Англійська мова 6 клас Л.В. Калініна, І.В. Самойлюкевич (2014 рік) by fishki

УДК 81 1 .1 1 1 (0 7 5 .3 ) ББК 81.2А Н ГЛ .922 К17 Рекомендовано М іністерством освіти і науки України (Наказ МОН України від 07.02.2014 № 123)

Наукову експертизу проводив Центр наукових досліджень та викладання іноземних мов НАН України. Експерт О.М. Ільченко, доктор філологічних наук, професор, заступник директора з наукової роботи. Психолого-педагогічну експертизу проводив Інститут педагогіки НАПН України. Експерт І.В. Алєксєєнко, молодший науковий співробітник лабораторії навчання іноземних мов. Н е з а л е ж н и й експерт: Едвард Беррі Гроші, волонтер Корпусу Миру СІЛА в Україні В і д п о в і д а л ь н і за п і д г о т о в к у п і д р у ч н и к а : Коваленко О.Я., головний спеціаліст департаменту загальної середньої та дошкільної освіти МОН України; Шопулко М.Н., методист вищої категорії відділу науково-методичного забезпечення змісту освіти основної і старшої школи Інституту інноваційних технологій і змісту освіти МОН України.

УМОВНІ ПОЗНАЧЕННЯ: Вправи на аудіювання, матеріалу

фонетичне

опрацювання

мовленнєвого

Письмові вправи Домашнє завдання

К17

Калініна Л.В. Англійська мова для спеціаліз. шк. з поглибл. вивч. англ, мови : підруч. для 6 кл. загальноосвіт. навч. закл. / Л.В. Калініна, І.В. Самойлюкевич. —К. : Генеза, 2014. - 232 с. : іл. ISBN 978-966-11-0430-2. У Д К 811.111(075.3) ББК 81.2АНГЛ.922

ISBN 978-966-11-0430-2

©Калініна Л.В., Самойлюкевич І.В., 2014 © Видавництво «Генеза», оригінал-макет, 2014

Любий друже! Перед тобою підручник з англійської мови. Він склада ється із семи розділів - U nits. К ож ний розділ - це велика тема, наприклад «Друзі» або «Ш кільне ж иття». Д ля того, щоб з книгою було зручніш е працювати, розділи поділено на п ’ять частин, залеж но від того, про що конкретно йдеться. Робота над темою (підтемою) розпочинається з акти ві зації раніш е засвоєного лексико-граматичного матеріалу. Це рубрика “C onversation W arm -up” , у як ій для тебе наве дено приклад висловлювання. Н авчитися «розмовляти, як англієць» тобі допоможе рубрика “Pronunciation W arm -up” . У ній ти знайдеш багато веселих англійських вірш ів, наспівів, скоромовок, що сприятимуть удосконаленню твоєї вимови й інтонації. У тебе з ’являться нові друзі з різних країн Великої Британії, Канади, СТТТА, Австралії, з яким и ти будеш спілкуватися англійською , пізнавати їхню культуру та порівнювати її з власного. Разом з ними ти мандруватимеш їхніми країнам и, побачиш видатні місця, ознайомишся з різноманітними святковими традиціями. Це допоможе тобі не тільки поглибити знання з англійської мови, а й подивитися на світ широко відкритими очима, навчитися розмовляти англійською я к мовою міжнародного спілку вання. Good luck! Хай щастить!

My Summer Diary I. Conversation Warm-up Look at the pictures below. What summer holidays did these children have? What plans did you have?

E x a m p l e : I planned to go to the seaside.

II- Pronunciation Warm-up Read and practise the sounds /e /, /ae/. Say how you feel about the end of summer.

SU M M ER ’S EN D CHANT Is sum m er over? Yes, it is. Do you feel unhappy? I ’m full of reg ret. Did you have a nice tim e? I sure did. Did you p a rt w ith your friends? How very sad!

III. Grammar Smart Read and recall!

to to to to to to

plan - planned w ant - w anted play - played v isit - visited dance - danced swim - swam

to to to to to to

dream - dream t sing - sang make - made th in k - th o u g h t b rin g - bro u g h t take - ta u g h t

1. Let’s play a grammar chain game.

E x a m p l e : Steven: I swam in the riv er in sum m er. H elen: I sang new songs in sum m er...

2. Complete the sentences. E x a m p l e : I m ade m any new friends last summ er. —»■

1. 2. 3. 4. 5. 6.

... ... ... ... ... ...

W e were playing in the yard all day long. in Ju n e. in Ju ly . in A ugust. last sum m er. all day long. the whole sum m er.

IV. Time to Listen and Read 1. Listen to / read in pairs and say what the children planned to do in summer.

SUM M ER HOLIDAY PL A N S Paul: Lucy: Paul: Lucy:

Paul:

Lucy: Paul:

Lucy:

Paul: Lucy:

H i, Lucy. Did you enjoy your sum m er holidays? A lot. I had the tim e of my life. Did all your plans come true? Exactly. I planned to v isit my relatives in Kyiv, and I did. Besides, I w anted to learn rollersk atin g and oh, it was great. How about you? N othing to boast of. As my paren ts worked all th e sum m er, I had to stay in town. It was not th a t exciting, you know. B ut I rode my bike every day and read a lot. It made me feel better. I bet you read some new fan tasy books. They are your favou rite , a re n ’t they? Sure. I also planned to read a collection of Jack London’s sto ries b u t, u n fo rtu n ately , the school lib rary closed fo r the sum m er break. Come, come! You can do it later. By the way, I ’ve got a s u r prise for you - a souvenir from Kyiv. I t ’s a photo I took in K hreschatyk. How nice of you! Thanks a lot. My pleasure.

2. Read the sentences and match them to the characters - Lucy and Paul.

1. Did you enjoy your sum m er holi days? 2. As my parents worked all the sum mer, I had to stay in town. 3. I planned to v isit my relatives in Kyiv, and I did it. 4. I ’ve got a surprise fo r you - a sou venir from Kyiv. 5. I learned rollerskating. It was great.

3. In the text “Summer Holidays Plans” find the words for the follo wing areas and make up sentences with them.

holidays sum m er

plan

E x a m p l e : Did you enjoy your sum m er holidays?

V. Time to Communicate a) In pairs, talk about your summer holiday plans. Say which of them came true. Follow the pattern.

P a tte rn : A: Hi, A nn. Did you enjoy your sum m er holidays? B: A lot. I had ... . A: Did all your plans ... ? B: Exactly. I planned to ... . Besides, . . . . How about you? A: N othing to boast o f......... B: I bet ... . A: U nfortunately ... and ... . B: Come, come! You can ... . By the way ... . A: How nice of you! ... . B: My pleasure ... . b) Act as Lucy and describe your stay in Kyiv. Use the pictures and the word list.

to take pictures; every o th er day;

to buy a souvenir; to be one’s favourite.

c) Act as Paul and tell your classmates about your summer holidays.

to ride a bike; to swim in the river;

to read a fan tasy book; u n fo rtu n ately .

VI. Time to Write At home: Write a short essay under the title “My Summer Holidays Plans”.

G o to E x . 1, 2 o f y o u r W o rk b o o k

I’m a Sixth Former Now I. Conversation Warm-up Look at the pictures and say what children are talking about on their first day at school.

E x a m p l e : I th in k Boris and A rtem are ta lkin g about sport, football, to be exact.

II- Pronunciation Warm-up Read and practise the rhythm. Say what you think about your studies in the sixth form.

THE SIX TH FORM ER’S R A P The six th form is great, really g reat New hopes and friends, new subjects and trends. The six th form is great, really g reat New song to sing New games to play Much new to learn Fun every day!

III. Grammar Smart Read and recall: there is/there are and modal verbs. 1. Look at the photo and say what there is on the desk, what children must take to school.

E x a m p l e : There are copybooks on the table. W e m u st take them to school.

■

2. Play a grammar trio game.

can may m ust

study new subjects meet new friends work hard take sport go on excursions join d ifferen t clubs learn m any in te re stin g things

in the six th form

E x a m p l e : W e can m eet new friends in the six th form. W e m ust work hard. W e m ay take new sport. 3. In groups, say:

1. W h at clothes the six th form ers sho u ld /sh o u ld n ’t w ear a t school. 2. How the school children sh o u ld/sho u ld n ’t behave a t school.

IV. Time to Listen and Read 1. Listen to / read what different children say about their studies in the sixth form. Whose ideas do you share?

Ann: I like to be a six th form er. It means I will learn more about d ifferen t unknow n things. There are new subjects in our new tim e table and there are also new teachers. I like to learn new things! Boris: Last year the sport team of our class was a school cham pi on. In sum m er my friends and I practised a lot in our school stadium . I hope we’ll win all the football m atches th is year too. Olha: D uring my sum m er holidays my granny ta u g h t me how to em broider. I ’ve em broidered my blouse and a handkerchief. Now I w ant to learn how to knit. I have a little b ro th er and I w ant to k n it socks for him. O ur teacher can teach me. Helen: My friends say I ’m a very sociable person and make friends easily. I t ’s tru e. I like to m eet new people. As a rule th ere are a few new pupils in our class every year. I th in k we’ll make friends. Andrew: This year I ’m going to join our English-speaking club. I w ant to im prove my English. I spent my sum m er in A rtek and became acquainted w ith Jo h n Brown from B ritain. I had d ifficu lties in commu nicating w ith him. I felt asham ed when I couldn’t u n d erstan d him or answ er his questions I m ust learn English better! Bohdan: As I’m interested in computing this year I’m going to devote more time to it. I w ant to learn how to make my web-site, to search the In te rn e t a t our com puter technology lessons. I t ’s fu n to find new e-pals and to com m unicate w ith them .

2. Answer the questions.

1. W h at does A nn w ant to do in the six th form ? 2. W ho is going to learn to knit? 3. W hy is A ndrew going to join the English-speaking club? 4. W ho is very sociable? 5. W h at does Bohdan w ant to learn a t his com puter technology lessons? 6. W h at does Boris plan to do in the six th form? 3. Look at the pictures and reproduce these episodes from the texts.

IV. Time to Communicate 1. In pairs, discuss with your friends your plans for the 6-th form as in the pattern.

P a tte rn : A: Hey ... , we are the six th form ers now. W h at ... ? B: I’m glad to be a six th form er, because ... . A: Besides, th is year ... and ... and w hat ...? B: As for me I ’m going ... . A: T h a t’s great! I know you are in terested in .... A re you going ... ? B: Exactly. I th in k ... . A: And I ... and ... . B: I hope, we’ll ... .

2. Act as one of the children and speak about your plans for the sixth form. Use:

to become a six th form er; to be going to do som ething; to take p a rt in som ething;

to join som ething; to devote much tim e to som ething; to enjoy som ething.

3. Speak about your future studies in the sixth form.

VI. Time to Write

Write about a new activity you are going to take part in being a sixth former.

G o to E x . 3 , 4 o f y o u r W o rk b o o k

Unit 1

Unit One: Family Ties 1 . 1 . Family Lifestyles Word Bank provider adventurous b reath tak in g memorable supportive

Phrase Bank to be the h e art of oneâ&#x20AC;&#x2122;s fam ily to help somebody out to have som ething in common to be on the move to be digital natives to do the puzzles to d iffer from somebody/someth in g

Communication Box To be exact... R ath er th a n ... T raditionally... From tim e to tim e... Luckily...

I. Conversation Warm-up Look at the photos and say which countries from the box these families may live in. What do you know about their lifestyles?

Canada

R ussia China

Example:

Brazil

the USA U kraine

Italy

I th in k this fa m ily lives in Canada. I t â&#x20AC;&#x2122;s very cold there and the people wear warm clothes.

LLSS UN I II. Pronunciation Warm-up Read and practise the sounds /ĂŚ / and /k /. Answer the questions.

FAM ILY CHANT W hat is a fam ily? W ho is a fam ily? A p a ir like K anga and Roo is a fam ily. A calf and a cow th a t go moo is a fam ily. A dog and its puppies, a cat and its k itten s. All kinds of people can make up a fam ily. All kinds of creatures make up a fam ily.

III. Grammar Smart 1. Look and recall.

Use the Present Indefinite if you want to speak about every day, repeated actions.

I usually help my dad in the garage. My b ro th e r goes to the sport club every day. We (they) all do the fla t on Sunday as a rule. My granny often bakes pies. a) Play a grammar tennis game.

E x a m p l e : A: I usually do the shopping. B: She usually does the shopping.

Unit 1 b) Say the opposite using the words given.

E x a m p l e : A: M y granny often cooks borsch. B: M y granny seldom cooks borsch. 1. 2. 3. 4. 5. 6.

W e usually go picnicking on Sunday. My b rothers play chess every day. My dad often w atches TV in the evening. O ur g randparents always work in the garden. My cousins v isit us every sum m er. O ur relatives usually w rite us e-mails.

sometimes never seldom from tim e to tim e

2. Read and remember!

Use ta g questions if you w ant to keep a conversation going. E x a m p l e : Canadians who live in the N orth do (+ ) fish in g even in winter, don’ t they (-)? They are not (-) afraid o f colds, are (+ ) they? a) Play a grammar chain game.

E x a m p l e : A: You like com puter games, don’t you? B: Sure. You always play sport games, don’t you? b) Ask your friend about his/her family’s activities as in the example.

E x a m p l e : to spend m uch tim e together —»■ Your fa m ily members spend m uch tim e together, don’t they? 1. 2. 3. 4. 5. 6.

to to to to to to

go to the seaside every sum m er; have a fam ily reunion; v isit th e ir relatives; take p a rt in sport activities; keep th e ir fam ily traditio n s; help each other out.

IV. Word Smart 1. Study these words and word-combinations and speak about: a) everyday lifestyle of your family.

• • • •

traditio n ally to be the h e art of som ething to help somebody out to be digital natives

E x a m p l e : Traditionally, all members o f m y fa m ily get up early.

LLSS4IN I b) your family’s pastime at weekends.

• • • • • •

to be on the move to do the puzzles from time to time adventurous memorable breathtaking

E x a m p l e : On Sunday we have the m ost memorable time. 2. Look at the photos and say what different family members enjoy doing.

E x a m p l e : I think granny is the heart of the fam ily. She enjoys knitting. She often knits for all members of the fam ily.

Go to Ex. 5, 6 of your Workbook ‘ '

At home: Ask your family members about their everyday activities and fill in the chart below.

My Family A ctivity Chart Family Members M um

often does the shopping

sometimes

never

Unit 1 V. Time to Listen and Read 1. Listen to / read what children say about the lifestyles in their fami lies and say what they have in common.

PART I My name is Roy. I live w ith my fam ily in the A rctic, in Quebec to be exact. W e are In u its, native Canadians and our lifestyle differs from th e life of o th er Canadians. T raditionally, all men in the fam ily are hu n ters and fisherm en. They are fam ily p ro viders while m others often stay a t home and look a fte r us, children. I t ’s very cold, where I live, th a t’s why we use anim al skins in our clothing. W hen my dad and elder b ro th ers go h u n tin g for several days they take anim al skins w ith them too, to make igloos, which keep them warm. Every boy in th e In u it fam ily learns how to do it. Me too. PART II I ’m Sam Davidson. The lifestyle of my family is quite unusual, because we are always on the move. Some years ago my fam ily bought an RV - a home on wheels and set to see the country. There are all conveniences of a m odern home in an RV so our travelling is rath er comfortable. As all my family mem bers are so adventurous we saw many breath taking views of the US like the Grand Canyon, the N iagara Falls. From time to time we stop at an RV-park for several months: the parents find jobs to provide for our travelling and we can continue our studies. Luckily, we have been on the road for more th an th ree years and we are having the most memorable tim e. The sp irit of adven tu re unites us all! PART III I’m Miyo and I live in the country of the rising sun - in Jap an . My fam ily is very wellorganised. Though mum is a housewife she is busy every day - cooking meals, doing the house, going shopping and looking a fte r my younger tw in-brothers. She is the h e art of our fam ily.

LL SS kIM I I am also very busy. A fte r my lessons like m ost Japanese children I atten d extra-classes on science and work much w ith my com puter to prepare for the national exams. All children in Jap an are dig ital n a tives. R ath er th an studies, my younger b ro th ers p refer to play com puter games. W hen dad comes home in the evening he often brings m agazines w ith puzzles, which we try to do, including th e tw ins. A very useful pastim e, is n ’t it? P aren ts help us out, if we can’t do som ething. Across Culture

Quebec - франкомовна провінція в Канаді.

igloo - ж итло, побудоване з блоків льоду для ночівлі.

RV (recreation vehicles) - будиночок на колесах для дальніх подорожей.

the Grand Canyon - величезний природний парк у ш таті А різона, СПІА.

the Niagara Falls - Н іагарський водоспад на кордоні між СПІА та Канадою.

Japan - Японія, східна країна, відома своїми давніми традиціями та інноваційними технологіями. 2. Answer the questions:

1. 2. 3. 4. 5. 6.

W h at are native Canadians called? W h at are they busy w ith and why? W h at does Sam Davidson like to do? W hy do the Davidsons stop from tim e to tim e? W here does Miyo go a fte r school? W h at do all fam ily members like to do in th e evening?

Unit 1 3. Complete the sentences and add two more logically connected ones.

E x a m p l e : Roy lives in the N orth o f Canada... —»■Roy lives in the N orth o f Canada, in Quebec, to be exact. I t ’s very cold there. They use anim al skins for clothing. 1. T raditionally all men in In u its ’ fam ilies are... 2. W hen the In u it men go h u n tin g or fish in g ... 3. Sam D avidson’s fam ily... trad itio n al - trad itio n ally 4. All members of his fam ily... lucky - luckily 5. Miyo’s fam ily is w ell-organised... extrem e - extrem ely 6. Many children in Jap a n ... equal - equally see Fist Aid Kit, Word-building 1, p. 212

VI. Time to Communicate 1. Act as one of the children and describe your family lifestyle.

to d iffer from som ething/som eone; to use anim al skins; to be on the move; to be adventurous; to be digital natives; to help somebody out. 2. In pairs, discuss the lifestyles of your families. Use the pattern. P a tte rn : A: Hey ... w hat is the lifestyle ... , B: Oh, I th in k ... . A: Really? A nd how does it d iffer ...? B: T raditionally ... . From tim e to tim e ... . A: I believe we have much in common because ... . B: Great! W e also .... A: I t ’s extrem ely in te re stin g , isn ’t it? B: Sure. Many countries, m any lifestyles, you know. 3. Speak about lifestyles typical of many Ukrainian families.

LLSS UM 1 VII. Time to Listen 1. Listen and say what story was the most memorable for Christine. 2. Listen to the story again and mark the true statements.

1. C hristine lived in Sweden w ith her mum and dad. 2. H er fa th e r played the piano well. 3. The fam ily moved to France a fte r C h ristin e’s m o th er’s death. 4. The Daae settled near the sea. 5. They liked to lie in the sun and build the sandcastles. 6. M r Daae told his d au g h ter many w onderful stories about d iffe r ent countries. 7. C hristine enjoyed listening to the story about A ngel’s blessing. 8. Angel of m usic blessed all the people who liked to sing.

VIII. Time to Write Write a short essay about your family lifestyle. Follow the question plan.

1. 2. 3. 4. 5. 6.

How m any members are there in your fam ily? How much tim e do your fam ily members spend together? W h at do your fam ily members trad itio n ally do on weekdays? W h at do your fam ily members like to do a t weekends? W h at is th e favourite pastim e of your fam ily? W h at do all members of your fam ily have in common?

Go to Ex. 7, 8 of your Workbook

1 . 2 . Your Real Self Word Bank creative cute in tellig en t neat stingy p a tien t

Phrase Bank to have a quick tem per to be responsible for some th in g to take som ething seriously to judge som ething by som ething to let somebody down to rely on somebody to be in one’s books

Communication Box There is som ething in w hat you say. T h at’s it. I can’t agree more. It can ’t be otherw ise.

Unit 1 I. Conversation Warm-up Look at the photos and say what you think about the characters of people in them.

E x a m p l e : I th in k Boris is jolly and he likes to laugh.

II- Pronunciation Warm-up Listen and practise the rhythm. Say which of these character traits you have. CHARACTER CHANT

- A re you kind or unkind? - Lazy or hard-w orking? - A re you friendly or unfriendly? - Do you enjoy talking? - They say I am serious. - A t tim es I ’m cute. - Very often I ’m jolly. - B ut I ’m never rude.

III. Grammar Smart 1. Look and recall.

Use general questions for getting general information.

Is your b ro th er cute? Yes, he is. (No, he is n ’t). Does your b ro th e r like to read? Yes, he does. (No, he doesn’t)

LL SS IIM 1

A re your paren ts hard-w orking? Yes, they are (No, they a re n ’t). Do they like to grow flowers? Yes, they do. (No, they don’t).

a) Play a grammar chain game. E x a m p l e : A: Are you hard-working? B: Yes, I ’m. A re you jolly? C: No, I am not. Are you polite? D: ... b) In pairs, ask “Yes or No” questions about your family members and answer them. E x a m p l e : - Is your granny kind? - Yes, she is. 2. Read and remember. Use yes/no questions to express surprise. Begin w ith: Don’t you like to play com puter games? (Хіба тобі не подобається грати в ком п’ютер?) a) Play a grammar completion game. E x a m p l e : ... talkative? —»■A re n ’t you talkative? b) Match the questions to the answers about the people in the picture and reproduce the mini-dialogues (p. 19).

Unit 1 1. 2. 3. 4. 5. 6.

A ren ’t the children friendly?N Don’t they like to draw? Isn ’t the girl talented? Doesn’t she like autum n? A ren ’t children creative? Don’t they like to come to th e ir art-studio?

a) She is. She has a g ift fo r draw ing. b) Sure. They help each other out. c) They do. They are good at draw ing. d) Of course they do. They come th ere every Friday. Yes, they are. They create nice e) pictures. f) Yes, she does. It is h er favourite season.

IV. Word Smart Study the words (p. 16) and speak about: a) good qualities of a personality. Add more positive words.

E x a m p 1e: A good person is kind and generous. b) Negative qualities of a personality and add more negative charac teristics.

E x a m p 1e: A stingy person doesn’t like to share.

■■■■■■■■■!

Lb SUM 1 c) Describe pluses and minuses of your personality. Begin with:

1. 2. 3. 4. 5. 6. 7. 8.

They say I am a creative person. And really I can ... . From time to time I am ... . I can also be ... . But I never . . . . I can ... . I can’t ... . My friends say ... .

a w At home: Describe a personality of your friend.

Go to Ex. 9, 10 of your Workbook V. Time to Listen and Read 1. Listen to / read in pairs and say what conclusion the friends have come to.

WHAT MAKES A CHARACTER Helen: I bet, Ann, white is your favourite colour. Ann: So it is. And what does it mean, I wonder? Helen: They say, colours may say much about your personality For example, you are very neat, responsible and supportive. Ann: And you, Helen, like clothes in black. What kind of personality are you? Helen: A black colour speaks of an intelligent and a serious persona lity. Maybe, this is the reason why I’m always in my books. There is something in what you say. You are so clever. But you Ann: can’t judge a person only by their favourite colours. Helen: Right. The proverb goes: “Handsome is that handsome does”. Ann: That’s it. Your actions - good or bad - will say what you are, can I rely on you or will you let me down. Helen: I can’t agree more. W e’ve been friends with you for many years and I know your real self. stingy - generous Ann: Me too. And it can’t be otherwise. talkative - silent 2. Say the opposite. clever - silly E x a m pi e : A nn is always silent. —» See F irst A id K it, A nn is always talkative. W ord m eaning, p . 215 1. My friend is very kind. 2. The boy is so stingy. 3. The child is impolite. 4. The girl is silly, sometimes. 5. My girl-cousin is very impatient. 6. Your action is wise.

Unit 1 3. Look at different colours and say what personality’s character they speak of.

E x a m p l e : / th in k a red colour speaks about a quick tempered personality.

VI. Time to Communicate 1. Act as Ann or Helen and speak about your personality. Use:

to be responsible; not to let anyone down;

to take som ething seriously; to rely on somebody;

to act well.

2. In pairs, discuss your personalities.

A: B: A: B: A: B:

I bet ... , ... colour is your favourite, isn ’t it? So it is. W h at ... , I wonder? They say ... . For example, you ... . The world we live in! A nd you . . . . W h at kind of ... ? ... speaks of ... and ... . Maybe, th is is th e reason ... . There is som ething in w hat you say. You are ... and ... . B ut don’t ... . You can’t judge a person ... . A: R ight. The proverb goes . . . . Y our ... , tell us ... . B: I can’t agree m ore......... A: Me too. A nd it ... . 3. Speak about the personality of any member of your family.

VII. Time to Write Describe a personality of a relative, who is special to you, using the “Star technique” (p. 22).

LL SS IIM 3 W ho?

1 . 3 . Appearances are Deceptive Word Bank an orphan liveliness braids expressive freckles

Phrase Bank freckled face curly h a ir pointed chin to be full of sp irit broad and full forehead clear, sweet voice

Communication Box To my g reat su rp rise... Anyhow... In co n trast w ith ...

I. Conversation Warm-up Look at the photos (p. 22-23) and say what makes appearances of these people attractive.

Bohdan

Ann

Unit 1

Helen E x a m p l e : I th in k freckles m ake O ksana’s face especially attractive.

II- Pronunciation Warm-up Read and practise the sounds /ea/, /an/. Say whose appearance you like most. A PPE A R A N C E RHYM E

Ann has got sh o rt lovely h air, B ett has got expressive eyes, N elly’s h a ir is lovely and fa ir, H er appearance is very nice. Ben has got a nice s tra ig h t nose, W illiam ’s eyes are big and blue Mum and dad adore them both. And I like them , don’t you?

III. Grammar Smart 1. Complete the sentences. E x a m p l e : A n n has got ... —»■A n n has got lovely hair, h a sn ’t she? 1. My b ro th er is ... , ... ? 2. He is n ’t ... , ... ? 3. ... , doesn’t he? 4. ... , a re n ’t they? 5. Nelly looks ... , ... ? 6. Val has got ... , ... ? 2. Turn these sentences into tag-questions. E x a m p l e : Your friend looks pretty. —»■ Your friend looks p retty, doesn’t she? 1. Y our s iste r/b ro th e r has got expressive eyes. 2. A nn’s h a ir is curly and lovely. 3. Helen looks like her m other. 4. Both boys are tall and slender. 5. My friend has got a freckled face. 6. Oksana has a sweet smile.

Lb U N 3 2. Read the mini-dialogues about the children in the photos and add a tag or a surprise question to them.

W hat b rig h t expressive eyes

John looks so funny!

Ann has!

- His freckled face is nice and kind.

- Yes, her eyes are fu ll of spirit. D on’t you like them? - I do. They m ake her so pretty.

Steve is th in and tall.

Helen has got long thick braids.

He is pale today. ...

A nd I like h er full lipped m outh.

IV. Word Smart 1. Look at the pictures and think of the words that can go with them. Make up your sentences with them.

E x a m p l e : bright eyes —»■I have got bright eyes.

■ ■ ■ ■

Unit 1

2. Read the description of a girl and fill in the right words from the box.

I like my best friend, she is so prettyl Ann has got big ... eyes, they are always full of ... and ... . Her mouth is ... , and she has got a broad and full ... . Her face is ... and it makes her even more pretty. I like Ann’s hair, which she wears in ... . They are long and thick. I don’t know how she ... her hair every day. expressive braids

pretty forehead

spirit combes

liveliness full-lipped

freckled

3. Look at the picture and read its description. Spot the errors and correct them.

E x a m p l e : John doesn’t wear warm clothes, because it is very hot. John lives in Australia, a very hot coun try, that is why he wears warm clothes. John is short and slender. His face is white so is the body. John has got a nar row forehead and straight black hair. The boy is sm iling and waving to his friends on the beach. He has got big brown eyes and freckles. Many boys in Australia look like John, because they spend much time on the beach. At home: Write in what way you look like your mother / father / sister / 3 f brother. E x a m p l e : Like my mother, I have big brown eyes... BrE - grey AmE - gray

Go to Ex. 13, 14 of your Workbook

Lb IS UN 3 V. Time to Listen and Read 1. Listen to / read the story and say why Matthew Cuthbert was surprised.

SU R PR ISE ... Mr. C uthbert and his siste r M arilla lived on a small Canadian farm . They needed a hand and decided to adopt an orphan boy, th a t’s why M atthew C uthbert arrived a t the statio n to m eet a child. To his g reat surprise an orphan girl, a child of about eleven was standing in fro n t of him . She was in a very sh o rt, very tig h t, very ugly dress of a yellow ish-grey colour, a faded brown h at and beneath the h at, extending down her back were two braids of very thick curly red hair. H er face was sm all, w hite and th in , also much freckled; h er m outh was very large and so were her eyes, which looked green in some moods, gray in others. Her chin was very pointed and her big eyes were full of spirit, liveli ness; her mouth was expressive; her forehead was broad and full. “I suppose you are Mr. M atthew C uthbert of Green Gables?” She said in a peculiarly clear, sweet voice. “I ’m very glad to see you. I was begin ning to be afraid you w eren’t coming for me”. A nd she held out h er th in brow nish hand to him . M atthew had taken h er little hand awkwardly in his; then and there he decided w hat to do. He couldn’t tell th is child w ith the b rig h t eyes which made her especially lively th a t th ere had been a m istake. He would take her home. She couldn’t be left a t th e s ta tion, anyhow, no m a tte r w hat m istake had been made. A dapted from “A n n o f Green Gables” by Lucy Mand M ontgomery A cross C ulture

Canada - країна, на північ від СІНА, друга в світі за терито рією.

To make somebody especially lively See F irst A id K it, G ram m ar, p. 212

yellow - yellowish brown - brownish See F irst A id K it, W ord-building, p. 214

Unit 1 2. Match the definitions to the words or phrases and reproduce the sentences with them from the story.

1. 2. 3. 4. 5. 6.

an orphan to adopt a c h i l a '''~ - ^ ^ a faded h at a sweet voice awkward need a hand

a) th e th in g th a t lost colour and brightness; b) help w ith som ething; c) a child who has no parents; d) to take somebody else’s child into your home and legally become h is /h e r parent; e) m aking you feel em barrassed so th a t you are not sure w hat to do or to say; f) very pleasant.

E x a m p l e : M r. Cuthbert and his sister M arilla decided to adopt an orphan boy. 1. In the story find and reproduce the information about the girl’s clo thes (hair, face, eyes, mouth, voice). Say what impression she produced on Mr. Cuthbert. Do you share it?

VI. Time to Communicate 1. Act as Mr. Cuthbert and give a description of the orphan. Use:

braids of very thick red hair; freckled face; glowing eyes; to be full of sp irit; pointed chin; full-lipped m outh. 2. In pairs talk about the appearance of your brother/sister, a boy or a girl-cousin as in the pattern. P a tte rn : A: I say ... , how does your ... look? B: They say she/he is very ... .She has got ... and ... . A: S he/he is ... ,isn ’t she/he? B: Sure. Besides her ... make(s) her especially p retty . A nd w hat about your ... ? Isn ’t sh e/h e ...? A: S he/he sure is. H e r/h is ... too. B: Has sh e/h e got the same ... as you have? A: W e have much in common, b u t our appearances are ... . In con tra s t w ith h e r/h im ... and ... . B: The same w ith my ... . 3. Describe any of your classmates and let others guess who you mean.

LtSS DM A VII. Time to Write Bring a photo of your close friend or relative and describe his/her appearance.

Go to Ex. 15, 16 of your Workbook

1 .4 . The Two of Us:

My Friend and I Word Bank sto ry teller u n ite well-read hard-w orker devoted

Phrase Bank to to to to to to to

get along w ith somebody share in terests see a lot of each other enjoy each o th e r’s company s it around feel alone make friends w ith ...

Communication Box Thanks to somebody... A t th a t... I t ’s cool!

I. Conversation Warm-up Look at the photos and choose someone you would like to be friends with. Say why.

Alex

Ada E x a m p l e : I would like to be friends w ith A lex because he loves football. I ’m also a football fan.

Unit 1 II. Pronunciation Warm-up Read the chant and practise the rhythm. Say how much is true about your friend.

MY FR IEND CHANT - Do you know A ndrew ? - A ndrew who? - A ndrew Voitenko. - Of course, I do. He is an old friend of mine. A nd I like him a lot. - Do you share his in terests? - Do you have much in common? - Do you ju s t sit around? - W e certainly do. W e are old friends. W e are old, good friends.

III. Function Smart Read and learn how to express devotion to your friend. Look at the pictures and fill in the mini-dialogues.

- Do you know ... ? - Yes, of course, I do. They are de voted friends.

Harry Potter and his friends - ... made new friends in the coun try of Oz. - Wow! Isn ’t it rem arkable?

Dorothy

- W hat do you th in k of ... ? - I believe they enjoy each o th e r’s company.

Tom Sawyer and Huckleberry Finn

LL S IIM A

- What do children like to do when they are together? - They like ... . It’s so exciting!

IV. Word Smart 1. Look a t the w ordsearch puzzle and fin d s ix words ch a ra cte rizin g a good frie n d . M ake up sentences w ith these words.

a c h

o n e s t

------s

f w e

g e 1

b c a w

r h

p g w t a h 1 P

P h

o s

o i r r

i 1 f

j r u

j i

k i n d e 1

k a w

i k n

e m

g o c m o

P b 1

)

n d n q

E x a m p l e : M y friend is very supportive. 2. W h a t w ill you say if:

E x a m p l e : You have the same interests. -» W e have m uch in common. 1. You often see your friend. 2. You like to be with your friend. 3. You got to know a new friend. 4. Your friend can tell interesting stories. 5. Your friend works hard. 6. You met a new friend and liked him at once. 3. Say the same using new words and phrases.

E x a m p l e : I like to spend tim e w ith m y friend. -» I enjoy m y frie n d ’s company. 1. We both like sports. 2. I often meet my friend. 3. I am in good relations with my friend. 4. My friend reads a lot and knows much. 5. My friend always supports me. 6. My friend helps me when I need it. a ®(

A t home: Speak about yo u r newest frie n d covering the fo llo w in g p oints (P- 31).

Unit 1 1.

2. 3. 4. 5. 6.

Who your new est friend is. W here you met. W hy you th in k he (she) is a good friend. How often you get together. W h at you do when you are together. W h at you like m ost in your new est friend.

Go to Ex. 17, 18 of your Workbook V. Time to Listen and Read 1. Listen to / read in pairs and say why the friends get along.

GETTING ALONG A nn: Steve: A nn: Steve: A nn: Steve:

A nn: Steve:

H i, Steve, where are you hurryin g ? I ’m going to m eet an old friend of mine. I t ’s Alex Pavlenko from the seventh grade. You know him , don’t you? Of course, I do, he is a school chess champion and a top pupil in his class. R ight. W e m et a t the chess club two years ago and have seen a lot of each other since then. So, you share your in te re sts, th a t’s why you are good friends. Not only chess unites us. Alex is well-read and a good sto ry teller. Thanks to him , I loved Tolkien and Dahl. W e enjoy each o th e r’s company and can ju s t sit around. I t ’s remarkable! You can never feel alone w ith such a friend. T h a t’s tru e. W e seem to have a lot in common: th e th in g s we like to do and the way we spend our free tim e. W e are both hard w orkers and good m ixers a t th a t. I can’t help adm iring your friendship and how you get along. A good friend is a joy forever, they say. Can’t agree more. to tell stories - a sto ry teller to work hard - a hard w orker to m ix - a good m ixer See F irst A id K it, W ord M ea n in g , p . 215 A cross C ulture J . R.R. Tolkien - відомий англійський письменник. Автор романів «Володар Перснів», «Хоббіт».

LfcSS DM A Roald Dahl - відомий британський дитячий письменник. Автор книг «Джеймс і Величезний П ерсик», «Чарлі і Ш околадна фабрика», «Матільда» та ін.

2. Complete the sentences with the correct words from the box.

1. Dan likes to eat much. He is such a heavy eater. 2. Jan e reads much and she is the best ... of my class. 3. M artin has got m any friends. He is such a ... . 4. My tw in b ro th er A ndrew spends much tim e a t his lessons. He is a real ... . 5. Vera likes to sleep. She is often late fo r classes. We call her a ... . 6. Mike is not ready for the lesson again. He is a ... .

sto ry teller hard w orker lazybones heavy eater sleepy head good m ixer

VI. Time to Communicate 1. Act as Steve and describe your friend. Use:

to to to to to

make friends w ith somebody; share in terests; see a lot of each other; enjoy each o th e r’s company be well-read

2. In pairs, talk about your friends as in the pattern.

P a tte rn : A: Hi, ... , w here are ... ? B: I ’m going to m eet ... . He is ... . You ..., don’t you? A: Of course I do. Y our friend is ... . B: R ight. W e m et ... and since then ... . W e really ... . A: So you ... th a t’s why you are such good friends. B: N ot only th a t. Thanks to ... . W e enjoy ... . A: I t ’s rem arkable! You can ... . B: T h a t’s tru e. W e seem ... and ... . A: I can’t help adm iring . . . . A good friend ... . B: I can’t agree more. 3. In the dialogue “Getting Along” (p. 31) find the information for the following chart.

Unit 1 Common Interests

Common Character Traits

Favourite Leisure Time

Say what facts from the chart are close to you.

VII. Time to Listen 1. Listen to three children talking about their friends and say why their friends are important to them. 2. Listen again and write the answer for each of the children. Who do you agree most: Taras, Jane or Andrew?

VIII. Time to Write Read the list below and write which things you expect a good friend to do for you and which things you do for a friend. Explain your ideas.

1. 2. 3. 4. 5. 6. 7. 8.

Phone you every day. Listen to your problems. Keep your secret. Rem ember you b irthday. Give you advice. Share the books (CDs). Invite for the concert (movies, m useum s, walks). To talk about th ings th a t w orry.

1 . 5 . My Progress in English I. Grammar Smart Match the beginnings to the endings of the tag questions.

Beginnings 1. 2. 3. 4. 5. 6. 7. 8.

You get along w ith your friends, Y our fam ily is n ’t big, A nn has got two thick braids, You can rely on your p arents, Dan is n ’t stingy, The child takes my words seriously, Y our siste r always helps you out, Many A m ericans are on the move,

Endings a) b) c) d) e) f) g) h)

is it? doesn’t she? don’t you? can ’t you? is he? h a sn ’t he? doesn’t he? a re n ’t they?

LLSSIIM 5 Check if you can:

keep a conversation going. (Yes / No)

II. Word Smart Insert the prepositions.

1. 2. 3. 4. 5. 6. 7. 8.

My friends and I have much ... common. Many A m ericans are ... the move. Don’t judge people ... th e ir appearance. I get along ... my friends. My lifestyle differs ... yours. I can always rely ... my fam ily. Thanks ... my mum, I became a top pupil. In co n trast ... you, I like com puting. Check if you can:

connect words in sentences correctly. (Yes / No)

III. Function Smart In the box find the expressions of devotion for the following situations.

1. Nelly has won a com petition and now she is a school champion in tennis. 2. My elder b ro th er is so brave! He saved a child when his house was in fire. He w asn’t afraid. 3. My friend A nn is a talented singer. She sings in concerts and is a great success. 4. O ur granny is good a t baking. She is th e best cook I know. Help yourself to h er pie. 5. Look a t H elen’s new clothes. She looks nice in then. a) b) c) d) e)

Wow! I t ’s the ta stie st pie I ’ve ever had. It is so remarkable! He is the braviest person I know. She is admirable! J u s t admirable! I can’t help adm iring her voice! How nice! She is the best tennis player I know. Check if you can:

express devotion. (Yes / No)

Unit 1 IV. Time to Read Read the story and choose the right answers to the questions.

HOORAY! HOORAY! SEA! One day when Ally came from school, she found h er fam ily in a state of excitem ent. They were all laughing and shouting a t once: “A untie Glad! Lottery! Holiday! Sea!” “W h at? ” Ally shouted back. “Be quiet all of you” , cried Mum, h er black eyes shining. “A untie Glad has won two hundred and fifty pounds w ith h er lo ttery tick et and she’s tak in g us all to the sea She has already booked a little sum m er cottage for a fo rtn ig h t when Dad has a holiday” . < ...> It w asn’t a very long journey, and the railw ay statio n was not fa r from th e ir cottage. W hile all the re st of th e fam ily were discussing the cottage, Val did not w aste tim e on packing. All he w anted was to get to the sea. He quickly ran across the field, reached the sea and looked a t it w ith delight. T hat was w hat he w anted - w ater, lig h t, a ir and space. He stood for a second b reath in g in the sea wind, then he threw off his shoes and socks and ran on, feeling the wet sand un d er his feet. The sea was calm. He w ent in to it knee-deep, rolling up his tro u sers. He p u t his hand in the w ater and then licked his fingers to ta ste th e salt. He was in th e sea at last! On his way back to the cottage, he m et a sm iling little man. “Enjoyed the sea, son?” asked the man. He looked so good-natured and friendly th a t Val stopped to answ er. “I t ’s sm ashing” , he said. “I t ’s a nice place” , said the little man. < ...> Soon the fam ily got to know the place very well. The w eather was fine and warm , and the children spent nearly all day in the sea. A nd in a few days everybody became quite brow n... A dapted from “M agnolia B u ild in g ” by Elizabeth Stuckley 1. W ho is taking all th is fam ily to the sea? a) Ally; b) Val; c) A untie Glad. 2. How much money did the au n t win? a) 250; b) 350; c) 520. 3. How did the fam ily get to the sea? a) by bus; b) by tra in ; c) by car. 4. W h at did Val w ant to see m ost of all? a) the cottage; b) the sea; c) th e wood.

LLSS UM 5 5. W ho did Val m eet on the way to the cottage? a) his mum; b) A untie Glad; c) a stran g er. 6. W hat was the w eather like a t th a t tim e? a) sunny; b) wet;

c) cold.

Check if you can:

read tex ts and understand the m ain idea. (Yes / No)

V. Time to Listen Listen to the story “Sam’s Sleepover Party” and correct the errors .

1. 2. 3. 4. 5. 6.

Sam ’s b irth d ay was on the fi ft h of December. Sam ’s guests saw a video film she had bought. The film was a space tragedy. Sam liked the film because her favourite actress was sta rrin g in it. M att Moon m et an A m erican lady scientist. M att w ent for a spacewalk in the moon. Check if you can:

listen to a story and spot the errors. (Yes / No)

VI. Time to Write Design your page for the Family Ties Website. Write about your family ties. Check if you can:

express your ideas about your fam ily ties. (Yes / No)

Unit 2

Unit Two: On Your Hobby Horse 2 .1 . May Success Attend You! Word Bank to interview somebody to h it th rillin g speed to take off to land

Phrase Bank to take a walk in n a tu re to do a lot of squash to keep fit to make a model to practise som ething a t leiÂ sure to fly model a irc ra ft to take somebody away from home

Communication Box ...th a t so rt of thing. It depends. ... a t least A ctually, ... May success atten d you. ...in th e long ru n ...by any chance. The world we live in!

I. Conversation Warm-up. Look and say what hobbies you do most and which you would like to try.

dancing

p ain tin g

dram a

E x a m p l e : I do dancing and I would like to try drama.

II- Pronunciation Warm-up. Read the poem and practise the sounds /r./, /q/. Say how you use your imagination.

IMAGINATION POEM J u s t sit there, try and th in k (you donâ&#x20AC;&#x2122;t even have to blink). Use your m ind, And oh! A lot of th ings you will know, W hen you use im agination

Lb IS DM I You’ll enjoy each new creation, Try it once, and you’ll agree The world can offer much to see.

III. Grammar Smart. 1. Look and recall.

a) Use d ifferen t adjectives if you w ant to describe your hobbies. To sound positive, add: w onder - w onderful fam e - fam ous love - lovely a d d -a b le/-in g /-ive to the verbs: E x a m p l e : to enjoy - enjoyable to relax - rela x in g to im press - im pressive b) To sound negative, add -le ss to the nouns: E x a m p l e : use - useless fru it - fru itless a) Play a grammar word-formation game. Use the nouns from the box below. E x a m p l e : Ann: beauty S teve: beautiful

beauty to excite colour

to enjoy cheer to relax

love use danger

wonder to in te re st

b) Ask your friends:

1. 2. 3. 4.

W hat hobby is in te re stin g to practise; W hat sh e/h e finds enjoyable; W hat hobbies can be dangerous or useless; W ho has an im pressive hobby. 2. Read and remember!

a) Use as + a d je ctiv e + as if you w ant to say th a t two hobbies have th e same quality. E x a m p l e : D ancin g is as ex citin g as dram a. b) Use n ot as + a d je ctiv e + as if you w ant to describe a difference. E x a m p l e : D ancin g isn ’t as ex citin g as dram a. c) Use n ot n ea rly as + a d je ctiv e + as if you w ant to stress a big d if ference.

Unit 2 E x a m p l e : D ancing isn ’t nearly as exciting as drama. (= D ram a is m uch more exciting.) d) Use alm ost as + adjective + as if you w ant to stress a small d if ference. E x a m p l e : D ancing is alm ost as exciting as drama. a) Play a grammar comparison game. Use the pictures and the adjectives.

E x a m p l e : A nn: B adm inton or tennis? Steve: B adm inton isn ’t as spectacular as tennis.

spectacular

dangerous

hard

b reath tak in g

enjoyable

b) Tell your friend about your hobbies as in the example.

E x a m p l e : I have two hobbies: collecting stam ps and chess playing. Collecting stam ps is as interesting as chess playing. B u t it isn ’t nearly as d iffic u lt as chess playing.

IV. Word Smart. 1. Study the words (p. 40-41) and speak about: a) sports as a hobby;

Lb IS UM I football swimming

cycling tennis

volleyball skating

jogging badm inton

basketball skiing

E x a m p l e : M a n y people do sports as a hobby. I like to p la y football and go cycling. b) crafts as a hobby;

to make models, to k n it, to em broider, to sew, to fix som ething E x a m p l e : I have joined a D IY club where we m ake m odel kites, aeroplanes, helicopters ourselves. c) music as a hobby.

to listen to music to play a m usical in stru m e n t to sing

th e piano th e violin th e g u ita r

Unit 2 to join the choir to go to / to perform at a concert

the clarinet the flute

E x a m p l e : M y hobby is music. I can p la y the piano and I often perform a t concerts. 2. Look a t the photo and say w h a t d iffe re n t fa m ily members enjoy doing a t leisure.

E x a m p l e : I th in k the m other enjoys k n ittin g a t leisure.

A t home: M ake a lis t o f hobbies in yo u r fa m ily and compare them using

(not) as ... as ... .

Go to Ex. 21, 22 of your Workbook V. Time to Listen and Read. 1. L iste n to / read the ta lk between Lucy and P aul about th e ir hobbies and say w hy the y enjoy them a lo t.

TALKING ABOUT HOBBIES Paul and Lucy have just met near the leisure centre. They are going to participate in the local festival “On My Hobby Horse”. A journalist is interviewing them about their hobbies for the children’s magazine. First, Lucy. PART I Journalist: Hi, Lucy, what sort of interests do you have? What do you do in your free time?

LtSSOM I W ell, I love to take long walks in n atu re, and I do a lot of squash. Jou rn alist: W hat do you enjoy m ost about those activities? Lucy: I love being out in the open, to enjoy the beauty of n atu re and listen to the country sound - birds tw itte rin g , frogs croaking, wind h ittin g my face, th a t so rt of th in g . I t ’s so relaxing, you know. As for squash, it is a very fa st game. I play it in an indoor court as a way of keeping fit. It gives such a th rillin g sense of speed and energy. A fte r a hard day at school, it helps me to become m yself again. Jou rn alist: And how much tim e do you spend on your hobbies? Lucy: It depends. I try to get a t least one hour of w alking every day and do squash twice a week. Jou rn alist: Oh, my! T h a t’s great. You m ust really keep fit. Now, Paul. PART II Lucy:

Jou rn alist: Hi, Paul. W h at activities do you practise a t leisure? Paul: I ’m very much in terested in flying model a irc ra ft. I have joined a DIY club w here we make model kites, aeroplanes, helicopters ourselves. I t ’s a hobby which takes us away from home, especially a t weekends when we go out of town to fly our models in to the air. It is so exciting! Jou rn alist: And how long have you had th is hobby? Paul: W ell, let me th in k ... It all started w ith my first flight. It was about three years ago when my fam ily and I were going to England by plane. W e took off in K yiv and landed in B ir mingham three hours later. It was the wonder of wonders seeing the world from above! A ctually, th a t b ro u g h t me to m aking models, in the long ru n . Jou rn alist: The world we live in! Have you, by any chance, invented a flying m achine of your own? BrE centre Paul: Not yet, b u t I ’m w orking on it. AmE center Jou rn alist: May success atten d you! See First Aid Kit, Paul: Thank you. Word Spelling, p. 216

Across Culture: Great Britain Birmingham - Бірмінгем, друге за розміром місто в А нглії.

Unit 2 1. 2. 3. 4. 5.

2. Answer the questions. W h at do the children do in th e ir free tim e? W hy do they enjoy th e ir leisure activities? How much tim e do they spend on th e ir hobbies? W ho has a more exciting hobby? Have you ever tried to practise any of the ch ild ren ’s hobbies?

3. Complete the sentences about the children’s hobbies and compare them to yours. E x a m p l e : Lucy loves ... . —»■Lucy loves being out in the open. M e too. 1. Lucy tries to get ... . 2. A fte r a hard day a t school, ... . 3. Paul is very much in terested in ... . 4. I t ’s a hobby which ... . 5. A ctually, ... .

VI. Time to Communicate. a) In pairs, talk about your hobbies, using the pattern: P a tte rn : A: Hi, ... , what sort of interests do you have? W hat ... in your free time? B: W ell, I have to ...and I do ... . A: W hat do you enjoy m ost about ...? B: ... . I t ’s so ... , you know. It gives ... . A: And how long do you spend on ... ? B: It depends. I try ... , a t least. A: Oh my, th a t’s great! You m ust really ... . B: Sure. I .. . b) Act as Lucy and say what you do at leisure. Use the picture and the word list.

to do a lot of squash; relaxing

to take long walks in n atu re; out in the open

a) Act as Paul and tell the journalist about your hobby. Use the picture and the word list (p. 43-44). DIY club; model kite;

LbSS UN 1 to fly; to take somebody away from home.

VII. Time to Listen. Listen to the story about Ally’s hobby and say what she disliked about her new role and why.

VIII. Time to Write. Write about your hobby. Begin with:

I have a head fo r... I love ... It is so ... As for ..., i t ’s a hobby which ... It all started w ith ... I have joined ... A ctually, ... It gives such a ... It helps me ... I try to ...

Go to Ex. 23, 24 of your Workbook

2 .2 . Necessity or Obsession? W ord B ank stickers packet to trad e to exchange creative k n ittin g sewing solution regularly

P hrase B ank to complete the set to look through to fit together to be a p a rt of one’s life twice a week to feel good

C om m unication B ox ...h o u rs on end. I am proud to say... ...in a word.

I. Conversation Warm-up. Look and say what hobbies you can describe with the following words. Say why.

w onderful; exciting;

lovely; im pressive;

fan tastic; relaxing.

Unit 2 II. Pronunciation Warm-up. 1. Read the poem and practise the sounds /9 /, /u/.

THE OPTIMISTIC POEM W hen I was five, I looked a t the sky. W hen I was seven, I dream t about heaven. W hen I was nine, I w anted to fly. W hen I grow up soon, Iâ&#x20AC;&#x2122;ll design a spaceship And fly to the moon. 2. Say if your hobbies are the same or different.

III. Grammar Smart. 1. Look and recall!

Regular adverbs

Irregular adverbs

slowly quickly carefully in terestin g ly perfectly w onderfully surprisingly actually

fa st hard high long near late early well

a) Play a grammar word formation game. Use the nouns from the box below.

E x a m p l e : A nn: beautiful Steve: beautifully beautiful exciting colourful

long hard good

quick useless dangerous

w onderful in te re stin g

b) Ask your friends:

1. 2. 3. 4.

W hat they can do fast; W hat sh e/h e does early in the m orning; How long it has taken them to learn to do som ething well; If they can work hard and play hard.

LtSSUM 1 2. Read and remember!

1) Use m ore + adverb (+ th a n ) to compare two actions. E x a m p l e : I can ride a bike more sk illfu lly th an m y friend. 2) Use (th e ) m ost + adverb to compare th ree or more actions. E x a m p l e : S tev e p la y ed best in to d a y â&#x20AC;&#x2122;s football m atch. 3) Do not use m ore / th e m ost w ith irre g u la r adverbs - ju s t add â&#x20AC;&#x201D;er / - e st: early - earlier - (the) earliest fa st - fa s te r - (the) fa stest hard - h a rd e r - (the) h ard est E x a m p l e : A n n ran the fa s te s t in the race. 4) Use (no) as + adverb + as to compare two actions. E x a m p l e : I can p la y the pian o as flu en tly as m y sister. Donâ&#x20AC;&#x2122;t forget! well - better - (th e ) best badly - w orst - (th e ) w orst far - fa rth e r / fu rth e r - (th e ) fa r th e st / fu r th e st a) Play a grammar tennis game.

E x a m p l e : A: B: A: B: A: b) Look at

Early. Earlier. (T h e ) earliest. Badly. ... the picture and say:

1. W ho can jum p the highest; 2. W ho can ru n fa ste r th an the others; 3. W ho can jum p the fa rth e st.

E x a m p l e : There are a lot o f children in the playground. Som e o f them are jum ping. The girl over there can jum p the highest... .

U n it 2 IV. Word Smart. 111

111

1 doing e

n g

e s

0 0

m n 1

p s

t s

c t

stickers s

crosswords

aeroplanes

h 0

h e

0 1 e

1 1

0 s

a r s

i n g

1 s

h e 1 i c 0 p t e r s

spaceships

u 111 e n t s

pictures

playing

1) Study these words and say: a) What you like to collect / to do / to make / to create / to play.

E x a m p l e : I like to collect shells. They rem ind me o f m y trips to the seaside. b) Which of the hobbies you can practise:

> a t home > out of doors. E x a m p l e : I can listen to m usic at home. I t â&#x20AC;&#x2122;s m y hobby. 2) Describe any activity which children can do in the clubs in the picture (p. 48) and let your friends guess. Cover these questions:

1. W h at is it like? 2. How can we practise it? 3. W h at do we need for th a t? E x a m p l e : I t is an intellectual activity. W e can p la y this gam e w ith a friend. W e need a board and sixteen pieces. (Answer: playing chess in the sports club.)

LL SUM 1

A t home: T h in k and decide w h a t in te re s tin g a c tiv itie s you can reco mm end yo u r fa m ily members to take up. F ill in the c h a rt below.

The Potential Hobby Chart Who? My brother

W hat? To take up tennis

Why? He likes to play ball games

V. Time to Listen and Read. 1. L iste n to / read th e descriptions o f three hobbies and say w h ich o f them you fin d e xc itin g /u s e fu l/im p re s s iv e .

HOBBIES Simon: My hobby is collecting stickers. I have pictures of football players and pop stars. I buy packets of stickers and trade them with my friends. We exchange those we already have for the ones we need to complete the set. It is so exciting to get the whole set! I can look through my collection hours on end. Many of my classmates also collect things, such as shells, model cars, dolls, comics, books, stamps, coins or postcards. The only minus of collecting things is that it is an indoor hobby, you know. My mum says that I should spend more time outdoors. Rachel: Many people like to do something creative, such as painting or drawing, playing music, knitting or sewing, DIY or cooking. They develop their living skills, in a word. My hobby is doing crossword puz zles. I know much about them. Crosswords, or crossword puzzles first appeared in the early 20th century. Today, many people regularly do crosswords, sometimes on the bus or train on their way to work. Most newspapers such as “H ighlights” and magazines (let’s take “Stone Soup”

Unit 2 as an exam ple”) have a t least one crossword and th ere are often prizes fo r people who send in the correct solutions. I am proud to say th a t I have won such a prize from the child ren ’s m agazine. Victoria: I have a lot of hobbies. I like to read, and I like to work on com puters. B ut I absolutely love sports. Many of my friends have a sport as th e ir hobby. They do football, basketball, volleyball and te n nis. I p refer badm inton. It has been a p a rt of my life since childhood. I regularly go to a leisure centre. Twice a week we have practice for about an hour and we have games every Sunday. A fte r a game of b ad m inton I feel good. A nd I also have a lot of friends in the centre, so I enjoy being w ith them. It is, you know, a great time w ith great memories. Across Culture “H ighlights” - популярний американський дитячий журнал, у якому друкуються крос ворди.

Living skills - ф акультатив в ам ерикан ській ш колі, в якому дівчата і хлопчики навчаються готувати їж у, клеїти ш палери, шити одяг тощо.

Stone Soup “Stone Soup” - дитячий ж урнал, у якому друкуються дитячі твори.

2. Say what is not true in these sentences.

1. 2. tu ry . 3. 4. 5. 6.

Collecting things is an outdoor hobby. Crossword puzzles firs t appeared in the middle of th e 20th cen To solve a crossword, one asks a set of questions. Few people have a sport as th e ir hobby. All the hobbies are expensive. All the children practise th e ir hobbies a t home on th e ir own. 3. Say what hobby has been a part of your life since childhood.

LLSS UM 1 VI. Time to communicate. 1. Act as Simon / Rachel / Victoria and describe some pluses and minuses of your hobbies.

to collect stickers; to trade something with somebody; to complete the set; hours on end; indoor hobby.

to have a sport as oneâ&#x20AC;&#x2122;s hobby; to go to a leisure centre to have practice; to feel good; to enjoy being with friends.

to do something creative; to do crossword puzzles; to answer a set of clues; across and down; to find the right answer.

2. Look at the notice board in the childrenâ&#x20AC;&#x2122;s leisure centre and say what hobbies you can practise there. Are they a necessity or an obsession?

Drama Society

d iy

Living Skills

A f t Studio

Unit 2 3. In pairs, talk about the hobbies which are a necessity or an obsession with you, as in the pattern below.

P a tte rn : A. W hat is your hobby horse? B. I love dram a. A. Is it a necessity or an obsession w ith you? B. ... A. W hat do you find useful about it? B. ... A. How long do you spend on it? B. ...

VII. Time to Write Write a letter to the editor of the magazine â&#x20AC;&#x153;Stone Soupâ&#x20AC;? about a hobby which is a necessity/an obsession with you. Follow the format below.

D a te :_______________ To: _________________ S u b je c t:____________ Dear E ditor, Many people like to...

I have a lot of ...

The only m inus of ...

Yours sincerely,

Go to Ex. 27, 28 of your Workbook

L U S IM S

2 .3 . In Season and Out of Season Word Bank to daydream lovingly a saddle stubborn to gallop half-w ay to outgrow someÂ body

Phrase Bank to ride a horse to m ilk a cow to grow in to something to be the rig h t size a love-hate relationship to love somebody dearly to make a (no) difference

Communication Box H ow ever... O ther tim es.

I. Conversation Warm-up. Look at the pictures and say in what season children can enjoy these hobbies most and why.

sports m odelling playing snowballs swimming E x a m p l e : Children can enjoy ska tin g in w inter when there is m uch snow.

Unit 2 fco4 n. Pronunciation Warm-up. Read the poem and practise the sound / a / . Say what else can be a game for everyone.

THE JUMPING ROPE POEM Ju m ping rope is lots of fun; I t ’s a game fo r everyone. Take a rope and le t’s begin: You can tu rn and I ru n in. Now I ’ll tu rn and you can jum p. N ever m ind and spin or bump. I can jum p like th is all day; I can jum p and I can play.

III. Grammar Smart. 1. Look and recall.

Use the linking words ... so ... , ... and ... , ... but ... to combine two simple sentences into one complex sentence. E x a m p l e : I am fond of volleyball so I often p la y it on the beach in summer. I am fond of volleyball and I p la y it w ith m y friends. I am fond of volleyball but I can ’t p la y it in winter. a) Play a grammar completion game. Use so / and / but. E x a m p l e : A nn: I have a lot of hobbies. Steve: A n n has a lot of hobbies and she p ra ctise s them a t the leisure centre. O ksana: A n n has a lot of hobbies but she absolutely loves sports. Peter: A n n has a lot of hobbies so she has a g rea t tim e w ith grea t memories. b) In groups, say as many sentences as you can about your hobbies:

1) W hen and where can you practise them ? 2) W hen and where can’t you practise them ? 2. Read and remember!

LbSStlM 3 Use the Present Continuous: am / i s / are + doing 1) If you w ant to talk about actions th a t are happening while you are speaking: E x a m p l e : Look, A n n is riding a pony! 2) if you w ant to talk about actions happening around th e tim e of speaking: E x a m p l e : I ’m learning to play the g u ita r this year. 3) if you w ant to talk about th ings th a t are changing: E x a m p l e : M ore children are choosing com puter games as a hobby these days. 4) If you w ant to describe w hat is happening in th e pictures and pho tos: E x a m p l e : I n this photo, the children are p la yin g chess. Use the Past Continuous: was / were + doing 1) if you w ant to talk about actions happening a t or around a tim e in th e past: E x a m p l e : I was collecting stickers at th a t tim e so I needed to complete the set. 2) if you w ant to talk about two actions happening a t the same tim e: E x a m p l e : W hile N ick was playing his basketball m atch, I was acting as a cheerleader. a) Play a grammar contrast game. Use the Present and Past Continuous.

E x a m p l e : A nn: I ’m learning to play tennis this year. Steve: I was learning to play tennis from Septem ber to M a y last year. Now I ’m learning to swim ... b) Look around the classroom and say: 1. W hat some of your classm ates are doing; 2. W hat they were doing a few m inutes ago. E x a m p l e : M y deskm ate is w aving her hand. She was w riting a few m inutes ago.

IV. Word Smart. 1. Miss Joy knows much about hobbies around the world. Now she answers our questions about hobbies American children can practise in different seasons and places. Study the words (p. 55) and say: 1) What they can do on a farm;

Unit 2

to ride

to feed

E x a m p l e : They can ride a horse on a farm . 2) What they can do in town;

swim m ing pool

to rollerskate

E x a m p l e : They can bathe in the sw im m ing pool. 3) What they can do at home.

quilt

E x a m p l e : They can help their m others to m ake a quilt.

LL $ DM 3 2. Com plete M iss Jo y’s s to ry and re te ll it to the ch ild re n :

American children who live ... enjoy ... in the open. Some like to ... , other prefer ... . In town kids can go ... or ... . They also have ... at home. It’s a real ... to ... a quilt with ... or to help ... to bake . . . . They ... all the year round. A t home: W rite w h a t hobbies you can p ractise in d iffe re n t seasons and places. F o llo w th e p la n below.

PLAN In summer .. In winter ... . . . i n town. . . . a t home. ... on a farm

Go to Ex. 29, 30 of your Workbook V. Time to Listen and Read. 1. L iste n to / read the sto ry about the hobby o f an A m erican g ir l and say: 1) w hy th e g ir l w anted to go west; 2) w h a t problem s she had w ith Smokey; 3) w h a t the g re at fa m ily fu n was.

HORSES - MY HOBBY PART I ... Some of my earliest childhood memories are connected with horses. Growing up on a farm in North Central Missouri gave me the opportu nity to be around horses much of the time. Horses were my favourite of all the farm animals. I daydreamed of leaving out west as a cowboy where I could ride around all day on my horse. As a very young child, almost as soon as I could sit up, my father placed me on our old gentle grey horse and led her around the farm. As I got older he let me ride her alone while he was milking the cows. For me, it was just fun to ride any place she wanted to go. I was so proud when a new foal was born and my father said that it could be mine. I lovingly watched rt grow into a beautiful young horse. However, it was not a horse for riding. He was from working horse stock, so he grew up to be too large an animal for a little girl to ride. PART II About a year later my parents bought me Smokey, a Shetland pony. He was a beautiful little black pony with a white blaze down his face. He was the right size for a seven-year-old girl. I had a love-hate relationship with Smokey. Most of the time I loved him dearly, but he was a Shetland pony and they are stubborn. A Shet-

Unit 2 land can walk, tro t or gallop along on th e ir little legs w ith no problem u n til they decide to stop. W hen they stop, they stop and nothing and nobody can make them move. Most of the tim e I rode Smokey to school and we made it ju s t fine. There were tim es, though, th a t he would get about half way up our lane and stop. I kicked and shouted: “Get up! Get up!” Sometimes I even carried a sw itch to beat him . N othing I did made any difference so I shouted: “Daddy, Daddy, come help me!” My fath er, being a kind m an, walked up the lane to w here I was and “talked” u n til Smokey started moving again. Things were fine fo r the_rest of the trip . PART III W hen I outgrew the little pony I was presented w ith a small horse and a saddle. Now I felt like a real cowgirl w ith a real horse and saddle. I spent m any happy hours on his back: I was v isitin g my g irlfrien d s a few houses away or ju s t riding thro u g h th e p astu res on th e farm . Our fam ily joined a local Saddle Club and p articip ated in its weekend activities. Sometimes it was a weekend cam ping excursion, o th er tim es we w ent to a horse show, in which we rode in d ifferen t events such as barrel races, flag races and other events. It was g reat fam ily fun. A dapted from A nna Lou M artin ’s “Life is N ever a Bowl o f Cherries” to dream to daydream See F irst Aid K it, W ord M eaning p. 215 Across C ulture: The USA

M issouri - Міссурі, один з 50 ш татів СІЛА.

cowboy (cowgirl) - ковбой, легендарна фігура в історії А мерики.

b a rre l races - родео, у якому змагаю ться навколо барелів.

flag races - родео, у якому змагаю ться за прапор.

LbSStlM 3 1. Say if it is true or false.

1. 2. 3. 4. 5. 6.

The girl knows much about horses. She learned to ride when she was a very young child. Smokey w asn’t a horse for riding. The Shetland pony always listened to the girl. A nna felt like a real cowgirl when she was riding, The g irl took p a rt in a horse show. 2. Say how the following characterizes the girl and her hobby.

E x a m p l e : The girl day dream t o f leaving out west as a cowgirl where she could ride around all day on her horse. to daydream of something; to have a love-hate relationship w ith some body; to feel like a real cowgirl; to spend many happy hours.

VI. Time to Communicate. 1. Look and tell Anna’s story.

W hen I was seven I daydream t of ... . One sum m er my parents bought me ... . It was ... . I had a ... relationship. Most of the tim e ... . But my Shetland was ... . There were tim e ... . So I ... . My fa th e r always ... . 2. In pairs, discuss the girl’s hobby as in the pattern. P a tte rn : A: W hat do you th in k of ... ? B: I t ’s amazing! She was a very young child when ... . A: She felt like ... . She spent many happy hours ... .

Unit 2 B: A: B: A: B:

No w onder she p articipated in ... . I was moved to tears when I was reading about ... . Me, too. I was especially im pressed by ... . H er fa th e r ... . R ight. It was g reat fam ily fun. 3. Describe some of your earliest childhood memories connected with your hobby.

VII. Time to Write. Write about something you have ever daydreamt of.

Go to Ex. 31, 32 of your Workbook

2 .4 . Let’s Agree to Differ Word Bank

Phrase Bank

dram a science fiction program m e chat show fan tasy film soap opera analytical p ro gram m e

to see all the program m es run n in g to be a couch potato (not) to drag smb away from the screen to be hypnotized by some thing to enjoy every b it of it

Communication Box: There’s nothing like ... fo r ... . I like to ... th e best. In co n trast to you, I ... . I’m all f o r ....... I d iffer. To each his own. L et’s agree to differ. Tastes d iffer.

I. Conversation Warm-up. Read what people say about TV as a leisure activity. Guess who said these words and why. Say who you agree with.

1. I t ’s a passive a c tiv ity .------------------------ ► Mum 2. It stops kids doing th e ir homework.

Dad

3. It has a g reat educational value.

Friend

4. It enriches knowledge.

Teacher

5. It ruins the eyes.

Doctor

6. N ot all program m es are good.

TV p resen ter

E x a m p l e : M y m um says i t ’s a passive activity. She advises me to spend more tim e out in the open. B u t I like to watch children’s program m es, especially cartoons.

■

LtSS DM A II. Pronunciation Warm-up. Read the poem and practise the sounds /i:/ and / 0:/. Say how much it can be about you.

TV PO EM ...In alm ost every house we’ve been, W e’ve w atched kids gaping a t th e screen. They loll and slop and lounge about, And stare u n til th e ir eyes pop out. (Last week in someone’s place we saw a dozen eyeballs on the floor). They sit and stare, and stare and sit U ntil th e y ’re hypnotized by it.

III. Function Smart. Read and learn how to express differences in tastes. Look at the pictures and fill in the mini-dialogues.

- There’s nothing like playing ! - Really? I p refer ... . - Okay, okay. L et’s agree to differ. Football

Hockey

- I like to collect ... the best. I t ’s so inform ative. - In co n trast w ith you, I collect - To each his own.

Stam ps

Coins

Sewing

K n ittin g

- I p refer ... to ... . - Tastes differ. I ’m all for ... .

- I ’m keen on ... . A nd you? - I differ. I ’m in terested in ... .

Doing puzzles

U n it 2 IV. Word Smart

news report w eather report sports report quiz show chat show game show music show comedy show

comedy dram a historical dram a medical dram a dram a series w ildlife program m e science fiction program m e analytical program m e

to see all the program m es running; to be a couch potato; (not) to drag somebody away from the screen; to be hypnotized by something; to enjoy every b it of it; to be to somebodyâ&#x20AC;&#x2122;s taste.

1. Study these words and word-combinations and say: a) what is your favourite:

- TV report; - TV show; - TV dram a or program m e. b) what kind of TV viewer you are.

LL S IIM A 2. Say: a) w h a t yo u r T V plans are fo r:

- tonight; - tomorrow afternoon; - Sunday morning.

BrE programme AmE program

b) w h a t you w ill w atch on T V if:

- you have free time; - you are in a good mood; - the weather is bad. A t home: A sk yo u r fa m ily members about th e ir fa v o u ru te T V program m es and compare th e ir tastes w ith yours. F ill in the c h a rt below.

Family Members Dad

TV tastes

Same with your TV tastes?

Different from your TVtastes?

sports reports Yes!

Go to Ex. 33, 34 of your Workbook V. Time to Listen and Read 1. L iste n to / read the d e scrip tio n o f d iffe re n t T V program m es in a T V m agazine and say w hich o f them are to these people’s tastes: a five-yearo ld ch ild; a sp o rtsp e rso n ; a teen a g er; a housew ife.

WE CAN PLEASE EVERYONE! Are you tired of switching from channel to channel? Looking for sometimes special? W ishing to see a programme to your taste? Then, here is what you need to know before you become a couch potato: A soap opera is the most popular form of television programmes in the world today. It is a story about the lives of ordinary people who live in the same street or town. It is on TV three times or more each week. It comes in half-hour episodes. We call them soap operas (or soaps) be cause in the US they were first paid for by companies who made soap. Televiewers are glued to the screen because they can feel real worries and hopes of real people. This week you get a chance to enjoy the BBC’s EastEnders.

Unit 2 An animated cartoon is a film made by photographing a series of p ictures, clay models, etc. It can be sh o rt or long. It was W alt Disney who made the firs t long cartoon film - “Snow W hite and the Seven D w arfs” . I t ’s a trad itio n al ch ildren’s story about a b eau tifu l princess and seven very small people who saved h er life in a forest. Y ou’ll be hypnotized by Dopey, Doc, Sneezy, B ashful, Sleepy, G rum py and Happy on S aturday afternoon. An American musical is a unique form of a TV m usic program m e. It combines song, dance, comedy and dram a. Among th e m ost success ful m usicals ever w ritten is CATS by A ndrew Lloyd W ebber. It has been seen by millions of people. Don’t miss your TV chance on Friday evening. We are sure th a t no daily routine will drag you away from the screen. We wish you to enjoy every b it of it. A video workout is a series of fitness program m es on TV produced by sta rs, such as Jan e Fonda and Cindy Craw ford which you can w atch and take p a rt in a t home. Do your paren ts complain about you being a couch potato? Then jum p a t the opportun ity to spend tim e w atching te l evision usefully for your health. Do join us in th e “fitness craze” every morning! Across Culture: Great Britain, the USA The BBC - одна з провідних радіо- і телевізійних організацій у Великій Британії.

ЕаБІЕпгіегБ - популярний британський телесеріал про соціальні проблеми робітничого району Лон дона.

Jane Fonda - американська акторка, авторка відеопрограм ф ізичних вправ.

1) Answer the questions.

1. 2. 3. 4. 5.

W h at W h at W h at W h at W h at

is special about a soap opera? was W alt D isney’s firs t long cartoon film ? makes a good m usical? TV program m e is useful for your health? do you need to know NOT to become a couch potato?

LtSSI 2) Say what TV programme could make you think these thoughts.

I can w atch it hours on end!

I t’s ju s t hyp notizing!

No daily routine will drag me away from th e screen.

Vl.Time to Communicate a) Look at the pictures and describe the TV programmes in them.

b) In pairs, talk about your tastes in televiewing as in the pattern below. b o ^ b a ^ b a ^ b o ^

P a tte rn : A re you a reg u lar teleview er? I n fa c t, I am . A re you a couch potato? W h at TV program m es are to your taste? W h at do you th in k of ...? c) In small groups, talk about your hobbies and express differences in tastes. Use the structures:

1. 2. 3. 4. 5.

There’s nothing like ... for me. I like to ... the best. I p refer ... to ... . I ’m also keen on ... . In co n trast to ... , I ’m all for ... .

i o 4 Vll.Time to Listen Listen to the joke about passionate TV viewers and say what the humour of the situation is.

Unit 2 VIII. Time to Write Comment on the proverb “One person’s meat is another person’s poison”. Illustrate it with differences in tastes as to your friends’ hobbies. Begin with:

They say ... To me it means th a t ... I agree / disagree w ith ... because ... . L et’s take ... as an example. So, as you see, ... .

Go to Ex. 35, 36 of your Workbook

2 .5 . My Progress in English I. Grammar Smart Complete the story. Use am /is/are/w as/w ere.

THE TALK OF TWO BROTHERS - W h at ... (1) you doing, Jack? - I ’... (2) w atching the news. - A nd w hat ... (3) you w atching half an hour ago? - I ... (4) w atching a TV quiz show. A nd maybe you w ant to know w hat I ... (5) going to do in another half-hour, Tom? - Yes, Jack , w hat ... (6) you going to do? - I ... (7) going to beat you if you don’t stop asking me silly ques tions. Check if you can: use tense form s correctly. (Yes / No)

II. Word Smart Fill in the right word.

1. 2. 3. 4. 5. 6.

B adm inton isn ’t as spectacular ... tennis. Many people do sports as a ... . I like to ... stam ps. I am learning to ... the g u ita r th is year. My friend is a real couch ... . I hate ... operas. Check if you can:

complete the sentences correctly. (Yes / No)

LbSS UN 5 III. Function Smart Match the lines about hobbies to the lines expressing differences in tastes.

1. There’s nothing like playing football. 2. I like to collect coins the best. 3. I p refer indoor hobbies to o u t door activities. 4. Is your b ro th er keen on music? 5. W hy don’t you take up tennis? I love it! 6. W hat?! You mean collecting things is useless?

a) I p refer to collect stam ps. b) Tastes differ. c) Basketball is as exciting as football. d) Okay, okay, le t’s agree to d if fer. e) B ut I love playing outdoors. f) I don’t th in k so. He is more in terested in film s.

Check if you can:

express the differences correctly. (Yes / No)

IV. Time to Read Read a letter from the English boy Phil. Choose the right answers to the questions.

Hooray! Sum m er has come. It means th a t my fam ily and I will do trav elling again. Travelling is a hobby w ith all of us in the fam ily. My dad says th a t sum m er is no tim e for s ittin g in th e rocking ch air and do ing nothing for days on end. Last year my parents bought a new 24-foot trav el tra ile r. I t ’s our home on wheels. It has all the conveniences of a m odern home. T here’s a bathroom , a bedroom, a small kitchen complete w ith oven, re frig era to r, sink and cabinets, and a dining room. I t ’s big enough to live in com fort ably when on holiday. It has been my cherished dream for a long tim e to be out in the w ilderness for several weeks, away from civilization. W ith our m otor home, we’ll get to Sherwood Forest, fam ous in old stories as the place where Robin Hood’s M erry Men lived and fo u g h t ag ain st th e S h eriff of N ottingham . It used to be a very large forest, b u t only a small p a rt of it still rem ains. It is preserved as a country park n ear N ottingham . I ’m sure to feel like Robin Hood and have the tim e of my life. 1. W hat is P h il’s hobby? a) driving;

b) travelling;

c) dream ing.

2. W hat did his parents buy last year? a) a new house;

b) a rocking chair;

c) a new tra ile r.

Unit 2 3. W h at do they NOT have in th e ir home on wheels? a) a bathroom ; b) a garage; c) a kitchen. 4. W h at a) to b) to c) to

did the boy dream about? go away from civilization on holiday; stay a t home on holiday; stay in a com fortable hotel on holiday.

5. W h at is NOT tru e about Robin Hood? a) He lived in Sherwood Forest; b) He was alone in the forest; c) He fo ught against the S heriff of N ottingham . 6. W h at is Sherwood Forest like these days? a) a park; b) a very large forest; c) a residential area. Check if you can:

read and understand simple tex ts (Yes / No)

V. Time to Listen Listen to Martha’s story about her hobby and mark the true statements.

1. 2. 3. 4. 5. 6.

M arth a’s hobby is basketball. She is tall enough to do well a t basketball. She is going to basketball camp. She often supports her school team . She w ants to become a cheerleader. The team sp irit means a lot to M artha. Check if you can:

listen to a piece of inform ation and u n d erstan d th e de tails. (Yes / No)

VI. Time to Write Write a letter to Martha / Phil about your hobby. Check if you can:

express your ideas about hobbies in w riting. (Yes / No)

Lb SUM I

Unit Three: School Life 3 .1 . School Routine Word Bank punctual well-planned to m anage absent-m inded ro u tine assembly hall to crib

Phrase Bank to work hard on som ething to w aste tim e to do everything in tim e to plan ahead to do som ething in the last m inute to make a mess of som ething to be late for som ething to sign up for som ething

Communication Box N orm ally... Typical! J u s t ty pical... T hat w on’t do! Don’t give up!

I. Conversation Warm-up Look at the pictures and say what these places have to do with school routine.

com puter class

language lab

assembly hall

canteen

gym

E x a m p l e : School children can have lessons on d ifferen t subjects at the com puter lab.

II. Pronunciation Warm-up Read and practise the sounds /w / and / 3 :/. Say what you think about the pupil’s time management.

Unit 3 TIM E M A N A G E M E N T R H Y M E I work hard on G eography, I work hard on A lgebra, I work hard on H istory W hat a hard-w orking person I am. Dan w astes tim e a t the lesson, Dan w astes tim e a fte r school, Dan w astes tim e in th e evening. W hat a lazy bones he is.

III. Grammar Smart 1. Look and recall.

1) to ask for perm ission use m ay; May I come in?

May I take your pen?

2) to ask about necessity use m ust; M ust I w rite th is exersice again?

M ust I run?

3) to ask about possibility use can. Can you w rite it in English?

Can you help me?

a) Play a grammar chain game and ask your friend for the permission. E x a m p l e : A: M a y I take your book? B: Yes, you may. M a y I close the book? C: Yes, you may. M a y I ... ? b) Complete the questions. E x a m p l e : M u st ... —»■M u st I stay a fter classes? 1. Can you ...? 4. M ust you ...? 2. M ust I ...? 5. May we ...? 3. May I ...? 6. Can Dan ...?

LtSS«M I 2. Look and remember!

1) To prohibit in a sh o rt answ er use “No, you m ustn’t ”. E x a m p l e : - M a y I go out? - No, you m ustn’t. 2) To stress unnecessity of som ething in a sh o rt answ er use “No, you needn’t ”. E x a m p l e : - M u st I translate the text? - No, you needn’t. a) Answer the questions.

1. 2. 3. 4. 5. 6.

May you leave the classroom d u rin g th e lesson? M ust you go to school on Sunday? M ust your little s iste r/b ro th e r play all days? May you be late for classes? May you sing d u ring the lesson? M ust your neighbour a t the desk talk d u rin g the lesson? b) Put the questions to the answers given.

E x a m p l e : - M u st I tra n sla te th e word? - No, you needn’t. 1. No, you m u stn ’t. 2. No, you needn’t. 3. No, they can’t. 4. No, he needn’t. 5. No, she m u stn ’t. 6. No, I m u stn ’t.

IV. Word Smart 1. Study these words and phrases and speak about: a) well-planned school routine:

to work hard on som ething; to do everything in tim e; well-planned; punctual; to plan ahead; to m anage; to sign up for. E x a m p l e : I work hard on all the subjects. b) a badly-planned school routine:

to w aste tim e; to make a mess of som ething; absent-m inded.

to do som ething in the last m inute; to be late fo r som ething;

2. Paraphrase the sentences.

E x a m p l e : - I stu d y in the six th form. —»■I am a six th former.

Unit 3 1. 2. 3. 4. 5. 6. ■^ (

Nick comes to school in time. Ann plans her time beforehand. Val joined a new sport society. As a rule, we do a lot of things at school. Children work much at the lessons. My brother often forgets things. A t home: Describe yo u r school ro u tin e and decide i f i t is w ell-planned. G ive yo u r reasons.

Go to Ex. 37, 38 of your Workbook V. Time to Listen and Read 1. L iste n to / read in p a irs and say w h a t piece o f advice A nn gave to Steve and why.

TALKING ABOUT SCHOOL ROUTINE Steve:

Hey, Ann! How are you doing? I bet, you’ve done all the les sons. May I take your copybook? Ann: No, you m ustn’t. You can’t crib all the time. I was working hard on all the subjects the whole evening yesterday. I managed to do all my lessons orally and in writing. Steve: How clever of you! You’ve always been a model girl, Ann. Ann: Do you mean to say that you didn’t do any lessons? They are not too difficult. Steve: Frankly speaking, I did something in the last minute, but not half enough. Ann: Typical, just typical! You always waste your time. What a lazy bones you are! Do everything in time. Steve: It’s easier said than done. My friend gave me a CD with a new film about Harry Potter. I couldn’t help admiring it! And then I was watching the Simpsons on TV. Ann: That won’t do! We had only four lessons yesterday and you had enough time to get ready for the next school day. You are too lazy, Steve. You don’t want to make a mess of your life, do you? Steven: Of course not. I’ll be punctual and plan my day ahead next time. Ann: That’s better! Try a little harder. Steven: I’ll try. I’ll try. • half enough • enough time • too difficult • too lazy see F irst A id K it: G ram m ar, p. 212

LbSS UM I Across Culture

Harry Potter - головний герой роману англійської письменниці J . Rowling, за яким знято вісім фільмів.

The Simpsons - американська гумористична телевізійна програма про родину Сімпсонів.

2. Complete the sentences with enough, too and words from the list.

E x a m p l e : I ’m too busy today. 1. The book is n ’t ... for me. 2. H u rry up! You a r e .........slowly. 3. Steve h asn ’t .........to finish his test. 4. W e h a v e .........a t every lesson. 5. T urn off the m usic, please. It i s ......... 6. My siste r is a top pupil. She i s .........

busy tim e loud in te re stin g clever going work

3. Read the sentences and say who said them and why. Reproduce the situations from the text.

E x a m p l e : “Try a little harder”. A n n says it to Steve, because he is too lazy. 1. I t ’s easier said th an done. 2. You can’t crib all the time! 3. Typical, ju s t typical! 4. I did som ething in the last m inute, b u t not half enough. 5. I can’t help adm iring it! 6. T hat w on’t do.

VI. Time to Communicate 1. Act as Ann or Steve and describe your school routine. Use:

to to to to to

work hard on som ething; to crib; do the lessons orally and in w ritin g do som ething a t the last m inute; get ready for the lessons; make a mess of one’s life.

Unit 3 2. In pairs, discuss your school routine using the pattern below.

P a tte rn : A: Hey, ... . I bet, ... . May I ... ? B: No, you m u stn ’t. You can’t . . . . I m anaged ... and ... . A: How clever of you. Y ou’ve been ... . B: Do you mean ... ? They are not too ... . A: Frankly speaking ... , b u t ... . B: Typical, ju s t typical. You always ... . Do ... ? A: I t ’s easier said ... . B: T hat w on’t do! W e ... . They ... . A: I ’ll try . A nd . . . . 3. Look at the pictures and choose those suitable for the description of your school routine. Say what exactly they represent.

VII. Time to Listen 1. Listen to the story and say how a method of logical decision helped Sam. 2. Listen to the story again and mark true statements.

1. 2. 3. 4. 5. 6.

There was a n ig h t dance class on Monday. All the children w anted to take p a rt in a dance class. Sam was afraid to step on the boy’s feet. Sam asked her dad for help. H er m other never danced when she was younger. Sam ’s m other started to teach Sam to dance.

LbSS UN 1 VIII. Time to Write Write a letter to your international friend about your school routine and answer his/her questions.

1. 2. 3. 4. 5.

W hen does your school s ta rt? How m any lessons do you have a day? How do you do your lessons? Have you got any problems w ith your lessons? W ho helps you to do your lessons if you don’t know som ething?

Go to Ex. 39, 40 of your Workbook

3 .2 . I Have a Head for... Word Bank n ative speakers m anuscript stim ulate research to download rep o rt good-naturedly

Phrase Bank to have a good head fo r... to have a good command of som ething to use som ething to advantage to be com puter literate to broaden one’s horizons to make magic to search the In te rn e t

Communication Box Somehow or o th er... . Vice versa.

I. Conversation Warm-up Look at the photos and guess what these children’s favourite subjects may be.

Andrew

Helen

E x a m p l e : I th in k Boris likes P T lessons. You can often see him in the gym.

Unit З II. Pronunciation Warm-up Read and practise the sounds /r) / and / a/. Say how much it is about you.

THE NOTHING-DOINGS POEM Meet the lazy Nothing-D oings, All they do is stand around, W hen i t ’s tim e for doing nothing, Nothing-D oings can be found. W hen i t ’s tim e for doing som ething, You w on’t find a single one, For the Nothing-D oings vanish W hen th e re ’s work th a t m ust be done.

II. Grammar Smart 1. Look and recall! Use the linking words so, and, but to combine two simple sentences into one.

E x a m p l e : I like literature so I often read books. I like literature and I often read books. I like literature but I don’t like history. a) Play a grammar competition game using linking words.

E x a m p l e : I have a head for computers and can design a website. 1. 2. 3. 4. 5. 6.

A nn w ants to talk to native speakers ... . Val is com puter lite ra te ... . A rt classes broaden my a rtistic horizons ... . Many pupils like M aths ... . My elder b ro th er is fond of sports ... . Helen takes p a rt in research. b) Combine two simple sentences into one.

E x a m p l e : I adore Geography. I joined a geography club. —»■ I adore Geography and I joined a geography club. 1. Paul is a member of our English-speaking club. I have a chance to talk to native speakers. 2. I like my PT lessons. I take p a rt in sport com petitions. 3. A nn likes history. I like Biology. 4. Bill has a head for com puters. He knows much about them . 5. I spend much tim e a t the com puter lab. I use it to advantage. 6. O ur h istory teacher asked me to w rite a rep o rt. I searched th e In tern et.

LtSSUM 1 2. Time to Look and Remember!

1) Use because when you w ant to say why you like or dislike your school subjects. E x a m p l e: I like to research because it is very interesting. 2) Use th a t’s w h y when you w ant to explain w hat you do fo r some reason. E x a m p l e : I need more inform ation about B rita in , th a t’s why I search the Internet. a) Look at the pictures and say why these children like or dislike to do the following things at their lessons.

Oksana

Paul

Olha

E x a m p l e : O ksana likes to work w ith a dictionary because she w ants to have a good com m and o f English. b) Say what you prefer to do for these reasons. E x a m p l e : You are a nature lover. —»■I am a nature lover th a t’s why I adore Botany. 1. You are a sports person. 2. You are good a t draw ing. 3. You have a head for M aths. 4. You are fond of poetry. 5. You are com puter literate.

IV. Word Smart 1. Say what you must do if:

Unit 3 E x a m p l e : You don’t understand ancient m anuscripts. —» I f I don’t understand ancient m anuscripts, I m u st decipher them. 1. You want to have more information about something. 2. You found the information in the Internet and want to have it. 3. You feel uneasy about your English. 4. You are an elementary computer user. 5. You know little about something. 6. You have a good head for Maths. 2. M atch the verbs to the nouns and m ake up yo u r own sentences w ith them .

1. 2. 3. 4. 5. 6. 7.

to to to to to to to

research -— .___ download decipher join search broaden type

a) a club — * b) a problem c) the Internet d) the information e) a horizon f) a manuscript g) a message

E x a m p l e : I like to research the problems a t m y history lessons. 3.

A nsw er the questions.

1. 2. 3. 4. 5. 6.

What do you have a good head for? About what do you feel uneasy? What do you use to advantage? What broadens your language horizons? What club do you want to join? When do you search the Internet?

A t home: W rite w h a t you lik e o r d is lik e to do a t d iffe re n t lessons.

| Go to Ex. 41, 42 of your Workbook V. Time to Listen and Read 1. L iste n to / read w h a t s ix th form ers o f d iffe re n t co un trie s say about th e ir fa v o u rite subjects and say who are you w ith .

My name is Sarah. It is the end of January in Australia and I am back to Sydney school. The term has just begun and I’m proud that I’m in the sixth grade. In my timetable there Eire so many subjects: Australian history, Geography, Biology, ICT and two foreign languages. I adore foreign languages and I learn Spanish and French. I work hard on them both. I want to have a good command of both

LbSSIMi 1 languages, especially French, because my grandm other lives in France. I visited her last summer and had a chance to practise my French. Most of all I liked how my new French friends ta u g h t me to speak good French: they ta u g h t me w hat native speakers say in th is or th a t situ atio n , cor rected my m istakes good naturedly. It was a really fan tastic experience! I am Phil and I ’m also in the six th grade. I study in Boston H igh School. Of all the school subjects I like ICT the best. I am not an elem entary com puter user. Vice versa, I ’m com puter lite ra te and I know how to design a web page, to make com puter p ro gram m es and to send e-mails. O ur ICT teacher ta u g h t us how to search the In te rn e t and I found free w ebsites w here members can com m unicate w ith several people in a chat room by typing messages. Thus I became acquainted w ith many children from d ifferen t countries: we exchange inform ation, d is cuss problems and even help each other. All of us use the social network to our advantage. For example, my new pal Jerem y is a Canadian. He is very good at Geography and he helped me to w rite a report about his country. I downloaded my task and he sent me the newest inform ation. I t’s cool to learn from each other. I’m Boghdan and as m any U krainian school chil dren I like to learn more about th e h isto ry of my country. They say I have a head fo r it. Somehow or other, h istory is my fav o u rite subject. O ur teacher makes magic a t our lessons: we work w ith h isto ri cal maps and even decipher ancient m anuscripts, see docum entary film s. All th is broadens my historical horizons and stim ulates me fo r independent research. I am try in g to research the roots of our Cossackdom. In sum m er our h istory club plans to go to Zaporizhzhya. Maybe I ’ll find support for my research. W ho knows? A cross C ulture Sydney - найбільш е місто в Австралії, важ ливий культурний і фінансовий центр країни.

Boston H igh School - середня ш кола в Бостоні, СИТА.

Unit 3 2. Complete the sentences.

E x a m p l e : H e lives in B ritain, he is B ritish. 1. Sarah is from A u stralia, she is ... . 2. My friend lives in Canada, he is ... . 3. Bob and Roy came from A m erica, they are ... . 4. I live in Kyiv, I ’m ... . 5. Lora’s m otherland is France, she is ... . 6. Miss Sm ith works in England, she is

A u stralia - A u stralian France - French Canada - Canadian A m erica - A m erican U kraine - U krainian England - English See F irst A id K it: G ram m ar, p. 212

3. Look at the pictures and say for what children these things are important and why.

E x a m p l e : I th in k Phil likes to work on computer. IC T lessons are his favourite.

VI. Time to Communicate 1. Act as one of the children and speak about your favourite subject. Use:

to have a head for som ething; to use som ething to advantage; to make magic a t a lesson;

to learn from each other; to broaden somebody’s horizon; to stim u late fo r som ething.

2. In pairs, speak about your favourite subjects. Use the pattern.

P a tte rn : A: I say ... . W h at ... ? B: As for me ... . It ... . A: I see. And w hat do you usually ... ? B: O ur teacher ... . W e often ... . Sometimes ... . A: It broadens ... and stim ulates ... , doesn’t it? B: Sure. I like ... m ost of all. And w hat about you? A: They say I have a head for . . . . I really adore ... . B: W hat helps you ... ? A: I ... and ... . B: Great! 3. Look at the list of subjects (p. 80) and choose your favourite one. Speak about it.

LbSS UM 3 M aths H istory Foreign language

ICT A rts

Biology L iteratu re

PE U krainian

VII. Time to Write Write about your most important/interesting/difficult subjects and explain why it is so.

Go to Ex. 43, 44 of your Workbook

3 .3 . A Creative Mind Word Bank m other-tongue flu ently im itate transcribe gifted cu lture

Phrase Bank to m aster a language to im prove pronunciation to develop speaking skills to role-play a dialogue to be excited about som ething to enlarge oneâ&#x20AC;&#x2122;s vocabulary English-speaking countries

Communication Box F irstly , ... Secondly, ...

I. Conversation Warm-up Look at the photos and say what the mother-tongue of the children is. Which foreign language do you want to learn and why?

Unit 3 E x a m p l e : I n Spain people speak Spanish. I also w ant to learn Spanish because I w ant to go to Spain to see the bull fight. Spain - Spanish (the Spanish language) France - French (the French language) China - Chinese (the Chinese language) See F irst A id K it, G ram m ar, p. 212

fco4 H. Pronunciation Warm-up Read and practise the sounds /w / and /5 /. Say what foreign languages you learn at school.

LANGUAGE CHANT - W hat is your m other tongue, Roy? - I t ’s English. - W h at is your m other tongue, H ans? - I t ’s German. - W h at foreign languages do you learn a t school? - French and Spanish, Chinese and Japanese. - Oh, i t ’s really very cool!

III. Grammar Smart 1. Complete the mini-dialogues, giving negative answers.

E x a m p l e : A: M a y I take your dictionary? B: No, you m u stn ’t. I need it m yself. A: May I work on the com puter? B: . . . . W e have other th in g s to do. A: M ust I tra n slate the sentence? B: . . . . A nn has already done it. A: May I answ er the question? B: . . . . Read it first. A: M ust I listen to the tape recorder? B: . . . . W e did it yesterday. A: May I sw itch on my com puter? B: . . . . W ork w ith your neighbour. A: M ust I w ater the flowers? B: . . . . A nn has already done it. 2. Match the beginnings and the endings using a correct linking word (p. 82). Translate the sentences into Ukrainian.

Lb SS BM S 1. I adore E nglish... -— 2 . Nick has a head for mathTTl 3. I look a fte r ham sters a t our school zoo... 4. Val is a school cham pion... 5. Nancy is a g reat n a tu re lov er... 6. Jerem y speaks English well...

a) ...I love anim als. b) ...I joined our E nglish-speak ing club. c) ...she often goes to the Botanic G ardens. d) ...it is his m other-tongue. e) ...h e won the com petition. f) ...h e is the best a t th is subject.

E x a m p l e : I adore E nglish, th a t’s why I joined our English-speaking club. - Я обожнюю англійську мову, т ому я приєднала с я (в с я ) до клуб у англійської мови. 3. Read the story and fill in and, but, so, because, th a t’s why.

MY ENGLISH LESSON I have been learning English for five years and I like it a lot. I t ’s not th a t easy ... b u t I work hard. I w ant to im prove my pronunciation ... I listen to d ifferen t English tex ts every day. I speak English fluently ... I com m unicate w ith my friends a t the lessons. W e role-play th e d ia logues ... helps us to develop our speaking skills. R ecently I ’ve joined our English-speaking club . . . . I hope to learn more our about th e E ng lish-speaking countries and th e ir culture. Many pupils of our class joined it ... Mr. Black came from the USA and teaches English. I learn how to be creative.

IV. Word Smart 1. Find the explanation of the following words and phrases and make up your own sentences with them.

1. 2. 3. 4. 5. 6.

M other-tongue v G ifted 'v C ulture 'v Skill \ P ronunciation Vocabulary

a) to have an ability to do som ething extrem ely well. b) an ability to do som ething well because you have learned and practised it. ‘c) the firs t and th e m ain language th a t you learn t when you were a child. d) the way of life, a rt, custom s and traditions th a t are accepted by people in a p a rtic u la r country. e) the way in which a p a rtic u la r word is pronounced. d) all the words th a t someone knows and uses.

2. Look at the pictures and say what the children do at their English lessons.

Unit 3

computer lab to listen to native speakers; to imitate to improve pronunciation.

1. 2. 3. 4. 5.

language lab

to type texts; to enlarge vocabulary; to do tests.

English Study

to role-play dialogues; to develop speaking skills; to learn about the culture of English-speaking countries.

Say w h a t you m ust do:

to to to to to

master the English language; improve pronunciation; develop speaking skills; enlarge your vocabulary; learn more about the culture of English-speaking countries.

^ A t home: W rite w h a t you lik e /d is lik e about yo u r E ng lish lessons.

|jG ^ ^ V. Time to Read 1. Read the s to ry “ D iscovery Class” and answer the fo llo w in g questions.

1. What was in the letter? 2. What was special about the teacher? 3. What did the children discover in Discovery Class?

DISCOVERY CLASS The letter came the week after Sam’s birthday. It was from the school and addressed to her parents. “Very interesting,” said Sam’s mother as she read it. “W hat’s very interesting?” asked Sam. “It seems they have chosen you to take part in the new gifted pro gram”. “Me?” said Sam. She read the letter. It said that after careful testing, a small group of children had been selected to participate in a program for the gifted

Lb IS IIM 3 called “Discover” . These children would m eet twice a week w ith a spe cially trained teacher Sarah Hoople. Miss Hoople was a sm all, sm iling person. She wore large round glass es. B ut w hat Sam noticed m ost was th a t she was excited about things. As she talked, her eyes sparkled and her hands moved. “We only have an h o u r,” she told them , “so le t’s get s ta rte d .” They started w ith a puzzle called “Can You Find the T reasure?” which had to do w ith an old man hiding a diam ond rin g in a half-ruined house. They should use logic to find it. Everyone called out ideas. A fte r they found the tre a su re, they w ent on to a word game. Miss Hoople called it “R einventing Language” . “P retend you are a cave person,” she said. “A nd you are tired of pointing to things. You w ant to com m unicate w ith people. So you step out of your cave and look around. Up in the sky is a large b rig h t object. W hat would you call it? ” “Oog,” said M arshall rig h t away. “Good,” said Miss Hoople, w ritin g it on th e blackboard. “Glee,” said K aty. “E xcellent,” said Miss Hoople. “A ny m ore?” ... “That was fu n ,” said K aty. “Can we do it again?” I like to be crea tive. “S u re,” said Miss Hoople. “Maybe next tim e we’ll compile a cave dic tio n a ry .” That, th o u g h t Sam, would really be som ething. A dapted from “Dear M om , Y ou’re R u in in g M y L ife ” by Jean Van Leenwen to to to to to to

choose - choice discover - discovery excite - excitem ent puzzle - puzzle com m unicate - com m unication select - selection

See F irst A id K it: W ord-building, p. 214 2. Fill in the right form of the word.

1. 2. 3. 4. 5. 6.

It was a really g re a t discovery. I like to do th is ... . I like ... w ith my friends in English. All the children read the story w ith ... ! The teachers ... Sam for the new program m e. Sam ’s parents were proud of the teach ers’ ... .

to to to to to to

discover puzzle com m unicate excite select choose

Unit 3 VI. Time to Communicate 1. Imagine you are Sam. Tell your friends/parents about your Discovery Class. Begin with:

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Miss Hoople is ... . She wears ... . She is so excited ... . W e started w ith ... . Everyone called ... . A fte r th a t ... . W e invited ... . It was fun to ... . W e call out ideas and ... . Maybe next tim e ... . 2. In pairs, speak about your English lessons. Use the pattern.

P a tte rn : A: I say ... , English is ... , is n ’t it? B: R ight. I like English, because ... . A: W hat do you do ... ? B: F irstly, ... ,secondly, ... .And w hat about you? ... ? A: English is not ... ,but ... . B: W hat do you ... m ost of all? A: As for me, ... . It helps me ... . B: A greed. And I advise you ... . A: Thank you for advice. I . . . . I ... . 3. Describe the English lesson you liked most.

VIII. Time to Write Write what you think of the statement “The more foreign languages you know, the easier it is for you to stu d y”. Begin with:

1. 2. 3. 4. 5. 6.

In my opinion ... . I believe ... . It seems to me ... . I t ’s absolutely rig h t ... . I t ’s clear ... . To my m ind ... .

Go to Ex. 47, 48 of your Workbook

LtSS DM A

3 .4 . To Each his Own Word Bank sewing k n ittin g em broidery choir aerobics to relax

Communication Box

Phrase Bank a t break tim e after-school activities to be all for som ething to devote tim e to som ething to play com puter games online to enjoy oneself to one’s h e a rt’s content

To each his own. I p refer ... to ... I am keen on ... I ’m in terested in ... I adore ...

I. Conversation Warm-up Read the notices and choose an after-school activity for yourself. Say why.

W ho? — ‘B irdw atchers

H e llo , c o m p u te r fa n s !

W h en ? — ‘Tuesday, 2 p m

T h e c o m p u te r c lu b is o n F r id a y a t lu n c h tim e . R oom 2 1 .

W here? — Schoo[garden L u c y V o ite n k o

W h a t? — B irdctu6

G u ita r and piano lessons! Please come to th e m usic room for d ates and tim es. E x a m p l e : I will choose guitar lessons because I ’m keen on music.

II- Pronunciation Warm-up Read and practise the sounds /an/, /ai/. Say what your favourite after school activity is.

M Y L E IS U R E A C TIV ITY I w ant to p ain t a pictu re now, W atch our teacher show us how. F irst the paper big and w hite, Then the colours very b rig h t. Now take the brush and w ater, too,

■■■■■■■■■■

Unit 3 This is w hat I like to do. Take my picture home w ith me To let my dad and mummy see.

III. Function Smart Read and learn how to express likes and dislikes. Look at the pictures and fill in the mini-dialogues.

1) - There’s n othing like playing - Really? I p refer ... to ... . - OK, OK. L et’s agree to d iffer.

2) - I am keen on ... and you? - I d iffer. I ’m in terested in ... . I ’ve em broidered a s h irt fo r my mum.

3) - I like to ... a fte r classes. - In co n trast w ith you I adore - To each his own.

- I ’m so fond of ... . - Tastes d iffer. I ’m all fo r ... . It develops my body and b ro ad ens my m usical horizon.

IV. Word Smart 1. Look and say what after-school activities in the pictures (p. 88) the children prefer and why.

LL t UM A

Jane and Alice

Andrew and Bohdan

sewing; travelling;

swimming; cooking;

Helen drama; sport

E x a m p l e : I think Paul and M ary like drama. They are talented children and have a head for it. 2. Read what Oksana’s English teacher Miss Joy says about after-school activities of English children and complete it with words and phrases from the box. English schoolchildren have a lot of fun at break tim e. Sometimes they play ... or ... . All of them like their . . . . The boys go to the sportsground and play ... . Girls prefer ... or ... . Some schoolchildren spend their afternoons in the ... . They watch ... . It makes their life after school more . . . . tennis at break time to play hide-and-seek after-school activities sit around interesting swimming wood rugby birds 3. Answer the questions. 1. 2. 3. 4. 5.

What after-school activities do you prefer? How much time do you devote to your after-school activities? Who of your friends share your interests? How does your after-school activity differ from your friends’? What after-school activities do most of Ukrainian children like? At home: Describe your favourite after-school activity.

Go to Ex. 49, 50 of your Workbook I

■ ■ ■ ■ ■ ■ ■ ■

Unit 3 V. Time to Listen and Read 1. Listen to / read in pairs and say what after-school activities Lucy and Paul prefer.

T A STES D IF F E R Lucy: Paul: Lucy: Paul: Lucy: Paul: Lucy:

Paul: Lucy:

W e are free a t last! Classes are over. Now i t ’s tim e to relax. Agreed. W e can enjoy ourselves to o ur h e a rts ’ content. W h at are your plans? F irstly , I ’ll do my lessons. Business before pleasure, you know. T h a t’s rig h t. A nd then, w hat about going to the swim m ing pool for a swim or playing an adventure game online? Not me. A new quiz show s ta rts a t 5 p.m . on Channel Four and I am going to w atch it. W hat kind of quiz show is it? I t ’s a general knowledge quiz show “M asterm ind” . Every tim e it deals w ith d ifferen t areas, you know. It is going to be about wonders of the world. I ’m in terested in it, you know. I ’ll bet, you’ll be glued to the screen. R ight. I never miss a chance of seeing it. U nfo rtu n ately , I don’t have much tim e for w atching TV in the evening, because I have m any other things to do like k n ittin g or em broidering. In co n trast w ith you I p refer com puters to TV. I ’m keen on de signing my own program m e and I devote all my free tim e to it. To each his own. Across C ultu re

mastermind --- SkOW---

M asterm ind - популярне британське теле візійне шоу, в якому четверо учасників зм а гаються, відповідаючи на питання в галузі загальних знань.

2. Look at the pictures (p. 89-90) and say whose after-school activities they are connected with.

LtSS DM A

E x a m p l e : Paul likes to play adventure com puter games online a fter classes. 3. Say if you share Lucy’s or Paul’s ways of spending after-school activities. Give your reasons.

VI. Time to Communicate 1. Act as Lucy or Paul and describe your after-school activities.

to enjoy oneself to one’s h e a rt’s content; to be in terested in som ething;

to devote much tim e to somebody not to miss a chance; to relax

2. In pairs, talk about your after-school activities. Use the pattern:

P a tte rn : A: Classes are over. I t ’s tim e ... . B: Agreed. W e can ... .W hat ... ? A: F irstly, ... .Business ... , you know. B: T h at’s rig h t. A nd w hat ... ? A: N ot me. I am going ... . B: W hat kind of ... ? A: I t ’s ... and it is going to be ... . B: I ’ll bet ... . A: In co n trast w ith you ... . B: To each his own. 3. Describe your favourite after-school activity.

Unit 3 VII. Time to Listen 1. Listen to four children talking about their after-school activities and say if their after school-activities are the same or different. 2. Listen to them again and fill in the chart for each of them.

VIII. Time to Write Look at the set of pictures and write your story about the childrenâ&#x20AC;&#x2122;s after-school activities. Give your story a title or present it to the class.

Go to Ex. 51, 52 of your Workbook

LtSSIIM 5 3 . 5 . My Progress in English I. Grammar Smart Fill in the sentences with th a t’s why or because.

1. I have a good command of English, ... I work hard on it. 2. Nick w ants to play basketball ... he has joined our school b ask et ball club. 3. I love anim als ... I have many pets a t home. 4. My friend is never late for classes ... he is punctual. 5. A nn has a nice voice ... she sings in our school choir. 6. W e do everything in tim e ... we plan everything ahead. Check if you can: connect p a rts of the sentence. (Yes / No)

II. Word Smart Paraphrase the sentences.

1. 2. 3. 4. 5. 6.

Alex always forgets things. Dan knows much about com puters. This is the place where we have our PE lessons in cold w eather. This is the place where we have our school m eetings or concerts. Helen is in the six th form . This is a big group of singing people. Check if you can:

can express ideas in several ways. (Yes / No)

III. Function Smart Match the lines of the dialogues.

1. There’s nothing like singing a) In co n trast w ith you I p refer for me. com puters to TV. b) As fo r me I p refer dancing to 2. A re you also keen on history? singing. c) K nitting is not for me. I prefer ac3. I like to w atch TV a fte r five rest, like swimming or running. classes. 4. I like English. d) To each his own. 5. I am in terested in k n ittin g . e) No, I ’m not fond of history, I like Geography. 6. J u lia likes Botany and I ’m keen on M ath. f) And I like German. Tastes d iffer, you know.

U n it 3 Check if you can:

express likes and dislikes. (Yes / No)

IV. Time to Read Read the story and correct the statements.

THE FU N TH EY HAD ...It was May 17, 2157, when Tommy found a real book. It was a very old book. M argie’s g ra n d fa th e r said th a t when he was a little boy, his g ra n d fa th e r told him th a t there was a tim e when the stories were p rin ted on paper. It was aw fully funny to read words th a t stood still in stead of w orking on a screen. “Gee” , said Tommy, “W h at a waste! W hen you fin ish th e book, you ju s t throw it away, I guess. O ur television screen m ust have had a m il lion books on it and i t ’s good for plenty more. I w ouldn’t throw it away” . “Same w ith me” , said M argie. She was eleven and h ad n ’t seen as many telebooks as Tommy had. He was th irteen . She asked “W h at is the book about?” “School.” M argie was scornful . “School?” “W h a t’s th ere to w rite about school? I hate school.” M argie always hated school, b u t now she hated it more th an ever. The m echanical teacher had been giving h er te st a fte r te st in geography. She had been doing worse and worse u n til h er m other called fo r the County Inspector who took the teacher w ith him . M argie had hoped th a t he w ouldn’t know how to p u t th e teacher to g eth er again. They had once taken Tommy’s teacher fo r nearly a m onth because the history sector was out of order. B ut the inspector knew all rig h t, and, a fte r an hour or so, there it was again, large and black and ugly, w ith a big screen on which all the lessons were shown and the questions were asked. T hat w asn’t so bad. The p a rt M argie hated m ost was the slot where she had to p u t homework and te st papers. She always had to w rite them in a punch code, h er parents made h er when she was six years old and the m echanical teacher calculated th e m ark in no tim e. A dapted from “The Fun They H a d ” by I. Asimov 1. 2. 3. 4. 5. 6.

Tommy found a com puter book in 2157. M argie was th irtee n . M argie saw m any telebooks. M argie said she liked school. M argie’s teacher was the county inspector. Most of all she hated to w rite her homework in spelling.

LtSS«M I Check if you can:

read and u n derstand simple texts. (Yes / No)

V. Time to Listen Listen to Bill’s story and mark the true statements.

1. Tom and Bill have little in common. 2. Both are fond of w atching TV. 3. The boys’ friends call them couch potatoes. 4. Bill found the “couch potato” in the phrase dictionary and learned its m eaning. 5. Televiewing is a favourite pastim e of m any A m erican kids. 6. Finally, the b rothers found them selves in cheerleading. Check if you can: listen to a story and understand its details. (Yes / No)

VI. Time to Write Write a letter to your international friend and describe your school life. Check if you can:

express your ideas about your school life. (Yes / No)

Unit 4

Unit Four: Travelling 4 .1 . Choosing a Route Word Bank to search stream options am usem ent park island see-saw destination

Communication Box

Phrase Bank to to to to to to

do m erry-go-round go on the roller-coaster p u t up a te n t make a fire be a g re a t “outdoors” be a big fan of n a tu re

Isn ’t it w onderful t o __ ! Makes no difference to me. As long as... N othing of th e kind. ... and w hat not. L et’s w ait and see.

I. Conversation Warm-up. Look and say what route you would like to choose for your weekend trip. Why?

A weekend trip to the C arpathians

Touring the Sofiyivka park in U m an’

A w alking trip

E x a m p l e : I would like to take a w alking trip out o f town, because I like nature.

II- Pronunciation Warm-up. Read and practise the sounds /r / and /i:/. Say what you can do to find your dream.

ROUTE SONG Climb every m ountain, Search every stream , Follow every rainbow Till you find your dream .

LtSS«M I III. Grammar Smart. 1) Look and recall!

1) Use the preposition by and no article to say how you can get to your destination: to go by car / bus/ plan e / air / sea , etc. E x a m p l e : W e can get there by car / bus / train / plane. 2) Use the preposition on and no article to say th a t you can get some where by walking: __ on foot. E x a m p l e : - Can I get there on foot? - Sure. I t ’s ju s t a few m inutes w alking from here. a) Play a grammar trio game. Play in trios. Take turns naming a place in your town / village. Your classmates will say how long it will take them to get there by transport or on foot.

E x a m p l e : A: The railway station. B: I t will take me tw enty m inutes to get to the railway station by bus. C: I t will take me an hour to get there on foot. b) Say where you normally go:

by car;

by bus;

by plane;

by tra in ;

by bike;

on foot.

2) Read and remember!

If you w ant to talk about travelling, use these common expressions w ith no article a fte r a preposition: • to / from school • from home • to / in / from / out of tow n • on holiday E x a m p l e : Does your fa m ily usually go away on holiday or do you stay in town? a) Play a grammar contrast game.

E x a m p l e : A: I always go to school on foot. B: I always get home from school by tram. b) Look at the picture and say:

W here these people are going;

Unit 4 2. W h at tra n sp o rt some of them are using; 3. How long it may take them to get to th e ir destination.

E x a m p l e : The m an over there is riding a bicycle.

VI. Word Smart.

to choose a route; to pack a rucksack; to make a fire;

100

to plan a trip ; to p u t up a ten t; to cook on fire.

LL S IM I

to sw ing in the park; to go on the roller-coaster;

to do merry-go-round; to am use oneself.

1) Study the words (p. 97â&#x20AC;&#x201D;98) and say: a) how you can amuse yourself in town;

E x a m p l e : I can swing in the park. b) what route you can choose for your weekend trip out of town; E x a m p l e : I can go to a valley. c) what you can do out of town. E x a m p l e : I can p u t up a ten t near a river. 2) Describe any destination you like in the picture and let your friends guess. Cover these questions: 1. W hat does it look like? 2. How can we g et there? 3. W hat can we do in th at place?

E x a m p l e : I t is long and deep. We can get there by car. We can take a boat trip there. ^ At home: Think and decide on your route for a weekend trip. Write: 1) what your destination is;

101

Unit 4 2) how you can get there; 3) what you can do there.

Go to Ex. 53, 54 of your Workbook V. Time to Listen and Read. 1. Listen to / read the conversation of two classmates and say what routes the children discussed.

CHOOSING A ROUTE I t ’s autum n. The classm ates w ant to take a nice weekend trip . Paul and Lucy are planning a route for it. Paul: Isn ’t it w onderful th a t we are all going on a trip on Saturday! Lucy: Terrific! W e’ll have the tim e of our lives! W here shall we go? Paul: Makes no difference to me as long as we get together. Lucy: N othing of the kind. We need to plan our route ahead. Paul: W h at are the options? Lucy: I th in k th ere are two of them : to stay in town or to go out of town. Paul: L et’s stay in town and go to an am usem ent park. I haven’t been there fo r ages. W e can swing, do m erry-go-round, go on the roller-coaster or a F erris wheel and w hat not. Lucy: I t ’s a pity to stay in town in such w onderful w eather. W e can ’t lose the chance to enjoy one of th e last days of Indian sum m er. W hy don’t we go to a pond or a stream , p u t up a te n t there, make a fire and cook fish soup on it? A nd besides, I am a great “outdoors”! Paul: I am not a big fan of n atu re, you know, b u t th ere is som ething in w hat you say. These are the days to tem pt anyone out. L et’s talk to our classm ates firs t, and then decide on th e final route. Lucy: Agreed. I bet they would like to go out of town. Paul: L et’s w ait and see. Across C ulture: th e USA R oller-coaster - американські гірки, популярний атракціон у парках.

F erris wheel - колесо огляду.

102

LLSS DM I 2. Answer the questions.

1. 2. 3. 4. 5.

W h at are the classm ates going to do on Saturday? W hat options are the children discussing? W hat pluses of staying in town does one of the friends m ention? W hat does the other friend like to do out of town? How are they going to make a decision? 3. Complete the sentences about a weekend trip and compare them to your experience.

E x a m p l e : I s n ’t it w onderful th a t ... / —»■I s n ’t it w onderful th a t we are all going on a trip on Sa tu rd a y! I love weekend trips, too. 1. W e need to plan ... . 2. L et’s go to ... . 3. W e can ... and w hat not. 4. W hy don’t we go to ... ? 5. W e can’t lose the chance to ... . 6. I t ’s a pity to ... .

VI. Time to Communicate. a) Look at the pictures and describe the two options for choosing a route as if you are Lucy/Steve.

to to to to to

go out of town; to stay in town; tem pt anyone out; to go to an am usem ent park; to swing; p u t up a tent; to go on th e roller-coaster; make a fire; be a big fan of n atu re. not to lose th e chance. b) In pairs, talk about choosing a route as in the pattern below.

P a tte rn : A: Isn ’t it w onderful to ... ? B: Terrific! W here ... ?

103

Unit 4 A: B: A: B: A: B:

Makes no difference to m e......... We need to plan ... . W hat are the ... ? I th in k ... . L etâ&#x20AC;&#x2122;s ... . Agreed. c) Speak about the Ukrainian weekend traditions.

VII. Time to Listen. Listen to six people talking about their weekend trip and say who was happy with the chosen route.

VIII. Time to Write. Draw the local map and describe the route of your latest weekend trip. Follow the format below.

ROUTE DESCRIPTION ... is located in ... . It is easy to reach by ... / on ... . It is ju s t a few m inutes w alking from ... . You can find ... . Continue on the road ... . The route will be m arked by ... .

Go to Ex. 55, 56 of your Workbook

4 . 2 . Ready, Set, Go! Word Bank w ealth heaven cartoon show parade shooting booth wagon fu n fa ir lorry

104

Phrase Bank to to at to to

be popular w ith smb take p a rt in som ething lunchtim e get in the way criticize somebody

Communication Box I t â&#x20AC;&#x2122;s never! Tell you what!

LfcSS DM 1 I. Conversation Warm-up. Look and say which of these things you usually take with you on a trip. Why?

E x a m p l e : I usually take a camera w ith me because I like to take pictures o f m y friends.

II- Pronunciation Warm-up. Read and practise the sounds of travelling as the author.

and /on/. Say if you are as much fond

SONG TR A V E L W ealth I ask not, hope nor love, N or a friend to know me; All I ask is the heaven above And the road below me. R. L. Stevenson

II. Grammar Smart. 1. Look and recall.

Use ... th a t’s w h y ... when you w ant to explain w hat you do fo r some reason. E x a m p l e : / am such a stay-at-home, th a t’s w h y I don’t travel too often. a) Play a grammar reason game.

E x a m p l e : A: I love travelling. B: T h a t’s why you have lots o f impressions. b) In groups, say what kind of travel you prefer for these reasons: • you are a n a tu re lover; • you are a good swimmer; • you are fond of history;

• you are a sports person; • you are good a t tak in g pictures.

105

U n it 4 2. Read and remember!

1) Use names w ith no article: - continents: N orth Am erica; - counties: Canada; - states: Florida; - towns: Orlando; - streets: F ifth Avenue; - parks: D isneyland. 2) Use names w ith the - some countries: the USA; - rivers: the M ississippi; the M editerranean Sea; - seas: - oceans: the A tlan tic Ocean; - m ountain groups: the Rocky M ountains; - island groups: the B ritish Isles; the R itz. - hotels: 1) Play a grammar quiz game.

E x a m p l e : A: B: C: 1) Look at

California. I t â&#x20AC;&#x2122;s a state. The Danube. I t â&#x20AC;&#x2122;s a river... the map of Ukraine and say:

1. W h at w aterways you can see; 2. W hat towns you have been to; 3. W here you would like to go.

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Lbssим г II. Word Smart Lucy’s teacher of English, Miss Joy, had a weekend trip in an amusement park in the USA last month. Now she answers our questions about where American children can go on holiday. 1. Study these words and describe: a) Where they can go;

D isneyland - великий парк з різними атракціонами поблизу міста Лос-Анджелес у ш таті Каліфорнія.

Disney W orld - великий парк поблизу міста Орландо у ш таті Ф лорида, подібний до Діснейленду.

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Unit 4 E x a m p l e : American children can go to D isneyland on holiday. b) What they can see:

Welcome to Mickey Mouse Show

Let’s go for a ride with Donald Duck!

How about visitin g Adventure land and seeing the world of Snow W hite and the Seven Dwarfs?

E x a m p l e : They can see the M ickey Mouse Show. c) What they can do: see-saw McDonalds

Ferris wheel Mickey Mouse parade cartoons roller-coaster merry-go-round

E x a m p l e : They can go on a Ferris wheel. 2. Complete Miss Joy’s story: American children often spend their weekends i n ........... are the most popular with children. In ... they can s e e .............. Besides, they can take part in ... or ... . Many children prefer ... because . . . . There are also ... ,that’s why ... . A t lunch time parents and c h ild ren ............all day long. It’s fun to get together. 3. Work in groups and make a list of attractions in the pictures (p. 106). Say which of them appeal to you most. E x a m p l e : M useums are full of history. T hat’s why I often visit them. ,

^ At home: Ask 3-5 questions about what your friends can do on holiday. ( Begin with: What? When? Where? How? Why?

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LfcSS DM 1

Go to Ex. 57, 58 of your Workbook V. Time to Listen and Read. 1. Listen to / read the story about the funfair and answer the following questions.

1. W hat happened in town one S aturday m orning? 2. W h at a ttractio n s were there? 3. W here did Val’s friends go?

AT THE FUNFAIR “I t ’s here!” cried George across the yard one fine S atu rd ay m orning. “I t ’s never!” shouted Val back. “W ell, George, le t’s go over th ere at once. W hen did it come?” “Probably last n ight. There w asn’t an y th in g y esterd ay .” For days the boys were w aiting for the fu n fa ir th a t came every year to th e ir town. The g reat long wagons and the lorries th a t carried th e roller-coaster, roundabout, m erry-go-rounds and other a ttra ctio n s stood in a circle on the fa ir ground. All the boys from the nearest stre e t were there. They were w atching, ru n n in g about, criticizing everybody and everything and g ettin g in the way. By the evening the whole place was fu ll of noise and lig h t. In every corner you could hear loud m usic, child ren ’s happy voices.

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Unit 4 The boys tried to choose the best way of spending th e ir money. They could buy delicious hot dogs or candies. B ut it cost a lot of money to ride on the roundabout, and even more to shoot w ith a real gun a t the shooting booths. Ally m et B rian on Friday evening, and to h er surprise he said, “Are you going to the fa ir? ” “Is it here?” asked Ally. “They’re p u ttin g it u p .” A lly’s b ro th er, Val, w ent to the fa ir every evening. He loved th e fa ir and looked forw ard to it all the year round. He was full of excitem ent. “Tell you w hat” , said Val to his friends. “L et’s all have a ride on the horses and we could try to change places while they were going round, see? That would be sm ashing.” E verything on the roundabout sparkled and shone and th e boys fo r got about everybody and everything... A dapted from “M agnolia B u ild in g ” by Elizabeth Stucley BrE AmE

sweets candies

See F irst A id K it, W ord M ea n in g , p . 215 Across C ulture: th e USA A h o t dog - сендвіч із сосискою чи ковбасою; зазвичай містить овочі та соус (кетчуп або гірчиця).

2. Say what is not true in these sentences.

1. 2. 3. 4. 5. 6.

The circus came to town. The children heard the news on Monday m orning. In the evening the place was quiet. The children came there to buy hot dogs. All the a ttra ctio n s were free of charge. Val d idn’t go to the fair. 3. Say to what exciting events you look forward all the year round.

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LbSS UN 1 VI. Time to Communicate. 1. Act as Ally / Yal and describe your impressions of the funfair.

to to to to to

be full of noise and light; buy som ething; cost a lot of money; hear ch ild ren ’s happy voices; choose the best way.

look forw ard to som ething; be full of excitem ent; have a ride on som ething; change places; forget about everybody.

2. In pairs, talk about going somewhere together as in the pattern below.

P a tte rn : A: Have you heard about ... . B: I t ’s never! A re you going to ... ? A: I ’m full of ... B: Me, too. I look forw ard to ... . A: L et’s ... . B: We could ... . A: That would be sm ashing......... B: Come on, then! 3. Look and say where the children in the pictures want to go together. What do you prefer?

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Unit 4 VIII. Time to Write. Write about your impressions of going somewhere for fun in your diary. Begin with:

D ear D iary, For days I was w aiting for ... W hen the tim e came, ... The whole place was full of ... In every corner you could hear ... I tried to choose the best way of ... E verything looked ... And I forgot about ...

Go to Ex. 59, 60 of your Workbook

4 .3 . Welcome to Ukraine Word-bank to welcome somebody h earty display knick-knack woodwork hospitable handm ade

Phrase-bank

Communication Box

at somebody’s in v ita Do you mean ...? tion F irst th in g s first. in the best tra d itio n Such as? to take care of some th in g to set som ething up

I. Conversation Warm-up. Hooray! Our international friends are going to take a trip to Ukraine. Look at the pictures and say where you would like to take them.

K hreshchatyk, Kyiv

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A skania Nova

LbSS UM 3

Odessa P ort

Lviv, The Opera House

E x a m p l e : I would like to take m y international guests to K yiv. W e’ll be w alking along K hreshchatyk the whole afternoon.

II- Pronunciation Warm-up. Read and practise the sounds fv./, / 1 / and /ai/. Say what kinds of travelling it suggests.

WELCOME POEM L et’s take a trip , ju s t you and me, Through the C arpathian M ountains and The Black Sea. I ’ll give you a ride across U kraine, Y ou’ll feel w hat i t ’s like if you go by tra in . You’ll have a ta ste of U krainian dish And stay w ith us as long as you wish.

III. Grammar Smart. 1. Look and recall.

Use articles w ith geographical names correctly when talk in g about trav elling in U kraine. Name C ontinent C ountry Cities R ivers Seas Lakes M ountains P eninsula

No article Europe U kraine Kyiv, Lviv

the

the D nipro, th e Danube the Black Sea Lake Svytyaz the C arpathian m ountains the Crimea

a) Play a grammar hide-and-seek game.

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Unit 4 Lake Svytyaz Dnipro E astern Europe Kyiv Danube Crimean M ountains

Black Sea Sea of Azov Lviv C arpathians K harkiv C entral U kraine

In two teams, name as many places as you can with/without an article.

Example:

Team A (th e ): W e’ll be com ing round the Carpathian M ountains. Team B (no article): W e’ll be com ing to K harkiv. b) In groups, say as many sentences as you can about:

• travelling across U kraine; • v isiting the capital city; • sightseeing in your native place. E x a m p 1e :I’m going to travel a lot in the Crimea this year. 2. Read and remember! To talk about travelling, use these verbs correctly: come / bring = movem ent tow ards the speaker or w ith the speaker; E x a m p l e s : W e’ll be com ing round the m ountains. D ad is com ing back from Moscow tomorrow. I know he is bringing a lot o f presents, go / take = m ovement away from th e speaker; E x a m p l e s : I ’m g o in g on a weekend trip. See you on M onday. I ’m ta k in g m y dog w ith me. live = be somewhere for long periods of tim e; E x a m p l e : N a za r lived in U kraine when he was a child. Then his fa m ily moved to Canada, sta y = be somewhere for sh o rt periods of tim e; E x a m p l e : H ave you ever sta yed in a hotel? keep = continue; E x a m p l e : The travellers were tired but kept on walking. leave = go away from somewhere; E x a m p l e : The train leaves at 12.40. a) Play a grammar “coffeepot” game. In pairs, ask questions about travelling using the word “coffeepot” instead of the verbs above. Your partner will guess the verb and answer your questions.

E x a m p l e : A: W here did you “coffeepot” when you w ent to Turkey? B: Oh, you m ean where I stayed? I stayed in a hotel. b) Look at the pictures (p. 112) and say what travel experience these children have.

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L tSS UN 3

E x a m p l e : The boy and his m other are a t the airport. Their flig h t leaves at 10.30.

IV. Word Smart. 1. Study these word-combinations and describe: a) how you invite your guests;

• at somebody’s in v itatio n ; • to send / receive /accept / refuse an invitation; • to look forw ard to;

• to plan carefully. E x a m p l e : Our international friends visit us every sum m er at our invitation. b) how you welcome guests; • to be / give a h earty welcome; • to welcome somebody in th e best U krainian traditio n s; • to greet smb w ith bread and salt; • to p u t on national U krainian costum es; • to be hospitable. E x a m p 1e: I t should be a hearty welcome in the best U krainian traditions.

Unit 4 c) how you entertain your guests. • • • • • •

to to to to to to

have a welcome party cook some local dishes take care of a cultural programme set up a display of Ukrainian art make a poster bring small gifts

2. Describe any Ukrainian art object in the picture you like and let your friend guess. Cover these questions:

1. What does it look like? 2. What can we do with it? 3. Where do we keep it? E x a m p l e : I t ’s s m a ll a n d p a i n t e d in d i f f e r e n t c o lo u rs. Y o u c a n g iv e i t a s a p r e s e n t a t E a s te r .

3. Work in groups and make a list of Ukrainian traditions of hospi tality. ^

At home: Describe an international party you have ever had at school or at home. Write what worked well at the party.

Go to Ex. 61, 62 of your Workbook

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LbSS UM 3 V. Time to Listen and Read. 1. Listen to / read the conversation “Welcoming International guests”. Say what information from the text can help you to welcome your international guests in Ukraine.

WELCOMING INTERNATIONAL GUESTS Steve: A nn: Steve: A nn: Steve: A nn: Steve: A nn:

Steve:

A nn: Steve, A nn:

Have you heard the news today? Do you mean the news about M artha and Phil coming to U kraine at our in v itation? Exactly. W e m ust plan carefully how to welcome them . Sure. It should be a h earty welcome in th e best U krainian tra d i tions. How are we going to greet them ? W ith bread and salt, of course. W e can p u t on national U k rai nian costum es. Good idea! N ext, le t’s have a welcome p arty . I ’ll cook some local dishes and you’ll take care of a cu ltu ral program m e. Such as? Som ething like a sh o rt concert, w ith folk songs, folk dance and music. A nd please, don’t forget to set up a display of U krainian a rt. No problem. My classm ates and I have plenty of vyshyvankas, vytynankas, pysankas and woodwork. Beside, we’ll make a p o st er about fam ous U krainians. Splendid. W h at about b ringing small g ifts? W e are hospitable, a re n ’t we? W hat do you th in k of handm ade knick-knacks as presents? They would do, I guess. ' BrE g ift AmE present See F irst A id K it, W ord M e a n in g , p . 215 Across Culture: Ukraine

vyshyvanka - BnmnBaHKa.

vytynanka - BHTHHaHKa.

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Unit 4 pysanka

- n u ca H K a .

2. Say if it is true or false.

1. 2. 3. 4. 5. 6.

The children invited th e ir in tern atio n al guests to come to U kraine. The children know much about U krainian trad itio n s. A nn is going to set up a display of U krainian a rt. Steve likes the idea of organizing a cu ltu ral program m e. He is going to do everything by him self. A nn rem em bers about presents. 3. Say how the following illustrates Ukrainian hospitality.

E x a m p l e : The children are going to give a hearty welcome, in the best U krainian traditions o f hospitality. • to give a h earty welcome; • to greet w ith bread and salt; • to have a welcome party; • to cook local dishes; • to bring small g ifts.

VI. Time to Communicate. a) In pairs, talk about welcoming international guests as in the pattern.

P a tte rn : A: Have you heard ... ? B: Do you mean ... ? A: Exactly. W e m ust ... . B: Sure. It should be ... . How are we going to A: W ith . . . . W e also can ... . B: Good idea. N ext ... . A: Such as? B: Som ething like ... . A: No problem ......... B: Splendid. b) Act as Ann/Steve and describe her/his part of the job for the welcome party.

• • • •

a h earty welcome in the best U krainian trad itio n s national U krainian costum e local dishes c) Describe your most memorable experience of welcoming guests at home / at school.

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LtSS DM A VII. Time to Write. Make a list of things you can do to welcome international guests. Follow the format below.

• • • •

To To To To

Things to do plan ... • To set up ... p u t on ... • To make ... take care of ... • To choose ... have ...

4 .4 . “Step out of your cave and look around” Word Bank sea-dog pile jersey seasick

Phrase Bank to have som ething round the corner to get drowned to wake from one’s sleep round-the-w orld trip to fall overboard to do sm th in tim e

Communication Box: how to express admiration W hat do you th in k of ... ? Do you know ... ? He is th e m ost . . . . I know. Wow! Isn ’t it remarkable! I can ’t help adm iring ... . How admirable!

I. Conversation Warm-up: Read and say what characteristics of travellers you admire most of all.

courage friendliness

curiosity stren g th

persistence intelligence

E x a m p l e : I adm ire courage m ost o f all. Captain Cook was the m ost courageous person I know.

II- Pronunciation Warm-up: Read and practise the sound /w /. Say what great explorers you know.

DISCOVERY LIMERICK Do you know P rofessor Twist? He is a well-known scientist. One day he w ent to explore th e world and discovered a place which he adm ired and called, “W onderful, w onderful Wow-land!

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Unit 4 III. Function Smart. Read and learn how to express admiration for great explorers. Look at the pictures and fill in the mini-dialogues.

a) - Do you know ... ? - Yes, of course I do. He is th e m ost fam ous explorer I know.

Captain Cook b) - Jam es Cook discovered ... . - Wow! Isn ’t it remarkable!

A u stralia c)

- W h at do you th in k of ...? - I can’t help adm iring his g reat d is covery.

C hristopher Columbus d) - Captain Cook made th ree journeys by sea to ... . - How admirable!

the Pacific Ocean

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LtSS DM A IV. Word Smart 1. Miss Joy knows much about the round-the-world travel. In pairs, ask and answer the questions. Use the pictures below.

b) W h at can th e seam an who has tra v elled round-the-w orld wear?

an earring c) W h at do people call an experienced traveller?

sea-wolf d) W h at English w rite r w rote about sea travel?

R udyard K ipling “C aptains Courageous”

121

Unit 4 2. Complete Miss Joy’s Story and retell it to a friend.

MISS JOY’S STORY We, the English, live on the islands and always have ... round the corner. We have a lot of famous ... . One of them is ... . He was a real ... . In his crew there were several ... . who wore ... because ... . You can read about ... in the book “Captains Courageous” by ... . This ... is popular with English children. /

At home: Describe your attitude to travellers.

Go to Ex. 65, 66 of your Workbook V. Time to read. 1. Read the sea story and answer the following questions.

a) What happened to the boy at sea? b) Who saved him? c) What did the man look like?

THE SEA STORY The sound of the waves woke Harvey from his sleep. Slowly he opened his eyes and remembered that he was Harvey Cheyne who nearly got drowned in the ocean. The sea was still running round him, but now he lay on a pile of fish, looking at the broad back of a seaman dressed in a blue jersey. The boy tried to say something to him, and the man turned his head. In his ears he had little gold earrings. Harvey understood that the sailor had made several round-the-world trips. “Aha! You feel better now”, he said. “It was lucky that I caught you. How did you manage to fall overboard?” “I was sick”, said Harvey, “seasick, and I was very weak”. “I saw your ship just in time and then I saw you - you were falling down into the sea. Happily, I caught you like a big fish. So you are safe now.” “Where am I?” asked Harvey. “You are with me in my fishing boat, my name is Manuel, and I am from the schooner “W e’re Here” of Gloucester, but we haven’t returned to it yet.” Adapted from “Captain Courageous” by R. Kipling near - nearly hard - hardly See F irst A id K it, W ord-building, p . 214

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LfcSS DM A Across Culture: Great Britain

Gloucester - Глостер, місто на південному заході А нглії.

2. Fill in nearly or near.

1. 2. 3. 4. 5.

H arvey ... got drowned in the ocean. They live ... London. It took ... two hours to get there. She told the children not to go ... the canal. Michelle is ... twelve. 3. Look at the pictures and say what did not happen at the sea.

VI. Time to Communicate. 1. Look and tell the boy’s story.

1. 2. 3. 4. 5.

Once I was travelling ... . U nfortunately, I felt ... . I was standing ... . The sea was ... . Suddenly I fell ... .

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Unit 4 6. W hen I opened my eyes, ... . 7. The seam an had ... . 8. He explained to me th a t ... . 2. In pairs, discuss the boy’s travelling experience as in the pattern.

P a tte rn : A: Do you know ... ? B: Yes, of course I do......... A: Wow! Isn ’t it remarkable! B: W hat do you th in k of ? A: I can’t help adm iring his ... . B: ... made a journey by sea w ith ... . A: How admirable! 3. Describe your most remarkable travel.

VII. Time to Listen Listen to the story “On a Boat Trip” and answer the following ques tions.

1. W here did the friends travel? 2. W hat did they decide to do? 3. W hy was the boat trip unforgettable?

VIII. Time to Write Plan a round-the-world trip of your choice.Use the format (p. 122).

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LLSS DM 5 A R O U N D -T H E -W O R L D T R IP How to do i t ? ____________________________________ How long you n e e d ? ______________________________ W hen to go? W here to go?

4 .5 . My Progress in English I. Grammar Smart Complete the story. Use the or no article.

Janies Cook explored ... (1) seaways and coasts of ... (2)Canada, con ducted scientific expeditions from ... (3) A n tarctic to ... (4) A rctic, and travelled from ... (5) coasts of ... (6) N orth A m erica to ... (7)A ustralia and ... 8) New Zealand. He made th ree journeys by ... (9) sea to ... (10) Pacific ocean and became the firs t European to arrive a t ... (11) east coast of ... (12) A us tralia. His ship - the “Endeavour” - firs t found ... (13) New Zealand and then crossed ... (14) Tasm an sea to reach ... (15) sm allest continent in 1770. Check if you can:

use tense form s correctly. (Yes / No)

II. Word Smart Fill in the right word.

1. 2. 3. 4. 5. 6.

L et’s go ... the roller-coaster. W e can p u t ... a te n t near a river. W e are all going ... a trip on Saturday. I p refer to stay ... town. M artha and Phil coming to U kraine ... our in v itatio n . W e can p u t ... national U krainian costum es. Check if you can:

complete the sentences correctly. (Yes / No)

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Unit 4 III. Function Smart Match the lines about travellers to the lines expressing attitudes to them.

1. Do you know any g reat travellers? 2. W h at do you th in k of a roundthe-w orld trip ? 3. Jam es Cook discovered A ustralia. 4. C hristopher Columbus is the m ost fam ous explorer I know. 5. Captain Cook made three journeys by sea to the Pacific. 6. Isn ’t it rem arkable th a t your b ro th er w ants to become a seaman?

a) b) c) d)

Wow! How admirable! Yes, of course, I do. And he will. He is so courageous! e) I can ’t help adm iring his g reat discovery. f) No wonder - he discovered America.

Check if you can:

express adm iration for travellers. (Yes / No)

IV. Time to Read Read a letter of the English boy Phil. Choose the right answers to the questions.

I am especially proud of a national hero of B ritain , R obert Scott, who made risky journeys to A n tarctica a t the beginning of the 20th century. His dream was to be the firs t person a t the South Pole and he reached it in 1910, b u t when he arrived there, he found a te n t and the Norwegian flag. It m eant th a t he lost the race again st Roald A m undsen, a Norwe gian explorer. They were com peting on th e way to the Pole. A m undsen and Scott were very d ifferen t from each oth er and made very d ifferen t plans. A m undsen took sleds and dog team s as the g reat A rctic explor ers did. Scott took ponies and a few dogs. He also had bad luck w ith the w eather - days of blizzards and strong w inds. R obert kept a diary in which he described his hard journey. The m ost trag ic th in g happened on the re tu rn journey to his ship - he died of extrem e cold and hunger. B ut the name of R obert Scott as a g reat explorer of A n tarctica lives on in my heart. I can’t help adm iring his courage and will power. 1. W hen did R obert Scott travel? a) to the A rctic; b) to the A ntarctic;

126

c) to the Pacific.

LLSS UN S 2. W hat did he reach in 1910? a) the equator; b) the N orth Pole;

c) th e South Pole.

3. W hat did he see when he got there? a) the B ritish flag; b) a ten t;

c) nothing.

4. W hat country was his com petitor from ? a) Norway; b) Holland;

c) Denm ark.

5. W hat is not tru e about R obert Scott? a) He w asn’t the firs t person a t the South Pole; b) He won the race; c) He lost the race. 6. W hat made his journey especially hard? a) the w eather; b) the dog team s; Check if you can:

c) th e equipm ent.

read and u n derstand simple texts. (Yes / No)

V. Time to Listen Listen to Martha’s story about a famous American explorer and mark the true statements.

1. 2. 3. 4. 5. 6.

Jack London was an experienced sea traveller. He travelled to the A ntarctic. He w rote stories about his adventures. Some of his stories are about Alaska. Jack London brought back a lot of gold. M artha can’t help adm iring him. Check if you can:

listen to a piece of inform ation and u n derstan d the de tails. (Yes / No)

VI. Time to Write Write a detailed response to the advice “Step out of your cave and look around”. Check if you can:

express your ideas about travelling in w riting. (Yes / No)

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Unit 5

Unit Five: Are you Good at Shopping? 5 .1 . Planning a Shopping Trip Word Bank shopper to please flo ris tâ&#x20AC;&#x2122;s adm irer shopping shopping shopping shopping shopping

centre trip bag list cart

Phrase Bank on sale to be much of a shopper to be on the safe side to have a g reat selection to be dazzled to have no idea to pop into

Communication Box By th e way, ... Thus, ... You never know..

I. Conversation Warm-up Look and say what friends are planning to buy. Guess why.

E x a m p l e : I th in k A n n plans to buy a new hand bag because she w ants to be stylish.

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LLSS UN I II. Pronunciation Warm-up Read a shopping trip chant and practise the sounds / w / and /sv/. Say who usually wishes you a nice shopping trip and if it is the same.

A S H O P P IN G T R IP C H A N T - Have a nice shopping trip! - Don’t w orry, I will. - Have a nice shopping trip! - Don’t w orry, I will. - Don’t forget to buy some bread. - Don’t w orry, I w on’t. - Don’t buy grey, brown or w hite - All rig h t, all rig h t.

III. Grammar Smart 1. Look and recall!

1) Use have to or m u st to express necessity. E x a m p l e : There is no bread in the house, so we have to buy some, or You really m u st talk to a shop assistant. 2) Use m u st to express stro n g orders. E x a m p l e : You m ust eat more, you are so thin! a) play a completion grammar game.

E x a m p l e : You really m u st stop buying sweets. 1. You m ust u n derstand . . . . 4. I have to buy ... . 2. A nn has to go shopping ... . 5. You will have to ... . 3. W e m ust . . . . 6. All school children m ust ... . b) Look at the signs in the shop and say what you must (mustn’t), have to (don’t have to) do. Use the verbs suggested.

S h o p th e

Cat Food Store

E x a m p l e : You m u stn ’t take biscuits w ith hand. Use plastic gloves, please. take

pay

leave

park

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U n it 5 2. Look and Remember!

Use should to say about som ething th a t is advisable. E x a m p l e : You should buy a green hat to m atch your coat. Use had better, y o u ’d better for u rg e n t advice when you believe th a t som ething bad will happen, if the person doesn’t follow your advice. E x a m p l e : Y o u ’d better buy it or someone else will do it. Remember! Use should in questions when you are w ondering w hat to do. E x a m p l e : S h o u ld I try this hat or th a t one? a) Play a guessing game putting questions to people who don’t know what to do.

E x a m p l e : W h a t to buy a t the m arket? —»■ Should I buy apples a t the m arket? 1. W here to buy bread. 2. W here to pay for your products. 3. W h eth er to take a shopping bag. 4. W h at to buy a t the fru it shop. 5. W h at g ift to buy for your frie n d ’s b irth d ay . 6. W h eth er to go shopping alone or w ith your mum. b) Fill in should or you’d better.

E x a m p l e : I th in k you’d better leave now or you’ll be late. 1. I don’t th in k you ... buy th is dress, i t ’s too sh o rt fo r you. 2. In my opinion you ... buy a book instead of a CD. 3. A nn ... buy a blouse in green, it is so becoming her. 4. You ... tell a shop a ssistan t th a t you are looking fo r a new p a ir of shoes. 5. Steven ... talk to his mom before going to th e shop. 6. W e all th in k you ... try th is su it on.

IV. Word Smart 1. Fill in the word rose for the following content area and make up your sentences with them.

trip

E x a m p l e : M y m um does the shopping trip once a week.

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LL S IM I 2. A nsw er the questions

1. 2. 3. 4. 5. 6.

How often do you do the shopping? Where do you like to do it? Who is much of a shopper in your family? Why do many people write a shopping list? When are you dazzled at the shop? What shop do you pop into more often and why? 3. Read w h a t Lucy says about h er shopping in E ngland and f i l l in the rig h t words and phrases. Say i f you have th e same in U kra in e .

SHOPPING IN BRITAIN I love shopping trips with my elder sister, because she teaches me how and where I can buy the right things. In the centre of most towns and villages in Britain there is a street with lots of different ... . This street is usually called the ... and it is very convenient to do the shop ping there. My sister likes “Marks and Spencer chain-stories” which sell ... . She says they have a reputation for good quality and besides if you buy something you don’t like you can take it ... and get your ... back. I dislike such shops, because there are crowds of ... and I get tired very quickly. When my sister is busy, I ... at a small shop on a corner. We call them corner shops. They are open until late in the evening and sell freshly baked ... . They are so delicious. shops trips clothes and food

back shoppers

High Street do the shopping

money cakes

A t home: Describe yo u r shopping trip .

Go to Ex. 69, 70 of your Workbook V. Time to Listen and Read 1. L iste n to / read the dialogue and say w h a t the c h ild re n p la n to buy.

A HELPING HAND Helen: I say, Ann, you look smart in this dress. Is it new? Ann: Exactly. Mum and I bought it on sale three days ago. Steven: I haven’t done the shopping for ages. I’m not much of a shop per, you know. You, girls, are so fond of shopping! Ann: That’s true. But it ’s not that easy even for us. Steve: Agreed. Mum says I should plan a shopping trip ahead and write a shopping list, to be on the safe side. Ann: That’s OK if you do the food shopping. You never know what you can like at the department store. Steve: By the way, Ann, are you very busy at the moment?

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Unit 5 A nn: Steve:

A nn: Steve: A nn: Steve:

Not very m uch, b u t why? There is a new m usic shop round th e corner and it has a great selection of CDs. I saw some m usicals th ere and was so dazzled. You know much about music. Can you give me a hand? Sure. I had no idea th a t you are an adm irer of m usicals. N ot me. I ’d like to please my granny, a music teacher. She is interested in Lloyd W ebber’s m usical. Great! A nd on the way to the m usic shop le t’s pop in to th e flo r is t’s. I ’d like to buy a new flow er pot fo r our Botanic class. So, we’ve planned our shopping trip , haven’t we? • • • • •

to to to to to

do the shopping - to go shopping shop - a shopper adm ire - an adm irer teach - a teacher compose - a composer

See F irst A id K it, W ord-building, p.213 Across Culture: Britain Andrew Lloyd Webber - відомий англійський композитор. Автор мю зиклів “The C ats” , “The Phantom of the Opera” та ін.

2. Complete the sentences with the right form of the word.

Example: 1. 2. 3. 4. 5. 6.

D an is not m uch o f a shopper. A ndrew Lloyd W ebber is a g reat B ritish ... . Steve’s granny is a m usic ... . Steve’s granny is a g reat ... of m usicals. A nn knows much about th is ... . The girls are good ... .

to to to to to to

shop compose teach adm ire w rite dance

3. Say who said the following phrases. Explain why.

E x a m p l e : You look sm art in this dress. —»■ I t is Steve. H e w anted to com plim ent A n n , because he liked her new dress. 1. I haven’t done shopping for ages! 2. A re you very busy a t the moment? 3. Sure. I had no idea th a t you are an adm irer of m usicals. 4. N ot very m uch, b u t why?

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LLSS DM I 5. T h a t’s tru e , b u t i t ’s not th a t easy even fo r us! 6. Not me. I like to please my granny, a music teacher.

VI. Time to Communicate 1. Act as Ann or Steve and describe the way they plan their shopping. Use:

• • • • • •

to plan a shopping trip ahead; to w rite a shopping list; to be on the safe side; to have a g reat selection of...; to be dazzled; to pop in to the som ething. 2. In pairs, talk with your friend about your planning a shopping trip. Use the pattern.

P a tte rn : A: I say ... , you look ... . Is ... ? B: Exactly. ... on sale. A: I am not much ... . You, girls ... . B: T h a t’s tru e. B ut ... . You never know ... . A: My mum says ... and ... . B: T h at’s OK if ... . A: By the way, ... . B: N ot very m uch, b u t... ? A: There is ... and . . . . Can you ... ? B: Sure. I had no idea ... . B ut ... . 3. Describe the way you plan your shopping trips.

VII. Time to Listen 1. Listen to the story “My Shopping Experience in the USA” and say what surprised Oksana. 2. Listen to / read the story again and choose the correct ending to the sentences. 1. Last sum m er my granny and I visited ... . a) my g ran n y ’s daughter;

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Unit 5 b) my g ran n y ’s brother; c) my g ran n y ’s son. 2. I ’ve got the im pression th a t everything in th e USA is so ... . a) small; b) in terestin g ; c) big. 3. Uncle Paul does the shopping ... . a) once a week; b) once a m onth; c) once per three weeks. 4. They a) on b) by c) by

w ent to the superm arket ... . foot; car; bus.

5. A m ericans usually buy products ... . a) in small portions; b) in big portions; c) in bunches. 6. W e ended up our shopping trip ... . a) buying less th an we had planned; b) buying more than we had planned; c) buying nothing of w hat we had planned.

VIII. Time to Write In writing, compare American and English ways of shopping with those in Ukraine.

Go to Ex. 71, 72 of your Workbook

5 .2 . Shopping for Food Word Bank g ro cer’s green grocer’s dairy b u tc h e r’s b ak er’s confectionery cashier to tem pt

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Phrase Bank to stand in a line to be dispayed on the counters (stands) to pay a t the cashdesk to be low (high)-priced to get lost m arket place

Communication Box It is common...

LbSS UN 1 I. Conversation Warm-up Look and say what products your mother usually asks you to buy at the supermarket.

E x a m p l e : M y m um usually asks me to buy some milk.

II- Pronunciation Warm-up Read and practise the sounds you.

/ y./. Say if food shopping is fun for

S U P E R M A R K E T D IA LO G U E — W hat have you bought a t the superm arket? — I ’ve bought tea a t the grocer’s and m eat a t the b u tc h er’s. I’ve bought buns a t the b ak er’s and grapes a t the greengrocer’s. I’m w aiting for my mom. Food shopping is fun.

III. Grammar Smart 1. Look and Recall!

Use c a n /co u ld /w ill/w o u ld to ask someone to do som ething fo r you. E x a m p l e s : C an!w ill you buy a chocolate fo r me? Can you give me a sweet? W ill you buy biscuits for me? Could you...? a) Ask your friend questions for the following answers (p. 133). Play a grammar chain game.

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Unit 5 E x a m p l e : —Could you go shopping w ith me, please? — Yes, certainly. 1. Yes, I ’d be glad to. 2. Of course, I will. 3. I ’m sorry, b u t I can’t. 4. W ith pleasure. 5. W illingly. 6. Sure I will do th a t. 2. Look and remember! 1) Use W ould you like....?/S h all I... to make an offer. E x a m p l e : W ould you like to shop w ith me? Shall I carry your shopping bag? 2) Use a hundred and fo rty five (145), a thousand (1000) if you w ant to speak about prices. - How m uch do all these products cost? - A hundred and fifty five hryvnias. Remember! H undred, thousand and m illion have no -s a fte r a num ber. E x a m p l e : The shop is six hundred miles away from here. a) Play a grammar tennis game.

E x a m p l e : A: 217 B: two hundred and seventeen b) Look at the pictures and say what offers the children are making. E x a m p l e : W ould you like an apple?

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LbSS UN 1 IV. Word Smart 1. a) Read the words and say what you can buy at different departments.

E x a m p l e : A t the grocer’s we can buy sugar, salt, tea, m acaroni and things like that. to do the window shopping; to stan d in a line; to look a t the counters; to pay a t the cash desk. at the greengrocer’s at the dairy at the baker’s at the confectionery

at the butcher’s at the grocer’s

• • • • • • • • • • • • • •

a a a a a a a a a a a a a a

bunch of ban an as/g rap es; head of cabbage. carton of m ilk /so u r cream; container of y o g h u rt/co tta g e cheese. loaf of bread; long lo af/ro lls/b u n s. bag of cookies; box of sweets; b ar of chocolate. kilo of m eat/p o u ltry ; can of m eat. package of s u g a r/te a /s a lt; kilo of m acaroni/rice/buckw heat; bag of flour.

b) Look at the picture and say what the people are doing at the supermarket.

E x a m p l e : The boy is reading a price tag.

2. Describe the product you like most and let your friend guess. Cover such questions:

1. How does it taste? 2. W hen can we eat it?

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Unit 5 3. Where can we buy it? E x a m p l e : I t is sour. W e have it w ith tea fo r dessert. W e can buy it at the greengrocer’s, (lem on) 3.

1. 2. 3. 4.

W o rk in groups and make a lis t o f products to buy i f you w ant to cook:

Ukrainian borsch; Meat salad; Cabbage rolls; Apple pie. Say w h a t departm ents you m ust go to. A t home: M ake a shopping lis t fo r yo u r m um ’s n e xt tr ip superm arket. Use the fo rm a t below.

to the

Things To Buy Food:

Department:

Go to Ex. 73, 74 of your Workbook V. Time to Listen and Read! 1. L iste n to / read about shopping in Canada and say where Canadians do the shopping and why.

FOOD SHOPPING IN CANADA People love to shop. There are two kinds of shopping in the Canadian lifestyle: food shopping and non-food shopping. Canadians prefer non food shopping to food shopping but have to do both. Most Canadians shop for food twice a month. These are large shop ping trips. It is common to buy a lot of products at a time: packages of sugar, rice, cans of meat or fish, bags of cookies, boxes of sweets and the like. They want to buy milk, butter, bread, fruits and vegetables fresh. Canadians visit the grocer’s, the greengrocer’s, the dairy, the baker’s once a week. Children like to shop at the confectionery. They usually buy maple syrup which they like to eat with pancakes or bread. Sometimes they buy a butter tart or chocolates if they have enough pocket money. Don’t get lost at the supermarket. Take a shopping cart, look around and read the names of the departments. Then choose the products, put them into the shopping cart and go to the cash-desk. Show your buys to the cashier and pay for them. For some Canadians many products are high priced th at’s why they do the shopping at the market place. They believe the quality of products

138

Lb IS I N 1 is higher there and the prices are lower. Besides, you shouldn’t stand in a line. There is a special m arket day in every town and village. The products are displayed on the m arket stands and you can choose w ha tever you like. F ru it vendors would you come up to everyone saying: “W ould you like the fresh est apples in Canada? Shall I offer you the sw eetest pears?” I t ’s enough to tem pt you, is n ’t it? Across Culture: Canada

Maple Syrup /'meipl 'sairop/ - кленовий сироп, популярний у Канаді.

Butter tart /t>At9 ta:t/ - особливий вид тістечка канадського походження.

A fruit vendor /fru:t 'vends/ - продавець, який торгує фруктами з візка або з корзини.

A market stand /'ma:kit stænd/ - торговельний прилавок.

th e b ak er’s at

th e b u tc h er’s th e g ro cer’s

See F irst A id K it, G ram m ar, p . 213

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U n it 5 2. Look and say at what department you can buy these products.

E x a m p l e : W e can buy sugar at the grocerâ&#x20AC;&#x2122;s. 3. Say how the following phrases can describe food shopping in Canada.

E x a m p l e : M a n y Canadians shop for food twice a m onth. twice a m onth; a t a tim e; once a week; maple syrup; high-priced; m arket day; fru it vendor.

VII. Time to Communicate 1. Act as a Canadian and describe your shopping style. Use:

to be displayed on the counters (desks); to be high-priced; to get lost;

to pay a t the cashdesk; to stand in a line; to tem pt

2. In pairs, talk about the way you do the food shopping. Use the pattern. P a tte rn : A: Hey, ... , how often ... ? B: As for me ... . A: Is it common ... ? W h at departm ent ... ? B: Sometimes ... a t the b ak erâ&#x20AC;&#x2122;s and ... a t the diary. A nd w hat about you?

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L tSS UN 3 A: B: A: B: A:

As a rule, ... . The products are ... and ... . Do you like ... ? N ot a t all, b u t ... . ... on a M arket Day. All the products ... and ... . To each his own. 3. Describe your supermarket and how you do the shopping there.

VIII. Time to Write. Compare food shopping in Ukraine and in Canada. Use the Venn Diagramm.

Go to Ex. 75, 76 of your Workbook

5 .3 . Non-food Shopping Word Bank sta tio n e r’s ready-m ade clothes footw ear perfum ery leather goods d etergents casual clothes household goods

Phrase Bank to be aw are of som ething to lose count of some th in g to remove price tags to ru n out of som ething to get a discount to carry somebody away to be n eith er loose nor tig h t on somebody

Communication Box I t ’s a real bargain. I t ’s ju s t the thing!

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Unit 5 I. Conversation Warm-up Look at the pictures and say which store you visit more often and why.

~Fstatio n ery

ready-m ade clothes

footw ear

leather goods

perfum e shop

flo rist’s

E x a m p l e : A s for me, I go to the stationery very often, because I buy new pens or pencils, copy-books or pads.

II- Pronunciation Warm-up Read and practise the sounds /æ /, /t>/. Answer the questions of the dialogue.

S H O P P IN G D IA LO G U E - W h at have you got in your shopping bag? - A p air of tra in e rs, A nice brown cap, A T -shirt, Sport trousers, Two woolen socks, A red-and-w hite football In a wooden box. - Have you been to the dep artm en t store? - No, I have to be a t the m atch a t four.

III. Grammar Smart 1. Play a grammar tennis game asking for request, offering or just doubting.

E x a m p 1e: A: W ould you like new shoes? B: Oh, I ’d love to.

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LbSStlM 3 2. Complete the dialogues under the pictures.

Example: - Should I buy a green blouse or a red one? - I advise you to buy th is one. It is ju s t your style!

- W ould you like... ? - Not really...

- Should I ... or ... ? - I th in k . . . .

- Shall I ...? - Y ouâ&#x20AC;&#x2122;d b e tte r... . - Sure. - Oh, th an k you

- W ould you like ... ? - Exactly. I ... .

143

Unit 5 3. Look at the pictures and say what you should/must or had better do.

E x a m p l e : You should buy clothes on sale. They are m uch cheaper.

IV. Word Smart 1. Match the definition to the names of the shops and make up your sentences with them.

1. 2. 3. 4. 5. 6.

leather goods ready-m ade clothes"* perfum e shop s ta tio n e râ&#x20AC;&#x2122;s footw ear household goods

a) a shop th a t sales ready-m ade clothes; b) a place where you can buy th in g s made of leather; c) a shop th a t sells paper copybooks, pens etc; d) a shop where perfum es are sold; e) the shop which sells th in g s fo r household chores like: soap, w ashing powder, toilet paper; f) a shop where you can buy shoes, boots etc.

E x a m p l e : M y m other buys detergents a t the household goods. 2. Look at the pictures and say where you can buy the following things.

E x a m p l e : W e can buy clothes at the ready-made clothes departm ent.

Lb SUM 3 3. F o llo w the c h a rt and describe yo u r non-food shopping. A dd m ore ideas to every step. ~T7~

You’ve run out of something and decided to have a shopping trip.

2. You’ve made a shopping list.

You’ve invited your friend to join you. 4.

You’ve come to a shopping centre and you are dazzled.

You are aware of the sum of money you have.

6. Your friend finds stores with sales and dis counts.

You’ve bought many things and are very happy.

8. Your friend helps you to carry your shopping bag.

A t home: W rite w h a t you lik e o r d is lik e about non-food shopping. Consider the fo llo w in g points:

Planning a shopping trip. Trying things on. Making choices. Sales. Discount. Spending much time. Spending much money.

Go to Ex. 77, 78 of your Workbook

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Unit 5 V. Time to Listen and Read 1. Listen to / read a part of the story “Sweet Liar” and say if Samantha was an experienced shopper.

S W E E T L IA R ...S am antha lived in New York w ith h er guardian Mike. Today they were w alking to F ifth Avenue - Mike was tak in g h er shopping. They h u rried past store a fte r store w ith b eau tifu l clothes in the windows. They were w onderful and stylish: blouses made of silk, sw eaters and jackets made of wool and leather, cotton sk irts and trousers. She was carried away by th e ir beauty. The more she saw them , the worse she felt: she was aw are of h er aw ful clothes. She was dazzled a t w hat she saw. Soon they m et M ike’s cousin Vicky and he asked h er to buy a lot of clothes for S am antha as she knew much about clothes fo r girls. A bout half an hour la te r S am antha was aw fully tired. W hen she was a child, she had often gone on shopping to u rs w ith h er mum and they had a lot of fun. However, even when she had been w ith h er m other, she didn’t have such a good tim e as she had on th is day. A t firs t she chose a few dresses and tried them on in th e fittin g room. W hen she looked a t herself in the m irro r, she found she looked boring. W hen Vicky offered her help, S am antha agreed w illingly. She p u t on a p e rfe ct-fittin g su it offered by Vicky and she d id n ’t recognize herself. It was ju s t the thing! N either lose nor tig h t on her. The more she looked a t herself the more she liked h er new clothes. Sam antha bought m any, m any item s. She lost count of all th e shoes, dresses and casual clothes. “All th is costs too m uch” , she said. B ut Vicky removed price ta g s... A dapted from “Sw eet L ia r” by Ju d e D everaun The more ... th e more The more ... th e worse See F irst A id K it, G ram m ar, p . 213 A cross C ulture New Y ork City - найбільш е місто СІНА, головний бізнес-центр країни.

F ifth A venue - вулиця в Нью-Йорку, відома своїми дорогими магазинами.

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LbSStlM 3 2. Read the sentences and say the same. Use the more...

E x a m p l e : Read m uch and then you know more. —»■ The more you read the more you know. 1. Have many sport activities, then you’ll feel b etter. -»■ The more ... the b e tte r ... . 2. E at many fru its and vegetables, then you’ll be healthy. -»■ The more ... the h ealth ier ... . 3. W rite more and then you’ll make few m istakes. —»■ The more ... the few er ... . 4. Read more every day and you can finish th e book soon. -»■ The more ... the sooner ... . 5. Play more and soon you’ll become a cham pion. —»■ The more ... the sooner ... . 6. Listen to the native speakers more and then you’ll have a good pronunciation. —»■The more ... the b e tte r ... . 3. Agree or disagree with what is said about Samantha’s feelings on her shopping trip. Explain the reasons. E x a m p l e : - S a m a n th a was afraid to do the shopping. - Agreed. The girl was in New York for the fir st tim e and was afraid. 1. Sam antha felt asham ed. 2. Sam antha was shy. 3. Sam antha was terrified . 4. Sam antha was happy. 5. Sam antha felt sorry.

VI. Time to Communicate 1. Act as Samantha and describe your shopping trip to the department store. Use:

• • • • • •

to to to to to to

be aware of som ething; be dazzled; try som ething on; offer help; remove tags; lose count of som ething.

2. In pairs, talk about your non-food shopping as in the pattern.

P a tte rn : A: I say ... I ’ve ru n out of ... . W h at about ... ? B: W ith pleasure. I ’m so fond ... . A: Great! W h at store ... ? B: F irstly , le t’s go ... and ... . There is a sale and ... . A: And where can we ... ?

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Unit 5 B: Is it a t ... . There is always a big selection . . . . I w ent th ere last Sunday and ... . A: Should I ... or ... ? B: I th in k you’d b e tte r ... on the safe side. A: Thank you ... , you know much about ... . B: My pleasure. 3. Describe your most memorable non-food shopping trip.

VII. Time to Write Write about your non-shopping before Christmas. Follow the plan.

1. 2. 3. 4. 5.

PLA N Do you plan your shopping trip ahead? W hat shops do you usually go to? W ith whom do you usually do the shopping? How long does it take you to do the shopping? W hat do you feel doing the shopping? Go to E x . 7 9 , 8 0 o f y o u r W orkbook

5 .4 . Choosing a Present W ord Bank

souvenir g ift handm ade keepsake

Phrase Bank

to to to to to to

Com m unication Box

be hard to please W h at if we buy... present somebody w ith something W hy don’t we buy... Settled then. be a good choice be a pleasant surprise look for som ething enjoy every m inute of som ething

I. Conversation Warm-up Look at pictures and say which of these things you would like (or wouldn’t like) to get as a present. Why?

E x a m p l e : A s for me I would like to get a book because I ’m fond of reading.

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Lb t SUN A II. Pronunciation Warm-up Read and practise the sounds / 0 / and / 0:/. Say where you usually buy gifts for your friends.

CHOOSING-A-PRESENT CHANT - I ’m going to the departm ent store - W h at for? - I ’m going to the g ift shop. - Stop! Stop! Are you looking for presents? W ill you buy any g ifts? - I ’ll buy one fo r you. - Then I ’ll give you a lift.

III. Grammar Smart Read and learn how to offer and choose a present. Look at the pictures and fill in the mini-dialogues.

-----

- ... is fond of m usic. Do you th in k i t ’s a good idea to present ... w ith a... ? - Sure.

- ... can’t live w ith o u t reading. W h at if we buy a ... ? - I th in k it will be a good choice.

- ... has invited me fo r h e r/h is b irth day. - W onderful! I th in k th is ... will be a pleasant surprise.

- W hy don’t we buy a... fo r ... of her favourite tennis player? - Great! S he/he is so fond of tennis.

a CD book

w .. a soft toy

W *W

a poster

IV. Word Smart 1. Answer the questions.

1. Is your friend hard to please? 2. How long are you looking for a present? 3. To w hat shops do you go to buy a present?

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Unit 5 4. What handmade presents can you present your friends with? 5. What present do you find original? 6. Do you give the same presents to boys and girls? 2. Read the list below and say what you think about when you choose a present for a friend and why. • • • • • •

My friend’s needs. My friend’s age. My friend’s likes/dislikes. The originality of the present. The price of the present. If it is a boy or a girl.

E x a m p l e : First of all I think about m y friend’s likes, because I want to please him /her. ^ At Home. Think and decide what birthday presents your family ■ - ( members would like to get. Fill in the chart below.

Who? Sister

W hat? flowers

How much? 10 hryvnyas

Can you afford it? Yes!

Go to Ex. 81, 82 of your Workbook V. Time to Listen and Read 1. Listen to / read in pairs and say what choice the children have made.

UNFORGETTABLE PRESENTS Ann: Steve: Ann: Steve: Ann: Steve: Ann:

150

Hey, Steve, tomorrow is Helen’s birthday. Have you decided what to present her with? Not yet. I saw a new CD at a music shop. Do you think it ’s a good choice? Oh, I am not sure she would like it. She is not a great admirer of music. Let’s look for something else. W hy don’t we buy a poster or a photograph with her favourite British actor Daniel Redcliffe? Yes, but don’t forget she has already got at least five posters with him in her room! I see. What if we buy a box of chocolate? I know she has a sweet tooth. That would be great! But she is always on a diet.

LtSSIIM A Steve: A nn: Steve: A nn:

T h a t’s tru e. You are so hard to please and w hat about...? Stop it, Steve. Look a t th is soft toy-dog. I th in k it will be a pleasant surprise and a nice keepsake. I hope so and I will also present h er w ith flowers. Settled then. to present - a present to photograph - a photograph to answ er - an answ er See F irst A id K it, G ram m ar, p . 213 A cross C ulture

Daniel Redcliffe - британський актор, яки й зіграв головну роль у ф ільмі «Гаррі Поттер».

2. Fill in the right form of the word.

E x a m p l e : L e t’s choose a nice present (to p resen t) for A nn. 1. 2. 3. 4. 5. 6.

I like your ... . O ur teacher liked my ... . The policemen gave an ... to stop. Thank you for the ... you’ve made fo r me. W hy don’t we go for a ... ? She told me about her ... .

to to to to to to

photograph answ er order com fort walk support

3. Look at the pictures and say which presents children didn’t choose and why.

E x a m p l e : Children d id n ’t choose a box o f chocolate, because H elen is always on a diet.

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Unit 5 VI. Time to Communicate 1. Act as Ann or Steve and describe the way you were choosing a present for your friend. Use:

• • • • •

to to to to to

present somebody w ith something; be a good choice; be in terested in; look fo r som ething else; be a pleasant surprise.

2. In pairs, talk about the way you choose a present for your friend. Use the pattern.

P a tte rn : A: Hey ... . Tomorrow is ... . Have you decided ... ? B: Not yet. I saw ... . Don’t you th in k ... ? A: Oh, I ’m not sure . . . . S he/he is n ’t a g re a t adm irer . . . . L et’s look fo r... . B: W hy don’t we buy ... or ... ? A: Yes, b u t don’t forget ... . B: I see. W hat if we buy ... ? I know ... . A: T hat would be great. B ut ... . B: You are so hard ... . A: Oh ... , look ... . I t ’ll be a pleasant surprise. B: Settled then. 3. Describe the present that may be a pleasant surprise for your friend and why.

VII. Time to Listen 1. Listen to Paul’s talk with a shop assistant and say what book he has chosen for his friend. 2. Listen again and correct mistakes in the statements.

1. 2. 3. 4. 5. 6.

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Paul is looking for a book. The boy is in terested in Geography. He is looking for a present for his boy-friend. Helen adores books about anim als. The friends have read all the books about Alice in W onderful. Paul has chosen a nice poster in th e long run.

LLSS DM 5 VIII. Time to Write Look at the pictures and write your story on them. Give your story a title and present it to the class.

5 .5 . My Progress in English I. Grammar Smart Complete the conversation. Use should, have to, would you, should I, you’d better.

- Excuse me, I need a new sw eater fo r my b ro th er. ... you show me this one? - Sure. B ut it is very small. How old is your brother? - 15. - Then you ... buy these ones: in green or in blue. ... have a look at them ? - Oh, I ’m dazzled. ... buy th is one or th a t one? ... ask your b ro th er to try it on or it may be tig h t or loose on him. - OK. ... we do it rig h t now? - C ertainly. This is the fittin g room. Check if you can: express offer, request or w hat is advisable. (Yes / No)

I ■ 153

Unit 5 II. Word Smart Fill in the right word.

1. 2. 3. 4. 5. 6.

You can buy flowers a t the ... . Paper, pencils and pens are sold a t th e ... . Buy b u tte r and m ilk a t the ... . I ’ve bought a nice p air of shoes a t th e ... . There is a g reat selection of sh irts and dresses a t th e ... . Buy m eat a t the ... . Check if you can:

complete the sentences correctly. (Yes / No)

III. Function Smart Match the lines of offering to buy a present to the lines of agreement/ disagreement.

1. A nn adores tennis. Do you think i t ’s a good idea to present her w ith a new tennis ball. 2. Boris is in terested in computing. 3. W hy don’t we buy nice flowers for Alice? 4. I ’d like to buy a teddy bear for Olha. 5. Steve can’t live w ithout jazz. 6. L et’s present the girls w ith lots of chocolate.

a) A new com puter game will be a good choice. b) I th in k it will be a pleasant surprise. Toys are always to many g irls ’ liking. c) I don’t th in k so. She has dozens of balls a t home. d) W h at if we buy a CD w ith New Orlean jazz? e) I don’t th in k they will like them . Some girls don’t eat sweets. f) Agreed. All the girls like flowers.

Check if you can:

offer a present to buy. (Yes / No)

IV. Time to Read Read and choose the right answers to the questions.

D ear Oksana, Y esterday my siste r and I celebrated our birth d ay s. You are s u r prised, a re n ’t you? W e are not tw ins b u t were born on th e same day, only Alice was 8 years earlier. It has become a good fam ily tra d itio n to celebrate two b irthdays a t a tim e.

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LtSSIMI 5 This year Alice was 21, and it is very im p o rtan t fo r her. O ur granny says it symbolizes becoming an adult. I t ’s an old B ritish tra d itio n and in my fam ily we try to keep them all. I was also presented w ith many w onderful th in g s, like an e-book and J u s tin B ieber’s la te st CD. Have you ever heard them ? Oh, he is great! I ’ve seen his concert and liked his music a lot. His songs are really fa n tastic! B ut m ost of all I liked the em broidered blouse th a t you had sent me! I t’s am azing how you can em broider so well! I was w earing it a t a p arty and all my guests couldn’t help adm iring the blouse and of course me in it! I told them about U krainian tra d itio n s of em broidering. Some girls felt even jealous! I really enjoyed my birth d ay . Mum and Dad and my g ranny gave me money, because I ’m saving it for my trip to U kraine. Maybe you’ll teach me how to em broider and I will make one fo r my sister? I hope you are doing fine. Thanks again fo r your lovely present. Lots of Love, Nancy 1. How old is Nancy? a) 21; b) 13;

c) 8.

2. W hy was her s iste r’s b irth d ay very im p o rtan t? a) because she became an adult; b) because she entered the university; c) because she got m arried. 3. W hat was Nancy presented w ith? a) an e-book and a CD; b) a m usic album and a book; c) an album and an e-book. 4. W hat music did the girl enjoy? a) rock music; b) jazz music; c) pop music. 5. W hat b irth d ay present did her U krainian friend send her? a) an em broidered towel; b) a CD w ith U krainian music; c) an em broidered blouse. 6. W hat for does Nancy save money? a) for h er trip to U kraine; b) for buying a blouse for her mom; c) for a new m usic album.

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U n it 5 Check if you can:

read and understand simple texts. (Yes / No)

V. Time to Listen Listen to the story about American way of shopping and mark the true statements.

1. 2. 3. 4. 5. 6.

A m ericans buy food every week. They buy a lot of food a t a tim e. Most A m ericans like food w ith a long shelf life. The superm arkets in the USA sell only food. A m ericans spend much tim e in the shopping malls. C hildren, especially teenagers, dislike shopping. Check if you can:

listen to a piece of inform ation and u n d erstan d th e de tails. (Yes / No)

VI. Time to Write Write a story under such a title “Once I went shopping ...’ Check if you can:

express your ideas about shopping in w riting. (Yes / No)

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Lb ISDN I

Unit Six: Help Yourself to ... 6 .1 . Whatâ&#x20AC;&#x2122;s for Dinner? W ord Bank

to chew steak to smell cabbage rolls mixed salad appetizers rare

Phrase Bank

to be hungry as a h u n te r to ta ste like nothing else on earth to have a three-course dinner to be full of vitam ins to be low in calories to have a sweet tooth to be stu ffed w ith som ething

C om m unication Box

Frankly, ... I bet, ... For dessert, ... ... a t last! I tâ&#x20AC;&#x2122;s tim e fo r... A lternatively, ...

I. Conversational Warm-up. Look and say what dishes are popular in your country. When do you have them?

pam pushki

lobster

E x a m p l e : Borsch is popular in Ukraine. I often have it fo r dinner.

II. Pronunciation Warm-up. Read and practise the sounds /a i/ and ft/. Answer the questions of the chant.

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Unit 6 D IN N E R CHANT - W h a t’s fo r dinner? W h a t’s fo r dinner? W h a t’s fo r din n er to n ig h t? - I ’m m aking your favourite. Do you w ant a bite? - Thank you, I do. - Does it ta ste all rig h t? - I ’m chewing, and chewing, And chewing, and chewing. - Don’t you like your steak? Don’t you love your grandm a? - I love you, grandm a, B ut the steak is rare.

III. Grammar Smart. 1. Look and recall!

Use y e s/n o questions to get a sh o rt answ er. Begin w ith: Do you ...? A r e you ... ? etc. E x a m p l e : - Do you like tea? - Yes, I do. / No, I don’t. Use y e s/n o questions to express surprise. Begin w ith: D on’t you ... ? A r e n ’t you ... ? etc. E x a m p l e : D on’t you like your steak? (Х іб а тобі не подобається біфштекс? ) a) Let’s play a grammar chain game.

E x a m p l e : A nn: Do you like pizza? Steve: You like p izza, don’t you? H elen: D on’t you like pizza? b) Ask your friend if she / he likes: • varenyky cheese • ham burger sausage borsch • Coca-Cola

• steak • ice cream

2. Read and remember!

Use a lot o f w ith countable and uncountable nouns to talk about a large am ount of food in positive and negative sentences: E x a m p l e : W e haven’t got a lot o f potatoes left. ( countable) W e’ve got a lot of orange juice, (uncountable) Use a little with uncountable nouns to talk about a small amount of food: E x a m p l e : A d d a little butter to the porridge.

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LL $ DM I a) Play a grammar chain game.

E x a m p l e : A: W e haven’t got a lot of cheese. B: True. W e have got a little cheese. b) Tell your friend about the amount of food you have got / haven’t got at home as in the example. E x a m p l e : W e have got a lot of apples a t home. W e haven’t got a lot of bread left. W e have got a little ice cream left.

VI. Word Smart. 1. Study these words and word-combinations and speak about: a) the eating habits in your family.

to have a three-course dinner; to be good at something to be full of something; to be low in something; for dessert. E x a m p l e : Traditionally, we have a three-course dinner. b) your mum’s cooking style. varenyks; cabbage rolls;

to be stuffed with something; mixed salad;

meat dumplings; appetizer.

E x a m p l e : M y mum often cooks m eat dumplings for dinner. 3. Look at the photos and say what different family members enjoy having for dessert.

E x a m p l e : I think the mother enjoys a cup of coffee for dessert.

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Unit 6 V. Time to Listen and Read 1. Listen to / read the description of the typical dinner menu in Lucy’s home and say if it is different from yours. Use the text below.

D IN N E R W IT H LU C Y ’S FA M ILY Classes are over a t last! I t ’s tim e for dinner. Frankly, I ’m h u n g ry as a h u n te r. I can smell m um ’s ta sty borsch even from a distance. Do you happen to know th a t my mum is the w orld’s best cook?! She is especially good a t cooking U krainian dishes, such as: varenyks, halushkas, cabbage rolls, pancakes and w hat not. H er mixed salad tastes like nothing else on E arth. I bet, we’ll have a three-course din n er today. As usual, it will s ta rt w ith appetizers, like cucum ber or cabbage salad, ham or sausage, cheese or smoked fish. I ’ll certainly choose vegetables - they are full of v i tam ins and low in calories. For the firs t course it will be my m um ’s specialty - U krainian borsch w ith pam pushky, n atu rally , mum serves them w ith garlic. The m ain course often consists of chops and mashed potatoes for garnish. A lternatively, we may have varenyki stu ffed w ith cottage cheese. For dessert, I p refer a piece of apple pie and a glass of compote or ju s t a cup of tea. As I have a sweet tooth, som etim es I have my favourite chocolate ice cream , to finish w ith. Here I am a t home. W h a t’s for dinner, m um ?... Across Cultures: Ukraine Cabbage rolls /kashic^ 'roulz/ - голубці Mixed salad /mikst saslod/ - вінегрет Specialty /spejiolti/ - фірмова страва 2. Answer the questions.

1. W h at did Lucy’s m other cook for th e firs t course? 2. W hy does Lucy p refer vegetables, to begin w ith? 3. W h at do they usually have for the m ain course? 4. W ho has a sweet tooth in Lucy’s fam ily? 5. Lucy’s m other is good a t cooking trad itio n al U krainian dishes, isn ’t she? 3. Complete the sentences about Lucy’s family dinner and compare it to yours.

E x a m p l e : Lucy has ... . —»■Lucy has a three-course dinner. M e too. 1. Lucy’s dinner s ta rts w ith ... . 2. Lucy chooses ... .

160

Lb SOM I 3. 4. 5. 6.

For the firs t course ... . The m ain course often consists of ... . A lternatively, ... . For dessert, ... .

VI. Time to Communicate: 1. Act as Lucy and describe your dinner. Use the text “Dinner with Lucy’s Family”.

• • • • •

appetizers; to ta ste like som ething; to serve w ith garlic; fo r garnish; to finish w ith.

ba^ba^ba^ba^

2. In pairs, discuss the dinner menu in your families.

I t ’s dinner tim e. A re you hungry? You usually have a three-course dinner, don’t you? I bet, you s ta r t w ith appetizers. Don’t you have a sweet tooth? 3. Speak about a traditional Ukrainian dinner.

VII. Time to Listen. Listen to the joke about a good cook and say why she refused the new job.

VIII. Time to Write. Write your favourite dinner menu. Follow the format below (p. 159).

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Unit 6 DINNER MENU

6 .2 . I’m a foodie, and you? Word Bank saucepan fry ing pan food processor oven to slice to boil to stew to try to mix

Phrase Bank to sit down to table to ta ste delicious to be a real foodie (gour met) to know much about som ething to take cooking lessons from somebody

Communication Box Help yourself to ... Poor guess! I t ’s me w ho... No doubt about it. I t ’s all Greek to me. Now th a t you m ention it, ...

I. Conversational Warm-up. Look and say what equipment you have in your kitchen. How can you use it?

E x a m p l e : W e have a food processor in our kitchen. W e can use it for c u ttin g vegetables.

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LbSS UN 1 II. Pronunciation Warm-up: Read the Foodie’s Rap and practise the rhythm. Say in what way your mother lays the table for you.

FOODIE’S R A P A knife, a fork, a bottle and a cork, A saucepan, a cup, a plate and a m ug, A spoon, a glass, a napkin and a vase T h a t’s the way mum lays the table fo r us.

III. Grammar Smart 1. Look and recall!

The Present Perfect Tense 1) Use the adverb ever w ith the P resen t P erfect Tense to ask about your frie n d ’s cooking experience. E x a m p l e : H ave you ever m ade biscuits? 2) Use the adverbs su re /n e v e r w ith the P resen t P erfect Tense to talk about your cooking experience. E x a m p l e : I ’ve sure m ade biscuits. I have never cooked borshch. a) Play a grammar question-and-answer game.

E x a m p l e : A: H ave you ever fix e d breakfast yourself? B: I sure have. H ave you ever fried meat? C: No, I ’ve never fried m eat but ... b) In groups, say as many sentences as you can about your cooking experience. Share what dishes you have ever cooked and what kitchen tricks you have ever tried. E x a m p l e : I have taken cooking lessons from m y m um . I have tried to cook cabbage soup. 2. Read and remember! a) Use the P resent P erfect Tense to talk about single or repeated cooking experiences in the past when the date on the action isn ’t im p o rtan t. Time expressions: before, ever, a lrea d y, ju s t a n d y e t. E x a m p l e : K ate has ju s t baked biscuits. b) Use the P ast Simple to talk about single or repeated cooking ex periences th a t happened a t a definite tim e in the past. Time expres sions: y e s te r d a y , la s t week, in 20 1 2 , etc. E x a m p l e : I made a delicious salad yesterday. c) Use the P ast Simple to talk about the succession of kitchen trick s in the past. Time expressions: first, th en , a fter th a t. E x a m p l e : F irst I chopped the butter and m ixed it w ith the flour and eggs, then I m inced it in the food processor. A fte r th a t I p u t the biscuits into the oven.

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Unit 6 a) Play a grammar tennis game.

E x a m p l e : A: already. B: I have already tried to cook pasta. b) Look at the picture and say: 1. W h at the children have ju s t cooked; 2. W hen they did it; 3. W h at kitchen tricks they did firs t, then and a fte r th a t.

E x a m p l e : I t â&#x20AC;&#x2122;s M otherâ&#x20AC;&#x2122;s Day. The children have ju s t cooked pancakes for their mother...

IV. Word Smart. 1. Study these words and describe: a) things you can do in the kitchen.

E x a m p l e : I can slice bread w ith a knife. Kitchen nouns a knife

a saucepan a fry in g pan a food processor

An oven / microwave

164

Kitchen verbs to to to to to to to to to to to to

cut chop slice boil stew fry mince g rate mix bake roast grill

LLSSIIM 1 b) yo u r cooking lessons:

take cooking lessons from somebody know much about something taste delicious 2. Describe any k itc h e n object in the p ic tu re you can use best and le t yo u r frie n d guess. Cover these questions:

1. What does it look like? 2. What can we do with it? 3. Where do we keep it?

ft!

E x a m p l e : I t is round. W e can use it for frying meat. We can keep it in the cupboard. (A frying p a n ) 3. W o rk in groups and make a lis t o f kitch en objects to have i f you w ant to make b re a kfa st/ dinner/supper. Say w hat dishes you w ould lik e to cook. Q^

A t home: Describe yo u r k itch e n . W rite :

• What kitchen utensils you have; • What you can do with them; • What cooking skills you can practise there.

Go to Ex. 89, 90 of your Workbook V. Time to Listen and Read. 1. L iste n to / read in p a irs. Say who is a foodie.

TALKING IN THE KITCHEN It’s a Saturday afternoon. Paul is at Kate’s. The children are in the kitchen, they are going to have tea.

165

Unit 6 K ate: Paul: K ate: Paul: K ate:

Paul: K ate: Paul:

K ate: Paul:

Tea is ready, Paul. Please sit down to table and help yourself to my favourite biscuits. Wow, they ta ste delicious. Y our mum has baked them , h a sn ’t she? Poor guess! I t ’s me who baked them . It was my firs t try . And a very successful one at that. Did you fry them in the frying pan? Of course, not. I made them in th e oven. F irst I chopped the b u tte r and mixed it w ith the flou r and eggs, then I minced it in the food processor. A fte r th a t I p u t the biscuits in to the oven and fifteen m inutes la te r they were ready fo r us. One day you’re going to be the w orld’s best cook, no doubt about it. The biscuits look and smell nice, too. Y ou’re a real foodie. Thank you for the com plim ent. I ’m glad you like the biscuits. Can you cook? I ’ve never been in terested in cooking or food. My mum knows much about it. H er kitchen is very m odern, too. There are all kinds of kitchen equipm ent, such as a microwave, a coffee-m a ker, a food processor, a m ixer and w hat not. She knows a lot of kitchen tricks: chopping and slicing, stew ing and fry in g , b u t i t ’s all Greek to me. I th in k you should take cooking lesson from her. It will do you good. Now th a t you m ention it, I th in k I ’ll try .

Across Cultures: Great Britain A foodie - той, хто цікавиться приготуванням їж і. 2. Say if it is true or false.

1. 2. 3. 4. 5. 6.

K ate knows much about baking. K ate can’t use the oven. Paul com plim ents K ate about cooking. P a u l’s kitchen is well-equipped. Cooking is all Greek to P a u l’s m other. K ate is going to take cooking lessons from P a u l’s m other. 3. Say how the following characterizes food traditions in Kate’s and Paul’s families.

E x a m p l e : K ate is very m uch interested in cooking. She has learnt how to bake biscuits. to be in terested in cooking; to be the w orld’s best cook;

166

to know a lot of kitchen tricks; to have a m odern kitchen.

LbSS UN 1 VI. Time to Communicate: 1) Act as Kate / Paul and describe your cooking experience.

to bake biscuits; firs t try ; to be a real foodie; to know much about som ething; to be all Greek to somebody; to do somebody good. 2) In pairs, discuss your cooking experience as in the pattern.

P a tte rn : A. ... is ready. S it down to ... . Help yourself to ... . B: Wow, ... taste(s) ... . A: Poor guess! I t ’s ... who ... . B: ... a t th a t. Did you ... ? A: Of course not. F irst ... then ... . A fte r th a t ... ! B: One day you’re going to be ... . Y ou’re a real ... . A: Thank you for . . . . I glad you ... . B: I th in k I should ... . From you. I t ’ll do ... . 3) Describe your kitchen and the kitchen tricks you know.

VII. Time to Write. Write a description of a dish you have ever helped your mother to cook. Begin with:

Please, help yourself to ... . I have helped my mum to ... . My mum ... . F irst I ... . Then ... . A fte r th a t ... . One day I am going to ... .

Go to Ex. 91, 92 of your Workbook

167

Unit 6

6 .3 . Mind your Manners Word Bank napkin pocket to behave serviette table m at table coaster etiquette

Phrase Bank to pay atte n tio n to some th in g to beg somebody’s pardon to eat up

Communication Box I ’m afraid , ...

I. Conversation Warm-up. Look at the pictures and say what table manners the children have.

E x a m p l e : The children shouldn’t talk at dinner table.

II. Pronunciation warm-up. Listen and practise the sounds / 01/ and /ei/. Say what table manners you have.

TA B LE M A N N E R S C H A N T W hile eating, don’t talk , Use correctly knife-and-fork. Don’t fidget on your place. N ever let food stay on your face. Try to learn how to behave, And then a t table you’ll be safe.

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LbSStIM 3 III. Grammar smart. 1. Look and recall!

1) Use either ... or ... as linking words to show your choice. E x a m p l e : W e can have lunch either here or a t the café. 2) Use either as a pronoun to name one of two things. E x a m p l e : There’s tea or coffee - you can have either. 3) Use either as an adverb in negative sentences to mean “also” . E x a m p l e : I don’t like ice cream either. ( Я теж не люблю морозиво) a) Play a grammar choice game.

E x a m p l e : A: W e can have either tea or coffee. B: I don’t like coffee. C: I don’t like coffee either. So le t’s have tea. b) In groups, say as many sentences as you can:

- to show your choice in food; - to name one of two th ings a t din n er table; - to explain w hat you don’t do a t dinn er either. E x a m p l e : I ’d like either an apple or an orange. c) what you don’t do at dinner table either.

E x a m p l e : I ’d like either an apple or an orange. 2. Read and remember!

Use too and enough to talk about table m anners. Examples: N ot too + adjective: The baby is not too big to sit at the dinner table. Too + adjective: The girl is too big not to m ind her m anners. A djective + enough: You are big enough to m ind your table m anners. N ot + adjective + enough: Your table m anners are not good enough. Enough + noun: There is enough place for everyone a t the dinner table. N ot enough + noun: There isn’t enough place for everyone at the dinner table. a) Play a grammar opposition game.

E x a m p l e : A: I ’m big enough to try to cook myself. B: No, you are not. You are too young to do that.

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Unit 6 b) Look at the pictures and say if everything is OK with these childrenâ&#x20AC;&#x2122;s table manners.

E x a m p l e : The boy is too active to sit a t the dinner table.

IV. Word Smart. 1) Miss Joy knows much about table manners around the world. Now she answers our questions about how English children behave at dinner table. a) What do they eat with?

spoon, knife, fork

170

LL SUM S b)

How do the y p ro te ct a ta b le top fro m food o r d rin k ?

A table coaster

A table mat

c) How do they p ro te ct th e ir clothes fro m food o r d rin k ?

2) Com plete M iss Joy’s s to ry and re te ll i t to yo u r frie n d .

MISS JOY’S STORY We, the English, pay much attention to ... . We teach our children how to ... at dinner table. There are special rules about eating . . . . First of all, we put ... and ... on the table for dinner to protect . . . . We place . . . t o right of a plate and ... to the its left. Of course, we use ... to pro tect our clothes. If you follow these ... nobody will say that your table manners are ... . 3) W o rk in groups and make a lis t o f do’s and don ’t 8 a t the dinner table.

Do’s Use a knife and a fork.

Don’ts Don’t talk while eating.

A t home: W rite w h a t you lik e and / o r d is lik e about ta b le m anners.

Go to Ex. 93, 94 of your Workbook

171

Unit 6 V. Time to Read 1) Read and name three things that made the school dinner special.

A SCHOOL D IN N E R ON A SNOW Y DAY PART I It snowed steadily th ro u g h the n ig h t and I woke n ex t m orning to see the w hite world outside. The school garden, the playground, the neigh bouring fields, and the d ista n t downs were in deep snow. As ‘snow days’ were unheard of in those tim es, I had to stru g g le my way to school. There were only eighteen children in school that day and because of that there was a real family feeling in the air. W hen dinner time came, it turned out th a t the snow was too deep to let the dinner van to arrive in time. So the teacher broke the news to the children and said we were all staying a t school for dinner. She asked Mr. W illet, th e ja n ito r, to go to the shop and get some bread, tin s of stewed steak, apples and - toffees! It seemed a good mixed diet, not exactly full of vitam ins b u t nourishing and quickly prepared... . PART II D inner was a huge success. The children had b ro u g h t one of the long tables from the in fa n ts ’ room and set it by the stove, while the teacher opened tin s of steak and cut bread over in the s ta ff room. L ittle Jim m y w anted to help, so he w andered round th e s ta ff room inspecting the kitchen equipm ent. “And w h a t’s th is, m iss?” “T h a t’s for m ashing potatoes.” “My mum uses a fork. W h a t’s th is? ” “A te a -stra in e r.” “W h at fo r?” “To catch the tea leaves. Pass the salt, please. A nd th e pepper, d e ar.” “W h at do you w ant to catch tea leaves fo r?” “Because I don’t like them in my teacu p .” “W h at do you do w ith them when you’ve cau g h t them ?” “Throw them aw ay.” “W ell, why catch them if you throw them out a fte r? ” The teacher took the te a-strain e r to the sink and showed Jim m y w ith w ater and bits of bread crum bs how it worked. The dem onstration was successful, and when the teacher presented him w ith an old tea-strain er, to keep the tea leaves out of his own cup a t home, he was delighted. We had dinner w ith g reat good-hum our and w ith o u t any table mannerS" '

A dapted from Miss Reed “Village School” to w ander to wonder See F irst A id K it, W ord S p ellin g , p . 216

172

LbSSИМ З Across Culture: The USA / Great Britain

Miss Read, or Dora Jessie Saint (17 A pril 1913 7 A pril 2012), - an English novelist, a schoolm istriss by profession.

Snow Day - день, коли відміняю ться уроки в ш колі через сильні снігопади.

2) Answer the questions.

1. 2. 3. 4. 5.

W hy did the children have an im provised din n er a t school? W h at did they have for dinner? W ho fixed din n er for the children? W h at kitchen objects were of help? W ere table m anners easy enough to follow? 3) Say what characters of the story have these thought. Hooray! No table m anners!

VI. Time to Communicate. 1) Act as Jimmy / the teacher and tell your parts of the story.

to assist; to inspect the kitchen equipm ent; to be a huge success; no table m anners.

a good mixed diet;

173

Unit 6 2) In pairs, talk about your table manners as in the pattern.

A: B: A: B: A: B: A: B: A: B:

I th in k it is very im p o rtan t to ... . Please tell me w hat I should ... . F irstly, rem em ber to ... and ... . Besides, ... . And w hat about ... ? You’ll be safe if ... . N ever ... . Should I ... or ... ? I th in k you’d b e tte r ... on the safe side. Thank you ... , you know how to ... . Mind ... . Don’t w orry, I will. 3. Describe your most memorable school dinner.

VII. Time to Write Write a list of table manners for your school canteen. Use the ideas below.

* N o Peaching

Be Grateful Mouth Closed

Please'’ and "Thank S it Up Straight Hold V Silverwore Correctly I No Elbows

E x a m p l e : Please don’t play in the school canteen.

Go to Ex. 95, 96 of your Workbook

174

LI t« H *

6 .4 . Holiday Foods Word Bank sponge cake cu stard bland b itte r sour appetizing

Phrase Bank to make a cake to count on somebody to do somebody a favour

Communication Box W h at does ... taste? W h at does ... smell? Help yourself to ... . May I tre a t you to ... ? Yummy! It tastes deli cious. It smells good.

I. Conversation Warm-up. Look at the pictures and say what holiday a Ukrainian family is going to celebrate. Why?

E x a m p l e : They are going to celebrate Christm as because there are twelve dishes on the table.

II- Pronunciation Warm-up. Listen and practise the sound /e i/. Say how you mark birthdays in your family.

BIR TH D A Y TALK - Do you have a sister? - H er name is May. Today is h er b irth d ay . - A re you m aking a cake? - I ’m m aking a big one w ith lots of fru its. - It will be delicious. Isn ’t it good?

III. Function Smart. Read and learn how to talk about tastes and smells of food.

175

Unit 6 a)

- W hat does ... taste? - Yummy! It tastes delicious and sweet.

- W hat does ... smell? - It smells appetizing!

- Help yourself to ... . Do you like it? - Oh, it smells good b u t it tastes bland.

- May I tre a t you to ... ? - Thank you. How nice they smell!

Pudding

Fried chicken

Pineapple

Grapes

IV. Word Smart 1) In groups, talk about what your favourite food smells and tastes. Begin with:

If you ask me, I like ... . . . . i s my favourite dish. It smells ... . Besides, it tastes ... . A t the sig h t of it I .......

176

Lb SUM

2) In pairs, discuss your food choices as in the pattern. -

How do you like chips with ... and ... ? You can take either. They taste ... for me. I prefer ... . And I like Lucy’s apple pies. They smell ... and taste . . . . Agreed. Lucy is ... . At home: Describe tastes in food in your family.

Go to Ex. 97, 98 of your Workbook V. Time to Listen and Read 1) Listen to / read in pairs and say if Ann can count on her friend.

TALKING ABOUT A BIRTHDAY PARTY Ann: Steve: Ann: Steve: Ann: Steve: Ann: Steve: Ann: Steve: Ann: Steve: Ann:

Hi, Steve, Ann is speaking. Tomorrow is Helen’s birthday. Has she invited you to her birthday party? As a matter of fact, she has. Why do you ask? I’m coming to her birthday party, too, and I need your help. You can count on me. What can I do for you? I’m making a birthday cake for Helen. It’s her favourite sponge cake, with custard and a lot of fruits. Wow! I bet, it will taste absolutely delicious! I hope so. A t least it smells appetizing. I can’t wait to try it! W ait, wait, Steve. I’m calling to ask if you could do me a fa vour and come to my place tomorrow before the party and ... Let me guess - and help you to carry the cake to Helen’s, right? Exactly. favour - favourite Don’t worry, I will. Thanks a lot. See you soon. See F irst A id K it, W ord-building, p . 214 Across Culture: Great Britain Custard - заварний крем, традиційний англійський десерт.

2) Fill in favour or favourite. 1. 2. 3. 4. 5.

Could you do me a ... ? It’s Helen’s ... sponge cake. Can I ask you a ... ? Ca we have strawberries? They are my ... . W hat’s your ... colour?

177

U n it 6 3) Look at the pictures and say what the children did not talk about.

VI. Time to Communicate. 1) Act as Ann or Steve and describe the preparations for your friend’s birthday party.

• • • • •

to in v ite to a p arty ; to ask fo r help; to count on somebody; to do somebody a favour; to carry som ething to somebody’s place.

^ to ^ to ^ to ^

2) In pairs, complete the dialogue between two friends at a birthday party.

Help yourself to some lemon cake. W hat does it smell? W hat does it taste? Bon appetite! 3) In pairs, read the birthday party menu and discuss your tastes.

B IR T H D A Y P A R T Y M EN U 1. fr u it salad 2. apple pies 3. p izza 4. chips w ith bacon 5. chocolates 6. Coca-Cola

178

LbSS UM S VII. Time to Listen 1) Listen to the joke and say what the boy is suffering from. 2) Listen again and role-play the joke.

VIII. Time to Write Look at the picture and write a thank-you note after your friend’s birthday party. Use the format below. D ear ... . Thank you so much for ... . The p a rty was ... Y our mum is the w orld’s ... .

... tasted like ... .

Y ours,

•Go to Ex. 99, 100 of your Workbook I

6 . 5 . My Progress in English I. Grammar Smart Complete the story. Use is, have sold, tastes, go, doesn’t smell, goes, was My favourite dish ... 1) the ham burger. To me, it ... 2) like n o th ing else on earth. You will be surprised to know th a t it ... 3) of ham, though. The tru th is th a t there is no ham in the ham burger, th ere is ham only in its name. The ham burger got its name from th e German town of H am burg, which ... 4) fam ous fo r its steaks. German im m i g ran ts to the U nited S tates treated th e ir new friends to th e “ham burger steak”. The story ... 5) th a t in 1904 ham burger steaks were served on buns for the firs t tim e. This became the usual way of eating h am bur gers - they tasted so good! L ittle by little, the ham burger became th e m ost popular A m erican food. All fast-food re sta u ra n ts, such as M cDonald’s and B urger K ing, ... 6) m illions of ham burgers th is year. My friends and I often ... 7) to b irth d ay p arties there. A good ham b u rg er is a real tre a t. Check if you can: use tense form s correctly. (Yes / No)

179

Unit 6 II. Word Smart Fill in the right word.

1. 2. 3. 4. 5. 6.

F ru it salad is full of ... . W e’ll have a three-course ... today. My mum knows a lot of kitchen ... . The pudding tastes ... . Mind your table ... . Y ou’re a real ... . Check if you can:

complete the sentences correctly. (Yes / No)

III. Function Smart Match the lines of offering food to the lines about its taste / smell.

1. Help yourself to some biscuits. 2. This is my favourite sponge cake. 3. How do you like th is apple pie? 4. May I tre a t you to some grapes? 5. W ould you like some peaches? 6. L et’s have a cabbage salad to begin w ith.

a) Wow! It tastes like n othing else on earth! b) W ith pleasure. I love peaches and apricots. c) They smell delicious! d) No, thanks. I ’m not a fru it person. e) It smells good, b u t the apples taste a b it sour. f) Agreed. Vegetables are full of vitam ins.

Check if you can:

express your tastes in food. (Yes / No)

IV. Time to Read Read a letter of the English boy Phil. Choose the right answers to the questions.

I t ’s lunch tim e - tim e to have a sandw ich, which is popular as a lig h t midday meal in England. Sandwiches are two or more slices of bread and b u tte r w ith m eat, cheese, tom ato or o th er products between. The best th in g about a sandwich to me is th a t I can eat it w ith my hands. It means no knife, no fork, no table m anners. F an tastic, is n ’t it?

180

LtSSIMI 5 I usually buy sandwiches from sandw ich bars which sell a lot of d if feren t sandwiches - even those in A m erican style. For example, dog wood sandwiches - very large ones filled w ith a v ariety of m eat, cheese and the like. You have noticed th a t I ’m a sandw ich person. Even more so, because my granny was born in the town of Sandwich ( it’s on the south coast of K ent). She says th a t the firs t sandw ich appeared rig h t th ere about 300 years ago. It was invented by the 4th Earl of Sandwich, H enry Sandwich, as a quick and easy meal while card playing. May I tre a t you to a sandw ich, too? 1. W hen do English people have lunch? a) in the m orning; b) early in the afternoon; c) late in the afternoon. 2. W hat do m any English people have fo r lunch? a) porridge; b) bacon and eggs; c) a sandwich. 3. W hat is a sandwich? a) a slice of b u ttered bread; b) two slices of bread; c) two or more slices of bread w ith some products between. 4. How should you eat a sandwich? a) w ith your hands; b) w ith a knife and a fork; c) w ith table m anners. 5. W hat is a) They b) They c) They

not are are are

tru e about dogwood sandwiches? very large; filled w ith m eat or cheese; in B ritish style.

6. W hen did firs t sandwiches appear? a) in the 20th century; b) in the 19th century; c) in the 17th- 1 8 th centuries. Check if you can:

read and u n derstand simple texts. (Yes / No)

181

Unit 6 V. Time to Listen Listen to the story about an American boy’s tastes in food and mark the true statements.

1. 2. 3. 4. 5. 6.

Brendon knows much about food. Brendon has a sweet tooth. The boy can cook in tern atio n al dishes. Brendon takes his cousin out to eat. The boy’s grandpa can cook very well. B rendon’s ham burgers ta ste fan tastic. Check if you can:

listen to a piece of inform ation and u n d erstan d th e de tails. (Yes / No)

VI. Time to Write Write a detailed answer to the question “I’m a foodie, and you?” Check if you can:

express your ideas about cooking in w riting. (Yes / No)

182

LIIIOH I

Unit Seven: Welcome to the English-speaking World 7 .1 . So Many Countries So Many Cultures Word Bank s tra ig h t A ’s beforehand abroad score rare observe excursion

Phrase Bank to be a lifelong dream not (to behave) like a bull in a China shop to feel a t home cu ltu ral do’s and d o n t’s to have a m ind trip to... to come tru e

Communication Box Don’t you know? Now I see. I’d very much love to! M eanw hile,... You’d b e tte r (do). I t’s not half enough.

I. Conversation Warm-up Look at the flags and say which of the English-speaking countries you would like to visit and why.

☆

* ☆

the USA

New Zealand

E x a m p l e : I ’d like to visit Great B rita in because I w ant to see Queen E lizabeth the Second.

183

Unit 7 II. Pronunciation Warm-up Read and practise the sounds /ei/, / 0 /. Say in what countries you have international friends.

W E A R E O NE W O R L D Phil lives in England, M artha lives in the USA, B ut both like to go m useum s And have huge sightseeing plans fo r May. B arbara is from Poland, Lucy is from U kraine. B ut both can create poems, Do puzzles and play games. Children live all over, The w orld’s a g ian t ball. B ut fa r and near, i t ’s very clear W e’re one world a fte r all.

III. Grammar Smart 1. Look and recall.

Use W h-questions - w h a t, w here, w hen, w h y if you w ant to get more inform ation. E x a m p l e : W here does Lucy live? a) Play a grammar chain game. Ask and answer questions about

E x a m p l e : A: W h a t is the capital o f Great Britain? B: I t is London. W h a t river is London situated on (located on)? C: I t is situated on (located on) the Tha mes.

G reat B ritain Canada A u stralia New Zealand th e USA

b) Look at the pictures and put questions to the answers given (p. 182).

184

LLSS UN I Example: - W here do - ... ? - ... ? E nglishm an buy - I t is porridge. - Kangaroo lives in Australia. fresh baked bread? - A t the corner shops, I think.

... ?

- Canadian boys enjoy playing hockey.

...

- I t ’s M cDonald’s.

- ... ? - Teenagers o f the U SA like to spend tim e in the mall.

- ... ? - I t ’s a favourite sport in B ritain.

2. Read and Remember!

1) Use So do I /S o am I /S o can 1 / when you w ant to say th e same about yourself in reaction to your frie n d ’s statem ent. E x a m p l e : 1. - I w ant to see London. - So do I. 2. - I am interested in London’s history. - So am I. 3. - I can go sightseeing on foot. - So can I. 2) Use N either do I/N eith e r am I/N eith e r can I / when you w ant to say the same about yourself in reaction to your frie n d ’s negative statem ent. E x a m p l e : 1. - I don’t have tim e to see everything in London. - N either do I. 2. - I am not ready for a boat trip along the Tham es yet. - N either am I. 3. - I can’t take pictures in the B ritish M useum . - N either can I. a) Let’s play a grammar tennis game.

A: I know som eting about G reat B ritain. B: So do I. B ut I don’t know much about New Zealand. A: N either do I.

185

U n it 7 b) In pairs, match the statements to the responses.

S tatem en ts

Responses

1. 2. 3. 4.

I have learned about anim al life in A u stralia. » a) N eith er do I. I don’t know much about Maori people. \ b) So am I. I can go to London in sum m er. ' c) N eith er have I. Phil doesn’t play hockey as his Canadian *d) So have I. friend Jerem y. f) So can I. 5. I ’m good a t English trad itio n s. g) N eith er do I. 6. My English friend Lucy h asn ’t visited the USA yet.

IV. Word Smart 1. In groups, read the fact files about some English-speaking countries and present them to the class. S torno w a y

Loch Ness S c o tla n d D undee

N o rth

Perth 0

A t la n t ic Ocean

No rt h

• St. Andrews

G las g ow ■-

Sea

• A yr

Londonderry J e r r y * N ortn ei.. Ireland • B e lfast

\y T

1A b erde en

D um fries C arlisle D a rlin gton 0 ° M id dle sbrou gh

Great Britain Irish s e % ° * ° n } 7 .

t, D ub lin o Ir e la n d W a te rfo rd * c o rk .

------------------St. G e orge 's C hannel

H olyhead u y ^ p Q Q j

Sh effield _

Area: 229, 850 km 2; Population: 62,300,000; 4 p arts: England, Scotland, W ales, N orthern Ireland; Queen Elizabeth II; Rivers: The Thames, th e Severn; The h ighest m ountain peaks: Snowdon, Ben Nevis; Capital: London.

England N ottin gh am B irm in g h a m . : Le ic e s te r N orw ich C oventry' »N o rtha m p ton in<swjr t w yeR Severn r cam SridgeP5^ IW OXJ0 ,d C a rd iff • Bath*

Southampton

C o lc h e te r C anterbury

CB righ ton Ex? ,e r 0 Po rtsm o uth Plym outh . T orba yD o rc h |S te r( / s h °T ru ro

Channel _

Area: 9, 631, 419 km 2; Population: 295,734,134; 50 states; R ivers and Lakes: the M ississippi, the M is souri, the G reat Lakes; M ountains: the Rocky M ountains; N atives: Indians; Capital: W ashington.

186

L L SS UN I Area: 9,984,679 km 2; Population: 29,500,000; Queen Elizabeth II N atives: In n u its, Indians; R ivers and Lakes: the N iagara, G reat Lakes, StL aurence river; Capital: O ttaw a

A country and a continent; Area: 7,700,000 km 2; Population: 20 min; Queen Elizabeth II; R ivers: th e D arling, th e M urray; N atives: A borigines Capital: Canberra.

SOUTH e Beach

PACIFIC

OCEAN

Wangarei

autaki Gulf Great Barrier Island

Aucklai

North Island

8ay ot Plenty »Tauranga * Rotorua Gisborne* New Plymouth* Lake Taupo «Napier A | A M n • Hastings • Palmerston North Hamilton*

Nelson*

Island

WELLINGTON *

• Kaikoura

2 islands: N orth island, South island; Area: 268,000 km 2; Population: 3,600,000; Queen Elizabeth II; M ountains: the Southern Alps; N atives: Maori people; Capital: W ellington.

■^••Christchurch jn d * «Timaru £ Queenstown . 0amatu •Te Anau

»Dunedin

• Invercargill Stewart Island

2. Answer the questions:

1. W hat is your lifelong dream ? 2. W h at m ust a trav eller to English-speaking countries know not to behave like a bull in a china shop? 3. W h at cu ltu ral do’s and don’ts do you know? 4. W hat excursions do you like to have in an English-speaking country? 5. W h at m ust a trav eller know to feel a t home in any English-spea king country? 6. How m ust you plan a trip abroad?

187

Unit 7 At home: Write what countries you would like to visit and why.

Go to Ex. 101, 102 of your Workbook V. Time to Listen and Read 1. Listen to / read in pairs. Say what information can help you to feel at home in the English-speaking countries.

TO KNOW A LANGUAGE IS TO KNOW ITS CULTURE PART I Steve: Ann: Steve:

Ann: Steve: Ann:

Gee! Look at my English test scores - they’re straight A ’s. What do you mean? I can see elevens and even a twelve in your paper. Don’t you know? In America they use letter grades. A stands for an eleven or twelve and F means ‘fa ils’. So, as language learners, we can speak as American kids do. I see. Congratulations. Now you can travel in the English-speak ing world easily. I’d very much love to. Touring London, W ashington D.C., Otta wa, Canberra is my lifelong dream. One day it will come true, I’m sure. Meanwhile, you shouldn’t waste time. You’d better get ready for the trip beforehand. To know a language is to know its culture, as our English teacher says. PART II

Steve: Ann: Steve: Ann: Steve:

Ann: Steve:

188

I have already learnt a lot about great inventors and inventions, music and TV culture, places to visit and popular hobbies in some English-speaking countries. Good of you, but it ’s not half enough. There is much more to learn about the English-speaking world: writers and books, ac tors and film s, singers and songs, art and artists. I know, I know. There are also important cultural do’s and don’ts to understand, not to behave like a bull in a china shop abroad. Exactly. What do you think of having a mind trip to the Eng lish-speaking world first? That’s a good idea. It will help us to feel at home in an Englishspeaking country when an opportunity presents itself. I have already learnt something about popular meals and school life in some English-speaking countries, the way they do the shopping and spend their weekends. As I’m a great admirer of animals and rare plants, I’d like to go to Australia and look at the platypus and rat kangaroos. It’ll be great!

Lb SS ИМ I cu ltu re - cu ltu ral history - historical education - educational See F irst A id K it, W ord-building, p. 214 A cross C ulture

'у ;

P latypus - качкодзьоб, водоплавний ссавець, який меш кає в Австралії.

R a t K angaroo - маленькі кенгуру.

K oala - маленький ведмідь, яки й ж иве на евкаліптових деревах, їсть до 1 кг листя і спить до 15 годин щоденно. 2. Fill in the right form of the word.

1. 2. 3. 4. 5. 6.

culture ag ricu ltu re education in d u stry h istory music

W h at are the cultural do’s of G reat B ritain? I know little about th is ... area. Testing is a big ... problem. B ristol is a big ... city. It is a well-known ... event. I adore th is ... program m e.

3. Fill in the grid below with the information about Steve and Ann.

Steve E x a m p l e : has grades “A ” in English.

A nn

189

Unit 7 VI. Time to Communicate 1. Act as one of the children and speak about your lifelong dream. Use:

• • • • • •

to be a lifelong dream ; cu ltu ral do’s and don’ts; to feel a t home; not to behave like a bull in a china shop; to have a m ind trip ; to come tru e.

2. In pairs, talk about your English-speaking country as in the pattern. P a tte rn : A: Gee! Look a t ... . B: W hat do you mean? I can see ... . A: Don’t you know? In ... . So, as language learners, we can ... . B: Now I see. C ongratulations! Now you can ... easily. A: I ’d very much love to. ... is my life-tim e dream . B: One day ... , I ’m sure. Y ou’d b e tte r ... . A: I have already ... . B: Good of you, b u t i t ’s not half enough. There is much more to ... . A: I know, I know. It will help ... .

VII. Time to Listen 1. Listen to Sarah’s story about spring in Australia and say if it comes at the same time as in Ukraine. 2. Listen to the story again and mark the true and false statements.

1. Many A ustralians spend C hristm as on th e beach. 2. Sum m er also s ta rts in Ju n e in A ustralia. 3. Sarah enjoys spring, because she can be out of doors in any spring m onth. 4. Sarah feels as if in the country of Oz in the m ountains. 5. C entral desert is especially b eautifu l in autum n in A u stralia. 6. November is a spring m onth in A u stralia.

VIII. Time to Write Plan a trip to any English-speaking country. Use the plan:

• country; • place to see; • cu ltu ral do’s and don’ts.

190

Lb ISDN 1

7 .2 . Discovering English-speaking Countries W ord Bank

to cross to reach children crew voyage in h ab ita n t province percentage b attle countrym en

Com m unication Box

Phrase Bank

to make an unforgettable im pression on somebody to make a journey the re st of oneâ&#x20AC;&#x2122;s life point of view to conduct an expedition to make a map to claim som ething for somebody to achieve balance

I t â&#x20AC;&#x2122;ll be in te re stin g for you to know. F ar not everybody... There is evidence... H istorically,

I. Conversation Warm-up Look at the photos and say what these people have to do with Englishspeaking countries.

Queen Elizabeth II

B arak Obama

David Beckham

P e te r Jackson

Canadian hockey team

E x a m p 1e: I th in k Queen E lizabeth I I is the head o f the U nited K ingdom o f Great B rita in and N orthern Ireland.

II. Pronunciation Warm-up Read the poems (p. 189) and practise the rhythm. Say what unites these great people.

191

Unit 7 PO EM L et's rem em ber Columbus In fourteen hundred and ninety-tw o Columbus sailed the ocean blue... L et's sing tog eth er th is old song A bout the voyage th a t took him long; A bout the sailors, those stro n g brave men. L etâ&#x20AC;&#x2122;s sing and rem em ber them all again!

C A P T A IN CO U RA G EO U S Nelson Brooke knows much about Cook. W hat does he know? Look fo r yourself. Captain Courageous, brave sailor a t th a t. He discovered New Zealand and in nine m onths A u stralia. The g re a test explorer, in fact.

III. Grammar Smart 1. Look and recall.

1) Use th e when you w ant to speak about â&#x20AC;˘ Seas, oceans and rivers E x a m p l e : The M ississippi river is the longest river in the USA. 2) Do not use th e or a (a n ) when you w ant to speak about towns. E x a m p l e : London is the capital o f Great B ritain. a) Play a grammar completion game.

1. 2. 3. 4. 5. 6.

The biggest riv er in U kraine is th e D nieper. The capital of B ritain is ... . The capital of the USA is ... . The longest riv er in the USA is ... . U kraine is washed by ... . The Crimea is in ... . b) Label the pictures. Use the where necessary.

Thames, O ttaw a, W ellington, A tlan tic ocean, Sea of Azov.

192

LtSSUM 1 2. Look and remember! 1) Use th e when you w ant to speak about: • the p a rts of the world - th e South, th e N orth, th e W est, th e E ast E x a m p l e : U kraine is in the W est. • the names of the ships E x a m p l e : Jam es Cook had his sea voyage on board the Endeavour. 2) Do not use a /a n , th e when you w ant to speak about: • continents E x a m p l e : Columbus swam to Asia. • proper names E x a m p l e : Jam es Cook is a great explorer. • the names of the countries E x a m p l e : Canada is the north o f America. • names of the seasons E x a m p l e : Spring is a w onderful season. a) Play a funny questions game. Use the words from the box below.

E x a m p l e : A: Does the crocodile live in the North? B: No, he doesn’t. H e lives in the South. w hite bear aborigines

koala bear Canadians

Indians crocodile

kangaroo In u its

b) Say where your town is:

• • • •

p a rt of the world continent country riv e r/se a

IV. Word Smart a) Match the verbs to the nouns and make up sentences with them.

1. 2. 3. 4. 5. 6. 7.

to to to to to to to

c ro ss—__ reach explore discover make find conduct

~~ —— ~~

a) b) * c) d) e) f) g)

th e land th e way the sea the country a trip th e coast the expedition

E x a m p l e : Ch. Columbus crossed the sea three times. b) Read words and word combinations from the box (p. 191) and say:

1. who takes p a rt in discoveries; 2. w hat explorers do on a sea voyage.

193

Unit 7 to to to to to to

find the way to sail (sailor) conduct an expedition claim som ething for somebody draw maps explore unknow n lands

captain explorer a sea voyage seamen crew

E x a m p l e : I believe courageous seamen take p a rt in discoveries. They conduct sea expeditions. c) Look at the pictures and select information about each great explorer from the sentences below.

R obert Scott, G reat B ritain

Information Box H e is a national hero.

• • • • • • •

He He He He He He He

Konald A m undsen, Norway

Information Box H e is a great A rctic explorer.

is a national hero o f B ritain. is a great A rctic explorer from Norway. made a risky journey to A ntarctica. took sleds and dog team s. took ponies and a few dogs only. kept a diary in which he described his hard journey. w anted to be the firs t person a t th e South Pole.

LL SUM 1 • • • • • •

He put up a tent and a flag near it and claimed it for Norway, He lost the race against another great explorer. He died of extreme cold and hunger on the way in the ship. People admire his bravery and will power. He beat another great explorer in the race to the South Pole. His countrymen can’t help admiring his wisdom and courage.

^ A t home: F in d the in fo rm a tio n about an e xp lo re r who discovered any | J I'1- co un try.

Go to Ex. 105, 106 of your Workbook V. Time to Listen and Read 1. L iste n to / read w h a t c h ild re n fro m d iffe re n t E nglish-speaking co untries say about the discoveries o f th e ir co untries and say how the countrym en honour them .

Today is October 12, an American public holiday. On this day we honour Christopher Columbus, the Italian sailor and explorer who was the first European to discover America in 1492. It’ll be interesting for you to know that this great man didn’t know that he discovered America. He was trying to find a new way to Asia, so he sailed to the west from Spain. Even when he crossed the Atlantic, he thought it was the coast of Asia. He continued to believe that for the rest of his life Columbus made three more journeys to America. But some scientists believe that the first discovery of our country by Euro peans was about 500 years earlier. So many scientists, so many points of view! Do you know that one great man discovered two countries - New Zealand and Australia? It is the pride of the British nation - James Cook. He discovered New Zealand and in nine months Australia. He made three journeys by sea to the Pacific ocean and became the first European to arrive at the east coast of Aus tralia. His ship - the “Endeavour” first found New Zealand and then crossed the Tasman sea to reach the smallest continent in 1770. The beauty of its nature and childlike natives - aborigines - made an unforgettable impression on him. He called that land “Botany Bay”. It took his crew more than six months to do a very difficult job - to draw maps of the coasts of Australia and New Zealand. That peacefully changed the map of the world.

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Unit 7

A rth u r Mackenzie

Jacques C artier

Canadians adm ire th e ir n a tio n ’s history. W e know about original in h ab itants of the country - Indians and In u its, b u t I ’d like to say a few words about European exploration. F ar not everybody knows th a t the firs t European visito rs to Canada were the V ikings from Iceland and Greenland. There is evidence th a t they settled in Canada around AD 1000 b u t nobody knows how long they stayed and w hat happened to them . The French explorer Jacques C artier came to Canada in 1534 and claimed it for France. There were about 60 000 French settlers and it form ed a good percentage of today’s French Canadians. B ut the B ritish arm y also struggled for power in Canada and a fte r m any b attles the balance was achieved. S ir A rth u r Mackenzie founded B ritish Columbia while Quebec and its te rrito rie s rem ained French. As you see, th e two languages - French and English - appeared historically. Across Culture Aborigines /.gebo'nd^oinz/ - корінні меш канці А встралії.

New Zealand /.njui'zidond/ - Нова Зеландія країна, розташ ована на островах поблизу А встралії.

Anno Domini (AD) - до наш ої ери (певна к іл ь кість років до народж ення Ісуса Христа).

Iceland - Ісландія, острівна країна в А тлан тичному океані, відома своїми вулканами і гейзерами.

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LbSS UN 1

2. Fill in the right form of the word.

1. 2. 3. 4. 5.

Ronald A m undsen is the p rid e of Norway. R obert Scott died of cold and ... . C aptain Cook is a ... sailor. I can’t help adm iring the g reat m en’s ... . A m ericans are very ... of Columbus.

p ro u d hungry bravery wise pride

3. Look at the pictures and reproduce the episodes where their explora tions are described.

VI. Time to Communicate 1. Act as one of your international friends and speak about the disco very of your country. Use:

Jerem y (Canada)

Phil (USA)

Sarah (B ritain)

• to make a journey; • to conduct an expedition;

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Unit 7 • • • •

to to to to

make a map; claim som ething for somebody; explore unknow n lands; be the national pride of the country.

2. In pairs, discuss the discovery of English-speaking countries. Use the pattern.

P a tte rn : A: B: A: B: A: B: A: B:

I say ... , w hat holiday do A m ericans celebrate on ... ? As fa r as I know, it is ... you know. Columbus ... . T h a t’s tru e, b u t there is evidence th a t ... . Exactly. Every country is proud of its ... . Take Captain Cook who ... and ... . F ar not everybody knows, th a t ... . B ut u n fo rtu n ate ly ... . You are rig h t. B ut his countrym en ... and ... . All ... are national heroes. 3. Imagine you are a historian. Speak about the discovery of any Englishspeaking country.

VIII. Time to Write Write a list of questions for more information you’d like to ask your international friends about the history of their countries.

7 .3 . Seasons and Weather of the English-speaking Countries Word Bank desert blossom splendid spot w reath brook well

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Phrase Bank a bouquet of flowers maple tree to be th rillin g to make a real sensation to be sorry for somebody to miss somebody/someth in g to stare a t som ething

Communication Box It occurred to m e... A t la st...

LbSS UM 3 I. Conversation Warm-up 1. Look at the photos and guess in what country you can find these wonders of nature.

N iagara Falls

M ount Cook in the Southern Alps

desert

tu n d ra

The G reat Lakes

The G reat B arrier Reef

E x a m p l e : W e can see the N iagara Falls in the U SA and in Canada.

4o4 ii. Pronunciation Warm-up Read the rhymes and practise the sentence stress. Say what message these rhymes convey.

Autumn W eather Rhyme It It It It

was was was was

windy when they started , quiet when they walked, sunny when they settled. raining when they left.

Route Song Climb every m ountain, Search every stream , Follow every rainbow Till you find your dream .

III. Grammar Smart 1. Read the sentence and ask three wh-questions.

E x a m p l e : I can see a blossoming orchard. —»■ 1 . W h a t can you see? 2. W here can you see blossoming orchard? 3. W ho can see a blossoming orchard? 1. Taras has taken m any pictures in Canada. 2. W e visited our In ternational friends.

Unit 7 3. 4. 5. 6.

I enjoy travelling. Olgha made a to u r of B ritain last sum m er. Boghdan is in New Zealand now. My fam ily will go to the USA next year. 2. In pairs, make up a mini-dialogue round its middle part.

E x a m p l e : - I know for sure th a t there is m uch snow in Canada. - So do I. - Then Jerem y can go sledging very often. 1. - ... - N either can I.

4. ... - So have I.

2 . - ...

5. ... - N either have I.

- So can I. 3. - ... - N either do I. ...

6. - ... - So am I. â&#x20AC;&#x201D; ...

3. Look at the pictures and fill in the, a, if necessary, and add two logically connected sentences.

Example: I t isn â&#x20AC;&#x2122;t warm in winter. B u t there is m uch snow. Boys like to play hockey and ski in Canada.

You can ... Chernom orets in ... Black Sea.

... London is situ ated on ... Thames.

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It is very hot in ... sum m er in ... A u stralia.

... New Zealand and ... A u stralia were discovered by ... Jam es Cook.

L t SS UN 3 IV. Word Smart 1. Match the adjectives to the nouns and make up sentences with them.

1. 2. 3. 4. 5. 6.

ch an g eab le___ _____ splendid b eautiful picturesque lively rom antic

a) * b) c) d) e) f)

spot w eather bouquets brook place tim e

E x a m p l e : The weather is so changeable in spring. 2. Read the description of seasons and guess what country it is about. Fill in correct names of months and seasons. Seasons in th is country are d ifferen t from seasons in U kraine. ... m onths are Septem ber, October and November. W in te r m onths are DeÂ cember, Jan u a ry and February. ...com es in M arch and lasts till May ... m onths are Ju n e, Ju ly and A ugust. Children in th is country have th e ir sum m er holidays in ... . They celebrate C hristm as on 25 December, b u t, surprisingly, it is the m iddle of ... . They celebrate an o th er g reat holiÂ day - New Y ear in th is season, too. Many people come to th is country on its w in ter m onths to have th e ir re st from ... . autum n

spring

w in ter

sum m er

December

sum m er

3. Look at the pictures and say what season is especially thrilling in Canada, Australia, Britain, New Zealand. Say why you think so (p. 199):

The USA

New Zealand

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Unit 7 E x a m p l e : / think w inter in Canada is especially thrilling. The Canadian hockey team is one of the best in the world. They can make a real sensation. At home: Write a description of any season in Australia and say why ■ J ( you’ve chosen it.

Go to Ex. 109, 110 of your Workbook V. Time to Read Read the story about the Canadian orphan girl, Anne Shirley, who comes to live with the Cuthberts, Marilla and Mathew, on their farm. She helps them with the farm work at Green Gables and goes to school. Name three symbols of Canadian spring. C A N A D IA N SPR IN G PART I Spring had come once more to Green Gables - the beautiful, change able Canadian spring, with sweet, fresh, chilly days and with pink sun sets. The maple leaves were about to appear. The Mayflowers were blos soming, pink and white stars of sweetness under their brown leaves. All the school girls and boys were gathering them one afternoon. “I’m so sorry for people who live in lands where there are no May flowers” said Anne. “Diana says perhaps they have something better, but there couldn’t be anything better than Mayflowers, could there, Ma rilla? And Diana says if they don’t know what they are like they don’t miss them. But I think that is the saddest thing of all. I think it would be tragic, Marilla, not to know what Mayflowers are like and not to miss them. Do you know what I think Mayflowers are, Marilla? I think they must be the souls of the flowers that died last summer. But we had a splendid time, Marilla. We had our lunch by an old well - such a romantic spot. Mr. Philip gave us the Mayflowers he found. We made wreaths of his Mayflowers and put them on our hats; and when the time came to go home, we marched with our beautiful bouquets and wreaths, singing “My Home on the H ill”. Oh, it was so thrilling, Marilla. Every body we met on the road stopped and stared after us. We made a real sensation”. PART II ...A fter the Mayflowers came the violets and the fields were full of them. Anne walked through them on her way to school with admiring eyes as if she stepped on the ground. She was trying to think of a name for a new island Diana and she had discovered up the brook. “It’s the most picturesque place, Marilla. There are two maple trees on it and the

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LbSStIM З brook flows rig h t around it. A t last it occurred to me th a t it would be splendid to call it V ictoria Island because we found it on th e Queen’s b irth d ay ” . A dapted from Lucy Maud M ontgom ery’s “A n n e o f Green Gables” Across Culture

mayflowers - перш і весняні квіти.

Queen Victoria - британська королева, як а правила країною довше за всіх королів і королев, 64 роки (1819-1901), і зробила Британію сильною і квітучою.

2. Read out of the text the sentences which characterize:

spring days; may flowers; old well; the brook. Say how they help to describe the girl’s feelings. 3. Look at the picture and say why the girl couldn’t help admiring this place and how she decided to call it. Why? Use:

• a field w ith violets; • to look a t som ething w ith adm iring eyes; • to step on th e ground; • to be th e m ost picturesque place; • a lively spring brook.

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Unit 7 VI. Time to Communicate 1. Act as Anne and give a description of Canadian spring. Begin with:

• • • • • • • •

Spring has come and ... . One day all the schoolgirls and boys ... . I couldn’t help adm iring ... . I th in k mayflowers are ... . We had our lunch ... . Then we made ... . It was so th rillin g ... . We made a real sensation ... .

2. In pairs, discuss the beauty of spring in Canada and Ukraine. Use the pattern.

P a tte rn : A: I say ... , spring has come and ... . B: True, tru e. It is ... and ... . A: I th in k there can’t be an ything b e tte r th an ... . B: Agreed. And I can’t help adm iring ... . A: Do you th in k spring in U kraine ... ? B: Sure. It is so th rillin g and besides ... makes a real sensation. A: As for me I miss ... . And I ’m so sorry ... . B: Me, too. W hat about ... ? W e can ... and ... . A: Splendid! I ’ sure we’ll ... and ... .

VII. Time to Write Take a photo (picture) of your favourite season and describe its beauty the way you feel it.

Go to E x . I l l , 1 1 2 o f y o u r W orkbook

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Lb SI H I

7 .4 . Get on Track Word Bank teleview ers to exam ine oriental m arble genious unique

Communication Box

Phrase Bank not to lose one’s chance to be dead sure about some th in g to leave somebody in d ifferen t to be closely connected to have the tim e of one’s life to be popular w ith somebody

Oh, my! As fa r as I can judge...

I. Conversation Warm-up Read and say what the capital cities of the following countries are:

Country 1. 2. 3. 4. 5. 6. 7. 8.

Capital City

Spain Germ any G reat B ritain U kraine the USA A u stralia Canada France

a) b) c) d) e) f) g) h)

P aris M adrid London W ashington, DC C anberra Berlin O ttaw a Kyiv

E x a m p l e : M adrid is the capital city o f Spain.

II- Pronunciation Warm-up Read the poem and practise: the sounds / » / and / 0 :/. Say what capital city you are going to explore.

G E T -O N -TR A C K PO EM Sum m er’s here, L et’s get on track And take heavy ru cktrack s on our backs. There’s lot of tim e to set and explore And learn about countries more and more. W e’ll v isit the capitals, cities and towns. And take lots of pictures of the Queen and th e crown. There’s tim e for every kind of surprise. A re you ready for sum m er travel, guys?1 1 неформальне звернення до друзів обох статей

Unit 7 III. Function Smart 1. Read and learn how to share information. Look at the pictures and fill in the mini-dialogues.

- Do you happen to know about ... ? - Oh, th a t’s p re tty in terestin g .

the W hite House

- They say ... can take your b reath away. - So I have heard. the London Eye

- I t ’s an open secret th a t ... is the g reatest attra ctio n in Canberra. - There is every reason fo r th a t.

Lake G riffin

- I t ’s a well-known fact th a t a ... in O ttaw a is amazing! - Really?

Tulip parade

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LtSS DM A IV. Word Smart 1. Read what guides tell tourists during their excursions in the capital cities and match them to the photos (p. 204-205). Say which of them you want to see and why.

L et’s stop a t th is picturesque place. I t ’s G riffin lake - a favou rite place of those who live in C anberra. I t ’s good fo r canoeing and boating. You can also cruise round Lake G riffin on any weekday. The lake is extrem ely popular w ith kids. They have th e tim e of th e ir lives, swimming and sunbathing. Can such a re st leave anybody in d ifferen t? You are lucky to come to Canada in w inter. I guess you adore sports and I’m dead sure skiing is your favourite one. So we won’t lose a chance and visit the Canadian ski museum. I t’s a unique museum and it is worth seeing. I’m sure you’ll learn much interesting there. Let’s go then! Ladies and gentlemen! Do you see th a t high, pencil-like obelisk of w hite m arble over there? It is the W ashington M onum ent, one of the ta llest stru c tu re s in the world, 555-feet tall, to be exact. You can get to the observation p latform on its top by an elevator in 70 seconds, or by a stairw ay of 898 steps. V isitors can see the en tire D istrict of Co lum bia from its windows. If you happen to come th ere in sp rin g you’ll see a picturesque cherry-tree festival. I t ’s really fan tastic. This ancient building is the genious unique creation of sir C hris topher W ren. It is St. P a u l’s C athedral. You can climb up inside St. P a u l’s dome and look down or v isit th e fam ous gallery th a t goes all the way round the inside of the dome. Don’t be surprised if people close the wall on the other side of the gallery - 32 m eters away - can hear you talk. No wonder, it is called the W hispering Gallery, as even the quietest w hisper can be heard dearly by everyone - no secrets here.

Lake G riffin

the W ashington m onum ent

St. P a u l’s C athedral

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Unit 7 E x a m p l e : As for me, I ’d like to see the Canadian ski museum, because I ’m fond of skiing. 2. Think of the words that can go with the words unique and picturesque. Make up your own sentences will them. the Canadian ski museum

E x a m p l e : A picturesque place -» Lake G riffin is a picturesque place

3. Complete the sentences. 1. 2. 3. 4. 5. 6.

... can’t leave anybody indifferent. As far as I can judge ... . Many places of interest are closely connected with . . . . We can have the time of our lives if ... . ... is a popular place in ... . I’m dead sure ... . At home: Find the information about the capital city you’d like to visit. Explain your choice.

V. Time to Read. Read in pairs. Say what the children know or don’t know about London. LONDON QUIZ PART I Paul: Lucy: Paul: Lucy: Paul:

Lucy: Paul: Lucy: Paul:

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I say, Lucy, have you heard the news about “London Quiz”? No. What about “London Quiz”? Haven’t you heard? Everyone knows about it! Not me. Nobody tells me anything. Then listen to me. London Quiz is a new quiz show on our local television. Televiewers have to answer twenty questions about London. The winner will get a chance to travel to London this summer. Oh, my! You shouldn’t lose your chance. You are Mr. Know-It-All about London, as far as I can judge. Do you really think so? Of course I do. I mean it, I really mean it. Let me examine you. Go ahead.

LbSSUM A PART II Lucy: Paul:

Lucy: Paul:

Lucy: Paul: Lucy: Paul: Lucy:

My firs t question is about Big Ben: w hat is it? Big Ben is the name of the clock bell, which rin g s every hour. It is in the clock tow er, in St. S tephen’s Tower, to be exact. I ’m dead sure about it. So am I. So you have won the firs t score. Now, where can you find the statu e of P eter Pan playing his pipe to th e fairies? In K ensington G ardens, of course. H e’s also playing to the squirrels, birds and mice around him. I have ju s t read a book by J.M . B arrie about P e te r Pan who lives in a magic place called “N ever N ever Land” . So have I. He is the one who never grows up, is n ’t he? T h a t’s rig h t, th a t’s him. W hen I ’m in London, I ’ll certainly v is it K ensington G ardens which is on the left bank of th e riv er Thames, and then I ’ll go to the rig h t bank to have the view of a lifetim e over London and the su rro u n d in g countryside. Guess where from . No idea. W h at do you mean? I t ’s the London Eye, the larg est observation wheel in th e world. From the top, you can see 36 Thames bridges! U nfortun ately, I don’t know th a t much about London. Frankly speaking, n eith er do I. L et’s do some In te rn e t search together. A greed. Across Culture: Great Britain Big Ben /big ben/ - величезний дзвін, розта шований в одній з веж Вестмінстерського палацу (The Houses of Parliam ent).

Kensington Gardens /'kenznjtasn 'gaidnz/ - парк Кензінгтон, розташ ований на південному заході Лондона неподалік від Гайд-парку.

the Thames /te m z / - одна з найбільш их річок у Великій Британії, я к а тече через центр Лондона. Її береги з ’єднують, зокрема, такі мости, як London Bridge, Tower Bridge and W estm inster Bridge.

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Unit 7 J.M . Barrie - ш отландський письменник, автор казки «Пітер Пен».

1. Answer the questions.

1. 2. 3. 4. 5. 6.

W h at is “London Quiz”? W ho w ants to take p a rt in a “London Quiz” and why? W ho is Mr. Know-It-All about London? W hen did Paul get the firs t score in Lucy’s exam ination? W ho lives in “N everland” ? How many Thames bridges are there in London? 2. Read and fill on the web-diagram and say what Paul knows about London.

VI. Time to Communicate 1. Act as Lucy and say how you examined Paul in London Quiz? Use:

•to •to •to •to •to •to

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know much about som ething; be Mr. Know-It-All; get a chance to do som ething; win th e firs t score; have th e view of a lifetim e; do the In te rn e t search.

L L SS UN S 2. In pairs, talk with your friend about what you know or don’t know about London as in the pattern.

P a tte rn : A: As fa r as I can judge, you are ... . B: Do you really ... ? A: I mean it ... . Let me ... . B: Go ahead. A: My firs t question is ... . B: . . . . I ’m dead sure about it. A: So am I. Now, ... ? B: I have ju s t read ... . A: So have I ......... B: L et’s do ... . 3. Be a guide of the capital city London and tell the tourists about it.

VII. Time to Listen 1. Listen to the talk about the capital city of the USA and say how its sights are connected with American history. 2. Listen again and correct the mistakes in the statements below.

1. 2. 3. 4. 5. 6. mer.

There are m any apple trees near the Jefferso n Memorial. There are 56 columns in the Lincoln memorial. All A m erican presidents except Lincoln, lived in th e W hite House. The W hite House consists of 321 rooms. The W hite House is situ ated in F ifth Avenue. There is a fam ous C herry Blossom Festival in W ashington in sum-

VIII. Time to Write Plan a tour for your international friend around the capital cities.

7 . 5 . My Progress in English I. Grammar Smart Fill in the article a/an, the or no article in the sentences below.

1. 2. 3. 4. DC.

W e live in ... Europe, in ... U kraine, to be exact. W e have some relatives in ... Canada and ... USA. ... Jam es Cook is a national hero of ... B ritain. In ... spring, the fru it trees break in to blossom in ...W ashington,

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Unit 7 5. There is a m onum ent to ... Lincoln in W ashington, DC. 6. ... C anberra is the capital city of ... A u stralia. Check if you can: w rite the sentences correctly. (Yes / No)

II. Word Smart Insert the prepositions

1. 2. 3. 4. 5. 6.

Tourists were sta rin g ... a m arble stone stru c tu re . C anberra produced an unforgettable im pression ... me. Jam es Cook claimed a new land ... B ritain. I felt ... home in Hyde Park. W e’d like to have a m ind trip ... New Zealand. Travelling in A u stralia we had the tim e ... our lives. Check if you can:

connect words in sentences correctly. (Yes / No)

III. Function Smart Match the lines of the dialogues.

1. Do you happen to know about the unique ski museum ? 2. I t ’s an open secret th a t many sights in W ashington are con nected w ith the life of the presidents. 3. I t ’s a well-known fact th a t you can enjoy the whole panoram a of town from its top. 4. They say New Zealand’s flora can take your breath away. 5. A ustralians celebrate C h rist mas on the beach when it is very hot.

a) So I have heard. I ’ve read about the Lincoln m onum ent, and w ant to know more about the W hite House. b) Agreed. I can ’t help adm iring tulip-trees and m agnolia trees. c) I do. This m useum is in Cana da. I t ’s p re tty in terestin g . d) T here’s every reason fo r it, because th e London Eye is the larg est F erris wheel in the world. e) You don’t say so! C hristm as on the beach? N ever heard of it!

Check if you can:

share inform ation. (Yes / No)

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L L SS UN S IV. Time to Read Read a part of a traveller’s diary and choose the right answers to the questions.

15 May, O ttaw a “I ’m in the middle, I ’m betw een... I mean, I ’m in the m iddle of sightseeing in O ntario, C anada’s second larg est province. As it borders on fo u r of th e five G reat Lakes. I t ’s only n a tu ra l th a t I have visited the spectacular N iagara Falls, a tru e m agnet fo r to u rists. I found out th a t th is fam ous w aterfall actually consists of two p a rts - The A m erican Falls and the H orseshoe Falls, and they are separated by Goat Island. Both the US and Canada have cities called N iagara Falls, and they are joined by Rainbow Bridge. It was such a pic turesque view th a t it really took my b reath away. Now I ’m on my way to O ttaw a, Canada’s capital city which is also in O ntario. By the way, across the O ttaw a R iver is its tw in city, Hull, in the province of Quebec. I ’m looking forw ard to seeing th e P arliam ent B uildings. “Prince of W ales (Edward VII) laid the firs t stone of the C enter Block in the 19th century, then the E ast and W est blocks were added. The C enter Block includes the House of Commons, th e Senate Chamber, the Peace Tower and offices of Members of P arliam en t” , my guide book says. I think I can already see the Peace Tower at a distance. It rises above the Parliam ent Buildings. It has an observation area, from which I ’ll enjoy the most marvellous view of the whole city. The only pity is th a t it isn ’t Ju ly or A ugust now, because in those summer months the Guard perform s a daily changing-the-guard ceremony in fro n t of the Peace Tower. B ut nev er mind. There is more than enough to see in Ottawa as it is... 1. W hat is the second larg est province in Canada? a) Quebec; b) O ntario; c) Vancouver. 2. W here can you see the N iagara Falls? a) in the USA and in Canada; b) in Canada and Brazil; c) in the USA and Mexico. 3. W h at a) the b) the c) the

riv er is the capital of Canada situ ated on? N iagara Falls. O ttaw a river. St. Laurence river.

4. W hat did a to u rist w ant to see in O ttaw a? a) the N iagara Falls; b) Rainbow Bridge; c) the P arliam ent B uildings.

213

5. W here a) the b) the c) the

from can to u rists see the whole city - Ottawa? Peace Tower; Senate Chamber; House of Commons.

6. W hen can the to u rists see the guard ceremony n ear the Peace Tower? a) in w inter; b) in spring; c) in sum m er. Check if you can:

read tex ts and u n derstand the m ain idea. (Yes / No)

V. Time to Listen Listen to Martha’s story about her trip to Australia and mark the true statements.

1. 2. 3. 4. 5. 6.

C anberra was M arth a’s firs t destination in A u stralia. She is in terested in architecture. The girl is not planning to v isit any parks there. She knows much about A ustralian anim als. M artha will take a lot of photos in A u stralia. She will share her im pressions w ith h er friends. Check if you can:

listen to a piece of inform ation and u n d erstan d th e de tails. (Yes / No)

VI. Time to Write Plan a trip round the English-speaking world and write what country (countries) you would like to visit in spring / summer / autumn / winter. Give your reasons. Check if you can:

express your im pressions of the English-speaking world. (Yes / No)

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F IR S T A ID K IT GRAMMAR U N IT ONE 1. Утворення прислівників.

Щоб сказати, як ти можеш щось зробити, уж ивай прислівник, який утворюється додаванням суфікса -Іу до прикметника, quick - quickly trad itio n al - trad itio n ally extrem e - extrem ely equal - equally 2. Граматичні конструкції з дієсловом to make.

• Щоб сказати, що хтось примуш ує когось робити щось, уж ивай граматичну конструкцію to m ake som ebody do so m eth in g . E x a m p l e : Mum m ade me do the room. (Мама примусила мене прибирати кімнату.) • Щоб сказати, що допомагає виглядати особливо, уж ивай грам а тичну конструкцію to m ake som ebody esp ecia lly lively . E x a m p l e : H er glowing eyes m ade her especially lively. (Завдяки своїм сяючим очам вона виглядала надзвичайно жвавою.) U N IT T H R E E 3. Слово enough (достатнє за кількістю), як правило, ставиться перед/ після прикметникового прислівника або іменника.

E x a m p l e : N ot half enough. Enough tim e. Слово to o у значенні «забагато» зазвичай ставиться перед прикм ет никами, після як и х немає іменника або прислівника. E x a m p l e : You are too lazy. They are not too differen t. 4. Щоб сказати, хто ця людина за національністю, використовуй при кметники, утворені від назви країни. Більшість прислівників утворюється від назви країни.

Canada - Canadian A m erica - A m erican U kraine - U krainian П ам’ятай назви інш их національностей: France - French England - English G erm any - German

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5. Щоб сказати, якою мовою хтось розмовляє, утворюй прислівник від назви країни. China - Chinese France - French Italy - Italian Poland - Polish П ам ’ятай! Якщ о ти додаєш до назви іноземної мови слово language, не забудь додати артикль the перед назвою іноземної мови. the English language the Spanish language U N IT FIV E 6. Щоб сказати, що ти робиш, можна використовувати два вирази. П ам ’ятай! to go shopping - вж ивається без артикля to do the shopping - використовується артикль the E x a m p l e : I go shopping. I do the shopping. 7. Щоб сказати, у якому відділі ти купуєш продукти в супермаркеті, уживай прийменник a t та артикль the перед назвою відділу. Exampl:

A t the confectionary. A t the dairy.

П ам ’ятай! Д еякі назви відділів мають апостроф. A t the b u tc h er’s A t the baker’s 8. Щоб дати пораду, використовуй вирази: the the the Example:

more ... the more more ... the b e tte r more ... he sooner etc The more you practise your E nglish, the better you speak.

9. Деякі іменники мають однакову форму з дієсловом, від якого вони утворені. to photograph - a photograph to answ er - an answ er to order - an order П ам ’ятай! to present /pri'zent/, але /'prez(o)nt/

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W O R D -B U IL D IN G U N IT ONE • Я кщ о ти хочеш акцентувати увагу на відтінках кольорів, додавай до прикм етників суфікс -ish. Example: yellow - yellowish brown - brow nish U N IT T H R E E • П ам ’ятай, що деякі іменники утворюються від дієслів. to discover - discovery to puzzle - puzzle to select - selection U N IT FO U R П ам’ятай! Від деяких прикм етників мож на утворити два прислівники, але з різним значенням. hard (a d j.) - hard (a d v .) важ ко, hardly (a d v .) майж е ні near (a d j.) - near (adv.) поблизу, nearly (adv.) майж е

U N IT FIV E • П ам ’ятай, що деякі іменники утворюються від дієслів додаванням суфікса -ег. to teach - a teacher to shop - a shopper to adm ire - an adm irer to compose - a composer U N IT SIX • П ам ’ятай, що деякі прикм етники утворюють іменники додаванням суфікса -ite. favour - favourite U N IT SEV EN • П ам ’ятай, що деякі прикм етники утворюють іменники додаванням суфікса -al. culture - cu ltu ra l education - educational history - h istorical in d u stry - in d u stria l ag ricu ltu re - a g ric u ltu ra l

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П ам ’ятай, що деякі іменники дуже відрізняю ться від прикм ет ників. proud - pride wise - wisdom brave - bravery hungry - hunger W O R D M E A N IN G U N IT ONE П ам ’ятай, що деякі іменники утворюються від словосполучень або дієслів. to tell - a sto ry teller to work hard - a hard w orker to m ix - a m ixer Я кщ о ти хочеш назвати протилеж ні риси характеру, вж ивай прикметник з протилежним значенням (антонім), talkative - silent stingy - general clever - silly U N IT TW O П ам ’ятай, що схожі за формою слова мають схожі або різні значення. to dream - бачити сни; мріяти to daydream - мріяти U N IT FO U R П ам ’ятай, що деякі значення передаються різними словами в британському і американському варіантах англійської мови. Ц укерки = BrE sweets = AmE candies П ам ’ятай, що деякі слова мають майж е однакові значення, тому вони є синонімами. g ift - подарунок; талант present - подарунок

W O R D SP E L L IN G U N IT TW O • П ам ’ятай, що деякі слова пиш уться дещо по-різному в британ ському і американському варіантах англійської мови. BrE centre

AmE center

U N IT SIX • П ам ’ятай, що деякі слова можуть мати схожу графічну форму, але різне значення. to wonder - дивуватись to w ander - блукати

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Vocabulary A abroad adv /a'broid/ за кордоном absentm inded adj /,gebs(9)nt 'maindid/ розсіяний achieve v /a'tjiv/ досягати across adv /o'kros/ через action n /'gekj(9)n/ дія add v /zed/ додавати admire v /od'maio/ захоплюватися adopt v /o'dnpt/ всиновлювати adore v /o'do:/ обожнювати adult adj /'sedAlt/ дорослий advantage n /adVamtic^/ перевага adventurous adj /od'vcnt[(o)ros/ той, хто любить пригоди advice п /od'vais/ порада again adv /з'деіп/ знову agree v /з'дгі:/ погоджуватися agriculture п /'агдпкліфз/ сільське господарство air п /е з / повітря aircraft m odel п /'eokrcrft moudl / модель л ітака am use v /s'mjuiz/ розваж атися an alytical adj /,sen(3)'litik(3)l/ аналітичний ancient adj /'ein(t)J(3)nt/ давній angel n /'еіпс(5(з)1/ янгол appearance n /3'pi3r(3)n(t)s/ зов ніш ність appetizers n /'aspitaizs/ холодні закуски apricot n /'eiprikst/ абрикос area n /'е зп з/ сфера, область arrive v /o'raiv/ приїж дж ати art n /a :t/ мистецтво artistic adj /a:'tistik/ артистичний, художній assem bly h all n /s'sembli ho:l/ а к това зала assist v /s'sist/ допомагати astronaut n /'asstrenoit/ астронавт

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atten d v /s'tend/ відвідувати attra ctiv e adj /s'trasktw/ приваб ливий author n /'з:9 з/ автор aw ful adj /'з:ґ(з)1/ ж ахливий awkward adj /'o:kwod/ незграбний В

bake v /Ьеік/ пекти baker’s n /Ь еікзг/ булочна bar of chocolate n /ba: ov 'tjbklit/ плитка шоколаду barrel n /Ьаггзі/ бочка b a ttle n /'bastl/ битва be dazzled v /bi'daszlt/ бути заво роженим be on the safe side про всяк ви падок beach n /bi:tj/ пляж becom e acquainted v /Ьі'клш s'kweintid/ познайомитися beforehand adv /bi'foihasnd/ зазда легідь bet v /b e t/ битися об заклад birthday n /Ь з:9й еі/ день наро дж ення b itter adj /Ь й з / гіркий b lessin g п /blesnj/ благословення blossom v /'blnssm/ квітнути boil v /boil/ кипіти book n, v /bu:k/ кн иж ка; замов ляти booth n /Ьи:9/ кабіна B otany n /b n tan i/ ботаніка bouquet of flow ers /Ьзи'кеї ov 'flausz/ букет квітів braids n /breidz/ коси brave adj /brew / хоробрий breathe v /Ьгі:3/ дихати breath tak in g adj /b rc 9 ltcikig/ за хоплюючий broad adj /bro:d/ ш ирокий

broaden v /'bro:dn/ розширювати bull n /Ьиі/ бик b u llfig h t n /bu lfait/ бій биків b un n /Ьлп/ булочка bunch n /bAntJ/ гілка bus n /bAs/ автобус b u tc h e r’s n /'butjbz/ м ’ясний від діл C cabbage n /'kasbic^/ капуста cabbage rolls n /'kasbic^ roulz/ го лубці calculate o /'kaslkjuleit/ підрахову вати calm adj /ka:m / спокійний cam era n /'кагт(з)га/ фотоапарат can n /кагп/ металева баночка candy n /'kendi/ цукерка-льодяНИК

c a rt n /ka:t/ візок carto n n /'ka:tn/ пакет cartoon n /ko'tu:n/ мультик cashdesk n /kgej desk/ каса casual clothes /'кагзтої klouz/ про стий одяг catching adj /'kastjnj/ захоплюю чий cave n /keiv/ печера certain ly adv /'s3:tnli/ звичайно chance n /tjasns/ шанс by chance adv випадково change v /tjeinck/ змінювати changeable adj /'t|eind^ob(o)l/ м ін ливий channel n /'tjasnl/ канал c h a ra c te r tra its /'kasnkta 'treits/ риси характеру ch aracteristics n /'kasrikto'ristiks/ характеристика cheap adj /tji:p/ дешевий cheer v /tjio/ підбадьорювати cheese n /tji:z/ сир chess n /tjes/ ш ахи chew v /tju:/ ж увати

childhood n /'tjaildhud/ дитинство chin n /tjin/ підборіддя chocolate n /'tjbklit/ шоколад choir n /'kwaio/ xop chop v, n /tjbp/ рубати, відбивати; відбивна circle n /'8з:к(з)1/коло c larin et n /klasri'net/ кларнет clay n /кіеі/ глина climb v /klaim / забиратися clue n /klu:/ ключ, нитка coach v, n /koutj/ тренувати; тре нер coast n /koust/ узбереж ж я coat of arm s n /kout ov a:mz/ герб coin n /коїп/ монета collect v /ko'lekt/ збирати comb v, n /кзш п / розчісуватися; гребінець com pete v /kom'pi:t/ закінчити compile v /кзш 'раіі/ складати com puter lite ra te adj ком п’ютер но грамотний confectionery n /kon'fckJon(o)ri / кондитерський відділ confuse v /kon'lju:z/ бентежити congratulation n /kongrae1juieiJ(3)n / вітання co n ten t n /'kmitent/ зміст conveniences n /kon'vknionsiz/ зручності corn er n /'ко:пз/ куток correct v /ko'rekt/ виправляти cost v /knst/ кош тувати cottage n /'kntid^/ літній будино чок co u n ter n /'kaunto/ прилавок countrym an n /kAntnmon/ співвіт чизник courage n /'клпс^/ відвага, сміли вість cover v /'клуз/ вкривати cow п /кап / корова creative adj /kri'eitiv/ креативний c re atu re п /'kri:tjb/ істота crew п /кпи/ суднова команда

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crib v, n /krib/ списувати; ш пар галка croak v, п /krsuk/ каркати, к в а кати; каркан н я, квакання crowd n /kraud/ натовп crown п /кгаш і/ корона cucum ber п /'kjuikAmbs/ огірок c u ltu re п /'клИ/з/ культура cupboard n /'kApbod/ сервант curiosity n /kju(s)nssiti/ допитли вість curly adj /'кз:1і/ кучерявий c u sta rd n /'kAstsd/ підлива custom n /'kAstom/ звичай cute adj /k [ju:t/ милий cycling n /'saikliij/ їзда на велоси педі come to a conclusion дійти ви сновку D daily ro u tin e /'deili m:'ti:n/ режим дня dairy adj /'dcori / молочний dangerous adj /'dcind^oros/ небез печний d a u g h ter n /'doits/ донька daydream v /'deidrkm/ мріяти deceptive adj /di'septiv/ оманливий decipher v /di'saifs/ розш ифрову вати deep v /di:p/ глибокий delicious adj /di'lijbs/ смачний d elight n /di'lait/ насолода d e p artm en t n /dipcrtm ont/ відділ depend v /di'pend/ залеж ати d esert n /'dezst/ пустеля deskm ate n /desk 'meit/ сусід no парті dessert n /di'z3:t/ десерт d estin atio n n /desti'ne'J(s)n/ місце призначення d eterg en ts n /di't3id5(9)nts/ миючі засоби devote v /di'vsut/ присвячувати diam ond n /'daism snd/ діамант

diary n /'daisri/ щоденник dictionary n /'dikj(9)n(s)ri/ слов ник difficu lt adj /'difik(o)lt/ складний discount n /'diskaunt/ зн и ж к а discover v /'dis'kAvo/ винайти dish n /d ij/ страва docum entary adj /dokju'ment(s)ri документальний dome n /doom / купол dow nload v /'йаші,Ьий/ скачати dream v, n /dri:m/ мріяти; мрія dw arf n /dwo:f/ гном E each adj /i:tj/ кож ен e a rrin g n /'isrn j/ сереж ка e a rth n /з :9 / земля ed ito r n /'ed its/ редактор газети, ж урналу education n /edju'keij(s)n/ освіта ed u catio n al adj /edju'keij(9)nsl/ освітній elev ato r n /'eliveits/ ліфт em broider v /im'broids/ виш ивати end v, n /end/ закінчувати; кінець endless adj /'endlis/ нескінченний energy n /'ensdp/ енергія enjoy v /in 'd p i/ насолоджуватися enlarge v /in'laid^/ збільшувати enough adv / і 'паґ/ досить enrich v /in'ritj/ збагачувати equal adj /'i:kwsl/ рівний equipm ent n /I'kwipmsnt/ облад нання especially adv /i'spej(s)li/ особливо essay n /'esei/ есе e tiq u e tte n /'etikst/ етикет eucalyptus n /juiks'liptss/ евкаліпт even adv /'i:v(s)n/ навіть event n /i'vent/ подія evidence n /'evid(s)ns/ вірогідність exact adj /ig'zaskt/ точний excellent adj /'eks(s)bnt/ відмін ний

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expedition n /ekspi'diJ(o)n/ експе диція experience n /lk'spl(9)ri9ns/ досвід explain v /ik'splein/ пояснювати explorer n /ik'spfoiro/ дослідник expressive adj /ik'spresiv/ вираз ний e x tra classes n /'ekstro kla:siz/ noзаурочні заняття extrem ely adv /ik'stri:mli/ надзви чайно

F faded adj /'feidid/ зів’ялий fa ir adj /feo/ русявий (про волос ся) fa ir adj /fco/ справедливий fam ily ties /'fgem(9)li taiz/ сімейні зв’язки fan n /f e n / фан, вболівальник fashion n /fasj(9)n/ мода fa st adj /fa:st/ ш видкий fav o urite adj /'feiv(9)rit/ улюбле ний feed v /fi:d/ годувати feel lonely /fi:l 'Ьшііі/ почуватися самотнім feel asham ed /fi:l o'jeimd/ стиди тися fiction film /'fikJ(o)n film/ худож ній фільм fidget v /'fic^it/ соватися на стільці field n /fi:ld/ поле fin g er n /Тщдз/ палець fire n /Таю/ вогонь fittin g room /'fitnj ru:m/ прим і рочна flig h t n /flait/ політ flo u r n /Т іаш / борошно flu e n t adj /fforant/ ш видкий flu te n /flu:t/ флейта foal n /Ь н і/ жеребець fog n /ґвд/ густий туман folk adj /Ь и к / народний

food processor n /'fu:d 'prauseso/ кухонний комбайн forehead n /'fund, 'fo:hed/ чоло fork n /fo:k/ виделка fo rtn ig h t n /'fo:tnait/ два тиж ні (14 днів) freckles n /Тгек(з)1/ веснянки friendly adj /'frendli/ друж ній fry v /frai/ смаж ити frying pen n /frail) pen/ сковорідка fu n fa ir n /ТлпЬо/ ярмарок funny adj /Тлпі/ смішний

G gallop v /'gasfop/ галопувати gam e n /деїш / гра g arlic n /'да:1ік/ часник g arn ish n /'да:щГ/ гарнір general adj /'Й5еп(9)г9І/ загальний generous adj /'c(5en(9)ras/ щедрий gentle adj /'d^entl/ м ’яки й , доб рий, лагідний geography n /'tfsingrofi/ географія get along w ith /get olmj wi3/ уж иватися з кимось get drow ned v /get/draund/ втопи тися g ift n /gift/ дарунок gifted adj /'giftid/ обдарований glow ing adj /gfounj/ сяючий glue n /дій:/ клей gold n /gould/ золото Good F airy /gu:d Те(з)гі/ Добра Ф ея good-natured adj /gu:d 'ncitfod/ добродушний grade n /greid/ клас grapes n /greips/ виноград g ra te v /greit/ терти на тертці green g ro cer’s n /'gri:n 'grousoz/ овочевий магазин g reet v /gri:t/ вітати gro cer’s n /'grousez/ бакалія g u a rd ia n n /'g ab io n / опікун guess v, n /ges/ здогадуватися; здогадка

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gu est n /gest/ гість gu itar n /gi'ta:/ гітара gun n /длп/ пістолет gym n / ф т / спортивний зал

H habit п /'hasbit/ звичка halfw ay /'ha:fwei/ на половині ш ляху ham ster п /'hasm sb/ хом’як handm ade adj /,hcen(d)meid/ руч ної роботи handsom e adj /'hasns(9)m/ приваб ливий hard w orking adj /'ha:d 'w3:knj/ працьовитий hate v /h e it/ ненавидіти have in common /hasv in 'knmon/ мати спільне h ealth n /heIG/ здоров’я hearty adj /'ha:ti/ сердечний heaven n /'hev(9)n/ рай hectic adj /'hektik/ напруж ений, бурхливий helicopter n /'heliknpto/ гелікоптер hide v /haid/ ховатися hide-and-seek n /,haid(9)n(d)'si:k/ схованки (гра) high adj /h a i/ високий h it v, n /h it/ вдаряти, бити; удар honour v /'в п з/ поважати hope v, п /hoop/ сподіватися; спо дівання horizon п /h9'raiz(9)n/ горизонт horror п /'ігога/ ж ах hospital п /'hnspit(9)l/ лікарня h osp itality п /.hnspi'tgebti/ гостин ність h otel п /(h)9(u)'tel/ готель household goods /'haushould gu:dz/ господарські товари housew ife п /'hauswaif/ домогоспо дарка how ever /hau'evo/ однак huge n adj /bjuic^/ величезний hunger /'hAijgo/ голод

hunter n /'h u rtз / мисливець hurry v /'Іілгі/ поспішати

I ice cream n /.ais'krkm/ морозиво im agine v /і'тагсіцп/ уявляти im ita te v /'im iteit/ імітувати im m ediately adv /I'mkdiotli/ не гайно im portant adj /im'po:t(o)nt/ в аж ливий im pression n /im'prcJ’( o)n/ враж ен ня im prove v /im 'pnrv/ покращ увати include v /in'klu:d/ вклю чати, складати indoor court /in'do: ko:t/ критий корт industry n /indostri/ промисло вість in h ab itan t n /in'hcebit(9)nt/ ж и тель in sects n /insekts/ комахи in stead /in'sted/ замість in tellig e n t adj /in'telid^ojnt/ ро зумний in terview n, v /'inbyju:/ інтерв’ю; брати інтерв’ю in ven t v /in'vest/ винаходити in v ite v /in'vait/ запрош увати islan d n /'a ib n d / острів

J jersey n /'d p iz i/ морська куртка joggin g n /'d p g n j/ біг підтюпцем join v /d p in / приєднуватися joke n /d p u k / ж арт jolly adj /'d p li/ веселий jou rn alist n /'dp:n(9)list/ ж урн а ліст journey n /'d p :n i/ подорож joy n /cfcoi/ радість judge v, n /'ф и ф / судити; суддя jump v, n /d p m p / стрибати; стрибок

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keep fit /'ki:p 'fit/ бути у формі keepsake п /'ki:pseik/ сувенір на згадку kick v /кік/ бити, вдаряти k iss v, п /kis/ цілувати; поцілунок k ite п /kait/ повітряний змій knee deep /'kni: di:p/ по коліно knick knack n /'rnknask/ дрібничка knife n /naïf/ ніж k n it v /n it/ в’язати know ledge n /'пп 1іс(5/зн ан н я

m agazine n /.mgego'zkn/ ж урнал m agic adj /'тагсіцк/ магічний m ake a m ess of sth /т е їк з mes av 'sAmGip/ провалити щось m anage v /'тагш с^/ прихитрятися m anuscript n /'masnjuskript/ ману скрипт, рукопис m aple syrup /'meipl 'si rop/ клено вий сироп m arble adj, n /'ma:bl/ мармуровий; мармур m ashed p otatoes /'mgejt pa'teibuz/ картопляне пюре m aster v /'m a:sb / оволодіти m eadow n /'m edau/ луг m ean v /ш і:п/ мати на увазі m eat n /m i:t/ м ’ясо m em orable adj /'тет(з)гзЬ(9)1/ пам ’ятний m em ory n /'т е т ( з ) г і/ пам ’ять m erry-go-round n /'m en дзи ,raund/ карусель m essage n /'mesid^/ повідомлення microwave oven /'maikrowciv 'лу(з )п/ мікрохвильова піч m ince v /m ins/ молоти m irror n /'ішгз/ дзеркало m iss v /m is/ пропускати, скучити m ix v /m iks/ переміш увати, зби вати m oon n / т ш і / місяць m other tongue /'тлЗзіІлг)/ рідна мова m outh n /mauG/ рот m ovem ent n /'murvimnt/ pyx m ovie n /'н а ш / кіно, фільм m usic band /'mju:zik/bcend/ м узич ний гурт

land v, n /lasnd/ приземлятися; земля landm ark n /'kendmcck/ віха lau gh v /la:f/ сміятися lazy adj /'leizi/ лінивий lazybones n /Icizibounz/ ледар leath er n, adj /'ІеЗз/ ш кіра; ш к і ряний leisure n /'Іезз/ вільний час, до звілля let som ebody down /let 'sAinbsdi daun/ підводити когось lick v /Іік/ лизати lifelon g dream /'laiflmj 'dri:m/ мрія всього ж иття lifesty le n /'laifstail/ стиль ж иття ligh t n /la it/ світло line n /lain / черга lips n /lips/ вуста listen v /'lis(o)n/ слухати literate adj /'lit(o)nt/ грамотний loaf n Дзиґ/ булка local adj /'Ьик(з) 1 / місцевий logical adj /'lnd 5ik(o)l/ логічний look th ro u g h /lukGru:/ переглядати loose adj /lu:z/ ш ирокий lorry n /Іпгі/ вантаж івка loud adj /laud/ гучний love dearly /I av 'dioli/ ніжно ко хати lu ck ily adv /'Ідктіі/ на щ астя

N napkin n /'niepkin/ серветка narrow adj /'пжгзи/ вузький n ative adj /'neitiv/ рідний n ative speakers /'neitiv 'spi:loz/ носії мови

225

nature n /'neitjb/ природа nearly adv /'шзіі/ майж е neat adj /ni:t/ охайний n ecessity n /m'sesiti/ необхідність need v, n /ni:d/ потребувати; по треба n egative adj /'ncgotiv/ негативний neighbour n /'ncibo/ сусід netw ork n /йеїлузік/ сітка new s n /'rju:z/ новини new spaper n /'njuispcipo/ газета noise n /hoiz/ шум nourishing adj / 'm r i j i i j / п о ж и в н и й num ber v, n /'плтЬ э/ нумерувати; номер nut n / т і / горіх

О object п /bbc^okt/ предмет observe v /ob'z3:v/ спостерігати obsession n /ob'sej(o)n/ настирлива ідея ocean n /'эцГ(э)п/ океан offer v /bfo/ пропонувати only /Ьипіі/ лиш е opinion n /o'pinjon/ думка opportunity n /'npoijirniti/ м ож ли вість opposite adj /bpozit/ протилежний option n /ЬрГ(э)п/ вибір, альтерна тива orally adv /'o:roli/ усно orchestra n /'o:kistro/ оркестр ordinary adj /'o:d(o)nri/ звичайний oriental adj /'oiriontol/ східний orphan n /'o:f(9)n/ сирота ostrich n /bstntj/ страус otherw ise adv /Wdawaiz/ в іншому випадку out in the open /'out in Зэ 'oupon / на свіжому повітрі out of order /'out ov o:do/ несправ ний outgrow v /aut'grou/ перерости, вирости з oven n /'луэп/ духовка

226

P pack v /ржк/ пакувати речі pale adj /р еіі/ блідий pancakes n /'paenkeiks/ млинці pantom im e n /'pientomaim/ панто міма participate v /pa:'tisipeit/ брати участь pastim e n /'pcrstaim/ проведення часу p atien t adj /'peiftojnt/ терплячий peach n /'pidj/ персик peculiar adj /'pi'kjuiio/ особливий, своєрідний percentage n /'poscntick;/ відсоток perfum ery adj /'ро'1іи:т(о)п/ пар фумерний відділ persistence n / ’polsisst(o)n(t)s/ наполегливість p ersonality n / ’p3:s9lngeliti/ особис тість phone v, n /form/ телефонувати; телефон picturesque adj /,pi ktf(o)'rcsk/ мальовничий pie n /р а ї/ пиріг pile n /р аїї/ купа, велика к іл ь кість pink adj /pink/ рожевий p ity v / ‘p rti/ ж аліти pizza n /pitea/ піца platypus n /'pketipos/ качконіс playground n /'pleigraund/ дитячий майданчик pocket n /'pnkit/ киш еня poetry n /'pouitri/ поезія p olite adj /ps'lait/ ввічливий pond n /pnnd/ ставок popular adj /'pnpjulo/ популярний postcards n /'poustkerdz/ поштові листівки poster n /'pousto/ плакат poultry n /'pouitri/ м ’ясо птиці prefer v /'pri'tri:/ надавати перевагу prepare v /рп'рсо/ готувати

p retty adj /'pnti/ гарненький price n /prais/ ціна price tag /prais tasg/ цінник principal part /'prinsip(o)l pa:t/ го ловна роль printed adj /'pnntid/ друкований pronunciation n /pro,ncnsiciJ(o)n/ вимова proverb n / ’ргшзіЬ/ приказка provider n /'pro'vaido/ постачальник province n /'pmvin(t)s/ область punch code / ’pAntfkoud/ пароль punctual adj /'pAcktJuol/ пунктуаль ний puppy n /'рлрі/ цуценя purse n /p3:s/ гаманець

Q q uality n /'kwnliti/ якість question n /'kwcst[(o)n/ питання quick-tem pered adj /kwik tempod/ запальний, дратівливий quiet adj /kwaiat/ спокійний q u ilt n /'kwilt/ клаптикова ковдра quiz show /kwiz Jbu/ ігрова про грама, вікторина R

race n /reis/ гонка, змагання railw ay adj /'reilwei/ залізничний rainbow n /'rcinbou/ райдуга rare adj /гсо/ рідкий raw adj / ту./ сирий reach v /ri:t[/ досягати reason n /'ri:z(9)n/ причина recen tly adv /'ri:s(o)ntli/ нещодавно refuse v /ri'iju:z/ відмовлятися regularly adv /'regjubli/ регулярно relax v /ri'lasks/ відпочивати rely on /ri'lai on/ спиратися на... , розраховувати rem arkable adj /rimcrkobl / ви значний rem ember v /ri'membor/ пам ’ятати rem ove v /rimu:v/ убирати

rent v /re n t/ брати напрокат report n /riport/ доповідь request n /ri'kwest/ прохання research v, n /ns3:tf/ дослідж у вати; дослідження responsible adj /n'spnnsob(o)l/ від повідальний rhythm n /'пЗш / ритм rice n /rais/ рис ring n /пц/ обручка road n /rood/ дорога rocking chair /'roknj t|co/ кріслогойдалка roleplay v /'roulplei/ розігрувати roll n /гані/ бублик root n /n u t/ корінь rope n /гоир/ мотузка round adj /round/ круглий route n /nut/ маршрут rude adj /ru:d/ грубий ruin v /'шзп/ руйнувати rule n /пиі/ правило

S saddle n /'sasdl/ сідло sailor n /'seilo/ моряк sale n /sell/ розпродаж sa lt n /so:lt/ сіль sand n /sasnd/ пісок sand ca stle n /'sasndkcusl/ пісочний замок saucepan n /'so:spgen/ блюдце sau sage n /'snsic^/ ковбаса schedule n /Jedju:l/ розклад schooner n /'sku:no/ ш хуна science n /'sarons/ наука scissors n /'sizoz/ нож иці scornful adj /'sko:nf(o)l/ презирли вий, зневаж ливий screen n /sk'ri:n/ екран search v /s3:tf/ ш укати seasick n /'si:,sik/ морська хвороба seesaw n /'si:so:/ гойдалка seldom adv /'seldom/ рідко serious adj /'si(o)rros/ серйозний

I■ ■ ■ ■ ■ ■

227

serviette n /s3:vi'et/ серветка several /'sev(a)ral/ декілька sew v /sau / шити share v /Jea/ ділитися sh ell n //el/ мушля shine v /Jain/ сяяти shoot v /Ju:t/ стріляти shop a ssista n t n /Jnp a'sist(a)nt/ продавець shoulder n /Jouldo/ плече shout v /Jaut/ кричати shy adj /Jai/ сором’язливий sigh v, n /sai/ зітхати; подих sigh ts n /salts/ визначні місця sign v /sain/ підписувати silk n /silk/ шовк silly adj /'sili/ дурний silver n, adj /'silva/ срібло; сріб ний size n /saiz/ розмір sk ill n /skil/ вміння skin n /skin/ ш кіра sledge n /slec^/ санки slender adj /'slenda/ стрункий slice v /slais/ різати скибочками slow adj /slau/ повільний sm ell v, n /sm el/ пахнути; запах soap n /saup/ мило soap opera /saup 'пр(а)га/ мильна опера socks n /snks/ ш карпетки solu tion n /sa'luj(a)n/ ріш ення solve problem s /snlv p'roblams/ ви ріш увати проблеми sound n /saund/ звук sour adj Д а ш / кислий souvenir n /'survania/ сувенір space n /speis/ простір, космос speed n /spi:d/ ш видкість spirit n /'spirit/ душа sponge cake /'spnnck keik/ бісквіт spoon n /spu:n/ лож ка sportground n /s'pa:tgraimd/ спор тивний майданчик spot n /spnt/ містечко squash n /skwnj/ сквош, ракетбол

228

s ta ff room /sta:fru:m/ учительська stage n /steick/ сцена stam p n /stasmp/ м арка star n /sta:/ зірка stare v /stea/ пильно дивитися statem en t n /'steitmant/ ствер дж ення sta tio n n /steij(a)n/ станція, вок зал sta tio n er’s /'steij(a)naz/ канц еляр ські товари steak n /steik/ біфштекс stew v /stju:/ туш кувати stickers n /'stikaz/ наклейки stin gy adj /'stindp/ скупий storyteller n /'stnri'tela/ розповідач stove n /stauv/ кухонна плита straigh t adj /streit/ прямий stranger n /'streind^a/ незнайомець straw berries n /'stra:b(a)nz/ полу ниця stream n /sti:m/ струмочок stren gth n /streijG/ сила stubborn adj /'stAban/ впертий stupid adj /'stju:pid/ дурний, не розумний sty lish adj /'stailij/ стильний subject n /'sAbdykt/ предмет success n /sak'ses/ успіх suddenly adv /'sAd(a)nli/ неочікувано su itab le adj /'s(j)u:tab(a)l/ підходя щий supportive adj /sa'pa:tiv/ підтри муючий sw eet adj /swi:t/ солодкий swimming pool /'swimig pu:l/ басейн sw itch o n /o ff /switj nn/nf/ вмикати /ви м и кати score n /ska:/ рахунок

T take o ff /teik nf/ злітати ta lk a tiv e adj /taikativ/ балакучий, говіркий

ta ll adj /toil/ високий taperecorder n /teipn.koido/ магні тофон taste v, n /teist/ смакувати; смак team n /ti:m/ команда temp out /temp out/ виманювати tem perate adj /te m p ^ r e t/ помір ний ten t n /ten t/ палатка term n / ї з : т / семестр thick adj /в ік / товстий thin adj /9 іп / тонкий th rillin g adj /'Griliij/ захоплюючий tig h t adj /tait / вузький top pupil /tnp 'pju:p(o)l/ кращий учень trade v, n /treid/ торгувати; тор гівля trad itionally adv /tra'dio^noli/ традиційно train n /trein/ поїзд trainers n /'trcinoz/ кросівки transcribe v /'tnen'skraib/ транс крибувати treasure n /їгезо/ клад trip n /tn p / поїздка trousers n /trauzoz/ штани true adj /tru:/ правдивий try v, n /trai/ намагатися; спроба trot v /tm t/ вигулювати коня tw ice /tw ais/ двічі tw ins n /tw inz/ близнюки tw itter v, n /t w ib / щебетати; щебетання

U ugly adj /'лдіі/ жахливий um brella n /'лтЬгеЬ/ парасолька understand v /'Ando'stasnd/ розу міти u n forgettable adj //mfo'getobl,/ не забутній unfortun ately adv /4n'fo:t|onotli / на жаль unique adj /ju:'ni:k/ унікальний

unite v /ju:nait/ об’єднувати u sefu l adj /ju:sf(o)l/ корисний user n /ju:zo/ користувач

V v a lley n /Vcdi/ долина valu e n /Vaslju:/ цінність van n /v£en/ фургончик vase n /veiz/ ваза verb n / уз:Ь/ дієслово view n / ’vju;/ вид v illa g e n /Vilid^/ село v io lets n /Vaiolots/ фіалки v iolin n /уаю'ііп/ скрипка vocabulary n /vo'kasbjobri/ слов ник voice n /vois/ голос volum e n /Vnlju:m/ звук voyage n /Vond^/ подорож

W w ait v /w eit/ чекати w alk v, n /wo:k/ прогулюватися; прогулянка wand n /wnnd/ чарівна паличка w ashing powder /'wnjl 13 'paudo/ пральний порошок w aste v /w eist/ витрачати w aterfall n /\ra:t9fo:l/ водоспад w aterw ay /'wotowci/ водний шлях wave n /w eiv/ хвиля w ealth n /welG/ багатство w ear v /w eo/ носити w ebpage /\vebpe 1 d5/ веб-сторінка w eek n /wi:k/ тиждень w eigh tlessn ess n /\veitlisms/ нева гомість w elcom e v /'welkom/ вітати w ell /w el/ криниця w ell-planned /\¥е 1 'рІ£епй/ добре спланований w ell-read adj /\¥е 1'гей/ начитаний w est n /w est/ захід w et adj /w et/ вологий w heel n /wi:l/ колесо

229

which pron /witf/ котрий w hisper v, n /wispo/ шепотіти; шепіт w ill n /w il/ воля w illin gly adv /\v 1l113li/ добровільно win v /w in/ вигравати wind n /w ind/ вітер w ise adj /w aiz/ мудрий w ish v, n /\vif/ бажати; баж ання w onderful adj /wcndof(o)l/ прекрас ний, чудовий wood n /wu:d/ ліс wooden adj /wudn/ дерев’яний woodwork /wudw3:k/ робота no дереву

230

w oolen adj /wul(o)n/ вовняний word n /w3:d/ слово world n /w3:ld/ світ worry v /W xi/ хвилю ватися w reath n /гі:9/ вінок

Y year n /jio(r)/ рік yesterday /jestodei/ вчора

Z zenith n /'zeniG/ зеніт zone n /'zoun/ зона

CONTENTS My Sum m er D iary ......................................................................................... 2 I ’m a Sixth Form er Now ............................................................................ 6 U n it One: F am ily T ies Fam ily lifestyles ............................................................................................. 11 Your Real Self ............................................................................................... 18 A ppearances are Deceptive ....................................................................... 24 The Two of Us: My Friend and I ............................................................. 30 My Progress in English .............................................................................. 35 U n it Two: On Y our Hobby H orse 2.1. 2.2. 2.3. 2.4. 2.5.

May success atten d you! .................................................................... N ecessity or Obsession? .................................................................... In Season and Out of Season ............................................................ L et’s Agree to D iffer .......................................................................... My P rogress in English ....................................................................

39 46 54 61 67

U n it Three: S ch o o l L ife 3.1. 3.2. 3.3. 3.4. 3.5.

School R outine ..................................................................................... I Have a Head fo r................................................................................. A C reative Mind .................................................................................. To Each his Own .................................................................................. My P rogress in English ....................................................................

70 76 82 88 94

U n it Four: T ra v ellin g 4.1. 4.2. 4.3. 4 .4 . 4.5.

Choosing a R oute ................................................................................. 97 Ready, set, go! .................................................................................. 103 Welcome to U kraine ........................................................................ I l l “Step out of your cave and look aro u n d ” ................................ 118 My P rogress in English ................................................................. 124 U n it Five: A re you Good a t Sh op p in g?

5.1. 5.2. 5.3. 5.4. 5.5.

P lanning a Shopping Trip ............................................................. Shopping for Food ........................................................................... Non-food Shopping .......................................................................... Choosing a P resent .......................................................................... My P rogress in English .................................................................

127 133 140 147 152

U n ite Six: H elp Y o u r se lf to... W h a t’s for D inner?

156

I ’m a foodie, and you? ............................................................................ Mind your M anners .................................................................................. H oliday Foods ............................................................................................. My Progress in English ...........................................................................

161 167 174 178

Unit Seven: Welcome to the English-speaking World 7.1. 7.2. 7.3. 7.4. 7.5.

So Many C ountries So Many C ultures ....................................... D iscovering English-speaking C ountries ................................... English-speaking C ountries ........................................................... Get on Track ...................................................................................... My Progress in English .................................................................

182 190 197 204 210

First A id K it .................................................................................................... 214 V ocabulary ....................................................................................................... 219

Навчальне видання КАЛІНІНА Лариса Вадимівна САМОЙЛЮКЕВИЧ Інна Володимирівна

А Н ГЛ ІЙ С Ь К А МОВА

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Г оловний редактор Н. Заблоцька. Р ед акто р І. Л ук’янчук. О б клад и нка Т. Кущ. Х уд ож н ій редактор О. Мамаева. Т ехн ічн и й редактор Ц. Федосіхіна. К ом п ’ю терна верстка Ю. Лебедева.

Ф орм ат 70х100/іб.

Ум. друк. арк. 18,792. Обл.-вид. арк. 17,87. Тираж 1023 пр. Вид. № 1468. Зам. № Видавництво «Генеза», вул. Тимошенка, 2-л, м. Київ, 04212. Свідоцтво суб’єкта видавничої справи серія ДК № 3966 від 01.02.2011. Віддруковано з готових позитивів у ТОВ «ПЕТ», вул. Ольмінського, 17, м. Харків, 61024. Свідоцтво суб’єкта видавничої справи серія ДК № 4526 від 18.04.2013.