Engleski 1

Катарина Ковачевић • Гордана Марковић

IMPROVING

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ENGLISH уџ бе

Енглески језик за први разред гимназије и средњих стручних школа

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ДЕВЕТА ГОДИНА УЧЕЊА

Завод за уџбенике Београд

Рецензенти др БОРИС ХЛЕБЕЦ, редовни професор Филолошког факултета у Београду АНА ТОМОВИЋ, лектор на Катедри за англистику Филолошког факултета у Београду мр ДУШИЦА БЛАЖИЋ, координатор за енглески језик Друштва за стране језике и књижевности Србије ИВАНА БРКОВИЋ, професор у Првој београдској гимназији у Београду Лектор за енглески језик Jonathan Pendlebury, лектор на Филолошком факултету у Београду Уредник СЛОБОДАНКА РУЖИЧИЋ

Главни уредник др МИЛОРАД МАРЈАНОВИЋ МАРЈАНОВИЋ

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За издавача др МИЛОРАД МАРЈАНОВИЋ, МАРЈАНОВИЋ, в.д. директора в. д. директора

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Одговорни уредник ТАТЈАНА др ТАТЈАНА КОСТИЋ КОСТИЋ

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Министар просвете, науке и технолошког развоја Републике Србије, Министарброј просвете, науке и технолошког развоја2019. Републике решењем 650-02-418/2018-03 од 7. фебруара године,Србије, одобрио је решењем бројза650-02-418/2018-03 од 7.у првом фебруара 2019. средње године,школе. одобрио је овај уџбеник издавање и употребу разреду овај уџбеник за издавање и употребу у првом разреду средње школе.

CIP -- Каталогизација Каталогизација уу публикацији публикацији CIP Народна библиотека библиотека Србије, Србије, Београд Београд Народна

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37.016:811.111(075.3) 37.016:811.111(075.3) КОВАЧЕВИЋ, КОВАЧЕВИЋ, Катарина, Катарина, 19421942Improving English Improving English 11 ::енглески енглескијезик језикзазапрви првиразред разред гимназија гимназија и средњих стручних школа : девета и средњих стручних школа : девета годинагодина учења учења / Катарина /Ковачевић, Катарина Ковачевић, Гордана; Марковић ; [илустрације Гордана Марковић [илустрације Душан Лакићевић]. Душан - 4. за изд.

- Београд2020 : Завод за уџбенике, 4. изд. -Лакићевић]. Београд : Завод уџбенике, (Београд : АМД систем).

2020 (Београд : АМД систем).

172 стр. : илустр. ; 27 cm + 1 - 172 стр. : илустр. ; 27 cm електронски оптички диск (CD-ROM ; 12 cm) Тираж 8.500. - World List: str. 170-172. Тираж 8.500. - World List: str. 170-172.

ISBN 978-86-17-20184-3 ISBN 978-86-17-20184-3 1. Марковић, Гордана, 1951- [аутор] 1. Марковић, Гордана, 1951- [аутор] COBISS.SR-ID 283772428 COBISS.SR-ID 283772428

ISBN 978-86-17-20184-3 (2015-2020) © Завод за уџбенике, Београд (2015-200) Ово дело не сме се умножавати, фотокопирати и на било који други начин репродуковати, ни у целини ни у деловима, без писменог одобрења издавача.

Cover page: King’s Cross Station, London (Depositphotos)

CONTENTS UNIT 1 – Great Britain............................................................................................................................................ 6 What is Britain famous for?.................................................................................................................................7 What do we know about the British?...............................................................................................................13 Schooling in Britain ...........................................................................................................................................19 UNIT 2 – Famous people........................................................................................................................................22 Ivo Andrić............................................................................................................................................................23 Albert Einstein....................................................................................................................................................28 Novak Đoković ..................................................................................................................................................36 UNIT 3 – Threats to Earth.......................................................................................................................................38 About tornadoes.................................................................................................................................................39 A threat from the universe................................................................................................................................43 A devastating tsunami........................................................................................................................................52

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UNIT 4 – Good morning, America.......................................................................................................................54 America’s past......................................................................................................................................................55 National diversity................................................................................................................................................61 The school system in the USA..........................................................................................................................68

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UNIT 5 – Traditional holidays ..............................................................................................................................70 New Year’s celebrations......................................................................................................................................71 New Year’s celebrations all over the world......................................................................................................76 Chinese horoscopes............................................................................................................................................82

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UNIT 6 – Our green planet.....................................................................................................................................84 Our world in danger...........................................................................................................................................85 The Amish don’t pollute the Earth...................................................................................................................90 Global warming – global warning....................................................................................................................96

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UNIT 7 – The media.................................................................................................................................................98 Different types of media....................................................................................................................................99 The importance of Facebook ..........................................................................................................................103 News extracts....................................................................................................................................................112

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UNIT 8 – The generation gap...............................................................................................................................114 The generation gap – does it exist?.................................................................................................................115 Appreciate what you have................................................................................................................................122 Fashion through the decades..........................................................................................................................128 UNIT 9 – A friend in need is a friend indeed....................................................................................................130 The importance of friendship.........................................................................................................................131 The burden of the past.....................................................................................................................................138 That’s what friends are for................................................................................................................................142 UNIT 10 – Holiday destinations..........................................................................................................................144 Your destination this year – Serbia.................................................................................................................145 Natural wonders ...............................................................................................................................................152 Key to self-assessment tests ..................................................................................................................................154 Grammar summary................................................................................................................................................155 Texts for listening comprehension......................................................................................................................164 List of irregular verbs.............................................................................................................................................168 Word list....................................................................................................................................................................170

Great Britain A What is Britain famous for?

B What do we know about the British?

Page 6-21 C Schooling in Britain Grammar The present simple and continuous tenses; State and activity verbs Vocabulary Prepositions of time; Making adjectives Speaking Family life in your town; British homes Listening My daily routine Writing Writing about daily routines Communication Expressing goodwill; General greetings and inquiries; Asking about present activities

Unit 2

Famous people A Ivo Andrić B Albert Einstein Page 22-37 C Novak Đoković Grammar The past simple and continuous tenses; used to and would; The possessive form Vocabulary Prepositions of place; Making adjectives; Phrasal verbs with stand; Facial features Speaking The greatest Serbs of all time; Retell the anecdote ‘Einstein’s chauffeur’ Listening Sean Connery as James Bond Writing Albert Einstein’s biography Communication Accepting and refusing

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Unit 3

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Threats to Earth A About tornadoes B A threat from the universe C A devastating tsunami Grammar The present perfect tense; Expressing the future; Modal verbs Vocabulary Adjectives ending in-ed and -ing; Phrasal verbs with set; Weather words Speaking Natural disasters Listening Chasing tornadoes: More than just a thrill Writing An article written for a school magazine about the threat of aliens Communication Asking for permission or making requests

Unit 4

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Good morning, America A America’s past

B National diversity Page 54-69

C The school system in the USA Grammar The past perfect and the past simple tenses; Reflexive and indefinite pronouns/adverbs Vocabulary Verbs + prepositions; Phrases with keep; Making nouns with suffixes; Phrasal verbs with break; British and American English Speaking The colonization of America; About your country Listening New York City – past and present Writing Famous Americans Communication Expressing opinions

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PLAN OF THE BOOK

Unit 1

Unit 5

Traditional festivals A New Year’s celebrations

B New Year’s celebrations all over the world Page 70-83

C Chinese horoscope Grammar Articles; Relative clauses Vocabulary Prepositions used with adjectives; Phrasal verbs with give; Linking words Speaking Talking about customs related to the celebration of the New Year Listening New Year’s Eve in Japan Writing Writing a greetings card with best wishes for a friend Communication Expressing good wishes

Grammar Vocabulary Speaking Listening Writing Communication

The passive voice; The gerund; Numbers Expressions and phrasal verbs with hand; Prefixes and suffixes used to form verbs Keep the environment clean Famous sites in danger An opinion essay Expressing likes, dislikes and preferences

Unit 7

Page 98-113

The media A Different types of media

B The importance of Facebook as a social networking site

C News extracts

Grammar Vocabulary Speaking Listening Writing Communication

Countable and uncountable nouns; Plural of nouns; The infinitive Phrasal verbs with go; Expressions with time; Difficult pairs: effect – affect The advantages of the Internet Television addiction Describe a soap/sitcom you are familiar with Finding things in common; Agreeing and disagreeing

Unit 8

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The generation gap A The generation gap – does it exist?

B Appreciate what you have C Fashion through the decades

Grammar Vocabulary Speaking Listening Writing Communication

Reported speech – Statements and questions; Sequence of tenses Making new words with negative prefixes; Phrasal verbs with bring Class discussion about the various problems of the young The generation gap My relationship with my parents Making suggestions

Unit 9

A friend in need is a friend indeed A The importance of friendship

B The burden of the past

C That’s what friends are for

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Page 114-129

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Page 130-143 Grammar Vocabulary Speaking Listening Writing Communication

Unit 10

Page 144-153 Grammar Vocabulary Speaking Listening Writing

Conditional sentences; Adverbs; Reported commands; Quantifiers Prepositional phrases with at; Expressions with take; Phrasal verbs with look Expressing opinions on friendship A broken friendship Writing about a time you and your friend had terrific fun together Asking for and giving advice Holiday destinations A Your destination this year – Serbia B Natural wonders

Adjectives Words used for describing places; Words related to travelling For or against canoeing; Travelling by air A telephone conversation Writing a short article for a brochure on a major tourist attraction in Serbia

PLAN OF THE BOOK

Page 84-97

Our green planet A Our world in danger

B The Amish do not pollute the Earth

C Global warming – global warning

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Unit 6

UNIT

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GREAT BRITAIN A What is Britain famous for?

B What do we know about the British?

C Schooling in Britain In this unit, you will

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a. read, listen and talk about • Great Britain • the most famous Britons • how average British families live and their daily routines • the most visited British landmarks • schooling in Britain

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b. practise • the present simple and continuous tenses • prepositions of time • making adjectives • expressing greetings and inquiries

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LEAD-IN

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In 2002, over a million British people voted to find the Greatest Britons of all time. Here is a selection of those who were at the top of the list.

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Match the people with the captions below.

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_________________ was the most famous British Prime Minister of the 20th century. _________________ was one of the most photographed members of the Royal Family. _________________ was widely regarded as the greatest writer of the English language. _________________ was a member of the Beatles, the biggest rock band of the 1960s. _________________ was one of the most famous kings of England who married six times. _________________ was a mathematician and a scientist. (the theory of gravitation, etc.) _________________ has been a famous singer for a long time. _________________ was a British naturalist who developed the theory of evolution.

Track 1

READING

UNIT 1A

WHAT IS GREAT BRITAIN FAMOUS FOR?

Great Britain is famous for many things: its long history, its Royal Family, its well-known scientists, writers, artists, pop stars, sports personalities, and its Scottish kilts and pipes. However, we mustn’t forget London’s red double-decker buses, Wimbledon and the country’s massive cathedrals and legendary sites, either. It is also famous for its breakfast, its afternoon tea, its pubs, the legend of Robin Hood, and numerous other things.

BIG BEN

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Big Ben is one of London’s best-known tourist landmarks. It looks really spectacular at night when the clock faces are illuminated. The name ‘Big Ben’ actually refers not to the clock-tower, but to the huge thirteen tonne bell that sounds every hour. The clock is famous for its accuracy. It has slowed down only once – on New Year’s Eve 1962 because of heavy snow, causing it to ring in the New Year 10 minutes late.

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The bells of the Great Clock rang out across London for the first time in 1859, and Parliament had a special sitting to decide on a suitable name for the great hour bell. During the debate, Sir Benjamin Hall, a large, heavy man known by the nickname ‘Big Ben’, stood up and gave an impressive, long speech on the subject. When he finished, someone shouted out: “Why don’t we call it Big Ben?” That’s how the bell got its name. At least, this is the most commonly accepted story.

AFTERNOON TEA It is not a drink, but a small meal consisting of tea (or coffee) served with either delicious sweet food, such as biscuits and cakes, or sandwiches with cold meat, cheese on toast, etc.

Nowadays, most ordinary British families do not have time for afternoon tea at home, but in the past it was a tradition that became popular one hundred and fifty years ago, when rich ladies invited their friends to their houses for an afternoon cup of tea and started offering their guests sandwiches and cakes, too.

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UNIT 1A

FOOTBALL

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Glossary

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This ancient stone circle is one of the wonders of the world. Without doubt, it is one of the most amazing prehistoric monuments and a complete mystery. We will never know why hundreds of people struggled for thousands of years to build it. Some people suggest that it was used for astronomical observation or religious rituals.

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Football is the most popular sport in England and offers everyone the chance to have fun, from children kicking a ball around in the school playground, to pub teams playing in parks on a Sunday afternoon, and the rich professionals playing in front of 40,000 spectators.

In 1848, England was the first country to develop a set of rules for football, and the Football League, established in 1888, was the first professional football league in the world. The highlight of the English football season is the FA Cup Final each May, and Manchester United is one of the most successful clubs in English football history.

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numerous – many, large in number to illuminate – to light up spectacular – very impressive delicious – tasty to establish – to start a company or organization; to set up COMPREHENSION

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1A nswer the following questions according to the information in the text.

1. How did Big Ben get its name?

2. When does the clock look especially nice?

3. How did the tradition of afternoon tea start?

4. What is served as afternoon tea?

5. Why is football so popular in Great Britain?

6. What is the biggest football event in England?

7. What are the possible reasons for the building of Stonehenge?

1C an you guess the meanings of the highlighted words from the context? If necessary, use a dictionary to check the exact meaning. Then match the words with their definitions below and write them down.

UNIT 1A

a VOC ABULARY cb

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1. the best or most exciting, interesting part _____________ 2. very surprising _____________ 3. a building or feature which is easily noticed ______________ 4. to try hard to do something _____________ 5. correct even in small details ______________ 6. right and proper _________________ 7. people who watch an activity, especially a sporting event _________________ 2 Complete the gaps using the words below in the correct form.

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illuminate huge amazing struggle accuracy establish highlights spectator 1. The people of that country will continue in their ______________for independence.

2. The streets were ________________ with coloured lights.

3. His last three films have all been _______________ successes.

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4. I think that ________________of the match will be shown after the news.

5. It’s ______________ what the boy can do when he wants to.

6. Unfortunately, they could not guarantee the _____________ of the figures.

7. My grandfather ________________ the family business in 1960.

8. They won 4-0 in front of 40,000 cheering ______________.

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3 Match the words in column A to their opposites in column B. A

B

1. ancient

a. few

2. illuminate

b. tasteless

3. amazing

c. wrong/not proper

4. delicious

d. ordinary

5. suitable

e. modern

6. numerous

f. darken

4 Use the words from list A to make sentences.

Example: I t’s amazing how clever dogs can be.

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UNIT 1A

PREPOSITIONS of TIME Study the use of prepositions and then do the exercise below.

1. We use IN before periods of time: parts of the day • months • seasons • years • decades and centuries I’ll see you in the morning. / I’m going to London in July.

2. We use ON before particular days and dates.

I’ll phone you on Monday. / We’re having a party on New Year’s Day. 3. We use AT before exact times • public holidays/festivals The bus leaves at 9.30. / I’m going to Rome at Easter.

• in certain phrases: She works at night. / I play tennis at the weekend.

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on

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Complete the sentences by using the correct preposition from the box.

in

1. I will meet you at the office ________ six o’clock sharp.

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2. It will all be over ________ five minutes.

3. We are going to try to set off ________ daybreak.

4. I’ll see you ________ the beginning of the week.

5. The swallows leave the country ________ autumn.

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6. The family are all gathering again ________Christmas.

7. I can’t tell you the results ________ the moment.

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WORD FORMATION

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8. I’m sorry I can’t come as I have an appointment ________Thursday________ 2.30.

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MAKING ADJECTIVES

A Study the list of suffixes used to make adjectives from verbs and nouns.

B Make adjectives using the given suffixes, making any necessary changes to the base word and being careful with spelling. Example: offend – offensive C Make sentences using the adjectives from box B. Example: Most people found the play horribly offensive.

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B

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Suffix

Adjective

Make adjectives of these words in the same way.

-ive -ical -ous -able -al

attractive biographical famous suitable professional

impress astronomy marvel honour practice

_____________ _____________ _____________ _____________ _____________

mass ____________ sociology ___________ mystery ____________ avoid ____________ tradition ____________

REVISION OF THE PRESENT SIMPLE AND THE PRESENT CONTINUOUS TENSES 1 Identify the tenses in the sentences (1-9) and match them with the uses (a-i).

For more information, see the Grammar summary.

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a. for a situation that we see as permanent b. to talk about repeated actions c. to talk about plans and arrangements d. for something happening now e. to express the future when it is a part of a timetable f. to talk about scientific facts g. for a situation that we see as temporary, for a short period h. for thoughts, feelings and states (facts) i. to describe things which are changing

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1. She rarely visits her grandparents.

2. She is moving house next week.

3. Her bus arrives at 8 p.m. tonight.

4. Our summers are getting warmer and warmer.

5. I think you are right.

6. They live in a very nice flat.

7. Water freezes at 0°C. 8. I’m working at a sports shop this week only.

9. She is entertaining some guests at the moment.

UNIT 1A

GRAMMAR

2 Insert the appropriate verb form: the present simple or the present continuous.

1. She ______________ (sit) and _____________ (watch) a video, although she never ____________ (do) this when her husband ______________(be) at home.

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2. My parents_______________ (have) a long conversation; I _______________ (wonder) what they __________________ (talk) about.

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3. I ______________ (think) I can hear her. She ______________(talk) on the phone in the next room.

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4. We ___________ (sit) here today because there___________(be) no heating in my room.

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5. I _____________ (go) to the concert tonight. I ______________ (not/go) very often because I can’t afford it.

6. My mother ______________ (bake) a cake at the moment. She always _____________ (do) that for my birthday.

7. I ____________________(really/enjoy) myself at this party. I _____________ (want) to stay to the end.

3M ake sentences by putting the verbs into the present simple or present continuous.

Add any other words that you need.

1. my mother / always / tell / me / clean / my room 2. population / in Serbia / grow / older 3. we / save / money / a holiday / this year 4. why / you / wear / funny / hat / today?

5. how often / she / watch / MTV / evening?

6. at the moment / Susan / share / a flat / school-mate

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UNIT 1A

4 In pairs, talk about

what you do/don’t do in your free time. what you are doing this weekend. what you sometimes do on Sundays. what you never do in the evening.

LISTENING

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Track 2

My Daily Routine

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Listen to three people (Stella, Helen and Peter) talking about their daily routines and do the exercises below.

1 Match the people and their daily activities.

a. goes out with friends. b. uses the computer at school.

Peter

c. has to register every morning. d. helps with the housework.

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e. works with small children. f. doesn’t like getting up early.

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Stella

2 Find mistakes in the following statements and correct them.

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1. Stella likes going to school by bus.

2. Stella goes on a date with her boyfriend almost every day.

3. Peter has to wear a uniform at school.

4. Helen has English first class every day.

5. Peter thinks his daily routine is boring.

6. Helen goes on a course to study French.

3 Listen again and check your answers.

WRITING

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Write a short composition describing your daily routine.

• Say what you usually do in the morning/afternoon (when you are not at school) and in the evening; mention what (if anything) you would like to be different and what you enjoy doing most.

•W hile writing, pay attention to punctuation and spelling, grammar and the use of adverbs of time. (See page 6, exercise 3 in the Workbook.)

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UNIT 1B

WHAT DO WE KNOW ABOUT THE BRITISH? LEAD-IN Discuss the following questions.

1. Do you think people in different countries differ from one another?

2. In which of the following are differences most likely to be found:

a. culture

b. tradition

c. character

d. habits

e. taste

f. fashion

g. food

h. music?

British people are reserved and formal. They drink a lot of tea. They constantly talk about the weather. They like queuing. They always carry umbrellas. They never talk to people they do not know.

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READING

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3. Do you think that any of the following opinions about the British are true?

The following parts of sentences have been removed from the text. Read the text and decide in which numbered gap each part should go.

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A a country of mixed culture B this is less true today C at five thirty D person does for two or three hours a day E during the twentieth century

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Nowadays, there is no such thing as a typical British family because it has changed a lot (1)___________. However, we can still talk about average British families, which are small, with only one or two children. The British prefer to live in houses rather than flats and the average British family lives in a semi-detached house with a garden. Many of the houses in cities are narrow terraced houses (three or more houses joined in a row), with only a small yard at the back.

As for their daily routine, the British tend to have a big breakfast before they go to work, while lunch or dinner (the name depends on where you live in the country) is normally eaten between 12.30 p.m. and 1.30 p.m. with work colleagues or classmates. Most people finish work (2) _______________ and it often takes them at least one hour to get home so people usually have their evening meal (known as dinner or tea) between 6.00 p.m. and 7.30 p.m. That still leaves time for a snack before bedtime known as ‘supper’.

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UNIT 1B

Saturday was traditionally the day for shopping and Sunday the day for rest, although (3)___________. However, many people still see Sunday as a chance to have a big dinner with the whole family around the kitchen table.

The most popular evening entertainment is watching television or a DVD, which the average (4)____________. They also like going out: visiting friends or going to the cinema, a restaurant or pub. The most popular hobby for adults is gardening and the most popular sports are football, rugby, cricket, tennis and golf.

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Foreigners think the British are reserved in their manners, dress and speech and it is true in many ways. They are famous for their politeness (you are always expected to say ‘Please’, ‘Thank you’ and ‘Excuse me’), self-discipline and especially for their sense of humour.

In spite of their views, Britain is increasingly becoming (5)_______________, which means that stereotypes of the British are less and less true and often leads to the question ‘What do we mean by British today?’

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Glossary

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semi-detached – a house joined to another by one shared wall to tend – to be likely to behave in a particular way; to have a tendency manners – ways of behaving or speaking stereotype – a fixed general idea that people have of someone or something COMPREHENSION

1 Answer the questions.

1. What can you say about the average British family?

2. What are the eating habits of the British?

3. What are their national characteristics said to be?

4. What can you say about the usual working day of the British?

2 Say whether these statements are true or not.

If not, correct them.

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1. The British prefer to live in apartments.

2. They have lunch with the members of their family.

3. Saturday is traditionally the day for shopping.

4. The British are known as a nation of gardeners.

5. All stereotypes of the British are true.

6. The British are famous for their politeness.

1 Match the word on the left with the word on the right that has a similar meaning.

1. politeness

a. ordinary

2. average

b. more and more

3. entertainment

c. good manners

4. adult

d. line

5. row

e. grown-up

6. increasingly

f. amusement

UNIT 1B

a VOC ABULARY cb

a. outgoing

2. narrow

b. rude

3. typical

c. wide

4. reserved

d. native

5. foreigner

e. separate

6. polite

f. uncharacteristic

SPEAKING 

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1 Family life in your town

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1. join

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2M atch the words on the left (1-6) with the words that have the opposite meaning (a-f) on the right.

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Describe the average family from your town. Think of the following: working hours / daily routine / entertainment / hobbies / types of homes 2E ngland has many types of homes. Look at the pictures and describe the houses.

Say what you like or dislike about them and which you would prefer to live in.

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UNIT 1B

GRAMMAR STATE AND ACTIVITY VERBS

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State verbs are verbs which are not normally used in the continuous tenses because they describe a state rather than action. These include:  verbs of thinking and opinion: believe, know, mean, realize, etc.

I think you’re wrong. / We feel this letter should be changed.  verbs which express feelings/emotions: adore, dislike, despise, hate, like, etc.

They dislike me because of the way I’m living.  verbs of the senses: hear, see, feel, taste, etc.

I hear someone talking.  some other verbs: be, contain, deserve, seem, look (= seem), matter, weigh, come from, resemble, need, belong, possess, etc.

This medicine contains aspirin. / Mark weighs 70 kilos. / It belongs to my father.

Note: Some state verbs can be used in the continuous, but there is a difference in meaning: E.g. I’m thinking about my holiday. (= I am considering) I think she is an honest person. (= I believe) Are you seeing Tom today? (= Are you meeting Tom?)

Ann is smelling a flower. (= an activity)

PRACTICE

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1 Complete the table with the state verbs below.

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STATE VERBS

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understand, love, suppose, smell, want, taste, care, prefer, mean, own, wish, recognize, remember, expect, consider, look like, forget, agree/disagree, fit the senses hear ___________________ ___________________

other verbs be __________________ __________________

thinking and believing know ____________________ ____________________

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feelings and emotions like ___________________ ___________________

2C omplete the sentences with the verbs in the correct form. Use the present continuous tense where possible.

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1. I _________________ you are feeling better. (see) 2. The green light _________________ you can go. (mean) 3. We __________________ a gradual improvement in sales of new cars. (expect) 4. Jim __________________ the soup. (taste) 5. He __________________ about asking his boss for a raise. (think) 6. I ____________________ you think it’s funny. (believe) 7. I’m sorry but I _________________what you want. (not understand) 8. This perfume __________________ nice. What is it? (smell)

Complete the second sentence so that it has a similar meaning to the first sentence, using the word in bold. You can use two to five words including the word given. Don’t change the word given. Study the example.

UNIT 1B

KEY WORD TRANSFORMATIONS

My sister hasn’t bought a wedding dress yet. /looking My sister is still looking for a wedding dress.

C O M M U N I C AT I O N

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1 Expressions used … when someone is arriving Welcome!

Welcome back!

It’s good to meet/see you (again).

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1. We have made arrangements for a party on Sunday. /having We ________________________ a party on Sunday.

2. Do you have any plans for Saturday evening? /doing What _______________________________ Saturday evening?

3. Is this car yours? /own ____________________________ this car?

4. What is your sister’s appearance like? /look What __________________________ like?

5. She hasn’t woken up yet. /sleeping She _____________________________.

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2 General greetings and inquiries How’s it going? (=How are you?)

How’s everything?

. . . when someone is leaving It’s been nice talking to you.

Have a good/nice day.

Have a nice trip.

Keep in touch.

3 Asking about present activities What’s up?

What’s happening?

Conversation practice Roleplay the following situations with a partner: 1 Arriving a) Your partner has just arrived at your home. What do you say? b) You haven’t seen your partner for a long time. What do you say? c) Your partner has just arrived at the airport in your city. Welcome him/her.

2 Leaving a) After a short conversation, your friend has to leave. What do you say to him/her? b) You are seeing your friend off at the airport. What do you say? c) Your partner is leaving a party that you hosted. What do you say?

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UNIT 1B

CULTURE Culture, among other things, is a word for people’s way of life and the way they do things. Here are a few tips on how to behave in Great Britain or among the British.

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• The usual formal greeting is ‘How do you do?’ It is a greeting, not a question and the correct response is to repeat ‘How do you do?’ You say this when shaking hands with someone. An appropriate response to an introduction is: I’m pleased to meet you. / Nice to meet you. / Pleased to meet you. It is only when you meet friends whom you haven’t seen for a long time that you would kiss their cheek. In Britain, one kiss is generally enough. If you want to introduce yourself to someone, extend your hand for a handshake and say ‘Hello, I am …’. The greeting can be Hi, Hello or Good morning / Good afternoon when you arrive at school or work.

• Say ‘Yes, please’ or ‘No, thank you’ when you are offered something to eat or drink.

• If you accidentally bump into somebody, say ‘Sorry’.

• Say ‘Excuse me’ if someone is blocking your way and you would like them to move.

• Stand in line and wait patiently for your turn (when boarding a bus, for instance).

• Avoid talking loudly in public.

• Do not ask personal questions.

• Never speak at the same time as someone else.

• When you don’t know how to start a conversation, make comments on the weather.

FAMOUS QUOTES

Explain the meaning of the following thoughts.

• The less routine, the more of life. (Amos Bronson, American writer) • Learn from yesterday, live for today, hope for tomorrow.

IDIOMS & FIXED PHRASES Underline the correct word and explain the fixed phrases.

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1. I think if you tell people how difficult the situation is, you will only make/do the matters worse.

2. We can find articles on that subject once in a blue moon/sky.

3. Keep in mind/head that we can never be sure what to expect.

UNIT 1C

ADDITIONAL READING

SCHOOLING IN BRITAIN

Jason Clark and Petar Savić are Facebook friends.

This is one of many correspondences between the two of them.

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P: A mong other things, I’d like to know more about your school and to see how much it differs from mine.

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How much do you know about British schools? Before you read the text, discuss the following statements in class. Then read the text to see if your answers were correct.

True False 1. British and Serbian schools differ greatly in many aspects.

2. Pupils can leave school at the age of 16.

3. If they have bad marks, they have to repeat the year.

4. They have to pass a certain number of exams at the age of 16 and 18.

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J: There are probably many differences between schools in Britain and schools in your country. I’m in Year 9 at a comprehensive school. It is a mixed school for boys and girls between the ages of 11 and 18.

P: I n my school we only use computers for Computer Science lessons, but we hope to get more computers soon.

What do you use your computers for?

J: We use Tablets PCs to do our work on and to search the Internet. They are connected to a Network so we can send our work straight to our teachers and they can send it back with their comments. It is very convenient because we don’t have to carry loads of books around and it is much quicker working on a laptop.

P: If you have bad marks, do you repeat the year?

J: Promotion to a higher class every year is almost automatic. We never repeat the year. But at sixteen some pupils leave school and get jobs. Most pupils take national examinations called GCSEs, though. Pupils pass or fail individual subjects. They might have one, five, or ten GCSEs, meaning they have passed examinations in that number of subjects. What about your exams? e attend secondary school for 4 years and then we sit some exams - it depends on our plans for P: W our future studies at University. What do you do after GCSEs? J: Pupils who continue their studies go into the sixth form to study for two more years and then take more public exams at advanced level - the A level examinations. Good grades at A level will qualify pupils for entrance to higher education or improve their job prospects.

P: Now I know much more about education in Britain. If I get good grades, I might study there. Who knows!

19 Note: Comprehensive school is a state secondary school for local children of all abilities.

UNIT 1C

QUIZ HOW WELL DO YOU KNOW LONDON? Look at the pictures of London and match the landmarks to their descriptions.

1. _________________ Through its long history, this fortress has served as a royal palace, a state prison and a jewel house. Today it is open to the public as a museum.

2. _ _______________ This is an indoor facility with swimming pools. It is located in the Olympic Park and the London 2012 Summer Olympics took place there.

of the United Kingdom have their sittings there.

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3. _ _________________ It is known as the Houses of Parliament. The two houses of parliament 4. _ ________________ It was built and named in honour of the British victory against Napoleon,

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led by Admiral Lord Nelson, at the Battle of Trafalgar in 1805. Dominating the square is the 56m high Nelson’s Column, guarded by four bronze lions.

5. _ _________________It is a huge big wheel which dominates the river skyline opposite Parlia-

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ment. One can enjoy a wonderful view of up to 25 miles. It can carry 800 passengers at a time on a thirty-minute ride.

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6. _ _________________It has been the official London residence of the Royal Family since 1837.

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Every morning the Changing of the Guard ceremony takes place here.

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Trafalgar Square

The London Eye

Buckingham Palace

Tower of London

The London Aquatics Centre

The Palace of Westminster

1C omplete the sentences with the correct form of the word from the list.

WORD FORMATION

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1. They teach their children good ___________, so they behave well.

2. This clock is well-known for its _________________.

3. They went on a city tour and admired the ____________ of Edinburgh.

4. I like her new book. It is ________________.

5. The ____________ of the event was the appearance of the author herself.

6. We enjoyed the view of the city _____________ by thousands of lights.

2P ut the words from the list into the correct place in the table and add other words you know to fill in the table.

Noun profession religion fame tradition

Adjective

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Adjective

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Verb impress suit drink marvel

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GRAMMAR

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3P ut the verbs in brackets into the present simple or continuous tense.

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1. ‘Where’s my dress?’- ‘I ________________(iron) it.’

2. Susan never gets up early enough to get to work and always __________ (get) into trouble at work.

3. Can you see Tania in the crowd? She ________________(carry) an umbrella although it _______________ (not/rain).

4. We _____________ (not/know) anything about our new neighbours.

5. Look how fast that woman _________________ (drive).

2E xplain the difference in the use of state verbs in each pair below.

a) I’m smelling the rose. b) The rose smells nice.

a) She looks nice, doesn’t she? b) She is looking at the shop window.

a) Are you seeing your friend tonight? b) I see what you mean.

a) She has plenty of money b) She is having lunch now.

KEY WORD LIST

Verbs accept establish illuminate struggle tend

SELF-ASSESSMENT TEST 1

a VOC ABULARY cb

Nouns landmark accuracy highlight spectator manners stereotype politeness row Adjectives ancient amazing average famous impressive religious professional suitable Expressions as for without doubt at least

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Key p. 154

UNIT

2

FAMOUS PEOPLE A Ivo Andrić B Albert Einstein C Novak Đoković In this unit, you will a. read, listen and talk about • famous people

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LEAD-IN

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b. practise • the past simple/continuous tenses • the possessive form • prepositions of place • making adjectives • phrasal verbs with stand • expressing requests and polite refusals

Look at the pictures and discuss these questions.

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 W ho are these people? What do you know about them? What have they done to become famous?  Do people become famous more often because they are good looking or because of their achievements?  Who are the most photographed celebrities in your country?  Which media devote themselves to celebrity news and gossip?  Do you think that celebrities should be constantly in the public eye?

Track 5

Look quickly through the text and find the information you need.

1. Ivo Andrić was not only a writer but also a ______________.

2. What kind of prize did he receive? ________________ 3. The story of his book The Bridge on the Drina takes place in_____________.

4. Besides novels he wrote ______________________.

UNIT 2A

IVO ANDRIĆ

READING The history of the Balkans is full of colourful and important figures. Ivo Andrić, a distinguished diplomat, an influential poet, novelist, and a Nobel Prize winner, is certainly one of them.

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His works reveal his philosophy and sympathy for the sufferings of people and they are written in an objective and serious way, in language of great beauty and purity.

Ivo Andrić (1892–1975) was born in the Bosnian town of Travnik. He was educated in many towns and received his doctorate in history in Graz in 1924. He was in the diplomatic service from 1921 to 1941. He left Berlin in 1941 to settle in Belgrade and devoted his time exclusively to writing. He wrote his major works The Bridge on the Drina, The Bosnian Story and Miss during World War II and published them in 1945. After the war, he wrote many short stories and essays. In 1961, this powerful prose writer received the Nobel Prize in Literature. His works have been translated into all the major world languages.

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He found the material for his works mainly in the folklore and culture of his native Bosnia under the Ottoman Empire. The Nobel Prize committee particularly praised “the epic force with which he depicted human destinies drawn from the history of his country”, especially in his best-known book, a historical fiction, The Bridge on the Drina.

The Bridge on the Drina is a book about civilization and its changes. Its focus is on the lives, destinies and relationships of the local inhabitants of a quiet Bosnian town, where the bridge is the central and everlasting feature. This masterpiece is a remarkable depiction of social changes in Bosnia from the late 16th century to the beginning of World War I.

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UNIT 2A

Glossary distinguished – known because of some quality, importance or achievement purity – cleanness to praise – to admire, express a favourable opinion to depict – to describe; to represent in words depiction – description

COMPREHENSION Read the text again and decide whether the information in sentences 1-5 is true or false. If false, give the correct answer.

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1. Ivo Andrić was educated in Travnik.

2. He studied literature.

3. He mainly wrote about the people of his native Bosnia.

4. The Nobel Committee commented on his impressive style especially.

5. The Bridge on the Drina describes a period of several years. a VOC ABULARY cb

1 Match the highlighted words in the text (1-7) to their explanations (a-g).

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a. worthy of remark or notice; unusual or surprising b. the greatest work made or done by a person or group c. to make a place one’s permanent home d. to make known e. particularly, entirely f. to spend most of one’s time and energy on something g. fate

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1. to reveal 2. exclusively 3. destiny 4. masterpiece 5. remarkable 6. to settle 7. to devote

2U se words from Exercise 1 and the Glossary in their correct form to complete these sentences.

1. He is a _______________ nuclear medical physician.

2. The expression on his face _______________ how he felt.

3. He managed to_____________ the events in his stories in quite an interesting way.

4. The Lord of the Rings trilogy is a cinematic _______________.

5. Everybody agrees that this is an example of absolute _______________ of sound.

6. He is a truly _______________ sportsman and an excellent role model for young people.

7. When they _____________, we will come round for dinner.

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A contrast celebrated remarkable major

B

UNIT 2A

3F ind words in box B which have the opposite meaning to the words in box A. Use a dictionary to help you.

conceal minor simplicity ordinary similarity unknown

reveal complexity

4C hoose 5-6 words from those given in Exercise 3 and write sentences to illustrate their meaning.

Example: Everybody accused him of concealing the truth.

WORD FORMATION

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MAKING ADJECTIVES 2

Adjective historic powerful windy daily

Make adjectives from these nouns diplomat/geography ______________________ colour/hope ______________________ storm/sun ______________________ week/friend ______________________

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Suffix -ic -ful -y -ly

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B

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A

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A Study the list of suffixes used to make adjectives from nouns.

B Make adjectives using the given suffixes, making any necessary changes to the base word and being careful with spelling.

C Write sentences using the adjectives from box B. Example: sun – sunny - We enjoyed walking through the fields because it was very sunny.

GRAMMAR

THE PAST SIMPLE TENSE

 We use the past simple for an action that happened at a definite time in the past or to tell a story.  The time expressions we use with the past tense are: yesterday, then, when, last week/year, three days/weeks ago, in 1989, How long ago …? etc.

He left Berlin in 1941 to settle in Belgrade.

When did you last see him?

She didn’t buy any books yesterday.

For more information, see the Grammar summary.

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UNIT 2A

PRACTICE 1 Write the verbs in the positive, negative or question forms of the past simple.

Jane: You know, last night _______(be) terrible. I ________ (lock) myself out of the house.

Laura: Oh, no! What___________________ (you/do) then?

Jane: I ____________ (go) round the house and I ___________(look) for an open window.

Laura: ____________________ (you/find) one?

Jane: There _________(not/be) any on the ground floor, but there ______ (be) one upstairs.

Laura: It’s a pity you _________________ (not/call) us. You’re always welcome to stay here.

2R ead the following conversation and fill in the gaps using the verbs in the box in the correct form.

play (2)

call

buy (2)

not be

visit

go

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do

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Michael: Hi, Susan! I __________you on Friday, but you ____________at home.

What _________you __________last weekend?

Susan: I did a lot of things. On Saturday, first I ___________my cousin and then

I ____________ shopping.

Michael: _________you ____________anything?

Susan: Yes, I _____________ a new bag. And on Sunday I ___________ tennis.

Michael: Who __________you __________ with?

Susan: A friend.

READING AND VOCABULARY

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1 Read the text below and circle the answer A, B, or C which best fits each gap.

The Bridge on the Drina

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Plot: The book chronicles the bridge and the town for (1)________ three centuries. It is (2)________ with memorable characters, soldiers, lovers, saloon-keepers, priests, and town leaders.

Almost from the beginning of the book, Andrić focuses (3)________ a small boy taken (4)________ his mother as part of the tax that Christians had to pay. Andrić describes how the mothers of these children follow their sons crying, (5)________ they reach a river which the children are taken

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Višegrad

1. A over 2. A loaded 3. A at 4. A from

B more B filled B on B of

C lengthy C full C to C by

5. A when 6. A Yet 7. A yet 8. A in

B while B Even B nevertheless B on

UNIT 2A

across by ferry and the mothers can no longer follow. That child becomes a Muslim and, taking a Turkish name (Mehmed, later Mehmed pasha Sokolović), is promoted quickly and around the age of 60 becomes Grand Vizier. (6)________, that moment of separation (7)________ disturbs him and he decides to order the building of a bridge (8)________ the point on the river where he was parted from his mother.

C until C Despite C still C at

2 Use the adjectives (1-6) to describe other nouns.

Example: remarkable - remarkable achievement; talent; theory…

1. colourful __________________ 2. influential __________________ 3. powerful __________________

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4. everlasting __________________ 5. distinguished __________________ 6. memorable __________________

3F ill in the correct preposition, then choose any four phrases and make sentences using them.

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SPEAKING 

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1. to devote your time_____ ; 2. to translate ______ another language; 3. to comment_______ something; 4. to focus ____ something; 5.to be opposed _______ ; 6. to part ________ a friend; 7. to settle ______ a place

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1 Who would you vote for as the Greatest Serbs of all time?

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2L ook at the photographs of some famous Serbs and say who they are and what you know about them.

WRITING

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• Think about a famous person you know something about (an artist, a musician, a politician, a sportsman, etc.) and write a few lines about them. Don’t reveal their identity. Use he or she.

• Read your sentences and the rest of the class should guess who you are describing.

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UNIT 2B

ALBERT EINSTEIN Before you read the biographical notes, answer these questions.

• Albert Einstein is famous for a number of reasons. Can you mention any of them?

• What is his best-known accomplishment?

• Look at his photo. How would you describe his appearance?

READING

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The 20th century produced many great minds. Albert Einstein clearly stands out as the greatest of all. The name of this absent-minded professor with piercing eyes, wild hair, an extraordinary, brilliant mind and engaging humanity became a synonym for genius. Time magazine named him as the Person of the Century at the end of 1999.

Einstein, (born in Germany in 1879, died in the USA in 1955) developed the theory of relativity which became a basis for spectacular technological developments in many fields, including gravitation and the study of the cosmos.

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In 1921, he received the Nobel Prize in Physics. In 1933, he went to the United States where he spent his later years.

Now you are going to read a true anecdote about Albert Einstein and his theory of relativity.

Track 6

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EINSTEIN’S CHAUFFEUR

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Albert Einstein used to tour the various Universities in the United States, giving lectures on his famous theory wherever he went. He was always accompanied by his faithful chauffeur, Harry, who attended each of these lectures and sat in the back row. One fine day, while Einstein was getting into his car after finishing a lecture, Harry said to him, “Professor Einstein, I’ve heard your lecture on Relativity so many times. If I ever have the opportunity, I will be able to deliver it perfectly myself!”

“Very well,” replied Einstein, “I’m going to visit Dartmouth next week. They don’t know me there.

You can be Einstein and give the lecture, and I’ll be Harry!”

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And that is what happened. Harry gave the lecture perfectly, while Einstein sat in the driver’s uniform in the back row pretending to be his chauffeur and enjoying a snooze for a change.

Just as Harry was walking off the stage, however, one of the students stopped him and began to ask him a question on the theory of relativity.... one that involved a lot of complex calculations and equations. Harry replied, “The answer to this question is very simple! In fact, it’s so simple that I’m going to let my chauffeur answer it!”

absent-minded – being so lost in thought that you are forgetful or preoccupied piercing – sharp snooze – a short, light sleep; nap equation – a mathematical statement saying that two amounts or values are the same

UNIT 2B

Glossary

COMPREHENSION 1 Answer the following questions.

1. He received the Nobel Prize in Physics.

2. In 1933.

3. On his theory of relativity.

4. After finishing a lecture.

5. In the back row.

6. He delivered the lecture perfectly.

7. When he was walking off the stage.

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SPEAKING 

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2 Make questions for the following answers.

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1. Why did Einstein travel across the USA? 2. How did it happen that Einstein’s chauffeur was able to deliver the lecture?

3. What was Einstein doing while his chauffeur was delivering the lecture?

4. Was Harry confused by the student’s question?

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a VOC ABULARY cb

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Retell the anecdote about Einstein.

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1E xplain the meanings of the highlighted words and choose a word or phrase from the list below that is a synonym for each of them. There is one word more than you need.

include

give

go with

loyal

organize

to be present

2 Use the following words in the correct form to complete the sentences.

snooze

faithful

attend

accompany pretend

spectacular

1. My grandfather often ____________ in front of the television.

2. If you _______________ someone, you go somewhere with them.

3. I want all the students to ____________ this lecture.

4. His ______________ old dog accompanied him everywhere he went.

5. We admired the _______________views of the lake from the house.

6. She isn’t really hurt – she is only _______________.

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UNIT 2B

3 Use the correct preposition.

1. He delivered lectures _______ his famous theory of Relativity.

2. He was accompanied ________ his chauffeur.

3. He used to sit _______ the back row.

4. Let’s go out _______ a change.

5. He replied _________ the assistant.

6. He died _______ a heart attack.

4C omplete the collocations (1-12) to describe some facial features. Choose the most suitable words from the box. Sometimes more than one answer is possible. Use your dictionary if necessary.

1. high cheekbones 2. a big __________ 3. full __________ 4. tender __________

________ ________ ________ ________

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5. a square 6. smooth 7. piercing 8. a gentle

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eyebrows bone structure eyes cheeks/cheekbones jaw nose skin smile teeth dimples forehead eyelashes

lips face

9. long __________ 10. arched __________ 11. strong __________ 12. a turned-up __________

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PHRASAL VERBS

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5T hink about people that you know with expressive features and interesting faces.

Describe them to the class. Try to use the collocations from Exercise 4.

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The combination of verbs and prepositional or adverbial particles is generally called a phrasal verb, e.g. look after, give up, bring back.

The meaning of the words in combination can differ greatly from when they are used independently. − She took the book from my hand. − The plane took off. (left the ground) PHRASAL VERBS with STAND 1 Study the meanings of the phrasal verbs and do the exercise below.

stand by – to remain loyal to; aid or support stand for – to represent; symbolize stand in – to do someone else’s job for a short time (because the other person is ill or on holiday) stand out – to attract attention; to be very noticeable; to be much better than other similar things or people 30

1. Everybody in the class admires him because he always _________ his friends.

2. What do the letters BBC ______________?

3. We have lots of good students this year, but one __________ from the rest.

4. The lecturer didn’t turn up, so we had to find somebody who would____________.

UNIT 2B

2 Complete the sentences using a phrase with the verb stand.

Example: I noticed John immediately because he stood out in the crowd.

PREPOSITIONS OF PLACE Study the use of prepositions and then do the exercise below.

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 We use IN with an enclosed space and larger areas (cities, states, countries), e.g. in the kitchen / in the north of England / in Belgrade.  We use ON when we talk about a place as a surface or as a line, e.g. on the first floor / on the road to Paris / on the wall.

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 We use AT when we talk about a particular point, with addresses, with social activities, e.g at the bus stop / at the cinema / at the meeting / at work / at the bottom / at 22, Bond Street.

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Some common expressions: in the photo/picture, in a queue, in the street, in the sky on the farm/island, on this page, on the beach, on the left at home, at work/school, at the back

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Fill in the gaps with the prepositions in, on or at.

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1. We spent the whole holiday _______ the beach.

2. There were a lot of people ______ the conference.

3. I’ll meet you _______ the airport.

4. The Smiths now live ______ 23, King Street.

5. I met her _______ Oxford Street the other day.

6. Her house is _______ the right, and the flat is _______ the twenty-first floor.

7. Rob and Paul are ________ the middle of the picture, and their uncle is _______ the left.

8. He is sitting ________ an armchair, and his guitar is _______ a small chair.

9. Portsmouth is a town _________ the south of England, and it is ________ the coast.

10. My son is not ______home; he is _______ school.

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UNIT 2B

GRAMMAR THE PAST CONTINUOUS TENSE Here are the basic uses of the past continuous tense: 1. to describe actions in progress over a period of time or a particular time in the past. We often use all to emphasize continuity.

He was working on his essay all night.

I was having dinner at 8 o’clock yesterday.

2. to express an activity which was in progress when something else happened.

We often use conjunctions: when, as, while We were sleeping when the phone rang.

PRACTICE

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For more information, see the Grammar summary.

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3. to express two or more parallel actions.

While I was working in the garden, my wife was cooking.

1 Use the verbs in the box in the past continuous to complete the sentences below.

get

talk

do

rain

stand

have

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1. The children started fighting while their mother _______________on the phone.

2. W e ________________________ supper when we heard thunder.

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3. It __________________________ hard all day yesterday.

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4. J ust as I _______________ to an interesting part of the story, the doorbell rang.

5. What ________you ___________when the storm started?

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6. They __________________ around Michael when I entered the classroom.

2U se the verbs in brackets in either the past simple or the past continuous form to complete the sentences.

1. He ________________ (watch) TV when the phone _______________ (ring).

2. He _______________(turn) down the sound and ______________(go) to answer it.

3. You looked very busy when I __________ (see) you last night. What ___________ (you/do)?

4. He __________________(not/allow) us to go out in the boat yesterday as a strong wind ____________________(blow).

5. When I first ____________ (meet) him a few years ago, he ________________(work) in a bank.

6. While we_________________ (work) in the garden, someone ______________(come) 32

to the house and _______________ (leave) this note.

2. A: I was talking to Sandra when Alice came in. (What/talk about?)

B: ________________________________________

UNIT 2B

3 Complete the conversational exchanges.

1. A: I bought a new dress yesterday. (How much/cost?)

B: ________________________________________

3. A: We finally answered all those letters last night. (What time/finish?)

B: ________________________________________ 4. A: I saw your sister at the party last night. (What/she/wear?)

B: ________________________________________ 5. A: I saw something strange when I was walking home yesterday evening. (What/see?)

B: ________________________________________

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PAST HABITS USED TO and WOULD

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 Used to is used to express past facts or past habits.

He used to live in that house.

I used to smoke a lot, but fortunately, I don’t smoke any more.  Would can also be used in place of used to to talk about regular activities or habits in the past, but it is not used for states.

He would always bring flowers when he came to visit me.

1 Role play – Past habits

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Student A asks a question with used to and the verb given and student B gives true answers.

Talk about your past habits (when you went to primary school, kindergarten, etc).

Use the following words/expressions: play, go to bed, hobby, learn, collect, do after school/in the evening.

Example: A: Where did you use to play when you were eight years old?

B: I used to play in the nearby park.

2 Rewrite the sentences below in your notebook using would or used to.

Examples: When she came to Belgrade, we went to the cinema together.

When she came to Belgrade, we would/used to go to the cinema together.

When I was a child, we lived in the country.

When I was a child, we used to live in the country. (You can’t use would for states.)

1. He wrote to me when we were students, and then stopped.

2. When she was in the fifth grade, she often went to school by bike.

3. My father is a teacher now, but he worked as a journalist after his graduation.

4. She always handed her tests in first when we were at secondary school.

5. When she was young, she liked to criticize her brother, but now she admires him.

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UNIT 2B

THE POSSESSIVE FORM Look at these sentences:

1. Einstein’s chauffeur attended each of the scientist’s lectures sitting in the back row.

2. Einstein put on the driver’s uniform and sat in the back row.

1. We express possession by adding…

• an apostrophe + s after a singular noun or plural noun not ending in -s: Jane’s bedroom, the children’s playground.

• only an apostrophe after a plural noun ending in -s: my two boys’ school.

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2. The possessive ’s structure is used to talk about something that belongs to a particular person (Kate’s hair), group of people (Mary and Peter’s son), country or town (London’s traffic), or animal (the cat’s tail).

It is also used with personal indefinite pronouns (someone’s glasses), in some expressions of time (yesterday’s newspaper; in two weeks’ time) or in phrases of place (at the butcher’s).

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3. Double possessive …of…+ possessive ’s Kate is a friend of Nathan’s. (One of Nathan’s friends)

PRACTICE

Complete the sentences using the words in brackets with the Saxon genitive.

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LISTENING

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1. Have you seen ______________________________ (latest film/Tom Cruise)?

2. We are planning _______________________________ (holiday/two weeks).

3. The teacher spoke to ____________________________ (parents/the boy).

4. We got a letter from _______________________ (cousin/our friend) who lives in Australia.

5. I found __________________________________ in the street.(wallet/somebody) Track 7

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Sean Connery as James Bond 1 Pre-listening activity

1. Have you seen any James Bond films? Did you like them? Why/Why not?

2. Who played the role of Bond in those films? a. Sean Connery b. Roger Moore c. Daniel Craig d. other actors 2. Y ou are going to listen to how Sean Connery became famous as the first actor who said: ‘My name is Bond. James Bond’.

3 Listen to the text once again and complete the sentences.

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1. Sean had to work at an early age because ___________________________________________.

2. He couldn’t stay in the Navy _____________________________________________________.

3. Connery became a star playing ___________________________________________________.

4. Goldfinger became a huge hit because of_____________________________________________.

5. The money he earned from Diamonds Are Forever was donated _________________________.



1U se the notes below to write a biography of Albert Einstein (1879-1955). Add as many words as you need to connect the information and years provided. You may include any other relevant information about Albert Einstein that you think is important. Organize the information in chronological order.

1903 1905 1914 1919 1921 1933

the German-American physicist / the greatest physicist of all time born into a Jewish family in Ulm, Germany began his schooling in Munich the Einstein family moved to Italy studied Physics and Mathematics in Switzerland / graduated at age 17 / met Mileva Marić (the only woman studying Mathematics) married Mileva Marić / had a daughter and two sons obtained his doctor’s degree lived in Berlin divorced / married again the same year awarded the Nobel Prize in Physics emigrated to America for political reasons / worked at Princeton University gained numerous awards

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1879 1885 1894 1896

UNIT 2B

WRITING

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E.g. Albert Einstein is considered to be the most famous scientist of all time. He was born...

C O M M U N I C AT I O N

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ACCEPTING AND REFUSING The following are some of the phrases used for accepting and refusing.

Accepting

Refusing No, thank you. / No, but thanks for offering.

I’m sorry, but I can’t.

No, but thanks for inviting me.

3. How about some more… (pie)?

All right. Thanks.

Looks good. Thanks.

No, thanks.

I’m really full. Thanks anyway.

4. How about going … (skiing this weekend)?

Sounds like fun.

All right. When and where?

Sorry. I’m busy this weekend.

I don’t think I can.

How about some other time?

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Yes, please. / Sure. Thanks Okay. Sounds good.

Sure. I’d love to. / Yeah. Good idea.

1.Would you like some …?

2. Would you like to …. (go see a movie)?

PRACTICE Pair work. With a partner, practise accepting and refusing in the following situations:

A B 1. Here. Have a cookie.

1. Oh, _____________________ 2. How about a glass of wine?

2. No, _____________________ 3. How about going for a nice walk?

3. Well, ____________________ 4. Can I get you a drink?

4. Sure, ____________________ 5. Why don’t we have some Chinese food?

5. All right. _________________ 6. Why don’t you come with your sister to my party?

6. Sorry, ____________________ 7. Would you like to go to the museum with us?

7. Okay, ____________________

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UNIT 2C

ADDITIONAL READING

NOVAK ÐOKOVIĆ Class discussion. Answer these questions.

What would you ask a famous sportsman if you got the chance to meet them? Are famous people always likable and friendly? Who are your role models?

READING

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Novak Đoković is certainly the country’s greatest and most famous sportsman, a great young champion with special charisma and extraordinary talent.

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When he was still a boy learning how to play tennis, he publicly declared that he wanted to be ‘number one in the world’. At the age of 24, his wishes came true and he reached the summit of his ambition. First, he led Serbia to Davis Cup victory in December 2010 and then, after a spectacular season in 2011, he won his first Wimbledon title on July 4th and proved himself the best player in the world. It was his 50th win in 51 matches.

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At the closing ceremony Đoković said: ‘It’s really hard to describe this with any words except as the most special day of my life…’ and he was so overcome with emotion that he knelt down and ate some of the Centre Court grass.

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Some 100,000 Serbian fans gave Novak Đoković a royal reception after he arrived home to celebrate his Wimbledon singles title. Many young people had gathered outside the Serbian parliament, waving Serbian flags and placards that read: ‘Nole, we love you’. The crowd cheered Novak as he stepped onto the stage, happy and smiling, holding a replica of the Wimbledon trophy. ‘This is absolutely unbelievable and I owe all of you enormous gratitude for this reception; you are the best in the world because only Serbian fans can throw a party like this,’ said Đoković.

The great thing about Novak is that besides being an excellent tennis player with a remarkable physical talent — he has a first-class backhand, forehand and serve, a powerful return, and strong mental stability — he is also a warm, charming and friendly person.

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Novak Đoković likes to be impressive and to be considered special and unique. He is well-known in the ATP (Association of Tennis Professionals) as a natural showman, because of his sense of humour. With his dazzling personality, he knows how to put on a brilliant show. Whatever Novak does, he does it in a unique and individual way.

1C omplete the sentences by using the correct word/phrasal verb from the list.

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1. Accept this job offer. You’ll never get such an ____________ again.

2. Everybody thinks that the Mona Lisa is a real ______________.

3. ‘Why do they say that you are ___________?’ ‘Because I keep forgetting things.’

4. They put up ___________ lights which lit up the whole stadium.

5. She wrote several, very good ______________ novels.

6. Einstein’s chauffeur ___________ to be the great scientist.

7. We moved to a new house and soon ______________ .

8. She ____________ all her time to raising children.

9. The name of his company ______ _____ clearly above the front door.

10. If the boss fires you, we’ll all ______ _____ you.

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GRAMMAR

2 Decide if the underlined part of the sentence is correct or incorrect. Correct the incorrect sentences.

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1. I noticed him as he was coming.

2. The plane was crashing only half an hour ago.

3. He was getting into the car when he was hearing a loud bang.

4. Suddenly he came round the corner and was walking right up to me.

5. I used to collect dolls when I was 10 years old.

6. He chewed gum so, of course, he couldn’t speak properly.

7. He was forgetting to wind the clock up last night.

8. This time last year I lived in a small village nearby.

9. While I was lighting the fire, my friend was making coffee.

10. I would live in this town when I went to primary school.

3 Irregular verbs What is the past tense of the following irregular verbs?

1. grow 2. lose 3. catch 4. wear 5. drink

____________ ____________ ____________ ____________ ____________

6. sweep 7. fall 8. fight 9. choose 10. tear

____________ ____________ ____________ ____________ ____________

KEY WORD LIST

Nouns destiny masterpiece feature mind opportunity

SELF-ASSESSMENT TEST 2

a VOC ABULARY cb

Adjectives powerful diplomatic historical absent-minded distinguished faithful piercing remarkable Verbs accompany attend deliver devote involve pretend settle in Phrasal verbs stand by stand for stand in stand out

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Key p. 154

UNIT

3 THREATS TO EARTH A About tornadoes B A threat from the universe C A devastating tsunami In this unit, you will

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a. read, listen and talk about • natural disasters • the strongest wind on Earth • what scientists say about asteroids • people chasing tornadoes • tsunamis

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LEAD-IN

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b. practise • the present perfect • the future tense • modal verbs • adjectives ending in -ed and -ing • phrasal verbs with set • asking for permission or making requests

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Natural disasters

Every country is at risk from one or more of these natural hazards. a) Look at the pictures and say what natural phenomena are shown in them.

b) In pairs, think of as many words as possible related to natural disasters.

Describe what you can see. Use the words / expressions below to describe the effects on people and the environment.

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the destruction of a large number of plants and animals × ecological disaster disease × a large number of deaths × famine × poverty

Track 11

Read the text about tornadoes and the interview which follows and underline all the words that are new to you. Can you guess the meanings of the words from the context?

UNIT 3A

ABOUT TORNADOES

READING

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About 1,000 tornadoes are reported across the United States every year, but they also occur in many other parts of the world, including Australia, Europe, Africa, Asia, and South America.

Tornadoes are perhaps the strongest winds on Earth and can be described as violently rotating columns of air. They are powerful, unpredictable and can destroy anything that lies in their path. They can smash buildings, lift and turn over cars, etc.

The most likely time for a tornado is a spring afternoon. Clouds become dark and the faster the winds are, the louder the noise is. They can last from several seconds up to more than an hour. Scientific research has revealed that tornadoes usually form under certain types of atmospheric conditions and a tornado’s wind can be detected by radar. However, it is not yet possible to predict in advance exactly when and where they will develop and some tornadoes occur in situations where the radar can’t ‘see’ them. That’s why ordinary citizens volunteer to watch out for approaching tornadoes.

AN INTERVIEW In an interview, a meteorology researcher (R) at the University of Oklahoma explains his fascination and his work with tornadoes.

R: “I have been interested in the weather since I was quite young. I used to cut out the daily weather maps from the local newspapers and make weekly summaries for my school newspaper when I was just 7 or 8 years old. I have always wanted to understand how things work, to learn more about physics, mathematics and nature. I became interested in tornadoes when I moved west to Colorado from Massachusetts several years ago. I am amazed by the structure, beauty and power of these storms. I want to understand more about how they form and what’s going on inside them.”

Q: How do you find tornadoes and how do you chase them?

R: “We forecast the general area in which tornadoes are likely to form. Then we drive around that region and wait for storms to form. When they do, we target the most interesting thunderstorms, and try to place our radars near the region where the tornadoes form.”

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UNIT 3A

Q: What has been your scariest moment while chasing a tornado?

R: “This may sound boring, but we haven’t really had many scary moments. We are involved in an intense scientific mission to try to understand one of the most powerful forces of nature. But we cannot afford to be thrill-seekers, or to take unreasonable risks. We are mainly focused on the mission, where to go next, how to target the storm, and how to escape.”

Glossary

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to detect – to notice; spot summary – a short clear description that gives the main facts or ideas about something to forecast – to say what you expect to happen in the future to target – to select something as an object of attention or attack; aim; go for intense – having a very strong effect; powerful (e.g. intense cold/heat/hatred) thrill-seeker – someone who does dangerous things looking for excitement thrill – a feeling of extreme excitement, usually caused by something pleasant to seek (sought, sought) – to try to find or get something; look for, search COMPREHENSION

1 Finish these sentences according to the information from the text.

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1. Because of their power, tornadoes can …..

2. Research has revealed that tornadoes usually form …..

3. It is not yet possible to predict in advance …..

4. People volunteer to help …..

5. A meteorology researcher became interested in tornadoes because …..

6. They haven’t had many scary moments because ….

SPEAKING 

Describe what people who study and chase tornadoes really do.

a VOC ABULARY cb 1R ead the sentences with the highlighted words/expressions again. Then match the words with their explanations below and write them down.

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

= will probably happen or is expected = break, destroy = before a particular date or time; ahead = to follow; to put a lot of time and effort trying to get something = to happen = to make known or show something that was previously unknown

likely reveal appropriate occur thrill summary in advance intense 1. Do remind me because I’m ______________ to forget.

2. Violence of some sort seems to ______________in every society.

3. Did her biographer ________________ that she was not as rich as everyone thought?

4. Is this film _________________for young children?

5. He suddenly felt _____________ pain in his back.

6. At the end of the news, they often give you a _______________of the main news stories.

7. If you’re going to come, please let me know__________________.

8. So why do people still go hunting – is it the _________________ of the chase?

UNIT 3A

2 Complete the sentences using the words/expressions below.

___________ ____________ ___________ ____________ ___________ ____________ ___________ ____________

WORD FORMATION

boredom conceal probable unlikely

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thrill major likely reveal

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3 I n the box on the right, find one word which is a synonym and one which is an antonym of the following words:

minor excitement make public main

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Adjectives ending in -ed or -ing.

Look at these examples from the text.

PRACTICE

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1. I have been interested in the weather since I was quite young.

(Interested describes how I feel.)

2. We targeted the most interesting thunderstorms.

(Interesting describes what the thunderstorms were like.)

1. Circle the correct word.

1. We didn’t have many frightening / frightened moments climbing the steep rocks.

2. Chasing tornadoes can’t be a bored / boring event.

3. I was very excited / exciting when I found myself in the heart of a tornado.

4. What a thrilled / thrilling match! We have won for the first time.

2 Complete the sentences with words from the list in the correct form. annoy fascinate depress confuse

1. Cheer up. Don’t feel so _______________ . There are plenty of other jobs.

2. The noise was so ______________ that I couldn’t study.

3. There are a lot of road signs. It’s all very _________________ .

4. Susan’s little sister was ________________ by my old toys.

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UNIT 3A

GRAMMAR THE PRESENT PERFECT TENSE

Look at the following sentences and say how we form the present perfect tense: 1. I have always wanted to understand how things work.

2. We haven’t really had many scary moments.

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We use the present perfect tense to talk about: 1 unfinished actions The action began in the past and is still going on now.

I’ve read 20 pages of this book so far.

We use adverbs which show that the period of time is not finished yet: today, this morning/week/month/year, etc. I’ve had two tests this week.

2 recent events We have made a lot of progress in understanding tornadoes in recent years.

Adverbs used to talk about the recent past are: just, already, yet, lately/recently, etc.

3 general experiences I’ve seen a tornado.

We often use adverbs such as: never, ever, before, etc.

Have you ever been scared?

For more information, see the Grammar summary.

PRACTICE

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1 Complete these sentences using the present perfect tense of the verb in brackets.

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1. How long ___________ Nick _____________ in hospital? (be) 2. ____________you__________ Jane recently? (see) 3. Is John still driving his old car? No, he __________________a new one. (just, buy) 4. This is the second time we _______________ together in the competition. (play) 5. ___________you _____________ the news about the disaster in New Orleans? (hear) 6. __________you _________ the tickets? No, I ___________________them yet. (book) 7. How many times ____________you ___________ this book? (read) 2 Underline the correct word as in the example.

Example: She hasn’t had a holiday since/for last summer.

1. Cameron has written three letters to Jane since/for she left him.

2. Tessa hasn’t been ill since/for quite some time.

3. I have had this cold since/for I got wet in the rain.

4. How long have you been here? Since/For four o’clock.

3 Write down three things you have done this month and three things you haven’t done yet, but would like to do. Compare your answers with other students.

Example: I have read two books. / I haven’t made plans for my holiday.

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As you are reading, underline parts of the texts which are related to the questions.

When you finish reading, go back to the questions and answer them.

UNIT 3B

A THREAT FROM THE UNIVERSE

1. Why do only bigger meteorites and comets reach the Earth’s surface?

2. How did the scientists learn about the age of the Solar System?

3. How often do asteroids actually crash into our world?

4. What caused the dinosaurs to become extinct?

5. What are the chances that Earth will suffer another cosmic impact?

6. How big can asteroids be?

READING

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They’re out there, hidden among the stars — meteorites and killer asteroids. These are rocks that have remained in the universe since the formation of the planets 4.5 billion years ago.

The Earth’s surface is protected by a thick atmosphere, so only the bigger meteorites and comets reach the surface and explode, leaving large craters. The largest meteorite on Earth is the one found in southern Africa and it is 10 metres across and weighs 60 tonnes. Scientists have proved that some of these ‘monsters’ came from the Moon or Mars and from studying these rocks, they have learned a lot about the age of the Solar System and how it was created.

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The word ‘asteroid’ means ‘star-like’ and most asteroids are so far away that we can only see them as tiny points of light so they really do look like stars. Asteroids and comets have hit the Earth many times. In fact, since 1847, not a year has passed without the discovery of at least one asteroid and every few thousand years, an asteroid actually crashes into our world. The most recent event took place in Siberia in 1908 when a small asteroid flattened more than 2,000 square kilometres of forest.

Fortunately, it wiped out 60 million trees, not people. Such an explosion could destroy a city the size of Paris or London. But although the Tunguska event was both spectacular and unparalleled in any historical record, it no longer seems as unique and unusual as it once did.

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A more damaging explosion occurred millions of years ago when a 10-kilometrewide asteroid made a 180-kilometre-wide crater in Mexico and spread a layer of ash around the world. Widespread fires, followed by darkness and extreme cold, caused the dinosaurs to become extinct. There is no doubt that sometime in the future Earth will suffer another cosmic impact; the only question is when and more to the point, where.

Experts say there are more than a thousand comets and asteroids in the inner solar system that are more than 100 metres across – the size of a football pitch, but they have also discovered hundreds that are over 1 km wide. Any one of them has the potential to destroy entire cities or set off a tsunami like the killer wave that swept through the Indian Ocean in December 2004.

Scientists believe that one day some defence will be built, such as using a spacecraft to gently change the orbit of an asteroid. Although astronomers say that there is no real threat at the moment from what they call a Global Killer, they continue to monitor space for possible dangers. After all, it is a big universe, and there are a lot of asteroids and comets out there.

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UNIT 3B

Glossary threat – hazard; risk; the possibility that something very bad will happen to flatten – to destroy a building or town by knocking it down, bombing it, etc. [= level] impact – a) the striking of one body against another (collision) b) the effect or influence that an event has on something extinct – not exist anymore (an animal or plant) to wipe out – to destroy, remove, or get rid of something completely ash – the soft grey powder that remains after something has been burned; (cigarette ash) pitch – sports field to sweep (swept, swept) through – move extremely quickly COMPREHENSION

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Read the article again. According to the text, are these sentences true (T) or false (F)?

Find the sentence in the text which provides the information you need.

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a VOC ABULARY cb

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1. Asteroids have been in the universe for a long time.

2. Meteorites and asteroids can’t provide evidence of how the universe was created.

3. Not many asteroids have been found on Earth.

4. Every few thousand years, an asteroid actually crashes into our world.

5. Most scientists believe that the extinction of the dinosaurs resulted from an extra-terrestrial impact.

6. The most important recorded impact in recent times occurred at Tunguska in Russia.

1 Match the highlighted words to their explanations.

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1. to watch and check a situation in order to see how it changes over a period of time 2. whole, complete 3. to make something start happening 4. something extremely small 5. fall or come down violently; break noisily 2 Use the highlighted words in the correct form to complete the sentences.

1. It was the worst day in my ______________ life.

2. Unfortunately, the plane _______________ into the ocean.

3. News that the demands might be true ______________ widespread panic.

4. The government is _______________ the situation closely.

5. I took the baby’s ______________ fingers in my hand and kissed them.

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a. enormous

2. wide

b. thin

3. tiny

c. outer

4. doubt

d. attack

5. inner

e. moderate

6. extreme

f. narrow

7. defence

g. certainty

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4 Finish these sentences any way you like.

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1. thick

UNIT 3B

3 Match the words on the left with words with the opposite meaning on the right.

The first one has been done as an example.

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1. Dinosaurs have been extinct for __________________________________________________.

2. Whole villages were wiped out by _________________________________________________.

3. He was drunk when he crashed __________________________________________________.

4. The threat of famine ___________________________________________________________.

5. A thick layer of dust lay _________________________________________________________.

6. Hundreds of homes were flattened by ______________________________________________.

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5 Use some of the new words in the text to make sentences.

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E.g. When a large object impacts the Earth, it makes a crater.

What kind of impact will this have on the future of the country?

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PHRASAL VERBS with SET Study the meanings of the phrases with the verb SET and do the exercise.

1. set something aside = to keep something, especially money, for a special purpose 2. set off = to start to go somewhere 3. set something off = a) to make something start happening b) to make an alarm start ringing c) to make a bomb explode, or cause an explosion 4. set out = to start a journey / voyage, etc.

5. set up = to start a company, organization, committee, etc.

Examples: News that the claims might be true set off widespread panic.

Smoke from a cigarette will not normally set off a smoke alarm.

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UNIT 3B

Complete the sentences using the phrases with SET.

1. They want to ______________their own import-export business.

2. Try to _______________ some time each day for exercise.

3. Any movement could have ______________the bomb.

4. I’ll ________________ early to avoid the traffic.

5. I think the band will ______________ on a European tour in March. (two possibilities)

GRAMMAR The present perfect or past simple?

a. and it became very dark. b. last week to see Hamlet. c. and it is dark now. d. twice this week. e. yesterday and I have to do more today. f. since I changed gym.

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1. I’ve done a lot of exercising …

2. I did a lot of exercising …

3. The sun has gone down …

4. The sun went down …

5. I’ve been to the theatre …

6. I went to the theatre …

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1 Combine sentences 1-6 with phrases a-f.

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He wrote his first novel in 1980. / She was ill last week.

(When? The time is stated.)

He has written a lot of successful novels. / She has never been ill herself.

(When? The exact time is not mentioned.)

Asteroids and comets ________________ (hit) the Earth many times.

In 1908 a small asteroid _______________ (flatten) a huge forest in Siberia.

Scientists ______________ (prove) the origin of some meteorites and asteroids.

In 2004 a tsunami _______________ (sweep) through the Indian Ocean.

Asteroids ____________ (be) in the universe for billions of years.

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1.

2.

3.

4.

5.

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2 Complete the sentences using the verb either in the present perfect or past tense.

3C omplete the following dialogue by putting the verbs in brackets into either the present perfect or past simple tense.

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A: _______________________ (you /see) the latest Brad Pitt film?

B: Yes. I ______________ (see) it two weeks ago.

A: Who _______________ (you /go) to the cinema with?

B: With Susan. But I ___________________(not /hear) from her since then.

Hey! _______________ (you /pass) your driving test last week?

A: No, I _______________ (fail).

Discuss the following questions:

Are you concerned about the future of our planet? Do you ever think about it? What would you say were the most dangerous natural hazards to Earth? Why? Which of the disasters happen most frequently? Which of them can have the most serious effects on our lives? Can any of them be prevented? Can you think of any other natural hazard which should be added to the list?

UNIT 3B

SPEAKING 

GRAMMAR EXPRESSING THE FUTURE

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English has several forms which express future events and the form we use depends on how we see the event.

The future simple tense is used to express: • predictions about the future, based on what we think, believe or imagine.

Tomorrow will be warm and sunny everywhere.

• an immediate decision about what you are going to do.

I’ll just go and get my coat.

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Note: To make a prediction about the future based on the evidence we have now, we use going to. Going to is also used for intentions.

Look at the clouds! It’s going to rain. / I study medicine. I’m going to be a doctor.

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For other ways of expressing the future, see the Grammar summary.

1C omplete the sentences using the verbs in brackets in either the future simple tense or with going to.

1. I’ve won $1,000. I ________________ (buy) a new TV. 2. It’s 8.30! You _________________ (miss) the train!

3. I think it ______________ (rain) tomorrow.

4. I don’t believe he ________________ (pass) this exam.

5. I ______________(be) a doctor when I finish university.

6. It’s hot in here. I ________________ (open) a window.

7. He _________probably __________ (call) you later.

8. Look out! We ___________________ (hit) the car in front.

9. I don’t think you ___________________ (have) any problems at the airport.

10. George __________________ (not be) back until six. Can I take a message?

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UNIT 3B

2C omplete the sentences according to the meaning. Choose the right form of an appropriate verb to express future time: the present continuous, present simple, future simple or going to.

1. Maybe we _________________ out for dinner tonight.

2. I think _________________the dog for a walk now.

3. I have 3 days off next week. I _____________ my mother.

4. The clouds are very black. _____________ snow.

5. Alexander ______________ his driving test next week.

6. The bus ________________ at 7:30 sharp.

7. Don’t get up. I _______________ the phone.

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3W hat would you say in these situations? Choose the correct tense (the present continuous, present simple or ‘going to’ form).

Example: You want to visit your grandparents at the weekend.

I’m going to visit my grandparents at the weekend.

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1. You have already arranged to meet your sister this afternoon.

2. The weather has suddenly changed and the sky has turned black. This means rain very soon.

3. Your plane is scheduled to take off at 8.30 in the morning.

4. You have all agreed to have a party on May 15.

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FOCUS ON We can use the + comparative .... the + comparative... to say that two things depend on each other.

E.g. The faster the winds are, the louder the noise is.

Complete the sentences using the double comparative. The first one has been done as an example.

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1. The better results I get, the happier my Mum is.

2. Unfortunately, the ________ I get to know him, the ___________ I like him.

3. The __________ I went, the ________ interesting the landscape was.

4. I’ve told him the __________ he works, the __________ money he will have.

MODAL VERBS Complete the sentences using the correct modal verb. Sometimes there is more than one possibility. (Before you do this exercise, see the Grammar summary.) can could may must mustn’t (don’t) have to

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1.

2.

3.

4.

5.

6.

7.

I ______________ walk when I was less than a year old. _____________ you tell me where the bank is, please? _____________ you help me with my homework?

If you are under 13, you___________ get your parents’ permission.

Students _____________ leave bicycles here because it’s forbidden.

He _____________ come tomorrow, but he didn’t sound very sure.

You _____________ get up too early because the lecture starts at 9.



Imagine that you have to write an article for the school magazine about the threat of aliens. The article should consist of 3-4 paragraphs (about 80-100 words). Writing help:

UNIT 3B

WRITING

a) Introduction Introduce the topic. Give your reason for writing.

E.g. The aim of this article is … b) Main body - paragraphs 2-3 Mention relevant information and reasons for people’s concern.

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LISTENING

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c) Conclusion Summarize the main points. You may give your personal opinion on the topic.

E.g. To sum up… In my opinion … In conclusion …

Follow the layout of the composition. Use a selection of linking words and expressions: however, in addition to, furthermore, since, in spite of, etc.

Track 12

Chasing tornadoes: More than just a thrill

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A Listen to a person talking about why he is chasing tornadoes. Choose the best answer a), b) or c).

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1. He had the idea to start chasing tornadoes

a) in order to earn some money.

b) to become popular.

c) as a hobby.

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2. At the start

a) he spent more time chasing them than now.

b) he went chasing for a couple of weeks.

c) he went chasing twice a year.

3. He is doing serious research because

a) he wants to develop warning systems in order to help people.

b) he wants to earn more money.

c) he wants to have a full time job.

4. Researchers spend most of their time

a) chasing tornadoes.

b) in front of computers.

c) travelling around the country.

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UNIT 3B

B Complete the sentences using ONE word. Then listen again and check.

1. Chasing tornadoes is a business ____________any other.

2. I am now doing ____________ tornado research.

3. But my research isn’t ______________ money, it costs money.

4. The researchers are ___________ educated professionals.

5. They must be good at _______________ mathematics.

KEY WORD TRANSFORMATIONS Complete the second sentence so that it has a similar meaning to the first sentence, using the word in bold. You can use two to five words including the word given. Don’t change the word given.

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1. The last time I saw your brother was at his birthday party. /since I ______________________________ his birthday party.

2. It’s more than a month since I was here. /been I _________________________________ more than a month.

3. Thanks, but I had something to eat earlier. /already Thanks, but I’ve____________________________________ eat.

4. When we were children, my mother would take us to the Zoo every Sunday. /used My mother _______________________________ to the Zoo every Sunday.

5. This is my first visit to my cousins in the country. /time This is the _______________________________ my cousins in the country.

6. How long have Helen and Robert been married? /get When ______________________________married?

7. This is my first game of water-polo. /played I __________________________ water-polo before.

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8. If you work harder, you will earn more money. /the ________________________, the more money you will earn.

C O M M U N I C AT I O N ASKING FOR PERMISSION OR MAKING REQUESTS 1M odals are commonly used for asking permission and making requests. Study the phrases in the box and sample sentences and do Exercise 2.

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Will you... Would you… Could you?

Could you possibly...?

Would you kindly...?

Would you mind (+ing )...?

Would you be so kind as to...?

Will you carry it for me?

Could you possibly open a window?

Would you kindly open the door?

Would you mind opening the door?

Would you be so kind as to open the door?

a. B: It depends. What is it?

2. A: ______ you ______ me some coffee?

b. B: Sure. What’s the problem?

3. A: ______ you ______ turning off the lights?

c. B: No problem. It is a bit loud!

4. A: ______ you ______ me a favour?

d. B: No, not at all. I’d be glad to.

5. A: ______you _______ turning the music down?

e. B: How do you like it?

IDIOMS & FIXED PHRASES Complete the sentences using the words below.

cake

Greek the moon

minds

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1. A: ______ you ______ me with my maths?

UNIT 3B

2C omplete the requests (1-5) using the phrases from the box and an appropriate verb. Then match the requests to the answers (a-e).

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1. If you are over ___________about something, you are very happy about it.

2. If you are in two ___________about something, you have difficulty deciding what to do.

3. To refer to something as a piece of __________means that it is very easy.

4. It’s __________ to me means that you don’t understand something at all.

FAMOUS QUOTES

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Explain the sentences below in your own words.

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 The only thing we have to fear on this planet is man. (Carl Jung, Swiss psychologist)  Modern science and technology have taught us at least one lesson: nothing is impossible (Lewis Mumford, US philosopher)  Life doesn’t require that we become the best, only that we try our best. (Brown Jackson) PROVERBS Match the proverbs with their explanations and discuss their meaning.

1. Don’t cross your bridges before you come to them.

2. You can’t judge a book by its cover.

3. Where there’s a will, there’s a way.

a. We cannot know what something is like just by looking at it. b. If we have the determination to do something, we can always find a way to do it. c. Don’t worry about problems before they occur.

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UNIT 3C

ADDITIONAL READING

A DEVASTATING TSUNAMI After reading the text, discuss the questions.

1. What is a tsunami?

2. How does it threaten the Earth?

3. What happened to the countries around the Indian Ocean in 2004?

4. Can people do anything to prevent a tsunami-related disaster?

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A tsunami is a series of destructive waves created by earthquakes, mass movements above or below water, volcanic eruptions and other underwater explosions, such as testing nuclear weapons at sea. It can travel great distances and can flood coastal areas thousands of miles from their source.

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Tsunamis occur most frequently in the Pacific Ocean, but they are a global phenomenon. Japan is the nation with the most recorded tsunamis in the world.

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On December 26, 2004, an undersea earthquake measuring 9.3 on the Richter scale occurred 160 km off the western coast of Sumatra, Indonesia. It was the second largest earthquake in recorded history. It caused serious damage and deaths as far as the east coast of Africa, leaving about 230,000 people dead in the countries around the Indian Ocean.

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In addition to the large number of local residents, up to 9,000 foreign tourists (mostly Europeans) enjoying the peak holiday travel season were among the dead or missing, especially people from the Nordic countries.

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On March 11, 2011, Japan’s most powerful earthquake since records began struck the north-east coast, triggering a massive tsunami. Cars, ships and buildings were swept away by a 10 metre high wave. Four trains were missing along the coast. Thousands of people living near the Fukushima nuclear power plant were ordered to evacuate. Some 1,800 homes were destroyed in that area. The tsunami rolled across the Pacific at 800km/h - as fast as a jetliner - before hitting Hawaii and the US West Coast, but there were no reports of major damage from those regions.

WARNINGS AND PREVENTION

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Tsunamis cannot be prevented or precisely predicted, but there are some warning signs of a coming tsunami, and many systems have been developed and are in use to reduce the damage from tsunamis. Certain large animals (e.g. elephants) heard the sounds of the tsunami as it approached the coast of Sri Lanka. The elephants’ reaction was to go in the opposite direction to the noise, and they went inland.

1C hoose the synonymous word/phrase (a or b) which can replace the underlined word in the sentence.

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1. Her writing has little impact on writers abroad. a. criticism b. effect 2. He went to Africa to hunt because he wanted to get a thrill out of it. a. have some excitement b. experience danger 3. He decided to do some research into Serbian literature. a. investigate b. get some information on 4. She managed to set aside some money for her son’s education. a. save b. collect 5. She spent her entire career teaching small children. a. enormous b. whole 6. Is this exercise appropriate for students of that age? a. reserved b. suitable 7. Did the scientists forecast great disaster? a. predict b. prove 8. After his graduation he set up a small company which made animated films. a. developed b. founded 9. I am amazed by the beauty of these vases. a. excited b. surprised

GRAMMAR

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2C omplete these sentences using the correct tense of the verbs in brackets.

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1. ‘The clock is slow.’ ‘It isn’t slow, it __________________.’(stop) 2. I can’t go out because I __________________my work. (not/finish) 3. You _______________ me yet who your favourite writer is. (not/tell) 4. ________ you ________ my best friend before? (meet) 5. She _________________ all the books by Andrić. (read) 6. Jim ________________which book to read first. (not/decide) 7. He ___________ (buy) a new TV last year, but he ______________

the old one yet. (not/sell) 8. I promise I _____________ (tidy) my room later.

9. I ___________________ (take) my guests to the theatre tomorrow.

I’ve already bought the tickets.

10. _____ you ______ make a cake for the project last week? (must)

KEY WORD LIST

Nouns thrill research summary boredom impact threat

SELF-ASSESSMENT TEST 3

a VOC ABULARY cb

Adjectives rotating amazed likely intense appropriate entire Verbs reveal chase forecast target seek sweep monitor Phrasal verbs set off set out set up set something aside Expressions wipe out thrill-seeker in advance 53

Key p. 154

UNIT

4

GOOD MORNING, AMERICA A America’s past B National diversity C The school system in the USA In this unit, you will a. read, listen and talk about • America’s past • national diversity • the school system in the USA

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b. practise • the past perfect • pronouns • verbs followed by prepositions • making nouns • phrasal verbs with break • expressing opinions

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LEAD-IN

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What do you know about the people and things in the pictures? Match the sentences (1-5) with the pictures.

a wagon trail

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b Mississippi

c Indians

d westerns

e Disney

1. Heading west in these wagons was a great adventure.

2. They lived on the North American continent before the arrival of the Europeans.

3. It was a great inspiration to writers and poets.

4. The most famous producer of animated films.

5. These kinds of films described the life of the Wild West and were very popular in the 1950s and 1960s.

Track 16

Decide which of the following titles would be the best for each paragraph (1-6). There is one title more than you need.

Fighting fo r independ t es rv ha ul ence ccessf su a e at br le ce to e m Ti The first colonies depended on Britain The end of the natives of the land The settlers The first se move wes ttlers t Brave pioneers

UNIT 4A

AMERICA’S PAST

READING

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1 _________________________ On September 6th 1620, the one hundred and two men and women who were emigrants known as the Pilgrim Fathers set sail from England on the Mayflower. Two months later they landed in the region known as New England and founded the first settlements there. They found the Indians there who had lived as natives on the American continent for a long time.

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2 _________________________ The Indians showed them how to plant their crops, how to grow corn and as a result, they had a plentiful harvest which gave them sufficient food for the next winter. After they had collected the crops, they prepared a feast to thank God and the Indians for a good harvest. That was the first Thanksgiving Dinner.

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3 _________________________ In the following years, more people settled on the east coast of America. They brought with them their language and their institutions. By 1733, the settlers had founded thirteen colonies and although not all of the colonists had come from Great Britain, all were subject to the rule of the British crown.

4 _________________________ However, the disagreement over the way in which Great Britain treated the colonies gradually began to develop. These growing tensions, which lasted for a long time, finally broke out into open conflict in 1775, when the settlers revolted against England. The colonies gained their freedom in 1783 after they had signed a peace treaty with England. George Washington became the first President of the United States.

5 _________________________ At the beginning of the 19th century, a new migration started westward. Men and women left their homes in New England, where the soil was not good for growing crops, and headed west to take advantage of the fertile land.

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UNIT 4A

6 ________________ As the new settlers began moving away from the east, they came up against dangerous mountains, dense forests, Indians, and wild animals. A few brave hunters found a pass through the mountains and they led expeditions into the wild lands.

These pioneers were daring and tough men who established new American states, such as Indiana, Mississippi and Missouri.

Glossary

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Pilgrim Fathers – the English colonists who settled in Plymouth, Massachusetts in 1620 settler – a person who settles in a new colony or moves to a new country feast – a splendid meal with many good things to eat and drink sufficient – enough crop – a plant that is grown in large quantities on a farm treaty – a written agreement between countries to do something to gain – obtain, win, get

COMPREHENSION

Complete the sentences using the information from the text.

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1. The Indians lived on the American continent before ________________.

2. The Mayflower emigrants were referred to as _____________________.

3. It took the immigrants ______________ to sail from England to America.

4. The settlers organized the Thanksgiving Dinner after ________________.

5. War broke out between _______________________________.

6. The peace treaty brought _________________ to the colonies.

7. The settlers moved west because ________________________________.

8. Thanks to some brave men, the wild lands became __________________. a VOC ABULARY cb Use these definitions to find the words in the text America’s Past.

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1. someone who is born in a certain country or region (paragraph 1) 2. in large quantities or numbers (p. 2) 3. crops that are ripe and ready for gathering (p. 2) 4. to take violent action against the ruler of a country (p. 4) 5. make good use of something (p. 5) 6. willing to do things that might be dangerous (p. 6)

break out - escape break out - start suddenly break down - stop working

break down - start crying break in/into - get into a building by force break up with (someone) - end a relationship

UNIT 4A

PHRASAL VERBS with BREAK Study the phrasal verbs with BREAK and then complete the sentences below.

1. The news was terrible and we _______________ and cried.

2. The cat was so wild that it _______________of the cage and ran away.

3. Tim ________________ Jane because she was always late.

4. The car ________________ so they had to take it to the garage.

5. War between the two neighbouring countries ______________ suddenly, leaving

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people in a panic.

6. The burglars __________________ the house through the living room window and stole a valuable painting.

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WORD FORMATION

N

-ance

-er/or

V

N

д

V

-ation/-ion

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-ment

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Making nouns (1) 1 Complete the table making nouns from the given verbs, using the suffixes in the box.

-dom

V

N

V

free

expect

collect

compete

entertain

agree

appear

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sail

N

2 Use the correct word (verb or noun) to complete the following sentences.

settle, settlement, settler 1. The new ___________________ on the left bank of the river is developing quickly.

2. Moving house was very stressful, but finally we ____________ in. found, foundation, founder 1. Kate’s relatives ______________ the first sports club in this town.

2. Jean-Henri Dunant was the _____________ of the Red Cross.

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UNIT 4A

develop, development, developer 1. This country needs rapid economic __________________.

2. John needs _____________ his reading abilities. rule, rule, ruler 1. Mark has learned the names of the English __________ from the 16th to the 19th century.

2. When did Henry VIII _______________ England? collect, collection, collector

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1. My friend Martin has got a huge _____________ of CDs with the music of the Eighties.

2. Do you know anybody who is a stamp ________________?

SPEAKING 

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1 Explain in your own words

1. how the colonization of America started.

2. how the Indians helped the settlers.

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2 About you and your country

3. the conflict between the colonies and Great Britain.

4. what kind of people headed west and why.

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1. Have you heard about Thanksgiving before?

2. Is there a holiday in your country that celebrates the harvest?

3. Which are the most popular national holidays in your country?

4. Which dishes are prepared then?

READING AND VOCABULARY Thanksgiving Day Complete the sentences using the words given in the box.

dinner feast practice pumpkin sufficient celebrated seeds the Pilgrims harvest holiday 58

The Plymouth colony did not have_________ food to feed the 102 colonists, so the Native Americans helped ___________by providing _________ and teaching them how to fish. That’s

UNIT 4A

why after a good __________in 1621 the Pilgrims organized a Thanksgiving __________ to thank God and the Indians. The ___________of holding an annual harvest festival became a regular event in the late 1660s.

Today Thanksgiving Day is __________ in America on the fourth Thursday in November. It is a national ____________of great importance. The Thanksgiving ___________cannot be imagined without roast turkey, cranberry sauce, sweet potatoes and ____________ pie.

GRAMMAR

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THE PAST PERFECT TENSE

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Look at these sentences: 1. After they had collected the crops, they prepared a feast.

2. The colonies gained freedom after they had signed the peace treaty with England.

• Th e past perfect tense is used to describe an action which happened before another past action or a particular time in the past.

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We use the past perfect tense for the action that happened first and the past simple tense for what happened later.

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By the time I got home, my parents had finished their lunch.

It was 11 o’clock. The bus had left at 10.30.

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We often use the past perfect with the following words: when / after / before / already / since / by / by the time

PRACTICE

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For more information, see the Grammar summary.

1C omplete the sentences with verbs from the list in either the past simple or the past perfect.

make arrive

disappear

write

suffer

buy

start

grow

check

win

1. I finally ___________ my son see the dentist. He __________ great pain for almost a week.

2. When I ____________ at school, the teacher ______already ___________ the lesson.

3. I knew, even without looking at the drawer, that the money ____________________.

4. I was amazed when I saw her. She_______________________ a lot taller.

5. Tom finally stopped working. He ________________all the answers.

6. She _________________an essay which ____________ first prize.

7. When we __________________the book, we found out that the cover was damaged.

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UNIT 4A

2 Independence Day Complete the sentences with the correct verb form, past simple or past perfect.

send

reach

sign

want

be

decide

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Track 17

New York City – past and present

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LISTENING

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The American colonies and Great Britain ___________ at undeclared war for a year when the colonists ___________to break all ties with their mother country.

The colonies only _________ to trade with Britain, so the British king _________ more British soldiers to the colonies. On July 4th 1776, 12 colonies __________ the Declaration of Independence after they ______________ a final agreement. That’s why the Fourth of July is often called Independence Day. Fireworks, music parades and family picnics are just some of the ways in which the USA celebrates their independence today.

1 Listen to the article about New York and complete the sentences. Be careful to use the correct tense of the verbs and the correct articles with the nouns.

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1. The first settlers were _______________ who ____________ Manhattan from _________________ very cheap.

2. New York got its name from _______________.

3. Today New York is the largest city in ____________________.

4. Millions of _______________ came to America in the late 19th and early 20th centuries.

5. A lot of Chinese people live in __________________.

6. There are a lot of banks in ______________________.

7. Americans are well-known for building ___________________________.

8. The five districts of New York are connected by ___________________________.

2 Look at these dates and tell the class why they are important for New York.

1626 ____________________________________ 1664 ____________________________________ 1790 ____________________________________ September 11th 2001 ________________________ 60

Track 18

LEAD-IN

UNIT 4B

NATIONAL DIVERSITY

1D o you think that people in foreign countries are different from people in yours?

If you do, what differences can you mention?

2 Which of the following do you think is the best way to learn about the characteristics of a nation?

Travelling to a foreign country Having a computer pen friend Reading books by foreign authors

Meeting foreign people Watching films

READING

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Read the text once and circle the correct answer according to the opinions expressed in the talk show.

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1. The three young Brits have learned about America a. from books and films. b. by meeting people.

2. Americans ................... people they don’t know. a. don’t mind talking to

b. don’t socialize with 3. Americans seem to a. enjoy life and work.

b. spend a lot of time enjoying themselves.

4. In modern times, different nationalities have many characteristics in common. a. True

b. False

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The British journalist Mark Lowell asked Anna Perry, Ian Holmes and Michael Wright, three young Brits who had just returned from America, to take part in his talk show on national differences.

Mark Lowell: Do you think that there are stereotypes that can be applied to the Americans and the English?

Ian: When we talk about national stereotypes, most of the time these images are created by popular books, animated cartoons, films or propaganda. Although these types of behaviour are certainly not exclusively typical of only one nationality, I believe that there are some characteristics which can be found in most Americans or Englishmen.

Anna: I often heard the Americans boasting about their friendliness and openness. I think it is true that they are, on the whole, much more spontaneous than the British. They are generous (they spend a lot of money on all kinds of charities), lively and amusing, kind, good-tempered, goodhumoured and inquisitive. On the other hand, the English are considered to be more reserved; they like to keep themselves to themselves and praise privacy.

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UNIT 4B

Michael: During my stay in America I realized that the Americans don’t think it is ill-mannered to ask personal questions; they enjoy being sociable and they do not mind explaining to foreigners everything about baseball, their favourite game.

Mark: What about the stereotype that a typical American works hard?

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Ian: Yes, they work hard and they are always in a hurry, but they also try to spend some time relaxing - watching sports, going to the cinema, and travelling. However, these characteristics are true for the modern English, too. The only difference is that the Americans adore baseball, basketball and American football, while the English prefer to play and watch cricket and football.

Mark: People often mention ‘the American Dream’. Can you tell us something about it?

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Michael: The American dream is being successful in one’s job, success earned by your own skill and hard work. America is a society which values competition highly and admires the self-made man, no matter what kind of family he comes from.

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Mark: We are talking here about the average American or Brit, but don’t you think that we have to keep in mind the fact that these countries, like many others, have a great number of immigrants?

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Ian: Yes, that’s true. The immigrants try to keep their traditions and languages, but the majority of them also try to become a part of society.

Anna: I quite agree. In the cafe near my house all the employees are from different countries of the European Union and quite often you can hear different languages. I think that diversity of languages and cultures is a benefit to every country.

Glossary diversity – variety generous – willing to give money or help freely charity – an organization that collects money for people in need inquisitive – curious, interested to value – estimate, rate something 62

Find evidence in the text which says that

1. we can always find some characteristics that people of the same nationality have in common.

2. the Americans give all kinds of donations.

3. the English are not considered very sociable.

4. the Americans are always ready to talk about their favourite sports.

5. people in America are valued for what they are and what they can do.

6. both countries have accepted a great number of immigrants.

UNIT 4B

COMPREHENSION

a VOC ABULARY cb

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PHRASES with KEEP A Transform sentences 1–6 by using the correct phrase with KEEP without changing the meaning of the underlined parts of the sentence. in mind a promise (an appointment) a diary doing something off up with in touch up appearances lf ese something from someone on to lf ese on KEEP fit a straight face Example: Don’t let the children walk on the grass. Keep the children off the grass.

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1. I’m doing special exercises in order to stay healthy.

2. You should remember that she is an old lady and needs special care.

3. He doesn’t socialize most of the time.

4. She doesn’t tell me her secrets.

5. Her dress was so funny that I couldn’t stop myself from laughing.

6. Since my family left the town, I have stayed in contact with James.

B Discuss these questions in pairs or groups.

За

1. Where can you usually see the sign ‘Keep off the grass’?

2. Do your best friends keep their secrets from you?

3. In which situations can’t you keep an appointment?

4. Do you always keep in mind the advice your parents give you?

VERBS WITH PREPOSITIONS Many words are associated with a particular preposition. When you learn a new word, try to learn the preposition that goes with it. A good dictionary usually gives you examples.

Here are some common verbs that are associated with a particular preposition: accuse somebody OF apologize FOR arrive AT/IN a place apply TO boast ABOUT/OF congratulate somebody ON depend /rely ON somebody/something explain something TO somebody

insist ON + -ing look AT/FOR pay somebody FOR something participate IN something provide someone WITH succeed IN something spend money/time ON worry ABOUT something

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UNIT 4B

Use the verbs from the box to complete the sentences.

1. Ask your partner to _____________ to you the meaning of the phrase ‘stand for’.

2. What does your partner ______________ his/her pocket money on?

3. What time do you usually______________ at school?

4. Would you ever _____________ to your friend for something you haven’t done?

5. Have you ever ________________ your partner of cheating on a test?

6. One of our students_____________ in a discussion organized by the Olympic Committee.

WORD FORMATION

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Making nouns (2) The suffix -ness is added to adjectives to form abstract nouns denoting quality or state.

E.g. friendly – friendliness; open – openness 1M ake other nouns by adding the suffix -ness to the adjectives below.

Pay attention to spelling changes.

polite ready -

happy weak -

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kind calm -

tidy sad -

2 Complete the sentences by choosing nouns from the box.

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1. She inherited some money, but it didn’t bring her __________________________.

2. I was very grateful for his __________________________ to help me when I was in trouble.

3. She has a __________________________ for sweets.

4. I am really impressed by your __________________________ - everything is in the right place.

5. I felt a deep __________________________ upon hearing the news of her tragic end.

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C O M M U N I C AT I O N

EXPRESSING OPINIONS Asking for opinions What do you think of/about…?

What’s your opinion of….?

How do you feel about …..?

Does it seem to you that …?

Do you agree with…?

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Giving opinions I think / don’t think we (should, can…)…

I believe (that) …..

In my opinion,…

I feel / don’t feel that…

It seems to me …

1. ____________________ Gone with the Wind is the best movie ever made.

2. ____________________ get a new car.

3. ____________________ smoking should be forbidden in restaurants.

4. ____________________ the movie? I thought it was boring.

5. ____________________ it’s the right thing to do.

6. ____________________ that Marco’s proposal is a good idea?

UNIT 4B

1 Complete the sentences using the expressions in the box.

2 Answer the following questions.

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1. What do you think about national differences?

2. What national characteristics are mentioned in the text National diversity?

3. Do any of these characteristics surprise you, based on what you know about a) the Americans? b) the British?

4. In your opinion, which of them best describes a) the average American? b) the average Brit?

5. In the text, find words which you can attribute to people in your country.

GRAMMAR PRONOUNS

2 Indefinite pronouns / adverbs

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1 Reflexive pronouns

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Look at this example and answer the questions below.

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They like to keep themselves to themselves.

1. How do we form reflexive pronouns?

2. Is there any difference between the singular and plural forms?

3. When do we use reflexive pronouns?

Look at these examples:

1. T ell us something about ‘the American Dream’.

2. They can explain everything about baseball.

Before you start doing exercises, study the PRONOUNS table in the Grammar summary.

PRACTICE 1 Complete these sentences using the appropriate reflexive pronoun.

1. He has kept _______________ busy by staying in shape playing golf.

2. Professional basketball players have to look after ________________.

3. We enjoyed __________________ watching the basketball match between the Lakers and the Bulls.

4. I always burn ________________ when putting a cake in the oven.

5. The dog looked at ___________________ in the mirror.

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UNIT 4B

2 Complete these sentences with the correct indefinite pronoun/adverb.

1. ______________ phoned asking for you, but didn’t say his name.

2. ___________ has brought food for the party. We have nothing to eat.

3. _____________has taken her bicycle. How will she get to school?

4. She lives ______________ near her school. She’s a lucky girl!

5. They couldn’t find her watch ______________ although they searched the whole house.

BRITISH AND AMERICAN ENGLISH In the text, find the words which are spelt / pronounced differently or have different names in American English. This table will help you.



Famous Americans

Differences in pronunciation: BE AE dance /dæns/ dance /da:ns/ - hurry /hΛri/ - hurry /h3:ri/ Differences in using prepositions: AE BE See you on Monday. /See you Monday. at the weekend / on the weekend write to someone / write someone Are you at home? /Are you home?

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AE traveled tire program behavior catalog center color theater

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Spelling BE travelled tyre programme behaviour catalogue centre colour theatre

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WRITING

AE fall drugstore storey sidewalk store railroad cab elevator

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Vocabulary BE autumn chemist’s floor pavement shop railway taxi lift

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1T hese people in the pictures are / were famous writers, sportsmen, political leaders, inventors, or actors, who became known not only nationwide but all over the world.

Ernest Hemingway writer and journalist

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Thomas Edison inventor

Walt Disney film producer

Martin Luther Michael Jordan King basketball player fought for the rights of African Americans

Meryl Streep actress

2C hoose one person and write a short composition about their life and achievements. Try to find as much information as possible on the Internet or in books.

Geography

6. The second most commonly spoken lan-

1. New York has got a nickname

guage in the USA is:

a. The Big Apple

a. Chinese

b. The Big Pear

b. Spanish

c. The Big Orange

c. Japanese

2. Which of these parks

People

UNIT 4B

THE GREAT AMERICAN QUIZ

7. Tom Sawyer was written by

is in New York?

a. Jack London

b. Yellowstone Park

b. Ernest Hemingway

c. Central Park

c. Mark Twain

3. The longest river in the USA is

8. Who received the Nobel Prize in Literature,

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a. Hyde Park

in 2016?

a. the Mississippi

a. Bob Dylan

b. the Missouri

b. Bill Clinton

c. the Hudson

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c. Neil Armstrong

the Moon in b. 1969 c. 1970

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a. 1968

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4. The first men landed on

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History

9. Who played the lead role in The Pirates of the Caribbean films? a. Harrison Ford b. Tom Cruise c. Johnny Depp

5. The American Civil War was fought be-

10. Who became famous for Microsoft com-

tween ______ of the country.

puter operating systems?

a. the south and the east

a. Thomas Edison

b. the north and the south

b. Bill Gates

c. the east and the west

c. Alexander Bell

QUOTATIONS Discuss in pairs the following quotations.

‘Generosity is giving what you could use yourself.’ (Unknown) ‘Kindness is a language which the deaf can hear and the blind can read.’ (Mark Twain)

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UNIT 4C

ADDITIONAL READING

ADDITIONAL READING

THE SCHOOL SYSTEM IN THE USA Luka Petrović has an assignment to talk about the school system in America and he asked his American friend Steve to help him. This is part of Steve’s letter.

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In the USA there is not a single unified national system of education.

Each of the 50 states has its own laws regulating education. Children begin school at the age of 5 or 6 and continue until the age of 18. In most US schools, marks are A, B, C, D, and F with an A being excellent and an F being a fail.

In most public and private schools, education is divided into three levels: elementary school, middle school (sometimes called junior high school), and high school (sometimes referred to as secondary education). High school or senior high school usually runs from the 9th through to the 12th grade. The students in these grades are commonly referred to as freshmen, sophomores, juniors, and seniors.

Generally, at high school level, students are required to take a minimum number of compulsory subjects, but may also choose additional subjects (‘electives’) to fill out their required hours of learning.

Compulsory subjects are: English (literature, humanities, composition, oral languages, etc.), Science (biology, chemistry and physics), Mathematics (algebra, geometry, statistics), Social sciences (including various history, government/economics courses) and Physical education.

Common types of electives include: Computers, Athletics, Career and Technical Education, Journalism, Performing Arts, Visual Arts or Foreign languages (Spanish and French are common).

Many states require a ‘health’ course where students learn about nutrition, first aid, drug problems and birth control.

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EXTRACURRICULAR ACIVITIES In American schools, high priority is given to sports, especially American football and basketball. Outstanding athletes easily get scholarships for universities even if they are not excellent students. You can’t imagine how popular they are in their community. Sports events cannot be imagined without cheerleading, of course. Most high schools have teams that cheer at athletic events. Cheerleaders have to work hard and they are also very popular in their schools.

In addition to sports, there are other activities which include musical groups, marching bands, student parliaments, school newspapers, science fairs, debate teams, and clubs.

I hope this letter has given you some basic information on secondary education in the States. I’m looking forward to hearing from you soon.

Steve

1U se the correct word/words from the list to complete the sentences.

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1. They were very poor and depended on the ________ of other people.

2. There was no one nearby who had seen him trying to ________ _____ the house.

3. When we moved house, we promised to _____ _____ ____with our neighbours.

4. He doesn’t have the courage to ____ ____ ____ her.

5. A fire ________ ______ in the local theatre late last night.

6. It is a country of great ____________; a lot of different nations live there.

7. My car _______ _______ and I had to take a taxi.

8. You get tired easily. You don’t ______ _____.

WORD FORMATION

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2M ake nouns from the verbs in the list and complete the sentences.

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GRAMMAR

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1. The first British ______________ lived on the east coast of America.

2. I’ll ask them for a _____________ of my jewellery.

3. This town has changed a lot since the __________ of the university.

4. The ____________ to the west started very early.

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3P ut the verbs in brackets into either the past simple or past perfect tense.

1. They ________________ (drive) through the Tunnel to England after they ____________________ (visit) France.

2. I suddenly _______________(remember) where I ________________ (meet) her before.

3. As soon as my guests _______________ (leave), I _______________(begin) washing up.

4. He _______________(be) a teacher for five years when he ____________ (decide) to become a singer.

5. She _________________(realize) that she _________________ (forget) to pay the bills.

6. By the time she ____________(reach) the house, the ice cream ______________. (melt)

KEY WORD LIST

Nouns feast friendliness treaty harvest crop diversity charity

SELF-ASSESSMENT TEST 4

a VOC ABULARY cb

Adjectives generous inquisitive good-tempered good-humoured reserved hard-working Verbs settle gain found migrate value revolt Phrasal verbs break out break down break in/into break up with Expressions keep in mind keep up with keep in touch keep promises keep fit 69

Key p. 154

UNIT

5

TRADITIONAL HOLIDAYS A New Year’s celebrations B New Year’s celebrations all over the world C Chinese horoscopes In this unit, you will a. read, listen and talk about • traditional festivals • New Year’s celebrations

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b. practise • the use of articles • relative clauses • linking words • prepositions used with adjectives • phrasal verbs with give • expressing general greetings and inquiries

LEAD-IN 1 A Write as many words as you can think of associated with New Year.

E.g. decorations, greetings cards, etc.

B Choose five words from the list and use them in appropriate sentences.

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2 In pairs, discuss the following questions.

• Why do people celebrate New Year?

• What kind of wishes do people make at the beginning of a new year?

• Which is your favourite holiday?

READING

UNIT 5A

NEW YEAR’S CELEBRATIONS

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All over the world, people welcome in the New Year because it means a renewal of life. It is a time to reflect on the past and think about the future. It is one of the oldest of all holidays and we can find the origins of New Year’s celebrations with the ancient Egyptians and Babylonians, at least 4,000 years ago.

According to the Julian calendar, which was established in 46 BC by Julius Caesar, January 1st is the start of a new year. In the beginning Western nations didn’t celebrate this date as a holiday. However, as Christianity spread, the church began to accept the festivities.

Nowadays, most countries use the Gregorian calendar, which was designed in the 16th century. However, some Eastern Orthodox churches still use the Julian calendar and New Year falls on 14th January. That’s why people in Serbia celebrate January 1st as a public holiday and January 14th, the ‘Old New Year’, as a religious holiday.

FOR LUCK IN THE NEW YEAR

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Around the world, different cultures have their own traditions for welcoming in the New Year, mainly based on bringing luck.

Traditionally, the food we eat is thought to bring luck. Many cultures believe that eating pork, all kinds of green vegetables, or anything in the shape of a ring is good luck because it symbolizes the completion of a year’s cycle.

For that reason, the Dutch believe that eating doughnuts on New Year’s Day will bring good fortune.

In England and Scotland, the old custom of first-footing is important. It is believed that the first visitor must be male, dark-haired, young and healthy because the family’s luck for the rest of the year depends on this guest.

Therefore, people arrange for the right person to come. In Serbia, however, the same custom is practised on 7th January, at Christmas.

In Asia, the Japanese hang a rope of straw across the front of their houses, which symbolizes happiness and good luck, to keep out evil spirits, while the Chinese give their children a red envelope which contains lucky money.

All over the world, the New Year is a time for new beginnings. People give cards and gifts are exchanged. They forget all arguments because this time of year is a time to be happy and generous. Among the various New Year traditions are New Year’s Resolutions. We often say that we are ‘turning over a new leaf ’ in the New Year. Popular resolutions nowadays might include losing weight or giving up smoking.

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UNIT 5A

Glossary renewal – rebirth to design – to think of and plan; to draw plans or decide how something will look or work to reflect – to think carefully and deeply about something straw – dried plants that are used for animals to sleep on or for making things (baskets, hats) doughnuts – small round cakes, often in the form of a ring. resolution – decision

COMPREHENSION Answer the questions.

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1. What is the difference between the Julian and Gregorian calendars?

2. What are some traditional beliefs related to the food we eat on New Year’s Day? 3. What can you say about the old custom of first-footing?

4. What do the Japanese do to keep out evil spirits?

5. What can you say about the tradition of making New Year’s Resolutions?

6. Do people make New Year’s Resolutions in your country? a VOC ABULARY cb

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1 Complete the sentences using the highlighted words in the correct form.

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1. Many cars run on petrol which ____________ lead.

2. Before I decide, I need time to ______________.

3. They were discussing the ______________of life on Earth.

4. It was ________________ of him to offer to pay for both of us.

5. They wanted to ______________ a machine that was both attractive and practical.

6. The population almost doubles in summer, ____________ because of the film festival.

2 Match the words that are opposite in meaning.

1. generous 2. evil 3. old 4. happiness

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a. good b. up-to-date c. sadness d. mean

3 Easily confused words. Say the difference between the following pairs of words.

1. lend – borrow 4. luck – fortune 2. old – ancient 5. hung – hanged 3. among – between 6. keep – hold

Fill in the correct prepositions. Then choose any four phrases and make sentences using them.

Example: reflect on – I reflected on the child’s future.

1. _____ least 2. to be based ______ 3. ______ New Year’s Day 4. according _____ 5. depends _____

UNIT 5A

PREPOSITIONS

6. to arrange _____ something 7. all ______ the world 8. New Year falls ______ a different time 9. _______14th January 10. Beliefs are related _______

PHRASAL VERBS with GIVE

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1 Choose the phrasal verb which relates to the definition.

1. To tell someone something that you should keep a secret. ______ a) to give away b) to give back c) to give off

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2. To finally agree to do or accept something that you opposed at first. ______ a) to give back b) to give in c) to give up

3. To stop doing something, especially something that you do regularly. ______ a) to give in b) to give away c) to give up

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4. To admit that you are defeated in a game, fight, competition, etc. _______ a) to give away b) to give in c) to give off

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д

5. To produce gas, heat, or a smell. ________ a) to give off b) to give away

c) to give up

За

6. To return something to the person who gave it to you. ________ a) to give away b) to give back c) to give up 2 Complete the sentences using the correct particle to form the phrasal verb with give.

1. I need to give Jack ____________ the money he lent me.

2. The manager says he won’t give __________ to the workers’ demands.

3. Don’t worry; she will give nothing _________.

4. We have given _________ all hope of finding them.

5. They argued until his sister finally gave __________.

6. Something is giving _____ a smell like burnt toast.

7. I have given ______ trying to help Peter. It’s useless!

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UNIT 5A

GRAMMAR ARTICLES

When we are talking about one thing in particular, we use the. When we are talking about one thing in general, we use a or an. Look at the examples from the text.

It is a time to reflect on the past and think about the future. the Chinese New Year; a religious holiday; a new leaf; the world Compare the following sentences. a, an

The capital of France is Paris.

I have found the book that I lost.

Have you washed the car?

I saw the moon last night.

I was born in a town.

John had an omelette for lunch.

James Bond ordered a drink.

I saw a star last night.

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the

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Of course, we can often use the or a/an for the same word. It depends on the situation, not the word. Look at these examples: We want to buy an umbrella. (Any umbrella, not a particular umbrella.)

Where is the umbrella? (We are looking for our umbrella, a particular umbrella.)

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See the Grammar summary to revise the use of articles.

PRACTICE

д

Complete the following sentences with a / an or the.

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1. There is _______ boy in the garden. _______ boy is _______ friend of mine.

2. Such ________ beautiful garden should not be spoiled.

3. She bought it at half ________ price.

4. ________ Sahara is ________ largest desert in ________ world.

5. There are ________ dozen eggs.

6. My brother is studying to be ________ doctor.

7. I have to go to ________ bank.

8. I am reading _______magazine at ________ moment.

9. _________ books on ________ shelf are not Helen’s.

10. I met _______ interesting chap at _______ party last night.

11. There was _____ accident yesterday at _____ corner of _____ street.

12. Fred’s grandfather is _______ famous musician.

13. I think that __________ keys are in _______ kitchen.

14. _______ Browns left for _____ Alps.

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A relative clause begins with a relative pronoun: who, whose, which or that.

Relative clauses can be defining or non-defining.

UNIT 5A

RELATIVE CLAUSES

1. A defining relative clause comes after a noun or noun phrase which it defines.

The Chinese give their children a red envelope which contains lucky money.

Note: We can also use why, when and where.

E.g. This is the house where we lived as kids.

2 Non-defining relative clauses introduce a clause which provides some additional information about someone or something.

(See Pronouns in the Grammar summary.)

PRACTICE

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E.g. The Japanese hang a rope of straw, which symbolizes happiness, across the front of their houses.

Note: • We can leave out a non-defining relative clause.

• We do not use the relative pronoun that with non-defining relative clauses.

• We use a comma before and after a non-defining relative clause.

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Combine the following pairs of sentences by using a relative pronoun and making any changes necessary.

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E.g. I am waiting for my friend. He is late. = I am waiting for my friend who is late.

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1. The money has disappeared.

It was on the table.

2. I spoke to a beautiful child.

She lives next door.

3. I have a friend.

His mother is my teacher.

4. This is Jason Carlston.

He owns all the hotels in this town.

5. The police car has now been found.

It was stolen.

6. He is a poet.

His poems are widely admired.

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UNIT 5B

READING

NEW YEAR’S CELEBRATIONS ALL OVER THE WORLD

Track 21

Talk about the following: • How do people usually celebrate New Year?

• What is the general feeling among people on New Year’s Day?

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New York is well known for its New Year celebrations and people from all over America come to Times Square, a tradition since 1906. A huge, brightly-lit ball made of glass descends as the clock strikes 12 on New Year’s Eve. It looks like a bright star as it falls through the darkness. When it reaches the ground, people throw tiny pieces of colourful paper into the air, cry out ‘Happy New Year’ and sing the traditional New Year song. Those who are not able to get to Times Square can watch on television.

Fireworks are also a typical part of American celebrations as the midnight sky on New Year’s Eve is lit up by beautiful firework displays. In the past, it was believed that ghosts were afraid of light and noise, and fireworks resulted from the tradition of frightening evil forces away.

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In England, crowds of people gather on Trafalgar Square to hear the chimes of London’s Big Ben announce the arrival of the New Year. Gathering on the main squares in towns has also become a tradition in Serbia. People listen to music, sing, dance and enjoy firework displays.

За

In Australia, New Year’s Day is a public holiday and many people have picnics and camp out on the beach. It is a day for outdoor activities, such as rodeos, picnic races and surf carnivals.

When the clock strikes midnight, the Spanish eat 12 grapes to bring good luck for the next 12 months. Sometimes the grapes are washed down with wine.

The Celebration of the Buddhist New Year is an occasion of great joy. People spray water on whoever they meet in the streets – it doesn’t matter if it is a friend or a stranger.

Glossary 76

to descend – come down display – show, presentation

1 Finish the sentences according to the information in the text.

UNIT 5B

COMPREHENSION

1. In New York, at Times Square, people watch a _______________________________________.

2. According to the traditional belief, fireworks ________________________________________.

3. Trafalgar Square is a place where _________________________________________________.

4. In Australia, on New Year’s Day people organize _____________________________________.

5. The Spanish eat 12 grapes _______________________________________________________. a VOC ABULARY cb

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1 Match the highlighted words from the text to their explanations below.

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1. __________ - making you feel afraid 2. __________ - a ringing sound made by a bell or clock 3. __________ - tell people something officially, especially about a decision or plan 4. __________ - to come or go down from a higher to a lower level 5. __________ - a special event, ceremony or celebration; a time when something happens 2 Use the highlighted words in their correct form to complete the sentences below.

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1. I’m saving this bottle of champagne for a special _____________.

2. We are pleased to ____________ that all five candidates were successful.

3. It’s ______________ to think it could happen again.

4. I heard the clock _____________ and turned the lights on.

5. She ______________the stairs slowly and went out without looking at us.

SPEAKING 

New Year’s celebrations – Class discussion Talk about the following:

customs related to the celebration of New Year presents we buy for friends and members of our families how you celebrated the last New Year the atmosphere in your town

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UNIT 5B

WORD FORMATION Make nouns from the verbs in brackets to complete the sentences.

1. The _________________ of their engagement came as a surprise. (announce) 2. There was a big _____________ for Helen’s birthday organized on the beach. (celebrate) 3. An ______________ can be a business or some other kind of institution. (establish) 4. The new project is nearing its________________. (complete) 5. She telephoned me yesterday but made no _____________ to see me. (arrange) 6. We devoted several days to the ______________ of that magnificent site. (explore) 7. He expressed his ________________for what they had done for his family. (appreciate)

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FOCUS ON

keen on similar to married to rude to good/bad at interested in

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angry/furious with someone angry about something happy about concerned about worried/upset about well-known/famous for responsible for

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afraid of made of jealous of aware of capable of fond of proud of

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ADJECTIVES and PREPOSITIONS Here are a few common expressions with particular prepositions:

Fill in the gaps with the correct prepositions.

1. The mayor is particularly keen _______ building a new theatre.

2. You shouldn’t get upset __________ little things.

3. I’m hopeless _______ maths.

4. Your bag is very similar _______ mine.

5. Ashley is extremely proud _______ her students’ rapid progress.

6. Karl was very rude ________ the waiter.

He should be ashamed ________ himself!

7. Steve’s not very good _______ remembering people’s names.

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UNIT 5B

GRAMMAR THE OMISSION OF ARTICLES • We don’t use an article with the following nouns used in a general sense.

– plural nouns – Women live longer than men.

– uncountable nouns – Heating and electricity cost a lot.

– abstract nouns – He writes about love and death.

Note: We use the with plural nouns and uncountable nouns when we mean particular people or things.

The women in our family are taller than the men.

The weather in England was good, but the food wasn’t. don’t use an article before: personal names, the names of towns, most countries, continents, single mountains, lakes, squares, streets, parks, days, months, festivals, meals, school subjects, languages (when the word language is not mentioned), etc. However, there are often exceptions to this rule.

•N o article is needed before bed, church, court, hospital, prison, school, college, university, etc. when these are used for their primary purpose.

• Articles are not needed in some expressions like to/at sea, to/at/out of work, in/out of town, etc.

For more information, see the Grammar summary.

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PRACTICE

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Complete the following sentences with the correct article. Leave the gap blank if an article is not needed.

1. ___ football they play in ____America is different from ____ game they play in __England.

2. She is studying _____ architecture, and I am sure she will make ____ good architect.

3. Tom arrived at ______ dawn, and left in ______evening.

4. John has quite ______ good collection of ______ stamps.

5. _____ boy over there is ______ worst in _____ class at _____ French.

6. ______ Kazbek is one of ______ highest mountains in ______ Central Asia.

7. I forgot to pay _____ bill, and now _____ gas has been cut off.

8. ____ Dublin is in _____ Irish Republic.

9. _____ life is hard, especially _____ life of _____ artist.

10. We were going to play ______ basketball after _____ dinner.

Dublin 11. What ______ beautiful shoes you have bought!

12. He was sent to ______ prison for stealing cars.

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UNIT 5B

LISTENING



Track 22

New Year’s Eve in Japan

Listen to the text and do the following exercises.

1 Complete the sentences in A with their endings in B.

A B a. 108 times.

1. Cleaning the house b. to take away poverty and unhappiness.

2. Osechi is 3. Singing Battle between the Red and the White c. a traditional meal.

Team d. is an important way to start a new year.

4. The watch-bell rings e. has been on the air for 50 years.

5. The purpose of the bell is

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2 Answer the following questions.

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1. How do Japanese people start the day to welcome a new year?

2. When do they eat the traditional meal?

3. What is osechi made of?

4. What do men hang on the front door?

5. What do Japanese people watch in the evening?

6. What do they listen to at midnight?

Now listen to the text again and check your answers.

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LINKING WORDS

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HOWEVER / BECAUSE / SO /ALTHOUGH / SO THAT / IN ORDER TO / IN SPITE OF (DESPITE)

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Read the short text below and say what the linking words in bold express: purpose, result or contrast.

За

Despite the fact that she said she wouldn’t go anywhere for New Year, Sarah liked her friends’ idea of going to a club. She decided to ask her parents for permission, so that she could go, too.

Although she knew they didn’t have any money to buy her a new dress, she hoped they would agree to let her go, because they had never refused before. However, the dress still might present a problem even if they allowed her to go.

PRACTICE Complete these sentences with one of the linking words.

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1. I have asked you to come ______________I can explain the situation to you.

2. ____________ get to know him better, she asked him to lunch.

3. ______________ he didn’t like her, he gave her the job.

4. We climbed to the top _______________ we could get a better view.

5. Carol went downtown __________to buy a pair of shoes.

6. _____________ what I said last night, I still won’t go there.

7 _______________ hard she tried, nothing seemed to work.

UNIT 5B

KEY WORD TRANSFORMATIONS Rewrite these sentences using the words in bold.

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1. I can’t play tennis very well. /good I ________________________________ playing tennis.

2. I can’t say I really like cooking every day. /keen I can’t say ____________________________ every day.

3. They carried on climbing despite such heavy snow. /although They carried on climbing ____________________________ heavily.

4. His handwriting is so small I can hardly read it. /such He has ______________________________ I can hardly read it.

5. If you stop smoking, you will feel much better. /give You’ll feel much better if _________________________.

EXPRESSING GOOD WISHES

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C O M M U N I C AT I O N

Look at some wishes which usually appear on greetings cards at Christmas, New Year and on other occasions.

Expressing general good wishes I wish you every success!

All the best!

Have a good/nice time!

I hope everything goes well!

Responding to good wishes Thank you very much.

Thanks. You too.

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Expressing good wishes on a special occasion We wish you a Merry Christmas and a Happy New Year.

A very Happy New Year to you.

Happy birthday/Anniversary!

Many happy returns (of the day)!

WRITING



Write a greetings card with best wishes for your friend for the occasion you have chosen. You may find the above expressions useful.

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UNIT 5C

ADDITIONAL READING

CHINESE HOROSCOPES Chinese astrology is different from Western astrology. There are twelve signs, but each sign is for a year, not a month.

Here are the Chinese signs and their meanings. What sign are you? Find the year when you were born. (Remember that the Chinese year begins at the end of January or in early February.) Are you really like your animal?

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The Rat: 1960 1972 1984 1996 2008 Rats are good at talking. They love to hear bad news about people and are aggressive!

The Ox: 1961 1973 1985 1997 2009 People who are born under this sign are slow, patient and quiet. They are good workers.

The Tiger: 1962 1974 1986 1998 2010 Tigers are leaders. They have very attractive personalities and are very lucky.

The Rabbit: 1963 1975 1987 1999 2011 People who are born in rabbit years are the happiest. They enjoy being with people and can be good actors.

The Dragon: 1964 1976 1988 2000 Dragons have strong personalities. They are brave and always say what is wrong and what is right.

The Snake: 1965 1977 1989 2001 People who were born in the year of the snake are wise and have a good sense of humour.

The Horse: 1966 1978 1990 2002 Horse people are independent, but have no confidence. Love is very important to them.

The Sheep: 1967 1979 1991 2003 Sheep people are artistic and love nature, but they worry a lot. They are terrible at making decisions.

The Monkey: 1968 1980 1992 2004 Monkeys enjoy life and are very original.

However, they are neither patient nor very honest.

The Rooster: 1957 1969 1981 1993 2005 Roosters always think they are right. They are proud and they are dreamers, but they are also brave.

The Dog: 1958 1970 1982 1994 2006 Dogs don’t talk a lot, but they worry. They are honest and can be very good friends.

The Pig: 1959 1971 1983 1995 2007 Pigs are very rarely angry. They like helping people and are honest. They also like asking questions.

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1C omplete the sentences using the correct forms of verbs/ phrasal verbs from the Key word list.

1. She tried to ________________ the stairs, but fell.

2. How many times did the clock _______________?

3. Susan had a lot of old clothes so she decided to _______ them ______.

4. They ______________ the bad news all over the town.

5. I argued with Jim about which film to watch, but finally I ___________.

6. This box is heavy. What does it __________________?

7. There were a lot of books __________________ on the shelves.

2 Complete the table with the correct forms of the given words.

NOUN occasion

ADJECTIVE

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VERB -----reflect -----announce

------

origin

-----frightening -------

descend

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-------

GRAMMAR

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3 Add an article where necessary.

1. I’d love to spend _____ week cruising on _______Nile.

2. I’ve been to _____top of _____ Eiffel Tower.

3. I’d really like to have _____ holiday in _____Caribbean.

4. How did you like _____ film?

5. Put ______ butter on ______ shopping list.

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4 Each sentence below has an error in the use of articles. Find it and correct it.

1. My brother is studying to be doctor.

2. She was wearing a blue trousers.

3. The bananas are my favourite fruit.

4. I’ve got the headache.

5. The life is hard these days.

6. I think there’s the letter for you.

5 Combine the following pairs of sentences by using a relative pronoun and making any changes necessary.

1. Marcia is a friend of mine. She lives in Spain.

2. John has a cat. It likes lying on the roof.

3. An airport is a place. Planes take off and land there.

4. Do you know Jane? Her mother is a famous pianist.

5. He made an offer. We couldn’t accept it.

Key p. 154

KEY WORD LIST

Nouns origin renewal resolution occasion custom

SELF-ASSESSMENT TEST 5

a VOC ABULARY cb

Adjectives approximate frightening mainly evil ancient bright tiny Verbs announce reflect design display contain descend celebrate spread strike Phrasal verbs give in give away give off Expressions first-footing bring luck

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UNIT

6

OUR GREEN PLANET A Our world in danger B The Amish do not pollute the Earth C Global warming – global warning In this unit, you will a. read, listen and talk about • pollution • the Amish and their way of life • global warming

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b. practise • the passive voice • the gerund • numbers • formation of verbs • phrasal verbs with hand • e xpressing likes, dislikes and preferences

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LEAD-IN

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hich of the problems in the pictures can you match with the newspaper headlines?

W In what different ways do we pollute the environment?

Save tropical rain forests, save lives 84

Oil spill in the North Sea

Feed the hungry world! Stop industrial waste flow into water!

Another nuclear power Smoking affects nonstation? smokers Save the whale!

What do we breathe?

You are going to read about pollution. Decide which of the following titles would be the best for each section (A-E).

1. Taking action 2. Water pollution 3. The problem of pollution

UNIT 6A

OUR WORLD IN DANGER

4. Finding supporters 5. Bicycles as a solution

READING A _______________

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Over the past few years people all over the world have become very concerned about environmental problems. The increase in pollution, which is caused by our modern way of life, is one particular worry. With more people living in towns and more industry, pollution is only going to get worse. The air we breathe is polluted and our health can be affected. Young children and the elderly suffer in particular.

B _________________

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One problem which is a result of pollution is acid rain. This harms rivers, lakes, and forests, killing the fish and wildlife in them. It also damages buildings, bridges, and monuments.

Most factories and vehicles use oil or gasoline for energy.

When this burns, acids are produced which pollute rain or snow.

Some chemicals are also dumped into rivers, seas and oceans by factories and these can affect species like whales and dolphins and the fish they eat. Often dead fish can be seen floating on the water as a result of this pollution.

C ________________ Pollution is also caused by traffic. You may think that this is a major problem in your country and that there are a lot of cars in the world. However, there are also two bicycles for every car.

In Britain there are more bicycles than cars and in China, there are 540 for every car.

Some people think that bicycles can solve the problem of pollution and that’s why they ride their bicycles to work. In many big cities, bicycle lanes have been built to prevent accidents which happen when cyclists use the same lanes as cars. This means riders feel safer and the number of people using bikes is growing every day.

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UNIT 6A

D __________________ Apart from the use of bicycles, steps are being taken to prevent pollution damaging our environment in many countries in the world. Through the efforts of scientists, business leaders, and individuals, the amount of pollution on the planet can be reduced.

Greenpeace is a non-profit organisation which was started many years ago and acts in 40 countries across the world. Its aim is to reveal environmental problems to the world and to find solutions for a green future. Their activists campaign to: stop climate change, stop the nuclear threat, eliminate toxic chemicals, save the oceans and protect sea life, prevent experiments on laboratory animals, etc.

E___________________

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Greenpeace relies on supporters worldwide and encourages more people to take action every day.

Their motto is: ‘When the last tree has been cut, the last river poisoned, and the last fish killed, we will discover that we can’t eat money.’

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Glossary

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COMPREHENSION

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to dump – throw away environment – the air, water and land around us pollution – dirty water, air, land acid rain– rain that contains dangerous chemicals to cause – make something happen to affect – have an influence on somebody or something

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1T rue or False?

Give reasons for your answer and mention details from the text to support the answer.

1. Pollution is the only environmental problem.

2. Pollution only has harmful effects on our health.

3. Acid rain is rain polluted by acid from factories and other industrial processes.

4. Many people use bicycles instead of cars in order to reduce the level of pol­ lution.

5. No steps have been taken so far to reduce the amount of pollution.

6. Greenpeace members are trying to persuade more people to take part in their activities.

7. The aim of Greenpeace activists is only to point out the environmental problems.

SPEAKING  86

Summarize each paragraph in one or two sentences.

Complete the sentences using the highlighted words in the text in their correct form.

UNIT 6A

a VOC ABULARY cb

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1. The _______________ in salary would make me really happy.

2. He tried to ____________________ the accident, but didn’t succeed.

3. I’ll go out to ___________________some fresh air.

4. The teacher___________________ his pupils to take part in the play last week.

5. Greenpeace activists are trying to ____________ water pollution.

6. I am _________________about young children’s health.

7. Don’t start smoking; it may _____________ your health.

WORD FORMATION

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Complete the sentences by using the correct form of the word in capital letters.

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It is hard to ________ that the largest whale of all, the blue whale, has almost BELIEF disappeared. In 1904, there were 150,000 blue whales swimming in their ______________ habitat, any ocean of the world. By1963, fewer than NATURE 2,000 remained. Modern hunting ________________ has caused the deaths EQUIP of 99 percent of this _______________ species.

AMAZE REGULATE ENDANGER MASS

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Many nations have agreed to bring in _______________ to protect blue whales because they have become an _________________ species. Human beings have benefitted greatly from these ___________, fast animals

and they have become thoughtless and made blue whales almost extinct.

We should support those groups whose main aim is the ____________ of whale killing.

PREVENT

SPEAKING  Keep the environment clean!

1C lass discussion Prepare to talk about the main environmental problems in your area.

a. b. c. d.

Name the type of problem.

Say what causes pollution.

What could be done to reduce pollution?

What could you yourself do about it?

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UNIT 6A

Here are some suggestions. Add a few more and give your comments.

To reduce pollution

• • • • •

control emissions from factories and vehicles move factories outside the city stop using rivers as dumping sites don’t throw chemicals into water don’t destroy forests by cutting trees down.

GRAMMAR

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THE PASSIVE The verbs in the following sentences are all used in the passive. a. Which tenses of the verb to be are used in examples 1, 2, 3, 4 and 5? b. Which form do the main verbs take in each sentence? c. Which tense is used in the passive form in each example?

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1. The air we breathe is polluted.

2. Steps are being taken to prevent damage from pollution.

3. Greenpeace was started many years ago.

4. In many big cities bicycle lanes have been built to prevent accidents.

5. The amount of pollution on the planet will be reduced.

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When is the passive used?

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a. Jane makes delicious cakes. b. Delicious cakes are made in this bakery. a. The verb is active when the focus is on the person doing the action. b. The verb is passive when the focus is on the action and not on the person doing it.

За

Note the word order in the passive sentence.

Active – Traffic causes pollution. – Subject + verb + object Passive – Pollution is caused by traffic. – Object +be + past participle + by + subject Note the change when a personal pronoun is the object of a sentence:

He told me to be more careful in the future.

I was told to be more careful in the future.

For more information, see the Grammar summary.

PRACTICE 1L ook back at the text Our world in danger and underline all the examples of the passive that you can find.

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1. The increase in pollution was caused by smoke from this factory.

2. Chemicals are dumped into the sea every day.

3. A careless driver caused the traffic jam.

4. Many bicycle lanes have been built in this city.

5. Many factories use oil.

6. Young children suffer because of pollution.

UNIT 6A

2L ook at the verbs in each sentence and circle the active verb forms and underline the passive verb forms.

3 Complete the sentences using the verbs in brackets in the correct tense.

Before you start this exercise, look at the examples of passive forms in the Grammar summary.

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1. Everybody agrees that modern cities __________________________. (pollute) 2. Something must _________________________ about pollution. (do) 3. My city _________ often ______________ in smog. (cover) 4. The factory _____________________ out of the town soon. (move) 5. An underground railway _________________ in 2000. (open) 6. A new warning sign ____________________up on the hill recently. (put) 4 Put the following sentences into the passive.

5. He told them to be quiet.

6. They have promised us more money.

7. We must warn them of the danger.

8. They are keeping her in hospital.



Track 25

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LISTENING

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1. Do they control the pollution in this area?

2. Are they building a new bridge over there?

3. Most factories used gasoline for energy.

4. They will inform her about the test results.

Famous sites in danger

By

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1 W hich of the following could be the answers to the question: ‘How can people damage the sites?’

... writing graffiti ... walking over the grass ... touching things

... visiting the place in great numbers ... littering the place (leaving empty bottles, cans, etc.) ... stealing valuable things ... burning trees.

2N ow listen to the text to find out which environmental problems are mentioned.

3 Listen to the text again and answer the following questions.

1. Can tourism change the environment? In what ways?

2. Which sites are especially in danger?

3. Which popular sites are mentioned?

4. What has had to be done to prevent people from damaging the historic sites?

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UNIT 6B

THE AMISH DON’T POLLUTE THE EARTH

Track 26

Read the text once and do the exercise below.

Which paragraph talks about

1. what technology the Amish use?

2. when the Amish moved to North America?

3. what they sell to tourists?

4. how they dress?

5. what their way of life is based on?

READING

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A Can you imagine life without cars, TVs, computers, the Internet or cinemas and night clubs? If you happen to travel through Lancaster, Pennsylvania, USA, you will meet people who live without all these things. They don’t have electricity and they use horses instead of cars. This is the way that the Amish, as they call themselves, have chosen to live.

C

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B The Amish are a religious group that was started in the 1720s in Europe. They are united by their beliefs. As a result of persecution, the Amish began to immigrate to North America in the 18th century. Three quarters of all Amish are located in just three states: Ohio, Pennsylvania, and Indiana. Most of them live in rural areas.

За

The Bible is the sacred book of the Amish people. In addition to the Bible, there are unwritten rules on which Amish people base their morals and way of life. Traditions have been passed down from generation to generation and have kept the Amish lifestyle stable. An Amish is taught to be reserved, modest, calm, quiet, and to respect others in the community. They are taught a modest way of acting, talking, dressing, and walking.

There are regulations about customs such as dress. Men wear black suits, plain shirts and black hats and look like they are from the eighteenth century. Women don’t follow fashion trends and are not allowed to cut their hair, or wear jewellery or make-up.

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D Amish people keep the outside world out of their lives and they live independently in their own communities. Amish parents don’t like their children going to large schools away from their farming community. They even have their own schools, which usually have only one classroom with an

UNIT 6B

old stove in the middle of it to heat it in the winter. Children learn nothing about the world outside their community and they do not continue their education beyond the eighth grade of junior school.

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E They don’t want to modernise themselves, but no matter how hard they try to avoid it, technology is slowly creeping into their way of life. Most Amish communities now have one telephone box for emergencies and perhaps one tractor for very hard work, but they still don’t use electricity. However, they welcome tourists, although they don’t like people taking photographs of them. In summer, Lancaster, which has become the centre of Amish tourism, is visited by millions of people. They sell things to tourists that they have made by hand (they are famous for their furniture, quilts and homemade food).

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Glossary

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persecution – suffering because of one’s political or religious beliefs rural – connected with the countryside sacred – something that is believed to be holy community – a group of people of the same religion, race, occupation or interests stove – an apparatus for heating rooms emergency – a sudden situation asking for immediate reaction quilt – a thick covering for a bed to creep – to go very slowly, so as to be almost unnoticed

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COMPREHENSION

In the text, find the sentences that give the following information: 1. The way the Amish live differs from the way of life of the average American family.

2. The recognizable characteristics of the Amish.

3. The importance of tradition in their lives.

4. The way they dress.

5. They don’t teach their children about life in other communities.

6. They use some of the inventions of the modern world.

7. They are good at making things by hand.

a VOC ABULARY cb 1 Complete the sentences by using the highlighted words in the text.

1. She is far from a ______________ girl. She uses make-up a lot, and wears very attractive dresses and shoes with high heels.

2. I knew that he was a __________ person, but I didn’t know which religion he belonged to.

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2L ook at this example from the text. Then study the expressions you can make with the words from the box.

• They sell things to tourists they made by hand.

shake

at

free

luggage

change second

HAND(S)

hand in get out of

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on the other

3 Complete the sentences by using one of the expressions in the box.

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1. Stella has bought a very nice dress in a ____________________________ shop.

2. When I meet Cameron we don’t kiss, we only ____________________________.

3. They are deeply in love; they always walk ________________________.

4. You can only take ______________________onto the plane.

5. I have been given a_______________________ to redecorate his room.

PHRASAL VERBS with HAND

a. to give up control or possession of something to someone b. distribute; give (something) to several or many people c. give (something) to a person in authority

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1. hand over 2. hand out 3. hand in

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Study the meanings of the phrasal verbs (1-3) and complete the sentences below using the correct preposition.

1. The teacher handed ______ the exam papers to the students.

2. The robbers told the clerk to hand __________ all the money.

3. Students should hand their papers _________ on Thursday.

4. It’s my job to hand ________ the flyers advertising the new supermarket.

5. They formally hand _________ power to the new government next week.

Useful language

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Study the following phrases: Not only … but also – She isn’t only a clever girl, but also a very beautiful one.

In addition to… – In addition to my homework, I have a project in biology.

No matter how… – No matter how hard he worked, the results were the same.

UNIT 6B

UNIT 6B

3. ‘His family moved to a ____________ area.’ – ‘Ah, I knew that they loved the countryside.’

4. The room is cold. Why don’t you ________________ it more?

5. Only break the window in ________________.

1T he following word formation table shows some common prefixes and suffixes used to form verbs.

suffix: en – (strengthen) ate – (educate) ise/ize – (modernise /modernize = equally acceptable)

prefix: en – (encourage) de – (decentralize)

UNIT 6B

WORD FORMATION

2 Make verbs from the following words, using a suffix or prefix from the table.

wide ___________ national ___________ sympathy ___________ dark ___________ short ___________ large ___________ critic ___________ separable ___________

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WRITING  An opinion essay

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Your class has had a discussion on life in an Amish community. Your teacher wants you to write an essay giving your opinions on the topic. You need to state your opinion clearly and support it with examples and reasons.

You should mention: – what you like / don’t like about their way of life.

– whether you would like to live in such a community.

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GRAMMAR

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THE GERUND

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Look at the sentence. Which verb form are the words in italics?

They are taught a modest way of acting, talking, dressing, and walking.

The gerund is a verb form that is used as a noun. It is formed by adding -ing to a verb.

1 The gerund can be a subject, object or complement of a verb.

Fishing is very popular here.

I hate getting up early in the morning.

My favourite activity is reading magazines.

2 We always use the -ing form after prepositions.

He’s talking about going on holiday.

He apologized for arriving late.

She went out without saying anything.

3. S ome verbs and expressions are always followed by the gerund. Study the list in the box. avoid, admit, consider, imagine, deny, give up, can’t help, be/get used to,

enjoy, finish, mind, risk, suggest, miss, delay, practise, hate, dislike, worth, look forward to, it’s no use, there is no point

For more information, see the Grammar summary.

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UNIT 6B

PRACTICE 1U se 6 of the verbs from the grammar box to describe some of the things that have happened to you recently, that you like or hate doing.

E.g. I considered going to the mountains this summer.

I dislike getting up early in the morning.

2 Fill in the gaps with one of the verbs from the list in the correct form.

be

work get buy

walk

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1. I’m not used to _________________ up early.

2. When I lived in the country, I used to ________________ miles to my school.

3. I used to _____________ my clothes in this shop, but now I like different kinds of clothes.

4. The children are bored with the bad weather. They are used to ___________ outside.

5. I will never get used to ____________ on a computer.

3 Use an appropriate verb to complete the sentences.

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1. I dislike ___________________to the movies by myself.

2. We started __________________dinner without you.

3. I am used to _________________ her in a bad mood.

4. I can’t imagine __________________my own house.

5. She suggested ___________________ for a change.

6. My grandmother prefers ________________science fiction books.

7. When do you practise ___________________the piano?

NUMBERS

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Cardinal numbers denote quantity (one, two, three, etc.). Remember: 456 = four hundred and fifty-six.

За

Ordinal numbers are formed from cardinal numbers. They tell us the position of something in a list, e.g. 10th (tenth).

Study the following sentences.

1. He was the sixth player on the list.

2. Henry was the first child in the family, Mary the second and Bill the third.

3. They do not continue their education beyond the eighth grade of junior school.

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Which suffix do you add to a cardinal number to get an ordinal number?

Which numbers do not take the suffix -th?

Notice the irregular spelling of the following numbers: fifth, eighth, ninth, and twelfth.

In cases when ordinal numbers are expressed in figures, the last two letters of the written word are added: 1st, 2nd, 3rd, 4th, etc.

The article the is normally used before ordinal numbers, e.g. the 8th century.

We use ordinal numbers to express dates.

Writing and saying dates: 20th April (the twentieth of April), June 12th (June the twelfth).

Parts of numbers smaller than 1 are expressed as fractions, e.g. ¼ (one quarter), 3/6 (two sixths), or decimals, e.g. 10.6 (ten point six), 12.56 (twelve point five six).

E.g. Three quarters (3/4) of all Amish are located in just three states.

UNIT 6B

Fractions

For mathematical operations, do the exercises in the Workbook, page 40.

KEY WORD TRANSFORMATIONS Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the given word.

1. ‘Why don’t we buy a bigger house?’ said Michael. /suggested Michael ______________________ a bigger house.

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2. Could you turn off the radio, please? /mind Would _________________________________ the radio?

3. It’s useless to call the bank now as it’s 8 p.m. /point There _______________________________ the bank now as it’s 8 pm.

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4. It’s impossible for me not to cry when I see these photos. /help I can’t ________________________________ when I see these photos.

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5. My friends have invited me to their wedding. /invited I _______________________________ to my friends’ wedding.

C O M M U N I C AT I O N

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Expressing likes, dislikes and preferences

Expressing likes

Expressing dislikes Expressing preferences

How do you like...?

Do you like/dislike...?

What kind of ... do you like?

What is your favourite... ?

I’m fond of...

It’s my favourite...

I quite like/enjoy…

The one I like most is...

I don’t like...

I hate...

I’m not very keen on...

I can’t stand...

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Asking about likes/dislikes

I really prefer...

I’d rather (not)…

Which ... do you like better?

Do you prefer ... to... ?

PRACTICE 1. Pair work – discussion Discuss with your partner whether you like or dislike the items below.

reading

TV soaps

exercise

romantic movies

going to classes

eating pizza

Your partner should ask questions to get more information. The expressions in the boxes will help you. Use the gerund where possible.

Example: A: What kind of music do you like?

B: I like pop and 50s and 60s rock and roll.

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UNIT 6C

ADDITIONAL READING

Global warming – global warning

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The Earth is our home. We are part of this world and its destiny is our own. That’s why people are worried about climate change and the fact that the Earth’s average temperature is rising. Thermometers show that the world is warmer now than at any time since measurements started.

This is the reason why global warming, also known as the ‘greenhouse effect’, represents a serious threat to all living things on Earth.

Although most scientists agree that the Earth’s climate is changing because of global warming caused primarily by human use of oil, coal, and natural gas, there are sceptics who claim that climate change is a natural phenomenon.

The question we often ask is how fast the Earth is heating up, and what effects the warming may have on crops and weather conditions around the world. It is true that global warming is directly causing higher sea levels, the melting of icecaps, and major worldwide climatic changes. Studies show that ocean levels have risen by 10-25cm in the past 100 years. By 2050, it is predicted that ocean levels will rise another 20cm.

With a large number of the world’s cities in coastal areas, this is a serious problem. Many countries will be unable to protect their residents from increasing sea levels, frequent and intense droughts, heavy rains, and violent hurricanes and tornadoes.

Can we do anything about it? We should try to cut down on our demand for electricity and decrease car use. We should also try to follow the environmental policy of ‘Reduce.... Reuse... Recycle.’

д

PRACTICE

a. b. c. d. e.

usual amount or quality to state that something is true to become smaller or less in amount or size reduce mainly

За

1. primarily 2. average 3. claim 4. decrease 5. cut down (on)

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1F ind the highlighted words/phrases (1-5) in the text and study the context. Match the words with their definitions (a-e).

2E xplain the meaning of the words reduce, reuse, recycle in the context of environmental problems.

COLOURFUL ENGLISH 1 Learn some idioms with colours.

1. A person with green fingers grows beautiful plants/flowers.

2. When people are blue, they are sad and depressed.

3. A yellow person is afraid of everything.

4. In black and white means in writing or in print.

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1 Replace the underlined word/s in the sentences with a word from the Key word list which is opposite in meaning.

1. Poverty often discourages crime.

2. During the ten-day march across the desert, their supply of water increased rapidly.

3. The loss he had suffered didn’t have an effect on him.

4. He was an arrogant man and often shy in the company of women.

GRAMMAR

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2P ut the verbs in brackets into the correct form, active or passive.

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1. The painting ______________ (show) to all of the potential buyers tomorrow.

2. All the buildings along the beach _____________ (destroy) by the hurricane last week.

3. My car _____________ (steal) when I went to the mall the other day.

4. She enjoys _____________ (go) to parties and _____________ (dance) at night clubs all night long.

5. That ring __________ (give) to my grandmother by my grandfather before she got married.

6. What ______________(happen) when she found out the truth?

7. Our capital city ___________ (visit) by many tourists every year.

8. The escaped prisoner __________ (see) recently in a supermarket.

9. I wouldn’t dream of ____________ (go) to visit her in hospital without ______________ (buy) some flowers.

За

3C omplete the second sentence so that it has a similar meaning to the first sentence, using the word given.

1. No one gave me any help with the homework. /not I _____________________________ any help with the homework.

2. No one has painted this house for ten years. /been This house ________________________ for ten years.

3. The police were interviewing people in the neighbourhood last night. /interviewed People in the neighbourhood _______________________ last night.

4. Peter said he hadn’t caused the accident. /denied Peter _________________________ the accident.

5. ‘Why don’t we all go to James’s party?’ Ann said. /suggested Ann _________________________ to James’s party.

KEY WORD LIST

Verbs

affect concern

claim cause dump decrease encourage

SELF-ASSESSMENT TEST 6

a VOC ABULARY cb

float increase

heat

reduce prevent

Nouns environment community persecution (bicycle) lane

Adjectives average modest holy rural Phrasal verbs

hand over hand out hand in

cut down on

Expressions apart from acid rain oil spill

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Key p. 154

UNIT

7

THE MEDIA A Different types of media B The importance of Facebook C News extracts In this unit, you will

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a. read, listen and talk about • different types of media • Facebook • the Internet • television addiction

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b. practise • the use of infinitive • nouns • expressions with time • phrasal verbs with go • expressing agreement and disagreement

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1 Work in pairs. Discuss these questions.

1. Which types of mass media do you know?

2. Which media do you think people use most?

3. How often do you use the Internet?

За

2 a) Match the headlines (A-E) to the photos (1-5). b) Discuss what kind of information you might hear in each news story.

WHO IS BRIAN’S A NEW LOVER?

1

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B

Has the cure

C

over motorway in broad daylight!

for cancer finally been found?

2

UFO

3

Three D held for BANK

DUST STORM E

ROBBERY

4

5

envelops Phoenix

Track 29

READING Mass media is a phrase often used to describe ways of giving information and entertainment to a very large audience. Generally, we talk about three types of mass media. The print media (which includes newspapers, magazines, brochures and books), broadcasting media (television and radio) and digital media (the Internet, mobile phones, etc.) All of them affect our lives in different ways.

UNIT 7A

DIFFERENT TYPES OF MEDIA

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Newspapers are one of the traditional media, but their audience is not as big as it was in the days before computers. However, the printed word will hopefully continue to endure because there will always be people who like reading books, magazines, and newspapers.

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Radio is a kind of universal medium, since people can listen to it at home, at work and even in the car. Television is more popular than radio because it provides fun and entertainment to different age groups. It is a medium that permits the use of the printed word, spoken word and pictures in motion, colour, music and animation. Advertisers use both these media for the marketing and promotion of a company’s products and services.

За

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The most popular and most widely-used form of media today is digital media – often referred to as the new-age media. Although the media has always affected public opinion, digital media has had a profound effect on the way we live and work. It has not only changed the way we get our news and interact with each other, but also the way we learn, do business and entertain ourselves. Besides being an amazing source of information on the latest happenings around the world, the Internet has opened up new opportunities for mass communication, which include email, forums, blogging and many other mass media which are booming today. We are no longer only consumers of passive messages, but active participants as well. We are more engaged with friends, we are more literate, more connected, more open to creating new relationships, and generally more interested in the world around us. There is a wide range of social networking sites: Facebook, MySpace, Twitter, Google plus and Linkedin are the best-known.

The mobile phone has made it easy for us to connect with our friends, family members, colleagues, etc. It has become so popular that the young generation actually cannot live without it. Today mobile phones are not just simple portable telephones; they are kinds of computers and people are using their cell phones for more than their original intended purpose.

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UNIT 7A

Glossary to endure – to continue to exist in the same state or condition; last profound – very great boom – to increase suddenly in size, importance, activity, etc. consumer – a person who buys things or uses services literate – able to read and write COMPREHENSION In pairs, discuss the following questions.

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1. Which media is referred to as the new-age media and why?

2. Why will the printed word manage to endure?

3. What kind of new opportunities for mass communication has the Internet opened up?

4. How does the Internet help us in our daily activities?

5. Are mobile phones used only for telephoning?

6. Which of the media affects our lives most?

7. How do you understand the sentence: ‘We’re no longer only consumers of passive messages, but active participants as well’? a VOC ABULARY cb

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1R ead the article again and explain the words in bold. Then make up new sentences which illustrate their meaning.

provide

profound

endure

literate

refer

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boom

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

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1. These brochures _____________ useful information about local services.

2. We must make a plan of how to take advantage of the country’s __________economy.

3. The rules they had introduced ______________for centuries.

4. She is _____________in both English and French.

5. His novels had a _____________ influence on other writers of his generation.

6. The numbers shown in the text _____________ to the footnotes at the bottom of the page.

3 In the text, find adjectives which collocate with the following nouns.

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1. __universal_ medium

4. ____________participants

2. ____________source

5. ____________range

3. ____________happenings

6. ____________effect

 Note that the verb affect and the noun effect are used in contexts that are similar.

The government’s decisions could affect [=influence] the lives of millions of people.

The experience has had a bad effect on his work.

UNIT 7A

FOCUS ON

4 Use the words affect and effect and the categories below to make sentences.

social media

music

health & beauty

society

education

my life

GRAMMAR NOUNS

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1 Countable and uncountable nouns

• N ouns can be countable (one student/two students) or uncountable (information, news, tea, money).

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• C ountable nouns have a singular as well as a plural form, whereas uncountable nouns have only a singular form and take a singular verb. Uncountable nouns do not have a/an before them. (We can use some and any.)

This news is very important. / I need some information. / Have fun. / We like hot weather.

For more information, see the Grammar summary.

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2 The plural of nouns

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• Th e plural of most countable nouns is formed by adding -s or -es: computer – computers, brush – brushes.

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• Th e exceptions to the rule are given in the table in the Grammar summary. Study the examples and then do the exercises.

1 Underline all the uncountable nouns in the article.

2 Choose the correct alternative.

1. Our luggage is/are in the car.

2. Their progress have/has been evident.

3. He wants an information/informations/some information on the computers you make.

4. Don’t be afraid to ask for an advice/advices/some advice when ordering a meal.

5. The relationship was never going to work, but it was fun/a fun while it lasted.

6. What bad weather/a bad weather we had yesterday!

3 Write the plural form of the following nouns:

chief,

half,

loaf,

ox,

family,

thief,

foot,

kilo,

potato,

match

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UNIT 7A

LISTENING



Track 30

Television Addiction 1 Discuss these questions in pairs.

1. Is television an important form of entertainment for you?

2. Do you watch soaps or reality shows? Why/Why not?

3. Should parents restrict the amount of TV their children watch? Justify your opinions.

4. What reasons for watching TV would you mention?

2 You are going to listen to a text about television addiction. Which of these words/ideas do you expect to hear and in what context?

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boredom • leisure pastimes • relaxation • filling time • self-education • social activity • enjoyment • family activity • health • hard time • violence

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3 Listen and mark these sentences as true (T) or false (F).

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1. People watch television to escape from the pressures and stress of everyday life.

2. Adults watch TV more than children.

3. Too much television may affect children’s health.

4. Watching television is more than entertainment.

5. Total television time should be limited to less than an hour a day.

6. TV addiction is not a serious problem.

За

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4 Match the words from the recording (1-6) with the words (a-f) to make collocations.

Listen again and check your answers.

1. limited 2. aggressive 3. truly 4. leisure 5. numerous 6. easy WRITING

a. pastimes b. studies c. behaviour d. unbearable e. access f. time



Describe a soap/sitcom you are familiar with and say why you like/don’t like it.

The phrases in the box may help you.

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an insight into people’s lives ▪ harmless entertainment ▪ witty dialogues ▪ (un)imaginative plot ▪ (un)interesting characters ▪ good/bad acting ▪ important social issues ▪ moral issues

UNIT 7B

THE IMPORTANCE OF FACEBOOK AS A SOCIAL NETWORKING SITE Five sentences have been removed from the article. Decide which sentence (A-F) goes in which gap (1-5). There is one extra sentence which you do not need to use.

A. in a negative way B. the value of relationships C. online social media sites

D. The opportunities are endless E. with the number of users growing F. play online games

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READING

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When we talk about social networking, one word that will definitely come to mind is Facebook.

It started out as a simple website for college classmates to keep in touch and it became popular in no time. Facebook has transformed itself into the largest and one of the most popular ________________(1). It is used by both teenagers and adults of all ages and has more than 600 million regular users worldwide, about half of whom visit the site every day in order to check their updates and, increasingly,________________(2).

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Facebook allows users to create personal profiles where they can add pictures, videos, music, personal information and messages, as well as many other interesting features. One of the reasons for its popularity is the fact that it is seen as the fastest way to keep in touch with friends or members of the family. It is also a great way to meet and get to know other people who share your interests and hobbies or to expand one’s personal and professional connections. Since it can be used as a brochure or billboard, it is regularly used for the mass promotion of products and services in business. (3)___________________.

However, everyone should be aware that there are some significant drawbacks to Facebook as well. Firstly, social networking tools can easily become an addiction and affect your life_________________ (4). If you start to notice that your school assignments are still not done because you are spending too much time on the computer, or instead of going out with your friends you prefer to stay at home, the first thing you should do is to set yourself a certain time each day for using the computer.

Furthermore, it is believed that Facebook is spoiling (5)_________________. Although the number of friends on one’s Facebook list keeps going up, how many of them are one’s real friends is a question best left unanswered. Friendship is more than just knowing a person over the Internet.

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UNIT 7B

Glossary significant – important drawback – disadvantage, negative aspect COMPREHENSION Complete the sentences using the information in the text.

1. At the beginning, students used Facebook to ________________________________________.

2. By using the computer, it is now much faster to _______________________________________.

3. Because of the popularity of the Facebook website, a lot of people ________________________.

4. Facebook is one of the most addictive social phenomena which __________________________.

5. Spending too much time on the Internet can become a problem if _______________________.

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a VOC ABULARY cb

1 Match the highlighted words from the text to their explanations below.

4. in addition to what has been said = 5. a job or duty that is given to someone ; a task = 6. to change form or appearance =

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1. more and more = 2. to rise to a higher level = 3. to increase in size or amount =

significant

expand

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2 Complete the sentences below using the words from the box.

assignment

access

features

drawback

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д

1. We have the Internet ______________ at the library.

2. There is a ________________ difference in prices between the two stores.

3. The only ______________ to the plan is that we don’t have the money it requires.

4. The committee has decided to ____________ their activities.

5. The students were given a homework______________.

6. The new machine has several _____________that make it easy to use.

3 Match a word from box A with one from box B to form collocations from the text.

Think of other possible collocations with the words (1-7) and write them in box C. The first collocation has been done as an example.

A

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1. college 2. social 3. keep 4. mass 5. interesting 6. significant 7. affect

B a. classmates b. one’s life c. drawbacks d. media e. in touch f. promotion g. features

C 1. college graduate 2. ________________ 3. ________________ 4. ________________ 5. ________________ 6. ________________ 7. ________________

PHRASAL VERBS with GO

UNIT 7B

4 Make new sentences to practise the use of collocations.

E.g. He invited all of his college classmates to his birthday party. / He is a college graduate.

1 Match phrasal verbs 1-6 with their explanations a-f.

1. go away 2. go in for 3. go off 4. go on 5. go out 6. go up

a. stop burning (for a fire) b. rise or climb c. continue; happen d. leave e. explode; begin, start (with alarms or signals) f. take part in; participate

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2 Use the correct form of the phrasal verb from the box to complete the sentences.

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EXPAND YOUR VOCABULARY

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1. I made the dogs ____________ by yelling at them.

2. The bomb could ____________ at any moment.

3. Do ______________! I could listen to you sing all day.

4. The fire _______________ because we ran out of fuel for it.

5. Look! The prices have _________________ again!

6. Do you __________________ any sport?

д

1 Study the meanings of the expressions with time and match them to their explanations.

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1. Time’s up. Please hand in your tests.

2. The children ate their dinner in no time.

3. He can be quite stubborn at times.

4. I can only do one thing at a time.

5. Do you think we’ll get there in time?

6. Life was very different at that time.

7. Our meetings always start on time.

a) before something happens; early enough b) then c) the allowed period of time has ended d) very quickly, immediately e) from time to time f) not late, punctual g) one by one

2 Complete the sentences using the expressions from Exercise 1.

1. The debate was highly emotional ______________.

2. Don’t worry! She will come back home __________________.

3. I pulled my blanket around me and was fast asleep_________________.

4. They had to focus on doing________________ in order not to make a mistake.

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UNIT 7B

SPEAKING  Give a talk for a few minutes on the advantages of the Internet. These notes may help you. Add further arguments to support your opinion. encourages competition

stay in contact more easily

good for advertising

do business more quickly

provides all kinds of information

allows people to work from home

FOCUS ON

Compound nouns

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Nouns can be combined to make a new word. These are called compound nouns. They are written in different ways. For example: billboard, newspaper, earphone, feedback, keyboard, notebook (one word)

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•F acebook,

• photo-tagging, sister-in-law, mass-produced, half-sister

(hyphened)

• post office, real estate, high school, middle class, full moon (two words)

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PRACTICE

1 Find the compound nouns in the text.

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2 Make as many compounds as you can with these words as the second word:

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glasses / book / bottle / card / paper / machine / man / table / time e.g. sunglasses READING AND VOCABULARY The ‘Wall’ and the ‘Like’ button Complete the passage by putting a word from the list into each space. There is one extra word.

their

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noticed

positive

both

to

so

share

many

keep

features

If you have used Facebook, you probably know what the ‘wall’ is about. Basically (1)_________ Myspace and Facebook allow people to create a profile outlining (2)_________ interests, such as what music they listen (3)_________, what movies they like and (4)_________ on. In the case of Facebook, each profile has a ‘wall’ on which friends can post short messages they want to (5) _________, the latest news, and posts from their other friends. Other users usually make comments on these posts.

UNIT 7B

One way to give (6)__________ feedback is to click the ‘Like’ button. The ‘Like’ button is now one of Facebook’s most popular (7) __________ and the most used and clicked button. Liking the post does not necessarily mean that you actually like it. Through liking, you also let others know that you have (8)_________ it. It also allows people to (9) ________an online relationship. If one has a more private message he wants to share, he can send a message directly to another user.

WORD FORMATION 1W rite the nouns formed from verbs 1-8 below. Then make sentences, using both the nouns and verbs.

Example: He knew how to create a party atmosphere.

These innovations will lead to the creation of new products.

5. assign

_____________

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creation

1. create 2. promote

______________

6. affect

_____________

3. advertise

______________

7. add

_____________

_____________

8. endure _____________

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4. participate

2 For each pair of sentences (A-E), use two of the words given in capitals.

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A FORTUNATE/ FORTUNATELY/UNFORTUNATE 1) We were late getting to the airport, but _____________ our plane was delayed.

2) It is extremely ___________ that there was no one in the building when the bomb went off.

За

B AVOID/AVOIDABLE/UNAVOIDABLE 1) We all described them as ____________ mistakes and promised not to repeat them.

2) ‘The financial crisis was _____________,’ concluded the government official.

C MAINTAIN/MAINTAINED/ MAINTENANCE 1) Meanwhile, our roads are falling apart due to the lack of____________.

2) The children managed to ____________ a good relationship with both their parents.

D VISIBLE/VISIBILITY/INVISIBLE 1) In some cases, ____________ is only 6 metres, which may affect safety.

2) The lines were so fine that they were ____________ from a distance.

E ACCESS/ACCESSIBLE/ACCESSIBILITY 1) In order to make the service ____________ to all, we offer it free of charge.

2) Wireless ____________ to the Internet has been made available in our hotels.

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UNIT 7B

GRAMMAR THE INFINITIVE 1. There are some verbs that are only followed by an infinitive: agree, afford, fail, happen, hesitate, manage, plan, prepare, pretend, promise, refuse, etc.

I managed to leave on time.

2. Some verbs are followed by an object and an infinitive: advise, allow, invite, mean, teach, tell, expect, etc.

He advised him to go there immediately.

3. The infinitive form is always used after adjectives: disappointed, glad, happy, pleased, etc.

I was happy to help them. / She will be delighted to see you.

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The infinitive without ‘to’ The infinitive without ‘to’ is used after:

a. auxiliary/modal verbs: can, could, must, may, might, should, will or would, and after the expressions had better, would rather/sooner.

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You mustn’t smoke here. / He would rather stay at home.

b. the verbs let, make, feel, hear and see.

She felt the spider bite her leg. / They saw him climb up onto the roof.

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Note: Some verbs (stop, remember, forget, etc.) can be followed by both gerunds and infinitives with a difference in meaning: stop + gerund = finish doing something She’s angry with me and has stopped talking to me. stop + infinitive = stop one action and start another We stopped to have a rest. remember / forget + gerund = something which happened in the past.

I remember having to wake up very early when I was at school.

I’ll never forget arriving at work for the first time. remember / forget + infinitive = something which will happen in the future.

Please remember to buy some bread when you go to the supermarket.

Don’t forget to pay the electricity bill tomorrow.

PRACTICE 1 Work in pairs. Study the text The importance of Facebook as a social networking site and find the following:

108

• examples of verbs that are followed by an infinitive with ‘to’.

• examples of the pattern: adjective + infinitive.

• examples of verbs that are followed by an infinitive without ‘to’.

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1. He managed __________ the report before he went home. (finish) 2. He wanted to avoid __________ the Underground. (take) 3. Would you mind __________ for a few minutes? (wait) 4. He made her _____________ although it was cold. (swim) 5. She pretended not __________ what I was doing. (notice) 6. I miss __________ tennis with him. (play) 7. He promised __________ a long letter to me. (write) 8. He couldn’t afford _________ a flat like that. (rent) 9. I am used to _________________ her in a bad mood. (find) 10. I used ___________________that television show when I was young. (watch) 11. It was impossible ___________ back. (go) 12. You’d better _____________ nothing when you see her. (say)

UNIT 7B

2 Complete the sentences with an infinitive or the –ing form of the verbs in brackets.

3 Complete the sentences in your own words, using the correct verb pattern.

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1. I will never forget _______________________ for the first time.

2. I find it difficult ____________________________________.

3. I remember ____________________________ when I was my son’s age.

4. I regretted _______________________________when I saw how sad she was.

5. I like ________________________________ when the weather is nice.

6. My neighbour stopped __________________________ when he saw me.

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KEY WORD TRANSFORMATIONS

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Rewrite the second sentence so that it means the same as the first.

За

1. I wonder if you would close the window because I feel cold. /mind I wonder __________________________________.

2. My brother has the ability to succeed in his exams. /capable My brother _________________________________________.

3. I don’t really want to go on holiday with them. /rather I______________________________________ them.

4. My parents didn’t allow me to stay up late when I was young. /let My parents ___________________ stay up late when I was young.

5. The journalist succeeded in escaping from the war zone. /managed The journalist _________________________from the war zone.

6. I want to go to university this year. /interested I ____________________________to university this year.

7. ‘Don’t forget to buy some eggs, Ann,’ said her mother. /reminded Ann’s mother ________________________________ buy some eggs.

8. The teacher forced the pupils to learn the poem by heart. /made The teacher _______________________________ the poem by heart.

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UNIT 7B

C O M M U N I C AT I O N 1 FINDING THINGS IN COMMON SO DO I! NEITHER DO I! • When we want to say that we do or feel the same as someone else, we can use: So + auxiliary verb + subject after positive statements.

I can ski. - So can I. / I’ve got a headache. - So have I. • After negative statements, we use Neither or Nor + auxiliary verb + subject.

I don’t like English beer. – Neither do I. / Nor do I. I’m not enjoying this. – Neither am I. / Nor am I.

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Note: When there is no auxiliary verb in the first statement, we use do, does or did after So/Neither/Nor. We live in Manchester. – So do we. / I wanted to go. – So did I.

a) So have I. b) Neither can I. c) So do I. d) Neither am I. e) Neither do I. f) So would I. g) Neither have I.

За

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д

за

1. I get along with my parents.

2. I don’t like jogging.

3. I’ve never eaten Thai food.

4. I’d like to travel alone.

5. I’ve just bought a pet.

6. I’m not good at playing games.

7. I can’t drive a car.

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Match the replies on the right with the sentences on the left.

2 Agreeing and disagreeing 1 Study the expressions in the box and do the exercise.

Stating an opinion • In my opinion...

• The way I see it...

• As far as I’m concerned...

• If you ask me...

• I think…

110

Expressing agreement • I couldn’t agree with you more.

• That’s so true. / That’s for sure.

• You’re absolutely right.

• That’s exactly how I feel.

• No doubt about it.

• You have a point there.

Expressing disagreement • I don’t think so.

• (I’m sorry, but) I don’t agree.

• I’m afraid I disagree.

• No, I’m not so sure about that.

• No way. / I totally disagree. (strong)

Express your opinion on the following subjects and have a partner agree or disagree with you. Then switch roles. For example:

A: I don’t think people should smoke. - B: I absolutely agree.

Smoking should be banned.

TV addiction.

Television is the leading cause of violence in today’s society.

High school students should wear uniforms.

Rock and Roll is the best kind of music.

Computers are very important in education.

Success in life means money.

Men gossip more than women.

IDIOMS & PROVERBS

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• • • • • • • •

UNIT 7B

2 Conversation practice

Match the idiom with its explanation. Do you know similar proverbs in Serbian?

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1. Absence makes the heart grow fonder.

2. A penny for your thoughts.

3. I can make neither head nor tail (out) of it.

за

a. This idiom is used as a way of asking someone what they are thinking about. b. When people are apart, their love grows stronger. c. Not able to understand.

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Quotations about media and journalism

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Explain the meaning of the following sayings in your own words.

За

 No news is good news.

 I n the real world, the right thing never happens in the right place and at the right time. It is the job of journalists and historians to make it appear that it has. ~ Mark Twain  I always turn to the sports section first. The sports section records people’s accomplishments; the front page nothing but man’s failures. ~ Earl Warren, 1968  I f you don’t read the newspaper, you are uninformed. If you do read the newspaper, you are misinformed. ~ Author unknown

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UNIT 7C

ADDITIONAL READING

NEWS EXTRACTS 1R ead the news extracts (A-D). In which media can you find them? Choose from the following: Facebook, Twitter, serious newspapers, tabloids, sports journals, TV news.

2 Use the following words to complete the extracts. amazing • doubt • spotted • suffered • win • landing

B

EVAN S WIN S

Cadel Evans will create history tonight when he becomes the first Australian to____________ the Tour de France.

For the many Australians who have spent the last three weeks on only a few hours sleep watching the ________ courage of their new national hero…

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C

д

за

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the Tour de France.

TIMOTHY IS ACTIVE AGAIN!

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A

За

AMERICAN RESEARCHER

While Timothy Smith and Stacy Horn were __________ together last week at the Toronto Film Festival, they managed to avoid posing for any photos as a couple, simply meeting at various times for dinners and meetings.

D ADMIT IT! YOU LOVE REALITY TV!

evacuated from the South Pole.

After weeks of waiting, an American researcher who ____________ a stroke while working at the South Pole has arrived in New Zealand for treatment. Last week, she told CNN she had been waiting for a rescue evacuation flight for weeks. She had been unable to leave because of the weather with storms preventing planes from ____________ during the region’s winter period.

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Big competitive reality shows, such as ‘American Idol’ and ‘Dancing With the Stars’ often hold the top spot in the overall TV ratings. So let’s face it: while there are, no _____________, plenty of you who wouldn’t dare watch a single episode, there must be just as many or more who would and do.

We want to hear from you!

1C omplete the sentences with the correct form of words from the list.

1. Do you have the Internet ____________ at your school?

2. The only _________ to his plan is that we don’t have enough money.

3. The website _________ users with information on local events.

4. Has anyone mentioned the number of ____________ in the event?

5. The British Empire ___________ so much that it covered almost a quarter of the globe.

уџ бе

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2 Choose the best definition for the words in italics.

1. An economic boom, especially in housing and construction, marked the 1980s. a) growth b) progression c) evolution 2. Those discoveries had a profound effect on many areas of medicine.

a) extreme b) deep

c) rich 3. He endured a painful and difficult time, but didn’t give up.

a) felt b) experienced c) suffered 4. In his speech, he referred to his recent trip to America. a) remembered b) mentioned c) said 5. He felt the apartment’s only drawback was that it was too small.

a) advantage b) defect c) difficulty

во

д

________________ (VARY) activities save them from boredom.

One of her first _________________(ASSIGN) was to write a report.

They thought that the painting was very ______________ (VALUE).

The noise was so _______________ (IRRITATE) that I couldn’t sleep.

He was so ______________ (PATIENCE) to find her that he left immediately.

6. The tragedy was _____________ (AVOID), but nobody made any effort to prevent it.

За

1.

2.

3.

4.

5.

за

3 Use the correct form of the words in capitals to complete the sentences.

GRAMMAR 4C omplete the sentences using the words from the box. There is one extra word.

encourage, decide, can’t afford, mind, avoid, let, can’t risk 1. My family always ____________talking about politics.

2. My parents always ____________ me to take an interest in sport.

3. Our teachers never ___________us use mobile phones during class.

4. I don’t _______________ lending money to my friends.

5. She ________________to go on holiday every year.

6. He ________________losing his job because of that mistake.

Key p. 154

KEY WORD LIST

Verbs assign endure expand provide refer

SELF-ASSESSMENT TEST 7

a VOC ABULARY cb

Nouns access assignment boom consumer drawback feature participant feedback Adjectives amazing literate profound significant Phrases go away go in for go off go on go out go up Expressions leisure activities in no time at times one thing at a time

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UNIT

8

THE GENERATION GAP A The generation gap – does it exist?

B Appreciate what you have C Fashion through the decades In this unit, you will

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a. read, listen and talk about • what people think about the generation gap • problems of the young • how important wealth is • fashion

за

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b. practise • reported speech - statements and questions • sequence of tenses • negative prefixes • phrasal verbs with bring • making suggestions

д

LEAD-IN

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1R ead the following quotations about the generation gap. What do you think they mean?

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•A boy becomes an adult three years before his parents think he does, and about two years after he thinks he does. ~ Lewis B. Hershey •E ach generation imagines itself to be more intelligent than the one that went before it, and wiser than the one that comes after it. ~ George Orwell •Y ou can tell a child is growing up when he stops asking where he came from and starts refusing to say where he is going. ~Author unknown 2 Before you read the text discuss these questions in pairs.

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1. How do you understand the term generation gap?

2. Do you believe that barriers between generations really exist?

3. Have you ever felt that older people don't understand you or your problems?

4. What sorts of things might cause an argument between you and your parents? Name them.

Track 33

READING The term generation gap is used to refer to differences in attitudes between younger people and older people. It occurs when they do not understand each other because of their different experiences, opinions, habits and behaviour.

UNIT 8A

THE GENERATION GAP - DOES IT EXIST?

Mark, George and Sheila took part in a panel discussion on How to bridge the generation gap. Here is a part of their discussion.

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Mark: The point is that our parents complain that we spend more time chatting on the net or partying instead of studying. They find the kind of language we are using nowadays disrespectful. But I’d say that old people are the ones who cause the problem. They generally set the rules and always expect their children to follow the same age-old customs and traditions. On the other hand, the young want to do things their own way and not blindly follow what they are told to do.

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George: In order to be objective, I suggest we try to see things from their perspective. On several occasions, my father’s friends said that they didn’t like the way their children lived. They also mentioned that the young didn’t show enough respect for their elders. My aunt told me angrily the other day that the young had no manners at all, because a boy from her neighbourhood didn’t let her go into a shop first.

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Mark: Well, there may be some truth in that, but they don’t realize that the world has changed.

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Sheila: I wouldn’t say that the generation gap is necessarily caused by one side or the other. You can’t have a gap without misunderstandings on both sides. It is more a reflection of the way that society changes.

George: Yes. I think we can agree that it is not individuals themselves but overall changes in society, from technology to social norms and fashions that inevitably cause the gap. New ideas, beliefs and values affect the way we live and behave. Nowadays we are brought up in a different way: we are better educated and more broad-minded; we have more money to spend and more opportunities to enjoy life.

Sheila: It is true that parents often disapprove of the way we behave and dress, criticize us for getting up late or listening to loud music and complain that we don’t show proper respect. In my

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UNIT 8A

opinion, parents should not compare the attitude of the youngsters of today with their own attitude when they were young, but allow us to move with the times. As we grow up, we do question their authority, but we also want to hear wise advice.

Actually, mutual understanding is very important and it is the responsibility of both the old and the young to bridge the gap. My mother told me that a little give-and-take on either side can work wonders.

George: Yes, it is good advice. Parents should make an effort to be more tolerant and open-minded, whereas the young need to respect their parents’ experience and wisdom.

Glossary

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overall – general; on the whole inevitable – sure to happen; (adv. inevitably – unavoidably) broad-minded – tolerant of opinions and behaviour that are unconventional COMPREHENSION

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1 Find evidence in the text that

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a. children want to make their own decisions. b. new generations differ from previous ones in many aspects. c. the young are not well-mannered. d. older people disapprove of the way the young behave. e. both parents and children are responsible for the gap.

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SPEAKING 

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ivide the class into three groups. Each group should prepare a talk that lasts for a D few minutes on the following:

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1. Parents’ point of view regarding the generation gap.

2. How the young see the problem.

3. Suggestions for bridging the gap. a VOC ABULARY cb 1 Match the meaning of the highlighted words/phrases to their explanations.

1. shared between two or more people or groups (used before a noun)____________ 2. the way you think and feel about someone or something ____________ 3. willing to consider new ideas ______________ 4. a mirror image ________________ 5. to try ______________ 6. without objection ____________ 116

1. We found out that we have a ____________ interest in gardening.

2. At that time we all agreed that some changes were _________________ .

3. My _____________ impression of the show was favourable.

4. An example of a _____________ is what a girl sees in the mirror when she puts on her make-up.

5. Perhaps people have become less ______________over the years and are not ready to try new things.

6. Their aim is to try to change pupils’ ___________towards a new school system.

UNIT 8A

2C omplete the sentences with the correct forms of the words or phrases from Exercise 1 or from the Glossary.

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3S ome words have more than one meaning. Think of ONE word which can be used appropriately in each pair of sentences. The answer to number 1 has been provided.

1. a. I used his comment as an introduction to a new topic for conversation. b. I’m quite sure that our speaker this evening needs no introduction.

2. a. There’s a chance that a similar event will ___________ in the future. b. Nobody thought that it might__________ to him to solve the problem in that way.

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3. a. It wasn’t easy, but we all agreed that it was worth the __________. b. I was so tired this morning that it was an__________ to get out of bed.

4. a. There’s been a change in his __________ since his accident. b. I must admit that I don’t understand your __________to money.

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USEFUL PHRASES

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5. a. When we entered the room we found a large _________ in the wall. b. There is a widening _________ between the rich and the poor.

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Match the phrases (1-5) to their explanations (a-e) and use them to complete the sentences below.

1. see eye to eye 2. face to face 3. give and take 4. pick and choose 5. ups and downs

a. a person’s good fortune and bad fortune b. talk to someone directly c. to agree about someone or something with someone else d. the practice of compromise e. be selective

1. ‘Marriage is a matter of _____________, but so far I haven’t been able to find anybody who’ll take what I have to give.’

2. I think we will be able to sort things out if we meet_______________.

3. I have had my share of___________________.

4. You must take what you are given. You cannot ____________.

5. I am really glad that we ________________ about this situation.

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UNIT 8A

PHRASAL VERBS with BRING Study the phrasal verbs with BRING and then complete the sentences below, putting the verbs into the correct form.

bring in – to introduce a new law, rule or system bring up – to raise children, look after them bring along – to bring someone or something with you bring back – to think about past events bring down – reduce, make something smaller

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1. When you come to my party, will you __________________your friends?

2. I ______________by my parents to know the difference between right and wrong.

3. She was going through some photos which __________________ memories from her childhood.

4. They have managed to __________________ the level of air pollution in this town.

5. The government ___________________ a new law on education.

WORD FORMATION Negative prefixes

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1F ind words in the text which are made negative by using one of these prefixes: DIS, IM, UN or IN. 2 Make these verbs and adjectives negative by adding one of the negative prefixes and put them in the right columns.

dis-

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organized; fair; approve; mature; honest; tolerable; forgettable; accurate; grateful; appear; probable; certain; believable; real; experienced; capable; correct; reliable; respect ununsuitable

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inintolerant

3 Complete the sentences with a word from the box in the correct form.

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1. Many people _________________ of the government’s actions.

2. It was a memorable night and an ________________ experience.

3. He behaves in a childish way because he is _______________.

4. She’s completely _____________ of telling a lie.

5. Don’t you think you’re being a little ______________to her? She is not the only one to blame.

6. This watch is really ________________. It’s always ten minutes fast.

1 Discuss the following questions.

1. Do the young today get their knowledge mostly from the Internet? Do they read anything other than light-hearted magazines, as older people claim?

2. Have the younger generations always revolted against traditional rules?

3. Do your parents tell you what is acceptable to wear, how long you should be allowed to watch TV, or how much time you should spend surfing the net?

2 Work in small groups. Decide at what age you think young people should…

• make their own decisions • be financially independent

UNIT 8A

SPEAKING 

• stay out until the early hours of the morning • leave home

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GRAMMAR

REPORTED SPEECH – INDIRECT STATEMENTS

Reporting someone else’s statement in your own words is called indirect speech.

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1 Look at the following sentences: Mark: ‘Our parents complain that we spend more time chatting than studying.’

Mark says that their parents complain that they spend more time chatting than studying.

My father’s friend: ‘I don’t like the way my children live.’

My father’s friend complains that he doesn’t like the way his children live.

2 Compare the direct and indirect statements above. What differences do you notice?

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3 Underline the words that have been changed.

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4 Follow these rules when you report statements: a. We report statements with the verbs say and tell, but verbs such as mention or complain are also used. b. The use of that to join the reporting verb and the reported statement is optional. c. Pronouns and possessive adjectives often need to be changed, (e.g. the pronoun I might change to he/she).

Note: The verb tense remains the same in reported speech when the introductory verb is in the present, future or present perfect tense, e.g. ‘I’m ready.’  She says that she is ready.

PRACTICE 1 Report the following statements.

1. ‘I think we can agree on a solution.’ George says ________________________________.

2. ‘I have already written ten emails.’ Mary is complaining _____________________________.

3. ‘I often travelled abroad on business last spring.’ Cameron mentions ___________________.

4. ‘I have decided to turn my hobby into a job.’ She says ______________________________.

5. ‘I don’t approve of the way he dresses.’ Susan says ________________________________.

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UNIT 8A

2. Group work Student A asks Student B what he/she usually does at the weekend and Student C reports what student B has said. Example: A: ‘What do you usually do on Saturday mornings?’

B: ‘I play football with my friends.’

C: B says (that) he plays football with his friends.

REPORTED SPEECH – INDIRECT QUESTIONS

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Reporting questions 1. We report questions with verbs such as ask, want to know or wonder.

2. In a reported question, the subject comes before the verb, as in a statement, and there is no question mark.

3. When reporting WH- questions, we use the same question word (when, what, why, how or which) to join the reporting verb and the reported question.

4. When reporting Yes/No questions, we use if or whether to join the reporting verb and the reported question.

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Examples: Direct speech

Indirect speech

Tom asks his dad if he has bought any new books lately.

Lora wants to know, ‘Where did you find the letter?’

Lora wants to know where I found the letter.

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PRACTICE

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Tom asks, ‘Dad, have you bought any new books lately?’

1R ead part of a radio talk show interview with Dr Ross Miller, a sociologist.Say which questions are in direct and which are in indirect speech.

Q: I wonder if the phenomenon of the generation gap is restricted only to our generation.

A: N o, of course not. This is not something new. It isn’t restricted to certain parts of the world, nor to certain times in human history, nor to certain cultures. This gap’s nothing but a conflict of thoughts between people.

Q: Does it mean that the gap is natural for every age group?

A: Y es, it does. It’s natural that every age group has its own social codes and a different approach to clothes, new technology, and the way they behave or form relationships with others.

Q: The question is why older people can’t adapt to these changes. What’s your opinion?

A: I don’t think they can adapt because they hold fast to tradition and old customs.

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1. ‘How much did you pay for your sunglasses?’

2. ‘Where does the lecture take place?’

3. ‘Do you think that the generation gap is a big issue?’

4. ‘When will your boss come back?’

5. ‘Have you been abroad recently?’

6. ‘Can you explain this problem to me?’

LISTENING

UNIT 8A

2 Report these questions. Begin with: My friend wants to know…

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Track 34

The generation gap

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1L isten to the text and decide whether statements 1-6 are true (T) or false (F). If false, correct them.

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1. The term generation gap was particularly used in the West in the 1970s.

2. The differences were mostly found in the choice of music.

3. Rock musicians wore ‘Make Love not War’ badges.

4. The punk generation protested against unemployment.

5. Their music was sad and quiet.

6. New generations choose clothes and music to suit their taste.

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a. effect b. changes c. times d. influence e. fashion

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1. the latest 2. cultural 3. previous 4. enormous 5. great

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2M atch the adjectives (1-5) with the nouns (a-e) to make collocations found in the text.

3U se the collocations from Exercise 2 to complete the sentences.

1. ________________in the 1960s deepened the generation gap.

2. Music had an _______________ on people’s lives.

3. The differences between the two generations increased in comparison to ____________.

4. Their unusual haircuts immediately became ______________.

5. That event had a ______________ on his brother’s life and work.

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UNIT 8B

APPRECIATE WHAT YOU HAVE

Track 35

Discuss the following: a. How important is money in people’s lives? b. Why do people say that money can’t buy happiness?

READING

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One day a wealthy man took his son on a trip to the country because he wanted his son to see how poor country people lived.

They stayed for one day and one night at the home of a very humble farmer. At the end of the trip, the father asked his son what he thought of the trip. The son replied that it was very nice. Then the father asked his son if he had noticed how poor the farmers were. The son nodded and agreed with his father. The father wanted to know more about what his son had learnt and what kind of conclusions he had come to.

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The son replied, “I learnt that we have one dog in our house, and they have four. Also, we have a fountain in our garden, but they have a stream that has no end. And we have imported lamps in our garden... where they have the stars! And our garden goes to the edge of our property, but theirs stretches to the horizon!”

At the end of his son’s reply, the father was speechless. The son then thanked his father for showing him how poor they really were.

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So the story just shows that everything depends on how you see life. Maybe we should learn to appreciate things and be thankful for what we have instead of always asking for more. Remember wealth all depends on your point of view.

Glossary

to appreciate – to value edge – border humble – modest

PRACTICE

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Discuss the questions.

1. Why did the father take his son on a trip to the country?

2. Why was the man speechless after hearing his son’s answers?

3. What did he probably expect his son to say?

4. What do you think of the advice we get at the end of the story?

5. Why do people often forget to appreciate what they have?

1 Complete these definitions with the highlighted words.

1. A _________________ is a small narrow river.

2. ________________ people are not proud and don’t think that they are better than other people.

3. If you __________________ something, you like it because you recognize its good qualities.

4. The _________________ of something is the place or line where it stops.

5. Someone’s ________________ is all the things that belong to them.

UNIT 8B

a VOC ABULARY cb

2 Use the highlighted words to make new sentences so as to illustrate their meaning.

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Example: Parents should teach children to have respect for other people’s property.

3 Match the words on the left to their opposites on the right.

1 2 3 4 5

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a. export b. poverty c. shrink d. arrogant e. ungrateful

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1. humble 2. thankful 3. import 4. stretch 5. wealth

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1. bring up 2. look after 3. take after 4. get along 5. put up with 6. look up to

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4P hrasal verbs connected to the family Match the meanings of the phrasal verbs (1-6) to their explanations (a-f) and then use the phrases to complete the sentences below. Pay attention to the form of the verbs!

a. respect; admire b. take care of c. educate, raise d. tolerate e. have a good relationship f. resemble in personality

1. Her son always _______________ his sister’s cats when she goes away.

2. If you _____________ your elders, it means you respect and admire them.

3. She couldn’t _________________ their violent temper.

4. Why don’t you two _______________? You’re always arguing.

5. Ann really ________________ her father.

6. He was _________________ by his aunt.

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UNIT 8B

GRAMMAR REPORTED SPEECH - SEQUENCE OF TENSES Look at these sentences: 1. They complained that the young didn’t show enough respect for their elders.

2. The father asked his son what he thought of the trip.

• What do you think the actual sentences were in direct speech?

When the reporting verb is in the past tense (e.g. He told me... / I asked him...), the tense in the reported clause must be in one of the past tenses, too. The following changes usually take place in the reported sentence: The rule of sequence of tenses

past simple

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BECOMES

present simple

past continuous

past simple present perfect

past perfect past perfect

no change

can/may/shall/will

BECOME

past perfect

could/might/should/would

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past perfect

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present continuous

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Examples: 1. My aunt told me angrily the other day, ‘The young have no manners at all.’

My aunt told me angrily the other day that the young had no manners at all.

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2. The father asked his son, ‘Did you notice how poor the farmers are?’

The father asked his son if he had noticed how poor the farmers were.

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The verb tenses can either change or remain the same in reported speech when reporting a general truth or if the situation is still true.

‘Australia is a continent.’ The teacher said that Australia is/was a continent.

For more information, see the Grammar summary.

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PRACTICE 1 Report these sentences.

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1. Mary asked me: ‘How much did you pay for your sunglasses?’

2. My classmate asked me: ‘Where does the lecture take place?’

3. The teacher asked: ‘How badly have you hurt yourself?’

4. My friend wanted to know: ‘Will you be at home tonight?’

5. Marcia wanted to know: ‘Do many foreign tourists visit Belgrade?’

6. Tina asked me the other day: ‘Did you choose the present for Tom?’ 7. My sister asked: ‘Are you seeing Jane tomorrow?’

8. My aunt asked: ‘Was your son happy with his grades last year?’

‘My brother isn’t here. Will you come later?’

He said his brother was not there and asked me if I would come later.

UNIT 8B

2 Change the following into reported speech. Look at the example first.

1. ‘I don’t know where the child is hiding. Do you?’

She said ______________________________ and asked me ________________.

2. ‘I’ll give you some money. Will you spend it on sweets?’

He said __________________ and wanted to know _________________________.

3. ‘We have packed our luggage. Have you put yours in the car boot? ’ Mary said _______________________ and asked me ________________________.

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4. ‘Are they really happy?’ Peter wondered. ‘I heard them quarrel yesterday.’

Peter wondered ______________________and added _______________.

5. ‘I can’t come before seven. I have a lot of work to do.’ David complained.

David complained ____________________________________________.

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6. ‘Did you meet George last night?’ Tom asked me. ‘He forgot to call me.’

Tom asked ________________________ and added _________________.

3 Rewrite these sentences as direct speech.

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Example: ‘Where do you go to school?’ he asked.

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1. He asked me where I went to school.

2. The boy replied that the trip was very nice.

3. He told me that he had found his book in Jane’s locker the day before.

4. The police wondered if he had seen a man coming out of the house.

5. Someone asked if there was a doctor among the guests.

6. He asked where I had been the whole evening.

4R eport the parts of the text Appreciate what you have that are written in direct speech, making all the necessary changes.

WORD FORMATION • The suffixes –ful and –less are used to make adjectives from nouns (and sometimes verbs).

E.g. faith – faithful / faithless; hope – hopeful / hopeless • Quite a large number of words may add one or the other suffix, but not always both. noise – noiseless (but not *noiseful)

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UNIT 8B

PRACTICE 1P ut the following words into three lists: one list of words that can take both endings and the other two of words which take either –less or –ful.

harm thank sleep use success forget meaning rest help thought truth sound taste mind colour sense pain time -ful ____________________ ____________________ ____________________

-less

-less/ -ful

____________________ ____________________ ____________________

____________________ ____________________ ____________________

help taste meaning harm success

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thought

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2C omplete the sentences by adding -less/-ful to the word in italics below to make a new word. There is one extra word.

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1. Don’t worry; the experiment is ________________ for the animals.

2. I couldn’t understand the sentence because it was ____________________.

3. The following information might be ________________ to the reader.

4. The meat was absolutely __________________ and I didn’t want to eat it.

5. Oh, thank you! It was very ___________________ of you.

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KEY WORD TRANSFORMATIONS

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Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given.

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1. Could you try a little harder to listen to what I’m saying? /effort Can you ________________________ listen to what I’m saying?

2. The last time I played tennis was in 2009. /since I _________________________________2009.

3. Can you distribute these tests to the other students, Kathy? /hand Can you ______________________________ to the other students, Kathy?

4. I can’t wait to see Margaret’s face when we arrive. /forward I’m ___________________________ Margaret’s face when we arrive.

5. ‘Do you both work together?’ she asked the twins. /if She ______________________________ together.

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6. The bank closed before I arrived. /already When I got to the bank, it __________________________.

UNIT 8B

WRITING

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My relationship with my parents Write a short composition (up to 120 words) on your relationship with your parents.

Plan your composition carefully. In the opening paragraph, get quickly to the point by describing your relationship with your parents. Use the next two paragraphs to describe a) your attitude to your parents. b) their attitude to you.

The final paragraph should be an overall conclusion on your relationship with your parents.

Here are some ideas to help you write:

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• Were your parents strict when you were younger? Are they now?

•W hat rules do they have about: school, homework, music, clothes, hair styles, staying out late?

• Do they ever punish you?

• Do you treat them with respect? Do they treat you with respect?

• Do you deserve to be treated as an adult?

C O M M U N I C AT I O N

I think you should sell your car.

Why don’t you come with me to London?

Let’s practise making up sentences.

How about going to France for our holiday?

Shall we help Tom to move out?

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I think/don’t think you should…

Why don’t you …?

Let’s …

How about/What about…?

Shall we…?

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Making suggestions 1 There are a number of ways to make suggestions in English. Here are examples of some of them.

2 Choose the best option for each sentence.

1. Hey Jim, _____________ have a drink with us?

2. What can we do this evening? ____________ watch a film?

3. Tina wants to go for a walk. ____________ going with her?

4. It’s warm and sunny. __________ go roller-skating!

3 Practise making suggestions with a partner in the following situations:

1. Suggest doing an activity together.

2. Warn your partner against doing something.

3. Suggest your partner change his/her plans.

4. Help your partner make up his/her mind.

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UNIT 8C

ADDITIONAL READING

Fashion through the decades Before you read the text, discuss the following questions in class:

1. How much has fashion changed and evolved over the course of the last fifty years?

2. Where can we see these changes most?

Everybody seems to agree that fashion is important. However, fashion is not just about the way some people dress. It represents the culture, ideals and mood of a society. Every season, traditionally, brings a flood of new ideas. If we look back, we can see that every decade had something new to bring to the spotlight that makes their fashions memorable.

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In the 1950s the length of the dresses was a little past the knees. Gloves and small hats were common accessories until the end of the decade. Synthetic fabrics became more widely used. The hair was usually short or shoulder length and curly! The eye make-up was hardly noticeable.

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The 1960s were the start of the hippie era. The dresses were usually short, a little above the knee. Miniskirts, printed nylon or polyester shirts and platform shoes were coming into fashion.

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The 1970s was the disco age. Dresses and skirts were usually baggy. Blouses were very popular and often had floral or metallic patterns. The colours were usually bright. Maxi skirts and long dresses were especially popular for formal events. The shoes were high.

The hair was long and full of volume.

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popular.

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In the 1980s, you had to be fit. Aerobic and dance studios, gyms and weight machines sprang up like mushrooms. It was the rocker decade! In the 80’s there were many different types of styles. Skin tight pants, simple T shirts, polo shirts and black leather jackets were

There were a lot of different types of styles during the 1990s. Wearing overalls became cool and so was any other type of denim. Bright colours and miniskirts regained their popularity. The ultimate fashion accessories in the Nineties were body piercings and tattoos.

The early 2000s (the Noughties) saw a continuation of the minimalist look of the 1990’s in high fashion. Later on, designers began to adopt a more colourful, feminine and ‘anti-modern’ look.

Brand names became of particular importance for young people and many celebrities launched their own lines of clothing.

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The music scene, aimed at adolescents and young adults, has been a major factor in street fashions. First it was the heavy metal trend, followed by a pop punk style which consisted of baggy pants and spiky hair. Then it was the rapper look with faded jeans, skinny jeans, and tight, rocker T-shirts. In the years to come, designers will certainly look to the past for inspiration, since colours, fabrics and patterns are constantly reappearing.

1R eplace the underlined words in the sentences with words from the Key word list.

1. If any of these symptoms appear while you are taking the medicine, consult your doctor immediately.

2. Young people may need reassurance that their parents still love them.

3. On Friday evening, as was his habit, he went down to the village pub.

4. Because of the crisis, some job losses seem unavoidable.

5. Your English will get better with practice.

2 Find synonyms for these words in the Key word list.

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1. modest __________ 2. hate_________ 3. educate __________ 4. tolerate__________ 5. shared _______ 6. criticize __________ 3U se verbs from the Key word list to form nouns that fit in the gaps in the sentences below.

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GRAMMAR

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1. The members of the group also expressed their ________________ for the help they had got.

2. Although the government is aware of strong public _______________, they will not change their decision.

3. We must say that we are satisfied with the _________________ in the quality of the service over the last year.

4. Teenage __________________ is a method teenagers use to help them express their independence and individuality.

4 Rewrite the sentences below without changing the meaning.

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1. ‘Did you remember to lock the door?’ my father asks me.

My father asks me _____________________________.

2. ‘Why have you turned off the television?’ Ellen asks me.

Ellen asks me _________________________________.

3. ‘Do you know how old it is?’ she asks him.

She asks him __________________________________.

4. ‘Is this the article he is writing?’ the editor asks.

The editor asks_________________________________.

5. ‘What will people say when they realize I’ve solved the mystery?’ she wonders. She wonders what_______________________________.

5 Rewrite these sentences as direct speech.

1. George asked Sue if she was going to change schools.

2. Carol asked Ann what she had done the day before.

3. Alice asked me who I sat next to in class.

4. Mary asked me where exactly I lived.

Key p. 154

KEY WORD LIST

Verbs precede refer despise rebel appreciate disapprove occur improve

SELF-ASSESSMENT TEST 8

a VOC ABULARY cb

Nouns adolescent custom attitude edge stream Adjectives broad-minded humble inevitable mutual open-minded speechless Phrases bring up bring in bring along bring back bring down look after take after get along put up with look up to Expressions make an effort see eye to eye

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UNIT

9 A FRIEND IN NEED IS AFRIENDINDEED A The importance of friendship B The burden of the past C That's what friends are for In this unit, you will a. read, listen and talk about • the importance of friendship

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b. practise • conditional sentences • adverbs • quantifiers • indirect commands • prepositional phrases with AT • phrasal verbs with look • asking for and giving advice

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1. Explain the proverb: A friend in need is a friend indeed.

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2. Place the following in order of importance to you.

•A friend supports you through good and bad.

•A friend is willing to listen.

•A friend makes you laugh.

•A friend makes you feel loved.

•A friend is always ready to help you.

•A friend gives you courage to do things.

•A friend keeps you company when you are sad.

•A friend has always got time for you.

•A friend never lies to you.

•A friend accepts you as you are.

•A friend is not a person without faults.

•A friend will never give you up for anything else.

fe i l e k a m Friends sweeter! a little

3. Choose three ideas that describe a good friend of yours.

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4. Add a few more things that you find important, but are not mentioned here.

Read the text once and say which statements are true according to the text.

True

False

UNIT 9A

THE IMPORTANCE OF FRIENDSHIP 1. If you want to have a true friend, you must be one yourself.

2. All friendships last forever.

3. Let your friend behave according to his character.

4. Friends aren’t important for our success in life.

5. Friends are with us in moments of great happiness and unhappiness.

READING

За

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Friendship is a simple word that is very commonly used. Yet the depth and meaning of friendship certainly goes beyond the simple and the common. How can we define friendship? Is it devotion?

A willingness to listen, understand and sympathize? A readiness to help? It includes all these qualities, and many more. A true friend is someone who understands you, who supports you in all you do, with whom you dare to be yourself, who knows all about you and likes you even so.

If you want a true friend, you must learn how to be one yourself. Friendships are easily broken and that’s why you need to take good care of them. One great secret to having good relationships with other people is to understand that everyone has their faults; you should not look for a friend without faults – if we did, we would have none. Friendship is a two-way thing and if one person has lost interest in the friendship, then it is important to realize that either he/she needs some space and a little time, or that not all friendships are destined to work out. But don’t give up on someone easily. If it’s not fun for you anymore, try to find out why. As the proverbs go, “Be slow in choosing a friend, but slower in changing him” and “To find a friend one must close one eye - to keep him, two.”

Whether they are casual friends, close friends or best friends, they are all important for our emotional and physical well-being and for our success at school, at work or in life generally.

Why are friends so important?

Because friends make us laugh when we feel like crying over a bad mistake; they make us feel loved when our boyfriends or girlfriends have broken up with us; and they give us the courage to do things and dream great dreams.

Glossary beyond – on the other side or outside a place devotion – great love, admiration for somebody or something destined – it will happen in the future 131

UNIT 9A

COMPREHENSION 1 Find in the text

1. which qualities are used to define friendship.

2. the definition of a true friend.

3. why we shouldn’t look for a friend without faults.

4. the proverbs and explain their meanings.

5. why friends are so important.

a VOC ABULARY cb 1 Prepositional phrases with AT

at war/ peace at work/ at sea at first sight

at all costs at any rate at short notice /at a moment’s notice

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at once at last at present

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A This is a list of some expressions with AT.

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2 Find

a synonym/explanation for the highlighted words in the text.

1. mistakes 2. look after somebody/something 3. help/encourage somebody to do something 4. ordinary; usual 5. not serious

B Now use an expression with AT instead of the part in italics.

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1. I didn’t like him from the moment I saw him.

2. We were waiting for her when she arrived finally.

3. I don’t like being disturbed while working in my office.

4. Firemen are always ready to set off the moment they are called.

5. Their two countries were constantly fighting.

6. Her brother is a sailor and he spends a lot of time sailing.

7. You must find that document whatever it may cost us.

8. Well, anyhow, let me thank you for all you did.

2E xpressions with TAKE Rewrite these sentences using the expressions with TAKE in the box instead of the words/phrases in italics.

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take care of

take part

take place

take by surprise

take advantage of

1. We will participate in the school play tomorrow evening.

2. I looked after the baby while my friend was in hospital.

3. I didn’t expect rain.

4. The story of the film happens in Pearl Harbour during the Japanese attack.

5. He used his friend’s mistakes and won the game.

1 Complete the sentences using the word in capital letters in the correct form.

1. Mary has become very ____________________ lately.

2. Her _________________ with John ended suddenly.

3. You didn’t show any_____________ to help me when I was in trouble.

4. His __________________ to come was obvious.

5. Her ________________ made him very unhappy.

6. Look at her dress! She’s a _________________ model.

EMOTION RELATION READY WILLING ILL PROFESSION

UNIT 9A

WORD FORMATION

2 Study the words in box A and use them to complete the sentences in box B.

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Noun depth length height width

B 1. The sea is 50 m ______________ here. What is the ______________ of the ocean?

2. What is the ________________ of this railway? It is one thousand kilometres ____________.

3. How _________________ is this mountain? The peak you can see has a ____________ of 1346m.

4. My garage is 3m _____________. What is the ____________ of yours?

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A Adjective deep long high wide

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PHRASAL VERBS with LOOK 1 Study the meanings of the phrasal verbs with look.

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look for – try to find look after – take care of look out – be careful, mind look down (on) – have a poor opinion of someone

look up (to) – respect someone look like – resemble look up (a word, name, phone number, etc.)

– look for in a book look into – investigate

2 Complete the sentences using the phrasal verbs from the box in the correct form.

1. _________________! There’s a car coming.

2. While her sister is in hospital, Helen is __________________ her daughter.

3. ‘What does ‘enormous’ mean?’ ‘ ________it _____ in a dictionary!’

4. I’d like to ________________ Nicole Kidman when she was my age.

5. Everybody _____________to Sean Connery because of his qualities as an actor.

6. ‘What are you ______________________?’ ‘I’ve lost my car keys.’

7. She is a terrible snob. She___________________ anyone who is poorer than her.

8. He is generous, kind and honest and everyone __________________ him.

9. The police ___________________ all kinds of crime.

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UNIT 9A

SPEAKING  1 What do you think?

• Why are friendships so important to us?

• Explain the statement "To have good friends, you must be a good friend yourself.”

2 Discuss the following questions.

• Do you have a different best friend every year or do you have lasting friendships?

•H ave you ever stopped being best friends with someone? Tell the class what happened. Did one of you change?

• S uppose you were invited to a birthday party, but your best friend was deliberately left out. What would you do? Why? • Do best friends always have to do everything together?

• Do best friends always have to share friends?

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GRAMMAR CONDITIONAL SENTENCES Types 0/1/2

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Type 0 Conditional is used to talk about general truths or scientific facts.

If clause present simple

Main clause present simple

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Main clause future simple, imperative, can/must/may/should + bare infinitive

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If clause present tenses

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Example: If you heat ice, it melts.

Type 1 Conditional is used to express a possible situation in the present or future.

За

Examples: • If it’s sunny, we’ll go on a picnic.

• If you don’t work a bit harder, you won’t pass the test.

Type 2 Conditional (unreal present) is used to express an unlikely or imaginary situation in the present or future.

If clause past simple/past continuous tense

Main clause would/could/might + bare infinitive

Examples: • If he didn’t enjoy his work, he wouldn’t be happy.

• They would definitely win the game if Tim was playing today.

• If I were you, I’d say nothing about it to anyone.

Note the form ‘If I were you’ which is often used to give advice.

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1U nderline all the examples of conditional sentences in the text and explain why the particular type is used in each case.

2 Match the two halves of the sentences.

a. you would certainly lose weight. b. I wouldn’t get any pocket money. c. the grass gets wet. d. unless she tries hard. e. it will get worse next week. f. I would join you. g. tell her to call me tomorrow.

3 Discuss these questions with a partner.

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1. If we don’t repair it now, 2. She will not succeed 3. If you kept to your diet, 4. If you see her there, 5. If I weren’t so tired, 6. If it rains, 7. If I didn’t behave well,

UNIT 9A

PRACTICE

a) Which sentences in Exercise 2 talk about real situations? b) Which sentences talk about hypothetical situations?

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4 Put the verbs into the correct form to make conditional sentences (Type 0, I or II).

д

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1. I’d travel around the world if I _____________________(win) some money.

2. If I ___________________(not like) my job, I’d give it up.

3. I wouldn’t do it unless I ______________ (love) you.

4. If any of us spoke French, we ____________ (translate) the email for you.

5. He would go to the wedding if he ______________(have) a suit.

6. Wood ________________(not/burn) if there is no air.

За

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5F inish each of the following sentences in such a way that it means the same as the sentence before it.

Example: It is raining and we can’t go out.

If it wasn’t raining, we could go out.

1. It’s a pity that the TV is broken. We can’t watch football now!

If the TV __________________________________.

2. What a shame I can’t speak English. I have to find an interpreter.

If I _______________________________________.

3. You drink too much coffee; that’s why you can’t sleep.

If you _____________________________________.

4. In snowy weather we don’t go to school.

If ________________________________________.

5. I’ll call the police if you don’t leave me alone!

Unless _____________________________________.

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UNIT 9A

QUANTIFIERS Look at this example: She needs some space and a little time.

When we talk about quantity, we use words such as: some, any, much, many, little, few, plenty of.

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• We use many, a few, few (fewer) with countable plural nouns.

• We use much, a little, little (less) with uncountable nouns.

• We use a lot of, plenty of with both countable and uncountable nouns.

I have less work now than I had this time last year.

There are simply fewer jobs around that I am suitable for.

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•F ew/fewer, little/less have a negative implication. If we want to be positive about something, we use a little or a little bit of or a few.

His family had little money to spend.

1 Complete the sentences with (a) few, (a) little, less or fewer.

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1. Mr and Mrs Harris have ___________money, but not enough to buy a new car.

2. ____________ students like the new boy. He’s very unpopular.

3. It was a better festival this year. There were __________ films I didn’t like.

4. You watch too much television. You should watch ___________.

5. She’s got ____________chance of passing the exam because she hasn’t done any work for it.

6. Make __________ noise! You will disturb the neighbours.

7. There are _____________tickets left for their show. They haven’t sold them all yet.

8. I’ve bought ___________vegetables because I don’t like them.

2C omplete these sentences so that they are true for you. Use suitable quantifiers.

Example: I don’t drink much milk.

1. I eat ___________________________. That’s why my mother criticizes me.

2. I’ve got too _________________________________.

3. There are ________________________ in my house.

4. I don’t know ________________________________.

5. Will you have ______________________? They’re very good.

6. I can only speak ____________________. It’s a pity I haven’t learnt more.

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INDIRECT COMMANDS

Look at these sentences: ‘Be slow in choosing a friend.’ My mother advised me to be slow in choosing a friend.

‘Don’t give up friendship easily.’ I told my daughter not to give up friendship easily.

UNIT 9A

REPORTED SPEECH

We report orders with tell/remind/persuade, etc. + object + infinitive.

We report requests with ask + object + infinitive.

We report negative commands with tell/order, etc + object + not + infinitive.

We report negative requests with ask + object + not + infinitive.

They asked me to come as soon as possible. / He warned us not to go to the park at night.

Report the following sentences.

LISTENING

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1. Please don’t wait until tomorrow. Give me the present today. I asked Mary ________________.

2. Be careful when crossing the road. He told me ______________________________________.

3. Don’t forget to post the letter. She reminded me _____________________________________.

4. Will you visit us next Sunday? She invited us _______________________________________.

5. Don’t talk to strangers. Mother warned her daughter _________________________________.



Track 38

A broken friendship

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1 Listen to the text and answer the following questions.

5. Did the girls continue hiking?

6. What favour did Sonia ask from her friend?

7. How did Tania refuse to help her friend?

8. What was Sonia’s reaction?

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1. How long have the two girls been friends?

2. What did they decide to do?

3. What happened to Sonia?

4. What did the doctor decide to do with Sonia’s arm?

2 Discussion Group work. The class is divided into two groups.

• Group A will speak in favour of Tania. Group B will speak in favour of Sonia.

• Try to come to a reasonable decision. Remember that quarrels are never one-sided.

Here are some expressions to help you express your personal opinions.

In my opinion,...

Personally, I believe...

I feel very strongly that...

WRITING

It seems to me that...

As far as I’m concerned,...

I think that...



1 Divide a piece of paper in half lengthways. On one side make a list for the topic ‘I like a friend who....’ On the other side, make a list for the topic ‘Things I do for my friends....’.

2 Think about a time when you and a friend had terrific fun together. Write about why it was so much fun. What do you like about your friend that made it fun to be together?

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UNIT 9B

THE BURDEN OF THE PAST

Track 39

Read the text once and decide which sentences are false and correct them.

1. Maggie and Philip have been seeing each other regularly since their childhood.

2. Philip’s father is to blame for Maggie’s unhappiness.

3. Maggie was walking along the path, hoping to see Philip.

4. Philip was very good to Maggie and her brother when they were children.

5. Philip made a picture of Maggie as he remembered her.

6. Philip didn’t think that Maggie was as beautiful as she was when she was a child.

READING

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Maggie and Philip, who were good friends during their childhood, haven’t seen each other for a few years. Her family had a great deal of trouble because Maggie’s father went bankrupt and blamed other people for his problems, including Philip’s father. That’s why the two young friends had to part. Maggie and Philip met again when she was 17 years old.

уџ бе

It was late afternoon and Maggie became aware of a moving shadow on the grassy path in front of her. She looked down to see Philip, who came forward to her and held out his hand. ‘I saw you yesterday on the bank near your house and I came here today to see if you would come out,’ said Philip, slightly embarrassed.

за

Maggie held out her hand, too and looked at him warmly, her eyes filled for a moment with the memory of her childhood feelings – a memory that was always strong in her.

д

‘You surprised me,’ she said smiling; ‘I never meet anyone here, but I’m very glad you came,’ said Maggie. ‘I’ve never forgotten how good you were long ago to my brother, Tom, and me, too.’

во

‘Do you know, when I was away, I painted a picture of how you looked that morning in the study when you said you would not forget me?’ said Philip timidly.

За

Philip took a tiny box out of his pocket and opened it. Maggie saw a water-colour sketch of herself from long ago. She was leaning on a table, with her black hair behind her ears, looking into space with strange, dreamy eyes.

‘Oh dear,’ said Maggie, smiling with pleasure. ‘What a strange little girl I was! I remember myself with my hair that way, in that pink dress. I was like a gypsy.’ She added, after a little pause: ‘Am I now what you expected me to be?’

Philip met her eyes and looked at her in silence for a long moment, before he said, quietly, ‘No, Maggie.’

A little of the light disappeared from Maggie’s face. Philip continued to look at her. Then he said slowly, ‘You are much more beautiful than I thought you would be.’

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‘Am I?’ said Maggie, her face bright red. As they continued walking, Maggie’s face had lost its glow. Looking at

‘I see what you mean. I know what keeps us apart on both sides. But it isn’t right, Maggie. I would give up a great deal for my father, but I wouldn’t give up friendship just to obey him.’

UNIT 9B

Philip, she said in a serious, sad voice. ‘I had to part with everything I cared for when I was little.

Because of our families we must part and never take any notice of each other again.’ Maggie’s eyes began to fill with tears. The expression of pain on Philip’s face deepened.

Taken from ‘The Mill on the Floss’, by George Eliot Mary Ann Evans (1819 – 1880), known to us by her pen name of George Eliot, began to write late in life, and attained a leading position among living English novelists in the years between 1870 and 1880. She is best known for her novels Adam Bede, The Mill on the Floss, Silas Marner, and Middlemarch.

Glossary

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bankrupt – unable to pay one’s debts to blame – to say that somebody is responsible for something slightly – to a small degree embarrassed – ashamed to obey – to do what one is told to do by someone COMPREHENSION

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In the text, find sentences that give the following information.

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1. The two friends were separated for a long time.

2. The problems in Maggie’s family were the cause of their separation.

3. Maggie is now a grown-up girl.

4. Seeing Philip brought back a lot of memories of Maggie’s childhood.

5. Maggie’s appearance in the sketch.

6. Maggie was embarrassed when Philip said she was beautiful.

7. Maggie was sad because her life had changed a lot.

8. Friendship meant a great deal to Philip. a VOC ABULARY cb 1U se these adjectives with suitable nouns from the text. Think of other nouns you can use these adjectives with.

strange __________ grassy __________ black __________ dreamy _________

tiny __________ sad __________ water _________ pink __________ 139

UNIT 9B

2 Fill in the gaps with the correct prepositions.

1. She was aware ________ his presence. 2. He blamed me ________ spilling milk. 3. She had to part ________ all her toys. 4. An expression ________ happiness.

5. The child’s eyes filled _______ tears. 6. He was leaning _______ the table.

GRAMMAR ADVERBS Which words do the adverbs in italics modify?

1. Maggie looked at Philip warmly.

2. She watched him slightly embarrassed.

3. He walks very quickly, but he is always late.

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Adverbs usually modify verbs, telling us how, how often, when, or where something is done.

Adverbs can also modify adjectives or other adverbs.

Adverbs of manner, place, time, frequency and degree Most adverbs of manner (and some adverbs of degree and frequency) are formed by adding -ly to the adjective, e.g. careful – carefully, terrible – terribly, usual – usually.

Some adverbs of time which end in -ly are related to nouns, e.g. month – monthly, year – yearly.

Pay attention to spelling changes: happy – happily, comfortable – comfortably, day – daily

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Position of adverbs

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Adverbs of manner: hard, slowly, rapidly, gladly, beautifully, shyly Adverbs of time: now, then, yesterday, nowadays, soon, early, later, daily, weekly Adverbs of place: here, there, somewhere, upstairs, inside, outdoors, below Adverbs of degree: absolutely, almost, fairly, very, rather, utterly, terribly, really Adverbs of frequency: often, sometimes, always, usually, ever, never

За

1. Adverbs of manner, place and time normally come after the direct object if there is one.

He opened the door silently.

2. If there is more than one adverb, the usual order is: manner – place – time.

He was working quietly in his office all day.

Note: when there is a verb of movement, the order is place – manner – time.

She went to the station by bus yesterday.

3. Some adverbs of manner, place and time can come at the beginning of a sentence if we want to give special emphasis to manner, place or time.

Slowly, she started the car.

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4. Adverbs of frequency normally come before a main verb, but after an auxiliary verb.

I have never written such an unpleasant letter.

Note: Adverbs come after the verb to be when it is used as a main verb.

She is always on time.

5. Adverbs of degree can be used before or after a verb.

She admired him greatly. / I greatly enjoyed the lesson.

Choose an adverb from the box for each sentence below and put it in the right position.

utterly 1.

2.

3.

4.

5.

6.

rarely

gently

dangerously

highly

almost

UNIT 9B

PRACTICE

She woke the sleeping child.

Do you think that people drive in your country?

He looked confused when he heard my request.

When he entered the bar, the place was empty.

I recommend this book to anyone who is interested in biology.

I have time to read newspapers.

KEY WORD TRANSFORMATIONS

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Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given.

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1. I strongly advise against continuing the journey in that car. (you) If I ______________________________ continue the journey in that car.

2. ‘Why don’t we buy a bigger house?’ said Kate. /suggested Kate ___________________________ a bigger house.

3. Stella’s mother forced her to study French, though she didn’t like it. /made

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Stella’s mother _________________________________.

4. He didn’t want to join in the celebrations. (take) He didn’t want ___________________ the celebrations.

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5. I don’t care what you do. (concerned) As __________________________ , you can do what you like.

C O M M U N I C AT I O N

ASKING FOR AND GIVING ADVICE Giving advice

Asking for advice

Should… ought to… had better …

I think you should get a lawyer.

Maybe you should try again.

Why don’t you call the company?

If I were you, I would tell her.

What do you think I should do?

What do you suggest?

What would you do (in this situation)?

Example: A: I don’t think you should sell your car.

B: Thanks for the advice, but I really need the money.

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UNIT 9C

ADDITIONAL READING

That’s what friends are for LISTENING

Track 40



A B efore you listen to the song That’s what friends are for, sung by Stevie Wonder, fill in the gaps with the words from the box below.

B Listen to the song and check your answers.

close heart count

as far as

apart

Well you came and opened me And now there’s so much more I see And so by the way I thank you Oh and then for the times when we’re ______ Well then close your eyes and know The words are coming from my ______ And then if you can remember …

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Keep smiling, keep shining Knowing you can always______ on me, for sure That’s what friends are for

For good times and bad times I’ll be on your ______ forever more That’s what friends are for

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And if I should ever go ______ Well then ______ your eyes and try To feel the way we do today And then if you can remember

away

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And I never thought I’d feel this way And _________ I’m concerned I’m glad I got the chance to say That I do believe I love you

side

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IDIOMS Relationships Match the meanings of the idioms in bold (1-4) to their explanations (a-d).

За

1. Susan was head over heels in love with James.

2. She was very unhappy when her boyfriend left her and I gave her a shoulder to cry on.

3. Although they are twins, Mary and her brother are like chalk and cheese.

4. My relationship with Mary had many ups and downs. a. totally different b. bad times and good times c. listen to a friend when they talk about their problems d. very much in love

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FAMOUS QUOTES Discuss in pairs the following quotations.  Many people will walk in and out of your life; but only true friends will leave footprints in your heart. (Unknown) No man is the whole of himself; his friends are the rest of him. Don’t wait for people to be friendly, show them how. To keep a new friend, never break with the old. (Russian proverb) Truly great friends are hard to find, difficult to leave, and impossible to forget.(Randolf, G.)

1 Choose the word/words from the Key word list in the correct form to complete the sentences.

1. The ______________ they felt for each other was obvious.

2. It was obvious that the house had been poorly_____________.

3. Investigators are ______ _______the cause of the accident.

4. You must find out where this event _______ _______.

5. Prices have increased ____________ this month.

6. He appreciated her _________________ to help.

2 Complete the table with the correct forms.

noun

adjective

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verb obey maintain

devotion

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embarrass

GRAMMAR

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3 Choose the most suitable option.

1. We have a suggestion to make. How do you feel/would you feel if we offered/would offer you the job of assistant manager?

2. If you lent/will lend us the money, we pay/would pay you back next week.

3. Let me give you some advice. If you smoked/would smoke less, you didn’t feel/wouldn’t feel so tired.

4. You won’t finish/haven’t finished the task on time unless you start/don’t start immediately.

4 Fill in the gaps with one of the following quantifiers: much many a little little a few few 1. They said that just ___________help could make a big difference.

2. I’ve paid very _______attention to how ______snow we’ve had.

3. I haven’t had ______________assignments this term.

4. _________people know as much about computers as Marco does.

5 Write the sentences, putting the words in the correct order.

1. Ross / in a polite way / always /criticizes / my work ___________________________________________ 2. James / on Saturday / played / in Paris / brilliantly ___________________________________________ 3. Charles / extremely / with problems / is / good at dealing ___________________________________________

Key p. 154

KEY WORD LIST

Verbs support maintain blame obey embarrass

SELF-ASSESSMENT TEST 9

a VOC ABULARY cb

Nouns devotion fault glow depth willingness Adjectives/adverbs beyond slightly casual Phrases look after look out look down (on) look up (to) look like look into look up Expressions take care of take part take place take by surprise take advantage of at any rate at all costs at short notice / at a moment’s notice 143

UNIT

10 HOLIDAY DESTINATIONS A Y our destination this year – Serbia B Natural wonders In this unit, you will a. read, listen and talk about • holiday destinations in Serbia • winter and summer resorts • natural wonders

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b. practise • words related to travelling • adjectives

LEAD-IN

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1 Describe what you can see in each of the photographs. a. Which place would you prefer to visit? b. List the features that make a place worth visiting.

За

You may find these words useful. landscape view peace and quiet

144

entertainment

beautiful scenery

2 Discuss the following: • What type of holiday suits you best?

• Which place would you choose for your holiday?

• Would you like to spend a day in one of the famous amusement parks?

• What would you expect to find there?

adventure

Track 43

You are planning a holiday. Look at these holidays offered by a travel agency. Read the advertisements. In pairs, choose one of the trips you would like to go on together. Make notes on your reasons. Use the words below to help you. exciting boring dangerous educational informative

exploration a new experience good accommodation good for one’s health

amusing unforgettable luxurious exhausting

UNIT 10 A

YOUR DESTINATION THIS YEAR - SERBIA

relaxing tiring adventurous cheap expensive

READING

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SPA RESORT

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Palić Lake, the most popular tourist destination in Vojvodina, is situated 8km from Subotica. The entire shore of the lake is 17km long. There are attractive paths for walking, cycling or riding on a horse-drawn coach.

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Thanks to the mineral water springs with temperatures of 250 C and the mud from the lake, Palić became a spa resort at the end of the 19th century.

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The Palić area offers various pleasures for visitors, both young and old, including rowing and sailing, or in the winter, ice skating on the frozen lake. There are numerous sports facilities for football, basketball and volleyball, as well as tennis courts. A visit to the zoo or to an ostrich or horse farm will make for a memorable holiday.

In the heart of the Grand Park is the Summer Stage, where the Palić International Film Festival is held every summer.

RAFTING The Drina is a fast flowing river which is perfect for various water sports, such as white water rafting and kayaking. The famous Drina Regatta has been held along the 25 km route in July every year since 1990.

Rafting on the Drina is a challenging and recreational activity. All the participants must get involved. People from all over Serbia and Europe come in order to have excitement and fun. A trip down the crystal clear waters can last anywhere from two to four hours, or even a whole day.

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UNIT 10 A

Cooking over a campfire and having lunch on the river bank are some of the great joys of this area.

The Drina is one of the cleanest rivers in Europe, which is why it is rich with fish - there are more than thirty species. It is a real paradise for fishermen. Rafting on the Drina is an irresistible challenge for both tourists and sportsmen.

WINTER AND SUMMER RESORT Kopaonik is the largest mountain in Serbia. Its highest peak is Suvo Rudište (also called Pančić’s Peak) at 2,017 metres above sea level. This mountain has enormous resources for the development of tourism. Sports and recreation are key factors. Kopaonik is mainly a destination for skiing and snowboarding.

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The tourist resort includes hotels, hostels, chairlifts, excellent ski slopes and many other tourist facilities. The duration and quality of snowfall and ideal skiing facilities are attracting a rapidly increasing number of guests.

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The entire park is known for its extraordinary natural beauty, vast expanses of grassland, and picturesque forests made up of a wide variety of tree species.

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Glossary

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species – plants or animals with the same characteristics peak – mountain top facility – something designed or built to serve a specific function expanse – a wide area duration – the period of time that something lasts or exists slope – the side of a hill or mountain ostrich – a very large bird that runs very fast but cannot fly COMPREHENSION Answer the following questions.

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1. What sports and entertainment are offered to tourists when they go to Palić?

2. What makes Palić a spa resort?

3. Why does the Drina attract people every July?

4. Why is the Drina good for fishing?

5. Which adjectives best describe the River Drina?

6. What are the main factors that make Kopaonik so attractive for tourists?

Match each word in 1-5 to its correct definition by circling a or b.

UNIT 10 A

a VOC ABULARY cb

4. resort a. a place which is popular for holidays and recreation b. a place for training

1. variety a. diversity b. a circus 2. enormous a. unusually attractive b. unusually large

5. picturesque a. with a lot of pictures b. visually attractive

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3. irresistible a. very desirable, appealling b. able to resist

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GRAMMAR ADJECTIVES Position and order of adjectives Look at these sentences.

1. The mountain has enormous resources.

2. The idea of rafting on the Drina became attractive.

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1 An adjective can come in two places in a sentence: a) before a noun, e.g. a picturesque forest, a real paradise b) after the verbs be, look, feel, taste, sound, smell, seem, appear, become and get.

The Drina is rich in fish. / The river looks perfect for water sports.

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2 When we use two or more adjectives together, they normally go in the following order: quality + size + age + shape + colour + origin + material + noun extraordinary white slopes (quality + colour), a nice linen dress (quality + material) 3 In expressions with measurements, the adjective normally comes after the measurement noun.

She is 18 years old. / I am 1.66 metres tall.

PRACTICE Make sentences using these words in the right order.

1. blue / raincoat / cheap / a / she / bought __________________________________________ 2. monastery / over / is / old / 600 / the / years ________________________________________ 3. hair / Susie / long / doesn’t have / blond / beautiful__________________________________ 4. Japanese / we / saw / some / cars / black / new_______________________________________ 5. bridge / wooden / was built / 1 kilometre / long / over / the river / a ___________________________________________________________________________

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UNIT 10 A

SPEAKING  I n groups of four, discuss the following tips for canoeing suggested by an experienced canoeist. After considering all the tips, decide which tips would make you decide FOR or AGAINST canoeing.

If you like a challenge and an adventure, canoeing offers the best of both. Canoeing is reasonably cheap: you don’t need your own canoe; it can be hired. Canoeing requires little tuition, but the best way to start is by joining a local club. There are some basic rules to obey:

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a. As beginners, never canoe alone. b. Always watch the weather. c. Avoid fast-flowing waters until you are more experienced.

WRITING

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 At first, even just paddling in a straight line is difficult.  Once you can paddle backwards and forwards, you will have control of the canoe.  You can use canoeing as an exciting and a paddle one’s own canoe – to depend competitive sport or just to enjoy a lovely day on the river. on oneself; to be independent

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You have been asked to write a short article for a brochure on a major tourist attraction in Serbia. Describe any place you consider to be the most interesting and explain why tourists should visit it. What heading would you give to your article?

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Choose from among the places on the map.

You may find these words and phrases useful. holiday resort / spa / industrial centre / archaeological site / hydroelectric plant / historical centre

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Mention: •w hat the place represents / how big it is / where it is situated (e.g. It’s ....km away from.... / It’s near the border with.... / It’s in the east /west ... of the country, etc.)

• i f you have been there •w hy it is important / what interesting features it has (scenery, industry, shopping, festivals, and other important events) •w hat you like / don’t like about it (what the good/bad things are about living there)

TRAVELLING BY AIR Work in groups. Discuss the ways people travel. Compare travelling by plane to some other ways.

Use these questions to help you start your discussion.

UNIT 10 A

SPEAKING AND VOCABULARY

Which way of travelling is the…

– fastest?

– most comfortable?

– most convenient/inconvenient?

– cheapest?

•H ave you ever experienced anything unusual while travelling?

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At the airport Do you know what you should do when you arrive at the airport? Look at the procedures given below. Use these guidelines and say in the first person what you should do when you travel by plane.

Use: first, next, then, after, as soon as, finally

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Departure

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1. Go to the check-in desk to check in.

2. The ticket agent checks your ticket.

3. You should show some ID. 4. Your luggage will be also checked.

5. You get a boarding pass for the plane with the flight, gate and your seat number on it.

6. If you are taking an international flight, an official checks your passport.

7. You board the plane and find your seat. You sit next to either the window or the aisle.

8. Carry-on luggage can be put under the seat in front of you or in the overhead compartment above you.

9. You can read or hear the instructions: ‘Please fasten your seatbelts and put your seat in the upright position.’

10. The plane moves slowly to the runway and takes off.

Arrival

1. When the plane lands, walk through the terminal building.

2. Wait at baggage claim.

3. Pass through Customs.

Useful language to check in – report that you have arrived the ticket agent – airline representative to board – get on the plane ID (identification) – a ny document that shows who you are

flight – a journey by plane carry-on – luggage taken onto the plane to take off – leave the ground to land – arrive on the ground 149

Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given.

1. It was John’s first visit to America. /never John ________________________ America before.

2. I have never read a brochure about natural wonders before this one. /time This is the __________________________ a brochure about natural wonders.

3. There was a number of different types of things./variety There ________________________ types of things.

4. Nobody had expected Jane to play so well. /better Jane played_______________________________ expected.

5. Do you know where they’re going to hold the next Olympic Games? /place Do you know where the next Olympic Games _______________________?

6. They won’t score any goals if they don’t start running faster. /will Unless _________________________________________________________________ 7. I strongly advise you to look for a new job. /were If______________________ look for a new job.

EXPAND YOUR VOCABULARY

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UNIT 10 A

KEY WORD TRANSFORMATIONS

Match these words with the definitions given.

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an expedition a tour a crossing a package tour a cruise a flight a trip travel a voyage

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1. A journey by plane ___________ 2. A journey by ship for pleasure _____________ 3. A journey by sea ____________ 4. A journey from one side of the sea to the other ___________ 5. An organized journey to see the sights of a place ___________ 6. An informal word for a journey, sometimes meaning a short journey _________ 7. A holiday which includes organized travel and accommodation _____________ 8. Taking journeys, as a general idea ______________ 9. A journey for a scientific or special purpose _____________ LISTENING



Track 44

A telephone conversation Use the sentences from the box below to complete this telephone conversation.

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I have a flight booked to Manchester on Sunday at 8 p.m. I’d like to change it for Monday morning at 8.30.

Good morning. My name is Mrs Carol Harris.

UNIT 10 A

That’s fine. Thank you very much. Goodbye.

Good morning. I’d like to change a flight booking, please.

Yes, please. Where can I have my ticket changed?

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A: British Airways. Good morning.

B: __________________________________________ A: Hold on, please. I’ll put you through to Flight Reservations.

C: Flight Reservations.

B: __________________________________________ C: How can we help you, Mrs Harris?

B: ___________________________________________________________________________ C: I’m sorry, madam. There are no seats left, but we can offer you a seat the same day on the afternoon flight. Shall I book one for you?

B: ___________________________________________________________________________ C: You should go to the British Airways desk at the airport 60 minutes before the flight.

B: ___________________________________________________________________________ DISCUSSING PROVERBS and SAYINGS

1C omplete the proverbs with an animal name. Can you explain the meaning or translate it into your language?

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1. You can take a ___________ to the water, but you can’t make it drink.

2. You can’t teach an old _____________ new tricks.

3. You must take the ______________by the horns.

4. Don’t make a __________of yourself.

5. He has a ______________ in his bonnet.

6. _________________ of a feather flock together.

2 Explain in your own words the meaning of the following sayings to make the meaning as clear as possible. Give some examples which support your opinion.

1. The World is a book and those who do not travel read only a page. ~ St. Augustine 2. To travel is to discover that everyone is wrong about other countries. ~ Aldous Huxley 3. The traveller sees what he sees. The tourist sees what he has come to see. ~ G.K. Chesterton

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UNIT 10 B

ADDITIONAL READING

NATURAL WONDERS The natural wonders of the world are unique and amazing in their own special way. They became wonders when travellers going around the world discovered them and thought they were really special. Read about four of these unique places and then do the exercise that follows.

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The Grand Canyon is located in the northwest part of Arizona.

No one really knows how it was formed: probably by the Colorado River eroding it away. Geologists believe these rocks are at least two billion years old. Hiking in the Grand Canyon is completely different from any other type of hiking because of its strange climate.

You could be at the top of it where it might be snowing, while at the bottom it could be 20°C.

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Mount Everest is the highest mountain on the planet and is growing two inches taller each year. Satellite technology says the mountain is currently 29,107 feet tall. It stands on the border between Nepal and Tibet. The temperature there is 97 degrees below freezing. It has been a climber’s dream since the British first saw the peak in the 1850s.

The first known expedition that made it to the top was undertaken by a New Zealander named Edmund Hillary and a Nepalese man named Tenzing Norgay. They climbed the mountain in 1953. Since then Everest has been climbed by over 3,000 people.

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Aurora Borealis is a spectacular light show in the northern region of Alaska. It is more commonly known as the Northern Lights.

They have been a mystery for many years. However, there are scientific reasons to explain this phenomenon.

Niagara Falls is not only one of the natural wonders of the world, but also one of the most desirable destinations in North America. It is not exceptionally high, (the Canadian Falls are 54 metres high and the American Falls, 56 metres high), but it is very wide. Although it is famous for its beauty, it is also a valuable source of hydroelectric power.

PRACTICE 152

Which of these natural wonders 1. is growing every year?

2. is believed to be two billion years old?

3. gives the world a lot of electricity?

4. is a light phenomenon?

5. has a very strange climate?

6. has been the dream of every climber?

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1. The basketball team arrived _______ Belgrade on Sunday.

A to B over C in D into 2. He will not come unless you ________ him.

A invite B do not invite C will invite D didn’t invite 3. Diana was ________ because she ____ to such a famous club before.

A exciting/had never been B excited/has never been C exciting/has never been D excited/had never been 4. If I were you, I ________ to him another letter.

A I’ll write B I’m writing C I’ve written D I’d write 5. There is only _______ bread left. I’ll go and buy some.

A little B a little C few D a few 6. She doesn’t want to depend ____ her parents.

A of B Ø C off D on 7. Please remember! There is no exception ______ this rule.

A to B against C for D with 8. Despite ______________ hard, he failed the exam.

A he studied B he has studied C studying D study 9. I’d like to know what you do for _____.

A work B a living C a profession D a job 10. He won’t be at the meeting because he _____ to the Continent.

A was going B has gone C has been D will be going 11. They got some valuable _____ from the night watchman.

A pieces of informations B information

C piece of information D informations 12. “How long _____ your new secretary?” “Since 2004.”

A have you known

B do you know

C have you been knowing D did you know 13. The visitors _____ all the different ways of making brandy.

A were shown B have shown C showed D had shown 14. We eat _____ soup with _____ spoon.

A the // the B --- // --C a // a D --- // a 15. Margaret _____ me _____ worry.

A said // not B said // not to C told // don’t D told // not to 16. Mark prefers cycling _____ driving.

A for B as C to D than 17. I really think you ____________ see a doctor.

A would better B better C had better D could better 18. Unfortunately, my daughter has _______ friends in our neighbourhood.

A a few B few C some D many 19. My house is ___ the end of the street ___ the right.

A in – on B at – in C in – at D at – on 20. I looked this word ____ in the dictionary, but I still don’t understand it.

A from B on C up D for

Key p. 154

KEY WORD LIST

Verbs row skate raft erode land

SELF-ASSESSMENT TEST 10

Circle the correct answer.

Nouns species peak facility expanse duration slope resort destination Adjectives irresistible picturesque enormous numerous Phrases and set expressions check in by heart to break one’s heart to take to heart to lose heart a heart of gold 153

TEST 2

1 1. opportunity 2. masterpiece 3. absent-minded 4. powerful 5. historical 6. pretended 7. settled in 8. devoted 9. stands out 10. stand for 2 1. √ 2. crashed 3. heard 4 √ 5. √ 6. was chewing 7. forgot 8. was living 9. √ 10. used to 3 grew; lost; caught; wore; drank; swept; fell; fought; chose; tore

TEST 3

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1 1b 2a 3b 4a 5b 6b 7a 8b 9b 2 1. has stopped 2. haven’t finished 3. haven’t told 4. Have you met 5. has read 6. hasn’t decided 7. bought; hasn’t sold 8. will tidy 9. I’m taking 10.

Did you have to

TEST 4

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1 1. charity 2. break into 3. keep in touch 4. break up with 5. broke out 6. diversity 7. broke down 8. keep fit 2 1. settlers 2. valuation 3. foundation 4. migration 3 1. drove; had visited 2. remembered; had met 3. had left; began 4. had been; decided 5. realized; had forgotten 6. reached; had melted

TEST 5

1 1. descend 2. strike 3. give…away 4. spread 5. gave in 6. contain 7. displayed 2 2. occasional; reflection; original; announcement; frighten; descent 3 1. a; the 2. the; the 3. a; the 4. the 5. -; the 4 1. a doctor 2. blue trousers 3. Bananas 4. a headache 5. Life 6. a letter 5 1…. mine who lives… 2…. cat which likes… 3. … place where planes… 4….Jane whose mother…5… offer which we..

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TEST 6

1 1. encourages 2. decreased 3. affect 4. a modest 2 1 will be shown 2 were destroyed 3 was stolen 4 going / dancing 5 had been given 6 happened 7 is visited 8 has been seen 9 going / buying 3 1. I wasn’t given any help …. 2. hasn’t been painted …. 3. were being interviewed …. 4. denied causing ….5. Ann suggested their going/they all go ….

TEST 7

1 1. access 2. drawback 3. provides 4. participants 5. expanded 2 1. a) 2. b) 3. b) 4. b) 5. b) 3 1.various 2. assignments 3. valuable 4. irritating 5. impatient 6. avoidable 4 1. avoid, 2. encourage, 3. let, 4. mind, 5. can’t afford, 6. can’t risk

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1 1. manners 2. accuracy 3. landmarks 4. amazing 5. highlight 6. illuminated 2 impressive; suitable; drinkable; marvelous; professional; religious; famous; traditional 3 1. am ironing 2. gets; 3. is carrying / isn’t raining 4. don’t know 5. is driving 4 smell: a) expresses activity b) state verb; see: a) activity b) state verb; look: a) state verb b) activity; have: a) state verb b) activity

TEST 8

1 1. occur 2. Adolescents 3. custom 4. inevitable 5. improve 2 1. humble 2. despise 3. bring up 4. put up with 5. mutual 6. disapprove 3 1. appreciation 2. disapproval 3. improvements 4. rebellion 4 1. My father asks me if I remembered to lock the door. 2. Ellen asks me why I have turned off the television. 3. She asks him if he knows how old it is. 4.

The editor asks if this is the article he is writing. 5.

She wonders what people will say when they realize she has solved the mystery.

5 1. ‘Are you going to change schools?’ George asked Sue. 2.‘What did you do yesterday? Carol asked Ann. 3.‘Who did you sit next to in class?’ Alice asked me.

4. ‘Where exactly do you live?’ Mary asked me.

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KEY TO SELF-ASSESSMENT TESTS

TEST 1

TEST 9

1 1.devotion 2. maintained 3. looking into 4. took place 5. slightly 6. willingness 2 obedience, obedient; maintenance, maintainable; devote, devoted; embarrassment, embarrassed; 3 1. would you feel/offered 2. lent/would pay 3. smoked/wouldn’t feel 4. won’t finish/ start 4 1. a little 2. little/much 3. many 4. few 5 1. Ross always criticizes my work in a polite way.

2. James played brilliantly in Paris on Saturday. 3.

Charles is extremely good at dealing with problems.

TEST 10

1/C 2/A 3/D 4/ D 5/A 6/D 7/A 8/C 9/B 10/ B 11/B 12/A 13/A 14/D 15/D 16/C 17/C 18/B 19/D 20/C

GRAMMAR SUMMARY

UNIT 1 THE PRESENT SIMPLE TENSE Form Interrogative

Positive and negative I / We / You / play They don’t play He / She / It writes

Do

I / we / you play...? / they

Does

he / she / it

write...?

doesn’t write

• In the present simple, we use the verb without an ending, but in the third person singular the verb ends in -s or -es: I enjoy reading books. / He wants a part-time job.

• When the verb ends in -ch, -sh, -x, -z, -o, -s, we add -es: watches, goes, washes

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Spelling When preceded by a consonant, y is changed into i before adding -es: carries, flies, worries, etc.

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Use The present simple is used for: – facts and a situation that we see as permanent. They live in a very nice flat.

– feelings, thoughts, and emotions. I think you are right.

– general truths and laws of nature. Water freezes at 0° C. – habits and routines (with adverbs of indefinite frequency: always, often, etc.). I sometimes stay up till midnight.

– timetables and programmes (in the future). The train leaves at 7 tomorrow morning.

It is also used instead of the future tenses after: when, before, after, as soon as, until, as, while and if.

We’ll have coffee when the visitors get here.

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Time expressions used with the present simple tense include: • always / often / usually / sometimes / frequently / rarely / seldom / never /occasionally • every (day / night / week / month / year) • in the morning (afternoon /evening) THE PRESENT CONTINUOUS TENSE Form Positive and negative I

am / am not

-----He /She /It

-------------is /isn’t

We/You/They are /aren’t

Interrogative Am

I

writing

-----Is

------he /she /it

writing

Are

we /you /they writing...?

writing...?

Spelling changes in the –ing form a. For verbs of one syllable, the consonant is doubled: stopping, running If the final consonant is -y or –w, it is not doubled: playing, showing b. Verbs ending in one -e, lose the -e and then add –ing: making, smoking, hoping

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GRAMMAR SUMMARY

Use The present continuous tense is used: a. for actions happening now, or over a period of time around now. We’re playing cards at the moment. b. for a temporary situation. They are living at my place because their flat isn’t finished yet. c. to talk about fixed plans and situations. I’m meeting Ann at six o’clock. d. to describe things that are changing and developing. It’s getting colder. e. with the adverb always when it means ‘very often or too often’, usually to express anger or irritation. (‘Always’ with the present simple means ‘every time’.) I’m always making silly mistakes.

Time expressions used with the present continuous tense include: now / at the moment / at present / these days / today / tonight / still

THE PAST SIMPLE TENSE Form

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UNIT 2

Positive and negative Interrogative worked ........... didn’t work

Did

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

work...?

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I /He / She / It We / You / They

Spelling rules: – The consonant is doubled if the verb has one syllable or if the stress is on the second syllable: stop stopped, plan – planned, omit – omitted, prefer – preferred – y after a consonant is changed into –i before adding –ed: carry – carried

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Use The past simple tense is used: • for an action which happened at a specific time in the past. A time reference must be given or understood from the context. He saw Jane yesterday. / I lived in London when I was a child.

• with adverbials : last week / year / month, two years ago, yesterday, etc. I met him two days ago.

• to tell a story or describe states in the past. We lived just outside Oxford in the Nineties, but we didn’t have a car.

• for an action which was habitual during a specific period in the past. When she lived in Spain, she ate dinner at about 10 p.m.

• with when, enquiring about past time. When did you last see her?

Time expressions used with the past tense include: yesterday, the other day, then, last week/year/ month, two years ago, yesterday morning, in 1999, in May, etc.

Note: Used to can also be used instead of the past tense for habits / repeated actions in the past. However, for an action that happened at a definite time in the past, we use the past simple, not used to.

Our father used to take us to the zoo every month.

THE PAST CONTINUOUS TENSE Form Positive and negative I / He / She / It 156

We / You / They

was wasn’t were weren’t

Interrogative writing listening

Was Were

I / he / she / it

writing?

we / you / they

listening?

• t o describe past situations or actions that were in progress over a period of time or at a particular time in the past. He was working on his essay last night. / I was having dinner at 8 o’clock yesterday.

• t o emphasize how long the action continued. He was talking to a policeman for two hours.

• t o express an activity that is interrupted. The action in progress is often introduced by conjunctions like when or as. The phone rang when we were having dinner.

• t o express two or more parallel actions. While I was working in the garden, my wife was cooking.

• t o emphasize that an event in the past was temporary. We were staying on a small island at the time.

Time expressions include: while, when, as, all morning /evening/day, at 7 o’clock, etc.

GRAMMAR SUMMARY

Use The past continuous tense is used:

THE PRESENT PERFECT TENSE Form ’ve / have haven’t ’s / has hasn’t

He / She /It

written

Have

worked

Has

I /we /you /they written...? he /she /it

worked...?

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I /We /You /They

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UNIT 3

Use We use the present perfect tense:

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1. a. f or unfinished actions that began in the past and are still going on now. I’ve read 20 pages of this book so far. b. with since to say when action started. I have been ill since January. with for to say how long an action has gone on. I have lived in this house for three years. c. with adverbs which show that the period of time is not yet finished: this morning/week/month/year, today. I’ve been to two birthday parties this week.

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2. a. t o talk about things that have or haven’t happened in the recent past. I haven’t seen David recently. b. when we talk about the recent past, with the following adverbs: just – to say that something happened very recently, a few moments ago. John has just gone out. already – when something has happened sooner than expected (in questions and statements) ‘Will you wash the dishes?’ ‘I have already washed them.’ yet – in negative statements and questions – I haven’t booked the tickets yet.

3. a. for experiences that happened at some time in our lives. We often use adverbs such as: never, ever, before. I’ve never played squash. b. for our first, second, etc. experience of something. This is the first time I’ve been abroad.

MODAL VERBS The verbs can/could, must, may, might, should (=ought to) and would are special kinds of auxiliary verbs – modal verbs.

Modal verbs – have no –s ending in the third person singular of the present simple tense: He can...

– have the same form in all persons: I must, he must, etc.

– form the interrogative form by inversion (changing places with the subject): May I...?

– form the negative form by adding not (n’t): can’t, couldn’t – are always followed by another verb in the infinitive without to: He might come...

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GRAMMAR SUMMARY

We use the modal verbs can, may and must to talk about ability (can/could), possibility (can/may), permission (can/may), prohibition (can’t/ mustn’t) or obligation (must /have to).

In questions, to ask if something is necessary, we normally use do I have to, did you have to… Do you have to come home early?

Must and have to We use must when the obligation is coming from the speaker and have to when it is coming from other people. You must finish your homework first. They have to be neatly dressed at school.

Mustn’t – there is an obligation not to do something. You mustn’t come inside with dirty shoes.

Don’t have to – it is not necessary to do something. You don’t have to eat everything if you can’t.

THE FUTURE SIMPLE TENSE Form Positive and negative

Interrogative come.

Will

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

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I / You / He / She / It ’ll / will won’t We / You / They

come?

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Use The future simple tense is used: – to express a sudden decision, made at the moment of speaking. The phone is ringing. I’ll get it.

– to express predictions based on what we think, believe or imagine, using the verbs: think, expect, believe, or expressions be sure, be afraid, etc. and the adverbs: probably, certainly, perhaps, etc.

I think he will pass the exam this time.

– to make a request, a promise or an offer. Will you hold these books for me? I promise I won’t tell them about the party.

– for actions or situations which will definitely happen in the future. She will be eighteen next month.

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Note: In English, we use several forms to express the future.

• We use be going to for: a. a decision we made earlier. I’m going to invite some guests round next week. b. something that we expect to happen. It is cloudy. It’s going to rain.

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• We use the present continuous tense: a. to talk about things we have arranged to do in the future: I’m seeing my dentist tomorrow.

UNIT 4 THE PAST PERFECT TENSE Form Positive and negative I / You / He / She / It We / You / They

had hadn’t

signed…

Interrogative Had

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

signed…?

Use The past perfect expresses the idea that something happened before another past action or before a specific time in the past. The plane had taken off by the time we reached the airport.

Had you ever visited the US before your trip in 2006?

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We often use the past perfect with the following words: • before / after / already / for / since / until / when / by / by the time

Personal pronouns (subject) I you – singular he she it we you – plural they

Personal pronouns (object) me you him her it us you them

Possessive pronouns mine yours his hers its ours yours theirs

Relative pronouns

Reflexive pronouns myself yourself – singular himself herself itself ourselves yourselves – plural themselves

Indefinite pronouns something/anything/nothing/none – for things somebody/anybody/nobody – for people someone/anyone/no one/no-one – for people

who, whom, that – for people which, that – for things whose – for possession where – for places when – for time

GRAMMAR SUMMARY

PRONOUNS

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Demonstrative pronouns this /that – singular these /those – plural

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Note: Indefinite adverbs somewhere/anywhere/nowhere – for places

UNIT 5

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THE INDEFINITE ARTICLE When we are talking about one thing in general, we use a or an. An is used before nouns or adjectivenoun combinations beginning with a vowel sound (an elephant, an honest man) and a is used before nouns beginning with a consonant sound (a lion).

The indefinite article is used: 1. before a singular countable noun when it is mentioned for the first time. There is a car in the street.

2. before a singular countable noun which is used as an example of a class of things. A child needs love.

3. with a noun complement: for professions, trade, religion, class, etc. He is an actor.

4. in certain expressions of quantity: a lot of, a great deal of, a couple 5. before dozen, hundred, thousand, etc: There are a dozen eggs here. A hundred cows were in the field.

6. in expressions of price, speed, frequency, etc. He drove the car at 90 miles an hour.

7. in the expressions: what a, such a, quite a when the noun is singular and countable.

What a foolish thing to do! I have had such a busy day.

8. in a number of phrases: It’s a pity that… / As a rule… / to be in a hurry / It’s a shame… / A short time ago… to have a headache/a cold/a pain/a cough/a sore throat, etc.

THE DEFINITE ARTICLE The definite article (the) is used when we are talking about one thing in particular. It is used: 1. before a noun mentioned for a second time. His car struck a tree. You can see the mark on the tree.

2. when the object or a group of objects is unique or ‘the only one’. the West, The Bible, the Earth (also Earth when used as the name of the planet), the sky, the seaside, the North Pole, the Equator 3. names of rivers, seas, oceans (not lakes), mountain ranges, regions, island groups: the Danube, the Atlantic, the Andes, the Middle East, the South of France, the British Isles 4. countries in the plural or when the word united /republic is used as part of the name: the Netherlands, the USA, the Czech Republic

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GRAMMAR SUMMARY

5. before the names of newspapers, hotels, restaurants, shops, institutions, museums, galleries, cinemas, theatres, ships, etc.

The Times, The Ritz Hotel, The Midland Bank, The Odeon, The National Gallery, The National Museum 6. before the names of musical instruments. My sister plays the piano.

7. before superlative adjectives. This is the oldest building in this area.

8. with family names in the plural. The Jacksons = Mr and Mrs Jackson (and their children) 9. scientific inventions: the telephone, the radio, the computer 10. with a singular noun, it can represent a class of animals or things.

The whale is in danger of becoming extinct.

11. THE + adjective represents a class of people or most nationalities. the old (= old people in general,) the unemployed, the wounded, the British 12. before ordinal numbers and ordinals in dates. 25th July (the twenty-fifth of July)

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Note: We can use the with uncountable nouns and plural nouns to refer to a specific example of something. The life we had there was difficult. / The meat is in the fridge.

THE OMISSION OF ARTICLES

UNIT 6

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We do not use articles (with) 1. plural and uncountable nouns (abstract and mass nouns) when we are referring to things in general: Life is short. I like meat.

2. continents, countries, towns, lakes, mountains and volcanoes: Asia, South America, Paris (but: the Hague), Lake Como, Everest, Etna 3. before the names of parks, streets, bridges, airports, sports, games, seasons, festivals and meals: Hyde Park, Regent Street, golf, lunch, winter, Christmas 4. parts of the day and night: at dawn/daybreak, at sunrise, at noon 5. in some expressions: go to school / stay in bed, etc.

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We use the passive voice: 1. if it is not important to mention the subject, or if it is obvious. English is spoken all over the world.

2. if we do not know who the subject is. My car has been stolen. (by someone, I don’t know who) 3. in scientific writing. The television was invented in the 20th century.

FORM

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The present simple

am, is, are + past participle

The flat is often cleaned.

The present continuous

am, is, are + being + past participle

It is being cleaned now.

The past simple

was, were + past participle

The flat was cleaned.

The past continuous

was, were + being + past participle

It was being cleaned.

The present perfect

has, have + been + past participle

The flat hasn’t been cleaned yet.

The past perfect

had + been + past participle

It had been cleaned.

The future simple

will + be + past participle

It will be cleaned.

Modals + infinitive

must/can + be + past participle

It must be cleaned.

The gerund is used: 1. as a noun. Smoking is very bad for your health.

2. after certain verbs: admit, appreciate, avoid, continue, deny, fancy, go (for activities), imagine, mind, miss, risk, quit, save, suggest, practise, consider, prevent, after spend, waste, or lose (time, money, etc).

Can you imagine winning a million dollars? He spent a lot of money repairing his car.

3. after the verbs: love, like, enjoy, prefer, dislike, hate to express general preference.

My son enjoys talking to his friends on the phone.

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Note: For a specific preference (would like / would prefer / would love), we use a to-infinitive.

4. after some expressions: it’s no use, it’s (no) good, it’s (not) worth, what’s the use of, can’t help, there’s no point in, can’t stand, have difficulty (in), etc. This film is really worth seeing.

5. after the preposition to with verbs and expressions such as: look forward to, be used to, in addition to, prefer (doing something to something else). He prefers swimming to playing football.

6. after other prepositions. He was thinking of joining the club.

GRAMMAR SUMMARY

THE GERUND

UNIT 7

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COUNTABLE AND UNCOUNTABLE NOUNS There are two main groups of nouns in English, known as countable and uncountable.

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1 Countable nouns can be ‘counted’, as follows: one pen (two pens), three bottles.

• Countable nouns can be singular or plural: My dog is playing. My dogs are hungry.

•S ome countable nouns have the same form for both singular and plural: crossroads, series, species, etc.

Many of these nouns refer to animals or fish: deer, sheep, fish • When a countable noun is singular, we must use a word like a/the/my/this with it: Where’s my book?

• When a countable noun is plural, we can use it alone: I like oranges.

• We can use some, any, (a) few and many with countable nouns: I’ve got some dollars.

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2 Uncountable nouns are often substances or they may be abstract ideas such as: music, art, love, happiness, nature, rice, sugar, butter, water, advice, information, news, furniture, luggage, electricity, gas, power, money.

•W e treat uncountable nouns as singular although they may have a plural meaning (including information, administration, management, advice, accommodation, luggage, baggage, money, news, progress, research, traffic, travel, transport, weather) and we use a singular verb.

For example: This news is very important. Your luggage looks heavy.

•W e do not usually use the indefinite article a/an with uncountable nouns. But we can say ‘a something of’: a piece of news / a bottle of water, or two, three items of, if we need the plural of these nouns.

• We can use some, any, (a) little and much with uncountable nouns: I’ve got some / a little money.

Note: Drinks (coffee, water, orange juice) are usually uncountable. However, if we mean a cup or a glass, we can say (in a restaurant, for example): Two teas and one coffee, please.

• Sometimes, the same noun can be countable and uncountable, often with a change of meaning.

There are two lights in our bedroom. / There’s too much light here!

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-f, -fe → -ves When a noun ends in -f, -fe, the -f, -fe changes to -ves: Irregular forms of nouns:

library factory

libraries factories

photo radio

photos radios

potato tomato fresco, volcano mosquito

potatoes tomatoes frescoes, volcanoes mosquitoes

leaf wife half knife thief life loaf calf

leaves wives halves knives thieves lives loaves calves

child man / woman mouse tooth / foot / goose ox person sheep deer species fish

children men / women mice teeth / feet / geese oxen people sheep deer species fish cattle police people scissors glasses jeans trousers pyjamas shorts

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UNIT 8

dresses brushes watches boxes

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Some nouns are always plural:

dress brush watch box

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Some nouns have the same form in both the singular and plural:

Plural songs desks

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-s The plural of most nouns is formed by adding -s to the singular noun: -es We add -es if the singular noun ends in -s, -ss, -sh, -ch, -z or -x: When a noun ends in a consonant +y, the -y changes to -ies: For some nouns ending in -o, -s is added to form the plural: Most common nouns ending in -o have plural forms ending in -oes:

Singular song desk

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GRAMMAR SUMMARY

THE PLURAL OF NOUNS

INDIRECT SPEECH – SEQUENCE OF TENSES

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If the reporting verb (e.g. ‘she said (that)’, ‘I wondered’, ‘he wanted to know’) is in the past, the tenses in the reporting clauses must be in one of the past tenses, too. The following chart includes sentences changed from direct speech to reported speech using a past form.

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Direct Speech present simple He said, ‘I often go to the cinema.’ past simple He said, ‘I went there last summer.’ present perfect He said, ‘I have been there twice.’ present continuous He said, ‘I am going to see her tomorrow.’ future (will) He wondered, ‘Will Jack finish it?’ can He wanted to know, ‘Can Lisa go there alone?’ must He said, ‘I must go to school every day.’

Indirect Speech past simple He said (that) he often went to the cinema. past perfect He said (that) he had gone there the summer before. past perfect He said (that) he had been there twice. past continuous He said (that) he was going to see her the next day. would + infinitive He wondered if Jack would finish it. could He wanted to know if Lisa could go there alone. had to He said (that) he had to go to school every day.

now today tomorrow yesterday next month/year last month/year in two days/weeks five days ago here this

then, at that time that day the following day, the next day, a day later the previous day, the day before the following month/year, the next month/year, a year later the month before, the previous month/year two days/weeks from then five days before, five days earlier there that

GRAMMAR SUMMARY

CHANGES IN TIME AND PLACE WORDS.

UNIT 9

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CONDITIONAL SENTENCES

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0 CONDITIONAL The zero conditional is used to talk about general truths — things which always happen under certain conditions. We can use when instead of if. If you heat water to 100 degrees, it boils.

I CONDITIONAL We use the first conditional to talk about real situations in the future which we think will probably happen or which are perfectly reasonable and likely.

If you go out in the rain, you will get wet.

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II CONDITIONAL

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Note: Sometimes we use shall, can, may or should instead of will, or an imperative form.

If the cases are too heavy, I can help you carry them. / If you need any help, give me a ring.

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This kind of sentence describes an imaginary or unreal situation. Although the past simple tense is used after if, the time referred to is not past, but imaginary situations in the present or future.

If I owned a car, I would drive to work. (But I don’t own a car.)

We use the second conditional to talk about : 1. possible, but unlikely situations in the present or future.

If you met the Queen, what would you ask her?

2. hypothetical, unreal, or impossible situations.

If I were a better player, I’d beat him.

If it was/were not snowing so hard, I would not be stuck at the airport.

3. advice.

If I were you, I’d hire a professional.

Note : a. In second conditional sentences, we can use were (more formal) instead of was. The modal verbs could or might can be used instead of would.

If he were here, I’m sure he’d know what to do. / If he was invited, he might come. b. Unless, provided, as long as can be used instead of if.

Unless you leave at once, I’ll call the police. / Provided you leave now, you’ll catch the train.

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TEXTS FOR LISTENING COMPREHENSION STUDENT’S BOOK

Track 2

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Stella I have to get up at seven even though I would really prefer to sleep much later. I don’t usually have time for breakfast in the morning because I have to catch a bus at half past seven. The bus is usually completely packed and it really makes me envy my schoolmates who don’t have to ride the bus to school.

When I get home after school I like to relax for some time and then I start my homework. Before I know it, the afternoon has gone and it is evening. After I help clean up after dinner, I watch a film or music programme on TV or spend some time on the Internet.

Sometimes I like to go downtown to see a movie or to go to a concert with my friends. About every other day I have a date with my boyfriend.

Peter Everybody has a daily routine, but mine is really interesting. Every morning I get up at half past seven and have a shower. At eight o’clock I have my favourite breakfast – two eggs with bacon and orange juice. After breakfast I go for a walk with my dog in the park. After this I go home to relax, listen to music and the news.

At two o’clock I go to the swimming pool and teach little children how to swim. When I get back home, I have lunch. After this I go shopping for food for my dog. At six o’clock I study French on a French course.

I’m twenty years old so after dinner I hang out with my friends and we chat and have fun.

Helen My day starts in the ordinary way. I make my bed, brush my teeth, take a shower, have breakfast, put on my school uniform... and then go to school. When I arrive at school, I collect my Tablet PC from the Learning Centre. My school has a great number of computers.

Then I go to my Tutor Room for Registration at 8:30.

The attendance of every child attending school each morning and afternoon is recorded in a special book.

Then we listen to announcements to see what special things are happening at school that day or week.

At about 8:50 we leave the Tutor Room to go to our First Period. Every day I have a different lesson during the first period: Humanities, Maths, Drama and Music or French. Each period lasts for 50 minutes.

brought him world-wide fame, he doesn’t want to be remembered only as James Bond.

Thomas Sean Connery’s early life was worlds away from that of the character which made him a star. His family was so poor that Connery left school at an early age to take various part-time jobs. At the age of 16, he joined the Navy but left due to health problems. Finally he found himself in the world of films, but playing only small roles at first.

However, in 1962 two producers saw a potential Bond in Connery for their adaptation of Ian Fleming’s novel Dr No. The film was a huge hit and Connery became a star. He played the role of the Secret Agent 007 in six films over the next decade. Goldfinger with its glamorous locations, beautiful women and exciting action really started the Bond craze, and Connery found himself part of it. Unfortunately, the public was unwilling to accept him in anything else and his other films all sank without a trace. After long negotiations, Connery agreed to do one more Bond film, Diamonds Are Forever in 1971. He donated his entire fee for that film to a charity he had set up to help educate poor Scottish children.

Other actors took part in the next Bond films and Connery slowly started building a reputation as a good actor who was more than just James Bond. He returned to the Bond role one last time in Never Say Never Again in 1983. After that, he appeared in The Name of the Rose and other hits, including Indiana Jones and the Last Crusade and The Hunt for Red October.

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UNIT 1

My Daily Routine

UNIT 2

Sean Connery as James Bond 164

Track 7

According to the latest survey, for the British Sean Connery is the best Bond ever. Although this role

UNIT 3

Chasing tornadoes: More than just a thrill

Track 12

Chasing tornadoes is a business like any other. I think that when I first started, the idea of chasing storms for a living didn’t even cross my mind. I just thought about chasing when I had the time and money to buy gas, maybe going out of state once or twice a year. It was a hobby that didn’t make money, it spent it.

At first I went chasing for a couple of weeks in May, but now I spend a few months every year chasing tornadoes.

I am now doing serious tornado research in the hope of helping to develop tornado warning systems for people and I’m also working on tornado education and safety.

But my research isn’t making money, it costs money.

Some researchers are making a full-time living from studying tornadoes, but again, they work all year on the research, and only chase part-time. That means most of their year is spent at desks, in front of computers, working hard on their research and not chasing tornadoes all

UNIT 4

New York

Track 17

The Past – The Native Americans had lived on Manhattan before the Dutch settlers arrived. In 1626 the Dutch bought the island from the Indians for some small items worth $24 and the settlement was given the name New Amsterdam. The British took it over from the Dutch in 1664 without a fight and changed the name to New York.

New York has been the country’s largest city since 1790.

UNIT 6

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The Present - It is one of the most exciting cities in the world. Many landmarks in New York City are well known to foreigners.

The Statue of Liberty stands on Liberty Island, welcoming visitors to the largest city in the United States. That was the first site that millions of immigrants saw before they stepped onto American soil in the late 19th and early 20th centuries.

Lower Manhattan is the financial and artistic part of New York. Wall Street is the most important banking centre in the world. It is a street of spectacular skyscrapers, tall buildings that Americans invented and built faster and higher than anyone else. Until the infamous terrorist attack on September 11th 2001, the two most spectacular skyscrapers were the two towers of the New York World Trade Center, each 110 floors high.

Manhattan’s Chinatown incorporates the highest concentration of Chinese people in the Western Hemisphere. Bridges, tunnels, ferries and the subway connect the five districts: Manhattan, Brooklyn, Queens, Staten Island and the Bronx.

days after New Year’s Eve. The dish is made from fish, beans, and eggs.

While women are cooking, men are hanging a kind of decoration made from rice stems on the front door.

This custom comes from the farmer’s wish to have a good harvest the following year. Today, they wish for good fortune and a good year.

In the evening, after they have finished preparing for New Year’s Day, Japanese people normally watch a special TV programme called Singing Battle between the Red and the White Team. It has been on the air for about 50 years.

Finally, the last thing to do on New Year’s Eve is to listen to ‘the watch-night bell’. This bell is like the countdown in America. But it should be rung 108 times. The idea of this tradition is to beat away poverty, doubt, selfishness, unhappiness, and so on.

In conclusion, New Year’s Eve is a very important moment for Japanese people not only to prepare for the New Year, but also to look back upon their lives from the past year.

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year long. These researchers are highly-educated professionals and they must be good at complex mathematics since advanced meteorology requires it. With the help of chasers, their cameras, and some modern mobile instruments, scientists are trying to learn more about how tornadoes form.

Famous sites in danger

Track 25

UNIT 5

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When you think of environmental problems, you think of pollution and nuclear waste. You don’t usually think of tourism. The problem is that too many people want to visit the same few places. Large numbers of tourists could cause damage to historic sites such as Westminster Abbey and York Minster.

In some parts of Britain’s countryside, mass tourism has already changed the environment. The Lake District is one of Britain’s most popular tourist spots with more than twelve million visitors a year. The number of visitors grew after the Second World War as motorways were built, and people had more leisure time and more money.

Stonehenge, the famous stone circle in Wiltshire, has had to be roped off from visitors. Too many people were walking on the grass around the site, touching the ancient stones and even writing graffiti on them.

These problems raise difficult questions. To preserve certain sites people should be prohibited from visiting them. On the other hand, everyone should be able to visit a place which is so special.

New Year’s Eve in Japan

Track 22

What do you usually do on New Year’s Eve? Does your family have something special to do for the New Year?

Maybe you have a party at your friend’s house or you may spend time with your family. In Japan, the way of spending time on New Year’s Eve is pretty different from the way people spend it in Europe.

In the morning, Japanese people clean the whole house.

There is a special meaning to this cleaning. Its purpose is to welcome in the New Year and to wish for a better life than during the previous year. Cleaning the house is a really important way to start a new year.

After finishing cleaning, women start cooking osechi.

This is a traditional Japanese dish which is eaten a few

UNIT 7

Television addiction

Track 30

Television is one of the popular leisure pastimes. For some people life without television is truly unbearable.

Every day millions of people turn to their television as a form of escape from the pressures and stress of everyday life.

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‘Make Love not War’ badges. They lived in communities, wore simple clothes and open sandals, and gave flowers to strangers in the street. They got the name ‘flower children.’ That decade was also marked by the Beatles and their new and exciting singing, as well as their unusual haircuts, which immediately became the latest fashion.

In the late 70s, the punk generation appeared as a result of anger and unhappiness because of unemployment.

They wore ugly clothes, torn jeans, and black, leather jackets, and they had spiky coloured hair and piercing in their ears and noses. Their music was loud and tuneless. Their behaviour upset people, but luckily they were not widely accepted.

In the 21st century the Facebook and YouTube generation emerged, creating clothes and music to follow new trends and changes in their lifestyle.

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UNIT 9

A broken friendship

Track 38

Tania and I had been close friends for four years when we decided to go backpacking around the country. We had good weather on our trip and everything was marvellous when I suddenly fell and broke my arm. The doctor told me that it was a serious fracture and they had to put it in a cast. Anyway, we decided to continue hiking because there was only a small part of the route to finish. When we were walking uphill, I got tired and asked Tania to help me with my backpack. She told me that I was unreasonable to expect her to carry my backpack just because I had my arm in a cast. “It’s your arm, Sonia,” she said, “not your leg that’s broken.” How do you think our friendship ended up? I was very hurt and decided to end our hiking trip as well as our friendship.

I went to the nearest village, got on a bus and returned home. I’ve never seen or heard from Tania again. Did I react without thinking and considering Tania’s reasons? Maybe. It’s up to you to decide.

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UNIT 8

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There are literally hundreds of channels that can be easily accessed at the press of a button. But what are people watching? There are a variety of shows available — from children’s programmes and afternoon soap operas and talk shows, to evening newscasts, reality shows, films, etc. The choices appear to be limitless.

Many surveys have shown that two out of five adults and seven out of 10 teenagers say they spend too much time watching TV. Parents usually see their children’s viewing as TV addiction.

There has been much debate on whether and how too much television viewing influences children and what effect it has on their physical and mental health. Evidence from numerous studies indicates that there are real negative effects. TV viewing may lead to less physical activity and aggressive behaviour.

Soap operas and sitcoms become addictive because they continue their stories from day to day. The young start identifying with what is shown on TV. They long to live the lives of their favourite TV characters so they get bored of living a normal and simple life.

However, it must be said that television is not only a source of entertainment and information, but it can teach, too. It is of great help in preparing children for school and assisting in their education through their schooling, though the Internet is also playing a great role in this nowadays.

Whatever the reason for watching TV, it is recommended that total television time should be limited to no more than 1 to 2 hours per day and that the programmes children watch should be appropriate to their age and non-violent in nature. We can conclude that TV, electronic games and Facebook are good in limited doses. But dependence on them should be taken seriously.

The Generation gap

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Although some generational differences have existed throughout history, this term was especially popularized in Western countries during the 1960s because of the more rapid cultural changes. The differences between the two generations increased in comparison to previous times, particularly in the choice of music and fashion. Music had an enormous effect on people’s lives, especially on the kind of clothes they wore. Rock musicians had a great influence on young people who started wearing what they wore.

During the 1960s, younger generations exhibited great power and a willingness to rebel against society norms.

Long haired hippies rebelled against the war and wore 166

UNIT 10

A telephone conversation

Track 44

A: British Airways. Good morning.

B: Good morning. I’d like to change a flight booking, please.

A: Hold on, please. I’ll put you through to Flight Reservations.

C: Flight Reservations.

B: Good morning. My name is Mrs Carol Harris.

C: How can we help you, Mrs Harris?

B: I have a flight booked to Manchester on Sunday at

8p.m.. I’d like to change it for Monday morning at 8.30.

C: I’m sorry, madam. There are no seats left, but we can offer you a seat the same day, on the afternoon flight.

Shall I book one for you?

B: Yes, please. Where can I have my ticket changed?

C: You should go to the British Airways desk at the airport 60 minutes before the flight.

B: That’s fine. Thank you very much. Goodbye.

WORKBOOK UNIT 7

UNIT 8

Teens and parents in conflict

Track 31

Psychologists from the University of Michigan examined the relationship between three hundred sets of parents and children aged 15. The commonest teenager/parent rows, which explode every few days, are mostly about homework, housework and respect. Parents want to choose the clothes their children wear, the places they can go to and the friends they hang with.

On the other hand, teenagers are angry with their parents because they try to run their lives. As they grow up and become teens, they want to be more independent and have more space to do what they like. Their wish is to make their parents accept the fact they are mature.

However, as the kids change and grow, their parents sometimes have problems to adjust. They aren’t used to the new persons their children have become. Besides, their morals and views of life can be very different from their children’s.

That is why it is necessary for both sides to talk and express their opinions openly in order to reach compromises that can make everyone happy. In most cases they manage to sort out their problems successfully.

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Social media is a new and constantly developing area in all regions of the world. About one in four people globally are using the Internet, because it enables quick and easy access to all kinds of information.

However, according to a recent survey, most people still depend on TV for entertainment, news, education, weather reports or sports. The main reason why students use Facebook is to stay in contact with friends.

Anne: ‘I use Facebook to keep in touch with people, find out what they are doing and what they are up to.’

Emily: ‘Facebook is important to me because of its convenience. I use it to keep up with my friends’ activities, play games, chat, post photos or find phone numbers.’

Shannon; ‘I see it as a kind of hanging out with all my friends, without having to be in the same room with them. It is like socializing without being social.’

Martha: ‘I didn’t realize the importance of Facebook at first, but it has gradually become an integral part of my life. It helps me to create connections with people I know.’

These answers confirm that although social media offers numerous opportunities, students use Facebook mostly to find out what’s going on in each others’ lives.

Track 36

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Social media

167

Past Tense

Past Participle

be /bi:/ beat /bi:t/ become/bI'kQm/ begin /bI'gIin/ bend /bend/ bite /baIt/ blow /bl^U/ break /breik/ bring /brIM/ build /bild / burn /bE:n/ buy /baI/ catch /k@tS/ choose /tSu:z/ come /kQm/ cost /kɒst/ cut /kQt/ do /du:/ draw /drO:/ dream /dri:m/ drink /drIMk/ drive /draIv/ eat /i:t/ fall /fO:l/ feed /fi:d/ feel /fi:l/ fight /faIt/ find /faind/ fly /flai/ forget /f^'get/ forgive /f^'gIv/ freeze /fri:z/ get /get/ give /gIv/ go /g^u/ grow /gr^U/ hang /h@M/ have /h@v/ hear /hi^/ hide /haId/ hit /hIt/ hold /h^Uld/ hurt /hE:t/ keep /ki:p/ know /n^U/ lay /leII/ leave /li:v/

was/were / wɒz, wE:/ beat /bi:t/ became/bI'keIm/ began /bI'g@n/ bent /bent/ bit /bIt/ blew /blu:/ broke /br^Uk/ brought /brO:t/ built /bIlt/ burnt /bE:nt/ bought /bO:t/ caught /kO:t/ chose /'tS^Uz/ came /keIm/ cost /kɒst/ cut /kQt/ did /dId/ drew /dru:/ dreamt /dremt/ drank /dr@Mk/ drove/dr^Uv/ ate /et/ fell /fel/ fed /fed/ felt /felt/ fought /fO:t/ found /faund/ flew /flu:/ forgot /f^'gɒt/ forgave /f^'geIv/ froze /fr^Uz/ got /gɒt/ gave /geiv/ went /went/ grew /gru:/ hung /hQM/ had /h@d/ heard /hE:d/ hid /hId/ hit /hIt/ held /held/ hurt /hE:t/ kept /kept/ knew /nju:/ laid /leId/ left /left/

been /bi:n/ beaten /bi:tn/ become /bI'kQm/ begun /bI'gQn/ bent /bent/ bitten /bItn/ blown /bl^Un/ broken /br^Ukn / brought /brO:t/ built /bIlt/ burnt /bE:nt/ bought /bO:t/ caught /kO:t/ chosen /'tS^Uzn/ come /kQm/ cost /kɒst/ cut /kQt/ done /dQn/ drawn /drO:n/ dreamt /dremt/ drunk /drQMk/ driven /drIvn/ eaten /'i:tn/ fallen /fO:ln/ fed /fed/ felt /felt/ fought /fO:t/ found /faund/ flown /fl^Un/ forgotten /f^'gɒtn/ forgiven /f^'gIvn/ frozen /fr^Uzn/ got /gɒt/ given /gIvn/ gone /gɒn/ grown /gr^Un/ hung /hQM/ had /h@d/ heard / hE:d / hidden /hIdn/ hit /hIt/ held /held/ hurt /hE:t/ kept /kept/ known /n^Un/ laid /leId/ left /left/

168

уџ бе

за

д

во

бити ударити постати почети савијати се загристи дувати поломити донети градити горети купити ухватити изабрати доћи коштати сећи чинити, радити цртати, вући сањати пити возити јести пасти хранити осећати борити се наћи летети заборавити опростити замрзнути добити дати ићи расти окачити имати чути сакрити ударити држати повредити чувати знати положити оставити

ни ке

Infinitive

За

LIST OF IRREGULAR VERBS

List of irregular verbs

д

во

За

водити учити оставити, отићи позајмити некоме дозволити лежати упалити изгубити направити значити срести платити ставити читати јахати позвонити подићи се трчати рећи видети продати послати ставити трести бацити, пуцати затворити певати седети спавати говорити потрошити упропастити раширити искочити стајати украсти почистити пливати узети учити некога рећи мислити бацити разумети

уџ бе

ни ке

led /led/ learnt /lE:nt/ left/left/ lent /lent/ let /let/ lain /leIn/ lit /lIt/ lost /lɒst/ made /meId/ meant /ment/ met /met/ paid /peId/ put /pUt/ read /red/ ridden /rIdn/ rung /rQM/ risen /rIzn/ run /rQn/ said /sed/ seen /si:n/ sold /s^Uld/ sent /sent/ set /set/ shaken /SeIkn/ shot /Sɒt/ shut /SQt/ sung /sQM/ sat /s@t/ slept /slept/ spoken /sp^Ukn/ spent /spent/ spoilt /spOIlt/ spread /spred/ sprung /sprQM/ stood /stu:d/ stolen /st^Uln/ swept /swept/ swum /swQm/ taken /teIkn/ taught /tO:t/ told /t^Uld/ thought /TO:t/ thrown / Tr^Un/ understood /Qnd^'stUd/ worn /wO:n/ won /wQn/ written /rItn/

за

led /led/ learnt /lE:nt/ left /left/ lent /lent/ let /let/ lay /leI/ lit /lIt/ lost /lɒst/ made /meId/ meant /ment/ met /met/ paid /peId/ put /pUt/ read /red/ rode /r^Ud/ rang /r@M/ rose /r^Uz/ ran /r@n/ said /sed/ saw /sO:/ sold /s^Uld/ sent /sent/ set /set/ shook /Su:k/ shot /Sɒt/ shut /SQt/ sang /s@M/ sat /s@t/ slept /slept/ spoke /sp^Uk/ spent /spent/ spoilt /spOIlt/ spread /spred/ sprang /spr@M/ stood /stu:d/ stole /st^Ul/ swept /swept/ swam /sw@m/ took /tUk/ taught /tO:t/ told /t^Uld/ thought /TO:t/ threw /Tru:/ understood /Qnd^'stUd/ wore /wO:/ won /wQn/ wrote /r^Ut/

LIST OF IRREGULAR VERBS

lead /li:d/ learn /lE:n/ leave /li:v/ lend /lend/ let /let/ lie /laI/ light /laIt/ lose /lu:z/ make /meIk/ mean /mi:n/ meet/mi:t/ pay /peI/ put /pUt/ read /ri:d/ ride /raId/ ring /rIM/ rise /raIz/ run /rQn/ say /seI/ see /si:/ sell /sel/ send /send/ set /set/ shake /SeIk/ shoot /Su:t/ shut /SQt/ sing /sIM/ sit /sIt/ sleep /sli:p/ speak /spi:k/ spend /spend/ spoil /spOIl/ spread /spred/ spring /sprIM/ stand /st@nd/ steal /sti:l/ sweep /swi:p/ swim /swIm/ take /teIk/ teach /ti:tS/ tell /tel/ think /TIMk/ throw / Tr^U/ understand /Qnd^'st@nd/ wear /we^/ win /wIn/ write /raIt/

носити победити писати

169

уџ бе

за

во

За

B bald /bO:ld/ adj – ћелав bankrupt /'b@MkrQpt/ n – банкрот behaviour /bI'heIvj^/ n – понашање belief /bI'li:f/ n – веровање benefit /'benIfIt / n – корист bet /bet/ v – кладити се blame /bleIm/ v – окривити board /bO:d/ v – укрцати се boom /bu:m/ v – брзо расти, напредовати border /'bO:d^/n – граница boredom /'bO:d^m/ n – досада brand /br@nd/ n – марка, ознака breathe /bri:D/ v – дисати brick /brIk/ n – цигла broadcast /'brO:dka:st/ v – емитовати broad-minded /'brO:dmaIndId/ adj – широкогруд, слободоуман burden /'b:dn/ n – терет

170

depict /dI‘pIkt/ v – описати descend /dI‘send/ v – спустити се despite /dI'spaIt/ prep – упркос destination /destI'neISn/ n – дестинација destined /'destInd/ adj – суђено destiny /'destIni/ n – судбина detached /dI't@tSt/ adj – одвојен detect /dI`tekt/ v – открити devoted /dI'v^UtId/ adj – одан display /dI'spleI/ v – изложити distinguished /dI'stIMgwISt/ adj – славан, истакнут diversity /daI'v:s^ti/ n – разноврсност downtown /daUn'taUn/ n – пословни центар града drawback /'drO:b@k/ n – мана, недостатак dump /dQmp/ v – бацити duration /djU'reISn/ n – трајање

ни ке

C calculation /k@lkjU'leISn/ n – рачунање campfire /'k@mpfaI^/ n – логорска ватра care (for) /ke^/ v – бринути се carry-on /'k@riɒn/ n – ручни пртљаг cast /ka:st/ n – гипс casual /'k@JU^l/ adj – лежерни, свакодневни challenge /'tS@lIndJ/ n – подстицај chapter /'tS@pt^/ n – поглавље charity /'tS@rIti/ n – доброчинство chase /tSeIs/ v – гонити chauffeur / 'S^Uf^/ n – шофер cheer /tSI^/ v – бодрити cheerleading /'tSI^li:dIM/ n – бодрење chime /tSaIm/ v – звонити circle /'s:kl/ n – круг cockerel /'kɒk^rl/ n – петлић collision /k^'lIJn/ n – судар column /'kɒl^m/ n – стуб comet /'kɒmIt/ n – комета common /'kɒm^n/ adj – заједнички community /k^'mju:n^ti/ n – заједница compartment /k^m'pa:tm^nt/ n – преградак, одељак compulsory /k^m'pQls^ri/ adj – обавезан conclusion /k^n'klUJn/ n – закључак consumer /k^n'sju:m^/ n – потрошач corn /kO:n/ n – кукуруз countdown /'kaUntdaUn/ n – одбројавање crash /kr@S/ v – слупати се crater /'kreIt^/ n – кратер creep /kri:p/ v – пузити crooked /'krUkId/ adj – савијен crop /krɒp/ n – усев currently /'kQr^ntli/ adv – тренутно, сада custom /'kQst^m/ n – обичај

д

WORD LIST

A absent-minded /@bs^nt ‘maIndId/ adj – расејан abuse /^'bju:s/ n – злоупотреба accommodation /^kɒm^'deISn/ n – смештај accompany /^'kQmp^ni/ v – пратити accuracy /'@kj^r^si/ n – тачност acid /'@sId/ adj – кисели adventurous /^d'ventS^r^s/ adj – авантуристички advertisement /^d'vз:tIsm^nt /n – оглас affect /^'fekt/ v – утицати aim /eIm/ n – циљ aisle /aIl/ n – пролаз између редова amazed /^'meIzd/ adj – запањен, зачуђен ancient /'eInS^nt/ adj – из старих времена announce /^'naUns/ v – објавити annual /'@nju^l/ adj – годишњи appeal /^'pi:l/ v – привлачити appearance /^'pI^r^ns/ n – изглед apply /^'plaI/ v – применити appreciate /^'pri:SieIt/ v – ценити approach /^'pr^UtS/ n – прилаз appropriate /^'pr^Upri^t/ adj – одговарајући ash /@S/ n – пепео assignment /^'saInm^nt/ n – задатак asteroid /'@st^rOId/ n – астероид attitude /'@tItju:d/ n – став audience /'O:di^ns/ n – публика average /'@v^rIdJ/ adj – просечан

WORD LIST

D damage /‘d@mIdJ/ n – штета daring /‘de^riM/ adj – смео dazzle /d@zl/ v – засенити declare /dI‘kle^/ v – изјавити define /dI‘faIn/ v – одредити deliver (a speech)/dI‘liv^/ v – одржати говор demand /dI‘ma:nd/ n – захтев dense /dens/ adj – густ

E elderly /'eld^li/ n – старија генерација elective /I'lektiv/ adj – изборни embarrassed /Im'b@rest/ adj – постиђен, збуњен еmpire /'empaI^/ n – царство employ /Im'plOi/ v – запослити employer /Im'plOI^/ n – послодавац endure /In'djU^/ v – издржати engaging /In'geIdJiM/ adj – привлачан entire /'entaI^/ adj – целокупни equation /I'kweIJn/ n – једначина establish /I'st@blIS/ v – основати, успоставити everlasting /ev^'la:stIM/ n – трајан, вечит evil /'Ivl/ n – зло exclusively /Iks'klu:sIvli/ adv – искључиво explode /Iks'plO:d/ v – експлодирати extracurricular /ekstr^k^'rIkj^l^/ adj – ваншколски F fan /f@n/ n – навијач fascination /f@sI'neISn/ n – очараност fasten /'fa:sn/ v – причврстити fault / fO:lt/ n – грешка, мана, недостак feast /fi:st/ n – гозба

уџ бе

M mainly /'meInli/ adv – углавном major /'meIdJ^/ adj – главни manners /'m@n^z/ n – понашање masterpiece /'ma:st^pi:s/ n – ремек дело meanwhile /'mi:nwaIl/ adv – у међувремену memorable /'mem^r^bl/ adj – незабораван mind /maInd/ n – ум misunderstanding /mIsQnd^'st@ndIM/ n – неспоразум modest /'mɒdIst/ adj – скроман monitor /'mɒnIt^/ v – надгледати moustache /m^'sta:S/ n – брк mud /mQd/ n – блато mutual /'mju:tSu^l/ adj – заједнички

д

За

I ill-mannered /Il'm@n^d/ adj – неуљудан, неотесан illuminate /I'lu:mIneIt/ v – осветљавати impact /'Imp@kt/ n – судар, удар, утицај increase /In'kri:s/ v – повећати indifferent /In'dIfr^nt/ adj – незаинтересован inevitably /I'nevIt^bli/ adv – неизбежно influential /Influ'enSl/ adj – утицајан inner /'In^/ adj – унутрашњи intently /In'tentli/ adv – напрегнуто, нетремице interact /Int^r'@kt/ v – утицати један на другог interaction /int^r'@kSn/ n – узајамно дејство interior /In'tI^ri^/ n – унутрашњост

opponent /^'p^Un^nt/ n – противник opportunity /ɒp^'tju:n^ti/ n – добра прилика origin /'ɒrIdJIn/ n – порекло orthodox /'O:Tɒdɒks/ adj – православни Ottoman /‘ɒt^Um^n/ adj – турски outgoing /'aUtg^UIM/ adj – друштвен outstanding /aUt'st@ndIM/ adj – истакнут overall /'^Uv^rO:l/ adj – обухватан, целокупан overcome /^Uv^'kQm/ v – савладати (осећањима) P pagan /'peIgn/ adj – пагански pain /peIn/ n – бол participant /pa:‘tIsIp^nt/ n – учесник parting /'pa:tIM/ n – раздељак path /pa:T/ n – стаза persecution /p:sI'kjUSn/ n – прогањање piercing /'pI^sIM/ adj – продоран pipe /paIp/ n – гајде pitch /pItS/ n – (фудбалски) терен placard /'pl@ka:d/ n – плакат plentiful /'plentIfUl/ adj – обилан, родан politeness /p^'laItn^s/ n – учтивост pollution /p^'lu:Sn/ n – загађење poverty /'pɒv^ti/ n – сиромаштво praize /'preIz/ v – хвалити predict /prI'dIkt/ v – предсказати pretend /prI'tend/ v – претварати се profound /pr^'faUnd/ adj – дубок promote /pr^'m^Ut/ v – унапредити protect /pr^'tekt/ v – заштити publicly /'pQblIkli/ adv – јавно purity /'pjU^r^ti/ n – чистота

ни ке

L landmark /'l@ndma:k/ n – оријентир landscape /'l@ndskeIp/ n – пејзаж lane /leIn/ n – коловозна трака lawn /lO:n/ n – травњак lead-in /li:d In/ n − увод literate /'lItr^t/ adj – писмен loyal /'lOI^l/ adj – веран luggage /'lQgIdJ/ n – пртљаг lunar /'lu:n^/ adj – месечев, лунарни

во

H habitat /'h@bIt@t/ n – станиште harm /ha:m/ n – повреда harvest /'ha:vIst/ n – жетва head /hed/ v – упутити се hedge /hedJ/ n – живица hike /haIk/ v – пешачити honour /'ɒn^/ n – част humble /'hQmbl/ adj – понизан

K kilt /kIlt/ n – шкотска сукња

за

G gain /geIn/ v – стећи, добити gap /g@p/ n – јаз gather /'g@D^/ v – сакупити се generous /'dJener^s/ adj – великодушан glow /gl^U/ v – сијати goat /'g^Ut/ n – коза greenhouse /'gri:nhaUs/ n – стаклена башта gypsy /'dJIpsi/ n – циганин

J journalist /‘dJ:n@lIst/ n – новинар jumble /'dJQmbl/ v – измешати

WORD LIST

feature /'fi:tS^/ n – црта, одлика fertile /'f:tail/ adj – плодан fireworks /'faI^w:ks/ n – ватромет flight /flaIt/ n – лет float /fl^Ut/ v – плутати forecast /'fO:ka:st/ v – прогнозирати fortunately /'fO:tS^n^tli/ adv – срећом freckle /frekl/ n – пега frightening /`fraItnIM/ adj – застрашујући fringe /'frIndJ/ n – шишке frontier /frQn'tI^/ n – погранична област

N neglect /nI'glekt/ v – занемарити notice /'n^UtIs/ v – приметити numerous /'nju:m^r^s/ adj – многобројни O obey /'ɒbeI/ v – покорити се, послушати object /^b'dJekt/ v – супроставити се observation /ɒbz^'veISn/ n – посматрање occasion /^'keIJn/ n – прилика, повод occasionally /^'keIJn^li/ adv – повремено occur /^'k/ v – јавити се, догодити се

Q qualify /'qwɒlIfaI/ v – квалификовати се quilt /kwilt/ n – прекривач, јорган R raft /ra:ft/ n – сплав rapid /'r@pId/ adj – брз recovery /rI'kQv^ri/ n – опоравак reduce /rI'dju:s/ v – смањити refer /rI'f/ v – односити се reflect /rI'flekt/ v – одразити, размишљати reflection /rI'flekSn/ n – одраз; размишљање rely /'rIlaI/ v – поуздати се, ослонити се

171

За

172

tend /tend/ v – тежити нечему, намеравати threat /Tret/ n – претња, опасност thrill /TrIl/ n – узбуђење thunderstorm /'TQnd^stO:m/ n – грмљавина timid /'tImId/ adj – стидљив tip /tIp/ n – напојница tough /tQf/ adj – чврст, груб tournament /'tU^n^m^nt/ n – турнир track /tr@k/ n – стаза treaty /'trIti/ n – уговор U unavoidable /Qn^'vOId^bl/ adj – неизбежан unique /ju:'ni:k/ adj – јединствен unpolished /Qn'pɒlISt/ adj – неуглађен

ни ке

уџ бе

во

д

S sacred /'seIkrId/ adj – свети sail /seIl/ v – пловити, једрити saloon-keeper /s^'lu:n 'ki:p^ / n − крчмар scar /ska:/ n – ожиљак scary /'ske^ri/ adj – застрашујући score /skO:/ n – резултат seek /si:k/ v – тражити self-assured /self^'SU^d/ adj – самопоуздан selfIS/ adj – себичан sense /sens/ n – смисао, осећај settle /setl/ v – настанити се settlement /'setlm^nt/ n – насеље shrink /'SrIMk/ v – смањити се sign /saIn/ v – потписати sIg'nIfIk^nt/ adj – значајан site /saIt/ n – место slightly /'slaItli/ adj – мало, незнатно slim /slIm/ adj – витак slope /sl^Up/ n – падина smash /sm@S/ v – слупати се, смрскати snooze /snu:z/ n – дремеж snub /snQb/ adj – прћаст

soil /sOIl/ n – земља solve /'sɒlv/ v – решити source /sO:s/ n – извор spa /spa:/ n – бања spacecraft /'speIskra:ft/ n – космички брод species /'spi:Si:z/ n – врста spectacular /sp^k't@kj^l^/ adj – спектакуларан spectator /'spekteIt^/ n – гледалац spider /'spaId^/ n – паук spiky /'spaIki/ adj − шиљаст spirit /'spIrIt/ n – дух spring /sprIM/ v – избити, активирати stable /steIbl/ adj – постојан stage /steIdJ/ n – позорница stare /ste^/ v – гледати нетремице steam /sti:m/ n – пара stone /st^Un/ n – камен storm /stO:m/ n – олуја stove /st^Uv/ n – шпорет straw /strO:/ n – сламка stream /stri:m/ n – поток stretch /stretS/ v – пружати се strike /straIk/ v – ударати, избијати stunning /'stQnIM/ adj – запањујући skinny /'skIni/ adj −мршав squash /skwɒS/ n −спортска игра suffering /'sQf^rIM/ n – патња s^'fISnt/ adj – довољан suitable /`sju:t^bl/ adj – погодан summit /'sQmIt/ n – врхунац surround /s^'raUnd/ v – окружити suspect /s^'spekt/ v – сумњати swear /swe^/ v – клети се sweep /swi:p/ v – почистити

за

WORD LIST

renewal /rI'nju:^l/ n – обнова resort /rI'zO:t/ n – одмаралиште resources /rI'sO:sIz/ n – богатство, извор reveal /rI'vi:l/ v – открити revolt /rI'v^Ult/ v – побунити се rip /rIp/ v – покидати, поцепати root /ru:t/ n – корен row /r^U/ n – ред rumble /'rQmbl/ v – тутњати runway /'rQnweI/ n – аеродромска писта rural /'rUr^l/ adj – сеоски

T tame /teIm/ adj – питом target /'ta:gIt/ n – циљ temple /'templ/ n – храм

V value /'v@lju:/ v – ценити, вредновати vast /va:st/ adj – огроман vehicles /'vi:^kl/ n – возило victim /'vIktIm/ n – жртва view /vju:/ n – поглед volunteer /vɒl^n'tI^/ n – добровољац vote /v^Ut/ v – гласати W warming /'wO:mIM/ n – загревање warn /wO:n/ v – упозорити waste /weIst/ n – отпад wavy /'weIvi/ adj – таласаст wealth /welT/ n – богатство whale /weIl/ n – кит wipe /'waIp/ v – брисати wisdom /'wIzd^m/ n – мудрост wizard /'wIz^d/ n – чаробњак wrinkle /'rIMkl/ n – бора

КАТАРИНА КОВАЧЕВИЋ, ГОРДАНА МАРКОВИЋ • IMPROVING ENGLISH 1 – ЕНГЛЕСКИ ЈЕЗИК за први разред средње школе (гимназије и стручне школе) девета година учења • Четврто издање, 2020. година • Издавач: ЗАВОД ЗА УЏБЕНИКЕ, Београд, Обилићев венац 5, www.zavod.co.rs • Ликовни уредник: АИДА СПАСИЋ • Корице: АИДА СПАСИЋ • Илустрације: ДУШАН ЛАКИЋЕВИЋ • Графички уредник: БОРИС ПОПОВИЋ • Дизајн: НАТАША ДОЛОВАЧКИ • Коректор: МИЛИЦА ЖИВАДИНОВИЋ • Компјутерска припрема: ЛИНЕА АРТ • Фотографије: Архива Завода, Diomedia • Обим: 21,5 штампарских табака • Формат: 20,5 × 26,5 cm Тираж: 8.500 примерака • Рукопис предат у штампу априла 2020. године • Штампање завршено априла 2020. године • Штампа „АМД систем”, Београд