl who was still alive.
She had been buried underneath a five-storey building for 52 hours• Jason
TsUNAMl
DISÆTER
I was lying on the beach sunbathing when I suddenly noticed huge waves.
Before I knew it, the water had reached me. I started to run, but I couldn't,
because the water was up to my knees. People around me were screaming. A few
seconds later I was under the water. Pieces of wood were hitting me. Luckily, a
man who was on a palm tree pulled me out of the water onto the tree. After a
few hours, we were rescued by some local men and taken to the hospital.
Bill
c
At the hotel, my
colleagues and I were helping injured people. We gave them emergency first aid
before they were taken to hospital. Some of the injuries we had to treat were
quite horrific. The streets outside were littered with fallen palm trees and
huge pieces of wood and metal.
Sue
An earthquake that
occurred at 07:59 local time under the Indian Ocean generated the biggest
tsunami the world has seen in the last 40 years. The massive waves have killed
over 10,000 people in southern Asia. Thousands have lost their homes. This must
be one of the worst natural disasters in recent history,
RNE Answer the following questions.
Which parts of the
text helped you decide?
Which person or people
.
 I
suffered injuries?
2      helped other people?
3
felt
calm at first?
4      gives details about the time and
place of the disaster?
5      was helped by someone else?
6      achieved something unexpected?
4
a Find all passive verb forms in the text. Say the sentences in the active
voice.
b Explain the words
and phrases in bold. Check in the Word List.
Work in groups of
five. Interview the people who wrote texts A-D on p. 74.
Vocabulary
Natural Disasters
Read the dictionary
entries. What are these disasters called in your language? What causes each
one? Which Of them can you see in the pictures A-D?

drought
  /dr85t/ (n) a period of time with no rain

flood
  /fiAd/ (n) large amount of water that covers an area which is usually dry

Check the verbs in
the Word List. Use them in their correct form to fill in the gaps.
                         cover Sleaveì                 snow
1     Thousands of people were . .....
homeless.
2     Hundreds of sheep . . . in the
flood and many other animals ...... their habitats.
3     Many roads . and a five-storey
apartment building like a house of cards. The people in the building are to be
dead. 4 Many people were in and the roads were with ice.
Which
natural disaster from Ex. 6 is each sentence talking about?
Speaking

THINK!

Which
disasters can you see in the pictures? Which of these disasters are common in
your country? Which is the most serious to you? Why?

tornado /tarnadoo/ (n) a
violent wind storm which consists of a tall column of air spinning around very
fast

tsunami
'tsunami/ (n) a huge wave caused by an earthquake which flows onto land

earthquake
/3rBkwak/ (n) a shaking of the ground

cyclone /sakloun/ (n) a violent tropical
storm in which the air goes round and round

avalanche
/ævelanW (n) a large mass of snow falling down the side of a mountain

hurricane
/hönken/ (n) an extremely violent wind or storm

Work
in pairs. Imagine you are a survivor of the tsunami disaster. Act out an
interview with a journalist about your experience. How did you feel?

Speaker

Statement

Listening & Speaking

war

      5 endangered species                          6
  pollution
Look at the pictures. What
  are these words in your language?
Read the texts. Match them to
  five of the pictures. Which words helped you?
Our planet
  is getting hotter and hotter. This causes changes in climate, sea levels are
  rising, ice caps are melting, animals and plants are dying. If we try, we can
  reduce the greenhouse gases that we put into the atmosphere, which make the
  Earth warmer. We can save on electricity by turning off the lights when we
  don't need them. We can also save energy by taking the bus, riding a bike or
  walking. Every little bit helps.

2

poverty

In some countries there are just too many people to feed. It hardly
  rains so crops can't grow and animals die. Countries should help by sending
  food, tools and other things to help these people have better lives.
In some families, everybody has to work or there won't be enough food
  to eat. Governments should support these families. They should also set up
  schools so children get an education that will help them find jobs when they
  are older.
Animals'
  habitats are being destroyed. Also, lots of people hunt even

3

famine

when they
  are not allowed to. Governments should protect areas where

animals
  live and hunters should be sent to prison.
Listening
RNE Listen and match the speakers to the statements.
  Which global issue is each talking about?
A
  The speaker thinks countries should stop fighting against each
  other.
B
  The speaker thinks there should be a free house building
  programme.

4

global warming

C The speaker thinks people are
  killing all the creatures on the planet.

D
The speaker thinks we can easily prevent many people from getting
ill.
E     The
speaker thinks young children shouldn't have to work. F The speaker thinks the
planet is getting too hot.
Say it right
 Choose the correct answer.
Listen and check.
We shouldn't
cut down forests.
a     What for?
b     I
suppose you're right.

Everyday English
Interacting
4 Read the
box. What are these expressions in your language?

Interacting

Keeping
  a conversation going

•
•

... you know what I mean? Did you know that
  It is, isn't it?
It's true, and what's more, .
So, what can we
  ...? Exactly.

•
  Really? (l
  didn't know that.)
•
  Goodness me! That's terrible!
•
  No, I suppose
  it isn't.
•
  It's shocking!
•
  I think you're
  probably right.
•
  True.
•
  I agree.

a Q) Listen and read the dialogue. What do the following
numbers represent? 2, 3 billion, 30,000 Which of the expressions in Ex. 4 can
you find in the dialogue?
A: I saw a documentary
on Tv' last night, and it really opened my eyes about poverty in the developing
world.
B: Really?
A: Yes. It's shocking. For example, did you know that half
the people in the world live on less that $2 a day? That's nearly 3 billion
people!
B: Really?
I didn't know that.
A: It's true and what's more, 30,000 children die every
day around the world because of lack of food and medicine and a permanent home.
B: Goodness
me! That's terrible!
A: It is, isn't it?
B: So what
can we do to help?
A: Well, I think the problem happens because people don't
get a good education.
B: Yes, I
think you're probably right.
A: And if people don't get a good education then they
can't find jobs.
B: True. And if they aren't able to find jobs, then they can't earn
any money.
A: Exactly. I think the government
should set up better schools.
B: I agree. They could also have a system which trains people for
jobs.
A:
Yes, both solutions would certainly help the situation.
, THINK! What do you think can be done to end child labour? Can you
think of anything you can do to help? Why?/Why not?
O A: We need
to recycle more.
B: a Absolutely. You are right.
b Goodness me.  You mustn't take pictures in here. B: a I
had no idea. b Huh? Intonation
Tone
groups

S

Read the study skills box. Listen to the sentences below and mark the
tone groups as in the example. tudy skills
Tone groups
In
English, the intonation patterns are based on groups of words. Tone groups can
contain only one word, or as many as seven or eight.
            I
are
you looking at?
2 I didn't
know such things existed! 3 Yes, they have been around for a while now.
4      For lots of reasons!
5      They
certainly can't all fit in there.
6      And
look, it is so small and easy to park.
Speaking
Portfolio: Work in pairs. Imagine you saw a documentary
about child labour. Use the ideas below and phrases from Ex. 4 to act out a
dialogue. Use the dialogue in Ex. 5 as a model. Record yourselves.
• 1 in 6 children is involved
in child labour (246 million)
• 300,000 children around the world are currently
serving as soldiers

Grammar in Use
ours
before the huge tsunami off the coast of Sumatra reached land, some people
noticed that the animals started acting strangely. For example, the elephants
made lots of noise and decided to run to higher ground just before the waves
hit. In the days that followed, wardens at Sri Lanka's Yala National Park were
very busy looking for their animals and to their surprise they found nearly all
of them alive. So, did the animals know what was about to happen? If so, then
this could mean that animals are capable of predicting natural disasters.
Many
animals have much better hearing than human beings. They can hear certain
noises at great distances. Others have sensitive feet, enabling them to feel
vibrations • in the ground. Migrating birds can sense changes in atmospheric
pressure when they fly. Moreover, animals that live in groups sometimes have
special cries to warn the others when danger is near.
Although we don't know
for sure, animals may know more than we think. So if your pet starts acting
strangely, maybe you should take notice. They could be trying to tell you
something!
Infinitive/ -ing forms

a
Read the text, then look at the highlighted -ing and
infinitive forms. Which form do we use: after modal verbs, after adjectives, to
show purpose, after certain verbs (decide, appear), after prepositions, as a
noun, after expressions Explain what the difference in meaning is in the (I'm
busy etc), after certain verbs (fancy, start, sentences below. Check in the
Grammar avoid, spend, imagine, suggest etc)? Check in Reference section. the
Grammar Reference.
b
Put the verbs in brackets into: -ing form or infinitive (with or
without to). Some verbs (forget, remember, try, mean. stop) can take either to
+ 1 Her father always tells her (study) hard infinitive or the -ing forms with
a change in meaning. at school. I didn't mean to cause you any pain. (intend)
2      Do
you know how ... ... (play) the piano?       Being a doctor means causing pain
sometimes.
3      Poppy needs  (say) sorry to her
sister.     (involves)
4      I'm
bored! Do you fancy ...... (watch) a DVD with us?

I

a

Fiona forgot to lock the door.

          5
  We must           (visit) grandpa this weekend.

b

Fiona
  will never forget seeing the massive

6 I've never been to a summer camp but I'd like
                    .
  (go) one day.

wave of
  water.

2

a

Remember
  to pay the water bill tomorrow!

2 Complete
  the sentences about yourself, using

b

I don't remember meeting you before.

-ins/infinitive forms.

3

a

He stopped to buy some bread from the baker's.

I I
  usually avoid ......                          6 I don't mind

b

He
  stopped working on this project a

2
  1 m happy                                                                             7
  I can't stand
3
  It's not worth                                                                               8
  I'd prefer

month ago.

4 There's
  no point                             9 I love

4

a

She tried
  to help the mountain gorillas.

5 I spend
  a lot of time               10
  I really want

b

She tried wearing contact lenses, but
  after a while she decided to go back to glasses.

78

4 Put the verbs in
brackets in their correct form.
I I remember (fall)
off my skateboard when I was young.
2
Remember . (lock) the door when you leave the house.
3
While she was walking home, she stopped .
(buy) some sweets.
4
I stopped (do) my
homework when my mum called me for dinner.
5
Ben will never forget (see) the Eiffel Tower for the first time.
6
James forgot  (bring) his football kit to practice.
7
I have tried (take) the bus to work, and it takes me an extra thirty
minutes.
8
I tried (finish) the project before the deadline.
9
Getting good grades means    (study) a lot.
Put the verbs in brackets into the correct form. Give reasons.
Did you remember   (feed) the cat today?
B: Sorry, I forgot! I promise (do) it as soon as I
get back.
Let me (give) you a lift to the airport.
B: Don't worry. I've decided
(take) the train.
Do you like(watch) wildlife
documentaries?
B: Not really. I prefer(watch) ones about
technology.
There's no point in . (try) to
make him change his mind.
B: I know! He seems (be) very stubborn. 5 A: I can t .
. (reach) that box!
              B:
Why don't you try           (use) a ladder?
I meant           (tell) you there's a
chance of rain tonight.
B: That's OK. I don't have any plans       (go out)
anyway.
What would you like
(do) tonight? B: Let's .... . (go) to the cinema.
It's no use ... ... (talk) to him.
B: I know. He is too angry .        (listen) to
anyone.
         I
want            (help) the animal shelter.
B:
Great! How about (collect) donations for them?
Look at the pictures. In pairs, use the verbs to continue the story.
Use infinitive or -ing forms.
•  look forward to •
enjoy • spend time
•  make sandcastles •
notice • wave(s) rush
•  panic • start run •
smash • fall over
•  run • frightened •
safe • relieved
 The Browns had been looking forward to
having a relaxing holiday at the beach.

Refere

used to — be used to — get used to
Grammar

•
  used to + infinitive
These elephants used to live in Yala
  National Park before the tsunami. (They don't live there any more — past
  state)
•
  be/get used to + -ing form/noun
He is used to working long hours. (is in
  the habit of) These tigers are getting used to their new home.
(are becoming accustomed to)

a
Study the table. Are there similar structures in your
language?
b
Complete the second sentence so that it means the same as the
first. Use the word in bold and two to five words.
I He doesn't mind working overtime
because he does it often.
             He
          overtime.
2
He's in the habit of waking up early.
             He's
          early.
3
Katie doesn't live there any more.
             Katie
           but now she doesn't.
4
Jane has settled into her new school quickly.
            Jane
quickly .        her new school.
What did/didn't you use to do when you were 10 years old?
Write ten sentences.

Grammar Check 5

I used to spend my holidays by the sea.

b What's the weather like today? What is your favourite type of
weather?
 It's boiling hot today.
Look at the title of
the text. What do you think it means? Compare with a partner.
3
What methods do you think people in the past used to predict the weather?
Listen and read to find out.
Red sky at night, shepherd's delight ...
Red sky in
the morning, shepherd's warning!
e all hope
for warm and sunny weather at the weekend or
w during our holidays. The majority
of our planned activities are based on what the weather will be like, so it is
important to know ahead of time what to expect. These days, meteorologists,
with the help of modern day technology, are able to use satellite information
to tell us what the weather forecast will be all around the world.
It wasn't always so
easy, though. In the old days people that relied on the weather in order to do
their job needed to find ways to predict what might happen. Sailors and farmers
began developing techniques to figure out what the winds might do or whether
any rain might be on the way. They used everything around them, including
watching the clouds, observing the behaviour of animals and inspecting plants
and the soil.
Over the years many
sayings, rhymes, anecdotes and stories were developed to help people prepare
themselves for weather events. Many of these sayings are still used today and
seem to be accurate in predicting some weather events.
So, next
time you want to plan a weekend away, make sure you check out the sky the night
before and watch your family pet to see if the weather will be agreeable or
not!
80

4

oeu
Complete the gaps with words from the list. Listen and check. Are there similar
sayings in your country?
• clouds • fine • storm • cold
• blows • frost • snows • showers
• mild
Onion skin
is very thin,
. winter is coming in.
Onion skin is thick and tough, winter will be       and rough.
Pale moon
rains,  red moon ...„..
White moon neither rains nor , Evening red and morning grey,  two sure signs of a ...... day.
Clear moon, When seagulls fly to land, is at hand. When appear like rocks and
towers,  the Earth's refreshed by frequent .....
Match
the words. Check in your dictionaries. Then use the phrases to complete the
exchanges below.
scorching              a snowstorm b rain
c sun d Winds
                 sttong                      e
breeze
1     A:
You look sunburntl
B: Yes, we spent all day sightseeing in the ...... .
2     A:
Look at you! You're soaking wet!
B: Yes,
the car broke down in
3     A:
Do you think I'll be OK in a T-shirt?
B: You might want to take a cardigan because there's a
4     A:
Where have you been all week?
B: There was a .. .... and we got snowed in.
5     A:
Oh, no. There's a power cut.
B: The must have torn down the electricity lines.
Idioms
Use the phrases to
fill in the gaps. Check in Appendix 3. Explain them in your language. Are there
similar idioms in your language?
to feel
day
to be on ct
8
7
blOlv
to
be
Why is Sam so quiet? B: He    today.
Why
is Jack looking so happy these days?
7 Q) Match the
sounds to the words. Then use them in their correct form to fill in the gaps.

C]
  Whistle

D

drizzle

pour

E

roar

C C] howl
1      The breeze . through the trees as
we were walking in the forest.
2      Heavy rain down while we were
driving to the village.
3      The wind .      . all night so I
couldn't sleep.
4      It's stopped raining heavily but
it's still ..
5      The lightning flashed and the
thunder
Use as
many of the verbs above as you can to write an opening paragraph for a scary
story. Tell your partner.
Match to
form exchanges. Listen and check. Act out the exchanges.
We're in for frost
tonight.
There's going to be a shower by the
looks of it. Bit  it?
What
strange weather we are having! CC] I think it will clear up later.
I heard that heavy
rains are on the way. They're expecting snow in the north.
a I know!
It is unusually warm today. b I hope so. We have plans to go to the park. c
Great! That means we can go skiing soon. d That's good. It's been a very hot,
dry summer: e Oh dear. I'd better cover the tomato plants. f Right, I will
bring my umbrella then.
g It is. You need to
wear a warm coat.
10
Think of ten new words/phrases you have learnt in this lesson. Make sentences
using them. Tell your partner.

B: Oh, ever since
he got his new car, he
I've
got £100. Let's go shopping.
B: Don't
spend it all. It's wise

                                     taffie
Essays
providing solutions to
            problems                                                                                Heavy
traffic is one of the most serious problems
1 (7) Match the suggestions to the
results. that our cities have to deal with nowadays. What Which ideas are
mentioned in the text in can we do, then, to reduce traffic in our city Ex. 2?
Listen, read and check. centres?
 e To begin with, it
is important to improve public transport and to encourage people to

I Ban cars from
city centres.                                                                use
it to commute to work and to school. The
2 Make drivers pay a tax for driving into the city. result would be fewer
cars in the city and 3 Improve public transport. consequently fewer traffic
jams.
4      Build
car parks outside city limits.
5      Promote
car-pooling (drivers take turns driving others Another solution would be to
encourage into the city). people to participate in car sharing programmes.

This means several employees would share one car Results to work instead of
each coming in their own car.
Again, this would reduce the number of cars on the a People
will think twice about using their cars if it streets. costs them money.
b People will choose to use buses, trams or trains; O Finally, it would
be a good idea to create more there will be less traffic, and less pollution.
cycling lanes. If this was done, people would be c Drivers will leave their
cars outside the city; there encouraged to cycle instead of taking their car.
will be fewer cars being driven in the city.
d     Traffic will be reduced. For example,
instead Of four people driving four cars, there will be one car with four
people in it.
e     There
will be no cars at all; it will be safer and healthier for people who work and
live in the city centre.
Read the theory box, then read the essay again. What is the
writer's  Read the table. Find examples in the
essay opinion? In which paragraph does he in Ex. 2. Say these phrases in your
language. mention it?

Co-ordinate
conjunctions
Read the theory in the box and match each structure to a
description a-c. Then join sentences 1-4 using co-ordinate conjunctions.
We use co-ordinate conjunctions to link ideas of equal weight. both and I
like both rock and pop music.
either or We can have the party either on Friday or on
Saturday. neither nor Neither the buses nor the trains in my town are very
efficient.
a both of two things are OK b each of two ideas is possible c
both of two things are bad
1     Factories
pollute the water. Factories pollute the air.
2     You
can reuse old things. You can recycle old things.
3     You
shouldn't leave your computer or TV on When you leave the house.
4     You
can walk to work. You can ride a bicycle to work.
Factories pollute both the air and the water.
Match the suggestions to the results. Then listen and
say which ideas Sally mentions in the conversation.
What alneto do alt litter
Suggestions
I Fine people who litter.
2     Get young people involved in clean-up
programmes.
3     Set up recycling schemes in your area.
4     Only buy products with biodegradable'
packaging. ' things that can break down or decompose on their own.
Results
a
If people know
that they will have to pay itthey litter, they will stop doing it.
b     This way landfill sites will not
become so full.
c
They will become
interested in keeping parks and their neighbourhoods clean and tidy.
d     Household rubbish will be put to good
use and the amount of garbage will be greatly reduced.
Writing
Portfolio: You had a discussion in class about the amount
of litter we produce. Now your teacher has asked you to write an essay offering
suggestions and their results related to the problem. Write your essay. Follow
the plan below.
Plan

Introduction

Para I: state the problem

Main body

Para 2: first suggestion & results
Para 3: second suggestion & results
Para 4: third suggestion & results

Conclusion

Para 4: summarise your
opinion
Swap your work with your partner. Check
your partner's essay for the following.
•
Are the topic and his/her opinion stated in the introduction?
•
Does he/she have clear main body paragraphs? Is each viewpoint
justified with examples/reasons? Are linkers used correctly? Are there any
grammar/ spelling mistakes? Is his/her opinion stated again in the conclusion?
Sle I don't know
but it starts hat kind of car with an M. does your
dad drive?
Ours starts with petrol.

Word Formation:
-(t)ion, -ance, -ence
Read the box, then complete the
posters with words derived from the words in bold.
Forming nouns from verbs
2 Fill in: in, off, on, out, for. Check in Appendix 1. 4 Fill in: by, in,
on, out. Check in Appendix 2.
to save theITigers cannot be kept as pets. They are wild

1      The
fire fighters were called people from the burning building. (asked to come to
somebody's rescue)
2      The
match was called due to bad weather. (cancelled)
3      The
floods in the Philippines call immediate action. (need)
4      John
called last Saturday to have lunch with us. (visited)
5      The
doctor called . . my grandmother to check if she was OK. (visit formally)
Words often confused
Choose the correct word. Check in your
dictionary. Make sentences using the other words.
1     The
factory produces tonnes of dangerous rubbish/litter/waste every month.
2     The
dodo became inactive/extinct/disappeared in 1681.
3     I'm
tired of breathing car exhaust fog/fumes/ smoke every time I walk around the
city.
4     Don't
lose/miss/waste your time trying to make her change her mind.
5     The
members of the rescue team/crew/staff pulled the man out Of the collapsed
building. ...... nature.
2 All the avalanche victims are of danger. 3 The 1906
earthquake left San Francisco .
ruins.
4 What earth has happened here? 5 When the old man saw his
house flames, he fainted.
Grammar
Revision

Complete the gaps with the
correct infinitive or -ing form of the verbs in brackets.
Dear Jane,

Hi! How are you? I am writing
I) ... (tell) you about my recent trip to a wildlife reserve. I had a wonderful
time and it was fantastic 2) (see) all the animals 3) ... (roam) freely. I
especially liked 4) (feed) the baby giraffes. I saw lions and tigers 5) ...
(lie) in the sun and elephants 6) (hwe) a bath.
Next time you corne visit
I will 7) (take) you there. looking forward to B) ... (hear) all your news.
7lease write soon.

Love,
Write an email to your English penfriend about went on. Use -ing form or

a trip you
recently infinitive.
UI-TURE

known
  as coo" or a national symbol of for farming as well as
the
  Scottish Highlands, take a photograph of this

Scottish Coos CORNER 3
—H pa€céoel!

When you think of
Scotland, the first animal that probably comes to mind is Nessie, the legendary
and shy monster from Loch Ness. However, the Scottish Highlands are home to
another creature which is much easier to spot: the Highland coo.
In Scotland, cows are
called "coos". The Highland coo is an ancient Scottish breed with
long horns, long hair and a fringe that makes it look different to Other cows.
Legend has it that a long time ago, a farmer wanted to impress his wife with a
new variety of cow that would actually last through the long winters. The coo
is also unique because it can survive on poor grazing grounds, eating plants
that other animals don't.
The farmer crossed a
standard Hereford cow with a longer-haired smaller cow and got one of
Scotland's most popular tourist attractions!
1
What is the
animal in the picture? Think of three questions about it. Read, listen and see
if you can answer your questions.
 Read
the text again and mark the sentences T (true) or F (false). Correct the false
statements.
I Nessie is a breed of
Highland cow.
2
Highland coos
are difficult to find.
3
The Scottish
coo came from two different breeds of cattle.
4
Scottish coos
were bred to withstand difficult conditions.
5
Scottish coos
are popular for more than one reason.
This cute animal is
also
"hairy
coo". It has become Scotland and is important tourism.
If you take a bus tour
to don't miss the chance to animal!
b
Look up the words/phrases in bold in the Word List.
Use
the picture to describe the Scottish coo. Then, tell your partner two things
you found interesting about Scottish coos.

ICT

Project:
Collect information, then write an article for an international student
magazine about an interesting animal that lives in your country. Write: its
name, what it looks like, what it eats, what makes it special, any other
information.

Reading                                                                                b
How does each phenomenon
occur? Read through and Look at the pictures. Have you
ever seen/experienced check. any of these natural phenomena?
1)
Tornadoes are one of nature's most violent storms, and they happen in
various parts of the world. They can form at any time of the year, although
many occur in the spring.

2) .
A tornado is a spinning, whirling wind. When it meets with cold air it
takes the shape Of a long funnel or tube, reaching down from a large cloud. It
is formed when warm air near the earth's surface rises and meets with cold air.
When the weather conditions are right, this warm air starts to twist as it
rises, getting faster and stronger. It is a bit like watching water disappear
down the plughole in your bathtub. If this huge. twisting rope of air hits the
ground, it may cause great damage. Tornadoes can reach speeds of more than 250
mph, ripping roofs from houses, uprooting trees, and tossing heavy objects like
cars in the air.

Hail is formed when raindrops start to fall. Before they reach the
  ground, they are blown up into the clouds again by strong winds. There they
  freeze into balls of ice and the wind in the clouds bounces them up and down.
  As the frozen raindrops rise and fall like this, they get even more thickly
  covered in ice from the water inside the clouds. Eventually they get so heavy
  that they fall to the ground as hail.
When big hailstones fall, they make
  quite a noise hitting roofs and pavements. Cars and buildings are damaged,
  and plants and crops are destroyed. Driving during a hailstorm is also very
  dangerous, as the roads become slippery,

In 1971
, a meteorologist named Theodore Fujita developed a scale to show are. His
scale goes from FO to F5, It doesn't calculate speeds but the damage a tornado
causes to homes

Progress
Check
Fill
in: earthquake, avalanche, tornado, pollution, endangered.
I The bald eagle is a(n)                      species.
2
Fortunately, the skiers escaped the ......... .
3
The old building collapsed during the .
4
Big factories are responsible for water         .. .
5
The .... ..... ripped roofs off and uprooted many
Points: 20)
Complete
the sentences with words derived
from the
words in bold.
I Stuart has
got a hugeof stamps.
COLLECT
2       The
. of the natural environment is an issue that concerns all of us. PROTECT
3       Could
you give me some ..... ... .. on how to plant these flowers? GUIDE
4       She
had the              of a college student. APPEAR
5       Guess
what! Tina sent me a wedding .
INVITE
Points:
Put the verbs in brackets
into -ing form or infinitive (with or without to).
I Oh, no! I
forgot (lock) the door!
2       There's
no point in (worry) about it!
3       George
would like (visit) Thailand one day. 4 Let me (help)
you with that heavy suitcase.
5 We're looking forward to                                 (see)
our
           parents.                                         20)
Fill in:
be used to, used to, get used to in the correct form.
I When Sally was a
child, shedrink three glasses of milk per day.
2       I
don't like wearing a uniform to work but I am slowly ... it.
3       I
come from a Mediterranean country so I ... ....
the heat.
4       Did
you . . stay at the beach all day when you were on holiday?

5       Steve
lives in a village so he the noise of a big city.
Points:
30)
5X2
5 Fill in with the
correct preposition.
1 The earthquake in Japan calls             . .. immediate action.
2The concert was called                       due
to the storm.

3       Mary
called             . yesterday to see our new house.
4       The
police were called       to investigate the disturbance.
5        Tina
called Mrs Brown to see if she needed any shopping.
Points:
                                                                                5X2               10
Fill in the gaps with the
correct prepositions.
1      Oh,
no! That car has burst                flames!
2       There
was an accident but luckily everybody is ...s..... of danger.
3      The
earthquake left the city runns 4 Where earth are my keys?
     5 What is that light .            .
the sky?
Points: 10) 5X2
7 Match to
form exchanges.
You mustn't
pick those a Sorry, I had no wild flowers.
We should recycle. b No, I suppose it
Did you know that isn't.
              there aren't many                       c What for?
pandas left
in the wild?  d No, I didn't That's not wrong, is it?       know
that.
(4X5Points:
20)

Now I Can .
•talk and write
about natural disasters and environmental problems
•talk and write
about the weather and extreme weather phenomena
•interact and
keep a conversation going
•talk and write
about animals
•write       opinion
essay    in English

Module 6

Culture Exchanges
Before you start ...
•   What's the
weather like today?
•   How polluted is
your town/city?
•   Do you recycle?
Why (not)?
Look at Module 1
Find the page numbers for
pictures I -4.
Find the page numbers for
•   tips for
travellers
•   a letter
•   an advert
•   a statue of a Buddha
Listen, read and talk
about .
•   travel unusual
holiday destinations holidays, holiday problems means of transport idioms
related to transport • The River Thames world monuments in danger
Learn how to ...
•   describe a bad
experience & sympathise
•   express your
feelings • proofread a written text
Practise ...
reported
speech (statements, orders, questions) semi-formal language
•   phrasal verbs:
set words often confused: arrive/get/reach/ bring/fetch/deliver/
voyage"journey/trip/ excursion/ expedition/ tour/place/ room /
gap/foreign/strange/ curious word formation: nouns (-ness, -ment) idioms
related to means of transport Write / Make .
•   a semi-formal
thank-you letter
•   an article
about a river in your country
•   a presentation
of a monument in danger

Reading & Vocabulary

Listening & Reading
1    Look at
the pictures. Listen to the music. Which of the four places are you at? What
are you doing? What is the weather like? How do you feel?
The
title of the text means you can go anywhere you want to. What do you think the
text is about? Listen, read and check.
RNE Read the text. On which holiday (A-D) can you .
I do
different sports?
2    visit old towns?
3    take a
trip back in time?
4    have
campfire nights?
5    see a
mysterious place?
6    taste
traditional cuisine?
Read again
and find:
• five means of transport
• six geographical features
b Match the words in bold to their meanings. Use some of them to
complete the sentences.
• unusual or special
• thought about
• photographs • undamaged
• different • local
• impressive • under
1      1
took some great at the party.
2      There
was a . menu at the hotel restaurant.
if Sam enjoyed his holiday.
4 As he walked, the leaves crunched his feet.
THINK! Which holiday would you like to go on? Why? Tell
your partner.
Sledding in Russia
his winter why not
escape to Yakutia in Russia, where you can have the experience of a lifetime
driving a reindeer sled through the heart of Siberia? Wrap up in warm furs and
travel through the valleys of the Lena River and over the frozen landscape, just
like the native Yakutian people, who have travelled this way for centuries. You
can spend your evenings in traditional Russian family homes, enjoy home-cooked
meals, and learn about the rich culture of these people. During your trip, you
will have the chance to see all sorts of amazing wildlife including wolves,
foxes and elk, and you will even be able to ride the famous Yakut horses.
Camel Ridin in Morocco
eeall of southern
Morocco on a camel!
Take your time and enjoy a relaxing journey from Marrakech with historic sites
across the desert to the Dades Gorge. Spend a night in a nomad's tent, visit
traditional Berber villages and Kasbahsl , see the Atlas Mountains
and relax on the beautiful beaches at Essaouira. You will see so much more than
sand because Morocco has many varied landscapes. The perfect escape from a busy
life!
residential areas around a
citadel

International travel these days has
  become cheaper, quicker

and more
convenient for many people.
Here are a
selection of some of the types of holidays for those with a sense of adventure.
Wagon Travel in Wyoming
ave you
ever wondered what it was like back in the Wild West? Well, now you can find
out for yourself with a holiday that offers the unique opportunity to see how
life might have been over 150 years ago. You will travel in a convoy of covered
wagons through the unspoilt countryside of Yellowstone National Park and
through Wyoming, and enjoy the majestic views all around. Stopping at a different
camp each day, there will be plenty of opportunities to go on nature hikes, go
swimming, canoeing, horse riding, or just relax. You can spend your evenings
cooking on an open fire and singing cowboy songs around the campfire.
) Ice Diving in the Arctic
1 n the icy waters of the Arctic
Ocean, you will see a strange but unique world that very few humans get the         e.
chance to visit. The Arctic is one of the last places on earth that remains a
mystery and a challenge.
Not many people are brave enough to
explore the region and even fewer are brave enough to explore it from twenty
feet beneath the ice! If the diving experience is not enough. you can also
enjoy the scenery and wildlife above the ocean on foot or on snowmobiles. One
thing is for sure; no one else will have holiday snaps like yours!
Vocabulary
Holiday activities
Which of the following activities do you enjoy doing while
on holiday? Tell your partner. You can use your own ideas.

meet the
  locals

—ramous
  landmarks

have time to yourself

souvenirs

try the
local cuisine

practise
the language

viSif museums

'Visit local
markets

on the beach all day

explore nature

go on
guided tours

While on holiday, I enjoy visiting local markets.
5 00 Where
would you like to
travel?
What activities would you like to do there? Discuss in pairs.
A: I'd like to go to Italy one day. It's supposed to
be amazing.
B:
Really? What would you like to do there?
A: I'd like to visit the museums and to
practise my Italian.
Writing

THINK!

In what ways does travel broaden the mind? Give examples
and explain. In three minutes write a few sentences on the topic. Compare your
answers with a partner.

One is looking at the car engine.
  It

seems that/it looks as if their car has broken down. They seem to be very
angry.
Listen to the people.
Which
L problem(s) in Ex. I is/are each describing?

Everyday English
Describing a bad experience & sympathising
Look at
the phrases in the box. What are they in your language? Use the expressions to
discuss holiday problems, as in the example.

Describing
  a ad experience

Sympathising

•   It was a nightmare!
•   You'll never
  guess what happened.
•
  We had an awful
  experience.
•
  Did I tell you
  ... Wait till I tell you what happened.

Oh, you poor thing!
•
  What a shame!
•   How
  awful!
•   That's
  terrible!
•
  That's so
  annoying!
•
  That's bad luck.

How was your holiday? Hope you had a nice
time.
B: It was
an absolute nightmare! Our car broke down. A: How awful!
Isabelle went backpacking across Europe last summer. Which
countries did she visit? Listen and say.
Read the
dialogue. What good and what bad experiences did Isabelle have while she was
travelling?
Andrew:
Welcome back, Bella! How was your holiday?
Isabelle: Hi, Andrew. It was fantastic. It's a shame you didn't come.
Andrew: OK,
don't make me jealous. Just tell me all about it.
Isabelle: Well, Greece was amazing. I took lots of pictures, but I
got sunstroke.
Andrew: How
awful!
Isabelle: Well, I should have been more careful. Anyway, after
Greece, I went to Italy, but I got seasick on the ferry.
Andrew: Oh,
poor thing! Hope it didn't spoil your holiday.
Isabelle: No, not at all. Italy was fantastic! The people
are very friendly and I loved Italian cuisine. You have to go to Rome some day.
It's beautiful.
Andrew: Yes,
maybe next year. Did you manage to go to Spain?
Isabelle:
Yes, but I had a bit of trouble in Barcelona.
Andrew:
Really? What happened?
Isabelle: My purse was stolen while I was waiting for a bus. Luckily,
there wasn't much money in it.
Andrew:
That's bad luck!
Isabelle: I know, but these things happen and I didn't let it spoil my
holiday.
Andrew: Good for you! Anyway, the important thing is that you're back
safe and sound, and you had a good time.
Isabelle:
That's true, and I'm thinking Of going back next year if you're interested.
Andrew: Sounds good!
        b               In pairs,
read out the dialogue.

1
2
4
5
6

That's
    absolutely brilliant!
That really
    drives me mad.
Oh, thank goodness!
Really? What happened?
don't quite understand that.
Why do these
    things keep happening to me?

a confused b frustrated c relieved d
    delighted e surprised f irritated

Intonation
a Listen
  to the sentences (1-6) and mark the stressed syllables. Then match them to
  the feelings (a-f).

Listening
RNE Listen and choose the correct answer A,
B or C for each question.
1       Listen
to a short radio announcement. What does it advise listeners to do? A to delay
their journey
B      to
take a different route
C      to
make their journey by train
2       Listen
to a woman talking about a holiday she went on. What did she find surprising?
A     how
nice the weather was
B      how
expensive everything was
C      how
easily she could communicate
3       Listen
to a man talking about his fear of flying.
When is he most relaxed?
A     during
the flight
B      just
before take-off
C      just
after landing
4       Listen
to a woman talking about a new airport.
What is her opinion of it?
A     It
is too modern.
B      It is too far away.
C      There
are no taxis.
5       Listen
to an advert for a website. Who is the website for?
A     people who want to plan their own
holiday?
B      hotel
and guesthouse managers
C      people
going on a package tour
b 09 In pairs, use the phrases 1-6 in Ex. 7a to make
exchanges about the holiday events below.
• someone found your lost passport
• the hotel can't find your reservation
• your baggage got lost again
• the police stop you taking
pictures of a palace
• you get a beautiful room
with a view
• your friend called to say they had an accident
 A: They found your passport in the hotel
lobby. B: Oh, thank goodness!
Speaking
Portfolio:
Work in pairs. Imagine you went on a holiday where everything went wrong. Now
you are back. Tell your partner. Use the phrases in Ex. I. You can use the
dialogue in Ex. 5 as a model. Record yourselves.
Think
of ten new words/phrases you have learnt in this lesson. Make sentences using
them. Tell your partner.

                                                                                Said
or told                   Grammar Reference
Study
the examples. Fill in the gaps with said or told.

Reference

Reported Speech Grammar                                                                                "She is going to China,"
Tony said.
Tony said (that) she
was going to China. Read the example and the theory box. Tony said to us (that)
she was going to China. Tony told us (that) she was going to China.
1      She
 me she would go to Bulgaria.
2
Tanya             she had taken lots of photographs.
3
"We're leaving for Crete tomorrow, " they .
4      Bob
 his parents he would like to go to summer camp.
he was looking forward to his holiday.
Nathan is spending two weeks travelling alone
in the UK. Report what he said.

Direct Speech

Reported
  Speech

Present Simple
"Exploring the world is a real life changing
  experience, " said Kim.
Past Simple
"l travelled around Europe last summer, " said Sonya.
Present Perfect
"It is the most
  rewarding thing I have ever done. ' said Sonya.
Future Simple
"I'll travel alone
  again, ' said Michael.
Present Continuous
  "I'm looking for some interesting destinations to go to, " said
  Michael.
Modal (present)
"l can't wait, " said Sonya.

Past Simple
Kim said that exploring the vorld
  was a real life changing experience.
Past Perfect
Sonya said
  that she had travelled around Europe the previous summer.
Past Perfect
Sonya said that it was the most rewarding thÍng that
  she had ever done.
Would (future in the past)
Michael said that he would travel alone
  again.
Past Continuous
Michael said that he was looking
  for some interesting destinations to go to.
Modal
  (past)
• Sonya said that she couldn't wait.

Study
the table. How do the tenses change from direct to reported speech? What other
changes happen?

Reference

Reported orders/commands Grammar
a Study the examples. How do we report the imperative?
Pack some
warm
clothes.
Don't take a lot of things with you.
a       She
told me to pack some warm clothes.
b       She
told me not to take a lot of things with me.
b Report
these tips.
for, Trav lers
•  Have a valid passport,
•  Leave copies of your itinerary with
family and call them regularly.
•  Learn about local laws and customs.
•  Do not leave your luggage unattended.
•  Do not carry large amounts of cash.
•  Do not tell people that you are
travelling alone.

Reference,

The
travel agent told me to have a valid passport.
Reported questions Grammar

1

Susan: Hi Jack. Where were you last night? I

questions.

was
  waiting for you all evening.

Direct
  Speech                        Reported Speech

Jack: I'm sorry, but I was watching TV
  and I

6
a Study the examples and answer the
2
Have you had your
photographs developed?
3
What is Edinburgh tike?
4
How much money did you spend?
5
Will you travel alone again in the future? 6 Did you make any English
friends?

7

The following
messages were left on Angela and Bill's answer machine. Imagine you are Angela.
Your brother Bill has just got home. Report the messages to him.

Hi, Bill. It's me, Jason. Just

Hi, it's Alan. Sorry I

calling to remind you we

be able to come. Tony had

have football practice at 9.

a nasty tall and we're taking

Hope to see you later.

him to hospital.

Patty here! I picked up the tickets on my way to work, so you dont have
to bother. See you later.
Jason said he
was calling to remind you etc
Report the
exchanges, as in the example.

fell asleep.
She
asked me which
Susan asked Jack
where he had been last countries I would visit.
night and told him that she had been He asked me
if/whether waiting for him all evening. Jack said that

I Which verb do we use to report
  questions?

2

Julia:

Which forms of public transport do

2 Which
  words do we use to start the reported

you use, Penny?

question if the direct question
  begins with:

Penny:

I
  usually use the bus or the tram, but I

a a question word?

never use the metro.

b an auxiliary or modal verb?

3

Frank:

Hello, Pat. Don't you feel well?

3 How do the tenses change?

Pat:

I feel terrible. I have a terrible

b Look at
  the questions Nathan's friends asked

headache.

him after his solo trip to the UK
  and turn them

Frank:

Take an aspirin and have a rest. You'll

into reported questions, as in the
  example.

feel
  better soon.

I Do you like English food?

4

David:

Did you go to the party last night?

Gwen:

Yes, but I
  left early.

I felt lonely.                                                           he
was sorry, but he had been watching TV and he had fallen asleep.
Nathan's friends
asked if he liked English

food.                                                                                Check
6

Grammar

Vocabulary & Speaking

Reading
Means of transport
1 a Look at the picture and the title
of the text. What do you think the title means?
b
Read the text and complete it with the missing words.
a    Find the words in the text which
mean.
I way
(para I), 2 effect (para 2),
3
turn (para 2), 4 show (para 2),
5
well-known (para 3), 6 goods (para 3)
b   Listen and read the text again. Say
three things that impressed you from the text.
Complete
the table with as many means of transport as possible. Compare with your
partner.
by
           jj•jjÒ..•— coacti hovercraft helicopter
Listen
to three people giving their opinions on different means of transport. How does
each person prefer to travel? Why?
Sophie                 Greg
Peter
THINK!
What is the most commonly used means of transport in your country? How do you
prefer to travel? Why? In three minutes write a few sentences on the topic.
Compare your answers with a partner.
Full steam ahead
owadays,
there O) are so many means of transport, from IN bicycles and buses to sports
cars and jet airplanes, that travellers are spoilt for choice. In fact, 1)
......„.. of us don't even think about how we travel; plane or train, it
doesn't matter. Because, at the end of the day, it's just about getting 2) one
place to the other.
There
are, however, some means of transport that have made an impression on people
and have taken 3) .......... place in history. One means of transport that
truly won 4) hearts of many Americans was the river steamboat. A steamboat, as
its name indicates, is a boat that is powered 5) steam. The steam rotates a
paddlewheel or propeller that in turn causes the boat to move forward.
In
the 18th century, there were many attempts to build better vessels, but it
wasn't until 1807 that the first successful steamboat, The Clermont, made a
commercial voyage. These riverboats became popular 6) . the next few years and
were used to transport passengers and merchandise on the major rivers of America.
The Mississippi River was especially known 7) . . its riverboats, and Mark
Twain celebrated three steamboats in his book "Life on the
Mississippi".
Steamboats
have now disappeared from most American rivers, but they have become a symbol
of the Mississippi River. Many people think of these boats when they hear the
name Mississippi.
Fortunately,
a small number of 8) are being used today to offer river cruises so 9)
..„...... people can get a feel of what it's like to travel 10) ..........
steamboat.

THINK!

Look
at the picture again and listen to the music extract. Where are you? What are
you doing? How do you feel? Tell a partner.
Use the verbs in their correct form to complete the exchanges. Check
with a partner.

catch book miss board get off give
take

Oh, no! I think I'm going to my flight.
B: Don't worry! I'll . . you a lift to the airport.
Where were you? I've been waiting for
ages.
B: Sorry! I ...s... the bus at the wrong stop.
           Have you              your flight to
London yet?
B: Yes, I'm leaving at 9:30 on Friday. I
got to the airport just in time to plane.
B: You were lucky, then.
I'm really late and the buses are on
strike today.
                B:
Why don't you             a taxi?
If we hurry, we can the early train. B:
OK. I'm coming!

 We met John at the airport while we were
waiting for our flight to be announced.
 In which of the places mentioned above
would you hear the following?
I Is there a buffet car?
2      What
is the boarding time?
3      Single
or return?
4      How
do I get to Manchester University?
5      What
terminal does it leave from? 6 How much is the fare?
7
What platform does it leave from?
8
What stop do I need to get off at?
9
Would you like a window or an aisle seat?
Match
the questions (1-9) in Ex. 9a with the answers (a-i). Listen and check.
a     A
window seat, please.
b     The
plane is boarding in 30 minutes and you leave from Gate 15. c Return, please.
d     I'm
afraid not.
e     Platform
12.
f       The
stop on Fairfield Street.
g     It's
a UK domestic flight, so it's Terminal 3, h It's £150.00 peak time, or if
you travel off-
peak between loam and 3pm, it's only
£65.00.  Stay in the left-hand lane and turn left
at the next set of traffic lights onto Oxford Road.
Listening
10 (I) Listen to the announcements.
Where could you hear each? Which words helped
you decide?

Idioms
I l Use the words below in the correct form to complete the idioms. Check
in Appendix 3.
What are these idioms in your language?

1     A: What happened?
B: My sister borrowed my car without
asking. It . me up the wall when she does that!
2     A:
Why don't we go to Paris this summer?
B: It's very touristy. I'd rather stay
off the beaten ...... .
3     A:
We should set out now. It's getting late.
B: Yes, let's hit the .
4     A:
I'm so busy. I don't know how I will get this done.
B: You're not the only one with a lot to do.
We are all in the same
5     A: Where is Paul?
B: His father . ..... him off to boarding
school when he failed his exams.
12 Think of ten new words/phrases you have learnt in this
lesson. Make sentences using them. Tell your partner.

Semi-formal thank-you letters
 Look at the advertisement below. How do
you think you would benefit if your family played host to a foreign student?
Would you enjoy the experience?
Become a/
Host ramilv
Are you a warm, welcoming and open-minded
family? Would you like to:
•  contribute to global
peace and understanding
•  explore the
differences and discover similarities between cultures
•  develop a lifelong
friendship
The Centre for Cultural Interchange
invites you to join thousands of families in playing hosts to exchange students
from 30 different nations.
Get in touch With us:
573-261-0455 CC1@a01.com

THINK!

Would you like to stay
with a host family? What difficulties might you face? In three minutes write a
few sentences on the topic. Read your sentences to your partner.
Jun Shan spent four weeks in a host family in the USA. He really
enjoyed his stay and improved his English. Now Jun is back home and is writing
a letter to his host family. Read the letter. What kind of letter is it: an
invitation, a complaint, a thank-you, a request?

Dear Mr and Mrs Reeves,
 I am writing to let you know that I have
arrived home safely and to thank you for your kindness during my stay with you.
1) ... .... with you and I will never forget you.
2) everything you did to make my stay so pleasant. I
was made to feel at home. I loved my room, and I must say that Mrs Reeves' cooking
is amazing. My mum is going to try some of the recipes you gave me.
 I think my English improved a lot
during my stay. 3)   was our interesting conversations during dinner in the
evenings. I even understand jokes now thanks to Mr Reeves' great sense of
humourl
4)           your generosity and your hospitality. I
hope we will keep in touch and perhaps you could visit us one day.
Best regards,
Jun
3      Read
Jun's letter again and insert the phrases in the right place.
•  Thank
you once again for ...        • I appreciate
•  I
had a wonderful time ...             • What helped me most .

4      Read
the theory. Find examples in Jun's letter.
Semi-formal thank-you letters are written
to people you know but not very well, and to whom you want to sound polite and
respectful a teacher, a friend's parents. Semi-formal style is characterised
by:
• less formal language I am
writing to .. .
• formal linking words Also,
Furthermore, Moreover etc
• words/ phrases in the
passive It is understood
• respectful, polite tone
Thank you once again
In the first paragraph we state the reason for writing our
letter and express our thanks. In the main body paragraphs we express our
gratitude giving examples. In the conclusion we thank again.
5      In
which paragraph are the following mentioned?
explain how visit has benefited you express gratitude for
accommodation & meals thank again & invite reason fot wri(ing general
feelings about stay Rewrite the paragraph below in semi-formal language. Use
the phrases in the list.
•  I appreciated • I am
writing
•  What helped me most
•  Thank you very much
•  It was kind of you •
As for

thought I'd drop you a line to say for
  being so nice to me. 2) It was great of you to welcome me into family. 3) I
  liked the way you made feel at home. 4) About my room, it perfect. 5) The
  best thing was all films we watched together. That me improve my English so
  6) Thanks a million.

I) I thanks really your me was the helped much.
 Read the sentences.
Which phrases can we use to express gratitude in a semi-formal letter?
1     I
am very grateful for ...
2     I
can't thank you enough .
3     It
gave me great pleasure ...
4     You
shouldn't have!
5     It
was very nice of you to ...
6     Thanks
a lot!/Many thanks!
7     I
really enjoyed the ... 8 That's so nice of you!
b Choose from the
expressions above to express gratitude in the following situations.
1     Your
penfriend has sent you a birthday gift.
 It was very nice of you to send me such a lovely sweater.
2     You
spent a weekend at your friend's house.
3     A
friend's father has helped you with a school project.
4     You spent your summer holidays at
your English penfriend's house.
5     Your
best friend's parents have bought you a present for your birthday.
Writing
Imagine you spent three weeks at your English penfriend's
house. Write a letter to the family thanking them for their hospitality. Use
the letter in Ex. 2 as a model. Follow the plan.

Proofreading a written text
Proofreading focuses on mechanics not on content, message and
style.
•   Double
check for errors you know you repeat e.g. misspelling (accommodate instead of
accommodate, form instead of from), missing words (I've selected ... instead of
I've been selected
•   Read
aloud word for word as it is possible to hear a mistake you have not seen.
•   Read
slowly. Read what is actually on the page not what you think is there.
Proofreading a piece of writing helps improve the quality of
the written text.

After you finish writing your letter, proofread it. Follow the steps of above.
Then swap papers with your partner and check each other's piece of writing.

Dependent Prepositions
Fill in: at,
in, on, for, without, off. Check in Appendix 2.
Phrasal verbs: set

1
1 Match the phrasal verbs in the text to their
meanings. Check in Appendix I. 2
3
• begin and seem likely to
continue
• start a journey • save •
slow down             4
We
spent a weekthe seaside last summer.

There are many bikes . . hire in Helsinki. You can find cheaper plane tickets
if you decide to travel . .. .. .. season. We will send you the tickets by
Monday delay. The boat sank with three passengers .
board.

Word Formation
Read
  the box, then complete the sentences with nouns derived from the words in
  bold.
Forming nouns
•  -ness combines with adjectives to
  form nouns that refer to a state or quality. (happy — happiness)
•  -ment combines with
  verbs to form nouns that refer to actions, processes or states. (develöp
  — development)
1
  1 would like to thank you for your .
(KIND)
2
  For some people, travelling alone is plain
•                                                                            .
  (MAD)
3
  We went on some hair-raising rides at the
.. ..... park. (AMUSE)
4
  You should be proud of your ..... .. (ACHIEVE).
Words
  often confused
Circle the correct answer.
  Check in your                                         Grammar Revision
dictionary. Make
  sentences using the other       Complete the sentences. Use the reported
  words.
I We arrived/got/reached Rome early in the       I My best friend asked
  me > to help him with evening.   his homework.
2
  Helen, can you bring/fetch/deliver a towel   2 My parents told me
     from the bathroom?                                                                       3
  Our teacher said
3      The
  documentary follows Columbus' voyage/ 4 Our neighbour asked us journey/trip
  to the West Indies. 5 Before the school trip the headmaster told us
4      When
  did Columbus' excursion/expedition/ tour to the West Indies take place? 6 My
  grandfather asked me
5
  Is there place/room/gap for one more person in your car?    6 Think of
  ten new words/phrases you have
6
  I love travelling to foreign/strange/curious learnt in this lesson.
  Make sentences using countries.         them. Tell your partner.

Shall we book our train tickets        advance?

What do you know about the River
Thames? What else would you like to know about it? Think of three questions.
Read through and see if you can answer them.
 RNE
Read the text and complete the missing words derived from the words given.
b   Listen and read the text again.
Explain the highlighted words. Then, ask and answer questions based on the
text.
Find
the main idea in each paragraph. In pairs, think of appropriate headings for
each paragraph. Compare with another pair.

4

09 Tell your partner two
things
you found interesting about the River Thames.

ICT Project: Work in groups.
Choose an important river that runs through a city in your country. Collect
information, then write an article for the school magazine. Say where it begins/ends
its journey, which places it flows through and why it is important. Illustrate
your article with pictures.
London would not be London without
the River Thames. It flows 215 miles across the English countryside and then
through the heart of the great city before it reaches the sea. The Thames has
played an I) (extreme) important part in making
England what it is today.
England had very few roads in the
past, so the Thames provided a major highway between London and many parts Of
the country. People could also send supplies Of food and other goods to and
from London by boat. In times of war, London was protected from sea attacks
because they built castles and forts at the mouth of the river. People from the
London area got their 2) (drink) water from the Thames, and 3) . (thirst) cows
and sheep were a common sight along its banks.
With the 4) ..... . (industry)
Revolution in the century, the Thames became one of the busiest waterways in
the world. Factories made and oexported goods of all kinds. So people became
rich and many of them built 5) (beauty) houses along the banks of the river.
The 6) .. (fame) writer Charles Dickens spent part of his 7) (child) there and
later wrote about the Thames in his books.
Today the Thames has become a symbol of
London, just as much as Big Ben or Buckingham
Palace. If you take a stroll along its banks, you'll have a day full of 8) .
(please) surprises. You can admire bridges built in many 9) . (differ)
architectural styles. The most famous one is probably Tower Bridge which
actually opens up 1,000 times a year to let ships through. Or you might be 10)
(luck) enough to see London's rowing event, the Oxford and Cambridge Boat Race,
which takes place on the river every spring. Whether you're a Londoner or a
visitor, the Thames will always have something to offer you.
World monuments
cid
rain is rain that contains particles of acid. It is mainly caused 1)
burningfossilfuels. Acid rain is bad for the environment and many of the
world's historic monuments are 2) damaged by it.
•
The Statue of
LibertyinNew York was a gift . the French people to the American people and is
a universal symbol of freedom and democracy. Millions of people visit this
great monument every year. For many years now, acid rain has 4) damaging the
statue and has even changed its colour.
•
The Leshan
Giant Buddha is located 5) ...... the eastern side of the Mui River in the
Sichuan Province of China. It is 70.7 metres high. Begun in 713 AD and finished
in 803 AD, the statue took people more than 90 years to carve from stone. It is
the world's largest stone Buddha. It
6)
nearly destroyed by wind erosion and acid rain before 1963 when the
Chinese
government began to repair it. Nowadays, the maintenance work is still 7)
progress in an effort to restore this beautiful monument.
1
What do you know about the monuments in the pictures? Why do you think they are
in danger? Read to find out.
Read
the text and complete it with the missing words. Listen and check.
The Great
Sphinx in Giza is one of the 8) ....... fascinating historical monuments of all
and a national symbol of 9) ....... ancient and modern Egypt. It was built
about 4,500 years 10) and is the biggest stone sculpture made by man. Every
year, millions of tourists come to see the Sphinx. Unfortunately, wind, smog
and acid rain are putting this wonderful monument in danger. If we want to
reduce acid rain we must burn less fossil fuels.
Burning
coal, oil and gas releases huge amounts of sulphur* into the atmosphere. This
is what creates acid rain. The best way 11) ... . solve the problem is to use
alternative energy sources to produce our electricity. Factories which use
solar and wind power instead of the traditional fossil fuels can really help
the environment. Another thing we can do is make cars and other vehicles more
environmentally friendly. We need to stop using petrol. Instead, we can use
cars 12) ....... are electrically powered or run on some other fuel. In this
way, the atmosphere will be cleaner and our monuments will stay beautiful.
•sulphur is a yellow chemical with a
strong smell.
Read
and mark the sentences T (true) or F (false). Correct the false statements.
1
Acid rain is
caused by burning coal, oil or gas.
2
The Statue of
Liberty was given to the USA by the French.
3
The Leshan
Giant Buddha is made of wood. 4 The Leshan Giant Buddha is being repaired.
5
The Great
Sphinx is made of marble.
6
The Great
Sphinx is visited by millions of people every year.

'GO in
kGreen
14
Match the
words in bold in the text to their definitions.

I object or design that
  represents an idea or thing
2
  gradual destruction of rock or soil caused by water or weather
3
  very small parts of something
4
  mixture of fog and smoke
5
  work of art shaped from a material
6
  fuel formed from decomposed remains of plants and animals
ICT Collect
  information about other monuments/historic buildings which are in danger.
  Present your findings to the class. You can visit this website
  http://whc.unesco.org and click on: Browse world heritage sites on

Study skills

3D globes.

Context clues

When
authors write, they often include context Do you agree with this proverb?
Discuss. clues to the meaning of words they use but feel their readers may not
know. These clues can be definitions, synonyms, antonyms, or visual prompts.
    What context clues has the author
used in the                          Green
         introduction?                                                                                We
do not inherit the earth from our
                  Listen
and read the text again. Which facts                     ancestors, we borrow
it from our children.
5 from the text impressed you?
Tell your partner.                                         (Native A merican
Proverb)
10

Progress Check
Fill
in: seaside, drive, sunstroke, boat, touristy, monuments, catch,
track, book, boarded.
I Sam doesn't like to go anywhere too far off the
beaten

2
I can't stand Kim and Ann. They  me crazy.
3
Tina likes to visit quiet resorts that aren't too
4
All the flights are delayed, so we are all in the

5
We always went on . holidays when we were young.
6
Pollution is affecting many beautiful around the world.
7
The luggage was loaded onto the plane as the passengers .
8
Let's . . our flights now, so we can start organising the rest of the
holiday.
9
You should wear a hat in hot weather and drink
lots of
water to avoid ... .....
10
If we hurry, we can           the 10 0'clock train.
Points:
                                                                                10X2
          20
2 Form nouns
from the words in bold.
1
"l don't think you understand the of the
problem," he said. SERIOUS
2
Tom is going to stay in a new luxurynext to the beach.
DEVELOP
3
Ian thanked his hosts for their KIND

4
We play board games on long journeys for ...s... .
AMUSE
5
At the end of my holiday, I always feel a bit of about
leaving a place. SAD
(5X4Points:
Rewrite the
sentences in reported speech.
I        "I enjoy
travelling a lot," she said.
2
"l visited Spain last year," he said.
3
"Travelling solo is the best thing I've ever done, " he
said.
4
"I'll go to Italy next year," said Jane.
5
"I'm looking for an interesting destination," said Tim.
(5X4Points:
Complete
the phrasal verbs with the correct preposition.
I I have been setting ... .. ... a bit of money all
year for my summer holidays.
2       Winter
has started to set already, so we can go skiing.
3       We
had to set . early in the morning to catch the 6 am boat.
4       A
two-hour delay on the way to the ferry set us , but we made up the
time later.

5       When
they realised they had missed the last train, anxiety set
Points•
                                                                                5X2
           10
5 Fill in
the gaps with the correct preposition.
1       I'm
picking up my tickets                the airport.
2       We
got stuck in traffic the motorway. 3 There aren't any cars left . hire on the
island.
4       I
booked my holidays .     . advance this year.
5       You
will receive the parcel by Wednesday delay.
Points: 5X2
Match to
form exchanges.

4

5

How was your
holiday?
Everything
went wrong.
I found your
purse.
There's been
an accident.
Why do these
things keep happening to me?
a Thank goodness! b I don't know. c It
was a nightmare! d What a shame!
       e Really? What happened?                       (5X4Points:

My score: Now I Can ...
• talk and write about travel
experiences
• talk about holidays and
holiday problems
• talk about means of
transport
• describe an unpleasant
experience and express sympathy
• use idioms related to
travel
• write a thank-you letter

• write about a river in my
country
in English
Module 7

Education
Before you start ...
•   What country
would you like to visit most?
•   What is the
worst/best thing that has ever happened to you while on holiday?
Look at Module 7
Find the page numbers for
pictures I -4.
Find the page numbers for
•   a graph
•   a diagram
•   sketches
showing how something is made
•   dictionary
entries
Listen, read and talk
about ...
different
types of media school subjects and education
•   idioms related
to the news Trinity College, Dublin computer networks
(-1
Learn how to ...
•   ask for, give and react to advice
•   emphasise
meaning
•   make
assumptions
Practise ...
•   modals
•   phrasal verbs: give
•   words often confused: advertisement/
announcement, explanations/ instructions, educated/ taught, temper/ mood
•   word formation:
compound nouns
Write / Make ...
•   a
for-and-against essay
•   a class survey
•   a short article
about a famous university/ college in your country

Reading &
Vocabulary
Reading
Describe
the pictures. What gadgets can you see? Which of them have you got?
Read the title and the first sentence
in each paragraph. What could the text be about? Listen, read and check.
Read
the text and choose A, B, C or D to answer the questions.
1       What
is Lisa not doing in her room?
A     chatting
online
B     texting
friends
C     writing
an email
D     preparing
for an exam
2       The
phrase 'Generation M' means teenagers are good at .
A     using
technology frequently.
B     learning
things simultaneously.
C     doing
many tasks at the same time. D completing many ordinary tasks.
3       Learning
is made easier when .
A     you
group many small things together.
B     you
concentrate on one thing at a time.
C     you use technology to help you.
D     you
use different forms of media.
4       Casey
Roberts believes students need to ... A pay attention to individual tasks.
B     practise
concentrating more efficiently.
C     learn
to communicate better.
D    spend
less time using electronic media.
4 Match the
words in bold to their meanings.
Generatio
It's 7:30 pm at Lisa's
house and she's in her room doing her homework. However, homework is just one
of the things she's doing while her eyes are fixed on the computer screen. As
well as studying for her Biology exam, Lisa is also 5 listening to music.
chatting with her best friend online, downloading songs and occasionally
texting people on her mobile phone. "My parents keep telling me off for
multi-tasking while studying, but they don't understand that it helps me
concentrate, " she says.
10 It's not unusual
for human beings to do several things at the same time but in our fast-paced
technological society,
the situation has come
to a head. Young people today spend nearly 6 1/2 hours a day using various
types of media, doing different things at the same time. This is the 15 reason why they are called the
multi-tasking generation, or Generation M. But how do their brains deal with
multitasking? Automatic actions like walking and chatting on the phone can be
done at the same time, but when it comes to learning new information,
multi-tasking has a 20 bad impact,
"Multi-tasking affects how you
learn in a negative way," says Russell Poldrack, Associate Professor of
Psychology at
5 00 What does the
author mean in the last sentence (I. 35-36) in the text? How far do you agree
with this opinion? Discuss in pairs.
Vocabulary
Media usage
Match
the words to form phrases. Use them to complete the exchanges.
(åS5(å)
file(S)  b to the Internet c (a) programme(s)
(d amy emails

Look at the addresses. Which is a web address? Which is an
email address? Use the key to read them to your partner.
Key
dash
                                                                                dot                         /
      forward slash
I
helen-green@gmail.com
2
www.worldmedia.com/articles
Look at the graph
carefully and answer the questions.
Media Young
People Use
In atypical day. percentage of 8 to 18 year-olds who...
68%

UCLA'. Dividing your attention between too many activities makes the
  knowledge you gain harder to use later on. The researchers are not saying you
  shouldn't multi-task, just don't multi-task while you are trying to 25 learn
  something new.
According
  to specialists, it is also essential to take time away from electronic media.
  "At the sound of the bell. all my students reach into their bags and
  grab their mobile phones to text message their friends. It is as if they're
  30 afraid of silence," says Casey Roberts, a secondary school teacher.
  "Their MP3 players, laptops and games consoles have become extensions of
  themselves. I really think that Generation M should take time to relax and
  reflect. There's life beyond the screen and the pleasure of face-to- 35 face communication
  can be neither denied nor replaced".
University
  Of California. Los Angeles
1 A: Why weren't you online last night?
B: I couldn't ...... . I don't
  know why.
had a

47%
consoWPC
  garne$
watcn videos.'OWS         39%
  hand0gid video        35% read a     34%
watch
  gre•recordedTV watch a film 13%
O            20          40          60           80        100
                                                      of
  users              USA 2007
I
  Which type of media do young people use:
most?
  least?
2
  What percentage of young people use the Internet on a daily
  basis?
3
  How many of the types of media mentioned are electronic media?
4
  Which of the activities mentioned do you do in a typical day?

 Have you           reply
from Ann, yet?
B: I don't
knowl Let meImagine a day in your life

without gadgets. How will your day
  be

      Why
  is this computer so slow?

different
  from a normal day? What changes

     B:
  It's not the computer. It takes time to

will
  you make? How will these changes make

music .
  ... .. .
     Can
  you edit pictures on your computer?

you feel? Tell your partner.

          B:
  Sure, but first I have to . the               on

10
  Project: What types Of media do your

my computer.

classmates use to do their homework? Carry

out a survey. Report your findings.

a   How many school
subjects can you think of in 30
seconds? Make a list and compare with a partner.
b  Which school
subject(s):
1
are you fond of?
2
are you best at?
3
would you like to spend more time learning?
I'm fond of chemistry.
Read the following dictionary entries. Use the words to
complete the sentences.
certificate /sertlfiket/ (n) an official document
that proves that you have completed a course
degree /dgrt/ (n) a university course or the qualification
that you get when you complete the course
report card /npart kcrrd/ (n) a card or paper
which shows how well a student has been doing

timetable /tarmtab91/ (n) a list/chart that shows the times at which
lessons take place
1       My
parents were delighted when
I showed
them all the As on my
2       At
the start of the year, all the students are given a ...... .
3       Patrick went to university and got a              in
Media Studies.
4       The
students who pass the exam are given a
4 Choose test or exam to complete the sentences.
I She fainted while she
was getting a blood
2      My
brother passed his driving   yesterday.
3      When
is your university entrance
4      1
can't see that far. Maybe I should have an eye .
5      Do
you prefer sitting a written or an oral             ? 6 Have you revised for
your final           ?
Exams
Read the first exchange of the dialogue. What do you think the
dialogue is about? Read and check.
a
 Read the dialogue again and choose from
sentences A-H to fill in gaps 1-5. Listen and check.

Ann:

So how did you do?

sally:

Pretty well. All the questions I expected came up. How
  about you?

Ann:

Not so good. 1)

Sally:

What? So many? How come?

Ann:

2)            So,
  I didn't have time to revise everything.

sally:

Don't tell me you tried to do it all in the last few days
  before the exam.

Ann:

I know. 3) .. . .

Sally:

You should have prepared better.

Ann:

That's easier said than done, but
  you're right. 4)

Salty:

You should,
  indeed. Anyway, there's no point worrying now. Wait until you get your
  results. You can always retake it.

Ann:

5)      Let's
  forget about the exams and go have a coffee.

sally:

That's the spirit!

A

I should manage my time better next
  time.

B

I should have revised more.

C

I left my
  revision to the last moment.

D

I really let myself down.

E

Can you
  retake it?

F

I didn't
  even try.

G

I messed
  up four of the questions.

H

I guess you're right.

b
What does Ann
mean when she says: "That's easier said than done"? 09
c
In pairs, read
the dialogue aloud.
Everyday English
Asking
for/giving advice
Portfolio: Imagine your best friend hasn't been doing very well in
his/her exams lately and act out a dialogue using the language and the ideas
below. Record yourselves.

Asking for advice

Giving advice

•

What's the best way to What do you think I should do?
What's your
  advice?
I'd like your advice about how to
What do you suggest
  I do about
I don't know what to do.

I (don't) think you should If I were you,
  I would
Why don't you  Have you thought
  of
• You could

Reacting

•

I can't do that./Mm, I'm not sure.
That's
  easier said than done.
Yes, that's a good idea./Yes, I
  suppose so.

I don't know what to do. I've been
getting really bad results lately.
B: Have you thought Of asking your teacher for advice?
That way you'll find out where you're going wrong.
Mm, I'm not sure etc.

•
ask teacher for help/advice
• make
  a study timetable
• have
  study groups
• take
  better notes
• revise
  regularly
go out less often
•
turn off TV while studying

•
  talk about all
  the options
•
  support your
  ideas with arguments
•
  agree on a plan

Listening
R NE Q) Listen to the speakers. For questions 1-5, choose A, B or C.
I Listen to a boy talking about an exam.
How does he feel?
                a
disappointed          b happy           c angry
2 Listen to the announcement. Where
would you expect to hear it?
a at school b in the cinema c in a gym 3
Listen to a girl talking about her French teacher. What is the problem?
a She never marks the homework. b She's very strict.
c She's often absent.
4
Listen to a teacher talking about an incident at school. Why was
the student kept back after school?
a
He was caught hitting another pupil, b He was caught copying in
an exam.
c He was caught writing graffiti in the school
corridors.
5
Listen to a woman talking. What did she do well in?
a
her driving test b her oral exam c her job interview
Intonation
Contrastive Stress
9 a Read the box. Then listen and repeat.

 John was here at
five o'clock yesterday. (don't say that he wasn't)
John was here at five o'clock yesterday. (John, not someone
else)
John was here at five o'clock yesterday. (not at six o'clock)
John was here at five o'clock yesterday. (not the day before)
 Practise in pairs with the following
examples. What does each sentence mean?
1     Andy
didn't do well in the exam.
2     He
was caught hitting another pupil.

Grammar
  in Use
SCHOOLS
The Italia Conti Academy is no ordinary school. It is
  Britain's oldest theatre arts school. For those who dream of a life in
  showbusiness, k - getting accepted at this school is the first step on the
  ladder to success as an actor, dancer or singer.
. rtt is a private school which means the students
  have to pay to go there. All the students must wear a uniform and have to
  attend the same kind of lessons as other students do. The students have to
  work very hard in order to pass their GCSE* exams. Apart from their ordinary
  lessons, students can choose from a wide range of classes in the performing
  arts. These can be anything from taking traditional p ballet to modern dance,
  or learning to act on the stage or for television.
Whatever type of show business the pupils want to work in, they are
  encouraged to develop as many performing skills as possible. The Italia
Conti Academy, with some of the best teachers in the
  country, gives them the opportunity to do this. Many students perform
  professionally while still studying and some begin a successful career before
  they

finish
school,
General
Certificate of Secondary Education (exams
UK students take at age 16)

Reference

Modals Grammar
Read
the first sentence of the text. What do you think life is like at the Italia
Conti Academy? Read statements 1-7 and say which ones you think are true for
this school. Read the text and check.
 You don't have to pay to attend classes. (you are not obliged)
2      You
mustn't perform professionally until you have finished school. (it's forbidden)
3      You
must wear a uniform. (it's a rule)
4      You
can choose a wide range of classes. (you're allowed)
5      You
need to work hard. (it's necessary)
6      You
may take dance classes. (it's possible)
Which
of these statements in Ex. I are true for your school?
5
Rewrite
the phrases in bold, using an appropriate modal and making any other necessary
changes.
I It's
possible it'll rain later.
 It may rain later.
2      It's
necessary to talk to the headmaster.
3      It's
forbidden to bring pets into the classroom!
4      It
isn't necessary for you to finish the project by Wednesday.
5      Always
wear a uniform, it's a rule.
6      It's
a good thing to revise for a test over the weekend.
7      Everybody
is obliged to hand in their homework on time.
Choose the
correct modals. Rephrase the sentences.
1     May/ShouId
I ask a question?
Is it OK if I ask a question?
2     You
should/need stay at home if you're ill.
3     You
don't have to/mustn't be rude to your teachers.
4     Parents
can't/don't have to park their cars in front of the school gates.
5     You
may/have to ask for permission to leave the classroom.
What rules are there in your school? Make
sentences using appropriate modal verbs. You can use your own ideas.
• wear a uniform
• stand up when a teacher comes in
• eat in class
• run in the corridors

> We must wear a uniform.

• use your mobile during lessons • bring a doctor's note
when you are ill
Read the table. Which modals
express:
• a positive
deduction? • a negative deduction?

She may/might/could have done it. (It's possible
  that she did it.)
B    She can't have done it. (It isn't
  possible that she did it.)
C    She must have done it. (I'm
  certain that she did it.) D You should/ought to have revised more. (It was
  wrong not to revise.)
E
  You needn't have waited for me. (It wasn't necessary. )

• possibility? •
criticism? • negative obligation?
7
09 In pairs, complete the exchanges. Use
the modals and the
perfect infinitives of the verbs in the list.
               v gov miss do              leave
finish
She's really late.
B: She Emust have missed the bus.
I'm really tired today.
               B: You        to bed early last
night.
You        the washing up. It was
my turn. B: That's all right. I didn't mind.
Bye. See you later.
B:
Where are you going? You         your homework already!
What are you looking for?
B:
My gloves. I . ..... them somewhere.
Complete
the second sentence so that it means the same as the first. Use between two and
five words including the word in bold.
1
Perhaps he
overslept last night. might   He        last night.
2
There's no way
that she didn't do her homework.
                 must       She       her homework.
3
It wasn't
necessary for her to work yesterday. needn't She yesterday.
4
She didn't ask
the teacher for help and now she can't write the essay.
should
She .... .. the teacher for help then she would be able to write the essay. 5
1'm certain Tony didn't cheat in the exam. He's very honest.
                 can't       Tony .       . in the
exam. He's very
Read the examples. Which sentences
refer to the present/past? Which sentence shows duration?

10
Complete the sentences. Use must, may or can't and the infinitive in the
correct form.
 A: They only moved in a month ago.
B: They ...... (know) many people.
2
A: Look. Jane
is putting on her jacket. B: She (go) out.
3
A: Are we
having lunch soon?
B:
You (be) hungry already. 4 A: Where's Jane?
                B: I'm not sure. She         (go)
out.
5      A: I've been working all day. B:
You    (be) tired.
6      A: Why are those people in the
street?
                B: I don't know. There        (be)
an accident.
7      A:
I can't find my scarf.
           B:
You .     (leave) it at home.
Speaking

I
l Look at the pictures and make assumptions, as in the example. Use must,
might, can't.
 She
must be tired.
She might have gone to
bed late last night.

She
can't be interested in the lecture. honest.

Grammar Check 7

Vocabulary & Speaking

Look
at the text. Where could you see it? What is it about? Read to find out.
Read
the text and match the phrases to the gaps 1-6. There is one extra phrase you
do not
A
to calm her
down
B
they were
released into the wild again
C
it was just
going to be a routine call
D
to help the
mother Koala
E
they go
straight for it
F
on their own
for very long G the stress hadn't done any harm
Listen and read the text again. Tell
the class a short summary of the text.
3 In
groups, discuss the following.
1      Where do you get the news from?
2      What do you like reading, watching
and listening to?
3      What is the most popular type of
media among people your age?
4      Do you think TV is good for you?
Why/Why not?
Vocabulary
Media jobs
Who says what? Match the jobs to
the statements.
director
reporter presenter producer editor newsreader sound engineer
I
This is Larry Forester, live from Glasgow.
2
And now everybody get ready to welcome Britney Spears! Hello there, Britney!
Koala
Mum Rescued
"When I got the call from a family
that there was a Koala in their backyard, 1 thought 1) . y These words came
from Vicki Pender of the Queensland Parks and Wildlife Services. Koala bears
roam around in search of food. If they see a Eucalyptus tree, 2) regardless of
where it is. "When 1 got there it was obvious the Koala was restless. I
had to give her an injection 3). . Just then, I heard a loud cry from a tree
nearby. It was her little Joey screaming for its mum!" Joey is what a baby
Koala is called. Vficki realised just then how critical it was
Baby Koalas or Joeys are completely
dependent on their mums and have very specialised diets. They cannot survive 5)
"At that point, I turned my attention to the baby and coaxed it out of the
tree." Luckily, mum and Joey were rescued and had a short stay in the
animal hospital. Before long, 6) . Together they disappeared into the leaves,
happy to settle in for some dinner.
3
We have a major
channel interested in buying this show.
4
Those were
today's headlines. And now it's over to Jenny for the weather forecast.
5
Try it again,
but make your voice louder this time so you sound really angry.
6
Hold the front
page!
7
The sound
quality is not very good. 5  Listen
to the extracts A-C. Which is from:
I a
news report
2
a sitcom
3
a weather
forecast

        Choose
  the correct word. Check in the Word                      8 Read and put the
  verbs in brackets into the
List.                                                                                Present
  Simple Passive. Then, put the pictures in the correct order.

1
2
 3
4

5

Turn on match A
We're hurricane A
The time television A rush
Next, the White A review
Many host A
    on

the TV!
    There's live        of the cricket between England and Australia.
forecast       B
    report               C coverage just getting some      news of a huge about
    to hit the Philippines.
breaking B painful                    C shocking
of day when most people are watching is known as .
hour B
    peak season C prime time we'll be bringing you a live ........ from House.
B broadcast C presentation
viewers were shocked when chat show
Jerry Fox fainted while
    air B in show C in the act

Idioms
Match the idioms below with their meanings.
Check in Appendix 3. Are there
  similar idioms

in your
language?
I heard it on/through the grapevine.
It hit the
headlines.
He is bad
news.
Let's get
this show on the road.

a It's important news.

get
started.
c It's a rumour going round. have a good character.

pgperg
I The trees (cut down) and (send)
  to a paper mill.
2
  At the mill, the bark   (remove)
  from the
3
  The wood (Chop) into
  very small pieces with a chipper.
4
  Some chemicals (add)
  and the chipped wood (cook) in a big pressure cooker. Then the paper pulp
  „...„.... (pour) into a container.
5
  The pulp . (spray)
  onto a large screen and the water (drain) from the paper. Finally, the paper
  (press) flat between two rollers.

Speaking
9 Use the
pictures to tell the class how paper is made.
For & against essays
Read the theory box. Which of the topics (a-c) corresponds to a
for-and-against essay?
a     The
most incredible experience I've ever had.
b    What's
the best way to learn vocabulary in English?
c     Credit
Cards: a curse or a blessing?
For-and-against essays are a type of
discursive writing in which you discuss the advantages and disadvantages of a
specific topic. for-and-against essay should consist of: • an introduction in
which you present the topic, making a general remark about it without giving
your opinion.
•   a
main body in Which you present the points for and the points against, in
separate paragraphs, supporting your arguments with justifications/examples.
•   a conclusion which summarises the
pros and cons and gives a balanced consideration of the topic In my
opinion/view, I believe, I think etc.
For-and-against
essays are normally written in a formal style; therefore, you should avoid
using personal language ('I know, / am sure), contractions (I've got) and
colloquial expressions or idioms (What's up?).
Read the rubric and underline the key words, then answer the
questions.
You have had a class discussion about the Internet • as
a homework tool. Your teacher has now asked • you to write an essay presenting
the arguments : for and against it.
I What type of essay should you write?
2
What will your essay be
about?
3
What style should you use?
4
What points should you
include in your essay? Discuss in pairs.
Read the essay and complete the table. Were any of your points in Ex. 2-4
mentioned?
In our modern, high-tech society and with
24hour access to the Internet, it's no surprise that children are using
homework-help websites more and more. However, there are arguments for and
against using the Internet as a homework tool.
There is no doubt that using the Internet
as a homework tool has its advantages. First of all, it is a quick way to find
information. This means that students have more free time for other activities.
Secondly, the Internet provides a variety of sources. For example, students can
read lots of information and form their own opinions by comparing and
contrasting ideas.
However, there are drawbacks to using the Internet as
a homework tool. One drawback is that students don't use their writing skills.
For example, they just copy the information which is not always wellwritten.
Another disadvantage is that some websites not only contain poorly written
material, but also inaccurate information. As a result, some students may
include a lot of facts in their work which are incorrect.
All in all, I think that the use of the
Internet as a homework tool is a welcome and useful development. Unfortunately,
though, it is not free from risks and we must bear those risks in mind if we
want students to get the most from the Internet.

Advantages

Justifications/
  Examples

Disadvantages

Justifications/Examples

b What is the writer's opinion on the subject? Which
paragraph contains his opinion?
Linkers
Look at the table. Read the article
again and replace the linking words in bold with appropriate ones from the
table below.

introduce
    examples

the main/first/ most important
(dis)advantage, another (dis)advantage,
    some/many people suggest/ argue, one/another point/in favour of/against etc

firstly, secondly, thirdly,
    furthermore, in addition/moreover, also etc

however/yet/although/even though/ln spite of/despite/on the other
    hand . .. etc

for example, for instance, in particular, as a result

in conclusion, finally, all in all, all things considered
    ... etc

Topic/ Supporting sentences

Study skills

Read the theory box. Find the topic sentences in the essay
in Ex. 3. Which are the supporting sentences?
Topic sentences
We start each main body paragraph with a topic sentence which introduces
or summarises the main
idea of the paragraph. This helps the reader follow your arguments. The
topic sentence is followed by one or more supporting sentences which justify
the argument in the topic sentence by giving reasons or examples.
Work in pairs. Read
the topic sentences and write supporting sentences for each. Use appropriate
linkers.
I On the other hand, has got its
disadvantages. Many TV shows are violent and have storylines that are not
appropriate for young people.
2     There
are certain disadvantages to using mobile phones.
3     The
Internet has certainly got its advantages.
4     There
is no doubt that going to university helps your future.
Writing
Read the rubric. Which of the statements (1-5) are
arguments for and which are arguments against? them to their
supporting arguments (a-e).
 Your English teacher has asked you to
write an  essay on the advantages and
disadvantages of
• e-learning (online lessons). (120-180 words)
Students can learn at their own pace. It is more Convenient
for people who don't have time to go to lessons.
People can save time and money on travel.
It can be lonely studying alone.
E-learning depends too much on technology.
a     Students
don't have to commute to school.
b     With
e-learning there is no chance to meet other people and share ideas with them.
c
People do not have to be in a certain place at a certain time.
d     People
can choose when and for how long they want to study.
 Computer problems can make people miss
lessons.
Now write your essay. Use the arguments above and the plan
below to help you. You can use the essay in Ex. 3 as a model.
Plan

Introduction

Para l : introduce the
subject
Main body

Para 2: arguments for with justifications/examples
Para
3: arguments against with justifications/examples

Para 4: closing remarks
I'm not going *file on, Tony. Hard Come
to
study tonight. I'm     work never killed very tired.       anyone.
        That's                                                0
true, and I'm not going to be the       •
•ilJW. first.

Phrasal verbs: give
Fill in: up, away (x2), out, back. Check in Appendix 1.
Who says each sentence, a student or a teacher?
1      Tony
gave my secret and now the whole class knows! (reveal)
2      Don't
give trying and your marks will improve. (stop trying)
3      Diane,
could you please give .     . the tests?
(distribute)
4      Sorry, I've forgotten to give you .
your dictionary! (return)
5      I've given ...... all my textbooks
from last year.
(give
sth because you no longer want it)
Dependent Prepositions
Fill in the gaps with a suitable preposition.
Check in Appendix 2,
Bullying
is a big problem that affects lots of kids. A bully isa boy or girl who is mean
I) .....
others,
by hurting them, calling them names or blaming them 2) ....... things they
didn't do. Most bullies don't care 3) the feelings of others. They act this way
either because they want attention or because they come 4) troubled families.
Children
who are bullied find it difficult to concentrate 5) their studies. They are
often absent 6) school and when they are there, they always worry 7) how to
deal with the bullies. Bullying is unacceptable and should not be tolerated. If
you see it, report it.
Words often confused
Circle the correct answer. Check in the Word List. Make sentences using
the other words.
I
Did you hear the advertisement/announcement about the bus strike tomorrow?
2 Did you read the explanations/instructions before you started setting
up your computer? 3 He was educated/taught at Eton College.
4 John
argues a lot and finds it difficult to control his temper/mood.
Word Formation
Look at the box. Then, form as many compound nouns as you
can in a minute. Compare with your partner.
Compound
nouns
Compound nouns occur when
two separate words are joined to form a new word. basketball
Grammar Revision
5 Underline the correct words.

Dear Mandy,
I thought I'd drop you a quick line to
  let gou know I won't be able to write for a while. Mg exams are starting soon
  and 1 1) must/mlght do a lot of revision to make sure I pass as many as 1 2)
  shall/can.
These exams are very important because the results 3) could/must decide
  whether 1 4) have to/can go to college or not. So you see, I really 5) have
  to/could try my best. If I do well, 1 6) shall/can choose the college I want
  and if I don't 1 7) might/must have to resit the exams or go to a college far
  awag from home. J 8) needn't/mustn't mess it up.
Anyway, after my exams, I would love gou to come and stag
  for a weekend. We 9) could/must catch up with each other and do lots offun
  things. 10) Can/Must you come the weekend of the 20th of July? Let
  me know.
I I I) may/must go and
  start revising now. Talk to you soon.
Love
Christine

THINK!

What would you do if you saw a schoolmate being
bullied? Tell your partner.

ULTURE
CORNER
Trinity College Dublin: 400 years ofhistory
If
asked what Jonathan Swift, Oscar Wilde and Samuel Beckett have (O) in common,
most people would correctly reply that they are famous writers. But (I)
........ you know that they all graduated from the oldest and (2) . prestigious
university in Ireland?
Trinity College at the University of
Dublin has an interesting history. The university (3) ........ founded in 1592
in the heart of Dublin, the capital of Ireland. At (4) everything went well and
the university grew slowly. Then, in the middle of the 17th century, life at
the university became difficult (5) ........ of two wars in the country.
Fortunately, the university survived and from then (6) many wealthy families
began to send their sons there for a good education.
Today, Trinity College is among the top 40 universities
in the world for Arts and Humanities and it attracts students from (7) ........
five continents. It is also (8) ........ of Ireland's leading historical sites.
It has a uniquely beautiful library (9) ........ contains
4.25 million books including the Book of Kelts, (10) of
the most precious medieval books in existence. Over half a million visitors
come to see this book and the library every year. It is truly a great
university.
How are the following related to
Trinity                                  Match the highlighted words in the
text to their
College? Scan through the text to find out.                               answer(Para
I), got their degree (Para 1), important (Para I), brings (Para 3), managed to
get
• Jonathan Swift • Oscar
Wilde through (Para 2), started (Para 2), rich (Para 2),
• Samuel Beckett • 1592 •
17th century valuable (Para 3), most popular (Para 3)
• Arts & Humanities •
Book of Kells
5 00 Tell your partner three interesting facts
RNE Read the text and fill in the missing about the college you remember
from the text. words. Compare with a partner.

I CT

Project: Think Of one of your country's best universities.
Collect information, then
Listen and read the text again. What do write a short
article about it for an international these numbers refer to: 40, 4.25? school
magazine. Write: its name, location, when founded, history, interesting facts.
f many people use the same data and materials

2 Look at the diagram in the text. What is a g harmful programs that destroy
information on computer network? Read the first sentence in a computer system
the text and check. h machines and devices a computer uses
Networks are groups of computers. software and hardware
that are all connected to help the users work together. They are typically
found in businesses. schools and colleges, Internet cafés and libraries,
A network connects computers by using cabling systems, special software and
devices that handle the flow of data. A network allows users to share files and
resources. such as printers. as well as send email to

each other. So, as with any other
  sharedresource, it is importanttobe responsible and think about other 5

users. There are a number of things to keep in mind when
  using a computer network, such as:
•
  Do not share computer passwords.
Do not overuse resources such as
  online connection time or printers.
•
  Use it only to help you with your studies.
•
  Do not use it for anything illegal. unethical or dishonest e.g.
  bullying other students or damaging equipment.

10

•     Do not copy other people's
work—either other students' or online information. This is called

plagiarism and has serious consequences
especially concerning copyrighted material. Remember information on the
Internet may not always be copyrighted, but it is there to give you the facts
and ideas for your own piece of writing and NOT to be copied and pasted into a
new document.        15
•     Do not it-stall any software without
permission.
•     Be
aware of computer viruses and try to protect the network from them by

following security procedures.
b
(C) How are the words in Ex. 3a related to a computer network? Listen and read
to find out.
Read the text and mark
sentences 1-7 as T
(True) or F (False).
Compare with a partner.
I Many students and business people use computer
networks.
2      Network users have to share a
computer.
3      The
computers are connected with software and hardware.
4      Network
users cannot print documents or send messages.
5      All
network users share the same password.
6      All
the information on the Internet is copyrighted.
7      Network
users have to ask before installing a new program.
Find words
in the text which mean:

I manage (I. 3)

4 effects
  (l. 13)

2 trustworthy (I. 5)

5 set up (I. 16)

3 unfair
  (I. 10)

6 guidelines (l. 18)

6 What are the do s and dont 's of using
a computer network? Tell the class.
Discuss the following statement.
Progress Check
1
Fill in: download, headlines, extension, impact, connect, certificate,
timetable, media, newsreader, grapevine.
I
Teens these days use their mobiles as an ......... of themselves.
2
Have you got
your new school           yet?
3
It's taking
ages to ......... this file.
4
The .  on BBCI
is really handsome.
5
Did you see the
..... .... in today's newspaper?
6
She wants to
work in the        when she leaves
7
I can't seem to
          to the Internet for some reason.
8
He got his
course framed and hung it on the wall.
9
Computers had a huge on the 20th
century. 10 I heard on the that Martin has got a new job.
Form compound nouns using the words
in the list and then use them to complete the sentences.
•  black • paper • play • key • ground
•  board • day • clip • board • light
            I Have you got a .           . to
hold these papers
together?
2     1 spilt some water on myand now it's not working.
3     The teacher asked John to write the
answer on the
4     After school, the children goto the
5
In October, we
put the clocks back and switch to saving time. 20)
 Complete the sentences with the
correct modal.
•  might • must • could • should •
needn't
•  need • mustn't • can't • don't have
to • may
•  We.......
to decide who will be class president. 2 You . do all your homework today, you
can finish it tomorrow.
3
I didn't see
Lyn today, she ......... have taken the day off.
4
. I leave early
today, please?" Sarah
5
Kate looked
pale in the doctor's office. She be ill.
6
you move
over a bit so l can sit down, please?" he asked.
7
You
.respect your teachers and your classmates.
8
You .........
talk or eat in class.
9
She have watered the garden as I had
already done it.
10
Ian .... .....
have finished his homework already, it's impossible. Points:
                                                                                10X2
         20
Complete the phrasal verbs with the
correct preposition.
1      Don't give          I know you can
do it!
2      I have to go to the library and
give . . some books I borrowed.
3      Be careful! He enjoys giving       other
people's
4      I gave .. all my old clothes to the
charity shop. 5 Debra, can you give . ... . .... these photocopies to
             the class?                                       Pointy
5X2             10 5 Fill in the gaps with
the correct preposition.
I
You shouldn't be mean others or no one will want to be your friend.
2 Never blame other people ...... .
.. your mistakes. 3 I met a new girl at school who comes ......... Spain. 4
Rachel really cares ..... . ... other people, she's so kind.
5
If you are going
to be absent school you must bring a note from your parents.
6
Match to form
exchanges.

What
  do you

a

You should have

suggest I do?

indeed!

Why don't you

b

Of
  course.

study more?

c

I would study

so how did you do?
I
  should have tried

more
  if I were

harder.

d

Pretty
  well!

Could you hold the

e

That's
  easier

line, please?

said than
  done!

Now
I Can .
•  talk and write about types of media
•  talk about school subjects and
schools
•
ask
for and give advice
•  use idioms related to the news
•  write a for-and-against essay
•  write a short article about a
university
in
English

Module 8

Pastimes
Before you start ...
•   Describe a
typical school day.
•   What's your
favourite school subject? Why?
Look at Module 8
Find the page numbers for
pictures 1-4.
Find the page numbers for
•   a school
noticeboard
•   an application form
•   an advert
•   an email
Listen, read and talk
about ...
sports
& free-time activities
•   interests
unusual pastimes
•   football mascots
•   Project A.W.A.R.E.
Learn how to ...
•   invite, accept & refuse
invitations
•   agree positively/ negatively
•   talk about your
interests
Practise ...
•   phrasal verbs: take
•   words often
confused: fit/healthy, team/ group, pitch/ court, match/ practise,
coach/instructor, members/parts, moment/ minute, match/game, team/ league,
score/point, section/half, win/beat
•   Conditionals
Type 0, 1, 2 & 3 • word formation: compound adjectives
Write / Make .
•   a paragraph
about your favourite activity
•   an email based on written input
•   a poster of
mascots from your country
•   a leaflet about
a clean-up day

Reading & Vocabulary
of the

Reading
Which of the following activities can
you see in the pictures in the text? What does each of the activities involve?
Read and
listen to find out.
Ice Climbing I           Underwater
Hockey
                Sandboarding                    Zorbing
     ._Skydiving                  Snowboardin
Rock Climbing
Paragliding
Read the text again and answer the following questions.
Which
person or people (A, B, C or
I have been doing their sport for over two years?
2     has
to be very fit?
3     doa
sport that is similar to another sport?
4     found
out about their sport from the media?
5     has
taken part in an event?
6     do
their sport with others?
7     didn't
believe their hobby existed at first?
Match
the highlighted words to their meanings. What are these words in your language?
• move very fast • hits
• hooked on • fasten • rival
• competitors • slip • jump
• strange • started • turning over many times
a Why are the following mentioned in the text?
1      snowboarding              4 the Alps
2      New
Zealand             5 splashing
3
frozen waterfalls
lordinär.y
Brian Potter has been sandboarding
for the past seven years. He loves it because he can do it pretty much anywhere
there is sand! He says, "I'm a real speed freak and I find nothing more
exciting than to take out my board and whizz down the sand dunes. " The general
idea of sand-boarding is the same as snowboarding. People simply strap a board
to their feet and slide down a hill. Brian says, "Last year, I entered the
International Sandboarding Championships in Germany. There were around 50,000
entrants and I came 100th, so I was pretty proud."
Carla Murphy is known in certain
circles as a 'zorbanaut'.
This is
because she spends some of her free time inside a large inflatable' plastic
ball called a zorb. "Zorbing is so much fun. I just can't get enough,
" she says. Zorbing involves rolling down a steep hill strapped inside a
ball which can reach speeds of up to 50 to 60 krnph if the hill is steep
enough. Up to three people can be inside at the same time. "It's
fantastic. You're totally protected from bumps and knocks by the zorb, but you
bounce around as if you are weightless. Anyone from 6 to 60 can do it, "
Carla explains. This bizarre activity originated in New Zealand and now there
are centres all around the world. Carla thinks it's great. "When we start
rolling, we just start laughing and we can't stop. " I can be filled with
air
Paul
Lynch has been practising ice climbing for several years now and has climbed
many frozen waterfalls. "My parents took me skiing to the Alps when I was
a child and ever since, I've been addicted to the mountains. I moved to Canada
a few years ago and I fell in love with ice climbing. I spend most of my free
time climbing ice in the Rockies. Basically, ice climbing involves swinging an
axe into the ice above your head and pulling yourself up on lt. You need a lot
of equipment such as a helmet. rope and boots for ice climbing. And of course.
it's very physical, so you really have to be in good shape," says Paul.
about knew

takes place above the at the bottom of the pool. snorkels during the
  game.
just have to slide the puck into
Harry.
by a British diving club in 1954
Harry told us, "Unfortunately as all people watching
  from of splashing and flippers! "

Unlike water
polo, where the action water, underwater hockey is played Players wear masks,
flippers and "The rules are really simple. you the opposng teams goal,
" says Underwater hockey was invented and was originally called Octopush.
it's not much
of a spectator sport, outside the pool can see are lots

THINK!

•
Why
might someone want to do an unusual sport? In three minutes write a few
sentences on the topic. Read your sentences to your partner.
Vocabulary
Interests
Which of the
following do you enjoy doing in your free time? Tell your partner.
playing a musjeal instrument listening to CDs going to art galleries
painting pictures reading books/magazines going to the cinema eating out
designing your own Clothes writing novels watching DVDs going to fashion shows
watching a game playing computer games working out at a gym
I haven't got much free time, but I enjoy reading magazines
or going to the cinema when I can.
Speaking
6
09 Choose any of the sports
in the text on p. 122-123 Then make notes under the headings
for each activity.
            equipment        rules/technique
Use your notes to describe one activity to your partner. Your
partner guesses the activity. Writing
7
Write a short paragraph for an international student's magazine

about your favourite activity. Write:
• name • equipment • rules/ technique • why you like it
INDIVIDUAL SPORTS

5

09 Do you do any sport in your free time?
How often? How long have you been doing it? Use the
phrases in the box to tell your partner.

'low often

[low Iono• .
— quite a long time — about nine or ten years / not very long — only
  about a month / quite a long time — about six or seven months

— all the time — I
  usually twice a week / quite often — maybe once every two weeks / not very
  often — maybe three times a year / no, hardly ever — I can't remember the
  last time I went

After school
activities
 Read sentences A-G. What is the dialogue
about?
b  Read
the dialogue and complete
the
missing sentences. Listen and check. In pairs, read the dialogue aloud.
Ann: Are you doing anything after
school, John?
Bob: Yes, I'm
going to play tennis.
Ann: Really?
Where are you going to play?

Bob: 1)
Ann: Oh, I
didn't know there were courts there.
Bob: They're
not easytosee from the street. 2)
Ann: Yes, I
love tennis. I used to play a bit in my old town. Bob: 3) ...
Ann:
I'm not bad. Bob: Good! 4) .
Ann: I'd love
to but I don't have my racquet with me. Bob: That's all right. 5) .
Ann: Great!
Shall we meet outside school then?
Do you
fancy coming along?
B     Are
you any good at it?
C     I'm
afraid I can't join you today. D You can borrow my spare one.
E      At
the courts just behind my house.
F      Do you like tennis?
G    I can
lend you my trainers.
Everyday English Invite/Åccept/Refuse
Invitations
a Read the box. How many of these
expressions can you see in the dialogue?

Inviting

Accepting/Refusing

Would you like to ...? Are you doing anything
How
  about ...?
What about ...?  I
  was wondering if you are free ...

•
  Sure. Why not?
That
  would be lovely!
•
  I'd love to.
•
  I'm sorry, but I can't.
•
  I'm afraid I
  can't.  That's
  very nice of you, but

 Use the notes on the school
noticeboard as well as the language in the box to act out similar exchanges in
pairs.
 A:
I was wondering if you are free on Saturday afternoon?
B: Yes, why?
A: Would you like to come and play
volleyball with us?
Say it right
      Choose
the correct answer. Listen and check.
1
A: Are you
doing anything special tonight? B: a Yes. That sounds great! b No, not really.
2
A: Do you fancy
joining us tonight? B: a I'm afraid I can't.
b
No, I don't
mind.
3
A: I'm afraid I
can't join you at the cricket match.
B: a That's a pity!
b
See you then.
4
A: Would you
like to go swimming later? B: a Sure. Why not?
b
I
like to.
5
A: What about
watching the match tonight? B: a I suppose not.
b
Sorry.
I'm busy.
Intonation

sentences
1-4 and use the descriptions in the box to say how they sound.
Listening

 Let's meet at the front gate
  around 4:30 pm.

,

RNE        Listen
  to a radio interview with

2 I don't
  play squash very often. Maybe two or

some
  British teenagers talking about their

three
  times a month.

sporting
  experiences. Number the statements

3 If you really like badminton,
  we can arrange

below
  in the order you hear them. There is one

to
  play together some time!

extra statement.

4 It's a pity you can't join us at the swimming

A
  The speaker once had an accident. B The speaker has won competitions.

pool.
  Maybe some other time.

C
  The speaker finds it extremely exciting. D The speaker needs more practice.

Speaking

E
  The speaker does their sport just for fun.

1 1 09 Portfolio: In
  pairs, invite your

F
  The speaker once lost some equipment.

friend
  to play basketball after school. Use

1

2

3

4

5

Speaker

Type

Condition

Main Clause

Use

If + present simple

present simple, imperative

general truth

If you heat ice, it melts.

1

If+ present simple

can/will/may
  + bare infinitive

probable
  situation in the future/ present

It they play wett, they'll win
  the match.

2

If
  + past simple

could/would/may + bare infinitive

imaginary
  situation in the present/future

'f I were you- I'd take up
  tennis.

3

If
  + past perfect

could/would/might have + past
  participle

imaginary
  situation in the past, regret about the past

If we
  had revised more, we would have
passed the test.

unless
  = if not

the phrases in Ex. 7 and the
dialogue in Ex. 6 as a model. Act out your dialogue. Record  When winter comes, days get
shorter.
2      you heat metal/expand
3      iron gets wet/rust
4      not water the plants/they die
5      heat water 100 0 /boil
6

drop ice on water/float
7      you come/we can talk about it
8      they
meet/ they discuss all details
If
— unless
Read the box. Then,
rewrite the sentences using unless.

1     If
we don't get tickets, we won't see the concert.
> We won 't see the concert unless we get tickets,
2     If
you aren't sure she's at home, don't go.
3     You
can't fix it if you don't know how to do it.
4     You
can't sit here if you don't have a reservation.
5     If
you don't leave now, you'll miss the bus.
6     If
we don't pay the bill, the electricity Will be cut off.
What are you doing this weekend? Use the ideas to
discuss with your partner.
> A: What are you doing this weekend? B: It
depends. If the weather is warm, we'll go to the beach. What about you?
A: I haven't really decided, but if I get tickets,
I'll go to a pop concert.
6 Use the ideas to make sentences.
How would you spend this weekend
1       you
suddenly caught a cold?
2       the
weather was great?
3       your
parents were on a business trip?
4       you
had an exam on Monday?
5       all your friends were away? 6 it was
your birthday?
> If I suddenly caught a cold, I would stay in
bed.

8

Put the verbs in brackets into the
correct tense. What type of conditional is each sentence?
       I If you boil water, it          (turn)
to steam.
2
She would be upset if
she  (lose) her earrings.
3
If you study hard, you ... . .... (pass) the exam.
4
If I were rich, l . (go) on a cruise around the world.
5
You will become a better player if you ..... (practise) more.
6
If my team          (play) better, they could win the cup.
7
They'll be disappointed if you . . (not/come). 8 Ice melts if you . ...
.... (heat) it.
Describe the
pictures. Use the third conditional to suggest what could have been done to stop
these things from happening.
have
gone climbing.
1    The
accident happened because he didn't see the red lights.
> If he had seen the red lights, the accident
wouldn't have happened.
2    It's
raining, so we can't go to the park.
3
4     I don't know her phone number, so I
can't call her.
5     Nobody
told me that Mary was in hospital, so I didn't visit her.
6     This
PC game is very expensive, so I won't buy it.
7     I
have to study for my exams tonight, so I can't meet you. 8 I didn't go to
Laura's party, so I didn't meet her cousin.
10 Complete the sentences with your own ideas.
I If I visit London, .5 If I leave on time, .
2
If it stopped raining, 6 If I found a wallet in the street, .....
3
If I hadn't eaten that      7 If I had more free time, much,
4
If I find his phone            8 If I had seen you, .
number,
Speaking
1 1 Start a chain story
and continue it.
 T: If Sue hadn't woken up late
Sl: she would have caught the school bus.
If she had caught the school bus, she
[Grammar Check

Vocabulary
& Speaking
Norman Whiteside
Ronaldo )
What
do you know about the FIFA World Cup? How are these people related to it?
(C) Listen and read the
text to find out.
FIFAWorld Cup the competition
has often surprised fans around the twenty World cup tournaments have been
played and
world.
Everyone was amazed when the USA beat England 1-0 in 1950. The 1966 World Cup
surprised very four years, billions of spectators watch their many fans when
Italy lost 1-0 to North Korea, and national teams take part in the football
World Cup. It
Northern
Ireland took everyone by surprise when they is a moment that all football fans
look forward to. In fact, beat the host team Spain 1-0 in 1982. Many legends
the FIFA World Cup is probably the most important sport and many football
records have also been made during event in the world.
the World
Cup. The Irish 17 year-old Norman Whiteside The World Cup was created in the
1930s when Jules was the youngest player to ever play in a World Cup Rirnet, a
French football official, came up with the idea and Pelé was the
youngest to ever score in a match and of bringing the best football teams in
the world win the World Cup. Ronaldo is the top scorer in World together to
play against one another for the title of Cup history, with 15 goals.
World Champions. There was great
enthusiasm for his Football history is made every four years at the FIFA idea,
and the first FIFA World Cup was organised in
World Cup. Whatever the results, the championship
Uruguay
in 1930. The host team won the first World brings people from every region of
the world together
Cup when they
beat Argentina 4-2. Since then, almost
in the spirit
of fun and sport.
a
Fill in who, whose, what, where, why, thenFill in: pitch, court, course or
rink.
             answer the
questions.                                                               Listen
and check. Then act out exchanges with

I

      .
  idea was it to create the World Cup?

your partner as in the example.

2      was
the first World Cup played?
3      .
was the result of the match between Uruguay and Argentina in 1930?
4      .....
.. was England defeated by in 1950?
5      did
Northern Ireland take everyone by surprise in 1982?
b Explain the words in
bold.
Match the
phrases to the numbers. What are they in your language?
a one nil b
one all c four two d nil nil

Vocabulary
Sports
09 Act out exchanges in pairs.
A: Shall we play tennis
after school?
B: Sorry, but
I've left my racquet at home.

A: Where can
you play cricket in your area?
B: Nowhere really. There aren't any cricket pitches that I know of. /
There's a cricket pitch opposite the school.
Win,
beat or gain? Complete the phrases. Use five phrases
to make
sentences.
. a game, 2 . . an advantage, 3 support, an
ability, 5 . an opponent, 6 . competition, 7 . . time, 8 . a problem, 9
. record, 10 . a medal, 11 . speed, 12 . prize
win
a game— I hope weare able to win a game in this competition.
a   Read the
sentences. What follows each structure, a
plural or
singular verb?

b   Rewrite
the sentences using both/and, neither/nor or either/or.
I Sam plays a lot of football. Andy does, too. >
Both Sarn and Andy play a lot of football.
2
Mary doesn't know how to
play squash. Becky doesn't either.
3
Henry's dad will pick him up from hockey practise, or else his mum will.
4
Ben has got a new tennis
racquet. Mark has too.
5
Paul scored the goal, or else David did.
Idioms
Check these idioms in
Appendix 3. Use them to complete the exchange.
 the
ball is in your court  get off the hook  get the ball
rolling • saved by the bell  throw in the towel
1     A: Did Tim's teacher shout at him for
not doing his homework?
B: No, he because she
was in a hurry today.
2      A:
You're lucky there was no time left to ask you questions.
B: I know
I
3     A:
I'm fed up. Whatever I do I
just can't get it right.
B: Come on. You're not going to
now, areyou?
4     A: Do you think your husband will
make the decision?
B: No, I think
........ 5 A: Nothing's happening. What should I do now?
B: If you
call a meeting that

Which sports did you
do in primary school? Which sports do do now? How often? Where?

you
Who with?
Tell your partner.

Letters/Emails based on written
input
Read the dictionary entry below. Do you
belong to any clubs? Which club would you join if

club /kIAb/
(n) an organisation of people interested in a particular activity or subject
who usually meet on a regular basis.
• you loved dancing to traditional music?
A folk
dance club
• you enjoyed playing chess?
• you supported a particular
football team?
• you were crazy about
tennis?
• you liked reading books?
• you enjoyed taking pictures?
Look at the form
below. What type of club is it for? Listen and fill in the missing information.
Brighton
Swimming Club

Membership application form

SURNAME Davis
FIRST NAME: I)
OF         2-10-1995 NUMBER: 2) . EWdLADDRFSS:
sdavis123@3Tldiž.coy, EMERGENCY CONTACT NUMBFR 3) .. PAREVIS'   John and       Davis
ADDRESS: 4) .
BP2 6HX
SSSIONS
(PIES-SE TICK APPROPRLO:
5)
HEALTH: Please give
details of any bealtb problems (asthma, sbon-sigbted etc)
SWIMMING ABLTÝ.
Please tell us tvbetber you are a bQinner or ifyou have any swimming
ceptificates
Read
the box, then look at the advert below. What type of letter would you write?
What style should you write in?
Letters/EmaiIs
based on written input
Emails/Letters
based on written input are letters that respond to written information. This
information may be in the form of adverts, letters, invitations, notes etc, as
well as visual prompts such as maps, drawings etc. Transactional letters can be
of any type e.g. letters of complaint, letters of apology, letters applying for
a job, letters giving/asking for information, etc.
The
style of writing can be formal, semiformal or informal, depending on who you
are writing to.
It is important to include all the
information asked for in the rubric. You must give this information in full
sentences, using your own words as much as possible.
TO
BRIGHTON
SWIMMING
We offer
•    (lèssþðS)            *ha'
agc?
•    year
round sea swimming/races
•    water
polo how t0h9 are they?
esson are every evening from 6 pm to 10 pm.
All our trainers have ASA
(Amateur Swimming Association) ceffication.
what
fine? Join Us Now!
New
swimmers are accepted ry Friday evenin For more information email
rorynewtown@hotmail.uk nnual Subscrip £25.00 per year.
Sanc gor att aoes
añð actiV&ie5?
4 Read the email. Has
Alana included all the necessary points?

Dear Sir or Madam,
I am writing to find out
  more information about the swimming lessons which I saw advertised in this
  week's Student Direct.
First of all,
  could you send me some information for beginners? For example, how old does a
  child have to be to join the club and what time are new swimmers accepted on
  Friday evenings? I have a five-year-old brother, and I was wondering if he
  could start having swimming lessons at your club this year.
Secondly, would
  it also be possible for you to send me a timetable of the sessions? Finally,
  could you also tell me if the annual subscription fee is the same for
  everybody?
Thank you in
  advance for your help. I look forward to hearing from you.
Yours faithfully,
Alana Holmes

Read the box. Find examples in the
email in Ex. 4. Then turn the direct questions into indirect ones, as they
would appear in a formal letter.
Requesting Information
To
request information, you can use direct or indirect questions.
Direct questions are
quite common in informal letters. Some of them begin with a question word such
as what, who, when, how etc. How far js the hotel from the beach? Do we need to
bring our own food?
Most indirect
questions are formed with modals such as could, would etc and are normally used
in semi-formal or formal letters. Could you please let me know how far the
hotel is from the beach?
You use if/whether in
an indirect question when there is no question word in the direct question. Do
we need to bring our own food? I would like to know if/whether we need to bring
our own food.
1     How much is the monthly
subscription?
> Could you please
tell me how much the monthly subscription is?
2     Where do the lessons take place?
3     How many pupils are there in each
class?
4     Do we have to buy our own
equipment?
5     Can we borrow more than five books
from the library?
Use the information
in the advert as well as your own ideas to turn the email into a telephone
conversation between Alana Holmes and Rory Newtown from the swimming club.
Writing
You've
seen this advert on the school noticeboard. Write an email to Lenore Burton,
asking her for more information about the Bay Photography Club. Use the plan
below to help you.
SCHOOL
PHOTOGRAPHY CLUB
TIPS and guidance for everyone
from Qbasic to advaRcéd level.
vhar
We meet! on Tuesdays in classroom 2D
and we organise (three weekend outings per year to practise what we have learnt
by taking some superb pictures of nature!
For
more information contact Lenore Burton:
lenoreburton@gmail.co.uk
Plan

Introduction

Para I: opening remarks/reason for
writing

Main
  body

paras
2-3: your questions

Para 3: closing
remarks

What
  doesn't ask a

A telephone

question but demands

ringing.

an
answer?

Dependent Prepositions

Phrasal verbs: take
              Fill in: to, up, off,
after. Check in Appendix I.
I Since you have so much free time, why don't you
take    tennis? (begin sth as a hobby)
2      Danny
is very active; I think he takes his mum. (to be like)
3      The
children immediately took ..... .. their new tennis instructor. (liked)
4      Take
. . your tracksuit and put it in the washing machine. (remove clothes)
5      What
time did the plane take (leave the ground)
6      Homework
takes . most of my time on weekdays. (fills time)
Words often confused
Circle
the correct answer. Check in the Word List. Make sentences using the other
words.
SBAzE
I have never been especially I)
fit/healthy and lh,re never liked 2) team/group sports. Plus, I couldn't really
understand what's so thrilling about bouncing a ball up and down a 3)
pitch/court. However, four months ago, my brother talked me into joining him at
basketball 4) match/practice. Surprisingly, I took to it at once. The 5)
coach/instructor was very helpful and the rest of the team 6) members/parts
were very enthusiastic, so I went again and again. Finally, the 7)
moment/minute came for my first 8) match/game. I was the newest member of the
9) team/league so I was feeling very insecure. However, I managed to 10)
score/point six times during the second 11) section/half, which helped us 12)
win/beat the game! This was when everything fell into place, and I finally
understood what the basketball craze is all
3 Fill in the gaps with a suitable
preposition. Check in Appendix 2.
1       Are
there bikes . . ... .. hire in this city?
2       Who's
  charge of your baseball team?
3       Have
you checked if your climbing equipment is ... .... good
condition?
4       Are you .               favour of
women boxing?
Word
Formation
Read
the box, then match to form compound adjectives. Make sentences, as in the
example.
Compound adjectives
Compound
adjectives are usually formed in the following way: adjective + present
participle or adverb + past participle (welt-known, goodlooking). Hyphens are
used to link the words together.
a looking

2 kind

b lasting

3
  open
4
  long

c built

5 good

e minded

6 newly

f fashioned

I can discuss anything with my parents. They are very
open-minded.
5 Read the story and make sentences, as in the
example.
Jenny had a terrible day today. She
forgot to set her alarm clock, so she woke up late. As a result, she missed the
bus, so she had to walk to school. It started raining on the way, and she had
left her umbrella at home, so she got soaking wet. She didn't arrive at school
on time. The teacher got very angry with Jenny, so Jenny got upset.

If Jenny hadn't forgotten to set her alarm
clock, she wouldn't have woken up late.

THINK!

Think of three sports you find too dangerous to play. Explain why. Tell
your partner.
Listen to the music.
What images come to mind? Where are you? What is happening? What are the people
around you doing?
Look
at the pictures. Which English football teams do these mascots belong to? Read
to find out. What are the mascots' names?
RNE Read the text again and complete the gaps with the
missing words.
Match the
words in bold with their meanings

1 soft

4
  work for

2
  admired
3
  encourage

5 walks around

Listen and read the
text again. Choose a mascot and describe it to your partner.
Project: In pairs, research mascots in your country. Make a poster
showing several different ones. Label the pictures with their names and which
football teams they belong to. Write a short paragraph describing each one.
UI-TURE
CORNER
Schools, colleges, sports teams, charities and even
breakfast cereals have all used a grown man in a cuddly animal costume to help
their image. These mascots attract publicity and promote public relations. Many
English football clubs have an official mascot. They represent the team and
hopefully bring them good luck as well. Here are three of the most famous ones
.
Gunnersaurus
Rex is a friendly dinosaur. He has been the mascot for Arsenal Football club O)
> since 1993. Gunnersaurus has proved to 1) very lucky so far. Since he has
been with the club they have won 13 titles including the FA Cup and the
European Winners' Cup! Gunnersaurus sometimes follows his team around Europe
making appearances 2) . Champions League matches too. He is one of the 3)
........ respected mascots in football and all the fans love him.
Billy
Bantam is one of the Bradford City ARC. team mascots. Billy is a tall brown hen
4) ........ a big yellow beak dressed in his team's purple and yellow striped
kit. Billy always wanders 5) . the football pitch waving to the fans before the
game and 6) halftimel. It seems that he is quite a good goalkeeper himself and
he sometimes takes 7) in penalty shoot-outs2 with other mascots and
children.
Fred
the Red is the mascot at Manchester United Football Club. He is a big cute red
devil dressed 8) a Manchester United kit. He usually appears before kick off
and at half-time during home games. He is very popular 9) .....„. the younger
children. Like many other mascots Fred often does charity work. In 2004, he
abseiled4 down the side of Manchester United's stadium to raise
money 10) ........ charity!
1  a break between two parts of a sporting
event
2  when opposing players take turns to try
and score a goal
3  the start of the game when the ball is
kicked from the centre of the pitch
4  slid down using a rope

Read the title of the text. The acronym stands for
Aquatic World Awareness Responsibility Education. How can
this be related to the pictures? Read through to find out.
RNE Read the text and choose the correct word to
complete the gaps.         Match the words in bold, in the
text, to their meanings.
                 loved             B
favourite         C dearest        D best-liked                        I what
you hope to achieve
2
A end  B symptom C effect        D impression     2 to affect
conditions or behaviour
3
A sorts B varieties           C styles D ways 3 people who do
work without
4
A procedures B means C actions             D measures
getting paid
5
A admire            B respect            C regard              D
consider          4 damage
6
A next B approaching C coming               D future               5
protect from harm
7
creates               B makes              C arranges D organises  6
places where the edge of the sea
8
A activity            B action               C energy             D
effort meets land
9
give      B make C take   D do
7 the ground under the sea
            A
lifting              B picking              C making        D raising                             8
groups of people of the same age
G ðfn g
Green

PROJECTAWARE
We all have our I) . . sports or
free-time activities, but how many of us think about the 2) ....„.. they can
have on the environment. Trekking in the mountains, fishing in a lake or scuba
diving near a coral reef are all examples of 3) . in which we interact with the
environment through our sports. This means that we should take 4) . not to harm
the environment and to leave it exactly as we found it.
Project Aware was founded in 2002 by the
Professional Association of Diving Instructors in Switzerland. It is a
non-profit organisation whose main aim is to educate divers on how to 5) and
conserve the underwater environment. They believe that we need to protect the
aquatic world from pollution and protect endangered species. In this way, 6)
........ generations will be able to enjoy the beauty of our oceans.
Project Aware provides education for
adults and children on aquatic life such as coral reefs, turtles, sharks and
whales. It also 7) ........ competitions in underwater photography. But it
doesn't stop there! Project Aware volunteers take 8) to conserve the underwater
environment. Every year in April, divers and volunteers 9) part in the
festivities of Earth day. Also, every
September, thousands
of divers participate in International Clean-up Day by 10) up rubbish from
shorelines and the seabed. Their work is really making a difference, and thanks
to them our coast lines, beaches and our underwater world will keep their

natural
beauty.
Listen and read the text
again. In pairs ask and answer questions based on the text.
 A: When was Project W.Å.R.E.
founded?
B: In 2002. Who

THINK!

In pairs discuss the following.
I Why should people participate in such projects?
2 Would you ever participate in such a project?
Why/Why not?
Project: Work in groups. Your schoo wants to
participate in Project A.W.A.R.E. International Clean-up Day.
Decide on the activities
you would do and prepare a leaflet. In the leaflet mention: Name of the event,
Date, Activities, Time, For more information contact. Tell the class.
THINK!                            Do
you agree with the statement?
Why/Why not? Discuss.
Green
"In the end, we will conserve only what we love, we will
love only what we understand, and we will understand only what we are taught.
" Baba Dioum

Progress
Fill physical, technical, strapped, opposing, half-time, enthusiasm,
tournament.
1       You
need lots of     . equipment to go scuba diving.
2       Halfway
through the . the top player had to retire because of an injury.
3       Rock
climbing is a very         activity.
4       The
. team scored three goals in thirty minutes and won the match.
5       The
players weren't very good, but they were full of
6       At
........., we got a drink and a hot dog from the refreshments stand in the
stadium.
7       Zorbing
involves being inside a large plastic inflatable ball.
Points:

20
Form compound nouns with the words below and complete the
sentences.

hard

grey

even

tight

well

tempered

fitting

dressed

haired

working

1       My
gym teacher is very . He never raises his voice.
2       My
mother is always              even when she goes to a football match!

3       Tim
is very . . His job as a personal trainer demands it.
4       Fred
has grown a lot recently. His football boots are quite .... .....
5       My
swimming coach is a little lady called Mrs Meadows.

Fill in the gaps with
the correct form of the verbs in brackets.
I Most metals
rust when they .                . (get) wet.
2 If I had time, I                (play) a game of football. 3 If you
train hard, you .           . (get) on the team.
4       If
I were rich, I (watch) my favourite team play all over the world.
5       If
we .... . ... . (train) harder, we would have won the game.
6       Water        (turn) to ice when you
freeze it.
7       If
you had told me you needed help, I . (give) it to you.
8       If
I knew how to swim, I        (feel) confident in the water.
9       If
they score a goal, I . . (be) surprised. 10 If we  (know) about the
match earlier, we could have bought tickets.
Points:
20
4 Fill in with the
correct particle.
I John takes his
dad. He's also a good tennis player, too.
2       Kate
took swimming like a duck to water.
3       Take
. ..... those muddy boots before you come in,
please!
4       My
dad took golf when he retired. 5 The plane took an
hour late.

Points•
 10 5 Fill in the gaps with the correct
preposition.
I You are unfit. Look how       of breath you are
after coming up those stairs.
2
I am totally .        . favour of contact sports.
3
Losing this match is         of the question!
4
Jack is    charge of the sports equipment.
5
These golf clubs are         excellent condition. (5X2              10
Points:
6
Match to form exchanges.
a
               Would
you like to go                 No, not at all.
to watch the
match?            Why? b Don't mention it.
I'm sorry I can't join c Of course I can. you.
d Yes, please.
Are you busy later? That would be Can you play tennis?  nice.
                It's
very nice of you             e That's a pity.
to ask.
Points: 20)
My score: 100) Now I Can ...
• talk about sports and
free-time activities
• make, accept and refuse
invitations
• write an email based on written input
• talk and write about
football mascots
• prepare a leaflet about a
clean-up day
in English
Grammar Check

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

Complete
the questions, then answer them about yourself.
I What.... ..... (do) tonight?
2     you
(stay) at your friend's house this
weekend?
3     your grandparents (live) with you? 4 your teacher .
(give) you a lot of homework?
5     .
your school            (offer) after-school activities?
6     How
long you (study) English for? 7(think) about learning a new foreign language?
8 .
(ever/meet) a pop star?
Ask
your partner about his/her habits. Use adverbs of frequency. Tell the class.
How often do
you
• go to parties • meet your
friends
• go to the cinema • watch TV
by yourself
• go to the park • play video
games
• eat at your friends' houses
• go out with your
brother/sister/friends
• spend time with your
parents
Kate rarely goes to
parties. She often meets her friends.
Put the verbs in brackets
into the Present Simple or the Present Continuous.
(think) of buying a new camera.
                 B:
Yes I             . (think) that is a good idea.
            2 A: What               (you/look)
at?
B: These photos. The place               (look) very familiar.
Why ... ... (you/taste) the food? B: I
want to make sure it . (taste) delicious.
. (you/have) lunch now?
B: No. I (have) a sandwich in my bag to eat later.
           5
A: Why            . (you/smell) that flower?
                B: To see how it
             (smelt).
Greetings from
London!
The
weather here O) (be) fine. I l) ........ (sit) in a café right now with
Jill. She 2) (drink) a hot cup of English tea. We 3) — (walk) since morning so
now we
4) (feel) really tired. We 5) (have) a great time here! We 6) .
(stay)
in a nice hotel in the heart of the city. We 7) (get up) early every day and 8)
(spend) most of our time sightseeing. We 9) . (already/visit) The Tower of
London and London Dungeon. We 10) (mean) to visit Madam Tussaud's but we Il)
...v.... (not be able to) to make time to visit it yet. Liter tonight, we 12)
(go) the theatre. London is a wonderful city! 1 13) (look) forward to showing
you all my photos when 1 14) (get) home. Love,
Jenny

Past Simple/Past
Continuous
Put
the verbs in brackets into the Past Simple or the Past
Continuous.
1     A. What .     (you/do) at 5 0'clock
yesterday afternoon?
(have)
basketball practice.
2     A:
What     (happen)?
B' I         (walk)downthestreetwhen         I (slip) on a
banana skin and        (fall) down.
. (you/meet) any new people at the party?
                B:
Yes. Tom .            . (introduce) me to all his
friends.
4     A:
Where  (you/be) last night? I . (try) to
call you but there .   (be) no answer.
B: I'm sorry. As I .. ..... (come) back home, I . (meet)
Jane and we . . (have) dinner together.
5     A:
What (you/do) when we (call) you yesterday?
(get)
ready to go out while Jane . (finish) her project.

6     A:
Where  (you/meet) Josh?
. (do) my shopping when he

(enter) the
shop.

7     A:
Who (tell) you about the surprise birthday party?
B:
No one. Sean (talk) to Pat on the phone about it and I (hear) him.
Put the verbs
in brackets into the Past Simple or the Past Continuous.
a) Use the
verbs to complete Kate's diary for next week, then ask and answer questions.
• have • buy • see • pick up • pay

Dear Suzy,
I hope you
  are well, I'm having a great time at college. 1
l) .....„.
  (arrive) early on Saturday morning and
2) (move) into my room straight away. Many other students (arrive) at
  the same time and we
4)        (go) out together for a
  coffee. We 5) ..„...
(have) a great time so we 6)       (not]realise)
  that

two hours passed. Lectures 7)        (start) last

        Monday and 1 8)         (be)
  a bit nervous. I think I'm

Monday?

going to enjoy it here. I'll write again soon.
Love,

B: No, she is paying her phone
  bill.

Diane

2

Tuesday —
  Jane?              4 Thursday — gift?

3

Wednesday —                         5
  Friday — dentist?

Expressing future actions

phone bill?

b)
  What are your fixed arrangements for next

Fill in the gaps with will, be
going to or Present                              week? Write sentences.
Continuous
and the verb in brackets, as in the

example.
       What
  are your plans for the weekend?

Comparisons

B: I am going to visit (visit) my

put the adjectives in the right form to

grandparents.
       Have
  you booked your tickets yet?

complete the sentences.

         B: Yes I                .
  (fly) to Madrid next Saturday.

 A: Who's your .... ... (good)
  friend?

      Have
  you tidied your room yet?

                    B: Jane. She is
  two years                  (young) than

       B:
  No, but I promise I               (do) it later.

me
  and she's ... .... (sensible) person I know.

    Are
  you going out tonight?

2 A: I've never met a .... ... (dull) person than

                (see) Harry Potter at the

Steve.

cinema.

                    B:
  Well, he thinks he's                  (funny) and

       Are you going shopping?

       .
  (creative) person in the world! 3 A: John is a lot .... (friendly) than Paul.

          B: Yes I           .
(buy) some apples and cheese.
Does
your back still hurt?                                                                  B:
True. Paul is               (selfish) person in his

morning.
Can I
  speak to John, please?

mule!

B:

Just a minute. I ..... .. (get) him
  for you.
I haven't seen Peter for months.

Choose the correct word.

B:

Actually,
  I ..... .. . (meet) him later today.

I
  That's really/quite nice of you. I owe you one.

Why don't you join us?

2 Being a doctor is a quite/pretty stressful job.

He doesn't look well.

3
  His test was a bit/pretty good on the whole.

           B:
Yes I                   (see) my doctor tomorrow                                   family.
He's also               (stubborn) than a
4
He is quite/a little
young although he looks old.
5
I can go on working! I'm only quite/a little tired.
Complete the sentences by putting the verbs into the
Present Perfect or the Present Perfect Continuous.
I type
             Look at the pictures and
use the phrases to                    Joshua ..... ..... since morning.
write
about each person's day so far, as in theten letters so far.
examples.    2 waste

Hi, sally,
How's it going? Sorry I I) (not/email) you for so long
  but its almost the end of the school year and 1 2) (study) hard, because
  we're sitting exams every day. 1 3) . . (also/try) to make a decision about
  something, and I need your help! You see, it's my mum's birthday next week
  and I want to get her something uniqua 1 4)
(already/give) her flowers, perfume and
  scarves. I want to buy her something special this time so I 5) ........
  (save) my pocket money for the last two months. 1 6) .     .
  (ask) my father a couple of times for ideas but he doesn't know What to get
  her either! He 7) — (look) around the shops trying to find something good,
  too. What's the most original gift you 8) — (ever/give) to someone? Can you
  give me some ideas? I have to go now because my sister 9) ........ (wait) for
  me downstairs. Give my love to your parents.

Donald             his pocket money on computer games.
. more than £100 on new games
this week.
3 pack
                                                                                Lisa
and Tony                since breakfast.
. four boxes so far.
4 write
Betty .....
..... since 9 0'clock.
She ....
...... seven reports up to now.
5 bake
                                                                                Martha
.           . bread all morning.
She .... ..
four loaves and she stilt needs to bake three more.
Put the
verbs in brackets into the Present
Perfect or
the Present Perfect Continuous.
New Me
Use the time expressions
to write sentences about you. Use the Present Perfect or the Present Perfect
Continuous.
• since • for • yet • how
long • already
• never.
 I haven't eaten anything since morning.

Underline the correct item.
I Gary has been to/gone to/been in the baker's to
buy some bread.
2
Helena has never gone to/been in/been to Japan before so she's
very excited about the trip.
3
Alex has been in/gone to/been to Scotland for two months now and
he loves it.
4
Can you take the dog for a walk, please? He's been to/gone
to/been in the house all day.
5
George has been to/been in/ gone to the post office but he won't
be long. You can wait for him, if you like.
Articles
6 Fill in the where necessary. Did you
Know?
. Australia is . biggest continent in the world.
2
. Africa covers about one fifth of the total land surface of
Earth.
3
Great Wall of China is world's longest manmade structure which
stretches for more than              6.400 km.
4
pyramids are among .
Seven Wonders of Ancient World because they are geometrically
perfect.
5
Tower of               London was       Royal Residence until .
17th century.
6
Galileo built . . first telescope in ..... . 1609 in ......
Italy. He used it to study moon and Mars.
7
The part Of Thames running through Oxford is often called River
Isis.
8

saxophone is a musical
instrument invented by Adolphe Sax in early 1840s.
Fill in a, an or the where necessary.
Paella is I) .
typical rich rice dish from 2) Valencia. Valencia is located on 3) east
Mediterranean coast of 4) . Spain. Paella is 5) dish eaten on 6) ...... Sundays
when the whole family is together. 7) ...... name paella is the word for
'frying pan' in old Valencian. Paella is usually served with vegetables and
meat or seafood.
It was 8) ...... workers' meal, cooked over 9) . . open fire in 10) .
fields and eaten from the pan using wooden spoons. 11) poor
farmers of Valencia cooked rice with tomatoes, onions and snails. On
special occasions they would add rabbit or duck. 12) . rich would have chicken.
By the end of 13) ...... 19th century 'paella valenciana' had become widely
known.
Paella is still 14) popular dish today. Restaurants in Spain offer 15)
wide variety Of paella dishes. 16) traditional Paella Valenciana includes
chicken, duck, rabbit and snails. Paella Andalucia includes prawns, mussels,
clams, chicken or rabbit, a little pork and sometimes sausage. Paella Marinera
is another popular dish in 17) . south of Spain and is made with seafood.
So, if you ever go to 18)      Spanish restaurant that serves paella, try
it You'll just love it!
Quantifiers
Choose the correct item.
1     A:
Is this scarf expensive?
B:
No, not at all. It only costs a little/a few pounds.
2     A: Why do you need to change your
diet?
B: Because I eat very few/very little
vegetables and many/a lot of junk food.
3     A:
Do you want to have lunch with me?
B: Sure. I have a little/little free time
before my next class and I'd also like to ask you few/a few things.
4     A:
Have you come up with any ideas yet?
B: Yes, I've had a little/a few. We can
discuss them at the meeting later if you like.

1 Join the sentences
using the words in brackets. Use the Past Perfect or the Past Simple.
1      Jenny
cooked lunch. Then, she ironed the clothes. (after)
2      The
news started. John turned on the TV.
(already
when)
3      They
set the table. Then, the guests arrived.
(before)
4      The
kids went to bed. Then, Steve came home. (by the time)
5      Their
guests left. Then, they tidied the house.
(after)
6      Sam
waited. Joan finished speaking. (until)
Complete
the sentences with the verbs below. Use the Past Perfect.
• not
finish • find • not be • make
• lie • buy
1     Mrs
Edwards  biscuits by the time her children came home.
2     Dave
 a ticket before he went to the concert.
3     Helen
was very angry because Mark to her.
4     1         my
meal when Kate arrived.
5     It
was the first time we visited Russia. We . there before.
6     Tom
was happy because he    a new job.
Complete the
sentences with the verbs in the list. Use the Past Perfect Continuous.
• wait •
rain • work • travel • run
1     He
was very tired when he came back home last night.
 He hod been working all day/ since 9
0'clock.
2     She
was out of breath.
3

The ground was wet.
4     She
was very angry with Tom. 5 We were exhausted.
Use the Past
Perfect Continuous and the Past Simple to form complete sentences.

Did you Know?

1
  Leonardo da Vinci/invent and paint for the King of
  France/before/die in 1519
2
  Wilhelm Roentgen/experiment with electricity/when/discover
  x-rays
3
  Ancient Greek scientist Archimedes/work/ maths
  problem/when/discover solution in bath
4
  Before Russian chemist Dimitri Mendeleev/ become famous around
  the world/work as a university professor/some years
5
  Albert Einstein/go to school/Munich/three
  months/before/move/ltaly

Fill in the gaps with the
Past Perfect or the Past Perfect Continuous.
1      Paul
. (decide) that he was going to study
Astronomy before he even finished secondary school.
2      Before
he got a promotion he
(not/earn)
enough to live comfortably.
3      Tom
didn't come with us last night because he (arrange) to go out with his
colleagues after work.
4      Before
they invented washing machines, people . . (wash) their clothes by hand for
centuries.
5      Jill
..... .. ... (wait) for half an hour before the bus came.
6      (Professor
   Sterling/already/ announce) the names of the students who would be in his
research team when she entered the class?
7      They
 (live)
in Spain before they moved to London.
Complete the sentences by putting the
verbs in each group into the Past Simple, the Past Continuous or the Past
Perfect.
I make a Paul a phone call when I went into his office.
b     Paul
had some coffee first and then he . some phone calls.
c      Paul
twenty phone calls by the time he left the office for the day.
2     get
a As it dark, the boys decided to go home.
b     When
it ......... dark, all the lights in the park went on creating a beautiful
atmosphere.
c      By
the time the boys decided to return home, it so dark that they needed a torch
to find their way.
3     perform
a Dr Stephens an experiment while his students were watching him.
b     Dr
Stephens a lot of experiments before he made an important discovery. c Two
weeks ago Dr Stephens experiment with the help of some
university students.
4     fall
a The baby asleep, as soon as we put her in her bed.
b     As
the baby asleep, she was making some funny sounds.
c      The
baby asleep by the time he got home and he didn't want to wake her up.
5
read a Laura the report many times before she gave it to her boss. b While
Laura the report, her computer started making strange noises and stopped
working.
c Laura the report, switched off her computer and went home.
Put the
verbs in brackets into the Past Perfect or Past Simple.

John
  1) .         (wake up) with a strange feeling that morning because he 2) .
(see) something strange in his dream. He (not
  really/believe) in dreams but he couldn't stop thinking about the one he 4) .
  (just/have). He 5) . (dream) that he was in a foreign country and he was
  having a meeting with some people he  . (not/know).
After he 7) . (get) ready, he 8) . (leave) for his office
  and 9) . (start) doing his work as usual. A few hours later Mr Fulham, his
  boss, 10) . (ask) to see him. John was nervous. He Il) (think) that his boss
  would give him some bad news.
But
  he was completely wrong! Mr Fulham 12) .         (decide)
  to give John a promotion and he 13) .         (call)
  John into his office to give him the good news. He also told him that he was
  sending him to New York, where he could meet his colleagues from the central
  office.
John 14) . (never/feel) so happy in his
  life. He 15) .... (decide) that from then on he would start paying more
  attention to his dreams!

What had you already done by the
time you left for school last Monday? Write four sentences.
> I had already walked the dog.

Complete the text below
by putting the verbs in brackets in the active or the passive

Rewrite the sentences
by putting the verbs in the Passive Voice.
I The Mayor will open the new library
tomorrow.
2
Versarce created the costumes for the play.
3
Shakespeare wrote Hamlet.
4
They will arrange a meeting for next week. 5 No one has translated this
play yet. 6 In France they hold elections for President every five years.
7
Advertising influences a lot of people.
8
You should send this fax
right away.
9
They found him guilty of murder.
10    You
cannot take pets into the theatre.
 Rewrite the sentences in the Passive Voice.
L Use
the by + agent or with + instrument/ material/ ingredient.
1 He used a sharp pair of scissors to cut the material.
 The material was cut with o sharp pair
Of scissors. 2 She uses tomatoes, onion and garlic to make the sauce.
3      John
Adams will direct the new play.
4      Snow covered the ground.
5      Picasso
painted 'Guernica'.
Rewrite
the headlines as full sentences. Use     the passive.
Prime Minister to open new sports
centre next Monday
Famous top model taken to hospital
Asteroid
may hit Earth in 2014
Strong earthquake hits Philippines

Greece beats US
basketball team

voice.
Beauty
is only
Skin Deep
A lot of glossy magazines focus on
teenagers or young people. Through impressive advertisements and pictures of
perfect-looking stars, young people 1) ........ (encourage) to do whatever they
can to look like a Hollywood star. But real beauty 2) .
(not/find) in trendy
clothes and fashionable makeup. Anyone who 3) . (feel) comfortable with the way
they look, any teenager whose thoughts 4) (express) with confidence will tell
you that they feel beautiful. Of course, this doesn't mean that the way we look
should 5) (ignore). It simply means that we 6) (need) to take enough care of
our appearance so that we are confident with our image, but not to the point
that we 7) (drive) crazy when a spot 8) (appear) on our face. So, the next time
you are a little low on self-esteem, why don't you take a look at the photo of
a beautiful fashion model before it 9) (retouch)? Better yet, take a look at
the picture of a Hollywood beauty and fashion icon who 10) (photograph) early
in the morning and without make-up on!
5 Ask and answer,
as in the example.
1     who/
The Aviator/ direct? d  Who was 'The Aviator' directed by? It
was directed by Martin Scorsese.
2     when/Mona
Lisa/paint?
3     where/
The Parthenon/ locate?

4     who/
Harry Potter/write?
5     when/Cats/perform/in
Russia?

a Athens

d Martin Scorsese

b in 2005

e in the
  16th

c J.K.
Rowling            century Causative form Match the columns
and fill in the gaps with the 8
Write a correct sentence for
each picture, as in                     correct form of the verb in brackets.

the example.
Jules/paint/
picture
Jules is painting a picture.
Sandy/take/her
photograph
Kelly/test/her
eyes
Nigel/prune
/ tree

5

 Write sentences as in
the example.
I He didn't cut his hair himself. He had
it cut.
2      I
won't fix the car myself. I .. .... .. .
3      They
didn't repair the fence themselves. They
4      She
isn't making the dress herself. She.
5      They
aren't going to paint the house themselves. They .
6      They
don't develop their film themselves.

a

Yes. Dad
(it/repair) at the

Where's Sandra?

hardware store yesterday.

I see your TV is

b

You really should

working again

. (it/examine) by a doctor, you know.

Try these earrings

c

She                           (her

on.

nails/do) at the

I spilt wine on my

beauty salon at the

favourite suit.

moment.

d

I can't. I

I've had this pain

(never/my ears/

in my back for a

pierce).

few days now.

e

Don't worry. I

. (dry-clean) this afternoon.
Read the
situations, then rewrite the information using the causative form.
I Someone is going to clean our windows tomorrow.
What are we going to do? We are going to have our windows cleaned.
2      The
dentist pulled out one of Michael's teeth yesterday. What did Michael do?
3      The
garage serviced her car for her. What did she do?
4      Someone
is installing a burglar alarm in Sue's house. What is Sue doing?
5      They
can send the information to you by email. What can you do?
6      Eric's
wallet was stolen yesterday while he was doing the shopping. What happened to
him?

They .
Complete the conversation by putting
the verbs in brackets into the correct infinitive form or the
 Match the phrases to form complete
sentences.                                                 -ing form.

2

Choose the
  correct sentence.

5

A:

I
  tried (move) the table but it was too heavy for me.

      I'm
  sure George will not regret to adopt a giant panda.

B:

Let me .         (give) you a

documentary
on TV. Fancy . (watch) it?
I was
really looking forward
to (go) to the cinema, but I can (stay in)
if you like.
Can you
please stop .
(make) so
much noise? Sorry! I won't . . (do) this again.
Sorry to
keep you (wait) so long.
That's OK.
I didn't have anything special (do).
Do you
want me
(carry)
your bags for you?
No,
thanks. I can (manage).
             b I'm sure George will not regret adopting a
giant panda.                                   hand.
Have
you ever considered recycling?
             b Have you ever
considered to recycle?                                                  4 Use
the verbs from boxes A and B
to form sentences that are true      She appears to
have a very rewarding job.
             b She appears to
having a very rewarding job.                                            for
you.

•
want look forward to
• tike
• don't
  mind
•
decide
•
hate
•
can't help

•
would like

•
  travel work
•
  eat
•
  play
•
  laugh
•
  study
•
  join

The organisers of the event hope to raise
a lot of money for charity.
b The organisers of the event hope raising a lot of money
for charity.
We were glad to hear that no one was hurt
in the earthquake.
b We were glad hearing that no one was hurt in the earthquake.
Tony suggested to donate money to those
in need. b Tony suggested donating money to those in need.
They made him to return all the money he
had borrowed.           > I want to travel abroad.
b They
made him return all the money he had borrowed.

Put the verbs in brackets
into the correct infinitive form or the -ing form.
I a He didn't mean(be) rude. He was
joking.
b Dieting means . (be) very careful about which foods
you eat.
2    a I'm
sure I had my wallet with me because I remember (put) it in my bag before I
left home.
b     Did
you remember            (buy) some milk?
3    a She
went on ...e.... (type) reports until 5 pm.
b     After
she had completed her Italian course she went on (improve) her Spanish.
4    a Why don't you try . (plant) a few
flowers to make your garden look nicer?
b     I
tried. (open) the window but I couldn't.
5    a We
regret ..... ..... (tell) you that you have not been selected for the job.
b     Helen
regretted (tell) her best friend that she is a liar.
6    a They
had been driving for quite a while before they stopped (have) some coffee.
b     I've
been having trouble sleeping lately so I've stopped   . (have) coffee in the
afternoon.
7    a I hate  (bother)
you, but may I use your phone?
b     I
hate       (cause) you so much trouble.
8    a Tim
will never forget(meet) Jenny for the first time.
b     Gary
forgot . (buy) milk and there isn't any in the fridge.

Rewrite Bob's comments using used to or didn't use to, as
in the example.
What did you/didn't you use to do five years ago? Write six
sentences.
Liz changed jobs two weeks ago. She used to work in a shop, but now she
works in an office. At first, it was a little bit difficult, but she is slowly
getting used to it. Use the ideas below to talk about how she is getting along,
as in the example.
•  wear
formal clothes
•  get up
early
•  use a
computer
•  send
faxes  file papers
•  go on
business trips
•  arrange
appointments and meetings
•  take messages
•  A: She
wasn't used to wearing formal clothes, but she's getting used to it now.
B: She
still hasn't got used to getting up early.

was amazing.
Kim 3) to her that she was jealous. She also 4) that she had read about it and
she hoped that one day she would visit the festival, too.
b) Use the
information from the text to complete the conversation, using Direct Speech.
to Moscow because I

2) to attend the Moscow Winter
Festival. Tom 3) me that it 4) .......... amazing.
                         day 1 8)             the festival,
too.
3
Kate: I
can't wait to show you the
5
souvenirs
we bought for everyone.

6 Paul: I'm planning to go there again.
Mike: We
got lost as we were walking
7
through the
city centre.
Direct Speech — Reported
Speech
Rewrite the sentences in
Reported Speech.
I
"It's so cold today," Ann said.
2
"Helen didn't come to the party last night,"
Bob said.
3
"My mum isn't very
well," Mary said.
4
"I'll tell Sue I saw you," George said.
5
"l haven't talked to Jane recently, " Anna said.
6
"We're living in New York now," Steve said.
7
"I'll meet Jane
tomorrow, " Tony said.
8
"John has quit his job," Diana said.
9
"You can visit us any time," Jenny said.
10
"They are getting married next Sunday, " Sue said.
Il "l
didn't go to work yesterday," Luke said.
12     "We
played well but we lost the game," Tom said.
13     "I'm
flying to Madrid this Sunday," Paula said.
14     "I'll
be here next Monday," Charlie said.
15     "We
went to the cinema last Tuesday, " John

said.
4

 Olga said that she was enjoying her
seaside holiday very much.

Don't call people
  by their first name until they have asked you to do so.
Don't be late
  when you have arranged to meet someone.
Offer the people who have
  invited you to their home sweets or flowers.
Always offer an even number of flowers.
Don't talk about religion or politics.
Dress simply and with a touch of
  style.

You're visiting Italy for
the first time and your friend Paolo has given you some advice about customs
and habits in Italy. Report the advice.
> Paolo told me not to call people...
You are a travel agent. Report the Smith's questions.
1     "Are
there any local markets we can visit?" Mr Smith asked.
> Mr Smith asked if there were . . .
2     "How
often do the guided tours take place?" Mrs Smith asked.
3     "Which
are the most famous landmarks in the area?" Mrs Smith asked.
4     "Will
we have the chance to explore the countryside?" Mr Smith asked.
5     "Can
we book two tickets for the cruise?" Mrs Smith asked.

Look at the messages on Sam's answering machine. Report them to your partner.
8 Complete the sentences. Use Reported Speech.
I Our teacher asked us 2 My dad said .....
.
3     My uncle suggested .
4     Mum
told us ... . ... . . .
5     My
friend asked . . . . . ...
6     Our
teacher wanted to know .
7     Mum told Dad . . . . . . . . . .
8     The
headmaster asked us
9     Someone told me
10               I asked
my friend
Work in pairs. Your
partner makes true sentences about himself/herself. Report his/her
sentences to the class.

6
3     It's
necessary for students to finish the project by the end of the week.
a     Students
can finish the project by the end of the week.

Complete
the list of school rules, using must, mustn't or (don't) have to.

Choose
the correct alternative for each sentence.
I It's a good idea to get a good night's sleep before an exam.
a You must
get a good night's sleep before an exam. b You should get a good night's sleep
before an exam.
2 Use of mobile phones in the classroom is forbidden.
a     You
mustn't use your mobile phone in the classroom.
b    You don't
have to use your mobile phone in the classroom.
b     Students
have to finish the project by the end of the week.
4     It's
possible that our Physics teacher will be away tomorrow.
a     Our
Physics teacher must be away tomorrow. b Our Physics teacher may be
away tomorrow.
5     The school rules state that students
are obliged to bring a doctor's note when they are ill.
a     Students
must bring a doctor's note when they are ill.
b     Students
should bring a doctor's note when they are ill.
6     It
isn't necessary for you to join your school's swimming team.
a     You
don't have to join your school's swimming team.
b     You
mustn't join your school's swimming team.
Complete
the exchanges, using can, can't, must, have to, might, should, needn't and the
verb in brackets in the appropriate form.
1     A:
I'm freezing!
       B: You                    .
(bring) a warm jacket with

2     A: Would you like to come shopping
with me?
B: I'd love to, but I (finish) my history project.
3     A:
Have you seen Jane?
B: Not really. She (be) in her room doing her homework but I'm not
sure. 4 A: I thought I saw Sam two days ago. B: You (see) him. He's been away
on holiday for over a month.
5      A:
It hurts so much.
       B: You               .
(break) your arm.
6      A:
I was really bored last night.
B: You . (come) to the theatre with us. We enjoyed it a lot.
7      A:
You (not/buy) me a present. B: I hope you will like it.

Choose the correct

answer.

Use the ideas to make full sentences about the following situations. Make
sure you use the correct form of the infinitive.
a they • must take • a test
They must be taking a test. b they • can't finish •
yet c teacher • might allow them
•
leave • earlier

a
b c

she • can work • faster • using a laptop
  she • might do • research she • must be • home

0)
3
a
they • must have
• a computer
b       they
• ought to follow
• teacher's instructions
C teacher • might ask
them
•
do a project
4
a her parents • must be
•
proud of her b they • may already buy her
•
special gift c she • might have • a graduation party • tonight
Use the ideas and make up sentences about teachers and students.
•
arrive in class on time must/mustn't
•
do their homework

have
  to/don't have to

should/shouldn't
ought to/ought not to

•
have teaching
experience
•
always be
prepared for class
•
treat their
teacher and other schoolmates with respect
•
be kind to
students
•
attend class
every day
•
care about
children
•
contact with
children's parents
•
remain quiet in
class
•
explain things
that students may not have
I Can I help you choose Tim's birthday present?
A      That
would be great.
B      Not at all.
3
May I ask you another
question?
A      Of
course.
B      No,
you may not.
4
Will you post this letter for me?
A      Yes,
I may. B Certainly.
5
Shall we try the Italian restaurant tonight?
A      Sure! Why not?
B      Sorry,
we won't.
6
Can I go and play in the park now, please?
A      No,
you won't.
B      Yes,
if you like.
7
We could go out for a meal later.
A      No,
we might not.
B      That's
a nice idea.
Write sentences for each sign. Use the verbs: drive, stop,
smoke, swim, enter, recycle, park, go this way, drive slowly
4
                                 2                          3
NO
    SMOKING                                                      CLOSE                10
                                      RANCE                          9
6
5                                                     SPEED
LIMIT
                             7                  8
I You mustn't smoke.
Talk about the things you have to/don't have to,
must/mustn't do at home.

understood
• participate in class discussions

> I must keep my room clean.
Match
the parts of the sentences, then identify the type of conditional that is used
in each sentence.
We
can't go to the gallery
Tony might have fixed
your computer
When it's cold,
If we
don't do our homework,
We
wouldn't have lost
If they hadn't left late,
I can't help you
He can
borrow my MP3 player
 IC— 1st type.
2 Complete
the sentences, using if or unless.
I We can't
play golf ... .. .. . it stops raining.
2
. they beat this team, they will win the tournament.
3
You can't go skydiving
4
..... ... it rains, the match will be cancelled.
5
We can go to the football game . it's on Friday because I
have a tennis lesson.
6
you're over 18, you can't enter the competition.
Match the items in column A with those in
column B in order to make correct type 0 conditional sentences, as in the
example.
Write
a sentence about each of the situations below using the ideas and the
second conditional, as in the example.  have a laptop/work
away from the office
Complete
the sentences. Then discuss in pairs.
1     If
I found a wallet in the street,
2     If
I met a celebrity,

get the
  bus home, ........ .
4
  If I were on holiday and lost my passport, .
5
  If I had only one wish, .        6
  If I were the President of my country, .
 A: What would you
  do if you found a wallet in the street?
B: I'd take it to the police station.
  What would you do?

3     If I didn't have enough money to

6 Rewrite the sentences using conditionals type 3.
I He wasn't hungry, so he didn't eat dinner.
If he
had been hungry, he would have eaten dinner.
2
I didn't see Ann, so I didn't tell her about the party.
3
He was very tired last night so he stayed in.
4
She missed the bus because she left home late.
5
They got wet because they didn't take an umbrella.
6
We didn't take any photographs because we had left the camera at home.
7
She went to the party and met a lot of new people.
8
The weather was great so we went to the beach.
Complete the sentences by putting the verb in brackets in the correct
form.
              If
he had taken a map with him, he             (not/get) lost.
2
What would you do if you .    (be) locked out of your house?
3
If the rival team .        . (score) this point, they will win.
4
If you take up jogging, you . . (become) fitter. (play) better, we could
have won the championship.
6
He wouldn't have accidents so often if he . . (drive) more
carefully.
7
Unless you (bring) the right equipment, you can't go rock
climbing.
8
. (buy) me a
magazine if you go to the newsagent's?
9
If a player           (be) injured during a match, he goes off
the pitch.
10
If you run fast,
you ..... ... (win) the race.
Complete the sentences.
1
If I didn't have a headache, .
2
If my parents had more free time, ........ .
3
If I travelled abroad, .
4
If I were you, .
5
Unless I study harder, ..
6
My friend agrees, .
7
If we had played better, .
8
If my parents had enough money,
9
Unless we have a ticket, . 10 If I get up early, .
Look at the advertisement and the letter and then fill in the
blanks with the verbs in brackets using the correct
Conditional.
Adventure
Holidays
• try something different every day
• feel the excitement of adventure
sports
• variety of water sports available
• equipment available for hire
• experienced instructors
call us at
0597525252
Dear Carl,
I saw this ad in the paper and I thought
 that if adventure you still T)
holiday, .    (want) you 2)to go
on an
(be) interested in taking a look at it. You
3) . (do) lots of exciting things you there, 5)if gou 4)(want) to (decide) try
newto go. If
activities you 6) . (use) the equipment and instructors that
are available.
Mg friend Sam told me that he had booked a holiday with
Sunfun last year and he was very happy. He said that he (stag) longer if he 8)
his (have) number more so
time. you 1 can 9) .ask him (give) a fewyou
things, . if gou (be) 10)gou 1 12)(like), but (call)if I 11)
the travel agency for more information.
Let me know what gou decide!
Best wishes,
Dan

1                                         Module
2

Read the title and the first verse in
  the song. What is the song about? Listen,

1

read and check.
Somethino' about vou!Q_
see you every morning You always look so
nice
But how can I approach you? How can I
break the ice?
There'sjust something about you You stand out in a crowd
One day I'll have the confidence To soy these words out loud
I want to get to know you
But every time I try My confidence
escapes me
I always fee so shy
I want to ask you something
But I don't know what to say
My palms sweat and I turn red
I have to look away
How does the singer feel towards the person 2 the song is about?

THINK!

How can someone overcome his/her shyness?
Discuss in pairs.
(I) Look at
the title and the key phrases. What is the song about? Read, listen and check.
•
play their part • in need • make a difference good deed • spare
time • find a way
•
seem fair • give
away • feed the poor
Change The World Today
Everyone can play their part
To
help all those in need
You
can make a difference
With just a small good deed
You
might not have much money
Or much spare time to give
But you can still help others
You
can change the way they live
Give something to charity
You
can find a way
You
can help so easily
Change the world today
We have far more than we need Which
doesn't quite seem fair
You
have books that you don't read
And clothes you never wear
Someone
else could use the things
You
don't need anymore
Little
things you give away
Can help to feed the poor
What does the song suggest we do to change the world?

THINK!

If you could change one thing in the
world, what would it be? Discuss, giving reasons.
SSI
3
 Read the title of the song. Think of two reasons why life is a miracle.
Listen and read.
Are any of your reasons mentioned in the song?
Life is a
From
children through to adulthood
We change at every turn
As life brings opportunities And lessons we can learn
Life truly is a miracle
We're changing day to day
Our looks, our personalities
The things we do and say
We change
the way we speak and act
The way we think and feel
As we move
through life's q,'cle
On that ever-spinning wheel
We have a
fresh start every day
The world is bright and
new
So many possibilities
There's nothing we can't do
2 Why is life like a miracle for the
singer?

THINK!

What makes life worth living? Discuss, giving reasons.
SS2
4
Read the title and the chorus of the song. What is the
song about? Listen, read and check.
WHO
YOU ARE
It's easy, when you're in your teens To look at glossy magazines
And feel there's something wrong with you Why don't you look
like models do?
Don't get stressed, don't get obsessed
Forget your looks, you know it's best What matters more is who you are
Just be
yourself, 'cause you're a star
The mirror shows the
outer you
And what's inside is good
and true
Don't change your looks,
don't run and hide
Your
beauty comes from the inside
Just hang on to your self-esteem The perfect body is a dream
So put aside your vanity And just enjoy reality
What
matters more according to the song, character or appearance? Give reasons.

THINK!

What makes one person more attractive than another
according to you? Discuss, giving reasons.
5

                 The                   bad, but don't
    feel down
Put on your smile, forget your
    frown
Through wind and hail, through
    any storm
I'll try to keep
    you dry and warm
Rain or shine, I'm here for you
There's nothing that I wouldn't
    do
The weather changes every day
But I'm your friend; I'm here to
    stay
When snow is falling heavily
You know you've got a friend in
    me
The wind may blow, the rain my
    fall
But I will be here through it all

1      In a minute
write as many words as possible related to weather. Listen and read the song.
Which of the words in your list are mentioned in the song?
How
does the singer compare herself to weather?

THINK!

What qualities do you think are important in a friend? Discuss, giving
reasons.

6
1 Read the title of the song and the key phrases. What is
the song about? Read, listen and check.
• escape • take our time •
travel in style
• landscapes • adventures • explore
• learn their ways • perfect
evenings
• magical days
The World
Is our Oyster
Let's go on a journey, escape for a while
We'll just take our time and we'll travel in style
We'll see distant landscapes, we'll try out new things And see what
adventures our holiday brings
The world is our oyster,
that's what people say
We can go anywhere, let's leave today
We'll visit
the places weA'e seen on TV The whole world is waiting, there's so much to see
So many new places for us to explore
Places that we've never heard of before

We'll live like the natives, we'll learn all their ways We'll have perfect
evenings and magical days
2
What does travel mean to the singer?

so

THINK!

Would you rather travel within your country or visit
another country? Discuss, giving reasons.
7
Read the title. How are these words
related to it? Listen and read to find out.
•     chat • brand new • wireless • be
online
•     download • gadgets • entertained
eømø
ECH
It doesn't
matter where I go I never feel alone
I can chat or send a text
On mg brand new mobile phone
I take mg laptop
everywhere
I use it all the time
And thanks to wireless Internet
I can alwags be online
Mg friends
sag I'm a tech addict But even if they're right Technologg's the future Rnd the
future's looking bright
I love the
latest music But I never bug CDs
It makes more sense to go
online
And download MP3s
Mg iPod and mg games
console
Are things I'd hate to lose
Mg gadgets keep me entertained Ang time I choose
Why do people call the singer a tech addict?
L Which of the gadgets mentioned in the text do you use? What for?
 Does
having a computer make life more or less complicated? Discuss, give reasons.
SS4
8
In a minute write down as many sports as you can think of. Read and
listen to the song. Which of the sports in your list are mentioned in the song?
Which of them can you see in the pictures?
Give me a racquet, a bat or a ball
I love sports, I can do them all I've tried ice hockey and
rugby. too
Different sports are fun to do
Try something different, do something great o Feel the
excitement and don't hesitate
Get the ball rolling, you'll feel so free o Be a sports
champion, just like me
Put on a swim suit,
we'll swim in the sea Put on some boots and play football with me Put on some
ice skates, we'll skate on the ice Just join in the action, and don't think
twice
2 How does
the singer feel about sports?
 What
sport do you think is the most dangerous? Discuss, give reasons.

Letter from the Editors
Welcome to Spotlight on
  Russia! Hi there!
We are Peter and Jane and we would like to welcome you to this edition
  of Spotlight on Russia. We are both Year 10 students from Ridgeway Secondary
  School in Liverpool, England. As part of our student exchange programme we
  have the chance to live and study in Russia for a year and we are looking
  forward to having a lot of fun and learning all about Russian life and
  culture.
We are very happy to have been asked to be the guest editors on the
  Spotlight on Russia magazine and we are very excited about sharing all our
  experiences of Russia with you. We hope to learn a lot about the Russian
  people as well as Russian art, social issues, history, education and
  free-time activities and much more. We hope you will tell us all about the
  different aspects of life in your wonderful country.
All suggestions about what to see and where to go will be gratefully
  received so send us your ideas! You can contact us by email at
  peterandjane@spotlightonrussia.ru — we can't wait to hear from you!
We hope you enjoy this issue.

Contents

1 Socialising
Social etiquette 2 Food & Shopping
Russian cuisine
3 Great Minds
Pioneers
of space 4 Special Interests
National
costumes
5
Natural World
Lily-of-the-valley
6
Cultural Exchange
Kizhi
7
Education
The
Russian education system
8
Pastimes     10
The
Festival of the North
What advice would you give
to a foreigner visiting Russia for the first time?

Spotlight on Russia looks at
social etiquette in Russia
When
Visiting
Someone's Home
If you are invited to someone's house for dinner or for a visit,
you should remember to take a gift with you. This can be a cake, a box of
chocolates or sweets, a bunch of flowers or a bottle of wine. If there is a
small child in the family, you should also buy him or her a small gift. If you
decide to take flowers, give an uneven number.
You should dress casually for dinner in someone's home. When you
arrive at the house, you will be asked to remove your shoes and put on a pair
of house slippers called tapki.
Whenever
you go to someone's house it's polite to compliment the host. In Russia,
though, try not to compliment anything specific because the host may want to
give it to you. Also make sure that you don't cross your legs so that the sole
of your foot is showing or put your feet on the furniture. This is very bad
manners and will offend people.
When it comes to food and drink, you should never refuse
anything that is offered, this is also very bad manners. Finally don't forget
to thank your host.
When Travelling
On public
transport, as in most countries, it is polite to give your seat to someone who
needs it more than you such as mothers with children or elderly people. Also,
make sure your feet remain on the ground and don't show the soles of your feet to
anyone or put your feet on the seats. Eating on public transport is bad
manners.
The usual way for men to greet each
other on the street is to shake hands. First, though, they will take off their
gloves. It is very bad manners for men to shake hands while wearing gloves no
matter how cold it is.
If
you are a male travelling with a female you should carry her bags and open
doors for her. You should also leave a vehicle first so you can offer your hand
to help her get out.

hat sort of
food do
Russians eat in
general?
Russian people generally eat a rich
and varied diet. However, they do eat a lot of dairy products.
Some of these include a thick sour cream called smetana, a powdered cream
cheese called tvorog and a yoghurt-like drink called kefir. What sort of food
do you serve in your restaurant?
We serve a wide variety
of traditional Russian dishes. There's draniki which are potato pancakes, salo
which is tender pork fat, pelmeni which is pasta stuffed with pork and onions
and shashlyks which is
Iamb kebabs, to name just a few.
Can you describe a typical meal? Certainly. Typically you
have hot and cold appetisers to start, then a soup course, followed by the main
course, and then a dessert. What sort of dishes are popular appetisers?

DISCUSS

How often do you eat out?
What other Russian dishes do you
  know?
• Do you have any traditional family recipes? How old is
  the tradition and what is/are the dishes?

What is your favourite national
  dish? Can you cook it? Tell your partner how.
Write a menu using the dishes mentioned in the interview for a welcome
  dinner for a foreign friend.

Well, appetisers are usually fish or meat dishes. Popular fish dishes
are salmon, red herring and smoked sturgeon. Of the meat appetisers, buzhenina
is popular which is lean boiled pork with spices as well as jellied tongue
served with horseradish sauce.
What about the soups? I've heard of borShch, what other kinds
are there?
Yes, borshch is made from beets and cabbage and is very
popular. Then there's solyanka which can be made from meat or fish or
mushrooms. Both are served with sour cream. Eating soup is a wellknown Russian
tradition because Of long, cold winters. Russian soups are very warming and
nourishing.
What are some or your speciality main courses? That's a
difficult question because we have a big menu of lots of speciality dishes
because Russians like to have a wide range of traditional dishes to choose
from, but I have to say golubt.y, grilled piglet, beef stroganoff and roast
partridge are my customers' favourites. Golubtsy is minced Iamb, pork and rice
wrapped in cabbage and topped with a cream sauce — delicious!
sort of desserts do you have on the menu?
Baked apple is a popular dessert as is fruit and berry
kisel which is a sort of sour fruit jelly. Of course, we always have a wide
selection of freshly b pies, too.
Thanks for
talking to us. Now I can't wait to try all the delicious dishes you mentioned.

Great Minds

Russians
  have been exploring space since the 1950s and achieved a number of historic
  breakthroughs, but it all started much earlier.
  Three men in particular stand out as space exploration heroes.
Spotlight on Russia
  learns about the pioneers who led the way to space
Konstantin Tsiolkovsky
  (1857-1935)
Tsiolkovsky was known as the father
  of human space flight. He was a rocket scientist, an inventor and a pioneer
  in space research. His work contained the designs for rockets with thrusters,
  airlocks, multi-stage boosters, satellites, space suits and even a system for
  providing food and air to a space colony. He was a man light years ahead of
  his time and it is thanks to him that Russia was the first nation to cross
  the final frontier.
Sergei Korolyov
  (1906-1966)
He was a scientist and
  the rocket engineer that put the first satellite,
Sputnik 1, into space in 1957. He
  was also the person responsible for Sputnik 2, putting the dog Iaika into
  space and landing the first probe, Luna 2, on the moon. Most of all, he was
  the person in charge of the Vostok and Voskhod space programmes which
  successfully put the first man in space in 1961, allowed the first space walk
  and led the way for all manned space flights after that. Korolyov was a
  legend in his own time and in ours.
Yuri
  Gagarin (1934-1968)
He was the first human to go into space and the
  first man to orbit the Earth on 12th April 1961 in Vostok I. The cosmonaut's
  first and only space flight lasted 108 minutes but will be remembered
  forever. He became an ambassador for Russia travelling the world and telling
  people of Russian achievements in space.

DISCUSS
•
Would
you like to go into space? Why (not)?
•
What
do you think about space tourism?
•
What
fields of science should a person study to become a scientist? a cosmonaut?
Choose one of the people in the text
and tell your partner about his achievements. Expand this biography to include
more details.
5

One of the best ways you
can express your personality is through clothes. Recently, young Russians have
become interested in studying national costumes.
Spotlight on Russia visits a Moscow
Interests school where national
costume is a very popular subject
A lot of the girls here are part of the fashion theatre 'Grace'. It is
the girls' favourite school club. They come here after classes to learn about
designing clothes and dressmaking. They start with the design and end with a
fashion show of the finished dresses. Its hard to believe that the masterpieces
presented in the shows have been created by schoolgirls.
National costumes have been the focus of attention in recent
years not only for practical work but also for school project work. National
costumes, like all clothes, have to protect the wearer from environmental
conditions and should look nice. However, all costumes also have a social
function. They show people the wearer's role in society, their rank or social
status as well as other details such as age or marital status.
Not all of the original meanings of separate details and
elements of the costume are known today.
One project about Russian national costumes completed by students at the
school was called The traditions of ethnic motives in Russian national
costumes'. It included several women's costumes from different social layers.
The presentation displayed the colourful costumes and also demonstrated
traditional Russian musical instruments like the balalaika
Through school projects like this many of our students have
the chance to see that national costume is not only one of the most precious
monuments of folk art and social history, but also one of the richest resources
for studying ethnicity and its links with nationality.

DISCUSS

Do you find national costumes interesting? Why (not)?
• Have
    you ever worn a national costume?
Where could you wear a national costume? How do you think you would
    feel?

Do some research on the national costume for a man or a
    woman from your region and find or sketch a picture. Send it to us and
    explain as many of the different elements as you can.

It's pretty, it has a beautiful fragrance and it has
healing properties.
Spotlight on Russia finds out about the
Lily-of-the-Valley
There are a
number of beautiful plants and flowers that are native to Russia. One of the
prettiest is the lilyof-the-valley. You can find it not in valleys but in
shaded garden areas as well as in wooded areas.
The plants often grow close together to make large dense
patches.

World

It has two broad glossy leaves at the base of the plant. It
also has fragrant little white, bell-shaped flowers on a leafless stalk that
hang downwards. The petals on the flowers curl backwards. In the autumn, it
produces shiny red berries.
The
lily-of-the-valley is a wildflower and a herb and is used in herbal medicine.
The stem with the flowers is the most active part. It is collected and dried
and used as a remedy for a number of different conditions mostly relating to
the heart and kidneys.
It is also a
well-known cure for headaches and it is sometimes used as a painkiller.
Traditionally, Russian peasants have long used the lily-of-the-valley to treat
heart conditions. People also used to pick them to decorate their homes or to
give to someone as a gift. These days people really care about this charming
symbol of the Russian woods and are happy to admire it in its natural
surroundings.
Go on a nature walk in
your local park or woodland and make a note of the plants
DISCUSS
you see. Did you see lily-of-the-valley?
• Do you know any other traditional herbal medicines?
Kizhi is the remains of an
ancient Russian settlement from the 16th century. It is on an island
in the northern part of Onezhskoye Lake in Karelia. It is a famous tourist
attraction because of the beautiful wooden churches and buildings that you can
still see there.

The buildings are impressive in
size, design and the fact that they were made without the use of a single nail
or metal pin. Each piece of wood fits perfectly into the next to form these
beautiful architectural masterpieces. The most impressive building is the
Transfiguration
Church which
has 22 domes. It dates from
1714. Then, there is the
Intercession Church which has nine domes and was built in 1764. Finally, there
is a beautiful wooden bell tower that dates from 1874.
The Soviet government made the site
into a museum of wooden architecture in 1960. They moved other beautiful
ancient wooden buildings from other parts of Russia here so they could all be
in one place together. One of these was the 14th century church of Saint
Lazarus from Muromsky Monastery. It is the oldest wooden church in Russia.
Thanks to them and to the World Heritage Organisation these beautiful wooden
buildings will be preserved for future generations.
There are also a collection of wooden peasants' houses, mills, forges and
stables at Kizhi. They each have a display of the tools and household objects
that people would have used in the past on display. They allow visitors to get
a real taste of life in the past. They offer a glimpse into the past and show
that craftsmanship has always been a big part of Russian culture.

DISCUSS

•
    Have you ever
    visited Kizhi? Do you think sites like this are important? Why (not)?
•
    What do you
    think Kizhi can teach people today about life in the past?

Spotlight on Russia looks at the

Russian education system
In Russia children go to
school at the age Of six or seven. They spend four years at primary school,
five years at secondary school and two years at senior school.
School normally starts at
8:30 am and finishes at 3 pm though this may vary slightly from school to
school. Young students have 3-4 lessons a day and older students have up to 7
lessons a day. This means that the school week can be either 5 or 6 days long.
In large cities where there are a lot of students attending the same school,
there are sometimes separate morning and afternoon sessions. There are usually
around 20-30 students in a class.

There is a wide range of school
subjects for students aged 12-17. These include Russian, Literature, Maths
(including Algebra and Geometry) History, Social Science, Biology, Geography,
Physics, ICT, Chemistry and

DISCUSS

Do you know how the Russian education system differs from any foreign
  ones? What do you think are the strong and weak points of the Russian
  education system?
What are you
  proud of in your school? What's your favourite place in school? Why?

others.
English is the main and most popular foreign language although students can
also learn Spanish, German or French. Almost all classes involve the use of
computers and media technology. Some schools may specialise in certain
subjects, Maths and Science, for example. There are also vocational schools
that train students in a specialised profession, such as music or dance,
alongside their usual lessons.
The school
year is usually divided into four terms with three breaks. School starts on 1st
September and finishes on 31st May. The summer holiday starts on 1st June and
lasts for three months but Year 9 and Year 11 students take their exams in
June. The Russian National Exam is an innovation as a final exam for
school-leavers. It's a national test combining school-leaving exams and
entrance exams to universities.

Ask your parents about the national
  school system in their time. What has changed in Russian schools? Write to us
  and say what you think about the changes.

/Èp
9

     Pastimes

Summer may be coming but in Russia winter sports are very popular and
  there are lots of competitions and events to watch or take part in all over
  the Russian Federation.

Spotlight on Russia takes a look at the Festival of
  the North

he
Festival of the North is an annual sports and cultural event in March and
April. It takes place in the town and the surrounding region of Murmansk in the
Arctic Circle in northern Russia and includes about 20 different winter sports.

The festival is held to celebrate the
coming of spring. In this region in the winter there is a time when the sun
doesn't shine at all. This is called Polar Night and for two months there is
total darkness. With this in mind it's no surprise that spring is celebrated
with a big festival of sports and feasting, singing and dancing over a period
of ten days.
It was first held in 1934
and more events have been added over the years including a 50 km skiing
marathon. About 1200 people compete in this each year. Other events include an
icehockey tournament, reindeer racing, cross country skiing and downhill skiing.
There is even an underwater swimming competition in the freezing cold waters of
Lake Semyonovskoye.
Athletes from
all over the world come to the festival to compete. The Russian cross-country
skiing team always takes part. Sports fans can watch all the outdoor events for
free.

300 rubles to take
part in the skiing marathon. It's very cold and very far but well worth it if
you ever get a chance to go.
r
paMMaTHqecKHÞt CllPaBOLlHHK

MOAYJ1b
1

Present Simple — HacT0Bl-uee npocToe
BpeMfi
OopM006paaogaHHe: V/Vs B 3-M                    eAHHCTseHHOrO
gvtcna.

YTBEPAHTEJ1bHAfi
OOPMA

I/you/he/she/it/we/you/they work.

I/you/we/they
    don't work

He/she/it
    doesn't work

BOTIPOChTEJlbHAfi OOPMA

KPATKME
OTBETbl

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

Yes,
    I/you/we/they do.
No, I/you/we/they
    don't. Yes, he/she/it does.
No, he/she/it doesn't.

npaaonHcaHHe
4)OPMbl 3-ro ngua eAHHCTBeHHOrO
HHcna
B Present
Simple:
     K 6011b1MHHCTBY rnaronog 3-ro
eAHHCTBeHHOrO gv•tcna A06asngeTCR -S. I walk — he walks
     K rnaronaM, OKaHqhBa01UHMCB Ha -SS,
-sh, -ch, -x -o, nphóagnqercq -es.
I pass— he passes, I push — he pushes, I watch — he watches, I fix — he
fixes, I do — he does.
y rnaronoa, OKaHquaaiOLUhXC•n Ha  + y, -y onycKaercB H
A06aBJIÆTCA -ies. I study — he studies
HO:
K rnaronaM, OKaHHHBaiOU4HMCfi HaY, nph6aBnsercq -S. I say — he says
Y norpe6neHHe
Present Simple ynorpe6nnercq, Koraa
pegb HAeT o:  noßceðHe8Hb1X u peegnnpHb/X ðeúcmgugx.
They start work at 9:00 am. He walks his dog every evening.  f7PU3bNROX.
She likes milk for breakfast.
      pacnucaHugx /npoepa,waax (3 gucne
33HageHuu gannaHup030HHoeo 6yðyageeo).
The train leaves at 9.
The museums open at 10:00 am. cocm
ORHURX.
He lives in
Moscow.
      nocneð03ameWbHblx
ðeücm3uyx 3 Hacmoguem.
He takes a shower, has breakfast and goes to school.
Yxaaareng BpeMeHH (CHrHanbt),
ynorpe6ngeMbte C
Present
Simple: every day/ month/ hour/summer/ morning/ evening etc, usually, often,
sometimes, always etc, on Sundays/ Tuesdays etc.

Adverbs of frequency —
HapeqHR qaCTOTHOCTH

Hapeqgq
qaCTOTHOCTH BbjpaxaK)T KaK yacro HTO-J1h60 np0HCXOAHT.
always
(100%), usually (75%), often (50%), sometimes (25%), never (0%)
Ynorpe6neHHe
HapeqHR
qaCTOTHOCTH yr10Tpe6nROTCB nepen CMbIcnoBblM rnaronoM, HO
nocne rnarona to be H nocne Bcno-
MOrareJ1bHb1X
rnaronoa.
They usually travel
abroad in summer.
Alex is rarely at the office on Saturdays. She has never been
to an art gallery.

Present Continuous — HacToqu.4ee
npoaonxeHHoe BpeMR

QopM006pa30BaHHe•. rnaron "to
be" B Present Simple
(am / is/ are) + OCHOBHaq
cþ0PMa rnarona + OKOHqaHHe -ing.

YTBEPAHTEJ1bHA9 OOPMA

OTPhUATEflbHA9 OOPMA

I'm
You're
  He's
She's
It's
You're
They're

playing

I'm not playing
You aren't
  playing
Sheisn't playing
It
We
Youaren't playing
They

Am
Are
Is
Are

you he she
it

you they

playing? playing
playing.
playing?

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

npagonHcaHHe
    Y rnaronoB, OKaHt4HBa'OU4HXC5 Ha -e,
-e onyctcaercs A06aBngeTC9 -ing.
share — sharing, explore — exploring
    Y rnaronog, OKa.HqHaa1014Hxcq Ha
rnacHYi0 +
cornacHaq c yaapeHþteM Ha 3TOM
cnore, cornacHaq YABaHBaeTCfi h nph6agnqeTca -ing. put — putting, begin — beginning

HO: open —
opening
GRI

rpaMMaTHqeCKHŽ cnpaB0NHHK

Ynorpe6neHHe
Present Continuous ynorpe6nqeTCR, Koraa peqb HAeT o:  aeŽCTBHfiX,
nPOHCXOAR14HX ceñqac, B MOMeHT pegm He is talking on the phone right
now.
BPeMeHHb1X CHTyauHAX.
I'm
preparing for my exams this month.
They are redecorating their house this week.
MeHAi01.4HXCR H
Pa3BHBaEOU.1HXCfi CHTyaUHfiX.
Her
Spanish is improving.
      3annaHHpoaaHHb1X AežCTBH9X B
6YAYtueM, OC06eHHO, Koraa HageCTHO apetqq H MeCTO AehCTBHB.
He is taking his cat to the vet tomorrow.

C raKHMH
HapeqHRMH, always, constantly, continually, BblPayeHHfi 3MouH0HanbHoro coCTOAHHR (qacro pa3ApaxeHHR) no noB0AY
gacro nogropgouagxcq aeñCTBHŽ.
He's always calling us late at night.
npHMeqaHHe:
Cneayouaue rnaronbl He HMetOT cþ0PMbl Present Continuous:
have possess), like, love, hate, want, know, remember, forget, understand,
think, believe, cost.
Do you understand what he's talking about?
YKa3arenH BPeMeHH (CHrHanbl),
ynorpe6nqeMbte c Present Continuous: now, at the moment, at present, nowadays, these days, today,
tomorrow, next month.

Present Simple & Present Continuous — HacT0fituee
npocToe BpeMfi H HacT0fiLuee npoaonxeHHoe BpeMfi

      Present
Simple ynorpe6nqercR, Koraa pegs HAeT o nPHBblYHblX COCTORHHAX. Maria lives in
Milan. HO:
BPeMeHHblX cmyauuñ
ynorpe6nserca Present Continuous. She's working as a waitress this summer.  Present Simple ynoTpe6nsercR, Koraa
pegb HAeT o noerop9E0L4Hxcs aeÜCTBHAX.
Tom catches the train to work every morning.
HO:
anq aeÖICT8HVf, nPOHCXOA914HX B HaCTORU4Hh nepH0A BPeMeHH
ynoTpe6ngercq Present Continuous.
Tom is riding a bike to work these days.
      Present
Continuous ynorpe6ngeTcg, Koraa pegb
HAeT O aannaHHPOBaHHOM aeÿCTBHH B 6YAYL4eM We are leaving to St
Petersburg on Monday.
HO:
xoraa pegb
HAeT O TpaHcnopre B 3HageHHH 3annaHHpoaaHHoro 6yaytuero, ynorpe6nqercs Present
Simple.
The train leaves at 9.

Stative Verbs — rnaroflbl COCTORHHB

B at•TJIHžCKOM 93blKe eCTb
rnaronbl, KOTOPb1e 0603HagaK)T COCTOBHHe, a He AeäCTBHe npeAMera/JIHua.
3TH rnar0T1bl
He
ynorpeóngsorcs B Present Continuous. CpeAh HHx:  rnaronbl qyBCTBeHHOro BocnPH9THR
(appear, feel, hear, look, see, smell, sound, taste). He looks upset.
rnaronbl,
OTIHCbtsa'014H•e Mb1CJIHTeT1bHY'O aeqreJ1bHOCTb (believe, forget, know,
realise, remember, understand).
He doesn't know the answer to this question.  rnaronbt,  HYBCTBa
H 3MOUHH (desire, detest, enjoy, hate, like, love, prefer, want).
Mr Smith
wants to talk to you.
 HeKOTOPbte apyrvte rnaronbt (be, belong,
contain, cost, fit, have, include, keep, matter, need, owe, own, weigh, wish).
I need to use your
phone right now. HeK0Topbte g.t3 3THX rnaronog MoryT yt10Tpe611BTbcg B Present
Continuous, HO C "HblM 3HaqeHheM.

PRESENT
  SIMPLE

PRESENT CONTINUOUS

I think he's
  nice. (= aytqarb, nonaraTb)

I am thinking
  of getting a cat. (= 06AYMblBaTb, 06CYHAaTb)

Tom has a motorbike.
(z HMeTb, BJ1aAeTb)

We're having fun at the party. xopowo rtPOBOAHTb BPeMR) Sue is having
  some tea now. (= nHTb)
He is having a shower.
(z 'IPHHHMaTb AYLLI)

You can see the beach from my house.
BHAeTb)

She's seeing her grandparents
  tonight. acrpeqaTb(cq)

This soup tastes spicy.
(= 6b1Tb Ha BKYC)

Bob is tasting his tea to see if it's sweet enough. (z
  npoóogaTb Ha BKYC)

This cheese smells strange.
  HMeTb aanax, naxHYTb)

Kendra is smelling
  the flowers. 'OOXaTb, BAblXaTb apoMaT)

She appears to be having a great time. KaaaTbcq,
  npeacraenqTbcg )

Shakira is appearing in London this week.
BblcTynaTb, nogBJ1fiTbC9)

These shoes don't fit me. He no pa3Mepy)

They are
  fitting an airconditioner in their house. YCTaHaB11HBaTb)

npHMeyaHHe:
rnaron enjoy MOHCT yn0Tpe6TlATbcg BO BpeMeHax Continuous A.'IR BblPaxeHHfi
CHTyaTHBHOrO npeanogreHHR.
Sheila really enjoys warm summer days. (06tuee

HO:
She's enjoying a glass of refreshing lemonade.
(gmog,qgngee npeðnoqmeHue) rnaronbl 100k (Koraa pea-lb HAer o qt.eh-JIH60

Present Perfect — HacT0fi14ee

his car.

COBepweHHoe BpeM9

YKaaaTeJlH
  BPeMeHH (cm-Hanbl), yn0Tpe6ngeMb1e C

OopM006paaogaHHe: rnaron
  "have" + 3-9 cþopMa

Present Perfect Continuous: since, for,
  how long

CMb1CJIOBOrO rnarona.

(qr06bt caenaTb aKtaeHT Ha AJIHrenbHOCTH AeÿCTBHR).

rpaMMaTHqeCKHŽ cnpaB0AHHK

BHeUJHOCT"),
  feel (nepeY<HBaHHe onpeaeneHHbtx 3MOUHh), hurt H ache Mot-yr
  gcnonb30BaTbC9 BO aperaeHax Simple H Continuous 6e3 H3MeHeHHR 3HaqeHHB.
He looks very
  nice today. = He's looking very nice today.

concert for three weeks.
 0603Haqaercg neiCTBHe, HaqaBweec:H
  8 np0LLJJ10M H npoA0nxaaueecs HeKOTOPoe gpeMR. OHO Moyer eL4e IVIHTbcq HTIH
  6b1Tb 3asepueH0, HO 06qaareJ1bHO HMeTb BHAHMblV1, OU4YTHMbli pe3YJ1bTar
His clothes are dirty because he's been repairing

Past Participle npaBffibHbIx rnaronoB 06paayercs
  nwer,l A06aBneHHB -ed: explain — explained.
Yn0Tpe6neHHe
Present Perfect ynorpe6nqeTcq, Koraa peqb HAeT:

  o aeüCTBhH,
  np0H30t1jeaweM 8 np01.unoM, HO HMeK)U4eM        peaynbTaT B HaCTOBLUeM.
They have had an argument.
  (When? We don't know; it's not important.)
Tina has cut
  her hair and she looks very different now.

  O HeAaBHO gagePweHHb1X neiCTBHRX
He has cleaned his
  room. (The action is complete. The room is now clean.)
O ont,ITe, nepeMHBaHHAX, H3MeHeHHRX, KOTOPbte
  np0H30u.ffiH.
They have never had so much fun.
 O npeanoxeHHnx co
  CJIOBaMH "today", "this morning/ afternoon/week",
  "so far" r.n., Koraa 3TH nepHOAbl BpeMeHH He 3aKOHqeHbl K
  MOMeHTY peqH. She has written two essays this week. (It is stilt the same
  week.)

Present Perfect vs Past Simple —
  HacT0914ee coBepujeHHoe Bpetv1B h npoweawee npocroe BpeMfi

past Simple ynorpe6nqeTcR, Koraa pegs HAeT o:

  aeñCTBHH,
  rlPOH30Lueaujera B ycraHOBneHHblä MOMeHT, B npowT10M.
Chris went jogging yesterday. (When? Yesterday. BpeMR
  9'K030H0.)  aeiCTBHH, KOTOpoe Haqanocb 3aKOHHHDOCb B npouj110M.
Leo finished his homework in an hour.
  (He's not still doing his homework.)
Present Perfect ynorpe6nqeTCfi, Koraa peqb Haer•.

  aeÜCTBUH,
  Koropoe np0h301M10 B HeonpeaeneHHoe BpeM9 B npown0M.
They have bought a new car. (We don't
  know when.)  neiCTBHH, KOTOpoe Haqanocb B npownoM H
  BCe etue npoaonxaercn B HacToqtueM.
She has lived in this village for ten years. (She still
  lives in this village.)

     O aeüCTBHRX, HaqaBWHXCR B npounoM
H npoaonxa\OUIHXCB no HacT0Ruaee BpeMR (B OCHOBHOM C
        rnaronaMH COCTORHHA).                                                                               Have
gone to/Have been to/ Have been in

       We have known her for
three years,                                        Nick has gone to
the bakery. (He is on his way to
YKa3aTeJIH BPeMeHH (cHrHa.nb1),
ynorpe6naeMble C             the bakery. He hasn't come back yet.)
     Mika
has been to the beach. (He went to the
Present
Perfect: just, already, yet, ever, never, for, beach, but he isn't there now.
He's come back.) since. • We have been in Scotland for five months. (We  are
in Scotland now.)
Present Perfect Continuous — Hacrosu.4ee
COBepweHHoe npoaonxeHHoe apeMR

 Future Simple — byaytuee npocroe
BpeMfi OopM006pa30BaHHe: rnaron "have/ has" + been CMblCJIOBOi rnaron ± -ing.
OopM006pa30BaHHe:
Will + V.
Ynorpe6neHHe
Ynorpe6neHHe Present Perfect Continuous yr10Tpe6nserca,
KorAa:
            nonqepotgaercq 3HaqeHHe
AllWreJ1bHOCTH                   Future Simple yr10Tpe6nneTcR, Koraa pegb              o:
     K0Topoe Haqanocb B npou.lJ10M H np0A0J1>tsaeTcg AO         nporH03ax, npencKaaaHHqx Ha 6ynytuee
(06b1L.IHO c
    HacTOBtuero aperaeHH                                                                       rnaronaraq:
hope, think, believe, expect, imagine;
               We
have been trying to find tickets for the                     c BblpaxeHHBMH I'm
sure, I'm afraid; c Hape.lHRMH

rpaMMaThqect<Hvi cnpagoqHHK
probably, perhaps, maybe.) I think
she'll change her mind.
Perhaps
Peter will join us.
 06et.gaHHBX
I promise I'll help you tidy the
house. CUOMHHYTHblX peweHHRx
It's
cold in here. I'll turn the heat up.
npHMeqaHHe: 'Shall' I/we 06b19HO qcr10J1b3yeTcn B cþoprqe,
KorAa AenaeTCfl npeAJ10}KeHHe BblCKa3blBaeTC5 npocb6a o coBeTe.
Shall we go to the museum today?
YKuaTeJIH
BPeMeHH (cHrHanbl), ynorpe6ngeMbtec Future Simple: tomorrow, the day after
tomorrow, next week/ month/year, tonight, soon, in a week/month/ year H T. n.
Apyrhe CllOC06bl BblPa>KeHHfi 3HaqeHHR 6YAYl.uero

Be going to

Ynorpe6neHHe
be going to yn0Tpe6ngeTcs, Koraa pegb HAer o:  nnaHax
Ha 6YAYLuee HataepeHHgx
Ivan is going to look
for a new job soon. (He's planning to HO:
Will
ynorpe6nqeTcg      BbtpaxeHHR peweHHh, rlPHHfiTblX B
MOMeHT
pegu
I'm bored. I'll call my friend to
chat.
nporH03ax,
OCHOgaHHb1X Ha TOM, 'ITO Mb' BHAHM 3Haeta Look out! You're going to step on the
dog's tail!
HO:
Will ynorpe6nqercB AJ1fi nporH030B,
npeacKa3aHHŽ 6yqytuux
C06b1THŽ, OCHOBaHHb'X Ha HauJHX npeAnonoxeHHqx Evelyn hasn't studied much
so I don't think she'll pass her moths test.
nPHHRTb1X peweHHsx no noBOAy
aeŽCTBHž B 6TIHxaiujet.1 6yayu.4eM
Dylan
is going to invite his friends to dinner. (OH yxe peu.lktn cnenaTb 3T0.) HO:
Present Continuous yn0Tpe6JIBeTCB BblPayeHHR geTKO
3annaHHPOB,aHHoro aeÀCTBHR. We're having a meeting on Tuesday.

Past Simple —
npoujeawee npocToe apetvlfi
ØopMa: Past Simple npaBH11bHbJx rnaronoa
06paayercg nyreM FIPH6aBneHHfi -ed. past Simple
HenpaBWIbHblX rnaronoB 06paayercg nyreM
H3MeHe•HHfi 4)OPMb1 3THX rnaronog (CM. cnHCOK HenpaBU1bHbtx rnaronog). OOPMa
Past Simple He H3MeHqeTC$1 no qptcnaM, 3a hCKT1ioqeHheM rnarona
"be,was/were".

YTBEPAhTEJ1bHAfi
  OOPMA

I/ you / he/she/
it/we/you / they worked/went.

OTPHUATEJ1bHAq
  OOPMA

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

B011POCHTEJ1bHAR
  ØOPMA

Did
I/you/he/she/it/we/you/they work/go?

Yes,
  l/you/he etc did.

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

npaBonHcaHHe
(cþopraa Past Simple rtPaBHnbHblX rnaronog)
 K rnaronaM, OKaHqHBõOU4HMC9
Ha -e, A06aBngeTCA -d: save — saved
B rnaronax, OKaH'1HBa0L4HXCR Ha cornacHY}0 + y, -y
MeHBeTCR Ha -i A06aanqeTCR -ed: try — tried
K rnaronaM, OKaHqhBalOLUHMCR Ha rnacHyto + y,
AO6aangeTCR -ed: stay — stayed

B
rnaronax c yaapH0ž rnacHoñ raexay cornacHblMH nocneAH99 cornacHas
YABaHBaeTC9 H A06anseTCfi -ed: plan — planned
     B
rnaronax, OKaHi4HBai014hXCB Ha -l, -l YABaHBaercs A06agnaeTC9
-ed:
control
— controlled
Ynorpe6neHHe
Past Simple ynorpe6nqercs, Koraa pegb HAeT
o:  aeäCTBHAX, np0h30LLleauJHx a
npownoM
Kate
left the sports club late yesterday.  neiCTBHRX, nPOH30LLjeALLIUX B
npownot-a, C YKaaaHHeM roqH0ro BPeMeHH
Bob came home at 3:00
pm. (When? At 3:00 pm.)  nOBTOpgou.4Hxcq
AeŽCTBHRX g np0LLJT10M They often went to the theatre when they lived in
London.
nocneaoaaTef1bHblX
aeHCTBH9X B rlPOLLJ110M Chris came home, changed his clothes and went out
again.
YKa3areJIH BPeMeHH (CHrHaJ1bl), yn0Tpe6ngeMb1e
c Past Simple: yesterday, yesterday morning/evening etc, last night/week etc,
two weeks/a month ago, in 2005 etc.

Past
Continuous — npownoe npoaonxeHHoe BpeMfi

OopMa:
cþopMa npoweauero eper.teHH rnarona to be (was/were) + CMblCJIOBOh rnaron
+ -ing.

Грамматический
  справочник

Употребление
Past Continuous употребляется для описания
действия в процессе развития, когда речь идет о:

действии,
которое происходило в определенное время в прошлом, неизвестно, когда оно
началось и завершилось
Пе children неге
walking со schoot at       ат yesterday.

действии,
которое происходило в прошлом и которое было прервано другим действием. Past
Continuous употребляется для описания действия в развитии/процессе (длительное
действие), а Past Simple для описания действия, которое прервало его (краткое
действие)
She was reading а ЬооК when the lights
went out.  для описания двух или более
одновременных действий, в прошлом выполняемых разными людьми
Не[еп was cooking white МСК was washing
the саг.
Указатели времени (сигналы), употребляемые
с Past Continuous: while, when, as, аи daylnightlmorningl yesterday etc.

Past Simple
и Past Continuous

 Рам Simple употребляется для
описания действия, которое произошло в указанное время в прошлом.
Patrick went to Bob's
house at 5 in the afternoon. но:
Past Continuous употребляется для описания
действия в процессе развития, которое происходило в определенный момент в
прошлом. His dog was barking loudly at 2 in the morning.  Past
Simple употребляется для описания последовательных действий в прошлом.
She had dinner and then
she watched ТУ.
НО:
Past Continuous употребляется для описания
одного или более одновременных действий, выполняемых разными людьми в прошлом.
 was
doing ту homework white ту brother was playing а computer game.

Past
Continuous употребляется для описания действия в развитии [процессе, которое
было прервано. Past Simple употребляется для описания действия, которое его
прервало.
As
Мех was dancing he slipped and felI dowm

Comparatives
— Степени сравнения прилагательных и наречий

Сравнительная
степень употребляется при сравнении объектов. Превосходная степень указывает на
высшую степень качества у того или иного объекта в группе подобных. После
прилагательного в сравнительной степени обычно используется than (чем). Аппе is
shorter than Helen.

Перед
прилагательным в превосходной степени обычно используется определенный артикль
the (относящийся К определяемому существительному). После прилагательного в
превосходной степени обычно используется in или 0f. [епа is the youngest of the
three sisters. RauI is the funniest person in the office.
Образование степеней сравнения
прилагательных и наречий  к односложным прилагательным
добавляется -(e)r для образования сравнительной степени и -(e)st для
образования превосходной: small — smaI[er — (the) smalIest
Примечание: у односложных
прилагательных, оканчивающихся на гласную + согласную, эта согласная
удваивается: hot — hotter — (the) hottest  большинство
двусложных и многосложных прилагательных образуют сравнительную степень с
помощью тоге (более), а превосходную с помощью most (наиболее)
Примечание 1: у прилагательных,
оканчивающихся на согласную + у, •у заменяется на -i и добавляется -er/-est
easy — easier — easiest sociable — more sociable — most sociable Примечание 2:
прилагательные dever, cruel, friendly, gentle, narrow, quiet, shaHow, simple
образуют сравнительную и превосходную степени сравнения, как с -er/•est, так и
при помощи more/most friendly — friendlier/more friendly — friendliest/ most
friendly  к наречиям, совпадающим по форме с прилагательными
(hard, fast, early, late, high, low, deep, [ong, near, straight), добавляется
-er/-est fast — faster — fastest  к
другим наречиям e.g. quickly, sIowIy, easily, добавляется more/most.
quickly — тоге quickly — most quickty
 Исключения: good/we[l — better —
best much — тоге — most far — farther — farthest (о далеком по расстоянию) far
— further — furthest (об удаленном по времени) bad/badly — worse — worst little
— less — least
!'гп waiting for
further information.
rpat..'MaruqeCKH> cnpaB0NHhK
rlPHMegaHHe•.
elder/eldest ynorpe6ngercg ang onucaHHR "3 OAHOù CeMbH. Her elder
sister is an architect.

Adverbs of Degree —
HapeqHB creneHH

Ynorpe6neHHe
HapeYHR creneHH
yr10Tpe611R'0TCfl nepea npmaraTenbHblMH H HapeYHRMH H YKa3btaai0T Ha
60J1b1.LJYEO
MeHbUJY'O
cTeneHb Kayecrsa. OHH OTBeqat0T Ha eonpocbl "How much 2" "How
little
 BblpaxeHRB
6011buež CTeneHH Kaqecrga ynorpe6nmorcs•. really, very, extremely H T. n.
He was really excited about his trip to the mountains.
BblPa>KeHHR cpeAHeA creneHH ynorpe6nsorcg: pretty, quite, rather H T.
n.
It's a pretty good film but I don't think it'll win any
awards.
BbtpaxeHHR MeHbuež creneHH yr10Tpe6n9K)Tcg: a little, a bit Don't
you find that Paul is a bit rude sometimes?
MOAYJ1b
2

A/
An (HeonpeaeneHHblñ aPTHKJ1b) The (onpeAeneHHb1ñ aPTHKJ1b)
"An
ynorpe6nqeTcq c HCNHCngeMbtMH cyuaecTBHTenbHb1MH B eAHHCTBeHHOM NHcne
0603HaqeHHR HeH3BeCTHb1X paHee, Heyn0MRHYTbtx, npeAMeT0B, H T. A. B 3HaqeHHH •OAHH*.
I saw a
dog chasing cars on the street.
Could you
give me an apple.
  The ynorpe6ngercR C
cytUeCTBHreJ1bHblMH B eAHHCTBeHHOM H MHO>KeCTaeHHOM HHCT1e, KaK C
HCHHCngeMb1MH, raK C HeHCYHcmeMb1MH, ecJIH OHH ynOMRHYTbl paHee HAH H3
KOHreKcra RCHO, O KOM/qeM HAer pegs.
The book that I borrowed from you is interesting. Pete
found a kitten in the park. He took the kitten home with him.

The HHKOraa He
gcnonb3yercn nepen CYLUeCTBHTenbHb1MH BO MHOXeCTBeHHOM qgcne, npeacraBrpynny.
Cars did not exist two hundred years ago. (NOT: cars
did not exist two hundred years ago. )
  Alan Moyer raKxe ynorpe6nsrt,ca
BMecTO "per", B 3HaqeHHH "(for) every", "each".
George calls me three times alper day.
Alan MO*CT
ynorpe6nfiTbcg c CYtueCTBHTenbHblMU, 0603HaqanUHMH HMeHa, eAHHHUb1 ganK)Tbi (a
pound), AP06H (a third), eAHHHUb1 Mepbt Beca/VIHHb' (a mile), gaCTOTHOCTb (Once
a week), paccro-
BHHe/JIHTP (10 miles a litre),
paCCTORHHe/CKOPOCTb (60 km an hour) c HaaBa_HHRMH Hexoropstx 3a60(a cold, a fever, a headache, (a)
stomachache, but NOT: flu, pneumonia, tonsillitis etc.)
The ynorpe6nqercq nepea:
      CyueCTBHrenbHblMH,  06beKTbl, eAHHCTBeHHble B cgoeM poae
(the moon, the sky, the Sun)
      Ha3BaHHRMH rearpoa, KHHOTeaTPOB (the
Regent Theatre, the Apollo)

H,a3BaHHRMH
rOCTHHHU, pecropaH0B (the Savoy, the Atrium)
      Ha3BaHHRMH r.iY3eea H KaPTHHHblX
ranepeü (the Louvre, the Tretyakov Art Gallery)
      Ha3aaHHRMH
raaer h HeKOTOPblX HYPHaJ10B (the Times of London, the New Yorker)  HaaBaHH9MH
peK, Mopež H OKeaHOB (the Thames, the Mediterranean Sea, the Pacific
Ocean)  Ha3BaHHfiMH ropHb1x gene" (the
Himalayas)  Ha3BaHHRMH rpynn OCTPOBOB (the Bahamas)
      Ha3BaHHRMH nycTblHb (the Kalahari
Desert) Ha3BaHHRMH MY3b1KaT1bHb1X HHCTPYMeHTOB, a TaKHX Opaaax, Kax "to
play the guitar/violin etc"
      CÞaMHDHRMH, B 3HaqeHHH CeMbA,
ceMeüCTB0 (the Jacksons)
      CYU4eCTBHrenbHblMH, 0603HaqaK)LLIHMh
rnaB rocyaaPCTB: the President, the Queen of Spain. HO: "The"
onycKaeTcs nepea 3THMh cyuecTBHTenbHblMH, ecnq OHh yr10Tpe6JINOTcn C HMeHaMH
C06CTBeHHb1MH (King Henry Vlll) reMH xe CyueCTBHTeT1bHblMH B 3HaqeHHH nocra,
AOTIXHOCTH. (He became president of the company. ) npmaraTeT1bHbIMH B 3HaqeHHH
CyueCTBVtTeJ1bHOrO MHO*ŒCTaeHHorO MHcna, 0603HaqatOLUHMH KaTeropHH moaefi:
(the young, the deaf, the poor, etc)  HCTOPHqeCKHMH Cf1PaBKaMH/C06blTHfiMH
the Hundred Years' War, the Chinese Cultural Revolution APTHK$IH He
ynorpe6nmTcfi nepea:
      $1HHHblMH v-1MeHaMH Celia, Nathan etc.
Ha3aaHHRMH
BHAOB cnopra, Hrp, AHRMH HeaeJIH, Ha3BaHHfiMH MecqueB H nPa3AHHKOB, UBeTOB,
HanHTKOB, HaasaHHSMH B3blKOB (ecnu He cneAyer CJIOBO "language").
He's good at basketball.
She speaks Italian very well.

Ha3RHhRMH crpaH (Russia, Australia), Ha3BaHHBMH roPOAOB (Milan),
HaaaaHhflMH (Smith Street HO: the High Street), Ha3BaHHfiMH napK0B (Hyde Park),
HaasaHHRMH OTAeJ1bHblX rop (Mount Etna), HaasaHHHMH OCTPOBOB (Tasmania, Malta,
HO He rpynn OCTPOBOB: the Channel Islands, the Solomon Islands), HaaaaHHfiMH
KOHTHHeHTOB (Asia), HaasaHhSMH 03ep (Lake

rpar.1MaruqeCKHÿf cnpaaoqHHK

Michigan,
Lake Baikal Ho: the Baikal)
Ha3aaHHRMH, COCTOSL4HMH H3
ABYX CJIOB, nepBoe H3 KOTOPb1X fiB$1ReTC* Hr-aeHeM HaagaHHeM taecra (Victoria
Station, Moscow University HO: the Black Swan Hotel)
      HaaaaHHfiMH Mara3HHOB, pecropaH0B,
o•reneü
6aHROB B
KOTOPblX eCTb HMA "X OCH0Barenq H
KOTOPble OKaH'4HBatOTCR Ha -S -'S (Barclays Bank, Brown's Hotel,
Selfridges H T. n,)  cnoaaMH school, university, college,
court, hospital, prison, church, bed, Koraa pegb HAeT o uenu, KOTOPOŽ
OHM CYU4eCTBYiOT (He's been in hospital for two weeks. HO: They've taken him to
the hospital near his house.)

BblpaxeHVte 3HaqeHH9
Konqqecrga

A few H
few ynorpe6nRE0Tcg c HCNHCngeMb1MH CYLueCTBHrenbHblMH BO MHOxecrget-iHOM qHcne.
A little H little ynOTpe6nmorcg C HeHCHHCngeMb1MH CYU4eCTBHTeJ1bHb1MH.  A few 03HaqaeT «HeCK011bKO». Can you
get me a few eggs from the market? Just 4 or 5.
      Few
03HaqaeT «raano» H 6blTb HcnOT1b30aaHO c very ycmeHHR. We have (very) few eggs
left. We can't make omelettes for dinner.
      A little 03Haqaer «eMHOfO».
Just add a
little sugar to my tea. Half a teaspoonful will be fine.

Little 03HaqaeT €Mano» H
MO>KeT 6b1Tb Hcnonb30BaHO c very ycaneHHB.
There's very little flour to make a cake.

A lot of/Lots of
ynoTpe6nsuorcq KaK c HCt4Hc:nneMblMH CYU4eCTgme/1bHblMH BO MHO*eCT8eHHOM
qHcne, raK H C HeHCHHCnaeMb1MH. 06b1NHO OH" ynorpe6f1AiOTCR B
yrsePAmeJ1bHb1X npeA.noxeHHRx.
They saw a lot of/lots of interesting sights while on
holiday. He needs a lot of/lots of time to recover from his illness.

Much H many 06bNHO
ynorpe6nmorcq B 0TpquaTensHblX H BonpochTeJ1bHblX npeanoxeHHqx. Much
ynorpe6nserc.B C Heucwtc:nqeMblMH CYU4eCTBHTeJ1bHblMH, a many C HC-4HCnReMblMH
CYU4eCTBHreJ1bHb1MH BO MHO>KeCTBeHHOM AHcne.
Do you
drink much coffee every day?
Not many students were interested in the lesson.

Countable — Uncountable Nouns —
VIct-lHCnqeMbte h He"CqHCnqeMble
CyueCTBHTeJ1bHble

CyueCTBHTeJ1bHbte
Moryr 6b1Tb HC'4HCnqeMb1e (0603Ha06eKTbI, KOTOPbIe MONHO COCHHTaTb, 1
child, 2 children etc) gnu HeucYHCTlneMbte sugar, heat etc). Heucqv•tcnqetqbie
CyueCTBHTenbHble He ynorpe611RK)Tcs C

HeonpeAeneHHblM
apTH1€neM a/an.
K HeHcqHcngeMb1M
CYU1eCTBHreT1bHblM OTHOCRTCÆ
      CyueCTBHTeJ1bHb1e,
0603Haqa'0L4He Betuecrga (YHAKOCTH, rena, ra3bl, qaCTHUbl): lemonade, blood,
butter, oxygen  yye6HbIe npeAMeTb1, HayKH: maths,
chemistry, literature, history
      R3b1KW.
Spanish, English, Russian, Latin etc
      Hrpbt:
baseball, billiards, dominoes, darts, rugby  60ne3HH•. flu,
pneumonia, measles, mumps  ganeHHA rtPHPOAb1: darkness, fog, hail,
snow, weather
      HeKOTOPble
cyueCTBHTenbHb1e: advice, knowledge, progress, information, luck, music, news,
work etc
 CYtueCTBHTenbHb1e C
C06HPaTenbHb1M 3HaqeHHet•a: baggage, crockery, cutlery, furniture, jewellery,
luggage, machinery, money, rubbish, equipment etc

Plural Nouns
— CytueCTBHTeJ1bHble, mae-
Œou-4He
d)optqy TOTIbKO MHOxeCTBeHHOrO t4Hcna

K
CYtueCTBHTeJ1bHb/M, HMen.UHM TOJ1bKO 4)opMY MHO>KeCTBeHHOrO Hhcna, OTHOCRTCR
CYU4eCTBHTefibHble, 0603Haqa}ou4He•.
      npeAMeTb1 clothes, jeans, trousers,
pyjamas, shorts etc  npH60pbt: binoculars, compasses etc  HHCTPYMeHTbC pliers, scissors, shears
etc  rpynnbl moae": army, audience, family, government, police, staff,
team. 3TH CYUaeCTBHTe11bHbte Moryr MMeTb  MHOxeCTBeHHOrO, raK H eAHHCTBeHHC•rO
t-1Hcna, B 3aBHCHMOCTH 0T Toro paccMa•rpHBaeTC5 nu rpynna KaK OAHO uenoe KaK
COCTonu.4aq H3 OTAenbHb1X qneHOB.
The team
were not in good shape. (Ka>KAblÿ1 qneH KOMaHAbl B OTW1bHOCTU)
The
team was chosen to represent the school in the finals. (BCR KOMaHAa B genoM)
      HeKOTOPbIe
Apyrge CYLueCTBweJ1bHbte: arms (=weapons), congratulations, people,
stairs, surroundings
The stairs are at the end of the corridor.

Order of Adjectives — nopBA0K HtaeH

IIPHnaraTeJ1bHble, BblPaxaEOLLIHe MHeHhe/0THOLUeHHe (nice, strange),
npeAu:ecTBYOT B npeAnoxeHHH npgnararenbHbiM, BblPaxaK)U4HM 06beKTHBHbte
XaPaKTePHCTHKH (blue, modern etc).
Koraa B npeanoyeHHH eCTb 60nee npHnaraTeJ1bHb'x, 0603Haqa}0L4hx 06beKTHBHbte
xapaKTepHcTHKH, npmaraTenbHbte 06blt4HO Hcnont,aytorcn B nopflAKe:

r parovtaTHqec.K}-fh

MHeHHe

good,
  practical, bad etc

pa3Mep

huge,
  big, tiny etc

B03pacr

old,
  modern, new, ancient etc

(ÞopMa

round,
  square, oval etc

dark pink, red, grey
  etc

yaop

striped, checked, floral etc

npoucxox-
AeHHe

Italian, Russian, Greek etc

MarepHan

leather,
  silver, wooden etc

There's a nice small
new round black and white
striped
English cotton cushion on the sofa.
MOAYJ1b 3

Past Perfect —
npol-ueawee COBePUjeHHoe BpeMR

CÞopMa: had + 3-9 4)0PMa
CMblC110BOrO rnarona.
Ynorpe6neHHe
Past Perfect ynorpe611ReTcq, Koraa pegb
HAeT o:

aelŽCTBhH,
R0Topoe npovooumo nepea apyrHM aeÿ1CTBueM B npou_1J10M.
Roy
had fallen asleep before his parents returned home.

aežCTBHVi,
KOTOpoe 3aBePLUhJIOCb B npou.ffl0M nph onHcaHHH ero pe3YJ1bTara.
Jim
had shaved his beard and he looked very nice. YKa3aTeJIH apeMeHH (CHrHa$1b1),
ynorpe6ngeMbIe C Past Perfect: before, after, already, just, already,
titl/until, when, by, by the time, never, for, since.

Past Perfect Continuous — npoweauee
COBePLUeHHOe npoaonxeHHoe BpeMfl

OopMa: had + been +
CMblCJIOBOñ rnaron + -ing.
Past Perfect
Continuous ynorpe6ngeTCR, Koraa:
nonqepKHBaeTC9 AllHTeJ1bHOCTb
AeñCTBHA, KOTOpoe
Haqanocb H
3aKOHNH110Cb B nPOWJ10M nepeA apyrHM aežCT8HeM
B nPOLUTlOM, 06b14HO C since for, how long.
He
had been living in the city for ten years before he moved to the countryside.
How long had you been studying English before you first visited England?
 0603Haqaercq AeùctBHe,
Koropoe anunocb HeKOTOpoe BpeMR B npou.JT10M, H orlHCblBaeTCfi ero pe3ynsraT (B
npounoM).
The
children had been playing in the garden all afternoon so their clothes were
dirty. (AeTH urpanu
a
caay BeCb AeHb•, onucbIBaercn peaynbTar: y HHX 6blJ1a
rpR3Haq oaexaa.)
YKa3aTenH BpeMeHH (cgrHanbI),
yr10Tpe6naeMbte C Past Perfect
Continuous: before, for, since, till/until, how long.
MODULE 4

Too — Enough

TOO
(B 3HaqeHHH ('CTIHIUKOM») ynorpe6ngeTCB nepea npHnaraTenbHb1MH
HaPet-1HfiMH H Hcr10'1b3yeTc51 BblPaXeHHR
qpe3MepHoro K0$1HqecTBa gero-nH60,
HMeeT 0TPhuarenbHoe 3HaqeHHe.
Mr Smith is too busy
to see you right now.

Enough
(OAOCTaTOqHo») ynorpe6nnercq nocne
Hape.4Hž H npmararenbHbtx
Hcnonb3yercg A-nq BblPaxeHH9 AOCTaTOHHoro KOTIHqecTBa KaKoro-JIH60
KaqecTBa,
"Meer nonoxhTeJ1bHoe 3HaqeHHe. Emma can speak Spanish well enough to have
a simple
conversation.
Tom
is not old enough to drive yet.

Enough/Not
enough TatOKe yr-torpe6JIR}OTCfi nepea
CyueCTBHre$1bHblMh.
We have enough time
before the plane leaves so there's no need to hurry.
There were not enough
chairs for everyone so some people had to stand.

The Passive Voice —
CTpaaaTeJ1bHblÞ1 3anor

OopM006pa30BaHHe:
CTPaaarenbHbl>1 3anor 06paayercq npH rt0M0LAh rnarona to be (B HPKHOM
apetqeHH) H 34
@OPMbt CMblCJIOBorO rnarona.

Present Simple

Pam
    cooks dinner.

Dinner is
    cooked by Pam.

Present
Continuous

Pam
    is cooking dinner.

Dinner is
    being cooked by Pam.

Past
    Simple

Pam
    cooked dinner.

Dinner
    was cooked by Pam.

Past
    Continuous

Pam
    was cooking dinner.

Dinner was
    being cooked by Pam.

Present
  Perfect Simple

Pam has cooked dinner.

Dinner
  has been cooked by Pam.

Past
  Perfect Simple

Pam
  had cooked dinner.

Dinner had been cooked
  by Pam.

Future Simple

Pam
  will cook dinner.

Dinner
  will be cooked by Pam.

Infinitive

Pam has to cook dinner.

Dinner
  has to be cooked by Pam.

Modal
  Verbs

Pam can cook dinner.

Dinner can be cooked by
  Pam.

CTpaaarenbHblÿf 3anor yr10Tpe6ngeTcq:
Koraa OqeBHAHO HanpotHB, HeBa>KH0, KTO Bbtnomoer aeùcrBHe.
The window was broken.
(We don't know who broke it.)
The
parcel will be delivered today. (Who will deliver it is unimportant.)
Our tests have been corrected. (It's
obvious that the teacher has corrected our tests.)  Koraa
caM0 AeŽCTBHe BaxHee, qeM cy6beKT, BbtnonHBOUIH" ero, HanpHMep, B
aar0$10BKa.X HOBOCTeü, raaerHblX CtaTbRX, 3aMetKax, peoatqe, HHCTPYKUHSX
T. n.
Pets
are not allowed into the building.
    Koraa
Mbl XOTHM H36exaTb OTBeTCTBeHHOCTH aa KaKoe-nH60 AeñCTBHe np0HcuecTÐHe,
Koropoe Mb' COOTHOCHM C HenPHBTHb1M C06b1THeM, H He XOTHM rogoPHTb, KTO
BHHOBaT.
Serious damage was
caused to the school building.

Koraa Aenaercq
aKUeHT Ha AeñcTBYi0tuee The deal was signed by the
president himself.  qr06bl
caenatb BblCKaabiBaHHe 60nee OCþHUHaT1bHblM H BOKJIHBb1M.
This CD has been
scratched. (More polite than saying 'You scratched this CD'.)
COOTHeCeHHe
npeAnoxeHuä B AeiCTBHrenbHOM H CTpaAarenbHOM 3anore:
    Aono,'1HeHHe
npeanoxeHHR B AehCTBmeJ1bHOM aanore CTaHOBHTCA noanexat4HM B crpaaarenbHOM
3anore.
    CMbiCnOBOñ
rnaron He H3MeHReTCR no apetaeHH, HO ero
H3MeHqeTCR Ha        crpaaarenbHoro aanora.

Subject

Verb

Object

ACTIVE

Tom

wrote

a
  book.

    noanexat.uee
npeanoxeHHR B aeñCTBHTenbHOM aanore craHOBHTCR Aort0JIHeHheM,
YKa3b/aaK)U4HM Ha H.cnonHHTeng AeiCTBH* H ynorpe6nqeTcs c npeanoroM by MH
onycKaercs.
                     Subject        Verb             Agent
PASSIVE
Abook was written         by Tom.
    TonbK0
nepex0AHb1e rnaronbl (rnaronbl, HMet014He
r
paMMaruqeci0dù cnpaB0'4HHR
npRMoe nonomœHHe) Moryr HMeTb
crpaAa•reJ1bHoro 3anora.
An
accident happened last night. (Henepex0AHblü rnaron; Her cþOPMbI
crpaaarenbHoro aanora). npHMeqaHHe: Hexoropt,te nepeXOAHble rnaronbl (have, fit
(z be the right size), suit, resemble etc) He HM•e'OT 4)OPMbl crpaAarenbHoro
3anora. She resembles her mother. (NOT:
B nOBCeAHeBHOü peqH npq
06CY>KAeHHH C06b1THñ, npoH30tueAtDHX HeO>KHAaHHO B peaynbtare
rlPOHCweCTBHR, BMecT0 rnarona to be ynorpe6ngeTcg rnaron to get.
The
cheque got lost in the mail.
By
+ ucnonHHtenb A"CTBHR ynorpe6ngercg
Toro, gr06bI 0603HaNHTb, xeM 6btno cooepujeH0
aehCTBHe. With + HHcrpYMeHtbI/Marepganb1/ HHrpeAHeHTbI ynorpe6nqercq Toro,
qT06bl 0603HaqHTb, 6b1no ucnonb30BaH0 npH cogepweHHH neiCTBHB.
This meal was cooked by a
professional chef. It was made with fresh vegetables and meat.  CytueCTBHTe"bHoe,
0603Haga10tuee qcnonHHteng AehCTBHB, MONCT 6blTb onyuaeH0, ecnu noane>Katuee
B npemoxeHHH aeñCTBHrenbHOr0 3anora BbtPaxeHO cnoaaMH: they, he,
someone/ somebody, people, one etc.
Someone has left the door unlocked.
The door has been left unlocked. )

CytueCTBHreJ1bHoe,
0603Haqa10tuee HcnonHHTenq
neiCTBHR, He MO>Ker 6b'Tb
onytueH0, eCJIH gcn0JIHHreJ1b AeüCTBHB      CYU4eCTBeHHbIM 3HaqeHHB
npeanoxeHHR.
The results will be
announced by Mr Allen.
      Y rnaronoB, ABa AOnonHeHhR, TaKHX,
KaK.• bring, tell, send, show, teach, promise, sell, read, Offer, give, lend,
MO)KHO 06pa30Batb ABe MOAeJIH crpaaarent,Horo 3anora.
They offered him a job.
(ðeùcmgumenbHb1ù 3anoa) He was offered a job.
(cmpaðamenb*iblù 3anoe, gacmo gnompe6nge,qag Moðe/lb) A job was
offered to him. (cmpaðamenbHb1ù aanoe, peðKO gnompe6ngeMag
M0ðenb)
HO:
rnaronbl to explain, to announce, to dictate, to read, to write 06pa3Yi0T OAHY
MOAeJ1b CTPaaareJ1bHoro 3anora, rae ponb nonnexauero Bbtn0JIHser HeoayueaneHHoe
CYU4eCTBHTeJ1bHoe.
The
teacher explained a new rule to the students.  new rule was explained to the
students. (CTPanaTenbHb1fi 3anor, eAHHCTBeHHO B03MO>KHag MOWIb)

B
aonpocax crpaaaref1bHoro 3anora c who, whom
H$IH
which by He onycxaercg.
Who will book the
tickets?
Who will the tickets
be booked by?
rpaMManqqecKV.'Þt

Causative Form — KapaTHBHaq cþoprqa

OopMa.• have + npRMoe nononHeHb•te + 3-R
cþopMa rnarona
BpeMeHa:

Present Simple

She
    paints her

She has
    her room painted.

Present
Continuous

She is
    painting her room.

She
    is having her room painted.

Past
    Simple

She painted her

She had
    her room painted.

Past
    Continuous

She was
    painting her room.

She was having her room painted.

Present
    Perfect

She has painted her room.

She has had her room painted.

Past
    Perfect

She had painted her room.

She had had her room painted.

Present Perfect Continuous

She
    has been painting her room.

She has been having her room painted.

Past Perfect Continuous

She had been painting
    her

She had been
    having her room painted.

Future
    Simple

She
    will paint her room.

She
    will have her room painted.

Infinitive

She wants to paint her room.

She wants to have her room
    painted.

•ing
    form

She likes
    painting her room.

She likes
    having her room painted.

Modal
    Verbs

She
    should paint her room.

She
    should have her room painted.

Ynorpe6neHHe
AaHHaR KOHCTPYKUHR Hcnonb3yercn
0603HaqeHHR AeñCTBHq, BblnonHqe•Moro KeM-$1H60 Ann ngua, 0603HaqeHHoro
noanexaU.ÅHM.
They
are having their computer delivered tomorrow. npHMeqaHHe: HcnonHHTenb
aežCTBHfi 06bAHO He
MODULE 5

-ing form — -ing
cþopMa rnarona

-ing
cþopMa rnarona ynorpe6nnercq:
B
ponH nonnexauaero.
Swimming is a good form of exercise.

nocne rnaronog:
admit, appreciate, avoid, consider, continue, deny, fancy, go (for activities),
imagine, mind, miss, practise, prevent, quit, save, suggest. Would you mind
closing the window?

nocne
rnaronoø love, like, enjoy, prefer, dislike, hate Ðb1PaxeHHR 06tuero
npennoqreHHR.
Chris prefers eating home-cooked meals.
HO:
Ann
BbtpaxeHHB oc060ro npeanoqreHHA gcnonbayercq  John would prefer to eat at a
restaurant tonight.

nocne
raKHX BblPa>KeHHA, KaK: be busy, it's no use, it's no good, it's (not)
worth, what's the use of, can't help, there's no point (in), can't stand, have
difficulty (in), have trouble.
What's the use of buying
a car when you don't even have a driver's license?

nocne
cnogocoqeraHHh c rnaronaMH spend, waste, lose.
George
spent two hours trying to fix the DVD player.  nocne npeanora to c raKHMH
rnaronaMH H BblPaxeHHRMH, Kax: look forward to, be/get used to, in addition to,
object to.
The
children look forward to getting a dog.
B
ponH Aor10JIHeHH9 nocne Apyrux npemoroa.
John
is an expert at fixing computers. Sophie insisted on paying for dinner.
 nocne
KOHCTPYKUH* c rnaronaMH hear, listen to, notice, see, watch H feel onqcaHH$1
HeaaBepweHHoro AežCTBHfi.
She
watched her son playing with his toys. (OHa Ha6moaana aa aežCTBgeM B
npouecce.) HO:
Ang orlHcaHHR 3aBepweHHoro aehCTBHfi
c rnaronaMH hear, listen to, notice, see, watch and feel ynorpe6ngercq
HH4)HHHTHB 6123 qacTH4b1 to.
She
watched her son play with his teddy bear and then put it away. (AeŽCTBHR
6b1TIH aaBepweHb1.)

Inifinitive — HHCþHHHTHB c
qaCTHgeü to ynorpe6nqercg:

ynoMHHaeTCR, nocKODbKY 3TO Hega)KHO ye
noHnrH0 H3 BbÞKeHHA ueng•. He uses his
car to go to work. KOHTeKCTa. npHMeqaHHe: ecna ABa HH4)HHHTHga c qacTHueü
to Tom has had his car repaired. (OgeBHAHO, MexaHHR COeAHHRK)TCfi CO'03aMH
and/or, qacruua to BToporo noqHHHn aBTOM06HT1b TOMa.)onycKaeTC9.
She
went to the hairdresser's to get a haircut and dye her hair.
GRIO
nocne rnaronog, 0603HaqatOL4HX aeñCTBHR, OTHOCAU4H-

eca
K 6YAYLLleMy•. (agree, appear, decide, expect hope, plan, promise,
refuse, want). They are planning to move to a bigger house. He has
decided to quit his job.
      nocne
would like, would prefer, would love, H T. n. All* BblPaXeHH9 oc060ro
npean0YTeHHB. I would like to do something different for my birthday
this year.
      nocne npHnaraTeJ1bHbtx, 0603HagaK)14Hx
WBCTBa 3MOUhH (happy, glad, sad, h T. n.), BblPaXaK)LL4HX xenaHHe/HexenaHHe
(eager, reluctant, willing, H T. OllHCbiBatOLUHX xapaKTep genoBeKa (clever, kind, polite, etc ) H
npHnaraTeT1bHbtx lucky fortunate.
Jane is always willing to offer her help to
those who need it.
npHMeqaHHe: C nphnaraTeJ1bHblMH,
xapaKTep nocrynt<a, TaK>tce KOHCTPYKLIHH.
It was kind of them to let us stay in their house.  nocne
too/enough.
Sean didn't study enough to pass his
history test.  nocne
cnoaocoqerat-ihä be + first/second/next/ last.
Neil
Armstrong was the first man to step on the
 B ycroŽNHBbtx
BblPEùKeHHRX to tell you the truth, to be honest, to sum up, to begin
with.
I don't really like her cooking, to tell you the truth.
HH4)hHHTHB
6e3 qaCTHUbl to ynorpe6nqercs: nocne MOAanbHblX rnaronoe.               Angela can type very fast.
 nocne rnaronoe let, make, see, hear H feel.
They won't let Georgia go to the party.
       HO:
c be made, be heard, be
seen B CTpaAaTeJ1bHOM 3anore yn0Tpe6nqeTcs HHCþHHHTHB c qacn.tuoÿl to.
He was
made to clean up the mess he had created.
•  nocne had better H would rather a
3HaqeHHh onyquje 6bl».
Tom would rather take the
bus when he goes to the city centre.
•  nocne rnarona help MOHeT
ynorpe6nRTbcs KaK HHcþHHHTHB c qacruuež to, raK H 6ea Hee.
He helped his brother (to) do his homework.

Differences in
meaning between the to-infinitive and the -ing form — Pa3HHua B 3HaqeHHH
Me>KAY hHCþhHHTHBOM C qacruueÿl to H -ing cþopraoñ
rnarona.
nocne HeKOTOPblX rnaronog MO*-ŒT yn0Tpe6JIRTbcq KaK HHCþHHHTHB
C gaCTHueÿ to, TaK H -ing 4)opraa rnarona c pa3HHUeä B 3HaqeHHfiX.
•  forget + HH4)HHHThB c qacn•tuež to         aa6blTb,
He rpaMMaTHqeCKHVi cnpagoqHHK
nOMHHTb.
I
forgot to call Mr Jones and he was upset. forget + -ing cþopr-aa rnarona
— He 110MHHTb o C06btTUH B npou.jnota.
We'll never forget driving in that terrible snowstorm.
remember +
HHCþHHHTHB c qacruueü to — rtOMHHTb, He 3a6b18aTb.
Chris always remembers to lock the door
when he leaves.
remember +
-ing rnarona — nOMHHTb O C06blTHh B npoujnoM.
He didn't remember lending me his pen and he thought he
had lost it!
mean +
HHCþ½HHTHB c gaCTH14eÿ1 to — HarqepeBaTt,cq, C06HPaTbCR.
George
meant to check your report but he was too busy.
mean + •ing         rnarona —
noapa3YMeBaTb, npeanonaraTb.
Growing
up means having new responsibilities. regret + HHCÞHHHTHB c yacTHueÜ
to — coxaneTb o TOM, npHx0AHrcq C006U4aTb gro-nH60 HenpHBTHoe (06btqHO ynorpe6nqercB
B Present Simple C raKHMH rnaronaMH, KaKsay, tell, inform, announce.) We regret
to inform you that flight STP-456 has been delayed.
regret + -ing         rnarona  coxaneTb
o qeM-nH60.
He has never regretted turning down the promotion.
try + "HCþHHHTUB c
gacruuev; to — crapaTbCfi, aenaTb BCe B03MO>KHOe.
She tried to carry her suitcase up the stairs but it was too
heavy.
try +
-ing cþopMa rnarona — AenaTb HTO-TO B xaqecrae 3RcnepHMeHTa.
Try making a
list of what you want to buy so you don't forget anything.
stop ± HHCþHHHTHB c qacruuei to — OCTaHOBHTbCq Ha BpeMfi C UenbiO
'ITO-DH60 caenaTb.
As we were
driving through the mountains, we stopped to admire the view.
Stop + •ing cÞopMa rnarona —
npeKpaTHTb AenaTb qro-nu60.
I think you should stop eating sweets. go
on + HHCÞHHHTHB c qacTH4ež to — aaKOHYHTb aeŽCTBHe H npucTynhTb
R HOBOMY aeüCTBHiO. After he finished his speech he went on to answer the
reporters' questions.
go on +
-ing (þopraa rnarona — npoaonxaTb AenaTb YTO-nH60.
The student
went on writing even after the teacher had told everyone that their time was
up.
hate + HH4)HHHTHB c
gacwqeü to — HCr1blTblBaTb
GRII

r paMMaTHqecKHŽ

HeyAOBO$lbCTBhe
no nogoay npeACT0fiLuero AeñCTBHq. I hate to tell you this, but you
weren't selected for the team.
 hate + -ing 4)optaa rnarona — He
Ji106HTb TO, '-ITO npqxoamcq aenaTb.
John
hates waking up early.

Used to — Be Used
to — Get Used to
     Used
to + HHCþHHHTHB yn0Tpe6nsercq 0603HaqeHHB H peryngpHbtx aeÜCTBH>
B npouJT10M (to — qacruua HH(þHHHTHsa).
We used to be
neighbours.
Charles
used to live in Madrid before he moved here.
     Be used to + -ing cþoptvta
rnarona yn0Tpe6nqercg, •.4T06bl r10KaaaTb, KTO-TO oceouncq, aaanrupoBant:q B
KaKHX-JIH60 ycnoa•aqx (to — npeanor). Catherine is a kindergarten teacher so
she is used to being around very young children.
     Get
used to + -ing d)opraa rnarona ynorpe6nqercg, qT06bj noKa3aTb, qro KTO-TO
HaXOAHTCR B npogecce aaanraL4HH K qeMY-DH60 (to — npeanor). He's been living in
England for a few months and he hasn't got used to driving on the left yet.
MODULE 6

Reported Speech — KOCBeHHaR pegb
npRMag
pegb 3TO HbH-11H60 14HTHpyeMbte, TOHHb1e cnoBa.
npqrvtaq peqb 3aKT11•oqaercB B KaBbl¼KH. KocBeHHag pegb nepeaaer TO'4Hoe
conep»caHl.te Mbero-nu60 BblCKa3btsaHHfi, HO He TOHHble cn0Ba, B
KOCBeHHOñ pet-IR KaBblt4KH He Hcnonb3Yi0TcB. nocne rnaronoB (say, tell)
Hcnonb3yeTcfi HJIH 6blTb onyueH0 that.
say — Tell say npu OTCYTCTB"H
rtHYHoro aononHeHHB. Jack said (that) he felt tired.

say
+ to + nonoJIHeHHe, aApecara.
Jack
said to us (that) he felt tired.  tell
+ KOCBeHHOe AononHeHHe (KOMY). Jack told us (that) he felt tired.

Reported Statements — BblCKa3blBaHHfi B
KOCBeHHOÜ pew

B
KOCgeHHOÿl peqq 'IHRHbte/nPHTq»caTeJ1bHble MeCTO"MeHHB
"3MeH9i0TCR COOTBeTCTBeHHO 3HaqeHHO npeanoxeHHB. Pete said, "I've
lost my watch. " (npRMag pegb) Pete said (that) he had lost his watch.
(KOC3eHHag peqe)

Ecng
rnaron B rnaBHOM npeanoxeHHH ynorpe6nqerc9 B Present Simple, TO B npHAaToqH0M
H3bACHHTenbHOM  rpaMMaTHqecKoro BPeMeHH He
Met-IReTCR (coxpaHgercq, KaK B npBM0i peHH).
 ECTIH
rnaron B rnaBHOM npeAnoxeHHH ynorpe6nqercq B Past Simple, TO B t1PHAaroqHOM
H3bRCHHTenbHOM eper,teHa H3MeHmOTCB cneAYlOL4HM 06paaorvt:

'IPBMAR
  PEHb

KOCBEHHAR PEHb

Present Simple

Past Simple

"l like playing tennis.
  "

He said that he liked playing
  tennis.

Present
  Continuous

Past Continuous

"We are having dinner.
  "

They said
  (that) they were having dinner.

Present Perfect

Past
  Perfect

"He has been to Rome. "

She
  said (that) he had been to Rome.

Past Simple

Past Perfect

"We
  lost our cat"

They said (that) they had lost their cat.

Past Continuous

Past
  Perfect Continuous or Past Continuous

"I was
music. "

listening

to

He said he
  had been listening/he was listening to music.

Will

Would

then, immediately that
day the day before, the previous day the next/following day that week the week
before, the previous week the week after, the following week
GR12
r
par..waugqeco•tü

ago           before here       there

Reported Questions — Bonpocbl B
KOCBeHHO¥1 pet-IH

Bonpocbl
B KOCBeHHoä peqv•1 06bHHO 06pa3YE0Tcq nph nOMOU.1H rnaronog ask, inquire,
wonder BblPaXeHHR want/would like to know.

Koraa
sonpoc 8 npBM0i peqH HaqHHaercg c BOt1POCHTeJ1bHOro CJIOBa (who, where, how,
when, what, T. sonpoc B KOCBeHHoÿ1 pegg HaqHHaeTCR C Toro ye
BonpocmeJ1bHoro cnoBa.
"How
do you know this?" he wondered. (npfiMaa pegb)
He wondered how I knew that.
(KOCBeHHafi peqb)
      Korna
gonpoc B npRMOŽ pet.4H HaqHHaercq CO acnoMorarent,Horo rnarona (be, do,
have) MoaanbHoro rnarona (can, may), Bonpoc B KOCBeHHOž peyH 06paayercq
npH noMOU4H if HJIH whether.
"Are you going out?" she
asked. (npRMag pegb)
She asked me if/whether I was going
out. (ROCBeHHaq pegb)

B
gonpocax B KOCgeHHOÿt peg" nopRA0K CTIOB npqrqoi: nomexaulee,
cKaayeMoe H T. A. BonPOCHTeT1bHblž 3HaK H raKHe CJIOBa H BblPa>KeHHB,
KaK please, well, Oh H r. n., onycKaOTcq. BpeMeHa
rnaronog, MecyoHM•eHHR H BblpaxeHHR, 0603HaqaK)14He BPeMR H3MeHBK)TC51 TaK He,
KaK H B yreepamenbHbtx npeanoxeHHRx.
"Have
you seen Laura today?" she asked him. (npqraaq peqb)
She
asked him if he had seen Laura that day. (KOCBeHHaq peqb)

Indirect Questions — KOCBeHHble
BOTIPOCbl

KOCBeHHbae
gonpocbl yr10Tpe6JIB0Tc.9, Koraa He06XOAHMO cnpocHTb co•Bera Y3HaTb KaKyo-JIH60
MHCþopt•aaqmo. OHH 06pa3YK)TcB TIOMOLUH
BblPayœHHÖt:
Could you tell me ...?, Do you know ...?, I wonder I want to know I doubt ... H
T. n., a rnaron HMeeT yrsepaareJ1bHYK) cþopMY. ECJIH KOCBeHHbli sonpoc
HaqHHaeTCB c I want to know . I
wonder . gnu I doubt 3HaK BOnpoca onycKaercq. IIOP9AOK CTIOB npBMoŽ.
npgMan pegb "How much is this?"
KOCBeHHbli
Bonpoc
Could you tell me how much this is?

Reported Commands/
Requests/ Suggestions — YKa3aHhB/npocb6bl/ npeanoxeHHR B KOCBeHHOü peqH

 YKa3aHug/npocb6b1
,/npeAnoxeHHR B KOCBeHHOÿ1
pegH 06pa3yt0TcR c rt0M0L4bb0
rnar0J10B (advise, ask, beg, suggest, tell), nocne KOTOPblX cneAyer
HHCþHHHTHB c qacTHueü to, -ing cþopMa rnarona 11PhAaTONHoe
OTHOCHTe$1bHOe C that, B 3aBHCHMOCTH 0T ucn0J1b3yeMoro rnarona.
"Watch your step," she
told me. She advised me to watch my step. (ytcaaaHHe)
"Please, don't tease me,"
she said. She begged me not to tease her. (npocb6a)
"Let's watch a film," he
said. He suggested watching a film. (npeanoxeHHe)
"You'd
better see a doctor," she told me. She sugested that I (should) see a
doctor. (npemoxeHHe)

Reported
Orders — npHKa3bl H pacnopqxeH1•tq B KOCBeHHO¥1 pet-IH

 rlPHKa3bl H pacnopsxeHHfi B
KOCBeHHOi pee-IH BBOAfiTC9 c rlOMOU.1btO rnaronoa order, tell + 5b + (not)
to-infinitive.
"Close the window!" he
said to them. (npRMag peqb) He told them to close the window. (KOCBeHHaq peqb)
"Don't say anything!" she said to me. (npqrqan peqb)
She ordered me not to say anything.
(KOCBeHHaq peqb)

MOWIbHble rnaronbl B
KOCBeHHOVi pequ

Koraa npeanoxeHHe B KOCBeHHoü
pequ OTHOCHTCB K npoueAL.ueMY BPeMeHH, MOAa.nbHbje rnaronbl npu nepeB0Ae B
KOCBeHHYFO pet-lb U3MeHmOTCf1 cnenyou4HM 06pa.30M: will/shall would, can could
(OTHOCHTCA K MOMeHTY peqH)/would be able to (OTHOCHTCB K 6ynytueMY), may  might/could, shall should (npocb6a
aaTb COBeT)/ would (06pau4eHHe aa HHcþopMauHeŽ)/offered
(npeanoxeHHe), must must/had to (06R3arenbCTBO) must He H3MeHÆT
cBoeŽ 4)OPMbl), needn't didn't need to/didn't have to (OTHOCHTCB K MOMeHTY
pequ)/wouldn't have to (OTHOCUTCB 6yaytueMY). Would, could, used to, mustn't,
should, might, ought to H had better OCTatOTCfi HeH3MeHHbtMH npu
nepesoae B KOCBeHHYto pet4b.
              npRMaq
pegb                     KOCBeHHaq pegb

He said, "I will never go

He said (that) he would

there
  again. "

never go there again.

He said, "I can't fix

He
  said (that) he couldn't

this.
  "

fix
  that.

He said, "I can come

He said he would be able

tomorrow. "

to
  come the next/ following day.

He said, "l may leave

He
  said (that) he might

early.
  "

leave
  early.

He
  said, "How long shall

He
  asked how long we

we
  wait?"

should
  wait.

He said, "Shall I give

He
  asked (me) if he

them the news?"

should give them the news.

He said, "Shall I help

He offered to help me

you carry the
  box?"

carry
  the box.

He
  said, "You must sign

He said (that) I had to

this
  form. "

sign that form.

He
  said, "She must feel

He
  said that she must

relieved.
  "

feel
  relieved.

He said, "They had

He
  said that they had

better
  come on time. "

better
  come on time.

He said, "You needn't

He said (that) I didn't

buy
  any milk. "

need
  to/didn't have to buy any milk.

He
  said, "The students

He said (that) the

needn't bring their

students wouldn't have

books
  tomorrow.

to
  bring their books the next/following day.

He said, "You should

He
  said (that) I should

send me an email. "

send him an email.

rpaMMaTHuecKH>

MODULE 7

Modals
— MOWIbHbte rnaronbl

K MOWIbHb1M rnaronaM OTHOCRTCR
can/could, may/ might, must/have to, ought to, shall/should, will/ would.

CÞopMa
MOWIbHb1X rnaronoe, KPOMe have to, He H3MeHgeTCR.

noc.ne
MOWIbHblX rnaronoe cneayer HHCþHHHTHB 6ea qaCTHUbl to. HO: have to do;
ought to do.  M0W1bHble rnaronbl yr10Tpe6nqeorcs
nepeA nomeHat.UHM B B011POCHreJ1bHb1X npeanoxeHHRx. B OTPHuaTenbHblX nocne HHX
ynorpe6nsercq qacTHua not.  KorAa 3a MOAanbHb1M rnar0J10M cneayer
HHCþHHHTHB CMb1C110BOrO rnarona, OH OTHOCHTCA K 8 Hacrogu.4eM 6yayuaeM.
He should wash his car more Often. Koraa aa MOWIbHb1M rnarono•M cneayer
nepcÞeKTHb1ž HHCÞHHHTHB, OH OTHOCHTCB K aeäcrBHK) B
npounoM. He should have washed his car before he left for his trip.
/Aonr/He06x0AHMocTb
      Must:
Bblpaxaer Aonr/cTporoe 06B3arenbctB0 caenaTb qro-nH60, noKa3b1BaeT, 'ITO
KaKoe-nH60 AeHCTBHe KpažHe He06XOAHMO.
If
the pain persists I must see a doctor.

Have
to: Bblpaxaer 06YCDOBneHHYlO 06cTORTertbCTBaMH He06XOAHMOCTb.
The vet says we have to give some
medicine to
      Had
to — cþoptqa npoweawero apetv1eHH nnq must H have
to.

Should/Ought
to Bbjpa>Kaer 06R3are11bCTBO, PeKOMeHAaUhiO.
You should send her a card for her
birthday.
OTCYTCTBHe He06XOAHMOCTH

don't have
to/don't need to/needn't: Ynorpe6ngercn, Koraa Her He06XOAHMOCTH AenaTb
qro-nH60 B HaCTOnu.1eM 6YAYl.ueM. You don't have to buy extra bread. You don't
need to tell them if you're leaving earlier. She needn't go on a diet.

didn't
have to: Ynorpe6ngercq Ann 0603HaqeHHR OTCYTCTBHB He06XOAHMOCTH B npownoM.
HeH3BeCTHO, 6btno 3T0 caenaH0 Her. They didn't have to go shopping yesterday.
(HM He HaAO 6bjno HATH Mara3HH eqepa.)
PaapeweHHe/3anper

Can/May:
Ynorpe6nmorcq Ann Toro, 9T06bl nonpocHTb pa3peu.JeHuq/pa3pe1"HTb qTO-nH60.
May RBngeTC9 60nee q)OPMaJ1bHb1M, qeM can.
Can/May I borrow
your pen? Yes, you can/may.  Mustn't/Can't:
Ynorpe6nqercq, Koraa 3anpeueH0 qro-nH60 Aenatb (npaBHnaMH, 3aKOHOM).
You mustn't/can't talk loudly in
the library.
B03NO*HOCTb

Can
+  Ynorpe6nqercg A.'IB 0603HaqeHHR
B03MO>KHOCTH, BePORTHOCTH
It
can get pretty cold up here.
      Could/May/Might
+  Ynorpe6ngeTCB
BblPaxeHHR B03MOHHOCTH aeäCTBHR
B onpeAeneHHoÿt CHTyaL4Hh.
It
might be cold today, so bring an extra jumper.
IlpHMegaHHe:
can/could/might MOYCT ynorpe6MTbCR B aonPOCHTenbHblX npeanoxeHHqx, may He
MOHeT. Where could I buy a good
coat?
      Could/MighUWould
+ ne*KTHb1i
Ynorpe6nqercg,
Koraa pegs HAeT o aežCTBHH B npoun•0M, KOTOpoe 6bIJIO B03MO>KHO, HO He
np0H30umo. I could have lent you some money, but I hadn't been paid yet.
(DOPMbl
"HCþHHHTHBa 06pa3Yi0Tcq cneAYOL4HM 06pa30M•.
Simple Infinitive: (to) go
Continuous Infinitive: (to) be going
Perfect Infinitive: (to) have gone
Perfect Continuous Infinitive: (to)
have been going
CnOC06HocTb/HecnOC06HOCTb

Can
BblPayaeT cnOC06HOCTb CAenaTb HTO-nH60 B HacroqueM 6YAYLUeM.

our dog.Could Bblpaxaer CnOC06HOCTb
  AenaTb HTO-nH60 B GR 14       np0LLIT10M.

He
can perform magic tricks.

She could work longer
hours when she was younger.  Was(n't) able to Bbtpaxaer (He)cnoc06HOCTb caenatb qro-nH60 B npownoM.
He was(n't) able to attend yesterday's meeting.

Couldn't Bblpaxaer
HeCnOC06HOCTb BblnonHHTb AežCTBHe B npotunoM.
Daniel
couldn't swim when he was three. He couldn't/wasn 't able to swim yesterday
because it was a bit chilly.
Jlorgqecxge
      Must
— yn0Tpe6ngercq, KorAa ecTb nonHaq YBepeHHOCTb B npaBAHBOCTH AeHCT8HS1 B
HaCTOBtueM npouJJ10M. He must be very upset, now that
he's heard the bad news.
Tom looks guilty. He must have done something wrong.

May/Might/CouId —
ynorpe6nqercq, Koraa eCTb BeP09THOCTb, aeACTBHe, B03MOXHO, np0hcxoAHno
npoucx0AHT.
There's a lot of
traffic today so John might be late. Sue may have returned your book. Check
your desk.  Can't/Couldn't — ynorpe6nneTcq, Koraa AehcrBHe HeB03MO>KHO (B
npouJJ10M HnH HaCTOgueM).
The TV
can't/couldn't be broken. It's brand-new. She couldn't have said something so
rude. She is an extremely polite person.
KPHrugecKHe
aueqaHHR

Could: You could at least be polite to her. (Haaoqtuee BpeMR)
You could
have waited for them to come. (npotueAuee speMB)
      Should:
He should be more patient. She should have apologised to them. (HO OHO He
cðenana 3,770)  Ought to: She ought to stop wasting her
parents' money.
npeAnoxeHHR
      Can:
Can I bring you something else?
      Would:
What else would you like?

Shall: Shall I pick you up from work?  Can/Could: We can
rent a DVD. We could go on a picnic.
BePORTHOCTb
      Will:
He will ask her to marry him. (100% yæpeHHOCTb)
      Should/Ought
to: They should/ought to be here soon. (90% YBePeHHOCTb; TODbKO 6yayuaee apeMq;
3T0 BeP051THO)
r
paMMaTHqecKHöi cnpasoqHHK
COBer

Should: 06b1UHb'i
coger
She should seek the help of a professional.
      Ought to: 06btgHbli coger
Everyone ought to recycle.
      Shall: npocb6a o COBere
Shall I complain to the
Principal?
MODULE
8

Conditionals: type 0/1 —
npHAaToqHbte npeanoxeHH9 yc110BHR (Thn O/ I)

Conditionals (type O)
Hcnonb3Yi0TcB
BbtpaxeHHR 061.genpHHRTbtx HayqHblX CþaKTOB. B 3TOM THne
rtPHAaTOYHbtx npeAJ10>KeHHü YCDOBHfi MOXHO Hcnonb30aaTb when BMeCTO if.

npHAaroNHoe c if

rna0Hoe npennoxeHHe

If/When +
  present simple            Present Simple

If/When yellow is mixed with blue we have green.

Conditionals (type I)
Hcnonb3YiOTCfi Ans onucaHHfi peanbHoi gePOBTHoi CHryauHH B 6YAytuer.1.

npHAaroqHoe c if

rnaÐHoe npeanoxeHHe

If + Present Simple Future Simple,
  Imperative, can/must/may, etc infinitive

If Tom comes home early, he will have time fo reading.
If Tom comes home early, we can go to
  the cinema.

     ECJIH npHAaroqHoe YCJIOBHB CTOHT
nepea rnaBHbIM npeAnoxeHHeM, OHH  aanmoä. ECJIH rnaBHoe
npeanoxeHHe CTOHT nepen nPHAaTOMHb/M c if, 3an*Taq He CTaBHTC9.
rlPHMegaHHe. C TIP"aaTOHHblMH
npeanoxeHH9MH ycn0Bhf1 (Tun 1) ucnont,ayercq unless (ecm•t He) + rnaron B
YTBePAHTenbHoi  if + rnaron B 0TPHgaTeJ1bHoÿ1 cþoprae).
I
won't tell you anything unless you promise to keep it a secret. (l won't tell
you anything if you don't promise to keep it a secret.)

Conditionals: type 2 & 3 —
flPHAaTOqHble npeAnoxeHhR YCJIOBHR (Tun 2 & 3)

Conditionals (type 2) gcnonb3Y'0TCB
BblpaxeHHB B006paxaeMOÀ CHTyaUHH, KOTOpaR ManosepoRTHa AM
HaCTORLUerO H 6yayuaero. B nPHAaTOHHOM npeanoxeHHH C if B I-M H 3-M JIHue

r
 cnpagouH¼R
eAHHCTBeHHOrO
qgcna ynorpe6nmorca KaK were, raK H was. Taeo«e Hcnonb3ytorca CTPYKTYPbl If /
were you Toro,
gr06bl garb COBeT.

npHAaT0HHoe
    C if

rnaBHoe
    npeAJ10MeHHe

If + Past Simple/
  would/could/might + Past Continuous bare infinitive

If Pete lost his job,
  things would be very difficult for this family.
If I were
  you, I wouldn't buy those shoes.
If they weren't making so much
  noise, I coul concentrate on my work.

Conditionals
(type 3) Hcnonb3Y'0Tcs Ans orlHcaHHB Hepea$1bHoñ cmyaUHH B npounoM. OHH
Taxye ncn0$1b3YEOTCR Ann BblPaxeHHa COXaneHHB
KPHTHKH.
                         rlPHaaTONHoe
c it            rnaBH0e npeanoxeHHe

If
  + Past Perfect/                  would/could/might +
Past Perfect Continuous       bare
  perfect infinitive

If
  our team hadn't lost the match, it would hav won the championship.
If
  they had been driving more carefully, th wouldn't have had an accident.

GR16
Irregular Verbs

Infinitive

Past

Past Participle

Infinitive

Past

Past Participle

be bear beat become begin bite blow break bring build burn
  burst buy
can catch choose come cost cut deal
  dig do draw dream drink drive eat fall feed feel fight find fly forbid forget
  forgive freeze
get give go grow hang have hear hide
  hit hold hurt
keep know lead learn

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

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

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

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

left lent let lit lost
made meant met paid put
read ridden rung risen run
said seen sold sent

sewn shaken shone shot shown shut sung sat slept smelt
  (smelled) spoken spelt (spelled) spent stood stolen stuck stung sworn swept
  swum taken taught torn told thought thrown understood
woken worn won written

List

MODULE 1
advise (у) советовать approach (у)
приближаться avoid (у) избегать benefit ibgruflt,' (п) польза, помощь,
поддержка bite ,'ђЩIЈ (м) кусать, обкусывать blush (у) краснеть от смущения
bright ,Ъгап/ (adj) яркий carjng [Кеагщ/ (adj) заботливый, внимательный dench
,/klenW (У) сжимать (кулаки), стискивать (зубы) comfortable №mftab'L' (adj)
удобный, спокойный confident ,'knnf1dant,' (adj)
уверенный contents /kantents' (п) содержание conversation  (п)
разговор, диалог cross /kmsl (у) скрещивать develop
/dwelap,' (у) развивать(ся) easy-going qaum„' (adj) лёгкий в общении епег;у
,QnarcbI,' (п) энергия, сила eyebrow /щЬгао/ (п) бровь fancy /f;enslj (у)
нравиться, любить fist [f»t/ (п) кулак f[exible (adj) гибкий, податливый,
мягкий furious ,'ђцапау' (adj) разъярённый, свирепый gesture 'jestJa"' (П)
жест, телодвижение impress ,hmprgs' (м) производить впечатление, поражать
irritab[e (adj) раздражительный likely ЛщК11Ј (adv) вероятно narrate (у)
рассказывать nervous lna;vas,' (adj) нервный opportunity (п)
возможность (что-либо сделать) optimistic (adj) оптимистичный palm
/рщт/ (п) ладонь, ладошка passion (п) страстное увлечение, страсть patient
/puf”ntj (adj) терпеливый persuade fpasweyd/ (м) убеждать pessimjstic
/pesmust11Q' (adj) пессимистичный positive (adj) позитивный, положительный
postpone /раш;раџп,' (v) откладывать (на более поздний срок), переносить по
времени predict !pndlkt/ (у) предвидеть, прогнозировать purpose (п) цель
puzzled (adj) озадаченный quality {kwnht1/ (п) качество, особенность, черта
характера raise ,'ruzJ (м) поднимать react (У) реагировать, отзываться reason
(п) причина retiabte (adj) надёжный, заслуживающий доверия scratch (У)
царапать, чесать selfish /selfIfi (adj) самолюбивый, эгоистичныЙ sensitive
/sensltw/ (adj) чувствительный, впечатлительный, НфКНЫЙ

Silent
«щ|апт,' (adj) молчаливый, тихий Sincere /smsp¶ (adj) искренний, честный stranger
Ыгипсђа,' (п) незнакомец
WL1
stay [steI/ (у) оставаться stubborn
/stdbatn/ (adj) упрямый sweat jswet,' (у) вспотеть, запотевать
sweaty /swetlj (adj) потный, вспотевшиЙ tap
(У) стучать, постукивать task ftcsk/ (п) задача, задание, дело tip
/цр/ (п) подсказка, совет
Phrasa[s & Phrases
ЬгеаК the ice нарушить молчание,
сделать первый шаг, начать общение саге about заботиться о ком-либо или
чем-либо do things one's own way делать что-либо по-своему
get involved in быть вовлечённым (во
что-либо), включаться get sb down огорчать get to know узнавать hetp out
выручать, помогать help sb through помогать кому-либо в трудной ситуации jt's
worth it это того стоит; это стоит сделать [ооК away отводить взгляд, смотреть
в сторону
[ооК
serious выглядеть серьёзным, иметь серьёзный вид shrug one's shoutders пожимать
плечами
aggressive (adj) агрессивный, злой,
раздражённый annoyed /an;udf (adj) раздражённый argument (п) доказательство,
аргумент attitude (п) отношение, позиция disbetief (п) неверие, недоверие enthusiasm
(п) энтузиазм, воодушевление fat[ ,/fxL/ (м) падать, опускаться greet (ч)
здороваться, приветствовать jndeed /mdi;dl (adv) в самом деле, в
действительности move (у) переезжать, переселяться neighbourhood ln<lbafhud/
(п) округа, район otd-fashioned (adj) старомодный pleasure (п) наслаждение,
удовольствие pretty t'pr•ltI/ (adv) довольно, достаточно privacy lpnvasl, (п)
уединение, личное пространство rather ЈгщДа¶ (adv) немного, довольно, слегка
re[ationship 1гпцГп.Пр,' (п) отношение rjse [гща' (У) подниматься sarcasm
lswfktezamj (П) сарказм, колкость, ирония Sing[e (adj) одинокий, холостой,
незамужняя suspicious (adj) подозрительный turn (16) (У) достигать 16-летнего
возраста vjew Л'јщ' (п) мнение, точка зрения welcome (у) приветствовать
Phrasals & Phrases
а bit
немного end ИР (in) закончить чем-либо get оп well wjth хорошо ладить с
кем-либо hang out with проводить время, общаться с
for ages давно, долгое
время

Is this
seat taken? 3TO Mecro 3aHBTO?
It could be better Morno 6b' 6blTb H nyyue Make yourself at home. 14YBCTByñfre)
ce6q Kak AOMa. not catch sth He PaCCJ1blU.jaTb, He rtOHBTb qro-JIH60 only child
eAUHCTBeHHblñ pe6ëH0K B cervibe take care of aa60THTbCR
What's up? LITO cnyqunocb? B qeM
Aeno?
lc
A level lgv01/ (n) 3K3araeH no
nporpaMMe cpeAHeÀ
LUKOJ1bl (np0ABHHYToro YPOBHA) attic
,/ætrW (n) qepAaK, Mat-Icapaa cool Ikul] (adj) KnaCCHblü, cute Ikju•t] (adj)
npHBneKaTenbHblñ, MHJIOBHAHb1ž,
C006Pa3HreT1bHb1ü
definitely /dgfirutll/ (adv) onpeaenëHH0, BCHO, roqHO diary /dunn/ (11)
AHeBHHK duration /djure1Pn/ (n) ATIHTeDbHOCTb emphasis /emfasrs/ (n) oc060e
3HaqeHHe, atcqeHT, yaapeHHe fail /fgJI/ (V) TepneTb Heynaqy, np0BaJIHTb (3K3atqeH)
intention I:ntenJ'n/ (n) HaMepeHHe interrupt hntarspt/ (v) npepbtaaTb,
nepe6HBaTb (pæroBop) irritation (n) pa3ApaxeHHe literature (n) nHTeparypa
local (adj) MeCTHbti messy Imgsr/ (adj) rpA3Hb'ž, 6ecnopqaot4Hbl> naughty Ina•tIJ' (adj)
Henocnyu.JHblñ, uaJIOBnHBbli permanent ipxrmanant/ (adj)
nOCTOBHHb1ž prediction /prrdlkfn/ (n) nporH03HpoBawe, npeacKaaaHHe
scholarship /sk2Prf1p/ (n) CTHneHAHfi shoelace /JuIels/ (n) LUHYPOK
simultaneous Isrmalteuuas/ (adj) OAHOBPeMeHHblñ state 'stew (n)
COCTOAHHe Stuff /ståt7 (n) Bet-UPI, HMYU4eCTBO, xnatvl trip /tnp/ (V)
cnOTKHYTbCR Phrasals & Phrases
come across HaTKHYTbCA, HaronKHYTbCfi
for a while Ha BpeMR; Ha HeKOTopoe BpeMB have an early night paH0110>KHTbC9
cnaTb pick st) up noage3TH, noa6pocHTb Koro-nH60
(HO
MatUUHe) rather than cKopee, qeM run Off YXOAHTb, y6eraTb,0T6eraTb
Id
acquaintance
/akwemtans/ (n) 3HaKOMblÞi almond-shaped /xImandJerpt/ (adj)
MHHaaneBHAHblÿt;
OBaJ1bHb1¥1
average /ævartcv (adj) 06bjqHb1ÿt•, cpeAHHŽ;
HOPMaJ1bHb1ñ bossy (adj) enaCTHb/ä; nt06SU4Hÿf pacnopgxatbcn
build I'bLId/ (n) TenocnoxeHHe colleague /kpli:q/ (n) Konnera

HeAOBOJ1bCTBO creative ,ikncltlv/ (adj)
TBOpqeCKHž disagree ,/d1sagrW (v) He cornau.jaTbcq dull /dål/ (adj)
YHblJ1blŽ•, CKYHHblh; 6eCTOTIKOBb1ÿ energetic lenarcbetlk,' (adj)
3HeprHHHblŽ,• aKTHBHbllž generous /cbenaras/ (adj) BenHKOAYUJHblW,
UleAPblh;
6narop0AHblÿf ginger ,/ct3JncbaT/ (adj)
Pbi>KeBaTblvi,•
OPaHxeBO-KOPHqHeBbtñ;
HM6HPHblÿ1 humorous fhjgrnaras/ (adj) seceJ1btÿ; CMeUJHOV1 idiom
/ldram/ (n) MAHOMa, HAHOMaTyqecoe BblpaxeHHe middle-aged Inud'l el(td/ (adj)
CPeAHHX ner moody (adj) nerK0 noaaa'0L4Hñcq CMeHap.1
HacrpoeHHR; yrpOMblž; nephew
Inefjuý (n) nneMfiHHHK niece                (n) nneMRHHHua plump
/plamp/(adj) nyxnblä present /prrzent/ (v) npeacraBTIRTb; nOKa3blBaTb
shoulder-length /Jauldar Ign6/ (adj) AllHHOž AO nneq sporty
/spxrtJ] (adj) CTIOPTHBHb1h sensible /sensrb'l/ (adj)
pa3YMHblä,• 3APaBOMblCJIBL.Uhü
stepmother /stgpmnða/ (n) Maqexa
sense /sens,/ (n) qyBCTBO talkative /txkauv/ (adj) paar0BopYHBblñ
Phrasals & Phrases
a piece
of cake nycTNHoe Aeno; nërKoe Aeno; nerK0 H npocro be a pain in the neck
C03AagaTb np06neMbl depend on sb 3aBHceTb 0T Koro-nH60, nonaratbcq Ha
Koro-11H60
drive st) crazy CBOAHTb KOrO-JIH60 c YMa go grey CeAeTb (0 Bonocax)
hold one's
tongue aeP>KaTb R3blK aa 3Y6aMH; npHKYCHTb
R3blK; aar•aonqaTb get on sb's nerves AeäCTBOBaTb Ha HepBbi run into
HeO>KHAaHHO BCTPeThTb; CTOTlKHYTbC9;
HaTKHYTbCR speak your mind Bbtpaxatb MHeHHe turn sth down
y6aBHTb (3BYK, caer)
abbreviation labrtvreulžn/ (n) a66peauarypa; coKpatueHHe
anniversary /ænrvzrsanj (n) rOAOBU4HHa (CBaAb6bl) arrival
iaruvJI/ (n) npH6btTHe, HOBOPO>KAëHHbIä attend Intend/ (v)
rlP"CYTCTBOBaTb,• noceu.latb colloquial ,'kalauk-vual! (adj)
pa3r0BopHb1ü congratulate /kangræt$uIeIV (V) n03ApaBJIRTb degree
/dtqri;i (n) 3BaHHe, yqëHaq creneHb grateful ('greitful/ (adj)
6naroaapHblñ; nPH3HarenbHblñ greeting card kgtd/ (n)
r)03apaBHTeTlbHaR
OTKPblTKa linker /llnkar,' (n) CBB3Ka (CJIOBO-CBR3Ka) recovery /rrksvarr/
(n) Bb13aopoaneHhe remark irrmŒtk,i (n) aarqeqaHHe;
perqapKa scholarship /sknPr.ftp/ (n) cTHneHAHA speedy /sptdJ/ (adj) 6b1CTPblh
sympathy ,SImpa01/ (n) CORYBCTBHe; coxaneHHe uni university) (n) YHHBePCHTeT
wish /wÚ/ (v) xenaTb
Phrasals &
Phrases
be back on one's feet BCTaTb Ha HOrH,nonpaBHTbCS
be stuck in 3acTPBTb rae-JIH60 Catch you later! YBHAHMCB! Good luck! HenaE0
ycnexa! yaaqH!
find out BblBCHHTb; Y3HagaTb; noHRTb in no time CKOPO
I f
attractive /atrektrv/ (adj) rlPHaneKaTef1bHblñ careless /'Wlas/ (adj)
He6Pe>KHb1ý1, 6ecneMHb1Ž close /klužs/ (adj) 6nH3KHñ
communicate /kamjlvmkelt/ (V) 06tuaTbCB educated /gdjukeitld,/ (adj)
06Pa30BaHHblñ enjoyable (adj) rlPHBTHblñ fond /fnnd! (adj) generous (adj) tueAPbtŽ,
6narop0AHblä helpless /hglplas/ (adj) 6eCnOMOL4Hblÿf jealous (adj) PeBHHBblü;
3a8HCTJIHBb1Ž keen (adj) 3aHHTePeCOBaHHb1Ž proud /praud/ (adj)
ropAblVi recover /r1kAvar/ (V) Bb13AOPaBTIHBaTb report /npxrt/
(n) A0Knaa; orqëT romantic (adj) POMaHTHqeCKHž stylish (adj)
CTHT1bHbtü successful Isaksesftsl/ (adj) ycneWHblž suffix fsAf1ks/
(n) cycþcþHKc traditional ltradlfanalJ (adj)
TPaAHUHOHHblä
Culture Corner 1
acceptable /akseptab'l/ (adj)
npueMneMbtÿ, aonycrm.lbti affectionate {afgkfanaU (adj) naCKOBblñ,
Hey<Hblÿ1 avoid (V) H36eraTb behaviour /blhegvja/ (n) nogeaeHHe belief biltf/ (n) aepa bunch /hAntJ/
(n) 6YKeT cheek (n) u.4eKa chuck f!ßk' (n) apyr, aertca
(HeØopmaJ7bHoe 05paugeHue) custom fkAstam/ (n) 06blqaž exist
/tgnst/ (v) CYU.4eCTBOBatb guv /gzw/ (n) napeHb (HeØOPMa,7bHoe
06paugeHue) handshake Ih&ndfelk./ (n) pyKonoxaTHe host /haust/ (n) X03AHH
(ð0M0) hug (n) 06bSTHe mate /mglt/ (n) TOBaPh14, apyr, npuqrellb offend
/êfend/ (v) 06H>KaTb politics 'pulltlks' (n) nonHTHKa relative
/rglauv/ (n) POACTBeHHHK religion (n) penuruq reserved /nzxrvd/
(adj) CAePyaHHblñ respect /nspgkt] (v) ygaxaTb rude Inrd/ (adj) rpy6blVf
socialising /JOuralmztn' (n) 06LueHHe
Phrasals & Phrases close friends 611H3KHe drop in 3axOAHTb B rOCTH,
3arT19AblBaTb, Hage1.gaTb marital status cetqeñHoe
WI-3
social etiquette 3THKer, HOPMbI
noBeaeHHR B 0614ecTBe small talk nërtcas 6eceAa Across the Curriculum:
PSHE
accuse    (v) 06BHHflTb anger Lgnga¶ (n) rHea apologize /apnlacbam' (v)
H3BHHRTbCfi argument  (n) cnop blame /blum/ (V) BHHHTb, 06BHHRTb bother /bnôa/ (V)
HaAOeaaTb, AOKyqaTb
byway /barveL/ (n) npocëJ10MHan Aopora; Tuxaq aopora cloudless /klaudlas/ (adj)
6e306naqHb1> conflict ,'knntllkt/ (n) KOHC#JIHKT, np0THBopegue control ,'kantraul/ (V)
KOHTPOf1HPOBaTb detour /dttuar,' (n) 06Þe3A, 06XOA;
ORO'1bHblñ nyTb dim Idrml (adj) TYCK11b1Ü, TYMaHHb1> disappointed  (adj) paaoqapogaHHblü flexible
/fleks1b3L/ (adj) ru6KHŽ, ycrynHHBbIh focus /hukas,' (V) cocpeAOTOHHTbC$1
forgive /fargrv'/ (v) npou.ÅaTb frustrated (adj) paCCTPoeHHblh handle (V)
ynpaanqTb, per-yr1HPORTb highway /harwel/ (n) wocce minimise (V)
npeytqeHb1LjaTb, CHuxaTb AO
MHHHMYMa natural Inetrral/ (adj)
ec:reCTBeHHblä open-minded /aupan mamdld/ (adj) U]HPOKHX BarnBAOB,
BOCr1PhHMqHBblÞ1 opinion /oplnjanJ (n) MHeHHe process /prausesi (n)
npouecc resolve In-zulv{ (V) npHHHMaTb peweHHe, pa3pewaTb
(KOHcþJIHKT) shame       (n)
CTb1A slack       (adj) HeaaTf1HYTb1ñ, HeHaTAHYTblü, cna6btñ
swear /swgar/ (V) pyraTbcq, 6PaHHTbCfi taut /txt/ (adv)
Tyroñ, HaTBHYTblh thunder /6Anda¶ (n) rpoM thruway (n) aarocrpaaa,
aBTOMarhCTpaDb Willing (adj) rOTOBb1V1 caenaTb qro-nH60
Phrasals & Phrases
boss around rlPhKa3btBaTb, ynpaennTb KeM-$1H60 call smb names 063blBaTbCR COOI Off
OCTb1Tb, YCnOKOHTbCR deal with naAHTb (c moðbMu), HMeTb aeno c KeM-TIH60,
qeM-JIH60 get back at MCThTb move on npoaonxaTb, ABHraTbCR nanbl.ue practise what you preach AenaTb TaK,
KaK roBoph11Jb show up npoqgnmb(cn), noKa3bleaTb step by step war 3a tuaroM,
CUCTeMaThgeCKH, nocreneHH0 the pros and cons AOBOAbi aa H np0THB
MODULE 2 2a
airport   (n) aaponopr allergic /alg: rcblk/ (adj)
annepl"HqecKHü, 6blTb nOABePxeHHblM anneprHH
appealing (adj)
npHBneKaTeT1bHblñ attractive (adj) npHBneKareJ1bHblÿt baked ,/bukt}
(adj) neqëHblñ (6 ðyxoBKe) balanced (adj) raPMOHHUHb1Ü,
C6anaHCHPOBaHHblñ biscuit {blsklt/ (n) neqeHbe boiled /b211d/ (adj)
BapëHb1Þl boxed /bnkst/ (adj) B Kop06Ke canteen /kænttn/ (n)
cronOBafi certain /szrt•nl (adj) onpeaenëHHblä character
/kænktar,' (n) nepcoHax; repo" ('PunbMa,
KHZ.'êU) creamy /krtmt} (adj) CJIUBONHbiñ, KPeMOBblä,
XHPHb1> course /kxrs/ (n) 6J10AO (qacTb 06ena) create /krreyt/ (V) C03AaBaTb
crisp /knsp/ (n) qv•tnc delicious /dlllfas' (adj) diet /dmat/ (n) AHeTa dish /dlll (n)
6mOAO effort ,'gfart/ (n) nonblTKa encourage (V) 060APBTb, BOOAyweBnRTb,
BCenqTb
Haae>KAY fried /fruld/ (adj) xapeHbiž frozen ,/frNžzan} (adj)
3aMopoxeHHb1ñ gain /geyn/ (V) nph06peTaTb, nonyqaTb, A06HBaTbCfi grilled
/gnld/ (adj) 3a>KapeHHblV1 aaneqëHHblä Ha
pewëTKe important (adj) Ba>KHblñ lunchbox (n) Kop06Ka
3.agrpaKa mashed (adj) pa3MBTbli,nepeMewaHHblŽ meal Imi•l} (n) eAa,
rlhl-ua nourishing InanJL1),' (adj) HaCbueHHbt", nmareT1bHblÜ nursery
school /nxrsarl skull (n) aeTCKH" caa origin (n) overcooked huvarkUkt/ (adj)
nepegapt2HHblÿ1 pickled /pik'ld/ (adj) MaPHHOaaHHblž poached /p.utJt]
(adj) B MewoqeK (o CBaPeHHOM Biue) portion gpa•TnJ (n) nopuHB prepare /pnpgar/
(V) npuroTOBHTb, rOTOBHTb raw (adj) Cbtpoü roast ,/rpusti (adj)
3axapeHHblŽ, aaneqëHHblñ rule /ru;l} (n) npaBHJ10 sauce /sxs/
(n) coyc, npunpaaa, nonnuga scrambled  (adj) CMeUJaHHbIÞt shaped
IJC1pt/ (adj) HMe'OU4Hñ cþopMY sour /sauar,' (adj)
KHCJ1b1ü spicy Ispagsr/ (adj) npAHblñ, aPOMaTHblñ,
OCTPb1Ü therefore /òearfa•r,' (adv) n03T0MY, TaKHM
06pa.30M,• no
3T0ü npH'4HHe typical ,'tlplk'l/ (adj) tasty /teJstI/ (adj) train station /trglll stgiPn/ (n)
xene3HOA0P0>KHaq
CTaHLIH9 undercooked
Isndarkukt/ (adj) HeAOgaPeHHblŽ vegetarian /vectrtærran]
(n) Bererapyat-teg vinegar          (n) YKcyc weight               (n) aec
Phrasals & Phrases
date back 6paTb Haqano
for my liking
Ha MO" fussy eater pa.360p'4HBblÖt B eAe head for AepxaTb Kypc, HanpaBMTbca
packed lunch 6YTep6p0Abl, cyxoi naëK put on npH6aBJIRTb (0 3ece) take
pride in ropAHTbCfi
2b
alternative (adj) ansrePHaTHBHblŽ, Apyroñ antique (adj)
CTaPHHHblV1, aHTHKBaPHbIž bakery tbeJkan/ (n) 6ynoqHaq bargain JbÇrgun/
(n) BbTOAHag noKyr1Ka bazaar /bazu•r/ (n) 6a3ap, Pb1HOK brilliant /bnlrant/
(adj) 6neCTR14Hh, reHHaflbHblýi butcher's Ibutfarz/ (n)
MfiCHOü Mara3hH car boot sale butt (n) 6apax0TlKa chemist's I'kgrnrstsl
(n) anreKa comic /knmlk/ (adj) KOMHqeCKHŽ, CMeLUHOŽ comment 'kument]
(n) KOMMeHTaPHÜ condition /kandfn/ (n) COCTORHhe credit card /kredrt Wd/
(n) KPeAHTHaB KapTa department store /dtpg'tmont (n) YHHBepraar detail
/dtle-ll/ (n) aeranb, nOAP06HOCTb dozen /dszan./ (n) AEO>KHHa exchange
(v) 06MeHHBaTb fashion (n) MOAa, CTHJ1b OAeXAb1 fishmonger's /flfmxngaT7J (n)
Pb16HblŽ Mara3HH fit (v) nOAXOAHTb no pa3Mepy flea market iflt rnŒ'k1t/
(n) BeuaeB0ä PblHOK, 6apaxonKa florist's /flpnstsi (n) UBeTOHHblA Mara3HH
gold /geuld/ (n) 30JIOTO hairdresser's /hgardresard (n)
napHKMaxepcxaq
(xeHCK09) instead Of finsted/ (prep) BMeCTO issue fisju:, (n) BblnyCK,
H3AaHhe, HOMep (ycgpHana) jeweller's (n) OBenHPHb'ü Mara3HH long-sighted
,'lnnsaltld/ (adj) WIbH030PKHñ necklace Inekllsi (n) K011be newsagent's
Inju;zelcrnts/ (n) ra3eTHblÜ KHOCK optician's /nptLPn74 (n) orlTHKa
(maea3UH) oven (n) AYXOBKa plenty /plgntl/ (adv) MHOrO, AOB011bHO, H3PRAHO post office /paustnfrs/
(n) noHTa prawn /prxn„' (n) KpeBeTKa prescription Ipnsknprn/ (n) pegenr sausage (n)
Kon6aca, COCHCKa setting (n) 0Kpy>iQHHe, 06CTaHOBKa shopping mall rnxl/ (n)
TOPrOBO-pa3BneKareDbHblü
KOMnneKC
short-sighted      saltld/ (adj) 6nh30PYKHü suit     (V) nOAXOAHTb, 6blTb
nuqy (06 oðexðe)
silver
/sflva¶ (n) cepe6po Size ,/suz] (n) pa3Mep stall Istxl/ (n) napëK, npmaB0K
stamp JstÇemp/ (n) MapKa tour guide (n) rHA tulip /tjL'Ilp/ (n)
T10J1bnaH underground /&ndargnund} (n) Merpo visualise (V)
npeacTaBJIRTb MblCneHHO
WL4

Phrasals & Phrases
a couple of napa (gero-JIH60) have a
look Barn9HYTb on sale B npoaaxe pick up C06HPaTb send sth first class
ornpaBHTb nepBblM KnaCCOM, second-hand shop Isekand h;end Jnp/ (n) Mara3HH,
npoaa}0L4Hž 6blBLUHe B ynorpe6neHHH Beu-4H try Sth on npHMePRTb
2c
abroad
/abrxdi (adv) aa rpaewueh affect /afckt/ (V) BliHATb, BOaneVlCTBOBaTb
afterwards /ŒftarwaTdz] (adv) BnocneacTB"H, noT0M, noaxe army /crrni/
(n) apMHR celebrate Isgllbreltj (V) rtpaaAHOBaTb charity Shop .fnpl (n)
6nar0TBOPHrenbHblä Mara3HH coat (n) nanbT0 cold /kauld/ (n) npocryaa
coupon Iku•pon/ (n) KynoH, ranoH crash (V) norepneTb agapmo, Pa36HTb(CB) decade
/dgkerd/ (n) aeCRTHneTHe event /rvent/ (n) C06blT1•te exhausted /tgzxstld/
(adj) H3MO>KAëHHblÜ, "CTOl.qëHHblA jewellery (n)
FOBeTIHPHble H3aeJIHB library I'laJbran/ (n) 6H6JIHOTeKa natural environment
Inetr•ral rnvalnranrnant} (n) oxpyxamgas cpeaa organise la•rganalfl (V)
OPraHH30BblBaTb over /auva¶ (adv) CBb1UJe, 6011btue, 60nee pocket money /pnklt mantl (n)
KaPMaHHbte aeHbrH prize /prmz/ (n) nph3 result /nzalt./ (n) pe3Yf1bTar salty
/sxltl} (adj) conëHblv; snack /snæk/ (n) nerKa9 3aKycKa, nepeKyc teen (n, adj) noapocT0K (0T 13 AO 19
ner) Thanksgiving AeHb 6naroaapeHHA trip /tryp/ (n) noe3AKa, nyreuecTBHe properly !pmpaTIL/
(adv) Kat< cneayer receive (v) nonyqaTb regret /rtqrgt/ (V) CO>KaneTb
Visible
/vuzrbêl,/ (adj) BCHb1ä, OqeBHAHbtä,
3-aMeTHblÿ1 whole /haul/ (adj) uenblñ, nonHblñ Phrasals
& Phrases
be long aonro AJIHTbCB, MeAJIHTb fall
on BbtnaaaTb, nonaaatb (Ha aary) in return for B 06MeH Ha..., B onnary 3a... take a look at
'IOCMOTPeTb Ha gro-JIH60 try one's best CAenaTb nyqujee, '*TO MOXeU.1b
add led/ (v) A06aBHTb bar /bçv•r/ (n) nnHTKa, KYCOK
beat 'bit/ (v) B36HBaTb billiards /blljardð (n) 6HJ1bqpa chop /ýpp/
(V) py6HTb dominoes Idpnunavz] (n) AOMHHO equipment Ilkwwmant] (n) 060PYAOBaHHe
flour
/tlauarj' (n) MYKa fold /fauld/ (v) 3aBopaqHBaTb, caopaqHBaTb grate /grert/ (V) TepeTb Ha TëPKe
gymnastics Id;tmrugstlks/ (n) rHMHacTHKa herb /h%lb/ (n) apotaaTHaB
rpaga, npHnpaBa huge (adj) OrPOMHb1Þ1, rp0MaAHblž ingredient
,'mgrtdlent/ (n) HHrPeAHeHT instrument Imstramant/ (n) HHCTPYMeHT, npH60p
lecture (n) neKL4HR, HOTaL4HR litre (n) loaf (n) 6yxaHKa xne6a, 6YTIKa luggage
(n) 6ara>K means /mtnzJ (n) cnoc06, cpeacTB0 measurement /mœ;armant/
(n) CHCTeraa H3MepeHH9 melt Imglt} (V) raqTb omelette Inrnlet/ (n) OMneT order
(V) 3aKa3b1BaTb, AenaTb 3aKa3 overcharge /auvartJŒrcb,' (v)
Ha3HaqaTb 3aBb1UJeHHYtO ueHY peel /piL' (v) HHCTMTb, cpeaaTb KOHHUY (c
0B0Luež, cþpyKT0B) per (week, day etc) Ipa;r/ (prep) Ha, B, , c (Ha
Heðemo, 8 ðeHb u m. a.) pinch (n) uaenoTKa place /plegs/ (V)
nono>KHTb Ha Mec•ro pliers /plçuarz/ (n) nnocKory6L(bl, KneL14H pop
/pnp,/ (V) KHHYTb, U.'BblPHYTb, 6POCHTb pour /pxt/ (V) HanHB.aTb preheat /prrhtt! (v) npeAaapHTeT1bH0
pa30rpeBaTb queue 'kW (n) oqepeAb rare Irga¶ (adj) HenpoxapeHHblŽ (OMRCe)
reasonable /rtzanab*l/ (adj) npHeMneMb1i, YMepeHHblVf recommend Irekamend/ (V)
PeKOMeHAOBatb, COBeTOBaTb replace Inplels/ (V) aar.•teH9Tb '4T0-nH60 resist /rmst./ (V) YCTOBïb np0THB,
conp0THB11BTbcB scales /skeflz/ (n) BeCbl slice /slus/ (n)  KycoqeK slice /SI@JS,' (V) TOHKO
pe3aTb secret tstkrrt/ (n) ceKper serve Isxrvl (v) noaaaTb, cepBHPOBaTb
(eðg unu
Hanumxu)
shabby /J&bL,' (adj) nOHOujeHHb/>, norpënaHHblž,
noreptblž similar /sžmrla¼ (adj) rlOA06Hb1> sparkling
,/sp£rklrn/ (adj) ra3HpoaaHHblä sprinkle /spnt)k'l/ (V)
C6Pb13rHBaTb still /sul/ (adj) 6e3 raaa (o ßoðe) teaspoonful (n)
qañHas $10>KKa (KaK Mepa
06ëMa) tool           (n)
HHCTPYMeHT tortilla       (n)        (MaHCOBan nenëuJKa) triangle
'trarænq'l/ (n) TpeyronbHHK
trust
Itrast/ (V) AOBePfiTb, BePHTb well done /wgl           (adj) xopowo
npoxapeHHb1ñ (o "Ace)
Phrasals & Phrases
be a bad egg 6blTb HeqeCTHblM be as
nutty as a fruitcake 6blTb cyaacu.jeAt_1JHM be full 6b1Tb CblTb1M be in the
soup nonacTb B nepeapsry by mistake no OWH6Ke, OUJH60YHO eat out eCTb             AOMa
(O pecmopaæ, KaØe) mix up cnyraTb, nepenyTaTb SO far AO nop spill the beans BblAaTb
ceKpeTb1 take everything with a pinch of salt OTHOCHTbC9 KO
BCeMY HeaoaepqHB0 turn
out OKaaaTbCB
chatty (adj)
paarosopqHBblŽ, checked /tfekt} (adj) china /tjàma,/ (adj) cþapcþop0Bbl¥1 conclusion
fkankluzan/ (n) 0K0Hqatoe, aagepujeHHe consist of ,/kanslst av/ (V) cocTOBTb H3
embroidered trmbrudarcl/ (adj) frame ,/frem/ (n) paMKa, pap.la
handcrafted /hL•ndkrÇftId/ (adj) pyqHoi pa60Tbl include /rnkm•l/ (v)
conepxaTb, BKJ11-oqaTb B ce6q indecisive ,'tndtsatslv/ (adj)
HePeUJHTeJ1bHb1Ž interpret llntzrpnt} (V) nepeB0AHTb .
TOJIKOBaTb introduction /rntradAkPn/ (n) Haqano,
BaeaeH1.te leather    (adj) KO>KaHblÿf light llagt/ (adj)
CBeTnblŽ, nërKHñ mention Imenfnl (V) ynoMHHaTb, CCb1naTbCB
noodle /IL(PII' (n) nanwa open-air /aupanear,/ (adj) rlPOHCXOARLL4Hh
Ha OTKPblTOM
B03Ayxe
pale /pgll,/ (adj) 6neAHblä, cna6blVi, TYCKJ1blÖt (o uBere) personal
/pzrsanl/ (adj) nqqHbiÜ, nepc0HanbHb1fi plain /pICJ11/ (adj) npoaoÿ
point 'punt,' (n) CYTb, CMb1CJ1 polka dot /pplka dot/ (adj) B ropoweK project
,/pmctekt] (n) npoeKT purse /pxrs/ (n) KowenëK rubric /rubnk/
(n) py6phKa, noqCHeHHfi, YKa.3aHHR silk /S11k/ (n) ujëJIK scarf
/skAtf/ (n) l.uapcþ unique Iju:nL'k/ (adj) recent (adj) HeAaBHH"
rectangular
/rekugwiular,' (adj) np9Moyr011bHblŽ reduced /ndLzst/ (adj) noHH>KeHHblä,
CHHys•eHHbIü round mund/ (adj) Kpyrnblž shopper IJppa¶ (n)
not-cynarenb square /skwgzq (adj) KBaAPaTHblä stripe /stralp} (n) nonoca striped /strarpt/ (adj) nonocaTbth, B
nonocKY tiny (adj) Kpou.jeNHblÿt tone /taun} (n) TOH triangular
/trtuænqiula%/ (adj) Tpeyr0J1bHblž vendor /vgnda¶ (n) npoaageq
variety Narantl/ (n) pa3H006pa31•te, MHO>KeCTBO venue /vgnjuý (n)
MeCTO nposeneHHB MeponpHBTHR vintage (adj) BbjaePyaHHb1ñ,
crapblñ, xopowero
KaqecTBa
wooden /wud•'n/ (adj) AepeBfiHHblV1 woollen /wulan/ (adj) ILJepcTfiHoÿd
Phrasals & Phrases be
on a tight budget 6blTb CTeCHeHHblM B cpeACTBax
break down cnOMaTb(Cfi), drop sb a line HanptcaTb napy CTPOK,
gepKHYTb napy
CTPOK
How's/How're things? KaK Aena? I'd
better... nyque... in detail B AeraJIRX, noap06H0 main body OCHOBHOe conepxaHHe
show st) round noKa3blBaTb KOMy-TlH60 OKPeCTHOCTH
2f
advantage /ædvçntrcb/ (n) npevwytuecTB0, nont,aa appropriate /apraupneltj (adj) nOAXOARLL4HV1
cash /k&f/ (n) HUIH'4Hble aeHbrH cheque "tfek! (n) qeK combine
/'kambun/ (V) KOM6HHhPOBaTb behave /blhgjv/ (V) BeCTH ce6R, nocynaTb demand
idtmŒnd/ (n) TPe60BaTb, npeAbBBJIRTb

Tpe60BaHHe derive ,'dlrmv/ (V) nPOHCXOAHTb disinterested /drsmtrastrd/ (adj)
HeaaHHTepeCOBaHHblŽ disorder (n) 6ecn0PfiAOK experience /1kSPLanans/ (V)
nonyqaTb onblT , Y3HaBaTb journalist (n) xypHaJIHcr increase }tnkrts/ (v) B03PaCTaTb kitten
/kltan/ (n) KOTëHOK label (n) qpJ1b'K, 3THKeTKa, 6HPKa match (V)
COOTBeTCTBOBaTb, nOAXOAHTb (no g3emg, cmumo) misbehave /msblh£lv,l (v)
nnoxo ce6B sect" misunderstanding  (n) HenoHhMaHHe respect Inspgkt/ (v) YBa>KaTb role !raul/' (n) ponb
stock IStnk,J (n) aCCOPTHMeHT TOBapOB transformation /trænsfarrnglPn/
(C n) H3MeHeHHe
Phrasals & Phrases
act out
Pa3bTPblBaTb go bad no-PTHTbCB (o npoðyxmax) make a cheque out to st)
BbtnHCblBaTb qeK Culture Corner 2
cancer (n) paK (3060ne3a,que) care [kgS/ (n) 3a60ra cause (n) npHHhHa,
MOTHB, nOBOA committee /kanutl/ (n) KOMHTeT, KOMHCCHB concern /kansxrn/ (n)
6ecr10KoäCTB0, yqacTHe,
OTHOUleHHe
craft /krgft] (n) Hagenvae, noaemca cruelty /krualtl/ (n) xeCTOKOCTb disabled
/drse/b'lcl/ (adj) Herpyaocnoc06Hbtñ donate /daongyr/ (v) AenaTb
noxepTB0BaHHe establish hstæbllý (V) OCHOBaTb, yqpexaaTb,
C03AaaaTb
(KOMnaHHtO, opraHH3aL4HK) H LA.) famine /fæmtn/ (n) ronon
(cmuxuúHoe 6eðcmgue) foundation Ifaundeœn/ (n) CþOHA,
yqpe>KAeHHe goods Igudð (n) Tooapbl helper /hglpa¶ (n) noMOLAHHK item
/aJtam/ (n) nyHKT, OTAeJ1bHblñ npeAMeT B cnucKe
WL6
logo
Л;шчао/ (п) логотип, фирменный знак occasion јаКщзап] (п) случай organisation
А•фэпатщРпј (п) организация prevention (П) предупреждение,
предотвращение profit ,'prpf1t/ (п) прибыль pub[ic №db11kj (п) народ, публика,
общественность гаке [тега' (Ч) собирать (Деньги), поднимать relate lnlelt/ (м)
иметь отношение, состоять в родстве retief /f11L•fI (п) облегчение, помощь ШП
(у) вести дела seem (у) казаться, производить впечатление society ,tsasaptIi
(п) общество somehow jssrnhau,' (adv) так или иначе, как-нибудь, каким-то
образом Store (п) магазин support ,'sapxrtj
(у) поддерживать, помогать thrift (п) экономность, бережливость volunteer (п,
М) волонтёр, доброволец; идти добровольцем waste (у) тратить (зря) Phrasals
& Phrases
fair trade
взаимовыгодная торговля househo[d items домашняя утварь put words into practice
сказано—сделано; делать то, что говоришь
Going Green 2
activate  (у) активировать, завести,
включить anyway /emwev' (adv) в любом случае appear   (у) появляться бигу ЪџпЈ
(м) захоронить, хоронить, закапывать column /knlamj (п) колонна chart               (п)
таблица, схема, план
Chip ДГјрј (п) обломок, осколок,
кусочек confuse (with) ,fkanfjvj (М) спутать damage (v) повреждать,
портить,наносить ущерб decompose (у) разлагаться diagram ldapqrzen№' (п)
диаграмма, схема discuss /drskss,' (У) обсуждать ejther щда¶ (adj) другой,
такой же energy /enarcW (п) энергия enrich Лппф (У) обогащать,
улучшать harm (у) вредить industry (п) промышленность knowtedge ,'прГ1ф' (п)
знание tandfitl (п) свалка мусора least
,'1tsti (adj) наименьший; наименьшее, минимальное количество tight Лаш (adj)
лёгкий manufacturing  (С п) производство, выработка тагЈпе
(adj) морской minima[ (adj)
минимальный mistake (м) ошибаться

neither
пог                      пщДз'/ (adj) ни тот, ни другой
0il (п) нефть persuade lpa'sw№ld/ (у)
убеждать playwright (п) сценарист pollution /ра1щРпЈ (п) загрязнение pr-int
/pnnt/ (У) печатать prior /ргща¶ (adj) прежний, предыдущий recycle /rtsmk>lj
(м) перерабатывать recyc[ing centre iri:saLklII) senta¶ (С п) центр по
переработке отходов (the) rest !rest,' (п) остальное(ые) reusable
irijwzab'l/ (adj) многоразового использования statement (п) утверждение switch
(п) переключение ton ,'tsn/ (п) тонна verdict /vx'dIktl (п) вердикт, решение
waste (п) отходы, мусор wjsdom (п) мудрость
Phrasals & Phrases
break down разбивать, разделять break
ир распадаться, разлагаться end ир in оказаться (З ситуации), привести к
чему-либо get rid 0f избавляться; отделаться от чего-либо in
fact фактически, в действительности in the meantime в то же время, одновременно
renewable resources возобновляемые ресурсы throw away выбрасывать
MODULE З
За
approval (п) одобрение anthropology
(п) антропология application (п) применение applied /aplmd/ (adj) прикладной
astronomy /astr•pnanui (п) астрономия being ,'ЬГщ/ (п) существование,существо
biology (п) биология capture (у) поймать. брать в плен chemistry ,IkermstrI}
(п) химия chjmney дптт/ (п) груба, дымоход cloth (п) ткань, сукно computer
science  (П) информатика condusion ,'КапК1щззпЈ
(п) вывод, окончательное решение contain Каптетп] (у) содержать, вмещать craft
/КгщТ' (п) средство передвижения, судно crowd (п) толпа curious ,'Кјџэпа4 (adj)
любопытный dry /dru,' (у) сушить earth science те sapns/ (п) наука о Земле;
почвоведение ecology (п) экология economics /tkannrmks,' (п) экономика
education (v•djukefni (п) образование, просвещение, обучение
engineering
/end31tuartn/ (n) npoeKTHpoaa1-we,
HH>KeHePHoe neno expect Ilkspekt/ (V) OHHAaTb, >KAaTb experiment
Irkspenmant/ (n) onbfT field /fLlcL/ (n) 06naCTb ( H3yqeHHR)

flight       (n) nonëT
float
/tlaut/ (V) nnblTb Ha nogePXHOCTH, B B03Ayxe gather (v) c06qpaTb hang (V)
BewaTb health science /he16 sužans/ (n) Baneonoruq heat /hi•t/ (n) Hapa,
Hap height Iharti (n) Bbtcora history [hustarv' (n) hot-air
balloon Ihntea' balu•n/ (n) B03AYWHblÜ wap human /hjuman/ (adj)
genoBeqecKHü human geography /hjg•rnan ct31nqrafr/ (n) reorpacþHR
HaCeneHH9 inventor linventa¶ (n) H306peraTeT1b journey (n) nyreuuecTBHe,
noe3AKa laundry I'lxndrl/ (n) npaqeYHaq lift /11fV (v) nOAHHMaTb linguistics
/lrngwrstlks/ (n) ilHHrBHCTHKa machine ImaL•n/ (n) CTaHOK, MeXaHH3M, r..taWHHa
management Jmemcbrnant/ (n) tvteHeA>KMeHT, ynpaBneHHe manned (adj)
ynpaBngeMbti moAbMH member /mgmbal/ (n) qneH, yqaCTHhK nearby /ruarbal/
(adv) PRAOM, HenoaaneKY notice Inautrs/ (V) 3aMeqaTb upwards lapword7J
(adv) BBepx, Bbll.ne passenger (n) naccaxup perform /paÞ•rm/ (V)
Bbln0JIHRTb, HCnOJIHBTb, AenaTb permission /parrnLPn/ (n) pa3peweHHe phenomenon
/frnpmtnan/ (n) cþeHOMeH physics /fv.lks•' (n) cþH3HKa politics
/pplltlks/ (n) nonHTMKa power /puua¶ (11) cma psychology Isalknlacbl/ (n) ncvqxonorug reach
,/rttf/ (V) AOCTHraTb, A06HPaTbCB realise Iriolalð (V) OC03HasaTb, noHHMaTb
refer /nrx¶ (v) ynOMhHaTb, CCblnaTbCR research (n) H3yqaTb, HCCneAOBaTb rooftop
/ruftop/ (n) KPblLLja science isaJansl (n) HayKa scientific Ismantlfik/ (adj)
HayHHblä smoke /smpuk/ (n) straw /strx/ (n) COJIOMHHKa, conoMa
sociology /spusrnlacbl/ (n) COUHOJIŒH* table Itelb'l] (n) Ta6JIHua
underneath (adv) BHH3, BHH3Y unusual Innjuzual/ (adj) He06b1HHblÜ word
/wxrcl/ (v) BblpaxaTb CJIOBaMH, cþoptvtynhpoaa•rb
Phrasals & Phrases
along With BMeCTe c, OAHOBPeMeHH0 C multiple choice MHO*CCTBeHHblÿt
Bb160p safe and sound HeBpeAHMbt¥i, B genOCTH H
coxpaHHOCTH shortly afterwards BcKope take place nPOHCXOAHTb; HMeTb MeCTo;
cnyqaTbCfi
3b
accountant /akLžntant/ (n)
6yxramep achieve iatJi•v/ (v) AOCThraTb, A06HBaTbCB, ycneuJH0
Bbln0JIHBTb air traffic controller /gar træfrk
kantreular/ (n) aBqaL4HOHHbli AHcnerqep architect (n) apxmeKTop cashier (n) Kaccup client /kluant/ (n)
KnueHT computer programmer /karnpjgtar prQ_ugræmar/ (n)
nporpaMMhCT customer ,lkastarnaf/ (n) aaKa3HHK, noKynaTeJ1b deadline Idedlmn/
(n) KpažHHñ CPOK, CPOK HcnonHeHHR delivery /drlwan/ (n) AOCTaBKa
desk job /dgsk (n) pa60ra B oÇHce duty /dL•tr/ (n) 06R3aHHOCTb echo
fekao/ (n) 3x0 freelancer (n) CB060AHb1ä XYAO>KHHK', qe110BeK,   Ha
full-time /tOItarm/ (adj) rlOJIHbl¥t (pa60quù ðeHb), nonHaq
(30Hgmoct77b) general manager /ctenral memcba¶ (n) rnaBHbli
AHpeKTOP graphic designer /græfik drzayna¶ (n) ten b involve /rnvnlv/ (V) B0BneKatb,
BKJ1tOgaTb (B ce6fi) lion tamer ,'laran tumor,' (n) APeCCHPOBLUHK,
YKPOT"TeJ1b nbBOB mechanic /mlkænlk/ (n) MexaHhK meet /mtt/ (v)
CTaTIKhBaTbCS c qeM-m•i60 (6 pa60me) mind /mulnd/ (V) B03pa*GTb, 06patuaTb
BHm.•taHHe operator Inparettar,' (n) oneparop, TeneCþOHHCT overtime lavvartatm/
(n) nepepa60TKa, cBePXYPONHbte
(gacbl)
pay      (n)
onnara part-time /pgv•rtarm/ (adj) Henom•iaq (3aHBtnocmb);
HenoJIHb1ä (pa60quù ðeHb) personal assistant /pxrsan'l
aslstanti (n) noMOL14HHK promotion 'promLžPn/ (n) coneiCTBHe, np0ABHYCHPte no
cnyx6e repeat /rrptt/ (v) noBTopfiTb require Ink-waW/ (V) Tpe60aaTb,
cnpa1_LHBaTb rise /ruzt (n) rlOBb11.neHHe salary /sulan/ (n) aapnnara salesman
Isellzman/ (n) Toprogeg sales assistant asLstantJ (n) npoAaBeg shift IJ1ft] (n)
craeHa tough (adj) TR>KeJ1blÿ, cTporhü, nnOTHblh traffic warden
/træflk (n) perym.tpoau.lhl<
AOPOXHOro training /trgžmry (n) TpeHHPOBKa,
06yqeHHe uniform             (n)                YHHcþopr•aa vet 'vet} (n)
BerepHHap weekday /wi•kdel/ (n) 6YAHHñ aeHb well paid /wel peld! (adj)
xopowo
Phrasals
& Phrases be on smb KTO-TO nnaTHT (30)
WI-8
do for a living 3apa6aTblBaTb Ha
>KH3Hb get in touch with BCTynHTb B KOHTaKT, CBA3aTbC9 out Of work
6e3pa60THbtü the same as ever Tax xe KaK acerAa; 6e3 H3MeHeHHä
announce /anaunsl (V) 06þfiBJIRTb, 3aqBf1BTb, H3BeLqaTb article
lgrtlk'l} (n) craTbB attached (adj) npHKpennëHHbIä,
rlPHBR3aHHb1ñ bacterium fhækuenum/ (n) 6aKTepHfi breakthrough
IbrœIkOru•J (n) rlP0PblB but (bat/ (conj) HO chew (V) yeaaTb,
Pa3>KëBb1BaTb coin (n) MOHera culture ,'kaltf$/' (n) KYJ1bTypa
(6aKTepH9) destroy /dlStrny' (v) paapywaTb dig ,/drg/ (V) KonaTb discovery
/drskavarr/ (n) OTKPblTHe examine /iqzæmm/ (V) pacctqaTPHBaTb,
HCCneAOBaTb,
06CneAOBaTb
experiment ,'rkspenment} (n, V) 3KcnepHMeHT; nPOBOAHTb
3KcnepHMeHT, 3KCnePHMeHTHPOBaTb foreign
        (adj) HHOCTPaHHblŽ grab     (V) XBaraTb, CXBaTHTb ground /qraund/
(n)
guest /qest]
(n) 11PHrnawëHHblA, roCTb harmful lhŒrmttTl/ (adj)
BPeAHblñ,  Bpea highlighted Ihaflaltld/ (adj)
BblaeneHHb1ä, OCBeU4ëHHb1Ù invention (n) H306pereHHe
investigate /tnvgsuqelt] (V) HCCneAOBaTb, paccneaogaTb lab (z laboratory)
/læb/ (n) na60parophfi look 1112k] (n) BHeLUHHÙ BHA,
B3rnRA mad Imædi (adj) cyt•aaCueALLlHü, pa3bnpëHHblž mould
{mauld/ (n) nneceHb mystery /mžstan} (n) 3araAKa penicillin
/penrsLltn/ (n) nee-IHL4hnr1HH refuse /rlfju•a/ (v) OTKa3blBaTbCA sloppy
/slnpl/ (adj) HeaKKypaTHblh sample /sŒmp•'IJ (n) 06paaeu, wa6noH scientist
(n) yqëHblä spot I'spnt] (V) 06HapyXHBaTb, 0603HaqaTb
substance /ssbstans/ (n) CY6CTaHUHB Visible /VIZ1bÄI/ (adj) wave /wgrv/
(v) MaxaTb (pgK0ù) work (v) pa60raTb Phrasals & Phrases fall asleep
aacblnarb
3d
achievement /atJI•vrnant.' (n) aocruxeHHe,
ycnex, n06eaa admiration /ædtmrg.LPnJ (n) BOCXHU4eHHe adult ledAlt/ (n)
B3POC11blVd alter {xlta¶ (V) h3MeHRTb, nepeaeT1b1BaTb bill It'll/ (n) cqëT
biography t'bmnqrafl/ (n) birth /bxre,' (n) poxaeHHe degree          (n)
creneHb
divorce /drva•rs/ (n, V) pa3B0A',
Pa3BOAHTbCfi, pacTopraTb
6paR dizzy IdlZJ} (adj) HYBCTBYIOLUH> ronoB0KpyxeHHe,
OUJenOMnéHHblŽ element /gltmant/ (n) aner•aeHT employ /tmp121/
(V) HaHHMaTb front line /frsnt lagn/ (n) JIHHHR cþpoHTa gap /gæp/
(n) np06en gapped /q;ept/ (adj) np06e11bl gist Ict31st! (n) CYTb,
CYU4HOCTb graduate {grigdjuert/ (v) OKaHL4HBaTb gge6Hoe
306eðeHue) heading (hedrn/ (n) aaronoB0K identical /aldentlk'l/ (adj)
HAeHTHHHblÿ1, Tatsoñ xe immediately /trni•dtatlL/ (adv)
HeMeaneHHO infant {infant] (n) pe6ëH0K, isolate lusalertj (v) H30nHPOBaTb law
(n) 3aKOH lawyer /lxia¶ (n) aABOKaT licence /lus•ns/ (n) magnetism /rnßgmuz>m/ (n)
MarHeTH3M, npH aneKare"bH0cTb
Master's degree Inwstarz dtgrt/ (n) creneHb Marvtcrpa miss  (V)
CKyqaTb mobile /mauball( (adj) M06hJ1bHblh
Nobel Prize /naobel praJ7J (n) H06eneacKas npeMHR number /nårnbat/ (V)
HYMepoBaTb, aaBaTb HOMep option InpJ'n/ (n) Bb160P, npeAMer Bb160pa owe (V)
6b1Tb B aonry, 6blTb nepea KeM-nH60
0693aHHblM poisoning   (n) orpagneHHe
position /pazrn/ (n) A011>KHOCTb prove /pru•v/ (V) AOKa3blBaTb radiation
/rgydtgfni (n) paAHauH$1 radioactive Ireldrauæktrv/ (adj)
PaAHOaKTHBHbIñ radium     (n) paAH> respect /nspgktj (n) ygaxeHHe
senior citizen /stnjar Slt1Pn/ (n) noyo•moÿl qenoBeK, rpa>KAaHHH source     (n) HCTOUHHK
Sorbonne Isa'hN1]
(n) Cop60HHa (YHHBepCHTeT BO
CDpaH4HH)
stage /stg_1Cb/ (n) Mecro AeŽCTBHR swap /swpp/ (V) 06MeHHBaTbCA term /txrnv/
(n) cer,aecTp, nepHOA toddler "tndlor,' (n) pe6ëH0K, TODbKO
HaqHHaEOLUHü XOAHTb tutor (n) npenoaaBaTenb, peneTHTop uranium ,juretnram/
(n) ypaH (MeTann) X-ray ,'gksrel! (n) peHTreH
Phrasals & Phrases
again and again CHOBa H CHOBa all in
all B HTore, bring st) up BOCnHTblBaTb Koro-mt60 keep
to one's goals hATh K make sense HMeTb CMb1C11 on and on
6eCKOHeYH0, He nepecTaBas round and round KpyroM, co Bcex CTOPOH
adventure
,'ædventfat/ (n) nphKntoqeHqe among larrurJ (prep) cpeAH,
nocpeAH ancient /emJant/ (adj) APeBHHñ apparently /opžerantll/
(adv) fiBHO, oqeBHAHO, HeCOMHeHHO cave /kgav/ (n) neuepa chronological  (adj) xPOHonoruqeCKHä climax
Iklumæks/ (n) KynbMHHa4HR climb IklaLm/ (V) Kapa6KaTbCfi, ne3Tb, aane3aTb
comedy /knmadt,/ (n) KOMeAhR competition / knmpltlf'n/ (n) copeBHOBaHþte
confirm /kanfxrm/ (v) nomaepxaaTb cover /Ova¶ (V) 3aKPblaaTb,
YKPblBaTb crawl /krxl./ (v) non3TH drawer (n) RU4HK (cmona, Me6enu) edge (n)
Kpañ edit /edlt/ (V) peAaKTHPOBaTb, ucnpaanqrb entitle /tntåltõ
l/ (v) oaarnaenHBaTb expert /eksp3:rt/ (n) 3Kcnepr fairy tale /fgarr tell/ (n)
cKaaxa formatting Ifzrmæt:rJ (n) 4)OPMaTHPOBaHHe, pa3MeueHHe
HH4)OPMaUHH gallery Igiglan/ (n) ranepeq gasp (n) aarpYAHëHHoe AblxaHue
incorrect finkarekt/ (adj) HenpaBHJ1bHblh lead to /li•d to/ (V) geCTH K... limp
'limp/ (v) xpoMaTb main /meyn] (adj) rnaBHblÜ, CaMbli Ba>KHb1i
misspelling Inusspg110/ (n) HenpaBHJ1bHoe HanvscaHHe, opcþorpact)HqecKafi
OWH6Ka normally Ina•rmall/ (adv) HOPMaf1bH0, 06bjHH0 order (n) nopBAOK passage
(n) npoxoa, KOPHAOP plot [plot/ (n) point /P2Jnt/ (V) YKa3b1BaTb,
HanpaBJ1fiTb B HY>KHYIO cropOHY punctuation mnktjuej'n] (n) nyHKTya4HB
relieved /rlltvd/ (adj) 06nerqëHHblž return /ntxrn} (v)
B03BpatuaTb(cq) scene Isi•n/ (n) cueHa, 311H30A sequence Istkwans/ (n)
nocneA0BaTeJ1bHocTb (c06blmuù) sense isgns/ (n) HYBCTBO set /sgt} (V)
YCTaHaBTIHBaTb, onpeaeJIRTb stroll /strool/ (V) ryý1fiTb,
nporynHBaTbCfi, 6POAHTb structured /strak¶atd/ (adj) CTPYKTYP"POBaHHblñ
suppose /sapaua' (v) npeanonaraTb torch /txrqf/ (n) cþ0HapHK
treasure (n) COKPOBHtue tunnel ,'tAn Jl/ (n) TYHHeJ1b Village (n)
nepeBH9 wallet ('wpllt/ (n) KOLUeJ1ëK, 6YMa>KHHR wood (n) nec Phrasals
& Phrases at least no KpažHež Mepe fall over naaaTb,
orlPOKHAblBaTbCÃ lay eyes upon YBHAeTb (qro-nH60 B nepBblÿt pa3)
let out BblnycKaTb, BbtnYCTUTb once upon a time AaBHblM-aaBH0
Stay
behind 3aaepxaTbcq turn on BKnoyaTb
appendix /apendlks/ (n) npunoxeHHe available /avglabal/ (adj)
AOCTyr1Hblñ career ('karyoT/ (n) Kapbepa childhood /¶addhud/ (n) aeTCTBO
conscious f'knnfas/ (adj) Haxoanu4Hhcq B C03HaHHH,
C03HaEOLUV•tä
deaf /det7 (adj) rnyxoä earn /xrn/ (V) aaPa6aTblBaTb (ÔeHbau)
employee /lrnplatt,/ (n) Pa60THHK, employer "ImplaW/ (n)
HaHHMaTeTlb, pa60T0Aarenb flight attendant atgndanv (n) 60PrnPOBOAHHK
government /qðvnrnment/ (n) nPaBHTeJ1bCTBO ideal /aldual/ (adj)
HAeanbHblñ memorise /rnemaralð (V) 3anOMhHaTb, 3ayqHBaTb
Hauaycïb
memory ,ïmgmart} (n) naMRTb mutual imju•grual/ (adj) B3aHMHblŽ,
06010AHb1ž,
COBMeCTHb1ñ national  (adj)
HauHOHaT1bHblŽ partner            (n) napTHëp pressure /preJar/ (n) aaaneHHe,
Ha>KHM,
3aTPYAHHTeTlbHOe 06CTOHTenbCTBO professor /prafesar/ (n)
npocþeccop, npenoaaaarenb raise Irevl (V) pacTHTb, rlOAHHMaTb,
BOCr1HTblB,aTb recall Irrkxl/ (V) BCr10MhHaTb, HanoMHHTb refreshment
/nfrgfmant/ (n) 4TO-TO ocæxaotuee
(HanumoK, eða) responsible
/rrspnnslb•l/ (adj) OTBeTCTBeHHblñ rewrite  (V) nepenHcblBaTb sympathise
/sgmpaOarz/ (V) COWBCTBOBaTb summary Issman] (n) KpaTKoe onHCaHHe, H3noxeHHe wage fwudy' (n) 3apa60THaq
nnara, noqac0Bag onnara rpyaa
Phrasals & Phrases
by heart HaaaycTb in charge of OTBeTCTBeHHblž aa...
in bold HHPHblM u.1pH(þT0M
(nucamb, neqamamb qmO-nu60) pass out naaaTb B 06MOPOK put on the market
BblCTaBHTb Ha npoaaxy Culture Corner 3
banknote (n) 6aHKHOTa compose (V)
CO'4HHBTb, C03AasaTb, nv.acaTb (B
MY3blKe, JIHTeparype) derivative /thnvauv/, (Il) np0H3BOAHoe cnoao, UHCTIO
develop /dlvelap/ (V) pa3BHBaTb director Idalrektar,' (n) AHpeKTop,
ynpaBnqEOLL4Hä fiver (n) ngrucþYHT0Ban 6aHKHOTa governor /gAvarnat/
(n) ynpaBnst01.4Hž historical lhlstpnk'l] (adj) HCTOPHqeCKHŽ image
(n) H306paxeHVte, 06paa illustrate Llastrert] (V) Hnni0CTPHPOBaTb illustration
/tlastrefn/ (n) Hnneocrpa1.1HB improve lunpru-v/ (V) AOKa3b1BaTb
WI-IO
issue
/rsju:, Lfu•J (У) издавать, печатать note (п) банкнота naturatist (п)
естествовед, натуралист portrait lpa#trrtj (п) портрет pound /рдџпс]/ (п) фунт
стерлингов (Денежная еДиница В Англии) present day  (adj)
современный, нынешний рб50П ,'рпт'п./ (п) тюрьма rude ,'пкШ (adj) грубый site
/salt/ (п) площадка, место theory (п) теория магу (у) менять, изменяться
Phrasals Phrases
tiving conditions условия жизни таке one's
пате сделать себе имя, становиться знаменитым (известным)
Across the Curriculum: History
attack ,'ацеК,'
(У) атаковать, нападать b[ind             (adj) слепой continent ,'knntmant/
(п) континент
CfOSS /krpsJ (у) пересекать, переходить,
переправляться /kankjolaml (п) учебный план doorway
(п) дверной проём, вход eventua[ly ,'wentJuahl (adv) в итоге, в конце концов
fortune tf.•rtfan/ (п) состояние, богатство, удача harbour (п) гавань knight
,'пш,' (У) посвящать в рыцари. давать рыцарское звание тар i[11igpi (п) карта
(географическая) master (п) специалист, мастер object (п) предмет, объект
pessimist /pesmust,' (п) пессимист remaining /птипщ/ (adj) оставшийся route (п)
маршрут sail iserlJ (У) плыть по морю, идти под парусами spirit /spmt,' (П)
дух, воодушевление, настрой storm (п) шторм ЯЛ (П) сумма thief (п) вор tip (п)
верхушка, кончик uncharted hntJcr[tldJ (adj) не отмеченный на карте,
неисследованный valuable Д'Щ1јиаЬГ|/ (adj) дорогой, ценный, дорогостоящий
violent /vaplantj (adj) сильныЙ, ожесточённый, яростный
Phrasals & Phrases
оп board а ship/a ptane
на борту (корабля/самолета) turn ЬасК поворачивать назад (обратно)
MODULE 4
advert (advertisement)
(п) рекламное объявление, анонс advertising  (п) реклама, рекламный бизнес
арреагапсе Крыгапм (п) внешний вид bushy
,'ЬцПЈ' (adj) густой (о броВях, бороДе) case (п) дело chitdish ftfal|d11/ (adj)
детский, ребячливый, инфантильный classmate [klq;smeltj (п) одноклассник
сотраге !кзтрпг,' (у) сравнивать concentrate  (У)
концентрироваться, сосредотачиваться confidence /knnfldans' (п) уверенность
crooked ,'КщКк1,' (adj) искривлённый, изогнутый curty /КхГ11Ј (adj)
кудрявый, вьющийся deep idi•p/ (adj) глубокий, низкий (о голосе) influence (м)
влиять troubted /tnb'ld,' (adj) беспокойный, встревоженный fair
,ТеаЧ (adj) светлый false (adj) ложный, лживый, ненастоящий famitiar /famlha¶
(adj) известный, знакомый fantasy (п) фантазия, вымысел fat ,'fet] (п) жир
fictional ,'flkfan'l/ (adj) вымышленный, выдуманный frizzy /Ггщ' (adj)
кудрявый, курчавый mature /matjuaq (м) развиваться, созревать media /mtdla,'
(п) средства массовой информации muscular
(adj) мускулистый obsessed /absgstj (adj) одержимый overweight ,'Nvarweltl
(adj) страдающий избыточным весом paraphrase ,'рмзГге1Д (у) перефразировать
physical /t\nk'l,' (adj) физический, телесный pimple ivump31i (п)
прыщик pointed lpmntld,' (adj) остроконечный, заострённый popular (adj)
популярный роипсЈ (п) фунт (мера Веса) pride
,'ргщШ (п) гордость protruding (adj) торчащий, выдающийся reality iri«lltv' (П)
реальность regularty ,tgqiulatllj (adv) регулярно self-esteem
isglf 1stL•mj (п) самоуважение, чувство собственного достоинства skinny /slqm,'
(adj) тощий speed /sptd/ (п) скорость spotty /spptIl (adj) прыщеватый stare
/stQ¶ (у) уставиться, пристально смотреть thick (adj) толстый unrealistic (adj)
нереальный vanity N;enIt1/ (п) тщеславие, гордост» wjde ,'WN/ (adj) широкий
weight training /we_lt и-егптту' (п) поднятие тяжестей
Phrasa[s & Phrases
can't stand не переносить что-либо; не
любить что-либо draw attentjon привлекать
внимание get оп а diet садиться на диету grow tatler/wider etc становиться
шире/выше и т. д. join а gym начать занятия в спортивном зале feel at home
чувствовать себя как дома put оп some weight набрать вес

4b
approval /aprwval/ (n) 0A06peHHe, YTBeP>KAeHhe awful
/a•ttll/ (adj) yxaCHblÿ1 baggy (adj) MeLLIKOaaTblh, 06BhCLLJUŽ casual
tkMuaIj (adj) nOBCeAHeBHblä character Ikenktar,' (n) xapaKTep
Classy
/klgs•sl/ (adj) CTH11bHb1ù, WHKaPHb1ñ, nepBOKnaCCHblñ
cotton /kptan/ (n) xnonoK craze /'kreiz,/ (n) yaneqeHHe, MOAa
disapproval /dlsapru•v'l./ (n) He0A06peHHe disgusting /drsg,ssunl (adj)
OTBPaTHreJ1bHb1Ž, HenpHATHb1ä dreadful /dredful} (adj)
Y>KaCHblü, CTPaLLJHblÿ elegant /gltgant/ (adj) aneraHTHblVd far
(adv) AaneK0 floral /flxraL/ (adj) 4Be•raCTbli haircut /hgarkAtI (n) latest /lemst/ (adj) nocneAHHñ
loose-fitting flt10' (adj) CB060AHblä, nPOCTOPHblŽ
(06 oðe%ðe) mark /mgtk/ (n) 3aMeTKa, MeTKa mind
Immnd,' (V) 06pauaTb BHHMaHHe, B03PaxaTb pattern (n) MOAef1b, BblKPOñKa,
KOHTYP, yaop patterned /p;etarnd/ (adj) Y30pqaTblñ ridiculous
/ndlkjulas/ (adj) Henenblñ, CMeXOTBOPHblVt scruffy /skrAfl/ (adj)
HePAl.UJIHBbli, rpR3Hblä smart IsmŒrt/ (adj)
HaPBAHb1Ž, KPaChBblŽ state Istelt/ (V) YTBePXAaTb stressed Istrgst/
(adj) HanPR>KëHHbli, HarpyxeHHblñ suit /sgt,/ (v) nOAXOAHTb (06
oðexðe) sweater /swetar,i (n) cBHTep syllable /sllab•'l/ (n) cnor top
/tnp/ (n) 6ny3Ka, Ton (oðexða) trendy 'trendil (adj) MOAHblñ
tight-fitting fltLO/ (adj) 06neraot4Hä, 06THrHBaOU.o.'ä velvet
/'vgIV1ti (n) 6apxar
Phrasals & Phrases
get dressed OAeBaTbCfl get dressed
up HaPRHaTbCR (no OC060MIJ cnygažo) hang on 0>KHAaTb, XAaTb keep up
with HATH B Hory (co 3pemeHe,M),
HapaBHe c
agent /gycbant/' (n) npeacraBHTeT1b ascend }asend/ (V) noAHHMaTbCA,
BOCXOAHTb base /'bgls•' (V) OCHOBbtaatb blouse                (n) 6ny3Ka borrow
,'bnrau/ (V) 3aHHMaTb, 6paTb B Aonr chef /fgt7 (n) notsap collection
Ikalçlsrn/ (n) complex /knmplcks/ (n) K0MnneKc
costume /kpstju:m/ (n) KOCTIOM (HaguOHanbHb1Ù, meampanbHb/ú)
design Idlzarn/ (n) AH3aÜH director /dalrgkta"/ (n) peHHccëp
editor /edrtar/ (n) peAaRTop
equivalent
Ilkwwalant/ (adj) PaBHOqeHHblü, aHanorHqHblä essay /eser/ (n) 3cce,
oqepK headpiece /hgdpL•s/ (n) LuneM, ron0BHOh y60p heaven /hevan/ (n) He6eca,
pavi icon (n) HKOHa, HAOf1, KYMHP junkyard (n) caanca knit Ing/ (v)
BB3arb long-running (adj) AJIHTenbHblñ make-up /metknp/ (11) MaKHR>K,
KOCMeTHKa mayor /mear,/ (n) M3P mess Innes/ (n) 6ecn0PRAOK parcel
Ipcrs'l/ (n) nocb111Ka play /plu/ (n) nt,eca (meampant,Hag) poem
/paulm/ (n) CTHXOTBOPeHHe possum /pnsam/ (n) onoccyM predicate Iprgdlkat/ (n) cKaayer.aoe
produce /pradju;s/ (V) AenaTb, nPOH3BOAHTb project (pr*ekt/ (V) npeACTaB11RTb,
aeMOHCTPHPOBatb promote /promaut/ (V) np0ABHraTb publish 'pab11J/ (V)
ny6TlHK0BaTb, H3AaaaTb saw /SïJ (n) rtHna sort Isa-rt./ (n) COPT, THn
structure IstrAktJa¶ (n) crpyKTypa stage (V) HHcqeHHPOBaTb translate
/trænslelt/ (V) nepeB0AHTb Whiskers /'w1skarzJ (n) YCbl (g ycuaormwx)
4d
actual
/cWualj (adj) noAJIHHHblñ, aeäCTBHTeJ1bHblž,
HaCTOBU.4Hi ankle (n) nOAblMKa, UlHKOJIOTKa beauty salon /bjlVt1 sælon/ (n)
CanOH KPaCOTbl belong (v) npHHaanexaTb bleed ,'bltd/ (V) KPOBOTO'4HTb century
/sentfarl/ (n) BeK ceremonial /senrnaumal/ (adj) gePeMOHHa11bHblh copy /kgpi/
(V) noBTOPRTb, RON•tpogaTb dressmaker /dresmelkar/ (n) nopTHoü,
nopTHHxa dye /dal/ (v) KpacHTb, OKPaWHBaTb (Bonocbl) especially ,hspgP11/ (adv)
oc06eHHO exercise leksarsa174 (V) ynpa)KHfiTbcq, AenaTb ynpa>KHeHHA,
TPeHHPOBaTbCR figure /figaf/ (n) TlH'lHOCTb, cþHrypa fix /tiks/ (V) peMOHTHPOBaTb,
Hana>KHBaTb, qHHHTb idol /aJcPl/ (n) HAOn, KYMHp ink (11) qepHHTta insert
/tnsxrt/ (V) BCraBJ1fiTb lifetime llamamn/ (n) XH3HeHHblÞi
nepH0A, HH3Hb mark ling'k/ (n) 3HaK, MeTKa, KnehMO, aarqeTKa mend fmgnd/ (V)
WTOnaTb, YHHHTb needle (n) urna panic /pæmkj (V) naHHKOgaTb, 6ecn0KOHTbCR
perm /pxrm/ (V) AenaTb neptqaHeHTYO aaBHBKY pierce /pnrs/ (V) nPOKaJ1btaaTb poke
/pat'k/' (V) TOJIKaTb, TbiKaTb polish /'pn11Jj (v) KpacHTb (Hoemu) religious (adj) PenmH03Hblž
remove (V) y6HpaTb repair /rrpeet/ (V) I-IHHhTb, PeMOHTHPOBaTb
rub lrt\b/ (у) тереть, втирать scary
,'чКцп,' (adj) страшный scream /skri•mj (У) кричать (пронзительно) sharp (adj)
острый shoemaker ,'Лкте1КаГ,' (п) сапожник sprain ,tspreu-v (м) растянуть
(связки), вывихнуть (ногу) stick ist1k/ (п) палка strike /strmkj (ч) ударять,
бить, нападать tattoo (п) татуировка tease ,'tt71 (м) дразнить tribe (п) род,
клан, племя twice (adV) дважды wound (п) рана, ранение
Phrasats & Phrases
think through обдумывать, продумать
wear 0ff проходить, терять (популярность, известность)
brajnstorming (п)
мозговой штурм; попытка быстро думать bright (adj) яркий, живой, оживлённый
ЬиИу (у) запугивать, издеваться,
грубо обращаться butly ,'Ъџ11! (п) хулиган, задира, обидчик соттоп !КртапЈ
(adj) общий counsellor (п) консультант, советник expand fTksp&nd} (у)
расширять, распространять extract /ekstrzek1j (п) отрывок face /fusi (м) сталкиваться
с ч.-л. fau(t (п) ошибка, недостаток, вина fit ,'flt/ (у) подходить, прилегать,
быть в пору тагК ,'тщГК/ (п) оценка, отметка miss /m!Si (у)
опаздывать, промахиваться, упустить nasty /n«st1! (adj) неприятный, негодный,
плохой necessary /nessarv' (adj) важный, необходимый overcome (м) освободиться,
побеждать, преодолевать possible /ppsIb>lj (adj) возможный quit ,'kWLV (У)
переставать, останавливаться, оставлять, покидать
Shy Твј,' (adj) стеснительный, робкий shyness        (п)
стеснительность, робость team             (п) команда vjtamin  (п) витамин vivid ,'VlVId/
(adj) яркий, живой, наглядный, жизненный
Phrasals & Phrases
оп one's (мп самостоятельно, в
одиночку pick оп дразнить, докучать,
придираться put ап end tO 5th останаливать, прекращать sign 0ff подписываться,
ставить подпись
accept iakseptj (у) принимать,
соглашаться aff0fd /af*d/ (v) иметь возможность, быть в состоянии argument
«qiumantl (п) аргумент, обстоятельство balanced /b&lanst,' (adj)
сбаллансированный community centre [Кзтјщ•пш (п) культурный и общественный центр
микрорайона dependent ,'drpgndant/ (adj) зависимый faked ,ifCJkti (adj)
поддельныЙ, фальшивый formal (adj) формальный, официальный furry Ть•пј (adj)
меховой, пушистый, подбитый мехом genuine
(adj) подлинный, настоящий, истинный illegal (adj) незаконный, нелегальный
imbalanced (adj) несбаллансированньй immature (adj) незрелый (о челоВеке)
,nmprpbabZV (adj) невероятный, невозможныЙ independent jndrpgndantl (adj)
независимый invaluabte (adj) бесценный, неоценимый irrelevant hrehv•nt (adj)
неуместный legal (adj) законный, легальный lend
/lgndI' (у) одалживать, давать взаймы [ogical (adj) логический mature (adj)
зрелый, взрослый original (adj) оригинальный, подлинный prefix /pri;f1kM (п)
приставка probat)le (adj) возможный relevant /rehv>nt,' (adj) уместный,
относяЙщиЙся к делу ге(у оп ,'гПщ оп] (у) полагаться на ...
rent &ent/ (м) брать в аренду,
сдавать в аренду rudeness       (п) грубость sew         (v) шить trend  (п)
мода, направление, тенденция various           (adj) разнообразный worthless            (adj)
бесполезный Cutture Согпег 4
apron [иргапј' (П) фартук bell (П)
колокольчик check itj•ekj (п) клетка, клетчатая материя doak (п) плащ, накидка
decorated (adj) украшенный distinctive ,'dtstvnk-tw/ (adj) отличительный,
характерный, особенный folk (adj) национальный, традиционный (п) мантия,
свободная одежда kjlt IkJlV (п) килт (траДиционная шотланДская юбка) nowadays
(adV) в наши дни pad (п) прокладка, подушечка performer (п) артист-исполнитель
pin (п) булавка pleat (м) закладывать, делать складки, плиссировать ribbon
/цьап,' (п) лента shawt /IxV (п) шаль specific (adj) специфический
SPOt /sppt] (П) место tartan (п)
шотландка, клетчатая шотландская шерстяная ткань waist ”wustj (п) талия
Phrasals
& Phrases make up npv•1AasaTb cþopMY, cþopMHpoaaTb
Going Green 4
bamboo
'bæmbW (n) 6aM6YK cashmere /kæJmnr,/ (n) KaweMHP chop
/tJnp/ (v) py6HTb contaminate /kont&rmnelt] (v) 3arPR3HRTb, 3apaxaTb cosy
/'kaw.t/ (adj) denim Idemm/ (n) aeHHM, TKaHb differ /dlfa¶ (V) OTJ1hqaTbCB fabric Ifßbnk/ (n) TKaHb,
r.aaTepHR flax ,'tlæks/ (n) nëH (pacmeHue) fleece (n) fibre ifA1bat/ (n) BOJIOKHO,
HHTb flakes /fleyks/ (n) xnonbR fortunate /fA¶anat/ (adj) YAaqnHBbli,
CqaCTJIHBbtä label /lAb'l/ (n) 3THKeTKa, MeTKa linen 'limn/ (n) JlbHBHOe
nonoTH0, nocreTlbHOe 6enbe nylon moon/ (n) He"T10H natural /rw'!faral/
(adj) ecreCTBeHHbih, HarypaT1bHbiÿ obvious (adj) OqeBHAHblŽ organic
largcnrk/ (adj) opraHHqeCKHh pesticide /pgsusald/ (n) RAOXHMHKar
physicist /finslst/ (n) polyester /pplrestar/ (n) nonH3cTep pullover Ipolauvar,' (n)
nynoaep, CBHTep soil 62111 (n) noqBa synthetic Isrn9et1k/ (adj)
CHHTeTuqeCKHü, HeHarypanbHblñ treat /tri•t/ (V) 06pa6aTbtaaTb,
06patuaTbcB (c) weave /wfv/ (v) TKaTb
Phrasals
& Phrases environmentally friendly 6e3apeAHblŽ Ann
OKpyxa'0Lueü CPeAbl give sth a try aaTb B03MO>KHOCTb
npoaepHTb/HcnblTaTb
MODULE 5
avalanche (n) naBHHa, CHeXHb1i 06Ban bridge (n) MOCT bury (berri (V)
XOPOHHTb collapsed /þ*pst/ (adj) pyxHYBu.n-iä, 06BaJIHBunožCB
crack IkrËW (V) aaaaTb TPeLUHHY, rpecKaTbCB, 'IOMaTbC9 cyclone (n) UHKJIOH
disaster (n) Hecqacrse distribute Idrstnbjut/ (V) pacnpenenBTb, pa3AaBaTb
drought /druut} (n) 3acyxa drown /cnun,' (v) TOHYTb, YTOHYTb earthquake /xtÐkwe1k/
(n) aeMnerpncet-tne emergency  (n) HeOTJIO>KHblü cnyqaü,
3RCTpeHHaq
CHTyaL1hR flood /flAd/ (n) HaBOAHeHHe generate ,'cbenarert/ (V) 06Pa30BblBaTb,
C03Aagatb habitat (n) cpeaa 06HTi1HHR hit /hLt} (v) yaaPRTb holidaymaker /hplldetmelkar/ (n)
OTnyCKHHK, OTAblXalOU4H¥t
horrific /hanfik] (adj) yxacaK)L4Hž,         yxac
hurricane /hMTkan/ (n) yparaH injury /und3ar1/ (n) paHa lie           (v)
nexaTb litter Alta'/ (V) COPHTb, MYCOPHTb massive ,'mæsrv/ (adj)
MaCCHBHbJñ, OrPOMHblñ medical team /mk'dlkõl ti:m/ (n)
MeAHUHHCKaq rpynna,
KOMaHAa occur /akxr/ (V) cnyqaTbCfi, np0hcx0AHTb palm (n)
naJ1bMa ruined /ru•tnd/ (adj) pa3pytueHHb'lž reach /rftf/ (V) AOCTHraTb,
A06HPaTbC$1 rescue /reskju:/ (v) cnacaTb, OCB060>KAaTb, BblPYNaTb rush /raf/
(V) MqaTbC9, KHAaTbCS, 6pocaTbcq scream iskrtm/ (V) BH3>KaTb, KPHqaTb search
/sa;rtfr (V) HCKaTb, HCCneAOBaTb shake ,ïJuk/ (V) HCKaTb smash
/sme17 (n) Pa36HBaTb BApe6earH, norvtaTb spin ,'spmi (V) KPYTHTb, aepreTb,
BPaL4aTb storey [starv (n) 3Ta>K, qpyc suffer (v) crpaaaTb supplies
/saplaxz/ (n) npHnaCbl, nPOAOBOJ1bCTBHe,
'IPOBHaHT survivor Isarvålva¶ (n) nepe>KHBuJHž
OCTaBLLIHÞCB
B XHBblX
tinned
/tlnd/ (adj) KOHCePBHPOgaHHb1ä tornado ftn.•rneldau/ (n) TOPHaAO treat
/trtt/ (V) neUHTb tsunami /tsungnll/ (n) UYHaMh violent /vualant/ (adj)
HeptCTOBblŽ, BPOCTHblü, xeCTOKHñ wave lwerv/ (n) BOJIHa
Phrasals & Phrases
be left homeless OCTaTbCfi 6e3 KPOBa be
washed up 6blTb Bb16POUJeHHb1M BOA0ñ Ha 6eper collapse like a house of
cards paccbtnaTbc.R KaK
KapTOMHbli AOMHK early hours paHO YTpoM first aid nepgaq
nor.•1014b in the meantime B TO xe Bpet•aq; Mexay ret*' pull out BbtraCKHBaTb
rescue team rpynna cnacarenež
5b
destroy
jdrstraú (V) YHh'.1TOxaTb documentary !dpkjamgntnJ (n)
AOKYMeHTanbHb'ñ 4)hJ1bM forming (adj) 06pa3Yi014H1.i feed /ftd/ (v)
KOPMHTb hunt /hsnt,/ (V) OXOTHTbCR interact antarækt/ (V)
BaaHMOaežCTBOB.atb issue IISju¶ (n) np06neMa, Bonpoc plant /pIŒnt/ (V)
CayaTb, CeBTb pollution /paIu•JZn/ (n) 3arpA3HeHHe prevent fpnvgntJ (V)
npeaorepaLuaTb protect épratgktj (V) 3aumuaTb, coxpaHBTb reduce (v)
COKpatuaTb tools /tlÿlz/ (n) HHCTPYt•aeHTbi train ,'treln/ (V) 06yqaTb,
rOTOBHTb
Phrasals & Phrases environmental
problem np06neMa endangered animal XHBOTHOe, Hax0Aqtueecq noA yrp030ñ
HCqe3HOBeHHR global warming rn06aJ1bHoe noTenneHHe greenhouse effect
napHHKOBblŽ 3cþcþeKT ice cap CHe-HHafi I-uar1Ka (eep1.uuHa)
set up a school OTKPblBaTb u_JKony
5c
although            (conj) XOTR atmospheric pressure
/ctmasferrk prgrar/ (n) aTMoccþepHoe
AaBneHHe capable ,'kÈJpab01] (adj)
cnoc06Hbli, B COCTORHHH cry IkraL/ (v) KPHqaTb, nnaKaTb deadline Idedlarn] (n)
KPaÿHHÿt cp0K, CPOR qcr1011HeHHR donation /dQune1J'n/ (n)
noxepTBogaHHe enable /lngbv'l/ (V) n03B0fiRTb, aaBêiTb B03MOMHOCTb feed
/tï•d/ (V) KOPMHTb following              (adj)
intend /tntgnd./ (v) Hat-aepeaaTb.Cfi, nnaHHpoBaTb kit ,'klt/ (n)
060pyAOBaHHe ladder næda%' (n) neCTHHUa, rpan mean ,/rntn/ (V) 3HaqHTb
migrating bird  bxfd/
(n) nepenëTHaq moreover (adv) KPOMe
Toro; 60nee Toro B
AOnOJlHeHHe nearly        (adv) nogTH
promise /prpmus„' (V) 06etuaTb
predict /pndlkt/ (V) npeACKa3blBaTb psychic }salklk/ (adj)
3KCTpaCeHCOPHbl", TICHXHqeCKHž reach (V) AOe3>KaTb, A06upaTbCA
risk 'ask/ (v) PHCKOBaTb sense /sgnsi (V) gyÐCTBOBaTb sensitive /sensrtrv/
(adj) HYBCTBHTeJ1bHblŽ stubborn /stbbarnf (adj) ynpRMblñ warden /wxrcPn/ (n) CMOTPHTeJ1b warn
(V) npeaynpe>KAaTb, npeaocreperaTb
Phrasals & Phrases
be about to happen BOT-BOT Aom•KH0 cnyqurscq, np0H30üTH be in the
habit of HtvteTb be on the way 6blTb Ha nyTh, npH6TIHxaTbC$1 become accustomed to
11PHBblKHYTb K higher ground B03Bb1tueHHOCTb look forward to c HerepneHHer-a
natural disasters CTHXhñHble 6eACTBHfi, KaTaMH3Mbl take notice aaMeqaTb
there's no point Her CMbtCna (npuqHHbl) to one's surprise K Liberay-nH60
YAHBneHH10 wildlife documentary /wuldla1fd2kjamgntri/ (n)
AHK0ž npHpoae
anecdote lenlkdatst/ (n) aHeKAOT behaviour /blhuvjar/ (n) noæaeH•ae Clue
"klud (n) Kmoq R pa3raAKe, none-3HaB HH4)0PMa14HR desire Idlzua¶ (n)
xenaHHe drizzle Idrœl/ (V) MOPOCHTb electricity line Illektnsrtr Ian/ (n)
Ka6eJ1b, npoB0A frequent (adj) qaCTblh frost /fmst/ (n) howl (haul/ (V) .3aBb1BaTb, BblTb
inspect linspgktl (V) H3yqaTb, OCMaTPHBaTb meteorologist  (n) MeTeoponor mild Imaild/ (adj) pale /pul/ (adj) 6neAHblñ,
TYCKnbl" pour (V) power cut /pauar kßt/ (n) 0TKnoqeHHe aneKTP1•tqeCTBa
refresh (V) OCBeyaTb rhyme (n) PH4)MOBaHHblÿi CTHX, pH4)Ma roar /r-xtl
(V) peseTb, rPOMblXaTb, LLJYMeTb rock 112k' (n) cKana rough /raf7 (adj)
cypOBb1i, IliOTb1ä (0 3UMe) tower ,/tauat/ (n) 6aUJHB satellite /satelart/
(n) CWTHUK saying ,ísgltn/ (n) noc110BHua, noroBOPKa, BblCKa3btBaHHe shower
/Jauar/ (n) JIHBeHb sign Ísunj (n) 3HaK whistle IWIS'I/ (V) CBHCTeTb Phrasals
& Phrases
a bit
nippy cnerKa MOP03Hblñ agreeable weather npHHTHaq noroaa at hand noa
PYKO> boiling hot Ogee-lb be in for OCTaTbCfi AOMa H3-3a qero-nH60 by
the looks of it BHAHMO, no-BHAHMOMY clear up feel under the
weather HeBa>KHO ce6R HYBCTBOBaTb,
He3AOPOBHTbCS1 get snowed in (6b1Tb) 3aHeCëHHblM cHeroM
heavy rain
np0ÏIHBHoñ AOHAb, JIHBe•Hb huge snowstorm CHJ1bHaB CHe>KHaq 6yps
in order to aaTeM YT06bl; Toro '-IT06bt light breeze nërKHü BerepoK,
6PH3 save up for a rainy day K011HTb, xpaHHTb Ha scorching sun
nanmuee conHue see which way the wind blows 3HaTb, KYAa Berep Ayer
soaking wet nPOMOKHYTb HaCKB03b, BblMOKHYTb AO HHTRH tear down
CPbtaaTb, 06PblBaTb weather forecast nporH03 noroAb1 5e
apply /aplal/ (v) npmaeHRTb argue         (V)
cnopHTb ban /bæn/ (v) aanpe1.uaTb besides 1b:saJdzJ (adv) KPOMe Toro
commute /'karnjLCt/ (V) e3AHTb (Ha pa60mg U c pa60mb'),
A06HPatbCfi conclude Ikanklu•d/ (V)
pet.uaTb consequently /knnslkwentll} (adv) cnegoaarenbH0, cneACTBue conserve /kansxrv/ (v)
KOHcepBHPOBaTb, coxpaHRTb encourage Itnkbnctÿ (V) noou.4PRTb,
CTHMynHPOBaTb,
C rlOC06CTBOBaTb improve /ltnpru•v/ (V) ynyqwaTb(cn) introduce fintradju;s/ (V)
npeACTaBJIRTb Koro-JIH60 ( B nepBblñ paa), 3HaKOMHTb

litter
Altar,' (n) Mycop pack /p;gk/ (V) ynaKOBaTb point /pamt/ (n) Aeno, CYTÞ, CMb1CJ1
promote /pramuut/ (V) nPOABHraTb, rt0AAePXHBaTb public transport ,'PAb11k
trænspn:rt/ (n) 06L.ueCTBeHHblVi rpaHcnopT recycle [ri•suk'l/
(v) nepepa6aTblBaTb reduce IndjL.•s; (V) CHHXaTb, rlOHH).KaTb restate /rrst©lt/ (V) BHOBb 3aRBJIRTb,
r10ATeep-KAaTb 3aHOBO reuse /ri:juz./ (v) HCnOTlb30BaTb nogropH0 solution /snlLPn! (n) peLueHHe
therefore /ðeaTo:r/ (adv) no 3ToŽ npHHHHe, r103T0MY traffic /'træfik/
(n) ABHHeHHe, TPa4)HK viewpoint /v.jgpmnt/ (n) TO"Ka apeHH9
Phrasals & Phrases
all in
all B more all things considered yqHTbiBaq BCë, npHHAB BCë BO
BHHMaHV•te as a concequence B peaYJ1bTaTe, BCJ1eACTBHe set up 3anycKaTb
sum up rlOAb1TO>KHTb, noABeCTh HTOr, Pe3iOMHPOBaTb To begin with/to start
with HaqHëM c Toro,
bottom
Ibntaml (n) HH3, HH>KHSR gaCTb, OCHOgaHHe,

crew
/krl!þ' (n) KOMaHAa (Ha Kopa6ne WI" carqoneTe) defend /dlfend,' (V)
3aU4HU4aTb defence Idlfgns/ (n) 3au.4HTa exhaust fumes /lgza•st fL•mz' (n)
BblX"Or1Hb1e ra3bl faint /felntJ (v) naaaTb B 06MOPOK flame /flçgm/ (n) nnaMH hail
[hell/ (11) rpaa hang-glider lhænglaldar,' (n) AenbTannaH nickname
InLknelrnJ (n) HeocþHL4Ha,J1bHoe HMS, np03BHtue staff /stAJ7 (n)
KonneKTHB (Ha pa60re) team /ti•m/ (n) KOMaHAa (cnopTHBHas) thunderstorm 16sndarsto.•tm/
(n) rpoaa tip over LIP,' (v) CnOTKHYTbC9 Phrasals & Phrases
come as a shock OKa3aTbCB LUOKOM just about nouTH t4T0, npHMepH0 over and
over again CHOBa CHOBa Culture Corner 5
breed /brL•d/ (Il) BHA (xugomHb'X) cancel ,/kæns31/ (V)
OTMeHRTb, OCTaHaBJIHBaTb chance MA•nsJ (n) LUaHC creature (n) C03AaHHe,
CYl.qecTBO cute /kju;t] (adj) *OPOtueHbKHÿt, nPhaneKaTeJ1bHblÿf
fringe
ffnnct%/ (n) qëTIKa grazing ground grund/ (11) BbTOH, nacr6Htue horn
,'hxrn/ (n) por legendary IlecÈndrt/ (adj)
nereHaaPHbl> spot /sppt/ (V) 06Hapy>KHBaTb, onpeaengrb
tourist attraction
/toarrst atr;eUan/ (n)
AOCTonpMMeqareJ1bHOCTb
Phrasals
& Phrases legend has it nereHAa rnaCHT
Across the Curriculum:
Science
drop /drpp/ (n) Kannq freeze (V) Mep3HYTb lump /18mp/ (n) KOM, rJ1b16a,
Kpym•iblñ KYCOK once Iwans/ (adv) KaK-TO, OAHa>KAbl pavement
/pglvmant/ (n) rporyap pea /pj;/ (n) ropou_1HHa poke /pauk/ (v) TbiKaTb,
TOJIKaTb , nnxaTb scale /sk£ll,/ (n) 11Kana slippery /slLpar1/ (adj) CKOJ1b3Khi
spin /spln.' (V) Bpal.uaTb, KPYTHTb sticky tape /stlki tup/ (n) xneüKag
neHTa, CKOTU swirl /swxtl/ (v) KPPKhTb toss /tps/ (V) 6pocaTb, MeTaTb uproot
{aprut/ (V) KopqeBaTb, BblPblBaTb C KOPHeM violent /vmalant/ (adj) xeCTOKHVf
Whirl /wz;rl/ (V) BepreTb, KPyXHTb, BpatuaTb waterproof  (adj) BOAOHer1POHHqaeMblä
MODULE 6
6a
afterwards
/gftarwafdzi (adv) grtOCneACTBHH, (IOTOM, 1103*e backpacking
/b•sekpækrry' (n) noxoa breathtaking (adj) 3aXBaTblBaot.LIHŽ ayx
cuisine /ksvtzi•n/ KYJIHHaPHOe HCKYCCTBO elk /glk/ (n) JlOCb escape /yske!p/
(v) y6exaTb excursion /lkskxrrn,/ (n) 3KCKYPCHfl explore /tkspla•r/ (V)
H-ccneAOBaTb hostel Ihnst'l} (n) Heaoporaq rOCTHHH4a, 06U.40KHTHe landmark  (n) AOCTOr1PhMega•reJ1bHOCTb nomad /nuumæd/' (n) KOqeBHHR
seaside Istsald/ (n) n06epe>Kbe snaps tsnæpsi (n) CHHMKH truly
/trull./ (adv) qeCTHO, no npasae roaops view /vju;/ (n) BHA wonder /wsndar,l
(V) YAHBMTbCq, HHTePeCOBaTbC9
Phrasals & Phrases
guided
tour 3KCKYPCHOHHblñ typ raindeer sledge oneHbfi ynpR>KKa
6b
absolute
(adj) COBePueHHblvž, a6COJ"OTHblÜ aim (at) /©lm/ (V) HMeTb
Llent,iO, CTPeMHTbCfi K
amazing ,'атщтгј (adj) поразительный,
удивительный announcement ;anwnsmantj (п) объявление annoying
[апащу' (adj) раздражающий baggage (п) багаж communicate ,КатјщтКстт,' (У)
общаться confused (adj) поставленный в тупик, смущённый delay ldlleV (у)
задерживать, откладывать delighted idr1Nt1di (adj) восхищённый, восторженный
disastrous (adj) катастрофический, гибельный, бедственный engjne (п) двигатель,
мотор ferry Теп! (п) паром flat tyre [t1&t tap¶ (п) спущенная шина
frustrated ,'frxstrertld,' (adj) расстроенный guesthouse fgssthaos/ (п)
пансион, гостиница (недорогая) imagine ЛтщЦџп/ (м) воображать, представлять
irritated hrrteltId/ (adj) раздражённый tanding (п) посадка luckjly /lAk111/
(adv) к счастью manage /птетс€,' (ч) справляться, управлять, управляться
manager (П) управляющий, менеджер miss (У) пропускать, опаздывать monument
impnju:mant/ (п) памятник
nightmare /паптезГ/ (п) ночной кошмар
ра[асе /p&lrN (п) дворец passport (п) паспорт reservation kgzatvzfrv' (п)
бронь, забронированный номер или место (01) ,trnb/ (у) грабить route (п)
маршрут spoil ,/spmlj (У) портить, отравлять (З переносном смысле) steal lstL•V
(у) воровать, красть take-off (п) взлёт theme park (п) парк отдыха с
аттракционами
trouble дгдЬ[/ (п)
беда, проблема, трудность
website twebsaIt/ (п) вебсайт, страничка в
Интернете
Phrasals & Phr•ases
drive Sb mad сводить с ума,
доводить get seasick заболеть морской болезнью get sunstroke получить солнечный
удар go wrong не удаваться, пойти не так
|t's а фате! What а Фате! Какая жалость!
Как досадно!
overnight trajn (п)
ночной поезд package hotiday jpgkkt hnhdev (п) организованный отдых safe and
sound в целости и сохранности thank goodness слава богу
бс
bother    (у) беспокоиться, волноваться
destination                (п) место назначения exact            (adj) точный
ехребепсе
/1kspprpnsi (п) опыт jtinerary $ащпагап,' (п) маршрут, путеводитель message
{mestct;I (п) послание probab[y ,'ргрЬаЫ1,' (adv) возможно report ,'прхЧј (у)
докладывать rewarding (adj) стоящий, вознаграждающий thril[ing (adj) волнующий,
захватывающий valid (adj) действующий, имеющий силу unattended
hnatend[dj (adj) несопровождаемый
board (м)
садиться в самолет, на корабль boarding schoo( sk\kl,' (п) закрытое учебное заведение, школа-интернат boardjng
time ццт/ (п) время посадки пассажиров
ЬооК ТНК] (У) бронировать buffet саг
tb"fet Кщ'Ј (п) вагон-ресторан coach /k2Qtf,' (п) туристический или
междугородный автобус соттоп lkpm>n] (adj) обыкновенный cruise ”krwi (П)
круиз goods (п) товары, вещи harbour /ћщ•Ъаг,' (п) гавань, порт
heticopter [helrkopta¶ (п) вертолёт hovercraft
,'hnvafkrcti/ (п) судно на воздушной подушке indicate hndIkerr,' (у)
показывать, указывать invent hnvent] (У) изобретать jet (п) сверхзвуковой
самолёт [апе (п) улочка, переулок merchandise (у) торговать motorway (п) шоссе
paddlewheel (П) колесо с лопастями platform /pl&tfxrrn' (п)
платформа return (ticket) (adj) билет туда и обратно rotate /гогпејтј (у)
вращать(ся) sign (п) знак
Singte (ticket)      (adj) билет в одну
сторону steam train ,'sttm             (п) паровоз terminat         (п)
терминал toll bridge  (п) мост с платным проездом touristy        (п)
переполненный туристами
(о месте) track             (п)
тропа traffic [jghts ЛгщйК la!ts' (п) светофор transport /tnenspm•rtj (м)
перевозить, транспортировать vessel /ves•'l/ (П) судно, корабль voyage ,'умфу”
(п) путешествие
Phrasals Phrases be оп
strike бастовать соте into use начать использоваться domestic flight /damgstIk
пщ[} (п) внутренний рейс get off сходить (с самолёта, с корабля, с поезДо) means 0f transport (п) транспортные средства, виды
транспорта peak-time часы пик, время большой нагрузки off-peak не час пик
6e
accommodation aloud Ialaud/ (adv) rpOMKO, Bcnyx appreciate /aprikfœlt/ (V) UeHhTb
benefit /bgnlfit/ (v) H3BneKaTb nonb3Y complaint ,/kampICJnt/ (n)
HeAOBOJ1bCTBO, xan06a contribute Ikantnbju:t] (v) BHOCHTb BKnaa culture Ikoltfat/
(n) KYJ1bTypa exchange student /lksýerncb stjlÿd'nt/ (n) CTYAeHT no
06MeHY furthermore /fxtðarmxt/
(adv) Kporae Toro, K TOMY xe generosity ,ictçnarpsltu/ (n) U4eAPOCTb,
BenHKOAYUJHe global Iglažb'l/ (adj) rn06anbHb1ñ gratitude
/qngtltju:d/' (n) 6naroaapHOCTb, npH3HaTenbHOCTb hospitality  (n) rOCTenPHHMCTBO host family
/hužst fcrmll/ (n) c:eMbB, npHHHMažotuas
CTyaeHTa no 06MeHY interchange ,'1ntartJe1ncW (V)
06MeHhBaTbCB kindness /kajndnas/ (n) A06pora lifelong llaJflnn/ (adj) Ha
>KH3Hb manners ImænarzJ (n) MaHePbt model /mnd'l.l (n)
MOAenb, 06paaeu moreover Ima•.rnuva/ (adv) Kpor-ae Toro, 60nee Toro, ceepx
Toro open-minded /aupanmundld/ (adj) (qenoaeK) u.1HPOKhX
B3rnRAOB
penfriend ipenfrend/ (n) apyr no neper1HcKe proofread (V) KoppeKTHPOBaTb TeKCT
quality /'kwnlltl/ (n) KaqecTB0 recipe /resrpr/ (n) peuenT, request /nkwgst/ (n) npocb6a respectful
InspgktfulJ (adj) yeaXHTenbHb1>, yaaxatOL14Hä similarity
,/slrntlærrtl/ (n) CXOACTBO, noA06He swap /swup/ (v) 06MeHHBaTbCR
welcoming /wglkamtn/ (adj) roc-renpHHMHblä
Phrases
drop a
line qepKHYTb cTP0¼KY keep in touch noguepxuaaTb OTHOLUeHH9 once again
CHOBa, eu4ë pa3 a sense of humour HYBCTBO 10Mopa word for word AOCJIOBHO
6f
achieve /atfw/ (V) AOCTHraTb amuse                (v)
pa3BneKaTb, paccMeujHTb curious /kjuartas/ (adj) '11060T1blTHblñ deliver
IdllLvat/ (V) AOCTaBJIATb enthusiasm nnOjwnæzam/
(n) 3HTyaua3M, 3HeprHR excited /lksawd/ (adj) B3BOTIHoaaHHblÞ1 excursion   (n)
3KCKYPCHB expedition /ekspldfn/ (n) 3KcneAHLlHB fetch Ifg¶/ (V) CXOAHTb H
npHHecTH gap   (n) nponycK, np06en hire (haw (v) 6paTb HanpoKaT, HaHUMaTb
journey               (n) noe3AKa, nyrewecTBHe outback lautbæk] (n)
ManoHacenëHHbte
ABcTpaTIHñcKoro
KOHTHHeHra room 'rum/ (n) npocrpaHCTB0 sink /stl)k/ (v) 3aTOHYTb trip /tnp/ (n)
noe3AKa, nyTewecTBHe voyage (n) MOPCKoe nyrewecTBHe Phrasals & Phrases
in advance paHbtue apetaeHH, 3apaHee on time BOBpeMfi, no pacr1HcaHHK)
without delay 6e3
Culture Corner 6
architectural
(adj) apXhTeKTYPHblñ attack /atL'k/' (n) araKa, HanaaeHhe bank Iber)k.,'
(n) 6eper (pew) castle (n) 3aMOK event (n) C06bITge export /lk.spa•rt/ (V)
3Kcn0PTHpogaTb extremely /lkstri;mll} (adv) qpe3BblqaüH0, BecbMa fame
/fgJm/ (n) cnaga, H3BeCTHOCTÞ flow Illau/ (V) Teqb fort (n) illustrate
Illastrett/ (v) unnocrpHpoBaTb industrial revolution /lndAstnaI revaluPn/ (n)
tiPOMbll.uneHHaq peB0Ï11014Hq liquid Illkwld/ (adj)
Londoner
Lndanar,' (n) 110HAOHeg, *HTe11b JlOHAOHa major }meJctpr/ (adj)
saXHbli mouth /mau9/ (n) YCTbe peKH provide /pravud} (V) 06ecneYHBaTb, CHa6xaTb
protect /pratgkt/ (V) 3aL4HLL4aTb rowing (n) rpe6JIR sight (n) BHA stroll ,/straul/
(n) nerKas thirst /9xrst/ (n) xaxaa waterway ,/wztarwet/ (n) CYAOXOAHblV1
Kat-Ian
Going Green 6
acid        (n) KhCTIOTa AD (Anno
Domini)            Hat.ueä 3Pbt alternative /xlta;rnatrv/ (adj)
ant,TePHaTHBHb1i ancestor junsestar/ (n) npeAOK carve /kŒrv/
(V) 8btpeaaTb, rpaBHpoaaTb coal /kaul/ (n) yrollb
democracy Idlmnkrast/ (n) AeMOKPaTHR destruction IdrstnkPn/ (n)
pa3pyweHHe, paapyxa erosion (n) 3P03HA, paapyuet-we fascinating
ifæsrneItJT)/ (adj) BOCXHTHTeJ1bHblä fossil fuel /fbs*l fiu;al/ (n)
opraHuqecKoe •ronnHB0 freedom /frtdam/ (n) CB060na gradual Igr;gdjual/ (adj)
rlOCTeneHHb1ž, nocneAOBaTeJ1bHblä inherit /lnhgrll/ (V) HacneAOBaTb
liberty 111bartJ/ (n) CB060Aa maintenance /metnttnans/ (n)
coxpaHeHHe,
BOCCTaHOBneHHe
marble /rngrb'lj
(n) Mparaop mixture inukstJat/ (n) CMec:t, particle (n) uaCTHua
(gacmbpequ) petrol /petral/ (n) 6eH3hH province /prpvtnsi (n) 06nacTb release
/rlli•sj (V) BblCB060XAaTb, BblnycKart, repair Inpça¶ (V)
BOCCTaHaBÏ1hBaTb, PeMOHTHPOBaTb represent Ir•gpnzgnt/ (V) 11PeACTaBJIRTb,
peKnaMHPOBaTb restore /nstxr/' (V) pecTaBPHPOBaTb sculpture (n)
cKYJ1bnypa smog ,/smng' (n) CMOr (30apR3HeHue om 3b/XJ70'7Hb/X ea303) solar
/saular/ (adj) COJIHeqHblŽ statue (n) craryq sulphur /solfat/ (n) cepa vehicle
/vi;rkël/ (n) TpaHcnopTHoe CPeACTBO
Phrasals & Phrases
be located 6b1Tb pacnonoxeHHblM build
up nocTeneHH0 C03AaBaTb
run
on pa60TaTb Ha (o Hawt1Hax) visual prompt BH3yanbHa.q onopa MODULE 7
affect
/afekt/ (v) beyond /bljnnd] (prep) noMHMO, cabli-ue Toro complete /kampltt/ (V)
3aKaHHHBaTb, 3ageptuaTb connect /kanekt/ (V) COeAHHRTb(cq) cope (with) /keup/
(v) cnpagnmscq deal (with) (V) HMeTb Aeno c deny /cltnal/ (V) 0TPHuaTb,
OTBepraTb divide IdrvaJd/ (V) AenHTb, pa3beAHHBTb download /duunlaod/ (v)
aarpyxaTb edit /edlt/ (V) peaaKTHpoaaTb essential ,'rsenfl/ (adj)
He06XOAUMblñ, CYUaeCTBeHHblñ extension /lkstgnfn/ (n) npoaonxeHHe
fast-paced /fŒst pgst/ (adj) 6bICTPblMH waraMH,
6bICTPO
pa3BuaaK)LLIHŽCfi file /fail/ (n) cþaün, AOKYMeHT gadget (n)
aneKTPOHHoe ycrpoäcTB0, npH60p gain /qcm/ (v) nonyqaTb, npH06peTaTb games
console /geitns knnsaol/ (n) grp0Baq npHcraBKa impact arnpækL/ (n)
BJIHRHHe install /tnsta•l/ (V) YCTaHaB11HBaTb multi-tasking  (n) Bbtr10JIHeHHe HecKOJ1bKHX
3aaaq OAHOBper•aeHHO occasionally lakgzanall/ (adv) BpeMfi 0T BperaeHH
reflect /ntlekt/ (V) pa3Mblt.nngTb, pa.3AYMb1BaTb screen /skrtrv (n) 3KpaH
silence /suglans/ (n) THWHHa simultaneously /sLmaltgamaslt/ (adv) OAHOapeMeHHO
stuck (adj) 3,acTpsau.'Hä text ,'tekst/ (v) nocbtnaTb c00614eH«e (Ha
M06U'7bHb'Ù meneØOH)
Phrasals
& Phrases
be
fixed on YCTaBHTbCR Ha qro-JIH60 (o rnaaax) chat online 6eceaoaaTb OHnaViH come
to a head Ha3peTb, HaapeBaTb face-to-face c rnaay Ha rna3, JIHUOM K nugy on a
daily basis H30 AHS B AeHb, noBceAHeBHO tell sb Off OTHHTblBaTb Koro-nH60
7b
certificate
/sartJfikat,/ (n) arrecrar contradict Ikpntradlktj (v) nOTHBOPeYHTb,
onpoaepraTb degree IdrqrL/ (n) yuëHas creneHb graffiti /qratttl/ (n)
rpacþcþHTH, Ha creHax mark /mŒrk./ (V) craBHTb OTMeTKY
(oueHR9'), 0TMeqaTb oral Izral] (adj) YCTHblž revise Invuz/ (V) noBTOPATb
test /tgst/ (n) at.ianha•, KOHTPOJ1bHaR, 3K3ar.teH timetable /turntetb'l/ (n)
pacrtHcaHhe
Phrasals & Phrases
come up nonaaaTbCB entrance exam BCTynmenbHb1i 3K3ar.teH let st) down
nOABOAHTb mess up npoBanHTb, HcnopTHTb report card /npa•rt kŒrcl/
(n) Ta6eT1b ycneBaeMocTH that's the spirit! HY H BblAePHKa!
to retake an examination
nepecaaBaTb 3K3aMeH
cheat
/t/i•t/ (V) 06MaHblBaTb, CnHCblBaTb (HO 3K3ameHe) deduction ,/drcnkJ'n/ (n)
YM03aKf1K)qeHHe, BblBOA forbidden ffatbJd'n/ (adj) 3anpeTHblü, 3anpetueHHblñ
headmaster Ihgdmgstar,' (n) AHpeKTop obliged 06R3aHHblä,
6naroaaPHblä ordinary /a•rclrnrl/ (adj) 06blKHOBeHHblñ opportunity /npartL•mt1/ (n)
B03MO>KHOCTb oversleep (v) npocnaTb skill „'skJV (n) MaCTePCTBO, onblT,
YMeHue wide range Iwmd (n) WHPOKH> aCCOPTHMeHT,
60J1bUJOü
Bb160p
Phrasals & Phrases
attend classes/ school nocetuaTb
yp0KH/WKony be accepted 6b1Tb nPHHATbiM do the washing up MblTb nocyay
performing arts ncr10JIHqreJ1bCKhe BHAbl HCKYCCTBa show business HHAYCTPHH
pa3BneyeHHi
bark /bŒ'k/ (n) Kopa broadcast
/brxdka:st/ (n) paauo- Tenenepeaaqa, nporpaMMa broadcast (v) BeCTH nepeAaqy,
nepeAaBaTb B
HOBOCTAX, no paAHO chipped ttf1Pt] (adj) HacrpyraHHb1ñ,
Hape3aHHblV1
MenKHMH
KYCOHKaMH
соах
'kQQkS' (У) уговаривать cover (у) давать репортаж coverage [Кд•сапф,' (П)
репортаж director /dawgkta¶ (п) режиссёр (В театре, кино) drain /drunl (м)
осушать, откачивать воду editor (п) редактор host [havrst/ (У) вести радио- или
телепрограмму newsreader (п) диктор, телекомментатор, ведущий выпуска новостей
paper mill ,'рцраг (п) целлюлозно-бумажная фабрика presentation (п)
презентация, показ, представление presenter (п) ведущий pressure cooker ”рщГаг
КџКаЧ (п) автоклав, скороварка producer /pradjgssa¶ (п) продюсер риф
/pslp/ (п) бесформенная масса reporter (п) репортёр revjew јгтхјџ;ј (п) обзор
rest[ess ,'restlas,' (adj) возбуждённый, беспокоиный гоат ,'гоот/ (у) бродить
sitcom /s!tkorn' (п) комедийное шоу, комедийный сериал spray /spr<l/ (у)
распылять Phrasals & Phrases
breaking news горячие новости gjve ап
injection делать укол оп air в прямом эфире оп one's own самостоятельно реак
season сезон максимальной нагрузки
(товарооборота) prime Ите лучшее эфирное время гиф
hour час пик sound engineer звукорежиссёр
access (п) доступ, возможность commute
(м) ежедневно ездить в школу (на работу, на учёбу) contrast [Каптгџ;м,' (у)
сравнивать, противопоставлять development idwekpmant/ (П) развитие,
усовершенствование drawback (п) недостаток, помеха, препятствие high-tech
/h3!tekj (adj) высокотехнологичный inaccurate (adj) неверный, некорректный
ontine (adv) интерактивно, в Интернете storyline
(п) основная сюжетная линия t00l /tw•V (п) средство, инструмент violent
”vaplant/ (adj) жестокий
Phrasals & Phrases advantages
and disadvantages плюсы и минусы, преимущества
и недостатки at one's own расе в своём темпе Ьеаг in mind иметь в виду for
instance например, к примеру get the most from получить как можно больше от
in addition
вдобавок, к тому же по doubt без сомнения
7f
advertisement kedvgrt[smantj
(п) реклама announcement /anaunsmant/ (п) объявление, сообщение
ЬиИу /bull,' (v) задирать, издеваться
distrjbute (у) распределять, распространять educate /edjuk"lt/ (у)
обучать, давать образование hurt /hb“t/ (У) обижать, причинять боль instruction
/тлмдКј'п/ (п) инструкция теап /тГпј (adj) скупой, злой mood ЈтщШ (п)
настроение resit /rS1t/ (м) пересдавать письменный
,-'rwtV (м) разоблачать, раскрывать
temper ,'tgmpa'/ (п) нрав, характер tolerate /tnlarcrt,' (У) терпеть, выносить
unacceptable 6naksgptab01/ (adj) неприемлемый
Phrasals & Phrases
а curse ог а b(ess
проклятие или благо саге for любить саа Sb names обзывать, дразниться, давать
прозвище catch ИР wjth нагнать (упущенное), догнать Culture Corner 7
contain (у) содержать,
вмещать found /favnd/ (у) основывать (поселение, гороД) humanities Длјштщпига'
(п) гуманитарные науки leading (adj) ведущий, главный medieval /medtv•l/ (adj)
средневековый precious ,'ргфЫ (adj) ценный, дорогой prestigious /ргемкђаы•
(adj) престижный, авторитетный survive /savarvl (М) выживать wea[thy /wg19'!
(adj) состоятельный, богатый
Phrasa[s & Phrases
be in existence существовать graduate
from оканчивать (Высшее учебное заВеДение) have in соттоп иметь общее
Across
the Curr-iculum: lCT
consequence
/knnslkwans,' (п) последствие copyrighted
[Кпрташс1/ (adj) охраняемый авторским правом (о книгах, песнях, фильмах) device
(п) устройство handle (м) обрабатывать (Данные) hardware ,'tWdwcar,' (п)
комплектующие части для компьютера network /netwxW (п) сеть (информационная)
overuse /аџуа'јЩ7ј (у) чрезмерно использовать, злоупотреблять password (рщмз:Тс1/
(п) пароль plagiarjsm (п)
плагиат, заимствование чужого
resource                 (n) HCTOHHHK
rlHTaHHR (ðng
K0MnbK)mepa) share (V)
"CT10f1b30BaTb COBMecTHO, AenHTbCfi software /snftweat/ (n)
K0MnbK)TepHag nporpaMMa, nporpaMMHoe 06ecneqeHvae unethical            (adj) He3THqHblVV.1
Virus Nairas/ (n)  BHpyc wire twaL2¶ (n) npoB0A
Phrasals & Phrases
cabling
system Cerb (Ka6eneù, npogoðoß) flow of data noTOK
HHcÞopMaLIHH MODULE 8
addicted {adlkttd/ (adj) YBneqëHHblŽ,
npucrpacTHBWHñCR axe /æks/ (n) neAopy6 bizarre /blzg•r,' (adj)
rlPHqyanhBblü, NYAHOŽ, He06blqHblh board          (n) A0CKa
bounce (V)
OTCKaKHBaTb, OTnPbTHBaTb bump lbsmp/ (n) yaapBTbCB, HaneraTb circle /sxtk•'l/
(n) KF)YY0K, rpynna (moaeü) competitor (n) yqacTHHK COCTfi3aHHB, conepHHK
discover /dlskt,var/ (V) 06HaPPKHBaTb, OTKPblBaTb dive /dalv,/ (V) norpyxaTbcq c
aKBanaHroM, HblPSTb entrant lentrant] (n) yqacTHHK COPeBHOBaHHŽ equipment
11kW¶pmant/ (n) 060pyaogaHHe, CHapqxeHHe fasten /fgs3n/ (V) npHcrerHBaTbcR
flippers /tllparzd (n) nacTbl goal /ga_ul/ (n) BOPOTa, ron hill null (n) xonM,
B03BblweHH•octb inflatable (adj) HaAYBHOŽ invent (v) Ha06peTaTb involve
/tnvnlv/ (v) noBneqb 3a c060ü knock Innk/ (n) yaap, CTOnKHOBeHHe,TOJINOK
mountaineering ,/mauntlnnruy/ (n) anbnHHH3M opposing tapauzrry/ (adj)
np0THaocT09L4Hü originate (v) 6paTb Haqano, rtPOHCXOAHTb paragliding
/'pæraqludll)/ (n) napannaHepH3M, noneTbl Ha napannaHe pastime
Ipg:starrn/ (n) npnqtHoe speMqnpenpoB0>KAeHHe,
3aHSTHe,
x066H puck /psk} (n) ujaä6a roll /raul/ (v) KaTHTbCB rope Irupl (n) KaHaT,
BepeBKa sandboarding  (n) KaraHHe Ha AOCKe no necKY skilled /sklld/ (adj) onbtTHb1Ž,
yr-aenblñ,
KBaJIHcþHUHPOBaHHblü skydiving /skaldatvro/
(n) aaTB>KHble npb1XKH C napautOTOM slide IslaJd/ (v) CKOT1b3HTb
Slip Islip/ (V) nocKOT1b3HYTbCB, CKOnb3HTb snorkel Isnxrk•'l/ (n) AblXaTeJ1bHas
Tpy6Ka noABOAHOro nnaaaHHR snowboarding /snnubo•.fd10/ (n) CHOY60PAHHr splash
ISPlæJ/ (v) 6Pb13raTbC9, nnecKaTbcq steep {Slip/ (adj) (o ôopoaax,
xon,yax, eOPHb1X
Mecnwocmgx)
strap /stliep/
(V) cKpennATb PeMHRMH, rlPHBB3blaaTb swing (V) BTblKaTb C pa3Maxy technique
/'tekntk,' (11) reXHhKa, cnoc06 unlike ,/xnIaJk/ (adj/adv) He Taxoÿ,
OTnW-./aK)U4hŽCS waterfall /wa•taTxI/ (n) BOAonaA weightless /wgltlas/ (adj) HeaeCOMbtVf
whizz twill (V) 6b1CTPO ABHraTbCq; KPPKHTbC9, pacceKaq
B03AYX
zorbing (n) 30p6HHr (cnycK co CKJ70H03 3Hympu np03p09Hoeo
ð6yxcnoúHoeo wapa)
Phrasals & Phrases
base jumping
6eäc-axaWIHHr, nPbl>KKH c napaW10T0M c
BblCOKHX
06beKTOB CO cnegqaJ1bHb1M 060PYAOBaH1.teM ice climbing neaonaaaHHe pull oneself
up on smth nOAT5HYTbCB, onv.-tpaqcb Ha gro-
'1"60 rock climbing CKanonaaaH1•te sand dune necyaHaq
AIOHa, 6apxaH spectator sport  BHA cnopra speed freak m06"Tent,
6btCTPOŽ e3Abl sport event cn0PTHBHoe C06blTHe take part
in npHHHMaTb ygacTHe B work out OTPa6aTblBaTb, ynyywaTb
8b
aerobics
leanublks/ (n) aap06HKa assembly hall /asembll hxl/ (n) aKTOBblVi aan athletics
/æ91gt1ks/ (n) arnerv«a audible /ïdtb"l/ (adj)
CT1b'UJHblŽ, CDblUIHMblä court Ika•rt/ (n) KOPT cricket Iknklt,' (n)
KPHKeT experience ,'1kspRnans/ (n) onb1T flat /flœtJ' (adj)
HeBbtpa3HTeJ1bHblñ, OAH006Pa3Hblñ gate /ggt/ (n) Bopora
gymnastics  (n) rHMHaCTHKa hesitant /hezrtant/ (adj) Kone6JIE014HhCB,
COMHeBaK)14Hücq high jump IharOrnp/ (n) rlPb1>KKH B BblCOTY hurdles
/hxtd"lz/ (n) 6er c npenBTCTBHHMH indistinct /lndlsunkt./ (adj)
HeBHfiTHblh, HeOTqeTTIHBblh inter-school (adj) Me>KUIKOnbHblŽ javelin
throwing (n) MeTaHHe jerky (adj) TPRCKHŽ, ABHraK)U.4HŽCB Pe3KHMH
TonqxaMH jogging (n) 6er rpycuo¥l karate /karŒtv' (n) KapaT3 long
jump (n) nPbDKKH B lovely /lsvll./ (adj) KPaCHBblü, npeKpaCHblñ, oqaPOBare11bHblA
match Ime(l/' (n) Marg, BCTpeqa monotonous }manntanas/ (adj) MOHOTOHHblü, mumble ImsmbZlJ (V)
60PMOTaTb noticeboard ,'nauusbatd/ (n) AOCKa racquet (n) paKer;eca Hrpbl B TeHHHC,
6aAMHHTOH) rhythm /n&rn/ (n) PHTM
rugby /rsgbl/ (n) par6H scuba diving iskl&ba datvuv' (n) nnaBat.iHe c aBKa.naHrotv1       cneu060pyaoaaHHet•a
spare    (adj) запасной sguash /skwpJ/ (П) сквош
trainers /treJnaW (П) кроссовки water ро[о  (п) водное поло
wonder /wsnda¶ (у) интересоваться, желать узнать
Phrasals & Phrases free
refreshments бесплатные закуски
8с
boit (у) кипеть (ожиДкостях) сир ,'Кдр,'
(п) кубок drop ,'drnp,' (у) ронять exhibition ,'еКыЬГп/ (п) выставка expand
ilks№ndj (у) расширять, увеличивать fix ff[ksl (У) чинить general truth  (п)
общеизвестная истина imaginary Лтщфтпап,' (adj) воображаемый iron (п) железо
reservation /rezarvuPnj (п) предварительный заказ rust ,hst./ (у) ржаветь (о
металлах) splash (П) всплеск steam /sttmj (п) пар tidy /tmdi/ (у) убираться,
наводить чистоту, порядок Мге (п) провод, проволока
Phrasals & Phrases
at [east во всяком случае, по крайней
мере Ье in the mood быть в настроении chain Story история, начатая одним
человеком, продолженная следующим и т. д.
CtJt 0ff выключать, отрезать It
depends Всё зависит от обстоятельств
amazed iamwdl (adj) изумлённый bat
(п) бита (З спортиВных играх) beat /bttI (м) побить (В сореВноВониях), победить
billion i'blljanj (п) миллиард ctub ,'khb/ (п) клюшка (Для гольфа) competitor  (П)
соперник, конкурент, участник состязания course [Кэ•.'ы' (п) скаковой круг,
поле (Для игры В гольф) create (у) создавать defeat /dIfLtj (м) нанести
поражение fan (п) болельщик, фанат gain (у) получать, приобретать, наращивать
helmet /hklmltJ (п) шлем па ,'ги1,' (п) ноль officiat .[afj'lj (п) должностное
лицо pitch ”Pltp (п) игровая (спортивная)
площадка record (п) рекорд result (п) результат score /skx¶ (У) забивать
spectator /spektqta¶ (п) зритель, посетитель
(стаДионо)
tournament $t!Wnamant/ (п)
соревнование, турнир win (м) победить, выигрывать
Phrasa1s & Phrases
be fed ир пресытиться, быть сытым по горло
be saved Ьу the быть спасённым в последний момент а meeting созывать собрание соте
ир with предложить get the ball rotling сдвинуться с мёртвой точки host team
хозяева поля send sb 0ff удалить с поля, оштрафовать за нарушение the ball is
in Sb's court чья-то очередь делать что-то to tose а game проиграть игру top
scorer лучший бомбардир throw Јп the towel признать себя побеждённым, сдаться
accept
,'aksgpt/ (У) принимать advanced kedvw•nst/ (adj) продвинутый, усложнённый
аппиа[          (adj) ежегодный apo[ogy /арр1хђ1Ј' (п) извинение apptication
form Кер11Ке0'п   (п) анкета, регистрационная форма, бланк заявления арр[у
(for) ,'aplu.i (м) подавать заявление (на), просить
(о) asthma /;esmai (п) астма basic (adj)
основной beginner „ЪчпаГ/ (П) новичок, начинающий certificate /sa't!frkat/ (п)
свидетельство, сертификат, удостоверение certification /sartlflkuPn/ (п) выдача
свидетельства, удостоверения, сертификация depend оп /dwend 011” (ч) зависеть
от eyesight /ш.чапј (П) зрение, кругозор fee /lV (п) плата guidance (п)
руководство inc(ude [mklwd/ (у) включать [evel (п) уровень membership (П)
членство (В клубе) outing (п) загородная прогулка, экскурсия postcode
tpo№stkoudt (у) почтовый индекс request ,ttkwest/ (у) вежливо просить session
/se,pni (п) период, сессия. совещание subscription /sabsknpfnj (п) подписка,
членский взнос superb (adj) превосходный surname (п) фамилия timetable (п)
расписание transactiona[ [etter lgta¶ (п) ответное письмо
trainer (п) тренер
Phrasals & Phrases
be crazy about быть помешанным на
чем-либо emergency contact питЬег телефон для экстренных случаев tick as
appropriate поставить галочку, сделав выбор

8f
coach Ikau!f/ (n) rpeHep insecure (adj)
He6e30nacHbth, HeHaAë>KHb/i instructor Imstrskta¶ (n) HHCTPYKTOP junk
food fud/ (n) eaa BCYXOMRTKY, HenonHoueHHafi
nutga league /li•g/ (n) TlHra section
IsçkPn] (n) qaCTb tracksuit /tr&k.sut,' (n) CnOPTHBHbI> TPeHHPOBOUHblÞi
KOCTiOM
upset /,spsgt/ (adj) pacCTpoeHHblñ weekday /wtkdel/ (n) 6YAHHÿ1
aeHb
Phrasals & Phrases
be in favour Of nOJ1b30BaTbC9 cnpocoM, HPaBHTbCR fall into place BCTasatb
Ha MeCTO for hire HanpoKaT in charge Of OTBeTCTBeHHblÿt 3a set an alarm
clock 3agecTH 6YAH"bHHK talk sb into sth yrOBOPHTb Koro-nH60 Ha qro-$1H60
Culture Corner 8
abseil (v) cnycKaTbcq Ha BepeBKe attract latrA•kt] (V) npHBneKaTb beak (n)
KJIIOB charity /lfærltl/ (n) 6narOTBOPHTe11bHOCTb cereals islartalz.i (n)
3naKH, Kpynbl cuddly /kAdlr/ (adj) nPHRTHb1ñ, rtPHBneKaTe$1bHblŽ
dinosaur Idarnasa•r,' (n) AHH03agp goalkeeper (n) Bparapb half-time (n)
nepepblB ( B Hrpe) hen then/ (n) KYPHua home game ,'haum geltn/ (n) Hrpa Ha
CBOeM none hopefully ihaupfullj (adv) B Haaexae, c HaAe>KAOVq kick-off
/k1kot7 (n) Hagano Marga c ueHTpa nona kit [kit/ (n) KOMnneKT, Hapna mascot
/m;esknt/ (n) ranHCMaH penalty shoot-out  (n) nocneMarqeBb1e nee•W1bTH publicity
Ip,sbllsttll (n) ny6m-tqHocTb, H3BeCTHOCTb public relations IPAbllk (n) CBfi3H
c
0614eCTBeHHOCTb10 striped istrutpti (adj) title ,'taltal./ (n)
THTyn wander /wnndaf/ (v) 6POAUTb, CJIOHRTbC9 6ea Aena wave (to) (v)
MaxaTb (KOMy-nu60)
Phrasals & Phrases
make appearance noRBTIATbCB
Going Green 8
aim      (n) gent,
aquatic         (adj) BOAHb1ñ, npHcnoc06neHHb1ñ K
XH3HH B
80Ae awareness               (n) OCBeAOMnëHHOCTb,
HHcþ0PMHPOBaHHOCTb
WI-23
case r'kgs/ (n) Aeno, oc06aq CHTyauHR conserve Ikansa;rvf (V)
KOHCePBHPOBaTb, coxpaHRTb,
3aLUH1.gaTb coral reef /knral rtf7 (n)
KOPannOBblü edge  (n) Kpaü festivities 'fest1VIuz/ (n) npa3AHecTBa, Topxecrsa
generation Ict;enargfn/ (n) rt0KoneHHe interact Ontar&kt/ (V)
BaaHMOAe>CTBOBaTb,
B03AeäCTBOBaTb measure            (n)
Mepa, MeponpHRTHe non-profit organisation Innn pmfit argamuzg_LPn] (n)
HeKOMMepgecKaB
opraHH3auHR outcome ,'uutunv' (n) pe3ynbTaT, nocneacTBHe, HCXOA participate  (V) yqaCTBOBaTb, nPHHHMaTb
yqacTHe procedure Iprosi•ctar,' (n) npoueaypa, npouecc
prospective Ipraspgkuv/ (adj) 6yayu4Hù, OMHnaeMbli regard inqŒ'd}
(V) CNHTaTb, OTHOCHTbCfi responsibility Insppnstbllrtl/ (n) OTBeTCTBeHHOCTb
seabed Istbed/ (n) MOPCKoe AHO shoreline Flam/ (n) 6eperogaq
Phrasal verbs stand for BblCTynaTb (30 KOMOHðg), npeacraanqtb
Phrases take
action npHHHMaTb MePbl
APPENDIX 1
Phrasal Verbs bring about OCyueCTBJ19Tb bring back HanOMHHaTb, BcnOMHHaTb
bring in rlPHH0CHTb neHbrH, BHOCHTb bring out BbtnycxaTb Ha nponaxy bring round
nPHBOAHTb B C03HaHHe bring up pacTHTb, Bocnnrt,tgarb call for 3BaTb call in
3aXOAHTb, HaHOCHTb BH3HT call off OTMe-HRTb call on Haøeuaatb call out
npocHTb o noM014H get across AOHOCHTb (uòeu) AO cnyumeng get along with
06tuaTbCA, noAAePHHBaTb xopou.JHe
OTHOweHHA get somebody down paccrpaHBaTb get over nonpagm,cg,
Bb13AOPOBerb, npeoaoneTb get over with 3aKOHHHTb, cnpaBHTbCB give away 1)
OTKPbtTb ceKpeT, 2) OTAaaart, give back B03Bpau4aTb give out pa3AaBaTb give up
caaBaTbCA, npeKpauxaTb nonblTKH go after npecneA0BaTb go down With CBanHTbCR c,
3a60neTb geM-JIH60 go off H3 CTPOA, cnOMaTbC9 go through nonYNHTb oribiT go up
110Bb1UJaTb, YBeJIHMHBatb go with MATH, nonxoAHTb (06 oaexae) go without put away OTKnaAbtBaTb, y6upatb

put Off OTCPONH8aTb, OTKnaAb1BaTb {
  APPENDIX 3 put on OAesaTbIdioms put out noryu-1HTb (OrOHb) a piece of cake
  nerK0, nycTAK put (sb) through (to st)) COeAHH½Tb (KOrO-JIH60 c again and
  again CHOBa H CHOaa
Rerv1-nu60) no renecþ0HY all
  in all B ¼Tore, B genoM put up with MHPHTbCB c qeM-nH60 (be) a bolt from the blue 6b1Tb
  HeO>KqaaHHO¥i HOBOCTbtO set aside OTCTaB$1ATb, OTKnaAblBaTb be a pain
  in the neck 6b1Tb  set back 3aaeP>KMBaTbbe bad news
  HMeTb nnoxoñ xapaKrep set in ycTaHasnHBaTbbe in the same boat 6blTb B
  OAHOñ ynpfi>KKe set Off OTnpaBJIBTbC9be on cloud nine BHTaTb B
  06naKax take after 6blTb Ha(not) be one's cup of tea (He) TO, qro HYRHO take
  Off 1) B3neTaTb (Ha caMonere) 2) y6HpaTb break the ice HapyuJHTb MOnqaHHe,
  pa3pgAHTb 06CTaHOBKY take to nOHPaBHTbCB, npv•tcTpacTHTbcBcry over spilt milk
  coxaneTb o HenonpaBHM0M take up l) YBneqbCB 2) aaH*Tb BpeMRdrive someone
  crazy CBOAHTÞ c yr.-la, 311HTb drive someone up the wall AOBeCTH
  Koro-JIH60 AO 6enoro
APPENDIX 2KaneHH9
Dependent
  Prepositionsfeel under the weather 6blTb YHbIJ1biM, B nnoxoM absent from
  (adj)  c                HacTpoeHV11.i at the
  age of B B03pacrefly someone off OTCblnatb Koro-JlH60 at the beginning of B
  Haganeget somebody off the hook noraoqb KOMy-nH60 B TPYAHOŽ at the end
  of B KOHUecmya4HH, Bb13BOJIHTb blame (v) someone for pyratb Koro-ro aa
  '4TO-TO               get on someone's nerves AOBOAHTb, neiCTBOBaTb Ha HePBb'
  by cheque no                         get
  the ball rolling CABHHYTbCB c MëPTBOi TONKH, HaqaTb by credit card no
  KPeAHTHOú KapTeKaKoe-nu60 Aeno by nature no npldpoaeget this show on
  the road HaqHHaTb aenaTb qTo-nH60 care (v) about aa60THTbCR o              give
  someone a hand noMoraTb career (n) in Kapt,epa Bhear something on/through the
  grapevine Y3HaTb H3 close (adj) to      K                cnyx0B/cnnereH;
  rt0HaCT1b1u.JKe come (V) from np0Hcx0AHTb, 6b1Tb
  POAOMhit the headlines nonaCTb Ha nepBYð•o nonocy ra3er fond (adj) of
  yaneKaTbC9hit the road yüTH c noporg for hire HanpoKarhold one's tongue
  aepxaTb R3bIK aa 3Y6aMH good (adj) at cnoc06HblŽ           keep
  one's fingers crossed xenaTb HH nyxa, HH nepa in advance paHbLue
  BpetqeHH,3apaHeelose one'S head naHMKOBaTb, gnaaaTb B naHHKY, TePRTb in cash                                                            ronoay
  in charge of OTBeTCTBeHHbli aa           make somebody's hair stand on end
  CW1bHO HanyraTb in favour of B
  qeCTbRoro-nH60 in flames B orHeon and on CHOBa H CHOBa, 6e3 nepepb1Ba in good
  condition B xopoweM COCTOBHHHpull someone's leg apa3HHTb, noawyqHBaTb HaA
  KeM-JIH60 in great demand oqeHb BOCTPe60BaHHblh,put one's foot down
  npHKa-3aTb HTIH 3anpeTHTb HTO-TIH60 cnPOCOMAenaTb jealous (adj) of
  PeBHHBbihround and round Kpyror.l, BOKpyr keen (adj) on CTPaCTHO
  YBneqëHHb1ú             save up for a rainy day KonHTb,
  OTKnaAblBaTb Ha nervous (adj) about o       AeHb
  (ÔeHbeu) off season BHe ceaoHasaved by the bell cnacëHHb1ü B
  nocneAHHñ MOMeHT on board Ha 60PTY (camonema, Kopa6n*)see which way
  the wind blows 3HaTb OTKYAa serep Ayer, on earth Ha 3eMne6b1Tb B Kypce at the
  seaside Ha 6epery Mopsspeak one's mind BblPaXaTb CBOë MHeHHe out of
  danger Bi-le onaCHOCTHspill the beans PaCKPblTb KapTb1, pa.360nraTb cet<peT
  out Of Stock Her B npoqaxe, B                                                   stay
  off the beaten track He cneaosaTb tua6noHY patient (adj) with repnenqabl>
  KStep by Step MeaneHHO, war aa waroM popular (adj) with nonynqpHbi>    take
  everything with a pinch of salt He                           proud
  (adj) Of ropAblh (aopðumbcg gem-nu60)         acepbë3, CTaBHTb
  BCë noa COME-teHHe under pressure B crpeccogoä CHTyaL4Hhthe ball is
  in your court TBOR ouepeAb without delay 6eaornararenbH0throw in the towel
  npH3HaTb nopaxeHHe, CAEiTbCR worry (v) about Óec:nOROHTbCfi o
CnHCOK coxpatueHHi

adj —
adjective — npmararenbHoe adv — adverb — Hapeqge conj — conjunction —
co'03 int — interjection — n — noun — HMS cytueCTBHTeJ1bHoe
num — numeral
— prep — preposition — npea.nor pron —
pronoun — MecTOHMe•HHe v — verb — rnaron

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

intro: Домашнее чтение к Английский в фокусе 8

title: Компоненты УМК Spotlight 8