Англійська мова 9 клас Любченко 2017 by sloven

УДК [811.111:37.016](075.3) Л93

Рекомендовано Міністерством освіти і науки України ( н а к а з М і н і с т е р с т в а о с в іт и і н а у к и У к р а ї н и в ід 2 0 .0 3 .2 0 1 7 р . №

4 17)

Видано держ авним коштом. П родаж заборонено

Експерти, які здійснили експертизу даного підручника під час проведення конкурсного відбору проектів підручників для 9 класу загальноосвітніх навчальних закладів і зробили висновок про доцільність надання підручнику грифа «Рекомендовано Міністерством освіти і науки України»: Н. М. Биховець - старший науковий співробітник Інституту мовознавства ім. О. О. Потебні Національної академії наук України Н. М. Тилятинська - методист іноземних мов Бучацького районного комунального методичного кабінету, Тернопільська область, учитель-методист О. П. Грубенька - учитель англійської мови НВК «Школа-гімназія-ліцей № 10» м. Бердичева, Житомирська обл., учитель-методист Автори: Олександр Сергійович Любченко — учитель англійської мови Харківської спеціалізованої школи І - І І І ступенів № 162; Ольга Миколаївна Любченко — учитель англійської мови Харківського фізико-математичного ліцею № 27; Наталія Василівна Тучина — канд. пед. наук, декан факультету іноземної філології, професор кафедри англійської філології Харківського національного педагогічного університету ім. Г. С. Сковороди

Л93

Любченко О. С. Англійська мова (9-й рік навчання). Підруч. для 9 кл. загальноосвіт. навч. закл. English. Year 9. A textbook for the ninth form of secondary schools / О. C. Любченко, О. M. Люб ченко, H. В. Тучина. — X. : Вид. група «Основа», 2017. — 207 [1] с. : іл. ISBN 978-617-00-2893-8. Підручник розраховано на учнів загальноосвітніх навчальних за кладів, які вивчають англійську мову дев’ятий рік. Навчальний матеріал відповідає основним лініям змісту освіти, які визначено Державним стандартом базової і повної середньої освіти та чин ною Програмою з іноземних мов для загальноосвітніх навчальних закла дів: мовленнєвій, мовній, соціокультурній, діяльнісній (стратегічній). Навчальний матеріал підручника розраховано на 2 навчальні години на тиждень, з урахуванням годин на проведення семестрового контролю навчальних досягнень учнів з аудіювання, говоріння, читання й письма. Підручник побудовано з оцорою на вивчення іноземної мови через порівняльний аналіз реалій життя сучасних Великобританії та України з використанням великої кількості автентичних англомовних ресурсів. Акцент робиться на груцові та парні форми роботи, розвиток нави чок критичного мислення та ключових компетенцій. За бажанням учні й учителі можуть скористатися безкоштовним електронним додатком (http://book.osnova.com.ua/tests/english-9-2017) для проведення аудіювання та перевірки набутих знань, умінь і навичок. УДК |в ! 1. 111:37.0161(075.3 )

ISBN 978-617-00-2893-8

CONTENTS STARTING UP M amm a, it was sum m er!.............................................................................................................. 5 Lesson 1 Zest of R e s t ............................. 6 Lesson 2 So Vast P a s t ! ............................................................................................................... 8 Lesson 3 All roads lead to sc h o o l............................................................................................ 10 UNIT 1

V u ltu re C u l t u r e ? ............................................................................................................................ 11 Lesson 1 Y outh m ust be s e r v e d .............................................................................................. 12 Lesson 2 A pparent G e ru n d ........................................................................................................ 14 Lesson 3 Flow from a g o ............................................................................................................ 17 Lesson 4 Cheering v o lu n te e rin g ............................................................................................... 19 Lesson 5 Rubbing clubbing...........................................................................................................21 Lesson 6 Sm ooth y o u th ? ............................................................................................................... 24 Lesson 7 D aring and c a r i n g ........................................................................................................ 26 Lesson 8 Vision of revision...........................................................................................................28

UNIT 2

Lobbying Ilobbying............................................................................................................... 31 Lesson 1 N othing b u t a h o b b y ....................................................................................................32 Lesson 2 No fake - “DO” or “MAKE”? ....................................................................................34 Lesson 3 Time to spare round th e y e a r ....................................................................................36 Lesson 4 Snobby hobby..................................................................................................................38 Lesson 5 The world is your o y s te r ............................. 41 Lesson 6 W ith bells o n ................................................................................................................. 43 Lesson 7 It really ta k e s............................................................................................................... 45 L e sso n S Session of expression..................................................................................................47

UNIT 3

Gobs of J o b s ...................................................................................................................................... 50 Lesson 1 Perch to s e a r c h .......................................................................................................... 51 Lesson 2 A word about th e f u t u r e .......................................................................................... 52 Lesson 3 Je rk to w ork................................................................................................................. 56 Lesson 4 T rait under d e b a te ...................................................................................................... 58 Lesson 5 A gitation of a p p lic a tio n ............................................................................................ 60 Lesson 6 Going th ro u g h an in te r v ie w ......................................................................................62 Lesson 7 Steer fo r c a r e e r .............................................................................................................65 Lesson 8 Perks of w o rk s............................................................................................................... 68

UNIT 4

S tra in to E n te rta in .................................... Lesson 1 O utline and d e fin e ..................................................................................................... Lesson 2 The Massive P a s s iv e ................................................................................................. Lesson 3 Envision te le v is io n ................................................................................................... Lesson 4 Speedier m ed ia............................................................................................................

71 72 74 77 78

Lesson Lesson Lesson Lesson

5 6 7 8

Slated and d eb ated . . Galloping developing S trife of lif e .............. Recall above all . . . .

81 84 85 88

R eliance on Science Lesson 1 Dimension of invention Lesson 2 P lu ra lity of m o d ality ............ Lesson 3 Fundam ental and accidental Lesson 4 G allant ta le n t.......................... Lesson 5 Recovery of d isc o v e ry ......... Lesson 6 Continuous g e n iu s ................ Lesson 7 Truncheon of luncheon Lesson 8 Spark in the d a rk ...................

92 93 95 99 101 104 107 109 112

L egislature of N a tu re Lesson 1 Aware of a f f a i r ......... Lesson 2 A ligning non-defining Lesson 3 C adastre of d is a s te r. . Lesson 4 B itte r l i t t e r ................ Lesson 5 Sure to c u r e ................ Lesson 6 W h at about sunshine? Lesson 7 A ddiction to fiction . . Lesson 8 W rap up and back up.

116 117 118 121 123 125 127 128 131

F it in B ritain Lesson 1 G roundbreaking and breath tak in g Lesson 2 Rise to re v is e ..................................... Lesson 3 For all of th e c a p it a l ....................... Lesson 4 Story of glo ry ..................................... Lesson 5 Grace of a p la c e ................................. Lesson 6 Know how to g o ................................. Lesson 7 View of a s t e w ................................... Lesson 8 Neat and co m p lete............................

134 135 138 141 144 147 151 154 157

R eference ....................... G ram m ar Reference Exam t i p s ....................... G lossary ............................ . Useful P h r a s e s .............. C onversational Form ulas S c r ip ts .............................. . Irre g u la r V e r b s .............. . K ey s....................................

161 162 174 180 194 195 196 202

206

mm № Mamma, ft was summer!

lip if fk mit:

Be system afc! All photos and images used in the textbook have been taken from free Internet resources

ZEST OF REST i.

a) M atch th e p ictu res A - P on p. 5 a n d th e activities. P laying com puter games, playing sports, going to a sum m er camp, boating, playing hopscotch, blowing bubbles, fishing, painting, going to am usem ent parks, flying a kite, yachting, canoeing, smartphoning, sw im m ing, horse riding, biking, cam ping out. b) W hich of th em are: exciting? quiet? childish? expensive? Explain why you th in k so.

to let one’s hair down to become more relaxed V ______________________________

in terestin g ? en tertaining? boring? dangerous?

c) In sm all groups, a rra n g e th e a ctiv ities above in th e order of im portance, a n d th e n com pare your re su lts w ith th e re st of th e class. 2.

In pairs, exchange your m em ories ab o u t th e sum m er holidays. W h a t was y our sw eetest m em ory? W h at u p set you m ost? W hy? Did you take up any of th e activities from Ex. 1? W h at were they?

W hen we ta lk ab o u t some events in th e p a st, we norm ally use one of th e P a st tenses - P a st Sim ple, P a st C ontinuous or P a st Perfect. Read Jaso n B lake’s em ail to his Liverpool schoolm ate Edw ard and decide, which of th e P ast Tenses th e verbs in bold belong to: 1) W hich of th e verbs ju st sta te a fact of an event in the past? W hat gram m ar tense is used? 2) W hich ones are about th e actions happening a t a certain moment or d uring a certain period of tim e? W h at gram m ar tense is used? 3) W hich ones tell us th a t one action in the past took place before an o ther action? W hat gram m ar tense is used? ( You m ay consult G ram m ar Reference on p. 162) t

jo: ed_2003(®yahoo.cQ.uk Subject: _ J i e ] ^ J r o m U k r a i n e ^

Hi Ed, Hope you’re doing fine. I was absolutely busy in sum m er w ith all th a t m oving s tu ff, you know. Before I left the UK (and th a t was in late A ugust) I h ad done such a lot of things! I decided to take up a sum m er job to get some e x tra money, and my mum and dad agreed th a t it was not a bad idea, so in Ju n e and Ju ly I w orked as a paperboy in the m ornings and w ashed cars in my m um ’s cousin’s garage later in the day. W hile I was w orking there I learned a lot of useful th in g s about cars and even learn ed how to drive. A fte r my garage experience h ad been over my a u n t suggested h irin g me as an aid in her clothes shop. The job was simple - sticking price tags on clothes, and it was paid well, b u t how boring it was! I was sittin g in the back room all day and stick in g those tag s on sh irts, sk irts and pants. My mum said it was good for teaching me how to be p atien t and a tte n tiv e , b u t I was th in k in g then it was ju s t horrible. Anyway, a fte r it all had finished and I had earned something to take with me, I finally came to Ukraine. I hadn’t had enough tim e to do some real sightseeing before the school started , b u t what I had seen, was a t least interesting. W ell, g o tta ru n now, hope to h ear from you soon. Take care, Jason

Starting up

Look a t th e p ictu res below about sum m er jobs th e teen ag ers did d u rin g th e ir sum m er holidays and say w hat jobs those are. In pairs, choose any two sum m er jobs an d m ake a lis t of a t lea st th re e th in g s those teen ag ers did a t work. Discuss your lists w ith th e class for possible additions o r changes.

Did you or your friends ta k e up any sum m er jobs th is sum m er? W h a t were they — som ething from above or som ething d ifferen t? W h at did you do w hile doing th e job? Describe th e job you o r your friends did to your deskm ate, th e n sh are th e re su lts w ith th e re st of th e class a n d find o u t w hat sum m er job was m ost p o p u lar w ith teen ag ers th is sum m er.

In pairs, prep are a n d m ake a p re se n ta tio n “Sum m er Jo b s for T eenagers —For an d A g a in st”. Quick Grammar Aid - Past lenses W e use P a st Tenses fo r actions th a t happened some tim e ago and have no direct connection w ith th e tim e when we are talking about them . P a st Sim ple is used to say ►th a t the actions happened in the p ast for some tim e:

I w ent to school in Liverpool. (I am giving a fact.)

►about a single action in the past:

On my way to school I stopped a t the corner.

►about a few actions happening one a fte r another:

She came home, opened, the door, tu rn ed on the lights and saw a ghost.

P a st C ontinuous is used fo r actions th a t happened a t a specified m om ent or period of tim e in the past indicated by: ►exact tim e:

They were doing th e ir homework a t 8 p.m .

►a single action in the past:

They were doing th e ir homework when th e ir m other came. (Pay atten tio n to the use of w hen in such sentences.)

►a period of tim e:

They were doing th e ir homework from 7 till 9 p.m . (Pay atten tio n to the use of from ... till ...in such sentences.)

►two or more actions in the p ast th a t took place a t the same tim e:

They were doing th e ir homework while th e ir Dad was cleaning the house and th e ir g ran n y was cooking dinner for the fam ily. (Pay atten tio n to the use of while in such sentences.)

IMPORTANT! P a st Continuous is always about unfinished actions. P a s t P erfect is u se d f o r a c tio n s t h a t h a p p e n e d b e fo re a sp e c ifie d tim e in th e p a s t in d ic a te d by: ►actions in P ast Simple:

Thev h ad w ashed the dishes before th ev sta rted doing th e ir homework. OR Thev sta rte d doing th e ir homework a fte r thev had w ashed the dishes. - w ashing the dishes haDpened earlier th a n doing homework. (Pay a tten tio n to the use of before and a fte r in such sentenc es. Memorize a simple rule: P a st P erfect is used before “before” and a fter “a fte r ”.) OR They had w ashed th e dishes by the tim e th e ir m other came. (Pay a tten tio n to the use of by in such sentences.)

►exact tim e in th e past:

They h a d w ashed the dishes by 7 p.m . (Pay a tten tio n to the use of by in such sentences.) IMPORTANT! P a st P erfect is m ost often used in complex sentences w ith two actions in the p ast to com pare.

M am m a, it w as sum m er! All photos and images used in the textbook have been taken from free Internet resources

C .

ta g 1.

SO VAST PASTS

P u t th e verbs in to th e correct tense (P ast Sim ple or P resen t Perfect). REMEMBER: we use P resen t P erfect w hen we a re m ore in te re ste d in th e re s u lt a n d P a st Sim ple —w hen we a re m ore in te re ste d in th e tim e. Use the Quick G ram m ar A id to help you. 1. 2.

A: (you / play / already) th e new com puter game? B: No, not yet. I only (buy) it yesterday and I (have / not) the tim e yet. 3. A: (you / go) to th e cinem a last night? 4. B: Yes. I (be) th ere w ith Sue and Louis, (you / be) to the cinema recently? 5. A: I last (go) to th e cinem a two weeks ago. 6. B: So you (see / not) th e new action film yet. 7. A: No, u n fo rtu n ately not. (you / enjoy) it? 8. B: Oh, I really (love) it. B ut Sue (like / not) it - too m uch action! 9. A: B ut why (you / take) her w ith you? She (tell) me last week th a t she (hate) action film s. 10. B: I th in k she has an eye on Louis. She (try) to talk to him all the tim e. So he (can / concentrate J_ not) on the film . 2.

Today's idiom to rest on one’s laurels to make no e ffo rt to do an ything because of the previous success

Today; phrasal verb to loosen up - to become relaxed or inform al

P u t th e verbs into th e correct tense (P ast Sim ple or P a st Continuous). 1. 2. 3. 4. 5. 6. 7. 8. 9.

W hen I (do) th e w ashing-up, I (break) a plate. W hile Tom (play) the piano, his m other (do) th e w ashing-up. He (drink) some juice and th en he (eat) a few chips. I (have) dinner when I suddenly (hear) a loud bang. W hen my fa th e r (work) in the garden, an old frien d (pass) by to see him. She (go) to school, (take) out her textbook and (begin) to learn. W hen it (start) to rain , our dog (want) to come inside. W hen Ja n e (do) a language course in Ireland, she (visit) Blarney Castle. W hen I (be) on my way home, I (see) an accident. 1 0 . I (not / understand) w hat they (talk) about.

P u t th e verbs into th e correct tense (P a st Sim ple or P a st Perfect). 1. 2 3. 4.

W e (throw) away th e flow ers th a t we (bring). W endy (send) th e le tte r th a t she (write). The gardener (trim ) the trees th a t he (plant). I (get) into the ta x i th a t my frien d (order) for me. 5. She (wear) the jum per th a t her m um (knit). 6 . Y esterday a boy (destroy) th e snowman th a t we (build). 7. Jim m y (tell) us about the film th a t he (see). 8 . W e (find) th e mobile phone th a t M arvin (lose). 9. He (sing) a song th a t I (hear / never). 10. C atherine (open) th e window th a t I (close / just). Starting up

Choose th e correct tense form s —P ast Sim p le, P ast C ontinuous, P ast P erfect 1. 2.

3. 4.

W e (not go) to the cinem a last week. My b ro th e r (break) the cup th a t I (wash) only a m inute before. Y esterday a t nine he (sit) in fro n t of his com puter. W hen th e ir m um got home, the boys (watch) TV.

Choose th e b est tense form to com plete th e sentences about th e situ a tio n s in th e past. 1 . I was exhausted at th e end of the exam. I (w rite) too much. 2 . W hen thieves stole my favourite leather jacket, I was really upset. I (have) it fo r over ten years.

Please step out of th e car, Mr. Jones. Do you realise you (drive) a t over 90 mph? 4. W e d id n 't really w ant to go and see the m usical again. W e (already see) it twice - so we (say) "no" and we (go) to a re sta u ra n t instead! 5. I arrived over an hour late to th e office and everyone was working. A ctually, they ju st (sta rt) to work on a newT project and I (feel) really guilty. 6 . The kitchen was full of steam when we arrived. Joan (be) in the kitchen and she (cook) a huge meal fo r every one a t the party. 7. It was a b it em barrassing to arrive at th e ir house and fin d Mary looking so sad. 1 th in k she (cry) before we (get) there. 8 . No-one even noticed when I got home. They (all watch) the big game on TV.

P u t th e verbs in a p p ro p riate tenses a n d rea d th e story.

A plum ber {come) to our house yesterday. He {want) to rep air our w ashing m achine th a t (break) a few days before. Before he {ring) a t my door, he {look) fo r a parking space in th e stre e t. W hile th e plum ber {repair) the w ashing m a chine, I (watch) th e news. Suddenly, I {realise) th a t they {show) our s tre e t on TV. The re p o rte r {say) th a t a car {crash) into a stop sign ju st before reaching th e cross roads. W hile I {listen) carefully to w hat (happen), some one (knock) a t my door. I {open) the door and {see) a po lice officer standing there. He {ask) fo r th e plum ber. As it {turn) out, it {be) our plum ber’s car th a t {roll) down th e street. In his haste, th e plum ber {forget) to put th e handbrake on.

Mamma, il vas summer! All photos and images used in the textbook have been taken from free Internet resources

to 3

ALL HOADS LEAD TO SCHOOL

In pairs, th in k ab o u t a n acrostic on th e word “sum m er” . Discuss th e acrostics in class a n d decide which one is th e best.

s_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ u ................................................................................................................................ M.......................................... ................ ........... ................ ............. ............... .........

Today's idiom to learn the ropes to learn how to do som ething properly

M. .............. ......... ....... ......... ............ ............ ..................... ............... . I ___ ___ ___ ___ ____________ _______ ___ _____________ _______ __ _

Fidayj phrawl verb

R .... .......... ............. ........................ .................................................................................................................................................. L iste n to a S kype c o n v e rsa tio n b e tw e en Ed a n d h is frie n d fro m U kraine —Polina. W h a t w ere Ed’s sum m er experiences? How does he feel ab o u t them ? Take b rie f notes w hile listening. 3.

Fill in th e tab le w ith Ed’s sum m er experiences according to w hat you have heard. P ositive experiences

to g o o f o ff / around ■ to waste tim e

N egative experiences

M ake up new sentences so th a t they h ad th e sam e m eaning as th e sentences from th e dialogue. 1) 2) 3) 4) 5)

I had too m uch w'ork to do. - There was ... My sum m er was anything pleasant or special. - There was ... W e hardly ever saw each other. - W e practically... There was a person who shared my ideas. - My ideas... Somebody had got a home essay to w rite. - There had...

Decide which of your sum m er experiences were m ore positive a n d which —m ore negative a n d fill in th e tab le below. ■ Tell th e class about your sum m er experiences. ■ Explain your ideas using th e today’s phrasal verb and idiom. Don’t fo rg et to use P ast tenses. P ositive experiences

N egative experiences

W rite a le tte r to your im aginary E nglish pen-friend (David o r M ary) and te ll th em about your sum m er using th e P a st tenses (P ast Sim ple, P a st C ontinuous a n d P a st Perfect).

Starting up

Vulture Culture?

All photos and images used in the textbook have been taken from free Internet resources

Q/sssqH

YOUTH MUST BE SERVED

Do you know w h a t a “c in q u a in ” is? I t is a sh o rt five-line (from th e F rench “cinq” —“five”) poem w ith no rhym e. Look a t th e exam ple: Computer Cold, silent Thinking, Producing, C alculating S m a rter th a n me, maybe? M achine

phraja! verb of the unif: to break

Today's idiom to have a ball - to enjoy oneself greatly

Line 1 - One word, also the title Line 2 - Two adjectives th a t describe the word in line one Line 3 - Three words w ith m ore in fo rm atio n about the subject. Line 4 - Four words th a t show emotion about the subject eith er individual words or a phrase/sentence Line 5 - Synonym of the title or a word very sim ilar to it.

Today'« p h » » lw '* 0 to break aw ay - to escape from cap tivity 0 to break aw ay from - to leave and become indepen dent

In pairs, make a cinquain about youth on an A4 piece of paper. Each pair posts th e ir poem on th e board, and th e class votes for th e best cinquain. 2.

a) Look a t th e p ictu res of rep re sen ta tiv e s of some p o p u lar youth su b cu ltu res on p. 11. W h a t do they look like? W h at do you feel when looking a t them ? You m ay use th e follow ing words: aggressive, attra ctive, arrogant, cheeky, glamorous, picturesque, strange, A weird, freak, fu n n y, dangerous, etc. b) Choose one p ictu re a n d describe it. Tell about: people’s appearances people’s clothes people’s possible behaviour Use the words above or add words of your own.

Did you know?

12% of the population in England and Wales were aged 16-24 in 2011, down from 16% in 1911.

R ead a n e x tra c t from th e a rtic le on youth su b cu ltu res an d find th e rep rese n tativ e s of those am ong th e p ictu res above. E xplain your choice.

Young people have always trie d to find out where and w hat they are in th is world by try in g to sta n d out of th e crowd. It may most easily be done by protesting against the adult society, its ru le s and values. T hat is why a lot of y o u th su b c u ltu re s appeared in th e la te 20th c e n tu ry . They w ere m ainly based on d iffe re n t music styles and teenagers tried to copy th e ir idols in ev ery th in g - ap p ear ances, fashion, preferences and lifestyles. Of

UNIT 1

course, they differed greatly - from peaceful hippies to aggressive skinheads. Then came rockers and later m etallers with their black leather jackets and Harley Davidsons, but... it all was gone in a short while. With tim e, the idea of seeing the future as dark and hope less dominated the minds, and youth groups turned from rebellious to negatively apathetic. The appear ances turned into a mixture of aggression and absur dity (punks) or into a contrast between black clothes and whitened skin (Goths), or brought up unnatural hair colours - mainly pink (Emos). But with the de velopment of the Internet everything has gone a dif ferent way...

In pairs, fin d th e ways to replace th e words a n d p h rases in bold in th e a rtic le w ith th e ir synonyms. Then, close your books an d try to use these words an d p h rases to recon s tru c t th e a rtic le to th e class. In class, decide, w hich of th e reco n stru ctio n s was closest to th e article.

In groups, discuss th e order, in which th e youth sub c u ltu re s m en tio n ed in th e a rtic le ap p eared . Use your personal know ledge an d experience. Discuss th e re su lts in class.

S p eak in g . W hich of th e s u b c u ltu re s h av e you p e rso n a lly know n? W h ere a n d how did it h a p pen? W h a t w ere your im pressions? S h a re your experiences w ith th e class. The key idea of any youth su b cu ltu re is some kind of p ro te st a g a in s t society. Im agine you w a n t to c re a te a s u b c u ltu re of your own. W h at will it be like? W ill it be m ore peaceful a n d quiet o r m ore cheeky an d aggressive? W ill th e re be any special clothes? M akeup? A rtifa cts? W rite a short passage of ab o u t 70—80 words.

Vulture Culture? All photos and images used in the textbook have been taken from free Internet resources

toQ â

APPARENT GERUND

Com pare th e words in italics in th e follow ing sentences. Can we say th a t th e sam e form expresses th e sam e m eaning? Do they belong to th e sam e or differen t p a rts of sentence? 1) 2) 3) 4) 5)

I ’m reading a book. Reading is my fav o u rite hobby. The girl reading a book is my sister. My b ro th e r hates reading. A fter reading th e note he made a phone call.

to chance, one's arm - to decide to do som ething even though there is little hope of success

T id n y J p h ra sa l

Look th rough the Quick G ram m ar Aid on p. 16 and decide, which of the words in italics in sentences 1 -5 are gerunds, and which are not. Explain your choice. 2.

Com plete th e sentences w ith th e gerunds form ed from th e infinitives in brackets. 1) The governm ent encourages (recycle). 2) She is tire d of (wash) dishes every night. 3) He understood her (leave) so soon. 4) He w ent (fish) w ith his fath er. 5) He is a fraid of (take) th e test. 6 ) Kelly suggested (take) us home. 7) H er reaction to (win) the Oscar was a b it odd. 8 ) He denied (take) th e car. 9) Russell was discouraged by (not win) th a t m atch. 10) Sheila is s ta rtin g (wrork) th ere next week.

0 to break down a) to go out of order; b) to lose control of one's em otions 0 to break (s th ) down to divide in sm aller or sim pler p a rt

A rran g e th e words in th e follow ing sta te m e n ts in th e proper order. Decide, w hich of th e —in g form s a re gerunds a n d which are not. E xplain your choice. 1)

about / discussing / breaking / Dr. M ortim er’s j w alking ] were jf they ] the j news ] stick.

2 ) sittin g / has / message / the / room j a fte r / house / been / incom ing / Susa n / w aiting j for / the / in / her / cleaning.

3 ) lecture / the f on / building / com puter f a / centre / by / doctor / presentation / using / was / giving / sm oking / in / the / conference j o f / the / a.

Com plete th e sentences w ith corresponding gerunds. E xplain each of your choices. Consult th e Quick G ram m ar Aid on p. 16 if you need. 1. They d o n 't m ind (wait) outside. 2 . I postponed (paint) th e wall fo r the next weekend.

3. Now I u n derstand th a t (go) to th a t p a rty wTas a m istake. 4. Sue enjoys (dance). 5. The advantages of (go) by tra in were clearly visible. 14

UNIT 1

6 . Jo sh u a m entioned (run away) from th e police in his story.

7. (Find) them became his m ain goal. 8 . Don presented me a new (fish) rod.

9. He is proud of (be) a m em ber of the team . 10. This dress isn ’t w orth (buy). 5. Com plete th e sentences using th e g erund form w here it is strictly necessary. E xplain your choice.

Did you know? In 2012, 14 % of brides in the UK were under 25, compared with 76 % in the late 1960s.

1. L aura keeps (repeat) th e same sentence. 2. He sta rte d (shout) a t his friends. 3. He forgot (water) th e flow ers and Mom rem inded him about. 4. Diana hates (read) short stories. 5. Sarah c a n 't help (be) so charm ing. 6 . There is no harm in (be) careful. 7. O ur Dad continues (work) fo r th is newspaper. 8 . I forgot (water) the flow ers and w atered them one more tim e 9. Jack completed (fix) th e car. 10. He denied (take) my new camera.

Com plete th e sentences w ith th e verbs in b rack ets. Use G erund w here necessary. If th e two v a ria n ts (gerund o r infinitive) a re possible, w rite down b o th of them . 1. I d o n 't m ind (go) w ith you. W e are going (camp) next week. 2. You m entioned (take) a break. 3. W e really recom mend (climb) th a t m ountain. 4. My reasons for (accept) the position are well known. 5. M other retu rn ed home and my b ro th ers stopped (fight). 6 . I reg ret (tell) her about it. She told everyone. 7. Donna dislikes (stay) a t home alone. 8 . Jan e keeps (forget) her keys. 9. David is sta rtin g (work) th ere next week. 10. This guy is known fo r (break) the rules. 11. N ate won the prize fo r (w rite) th a t am azing short story about (travel) to Japan. 12. If he avoids (waste) money th a t we keep (make) the trip , we plan on (leave) in June. 13. S am an th a kept (have) problem s w ith her co m p u te r a t w ork, so she su g g e ste d (sh u t) down the com puter and (re sta rt) it. 14. She finished (cook) a t about fo u r and wTent fo r a walk. 15. D on't fo rg et (buy) some bread. W e d o n 't have any left. Vulture Culture? All photos and images used in the textbook have been taken from free Internet resources

Quick Grammar Aid - The Gerund T h e g e r u n d lo o k s e x a c tly th e sa m e as a p r e s e n t p a r tic ip le , b u t th e r e is a d iffe re n c e b e tw e e n th e tw o . T h e g e r u n d a lw a y s h a s t h e s a m e f u n c tio n a s a n o u n ( a lth o u g h i t lo oks lik e a v e rb ). I t is so m e tim e s q u ite d i f f ic u lt to u n d e r s ta n d th e d iffe re n c e b e tw e e n u s in g th e g e ru n d a n d th e in f in itiv e . T h e b a s ic d iff e r e n c e b e tw e e n g e r u n d s a n d in f in itiv e s is th e fo llo w in g : U sing a g eru n d suggests th a t you are talk in g about re a l activ ities or experiences.

U sing an infinitive suggests th a t you are talk in g about p o te n tia l or possible activities or experiences.

T h e g e r u n d a n s w e rs th e q u e s tio n s “W h a t? ” o r “ D o in g w h a t? ”

IN THE SENTENCE: THE GERUND MAY BE THE SUBJECT OF THE SENTENCE

Fluins makes me nervous.

THE GERUND MAY BE THE COMPLEMENT OF THE VERB 'TO BE'

The hardest thing about learning English is understanding the gerund.

THE GERUND IS USED AFTER PREPOSITIONS The g erund m u st be used when a verb comes a fte r a preposition. This is also tru e of certain expressions ending in a preposition, for example the expressions in spite of or th e re 's no point in.

She is good at oainting. We arrived in Madrid after driving all night.

THE GERUND MUST BE USED AFTER PHRASAL VERBS P hrasal verbs are composed of a verb + preposition or adverb.

When will uou give

There are some p hrasal verbs w ith "to" as a preposition (e.g. to look forw ard to, to ta k e to, to be accustom ed to, to get around to, to be used to). I t is im p o rtan t to know "to" is a preposition in these cases and it m ust be followed by a gerund. I t is not p a rt of the in finitive. You can check w hether "to" is a preposition or p a rt of the in fin itiv e. If you can p u t the pronoun "it" a fte r the word "to" and form a m ean in g fu l sentence, then th e word "to" is a preposition and m ust be fol lowed by a gerund.

I look forward to hearing from uou soon. I am used to it.

THE GERUND IN COMPOUND NOUNS In compound nouns u sing the gerund, it is clear th a t the m eaning is th a t of a noun, not of a continuous verb. For example, w ith the word "swim m ing pool" it is a pool for sw im m ing in, it is not a pool th a t is swim m ing.

I am giving Sallu a driving lesson. I bought some new running shoes.

THE GERUND MUST BE USED AFTER SOME EXPRESSIONS The g erund is necessary a fte r the expressions can't help, can 't stand, to be w orth, and it's no use.

She couldn't helv falling in love with him. I cant stand waiting. It's no use truing to escape. This song is worth listening.

smoking?

A L SO : ►The word "go" + sp o rts or re c re atio n a l activ ities usually take a gerund.

"Let's go showing". "Then went skiing".

►Expressions w ith th e words "have", "spend" and "w aste" take a gerund.

"She had fun skiing". "He wasted all his time worriting".

S ee th e lis ts o f v e rb s t h a t ta k e o n ly a g e r u n d o r can ta k e b o th g e r u n d s a n d in f in itiv e s , w ith o n ly a s lig h t d if f e r e n c e in t h e m e a n in g , o r v e rb s ta k e b o th g e r u n d s a n d in f in itiv e s , b u t w ith a s ig n if ic a n t d iffe re n c e in th e m e a n in g on p . 163.

UNIT 1

ta n 3 1.

FLOW FSSOM AGO

W ork in chain. Look a t th e beginnings of th e questions a n d continue them . Ask you p a rtn e r to give b rie f answ ers ab o u t yesterday’s activities. W hy did you...?

What was ...?

What did you ...? Where did ...?

WThere were ...?

How could you ..,? How long ...?

W hy should you ...?

to come up in the world - to become richer and of a higher social status than before

How often ...?

W hat kind of ...?

How far ...?

Could you try ...?

0 to break free - to free oneself 0 to break in/into - to enter by force

Look a t th e p ictu res of rep re sen ta tiv e s of youth subcultures. 1) W hich of them can you identify? 2) W hich of them were NOT m entioned in the article in Lesson 1? Check yourself w ith th e key to th e pictures a t th e end of th e lesson. 3) W hat names are completely new or unknow n to you?

Vulture Culture? All photos and images used in the textbook have been taken from free Internet resources

You a re going' to listen to a radio interview . Look a t th e words you are going to come across in th e interview 7 (A) a n d try to m atch th em to th e ir m eanings (B). A

bald

symbol

dye

die out

hostility

funny

attribute

aggression

amusing

paint

fade away

hairless

Think how you can use th e words from colum n A to describe th e p ictu res above. 4

Look a t th e questions below a n d try to find answ ers to those questions you th in k you can answ er. Then listen to a p a rt of a radio show to find o u t if your guesses were correct an d give answ ers to ALL th e questions.

1) W hich of the youth subcultures above are m entioned in th e interview ? 2) W hich are not? 3) W h at age groups are m entioned and in w hat context? 4) W h at are the reasons fo r young people to give up a subculture? 5) Can we identify various subcultures now? W hy / W hy not? 6 ) W hat is said about music styles followers? 7) The interview is not finished. How do you th in k th e last question will be answered?

Did you know? The number of young people aged 16-24 in full-time education more than doubled between 1984 and 2013.

Do you know any rep re sen ta tiv e s of youth su b cu ltu res? W h a t can you say ab o u t them ? W h at kind of people a re they?

W h a t do you personally th in k of youth su b cu ltu res? Do you th in k they a re necessary or young people could easily do w ith o u t them ? Interview your classm ates u sin g th e follow ing form , th e n sum up th e re su lts to m ake a single c h a rt for th e class. Absolutely necessary

I already belong to one - (say what)

I’d like to try ... (say what)

I don’t care

Absolutely unnecessary

Choose one of th e youth su b cu ltu res from th e key words a t th e end of th e lesson, search th e In te rn e t o r o th er resources for in fo rm atio n ab o u t it an d prep are a b rie f p resen tatio n . Say about: ■ w here and when they appeared ■ w hat th e ir general idea was ■ w hat characteristic featu res they had (clothes, hairstyle, m akeup, artifacts). qnoquom ‘pvayiiiys ‘ja q jo j ‘jo p v v a a j ‘sqund ‘SuioS uoiaaijod ‘saiddiq ‘jvqdui-fiavdq ‘J32[viu ip J lv j§ ‘i/foS ‘s jjiu v g 'suvSipotj i/v q p o j ‘suv/ i/v q p o l ‘ouid ‘qundudqfio ‘s t/p f)ja q fij Z x g sjomsuy 18

UNIT 1

CHEERENG VGLUNTEERSNG 1.

W ork in groups of 3 or 4. In tu rn s , te ll your deskm ate any word re la te d to th e c u rre n t topic and they have to reply w ith a n o th e r re la te d word th a t has any le tte r from th e w ord you have said a n d so on w ith th e whole group.

( ^ T odaysidiom ^

L isten to th e second p a rt of th e interview w ith Dr. E pstein a n d find if you can spot any of th e words from Ex. 3, Lesson 3. In w hat context a re they used by th e speaker? Try to resto re th e sentences w ith these words.

to come / turn up trumps - to achieve unexpectedly good results

A nsw er th e follow ing questions ab o u t th e interview . 1) W hich of th e pictures from p. 17 apply to the second p a rt of the in terview ? 2) How does Dr. Epstein see th e fu tu re of youth subcultures? 3) W hat reasons fo r th a t does she provide? Do you agree w ith them ? W hy? 4) W hy do th e subcultures th a t a ttra c te d Dr. E pstein stand out of the com mon picture? 5) W here nowadays can you see real skinheads? Explain, please. 6 ) W hy does Dr. Epstein not w ant to speak about football fans? 7) Can you replace Dr. Epstein in describing w hat football fans and football hooligans are using th e pictures from p. 17? 4.

Today’s phrasal 0 to break in on smth to interrupt smth unexpectedly 0 to break off a) to stop sth; b) to stop speaking

R ead th e follow ing web site info rm atio n to find o u t ab o u t th e a lte rn a tiv e way fo r young people to spend th e ir tim e a n d m atch th e a ctiv ities m entioned w ith th e p ictu res below.

All photos and images used in the textbook have been taken from free Internet resources

P tieT>î KTa / ' '

''ï-U"T':.'î-TDi-V5=!r'f ‘j r ' - j - a î ^>iî ^ C ,;®Fv’^h- ' - i e V , î ’' S E 1'/ : ■, S L , 5 F To r

*' . * r 1 a %*

https ://yolunteeringmatters .org.uk

Positive Futures is a youth-led programme offering fantastic volunteering opportunities for young people aged between 13 and 25 as volunteers or leaders. We believe that children and young people can make all the difference to their communities and their lives through volunteering. Volunteering helps young people make a positive difference in their communities. It not only boosts their confidence and expands their social circle, it enhances their life skills and future job opportunities. Behind Every Kick offers football coaching and support to young people in the community. Youth volunteering in health & care - young people support the health and care of others, with a positive effect on patients and the community. Full-time volunteering is a unique opportunity for people between 18 and 35 to lenge of living away from home for 6-12 months. Get Out Get Active encourages disabled and non-disabled people to take part in and enjoy activity together UK wide. Learn Together supports children and young people oneto-one with their reading, maths and languages in schools and community. Learning Matters covers learning opportunities for young adults who want to enter employment and get on the career ladder but are missing the vital qualifications they need. Befrienders provide a befriending service to young people aged 8-18 in the local area.

dkâi

ÉBi

....

W hat pictures are not supported by th e tex t? W hat are the teenagers in these pictures doing? Describe in 1 -2 sentences.

Did v«# know? A ___ ___________ ______

Do you know w hat a “v o lu n te e r” is? Can you explain th e m eaning in your own words?

955,000 young people in the UK were Not in Education Employment or Training in 2014

Look a t th e O xford E nglish D ictionary e n try fo r th e word. Did you explain th e word correctly? W hat do you th in k th e m ain fea tu re of vol u nteering is? 6. Do you know a n y th in g ab o u t y outh volu n teerin g in U kraine? Do you do vo lu n teerin g yourself or personally know such peo volunteer, n - a person who ple, o r maybe ju s t h e a rd ab o u t them ? W h at kind of v o lu n te e r does som ething, especially ing do they do? E xchange your ideas in class. helping other people, w illing ly and w ithout being forced 7. W ould you like to do some so rt of volu n teerin g ? F ill in th e or paid to do it c h a rt below p u ttin g 1 th ro u g h 8 in each category w ith 1 being th e low est p rio rity a n d 8 —being th e h ighest one. Helping old people

Helping homeless people

Helping disabled people

Helping refugees or im m igrants

Coaching or helping in sports

H elping to care about anim als

Helping with studies

Helping to keep your neighbourhood clean

In class, share the results and find out which of th e activities would a ttra c t m ost of th e stu d en ts to take up. 8, W rite a n essay expressing your opinion about y outh vo lu n teerin g (if you support or disprove th e idea; w hat so rt of v olu n teerin g you personally view as th e m ost im p o rta n t one; w hat so rt of volu n teerin g you w ould w illingly try a n d why). Use ab o u t 100 words. 20

UNIT 1

te rn i 1.

RUBSING CLBBBENG

1. In groups of four, each stu d e n t chooses a le tte r an d w rites down as m any w ords fo r each category th a t begin w ith th e specified le tte r as th ey can. Each group reads th e ir answ ers for each category. Count points —th e group th a t h as th e m ost, wins. Rem em ber: you have only two m inutes! LETTER:

Todays idiom to cook som eone's goose - to spoil someone's chances of success

Valuable things Colours People’s tra its of character People’s appearances People’s feelings People’s activity Each word = 1 point

т^у "Harrow "United (Deaf C[u6

V B R IT IS H O ^ C V C L IH G

Club

YOUT

FORWAR F i ll

YOUTH

]

CLUB

Save the Children

>x<

TEES VALLEY

YOUTH FOR CHRIST

T DORSET

r a i B O Y S * сліз. -to сліз /оити s o p f oscr

BRIGADE

>the adventure begins here

Vulture Culture? All photos and images used in the textbook have been taken from free Internet resources

1РШСШ ASSOCIATION

CLEAN WATER LAND & LEGACY

AMENDMENT

:-oofÿS?

•• *

eP °R'

Look a t th e set of p ictu res on p. 21. F ind a t lea st 2 th in g s th a t a re comm on about th em a n d com pare your ideas w ith those of o th e r students.

W ork in pairs. W h at groups or categories could you divide th e clubs into? W hy? W h at are th e m ain fields of th e ir activ ity ? W h at m akes you th in k so? S h are your ideas in th e class.

a) R ead a sh o rt a rtic le ab o u t youth clubs in th e UK an d m ake a list of th e goals youth clubs w ork for. j

Believing in young people -... X ^

^ +

J \j. ■ www.ambitionuk.org

"ft * 1

System Proxyw

Youth clubs have been around for more than 150 years The activities they offer may have changed a little, but their purpose remains much the same. In 1863, it was said youth clubs provided “evening recreation, com panionship, an entertaining but healthy literature, useful instruction, and a strong guiding influence to lead young people onward and upward socially and morally” The language may be old-fashioned, but youth clubs still focus on the same vital things today. Young people are given a low-cost place to go outside of school, offering them a sense of belonging. The activities and support from club leaders and volunteers allow young people to learn new skills and build confidence in the future, as well as have fun. Young people choose to go there, with youth clubs open to all young people. There are around 11,000 youth clubs in England that offer a huge range of activities. There is everything from boxing to dance, as well as clubs focusing on the environment, creative arts and leadership and work skills. Relationships are also at the heart of youth clubs - both with friends and the adults who work there. For some young people, such a relationship may be the only meaningful relationship they have with an adult - and it can be life changing. Youth clubs offer something for everyone. We want to make sure every young person in the UK has access to a club that’s right for them.

b) A nsw er th e follow ing questions. 1) Have the goals changed greatly w ith tim e? 2) Do all club sta ff members get paid? How can you prove it? 3) A re th ere any lim itations for young people to join? How can you tell? 4) Can you possibly find a club where you could do pottery? W here in th e article can you find the proof? 5) W hat does th e a u th o r m ean by “offering them a sense of belonging”? Explain in your own words. 6 ) Do you th in k 11,000 clubs is a lot or not enough tak in g into account th a t th ere are about 6.5 m illion people aged 1 5-24 in England? W hy do you th in k so? In pairs, choose a club logo from p. 21 a n d on a n A4 piece of p ap er m ake notes about: • th e area of in terest; • th e possible age of the p articipants; • th ree possible club activities.

UNIT 1

To e n te r a club, a person norm ally is to fill o u t th e ap p lication form .

W ork in pairs. Each of you chooses one of the two sample application form s and fills it out. Then, compare your form s and fin d out w hat inform ation is repeated and w hat may be optional.

Y outh F orw ard Club A pplication for M em bership F irst Nam e: T itle: M r

F am ily name: Miss

A ddress:

Telephone:

D aytim e C ontact Num ber:

O ccupation:

Date o f B irth:

I am applying fo r m em bership of Y outh Forward Club. I agree to abide by th e rules of Y outh Forw ard Club. I declare th a t th e info rm atio n given above is tru e and correct to th e best of my knowledge. S ig n a tu re:

Date:

^_______________ f

Get F it Y outh Gym M em bership A pplication Form Com plete th is ap p lication form u sin g BLOCK CAPITALS Surnam e:

Forenam e:

A ddress: P hone No:

Mobile:

Please / th e correct box. Sex: Male

Female

D ate o f birth: Occupation: H ave you used a g y m before?

Yes

S ig n a tu re:

V______________________ 7.

T hink of a youth club you w ould like to c reate a n d m ake up a p o ster a d v ertisin g it. Include th e fol lowing: ■ th e age of members; ■ th e area of activity in detail; ■ th e hours of activity; ■ th e m otto of your club. P repare an application form fo r your club to offer your classm ates to join.

Vulture Culture? All photos and images used in the textbook have been taken from free Internet resources

SMOOTH YOUTH? 1.

W ork in groups of 3 o r 4. W rite down th re e sentences ab o u t yourself, one of which is false.

For example: a j I ’m very am bitious. b) I‘m quite a m ature person. c ) I ’m creative. R ead th em to o th e r s tu d e n ts , who have to guess which of the statem ents is false. A fte r eve ryone has guessed, th ey read th e irs . You have 1 m inute fo r w riting. 2.

a dead cert - som ething th a t is certain to happen or be achieved

T o d a y 's p h r a s a l v t i h 0 to break th ro u g h - to force a way th ro u g h sm th 0 to break w ith - to stop or do sm th in a d ifferen t way

Think about pros and cons (advantages an d disadvantages) of th e follow ing youth a ctiv ities a n d fill in th e c h a rt below.

Pros

Cons

W hich of the activities do you th in k are good fo r society? W hy do you th in k so? W hich of th e activities do you support most? Least? Exchange your ideas in class. Be ready to de fend your point. 3-

W ork in groups of 3 or 4. Im agine th a t you a re going to s ta rt a vo lu n teerin g club in your school o r com m unity. C reate a slogan to a ttr a c t young people to join your club a n d p resen t it in class.

UNIT 1

Look a t th e p ic tu re . W h a t can you say ab o u t th e children in it? W hy are th ey w earin g un ifo rm s? W h a t o rg a n iza tio n or club can th ey belong to? W h a t do you know a b o u t th is o rg a nization? R ead a n e x tra c t from th e Scout Mis sion statem en t. Do you th in k it can a p ply to a ll young people in th e w orld? Do you th in k you can e x p a n d it in some way? If yes, how?

Vulture Culture? All photos and images used in the textbook have been taken from free Internet resources

DARING AND CARING 1.

Today's idiom

Look a t th e p ictu res below a n d th in k w hat teen ag ers a re doing. S h o rt ly describe each p ictu re an d nam e th e comm on w ord for th e ir a c tiv i ties. W h at do you know ab o u t th is youth m ovem ent?

to bring the house down to give a very successful perform ance

to break up a) to come to an end; b) to separate into sm all pieces v

R ead th e te x t, give it a title an d check your answ ers. Pay a tte n tio n to th e words in bold.

W here can you make m eaningful contributions th rough volunteer work, as well as experience a country rich w ith history and beauty? A lot of volunteer work in the UK will be very hands-on. However, if you really wish to volunteer, you d o n 't need to go as fa r as India or Costa Rica. There are plenty of residential program m es available in th e UK th a t still give young volunteers th e chance to live independently, get valuable experience and see a d iffe re n t area. W ith tim e com m itm ents ranging from a few days to a year, you can find projects ta ilo re d tow ards conservation, social care or anim al w elfare. V olunteers will be able to find opportunities th a t m atch th e ir in terests in places w here help is really needed. V olunteering teaches you v ita l skills, like team w ork and problem -solving. V olunteering shows th e ways to help you get involved w ith causes th a t you care about, and to help b e tte r prepare fo r your fu tu re . Costs for these program m es vary widely, w ith th e less glam orous ones often covering your costs or even paying you fo r your tim e. And, w ith th e ever-rising costs involved in g e ttin g a degree, th is could be a very wise move. M ark R estall, head of in form ation a t V olunteering England, wishes m ore young people would take up the opportunities available closer to home. "V olunteering on a residential project in the UK provides a g rea t opportunity to im m erse yourself in a new environm ent, learn new skills and know you're giving som ething back," he says. "And w ithout having to fork out fo r an expensive airfare, get hom esick or worry about your carbon fo o tp rin t (A dapted from https://w w w .theguardian.com ) * *carbon footprint - thé total amount of greenhouse gases produced to directly and indirectly support human activities 26

UNIT 1

Find th e closest m eaning (A, B or C) to th e words an d p h rases in bold a n d replace th em in th e tex t. Then, m ake up sentences w ith those words of your own. A

tim e lim it

tim e duty

tim e prom ise

2 . tailored

sewn

designed

planned

3. welfare

w ealth

support

in te rest

4. vital

living

triv ia l

basic

5. degree

diploma

level

rate

6 . im m erse

plunge

sink

inspire

7. fork out

g ra n t cash

w aste money

make donations

8 . homesick

m issing

lonely

nostalgic

1 . tim e com m itm ents

A gree or disagree w ith th e follow ing statem en ts. E xplain your choice. 1. You can im prove your life and th e lives of your neighbourhood th ro u g h volunteer wTork. 2. V oluntary work is m ostly an intellectual activity. 3. There are few voluntary program m es in G reat B ritain. 4. W hen you do volunteering, you can learn to work in a team , solve d iffe re n t problem s; fin d your own way in life. 5. You have to move to another country to do volunteering. A young person’s labour 6 . Teenage volunteering is never paid.

Did you know?

A nsw er th e questions w ithout looking back a t th e tex t.

market status partly depends on whether or not they are in full-time education.

1. How can teenagers make an im portant contribution to th e ir country wealth? 2. W h at benefits do young volunteers get taking p a rt in residential program m es in the UK? 3. W hat areas do volunteers work in? 4. W here will volunteers be able to find opportunities th a t m atch th e ir in terests? 5. How m uch tim e do teenagers spend volunteering? 6 . Do we have sim ilar youth m ovem ents in Ukraine? W hat do you know about them ? 6.

W h at do you personally feel about volunteering? Look th ro u g h th e te x t again an d fill in th e table. V olunteering For

A gainst

Share you results w ith your classm ates. Do you tak e p a rt in any volunteering? If yes, w hat is it? W h at do you do? If no, w hat volu n teerin g activ ity w ould you like to ta k e up an d why? W rite a sh o rt essay (80—100 words). Vulture Culture? All photos and images used in the textbook have been taken from free Internet resources

km ® l.

VISION OF REVISION

Read the groups of words and match them to the common word for each category.

Did you know?

Pollution, weather, tem perature, natural disasters, clim ate, storm 1. 2. 3. 4. 5. 6. 2.

Television, forecast, predict, report Tornado, tsunam i, flood, drought A verage, w eather, zone, tem perature T hunder, lightning, rain , heavy Degrees, hot, warm , frosty W astes, toxic, carbon dioxide, smog

In 2013, 49% of 2 0 24 year olds in the UK lived with their parents, up from 42% in 2008.

____________ J

Read the text and choose the best answer to complete the sentences.

Hippies Yuppies, Rave, Rockers (Teddy Boys), Grunge... By the late 1960s, th e new subculture had appeared. The hippie was originally a m ovem ent th a t arose in th e USA and spread to o ther countries around the world. The hippie m ovem ent was based on the concept of non-conform ing to social p a tte rn s behaviour and gentle anarchy. The early hippies created th e ir own com m unities, listened to psychedelic rock, and used drugs. They w ent shopping a t jum ble sales and ch arity shops, wore long-discarded m ilitary uniform s and ethnic dress, m ixed and m atched them to cre ate a unique style. The music was peppered w ith political messages prom oting peace and love. Hippie fashions and values had a m ajor effect on cu ltu re and a rts. Since 1960s, many aspects of hippie culture have been assim ilated by m ainstream society. 1. The hippies ... in the USA. a) appeared b) have dawned c) are arisen d) spreads 3. Hippies lived ... a) in special areas b) in their own cities c) among sim ilar people d) among common people 5 Hippie fashions and values ... ’ a) died out with them completely. b) partly became the element ol common culture. c) became the mainstream. d) are back again at their fu ll

based on

-ЖГЖ— Ut uvcmeui

a) antisocial behaviour and a archy b) p o litica l correctn ess ar peace c) worthy behaviour and ordei d) antisocial behaviour and ha mony 4. Hippies wore long-discarded m ili tary uniforms and ethnic dress be cause they ... a) w anted to create th eir own style. b) enjoyed going shopping at jum ble sales and charity shops. c) had no money. d) paid no a tten tio n to social rules.

swing.

UNIT 1

Choose th e c o rre c t p a st form : Sim ple, C ontinuous o r Perfect. 1. The telephone rang while she ... a bath. 2 . I got to th e bus statio n two m inutes late and saw th a t th e bus ju st ... . 3. I got to the cinem a and a m inute late r th e film ... . 4. Before yesterday, I ... th a t m an in our office. 5 . 1 used my tim e well while I ... fo r my plane —I wrote some emails. 6 . By the tim e he retu rn ed , I ... my work on the report.

took

was taking

had taken

left

was leaving

had left

started

was starting

had started

didn’t see

waited

was waiting

had waited

finished

was finishing

had finished

was not seeing had not seen

Open th e b rack ets using gerunds w here necessary:

W ould you m ind (wait)

(Read)

a little? aloud is very useful fo r (learn) English.

I have to re tu rn . I don’t rem em ber (lock)

She finished (wash)

the door! th e windows and began (cook) dinner.

W e are looking forw ard to (see) ______________________________________you.

He stopped (call)

Is th is film w orth (watch)

I t ’s very hot here. He forgot (open)

his sister

the window.

A rran g e th e facts from th e “Did you know7?” section of th e u n it in th e following categories: “C hanged for th e b e tte r” an d “C hanged fo r th e w orse” .

Vulture Culture? All photos and images used in the textbook have been taken from free Internet resources

My Success Checklist

I am p le a se d w ith th is p iece o f w o rk b e c a u se ...

I am n o t v e ry m u c h s a tis f ie d w ith ...

I ’ve b ecom e b e tt e r in s p e a k in g b e c a u se ...

I fe e l m o re c o m fo rta b le w ith g r a m m a r b e c a u se ...

I am d o in g b e tt e r in lis te n in g b e c a u se ...

I ’ve b ecom e m o re c o n fid e n t in re a d in g b e c a u se ...

I th in k I h a v e to fo cu s o n ...

OMIT 2 Lobbying Hobbying

l o o f t b e oolf;

Learn vocabulary in context! All photos and images used in the textbook have been taken from free Internet resources

t o ll l.

NOTHING BUT A BOBBY

a) M atch th e p ictu res (1 -1 6 ) on page 31 w ith th e a ctiv ities below.

Phrasal verb of the unit:

A cting

P ainting

Coin collecting

Photography

Cooking

Playing music

Doing crossword puzzles

P ottery

Dancing

Reading

G ardening

Sewing

K n ittin g

Sports

Model building

Stam p collecting

to get

b) A re these activ ities th e ones people do as jobs o r in th e ir spare tim e? W hich of them can be done in both ways? Only job

Only spare tim e

Both

c) In groups, a rra n g e them in th e given categories. 1)

Indoor activities

O utdoor activities

A rts

Fitness

DIY {Do-It-Yourself)

How m any more activities could you add to each of the categories?

UNIT 2

Did you know?

a) L isten to th e article. b) R etell th e te x t briefly answ ering th e questions: ■ ■ ■ ■ ■

How do people choose th e ir hobbies? W hat are th e fo u r large hobby classes? W hat is th e m ost popular hobby group? W hat is th e oldest hobby m entioned in the tex t? W hy is trav ellin g one of th e m ost popular hobbies?

First beginning in Leicester in 1997, extreme ironing is a craze that has seen the chore taken to mountains, helicopters, and even mid-air during a skydive.

c) Divide th e a ctiv ities from ex. 1 into th e classes given in th e article. 3.

a) In pairs, discuss a n d give th e definition of th e word “hobby”, b) A nsw er th e questions: ■ Do you know anyone who has one of the activities above as th e ir hobby? ■ Do you have a hobby? ■ W hat is it? ■ W hat about your fam ily / friends? ■ W hy do people take up hobbies?

M ake th e sentences ab o u t th e activ ities on page 29 using th e follow ing p a tte rn :

Com pare your sentences w ith o th e r s tu d e n ts’ ideas. 5.

W ork in pairs. Choose one of th e hobbies from ex. 1 th a t you w ould like to ta k e w ith o u t tellin g your deskm ate. Try to guess th e chosen hobby by asking each o th e r not m ore th a n five general (yes / no) questions.

Choose a hobby differen t from th a t in ex. 5. M ake notes ab o u t it giving answ ers to th e follow ing questions: W hat? W here? W hen? How often? How m any people? W hat is needed? W hy?

M ake a w ritte n description of th e hobby from ex. 6 using your notes. Lobbying Hobby!i;

All photos and images used in the textbook have been taken from free Internet resources

to g 1.

NO FAKE - "DO" OR "MAKE"?

A rran g e th e follow ing hobbies into ‘doing th in g s’ and ‘m aking th in g s ’. Explain why. Fishing, g ra ffiti, wood-carving, parkour, m acram é, w eb-chatting, patchwork, b atik , bird-w atching, tre a su re h u n tin g , quilling, astronom y. Quick Grammar Aid - Do and Make

to have the tim e of one’s life - to enjoy oneself very much

W h a t is th e difference betw een ‘doing th in g s’ a n d ‘m aking th in g s’? I t can be h ard to decide when to use 'm ake' or 'do' in English.

DO; We use the verb 'do' when someone perform s an action, activ ity or task: ■ ■ ■

do a crossword do the dancing do the washing up

N ote! - these activities do not usually produce a physical object. 'Do' for G eneral Ideas Use the verb 'do' when speaking about th ings in general. In o th er w ords, to describe an action w ith o u t saying exactly w hat the action is. This form is often used w ith the words ‘som ething, nothing, anything, ev ery th in g ’, etc. ■ ■ ■

I'm not doing anything today. He does everything for his mother. She's doing nothing.

IMPORTANT: “Do” m ay be often followed by a gerund. ■ We always do shopping on weekends.

MAKE: We use the verb 'm ak e' for co n stru cting, building or creating: ■ ■

make a dress make a cup of tea

coffee

Today's phrasal veA

'M ake' is often used when re fe rrin g to preparing food of any kind. ■

make a meal - breakfast

lunch

dinner

Note! - these activ ities usually create som ething th a t you can touch. IMPORTANT: “M ake” is never followed by a gerund - only by a noun.

•

to g e t on w ith sm th - to continue w ith sm th

We always make cakes on weekends. - J *1

M atch ‘do’ a n d ‘m a ke’ w ith th e words below: a chair, th e dancing, coffee, gardening, soup, photography, model building, cookies, cooking, model ships.

Choose ‘do’ o r ‘m a ke’ to com plete th e sentences. 1) My s is te r’s hobby is to ... shopping a t weekends. 2) Mike is crazy about ... pottery. He ...very b eautiful vases. 3) O ur club is fo r those who like ... -it-yourself. 4) My b ro th er hates to ... th e w ashing up. 5) She can ... a tasty dinner from nothing. 6 ) Have you ever ... Y orkshire pudding? 7) How often does she ... pain tin g in the open air? 8 ) You look so fit! Do you ... jogging? 9) He has learn t to ... wTonderful fu rn itu re while ... his woodwork hobby

UNIT 2

Use the activities from ex. 1 (Lesson 1) to say what people can make while doing the hobbies. N ote the difference: 1. They are doing pottery (= they are working with clay to produce something). P ottery is an art or a process. 2. They are m aking pottery (= they are creating things from clay). P ottery is ceramics, objects. There are a number of standard expressions that take the verbs do' and make'. Unfortunately, they don't really follow any useful rules, so the best solution is to learn them. Im portant E xpressions w ith 'Do'

do badly do the dishes do a favour do good do harm do well do somebody’s do somebody’s do somebody’s do somebody’s

best hair nails worst

Im portant E xpressions w ith 'Make'

make make make make make make make make make make make make make

a choice a comment a decision a difference an effort a fool of yourself a journey a mistake a noise a phone call a promise a sound a suggestion

1) D rink th a t glass of milk - it will ... you good. 2) Could you please ... me a favour? 3) They... a big m istake. 4) ... your best a t th e exam. 5) Jo h n ...badly on his exam. 6 ) Have you ...a decision yet? 7) The children were ...such a noise th a t the police came. 8 ) He ... a prom ise to his granny to go to bed in tim e. 6.

Did you know?

Complete the sentences with ‘do’ or ‘m ake’.

News-Bombing in the UK is when a person enjoys finding the locations of live news reports, and appears in the background behind the journalist being filmed.

Fill in the gaps using the fixed expressions below. Mind the tense forms. make a journey, m ake a difference, do somebody’s hair, make a m istake, do harm, make a phone call, do the dishes, make a fool o f yourself. 1) She had to repeat the composition because she ... a lot of spelling 2) Be serious. W hy are you always ...? 3) W hen I was ... to Turkey I met Rosem ary. 4) You may use a pen or a pencil, it doesn’t .... 5) I was late, so I had to ... to my friend. 6 ) She never ... a t home, she goes to a hairdressing salon. 7) If you sleep more, it will certainly not .... in m 8 ) My Dad hates doing housework. He never ... a fte r dinner.

} irr-,

Make up a story using the following expressions: m ake a choice, m ake a decision, m ake a prom ise, do a favour, do som ebody’s best, do good. Lobbying Hobbyin? All photos and images used in the textbook have been taken from free Internet resources

te s 3 1.

TIME TO SPAßE ROUND THE YEAR

Guess some th in g s people like doing in th e ir spare tim e.

Today's idiom

1) A useful home hobby usually done by women. K

happy-go-lucky - cheerful and carefree all the time

2) A sum m er hobby in which ten ts are often used.

Today's phrasal verb to g e t over sm th - to stop th in k in g about sm th

3) A hobby in which people make d iffe re n t figures from paper. 0

Did v«u knw?

4) A popular hobby (and everyday home activity) which is ra th e r tasty. C

A bizarre Japanese hobby offork-bending is based on the theory that by concentrating your mind, one will be able to Complete the action with minimal physical effort.

5) Learning th e n ig h t sky. A

a) L isten to th e Top 10 hobby c h a rt an d ord er th e hobbies given below. M odel building, book reading, metal detecting, sewing, music, woodworking, fishing, restoring cars, bird w atching, collecting . b) W hich of th e hobbies a re ‘doing th in g s’ a n d which —‘m aking th in g s’? W hich of th em did you not expect to see in th e list? W hy? c) In pairs, discuss if you w ould like to re a rra n g e th e o rd er o r rep lace some hobbies w ith d ifferent ones. Compare your lists w ith those of other stu d en ts and make a class top 10 hob by chart. 3.

Nobody can say how m any h o b b ies th e r e a re in th e w orld - from a few h u n d red to a few tho u san d , and some of th em a re q u ite u n u su al, e x tr a o rd in a ry a n d e c ce n tric . See if you can m a tc h some u n u su a l hobbies to th e pictures.

UNIT 2

E xplain your choice. Dog groom ing, egg ca rvin g , h ika ru dorodango, mooing, noodling, soap ca rvin g , tape art.

b) In pairs, discuss w hat tr a its of c h a ra c te r a person m u st have to ta k e up these hobbies. W hich of these hobbies do you th in k are in terestin g ? funny? useful? useless? W hy? Compare your opinion w ith those of o ther students. In pairs, a rra n g e th e hobbies from th e m ost to th e lea st in terestin g . Com pare your lis t w ith those of o th e r stu d en ts. In a class discussion come to a common decision for th e class. W h at is th e m ost in te re stin g (th e lea st in terestin g ) hobby according to your opinion? W hy? Interview your fam ily to fin d o u t th e m ost u n u su a l hobby they know. W rite about it to m ake a rep o rt in class. Use questions from ex. 6 (Lesson 1) to help you. Lobbying Hobbyin? All photos and images used in the textbook have been taken from free Internet resources

SNOBBY NOBBY 1.

a) Look a t th e pictures. W h at can you say about these people?

Today's phrajfti vetb

Exchange your ideas. get along (with smb) be friendly (w ith smb)

Charlie Watts

Roger Dal trey

Rod Stew art

Grandmasti

James Martin

Eric Clapton

BrUce D ic k s o n

Lady Gaga

D avid Bow ie

b) Find th e words below in a dictionary. W h at hobbies can you associate w ith them ? hive, replica, mug, fly rod, to own, trout, ranch, driver’s licence Do you th in k these words can go w ith the rock stars above?

UNIT 2

Todays idiom j more fu n th a n a barrel of m on k e y s - very am using or enjoyable

Did you togü? The hobby of painting the largest ball of paint began in the US in 1977, when Mike Carmichael decided to paint a baseball, leading to the creation of a 3,500 pound (about 1.6 ton) paint-covered ball, with about 22,900 paint coats upon it. This has become a tourist attraction, with the only rule being that each coat must be a different colour from the previous one.

Bead the article to find out if you were right. The Beekeeper Steve Vai s ta rte d his hobby a fte r w atching bees in a n eighbour’s yard and ended up w ith five of his own hives. He bottles honey fo r his friends as gifts.

i l i S 12) H r u n s I E ) H U uéM i I i M i t ID tP ftb illN l y l i s a im ® a№

The Mug Collector Lots of tra v e lle rs get souvenir m ugs from th e ir trav els; b u t few keep them in a special clim ate controlled room. D uring his to u rs, the rap perform er G randm aster Flash has accum ulated over 5,000 m ugs.

The Model T ra in E n th u sia sts Rod Stew art has been collecting model tra in s fo r more th a n two de cades. W hen his replica of New Y ork’s G rand C entral S tation appeared on th e cover of M odel Railroader, S tew art said it m eant more to him th an th e cover of Rolling Stone.

The T ro u t F arm er The W ho’s Roger D altrey owns a big tro u t farm which has been in operation fo r over th irty years and has been th e subject of a docum en tary . *

The C ar Collector Rock stars collecting classic cars is not news. B ut Charlie W a tts ’ of The Rolling Stones desire to collect classic cars is a b it unusual because W atts has no d riv e r’s licence.

The Pilot Iron M aiden’s Bruce D ickinson is a good pilot and flies th e band’s plane when Maiden is on to u r.

Lobbying Hobby!i; All photos and images used in the textbook have been taken from free Internet resources

The Cham pion P um pkin F arm er Many rock stars own ranches or farm s, b u t few get th e ir “hands d irty ” as F aith No More g u ita ris t Jam es M a rtin who says he works on his farm for six m onths a year. He has won aw ards fo r his pum pkins, including a m am m oth one w eighing over 1,000 pounds.

The Chess m asters Flea of th e Red Hot Chili Peppers and D avid Bowie are g rea t chess players and spend a lot of tim e playing.

The Fly F isherm an E ric Clapton has said th a t dying w ith a fly rod in his hand w ould not be a bad way to go. He also enjoys the hobby fo r helping him get over his al cohol addiction. Clapton also has a fly rod named a fte r him.

The Bowler You m ay not know th is , b u t L a d y Gaga is a keen bow ler. She sta rte d bowling in her teenage years and w ent on to her high school's bowling team . She has b u ilt a bowling alley in her home, and is now th in k in g of bowling com petitively again.

A nsw er th e questions. ■ W hich of the hobbies are about ‘doing th in g s ’ and which are about ‘m aking th in g s’? Prove your choice. ■ W hich of th e hobbies may take a lot of tim e? W hat makes you th in k so? ■ W hich of th e hobbies is th e m ost unusual? ■ W hich one is the m ost triv ial? ■ W hy do you th in k so? ■ W hat about the other hobbies? ■ W hich of th e hobbies do you like best? ■ Do you know any other hobbies of fam ous people?

W ork in pairs. Pretend one of you is one of th e celebrities below and th e other is a TV reporter. The re p o rte r interview s th e celebrity about th e ir hobby. Then change roles. Use your im agination to th e full. 1) Freddie M ercury (Queen) - collecting Japanese a rt; tak in g care of his cats. 2) Dave M ustaine (M egadeth) - skydiving; karate; taekwmndo; horse breeding. 3) Tom H anks - collecting old typew riters. 4) B ritney Spears - basketball. 5) Je n n ife r Lopez - m otorcycling. 6 ) W ill Sm ith, David Beckham, Tom Cruise - fencing. 7) Johnny Depp - playing Barbie dolls, collecting pig skeletons. 8 ) J u s tin Bieber - R ubik’s cube

Find some info rm atio n on th e In te rn e t ab o u t u n u su a l hobbies of fam ous people to rep o rt in class.

UNIT 2

ssm 5 1.

TKE WORLD IS YOUR OYSTER

M atch th e hobbies a n d th e sentences: D iving, k n ittin g , acting, origam i, basketball, yoga, danc ing, gardening, cooking, puzzles. 1 need some yellow pieces to complete th e table. My grandm other makes nice sw eaters. You can be Romeo, H am let or King Lear. I t ’s th e m ost delicious meal I’ve ever eaten, Sam! Dad is really proud of his roses. 2 five-player-team s and a basket. M ary makes nice anim als out of paper. You can see am azing fish and plants. My parents usually go to a ballroom on Saturday night. You can relax wThile m oving your body slowdy.

r to pull someone's leg - to tease someone by telling them som ething th a t is not tru e

Today's phrasal verb to g e t down to sm th - to become serious about sm th

Discuss th e questions below. S upport your answ ers. ■ Does your hobby help you relax? If yes, how does it help you relax? ■ W ould you like to try som ething dangerous, like skydiving? How about rock clim bing? W hy / W hy not? ■ W ould you like to try som ething quiet, like chess? W hy/not? ■ W hat hobby or activity would you w ant to tr y someday? W hy do you w ant to try it? ■ W hat hobby or activity would you defi nitely never w ant to try someday? W hy d o n 't you w ant to try it? In pairs, arrange the following hobbies from th e m ost popular to th e least popular w ith teenagers in Ukraine. Compare your list w ith those of other students. 1 ) collecting 2) w atching TV / playing video or com puter games 3) model building 4) social netw orks 5) doing sports

Listen to a p a rt of a scientific report from a New Zealand university. 1) W hat does it deal w ith? 2) How m any children were studied? 3) How long has th e study continued? 4) W hat was th e youngest age studied? 5) W hat was th e oldest age studied? 6 ) How often were th e children questioned? 7) W hat was th e resu lt of th e study? Lobbying Hobbyin? All photos and images used in the textbook have been taken from free Internet resources

Did you know? Bug fighting comes from Japan and it is when various insects are put into a small plastic arena to battle it out. These fights are recorded, and the videos placed online.

In pairs, discuss th e possible ways to overcome th e negative tendency described in th e text. Compare w ith o ther students.

In class, discuss if any hobby is creativ e an d find th e ideas to prove th is point of view.

W ork in pairs. a) ■ ■ ■ ■ ■

Tell your p a rtn e r ab o u t a hobby o r som ething you like to do every day. W hen and w here do you do th e activity? W hy did you choose th is particu larly hobby/activity? W hat makes the activity fun fo r you? A re other people in terested in w hat you do? How do you share your hobby w ith other people?

b) A sk your p a rtn e r to te ll you ab o u t his / h e r hobby or hobbies. 8.

Use th e follow ing q u e stio n s to m ak e a p re s e n ta tio n in class. ■ ■ ■ ■ ■ ■

Does your best frien d have th e same hobbies as you? W ould you like to try any strange hobbies? W hy? W hat have you trie d b u t d id n 't like? W hat do hobbies and in te rests tell about a person? W hat do your hobbies and in te rests tell about you? W hat would you like to try before you die?

UNIT 2

ta û ô 1•

WITH BEILS ON

In pairs, invent a hobby, using th e words form colum n A an d colum n B in unexpected com binations. Describe th e hobby you have invented. A

baking

cakes

collecting

stamps

listening to

music

playing

chess

making

pottery

watching

W ork in pairs. Discuss th e follow ing questions an d sh are your ideas w ith o th er students: 1) Do you th in k i t ’s b e tte r to have any hobby th a n to do nothing a t all? 2) Do you agree th a t hobbies may be safe and dangerous? in telligent and silly? useful and useless? Give examples.

In pairs, th in k about th e definition of th e w ord ‘selfie’. S h are w ith th e class a n d find th e best v a ria n t. ■ A re you keen on m aking selfies? ■ W hat about your friends? ■ W hy do you th in k th is activity has become so popular?

a) Look a t th e new spaper article. Discuss its title a n d try to predict w hat th e a rtic le is going to be about.

Did you know? J The hobby of tattooing cars comes from a Taiwanese pensioner, who enjoys tattooing Buddhist texts onto automobiles. His grandson has promised that when he is older and has the money, he will buy his grandfather a bus so that he can make the most of his hobby.

b) R ead th e a rtic le an d find out if you were rig h t. T h e S e lfie -M a n ia — C ool O r C ra z y ? D on't we have someone whom wTe follow on social sites fo r th e ir selfies? The term selfie has become so popular th a t it was Oxford English D ictionary’s W ord fo r 2013. On Instagram alone, the hashtag “selfie” has a to tal of 103,363,215 im ages. M oreover, selfies have been glam orized by celebrities from J u s tin Bieber to Barack Obama. Now th is social m edia is a p a rt of our lives. A lot of people post selfies to feed th e ir ego w ith more and more cases of selfie obsession*. * o b s e s s e d - oflep3KHMHii

Lobbying Hobbyiity All photos and images used in the textbook have been taken from free Internet resources

Self-esteem is how we feel about ourselves. People w ith low self-esteem have a very pessim istic outlook and are o ften selfcritical. They th in k posting selfies will help them feel b e tte r. So they d o n 't focus on more im p o rtan t ways of changing them selves. In the US requests for plastic surgery are increasing because people w ant to look b e tte r on social media. Danny Bowman a t th e age of 15 became obsessed w ith his looks a fte r critical comm ents about his appearance on Facebook. He did not leave his home for six m onths tak in g up to 200 selfies a day. M oreover, a lot of teenagers and grow n-ups around the world get h u rt while tak in g selfies. Is a good selfie really w orth it? W hat we see on social m edia - th e beauty, the money, th e glam our - are not th e real th in g s b u t ju st an illusion. The only way to gain victory here is to be positive and raise your self-esteem - then you won’t need any selfie proof. ( adapted from Dr. A afreen K o ta d iya )

c) How w ould you fo rm u late th e m ain idea of th e a rticle ? Do you support it? How can you define th e a u th o r’s a ttitu d e : ■ m ostly positive? ■ m ostly neutral? ■ m ostly negative? 5.

a) N ote down th e fac ts th a t support th e follow ing a u th o r’s points: positive

neutral

negative

W hich of th e points do you see more? b) In pairs, th in k about th e reasons to a rg u e th e a u th o r’s point. Discuss your ideas w ith o th e r s tu dents. 6.

Use your ideas to w rite a one p a ra g ra p h article. S ta rt like this: A s fo r me, selfie is...

M ake a sim ilar a rtic le about one of th e follow ing hobbies to your choice. Use 90—110 words, ■ milk bottle collecting ■ rollerblading ■ basketry (basket m aking)

UNIT 2

bm H

IT REALLY TAKES

• ••

Do you know th e fam ous ‘lig h t b u lb ’ joke: Q. How many monkeys does it take to change a light bulb? A. Five. One to climb the ladder and fo u r to pick up the ladder and spin it around.

life and soul of th e p a r ty - the most lively and am using person a t an event

( îetfay y phrasal m

b^)

to g e t around to sm th - to do sm th a t last

Look a t th e pictu re on th e left. W h at can you see in it? How m any people does it seem to ta k e to h an g a picture? C onsult a dictionary to find th e m ean ings of th e words you don’t know and decide w hich of th em we can use to describe th e picture. fu s s , len d , sp irit-level, drop, yell, Great heavens!, blow, sm ash, plaster, crooked, insecure, worn out, mess 2.

Im agine th a t you need to h a n g a p icture. W h at ta sk s w ill you have to perform ? If one person does each th in g , how m any people will it tak e?

The picture on the rig h t is th e end of a story. Use your fantasy and th e words above to try and reconstruct it. Then, read th e story a n d see if you were right.

Uncle Podger H angs a P ictu re ( adapted from Jerom e K. Jerom e) You never saw such a fuss as when my Uncle Podger trie d to do a job. A pictu re came and stood w aiting to be p u t up; and Uncle Podger said: “Don’t worry. I ’ll do all th a t.” And he took off his coat, and began. He sent th e girl fo r nails, and one of the boys to tell her w hat size. “Go and get my ham m er, W ill, and b rin g me th e ru le, Tom; and I w ant a step-ladder, and a kitchen-chair, too; and, Jim , ru n to Mr. Goggles, and ask him if he can lend me his sp irit-lev el.’ And don’t go, M aria, - I need someone to hold the light; and w here’s Tom? — come here, you will hand me up the p ic tu re .” And then he lifted th e p icture, and dropped it, and cut him self; and jum ped round th e room, looking fo r his handkerchief, and could not find it, because it was in the coat he had taken off, and he did not know where he had p u t th e coat; and all th e house had to stop looking for his tools, and s ta rt looking fo r his coat; and he was yelling:

Lobbying Hobby!i; All photos and images used in the textbook have been taken from free Internet resources

“Doesn’t anybody in th e house know where my coat is? Six of you!—and you can’t find a coat th a t I p u t down five m inutes ago! Then he found he was sittin g on it: “Oh, I ’ve found it m yself. M ight ju st as well ask th e cat to find an y th in g .” A fter h alf an hour spent on his fin ger, w ith a new glass, and th e tools, and th e ladder, and the chair, and the candle brought, he had another go, the whole fam ily standing round ready to help. Two of us were holding th e chair, and a th ird helped him up and held him , and a fo u rth handed him a nail, and a fifth gave him the ham m er, and he took the nail, and dropped it. And we all had to go down and look fo r it, and he was up on the chair w ondering if he had to be th ere all th e evening. The nail was found, b u t by th a t tim e he had lost th e ham m er. “G reat heavens! Seven of you round, and you don’t know w hat I did w ith the hamm er!” W e found the ham m er, and th en he lost the m ark on th e wall, and we all had to get on th e chair and try to find it; and he called us all fools, and w ent mad. A unt M aria said she would not let th e children hear such language. A t last, Uncle Podger found th e spot and p u t the nail on it, and took th e ham m er. A nd, w ith the f ir s t blow, he sm ashed his thum b, and dropped th e ham m er on somebody’s foot. A unt M aria said th a t, next tim e Uncle Podger was going to ham m er a nail, she hoped she’d know it in tim e, so th a t she could go and spend a week w ith her m other. “Oh! You, women, make such a fuss over ev ery th in g ,” Uncle Podger replied. “W hy, I like doing a little job of th is s o rt.” And th en he had another try , and, a t th e second blow, the nail w ent th ro u g h th e plaster, and h alf th e ham m er a fte r it. A new hole was made; and, about m idnight, th e picture was up—crooked and insecure, th e wall looking as if someone had raked it, and everybody worn o u t—except Uncle Podger. “There you a re ,” he said, looking w ith pride at th e mess he had made. “There m ust be a man in to do a little th in g like th at!”*1

Answer th e following questions. 1) How m any people lived in Uncle Podger’s hotise? 2) How m any people does Uncle Podger send to get the nails? W h at does th is tell us about him? 3) W hy does Uncle Podger say he m ight as well ask th e cat? W h at does th is tell us about him? 4) Is Uncle Podger p a tie n t or im patient? W hat makes you th in k so? 5) Does A unt M aria seem to have confidence th a t Uncle Podger will get the picture hung? W hat makes you th in k so? 6 ) One can’t help laughing at Uncle Podger while going th ro u g h th e story. Explain.

W ork in sm all groups to m ake a list of everything th a t goes w rong when Uncle Podger trie s to han g th e p icture. Com pare your lis t w ith those of o th er groups an d th e n m ake a m aste r list fo r th e class.

T here was alw ays a fuss when Uncle Podger trie d to do a job. W rite ab o u t w hat happened w hen he trie d to m ake te a for th e fam ily.

UNIT 2

te a s 1.

Mm Office

SESSION OF EXPRESSION

a) M atch th e two halves of th e proverbs. 1)

Company in trouble

would have them do to you.

Do to others as you

w hat you can do till you try .

Every man has

so he will sleep.

The h ard est work

makes trouble less.

You never know

by halves.

Two wrongs

makes nothing.

As one makes his bed,

his hobby-horse.

Practice

is to do nothing.

N ever do things

make the g rea test sound.

10)

He who makes no m istakes

do not make a rig h t.

11)

Em pty vessels

makes perfect.

b) T hink if th e re a re U k rain ian equivalents to th e proverbs. c) E xplain th e use of ‘m a ke’ a n d ‘do’. 2.

Choose ‘do’ or ‘m ak e’ to go w ith th e follow ing phrases: ... some damage

... your homework

... th e w ashing up

... a cake

... plans

... crossword puzzles

... dinner

... a terrib le m istake

... th e cleaning

... a promise A

Lobbying Hobbyiity All photos and images used in the textbook have been taken from free Internet resources

Choose th e correct v arian t: 1)

I have to

She d id n ’t

It was th e firs t tim e she d id n ’t

She was late so she d id n ’t

He has to

There are so many decisions to

He was busy

The people w anted to

The children are

10 )

I m ust

a telephone call.

a) do

b) make

her best so she felt sad.

a) do

b) make

th e beds.

a) do

b) make

b reakfast fo r them .

a) do

b) make

th e housework before he can go.

a) do

b) make

a) do

b) make

a) doing

b) m aking

a) do

b) make

a) doing

b) m aking

a) do

b) make

th e food shopping. friends. too m uch noise. my homework before I go to bed.

Com plete th e sentences w ith correct form s of ‘do’ o r ‘m ake’. 1)

I ’ll be late back. I ’m going to

I ’d like you to

I ’m going to n ight school. I really w ant to

Do you like th is sk irt? I

I d id n ’t wun th e com petition b u t I

I know you w ant to help b u t you are

Could you

Don’t tell them about it. I t ’s not w orth

W hat shall we

10)

The house was a disaster. They

th e shopping, more of an effort, som ething of myself. it myself, my best, more harm th an good. me a favour? _____________ a fuss. now? a terrib le mess.

M ake a one-p arag rap h story using a t lea st two expressions w ith ‘do’ an d two w ith ‘m a k e ’ about one of th e hobbies.

M ake a sum m ary of th e “Did you know ?” sections of th e u n it using th e idiom s a n d p h ra sa l verbs from Lessons 1—7.

Com plete th e story using ‘do’ o r ‘m ake’. S ta rt like this: Lady Gaga has quite an unusual hobby - she does bowling...

UNIT 2

My Progress Chart

I am h a p p y w ith m y w o rk b e c a u se ...

I d id n o t r e a lly e n jo y ...

I th in k I ’v e m ad e m y s p e a k in g b e tte r b e c a u se ...

I ’m m o re a s s u re d in g r a m m a r b e c a u se ...

I u n d e r s ta n d sp o k e n E n g lis h b e tt e r b e c a u se ...

R e a d in g b r in g s m e m o re p le a s u re b e c a u se ...

I n e e d to p a y m o re a tt e n ti o n to ...

ONI! З

PERCH TO SEARCH W ork in groups of 3. Look a t th e list of verbs below th a t go w ith th e word “job” a n d m ake as m any sentences w ith those expressions as you can w ithin 2 m inutes. The group th a t m akes up th e m ost sentences wins.

Look a t th e p ictu res on p. 50 an d m atch th em w ith th e nam es of jobs below. Fill in th e tab le w ith nam es of th e jobs. accountant, apprentice, chef, florist, judge, lawyer, mechanic, politician, receptionist, security guard, social worker, waitress m anual

intellectual

creative

open-air

inside

requires qualification

good fo r teens

Share your results in class. Are th ere any differences? W h at are they? W hy so? 3.

In pairs, choose any job from p. 50 a n d m ake up a b rie f description of w hat people m ay do a t these jobs. In tu rn s, p rese n t your descriptions to th e class w ithout giving o ut th e nam e of th e job for o th er p a irs to guess by a sk in g a “Yes / N o” question. Use the verbs from ex. 1. S ta rt like this: I f you have / get / apply for, etc. this job...

W hich of th e jobs above do you find:

In the decade following the Second World War, more than 70 per cent of British workers were in manual labour.

■ prestigious? ■ attractive? ■ useful? 1 absolutely necessary? ■ under threat of disappearing? Exchange your ideas w ith other stu d en ts and give your reasons. Do your ideas d iffer greatly? 5.

W h at can you say ab o u t th e young m an w ith a “H ire m e!” sign on page 50? N ote down th e reasons of w hat has happened to him to be ready to p resent in class.

Gobs of Jobs All photos and images used in the textbook have been taken from free Internet resources

te 'S % 1.

A WORD ABOUT THE FUTURE

Nam e th e professions to find answ ers to th e follow ing questions: W hich job would be suitable fo r someone who: ■ w ants to help others, disabled or old people? 1 wishes to work for a skilled person in order to learn that person s skills? ■ w ants to have business experience and is not afraid o f responsibility? ■ w ants to work on d ifferen t projects with differen t companies instead of being a company employee? 1 w ants to stu d y the hum an m ind and hum an emotions and behaviour, and how d ifferen t situations a ffe c t people? ■ would like to work in a place such as a hotel, to welcome and help visi tors? 1 w ants to keep or exam ine the records o f m oney received, paid, and owed by a company? ■ m ay be skilled in m aking objects or producing something? ■ w ants to be a member o f a governm ent or law-making organization?

Today's phrasal ft A m ake do ( w ith ): to accept or use som ething th a t is not w hat you really w ant, to accept w hat you have, because i t ’s good enough

Define th e verb tenses (in bold) in th e sentences below. W h at m eaning do th e verb form s have? Decide which of those show actions in fu tu re. 1) The w eather will be nice on Sunday. 2) I am m eetin g my frien d on Friday. 3) I will show you my new book. 4) W ait! He is d riving you to the station. 5) O ur tra in leaves a t 4:47. 6 ) I am g o in g to see my m other in A pril. 7) The P o tters would like to ta ke th e ir children w ith them to France. 8 ) You have to w ait u n til I open th e door fo r you. 9) She w ill be skiin g when he sleeps. 10) Before we g e t home, they w ill have p la ye d football.

W h at tense form s can we use fo r expressing fu tu re actions? Define them as prediction, prom ise, in tention, scheduled and planned fu tu re actions, synchronous actions and actions in d iffe re n t tim e (one before other). Look th ro u g h the Quick G ram m ar Aid on p. 55 if you need. Explain your choice. 52

UnilS

Look at how the future is being used in each of these sentences. Is each one correct or not? Explain why you think so and correct the mistakes.

Did vtu know?

1) I'll buy th e red shoes if they still have them in th e store. 2) Oh look how angry the m anager is. H e's going to shout a t us fo r not w orking hard. In 1950, the average UK annual 3) I d o n 't have th a t m uch money; I'll ask my m other fo r a loan. salary was just over £100. 4) H e'll help you if you will ask him. 5) The next episode of "Y outh Today" is going to be on at the same tim e next week. 6 ) Sheila's going to work fo r her fa th e r fo r a year. 7) T hat pot is going to boil over, Tim. T urn down the gas. 8 ) W hen we will get to the cinem a, I'll call you.

Think about the sentences below. Which tense do we need to use in them to express a future action? Find the correct option. Be attentive: there may be more than one of them! 1.

By the time we get there, the store

a) will close b) close c) will have closed

Tomorrow I

a) will be painting b) will paint c) am going to paint

Now I

all day long.

my answers.

a) will check b) will have checked c) am going to check

Can I come over in an hour? - No, I the house.

a) will clean b) clean c) will be cleaning

If he continues working fast, h e ____ the work by midnight.

a) will finish b) will have finished c) will be finishing

She

a) will have told b) will tell c) will be telling

me when her birthday is.

A fter we finish this video, I all of this director's movies.

Gobs of Jobs All photos and images used in the textbook have been taken from free Internet resources

a) will see b) will be seeing c) will have seen

Choose th e correct form of th e verbs in a dialogue betw een two friends. Use ap p ro p ri a te tenses fo r fu tu re actions. A ct th e dialogue o u t in pairs.

Mike: Hey Nick, w hat (you / do) a fte r school today? Nick: W ell, I (meet) K aren a t th e tra in statio n a t 4:30 p.m . A nd how about you? Mike: Oh, a fte r school, I (walk) home and th en I (do) my homework. Nick: Sounds boring! W e (earn) some money fo r th e sum m er holidays. K aren and me (work) in our f a th e r’s office! W e had th e job interview yesterday. Every th in g is arranged. Mike: Lucky you! I h a v e n 't arranged anything yet, b u t I also have some plans. I (learn) Spanish. I (work) fo r Mr. Crump during my next holidays. He prom ised th is to my parents. Nick: (you / take) Spanish lessons or (you / learn) w ith a book? Mike: I (ta,ke) lessons, b u t I h a v e n 't chosen which school I w ant to go to yet. Nick: Good for you! I th in k we should h u rry up now because th e w eather is get tin g worse and it looks like it (rain) soon! Mike: Y ou're rig h t. L et's go! P u t th e verbs in b rac k e ts into th e gaps. Use w ill-future, going to -fu tu re , Sim ple P resen t, P resen t C ontinuous, F u tu re C ontinuous o r F u tu re Perfect. 1) Lisa has sold her car. She (buy) a bike. 2) The m useum (open) a t 10 a.m . daily. 3) How old (H arry / be) in 2050? 4) W h at tim e (the show / begin)? 5) W h at (you / do) tom orrow evening? 6 ) These boxes are so heavy, (you / carry) them fo r me, please? 7) W h at tim e (he / meet) Gerry? 8 ) This lesson (not / end) a t 11:30 b u t a t 11:40. 9) This tim e tom orrow we (drive) to York. 10) The stu d en ts (w rite) th e ir essays by the end of next week.

Look th ro u g h ex. 5 an d m ake up your own dialogue u sin g a ll fu tu re form s. 54

UnilS

Quick Grammar Aid - Future actions There is often very little difference between th e fu tu re tenses. It often depends where you live (in B ritain or the USA) and when you use th e sentence (in spoken or w ritten com m unication). In w riting we often use th e w ill-future, when the going to-future is used in oral com m unication. W e use F u tu re Sim ple (will + infinitive) to talk about the fu tu re : ■ W hen we make predictions: It will be a nice day tom orrow . ■ W hen we talk about offers an d prom ises: I'll see you tom orrow . W e use (be) going to: ■ To talk about plan s and intentions: They a re going to move to M anchester. ■ W hen we can see th a t som ething is likely to happen: Be careful! You a re going to fall. W hen we know about th e fu tu re we norm ally use th e p resen t tense. W e use P resen t Sim ple fo r som ething scheduled or arranged: ■ W e have a lesson nex t M onday. ■ The tra in arriv es at 6.30 in th e m o rn in g . W e can use P resen t C ontinuous fo r plan s or arrangem ents: ■ They a re com ing to see us tom orrow . W e often use verbs like would like, plan, w ant, mean, hope, expect to talk about the fu tu re : ■ W hat are you going to do next year? I ’d like / w ant / p lan to go to U niversity. W e use m odals may, m ight, and could when we are not su re about th e fu tu re: ■ I m ay / could / m ight stay a t home tonight. W e can use should if we th in k som ething is likely to happen: ■ W e should be home in tim e fo r tea. In clauses w ith tim e words like when, after, and until, etc. we use a p resen t tense form to talk about th e fu tu re: ■ I’ll come home when / a fte r I finish work. You m ust w ait here u n til your fa th e r comes. In clauses w ith i f we use a p resen t tense form to talk about th e future: ■ W e w on’t go out if it rains. W e use F u tu re C ontinuous (will + be + Y +ing) to tell th at: ■ a fu tu re action is tak in g place a t the same tim e w ith another action in th e fu tu re expressed by P resen t Simple: • W e’ll be w orking when the game s ta rts . ■ a fu tu re action is tak in g place a t a specific m om ent or period of tim e in the fu tu re : • W e’ll be doing our homework in th e aftern o o n / a t 5 pm. ■

W e use F u tu re P erfect (will + have + V3) to tell th a t a fu tu re action is going to be completed before a specific tim e or another action in th e fu tu re expressed by P resent Simple: ■ They will have come home by 3 o’clock / before you finish your homework.

Gobi ofJobi All photos and images used in the textbook have been taken from free Internet resources

te a l 1.

JERK TO WORK

Think of th re e anim als you like. W rite th e anim al nam es on a piece of paper. W rite th re e adjectives to describe each anim al. Now re a d th e ad jectiv es w ith th e follow ing phrases: “I th in k I am .,.” , “My frien d s th in k I a m ,,”, “I am really...” . W ork in pairs. You m ay get some feedback ab o u t yourself a n d discuss it w ith a p a rtn e r. Try to be honest!

to g e t off to a fly in g start - to be im m ediately successful

■ Of th e follow ing c h a ra c te ristic s choose 8 th a t a re p a rtic u la rly a p p li cable to you personally. ■ Now choose 5 c h a ra c te ristic fe a tu re s which you th in k a re especially applicable to your p a rtn e r. Consult a dictionary if necessary. sensitive, sociable, generous, passive, nervous, open-minded, anxious, careful, moody, talkative, skeptical, thoughtful, impulsive, carefree, pessim istic, peaceful, optim istic, reserved, reliable, balanced, active, dom inant, exact, adventurous, hot-blooded, ambitious, well-organised

to m ake sm th out / to m ake out + sentence to be able to see som ething clearly

■ Now com pare your resu lts. How d ifferent are they? 3.

W ork in pairs. Think w here you w ould p u t th e fe a tu re s above. Discuss your ideas w ith your p a rtn e r.

M ostly positive featu res

M ostly negative featu res

Unit 3

In pairs, discuss w hich professions these fe a tu re s m ay be good for a n d fill in th e tab le below. Com pare your tab le s w ith those of o th e r stu d en ts.

work w ith people

work alone

work w ith com puters or other work as a m anager m achines

A dd th e a p p ro p riate jobs from ex. 1, Lesson 1 to th e table. Add 2—3 jobs on your own. Com pare your re s u lts w ith those of o th er students. Im agine t h a t you a re a h irin g m an ag er. You a re going to lis te n to 3 people te llin g a b o u t th em selv es a t a job in terview . Decide w hich c h a ra c te r tra its of those listed above they have, an d w hat jobs from th e tab le of ex. 5 you w ould recom m end to each of th e speakers to take. Person

T raits

Recommended job 1

Fred

A licia

C atherine

Discuss your recom m endations w ith oth er students. Give your reasons a n d be ready to su p p o rt your point of view.

W hich of th e c h a ra c te r tr a its b est describe you? W rite a sh o rt note in w hich te ll ab o u t your personal tr a its a n d w hich of th e jobs you th in k you a re good for. E xplain your ideas.

Gobi of Jobs All photos and images used in the textbook have been taken from free Internet resources

w ork as a subordinate

TRAIT UNDER DEBATE h d » \ / 's

Work in pairs. Read the groups of words and guess the common word for each category. Be as quick as possible. 1. 2. 3. 4. 5. 6. 7. 8. 9.

J o b , w o rk , m o n ey , em ployee. M oney, m o n th , e a rn , job. C lassro o m , school, lesso n , s tu d e n t. M a n a g e r, s u p e rv is o r, w o rk , c h ie f. A irp la n e , fly , d riv e , p a s se n g e rs. W o rk , q u it, sa ck e d , m o n ey le ss. G row , p la n t, f o o d s tu f fs , liv e sto c k . S ic k , h o s p ita l, h e lp , p a in . O w ner, in d e p e n d e n t, e m p lo y e r, w o rk .

Icfjem

to have a foot in the door - to have a small b u t successful s ta rt in som ething and possibly do well in the fu tu re

Today's phrasal verb to m ake sm th up - to invent a story, to use your im agination to say som ething th a t isn ’t tru e or real

Match the pictures to the words below. Describe each job in one sentence.

At the outbreak of the Second World War, two million women were still employed in domestic service. Wages were still only 25p a week.

alternative energy engineer, biotechnologist, computer programmer, computer systems analyst, freelancer, market analyst, media consultant, seasonal job, secretary, self-employed, web designer, worker

Divide the jobs from ex. 2 into “Traditional” and “Future”. Traditional

Future

Unif 3

In pairs, th in k of possible job descriptions fo r the jobs in th e category “F u tu re ”. ■ W hat will people do? ■ Do people need any special education a n d /o r qualifications to apply fo r a job? ■ A re th ere any age or gender restrictions? ■ W hy is th e job good fo r th e fu tu re ? Discuss your descriptions in class. 4.

R ead a n a rtic le below and find o u t which of th e p ictu res above have m atches to th e jobs m entioned. W hich jobs have no picture m atches? W hat do you know about them ? Share your ideas in class. Best Jo b s fo r Your F u tu re To help you find th e rig h t job fo r your fu tu re , let us focus on th e following occupations. Take a look a t the best jobs fo r th e fu tu re . 1. H ealth care A n aging population will p u t doctors, nurses, physical th e ra p is ts , and pharm acists in more demand. H ealthcare workers should enjoy wmrking w ith people, and should be good a t science and m ath. 2. Info rm atio n Technology Com puters, th e In te rn et, and Sm artphones have changed business and com m unication. P ro gram m ers, security specialists, and ad m in istrato rs will continue to be in high demand. They should enjoy analytical th in k in g and be creative problem solvers. For the best positions, keep up w ith changes by continuing education and certification. 3. M arketing Increased com petition and the need to fin d new ways fo r products and services will guarantee high demand fo r m arketing professionals. C reativity, good com m unication skills, and excellent research ability are necessary. 4. A ltern a tiv e Energy W ind power, hydrogen power, geotherm al power, and solar power will create new careers, from mechanics and plant m anagers to scientists, engineers, and even sales and m arketing professionals, as these energies become more m ainstream . 5. C ontent C reation Demand for business w riters who specialise in blogs, new sletters, website articles and special reports will also increase. This field requires good com m unication and w riting skills, and being highly creative and orig i nal. There also is a m ust fo r self-m otivation and self-discipline.

In pairs, decide which of th e tr a its of c h a ra c te r discussed above you w ould add as a necessary req u ire m ent to each of th e 5 job categories described in th e article. Discuss your ideas in class. Be ready to su p p o rt an d defend your point.

Think which of th e jobs described in th e a rtic le is th e m ost im p o rta n t for society a n d th e world. N ote down a t lea st 3 reasons a n d p resen t your point in class.

W hich of th e jobs of th e fu tu re w ould you like to ta k e ? W rite a sh o rt essay. Say: ■ ■ ■ ■

w hat job you would like to take; why you think it is im portant; why it is good for you’ why you are good fo r th is job.

•ssauisnq g ‘досрор g ‘aemauj i ‘peAojduieun g ‘xopd g ‘ssoq f ‘jeqouex g ‘Arejes g ‘uoi^udnooo x :sAeyj X ха (fobs of Jobs All photos and images used in the textbook have been taken from free Internet resources

t e i

AGETATSON OF APPLECATION

W ork in groups of 3. Look a t th e list of verbs below th a t say w hat we can do w ith money. E xplain these p h rases in your own words w ithin 2 m inutes. make

lend

MONEY

save

brin g in

Today't phraial verb hd

to m ake off (w ith ) to steal and get away

earn

It is a common p ractice to send a resum e (or CY) to your p o ten tia l em ployer w hen applying fo r a job. W h a t is a resum e? W hy do you th in k it is necessary for h irin g m anagem ent before a person comes fo r a job interview ? 3.

Look a t th e Facebook founder M ark Z uckerberg’s resum e on p. 61 a n d m ake a list of th e points th a t a re covered. A nsw er th e questions th a t follow. 1) How is th e inform ation organised? W h at goes firs t? N ext? etc. 2) W hat is the order of events in which th e inform ation is given? 3) W h at inform ation is not included? Discuss in class. W hy? 4) If th e m issing inform ation were included, in w hat p a rt of the resum e do you th in k it would be?

Im agine th a t you a re going to apply for a job in th e field th a t you w rote a b o u t in your hom e essay. T h in k w h at in fo rm a tio n ab o u t y ourself you could give a n d m ake a d ra ft of your resum e. Then, exchange your resum es w ith your deskm ate to read an d discuss. Look a t th e p ic tu re above. W h at do you th in k is going on? W ho a re these people? W here is it ta k in g place? W h at does th e way th e people a re dressed te ll you? One of th e procedures while applying fo r a job is a job interview . How do you u n d e rsta n d w hat “a job in te rv ie w ” is? Exchange your ideas in class. Look a t th e fo llo w in g tip s fo r a s u c c e ssfu l job i n t e r view. How do you u n d e rsta n d th e m ? D iscuss y o u r id eas in class. Interview one of your p a re n ts o r an y o th e r a d u lt a n d m ake up th e ir resum e.

In the 1950s, 1.5 million women in Britain worked as either secretaries or typists.

/ DRESS FOR SUCCESS 1/ ARRIVE ON TIME p S H U T OFF YOUR CELL PHONE / GET RID OF CHEWING GUM / BE RELAXED ! / SMILE ; 7 MAKE EYE CONTACT, OFFER A FIRM (BUT NOT BONE-CRUSHING) / HANDSHAKE BE OPTIMISTIC AND CONFIDENT REMEMBER THE IMPORTANCE OF BODY LANGUAGE

Ünit3

Mark Zuckerberg Email:

Phone:

Location:

zuckerberg@ fas.harvard.edu

+1 765 439 867

Cambridge, MA

Life Philosophy

Education & Courses Psychology and Computer Science

Sep 2002 - ongoing

"I'm trying to make the world a more open place."

Harvard University

Classical studies and Science Phillips Exeter Academy

May 1999 - 2001

Languages

Exeter, New Hampshire GPA 4.00/4.00

Prestigious prep school, member of the Ten Schools Admission Organization ("Big Tens1')

English

Native

Mandarin Chinese

Intermediate

Advanced

Software Development Experience Facemash

Hebrew

Advanced

10/2003 - ongoing

A social-oriented website that allows visitors to compare two student pictures side-by-side and let them choose who was "hot" and who was "nor

Ancient Greek

• Attained 450 visitors for the first day who voted at least 22,000 times • Overwhelmed the Harvard's network which led to shutting down the website

CourseMatch

Intermediate

Achievements

2003 - ongoing

Founded

Cambridge, MA

The first mini-social medial that allows university students to make class selection decisions based on the choices of other students and also to help them form study groups

Synapse Media Player

Intermediate

two of the most used apps in Harvard

2000

2001

10+ prizes in math, astronomy, physics and classical studies

Cambridge, MA

Synapse is an app that uses artificial intelligence to learn the user's listening habits and then recommends music based on the tastes of the listener

Proficient in six languages

• Featured on the SlashDot and got a rating of 3/5 by PC Mag • Reached 1000+ downloads for the first month and 10 000 till now • Attracted interest from Microsoft and AOL and got over 50 job invitations

Developed first software application at age of 12

Captained the prep school's fencing team

Gobsof Jobs All photos and images used in the textbook have been taken from free Internet resources

te i

GOING THROUGH AH INTERVIEW

Look a t th e words below. Think a n d m ake up th e nam es of people’s p ro fessions an d occupations. Be as quick as possible. Check yourself w ith answ ers on p. 63.

ibcby'j idiom to go g re a t g u n s - to be successful or do very well

1 . break 2 . fram er -

3. cheater 4 . leader 5. rebuild 6 . roasting -

7. treason 2.

Revise th e tra its of c h a ra c te r needed for specific jobs from ex. 5, Lesson 4. ■ Look th ro u g h th e list of job positions below an d the personal stre n g th s a n d qualities, which m ay be necessary to apply for them . ■ Decide which of th e s tre n g th s and qu alities apply to you m ost. JOB VACANCIES:

F irs t S olar, Inc.

Jo h n so n & Jo h n so n

The M arket R esearch Society

Q uantum M edia

W ebpage FX

altern ativ e energy engineer, team w orker, reliable, careful, creative

biotechnologist, th o u g h tfu l, optim istic, am bitious, wellorganised

m arket analyst, sociable, openm inded, careful, optim istic, wellorganised

m edia consultant, sociable, openm inded, talkative, active, dom inant, am bitious

web designer, careful, open-minded, th o u g h tfu l, wellorganised, am bitious

R ead th e tip s fo r Do’s an d Don’ts a t a job interview . Then, choose one of th e job positions from ex. 2 a n d m ake some notes to help you answ er th e questions.

5 Did you know? In the 1950s, the low rates of unemployment did not include the women, who were considered "economically inactive".

<■

JOB INTERVIEW QUESTIONS

g ] | Q . _____________________ | ☆

♦

System P r o < y -

JOB INTERVIEW QUESTIONS - DO’S AND DON’TS

1. "Tell me about yourself..." DO: Tell where you are now and w hat makes you good for th is job. DON’T: Don’t tell your life story. 2. "Why should we hire you?" DO: Tell a “success sto ry ” to show you have the ‘q u alities’ to solve th e ir “problem s“. DON’T: Don’t answ er “why you w an t” the job b u t “why you are the perfect f it” for the job. Don’t be too modest. Don’t be “w ishy-w ashy” w ith your answer. 3. "W hat is your g re a te st strength?" DO: Talk about a stre n g th th a t is im p o rtan t for the position.

DON’T: Don’t say an y th in g th a t you can ’t illu stra te w ith an example or fact.

4. "W hat is your g re a te st weakness?" DO: Show th a t you know your weakness, b u t you can improve yourself. DON’T: Don’t show a weakness th a t is a core competency of the job. Don’t escape th is question. 5.

jy V h a t is your g re a te st success?" DO: Talk about a success th a t shows how you will be a perfect fit for the position. DON’T: Don’t th in k your success is “too sm all”. I t ’s not about you, i t ’s about them .

G.WVhere do you see yourself in 5 years?" DO: Show th a t you are an am bitious person BUT you do n ’t have your “head in the clouds” . S tress your in te re st in a long-term career a t the company. DON’T: Don’t show th a t th is job is ju s t a “b rief stepping stone” for you.

Choose one of th e job vacancies from ex. 2. In pairs, role play a job interview . One of you tak e s th e role of a job a p p lican t an d th e o th er —of a h irin g m anager. The hiring m anager: ■ ask questions 1 -6 and note dowm if th ere were any weak answers. The applicant: ■ answ er the questions using th e strategies from ex. 6 , lesson 5 and ex. 3 above. A fter th e interview has finished, discuss th e m istakes if any. Then, change roles. Look a t th e infographics of th e fu tu re work skills fo r th e next 10 years on p. 64. In groups, discuss w hat ex istin g jobs will change o r w hat new jobs will ap p e ar to req u ire these skills. W hich of th e fu tu re skills do you th in k a re closest to you personally? Think a n d w rite a possible job description fo r those skills. In w hat field of h u m an activ ity m ay those skills be used? W h a t will you m ost probably need to do to use those skills?

•jo^uuas ‘^siuugjo ‘jep im q ‘jajBap ‘aeqoue^ ‘aerajuj ‘aaifuq :sAeyj i xa Gobi of Jobs All photos and images used in the textbook have been taken from free Internet resources

Future Skills

The institute for the Future has put together a report analysing key drivers that will reshape the landscape of work, whilst identifying the key work skills needed in the next 10 years including, globat connectivity, smart machines and new media.

1. SENSE-MAKING understanding the deeper meaning of what is said or written

3. COMMERCIAL AWARENESS understanding the commercial realities that influence the organisation

2. SOCIAL INFLUENCE connecting to others in a deep and direct way, to sense and stimulate reactions and desired interactions

4. CROSS CULTURAL COMPETENCY understanding of. and cooperating with representatives of different cultures

5. COMPUTATIONAL THINKING translating amounts of data into abstract concepts and understand data based reasoning

6. NEW MEDIA LITERACY critical evaluating and developing content that uses new media forms and use these media for communication

9. COGNITIVE LOAD MANAGEMENT filtering information for importance and understanding how to maximise cognitive functions 64

7. TRANSDISCIPLINARY literacy in and understanding concepts across a lot of disciplines

8. DESIGN MINDSET representing and developing tasks and work processes for desired results

10. VIRTUAL COLLABORATION productive work as a member of a Virtual team

Unil 3

ta 1.

STEER FOR CAREER

Moitié

Look a t th e p icture. W h at does it te ll ab o u t? Guess w hat th e blog below will be about. W hy do you th in k so? to boil the ocean - to waste tim e on a task or project th a t is unnecessary, not worth doing or im possible to achieve

(

Today! phrasal verb )

to make up - to forgive each other a fter a fig h t or disagreem ent

R ead th e blog, find out if your prediction is rig h t an d do th e task s.

BUSINESS IN SID ER

STR ATEG Y

81 Intefcjence S«jrv»i v

Events Edtoon v

Damelle McDonald. Contributor O Jul. 11.2016

How I w orked my way up from a p art-tim e sales job to a corp o rate career My c areer s ta rte d a t Topshop as a p a rt-tim e sales adviser in an O xford S tre e t sto re and th en I moved on to TJRBN*, which a t th a t tim e only had fo u r sto re s in th e UK w ith a plan fo r enorm ous grow th. It was the perfect o p p o rtu n ity fo r me to step outside of my com fort zone. D uring my eight-year career w ith the company, I w ent from being a shop-floor a ssista n t m anager to a senior HR m anager. I created and m anaged th e HR** function from scratch across six d ifferen t countries, including Germ any and Belgium. It w asn’t easy b u t I w ant to share seven tip s th a t contributed to my success th a t may benefit you as you progress in your career. Position yourself w here you desire to be Take tim e out to identify w here you w ant to position yourself based on your brilliance: your stre n g th s, g ifts, and talents. W hat kind of influence do you w ant to have and w hat d e p artm en t/ function would best su it you? To help w ith this it may be good to th ink about where you see yourself in the short, m edium, and long term . That it will enable you to create clear goals w ith m ilestones to achieve along the way. *U RB N - network of global consumer brands **HR Shuman resources

Gobs of Jobs All photos and images used in the textbook have been taken from free Internet resources

Seek o ut opp o rtu n ities Think of th in g s you can get involved in to support your career goal. By taking th e in itia tiv e to fill gaps, you can get noticed by senior m anagem ent. Identify th e gaps G ain c la rity on w h at th e com pany is aim ing to achieve. U nderstand w hat th e s tra te g y is, w hat the goals are, and the com pany’s top th ree p riorities. Think how you can contribute to fill the gaps the company is falling sh o rt on, based on w here you w ant to position yourself. Up your gam e Decide w hat new skills you can learn or develop to support your career grow th. Innovate How can you m ake or save th e com pany money? T hink about g ro w th in te rm s of new p ro d u cts and services, and th is could be done by review ing cu rren t practices. Be a stu d e n t Observe others, ask questions in order to gain a deeper understanding of th in g s, and be p re pared to im plem ent anything th a t supports your progress. W hen people see you’re able to do th is, it dem onstrates you’re open to listening to d ifferen t perspectives and learning from others. S ta n d in your power There will always be someone th a t doesn’t believe in you, your vision or idea, b u t don’t allow th a t to stop you. Stand In your power and be bold, fearless, and free. A nything is pos sible. ( A d a p te d from http://www.businessinsider.com )

Look through the blog for the words in bold. Define their meanings marking the most suitable vari ants (A, B or C) and replace those in the blog. A

enormous

huge

abnormal

specific

from scratch

from the middle on

from the end on

from nothing

suit

fit

support

match

enable

guarantee

give the opportunity

allow

milestones

marks

landmarks

stones

seek out

research

scan

gaps

breaks

holes

weaknesses

bold

bald

brave

heroic

Find answers to the questions in the blog. 1. W h at became th e perfect opportunity to Danielle? 2. W h at can you say about her career? W as it easy? W hy? 3. W h at advice does she give to her readers? Retell the advice briefly in your own words. 4. W h at conclusion can you make from the blog? 5. W hich advice is th e m ost useful fo r you personally?

Find two or more new phrasal verbs in the text. Explain their meaning. Share your ideas with your classm ates.

Speak about the blog using T oday’s idiom s and Phrasal verbs. Rewrite Danielle’s advice in your own way. Read your advice to the class. Find information about another successful ca reer example to present it in class.

Did you knout? In the late Forties, the typical manual labourer in Britain was given just one week's paid holiday a year.

' a 8 ‘0 Z ‘0 9 ‘V f i ‘a t ‘V 8 ‘0 S ‘V I e xa Gobi of Jobs All photos and images used in the textbook have been taken from free Internet resources

to § &

PI5S5 OF WORKS

In groups of 3 - 4 th in k an d w rite as m any words as you can using th e le tte rs of th e w ord “PR O FES SIONAL” in 4 m inutes. The group th a t h as th e m ost words wins.

Read th e te x t given below. Decide if th e sta te m e n ts a re True (T) o r False (F). O —

TIME

JL SIGN IN

Here's what the new princess has to look forward to W illiam and K ate’s new baby will grow up w ith a life th a t m ost people can only dream about: the life of a princess. But w hat is th a t really like today? Growing up in the B ritish royal fam ily used to be a stiff, form al affa ir. As Prince Philip once complained, “I never see any home cooking—all I get is fancy s tu ff.” B ut recent generations have tried to make th e princes and princesses have m ore norm al childhoods. C harles and D iana especially subscribed to th is new way of ra isin g royals w ith W illiam and H arry. The young boys attended a public school, w ent to M cDonald’s and w aited in line to see Santa at a d e p a rt m ent store. S till, P rince H arry recalls the boredom of being a young prince: “To be honest, dinner con versations were th e w orst b it about being a child and listening to the boring people around m e.” So fa r, it looks like the Duke and Duchess of Cambridge will try to be norm al p arents to George and his new siste r. K ate does her own grocery shopping, takes George on group playdates and brings him to local pubs in her hometown. A ccording to Queen Elizabeth, however, the royals a re n ’t so d ifferen t from th e rest of us: “Like all th e best fam ilies, we have our share of eccentricities, of im pulsive and unpredictable youngsters and of fam ily disagreem ents.” http://time.coni/3844376/growing-up-roi/al-princess/

1) W illiam and K ate are the Duke and Duchess of Cambridge. 2) Prince Philip doesn’t love home cooking. 3) Charles and Diana were th e f ir s t royals who have trie d to make W illiam and H arry have more norm al childhood. 4) Charles and D iana’s sons have never taken p a rt in public events. 5) Prince H arry was fond of royal fam ily’s dinners in his childhood. 6 ) H arry was of opinion th a t only boring people were around him when he was a child. 7) The Duchess of Cambridge does her owrn grocery shopping, takes her son to common places in h er native town. 8 ) The royal fam ily do not have m uch in common w ith common people.

UnilS

Use th e verbs in b rac k e ts in th e correct form s to express fu tu re actions. 1) W hen you get off th e tra in , I (wait) fo r you by the tick et m achine. 2) W e (wait) in the shelter u n til th e bus (come). 3) I (go / see) my m other in A pril. 4) Do you th in k th e teacher (m ark) our homework by Monday m orning? 5) Our bus (arrive) at 12:30. 6 ) A re you still w riting your essay? If you (finish) by 4pm, we can go fo r a walk. 7) W ait! I (drive) you to the station. 8 ) On Sunday a t 8 o'clock I (meet) my friend. 9) Paul (fly) to London on Monday m orning. 10) W e (have) dinner at a seaside re sta u ra n t on Sunday. *1

Use th e verbs in b rac k e ts in th e cor re c t form s fo r fu tu re actions. 1) The English lesson (start) at 8:45. 2 ) I (buy) th e m agazine from the

corner new sagent's when it (open). 3) It (snow) in B righton tom orrow evening. 4) Listen! T here's someone a t the door. I (open) th e door for you. 5) Look at the clouds - it (rain) in a few m inutes. Im prove your skills! M ake up a note to your p a re n ts / sis te r / b ro th e r / frien d / room m ate w ith th e P hrasal verbs of th e u n it. Use fu tu re tenses. M ake a su m m ary of th e “Did you know ?” sectio n as to th e tim eline. Gobi ofJobi All photos and images used in the textbook have been taken from free Internet resources

My Work Results

I am s a tis f ie d w ith m y job b e c a u se ...

I d id n o t f u lly c a r r y th r o u g h ...

S p e a k in g E n g lis h m a k e s m e h a p p y b e c a u se ...

I fee l m o re c o n fid e n t in g r a m m a r b e c a u se ...

L is te n in g is n o t so d i f f ic u lt f o r m e b e c a u se ...

I fee l m o re a d e q u a te in re a d in g b e c a u se ...

I th in k I h a v e to c o n c e n t r a t e o n ...

OMIT 4 Strain to Entertain

I551

ft ,, I a

^ _j

life of Ù n È f e Do homework! All photos and images used in the textbook have been taken from free Internet resources

teal]

OUTLINE AND DEFINE Phrasal verb of the unit: to put

Work in pairs. Think up about as many words as you can using the letters of the word “television”. You have 2 minutes. Com pare your results in class. The pair with the most words wins.

Look at the pictures on p. 71. In pairs, discuss and write down as many words as you can that refer to the pictures. Compare your results with those of other students.

Match the words from the world of TV to their meanings. Which of the words are NOT supported with pictures on p. 71? WORDS

Today'sidiom to add fuel to the flam es - to do or say som ething th a t makes a d if ficu lt situ atio n even worse

Today's phratal verb to p u t smb dow n - to in su lt someone

DEFINITIONS

1. Couch potato

a) A suspenseful, sensational film.

2. Viewer

b) A television station and its programs.

3. Game show

c) I t reports current events.

4. News

d ) A situation comedy.

5. Serial

e) Another word for television (inform al).

6. Reality show

f ) A program where a group of people come together to discuss various topics put forth by a host.

7. Sitcom

g) A person who watches television or movies.

8. Infomercial

h ) A film made by photographing a series of drawings to give the illusion of move ment when projected in rapid sequence.

9. Soap opera

i) I t presents facts about a person or event.

10. Talk show

j) A programme in which contestants compete for awards.

11. Documentary

k ) A programme in which the fortunes of "real life" people (as opposed to actors, or fictional characters) are followed.

12. Zap

1) A news presenter.

13. Channel

m ) A television advertisement.

14. Commercial

n ) To use a remote control to switch between channels on a television or to turn it off.

15. Cartoon

o) A television commercial presented in the form of a short documentary.

W ORDS

D E F IN IT IO N S

16. Tube

p ) A literary or dramatic work published or produced in installments or chapters.

17. Anchor

q) A program in which people have to answer questions to demonstrate their knowl edge in a variety of fields.

18. Thriller

r ) A person who spends much time sitting or lying down, usually watching television.

19. Quiz show

s ) A drama, typically performed as a serial on daytime television or radio, character ized by stock characters and situations, sentimentality, and melodrama.

Divide the words above into the categories below and fill in the table. People

Entertainment

Devices

Give your reasons why you think people watch TV: ■ children; ■ teenagers; ■ adults. Do other stu d en ts share your ideas?

Information

Did you know? The British show Top Gear is the most watched television show with 350 million weekly viewers in 170 countries.

In groups, interview each other about your TV preferences. Ask: ■ if they w atch TV often; ■ if they like to w atch inform ation or entertain m en t program m es and which ones; ■ if they have ever dream ed of w orking in th e TV in dustry. Sum up the results fo r your group into th e table, th en compare them w ith those of other groups. Are they th e same or do they d iffer greatly? Yes (num ber of students)

No (number of students)

Watch TV often Prefer information programmes Prefer entertainment programmes Dreamed of working in the TV industry

_________________________________________

Do you think that TV is important in your life? Why / Why not? Share your ideas with the class and exchange opinions. W hat programme or programmes from ex. 3 do you personally like best / least? Why? W rite a short paragraph. Strain 1« Entertain All photos and images used in the textbook have been taken from free Internet resources

te a l 1.

THE MASSIVE PASSIVE

1) A comedy program based on everyday experiences: TSMICO 2) A television or radio program m e in w hich s ta rs and celebrities are in v ite d to ta lk in fo rm a lly about v a rio u s topics: HAKTSLOW (2 words) 3) A small p rin ted notice or advertisem ent: RIFLE 4) A photographer who follows celebrities in order to photograph them and sell th e pictures to newspapers or m agazines: IAZRPAAZP 5) A serial television or radio dram a dealing w ith daily events in the lives of the same group of characters: OPORAPEAS (2 words) 6 ) A group of associated television or radio channels: KTEWNRO 7) Commercial prom otion of a product or service: REVDTA 8 ) Spectators, listeners or viewers: CIEDENUA 2.

To d a y's

Revise your topic vocabulary a n d b uild correct words.

idiom

to bide one’s tim e - to w ait for a good opp o rtu n ity to do som ething

Todav $ phrasal verb to p u t sm th o ft - to decide to do sm th later; to postpone

Look a t th e p ictu res below a n d com plete th e sentences w ith th e verbs in italics. is grown, was published, is studied 1.

The f ir s t D ictionary of the English Language (the perform er is obvious)

Space (the perform er is less im p o rtan t th a n th e action)

Coffee (the recipient is the m ain topic)

in 1755.

since the ancient tim es,

in the equator belt,

Is it im p o rtan t who makes / made th e actions? W hat gram m ar form - active or passive - do we use in these sentences? W e only use th e passive when we are in terested in the object or when we do not know who caused the action. 3.

F irst go to th e Quick G ram m ar A id on page 76. Look th ro u g h it, do th e ta s k an d com pare your choice w ith th a t of your classm ates. Make th e following sentences passive. Exam ple: They were expecting a guest. - A guest was being expected.

UNIT 4

The chef is cooking the m eat. - The m eat

(by the chef),

J ill is feeding her dog. - J il l ’s dog

The women were cleaning all th e jalousie. —The jalousie

(by the women).

They are w atching th e newest video. - The newest video

{by them).

W ho was tak in g care of the baby? - W ho

(by her).

th e baby of by?

W hy were they picking th e flow ers? - W hy th e flowers

(by them )

They w eren’t p ainting th e room. - The room 4.

M ake th e follow ing active sentences passive. S h are your re su lts w ith o th er students. 1) W e were preparing the p a rty at 5 p.m . yesterday. 2) Is she w atering th e flowers? 3) Farm er Joe is m ilking th e cows. 4) They are finishing the rep o rt a t the m oment. 5) She w aited quietly while th e doctor was exam ining her baby. 6 ) There is no juice. Sheila was drinking it when we played tennis. 7) Don’t go into th e tre a tm e n t room now. The doctor is exam ining another p atient.

(by them).

Did you know? 4___________________ _

Com plete th e dialogue w ith th e verbs in b rack ets. Use passive form s. A: There was a storm on th e coast last night. B: ? (anything/dam age) A: Yes. Some trees fell on cars. F ortunately, nobody wTas killed. B: How m any cars during th e storm ? (crush) A: Three or four. B:

? (the trees/removejyet?)

A: Yes, they have. B ut the cars are still there. B: ? (the cars/badly/ damage) A: Yes, they are. One of them is completely destroyed. 6.

Make the sentences passive. Mind th e tenses. Use the G ram m ar Reference if necessary. 1) She asks th is stu d en t twice a week. 2) They are renovating th is building now. 3) Y our products im pressed us. 4) They are counting th e money. 5) A pharm aceutical firm presented its new product at th e fair. 6 ) The postm an delivered th is le tte r last week. 7) He was not driving me home. 8 ) W here were they carrying bags? 9) Mr. Barber is handing out th e exam papers.

Strain t« Entertain All photos and images used in the textbook have been taken from free Internet resources

Television viewers in the UK have to pay $23Q for a “television licence” every year as a tax to support the BBC.

7. M ake th e sentences passive. M ind th e tenses. Use th e G ram m ar R eference on p. 168 if necessary. 1) Someone was repairing th e ir bikes. 2) W ho is checking the passports? 3) W e were fixing th e satellite dish at 7p.m. yesterday. 4) One of the cable TV channels is presenting a new' quiz show. 5) Newton discovered th e law of gravity. 6 ) A building team was building th e house when we retu rn ed to th e town. 7) Cole P o rte r composed some nice m usicals. 8 ) Someone was tu rn in g off TV wdiile I came in th e room. 9) S tudents handed out fliers last week. 10. A t th is very moment we are w atching th e soap opera on TV. 11. Jo u rn a lists usually interview a v ariety of people. Quick Grammar Aid - Passive Voice Choose th e active voice w henever possible. Choose th e p assive voice if you have a good reason to do so. Consider passive voice when: 1. The perform er is unknown or obvious.

The first edition of Freud's earliest writings on dreams was published in 1899.

2. The perform er is less im portant than the ac tion.

The solution was heated to 90 "C for approximately 30 minutes and then allowed to cool.

3. The recipient is the main topic.

Cotton is grown in Egypt.

The object in the active construction becom es

Stephen К іпр- wrote The Green Mile in 1996. (A C T IV E : T he Green M ile - object) The Green Mile was written by Stephen King in 1996. (P A S S IV E : T he Green M ile - subject)

the subject in the passive construction and re ceives more attention .

As a rule, P resen t P erfect C ontinuous, P a st P erfect C ontinuous, F uture P erfect C ontinuous, and F uture C ontinuous are not used in the passive. (S ee other P assive form s in th e GRAMMAR REFERENCE) PRESENT CONTINUOUS: am / is / are + being + V3 W e norm ally use P resen t C ontinuous when som e th in g is being done by som eone at the m oment.

A new road is being built now. They are being expected at the moment.

PAST CONTINUOUS: was / were + being + V3 W e norm ally use P ast C ontinuous when som ething was being done by som eone at som etim e in the past for a w hile. The P ast C ontinuous in the passive is often replaced by the active form in everyday speech.

When I returned home, Tom was being exam ined by the doctor. The new programmes were being tested at three o'clock yesterday. When I returned home, the doctor was examining Tom.

For exam ple:

аоиетршз ‘:цалрв ‘їріолции ‘Bjado duos ‘izzBJudud ‘д а щ ‘Moqs зцв^ ‘uioo^is :sÂeyj

і xa 76

UNIT4

ENVISION TELEVISION Look a t th e adjectives th a t go w ith th e word “television” . E xplain th e m eanings of th e phrases. Use th e p h rases to m ake up sentences th a t are tru e about you.

W h at kind of television do you and your fam ily u sually w atch? Do you do it to g e th e r o r separately? W h at program m es or channels do you a n d your fam ily p refer? Be tru th fu l! Com pare your answ ers w ith those of o th e r stu d en ts. How d ifferen t a re they? Is it possible to m ake a conclusion about w hat younger an d older generations p refer to w atch on TV? W ork in groups of 4—5 students. Interview each o th er ab o u t how m uch TY they w atch a week. M ake a sum m a ry for each group a n d th e n —for th e whole class. W h at a re th e overall resu lts? W h at do you th in k of them ? You a re going to listen to a p a rt of an ed ucational TV show. In pairs, discuss w hat th e words an d p h rases be low m ay m ean. D iscuss an d p re d ic t how th ey w ill be used in th e show. Then, listen a n d rep o rt th e sentences, in which they were a c tu a lly used.

How m uch television do you w atch a week? □ None! □ Less than an hour. □ About 1 - 2 hours per week. □ More th a n 2 but less than 5 hours per week. □ M ore th a n 5 but less than 10 hours per week. □ 10 or more hours per week. □ I never tu rn the T V off!

the idiot box, the boob tube, stupid, sm art, genius, intelligence, pediatricians delay development 5.

A nsw er th e follow ing questions ab o u t th e show. 1) Is it a scientific fact th a t w atching TV makes th in k in g abilities worse? 2) Is it tru e to say th a t the research has been done fo r about 70 years? 3) Children of w hat age are NOT m entioned in the show? 4) W hat is m entioned as a factor to help children become b e tte r learners?

— .

On 30 October 1925, John Logie Baird made the first transmission of a moving image of a human face by television.

How do you u n d e rsta n d th e m ain m essage of th e speaker? Do you agree w ith it? W hy? / W hy not?

M ake a b rie f rep o rt of th e show using your answ ers from ex. 4 a n d words a n d p h rases from ex. 3.

A sk your p a re n ts, relativ es, neighbours an d friends beyond school (10 people in to ta l) ab o u t th e ir opin ions of TY - if it is m ore u sefu l o r m ore h a rm fu l. Don’t fo rg et to ask for fac ts or exam ples to support th e ir ideas. Then, m ake up a sum m ary tab le like this:

Strain 1« Entertain All photos and images used in the textbook have been taken from free Internet resources

Number of answers

Main reasons

Useful Harmful 77

SPEEDIER MEDIA 1.

In pairs, find 12 words re la te d to TV in th e puzzle. The p a ir th a t does it faste st wins.

[ F

) T C, A #

t p j i F

[ l sS

s R j i $ j

s ie

]

i J

1[ F

V j j ]

i F

f t l i T

s H ^F

j Y

f w j

)E '|

» v j

i V j Z ‘

j y

) i s r

1 1 J C '[ c j i)T

> L j F

)

[ F

i F

i—u E—ir

3 1 ii f i j

;

p s

Y iLi

T i

3 i ;

i F

«J F

s F

r sm

J F

i F

j r

# C i

3° ;

E f

j F

! Y

2 2

i f

[’ll?

3i F

J j ?

|f ij

0 jj r

■

s y

i F

, K j

K I 1 '

M ake up 4 sentences about TV so th a t each sentence included 3 words from ex. 1 a n d th e words did not rep eat. Com pare your sentences w ith those of o th e r students.

Look a t th e Quick G ram m ar A id below to find o u t ab o u t th e use of P a st P erfect Passive a n d F u tu re Sim ple Passive in English. Then, rew rite th e following sentences in passive. Pay a tte n tio n to th e word order in d ifferent types of sentences (positive, negative or in terrogative). I had never experienced such difficulty. - Such difficulty 2.

Had he given a lecture? -

She had not listened to him. - He

W e had finished our work. - Our work

Had she prepared dinner? -

Alice had w ritten a lette r. - A le tte r

He had given a lecture. - A lecture

Had she invited them ? -

(by me).

a lecture

(by him)? (by her). (by us).

dinner

(by her)? (by Alice). (by him).

they

(by her)?

Today'j idiom

M ake up sentences in passive from th e scram bled ones. Be atten tiv e! 1) 2) 3) 4)

by / had / our / The / won / m atch / been / team been / already / me / The / by / posted / le tte r / had horse / The / been / noise / frig h ten ed / by / had / the stru ck / The / lightning / house / had / by / been --

to burn the candle a t both ends - to tire oneself by doing too m uch, especially going to bed late and g ettin g up early

Quick Grammar Aid - Passive Voice PAST PERFECT: had + been + V3 We norm ally use P a st P erfect Passive when som ething had been done by someone before a certain m om ent in the past.

B y the tim e I returned, the work on the project had been finished. Before I returned, the work on the project had been finished. I returned a fter the work on the project h a d been finished.

FUTURE SIMPLE: will be + V3 We norm ally use F u tu re Simple Passive when som ething will be done by someone in th e fu tu re .

The award will be given to the best math student.

FUTURE CONTINUOUS: will be + being + V3 This form is norm ally NOT used in speaking and w ritin g . We can use F u tu re Simple or use th e ACTIVE form b e tte r.

At 8:00 P M tonight, the dishes will be being w ashed by John, (not USUAL) -■ The dishes will be w ashed by John. John will be w ashing the dishes at 8:00 P M tonight.

FUTURE PERFECT: will have + been + V3 The F u tu re P erfect Passive is used m ostly in w ritin g : in form al correspondence and scientific lite ra tu re .

Experts say that by 2050 the cure for cancer will have been found. Tomorrow your Internet connection will have been restored completely.

m ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊm Strain 1« Entertain All photos and images used in the textbook have been taken from free Internet resources

R ead a p a rt o ■ hum orous; ■ sarcastic; ■ respectful.

How to Watch Television Smarter W hat is Media Literacy? L ittle kids a re n 't ready to th in k c ritically , b u t the older you get, th e more you can th in k , judge, and evalu ate fo r yourself. A dults young and old can develop th eir ability to th in k outside th e idiot box: Media literacy is th e ability to analyse and evaluate media, including (but not lim ited to) television program s and advertisem ents. M edia-literate people... • understand th e complex messages and philosophies hidden beneath the surface of w hat is shown. • do not w atch passively but ra th e r engage actively by asking questions, and digging deeper. • d o n 't take th in g s a t face value, b u t ra th e r spend tim e and energy try in g to u n derstand the hidden messages and m otives. Here are 6 tips to help im prove m edia literacy: 1. U nderstand how media shape cultures and societies. 2. Develop critical th in k in g skills by w atching actively (not passively) and asking questions. 3. Recognise w hat th e m edia-m aker w ants th e audience to believe or do. 4. Identify ta rg e t m arketing strategies: In other words, know w hat is being sold and to whom. 5. Recognise persuasion, propaganda, prejudice, m isinform ation, and lies. 6 . Discover the sto ry 's hidden p a rts and perspectives. There are both advantages and disadvantages of w atching television, although children and teenagers are more negatively affected th an adults. A dapted from https://reelrundow n.com

A nsw er th e follow ing questions. 1) How can you explain the term “m edia literacy” in your own words? 2) W hy are children and teenagers influenced by television more th an adults? 3) W h at is m eant by the words “a t face value”? Explain in your own words. 6.

In p airs, th in k of two exam ples of th e hidden TV activities. W hat a re they? W ho a re they aim ed a t? How can you te ll? W h a t do you th in k can be done about th is? S h are your ideas in class. r An average person in the UK watches Do a re se a rc h of y our own. Choose a m edia p ro g ram m e a n d just over four hours of television a day. analyse it using th e tip s from ex. 5. N ote down your re s u lts to sh are in class. V

________________J

duz ‘eqn^ ‘uoTSTAaja^ ‘uioocqs ‘Moqs ‘juntas ‘a^oraea ‘auijuo ‘A-re^uaumoop ‘jauuuqo ‘ajquo ‘aoqouu :sAayj t *3 80

UNIT 4

ta n 5 L

SLATED AND DEBATED Todays idiom

In p a irs, m ak e a n a c ro stic on th e w ord ‘ra d io ” to b e st express its m eaning.

to do sm th cap in h a n d - to ask for som ething in a very respectful m anner

R ______________ ______________ _________

A........................................................... D......................... ........... .......... .......... 0 .............................................................................................................................

Compare your acrostics in class. Choose th e best one.

to p u t up w ith - to tolerate som ething or someone th a t you don’t really like

Look a t th e follow ing fac ts from th e histo ry of radio a n d television. Describe w hat h ad been done before th e dates below. Do n ot forget to use P a st P erfect Passive. 1895 1925 1951 1962

the the the the

f ir s t f ir s t f ir s t f ir s t

radio; black-and-w hite TV broadcast; colour TV broadcast; satellite TV broadcast.

W h at do you know ab o u t th e radio? Give a t lea st 2 facts. Com pare your facts w ith those of o th e r students.

Look a t th e UK infographics ab o u t using radio services below. W h a t do you th in k of those figures? W h a t do you th in k a re th e reasons fo r such a num ber of people to listen to radio reg u larly ?

iMutullu]

■ ■ ■ ■

ALL RADIO LISTENING ALL RADIO LISTENING Today RAJAR announced 48.2 million adults or 89% of the adult (15+) UK population tuned in to their selected radio stations each week in the third quarter of 2016. This is up by approximately 320,000 adults on the same Quarter of the previous Year (Q3, 2015). The total average number of weekly hours listened to radio for this quarter is 1.038 Billion.

Q3 2011

Q3 2012

Q3 2013

Strain to Entertain All photos and images used in the textbook have been taken from free Internet resources

Q3 2014

Q3 2015

Q3 2016

DIGITAL PLATFORMS Almost 6 in 10 adults aged 15+ are listening to radio via a digital platform in terms of weekly reach*. With 32

59%

million people now tuning in to radio via a digitally enabled receiver (DAB, DTV, Online) each week. *

of the population tune in to digital radio every week

Weekly reach Is the number of people (adults 15+) in the UK who

listened to a radio station for at least five minutes in the course of an average week during the quarter.

OWN A DAB RADIO

3 1 million adults claim to own a DAB Radio, up 7% Year on Year

SOCIAL MEDIA

43% of^

31%

of adult

15-24 year old Social Media users

Social Media users

claim to receive updates about their favourite .Radio Station/Presente

claim to receive updates about their favourite “ adio Station/Presente

h ttp ://w w w .ra ja r.co .u k “R A J A R /p so s /M O R I/R SM B

L isten to a p a rt of song by “Q ueen” a n d fill in th e gaps w ith th e words an d p h rases from th e box.

I 82

m y radio, your fin est hour, old tim e stars, complain, we could fly, background noise, teenage nights, invaded by

J UNIT 4

All photos and images used in the textbook have been taken from free Internet resources

I d sit alone and w atch your light My only frien d th ro u g h ... A nd everything I had to know I heard it on ...

You gave them all those ... T hrough wars of worlds ... Mars You made them laugh, you made them cry You made us feel like... Radio.

So d o n 't become some ... A backdrop fo r th e girls and boys W ho ju st d o n 't know or ju st d o n 't care A nd ju st ... when you're not th ere

You had your tim e, you had the power Y ou've yet to have ... Radio, Radio.

V_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ J 6.

W h at a re th e sin g er’s feelings ab o u t th e radio? How can you tell? Interview 10 people in your close neighbourhood to find o u t how often they listen to th e radio, th en count th e percentage. In class, sh are your re su lts an d com pare th em to th e UK sta tistic s. How m uch d ifferent a re they?

In 2004, the number of television sets in the UK overtook the number oi people.

Strain to Entertain

t e § 1.

GALLOFSNG DEVELOPS^

In pairs, a rra n g e th e stages of developing television from th e ea rlie st to th e la te st. The faste st p a ir wins. colour TV, H D TV, cable TV, black-and-white TV, satellite TV, online TV

W h a t kind of TY from ex. 1 do you u su ally w atch? Is it your choice or you ju st have to? W h at kind of TY do you th in k is an ideal one?

to decide to do som ething even though there is little hope of success

V____________

Describe its a d v an tag es a n d possible disadvantages concerning: ■ availability; ■ picture and sound quality; ■ price. Compare your ideas w ith those of other students in class and come to a jo in t decision about the m ost p referred kind of TY and th e reasons for th a t.

Today's phraal verb to p u t on - to tu rn on; to sw itch on

W ork in sm all groups. Discuss an d m ake a list of 3—4 adv an tag es an d 3—4 d isadvantages of radio com pared to television. Com pare your list w ith th a t of o th e r groups.

Did you know?

You a re going to listen to a sh o rt conversation betw een Ed and Poli n a about teen ag ers using radio services in th e UK a n d U kraine. Before you listen, answ er th e following questions. 1) Do you th in k th ere is a difference between th e two countries? 2) W h at do you th in k about th e num ber of radio stations? 3) W h at do you th in k about th e m ain content of broadcasting?

There is something called the “CSI effect”. Because of television crime dramas, people have unrealistic expectations of criminal science and investigation techniques.

A fter you have listened. Can you m ake a conclusion th a t everything is p re tty m uch th e sam e in b o th countries? If th e re are any differences, w hat a re they? S h are your ideas in class. g.

Do you personally listen to radio bro ad castin g ? Is it th e sam e s itu a tio n o r differen t ones? W h a t sort of program m es do you u sually listen to? W h at ab o u t your classm ates? F riends? Discuss th e answ ers in class.

W ork in groups of 4. Im agine th a t you have become th e a u th o rity b oard of an ex istin g radio station. How will you change th e w ork concerning: ■ the ta rg e t audience? ■ the news policy? ■ the advertising policy? ■ the content broadcast? Explain your ideas to th e class. Be ready point of view. Im agine th a t you have become th e a u th o rity b o a rd on y our fa v o u rite TV channel. M ake a few notes about w hat you a re going to change an d why. Use ex. 7 as a n exam ple.

Lessor. 1.

«fc

STRIFE OF LIFE

A nsw er th e follow ing questions. 1) Have you ever seen kid s’ sports film s? 2) Do you love them or not? W hat a ttra c ts you if you do? If you don’t, why? Give your reasons.

Look a t th e picture. W h at m ay th e place be? W ho a re those people? W h a t can you say a b o u t th e ir fa c ia l expressions? W h a t can be going on? Read th e story and fin d out one more opinion; pay a tte n tio n to th e words in bold. Do exercises a fte r reading.

A Racist Plot Twist ( I t ’s a slow day a t work. M y coworker a n d I are s ta n d in g behind the counter m aking idle chat.) Me: “Know w hat I ’ve been th in k in g about?” Coworker: “W h at?” Me: “K ids’ sports m ovies.” Coworker: “K ids’ sports m ovies?” Me: “Y uh huh. Specifically, th e fact th a t th e y ’re all exactly th e sam e.” Coworker: “W hat do you m ean?” Me: “I mean how they all have the ex act same plot, the exact same characters, the exact same tone, ev ery th in g .” Coworker: (sounding unsure) “Hm m m...” Me: “Think about it. You always have the exact same stereotypical characters: th e nerd, th e fat kid, th e black kid who only talk s in pseudo-racist m anner, the girl playing on th e boys’ team ju st to prove she can, and th e guy who could be a su p e rstar if he could ju st get past his em otional problem s.” Coworker: “You know, I th in k I see w hat you m ean. Don’t fo rg et th e ex-coach try in g to relive his glory days.” Me: “Exactly. And our band of m isfits always has to play in th e cham pionship game th e team of rich snobs who ta u n te d and defeated them at the beginning of the m ovie.” Coworker: “And the coach of th e rich snobs’ team was the one who h u m iliated our heroes’ coach long ago.” Me: “R ight. And our heroes lose th e ir f irs t couple of games u n til a pep talk from th e coach inspires them , and th en they destroy every opponent they face u n til th e cham pionship gam e, when the rich snobs are beating them a t halftim e. Then th e would-be su p e rstar finally gets his head out of where it is and helps them tu rn th in g s around in the second half and they w in.” Coworker: “You know, you’re r ig h t.” Sfe! “Like I told you, dude. They’re all th e sam e.” (A custom er has ju st walked up to the counter and overheard the last th in g I said.) Custom er: “How can you!” R oth Of Us: “H uh?” Strain 1« Entertain All photos and images used in the textbook have been taken from free Internet resources

Custom er: “How CAN you say th a t all A frican-A m ericans are the same?! You RACIST!” Me: “W hat? A frican-A m ericans? No, we were talking about kid s’ sports m ovies.” Custom er: “You said ‘They’re all th e sam e’!” Me: “Yes, m a’am. I was saying th a t all of those movies are the sam e.” Custom er: “Don’t you lie to me, you racist! Anyone who says ‘They’re all th e sam e’ is talk in g about A frican-A m ericans!” Coworker: “M a’am, I prom ise you t h a t ’s not w hat we were talk in g ab out.” Custom er: “S hut up, you racist! This whole store is racist! I don’t have to p u t up w ith th is racist store! This is the MOST offensive th in g I’ve ever heard in my whole life and I dem and com pensation fo r th is in su ltin g racism!” Me: “Uh... I ’m sorry?” Custom er: “You’ll be sorry when your racist face is out on th e street!” ( She stom ped o ff to the custom er service counter to complain. A p p a re n tly she d id n ’t get the reaction she w anted from the store manager because she stom ped out o f the store all together a m inute later. Also, she was w hite.) A dapted from h ttp s : /fn otalw aysright.com /category/m ovies-tv

-------- ------------- — 3.

Look th ro u g h th e te x t and find out th e m eanings of th e words in bold from th e context. M atch th em w ith th e ir definitions. S h are your re su lts w ith th e classm ates. 1 ) idle 2 ) nerd

3) pseudo-racist 4) m isfits 5 ) tau n ted 6 ) hum iliated 7) pep 8 ) dude

9) stom ped 10 ) apparently

a) a person im itatin g racism b) pressed w ith rude words c) friend d) useless e) walked w ith a loud heavy step (in anger) f ) a kid whom nobody loves because he likes studying too much g) obviously h) losers i) inspiring j ) made fun of

Did m know? The word ‘television’ entered the language in 1907. The abbreviation TV was first used in 1948.

Decide if th e sta te m e n ts a re True or False. Explain your choice a n d correct th e False statem en ts. 1) The action has happened in a big store. 2) There were two seller-boys talk in g about sports film s fo r children. 3) The n a rra to r was th in k in g out loud m ore th a n was try in g to prove som ething. 4) The coworker d id n ’t agree w ith the n a rra to r. 5) The sellers were ch attin g because of a boring day a t work. 6 ) A fte r th e custom er had come in, the talk was not finished. 7) The custom er overheard th e m ost p a rt of the dialogue. 8 ) The custom er w anted to remove th e author from his position. 86

UNIT 4

5. Give answers to the questions. Prove your ideas with the help of the dialogue. 1) W hat do you th in k about th e place where th e shop is situated? Is it a city? A small town? W hat makes you th in k so? 2) Speaking about film s the n a rra to r insists th a t they all have sim ilar featu res. Do you agree w ith th is point of view? W hat argum ents prove it in th e dialogue? 3) The n a rra to r’s coworker looks ra th e r in d iffe ren t to th e subject. Is he really in terested in it? 4) W hich of the film characters do th e guys believe to be ‘positive’ and ‘negative’ ones? How can you tell? 5) Revise the hum an tra its from U nit 3. W hich of them could you use to describe the The guys? Explain why.

Work in pairs. W rite down the basic common features of the most kids’ sports movies. Discuss the results with your classm ates. ‘Positive’ characters

‘N egative’ characters

People

Possible traits of character

Events

Imagine the story above is a script for a TV clip. Prepare to act it out as if you were going to shoot it.

Strain 1« Entertain All photos and images used in the textbook have been taken from free Internet resources

t e § 1.

RECALL ABOVE ALL

T est your know ledge of vocabulary re la te d to television, radio an d th e m edia. M atch th e phrases in italics w ith th e ir definitions. breaking news, weather forecast, prim e tim e, producer, soap opera, quiz show. 1 ) a person who is responsible fo r th e overall shape of th e program m e 2 ) m ostly a short program m e about atm ospheric conditions 3) a kind of TV dram a in p a rts based on inter-hum an relationships 4) th e m ost recent news of th e day 5) an entertain m en t program m e in which contestants answ er questions 6 ) th e tim e of th e day when m ost people are w atching television.

R ead about th e hotel an d choose th e correct answ ers (A, B, C or D) for th e questions.

The Hotel of the Famous W h at would your life be like if you were A lbert E instein? W hat clothes would be in your w ardrobe if you were M arilyn Monroe? Or M adonna? Ten miles outside Los Angeles, California, th e Fame Hotel prom ises to answ er th e question "W hat if?" Each room in th e hotel has a name. T h ere's C lint Eastw ood on th e second floor and E lvis Presley on the th ird floor. In to ta l, the Fame Hotel has 32 rooms, m ost of which are nam ed a fte r stars of Hollywood or m usic. B ut th ere are also fam ous w riters and even some scientists and sports stars. The firs t tim e I a r rived a t th e hotel I was marveled! W hen you en ter the room, you en ter the life of th a t person. T here are p ic tu re s everyw here. The owner of th e hotel has trie d to fill the rooms w ith objects, clothes th a t he th in k s th e sta rs could like. M arilyn Mon ro e's w ardrobe is fu ll of b e a u tifu l w hite dresses, A lbert E instein doesn't have any socks in his w ardrobe because th e real E instein never wore them ! If you choose Mike T yson's room , y o u 'll be able to p ractice boxing in one corner of th e room! I spoke to one g u est sta y in g in th e Elvis Presley room. “I adore th is ho tel,” he said to me. “I w anted to know w hat E lvis P resley w ould eat fo r b re a k fa st and now I know. I eat pancakes and straw berry ice cream every m orn ing, ju st as Elvis did. The E instein room 's guest is eating cab bage soup!” The company plans to expand into Europe, too. I look fo r w ard to staying in the W inston C hurchill suite in London! (A dapted from http://w w w .esldounge.com )

This passage would m ost likely be found in ... A an encyclopedia В a personal blog C a form al le tte r D a to u rist guide The a u th o r says he m e t ... in the hotel. A some fam ous people В a lot of common people C one of th e guests D his old friend According to th e passage, in the A lbert E instein room you can find A no socks В th e w ardrobe full of beautiful dresses C cabbage soup D th e picture of E in stein ’s fav o u rite Hollywood actress The hotel's owner has trie d to fill ... A the w ardrobe w ith authentic clothes. В th e rooms w ith food, th a t he th in k s th e guests could like. C th e rooms w ith th e th in g s, th a t he th in k s the sta rs could like. D th e rooms w ith real objects th a t to th e stars belonged to. A fte r reading the te x t we can say th a t ... A some fam ous people have stayed a t th e hotel. В guests are able to choose w hich room they stay in. C guests are able to p ractise boxing in the Elvis Presley room. D only sta rs can stay in the hotel. The company plans A to open th e W inston C hurchill hotel in London. В to broaden its netw ork in the USA. C to expand into the native country. D to open sim ilar hotels overseas.

Fill in th e table w ith th e letters of correct options.

Choose th e best option to com plete th e sentences. Fill in th e 1) S h e __________________ fo r the job at noon yesterday. a) was being interview ed b) was interview ed c) has been interview ed 2) The le tte r by Tom now. a) is w ritten b) is being w ritte n c) has been w ritten 3) E n g lish ________________ by a lot of people all over th e werld. a) is understood b) has been understood c) wTas understood

Strain 1« Entertain All photos and images used in the textbook have been taken from free Internet resources

4) The w indow _________ a) isn ’t being closed b) was not closed c) had not been closed 5) A t th e last lesson he _ a) has been told b) was told c) was being told 6 ) The h o u se __________ a) has been destroyed b) was being destroyed c) is destroyed 1

before I left the house.

by the professor not to talk in class

by the fire recently.

Fill in th e b lan k s w ith th e correct “p u t” p h rasa l verbs. 1. P atrick: I ’m coming to visit you in Boston next m onth. Do you th in k you could me for a few days? I can’t really afford a hotel. Zack: Of course! T h a t’s w hat friends are for! P atrick: A re you sure I won’t be you ? Zack: I t ’s no problem a t all. 2. C raig’s b rothers always make fun of him and him ___, so he has lowTself-esteem . 3 . 1 don’t know how my p a re n ts ____________________ me when I was a teenager. I was always yelling a t them and sneaking out of the house. I m ust have driven them crazy! 4. Luckily, the fire fig h te rs were able to th e fire before it got too big and completely destroyed the house. 5. W e can’t afford th e surgery th a t our pet dog needs, so we m ight have to it 6 . I ’m too tired to finish my m ath homework ton ig h t. I’ll have to it u n til tomorrow' before school.

A rran g e th e info rm atio n from th e “Did you know ?” section of th e u n it into: ■ tim eline events; ■ facts.

UNIT 4

My Chart of Success

I feel good about myself because ...

I was not really satisfied with ...

I feel more comfortable with speaking because ...

I’ve become better in grammar because ...

I feel more adequate in listening because ...

I am doing better in reading because ...

I should draw more attention to ...

All photos and images used in the textbook have been taken from free Internet resources

Relfance on Scrence

DIMENSION OF INVENTION Look at the pictures of things we can’t do without today on p, 92. Do you know that they all were invented in Britain? Match the names of the inven to disappear into thin air tions to their descriptions and to disappear in a m ysterious way find the supporting pictures on p. 92.

Today's idiom

€ f

Phrasal verb of the unit: to give

------------ --------------------

to give smth away -

1) to g iv e sm th for free; 2) to reveal a secret usually accidentally)

catseye

a protection device used to put down or control small fires, often in emer gency situations - George Manby, 1818

cement

a hygiene instrument for cleaning teeth and tongue - William Addis, 1770

electric motor

a floor covering - Frederick W alton, 1860

fire extinguisher

a substance used in construction that can bind other materials together Joseph Aspdin, 1824

light bulb

a device that uses an air pump to create a partial vacuum to suck up dust and dirt, usually from floors - Hubert Booth, 1901

linoleum

a container that helps to keep certain temperature - Sir James Dewar, 1892

photography

water with addition of carbon dioxide gas - Joseph Priestley, 1772

pneum atic tyre

a container for foods made of thin metal - Peter Durand, 1810

safety bicycle

an electrical machine that converts electrical energy into mechanical energy - Michael Faraday, 1821

soda water

practice of creating durable images - W illiam Talbot, 1835

thermos flask

a bike with the wheels of the same size - John Stanley, 1885

tm can

a rubber structure filled with air to protect a car wheel - John Dunlop, 1887

toothbrush

small pieces of glass or plastic by the edge of the road to reflect light when dark - Percy Shaw, 1934

vacuum cleaner

an electric light with a spiral heated to such a high temperature that it glows with visible light - Joseph Swan, 1880

Reliance en Science All photos and images used in the textbook have been taken from free Internet resources

A rran g e th e inventions according to th e tim eline. W h a t conclusion can you m ake? S h are it w ith o th e r students. W ork in sm all groups. As you can see, th e inventions above were m ade in B rita in b u t a re used a ll over th e world. Do you know any U k ra in ia n in v en tio n s or discoveries th a t have th e sam e effect? W h a t re s u lts a re you com ing up w ith? W h a t ab o u t o th e r groups?

Look a t th e list of adjectives th a t go w ith th e w ord “inven tio n ”. Use th em to ta lk ab o u t th e inventions above an d ex p la in your p o in t. C onsult a d ictio n a ry if necessary. T hink, how you can use th e to d ay ’s p h rasa l verb an d idiom.

ingenious

INVENTION b rillia n t wonderful 5.

W h at should a rea l in v en to r be like? R efer to th e h u m an tr a its in U nit 3. Explain your point of view. W h at a re o th e r s tu d e n ts ’ opinions? In terv iew each o th e r an d find it out.

M ake your own re se a rc h . Browse th e In te rn e t to find in form ation about some o th e r in v e n tio n or d iscovery m ade by B ritish sc ie n tists o r in v en to rs a n d p re p are a b rie f rep o rt fo r class.

m odern

5 D i d you know?

W hich of th e in v en tio n s do you th in k is th e m ost im p o rta n t in th e whole h istory of th e hu m an ity ? It m ay be b o th one of th e inventions from th e list above or any o th e r invention to your choice. W hy do you th in k so? Dis cuss your ideas w ith o th e r students.

The World Wide Web was invented by the British computer scientist Tim Berners-Lee.

UNITS

t a S 1.

PLURALITY OF MODALITY

W ork in groups of th ree. Look a t th e words below; m ake sure th a t everybody knows w hat each word m eans. Com plete th e list in chronological order (use BC a n d AD) an d com pare it w ith o th e r groups; check your list for th e correct answ ers. Tell briefly w hat each invention is used for. refrigerator, therm om etre, printing, wheel, the In te rn e t, telephone, Skype, paper.

Look th ro u g h th e sentences below an d find out w hat they express: ability, stro n g necessity, advice, req u e st, perm ission, possibility or stro n g p ro bability. Tell w hich of th e verbs show which m eaning. 1) She can drive a car. 2) You m ust see a doctor a t once! 3) You should call him. 4) Could you help me w ith th is report, please? 5) I had to break th e window! I lost my key! 6 ) You may stay here. 7) He m ight leave soon. 8 ) He m ust be a t th e tennis club now. 9) You m u stn 't touch th a t plate, it's too hot.

Todây'sidiom to do smb a good turn - to act in a helpful way

Todav'f phraial verb to give in to smth - to agree to sm th you don’t like

S tudy th e Quick G ram m ar Aid on p. 96 an d do th e exercise. E xplain your choice to your classm ates. 1) W hich of th e sentences is correct? • W e should leave home h alf an hour before. We are late now. • W e should have left home half an hour before. W e are late now. • W e should to leave home h alf an h our before. W e are late now. 2) W hich word goes best into th e space? We visit Eric when we are in London. • ought • should • d id n ’t ought 3) W hich of th e questions is correct? • W e should call th e police? • Should we call th e police? • Do we should call the police? 4) W hich word goes best into th e space? Do I have to clean my room? - No, you • have not • need not • do not 5) W hich of th e sentences is correct? • We ought have a party to celebrate K ate’s birthday. • W e ought to have a p a rty to celebrate K a te ’s birthday. • W e should to have a p a rty to celebrate K a te ’s birthday.

Reliance en Science All photos and images used in the textbook have been taken from free Internet resources

6 ) W hich word goes best into the space?

Ilona is a v ery rich person and she work. • has to • needn’t • shouldn’t 7) Complete th e sentence. We in v ite Cassie and Ja c k to dinner. • should to • ought to • ought 8 ) W hich of the sentences is correct? • You have not do the ironing. I’ll do it later. • You m ustn’t do the ironing. I'll do it later. • You n eed n ’t do th e iro n in g . I'll do it later. 9) W hich of the questions is correct? • Do we ought to tell Jan e th e news? • O ught we tell Ja n e the news? • O ught we to tell Ja n e the news? 10) W hich wmrd goes best into th e space? You go to th e sto re today. There is plenty of food in th e fridge. • shouldn’t • needn’t • m u stn ’t 95

Quick Grammar Aid - Modal Verbs

NEED is a sem i-m odal verb because in some ways it is like a m odal verb and in o th er ways like a m ain verb. 1. We use NEED m ostly in the n egative form to indicate th a t there is no obligation or necessity to do som ething. We form th e negative by adding NOT: NEED NOT (NEEDN’T). You needn’t take o ff your shoes. 2. We d on’t use don’t/d o e s n ’t/d id n ’t w ith NEED: Modal verb: You n e e d n 't listen to him. (You don't have to listen to him .) M ain verb: You d o n 't need to listen to him. (There is no need to listen.) These two sentences are d iffe re n t in th e form and m eaning, too. 3. A ffirm ativ es w ith the semi-modal NEED are n o t common and they are used in form al contexts. 4. Q uestions w ith NEED are form ed as reg u lar questions: Do you need ... ? OUGHT TO is a sem i-m odal verb because it is in some ways like a m odal verb and in some ways like a m ain verb. U nlike m odal verbs, it is followed by TO, b u t like m odal verbs, it does not change form for person: I o u g h t to phone m y parents. OUGHT TO is used to express advice combined w ith a certain moral obligation. You o ught to v isit your p aren ts regularly. (You should do it because it is m orally correct.)

1. In a ffirm ativ es OUGHT TO conies f irs t in the verb phrase (before a m ain verb):

W e o u g h t to do more exercise.

2. The n egative is form ed by adding NOT: OUGHT NOT TO (OUGHTN’T TO). We don’t use don’t, doesn’t, didn’t w ith OUGHT TO. The negative of OUGHT TO is n o t common. We usually use shou ld n ’t instead:

W e o u g h t n o t to have ordered so much food. You sh o u ld n ’t speak to your fa th er like that.

3. The subject and OUGHT TO change position to form ques tions. The question form of OUGHT TO is very form al. We usually use should instead. We don’t use do, does, did:

O u g h t she to call the police? = Sh o u ld she call the police?

Choose th e c o rre c t v a ria n t o f th e answ er: M USTN'T or NEEDN'T. Use th e Q uick G ram m ar A id above if you need. (The ta b le of M odals is in th e A ppendix on p. 170.) E x p lain y our choice to o th e r stu d e n ts .

S h e ______________________

go to bed early; tom orrow is a holiday,

You

cross th e road when the lights are red.

You

tell anybody w hat I've ju st told you. I t's a secret,

You

go to th e bank. I can lend you th e money.

You

litte r in here. I t's forbidden.

I like cold coffee. You

Do we have to pay to get in?

You

w arm it. No, you

. E ntrance to the m useum is free. fo rg et your sun cream. I t ’s going to be very hot! UNIT 5

Fill in the gaps with one of the correct forms of the modals. Explain the use of them to the class mates. 5) You do that! • should to • ought to • ought 6) You see a doctor, because you look very sick. • ought to • shouldn’t • ought 7) She move from here. She c a n 't stand the noise. • ought • ought to • shouldn’t 8) she call the police? • O ught • Should • Does ... ought to

1) You ride a m otorbike w ithout a helm et. * shouldn’t * ought to * ought 2) W here we park our car? * do ... ought to * ought not * ought ...to 3) People park th e ir cars here. * shouldn’t * ought to * o u g h tn ’t 4) You invite your grandparents. * ought to * ought * don’t ought to 6.

Choose th e best m odal to com plete each sentence. Com pare your resu lts w ith those of th e others.

I'm going to a job interview. W hat a dress or black pants?

I wear:

My doctor feels that I ___ exercise more because I'm out of shape and want to lose weight. I think he's right.

They

I didn’t feel very well yesterday. I ... eat anything.

Cannot / couldn’t / m ustn’t / needn’t

You

Could / should / would / need

Your boss work.

I only suggest that everything

You

be on holiday, but I'm not sure.

look at me when I am talking to you.

pay you twice for your brilliant

be equal.

finish it if you aren't hungry.

Reliance en Science All photos and images used in the textbook have been taken from free Internet resources

Need / should / must / can

Need /ought to / must / can

Ought to / can / may / need

Would / ought to / needn’t / can

Can / ought to / m ight / must

shouldn’t / needn’t / m ustn’t / wouldn’t

Choose th e m ost a p p ro p riate answ er to com plete th e sentences. S tudy QUICK GRAMMAR AID well before w riting. 1)

bring me a glass of cold w ater, please?

Could you / C an't you / W ould you m ind / W hy d o n 't you

I __give you a lift to th e station. My car broke down yesterday.

m ust not / should not / may not / c an 't

You look well. You

ought to / could / needn’t / should

The windows look clean. You them .

I d o n 't believe it. It

M aria

W e always help John. help us?

Children

W e c a n 't ju st go away! W e

10)

I'm w orried. He W here can he be?

see a doctor. wash

be tru e .

type 80 words per m inute. I ask him to

eat too m uch chocolate. help him!

two hours ago.

c a n 't / needn’t / m u stn 't / ought to c a n 't / m u stn 't / sh o u ld n 't / w ouldn’t may / c a n / could / has to Should / O ught / Could / May m ust not / may not / could not / needn’t ought to / need / should / m ust ought to arrive / should have arrived / m ust arrive / have to arrive

Did you know? The first steam locomotive was invented by Richard Trevithick, a British inventor and mining engineer.

•adÂ5fg ‘^euae^uj

‘auoqdaje^ ‘ao^BjaSTJjaj ‘aj^araouuai^ ‘Sui^uud ‘jadud ‘jaa^M :sÀayj i xa UNIT 5

to û § 1.

FUNDAMENTAL AND ACCSDENTAL

Look a t th e p ictu res of two m en. W h at can you say ab o u t th em judging by th e way they look? Do you know any of them ? If yes, whom? Exchange your opinions in class.

the done thing - the correct way to behave in a situation

Today! phratal verb to give it up for smb — to cheer/applaud for smb (usually before/ after a performance)

You a re going to listen to a fiction story about an event in th e lives of two fam ous people of B ritain. Look a t th e p h rases below. Can you use th em to predict w hat you a re going to h ear? Discuss your ideas in class. poor Scottish farm er, to earn a, living, a nearby bog, a cry fo r help, a scared boy, a slow and terrifyin g death, an elegantly dressed m an, I can't accept paym ent, I'll m ake you a deal, graduated from S t. M ary's H ospital M edical School in London

L isten to th e story an d find o u t if you were rig h t. Answ er th e following questions. 1) W ho were those two fam ous B ritish? W hat do you know about them ? 2) W hat was th e trouble w ith th e boy? 3) W hat was th e difference in the social sta tu s of the two fath ers? 4) W hat did th e boy’s fa th e r offer th e farm er? 5) How did the boy’s fa th e r th an k fo r saving his son’s life?

Use th e phrases from ex. 2 to reco n stru ct th e story.

Did you кмш? ----------------------- -The British naturalist Charles Darwin was the first person to propose the theories of evolution and natural selection.

Reliance

mScience

All photos and images used in the textbook have been taken from free Internet resources

S ir A lexander Flem ing is w orld know n for discovering penicillin. Do you know th a t th is discovery was m ade ac cidentally? W h at role do you th in k accident plays in sci entific research ? W hy? Exchange your ideas w ith o th er students.

R ead a b rie f a rtic le ab o u t one of th e accid en tal disco veries th a t changed th e world. T hink, if it was ju st pure lu ck th a t Percy S pencer m ade th e discovery w hile he was not alone in th e lab o ra to ry to experience th e sam e effects. S h are your ideas an d explain your point.

Of all the new, ultra-m odern, sci-fi kitchen s tu ff of th e fu tu re , few are as notable as th e m icrow ave oven. B ak in g a p o ta to in e ig h t m in u te s m u st have seemed beyond im agination before th is. The technology th a t prom ised to be revolution in the load on housewives everyw here, not to m ention bachelors, was discovered in th e 1940s when th e U.S. com pany R aytheon was w orking on m ilita ry m ag n e tro n tu b e s used in ra d a rs. P ercy Spencer, an engineer at the company, was w orking on a m agne tro n when he noticed th a t a candy bar in his pocket had sta rte d to m elt. Spencer came up w ith th e idea th a t it was due to th e m icrowaves th a t th e m ag n etro n e m itted . So, he developed a box fo r cooking and fo u n d t h a t indeed, w hen food was placed in th e box w ith the microwave energy, it cooked quickly. The f ir s t m i crowave oven was as large as a room and cost a fortune. It was not u n til 1967 th a t th e f ir s t hom e m icrowave oven was introduced.

Do you know any o th e r world know n inventions th a t we use in o u r e v e ry d a y life w h ich were m ade by accident? M ake your own research an d prepare a b rie f p rese n tatio n ab o u t one of those to give a ta lk in class.

UNIT 5

GAILASST TALENT 1.

In groups, m ake up a cinquain on th e word “discovery” . Com pare th e re s u lts in class a n d choose th e b e st one. (To rev ise th e ru le s of m ak in g cinquains see U nit 1, Lesson 1.) Look a t th e sentences below. They show us predictions, offers, facts, deci sions, suggestions etc. W h a t words help us to express these m eanings? 1) You will take my dictionary if you need. (You may take my dictionary.) 2) It's hot in here. Shall we open th e window? (I propose you to open the window'.) 3) He will be talking all the tim e w ithout doing anything. (He usually talks m uch.) 4) I th in k Jo h n will fly to P aris w ith his g irlfrien d next m onth. (They have decided.) 5) She will buy a new o u tfit fo r the party . (She has decided to buy a new o u tfit fo r the party .) 6) This airplane will take 200 passengers. (We know th e fact about th is airplane) 7) It looks like it wdll rain ton ig h t. (The prediction is th a t it rains to n ig h t.)

to drag one’s feet -

to delay a decision or participate without enthusiasm

Today's phrasal verb to give out - to stop working because of age or long-term use

Look th ro u g h th e Quick G ram m ar Aid ‘W ILL / SH ALL’ p a rt a n d do th e exercise. Fill in th e gaps w ith will / shall a n d explain your choice. S hare your resu lts. 1)

The news

This kettle

L et’s have a snack,

spread soon. take th is duty. hold tw'o gallons of w ater. W'e?

you stop talking like th at?

5) The doctor

7) 4.

f o d t y f id io m

call you in th e m orning. we have lunch together?

Com pare th e follow ing p a irs of sentences. Can you identify th e d iffe r ence in form an d m eaning? How can you te ll? Look th ro u g h th e Quick G ram m ar Aid ‘SHOULD / SHOULDN’T ’ p a rt if necessary to answ er th e questions. 1 ) I th in k you should study fo r the te s t so th a t you d o n 't fail. - I should

have studied more bu t I was too tired. 2) You shouldn't ta lk like th a t to your grandm other. - You shouldn’t have been ru d e to him. H e’s going to be really angry now. Reliance en Science All photos and images used in the textbook have been taken from free Internet resources

Did you know! The first programmable computer was invented by the British mathematician and scientist Charles Babbage in the 1820s.

101

Com plete th e sentences an d w rite th em down into two colum ns. W hich of th e m odals do you have to use: sh o u ld / shouldn’t + V or should h a v e / shouldn’t have + Y3? Check your re s u lts in class. 1 ) 1... (start) saving money years ago! 2) Does your tooth still h u rt? You ... (make) an appointm ent w ith th e dentist. 3) You ... (pay) more a tte n tio n in class. 4) You ... (take) th is job. I can see you’re not enjoying it. 5) I ’m really cold! I ... (bring) my coat. 6) Your h a ir is too long. You ... (get) a haircut. 7) I t ... (be) fine tom orrow . Advice / negative advice

P a st advice / p ast negative advice or R egret

Quick Grammar Aid - Modals 1. We use WILL / SHALL as modals to m ake predictions and s ta te fa c ts about the fu tu re:

There will he strong winds tomorrow in the south of the country. W e ’U meet you outside the coffee shop.

2. We use WILL / SHALL to announce decisions and to m ake offers:

Which size do you want? Medium or large? I ’ll have large. ( decision) Wait. He will open the door for you. ( offer)

3. W hen we use SHALL I and SHALL W E in questions it is usually to m ake suggestions:

I t ’s getting late. Shall we go home?

1. SHOULD HAVE + p a st p articip le can mean som ething th a t would have been a good idea, b u t th a t you d id n 't do it.

I should have studied harder! (= I didn't study very hard and so I failed the exam. I'm sorry about this now).

2. SHOULDN'T HAVE + p a st p articip le means th a t som ething w a sn 't a good idea, b u t you did it anyway.

I sh o u ld n 't have eaten so much cake! (= I did eat a lot of cake and now I don't feel good.)

3. We can also use th is to ta lk about som ething th a t would have happened if everything was fine in the p ast, b u t h a s n 't happened.

Lucy should have arrived by now, but she hasn't.

W ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊm

102

In groups of 3, t hink about a short list (3 -4 n a mes) of people who in your opinion have m ade th e g re a te st c o n trib u tio n to th e m odern w orld in th e field of science a n d technology. S h a re your nam es in class. W hy those people?

W h at do you know about th e person in th e pic tu re ? W h at is he fam ous for?

R ead a blog e x tra c t about Steve Jo b s an d find out if th e a u th o r’s opinion about th e im portance of Jo b s is th e sam e as yours. UNIT 5

G û

h anlonblo g.d ailym af,co .u k

H la itO n lin e ^^Michael Hanlon's blog Steve Jobs: A genius who made computers desirable for people who hated computers

I never really understood Apple, Like many I always found the alm ost religious devotion to A pple’s stylish b u t often in fu ria tin g m achines slig h tly scary. I was forced to work on an Apple Mac fo r a while in th e late 1990s and when we switched to PCs it felt like liberation. B ut I am in a small m inority and I fully adm it th a t w ith th e death of Steve Jobs we have lost a talented genius whose tric k was to make com puters desirable fo r people who hated com puters. To me the com puter has always been ju st a tool. But fo r m illions the Apple M acintosh is fa r more th a n th a t. It is p a rt of th e ir lives, ju st p a rt of who they th in k they are. Steve Jobs did not invent th e personal com puter nor did he invent clever user-friendly softw are. He did not invent th e mouse, W indow s-type interfaces nor all the p a rts of the m odern IT world. W hat he did instead was to bring to g eth er th e best of cutting-edge technology and to package all th a t brillian tly in ready-to-go boxes th a t any idiot could tu rn on and s ta rt w orking. Like all th e g reatest innovators .Jobs did not respond to w hat people w anted; he made things th a t they d id n ’t even know they w anted and th en made them w ant them . For th is he will be rem em bered as one of the key architects of th e 21st century, as people like me who never quite 'bought' th e Apple b rand have to accept th a t we sim ply never caught th e rig h t wave. W e shall not see his like again. M IC H A E L H A N L O N h ttp :/ j hanlonblog. daily та il.co.uk

Find inform ation ab o u t a n o th e r com puter genius - Bill G ates a n d com pare him to Steve Jobs.

10.

Com plete th e sentences w ith w ill / shall, should / sho u ld n ’t or should have / shouldn’t have. Use th e G ram m ar R eference if necessary. 1) We room fo r everyone.

(invite) so m any people to our party! I ’m w orried th a t we w on’t have enough

2) I posted th e cheque yesterday so it 3) I

(do) it as you say.

4) You

(be) a t work before 9. I (go) now?

5) 6) You

(buy) some milk a t th e shops. We don’t have any milk,

7) You really 8)

(arrive) th is week.

9) O ur neighbours 10) A re you tired? You

(go) to th e new re sta u ra n t on M ain S treet. (mow) the lawn tom orrow . (cut) down th e tre e in th e ir garden. It was a really b eautiful tree. (work) so much.

Reliance en Science All photos and images used in the textbook have been taken from free Internet resources

103

to 5 1.

RECOVERY OF DISCOVERY

Find 9 “in v en tio n ” w ords in th e puzzle. The w ords m ay go vertically , h o rizo n tally or diagonally. T here m ay be b o th th e inventions alread y m entioned an d those th a t have not been m entioned before. Yet, a ll of those a re widely used a ll over th e world.

UNIT 5

W h a t do you know a b o u t wom en in v en to rs a n d th e ir in v en tio n s? In sm all g ro u p s, th in k o f as m any in v e n tio n s by w om en in v e n to rs as you can. D iscuss your ideas in class a n d ta k e no tes of th em in th e tab le. Invention

Inventor(s)

Date

to be on an ego trip to do sm th to draw atten tio n to oneself and feel im p o rtan t or superior to others

flodâ7iPh^verb. to give over - to stop doing som ething

R ead th e descrip tio n s of a few in v en tio n s m ade by women. A re th ey on your lis t? Add th e m issing ones to th e table.

In th e late 19th century; jo u rn alists nicknam ed M argaret K night “the lady E dison” or “a wom an E dison.” She invented a m achine th a t c u t, folded and glued paper shopping bags. K night received 27 paten ts fo r inventions including shoe-m anufacturing m achines, a “dress shield” to protect clothes from persp i ratio n stains, a ro tary engine and an in tern al com bustion engine. K a th a rin e B lodgett was th e firs t woman to receive a Ph.D in physics from Cambridge U niversity and th e f ir s t woman hired by General Electric. H er work in chem istry resu lted in her m ost im p o rta n t invention: non-reflective glass which today is used fo r eyeglasses, car w indshields and com puter screens. S te p h an ie K w olek w orked a t th e che mical company D uPont and in 1965 she created an u n u su ally lightw eight and durable newTfiber. This m aterial was late r called K evlar, now used in everything from m ilitary helm ets and bulletproof vests to work-gloves, sports equip m ent, fiber-optic cables and b u ild ing m aterials. G race H opper designed H a rv a rd ’s M ark I com puter in 1944 th a t tra n sla ted w ritten language into com puter code and introduced the term s “bug” and “debugging” Dr. S h irle y J a c k s o n was th e f ir s t black wom an t receive a Ph.D . from MIT. W hile w orking a t Bell Labo ra to rie s, h er scien tific research w ith subatom ic p a r ■ -rt* 'f/S ticles helped to in v en t th e portable fax , touch tone telephone, solar cells, and fiber optic cables.

A dapted from https://w w w .one.org/us

i \

How can you describe th e im p o rtan ce of th o se in v en tio n s in th e tim es th ey w ere m ade a n d now a days? E xchange your ideas in class. Reliance en Science All photos and images used in the textbook have been taken from free Internet resources

105

Discuss th e follow ing questions in groups of 4—5 a n d th e n —in class. 1) 2) 3) 4) 5)

W h at do you know about th e J u n io r Academy of Sciences? Do you or your frien d s / peers tak e p a rt in its work? W h at problem s are discussed and solved there? Do you th in k those problem s are of some p ractical im portance or have ju st a th eo retic value? W h at range of problem s do you th in k should be solved by ju n io r scientists? ■ ■ ■ ■ ■ ■

linguistics; com puter and IT technologies; m edicine and biology; space exploration; altern ativ e energy; o ther (please, specify).

Did you know? The telephone was invented by the British inventor Alexander Graham Bell.

Give your reasons. 5.

Look a t th e announcem ents of science clubs m eetings. W h at aspects a re covered in all of them ? W h at aspects m ay seem optional? In sm all groups m ake a d ra ft fo r th e announcem ent of th e J u n io r Academ y of Sciences m eeting in your school. M ake su re th a t you cover a ll th e necessary aspects. Feel free to add som ething of your own th a t you consider im p o rtan t.

SCIENCE CLUB MEETING

DAY, OCTOBER 23,2014 Common Hour (12pm) Science Building S i l l

D o n t fo r g e t H S C M eetin g

W ed . N o v e m b M

COME J'

I■

EBreSriNC T u t

W IL L B E S

ED !

\? oeP “ ™ u d ta g

W HEN

W ednesday Septem ber 7,2 0 16

R oom H ope & y o u a ll

7:00 PM

leadership

POSITIONS AVAILABLE

W HERE

Callaway 105 H M D S O N * 1 * S C ,H ,C E THR0UGR

fENCE

EXPERIENCE UNO NETW ORKING w w w .ra c E H o o itc o M / EM ORY OATRSCIENCE/

ciUB

M ake up a n announcem ent from th e d ra ft of ex. 5 to place in class. Find in form ation about one of th e m odern inventions o r discoveries by scien tists an d inven to rs from U kraine th a t m ay be im p o rta n t in to d ay ’s w orld a n d m ake a b rie f p rese n tatio n in class.

106

UNIT 5

CONTIGUOUS GENIUS 1.

Look a t th e poem ab o u t science. Som e rhym es a re m issing. Can you resto re th em to rea d th e whole poem? T ired of Science? by Lia Do you like science? Science ... is N ew ton’s apple-tree g rav ity . A lbert E in ste in ’s crazy equation; E a rth ’s seasoned tilt and day ... . I t ’s when Neil A rm stro n g stepped on th e How p en icillin ’s no longer im m une. The theory of evolution; S ta rtin g a carbon ... . O rganism s still developing; W hy th e dinosaurs were th re a te n in g . I th in k it all s ta rte d w ith big bang ... b u t now I ’m feeling incredibly weary! http://w w w .sciencerhym es.com .au/your-poem s

to feed th e k itty to donate money to help a good cause

to give up - to stop a habit or doing sm th; to stop try in g

Did v«« know? The first automatic kettle was invented by the British inventor Peter Hobbs in 1955.

Do you th in k th a t inven to rs a n d scientists a re th e sam e as a ll o th e r people o r a re somehow different from th em a n d so they should be ta u g h t in a differen t way? Discuss th e question in p a irs an d come up w ith your ideas in class.

W here do you th in k th e w orld needs inventions an d discoveries m ost today? ■ ■ ■ ■ ■

home appliances; com m unication technology; recycling; food supply; o ther (please specify).

In small groups, arrange th e problem s above by the level of im portance w ith 1 being th e m ost im p o rtan t. Give a b rief talk in class presenting and de fending your point. Be ready to answ er questions and support your ideas. 4.

Do you know how your p a re n ts were ta u g h t? W h a t kind of technology was used in those tim es? Ex change your ideas in class. How is your school d ifferent from your p a re n ts ’?

W h a t in v en tio n s do you th in k should be m ade in th e field of e d u catio n ? W h a t fo r? How could they help te a c h e rs te a c h an d s tu d e n ts stu d y b e tte r? E xchange your ideas w ith o th e r stu d e n ts. invention

Reliance en Science All photos and images used in the textbook have been taken from free Internet resources

What for?

107

R ead a p a rt of a BBC a rtic le ab o u t th e technological changes in m odern education. F ind o u t if your ideas a n d th e ideas p u t in th e a rtic le a re th e sam e. W ould you like to have such changes in tro d u ced in th e system of ed u catio n of U k rain e? W hy? /W h y no t? D iscuss th e issue in class.

<r C û I® www,bbc,com/news/technology-30814302 5) ☆ ____________________________________ ____________________________________________ ______________ _____________________________ News W eather Shop Earth More Search Q О Sign in Sport Travel □ □ н

NEWS Home

Video

World

Business

Tech

Science

Magazine

Entertainment & Arts

Health

World News TV

More *

T echnology has th e power to tran sform how people learn —but w alk in to som e classroom s and ... There will probably be a w hiteboard instead of th e tra d itio n al blackboard, and th e children may be using laptops or tablets, b u t all the rest is still the same. A new set of subjects is needed, focusing on th e skills th a t will prepare to day's learners fo r tom orrow 's world of work. These include problem -solving, creative th in k in g and collaboration. The "flipped" classroom - th e idea of giving in stru ctio n s online outside of the classroom and using the tim e in school as th e place to do homework - has gained popularity in US schools. The teacher becomes a guide, while students w atch lectures a t home a t th e ir own pace, com m unicating w ith classm ates and teachers online. Now th e idea has reached th e UK. Mohammed Telbany from the IT departm ent at Sudbury P rim ary School in Suffolk has recently expanded th e "flipped" classroom to other lessons. In th e developing world w here, according to some estim ates, up to 57 m illion children are u n able to atten d prim ary school, th e idea of children learning w ithout m uch ad u lt in terv en tio n is a necessity not a luxury. It is am azing how quickly th e children learn how to use th e m achines w ith no adult supervision or advice. From th a t was born th e idea of "cloud g ran n ies" - re tire d professionals from the UK, m entoring groups of children in India via Skype. There will be no teachers and up to 40 c h ild ren can p a rtic ip a te w hen it su its them . They will w ork in small g ro u p s and w ill have th e i n t e r net connection. E -m ediators will m entor th e children via Skype. A dapted from http: I / www.bbc.com

7•

D escribe th e school in ab o u t 20 y e a rs’ tim e —w hen your ch ild ren w ill be studying. W h a t tech nologi cal in v en tio n s a n d developm ents will be in tro d u ced ? •Âjoaq^ ‘иот^щолэд ‘uoop\[ ‘иотрз^од ‘эта o^ :sÂeyj T *Я

108

UNIT 5

k№MÏi 1.

TRUNCHEON OF LUNCHEON

Look a t th e p icture. W h at does it te ll you ab o u t? Can you guess w hat th e story below will be? W h at m akes you th in k so? S hare your ideas w ith your classm ates.

T o d a y ^ id im to flin g oneself into sm th - to do sm th wdth a lot of energy and enthusiasm

) ( T o d a y ' s p h ra s a l ve rb to give yo u rself up to sm th - to dedicate tim e, energy, etc, to sm th

R ead th e story to see if you a re rig h t or wrong. Do th e afte r-rea d in g exercises.

THE LUNCHEON (A fte r W . Som erset M a u g h a m ) It was long since I had last seen her. "How tim e flies! W e 're not g e ttin g younger. Do you rem em ber th e firs t tim e I saw you? You asked me to luncheon." Did I rem ember? T w enty y ears ago in P a ris I had b a re ly enough money to keep body an d soul to g eth er. She had w rit ten to me about my book saying she would like to have a chat w ith me; so could I give her a little luncheon at Foyot's*, which was so fa r beyond my means th a t I had never th o u g h t of going th ere . B ut I was too young to say no to a woman. She was a woman of fo rty and made the im pression of having more te e th th an necessary for any practical purpose. The prices were m uch higher th an I had expected, but she said: "I never eat anything fo r luncheon. A little fish, maybe. I wonder if they have any salmon. It was early fo r salmon, b u t yes, a b eautiful salm on had ju st come in. The w aiter asked if she would have som ething before. "No," she said, "I never eat more th a n one th in g . Unless you have a little caviar." For m yself I chose the cheapest dish. "I th in k it is unw ise to eat m eat," she said. Then came th e question of drink. "I never drink anything fo r luncheon," she said. “Except w hite wine." "W hat would you like?" She gave me a friendly fla sh of her teeth. "My doctor w on't let me drink anything b u t cham pagne." I ordered half a bottle. I said my doctor had banned me to drink champagne. She ate th e caviar and th e salmon and talked of lite ra tu re and music. "E ating a heavy luncheon is a m istake. W hy d o n 't you follow' my exam ple and ju st eat one thing?" * F o yo t's - a famous restaurant in Paris at the end of the 19th century Reliance on Science All photos and images used in the textbook have been taken from free Internet resources

109

The w aiter came again. "No, no, I never eat anything for luncheon. J u s t a bite, and more as an excuse fo r conversa tion th a n anything else. I couldn't eat anything more unless they have some of those asparagus." My h eart sank. "Do you have any of a sp a ra g u s,” I asked th e w aiter try in g w ith all my m ight to make him say no. W ith a happy smile over his face, he said they had some so large, so splendid, th a t it was a m arvel. "I’m not hungry," my guest sighed, "but if you in sist I d o n 't m ind some asparagus. A re n 't you going to have any?" "No, I never eat it." Panic seized me. It was not a question how m uch money I could have fo r th e rest of th e m onth, but w hether I had enough to pay th e bill. I watched the wicked woman th ru s t th e asparagus down her th ro a t. A t last she finished. "Coffee?" I said. "Yes, ju st an ice-cream and coffee," she answered. Then a terrib le th in g happened. W hile we were w aiting fo r th e coffee, the head w aiter, w ith a smile on his false face, came up w ith a basket full of peaches. They surely were not in season. Lord knew w hat they cost. My guest, going on w ith her conversation, absentm indedly took one. "Y ou're full and c a n 't eat any more. B ut I've ju st had a snack and I ’ll enjoy a peach." The bill came, and when I walked out of the re sta u ra n t I had the whole m onth before me and not a penny in my pocket. "Follow my exam ple," she said, "and never eat more th an one thing fo r luncheon." I do not believe th a t I am a ru th le ss m an, b u t when the gods p u t a hand in, it is excusable to w atch th e resu lt w ith satisfaction. Today she weighs tw enty-one stone**.

Work in pairs. Look at the words in bold in the context and m atch them with their opposites. Ex plain both of the m eanings in your own words in pairs. 1)

barely enough

a) norm

------- |------ i------------- %

unwise

b) pleasant

Did you know?

m arvel

c) a lot of

wicked

d) friendly

absentm indedly

e) advisable

ruthless

f ) attentively

The first chocolate bar appeared in Britain in 1847.

v________ J

Look at the words in bold in the context and choose the closest definition from the variants A, B or C). Replace them in the story and explain your choice to other students.

1. to keep body and soul together

to manage without much money

to be in wealth

to be in good health

2. flash

blink

ginger

smile

3. excuse

preposition

reason

wish

** stone - measure of weight (1 stone = 6,4 kg) 110

UNIT 5

4. heart sank

heart in smb’s boots

lost heart

lost hope

5. sighed

breathed out

took a breath

blown

6. insist

stand

want

order

7. seized

caught

thought

met

Decide if the statem ents are True or False and mark them with T / F. Explain your choice to your classm ates. 1) The m ain p a rt of the story happened m any years ago. 2) The au th o r of th e story was a young w rite r then. 3) The lady he had luncheon w ith, was his old friend. 4) The lady ate th e cheapest dishes. 5) The w rite r had been supported in his work by the lady. 6) The w aiter played a little joke on the author. 7) The au th o r was afraid of th e lack of money to pay th e bill. 8) The lady ta u g h t th e a u th o r how to eat better. 9) The au th o r appeared moneyless fo r two m onths. 10) The a u th o r of the story was fully satisfied wdth th e way the lady looked.

Answer the questions in turns. To prove your point, find the necessary inform ation in the story. Share your ideas with others. 1) W hom did the a u th o r meet? 2) W hat happened tw enty years ago? 3) W as the a u th o r a real gentlem an? W hy? 4) W hat did the lady look like a t the firs t m eeting? D uring the last m eeting? Describe her appearance. W hat happened? W hy do you th in k so? 5) How m any dishes did the lady eat at luncheon? W hat about the author? Give examples. 6) W hat can you say about the w a ite r’s behavior? Can you explain it? 7) Use two character tra its to describe the characters of th e story. Support each tr a it w ith a detail from the story. 8) How does the m ain character feel at th e end of the story? W hat makes you th in k so? Make up a brief description of the author of the story — possible appearance, pos sible clothing, traits of character — as if he were your close friend.

Reliance en Science All photos and images used in the textbook have been taken from free Internet resources

t e § ^

SPARK IN THE DARK

In pairs, m ake four-line poems e ith e r w ith any of these rhym ing words: in ve n t, p re te n d , spend, stand, hand o r use words of your own. Com pare your poems in class. 2.

R ead th e blog article. Com plete th e follow ing sentences (1—6) w ith th e best answ er (A, B or C).

f t - l B 1' 1! K’ a r

I «-

C i

: / T0 ! ■'D^TQî'-Tn i ' T^ r

; ET * ' [ TS l? f l . , 3_LT3 F Ti*rT . ,»

hT| (• /h * '

h ttp ://b lo g .w o rld -m y steries.co m

Home

Ancient Writings

Modern World

Mystic Places

a s Science

Strange Artifacts

Guest Aulhors

Forum

Old Site

WORE EVMYSTE RIES

b lo g

Inventions and Discoveries th at Shaped the World China is not only a land rich in c u ltu re and a rt. It is a land rich w ith inventions w ithout which world history would have been drastically altered. The Chinese civilization has given b irth to inventions and de velopm ents in navigation, n a tu ra l prevention and diagnosis. This cu ltu re was responsible fo r the invention and th e discov ery of porcelain, paper, church bells, solar wind, th e circulation of hum an blood, th e suspension b rid g e, th e tech n iq u e fo r d rillin g fo r n a tu ra l gas, iron, the m echanical clock, th e seism ograph ... If you’ve read a book or newspaper, flown a kite, regained your sense of direction by using a com pass, enjoyed a firew o rk s display, w orn a soft silk s h irt or eaten spaghetti, you’ve encountered a ju st a few am azing Chinese inventions. The history of science and technology in China is both long and rich w ith many contributions to sci ence. A stronom y, physics, chem istry, m eteorology, seismology, technol ogy, engineering, and m athem atics can trace th e ir early origins to China. In a n tiq u ity , an cien t Chinese m ade s ig n ific a n t advances in progress. The f irs t recorded observations of comets, solar eclipses, and a num ber of notable astronom ical discoveries were made p rio r to th e application of the telescope. From 600 AD u n til 1500 AD, C hina was th e w orld’s m ost technologically advanced society. W hen th e Italian m erchant Marco Polo visited China in 1271, he found a place fa r more tech nologically advanced th an anywhere in W estern Europe. ÏÏT ~ ~

112

■ a**-

*:5S UNIT 5

F ill your re s u lts in th e table. 1) W ith o u t Chinese inventions and ideas th e world history would have been .... A d iffe r B the same C completely changed 2) The Chinese culture ... porcelain, paper, church bells, the suspension bridge, th e compass etc. A gave the world such inventions as C was responsible fo r th e decline of B gave th e b irth to th e revival of 3) You can ... am azing Chinese inventions in your routine life. A accept B come across

C share

4) China has a deep and rich history of science and technology w ith .... A a num ber of m odern th in g s and theo ries C m any useless item s B a lot of discoveries and inventions 5) According to th e article, in ancient tim es, the Chinese made.... A a sig n ific a n t move in c u ltu re and a rt B m eaningless advances in progress C a m eaningful co n trib u tio n to th e developm ent of science and technology 6) Marco Polo found China ... th an anywhere in W estern Europe. A fa r m ore technologically developed C fa r m ore technologically accepted B f a r m ore technologically adopted

Choose th e best way to com plete th e sentences w ith m odals. Fill your answ ers in th e ta b le below. 1) M edicine ... be free. a) may

b) ought to

c) has to

2) You ... speak to your fa th e r like th a t. a) shouldn’t b) m u stn ’t

c) m ig h tn ’t

3) ... his num ber be in th e phone book? a) W ill b) Can

c) Should

4) You ... spend a lot of money on presents, a) m u stn ’t b) can’t

c) needn’t

5) I ... have a tom ato juice, please. a) may b) will

c) need

6) You ... home earlier! The tra in has departed, a) should have left b) m ust leave

c) should leave

7) I t ’s g e ttin g hot. ... we drink some w ater? a) Can b) May

c) Shall

Reliance en Science All photos and images used in the textbook have been taken from free Internet resources

113

4, W ork in pairs. Discuss w ith your p a rtn e r: ■ th e co n trib u tio n of th e an cien t Chinese to th e developm ent of th e w orld science; ■ achievem ents of a n o th e r an cient civilization you know; ■ th e role of one of th e ancient inventions o r discoveries nowadays. Say why your friends should have or shouldn't have done th e follow ing things. W rite th e sentences down. E xam ple: She has a stom achache again j keep to a diet every day — She should have kept to a diet every day. 1) 2) 3) 4) 5) 6)

he failed his te s t / learn modal verbs she is tire d / sleep a t n ig h t th e tre e wTas nice / he cut th e tree you knew no th in g abotit our team / spend m ore tim e w ith your friends she couldn’t read little p rin t / w ear eyeglasses you became too f a t / eat too m uch chocolate

Fill in th e b lanks w ith th e correct “give” p h rasa l verbs. 1. M ichael always said th a t he would never use Facebook, b u t he finally all of his frien d s sta rte d using it to keep in touch. 2. The bakery is

when

free m uffins w ith th e purchase of a cake.

3. A nnouncer: Wow! W h at a g re a t perform ance! Everyone Purple!

fo r Deep

4. Deep in th e ocean th ere is no su n lig h t, b u t some fish are able to own lig h t due to a chem ical reaction.

th e ir

5 . 1 d id n ’t w ant to go to th e b ar last n ig h t, b u t my frien d kept asking me to go and I finally

6. M andy told th e doctor th a t she d id n ’t w ant to know if her baby would be a boy or a g irl, b u t th e doctor accidentally 7. The m arath o n ru n n e r's knee he w a sn 't able to fin ish th e race.

114

when he said “she” in stead of “i t ” . w hen he had less th a n one mile to go, so

UNIT 5

My Chart of Success

I am h a p p y w ith m y r e s u lts b e c a u se ...

I am n o t v e ry m u c h c o m p e te n t in ...

I ’ve g a in e d m o re c o n fid e n c e in s p e a k in g b e c a u se ...

I e n jo y g r a m m a r m o re b e c a u se ...

I am g a in in g su c ce ss in lis te n in g b e c a u se ...

I fe e l m o re c o m fo rta b le a b o u t r e a d in g b e c a u se ...

I n e e d to m a k e m o re e f f o r t in ...

All photos and images used in the textbook have been taken from free Internet resources

UNIT 6 Legislature of Nature

n p o ffh tB R if;

Use English!

te a l] 1.

AWARE Of AFFAIR

R ead th e verse of lyrics from th e song “Is This th e W orld W e Cre a te d ? ” by “Q ueen” . W h a t can it be a b o u t? W h a t problem s m ay be raised? E xchange your opinions in class.

Phrasal verb of the unit: to go

to follow one's nose -

Is th is the world we created? W e made it on our own, Is th is the world we devastated R ight to th e bone? If th e re ’s a God in the sky Looking down W hat can he th in k Of w hat we’ve done To the world th a t He created?

to go stra ig h t ahead

to go off - to make a loud noise or to explode

Look a t th e p ictu res on p. 116 . Can you describe w hat you see? In w hat way do th e p ictu res agree w ith th e song? How can you te ll? W h at does th e word “env iro n m en t” m ean?

R ead th e d escrip tio n of th e w ord “p o llu tio n ” fro m th e C am bridge D ictionary of English. W hat examples of pollution can you find in the pictures on p. 116?

P o llu tio n , n - d am ag e caused to w a te r, a ir, etc. by harm ful substances or waste

M atch th e p ictu res on p. 116 to th e words an d p h rases below. E xplain w hat is going on in your own words. C onsult a dictionary if necessary. smog, litter, litterbug, rainforest, noise, toxic waste, ozone hole, radiation, greenhouse effect

W ork in pairs. Fill in th e follow ing table. Then, discuss your resu lts in class. Problem

Cause

E ffect on n a tu re

E ffect on people

A ir pollution Land pollution W ater pollution Noise pollution Radioactive pollution Rainforest cutout Greenhouse effect 6.

In class, discuss, w hich of th e environm ental problem s is th e m ost dangerous one for th e world. Make sure to support your ideas w ith facts and exam ples. Does your neighbourhood o r a re a su ffer from any of th e problem s above? M ake your research a n d com pare your ideas in class.

Leplafure of Nature All photos and images used in the textbook have been taken from free Internet resources

22 April is the Earth Day.

117

t e § î.

ALIGNING NON-DEFINING

Look a t th e w ords in th e ta b le a n d use th e m to answ er th e question: W h a t are th e th r e e th in g s p e o p le can do to h elp th e e n v iro n m e n t? Make su re you use m odal verbs in your answ ers. atm osphere garbage ozone hole w aste e n v iro n m e n t ozone la yer tra sh

to clean to p ro tect to use to p o llu te to burn to com post to throw

Todai/'i idiom to foul o n e’s own nest - to act in a way th a t harm s one’s own in terests, position or reputation

p M a y 't phrasal verb to go over - to review

a) Com pare th e sentences below. W h at can you say about rela tio n s betw een th e two p a rts of each sentence? Look th ro u g h th e Quick G ram m ar Aid (1 ,2 ) on page 120 to explain your answ er. He w rote a le tte r to th e m anager, || but the m anager d id n 't answ er. I told him || th a t \ d id n 't know anything about th e ir plans. b) Identify sim ple, com pound a n d com plex sentences a n d p oint th em out. 1) 2) 3) 4) 5)

Paula and Bruno like the small town a t the seaside where they spend th e ir sum m er vacation. Paula loves to go to th e beach and spend her days sunbathing. Bruno likes th e view th a t he gets from th e log cabin up in th e m ountains. Paula prefers playing tennis and she often goes to a local tennis court. Bruno dislikes s ittin g on th e beach; he always gets nasty sunburn.

R ead p a rts 3—5 of th e Quick G ram m ar A id an d com plete th e sentences using th e words in italics below. E xplain your answ ers in class. That, when, whom, which, where, who, whose, who. 1) They’re th e people ... w ant to buy our house. 2) W e had a lovely meal at th e place ... Phil recommended 3) W e don’t know th e person ... donated th is money. 4) The pictu re ... she has ju st finished is unique. 5) You are the p a rtn e r ...I w ant to work w ith. 6) I c o u ld n 't help th e s tu d e n ts ... te s ts were a failure. 7) Sheila knows ... it happened. 8) That is th e swimming-pool .... I used to go swimming.

Did you know? Urban areas make up 11.6% of the UK.

118

UNIT 6

4 .

R ead p a rt 6 of th e Quick G ram m ar A id an d com plete th e sentences. R em em ber about comm as. S h are your re su lts w ith your classm ates. 1) Clare is doing th e London m ara th o n th is year, (who I work with) 2) W e plan to raise £10,000 fo r local c h a ritie s, (which help the homeless) 3) His b ro th e r is a frien d of mine, (who works a t the su perm arket) 4) My boss travels to P aris regularly, (whose wife is French) 5) I retu rn ed home two days ago. (where I h a d n 't been fo r five years) 6) H er car broke down a fte r ju st five miles, (which was very old) 7) Jim is my best friend, (whom I've known fo r years)

Look through the sentences and decide if they are defining o r non-defining. P u t com m as w here necessary. E xplain your choice. Be atte n tiv e ! 1) London which is the capital of England is one of the largest cities in the world. 2) This is th e dress my m other has made fo r me. 3) Tom Cruise who has sta rre d in a lot of film s is a fam ous A m erican actor. 4) The village w here I grewTup is very small. 5) Greg whose job involves trav ellin g a lot has been in nearly all the countries in th e world. 6) The office I have ju st rented is near my home. 7) This is the officer th a t arrested th e b urglar.

J o in these sentences to m ake up defining or non-defining rela tiv e clauses. Pay a tte n tio n to a change of ce rta in words. Om it th e pronoun if possible. Add com m as if necessary. Check your re su lts in class. 1) 2) 3) 4) 5) 6)

My school is very big. It is in M adrid. Robert P attin so n is an actor. He works in the Shakespeare’s Theatre. I bought th is cake yesterday. It taste s delicious. Mrs Kelly took me to th e hospital. I graduated from a college. Tomorrow' M ark goes to Cambridge. He will study in th e university. W e should care of our planet. The E a rth is th e only place fo r m ankind.

M ake up com plex sentences from th e sim ple ones w ith rela tiv e pronouns w here necessary. M ark th e clauses as defining an d non-defining. Pay a tte n tio n to th e change of c e rta in words. Add com m as if necessary. 1) A teacher is a person. He helps others learn new things. 2) My au n t visited us last Monday. She moved from India. 3) Bob is going out w ith M ary. I know him very well. 4) This is th e city. My Mom was born here. 5) Lucy rang me last night. I h a v e n 't seen her fo r ages. 6) It was in 1945. The W orld W ar II finished. 7) W here is the bicycle? You took it from me. 8) The woman is my aunt. She’s talking to Sue. 9) Shakespeare w rote "Romeo and J u lie t" . Lie lived in the 16th century. 10) There is a woman. H er d au g h ter is a program m er. 11) My fa th e r always forgets his passw ord. I helped my fa th e r to in stall softw are. Leplafure of Nature All photos and images used in the textbook have been taken from free Internet resources

119

Quick Grammar Aid - Compound and complex sentences. Relative clauses

1. A com pound sentence consists of two (or more) independent sim ple sentences connected by conjunctions ‘a n d ’, ‘or’ ‘b ut’ or w ithout conjunctions. ■ H er children m ay watch T V here, or they m ay play in the yard. ■ M a ry lives in London ( and / ;) her friend Elizabeth lives in New York. 2. A com plex sentence consists of two clauses: th e m ain clause and the su b ordinate clause. The su b ordinate clause depends on th e m ain clause fo r its m eaning; it can’t be used w ith out th e m ain clause. 3. There are two m ain types of subordinate clauses: conditional clauses and relativ e clauses. 4. R elative clauses are connected to m ain clauses by rela tiv e pronouns ‘w hich’, ‘whom ’, ‘whose’, ‘w hen’, ‘where’, ‘who’ and ‘th a t’. ■ I bought the book th a t you asked for. ■ I know where he lives. 5. We use defining rela tiv e clauses to give essential info rm atio n about someone or some thing. ■ Yesterday he m et his friend w ho / th a t moved to India. ( refers to people) 1 I lost the map w hich / th a t you gave me. ( refers to object) 1 She complained to the m an whose dog bit her. ( refers to possession) ■ W e visited the house where our fa th e r was born. ( refers to place) ■ Christm as is a day w hen people are happy. ( refers to tim e ) ‘T h a t’ is m ostly interchangeable w ith eith er of relativ e pronouns and is less form al. W e can also drop ‘th a t’ or ‘w hich’ in some relative clauses: ■ I t rem inded him the house f w hich / th a t 1 he used to rent in Oxford. In w riting, we don’t use commas in defining relative clauses. 6. We use non-defining rela tiv e clauses to give e x tra info rm atio n about th e person or thing. It is not necessary inform ation. They are separated by comm as. W e never use ‘th a t’ in non-defining clauses. ■ T h a t building, w hich is in the end o f the street, was built in the 16th century. 1 A n d this woman, w ho I ’d never m et before, came up and spoke to me.

120

te a l} 1.

CADASTRE OF DISASTER

In pairs, look at some words made from the letters of the word “ENVIRONMENT”. teen, rove, more, vein, tonne, tree, vent a) Can you make more words?

to take French leave - to leave an official or social event w ithout notifying

b) How can you use these words to actually talk about the environment? Share your ideas in class and compare them w ith those of other students. 2.

Match the words and phrases below that can be used when talking about environmental problems with their meanings. Compare your results with those of other students.

Today's P's»

“ 1

to go on - to happen

crisis

a large amount of water covering an area that is usually dry

issue

plants and animals

oil spill

put down or drop something in a careless way

acid rain

too much

urban runoff

a subject or problem that people are thinking and talking about

toxin

user

waste

an accident in which oil comes out of a ship into water and causes pollution

soil

an extrem ely difficult or dangerous point in a situation

flood

chemicals and industrial waste that flow into rivers and lakes and pollute the environment

excessive

a poisonous substance

dump

dangerous

flora and fauna

to allow a substance to flow out from somewhere

destruction

useful or valuable possessions

consumer

pesticides and insecticides

harm ful

trash or garbage

release

land

resources

rain that contains dangerous chemicals

chemicals

the act of destroying something

Leplature of Nature All photos and images used in the textbook have been taken from free Internet resources

vefb

S o rt th e words above into th e follow ing categories. General , , vocabulary

XT , , , TT ,. N atural phenomena Human practices

H arm ful or dan, , gerous substances

. . . . C haracteristics

You a re going to h e a r a p a rt of a lec tu re by a Professor of Ecology of Colorado U niversity. In w hat context do you th in k , th e professor could use th e vocabulary above? Discuss it in sm all groups, th en come o u t w ith your ideas to discuss in class. L isten to th e lec tu re a n d a rra n g e th e problem s in th e order they a re discussed. There is one e x tra problem . ■ ■ ■ ■ ■ ■ ■ ■

deforestation; air, soil and w ater pollution; ozone layer; damage to eco-systems; overpopulation; dum ping waste; intensive a g ricu ltu re and genetic engineering; global w arm ing and clim ate change.

Find o ut how th e vocabulary was used. W ere your ideas close to w hat was a c tu a lly said? In pairs, discuss th e general m essage of th e lec tu re an d fo rm u late it in one sentence. Com pare your idea w ith those of o th e r pairs. Do you agree w ith th e m essage? Find one exam ple to su p p o rt each of th e issues covered in th e lectu re to sh are an d discuss in class.

122

UNIT 6

BITTER LITTER 1.

In p a irs, use any fo u r of th e w ords rh y m in g w ith “w a ste ” a n d w rite a sh o rt four-line verse concerning th e topic of th e lesson. P resent it in class a n d decide w hich one is b e tte r. chaste, haste, taste, paste, faced, placed, am azed, based

to give smb the cold, shoulder - to ignore smb on purpose

W ork in p a irs. T h in k how you can so rt o u t th e issu es discussed in th e lec tu re of lesson 3 in to th e categories below. N ote th a t some problem s m ay be c ritical fo r m ore th a n one category. W h a t do you th in k they are? Please, explain how an d why.

Today! phrasal »erb to go w ith - to m atch, to be sim ilar to

Global problem s

C ountry problem s

Local problem s

W hich of th e problem s discussed in lesson 3 do you th in k is of th e g rea test im portance? Discuss your ideas in class. 3.

Do you agree or disagree w ith th e follow ing note? How does it correspond to th e lec tu re from les son 3? W h a t does th e a u th o r m ean by saying “there are still so m a n y th in g s we can do to tr y in w hat we already kn o w ”l Exchange your ideas in class. The need fo r change in our daily lives and m ovem ents is grow ing. Because so m any d iffe re n t fa c to rs come into play, m any people don’t consider th a t w hat they do will affect f u tu re generations. If hum ans continue m oving forw ard in such a h arm ful way tow ards th e fu tu re , th en th ere will be no f u tu re to consider. A lthough i t ’s tru e th a t we cannot physically stop our ozone layer from th in n in g , there are still so m any things we can do to try in what we already know. By raising awareness in your local com m unity and w ithin your fam ilies about these issues, you can help contribute to a more environm entally conscious and friendly place fo r you to live.

All photos and images used in the textbook have been taken from free Internet resources

Work in small groups. Go back to the phrase in italics in ex.3 and discuss who should care about the problems you sorted out in ex. 2. Discuss your ideas in class. Do you all have the same ideas? Responsibility of Problems

Global authorities (the UN, etc.)

Country authorities (the parliament, the government, etc.)

Local and municipal authorities

Read the internet blog about one of the problems that are critical for the UK. Pay attention to the h ig h lig h te d words. Can you guess their meanings or you need to consult a dictionary? The am ount of tra sh generated by th e UK could fill B rita in ’s largest lake, Lake W inderm ere, in ju st eight m onths. Or, to p u t it another way, it could fill London’s A lbert Hall in two hours. Between 20% and 40% of f ru it and vegetables are rejected by superm arkets because th e y ’re m isshapen or ju st weird-looking! B ut t h a t ’s how n a tu re created them , right? W e use around 500 m illion plastic bags every week, and each will take between 500 and 1,000 years to decom pose in landfill. However, W ales has reduced its plastic bag use by 90% sim ply by m aking th e lawTfo r shops to charge 5p per bag. A t C hristm as, as m uch as 83 square kilom etres of w rapping paper end up in UK bins instead of being recycled. T h a t’s th e same size as S u nderland*! R ecycling is g reat, b u t reusing is b e tte r. I t ’s a shame th a t 83% of perfectly good sofas in the UK are sent to the dum p or fo r recycling, ra th e r th an being given a second chance in a newThome. If we could double th e num ber of sofas reused in the UK we’d save around 52,000 tonnes of C02! The num ber of disposable nappies each baby gets th ro u g h weighs the same as a fam ily car! It w ould tak e you nearly 3,500 years to sing ‘Six Billion G reen B o ttle s’, wdtich is how m any glass bottles and jars we use every year! If those end up in landfill th e y ’ll never decompose. I t ’s not ju st w hat goes in the bin th a t counts as waste - w ater can be w asted, too. A single leaky tap in your house can w aste as m uch as 5,000 litres of w ater a year. If we all fixed our dripping taps we could supply 120,000 people w ith a day’s w orth of w ater; a p re tty sig n ifi cant saving considering we may soon be drinking sewage (yes, really!). A dapted from https://www.ovoenergy.com In pairs, talk w hat could be done to make the situ atio n better. Do you th in k th a t U kraine su ffers from the same problem s? Can you pro vide examples? Share and discuss your ideas in class. W hat environmental problem is critical for your neighbourhood or com munity? W hat is being done to handle the problem? Who is responsible? Make a brief description to present in class.

Did v>u know? In 2012, the UK recycling rate of ‘waste from households’ reached 43.9 9^

* Sun d erla n d —a city in North East England 124

UNIT 6

ta Q § 1.

SUSIE TO CURE

F ind th e p ic tu re t h a t re fe rs to th e w ord “litte r b u g ” am ong th e col lage p ictu res on p. 116 . In pairs, th in k ab o u t how you can explain th e m eaning of th is word to m ake a dictionary entry. Exchange your ideas in class and decide w hich one is th e best.

Do you agree? Nobody likes a litte rb u g b u t does th e p unishm ent alw ays fit th e crim e? 1. A US police officer fined a lady $344 (£220) when th e dollar she gave to a homeless person landed on the pavem ent.

to give sh irt o ff one's back - to give you any thing they have to help you

to go o u t - 1) to stop w orking (machines or electrical things); 2) to be a p a rt of a social activ ity

v______________________ ^

2. An Essex dog w alker wTas fined £50 fo r litte rin g a fte r groom ing her pets in a local park. 3. Singapore has s tric t a n ti-litte rin g laws. In J a n u a ry a sm oker was fined $19,800 (£9,500) fo r throw ing cigarette b u tts out of his window. 4. A B ritish holidaym aker in Italy accidentally dropped a piece of sausage on th e ground and was charged £75 - even though pigeons had already picked th e sausage up. 5. A volunteer stre e t cleaner in th e W est M idlands was fined £ 75 when city council w orkers accused him of fly-tipping (illegally leaving th in g s th a t you do not w ant next to a road, in fields, in rivers, etc.) W h a t p unishm ent do you th in k w ould best fit th e crim e of litte rin g ? Dis cuss th e issue in class. G round your opinion. 3.

Look a t th e pictures. W hich of th e problem s discussed above a re being solved? W hose responsibility is ta k in g care of these problem s?

C'fSS

electric drive

Législature of Nature All photos and images used in the textbook have been taken from free Internet resources

Look back a t th e list of problem s discussed in lesson 3. In sm all groups, discuss th e possible ways to solve th e problem s an d those who m u st ta k e responsibility fo r th a t. F ill in th e ta b le below. Problem

Can any of th e environm ental problem s be solved by schoolchild re n an d teen ag ers? W h at can those problem s be? H ave you ever ta k e n p a rt in any of such activ ities? W h a t was it? Did you do it alone or as p a rt of an activity? Do you th in k such activ ities should b e tte r be organised or doing them alone is a ll rig h t? W ho and how should organise them ? Is it a good way for vo lu n teers to ta k e p a rt? Discuss th e issue in sm all groups an d come up w ith your ideas in class.

Solution

W ho is responsible

yuuugpeople j iduli loaromy

0goACT1V£tvmirmovfltiv*envlrotmutiWal«хккоНипcliarWywitha reputation fur livinghand* on, practical apprputlios to explore Complexissues of мпіаІімШу. tnoActiveenvisions «worldwhere yoiiiHIpeople andconimurWtie»are agents of change for creatinga better piunet. We designanddeliverliiteracUae workshops to empower peopletotakemeaningful actionon stmtHrmblllry, Wecreate eye openingexperiences for childrenand adults alike, running workshops inschools, projects inparks, cnmmunrty gactions, andprojects withtomiminltygroups andhousing xssocialions IcoAdllVI оиі иич'орyou

ИP

W ork in groups of 3 -4 . Im agine th a t you are a vo lu n teerin g group and you a re going to organise some a c tiv ity to help th e environm ent. On a n A 4 p a p e r m ake a p o ste r an n o u n cin g your activity. M ake sure you include: ■ ■ ■ ■

the name of your volunteering group; why your activity is im portant; the tim e and place of the activity; a short slogan to a ttra c t people.

T h in k a b o u t th e Code of H onour of a n e n v iro n m en ta l v o lu n te e rin g group o r club. P rep are it fo r discussing in class. 126

y D i d you know? In 2012, environmental taxes raised 7.5 % of total UK

UNIT 6

km aê 1.

WHAT ABOUT SUNSHINE?

R ead th e poem by Jo e l Ewing. Think how you can express its m essage. Do you agree w ith it? S h are your opinions.

Return to W hat Should Be All the tea rs I ’ve tasted fo r so m any trees we’ve wasted. It makes me wonder; wonder wThy so few of us will ever try to relieve m ankind of ignorance and shake us from th is foolish trance. Living th e way some people are, every day creates a scar. A lthough our E a rth is vast and g reat a t healing, m aking all th in g s stra ig h t, th e re ’s no tim e fo r the world to wait while we create a toxic fate. Perhaps one day m ankind will see significance in every tree; clean rivers flow ing to th e sea; w ith everything as it should be. http://www.sciencerhymes.com.au/your~poems

to go th ro u g h the m otions to do som ething because smb has to, b u t w ithout enthusiasm

Today's phra*al «rb to go along w ith - to agree w ith or follow

W ork in 3 groups. C reate a m an i festo fo r th e envi ronm ent by m ak ing up an acrostic of th e word. V ote for th e best one.

t N

V 1 R 0 N M

E N

T W o rk in p a irs. Im agine t h a t you a re gro u p s of law yers in th e co u rt. Choose an d discuss one of th e environm ental problem s to work w ith (See lesson 3) an d advocate your position delivering a speech. M ake sure to: ■ indicate th e problem; ■ say how im p o rtan t it is and why; ■ suggest actions to solve the problem. M ake up a lea fle t for younger children to help th em become envi ro n m en tally aw are an d friendly. Could you w rite a sh o rt poem? Legislature « I Nature All photos and images used in the textbook have been taken from free Internet resources

Did vou know? --------------------------------- v People throw away around 50 million tonnes of old computer equipment, TVs, stereos and kitchen appliances every year.

127

hm H

ADDICTION TO FICTION To d a y's id io m

Look a t th e p ictu re to th e sh o rt story. W h a t can you see in it? Can you guess w hat th e story below will be ab o u t? W h at m akes you th in k so? R ead th e sh o rt story; see w hether your guess has been correct and do th e exercises. Pay a tte n tio n to th e words an d phrases in italics.

to go o ff the rails - to go out of control and behave in an unacceptable m anner

V_ _ _ _ _ _ _ _ _ _ _ _

The P edestrian To en ter out into th a t silence th a t was th e city a t eight o'clock of a m isty evening in November, to step over grass and m ake your way, hands in pockets, which was w hat M r Leonard Mead most dearly loved to do. And on his way he would see cottages w ith th e ir dark windows where only the slig h t glim m ers of firefly light appeared. He liked to stand and look down long m oonlit avenues of sidewalk in fo u r directions, deciding which way to go, b u t it really made no difference; he was alone in th is world of 2053 A.D. In ten years of walking by n ig h t or day, for thousands of m iles, he had never m et another person w alking, not one in all th a t tim e. On th is particular evening th ere was a crys tal fro st in th e air; it cut the nose and you could feel the cold going on and off. He listened to the sound of his soft shoes th rough autum n leaves, and w histled a quiet w histle between his teeth, picking up a leaf, exam ining it in th e lam plights, sm elling its ru sty smell. The s tre e t was silen t and long and em pty, w ith only his shadow m oving like th e shadow of a hawk. He tu rn e d back on a side stre e t, c ir cling around tow ard his home. He was w ithin a block of his home w hen a lone car tu rn e d a corner quite suddenly and flashed a w hite cone of light upon him. A m etallic voice called to him: 'S tand still. D on't move! P u t up your hands!' 'B ut...' he said. 'Y our hands up! Or w e'll shoot!' W hat a rare, incredible th ing; in a city of th re e m illion, th e re was only one police car left, w a sn 't th a t correct? There was no need now fo r th e police, b u t fo r th is one lone car w andering the em pty streets. 'Y our nam e?' said th e police car in a me tallic w hisper. 'Leonard M ead,' he said. 'B usiness or profession?' 'I guess you'd call me a w rite r.' 'No profession,' said th e police car, as if talk in g to itself. 128

UNIT 6

'You m ight say th a t,' said Mi' Mead. He h a d n 't w ritten in years. M agazines and books d idn’t sell anymore. E verything w ent on in the tom b-like houses illum inated by television lig h t, where th e people sat like th e dead. Only m u lti coloured lights were touching th e ir faces, b u t not souls... 'W h at are you doing out?' 'W alking,' said Leonard Mead. 'W alking!' 'Yes, s ir.' 'H ere,' said the voice. The back door of the police car opened. 'Get in .' 'W a it a m inute, I h a v e n 't done anything!' 'G et in .' 'I protest!' 'M r M ead.' He walked like a m an suddenly drunk. As he passed th e fro n t window of th e car he looked in. As he had expected, th ere was no one in the fro n t seat, no one in the car at all. ‘W here are you tak in g me?' 'To th e P sychiatric Center fo r R esearch on Regressive Tendencies.' He got in. The door shut. The police car rolled th ro u g h the n ig h t avenues. They passed one house on one stre e t, th is p a rticu la r house had all of its electric lights lit, every window had a yellow illum ination, w arm in th e cool darkness. 'T h a t's my house,' said Leonard Mead. No one answered him. The car moved leaving the em pty streets, and th e chill of November night. (Adapted from R ay B radbury) *1

Find the best option (A, B or C) to change the underlined phrases in the following sentences. 1) M r Leonard Mead loved to step over grass and make his wav keeping hands in pockets. 2) He liked to stand and look down long m oonlit avenues of sidewalk in fo u r direc tions. 3) On th is p articu la r evening th ere was a crystal fro st in th e air. 4) Yoti could feel the cold going on and o ff. 5) A lone car tu rn e d a corner and flashed a w hite cone of lig h t upon to go by - to pass him. 6) The police car rolled th ro u g h the n ig h t avenues.

Today s phrasal vorh

stay out of the way

go on

give the way

look through

come down

look upon

individual

special

usual

breathe cold in and out

feel the cold inside

catch a cold

mashed

reflected

spotlighted

turned

went

spun

Leplalure of Nature All photos and images used in the textbook have been taken from free Internet resources

A nsw er th e questions (1—6) choosing th e b est option (a, b or c). Fill your answ ers in th e table. 1) W here and when did th e story happen? a) In th e second half of the 21st century; in an evening stre e t of a big city b) In w arm autum n of 2053 AD; in an empty evening stre e t of a town c) In the fa r fu tu re ; in the countryside 2) W hat does M r. Leonard Mead m ost love to do? a) To hold hands in pockets b) To look down avenues c) To take walks a t night 3) W here was Mead going when he was stopped by th e police car? a) Nowhere, he was ju st walking b) He was going home c) He was going to th e police car 4) How was Mr. M ead's house d iffe re n t from other houses in th e city? a) It had a lot of w arm windows b) His house was b rig h tly lit c) It was to tally dark 5) W hat crim e did Leonard Mead commit? We throw away 7.2 million a) Mead com m itted the crim e of w alking fo r walking tonnes of food every year, b) He stopped the police car and more than half of that c) He had no profession is good. Meanwhile, one in 6) W hat was Leonard M ead’s punishm ent? seven people across the world doesn't have enough to eat. a) He was taken to a clinic b) He was arrested c) He had to sit into th e police car 7) W h at potential problem does Ray B radbury observe in the story? a) w atching TV leads to death b) people m u stn ’t walk along th e stre e ts a t night c) th e passive way of life makes people lonely

Did v«» know?

V___________ J

W ork in pairs. Discuss w ith your p a rtn e r: ■ th e possible tr a its of M r M ead’s ch a ra c te r. A re these tr a its usual fo r his society? E xplain your point of view. ■ th e a tm o sp h e re in th e c ity w hich L eonard is w alking th ro u g h . How long has M r Mead not m et people in th e s tre e ts ? W h a t happened to o th er people? ■ W ill L eonard M ead w alk h is city s tre e ts ever again? W hy do you th in k so? ■ Express your agreem ent or disagreem ent th a t ac cording to th e sto ry technology can destroy h u m an th o u g h t and individuality. Prove your idea. P repare fo r a class discussion.

130

Use your notes to exercise 5 an d w rite a sh o rt essay ab o u t th e story you’ve rea d (60—100 words). UNIT 6

>tz 1.

WRAP UP AND BACK UP

Ill each p a ir of sentences, com plete th e second sentence so th a t it h ad th e sam e m eaning as th e first one. a) People m ust care about the environm ent. - The environm ent b) I ’ve always been fond of clim atology. - Climatology c) Acid rains bring a lot of harm to the n ature. - A lot of

R ead th e article. Seven p a rts of sentences have been rem oved from th is a rtic le ab o u t rad iatio n . There a re 7 gaps below; for each gap, w rite th e corresponding le tte r (A—H) in th e space provided. T here is one e x tra choice th a t does not belong in th e article.

■ 41

W Radiation - Simple https://simple.wikipedia.org/wiki/Radiation

The Dangers of Radiation

System Proxy

W ik ip e d iA

Most people hear term s like rad iatio n and (1) as a bad or dangerous th in g . It tu rn s out th a t (2) are ordinarily harm ful to hum ans. For example, ultrav io let radiation can give people sunburns. X -rays and gam m a rays can (3), or even die if they are exposed to them fo r a very long tim e. Some types of particle radiation can also make people sick and lead to burns. Any type of radiation th a t causes changes in th e world like these is referred to (4). If ra d ia tion does not carry high enough levels of energy, though, th en these changes (5) som ething is h it by th e radiation. This is referred to as non-ionizing radiation, which is not as dangerous. One can d istinguish between various types of radiation by (6) of the radiation, its wave length (if th e rad iatio n is electrom agnetic), th e am ount of energy being carried, any particles involved, etc. A radioactive m aterial is a physical m aterial th a t em its radiation. U ranium and (7) radioactive m aterials. The atom s they are made of tend to fall ap art and give off d iffe r ent kinds of radiation, like gam m a rays and lots of types of particle radiation. (h ttp :// simple .wikipedia.org / w iki/radiation ) A as ionizing radiation B only certain types of radiation C looking a t th e source D will not happen when E which m ost people F im m ediately th in k of it G plutonium are examples of H make a person sick F ill in th e ta b le w ith th e correct answ ers 1

Leplalure of Nature All photos and images used in the textbook have been taken from free Internet resources

Com plete th e com plex sentences w ith re la tiv e pronouns w h ic h , w hose, w ho, w hen, w here, w hom , th a t. Some of th em m ay be used m ore th a n once. Som ew here two options a re possible. Add com m as w here necessary. 1) Did you see th e g i r l ______________________________________________ was dressed up as a clown? 2) The apples ____________________________________________________ are lying on th e table are bad. 3) Roses _______________________________________________________ all women love smell very nice. 4) This is th e man

_______________________________

5) W e are living next to a woman

_____________________________________ dog barks all th e tim e. *1

6) The year ____________________

B arbara visited in Scotland.

you were born was memorable.

7) Tomorrow we are going to th e zoo

our Dad works.

8) H er m o t h e r ____________________

you never m et is in terested in detective novels.

9) W e will stay at a hotel 10) Shakespeare ________ 4-

is not fa r from the beach. plays were adapted to cinema is still read by many.

R ead th e advice H ow to w rite ‘T h a n k you notes’ an d w rite your own note to your friend. 1. Opening. This is a basic line. Be specific about salutation. Give thanks. “D e a r .... T hank you so much for...” 2. E xpressing your feelings about th e event. W rite about your joy / / re g re t and explain your reasons. “I loved your birthday pa rty ... / / I ’d like to visit your birthday p a rty but...”. 3. Describing the event you visited /w ere invited. Make th is p a rt about how glad you were th a t he / she could share th e occasion w ith you. Detail th e event. / / Make th is p a rt about how sorry you were th a t you couldn’t share th e event w ith him /h e r. Prom ise to m eet later. “The p a rty at your house was .... / / I hope you had a ... and ... p a r ty ....”. 4. R epeating Thank You. Say it again to come back around to th e m ain purpose of the note. “T hank you again f o r .... it was v e r y ... I f T hank you again for... I ’m terribly s o r ry ... and I hope we can...”. 5. W ritin g your name; signature.

E xchange your notes to check for th e correctness.

F ind th e correct p h rasa l verb w ith “go” to com plete each sentence. 1. Lots of activities ... in th e city a t night. 2. If you w ant to get to th e su p erm ark et, ... th e old school and tu rn rig h t. 3. M arty is a very good boy. He doesn't ... the bad kids a t school. He doesn't like w hat they do. 4. The bomb will ... if you push th e button. 5. One sock is red and the other is blue. They don’t ... each other. 6. Jo h n likes to ... w ith his g irlfrien d on S aturday nights. 7. Before we make a presentation, we need to ... th is business plan to make sure everything is okay. 8. I hope my h air dryer d o e s n 't.... It sounds bad b u t I really need to use it.

M ake a sum m ary of th e “Did You K now ?” section of th e u n it as to: ■ events happening in the UK; ■ events happening in the world. UNIT 6

My Goins Checkpoint

I feel satisfied w ith w hat I ’ve done because ...

I am not really good a t ...

I feel m ore assured w ith speaking because ...

I ’ve gained m ore con fidence w ith gram m ar because ...

I enjoy listening more because ...

I feel m ore com fortable in reading because ...

I have to make more e ffo rt in ...

All photos and images used in the textbook have been taken from free Internet resources

teal] 1.

GROUNDBREAKING AND BRIATHTAKiNG

You have alread y learn ed a lot ab o u t B ritain , so each of you m ay have th e ir opinion. Choose a le tte r of th e alp h ab et so they did not rep e a t am ong th e stu d en ts, th in k of a n adjective which s ta r ts w ith th is le tte r an d which you can use to express your opinion ab o u t th e country. S h are your opinions in class an d explain why th is p a rtic u la r adjective is good for describing B ritain.

Describe th e cities in th e p ictu res using th e follow ing p a tte rn s and th e words below. S h are your descriptions in class. Consult a diction a ry if necessary. is looks

because

Today'sidiom to go o u t of one’s w ay to make a special e ffo rt when doing som ething

f Today s phrasal verb

S---- ----

because

m ust /m a y b e

Phrasal verb of the unit: to come

because

to come o u t - to appear, to be seen

gorgeous, m agnificent, breathtaking, stunning, dull, disgusting, superb, incredible, fa n ta stic, ancient, modern, industrial, well-kept, historical, hilarious, fu tu ristic, attractive, a tourist destination, a sea port, picturesque. Sum up your ideas. W h at are your overall im pressions of th e cities of th e UK by w hat you have seen? W hich of th e words go along w ith most of the cities? W hat conclusion can you make out of it? Exchange your opinions in class. Can you m atch th e descriptions below w ith th e cities in th e p ictures? E xplain your choices. 1) The U K 's second largest city, th e h eartlan d of the B ritish m otor in d u stry w ith ultra-m odern buildings. 2) One of the gatew ays to E ngland's Lake D istrict, often called the f irs t m odern city. 3) The th ird larg est city in the UK, w ith Loch Lomond about h alf an hour away, European Capital of C ulture in 1995. 4) The Beatles come im m ediately to m ind. A nd, of course, th e re 's plenty to do th a t's Beatles related —not least of which is a v isit to the fam ous Cavern Club.

E U R O P E A N C A P IT A L O F CU LTU RE

fit in Britain All photos and images used in the textbook have been taken from free Internet resources

Shetland Islands

Orkne\

UNITED KINGDOM National capital Const, country capital City, town International airport International boundary Motorway Main road

NORTH

fb/rhe^r.

Hebrides

ATLANTIC G r e a t B r ita in

OCEAN

Is-

North Sea

Londonderry Carlisle

Island of Ireland

Isle o f Man

Preston

O Galway

Rep. of IR E L A N D

Nottingham

Birmingham

Saint George's Charnel

Bristol Channel

forquay E n g lish C h a n n el

FRA N CE

5) Once one of E ngland's m ost im p o rtan t ports. 6 ) E ngland's oldest un iv ersity city, dating back

to th e 11th century, 60 miles northw est of Lon don. 7) A small and lively university city which has produced more Nobel P rize w inners th an any u n i versity in th e world. 8 ) "London's beach", 60 miles from th e capital, a seaside reso rt w ith the m ost scenic pier in B rit ain. 9) A small n o rth ern English city, an im portant centre fo r a t least 2,000 years w ith Rom an, Vi king and Anglo-Saxon m onum ents.

F ind th e 9 cities from ex. 4 on th e m ap of th e UK on p. 136. Look a t th e p ictu res on p. 134 describ ing cities of B ritain. In sm all groups, so rt th em o u t by categories a n d fill in th e tab le below. A dd th e cities th a t a re in th e p ictu res on p. 134 b u t are m issing from ex. 4. W h at cities do you th in k should be on th e list b u t a re m issing? England Scotland W ales N orthern Ireland "\

In sm all groups, th in k how you can m ake sh o rt descriptions of th e re s t of th e cities using th e p ictu res on p. 134 and th e m ap. N ote down th e ideas a n d discuss th em in class. Browse th e in te rn e t in search of some ad d itio n al in fo rm atio n ab o u t th e c ities from ex. 6 to ad d to your n o tes a n d p re p a re a b rie f p re s e n ta tio n ab o u t them .

Did you know?

hBritain is the only country in the world which doesn’t have its name on its postage stamps.

‘3tJ0A (6 ‘u o ^ S u g (g ‘ a g p u q u re o (Z ‘ P JOJ x O (9 ‘T Ä S ijg (g ‘ joodaeATg ( f ‘ A\ogsujp) (g ‘ aa^saqouu]^ (g ‘ rauqguxuuTg (x :sÄeyi

8 xg lit in Britain All photos and images used in the textbook have been taken from free Internet resources

SUSE TO REVISE

hmu%

Look a t th e p ictu res an d say w hat th e word ‘m aze’ m eans. Have you ever been to any m azes like th a t? If yes, describe your im pressions briefly. If no, say if you w ould like to go there.

to go with the flow to go along w ith w hatever happens

Todav'i phrawl verb to come around to change one's m ind / opinion; to agree

R ead th e te x t describing two of th e m ost fam ous m azes in B ritain. Be a tte n tiv e to th e words in italics w hile reading. fz

Vikirgs and Anglo Saxon

X » ^

Blog

x V

aa *

® https://www.familytraveltimes.co.uk/blog/

JxurniQu T W u e ^ Tim £ 4 Wherewegcrandwhatwesee

Videos

£ L 3

About us

E nglish mazes T h ere's n o thing th e B ritish like m ore th a n to go and get lost. In grand gardens of castles around B ritain you'll fin d th e world oldest and largest hedge mazes. These laby rin th s have been playfully confusing v isitors fo r hundreds of years. This historical fascination is being fuelled by a boom in creating new mazes. B ritain now has mazes of tu rf , w ater, brick, stone, wood, coloured paving tiles, m irrors and glass. Any exploration of th e tw ists and turns of B ritish mazes should include the oldest and m ost fam ous. You d o n 't have to be crazy about mazes to enjoy th e spectacular Hever Castle in K ent. The double-moated fo rtre ss has changed little since H enry V III's second wife Anne Boleyn who spent her childhood here. The castle is set in m agnificent gardens. A century ago the w ealthy A stor fam ily lived here and planted a yew maze, which visitors can still explore. Now th e hedges reach eight feet in height and th ere is alm ost a q u a rte r of a mile of pathw ays inside to get lost in! A more recent addition is the highly acclaimed W ater Maze on a shallow lake w ith an island at th e centre. The walkways are made up of curved p aths supported above the w ater on stilts. To make g e ttin g to th e island even more d ifficu lt, some slabs, when stepped on, trig g e r a spray of w ater. Can you reach th e island and stay dry? (Adapted from https://www.familytraveltimes.co.uk/blog)

138

I UNIT 7

Look th ro u g h th e two colum ns of th e words an d phrases; m atch th em to th e ir definitions a n d fill your answ ers in th e table. Don't try to answ er any questions w ith o u t looking carefully a t th e tex t. D on't w aste too m uch tim e on difficulties; go ahead an d tu rn to th em late r. 1)

hedge

two lines of trenches filled w ith w ater around the castle

confuse

supporting stand to elevate s tru c tu re above

fascination

a fence form ed by trees or bushes

fuel by a boom

su rp risin g changes of directions

tw ists and tu rn s

an evergreen tree

double-moated

become popular

yew

a thick fla t piece of wood or concrete

stilt

charm

slab

to make som ething d ifficu lt to understand

Did you know?

Choose th e correct option (a, b, c, or d) to fill in th e follow ing sentences. Fill your re su lts in th e table.

English Cockneys call the telephone “dog and bone” and a wife “trouble and strife”

1. My company has ju st spent two m illion dollars, ... a world fam ous a rtis t asked fo r pain tin g a huge m ural fo r th e m ain entrance foyer. a) who b) w here c) which 2) Please call me as soon as he ... back. a) comes b) came c) will come d) has come 3) I don’t w ant to break ... him fo r your sake, a) w ith b) off c) away d) out 4) In th e case ... the key to your room, inform the m anager im m ediately, a) is losing b) to lose c) of lost d) of losing 5) Don’t have a lunch w ithout George. He ... at th e m oment, a) is expected b) is being expected c) has been expected d) was being expected 6) Oh, no, th is film is not w orth .... a) w atch b) w atching c) to w atch d) to w atching 7) His advice never helps. You ... listen to him. a) n eed n 't b) shouldn’t have c) can’t d) m u stn ’t 2

Fit in Britain All photos and images used in the textbook have been taken from free Internet resources

R ead th e beginning an d th e ending of th e le tte r. Decide if i t ’s form al o r inform al. Pay a tte n tio n to th e place of address, d ate, sa lu ta tio n . The m ain p a rt of th e le tte r is m issing. Y our ta s k is to finish th e le tte r u sin g info rm atio n from ex. 2. R ew rite th e m ain ideas in your own words; add some inform al p h rases (not m ore th a n 4—5 sentences). S h are your re su lts w ith your classm ates.

Polina Velychko

Edw ard Sattington

FI 3 1 , 24 Verbova S t .

F I. 4 , 15 London Rd.

Kyiv 04073

Liverpool L3 8 E L

Ukraine 12th Sep tem b er 2016

D ear Polin, I was so glad to receive your le tte r. How's it going? I'm in Kent now with a school excursion to H ever C a stle . T h e C a stle looks re a lly gorgeous!

Looking fo rw ard to your Love Ed

Use th e in fo rm a tio n from W ritin g Tips on p. 176, a n d ex. 5 as a n exam ple. W rite a le tte r to your frie n d o r re la tiv e a b o u t your school ex cursion (or o th e r trip ) a n d describe one of th e places of in te re s t. 140

UNIT 7

te § 1.

FOR ALL OF THE CAPITAL nSâÿVÏtfônP)

T here is only one larg e city in th e w orld w ith a p opulation of m ore th a n a m illion th a t is ex actly on th e 50th p a ra lle l. Do you know w h at th e city is? W ho can answ er th e question fa ste st? See th e answ er a t th e end of th e lesson.

to have a stab a t sm th to try sm th th a t you have never had a chance to do before

( Today's phrasal verb V----

“■

to come up w ith to produce or supply a plan, idea, etc.

London is one of only two cities above the 50thparallel with a population of more than five million. Moscow is the other.

v_ 2.

______________ J

Look a t th e p ictu res of th e UK ca p itals below. W hich of th e co untries do th ey correspond to? Capital city

Country

Describe th e cities using as m uch of the vocabulary from ex. 2, Lesson 1 as possible, lit in Britain All photos and images used in the textbook have been taken from free Internet resources

You a re going to listen to a to u r guide ta lk in g ab o u t London. Look a t th e words a n d p h rases below an d m atch th em to th e ir m eanings. In w hat context can they be used by th e guide?

top to u rist destination

a t the m oment; now

each and every year

alm ost completely

to confuse

som ething added to the m ain body

locals

a small simple building, often made of wood

to assim ilate

to be fam ous fo r having som ething

hut

to make someone unable to u n derstand som ething

duality

th e m ost a ttrac tiv e place fo r visitors

add-on

to borrow cu ltu re and tra d itio n s

fo r all in te n ts and purposes

people living in a certain area

10)

cu rrently

every single (used fo r emphasis)

to boast som ething

th e state of combining two d iffe re n t things

L isten to th e in fo rm atio n ab o u t London. N ote down th e following: th e num ber of v isitors m entioned; th e historical fact about th e size of London; th e age of the capital; th e reason fo r the “two cities” in one; th e p a rts of London m entioned; w hat London is proud of.

UNIT 7

Can you say how these places are properly pro nounced according to the tour guide? ■ Greenwich ■ Leicester Square ■ Chomondeley Place

In what context WERE the words and phrases from ex. 3 used? Were your predictions correct? For describing what issues above was the vocabulary used? Discuss your ideas in class. Make changes if necessary.

Divide into 6 small groups. Choose one of the questions from ex. 3 and make a group presentation of it in class. Use your notes. Work in 3 groups. Each group is to read through brief notes about one of other capital cities of the UK. Think how you can use the notes and the vocabulary from ex. 2 to make a tour guide presentation about the city chosen. The pictures from ex. 2 may help you to add something to your presentation in class. Edinburgh ■ capital and cultural centre of Scotland for over 500 years ■ one of the most beautiful locations in the world. ■ the "Athens of the North" —Greek-style columns ■ museums and art galleries, ■ actually two cities: Old Town - the castle, a laby rinth of narrow alleys; New Town - grand squares, wide avenues and elegant facades.

Cardiff ■ * ■ ■

the official capital of Wales since 1956; has long been an important port; the cultural and economic centre of the country; numerous well-attended festivals a variety of sports facilities including award w in ning golf courses; ■ excellent shopping and dining opportunities.

Belfast ■ ■ ■ ■ ■ ■

“Belfast” means ‘mouth of the river’; the largest city in Northern Ireland; one of Europe's top visitor destinations; compact and intimate; rich legacy of 19th -20th century architecture; plenty to explore and shop.

(u o iiin u

fit in Britain All photos and images used in the textbook have been taken from free Internet resources

f \ )

a u n u ^ jq

is À a y j

STORY OF GLORY In sm all groups, th in k a b o u t th e vo cab u lary to describe a n ideal to u ris t destination. ■ W h at should it be like? ■ W h at should it have? Be b rie f b u t clear. Exchange your ideas w ith o th e r groups an d m ake up a class description for a n ideal to u ris t destination.

to hold one's own - to be able to defend oneself when under attack

The B ritish say th e re is m uch m ore th a n ju s t London to see in th e UK. Do you agree? Look back a t the views of different cities of the UK in th e collage on p. 134. ■ W hich of them m eet your criteria for being an ideal to u rist destination? ■ W hich not? E xplain your choice to th e class an d exchange your opinions.

Today's Phrasal verb to come about to happen

Divide into 4 groups to rep re sen t a ll p a rts of th e UK. ■ Look a t th e p ictu res a n d rea d th e descriptions of some places in th e UK th a t a re n e ith e r cap ital cities nor cities a t all. Find th em on th e m ap of th e UK on p. 145. ■ Tell th e class ab o u t your sights. ■ M ake sure to include your answ er to th e question: How do these sights meet the criteria o f being ideal tourist destinations? The G ian t's Causew ay, th e UNESCO W orld H e ri tage Site, is full of m yth and legend. Some say it was carved by the m ighty gian t, Finn McCool. The site has a ttrac ted visitors fo r centuries. There are fo u r stunning tra ils a t the G ia n t’s Causeway suited to every ability.

The C allanish S tan d in g Stones are an extrao rd in ary se t tin g of stones p u t up 5,000 years ago. They precede E ngland’s fam ous Stonehenge, and were an im p o rtan t place fo r a t least 2,000 years. W e don’t know why they were erected, b u t the best guess is th a t it was a kind of astronom ical observatory. C a lla n is h S c o t la n d

Nine miles from th e G ian t’s Causeway you will find th e C arrick-A -R ede rope b rid g e, w hich a ttr a c ts th rill seekers fro m all around to see if they can com plete the rope bridge challenge. On the other side of th e rope bridge th ere is G arrick Island, th e rew ard fo r th e brave, w ith diverse birdlife and a w onderful view across Scotland.

V___________________________ ____ ____________________________ UNIT 7

• C a lla n is h s t a n d in g s t o n e s

C a r r ic k - A - R e d e • • G ia n t ’s C a u s e w a y

C a e r n a r fo n C a s t le •

S t. D a v id ’s C a th e d r a l •

W in d s o r C a s t le •

E d e n P r o je c t •

Mt in Britain All photos and images used in the textbook have been taken from free Internet resources

B uilt in th e 13th C entury as a seat fo r th e f ir s t Prince of W ales, C aernarfon C astle w ith its 13 tow ers is recog nised as one of th e m ost im pressive fortresses in Europe. Its royal h e ritag e continues to th is day, and in 1969 it was th e scene of announcing P rince C harles's as P rince of W ales.

Located in W ales, St, D avid’s C athedral is a beau tifu l example of arch itectu re of the Middle Ages. The p a tro n sa in t of W ales, S t. D avid was b u rie d th e re . C onstruction began in the 1180s. The cathedral hous es a lot of tre a su re s, including a 1620 edition of the W elsh Bible.

W indsor C astle has served as th e sum m er residence of B ritish Royals since 1078. It is th e larg est inhabited castle in th e world. Adm ission is closed when th e Queen's a t home, so check fo r th e royal flag flying. Also of note is the m agnificent 6 mi-long G reat P ark.

The Eden P roject is a collection of am azing plants from around th e world. Located in Cornwall, the com plex consists of huge domes th a t look like igloo-shaped greenhouses housing thousands of d iffe re n t plants. As well as th e s tu n n in g displays of p la n t life, th e Eden Project hosts num erous fan tastic a rts and music events.

V___________________ _______________________

Located on the m ain island of Orkney, S k a ra Brae is one of the best preserved Stone Age villages in Europe. It was covered by sand fo r hundreds of years u n til a g reat sto rm exposed th e site in 1850. O lder th a n Stonehenge and th e G reat Pyram ids, it has been called th e “Scottish Pom peii” because of its excellent preservation. A dapted front http://w w w .touropia.com

146

W ork in th e sam e groups. Choose ONE sig h t from each p a rt of th e UK a n d work out a to u ris t ro u te as if your group were a to u r agency. P resen t an d prom ote your ro u te in class. Find one m ore place of in te re st in th e UK fo r th e p a rt of th e country you w orked w ith a t th e lesson. P rep are a b rie f rep o rt of it for class. Include p ictu res or m ake a Pow erPoint p rese n tatio n to show in class.

Did you know? Built in 1842, the Hamilton Mausoleum in South Lanarkshire (Scotland) has the longest-lasting echo of any man-made structure in the world —a whole 15 seconds.

UNIT 7

toQ § i.

GRACE OF A PLACE

In pairs, think about the best definition for the term “national park”. ■ W hat is it about? ■ W hy “natio nal”? ■ Do you know any national parks in Ukraine? Share your ideas in class and support them with the exam ples of the national parks you know.

Work in small groups. Look at the map of the UK on p. 136 and decide if its geographical position, clim ate and nature can be a good place for creating national parks. (

/ ----- i s ------------------to keep one's feet on the ground - to act in a sensible way, even if one is successful V._______________________✓ , , ■ )d&V f PRWW VEf» ^

■ In w hat areas of th e UK would you open them ? W hy? to come across - to find

Exchange your ideas with other groups. 3.

Read the descriptions of the national parks located in each of the 4 parts of the UK. ■ Pay a tte n tio n to the m eanings of the words in italics which name th e th in g s, fo r which you know d iffe re n t words. Can you guess w hat they mean? ■ In pairs, make a list of issues common fo r all of th e descriptions. W hat are they? Share your ideas in class.

SNOWDONIA Dominated by the impressive Snowdonia mountain range, the area is full of picturesque villages, steep riv ers and waterfalls and a coastline of fine sandy beaches. Key areas of interest: ■ Snowdon, the highest mountain in Wales ■ Rich and varied landscapes including wooded valleys, peatlands and moorlands ■ Historic castles ■ 23 miles of coastline with sand beaches ■ The W elsh language, spoken by over half the population ■ Just 2 hours from Manchester

LOCH LOMOND & THE TROSSACHS W ith 22 large lochs, 21 Munros and about 50 rivers and streams, it is never far from a fantastic view across water. Key areas of interest ■ Dramatic mountain landscapes ■ Great for hillwalking and climbing ■ Boat trips, sailing and canoeing ■ Less than an hour from Glasgow

fit in Britain All photos and images used in the textbook have been taken from free Internet resources

LAKE DISTRICT High fells, deep Ice Age lakes and well off country communities, the Lake District has inspired writers and visitors for centu ries. Key areas of interest: ■ Scafell, Englands's highest moun tain ■ 16 main lakes and many smaller ones ■ Boat trips, sailing, canoeing and swimming ■ W ainwright's famous 214 fell walks ■ Less than 2 hours from Manchester

Northern Ireland does not have na tion al parks at the m om ent, however, serious m oves have been made to cre ate a national park in the breathtaking MOURNE MOUNTAINS. The m ountain range attracts hun dreds thousands of visitors each year with its outstanding natural beauty as well as outdoor activ ities such as hillw alking, cycling, horse riding, fish in g, golf and climbing. The Mourne Mountains also in clude the highest peak in Northern Ire land —Slieve Donard raising 849 metres above sea level. A dapted from http://w w w .nationalparks.gov.uk

Can you fin d th e p a rk s you have ju st rea d ab o u t on th e m ap of th e UK n a tio n a l p a rk s? How m any p a rk s can you count in to ta l? Do you th in k it is a larg e or a sm all n u m ber of n a tio n a l p a rk s for such a country? E xplain your choice.

Northern Ireland has more young people than anywhere else in the UK. Children under 16 make up nearly a quarter of the population.

______________________ J 148

UNIT 7

Fit in Britain All photos and images used in the textbook have been taken from free Internet resources

Look a t th e p ictu res of a few differen t p a rk s on th e te rrito ry of th e UK. In sm all groups, m ake up descriptions ab o u t th em sim ilar to those you have rea d in ex. 3. S h are your descriptions in class.

est National Park England

Northumberland National Park

England

M ake up th e sam e d e scrip tio n fo r one of th e n a tio n a l p a rk s of U kraine to p re s e n t in class. A P o w erP o in t p re se n ta tio n m ay be helpful.

150

UNIT 7

ta n 6 L

KNOW NOW TO GO Today)idiom

H ave you ever tra v e lle d a b ro ad ? W h a t w ere your experiences? S h are your experiences in class.

to keep fingers crossed - to hope that

Im agine th a t you a re going to v isit th e UK a fte r your exam s. In pairs, discuss w hat k ind of procedure you will have to follow an d w hat actions you will have to take. The follow ing questions and th e vocabulary below m ay be helpful: ■ ■ ■ ■

W hat W hat W hat W hat

to to to to

som ething w ill be su ccessfu l

f Today'» pbraial verb )

get? W here? apply for? W here? w rite? W here to? take?

to come to ( smb) to remember or recall

Discuss th e ideas in class and come to a jo in t conclusion.

l 3.

international passport, visa, embassy, police, letter, hotel, to book, currency

Look a t th e hotel reserv atio n le tte r Ed’s p a re n ts w rote la s t sum m er. Can you guess th e m eanings of th e words an d phrases in italics? To

Mercure Inverness H otel

Subject I Church St, Inverness, IV 1 IP X Body X

/*■ i= := I dE *

<SS

e g

! •

Styles

BE 5

g) Source

Format

Dear Sir / M adam, I am w riting th is le tte r to make a rra n g em en ts fo r the stay during th e weekend a t your hotel and to get more inform ation on th e places of in te re st and d iffe re n t activities nearby. I will be a rriv in g w ith my wife and a teenage son to spend a weekend on th e 4th of Ju ly which will be on S aturday m orning, and leaving on the 7th of Ju ly afternoon. I am looking to book one double room and one single room w ith the a tta ch ed bathroom fo r more privacy and convenience. I would also appreciate if you could provide me w ith the list of activities th a t we can take p a rt in d u ring our stay fo r more fun and adventure. I p refer the locations to be nearby th e hotel as we are not fam iliar w ith the place. F urtherm ore, I would also like to knowTif th ere are any historical sites or m arket nearby w here we can explore more about th e place's history and local culture. You could send me th e detailed inform ation th ro u g h email or fax w ith th e to tal cost of stay d u ring th e weekend. I look forw ard to hearing from you. Yours faith fu lly , George S attin g to n

Send E-Mail

Til in Britain All photos and images used in the textbook have been taken from free Internet resources

Reset

Do you th in k if th e le tte r is form al or in form al? W h at m akes you th in k so? M atch th e p a rts of a le tte r w ith th e p arag rap h s. Com pare your re su lt w ith th a t of o th e r students. R ecipient’s address; Salutation; Introduction - sta tin g th e general idea; Detailed request; A dditional request / requests; Prom oting the reply; Signing out; S ignature.

Did you know? r — ~ It is considered an act of treason to put a postage stamp with the queen’s head upside down on an envelope.

____________ _______

Look a t th e description of a n o th e r hotel in th e sam e place of th e UK. W rite a b rie f booking le tte r. Exchange le tte rs w ith your deskm ate to check for e rro rs in p resen tin g your ideas.

Macdonald Drumossie Hotel Old Perth Road Inverness Scotland Suburban hotel w ith full-service spa and restaurant

Location

S itu a ted in the suburbs, w ithin 3 mi (5 k m ) of S t Andrew 's Cathedral. Inverness Castle is w ithin 6 mi (10 k m ).

152

Hotel Features

A full-service spa, smokefree hotel, a restaurant and a. bar / lounge. Free W iFi in public areas, freeself parking. A rooftop ter race, conference rooms, and dry cleaning.

Rooms

A ll 44 rooms offer free W iFi, prem ium bedding, and TVs with satellite channels. Separate bath tubs and showers, coffee makers, and free weekday newspapers are available.

UNIT 7

Choose one of th e 4 hotels in d ifferent p a rts of th e UK a n d w rite a le tte r booking a room fo r a week end on your sum m er to u r to th e UK. M ake sure to follow th e stru c tu re .

Sandford Country Cottages

Church Farm Barns

5 stars Sandford House, St F o rt, Newport-On-Tay, DD6 8RG, Scotland • fo u r 2 and 3 bedroom , self-catering • midway betw een St Andrews and Dundee • bedroom s and an open plan living / dining / kitchen • m odern appliances . each one has a w ood-burning stove • tow els, bed linen, electricity, heating, Wi I

and one basket of logs included m the price • car hire • free parking • 13 km from St Andrews • 2 km from the closest golf course • 77 km from E dinburgh W e speak your language!

5 stars Church Lane, S hottery, Stratford-upon-A von, CVS7 9HQ, England 2 houses, w ith gardens, free p arking and superb countryside views • 1 mi (1.6 km) from the centre of S tratfo rd upon-Avon. • free W i-Fi very those to the fam ous Anne H athaw ay's ^ ( t b e wife of W illiam Shakespeare) cottage W e speak your language! Most popular facilities Free parking Fam ily rooms 1’acilities fo r disabled guests Non-sm oking rooms A irp o rt sh u ttle

The Merchant Hotel 5 stars 16 Skipper S treet, B elfast, BT1 2DZ, N orthern Ireland • • • • • •

B elfast's city centre luxurious air-conditioned rooms free W i-Fi a spa a rooftop gym nasium and hot tub all rooms decorated w ith original artw ork H at-screen TVs, and spacious m arble bathroom s. • G reat Room R e stau ra n t offers a fine a la carte m enu and trad itio n al afternoon teas • a selection of bars • an elegant nightclub B erts Jazz Bar serves food and has live music 7 nights a week 5 Spa tre a tm e n t rooms and a hydrotherapy area • a sauna and a steam room on the rooftop W e speak your language! Most popular facilities Free W i-Fi Spa and wellness centre Fitness centre Non-sm oking rooms R estau ran t Facilities fo r disabled guests

The St David's Hotel 5-stars H avannah S treet, C ardiff Bay, C ardiff, CF10 5SD, W ales • an iconic building • stu n n in g views across C ardiff Bay • a lu x u ry spa • stylish bedroom s • an innovative re sta u ra n t • all rooms have air conditioning • W i-Fi available. • a swim m ing pool • 2 hydrotherapy pools • a m odern fitness studio • beauty tre a tm e n ts available. W e speak your language! Most popular facilities B ath F lat screen TV A ir conditioning P arking Indoor pool Free W i-Fi A dapted from http://w w w .booking.com /hotel/

fit in Britain All photos and images used in the textbook have been taken from free Internet resources

to qH

hSme i

VIEW OF A STEW

W rite as m any words as possible in one m in u te using th e le tte rs of th e w ords “Hom e re a d in g ” . L e tte rs m ay re p e a t in d iffe re n t w ords. Don’t fo rg et to sh are your ideas w ith your classm ates.

IbchifVicfiom to keep nose clean - to be have well and avoid trouble

Example: Homereading - home, read, reading, red, ring, ... (your variants) R ead th e passage from Jerom e K. Je ro m e ’s story “T hree m en in a b o a t” an d answ er th e questions. Don't try to answ er any questions w ith o u t look ing carefully a t th e tex t.

Todays phrasal verb to come down on smb to scold or punish smb

How We Cooked an Irish Stew ( adapted from Jerom e K. Jerom e ) George said th a t, as we had plenty of tim e, it would be a splendid opportunity to try a good supper. He said he would show us w hat could be done up th e riv er in th e way of cooking, and sug gested th a t, w ith general odds an d ends, we should make an Irish stew. It seemed a fasc in atin g idea. George made a fire, and H arris and I sta rte d to peel th e potatoes. I had never th o u g h t th a t peeling potatoes was such an a ffa ir. The job tu rn e d out to be the biggest th in g of its kind th a t I had ever been in. W e began cheerfully, b u t our lig h t-h earted n ess was gone by the tim e the f ir s t potato was finished. The more we peeled, the more peel th ere seemed to be left on; by the tim e we had got all th e peel off, th ere was no potato le ft—at least none w orth speaking of. George came and had a look a t i t —it was about th e size of a pea-nut. He said: “Oh, th a t won’t do! You m ust scrape th em .” So we scraped them , and th a t was h ard er work th a n peeling. W e worked fo r five-and-tw enty m inutes, and did fo u r potatoes. Then we said th e rest of th e evening would go fo r scraping o u r selves. It seemed d ifficu lt to believe th a t the potato-scrapings in which H arris and I stood, could have come off fo u r potatoes. G eorge said it was ab su rd to have only fo u r potatoes in an Irish stew , so we washed half-a-dozen or so, and p u t th em in w ith o u t peeling. W e also p u t in a cabbage and peas. George s tirre d it all u p , and th e n he said th a t th e re seemed to be a lot of room to spare, so we picked out all the odds and ends and added th em to th e stew . T here w ere h a lf a p o rk pie and some cold bacon left, and we p u t them in. Then George found half a tin of salm on and em ptied th a t into th e pot. He said th a t was th e advantage of Irish stew: you got rid of such a lot of things. I fished out a couple of cracked eggs and p u t th o se in. G eorge said they would th ick en th e gravy.

UNIT 7 All photos and images used in the textbook have been taken from free Internet resources

I fo rg et th e other ing red ien ts, b u t I know nothing was w asted; and I rem em ber th a t, M ont m orency, who had showed g rea t in te rest in th e process, w ent away w ith a th o u g h tfu l look, and in a few m inutes came back w ith a dead water-rat in his m outh, to present it as his contribution to th e dinner. W e had a discussion about w hether th e ra t should go in or not. H arris said it would be all rig h t, m ixed up w ith the other th in g s, b u t George said he had never heard of w ater-rats in Irish stew, and he would ra th e r be on the safe side, and not try experim ents. It was a g rea t success, th a t Irish stew. I don’t th in k I ever enjoyed a meal m ore. There was som ething so fresh about it: a dish w ith a new flavour, w ith a taste like nothing else on earth. George said th ere was good s tu ff in it. The peas and potatoes m ight have been a b it softer, but we all had good tee th , and as fo r th e gravy, it was a poem.

Find the words and phrases in bold in the text above and replace them with the option closest in meaning (A, B or C). Don't waste too much tim e on a difficult word. Move on! A

1. odds and ends

leftovers

trash

junk food

2. light-heartedness

optimism

comfort

sadness

3. stirred ... up

blew up

brought up

mixed up

4. room to spare

free room

free space

free sit

got on with

gave away

threw away

condense

melt

fry

take a chance

avoid risk

be in danger

5. got rid of 6. thicken 7. be on the safe side 4.

Match the synonyms to the rest of the words in bold. Make up your own sentences with them. 1)

fascinating

to clear

to scrape

six

half-a-dozen

w onderful

couple

sauce

to empty

to scrub

gravy

pair

Fit in Britain

A nsw er th e questions w ith o u t looking back in th e story. 1) Tell why the title is a good title fo r th is book. 2) W hat is th e problem in th is story and how is it solved? Use a detail from the story to explain your answer. 3) How m any characters are th ere in the story? 4) How do the characters feel in th e beginning? How do these feelings change thro u g h o u t th e story? 5) How do th e characters feel at th e end of the story? 6) W ho is telling th e story? How do you know?

There is a debate about whether or not wolves should be returned to Scotland to reduce the red deer population.

V_______________________J

R ead th e sta te m e n ts below a n d decide if they a re T rue or False. M ark th em w ith T or F. E xplain your choice. 1) George w anted to cook an Irish stew because his friends and he were gourm ands. 2) H arris and th e a u th o r could peel vegetables well. 3) There were all odds and ends in th e stewT: some potatoes, cabbage, peas, a pork pie, bacon, tinned salmon and two eggs. 4) The a u th o r fished in the riv e r before cooking. 5) W hen M ontm orency b rought a dead w aterra t, the friends decided to avoid a risk and d idn’t p u t it into a stew. 6) They needed raw pork and fish to cook an Irish stew. 7) The au th o r forgot th e rest of th e ingredients. 8) T hat was the best meal they had ever eaten.

W ork in groups of th ree. R etell w hat happened in th e story if you were George, H a rris and th e au th o r. P resen t your work to your classm ates. M ake sure you understood th e story. C reate a n a lte rn a tiv e ending to it. Use th e idiom s an d p h rasa l verbs of th e un it.

Choose one of th e c h a ra c te rs an d des cribe him: show his tr a its of ch a ra c te r, h is a t t i t u d e to p ro b le m s; w rite why you chose th is one; w h at you w ould do in th e sam e situ atio n .

UNIT 7

t e § L

NEAT AND COMPLETE

>tz

Look a t th e p ictu res below a n d say w hat they are. W h at do th e headlines te ll us ab o u t? Do you know th e nam e of A g a th a C hristie? H ave you ever rea d h e r w orks? seen screened versions? W h at do you th in k w hat th e follow ing a rtic le will be about?

£100 FREE CROSS-WORD COMPETITION: SEE PAGE 4

THE

IIA II.Y

N r .W S l * A l T K

P IC T U N t

W IT H

THU

LARGEST

m u via. n :

ins

NET

'UNDS SEARru

CAMPAIGN TO MARK LONDON I STREETS SAFER

JkAT.K

124 P A G E S )

'>■

•

MYSTERY OF WOMAN NOVELIST'S DISAPPEARANCE

01h*---

iWHERE IS MRS. CHRISTIES I M ystery o f M ^ in g W om an, 1 Novelist fo u l

PLA* ?

lo o g s J o in 's c .r c h '

on th e,

S u rre y _ O o ^ s

wna h» ^ r nf“ *° 11**'

m m m r, wrnrnm) fc È s h ïl EiQIana,

for Novelist.

/ police believe h e r

’

WOMAN

W IN S

OUR

t41KI

P IC T U R E

I 'U Z Z I . I .

DAILY SKETCH

P R IZ E

2D P«s«i

INCOneriOA | INO T H t DA.I , liRAHvm:

MRS. CHRISTIE FOUND AT HARROGATE Re-union With Husband in Famous Hydro.

Pram atic

RS. AGATHA CHRISTIE FOUND ALIVE

“HER MEMORY GONE”

a l iv e

How Missing Novelist Spent Tim e W hile | Police end Public Looked for H er

pO R P U B L I C 14 T m bs.

Mr- Christie, the missing inventor of detective stories, « i s traced I t 'i night In the Hydro. Harrogate. b\ her husband, («hind Christie. I -i i interview a fte r a dr.im atK m re tin j; betw een th e pair. I rt L h h * lie told th e l ) t a > H i rti n th a t hi* wife hail M iflrm l Ifw* ■’ m ost com plete Ids* o f m eraorv S h e d id not even him . h e added.

yOLl -Cow n»?4 ^r,vcL>> ki

JK Ib fW *

\vm fit in Britain All photos and images used in the textbook have been taken from free Internet resources

’t

“ She d o e s n ot k n o w w h y she is h ere.”

—C ol.

C h ristie

R ead th e a rtic le a n d do th e tasks. Pay a tte n tio n to th e words in italics. C O

https

wmv.theguardian.com/ .

№

become a supporter

jobs

dating

International »

theguardian h

UK world

sport

football

opinion

culture

business

lifestyle

fashion

environment

tech

travel

— all sections

The Queen of Crime A gatha Mary Clarissa M iller. H er name is well-known among detective sto ries’ fans. A billion copies of her novels have been sold in English, and another billion in 103 other languages. E ighty novels were w ritten by A gatha C hristie, b u t th e m ain m ystery th a t has happened to her, has been a puzzle fo r 80 years. It began on a w inter Friday evening, in th e B erkshire home, w here the w rite r wmrked. She suddenly drove away from the house, f irs t going u p stairs to kiss her sleeping d aughter, Rosalind. And th en th e sign of her was lost. For 11 days th e country buzzed w ith conjecture about the disappearance. All the elem ents of a classic C hristie story wTere there. Police f irs t suggested th e incident was a publicity stu n t, and th en some clues seemed to point in the direction of m urder. The celebrated a u th o r of Sherlock Holmes, Sir A rth u r Conan Doyle, was drawn into the puzzle. Conan Doyle, who was in terested in th e su p ern atu ral, even took th e C hristie's glove to a m edium. C hristie was eventually discovered safe and well-being in a spa hotel in H arrogate 11 days a fte r her disappearance; b u t th a t raised more questions th an th ere were answers. She could tell nothing about th e event. U ntil now nobody knows w hat really has happened. (A dapted from https:/ /w w w .theguardian.com /uk)

M atch th e follow ing words w ith th e ir definitions. Fill your re s u lts in th e tab le 1)

copies

discuss, talk about

puzzle

was involved

buzz

a num ber of prin ted books

conjecture

finally

publicity stu n t

was drawn

eventually

UNIT 7

Look th ro u g h th e a rtic le an d m ark th e follow ing sentences as T rue o r F alse (T or F). Fill in th e table. 1) 2) 3) 4) 5) 6) 7)

The article is about one of C hristie’s stories. W hen the story happened, A gatha C hristie was 80 years old. She kissed her d a u g h ter before leaving home. The police had th e evidence A gatha C hristie was killed. F irst th e police supposed it was a tric k to gain popularity. Sir A rth u r Conan Doyle was involved into the story as a lover of m ystics. W hen C hristie was found, she explained w'hat had happened to everyone. 1

Choose th e correct option a n d fill in th e ta b le w ith your answ ers. 1) I d o n 't th in k ... Jones and Marlowe should work to g eth er on th is project, a) which b) th a t c) w hat 2) Did he have any reason fo r ... th a t? a) doing b) to do c) do 3) She has to look a fte r the baby a t home u ntil its b ro th e r .... a) will re tu rn b) retu rn ed c) retu rn s 4) W e ... th e pork fo r our p a rty when it sta rte d to rain. a) were grillin g b) grilled c) have grilled 5) W e often fuss w ith my siste r b u t we always make it ... soon after, a) up b) sure c) off 6) W e finally came to Glasgow a fte r ... all night. a) drove b) driving c) were driving 7) They ... th e dishes before they sta rte d w atching TV. a) have washed b) washed c) had washed 8) I d o n 't really get ... w ith my siste r's husband. a) over b) by c) along 9) My b ro th e r plans ... to Canada next weekend. a) going b) to go c) will go 10) I’m w orried about Jan e. H er plane ... by now, b u t it h a sn 't. a) m ust arrive b) should have arrived c) m ight arrive

1 2

3 4 5

6 7 8 9 10

Choose th e best p h rasa l verb w ith “com e” for each sentence. 1. David ... a terrib le cold. 2. I hope I ... my sw eater soon. I c a n 't find it b u t I have to wear it tonight. 3. Alex co u ld n 't rem em ber w here he p u t his keys. Then it suddenly ... him. He left them a t the resta u ra n t. 4. How did M icrosoft ... ? It sta rte d when Bill Gates and... 5. Most m agazines ... every m onth. 6. I w onder if th e s ta ff can ... a new idea fo r our project. I hope they are creative enough to give us som ething good. 7. Their m other would always ... them when th eir behavior was bad. She would h it them w ith a spoon. 8. R ight now Ellen doesn't agree w ith me, b u t I th in k she will ... to my way of th in k in g soon. A rran g e th e facts from th e “Did you know ?” section of th e u n it in to th e c a te g o ries:

General

Fit in Britain All photos and images used in the textbook have been taken from free Internet resources

People

Places

Nature

My Progress Checklist

I enjoy my success because ...

I am not very m uch happy about ...

I am doing b e tte r in speak ing because ...

I feel more assured w ith gram m ar because ...

I feel happy w ith my resu lts in listening because ...

I ’ve gained more confidence w ith reading because ...

N ext tim e, I have to be m ore atte n tiv e w ith ...

il* Reference

donations

All photos and images used in the textbook have been taken from free Internet resources

DONATIONS BOX

Grammar Reference STSOTIH6 gp P A S T S IM P L E Form: base form + V2 fo r all persons; th e verb BE: was / were. M eaning: th e action happened (started and ended) in th e past; th ere is no connection w ith the present. A dverbs of tim e: last, yesterday, ago, in (2007), at ( ten o'clock). 1. A ctions th a t happened in th e past fo r some tim e (giving a fact):

I t happened when he was six. M y parents m et in college.

2. A ctions happening one a fte r another:

H e came into the room, took a book, sn u g g led in the arm chair and sta rted reading.

3. Single actions in the past:

H e visited her twice last month.

Note! ‘Used to ’ is also used to exDress ren e a te d actions th a t regularly happened in th e p a st and actions th a t laste d for a period of tim e in th e past, b u t are not happening now.

W e used to live near a large park five years ago. (W e d o n 't live there now.)

P A S T C O N TINU O U S Form: w as/w ere + V-ing. M eaning: actions th a t happened a t a specified m om ent or period of tim e in the past. A dverbs of tim e: when, while, at ( five o'clock yesterday), at th a t m om ent, a t th a t tim e, during ( sum m er holidays), last year. 1. The action (past continuous) was going on in th e past when another action (simple past) happened:

The telephone rang w hile she was ta k in g a bath. W h a t were you doing w hen the fire started? - I was m akin g breakfast in the kitchen.

2. The action was going on at a specific point of tim e in th e past.

W h a t were you doing at fo u r o'clock? - I was w a lkin g my dog. They were tra velin g in Europe d u rin g the summer.

Note! P ast Continuous is always about unfinished actions. P A S T PERFEC T Form: had + V3 M eaning: actions th a t happened before a specified tim e in th e past. A dverbs of tim e: by the tim e; before; after; when ( ‘by the tim e’, ‘a fte r ’); by ( two o'clock yesterday); by th a t tim e; already. 1. A ctions (past perfect) before actions (past simple): 2. A ctions happened in exact tim e in the past:

They had washed the dishes before they started doing their homework. H e thought th a t she had already left for London. They had washed the dishes by 7 p.m. W hen (by the tim e ) I got there, the concert had already begun.

Note! P ast P erfect is m ost often used in complex sentences w ith two actions in th e past to compare. Note! P ast P erfect is used before “before” and a fte r “a fte r”. 162

Appendix

UNIT 1 TH E GERUND The gerund is a non-finite form of th e verb and nam es an action or state and functions as a noun. Form s: G erunds are form ed from verbs by adding -ing: be - being; play - playing. Gerunds can be form ed from the m ost verbs except modals. 1. The gerund has some pro p erties of th e verb. Like verbs, gerunds have active, passive, an d perfect form s; they can take a direct object

H e likes w a tch in g film s.

2. The gerund has some pro p erties of th e noun: ■ gerunds often sta n d a fte r prepositions:

T hank you for tellin g me about it. They left a fte r sig n in g the agreement.

■ g e ru n d s can s ta n d a f te r p o ssessiv e fo rm s of nouns an d pronouns:

M ik e 's com ing home so late worries us. I was surprised by his leaving her.

3. U nlike nouns, gerunds are not used in th e p lu ra l or w ith th e definite or indefinite article. Note! The eeru n d looks exactly th e same as a present participle, b u t th ere is a difference between the two. The gerund always has th e sam e function as a noun (although it looks like a verb). It is sometimes quite difficult to understand the difference between using the gerund and the infinitive. The basic difference between gerunds and in fin itiv es is th e following: ■ U sing a g erund suggests th a t you are talk in g about rea l a ctiv ities or experiences. ■ U sing an in fin itiv e su g g ests th a t you are ta lk in g about p o te n tia l or possible a c tiv itie s o r experiences. TH E GERUND A N S W E R S T H E Q U E ST IO N S “W H A T ? ” OR “DOING W H A T ? ” 1. The gerund is used as a subject of th e sentence.

P a in tin g makes me happy.

2. The gerund may be th e com plem ent of th e verb 'to be'.

The hardest th ing about learning E nglish is u n d e rsta n d in g the gerund.

3. The g erund is used a fte r prepositions. The gerund m ust be used when a verb comes a fte r a preposition. This is also tru e of certain expressions ending in a preposition, fo r example the expressions ‘in spite of’ or ‘th e re ’s no point in ’.

She is good a t p a in tin g . W e arrived in M adrid a fte r d riving all night.

4. The g erund m ust be used a fte r p h rasa l verbs. P hrasal verbs are composed of a verb + preposition or adverb.

W hen will uou give up sm oking?

There are some phrasal verbs w ith ‘to ’ as a preposition (e.g. to look forw ard to, to ta k e to, to be accustom ed to, to get aro u n d to, to be used to). It is im p o rtan t to know ‘to ’ is a preposition in these cases and it m ust be followed by a gerund. It is n ot p a rt of th e infinitive. If you can p u t th e pronoun "it" a fte r the word "to ” and form a m eaningful sentence, th en the word "to ” is a preposition and m ust be followed by a gerund.

Grammar Reference

I look forw ard to h earing from uou soon. I am used to it.

163

5. The g erund is used in com pound nouns In compound nouns using the gerund, it is clear th a t the m eaning is th a t of a noun, not of a continuous verb. For example, w ith the word ‘swimming pool’ it is a pool fo r swimming in, it is not a pool th a t is swimming.

I am giving Sallu a d rivin g lesson. I bought some new ru n n in g shoes.

6. The gerund is necessary a fte r th e expressions ca n 't help, c a n 't stand, to be w o rth , need an d it's no use.

She couldn't help falling in love with him. I c a n 't sta n d w aiting. This book is w orth reading. It's no use tru in g to escave. The house needs p a in tin g .

7. A fter ‘excuse’, ‘m o tive’, ‘passion’, ‘reason’, the gerund is preceded by ‘f o r’.

Did she have any reason for doing that? A key is an instrum ent for opening a door. Excuse me for in te r r u p tin g you.

Note! The word ‘go’ + sports or recreational a ctivities usually take a gerund.

Let's go shopping. Then w ent skiing.

Note! Expressions w ith th e words ‘have’, ‘spend’ and ‘w aste’ take a g erund too.

She had fu n skiing. H e w asted all his tim e w o rm in g .

G ERU N D S I N S E T P H R A S E S Note th e use of th e g erund a fte r nouns in th e following set expressions. The in fin itiv e is not used in these cases. M ike is in charge o f in vitin g guests. There was no point in going there. There is no sense in w aiting for them here. There is no harm in being careful. I had no d iffic u lty in fin d in g their house.

H e had d iffic u lty fin d in g a place to live. H e had no d iffic u lty / no trouble gettin g a credit card. H e had d iffic u lty breathing. She had trouble hearing what he said.

GERUND A F T E R ‘N O ’ A g erund a fte r ‘no’ indicates th a t som ething is not allowed.

N o p a rk in g . N o litte rin g . N o sm oking.

M O RE E X A M P L E S OF G E RU N D S I N COMPOUND N O U N S: chewing gum , cleaning woman, fishing rod, living room, looking-glass, sewing m achine, sleeping bag, swimming pool, w alking stick, w ashing machine.

TH E V E R B S T H A T T A K E O N L Y A GERUND: A dm it appreciate avoid c a n 't help complete consider delay deny

164

despise discuss dislike d o n 't m ind enjoy forgive im agine involve

keep m ention mind miss postpone practise recall recommend

report resent resist resum e risk suggest tolerate understand

Appendix

TH E V E R B S T H A T C A N T A K E B O TH A GERUND A N D A N I N F IN IT IV E W IT H T H E S A M E M E A N IN G : Begin continue

hate intend

like love

prefer s ta rt

TH E V E R B S T H A T T A K E B O TH A GERUND A N D I N F IN IT IV E B U T W IT H A DIFFERENCE I N M E A N IN G : Forget

He forgot opening the window. (Meaning: He opened th e window, b u t he forgot doing so.) He forgot to open th e window (Meaning: He was supposed to open th e window, b u t he forgot.)

reg ret

She reg rets losing her job. (She lost her job, and now she reg rets it.) She reg rets to lose her job. (She is sorry to lose her job.)

stop

He stopped chatting. (He was chattin g , and th en he stopped.) He stopped to chat. (He was doing som ething else, and then he stopped in order to chat.)

rem em ber

I rem em ber locking th e door. (I have a m emory th a t I have locked th e dooe.) I rem em bered to lock th e door. (I did not fo rg et to lock th e door.)

try

They trie d m oving to A ustralia. (They moved to A u stralia fo r some tim e to see if it works out fo r them .) They trie d to move to A ustralia. (They made an attem p t to move to A u stralia, b u t it w asn 't successful. They d id n 't move to A u stralia a fte r all.)

UNIT 2 DO ' A N D ' M A K E ’ Do and M ake are two verbs which are frequently confusing. It can be h ard to decide when to use 'm ake' or 'do' in English. Learn about th e difference between Do and M ake. DO 1. ‘Do’ is used when talking about work, jobs or task s. Note, they do not produce any physical object. Grammar Reference

H ave you done your homework? I have guests visiting tonight so I should sta rt doing the house work now. I wouldn't like to do th a t job.

M AKE 1. ‘M ake’ is for producing, con stru c tin g , c re a t ing or building som ething new.

H is wedding ring is m ade o f gold. The house was m ade o f adobe.

165

M AKE

DO 2. ‘Do’ is used when we refe r to ac tiv itie s in gen e ral w ithout being specific. In these cases, we norm ally use words like th in g , som ething, nothing, anything, everything etc.

H u rry up! I've got things to do! Don't ju st sta n d there —do something! Is there an yth in g I can do to help you?

2. It is also used to in dicate the origin of a product or th e m a te ria ls th a t a re used to make som ething.

The watches were m ade in Sw itzerland. W ine is m ade from grapes.

3. W e sometim es use ‘do’ to replace a verb w hen th e m eaning is clear or obvious. This is more common in inform al spoken English:

Do I need to do m y hair? (do = brush or comb) H ave you done the dishes yet? ( done = w ashed) I'll do the kitchen if you do the lawns (do = clean, do = m ow)

3. W e also use Make fo r producing a n ac tio n or reaction:

Onions m ake your eyes water. You m ake me happy. I t ’s not m y fault. M y brother m ade me do it!

Note! “Do” mav be often followed by a gerund.

W e always do shop p in g on weekends.

4. A fter certain nouns about plan s and decisions:

m ake the arrange m ents, m ake a. choice

5. W e use it w ith nouns about speaking and c e rta in sounds:

m ake a noise, m ake a speech

W e use ‘m ak e’ w ith food, drink an d m eals:

m ake a toast, m ake a cup o f tea, m ake lunch

C O M P ARE DO' A N D M A K E ' A: You have to m ake a cake fo r Simon. B: I’ll do it later. Note! In the response th e verb ‘do’ is used in stead of ‘m a ke’ to avoid repetition. CO M M ON E X P R E S S IO N S W IT H 'DO' A N D M A K E ’ M AKE:

DO:

166

1. W ork, Jobs and Tasks the housework somebody’s homework a; good job your chores

1. Product m aterial / origin o f gold from grapes in China by me

2. Non-specific activities som ething nothing anything everything

2. Produce a reaction your eyes water you happy

Appendix

M AKE:

DO: 3. Replace verb when obvious somebody’s hair the dishes the exam the laundry

3. Plans and decisions arrangem ents a decision

4. Speaking and sounds a noise a speech a suggestion 5. Food, drinks and meal a cake dinner IM P O R T A N T E X P R E S S IO N S W IT H DO' do do do do do do do do

badly a favour good harm well somebody’s best somebody’s nails somebody’s worst

IM P O R T A N T E X P R E S S IO N S W IT H M A K E ' make make make make make make make make

a difference an effort a fool o f yourself a journey a m istake a phone call a promise a sound

UNITS F U TU RE T E N S E S There is often very little difference betw een th e fu tu re tenses. It often depends where you live (in B ritain or the USA) and when you use the sentence (in spoken or w ritte n com m unication). In w riting we often use the ‘will’-future, when the ‘going to ’-future is used in oral com m unication.

F U TU RE S IM P L E Form: will + bare in finitive. M eaning: The action will happen in the fu tu re . A dverbs of tim e: tom orrow ; next week; soon; in a few days; in a year; in 2020. I t w ill be dark soon. I th in k he'll retu rn n e x t week. I w ill probably see him in a few days. She w ill not ( w ont.) go to the p a rty with us. They w ill not ( w o n t) be able to help us. Note? Use the simple present instead of the simple fu tu re in subordinate clauses of tim e and condition.

Grammar Reference

She will call him when he arrives. Please call me as soon as he comes back. They will wait until he returns. I'll visit her if I have time.

167

Note! The verb ‘w ill’ does n ot express planned actions. The p rese n t continuous is used instead of the sim ple fu tu re if it is necessary to show th a t fu tu re actions are planned. ‘To be going to ’ is widely used in speech and w riting to show' planned fu tu re actions.

I'm visitin g Anna, tomorrow. - I'm going to visit Anna, tomorrow. H e’s leaving on Tuesday. - H e’s going to leave on Tuesday. W e are not going to buy a new car th is summer. Take your umbrella. I t is going to rain.

Note! The sim ule n resen t is used in ste a d of th e sim ple fu tu re fo r fu tu re actions according to schedule / tim etab le, usually about the work of public tra n sp o rta tio n , stores, cinem a, etc.

The concert starts in tw o hours. She works next Saturday. W hen do we start?

FU TU RE C O N TINU O U S Form: will + be + V-ing 1. The actio n will happen when a n o th e r single fu tu re action happens. (A nother fu tu re action is expressed by th e simple present) 2. The actio n will happen a t a specific point or period of tim e in th e fu tu re . A dverbs of tim e: a t three tomorrow; at this tim e n ext year; when. H e 'll be probably sleeping at two tom orrow . W h a t w ill you be doing a t nine o'clock tom orrow evening? She will be w orking in London at th is tim e n e x t year. Note! F u tu re Continuous is used in spoken conversations to p u t an em phasis on th e continuing action. In reg u lar conversation F u tu re Simple is norm ally used.

F U TU RE PERFECT The fu tu re perfect tense is not common in conversations. It is used m ostly in w riting: in form al cor respondence and scientific lite ra tu re . Form: will + have + Vs M eaning: The action will happen before another fu tu re action or before a specific point of tim e in the fu tu re . (A nother fu tu re action is expressed by th e simple present). A dverbs of tim e: by the tim e; by 2025; by tomorrow” before; when (by the tim e ). She will have typ e d the report by th e tim e you return. By tom orrow , he w ill have le ft Paris. By 2050, people w ill have reached another Galaxy.

168

Note! W e often use verbs like ‘would lik e ’, ‘p la n ’, ‘w a n t’, ‘m ean’, ‘hope’, ‘expect’ to talk about the fu tu re:

W hat are uou going to do n e x t year? I ’d like / w ant / plan to go to University.

Note! W e use m odals m ay. m ig h t, and could when w^e are not sure about the fu tu re :

I m ay / could / m ig h t stay at home tonight.

Note! W e can use should if we th in k som ething is likelv to happen:

W e should be home in time for tea.

Note! In clauses w ith tim e words like w hen, after, and u n til, etc. we use a p resen t tense form to talk about the fu tu re:

I ’ll come home when / after I finish work. You m ust wait, here u n til your father comes.

Note! In clauses w ith if we use a p resen t tense form to talk about the fu tu re :

W e won’t go out if it rains.

Appendix

UNIT 4 P A S S IV E VOICE A ctive Voice is used more often in E nglish th an Passive Voice; you need th e passive voice in the following cases. 1. W hen it is not known or not necessary to m ention who perform s th e action. Cotton is grown in Egypt. H is book hasn't been published yet. The film will be released in a month. 2. W hen it is necessary to draw m ore a tte n tio n to th e receiver of th e action. The object in the active construction becomes the subject in th e passive construction and receives more atten tio n . A phrase w ith th e preposition "by" is used if it is necessary to show by whom the action is perform ed. Someone broke the kitchen window yesterday. (active construction: window - object) Stephen K ing wrote The Green M ile in 1996. (The Green M ile - object)

The kitchen window was broken yesterday. (passive construction: window - subject) The Green M ile was written by Stephen K ing in 1996. (The Green M ile - subject)

If th ere are two objects in the active construction e ith e r of them can become th e subject of th e passive construction: They gave Tom a valuable prize. ( a ctive) Tom was given a valuable prize. (T he in direct object "Tom” becomes the subject - passive.) A valuable prize was given to Tom (by them ). (The direct object "prize" becomes the subject - passive.) Note! Do not use passive constructions unnecessarily: N orm al: I've already bought a new computer. S trange: A new com puter has been bought by me already. As a ru le, th e p resen t perfect continuous, p a st perfect continuous, fu tu re perfect co ntinuous, and fu tu re continuous a re not used in th e passive.

SIM PLE PRESENT: A M / IS / ARE + V3 I am phoned every hour. E nglish is spoken in m any countries o f the world. Dictionaries are often sold at the university bookstore. PRESENT CONTINUOUS: A M / I S / ARE + BEING + V3 A new road is being built now. They are being expected at the moment. PRESENT PERFECT: H A S / H A V E + BEEN + V3 This inform ation has already been prin ted. They have never been in vited to a. boat p a rty before. SIM PLE P A ST : W A S / WERE + V3 The telescope was invented by Galileo. H is suitcases were stolen yesterday.

Grammar Reference

169

P A S T CO NTINU O U S: W A S / W E R E + B E IN G + V s W hen I retu rn ed home, Tom was being exam ined by the doctor. The new program m es were being tested a t th ree o'clock yesterday. The p ast continuous in th e passive is often replaced by active in everyday speech. W hen I returned home, the doctor was exam ining Tom.

P A S T PERFECT: H A D + BE E N + V 3 B y the tim e I returned, the work on the project had been finished. S IM P L E FU TU RE: W IL L BE + V s The award w ill be g iven to the best m ath student. I t w ill be done, I am sure. F U TU RE PERFECT: W IL L H A V E + B E E N + V 3 The fu tu re perfect in th e passive is used m ostly in w ritin g , fo r example, in form al correspondence and scientific litera tu re . E xperts say th a t by 2050 the cure for cancer w ill have been found. Tomorrow your In te rn e t connection w ill have been restored completely. O TH ER T Y P E S OF P A S S I V E C O N STR U C TIO N S im personal passive constructions in the form of im personal sentences w ith the form al stibject "It" in th e m ain clause are often used in news reports. I t is know n th a t the director is against this plan. - The director is know n to be against this plan. I t was expected th a t she would approve the new project. - She was expected to approve the new project.

UNIT 5 M ODAL VERBS C A N , M A Y , M U S T / M U S T N ’T, COULD, M IG H T , SH O U LD , W IL L , OUGHT TO, NEED / N E E D N ’T express ability, necessity, obligation, duty, request, perm ission, advice, desire, probability, possibility, etc. Modal verbs express th e speaker's a ttitu d e to the action indicated by th e m ain verb. P O S S IB IL IT Y

170

1. W e use th e modals could, m ig h t and m ay to show th a t som ething is possible b u t not certain in th e fu tu re

They m ig h t come later. (= Perhaps/M aybe they will come later.) They m ay come by car. (= Perhaps/M aybe they will come by car.) I f we don’t hurry we could be late. (= Perhaps/M aybe we will be late )

2. We use could have, m ig h t have and m ay have to show th a t som ething was possible now or at some tim e in the p ast

I t ’s ten o’clock. They m ig h t have arrived now. They could have arrived hours ago.

Appendix

3. W e use the modal can to make general sta te m e n ts about w hat is possible

I t can be very cold in winter. (= I t is som etim es very cold in w inter) You can easily lose your way in the dark. (= People often lose their way in the d a rk )

4. W e use the modal could as the p a st tense of can

I t could be very cold in winter. (= Som etim es it was very cold in w inter.) You could lose your way in the dark. (= People often lost their way in the d a rk ) I M P O S S IB IL IT Y

1. W e use th e negative can’t or can n o t to show th a t som ething is impossible

T hat can’t be true. You cannot be serious.

2. W e use couldn’t / could n o t to talk about the p a st

W e knew it could not be true. He was obviously joking. H e could not be serious P R O B A B IL IT Y

1. W e use th e modal m u st to show we are sure som ething is tru e and we have reasons fo r our belief

I t ’s gettin g dark. I t m u st be quite late. You haven’t eaten all day. You m u st be hungry.

2. W e use m u st have fo r th e past

They hadn’t eaten a.ll day. They m u st have been hungry. You look happy. You m u st have heard the good news.

3. W e use th e modal should to sug gest th a t som ething is tru e or will be tru e in the fu tu re , and to show you have reasons fo r your sugges tion

A sk M iranda. She should know. I t ’s nearly six o’clock. They should arrive soon.

4. W e use should have to talk about th e p a st

It's nearly eleven o'clock. They should have arrived by now. A B IL IT Y

1. W e use can to talk about some one’s skill or general abilities

She can speak several languages. H e can sw im like a fish.

2. W e use can to talk about th e abili ty to do som ething at a given tim e in the p resen t or fu tu re

You can m ake a lot o f m oney i f you are lucky. Help. I can’t breathe.

3. W e use could to talk about p a st tim e

She could speak several languages. They couldn’t dance very well.

4. W e use could have to say th a t someone had th e ability/opportunity to do som ething, b u t did not do it

She could have learned Sw ahili, but she d id n ’t have time. I could have danced all night [but didn'tJ.

P E R M IS S IO N 1. W e use can to ask fo r perm ission to do som ething; ‘could’ is more form al and polite th an ‘can’; ‘m a y ’ is another m ore form al and polite way of asking fo r perm is sion

Grammar Reference

Can I ask a question, please? Could I ask a question please? M a y I ask a question please?

171

2. W e use can to give perm ission; ‘m a y ’ is a m ore fo r m al and polite way of giving perm ission

You can borrow m y pen if you like. Y ou m ay go home now, i f you like.

3. W e use can to say th a t someone has perm ission to do som ething; ‘m a y ’ is a m ore form al and polite way of saying th a t someone h as perm ission

S tu d en ts can travel free. S tu d en ts m ay travel free.

IN S T R U C T IO N S A N D R E Q U E ST S 1. W e use could yo u and would you as polite ways of telling or asking someone to do som ething; ‘can’ and ‘w ill’ are less polite

Could you ta ke a message please? W ould you carry this for me please? Can yo u ta ke a message please? W ill you carry this fo r me please?

SU G G E ST IO N S A N D A D V IC E 1. W e use should to make suggestions and give advice

You should send an email.

2. W e use could to make suggestions

W e could m eet at the weekend.

3. W e use conditionals to give advice. P a st tenses are more polite

Dan w ill help you if you ask him. Dan would help you if you asked him.

O FFERS, I N V IT A T IO N S , P R O M IS E S 1. W e use can I ... to make offers

Can I help you?

2. W e can also use shall I ...

S h a ll I help you w ith that?

3. W e sometim e say I can ... or I could ... or I ’ll (I will) ... to make an offer

I can give you a lift to the station. I ’ll give you a lift to the station.

4. W e use w ould you like (to) ... fo r in v itatio n s

W ould you like to come round tomorrow?

5. W e use you m u st or we m u st for a very polite in v ita tio n

W e m u st m eet again soon.

6. W e use I w ill or W e w ill to make offers and prom ises

I ’ll give you a lift home a fte r the party. W e w ill come and see you n e x t week.

O B L IG A T IO N A N D N E C E S S IT Y 1. W e use m u st to say th a t it is necessary to do some th in g

You m u st stop at a red light.

2. W e use had to for th is if we are talking about the p ast

Everyone had to bring som ething to eat.

B E L IE F S l.W e use will to say w hat we believe will happen in the fu tu re

W e'll be late. W e w ill have to take the train.

2.W e use w ould as th e past tense of will to say w hat we believed would happen

I thought I w ould be late ... so I would have to take the train.

W IL L IN G N E S S

172

l.W e use will to talk about w hat people w ant to do or are willing to do

W e’ll see you tomorrow. Perhaps dad w ill lend me the car.

2. W e use would as the past tense of will to talk about w hat people wanted to do or were willing to do

W e had a terrible night. The baby w ouldn’t go to sleep. Dad w ouldn’t lend me the car, so we had to take the train.

Appendix

UNIT 6 COMPOUND SE N T E N C E S A compound sentence consists of two (or more) independent sim ple sentences connected by a coordinating conjunction ‘a n d ’, ‘o r’, ‘b u t’ or wdthout conjunctions. Each simple sentence has a subject and a predicate. H e wrote a letter to the manager, but the m anager didn't answer. H er children m ay w atch T V here, or they m ay play in the yard. Simple sentences connected by "and" may be connected w ithout a conjunction. M a ry lives in London and (;) her friend E lizabeth lives in New York. CO M P LEX S E N T E N C E S A complex sentence consists of th e m ain clause and th e su b o rd in ate clause connected by conjunc tions fo r conditional su b ordinate clauses ( th a t, after, w hen, since, because, if, th o u g h ) or by the relative pronouns fo r rela tiv e su b ordinate clauses who (w h o m , w hose), w hich, th a t, w hen, where. Each clause has a subject and a predicate. 7 told him th a t I didn't know an yth in g about their plans. I f he comes back before ten, ask him to call me, please. I bought the book th a t you asked for. R E L A T IV E C L A U S E S The p a rts of a com plex sentence are called clauses. Subordinate clauses are also called dependent clauses because they can't be used w ithout the main clause. Relative clauses are introduced by the pronouns who (w hom , whose), which, th a t, when, where. I know w here he lives. D E F IN IN G R E L A T IV E C L A U SE S W e use defining rela tiv e clauses to give essen tial info rm atio n about someone / som ething inform ation th a t we need in order to u n derstand w hat or who is being referred to. Yesterday he met his frien d w h o / th a t moved to India, (refers to people) I lost the map w hich / th a t you gave me. ( refers to object) She complained to the m an whose dog bit her. ( refers to possession) W e visited the house where our fa th e r was born. ( refers to place) Christm as is a day w hen people are happy. ( refers to tim e ) Note? 1. In w riting, we don’t use com m as in defining rela tiv e clauses. 2. M ostly ‘th a t’ is interchangeable wdth eith er of rela tiv e pronouns and less form al. W e can also leave out ‘th a t’ or ‘which’ in some relative clauses: It rem inded him th e house Iw h ich / t h a t l he used to re n t in Oxford. They’re the people 7w hich / t h a t l she m et a t J o n ’s party. N O N -D EF IN IN G R E L A T IV E C L A U SE S W e use non-defining rela tiv e clauses to give e x tra info rm atio n about the person or th in g . I t is not necessary inform ation. W e don’t need it to understand who or wTh at is being referred to. They are separated by comm as. That building, w hich is in the end o f the street, was built in the 16th century. A n d this woman, who I ’d never m et before, came up and spoke to me. Note! W e never use ‘th a t’ in non-defining clauses. Grammar Reference

173

Exam tipi t t lD I M R eading com prehension im plies understanding th e m eaning of a given article or a short passage. There are some simple m ethods th a t you can use to get more out of your reading tim e. You will im prove your understanding if you "preview" the passage before you actually read every wTord. To do this: ■ take 30 to 60 seconds fo r previewing ■ look over th e title ■ look a t all the headings, subheadings and m arked, italic or dark p rin t ■ look a t any pictures or illu stratio n s ■ skim over th e passage, read th e f ir s t and last parag rap h and look a t the f ir s t sentence of every other paragraph ■ close th e te x t and ask yourself • W hat is th e m ain idea? • W h at kind of w riting is it? • W h at is th e a u th o r's purpose? If you do th e preview correctly, you may have some very good general ideas. Then, you will be able to u n derstand the passage better. W hen you finally get to reading the passage, read in a "questioning" m anner - as if you were search ing fo r som ething. It sometim es helps if you take th e title of a chapter and tu rn it into a question. Then, you have a goal; som ething to find out. W hen you have a goal, you are more likely to reach it. Try to read in phrases of th ree or fo u r words, especially in complete clauses and prepositional phrases. D on't keep re-reading th e same phrases. Here are some more tips to help fo r tak in g a reading test. R ead In stru ctio n s C arefully AlwTays be e x tra careful when reading th e in stru ctio n s. You may miss or even m isunderstand im por ta n t points. For example, if you are asked fo r antonym s or synonyms fo r a p a rtic u la r word th a t is in the passage, th en consider th e context firs t. Som etimes, an answ er may seem fam iliar because i t is th e correct response to a d iffe re n t question. In addition, if you are in stru cte d to m ark your answers in a p a rticu la r way, failu re to do so may cost you credit fo r a correct answTer. N ever Use O utside Knowledge W hen provided w ith a te s t passage, read it carefully. W hen you are ready to answ er th e questions, do not use outside knowledge in selecting or fo rm ulating your answer. Always answ er based only on w hat is in th e passage. Any answ er th a t cannot be supported w ith inform ation w ritten or im plied in th e passage should be elim inated. M ake S tra te g ic Guesses Make a habit of reading th e choices th a t are provided to you before answ ering the questions to be sure you a re n 't fooled by nearly correct choices. If you are unsure of th e answ er, elim inate any answers th a t you are certain are incorrect, and then select your answ er from th e rem aining choices. If tim e perm its, try to answ er all the questions, and th en late r on elim inate th e ones you a re n ’t sure of. R ead th e Q uestions F irst W henever you are given a passage to read followed by several questions to be answ ered, always read th e questions firs t. By doing th is, you are well aware of w hat to look fo r in the passage when you read. 174

Appendix

This helps you focus your a tte n tio n on im p o rtan t words and phrases, allowing you to skim , ra th e r th an having to read every word. Also, you can p u t m arks in th e passage lightly when you see one of those term s, m aking it easy to fin d when y ou're ready to check your answer. If you f ir s t read the passage and th en go on to read th e questions, it often becomes necessary to search th ro u g h the passage more and more. M anage your tim e properly It is no use w asting tim e over the questions th a t seem to be unclear or w here you are doubtful. Rem em ber - your tim e is lim ited, so don’t get stuck w ith a single question b u t move on. Do th e answers you are sure of f ir s t - and you will have enough tim e to get back and revise th e more d ifficu lt ones. Be aw are of w liat you a re being asked Identify the types of questions. Various types of questions relate to various areas of reading com pre hension being checked. a) If a question refers to the m ain idea or the g ist of th e passage, firs t skim the te x t fo r the firs t sen tences of each parag rap h because it is norm ally th ere th a t you can find th e key ideas. Most often it is enough to make a choice of th e answers provided. b) True / False questions usually refe r to certain sentences or p a rts of sentences. Every p a rt of a tru e sentence m u st be " tru e ". If any one p a rt of the sentence is false, th e whole sen tence is false despite m any o ther tru e statem ents. Pay close a tte n tio n to negatives, qualifiers, absolutes, and long strin g s of statem ents. N egatives can be confusing. If the question contains negatives, as "no, not, cannot" drop the nega tive and read w hat rem ains. Decide w hether th a t sentence is tru e or false. If it is tru e , its opposite, or negative, is usually false. Q ualifiers a re words th a t re s tric t o r open up general statem en ts. W ords like "som etim es, often, f re quently, ordinarily, generally" open up th e possibilities of m aking accurate statem ents. They are more likely to reflect reality, and usually indicate "true" answers. A bsolute words re s tric t possibilities. "No, never, none, always, every, entirely, only" imply the s ta te m ent m ust be tru e 100% of th e tim e and usually indicate "false" answers. Long sentences often include groups of words set off by punctuation. Pay a tte n tio n to th e " tru th " of each of these phrases. If one is false, it usually indicates a "false" answer. c) A nsw ering questions on vocabulary requires understanding th e m eanings of th e words or phrases in context. Scan th e te x t fo r the word or phrase being questioned, read the sentence w ith it carefully and decide which of the suggested options best fits th is p a rtic u la r sentence. A nsw ering questions about d etails scan th e te x t fo r th e word, phrase or idea given in th e question. Rem ember - both th e question and the suggested answers m ost often may be re sta te m e n ts of w hat was said in the passage, th a t is why be very careful if you see an option th a t directly repeats the passage it is m ost probably a catch. d) M a tc h in g questions norm ally re fe r to fin d in g ap p ro p riate title s fo r p a ra g ra p h s from th e choices provided. As the title is som ething th a t expresses th e m ain idea of a paragraph, it will not be a bad idea to read the firs t sentence of th e parag rap h to understand the idea of it and th en look th ro u g h the provided m atches to fin d out which of them corresponds to th a t idea. e) F illing in th e g a p s requires more understanding of the sentence s tru c tu re , so f irs t read th e sentence w ith th e gap carefully and find w here th e subject and th e verb of the sentence are. Thus you will see the person and the gram m ar tense. Then fin d out th e relationship between the subject and the verb and other words or phrases in the sentence - in th is way it will be easier to identify w hat p a rt of the sentence is m issing and th en see which of the options best fits th e gap. Review A nsw er Sheets A fte r you are finished w ith th e questions, review your paper a t least twice to check fo r recording errors. This will help you correct your answers or refram e your sentences, if necessary. Reviewing is im p o rta n t in cases of m ultiple choice questions to be sure you d o n 't skip questions or record your answ ers in th e wrong space. You should always review and go back to the sections w here you had doubts. A dapted and extended from http://classroom .synonyni.com Exam Upt

175

WRITING HOW TO W RITE LETTERS INFORMAL LETTERS These are personal letters w ritten in a friendly tone. This is why th e style is more relaxed and free. H eading The heading usually consists of the w rite r’s fu ll postal address and th e date to inform the reader where th e le tte r was w ritten and when. It usually goes in th e top rig h t-h an d corner of th e f irs t page. The date is given below th e heading. Don’t w rite your name here. Im p o rta n t! In B ritish and A m erican English dates are w ritten in d iffe re n t ways. The B ritish firs t p u t th e date, th en the m onth, th en the year. For example, 12.05.2017 means 12th May 2017 to B ritish people. The A m ericans f irs t p u t the m onth, th en th e date, th en the year. For example, 12.05.2017 means 5th December 2017 to A m erican people. Make sure you keep th is in m ind when you know if it is a B rit or an A m erican you are w riting to. G reeting The fo rm of g re e tin g depends upon th e re la tio n s h ip betw een th e w r ite r and th e re a d e r of th e le tte r. It is norm ally accepted to s ta r t the le tte r w ith “Dear...” in both form al and inform al w riting. In inform al letters we norm ally use the person’s firs t name: Dear Susan, Dear Sam , Pay a tte n tio n th a t greetings norm ally end w ith a com m a, and the le tte r itse lf s ta rts on th e next line from a capital letter. Body This is a le tte r itself. It is not a bad idea to s ta rt your le tte r w ith a sentence th a t refers to your recent conversation or w rit ing —to say T hank you fo r the le tte r, occasion or activity, and th en move on to w hat you actually w ant to say. Make sure th a t if you wish to speak about a few ideas, each of the ideas should be covered in a sepa ra te paragraph. Don’t be messy p u ttin g all your ideas to g eth er - th e le tte r will be d ifficu lt to read and u n derstand then. The way we p u t up paragraphs is the same th a t we do w ritin g essays or compositions. S ta rt each paragraph w ith a sentence, in which you clearly sta te w hat you w ant to say and use the following sentences to explain and support your idea. Finish the paragraph w ith giving the same idea b ut p u t in d iffe re n t words. Ending A fter you have finished your lette r, it is a good style to end it politely. Indicate your wish fo r fu rth e r com m unication, For example: Hope to hear from you soon; See you shortly, etc. - fo r inform al letters. Then sig n o u t w ith a p ro p e r p h ra se . F or in fo rm a l le tte r s , th e en dings m ay be frie n d ly and r e laxed. For example: Take care; B est regards; Love; Your; and w rite your f irs t name on the next line. 176

Appendix

FORMAL LETTERS The overall form at of a form al le tte r is the same as th a t of an inform al one. However, the tone of fo r mal letters is m uch more official. G reeting an d signing off Form al lette rs are usually w ritte n to people th a t we don’t know. T hat is why, th e form of addressing people is d ifferent. W e also s ta r t our greeting w ith “Dear...” b u t the way we p u t th e name of the person we are w riting to is d ifferent. YOU W R IT E TO

H O W TO B E G IN TH E L E T T E R

H O W TO EN D TH E LETTER

Dear Sir / Madam an unknow n person

Dear Sir or Madam To whom it may concern

a woman whose name you don’t know

Dear Madam

a m an whose name you d o n 't know

Dear Sir

a person whose name you know

Dear Mr / Mrs / Ms / Dr (Fisher)

Yours faith fu lly Yours tru ly Truly yours

Yours sincerely Very tru ly yours Sincerely (yours)

Pay attention: W e do not use the person’s last / fam ily name a fte r S ir or M adam . W e do use the person’s last / fam ily name a fte r M r / M iss / M rs / M s / Dr. A ddressing a woman we use: M iss - if we know th a t th e woman is not m arried M rs - if we know th a t the woman is m arried M s - if we are uncertain about her statu s. W e do use th e title Dr before the person’s name (no m atte r - a m an or a woman) if th e person has a D octor’s degree. Im p o rta n t! The form al w riting style does not allow contractions (don’t, isn ’t, etc.) - only full form s (do not, is not, etc.) HOW TO W RITE EMAILS Em ails d iffe r from reg u lar le tte r in the way they are much sh o rter and m ostly inform al, which defines th e style. Be very clear and explain your ideas in as few words as possible - don’t be w asting your read er’s time! S ta rt w ith a s a lu ta tio n A lthough th e email style is m uch more dem ocratic, it is good to s ta rt your email w ith addressing the person you’re w riting to even if you are w ritin g to a frien d - i t ’s always b e tte r to be polite. W rite in sh o rt p a ra g ra p h s Get stra ig h t to the point - don’t w aste tim e. S plit your email into two to fo u r sh o rt paragraphs, each one dealing w ith a single idea. S tick to one topic Don’t jum ble d ifferen t ideas in one lette r, rem em ber - emails are supposed to be answered prom ptly, so be consistent. Exam Upt

177

Use ca p itals ap p ro p riately Emails should follow the same rules of punctuation as o ther w riting. N ever w rite a whole sentence (or worse, a whole email) in capital lette rs - it ju st makes reading d if fic u lt, and your reader will hardly be pleased about it. Don’t overuse sh ortenings or leet. Shortenings, acronym s or leet (the acronym ic te x tin g language like LOL instead of laughing out loud, 2U instead of to you is good fo r SMS or in sta n t m essaging. Don’t use it in emails. Sign off politely Even when w ritin g to people you know well, i t ’s polite to sign off w ith som ething such as “All the b e st,” “Take care,” o r “Have a nice day,” and th en p u t your name. Rem ember - ju st like in reg u lar letters, the name should be p u t on the next line a fte r signing off. HOW TO W RITE AN ESSAY Emails differ from regular letter in the wTay they are much shorter and mostly inform al, which defines the style. Be very clear and explain your ideas in as few words as possible - don’t be wasting your reader’s time! ■ In tro d u ctio n P a ra g ra p h “ introduces the reader to th e topic and makes them in terested in f u r th e r reading. For th is, th e intro d u ctio n should include: • an attention-grabber: a rhetoric question; some statistics; a joke, etc. • a m ain idea statem ent - indicate w hat you are going to talk about in general • a preview of th e th ree subtopics you will discuss if any - outline th e ideas th a t will help discuss the general topic. Body - it actually discusses th e topic and gives argum ents fo r your opinion. The num ber of paragraphs here depends on th e num ber of issues you are going to talk about. L et’s consider a oneparag rap h body. ■ Body P a ra g ra p h s ta rts w ith a Topic sentence which states your idea / opinion. The following sentences give supporting details or examples. The last sentence sum m arises the parag rap h by explaining of how these examples prove your point of view. It is absolutely necessary to use opening and linking phrases between th e ideas and examples. ■ Conclusion - gives the restatem en t of th e m ain idea by rephrasing the m ain topic and offers a sum m ary statem ent or call to action.

HOW TO W RITE ADS A public announcem ent is a message spread in th e in te re st of the public. These messages can be in stru ctio n al, inspirational, or even shocking to bring up em otion and action. You can w rite effective ads if you follow a few simple steps 1. C atch your read er's a tte n tio n . Choose a g rea t headline. 2. C reate in te rest. A fter you've created a headline you will have to get your audience in terested in w hat yoti are offering. One rule of thum b often used is "’w hat's in it fo r me?" 3. C reate desire. Once you have created a relationship between your reader create the ad th a t will cause them to desire more inform ation. 4. Call to action! Now is the tim e to tell them w'hat A ction you wTant them to take to. It could be m ak ing a phone call, clicking on a website link, etc. Be specific! 5. C ontact me! Include all th e necessary inform ation in your ads: name, all contact info - website, phone, fax, address, logo. 6. Check your advert fo r errors. 178

Appendix

SPEAKING Be Social: talk “w ith ” people, not “a t” them . O rganization: every speech should have an introduction, a body, and a conclusion. S tru c tu re your talk so th a t th e audience knows w hat to expect. Make a “catch” to capture th e audience’s a tte n tio n w ith som ething th a t causes them to question, laugh, or be surprised. People usually rem em ber 3 th in g s from any given talk. So, give your audience 3 m ain points repeated in th e Introduction, Body and Conclusion. Language: use opening and linking phrases, make your talk em otional by using synonyms and fig u ra tive language. Think o f yourself as sharing in a dialogue w ith a group of friends. 10-Second Rule: take a deep b reath , w ait a few seconds and begin. This gives the speaker an opportu nity to get prepared and shows th e audience you’re confident and controlling th e situation. Avoid Fillers: words such as "basically", "well" , and "um" d o n 't add anything to your speech. B etter be silent when you feel you w ant to use one of these words

LISTENING P ractice listening to som ething every day. W hen listening, listen NOT to words b u t to phrases and sentences. Do not w orry if th ere is a word you do not u n derstand - catch th e m ain idea of th e sentence. Try and anticipate w hat the speaker will say. P ractice tak in g notes - note down key words or phrases from w hat you hear “ th a t will help you re construct th e general m eaning. Listen fo r repeated inform ation - very often the same ideas are given in d iffe re n t words. (This as well works fo r m ultiple choice or True / False questions.) Look fo r clues. If you can predict th e sort of th in g s you are going to listen for, you can reduce the am ount you need to listen to. Look fo r any tables, charts or illu stratio n s - these often give you a good idea of w hat th e te x t is going to be about. Listen fo r th e specific inform ation you w ant. P redict. If you have to answ er questions on w hat you are listening to, try to predict th e possible answ er by f ir s t looking a t th e question. Don’t try to listen to th e whole te x t th en - ju st search fo r the answers. The same works well if you have m ultiple choice answers - by reading them you can predict w hat the question will be about and purposefully listen fo r the correct answer. M oreover, by reading questions (or possible answers) before actually listening, you can get the whole idea of w hat the te x t is about.

Exam lipt

179

Glossary Starting up biking - катання на велосипеді blowing bubbles - пускання мильних бульбашок boating - катання на човні cam ping out - виїзд на природу canoeing - веслування com puter games - ком п’ютерні ігри earn - заробляти (гроші) feel like - бути схильним (до чого-небудь) fish - рибалити fly a kite - запускати повітряного змія go to a sum m er camp - їздити до літнього табору go to am usem ent parks - ходити до парку розваг / атракціонів handbrake - ручне гальмо hardly ever - ледь, ледве не hire - наймати horse riding - кінські перегони pain tin g - малю вання (олією) paperboy - газетяр p arking space - вільне місто для паркування play hopscotch - грати в класики play sports - займатися спортом plum ber - сантехнік price tag - цінник sm artphoning - гра на смартфоні stick - наліплю вати, прикріплю вати / наліпка swimming - плавання take up a sum m er job - винайти роботу влітку tough - круто! tu rn out - виявитися yachting - вітрильний спорт

Unit 1 absurdity - безглуздість aggressive - агресивний am using - приємний apathetic - апатичний, байдужий apparently - мабуть, вірогідно application - заява arro g an t - гордовитий, зарозумілий a rtifa c t - артефакт, аксесуар (те, що позначає належ ність до будь-якої соціальної течії) a ttrac tiv e - привабливий a ttrib u te - властивість bald - лисий be around - знаходитися поблизу 180

Appendix

befriend - ставитися по-дружньому, підтримувати block capitals - друковані великі літери carbon fo o tp rin t - вуглецевий слід, відбиток career ladder - к а р ’єрні сходи / к а р ’єрна драбина cheeky - нахабний com m itm ent - зобов’язання cybergoth - кібергот cyberpunk - кіберпанк cyberspace - кіберпростір dangerous - небезпечний degree - ступінь (науковий) dom inate - панувати dye - розмальовувати (одяг, волосся, т. ін.) ешо - емо encourage - заохочувати fade away - згасати, вмирати football fan - футбольний фанат football hooligan - футбольний хуліган fork out - розщедрюватися freak - фрік, дивна / незвичайна людина funny - кумедний gam er - гравець glam orous - гламурний, розкіш ний goth - гот g ra ffiti m aker - худож ник, що малює графіті hands-on - щось, засвоєне на практиці heavy-m etal - хеві-метал hippie - хіпі homesick - сум за батьківщиною, ностальгія hostility - ворожість huge - величезний idol - ідол im m erse - привертати, занурювати in a sh o rt while - через нетривкий час in te g rate - інтегруватися, ставати частиною чого-небудь low-cost - недорогий, дешевий m agnificent - величний, m akeup - м акіяж m eaningful - значущ ий obvious - очевидний onward - вперед picturesque - мальовничий pokemon going - ловці покемонів p ro test - протест punk - панк pursue - переслідувати, гнатися, дотримуватися rebellious - бунтівний recreation - відпочинок, відновлення сил reenactm ent - відтворення (історичних/ вигаданих/ літературних) подій, рольові ігри reenactor - актор (фахівець або аматор), що бере участь у рольових іграх rocker - рокер skinhead - скінхед social netw ork - соціальна мережа stand out - виділятися Glossary

181

strange - чуж ий, незнайомий, незвичний tailo r - п. кравець, v. кроїти to find out - з ’ясувати to take the challenge - прийняти виклик upw ard - вгору v irtu a l - уявний, віртуальний volunteer - n. волонтер, v. займатися волонтерством w eird - чудернацький w elfare - соціальне забезпечення w illingly - охоче w orkout - воркаут youth subcultures - молодіжні субкультури

Unit 2 acting - грати на сцені according to - відповідно до astronom y - астрономія basketry - виробництво кош иків batik - батік bird-w atching - спостерігання птахів bizarre - незвичний, химерний blow - дути bowler - гравець у боулінг candle - свічка coin collecting - колекціонування монет cooking - кухарство crim inal record - запис про правопорушення crooked - викривлений crossword puzzle - кросворд damage —шкода, завдавати шкоди dancing - займатися танцям и do harm - завдавати шкоди do somebody’s h air - робити зачіску do th e dishes - мити посуд dog groom ing - догляд за собаками d riv e r’s licence - водійське посвідчення drop - упустити, випустити egg carving - різьблення по яйцю ego - «его» fencing - фехтування fishing - рибальство fly rod - рибальська вудка fuss - метушня gain victory - одержати перемогу gardening - садівництво g ra ffiti —графіті G reat heavens! - Святий Боже! ham m er - молоток hashtag ~ хештег hikaru dorodango - хікару дороданго (виготовлення кульок з землі або бруду) 182

Appendix

hive - вулик horse breeding - конярство insecure - ненадійний k n ittin g - в ’язання lend - позичати, давати в борг likely - ймовірно m acram é - макраме make a difference - відрізнятися make a fool of yourself - робити з себе дурня make a journey - подорожувати make a m istake - робити помилку make a phone call - робити телефонний дзвінок mess - безлад model building - моделювання mooing - мукання m ug - круж ка noodling - ловити рибу руками obsession - одержимість outlook - зовніш ній вигляд own - володіти pain tin g - малю вання олією p ark o u r - паркур patchw ork - робити вироби з клаптиків photography - фотографія p laster - ш тукатурка plastic surgery - пластична хірургія play music - займатися музикою p ottery - гончарна справа, гончарні вироби p u t a t a risk - піддавати ризику quilling - квілінг ranch - ранчо replica - точна копія rollerblading - катання на роликових ковзанах R ubik’s cube - кубік Рубіка satisfaction - задоволення self-critical - самокритичний self-esteem - самооцінка selfie - селфі sewing - ш иття skydiving - стрибки з парашутом sm ash - трощити soap carving - різьблення по милу spirit-level - спиртовий рівень stam p collecting - збирання марок tape a rt - викладання зображень з магнітної стрічки thum b —великий палець руки tre a su re h u n tin g - пошук скарбів tro u t - форель ty p ew riter - друкарська м аш инка w eb-chatting - веб чат, спілкування в інтернеті wood-carving -різьблення по дереву woodworking - теслярство, столярство worn out - виснажений yell - верещати Glossary

183

U nits apply fo r - подавати заяву accountant ~ бухгалтер active - активний adventurous - пригодницький, авантюрний altern ativ e energy - альтернативна енергія am bitious - амбіційний anxious - стурбований apprentice - учень, новачок balanced - збалансований be out of - мати нестачу biotechnologist - біотехнолог bold - хоробрий borrow - брати в борг brilliance - блиск, те, в чому людина вигідно відрізняється carefree - безтурботний careful - уваж ний, турботливий chef - шеф-повар com fort zone - зона комфорту com puter program m er - ком п’ютерний програміст com puter system s analyst - ком п’ютерний аналітик dom inant - панівний, домінуючий enable - надавати можливість enorm ous - величезний exact - точний firm - міцний flo rist - квітникар freelancer - «вільний художник» from scratch - з самого початку, з нуля gender - рід generous - щедрий get rid of - позбавлятися handshake - рукопотискання hot-blooded - гарячий (про темперамент) HR m anager - спеціаліст з кадрів im plem ent - упроваджувати im pulsive - імпульсивний in high demand - у великому попиті judge - суддя lawyer - юрист m anual - ручний m arket analyst - маркетолог mechanic - слюсар, механік media consultant - медіа консультант m ilestone - віха moody - що легко піддається змінам настрою nervous - нервовий, знервований open-minded - з ш ироким світоглядом, сприйнятливий optim istic - оптимістичний passive - пасивний 184

Appendix

peaceful - мирний, спокійний pessim istic - песимістичний politician - політик prestigious - престижний quit - кинути receptionist - той, хто реєструє відвідувачів (у л ік аря, у готелі тощо) reliable - надійний reserved - стриманий restric tio n - обмеження seasonal job - сезонна робота secretary - секретар security g uard - охоронець seek out - ш укати self-employed - самозайнятий sensitive - чутливий skeptical - скептичний sociable - товариський social w orker - соціальний працівник su it - пасувати talk ativ e - балакучий th o u g h tfu l - роздумливий th re a t - загроза to step outside - вийти назовні w aitress - офіціантка web designer - веб-дизайнер w ell-organised - добре організований

Unit 4 anchor - ведучий новин на телебаченні a t face value - на зовніш ній вигляд availability - наявність black-and-w hite - чорно-білий boob tube - презирливий термін для телебачення cable - кабель, кабельне ТБ chapter - глава, розділ colour - колір, кольоровий commercial - реклама на ТБ couch potato - людина, що проводить час на дивані, дивлячись телевізор c u rre n t events - поточні новини delay - затрим ка, затримувати developm ent - розвиток digital - цифровий dude - хлоп’яга (між друзями) evaluate - оцінювати genius - геній high-definition - висока чіткість hum iliate - принижувати idiot box - презирливий термін для телебачення idle - лінивий infom ercial - інформаційний рекламний ролик на ТБ installm ent - окремий випуск (книги, серіалу тощо) Glossary

185

intelligence -- розумність live - наживо local - місцевий, місцевий меш канець m isfit - невдаха national - національний (у масштабах країни) nerd - «ботанік» online - он-лайн pediatrician - педіатр, спеціаліст по дитячим хворобам рер - підбадьорюючий persuasion - переконування portable - переносний predict - передбачати prejudice - упередження p u t fo rth - пускати в обіг quiz show - шоу на ТБ, де треба відповідати на запитання rem ote control - пульт дистанційного управління satellite - супутник, супутникове ТБ sitcom - сітком, ж анр комедії - комедія ситуацій sm art - розумний soap opera - «мильна опера» stom p - тупотіти stupid - дурний suspenseful - тривожний ta u n t - глузувати th rille r - трилер tube - сленговий термін для телебачення в Британії zap - перемикати канали ТБ

Unit 5 absentm indedly - з відсутнім виглядом, неуважно air pum p - повітряний насос arm our - озброєння, броня bachelor - холостяк barely enough - ледь вистачає beyond im agination - за межами уявлення bind - зв’язувати, зобов’язувати bog - болото brand - торгова марка b rillia n t - блискучий bug -технічний дефект (сленг) bulletproof vest - куленепробивний ж илет candy bar - ш околадний батончик catseye - відбивач світла на дорозі collaboration - співробітництво cutting-edge technology - проривна технологія debug - позбавлятися технічних дефектів (сленг) device - пристрій durable - довготривалий emergency - надзвичайний стан em it - випускати, випромінювати 186

Appendix

estim ate - підраховувати excuse - виправдання expand - поширювати fiber - волокно fire ex tinguisher “ вогнегасник flash - спалахнути,спалах flip - перевертати fold - складати, згортати glow - сяяти glue —клей grad u ate from - закінчити навчальний заклад (з отриманням диплома) helm et - шолом indeed - дійсно, насправді in fu ria tin g - той, що доводить до нестями ingenious - винахідливий, майстерний innovator - новатор interface - інтерфейс, зовнішній вигляд in te rn al com bustion engine - двигун внутрішнього згоряння in terv en tio n - втручання invention - винахід laptop - ноутбук, переносний ком п’ютер latest - останній (про новини тощо) lig h t bulb - лампочка lightw eight - легкий lu xury - розкіш make a deal - домовитися, укласти угоду m entor - наставник, вихователь m inority - меншість m odern —сучасний nicknam e - прізвисько notable - визначний, видатний particle - частка pneum atic ty re - пневматична шина protection - захист ready-to-go - готовий respond - відповідати re tire - йти на пенсію ro ta ry engine - ротаційний двигун seize - схопити shield - щит sigh —зітхати sink - тонути slightly - злегка, трохи stone - міра ваги (6,4 кг) stylish - стильний subatom ic - субатомний, менший за атом substance - речовина successful - успіш ний suck up - всмоктувати, втягувати supervision - нагляд tablet - планш етний ком п’ютер therm os flask - термос Glossary

187

tin can - ж ерстяна банка unable - неспроможний unwise - нерозумний user-friendly - зручний для користувача wicked - злий

Unit б a day’s w orth of - денний запас acid rain - кислотний дощ awareness - обізнаність bin -відро для сміття тощо chemical - хім ікат Code of H onour - код честі com pensate - відшкодувати consum er - споживач crisis - криза cutout - вирубка decompose - розпадатись deforestation - вирубування лісів destruction - знищ ення, руйнування disposable - те, чим можна розпорядж атися doomed - приречений drip - протікати dum p - звалищ е eco system - екосистема excessive - надмірний flood - повінь fuel - паливо garbage - сміття global w arm ing - глобальне потепління greenhouse effect - парниковий ефект harm ful - ш кідливий insecticide - інсектицид (засіб для боротьби зі ш кідливими комахами) invisible - невидимий issue - питання, проблема landfill - звалищ е leaky tap - кран, що протікає litte r - сміття litterb u g - той, хто смітить m isshapen - деформований nappies - підгузники noise - шум oil spill - розлиття нафти overpopulation - перенаселення ozone hole - озонова діра pesticide - пестицид (засіб для боротьби з паразитами) poisonous - отруйний pollution - забруднення possession - власність, майно prevent - запобігати Appendix

radiation - радіація rain fo rest - тропічний ліс recycling - повторна переробка reduce - зменшувати release - випускати, звільняти, викидати resource - ресурс resu lt in - закінчуватися (чимось) reuse - повторно використовувати smog - смог (суміш туману й диму) soil - ґрунт supply - запас, постачати toxic - токсичний to xin - токсин tra s h - сміття urban ru n o ff - стічні води w aste - відходи w ildlife - дика природа w rapping paper ~ папір для пакування

Unit 7 à la carte m enu - комплексний обід add-on - додаток adm ission - доступ alley - алея, провулок ancient - давній, стародавній appreciate ~ високо цінити arrangem ent - домовленість artw ork - витвори мистецтва assim ilate - засвоювати attached bathroom - з ванною кімнатою і туалетом (про номер у готелі) a ttrac tiv e - привабливий avenue - авеню, проспект beauty tre a tm e n t - салон краси bed linen -- постільна білизна boast som ething - пиш атися чимось book - бронювати заздалегідь b reath tak in g - захоплюючий, від якого завмирає дух challenge - виклик convenience - зручність currency - валюта cu rren tly - в даний час curved - кривий, покручений disabled —з ф ізичними вадами disgusting - огидний diverse - різноманітний dome - купол double room - кімната на двох double-m oated - з подвійним ровом dry cleaning - хімчистка duality - подвійність Glossary

189

dull - похмурий edition - видання embassy - посольство erect - споруджувати excellent - відмінний expose - виставляти, показувати extrao rd in ary - надзвичайний fan ta stic - фантастичний, вражаю чий fascination - чарівність fell - пагорб flat-screen - плаский екран fo r all in te n ts and purposes - м айж е повністю fo rtre ss - фортеця fu tu ris tic - футуристичний gatew ay - ворота g ian t - гігант gorgeous - розкіш ний heartlan d - серце, центр hedge - огорожа hilarious - веселий historical - історичний h u t - хатина hydrotherapy - гідротерапія iconic - канонічний igloo - іглу incredible - неймовірний in d u stria l - промисловий inhabited - заселений in tim ate - близький, інтимний labyrinth - лабіринт legacy - спадщина lively - ж ивий, ж вавий log - колода, поліно m agnificent - розкіш ний maze - лабіринт m ighty - могутній m oorland - місцевість, що заросла вересом m ountain range - гірський кряж m unro - гора (шотл.) newcomer - новоприбулий num erous - численний of note - вартий уваги peatland - торф ’яники pier - пірс playfully - грайливо precede —передувати prem ium - вищого ґатунку preservation - зберігання privacy - приватне ж иття provide - забезпечувати reso rt - курорт rew ard - нагорода 190

Appendix

rooftop - дах rope - канат ru n out of - закінчуватися sauna - сауна scenic - живописний sea p ort - морський порт seeker - ш укач sh u ttle - ш атл, автобус, що йде кільцевим маршрутом single room - кімната на одного slab - плита, пластина spa - спа, водний курорт steep - крутий stilt - паля, стійка stove - кухонна плита stream - потік, струмок stu n n in g - приголомшливий superb - грандіозний to u ris t destination - об’єкт для туризму trig g e r - спускати гачок tw ist - скручувати walkway - тротуар well off - заможній well-kept - у доброму стані yew - тисове дерево

Phrasal Verbs to to to to to to to to to to to to to to to to to to to to to Glossary

break (sth) down - розділити щось на складові частини break away - звільнитися з полону break away from - звільнитися від чогось break down - а) вийти з ладу; b) втратити контроль над своїми емоціями break free - звільнитися; стати вільним break in on sm th - перервати когось несподівано break in /in to - вдиратися, втручатися силою break off - припиняти (розмову, знайомство тощо) break out - вибухнути, спалахнути (про війну, пож еж у, епідемію тощо) break out of sm th “ звільнитися від чогось силою break th ro u g h - прорватися break up - а) припинитися; b) розділити на невеликі частини break wdth - припинити або зробити щось в інш ий спосіб come about - відбуватися, траплятися come across - знайти (часто випадково) come around - змінити думку, погодитися come down on smb - сварити або карати когось come out - з ’являтися, виявлятися come to (smb) - згадати, пригадати come up w ith - вийти (з планом, пропозицією тощо) get along (w ith smb) - уж иватися з кимось, товаришувати 191

to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to

get around to sm th - нарешті зробити щось get by - мати достатньо щоб прожити get down to sm th - віднестися серйозно до чогось get on w ith sm th - продовжити щось get out - вийти або покинути приміщ ення get over sm th - припинити думати про щось give in to sm th - погодитися на щось, що не дуже подобається give it up fo r smb - підтримати когось аплодисментами give out - припинити працювати завдяки віку або довгому користуванню give over - припинити give sm th away - 1) віддати щось безкоштовно; 2) проговоритися (випадково) give up - припинити (звичку або діяльність) give yourself up to sm th - присвятити весь час та енергію чомусь go along w ith - погодитися go by - пройти повз go off - вибухнути go on - трапитися, відбутися go out - 1) припинити функціонувати (механізми або прилади); 2) брати участь у діяльності поза меж ами будинку go over - переглядати go w ith - бути схожим, підходити до чогось goof off / around - марнувати час loosen up - розслабитися make do (with) - задовольнятися тим, що є в наявності make off (with) - вкрасти й утекти make over ( v ) m akeover (n): змінити або покращ ити зовнішність / зміна зовнішності make sm th out / to make out + sentence - мати змогу щось розгледіти make sm th up - вигадувати щось make sure of sm th - упевнитися в чомусь make up - пробачити одне одному після сварки або бійки p u t fo rth / forw ard - висунути план, ідею або пропозицію put on —увімкнути put smb down - ображати когось p u t smb out - турбувати когось або просити про послугу p u t a fire out - гасити пожежу p u t smb up - надавати помеш кання на короткий термін p u t sm th off - відкладати на пізніш ий час p u t up w ith - примиритися із чимось rest up (from som ething) - одужати

Idioms a dead cert - «вірняк», те, що неодмінно відбудеться a fea th er in one's cap - предмет особливої гордості happy-go-lucky - безтурботний in full swing - у розпалі life and soul of th e p a rty - «душа суспільства» more fun th a n a barrel of monkeys - щось дуже втішне та кумедне th e done th in g - норма поведінки 192

Appendix

to add fuel to th e flam es - додати гасу у вогонь to be on an ego trip - чванитися, бундючитися to bide one’s tim e - чекати на нагоду to blot one's copy book - зіпсувати репутацію to boil th e ocean - марнувати час на безглузду роботу to brin g the house down - мати ш алений успіх to b u rn the candle a t both ends - виснажувати себе to chance one's arm - ризикнути щось зробити навіть без надії на успіх to come / tu rn up tru m p s - несподівано здобути непоганий результат to come out of woodwork - звідкіля не візьмись to come up in th e world - досягти успіху to cook som eone's goose - наш кодити комусь to disappear into th in a ir - загадково зникнути to do smb a good tu rn - допомогти комусь to do sm th cap in hand - іти з простягнутою рукою, жебракувати to drag one’s feet - робити абияк to feast one’s eyes on sm th - тіш ити зір чимось to feed th e k itty - ж ертвувати гроші to fling oneself into sm th - кинутися в роботу з головою to follow one's nose - іти напрямки to foul one's own nest —псувати собі репутацію to get off to a flying s ta r t - успішно розпочати щось to give s h irt off one's back - поділитися останньою сорочкою to give smb the cold shoulder - зневажливо ставитися to go g reat guns - йти повним ходом to go off th e rails - утратити над собою контроль to go out of one’s way - перевершити себе to go th ro u g h the m otions - робити заради проформи to go to th e dogs - піти псу під хвіст to go w ith th e flow - пливти за течією to have a ball - насолоджуватися to have a foot in the door - зробити перший крок (на ш ляху до успіху) to have a stab a t sm th - спробувати щ астя в чомусь to have th e tim e of one’s life - насолоджуватися ж иттям to hold one's own - стояти на своїх позиціях to keep fingers crossed - схрестити пальці на щ астя to keep nose clean - тримати ніс по вітру to keep one’s feet on the ground - не відриватися від землі to learn the ropes -засвоїти ази нової справи to let one’s h air down - розслабитися to pull som eone's leg - віш ати локш ину на вуха to rest on one’s laurels - спочивати на лаврах to take French leave - піти по-англійськи w ith flying colours - блискуче; на «ура»

Glossary

193

Useful Phrases PHRASE

194

M E A N IN G / USAGE

B o r e d t o d e a th

Very bored

Y o u 'v e g o t t o b e k id d in g

Used when a statem ent is ridiculous

S ic k a n d tir e d

Used when you no longer enjoy som ething because you have done it too m any tim es

G et o n o n e 's n e r v e s

Used when someone or som ething is bothering you

F e e l b lu e

Feel sad

C h ic k e n

A person who is not brave; adjective - not brave

G iv e s o m e b o d y a h a r d t im e

Make someone feel bad fo r m aking a m istake

Go D u tc h

Each person paying fo r them selves

G o o se b u m p s

Tiny bum ps you get all over your body when you are experiencing intense emotions

R a in o r s h in e

Not allowing anything to prevent you from doing som ething

I'm b e a t

I ’m very tired

It's a b o u t t im e

W hen you w ant to express th a t you w aited a long tim e

J u m p t o c o n c lu s io n s

M aking a conclusion w ithout having all the inform ation

Nuke

To cook som ething in th e m icrowave oven

On th e dot

The exact tim e

O u t o f t h is w o r ld

Am azing

I ca n e a t a h orse

To express th e desire to eat a lot of food

Bug

To annoy

G rab a b it e

To get som ething to eat

T a k e it e a s y

Relax; stop w orking so hard; calm down

Go w it h t h e flo w

To do th in g s as other people are doing it because it is easier to do; to not go against th e common way of doing things

T w e n ty -fo u r s e v e n ( 2 4 / 7 )

C onstantly; always available; every m inute of the day and night

U n d er th e w ea th er

Feeling sick; not well

B e broke

To have no money

B e a ts m e

I do not know; I do not understand

I d o n 't b u y it

I disagree; I am not convinced

Sort of

A little; kind of

N e v e r m in d

Forget about it

C at g o t y o u r to n g u e

Used wThen someone has nothing to say

G o fo r it

To encourage someone to do som ething th a t they have planned

M y tw o c e n t s

To give or share your opinion

W h a t's e a t in g y o u ?

Used to ask someone w hat's bothering them

P ie in t h e sk y

Pleasant to im agine b u t impossible to a tta in Appendix

Conversational Formulas E x p r e s s in g a n d A s k in g fo r t h e O p in io n

I (don’t) th in k / believe / feel (that)... I (don’t) believe in... Personally I think... In my opinion,... To my mind,... It seems to me,... In my view,... As fa r as I know / understand,... Do you think...? W ouldn’t you agree...? W hat I don’t understand is... I ’m not sure... A g r e e in g a n d D is a g r e e in g

I (completely) (dis)agree w ith you. Yes, you’re rig h t. T h a t’s rig h t / tru e . Exactly. Absolutely. I couldn’t agree more. T h a t’s a very good point. T here’s a lot in w hat you say. I agree w ith you up to a point... I agree in part... Surely, though... I can see w hat you mean. I can see your point. I have to disagree w ith you. I’m afraid I don’t agree w ith you. T h at’s not the point, I’m afraid. I w ouldn’t say so! I t ’s not really my thing. I have to admit... I don’t th in k t h a t ’s fair. P o lit e R e q u e s t s

W ould it be possible...? I’m sorry but... I was w ondering if ... Do you th in k I could...? Is it all rig h t if... ? If you’d like... Could you possibly...? I wonder if.... C la r ify in g a n d A s k in g Q u e s tio n s

In other words,... Is th a t clear? W hat I don’t quite understand... W hat I m ean is... So does th a t mean...? ConverMtional Formulas

Could you explain...? W hat I ’m try in g to say... W hat I ’m g e ttin g at.... E x p r e s s in g P r e fe r e n c e s

I p refer ... to ... There is nothing like... As fo r me... E x p r e s s in g C e r ta in ty

It m ust be l t can’t be l t ’s definitely (not)... E x p r e s s in g U n c e r t a in t y

I t ’s hard to tell... I ’m not really sure... It depends. E x p r e s s in g P o s s ib ilit y

It m ight be l t may be.... It could be.... I t ’s possibly... Perhaps it.... Maybe it.... C o m p a r in g

Both... ... and... ...also... ...too. ...as well. On th e one hand...on th e other hand C o n t r a s t in g

...but... ...while... However,... A difference is (that)... S u g g e s t in g a n d R e c o m m e n d in g

W hy don’t you / we...? H ow /W hat about...? If I were you, I ’d... You should / could... You’d better... I suggest.... L et’s... I t ’s (about) time... W hat would be really g rea t is... It would be a good idea if we... W h at we need... It would be b e tte r to .... It would be a good th in g to...

195

Scripts Starting up Lesson 3 Ex, 2 Ed: Hi there! W hy w eren’t you on Skype yesterday? Polina: Hello! I had too m uch work to do. You know, school sta rte d ju st a few days ago, and I feel like it never ended! Ed. So do I. Tough, isn ’t it? Polina: Yeah... W hy do you look so worried? Ed: Er, i t ’s not th a t I ’m w orried or som ething, i t ’s th a t on Friday we got an assignm ent - to w rite an essay about our sum m er, and I ju st don’t th in k my sum m er was anything pleasant or special... Polina: W hy so? D idn’t you have a good tim e? Ed: You see,... actually,... no. Polina: How come? Ed: Well... you know, Jaso n and I norm ally spent our sum m ers to g eth er - w ent somewhere, played sports and m usic, sometim es ju st goofed around, you know. And last year he w ent to th a t language camp, and a fte r h e’d left I felt so lonely and unhappy! And th is sum m er he decided to take up a sum m er job to earn some money before going to U kraine, and so did I, so we hardly ever saw each other... Gosh, it was ju st horrible! A nd now he’s gone and th e only positive m emory is th a t I m et you on th a t youth environm ent forum . A t least - th ere was a person who shared my ideas, and th a t was really good! By th e way, are you going to take p a rt in th a t online conference on environm ent issues?... Polina: W ell, well, I th o u g h t somebody had got a home essay to write... Ed: Phew! W ho cares about those stupid assignm ents? I’ll sure w rite som ething... {fade)

Unit! Lesson 3 Ex. 4 Jim . W here have skinheads, emos an d G oths gone? W h a t a re w orkout stre e t groups? W hy have youth su b cu ltu res left stre e ts a n d m oved to th e In te rn e t? W ith you to n ig h t on OCR Radio T alk is J im C layton an d we a re going to discuss these an d some o th er topics w ith our guest Dr. E pstein from th e U niversity of W isconsin. Hello, Dr. Epstein. Epstein. Hello, Jim . Jim . Y outh su b cu ltu res norm ally u n ite young people. Of w hat ages? Epstein. Norm ally, i t ’s somewhere from 14 to 20. However, to d ay ’s kids grow up fa ste r, so it w ent as down as 1 1-12 years of age. By the age of 1 8-20 kids generally find som ething more tra d itio n al to do en ter a university or fin d a job, create th e ir own fam ilies - th a t leaves no way fo r shaving th e ir heads bald or dying th e ir h air pink. Jim . Can we say youth su b cu ltu res a re alw ays ag a in st someone? Epstein. Not at all, I ’d ra th e r say they are ju st fo r them selves. I t ’s b e tte r to talk not about hostility b u t about certain opposition to society. Jim . A re th e re any specific youth su b cu ltu res now adays? Epstein. It was about 10 years ago th a t youth subcultures could be easily recognized. Today they all are in teg rated into mass culture. The m ost obvious example is th e hippie culture, which once was extrem ely popular. They all are gone now b u t a lot of th e ir a ttrib u te s are still kept in fashion and everyday life. That does not give us a rig h t to talk about hippies or the hippie culture. The same is tru e about today’s Goths, emos, skinheads or punks. 196

Appendix

Jim . W h a t a re th e m ost comm on youth su b cu ltu res in th e w orld? Epstein. Music fans, of course. Though, we can’t place them on a definite music board as m odern music is a m ixture of styles. Say, a teenager may call him self a ‘p u n k ’ though they don’t dress like punks, look like punks, behave like punks and so on. W h a t’s m ost am using - th e music you can find on th e ir playlists on social netw orks may not be punk music at all. Jim . A re youth su b cu ltu res fading aw ay as they a re ? fade Lesson 4 Ex. 2 fade in Jim . A re youth su b cu ltu res fading aw ay as they are? Dr. Espstein. A pparently, yes. I t ’s th e resu lt of th e global changes - th e world has sunk in th e In te r net and so have the young. In the past, th e young m ainly in teracted in th e streets, and now they are all on the W eb, and they may have a lot of friends on T w itter or Facebook and a t th e same tim e have no idea those people live ju st next door. They all are inside cyberspace and th e ir friendships and cultures are ju st v irtu a l - they don’t exist in reality. Jim . A lot of o u r audience is a sk in g ab o u t skinheads... Dr. Espstein. Forget about skinheads, a t least as a subculture. They disappeared somewhere in 2008. Of course, you may find people calling them selves ‘skinheads’ b u t they are definitely not. J u s t hooligans and nothing more - no skinhead ideology, no skinhead clothes - ju st shaved skulls and aggression, and t h a t’s it. Jim . A nd w hat su b cu ltu re do you personally find m ost in te restin g ? Dr. Espstein. Personally? Hm, a nice question. W ell, I w ouldn’t say they are my favorites b u t they definitely catch atten tio n . Those are w orkout stre e t groups. They came from A frican A m erican youngsters who sta rte d practicing fitness ju st in the streets using no special equipm ent b u t trees, fences and b u ild ings. It looks very a ttrac tiv e b u t requires a lot of good tra in in g and skills. Jim . Sounds positive, yeah? Dr. Espstein. D efinitely yes. There also are sk aters, rollers and bikers who prom ote healthy way of life, and I th in k i t ’s really great! There of course are reenactm ent groups b u t I personally don’t like those huge costum e shows, though I m ust adm it they really look ju st m agnificent. Jim . A nd w hat ab o u t football fans? Dr. Espstein. You mean fans or hooligans? I t ’s a very long and d ifficu lt story. I don’t th in k we have enough tim e to talk about th a t. Maybe, next tim e. The only th in g I can say - we should never mix fans and hooligans, they pursue d iffe re n t goals. Jim . T hanks, Dr. Epstein. Dr. Epstein. It was a pleasure.

Unit 2 Lesson 1 Ex. 2 Hobbies differ like tastes. If you have chosen a hobby according to your character and taste , you are lucky because your life becomes more in terestin g . Hobbies are divided into fo u r large classes: doing th in g s, m aking th in g s, collecting th in g s, and learn ing things. The m ost popular of all hobby groups is doing things. It includes a wide v ariety of activities, every th in g from gardening to travelling and from chess to volleyball. G ardening is one of the oldest of m an's hobbies. I t's a well-known fact th a t th e English are very fond of gardening and grow ing flow ers, especially roses.

Script*

197

M illions of people all over th e world spend th e ir holidays trav ellin g , they trav el to enjoy picturesque places, or ju st for a change of scene. I t's always in te restin g to discover new things, d iffe re n t ways of life, to m eet d ifferen t people, to try d iffe re n t food, to listen to d ifferen t m usical rhythm s. Lesson 3, Ex. 2 Top 10 Hobbies of th e W orld 1: Book R eading is on top. M illions of people are in g reat love of books and reading as a hobby. 2: Fishing - people do not feel depressed by bad w eather or anything else. It not only helps people have good tim e, b u t also gives them som ething ta sty to eat. 3: Sew ing - people like doing hobbies to get som ething th a t can be of use. T hat is why sewing is among m ost popular hobbies of th e world. 4: Anyone doubting th e popularity of m usic would be none other th an a fool. It gives joy and pleasure to those who play and to those who listen to it. 5: This m ight be a surprise, b u t b ird w atching is one of the top hobbies of th e world. People seem to be in love w ith tru e colours and harm ony of n atu re w atching creatures as lovely as birds. 6: R estoring C a rs- you need to see joy and satisfaction on the faces of people who stand next to a car they have ju st restored to u n derstand why th is is a top-10 hobby. 7: As said earlier, people like activities th a t help them produce som ething, th a t is wThy so m any people love woodworking, tu rn in g ordinary pieces of wood into m asterpieces. 8: Don’t be surprised a t people w ith m etal detectors in th e ir hands on a sandy beach seem ingly collect ing nothing b u t some old coins. M etal D etecting is becoming a popular hobby, and it m ight brin g people a lost tre a su re in addition to all th e coins they get. 9: Collecting - is a favourite hobby of the masses and it is not lim ited w ith coins only. There is alm ost anything th a t can be covered under th is term . 10: Model B uilding It m ight seem strange to you, b u t a large num ber of people are fond of m aking d iffe re n t types of m od els, such as cars, planes, buildings and so on. ( adapted from N ewsBlaster) Lesson 3, Ex. 4 tat Mooing There are people g reat at im itatin g anim al calls b u t, believe it or not, there is such a th in g as mooing compe titio n s in the areas where B ritish people keep cows. This sounds stupid, bu t you can see a lot of it on YouTube. Dog Groom ing You know about dog com petitions. W hat you may not know - it is a subculture of groom ing poodles to look stupid - like N inja T urtles, dragons, pandas, or tig ers. All real, all p a rt of dog groom ing com peti tion shows. Soap C arving The practice of bad prison film s is an actual hobby. People take b ars of soap and carve them into beau tifu l sculptures. Tape A rt This is an a rt of pulling out th e cassette tape and using it to create a p o rtra it. This hobby sta rte d a few years ago and is becoming common w ith some very im pressive examples. H ik a ru Dorodango Or, polishing d irt. It sounds w eird, b u t i t ’s possible. You make a ball of m ud and then you work it by hand, polishing it into a glossy sphere. Egg carving

198

Appendix

Early civilizations decorated eggs as p a rt of th e ir cultures. And today we are im pressed th a t a rt can be made from an em pty eggshell. There are many a rtists th a t p aint, decorate, and carve eggshells. N o o d lin g

It is fishing w ith hands. A noodler usually goes underw ater to p u t a fis t down a c a tfish ’s m outh. The catfish catches th e fish erm an ’s hand, and the noodler has to pull th e fish out of w ater onto a shore or into a boat. L esson 5 E x. 4

W atching too m uch TV p u ts a child a t a risk of developing antisocial and even crim inal behaviour. The study found th a t children who w atched endless hours of TV wrere more likely to have a crim inal fu tu re in adulthood. The study followed a group of 1,000 children. Every two years between the ages of five and 15, they were asked how m uch television they watched. Those who w'atched the m ost television were more likely to have a crim inal fu tu re - and were also more likely to develop anti-social personality tra its as grown-ups. The risk of having a crim inal record by late teens increased w ith every hour th a t children spent w atching TV. The study also found th a t w atching too m uch television in childhood was associated wdth aggressive personality tra its and an increased tendency fo r negative em otions as grown-tips.

Unit 3 L esson 3, E x. 6

Fred: You know, I don’t like noisy companies, talking a lot and s tu ff like th a t very m uch. I ’d ra th e r p refer to have everything in its place, and sit and do som ething quietly, and I do like to check everything a few tim es before I am finally satisfied wdth the result. A nd w h a t’s m ore, I ALWAYS keep my word!... Alicia: I adore m eeting new people. And I jtist can’t stay in one place fo r long - so, a sittin g job is definitely not my choice. To tell th e tru th , I am a born leader, so i t ’s a g rea t pleasure fo r me to organise someone and I am absolutely aim ed a t g e ttin g up on th e career ladder, and I ’m not a fraid of tak in g a risk! C atherine: I like to share w hat I have w ith others, and I ’m always looking fo r som ething new: new ideas, new im pressions and so on. B ut at th e same tim e I am not th e one to ju st believe w hat I ’m told - no wmy. And I’m not up to any sudden decisions or m ovem ents, I believe a person m ust understand w hat and why they do...

Unit 4 L esson 3 E x. 4 D o e s t h e Id io t B o x M a k e I d io ts ?

W e call it "the idiot box" and "the boob tube." People like to say th a t w atching TV makes you stupid, b u t is it true? If you took a genius and p u t them down in fro n t of the idiot box, would they be any less sm art by the end of the day? W hat if they went through th eir childhood w ithout watching a single show? And how would th eir intelligence compare to th a t of other geniuses wTho had spent th eir whole lives tied onto the boob tube? Script!

199

B ut w hat do th e scientists say? R esearchers sta rte d studying th is question in th e late 1940s, when television became a popular th in g in th e home. A ccording to p ed iatricians, fo r children 2 years old and younger it can in fact delay developm ent. In teractin g and playing w ith others, and active p articipation are th e th in g s children should be doing b ut a re n 't when th e y 're parked in fro n t of the boob tube. Research has shown th a t high-quality shows can im prove children's learning abilities. W hen 500 kids who had participated in studies were contacted late r as teenagers, researchers found th a t those who had watched educational program s before school had b e tte r grades, read more books, and were more creative th an those who h a d n 't. So, a short answ er is: it depends on w hat you w atch and fo r how long. For school-aged children, a little educational TV goes a long way. Adapted from https://reelrundown.com L esson 6 E x. 4

Ed. Hi, there! Nice to hear you today. P o lin a . Hi, how are you doing? Ed. P m ju st fine. L istening to my favourite band a t th e m oment. P o lin a . CD?

Ed. No, radio, we’ve got a very nice statio n broadcasting old rock h its 24/7. I t ’s ju st amazing! P o lin a . I th in k we have som ething like th a t, too. Old rock and th e stuff... A frien d of mine is crazy about th a t, you know. Ed. Wow, I th o u g h t you had no radio over there in Ukraine... J u s t kidding! P o lin a . How can you! We got hundreds of stations over here! News, c u rre n t events, talks, all types of music - everything! Ed. J u s t th e same as we have! All my friends keep "walking phones in ears all th e tim e. And yours? P o lin a . Not th a t much. R ath er m p3’s on th e ir sm artphones. I t ’s those same ads and news every half an hour th a t we can’t stand! Ed. You, too, have those? W ell, th en we’re practically th e same...

(hi* 5 L esson 3 E x. 3

His name was Flem ing, and he was a poor Scottish farm er. One day, while try in g to earn a living for his fam ily, he heard a cry fo r help coming from a nearby bog. He dropped his tools and ran to the bog. There, in black m ud, was a scared boy, scream ing and stru g g lin g to free him self. Farm er Fleming saved th e boy from w hat could become a slow and te rrify in g death. The next day, a fancy carriage drove up to the Scotsm an's house. An elegantly dressed m an stepped out and introduced him self as the fa th e r of the boy Farm er Flem ing had saved. "I w ant to repay you," said th e m an. "You saved my son's life." "No, I c a n 't accept paym ent fo r w hat I did," th e Scottish farm er replied. A t th a t m om ent, the farm er's own son came to the door of th e fam ily house. "Is th a t your son?" th e m an asked. "Yes," the farm er replied proudly. "I'll make you a deal. Let me take him and give him a good education. If th e guy is anything like his fa th e r, he'll grow to a m an you can be proud of." 200

Appendix

And th a t he did. In tim e, Farm er Flem ing's son graduated from St. M ary's H ospital Medical School in London, and w ent on to become known th ro u g h o u t the world as Sir A lexander Flem ing, the discoverer of Penicillin. The name of th e nobleman? Lord Randolph Churchill. His son's name? Sir W inston Churchill.

Unit 6 L esson 3

Ex. 5 O ur planet is facing a terrib le environm ental crisis, and unless we address th e issue seriously we are surely doomed fo r disaster. Oil spill, acid rain , urban ru n o ff in the w ater; gases and toxins from in d u stries in th e air; in d u stria l and household w aste in th e soil - th e pollution b rought by hum ans needs m illions of years to compensate. H um an practices resu lt in global w arm ing and clim ate change rising a ir tem peratures and sea levels, m elting polar ice caps, bringing floods and excessive snowfalls. A n excessive am ount of w aste is produced by developed countries and dum ped in th e soil, oceans and less developed countries, to say nothing of nuclear waste. M illion-year-old balanced eco system s are about to die because of hum ans. Like, developing of large cities killing th e n a tu ra l flora and fau n a around and the destruction of coral reefs in oceans, which sup p ort th e rich sea life. Our forests are n atural consumers of carbon dioxide and producers of oxygen as well as regulators of tem p erature and rainfall. Every year, a country of Panam a of tree cover disappears because of hum an activities. The ozone layer is an invisible protection around th e planet to prevent the e a rth from harm ful rad ia tion. Toxic gases cause holes in th e ozone layer, the biggest of which is above the A ntarctic. Also, releasing toxins into the atm osphere results in acid rains dam aging hum an health, plants and w ildlife. The grow ing population needs resources like w ater, fuel and food. Intensive a g ricu ltu re damages the environm ent th ro u g h chemicals, and genetic m odification of food can bring serious environm ental and health problem s as engineered genes may be toxic to hum ans and wildlife.

Unit 7 L esson 3

Ex. 3 I t's little wonder London is one of the w orld's top to u rist destinations, a ttra c tin g about 15 m illion v isitors each and every year. Once the w orld's largest city, London is still a huge place to confuse a newcomer if it's your f irs t visit. Even if you speak English flu en tly you can only learn how to pronounce place names like 'G reenw ich' 'L eicester Square' and 'Chomondeley Place' by example. London was founded by the Romans more th an 2000 years ago. The locals assim ilated Roman culture, and a fte r a couple of hundred years they were more Roman th an the Romans. W hen the Romans left, the Saxons came. They hated living in the Roman city and p u t up th eir own city of long huts. This duality still exists London is in fact two cities: the 'C ity' which was Roman Londinium, and 'W estm inster' - the Saxon add-on. For all in te n ts and purposes the W est End (everything to th e W est of th e City) is now th e centre of London, and th e E ast End is trad itio n ally a poor w orking class and in d u stria l area, curren tly changing fo r th e better. London also boasts one of the p lan et's g rea test concentrations of cu ltu ral attractio n s. From royal pal aces to the people's parliam ent, from Rom an ruins to castles and cathedrals, you could spend endless days exploring London's sites wuthout ever ru nning out of unique th in g s to see. Script!

201

Irregular Verbs IN F IN IT IV E

202

PA ST

P A S T P A R T IC IP L E

T R A N S L A T IO N

A r is e

a r o se

a r ise n

виникати

aw ake

aw oke

a w a k en

п росин атися

w as / w ere

been

бути

beat

b e a te n

б и ти

becom e

b eca m e

becom e

ста в а ти

b e g in

began

begu n

починати

b en d

bent

зг и н а т и с я

b ite

b it

b it t e n

к у са т и

b le e d

b led

к ровоточити

b lo w

b le w

b lo w n

дути

b reak

b ro k e

broken

лам ати

b r in g

brought

при носи ти

b u ild

b u ilt

будувати

burn

b u rn t / burned

г о р іт и

buy

bought

купувати

c a tc h

caught

л о в и ти

c h o o se

c h o se

c h o se n

вибирати

co m e

ca m e

co m e

приходити

c o st

cost

кош тувати

cut

р іза т и

d ig

dug

копати

d id

done

робити

d raw

d rew

d ra w n

м ал ю в ати

Appendix

d rea m

d r e a m t / d rea m ed

м р ія т и

d rin k

d ra n k

d ru n k

ПИТИ

d r iv e

d rove

d r iv e n

їх а т и

eat

a te

e a te n

їс т и

f a ll

f e ll

f a lle n

п а д а ти

fe e d

fe d

го д у в а ти

fe e l

f e lt

в ід ч у в а т и

fig h t

fo u g h t

б и т и ся

f in d

fo u n d

зн аходи ти

f ly

fle w

flo w n

л іт а т и

fo rg et

fo rg o t

fo rg o tten

за б у в а т и

f o r g iv e

fo r g a v e

f o r g iv e n

вибачати

fr e e z e

fr o z e

fro zen

за м е р за т и

get

got / got

g o t /g o tte n

одерж увати

g iv e

gave

g iv e n

дав а т и

w ent

gone

й ти

grow

grew

grow n

р о сти

hang

hung

в и с іт и

have

h ad

м ати

h ea r

h ea rd

ч ути

h id e

h id

h id d e n

хо в а т и

h it

в д а р я ти

h o ld

h e ld

тр и м а ти

hurt

за в д а в а т и бол ю

k eep

kept

т р и м а ти ; зб е р іг а т и

know

knew

know n

зн а ти

Irregular Verbs

203

204

la y

la id

к л а ст и

lea d

led

вести

le a r n

le a r n t / le a r n e d

вч и ти

le a v e

le f t

за л и ш а т и

le n d

le n t

п о зи ч а т и (к о м у сь )

le t

ДОЗВОЛЯТИ

lie

la y

la in

л еж ати

lo se

lo s t

втрачати

m ake

m ade

робити

m ea n

m eant

о зн а ч а ти

m eet

m et

зн а й о м и т и с я , зу с т р іч а т и с я

P ay

p a id

п л а ти ти

put

с т а в и т и , к л а ст и

read

rea d

ч и т а ти

r id e

rod e

r id d e n

їх а т и в ер х и

r in g

rang

rung

телеф онувати

r is e

ro se

r is e n

п ід ій м а т и с я

ru n

ran

ru n

б ігт и

sa y

sa id

к а за т и

se e

sa w

se e n

бачити

s e ll

so ld

п р о д а в а ти

se n d

sen t

в ід п р а в л я т и

set

у ст а н о в л ю в а т и

sh a k e

sh o o k

sh a k e n

тр я сти

s h in e

sh o n e

ся я т и

sh oot

sh ot

с т р іл я т и

Appendix

sh o w

sh o w e d

sh o w n

п о к а зу в а т и

sh u t

за к р и в а т и

s in g

sang

su n g

сп ів а т и

s in k

sa n k

su n k

тонути

s it

sat

sa t

с и д іт и

sle e p

s le p t

сп ати

s m e ll

s m e lt / sm e lle d

пахнути

sp e a k

sp o k e

sp o k e n

р о зм о в л я т и

sp e ll

s p e lt / sp e lle d

н а зи в а т и по б у к в а х

sp e n d

sp en t

в и тр а ч а ти ; п р о в о д и ти

sp o il

s p o ilt / sp o ile d

п су в а ти

s ta n d

s to o d

sto o d

стояти

s te a l

s to le

s to le n

к р а сти

s tr ik e

str u c k

вдаряти

sw im

sw a m

sw u m

п л ав ати

ta k e

to o k

ta k e n

бр ати

te a c h

ta u g h t

в ч и т и (к о го сь )

te a r

to r e

to r n

рвати

t e ll

to ld

р о зп о в ід а т и

th in k

th o u g h t

дум ати

th r o w

th r e w

th r o w n

кидати

u n d e r s ta n d

u n d e r sto o d

р о зу м іт и

w ake

w oke

w oken

будити

w ear

w o re

w o rn

н о си т и (о д я г)

w in

w on

п ер ем а га т и

w r ite

w r o te

w r it t e n

п и са т и

Irregular Verbs

205

Unit 1 Lesson 7 Ex, 3 1 tim e lim it, 2 designed, 3 su p p o rt, 4 basic, 5 diplom a, 6 plunge, 7 w aste money, 8 n o stal gic. Lesson 8 Ex, 2

Ex. 2 1 m ake, 2 do, 3 m ake, 4 m ake, 5 do, 6 do, 7 m ake, 8 do, 9 make, 10 make Ex.3 Im ake, 2 do, 3 m ake, 4 m ake, 5 do, 6 m ake, 7 doing, 8 make, 9 m aking, 10 do Ex. 4 1 do, 2 make, 3 make, 4 m ade, 5 did, 6 doing, 7 do, 8 m aking, 9 do, 10 were m aking

»nit 3 Lesson 8 Ex. 2

1 w aitin g , 2 rea d in g ... lea rn in g , 3 locking, 4 w ash in g ... cooking, 5 seein g , 6 to call, 7 w atching, 8 to open.

Unit 2

Ex.3 1 will be w aiting, 2 will w ait ... comes, 3 am going to see, 4 will have m arked, 5 a rriv es, 6 fin ish , 7 will drive, 8 am m eeting, 9 is fly ing, 10 are having.

Unit 4

Lesson 8 Ex. 1 a 1 d, 2 a, 3 g, 4 h, 5 b, 6 j, 7 c, 8 k, 9 e, 10 f, 11 i. Ex. 1 b 1. У гурті й куліш з кашею їсться. 2. Я кий голос, такий і відголос. 3. Кожний має свого коника. 4. Від неробства коні дохнуть 5. Що вхопить, те зробить. 6. Два лиха не зроблять одного добра. 7. Що посієш, те й пожнеш. 8. Добра пряха й на скіпці напряде. 9. Не дивись на цвіт, а вважай на врожай. 10. Тільки той не помиляється, хто ні до чого не торкається. 11. П орож ня бочка гучить, а повна мов чить. 206

Lesson 7 Ex. 3 1 d, 2 f, 3 a, 4 h, 5 j, 6 b, 7 i, 8 c, 9 e, 10 g. Ex. 4 1 F, 2 T, 3 T, 4 F, 5 T, 6 F, 7 F, 8 T. Lesson 8 Ex. 1 1 producer, 2 w eather forecast, 3 soap opera, 4 breaking newTs, 5 quiz show, 6 prim e tim e. Ex. 2 1

Appendix

E x, 3 1

Units

Ex. 3 I w h o / t h a t , 2 w h i c h / t h a t , 3 w h ic h (c o m m a ), 4 w h o m /t h a t , 5 w h o s e , 6 w h e n /t h a t , 7 w h e r e , 8 w h o m (c o m m a ), 9 w h i c h / t h a t , 1 0 w h o s e (co m m a ).

Unit?

L e sso n 7 E x. 3 1 c, 2 e, 3 a , 4 b , 5 f , 6 d.

L e sso n 2 Ex. 1

E x. 4 1 A , 2 C, 3 B , 4 C, 5 A , 6 B , 7 A . E x. 5 1 F , 2 T, 3 F , 4 F , 5 F , 6 T, 7 T, 8 F , 9 T, 1 0 T.

6‘

Ex. 4

L e sso n 8 E x. 2 i

E x. 3 1

UnitS

L e sso n 7 Ex. 3 1 A , 2 A , 3 C, 4 B , 5 C, 6 A , 7 B . Ex. 4 1 c, 2 e , 3 b , 4 f , 5 a, 6 d. Ex. 6 1 F , 2 F , 3 T, 4 F , 5 T , 6 F , 7 T, 8 T. L e sso n 8 Ex. I i

L e sso n 7 E x. a 1 B , 2 C, 3 B , 4 A , 5 C, 6 B . E x. 4

Ex. 4

E x . ft

Keyi

207

Навчальне видання Л Ю Б Ч Е Н К О О л ек са н д р С ер гій о в и ч , Л Ю Б Ч Е Н К О О льга М и к о л а їв н а , Т У Ч И Н А Н а т а л ія В а си л ів н а

Англійська мова (9-й рік навчання) Підручник для 9 класу загальноосвітніх навчальних закладів ENGLISH Year 9 A textbook for the ninth form of secondary schools

Реком ендовано М ініст ерст вом освіт и і на у к и У країни

(наказ Міністерства освіти і науки України від 20.03.2017 р. № 417) Видано державним коштом. Продаж заборонено

Відповідальність за зміст е лектрон ного додатка несе видавництво. Гриф «Рекомендовано Міністерством освіти і науки України (наказ Міністерства освіти і науки України від 20.03.2017 р. N0 417) на електронний: додаток не розповсюджується. http://liook.osnova.com.ua/tests/english-9-2017

Головний редактор О. С. Любченко Відповідальний за видання Ю. М . Афанасенко Технічний редактор О. В. Лебедева Комп’ютерне верстання І. В. Стецепко Підп. до друку 25.03.2017. Формат 84x108/16. Папір офсет. Гарнітура Шкільна. Друк офсет. Ум. друк. арк. 25,2 + 0,42 форзац. Наклад 5633 црим- Зам. № 0-02-06. TOB «Видавнича група “Основа”». Свідоцтво суб’єкта видавничої справи ДК № 5216 від 22.09.2016 р. Україна, 61001 Харків, вул. Плеханівська, 66. Тел. (057) 731-96-34. E-mail: office@osnova.com.ua