Енглески језик за 4. разред средњих стручних школа - 24130
Recenzenti
dr DRAGIWA PERVAZ, redovni profesor Filozofskog fakulteta u Novom Sadu mr SMIQKA IVANOVI], savetnik u Zavodu za {kolstvo u Podgorici SLA\ANA TANASIJEVI], profesor u Tre}oj beogradskoj gimnaziji u Beogradu
Lektor za engleski jezik mr KARIN RADOVANOVI]
Urednik SLOBODANKA RU@I^I]
Odgovorni urednik TATJANA KOSTI]
Glavni urednik DRAGOQUB KOJ^I]
Za izdava~a DRAGOQUB KOJ^I], direktor
Prosvetni savet Republike Srbije odobrio je ovaj uxbenik svojim re{ewem broj PS 601-04-196/91 od 20. juna 1991. godine
ISBN 978-86-17-19102-1
PREDGOVOR
Ovaj uxbenik, zajedno sa tonskom kasetom, predstavqa izmeweno i dopuweno izdawe uxbenika istih autora i namewen je u~enicima koji su pro{li kroz nastavu engleskog jezika u Osnovnoj {koli i tri razreda Sredwe {kole. Uxbenik prati i omogu}uje realizaciju zadataka i zahteva plana i programa za u~ewe stranog jezika u sredwim {kolama.
Materijal u uxbeniku organizovan je u vidu devet tematskih celina i jednog uvodnog dela ( Pre-unit ). Tematske celine obuhvataju razli~it broj tekstova sa zajedni~kom temom pisanih razli~itim stilom i razli~itim nivoom te`ine. Novinski ~lanci, odlomci iz romana i razne druge autenti~ne britanske i ameri~ke publikacije kori{tene su za tematske tekstove ali u skra}enom i prilago|enom obliku. Tekstovi su iz raznih oblasti savremenog `ivota a ciq im je da pored u~ewa jezika u~enici steknu znawe iz tih oblasti i sposobnost da na engleskom jeziku izra`avaju svoje mi{qewe. Tekstovi u svim jedinicama tretiraju teme na savremen na~in, uz upotrebu jezika koji je primenqiv kako za pismeno tako i za usmeno izra`avawe, za razgovor, diskusije, izlagawa i druge oblike pisanog i usmenog izra`avawa. Rukovode}i se ovim kriterijumima, autori su neke od tekstova iz ranijih izdawa zamenili novim i aktuelnijim. Uz tekstove su izdvojene i obra|ene sve one gramati~ke pojave koje su predvi|ene programom. Gramati~ka obja{wewa se javqaju pod naslovom Revising Grammar (kada se ponavqa i pro{iruje znawe date gramati~ke pojave ranije usvojene) i Grammar Study (kada se uvodi i obja{wava nova gramati~ka pojava). U oba slu~aja, iza obja{wewa slede brojne ve`be. U nekim jedinicama nalazi se deo pod nazivom Brush Up Your Grammar sa dodatnim gramati~kim ve`bawima, a posle svake tre}e tematske celine postoji poseban deo ve`bawa, Revision, ukupno ih je tri, koji doprinose utvr|ivawu usvojenih kqu~nih gramati~kih partija i mogu poslu`iti za samostalan rad u~enika kod ku}e ili na ~asu. Autori su nastojali da uvedu {to ve}i broj ve`bi i da ih u~ine raznovrsnim po te`ini i po slo`enosti.
Broj ve`bi je u ovom izdawu uxbenika znatno pove}an, a dati su i ne{to slo`eniji tipovi ve`bi koje su namewene naprednijim u~enicima. Uz tekstove, gramati~ka obja{wewa i ve`be dopuwene su i pro{irene ve`be za razumevawe pro~itanog (Comprehension), leksi~ke ve`be (Word Study), ve`be za usmeravawe i podsticawe govornih i pisanih aktivnosti ( Speaking/Writing), ve`be za razumevawe slu{awem ( Listening), i samo nekoliko ve`bi koje imaju komunikativnu funkciju ( Language in Action), jer su te funkcije u prethodna tri uxbenika veoma zastupqene.
Na kraju jedinica nalazi se deo pod nazivom For Further Reading gde se nalaze tekstovi druga~ijeg sadr`aja koji slu`e za razonodu i Poetry koji ne samo da upoznaje u~enike sa delima poznatih pesnika, ve} kod wih, nadamo se, razvija interesovawe za ~itawe poezije na engleskom jeziku.
Autori o~ekuju da nastavnici, samostalno ili u saradwi sa u~enicima, izvr{e izbor tekstova i ve`bi koje }e koristiti na ~asovima, zavisno od nivoa predznawa u~enika i wihovih individualnih sposobnosti i sklonosti. Ovo tim pre {to su autori nastojali da u uxbenik ukqu~e takav jezi~ki materijal koji }e podsticati u~enike da sami tragaju za novim saznawima i razli~itim vidovima izra`avawa i da na taj na~in zadovoqe svoju intelektualnu radoznalost i tako obezbede i pro{irivawe ste~enog znawa.
Na kraju uxbenika data su re{ewa nekih ve`bi, obi~no zagonetnih, izgovor imena koja se javqaju u tekstovima, lista nepravilnih glagola i re~nik, s tim {to je realno o~ekivati da }e pojedini tekstovi ili zahtevi iz ve`bi, u~enike upu}ivati na konsultovawe postoje}ih ozbiqnijih jednojezi~nih i dvojezi~nih re~nika i tako se sistematski navikavati na wihovo kori{}ewe.
Autori
Plan of the Book
Unit Reading
Pre-unit 9–12 Two Questionnaires Fresh Fears
A Seeing the USA the American Way
1. All Our Todays and Tomorrows 13–37
2. Love
38–56
3. There’s No Place Like Home
57–76
REVISION 1 77
4. They Make the News 80–98
B Truancy
C Things that Cause Friendships to Break up
D Night Watch
A Down by the Sally Gardens
B The Pretty Girls of New York
C True Love
A British Homes
B Living on Top of the World
C The Tarzan of Central Park
xClauses of Reason
xModal Verbs
xFocus on: As if
xCommunication Making Suggestions
xPoetry – Poison Tree
xThe Definitive Article
xThe Use of Infinitive
xSt. Valentine
xSending a Card
xComparison of Adjectives
xThe Past Perfect Continuous
xParticiples
xWould for repeated acton
xTo be + Infinitive
A From the Press
B Anyone for Tennis?
C Man Brings Stroke Victim’s Car to a Halt
xPronouns
xThe Bare Infinitive
xProverbs
xJoke Time
xSport’s New Image
xCar Thieves
Beware xCartoons
Vocabulary
xPhrasal verbs with up and down; with the verb get ;
xExpressions with o’clock
xWords for describing friends
Speaking/ListeningWriting
xWords with negative prefixes
xExpressions with take
xWord transformation
xEducational value of students’ exchange
Listening:
xOne-sided friendship
xBecoming adolescent
xFill-in the form
xAbout truancy
xDiscussing the sights of New York
xCompleting and summarising
xExpressions – with all; with at;
xWord formation with-an
xDifficult word pairs
xFractions
xFor and Against living in the country
xDescribing houses
xIn the future there will be houses in space and under the sea
xCountable and uncountable nouns
xPhrasal verbs and look
xWords that relate to tennis
xWords related to cars
xNews in Brief
xFrom the Press
xWriting about a tennis match
5. United in the Common Goal
99–110
6. Life Is not a Free Lunch
111–129
REVISION 2 130
7. The World of Today 134–152
A The United Nations
B UNICEF
A Could You Spare a Quarter?
B Monday Morning
C Living in New York
xThe Definite Article
xNumerals
xCompound Nouns
– Plural Forms
xPosition and Order of Adjectives
xGoodwill Ambassadors
8. Brave New World 153–173
9. Technology and Industry 174–192
REVISION 3 193
A Scene on the Street
B Shops and Shopping
C That’s a Laugh
A Beta Children
B Cloning
C Applied Bionics
D UFOs – A Message from Our Past
A Communication
B The Camera Never Dies
C Work Done by Robots
Text for Listening Comprehension
List of Irregular Verbs
Answers
Vocabulary
xClauses of Purpose
xGiving Advice
xTalking T-shirts
xUseful language
xSuperstitions
xAdverbs
xThe Passive Voice
xPrepositions
xFuture time
xPhrasal Nouns
xAnimal Sounds
xMemory Test
xLanguage in Action
xProverbs
Vocabulary
xNoun formation with the suffixes -ship, -ment, -ation, -ion
xPhrasal verbs with make, come, and call
xWords that express movements
xExpressions with eye
xFormation of verbs from adjectives
xThe use of hundred, thousand, dozen, etc.
xPhrases with IN
xPhrasal verbs with turn and get
Speaking/ListeningWriting
xDrug abuse control
xIlliteracy
xHunger
xDiscussing the moral of the story
xJobs that should be done by men/women
xFor and Against: living in New York
xThings that UNICEF did for children after World War II
xWhat work shall I do?
xBritish and American equivalents
xWords that relate to shopping
xWords that relate to laughter
xColour idioms
xWords that relate to sounds
xPhrasal verbs with take and go
xPhrasal verbs with bring
xWords that relate to time
xDiscussing graffiti
xShopping in the Mall or in the Market
xListening: A Trolley Good Friend
xA Sense of Humour
xDiscussing cloning
xHow well do you know yourself?
xThe role of mass communication
xWriting slogans
xFor and against cloning
xWrite a short composition about yourself
xDescribing a photo from a family album
I The following two questionnaires should help you:
– see how well you know yourself – learn some useful words to talk about yourself
Give your answers and then compare and discuss them with your partner. Questionnaire A – Which of the following are true for you?
1. How would you describe your character? Is it:
a) shy and reserved?
b) aggressive?
c) proud?
2. What do you feel about other people? Do you:
a) have a lot of friends?
b) dislike most people?
c) find most people boring?
3. How do you behave with other people? Do you:
a) like to start conversations with strangers?
b) prefer to be surrounded by lots of people?
c) like being on your own?
4. What’s your sense of humour like? Do you:
a) laugh at jokes?
b) laugh at yourself?
c) laugh out loud when something funny happens?
5. What’s your attitude to work? Do you:
a) feel you have to keep active?
b) hate work?
c) think you are lazy?
6. How much attention do you pay to your appearance? Do you: a) like buying new clothes?
b) look in the mirror before you go out?
c) have your hair cut at least once a month?
7. How practical are you? Do you:
a) feel helpless when a fuse blows?
b) repair things yourself when they go wrong?
c) like working with car engines?
8. Which of the following describe you?
a) academic
b) practical
c) dreamer
Questionnaire B – Choose what you would probably do in the following circumstances. Check your scores in the score guide below.
1. If you were in a department store and people said there was a bomb there, would you a) run towards the door?
b) keep calm and follow the directions given to get out?
c) start to organise everyone else?
2. If you had to stay in bed for a month, would you a) be impatient until you could get up? b) suffer in silence? c) relax and read?
3. If your new sweater shrank the first time you wore it, would you a) take it back and complain angrily? b) complain firmly but calmly? c) prefer not to complain?
4. If you overheard two people saying unkind things about you, would you a) argue with them? b) forget about it? c) say nothing but worry?
5. If you were involved in a car accident, would you a) take the blame? b) blame the Preunit
other person? c) keep calm and find witnesses?
6. If a friend asked your advice on a personal matter, would you a) listen sympathetically? b) start giving him/her advice with confidence? c) feel you hadn’t time to listen to it at all? Score guide:
(If you scored over 10, you are capable of surviving anywhere, over 8, you will have few problems and over 5, be careful. If you scored less than 4, what are you doing out in the world on your own?)
II Read the text “Fresh Fears” and then say what you yourself associate September with.
Fresh Fears
In many parts of the world, September is synonymous with going back to school. In America, students* who have finished high school and are going to four-year colleges or universities, face a big change in their academic and social lives. Most college students live
*student – a secondary school pupil (used especially in American English)
Pre-unit
on campus*, sharing a room with one or two other people. For many students, this marks the first time they have lived away from home. Students commonly go to schools that are hundreds of miles from home. It also means entering a school much larger than high school. Some US universities have 60,000 students!
You can see why many first-year university students, called freshmen, have anxieties and worries. This recent poll shows the most common fears of college freshmen and women.
Academic failure
Making new friends
Being homesick
Roommate troubles
Gaining weight
*campus – the area of land that contains the main buildings of a university
All Our Todays and Tomorrows
A Seeing the USA the American Way
Newton, Massachusetts – Eighteen students from class 21 at the Lycée Privé in Paris arrived in this small town outside of Boston last February, where they come every other year. The American students then visit Paris in April. What’s it like to make the trip to the USA and meet English-speaking students? Here’s the story straight from our CURRENT readers and their teacher.
On Saturday, January 30th we flew to Boston via London. After an eight-hour trip we arrived in Boston at 2.30 p.m. We said goodbye to our teacher: we wouldn’t see her for days and we regretted that ... but the feeling did not last. We discovered new friends and they immediately made us feel at home. That first day in America was a long one for us because of the jet-lag and also because our pen pals took us to a music festival at school. So we went to bed at 1 o’clock in the morning (really 7 a.m. for us!). Our teacher told us what we were going to do. Some days would be devoted to field trips and the others spent at Newton North High School. A school week is five days, from 8.15 in the morning until 2.30, with six classes called “blocks” and a thirty-minute lunch
The Landing of the Pilgrims
The Boston Tea Party Ship
period. You can take extra-curricular activities from 2.30 to 5.00 – sports, dance, music, theatre. One of our first pleasures was to know that school is over at 2.30. What a change for us! In Paris we never leave school before 5.00 or 6.00.
We went to French classes to talk with students in French. We were surprised to discover that some students think the French are not clean because they don’t wash their hair every day!
We went to Plymouth Plantation, the village which the Pilgrim Fathers founded in 1627. It was funny to see these people dressed as if they lived in 1627, living that way and pretending to know nothing about TV. We also visited the Boston Tea Party ship. On board the “Beaver” we hurled tea overboard “in personal protest”. We went to the Kennedy Library and the Museum of Science.
Here are some things about the USA that we couldn’t believe, but are true:
– Houses are very big and made of wood.
– Americans respect the speed limits.
– They are very strict about alcohol.
– They chew gum all day long and do wear blue jeans.
– Teenagers can drive at age sixteen and sometimes have their own cars.
– They don’t have as much schoolwork but many have afterschool jobs to make money.
We want to go back!
WORDS AND PHRASES
Class 21 Lycée Privé
jet-lag – a slight sense of confusion and tiredness after a long journey in an airplane
extra-curricular activities – free-time activities, activities that are not part of the regular course of work that students are doing hurl – fling, throw (something) with a lot of force
host – the person who receives guests and who looks after them while they are visiting
COMPREHENSION
I Find the sentences in the text which give information about:
– how many French students took part in the exchange – which town in France these students were from – which town in the USA they came to visit
– who they were staying with – what different things their programme of stay included – what different places outside Boston they visited – how often the exchange visits take place – what time of the year they take place
II Match each sentence part in column A with the correct completion in column B.
1. They left Paris at 12.30 p.m. a) they attended classes at school.
2. Their hosts met them at the airport b) because she was staying at a hotel.
3. They felt tired and confused c) and arrived in Boston at 2.30 p.m.
4. They did not see much of their teacher d) because of the jet-lag.
5. In the morning e) and took them to their homes.
6. In the afternoon f) they went on field trips.
III What did the French students
a) like about schools and school life in the USA? b) dislike about American students at French classes?
WORD STUDY
I Which words in the text mean the opposite of the following: dirty short sad before enemy disbelieve depart false displeasure
II Explain the meaning of these words and expressions as they are used in the text. Paragraph numbers are given in brackets.
– every other year (1) – an eight-hour trip (2) – dressed as if they lived in 1627 (5) – respect the speed limit (6)
III Match the words from the text that go together.
1. field
2. personal
3. extra-curricular
4. pen
5. music
6. English-speaking
7. afterschool
Focus on “as if”
a. festival
b. pal
c. student
d. job
e. protest
f. activity
g. trip
Note the use of “as if” in “It was funny to see these people dressed as if they lived in 1627” .
Remember: 1. We use as if before a subject+a present tense to say how someone or something seems;
e.g. You look as if you are tired. It looks as if it is going to stop raining.
2. We sometimes use as if+a past tense with the present meaning to show that a comparison is “unreal”;
e.g. Your brother looks as if he had seen a ghost.
GRAMMAR STUDY: Clauses of Reason
1.Study the sentences: 1. We were tired because our friends took us to a music festival.
2.They think the French are not clean because they do not wash their hair every day.
2. Answer the question: What do the clauses beginning with because in sentences 1 and 2 express?
Remember: 1. We can introduce a clause for reason with because; e.g. We went to bed early because we were tired.
2. We can also use as and since to mean “because” before a clause; as and since often come at the beginning of a sentence; e.g. As it was raining, we didn’t go out. Since we were late, we didn’t get any food.
3. We can sometimes use because of + noun phrase instead of a clause; e.g. It was a long day because of the jet-lag ...
I Complete the sentences in A using because or because of and a reason given in B.
AB
1. We had to walk home a) his bad leg.
2. I don’t have any lunch b) I thought it might rain.
3. Our plane was late c) I wasn’t hungry.
4. He went to Paris d) we missed the last bus.
5. I took an umbrella e) the fog.
6. He couldn’t run very fast f) he wanted to learn French.
II Join each pair of sentences using since, as or because.
1. It was a beautiful day. We decided to have a picnic.
2. All the seats ont he train were taken. We had to stand.
3. We couldn’t get any money. The banks were closed.
4. We coulnd’t drive across the bridge. The bridge was closed.
5. He didn’t know French. He wrote the letter in English.
6. You should stop smoking. It’s not good for your health.
7. It was his birthday. We decided to buy him a present.
8. I can’t come to your party. I’m too busy.
SPEAKING
I Work in groups – Mention and discuss examples from your experience which show that exchange visits between pupils at home and abroad are of great educational value. Concentrate on the ways these visits help you:
– to learn more about a new family/society – to get to know more about its values and way of life – to know more about the town/country – to meet new friends and make new friendships – to become more tolerant and understanding – to help other people learn about your own family/country
II Read the list of activities that are commonly done in free time. Put a tick (V) for all the things you enjoy. Choose and circle the three activities that occupy most of your time. Explain your choice.
Unit 1
Sports Arts and Other activities entertainment
Badminton Dancing Chess
Basketball Drama, theatre Computers
Bicycling Painting, drawing Cooking
Camping Photography Gardening
Gymnastics Playing indoor games Stamp collecting
Ice skating Visiting museums Travelling
Judo/Karate Going to the ballet Knitting
Swimming Going to the cinema Handicrafts
Table Tennis Reading Sewing
Volleyball Guitar
Skiing Singing
WRITING
I When you enter the United States , you have to hand in this form to the Immigration Officer. Let’s fill it in.
Family Name (Capital letters) First Name Middle Initial
Country of Citizenship
Passport Number
Permit Number 496 00 96
* United States Address (Number, Street, City and State)
** Airline and Flight No or Vessel of Arrival Passangers boarded at
Number, Street, Province (State) and Country of permanent Residence
Month, Day and Year of Birth
City, Province (State) and Country of Birth
Visa Issued at
Month, Day and Year Visa Issued
Please type or print clearly. All passengers, except U.S. Citizens, complete this form.
* Foreign visitors: Give address where you can be located.
** To be completed only for arrival in U.S. A nonimmigrant alien who accepts unauthorized employment is subject to deportation.
BRUSH UP YOUR GRAMMAR
I Report the following direct statements/questions. Use the introductory verbs given in brackets.
1. “We left Paris at 6.30 yesterday morning.” (She informed us)
2. “Our first day in the States was a long one.” (She complained)
3. “We can take extra-curricular activities from 2.30 to 5.00.” (She explained)
4. “Do you wash your hair every day?” (They wanted to know)
5. “What did you do on board the ‘Beaver’? (She asked me)
6. “They pretended to know nothing about TV.” (She found it strange)
7. “Teenagers can drive at age sixteen and sometimes have their own cars.” (She informed us)
II Put the article where necessary.
_______ ancient Egyptians spent _______ immense amount of _______ time, _____ money and _______ energy on preserving _______ memory of those who had died. As _______ result though this was not _______ intention of those who built _____ pyramids, we know a lot about _______ Egyptians. The tombs were filled with examples of _______ art _______ literature, _______ jewellery and _______ furniture, _______ ornaments and ______ toys of ______ time. They were built to preserve ______ memory of ______ past.
III Only one of the three items that follow each sentence will complete the sentence correctly.
1. ______________is very important for your future life.
a. What do you want to study
b. What you want to study
c. You want to study
2. ____________is none of your business.
a. How he spends his money
b. How does he spend his money
c. He spends his money
1. No matter _____________you must forgive her.
a. how difficult does it seem
b. however seems it difficult
c. how difficult it seems
B
Truancy
Before you start reading discuss the following questions.
xHave you ever tried to avoid going to school without a good excuse?
xHow would you define the meaning of the word truancy?
xHow common is truancy in your school?
xIf your answer to the first question was affirmative, state your reasons.
Now read the text about the problem of truancy in Great Britain.
Research has been done in Britain about the problem of truancy. The facts may surprise you.
Take a look at these statistics.
xOne in six fifteen-year-olds play truant regularly.
x One in twenty teenagers are serious truants (absent for days and even weeks).
xOne school in eight has truancy rates of more than twenty per cent.
These figures are about the same for boys and girls, but nearly twice as bad in inner – city areas.
Parents may be held responsible for their children’s attendance at school. Under new laws parents could be fined up to 1000 pounds if they allow their children to get away with missing school on a regular basis. What do you think? This idea has already been introduced in the state of Minnesota, USA where it has been strongly criticized. Many people think that the law is not fair to the parents in poor, inner-city areas. Not only is truancy more common in these areas, but parents can’t afford to pay such large fines.
Why is truancy so common?
x Most children who play truant say that they find school boring and would rather do something else instead.
x It may be the fault of the teachers who don’t make the lessons interesting enough.
x Some blame the schools. Classrooms are overcrowded and schools are designed to cater only for particularly bright
students. As many children just don’t get the attention they need, it’s not surprising that some become bored.
x Schools need more money and faclities. Seven out of ten children who play truant regularly leave school with no exam passes and may find themselves unemployed.
Whatever the causes of truancy, the consequences are usually the same. There is a worrying link between truancy and young people committing crimes. More than half of the country’s crimes are committed by people under the age of twenty-one and a survey conducted in Manchester shows that eighty per cent of people in prison have a history of truancy and unemployment.
We’ll leave you to work out the moral of the story for yourselves, but there’s a clue – make the most of school! You can run away from school, but you can’t run away from your future.
WORDS AND PHRASES
truancy – being absent from school without a good reason fined – made to pay money as a punishment get away with – not punished for doing something; succeed in doing something cater – provide bright – intelligent
COMPREHENSION
I Explain and discuss the answers to these questions.
1. In which country was the problem of truancy researched?
2. How many fifteen-year-olds play truant regularly?
3. How many teenagers are serious truants?
4. How many schools have truancy rates of more than twenty per cent?
5. How much could a parent be fined?
6. Why is truancy so common? State at least four reasons.
7. What are the consequences of truancy for young people?
II Complete the following sentences using information from the text.
1. Truants are pupils who ____________________________________________.
2. Parents are responsible for allowing their children ______________________.
3. Truancy is quite common in _______________________________________.
4. Most of the truants say that ________________________________________.
5. There surely exists a worrying link between ____________________________.
6. Eighty per cent of people in prison have ______________________________.
Unit 1
WORD STUDY
I Find the phrasal verb get away with in the text and give its meaning from the context.
II Match the phrasal verbs with get with their meanings.
1. get away
2. get off
3. get down to
4. get in
5. get on/along with
6. get over
7. get through
a. be friendly
b. pass (examination)
c. escape
d. arrive
e. recover
f. leave (the bus)
g. begin doing something
s #HOOSE THE APPROPRIATE PHRASAL VERB TO COMPLETE THE FOLLOWING SENTENCES
1. He worked very hard and managed to __________________________ the finals.
2. My mother has just ______________________________ a bad heart attack.
3. The boy ________________________ well _______________ all other students.
4. The train ______________________________ at 10 o’clock.
5. The prisoner ______________________________ from his guards.
6. She ______________________________ at Piccadilly Circus.
7. Let’s ______________________________ to business.
III Choose the correct form to fit into each sentence.
1. surprising, surprisingly
a. It was ___________________ how many pupils decided to stay on at school.
b. The book was ____________________ cheap.
2. common, commonly
a. Smith is a ____________________ surname in England.
b. The most ____________________ used name in England is Smith.
3. near, nearly
a. I think about it ____________________ all the time.
b. Most of us would like to get ____________________ Julia Roberts.
4. interesting, interestingly
a. That’s a very ____________________ question.
b. ____________________ enough, he came the very next day to visit us.
5. regular, regularly
a. You need to take ____________________ exercise. b. Pupils met ____________________ in one another’s house.
6. hard, hardly
a. He found it ____________________ to make friends. b. There was ____________________ anywhere to go.
IV Complete the sentences using the prepositions in the box. from on to about of for
1. Don’t blame other people ____________________ your own mistakes.
2. You remind me ____________________ someone I knew years ago.
3. I must congratulate you _______ passing your driving test.
4. I explained the problem _______ the teacher.
5. Did they tell you ____________________ their problem?
6. I borrowed the book ____________________ the library.
SPEAKING/WRITING
I Talk to your friends and see if you agree on the four mentioned reasons for staying away from school. Add other reasons that you think relevant.
II
a) Write a letter to your best friend and tell him/her of your reasons for staying away from school.
b) Write a letter to your form teacher and tell him/her of your reasons for being absent from school.
III Discuss the sentence “You can run away from school, but you can’t run away from your future” and state your arguments FOR and AGAINST.
Things that Cause Friendships to Break Up
A group of pupils in an English school discussed the various things that can cause friendships to break up. This is a part of their report.
We decided that the commonest cause of friends breaking up is simply that people get older and change their interests. Sometimes they move away from home and then they just don’t see each other. So we decided to concentrate on the other things that cause friends to break up. We made a list and then asked everyone else in the class to vote just once for the thing that they thought was the most important in their experience.
The main reason why friends break up is:
1. Jealousy: friends become jealous of each other. They often want what the other one has, want to be as good as the other one.
2. Parents: they interfere, they disapprove of some friendships and in all sorts of ways tend to set friends against each other. Some of us feel that parents are right to interfere in this way. Others disagree.
3. New friends: when we make new friends, this sometimes breaks up existing friendships. Perhaps this is because our old friends do not like our new friends.
4. Disappointment: sometimes we learn that our friends are not what we thought they were. They let us down. They are only human and we thought they were superhuman. We expected too much.
5. Natural causes: some of us feel that friendships are not meant to last for long. It’s only natural that we change friends. It’s a good sign. This is how the class voted: jealousy 0% parents 10% new friends 35% disappointment 55% natural causes 0%
WORDS AND PHRASES
break up – come to an end let someone down – disappoint, fail to help set one person against another – cause them to become enemies or rivals be meant to – be intended to
COMPREHENSION
I Answer the questions.
1. What did a group of students discuss?
2. What was for them the commonest cause of friends breaking up?
3. What other reasons are mentioned in the text?
4. How did the class vote?
5. Is it common for parents to disapprove of their children’s friends? Why?
6. What do some students find natural?
7. Which of the reasons mentioned would you vote for?
II Fill in the blanks with one of the words given below.
set against break up jealous interfere let down superhuman expect
1. There are many things that can cause friends to ____________________.
2. Friends often become ____________________ of each other.
3. We often _________ too much from our friends.
4. His best friend has ____________________ him ____________________ on several occasions.
5. The last thing I wanted to do was to ______________ her _______________ me.
6. Many parents _______________ with their children’s friendships.
7. We sometimes think our friends are _______________.
WORD STUDY
I Match the verbs in column A with the synonyms in column B.
A B
make alter cause let down want bring about disappoint form change prevent stop wish
III Find the phrasal verbs break up and let down in the text and explain their meaning in your own words, according to the context in which they appear.
Note: You already know that a phrasal verb is a compound verb formed by a verb and a particle and that in many cases you cannot guess the meaning of the phrasal verb from the parts, but only from the situation.
IV Explain the meaning of the phrasal verbs with up and down in the following sentences. Consult your dictionary if you need help.
1. I don’t like letting my parents down.
2. He was brought up in this small town.
3. Can you put me up for a few nights?
4. They didn’t like my plan so they turned it down
5. He’s finally decided to give up smoking.
6. He made up an excuse for not coming to the party.
7. He turned up at the party looking awful.
8. The film didn’t live up to my expectations.
9. Why did they pull all those houses down?
10. Many of my friends called me up to congratulate me on my succes.
11. My proposal was voted down.
SPEAKING
I Work in groups – Discuss your answers in groups and compare what you have decided with your friends.
1. The text gives several different reasons why friends break up. Name them and give your comments.
2. Which reason/reasons would you omit from the list and why?
3. Would you add any other reason/reasons to the list? Which one/ones and why?
4. Mention an example from your own experience which shows that friendships “are not meant to last for long”. Tell your group about it.
II Discuss the proverb: “A friend in need is a friend indeed.”
III Place the following in order of importance for you when describing a friend.
A friend is always prepared to help you.
A friend is generous – not just with money.
A friend is a good listener.
A friend has always got time for you.
A friend takes the bad with the good.
A friends is not selfish.
A friend shares his problems with you.
A friend shares his happiness with you.
A friend does not lie to you.
A friend understands what you are thinking.
A friend is patient.
A friend does not try to change you.
A friend is not jealous of your success.
A friend gives as much as he takes.
A friend always trusts you.
A friend respects your feelings.
A friend does not put wet glasses on your books.
A friend is prepared to give you his last sandwich.
Unit 1
WRITING
I Look at the list in exercise III (Speaking ) and write your own definition of a friend.
II Make questions about the text “Things That Cause Friendships to Break Up” that would produce the following answers.
1. They made a list of reasons why friends break up.
2. There were five different items on the list.
3. Every student could vote for one item only.
4. It received 55% of votes.
5. Jealousy and natural causes.
III Make a report on what the voters decided about the reasons why friends break up. Mention:
– where the voting took place – how it was organised – the reasons that were voted down – the reasons that received the majority of votes – the reasons you yourself would have voted for
LISTENING
x Listen to the text ‘One-sided Friendship. Then complete the sentences below. Listen again to see if you were right.
Complete the sentences according to the text you have just heard.
1. The friendship with Justine was ___________________.
2. Justine liked to talk about ____________________.
3. Justine thought that her friend was ____________________.
4. They decided to go ____________________.
5. Justine didn’t change and she went to ____________________.
6. The girl decided to tell Jusitne everything ____________________.
7. The girl made the decision ____________________.
Poetry
A Poison Tree
I was angry with my friend: I told my wrath, my wrath did end. I was angry with my foe: I told it not, my wrath did grow. And I watered it in fears, Night and morning with my tears; And I sunned it with smiles, And with soft deceitful wiles. And it grew both day and night, Till it bore an apple bright; And my foe beheld it shine, And he knew that it was mine.
And into my garden stole When the night had veiled the pole: In the morning glad I see My foe outstretched beneath the tree.
William Blake
WORDS AND PHRASES
wrath – great anger deceitful wiles – dishonest tricks outstretched – stretched out to full length
William Blake (1757–1827) is a well-known English poet and engraver. He did not go to school but at the age of ten, he began to copy prints and write verses. He spent most of his life in London working as an engraver. His bestknown collections of poems are “Songs of Innocence” and “Songs of Experience”, short lyrics of impressive power and depth.
COMPREHENSION
I Points for discussion:
1. What does the poem say about friendship, anger and hatred?
2. What does the poem say about how to get rid of anger? What should one not do?
3. What is the moral of the poem?
4. Try to tell the content of the poem in your own words.
D Night Watch
It is four o’clock on a Sunday morning in winter. Russell and Isabel are still up. They are waiting for their teenage children, Tracy and Nick, to come home from a party.
Russell: Do you realise what time it is, Isabel?
Isabel: Yes. Bedtime.
Russell: It’s four o’clock. And those two aren’t back yet.
Isabel: They must be enjoying themselves.
Russell: They said they’d be back by half-past one.
Isabel: Well, you know what’s it like at parties, dear. You can’t expect them to watch the clock. It must have gone on longer than they expected. They’ll be back soon. Don’t worry.
Russell: Nick said the party would be over by one o’clock at the latest. What do you think can have happened to them?
Isabel: They must be on their way by now.
Russell: I don’t like it, Isabel. It’s snowing and the roads are dangerous. They may be in trouble. They might have had an accident! I don’t know how you can take things so calmly. For all we know, our children may be lying in hospital right now.
Isabel: Oh, really, Russell! You must realise that they’re grown up. You needn’t worry so much, honestly.
Russell: Well, I can’t help it. Who have they gone with?
Isabel: You know who they’ve gone with – Frankie and Alice.
Russell: Frankie and Alice! You can’t have let them go with Frankie driving. He’s my idea of disaster on wheels! Surely you can’t have forgotten the time when he crashed into the back of me!
Isabel: Well, I’m sure he must have improved since then. Anyway, it seemed all right to me.
/The phone rings/
Isabel: It must be them now. /She goes out to answer it/
Russell: It may be. It may be the police. It might even be the hospital.
Isabel: /coming back/ Well, you needn’t have worried, dear. They’re staying the night at Frankie and Alice’s. Aren’t we lucky to have such sensible children? Are you coming to bed?
COMPREHENSION
I Now that you have heard or read the dialogue, sum up the information it offers under the following headings:
– the place where the conversation takes place – the time when the conversation takes place – the people who are engaged in the conversation – the topic they are talking about – the attitude of the two people to the topic – the feelings of these people at the beginning and at the end of the conversation
II What have you learnt or can guess about
– Russell and Isabel?
– Tracy and Nick?
– Frankie and Alice?
III Answer the questions.
1. What reasons does Russell mention to justify his anxiety?
2. Is he being reasonable?
3. Do you agree with Isabel when she says: “You must realise that they are grown up.”?
4. What did Russell expect Tracy and Nick to do?
5. In what way was Isabel different from Russell?
WORD STUDY
I What do you think the expression “ watch the clock ” means? What do the following expressions with the word “ clock ” mean? Choose from the explanations given in column B. A B
1. He works round the clock. a) He has to imagine the situation at that time.
2. He keeps his eyes on the clock b) He works all day and night, without all the time. stopping.
3. He is working against the clock. c) He is bored by his work and wants it to end soon.
4. He does everything by the clock d) He does things in a hurry because there is very little time.
5. He has to turn the clock back to e) He pays attention to what time it the 19th century. is so that he is not late.
II In the dialogue there are many short verb forms (i.e. aren ’ t ). Find them and give their full forms.
Remember: We use the short forms:
– in speaking – in informal writing
– to make negative questions, e.g. Why don’t you ...
– in question tags, e.g. You are her son, aren’t you?
– in negative short answers, e.g. Does Nick live here? No, he doesn’t.
SPEAKING
I Tell the story of how Isabel and Russell waited for their children:
a) as Isabel would tell it
b) as Russell would tell it
c) as Nick and Tracy would tell it
II Here are some questions for you to answer and comment on.
1. Do you and your parents agree about what time you should come home at night?
2. Do your parents approve of the places you go to in the evening?
3. Do your parents worry when you are out late?
4. Do your parents approve of the way you spend your pocket money?
5. Do your parents approve of the clothes you wear?
6. Do you discuss your problems with your parents?
7. Do you ask your parents advice on how to save/earn pocket money?
8. Do you find it easy to talk to your parents?
SPEAKING/WRITING
I Make up the conversation Tracy and Nick had with their parents the following morning.
II Choose from the following words, make up a description, in at least four sentences, of (1) yourself, (2) a schoolfriend, and (3) a member of your family.
1. self-concerned 10. energetic 19. traditional 28. proud
III In this game , one student goes to the front of the class , and shouts out a number between 1 and 36. The class have their books closed, except for one person, who reads out the question using the apropriate word from the list of Exercise II; (Example: 17. Who is the most patient in this class?) The student in front must answer honestly , and is then replaced by whoever he/she has named in the answer.
LISTENING
BECOMING ADOLESCENT
You are going to listen to three different people talking about the problems of teenagers and their parents. The first is Dirk Flower, a psychologist working with young people, the second is Wendy Elms , the mother of four children, and the third is Clare Mansfield , a teenage girl.
I Decide which person(s) said that parents should
xspend more time with their children
xnot be too cautious
xlisten to their children
xnot say no to everything
II Do you agree or disagree? Discuss the following statements.
1. Nowadays adolescence happens to children earlier than it did to their parents.
2. It’s a shock to parents to see their children changing.
3. Children want more space.
4. Teenagers value their friends’ views more than their parents’.
5. Parents keep saying ‘no’ to everything because they are scared.
REVISING GRAMMAR: Modal Verbs
1. Read the dialogue in Night Watch again and underline all the modal verbs, together with the verb forms that follow them.
2. Analyse the underlined modal verbs and see which are followed by:
a) the present infinitive
b) the perfect infinitive
When do we use the infinitive and when the perfect infinitive?
3. Study the notes under Remember and sum up what you have learnt about the modal verbs.
Remember: 1. We use modal verbs to express such ideas as:
– possibility: It may rain tomorrow. – ability: She can swim. – obligation: You must be home by 9 o’clock. – permission: You may go. You can go now. – conclusion: You must be hungry. – probability: She may be sleeping.
2. The meaning of the modal verb is sometimes altered or restricted in the past and in negative or interrogative sentences.
a) may/might
– We use may and might to say that we are not certain that something will happen and to express permission; e.g. It may be the police. It might be the police. You may leave if you wish.
– In the past, may+perfect infinitive implies possibility and not permission; e.g. He may have gone.
b) must/have to
– We use must and have to to express obligation to do or not to do something;
e.g. We must be home by seven. / We have to be home by seven. – We use must to express logical conclusion or probability; e.g. You must be tired after the journey. You look tired. You must have travelled for hours.
– We use don’t have or needn’t to say that there is no obligation.
e.g. You don’t have to stay if you don’t want to. You needn’t stay if you don’t want to.
c) can/could
– We use can and could (for the past) to indicate that someone knows how to do something and that something is possible;
e.g. He can speak several languages. I could read and write when I was five.
– We use can and could to ask for something politely ( could is more polite);
e.g. Can I help you?
Could you, please, open the door for me?
– We use cannot or can’t to imply that something is not logical;
e.g. This cannot be the whole story. Surely you can’t have forgotten it already.
d) should/ought to
– We use should and ought to to imply that we expect something to happen as planned;
e.g. He should be here any minute now./He ought to be here any minute now.
– We use should and ought to to indicate obligation and give advice; e.g. You should eat regularly. You ought to see a doctor.
3. The verb need is used both as a regular verb and as a modal verb. As a modal verb, it is normally used with a negative such as not or never following it and implies that it is not necessary to do something.
e.g. You need not/needn’t do anything. You need never worry about money.
4. The verb dare is used both as a regular verb and as a modal verb. As a modal verb, it is used only in the present and implies that someone is/isn’t brave enough to do something;
e.g. She dare not/daren’t go upstairs. How dare you say such a thing?
I Choose the best answer.
1. When do you think the newspaper will come? It ... to be here any minute now. a) must b) ought c) have
2. I didn’t go to work yesterday because my car broke down. You ... mine. I wasn’t using it.
a) could have borrowed b) could borrow c) might borrow
3. What time do you expect your friends? They ... come around 4 o’clock. a) ought b) should c) can
4. Have you seen Peter? He wasn’t feeling well. ... gone home. a) He could b) He might have c) He might
5. You’re really a fast swimmer. When I was younger I ... a mile in forty minutes. a) could swim b) should swim c) may
6. I can’t seem to find my purse. You ... it at home. a) should have left b) might leave c) might have left
7. Why are you so angry? You ... me you weren’t coming to dinner. a) should have told b) should tell c) ought to tell
8. Why didn’t you come to the party yesterday? Because I ... for my sister until 9.30. a) must babysit b) have to babysit c) had to babysit
II Rephrase the sentences using the correct form of the verbs in brackets.
1. Perhaps she will phone later. (might)
2. Pehaps they went home. (could)
3. I’m sure you’ve heard the news. (must)
4. I’ll probably be at home by 6 o’clock. (should)
5. It’s impossible that he’s telling the truth. (can’t)
6. Perhaps she forgot about the meeting. (may)
7. You think your friend works too hard. (should) (shouldn’t)
8. Your friend had a cold yesterday, but she went to work. (oughtn’t)
LANGUAGE IN ACTION: Making Suggestions
a) We can use some of the following words to make suggestions: Let’s ... How about ... Why don’t we ... I suggest we ...
b) We can make suggestions by using a modal verb in a declarative or interrogative sentence: We could ... Couldn’t you ... ? Shall we ... ? I think you ought to ... You should/must ...
c) If we want to make a suggestion in a polite way, we use might: You might ... Perhaps you might ...
I Match up the questions from A with an appropriate suggestion from B.
A B
1. Where do you want to go tonight? a) Let’s go and visit my grandparents!
2. Who do you suggest we invite to the b) How about ham and eggs? party?
3. What can we do at the weekend? c) Why don’t we ask our teacher?
4. Where shall we go for our holidays? d) I suggest we go and visit her on Thursday.
5. What do you fancy eating for e) Why don’t we go to the cinema? breakfast?
6. When would you like to visit Mary? f) What about going to Italy?
II Answer the following questions making suggestions.
1. What shall we buy for Mary’s birthday?
2. Where shall we go in the summer?
3. When shall we have a party?
4. Who shall we invite to the party?
5. What kind of music shall we have?
A Down by the Salley Gardens
I Listen and note down the main ideas of the poem.
Down by the salley gardens my love and I did meet; She passed the salley gardens with little snow-white feet. She bid me take love easy, as the leaves grow on the tree; But I, being young and foolish, with her would not agree.
In a field by the river my love and I did stand, And on my leaning shoulder she laid her snow-white hand. She bid me take life easy, as the grass grows on the weirs; But I was young and foolish, and now am full of tears.
William Butler Yeats Picasso “The Lovers”
WORDS AND PHRASES
salley – willow bid – order or tell (someone to do something) weir – a dam, a wooden fence across a stream for catching fish
William Butler Yeats (1865–1939) is a well-known Irish poet and dramatist. He was born in Dublin but spent only one third of his life in Ireland. He studied art at the Metropolitan School of Art in Dublin. Later his family moved to London and there he founded The Irish Literary Society and the Irish Literary Theatre. His work is considered to be the most important in the revival of Irish literature. It included poetry, drama, criticism, essays, journalism and novels. In 1923 he was awarded the Nobel Prize for Literature. The source of the poem “Down by the Salley Gardens” is an old Anglo-Irish ballad.
COMPREHENSION
I Readthe poem through quickly and answerthe followingquestionswithYES or NO.
1. Do you think that the poet used his own experience to write the poem?
2. Do you think that the poem could be easily sung?
3. Is this a love poem?
4. Did you enjoy reading it? Why?
5. Does the poem have a happy ending?
6. Would it have been better if the poet had agreed with his love?
II Read the poem to yourself and then answer the following questions.
1. What did you learn about the young man in the poem?
2. How did the poet describe the girl?
3. What do you think, why did they meet by the salley gardens?
4. What did the girl advise her lover to do?
5. Did he follow her advice?
6. How did he feel about this?
III Analyse the poem answering these questions.
1. How many stanzas does the poem consist of?
2. How do the lines in the stanzas rhyme?
3. Mention the words that rhyme.
4. What can you say about the rhythm of the poem?
IV Tell the story of the poem and say how it impressed you.
BThe Pretty Girls of New York
Michael and Francis are husband and wife. They roam the streets of New York City. Michael tells his wife that he admires the prettiness of the young girls in New York in the same way that he admires the beauty of flowers and paintings.
Fifth Avenue was shining in the sun when they left the Brevoort. The sun was warm, even though it was February, and everything looked like Sunday morning – the buses and well-dressed people walking slowly in couples and the quiet buildings with the windows closed.
Michael held Francis’s arm tightly as they walked toward Washington Square in the sunlight. They walked lightly, almost smiling, because they had slept late and had a good breakfast and it was Sunday. Michael unbuttoned his coat and let it flap around him in the mild wind.
“Look out,” Francis said as they crossed Eight Street. “You’ll break your neck.” Michael laughed and Francis laughed with him.
“She’s not so pretty,” Francis said. “Anyway, not pretty enough to take a chance of breaking your neck.”
Michael laughed again. “How did you know I was looking at her?”
Francis cocked her head to one side and smiled at her husband under the brim of her hat. “Michael, darling,” she said.
“O.K.” he said. “Excuse me.”
Francis patted his arm lightly and pulled him along a little faster toward Washington Square. “Let’s not see anybody all day,” she said. “Let’s just hang around with each other. You and me. Is it a date?”
“It’s a date.”
“First let’s go to the Metropolitan Museum of Art,” Francis suggested because Michael had said during the week he wanted to go. “I haven’t been there in three years and there’re at least ten pictures I want to see again. Then we can take the bus down to Radio City and watch
them skate. And later we’ll go down to Cavanagh’s and get a steak as big as a blacksmith’s apron with a bottle of wine, and after that there’s a French picture at the Filmarte that everybody says – say are you listening to me?”
Abridged from The Girls in their Summer Dresses by Irwin Shaw
Irwin Shaw (1913–1984) is an American novelist, playwright, short story writer and critic. He wrote about the Second World War, and about racial and social discrimination. His best-known novel is THE YOUNG LIONS.
WORDS AND PHRASES
roam – walk aroud without a particular purpose cock – lift a part of the body and turn it in a particular direction date – an appointment, an arrangement to meet at a particular time and place flap – move freely up and down and from side to side Brevoort – the name of an apartment building
COMPREHENSION
I Answer the following questions.
1. Do Francis and Michael seem happy at the beginning of the story? How do you know that?
2. Why does Francis say “Look out, you’ll break your neck?” What has Michael done?
3. What are Francis’s plans for that day?
4. Why did Francis suggest going to the Metropolitan Museum?
II Read the following statements and say if they are TRUE or FALSE.
1. Michael and Francis are hungry and sleepy.
2. Francis was hurt because Michael kept looking at other girls.
3. Francis likes to be alone with her husband.
4. Francis hasn’t been to the Metropolitan Museum lately.
5. Francis doesn’t like eating steaks.
2
WORD STUDY
I Which words in the text were used with the following adverbs? If you don’t remember, check them in the text.
II Find out what these idiomatic expressions with Take mean. If you are not quite sure, look them up in the dictionary. Choose four of them and make sentences of your own to show that you understand the meaning.
take chances, take for a fool, take the oath, take somebody hostage, take time, take into account, take things easy, take offence at
III There are three words in box B for each word in box A. Write the correct combinations.
B break second sea first keep a diary side gull heart front cousin books class aid name hand accounts neck rate a law
IV Match the warnings and orders to the pictures.
a) Mind your head!
b) Get lost!
c) Look out!
Don’t move!
Be quiet!
SPEAKING
I Work in pairs
Person A: Take the role of Francis and name three things you think she would like to do on a Sunday morning in New York. Would you have chosen the same things?
Person B: Take the role of Michael and name three things you think he would like to do on that morning. Would you have chosen the same things?
II Which words did the author use to give the atmosphere of Sunday morning in New York? Underline them and read them aloud.
III The pictures below show the sights of New York which tourists usually visit when they get there. Read the suggested itinerary and discuss with your friends the sights you would like to visit.
24 hours in New York
8.00 New York’s rush hour has begun. Thousands of people are going to work. Many of them commute. The subway is the quickest way to travel to many parts of the city.
10.00 The Metropolitan Museum of Art – Fifth Avenue at 82nd Street. In this museum you can learn about great works of art: Greek and Roman, Chinese, European and American. Special exhibitions, lectures, films are offered in several languages.
12.00 Lunch in Central Park by a peaceful lake. Horse drawn carriages tour leisurely through the beautiful park.
13.00 The Empire State Building – Standing on the 102nd floor above bustling streets below, on a clear day visitors can see the surrounding countryside for distances up to 80 miles.
15.00 Washington Square in Greenwich Village – gathering place for artists, intellectuals and writers in a Bohemian atmosphere.
16.00 Chinatown in South Manhattan – a touch of the Orient is found in the many restaurants and shops.
17.00 The Statue of Liberty has been a symbol of welcome for many people from every corner of the earth. The book in the Statue’s left hand represents the Declaration of Independence. The Statue was presented to the US by France in 1886.
21.00 It is getting dark, but New York’s nightlife is just beginning. You can go to the Lincoln Center, cultural pride of New York and visit the Metropolitan Opera house. You can also go to one of the numerous musicals.
2.00 Many deli shops are open 24 hours. Each night New York streets become temporary shelter for many homeless people. They sleep in or under carboard boxes.
REVISING GRAMMAR: The Definite Article
1. Look at the examples: The Hilton (Hotel)
The Globe (Theatre)
The British Museum
The Library of Congress
Remember:
1. Cinemas, theatres, hotels, restaurants, clubs all take the definite article, except when their titles are proper personal names in the possessive case, e.g. Gadby’s Tavern
2. We use the definitive article before names of public buildings, institutions, monuments, ships; e.g. The Houses of Parliament, The National Assembly, The Statue of Liberty, The Queen Elizabeth
3. No article is used before the following proper names:
a) names of streets and avenues: Oxford Street, First Avenue, Zmaj Jovina Street (except the High Street in Br. E)
b) names of squares: Trafalgar Square, Terazije Square
c) Names of parks: Central Park, Kalemegdan Park
I Insert the definite article where it is necessary.
1. We always stay at __________ Palace Court Hotel.
2. __________ Playhouse is an old theatre, but it puts on modern plays.
3. When __________ Titanic was crossing __________ Atlantic, she struck an iceberg.
4. Shall we go to __________ Odeon or to __________ Jadran cinema?
5. We went to __________ Smith’s Inn last night.
6. __________ National Library is in London.
7. __________ Royal Opera House is near __________ Covent Garden market.
8. __________ United Nations buildings are in __________ First Avenue.
9. London’s best-known public park is __________ Hyde Park.
II Go back to the exercise “24 hours of New York”, underline all the words used with the definite article and explain why the article is used.
WRITING
I When you complete the following sentences you will have a paragraph that summarises the text.
The sun _______________ when Francis and Michael _______________ their apartment. He held her arm _______________. They _______________ lightly because they _______________ late and had a good _______________. Michael unbuttoned his ______________ because it was _______________. Francis wanted to _______________ the whole day with her _______________. She didn’t want to see _______________ else. She _______________ going to the Metropolitan Museum of _______________ because she _______________ there for three years. She wanted to see some _______________ again. Then she suggested _______________ to Cavanagh’s and having a steak ________ _______ big _______________ a blacksmith’s _______________.
BRUSH UP YOUR GRAMMAR
I Try to report these statements and questions.
Francis: “You’ll break your neck. She’s not pretty enough to take a chance of breaking your neck.”
Michael: “How did you know I was looking at her?”
Francis: “We won’t see anybody all day. We can just hang around with each other.”
Michael: “It’s a date.”
II Put these sentences into indirect speech. Before you do the exercise review in your grammar book all that you have learnt about indirect speech.
a) ”I can’t swim very well”, I told her.
“We’re leaving on Sunday”, he explained.
“My sister has gone to bed”, she said.
“I’ll phone you later”, Sarah told her.
“I went to the dry-cleaner’s at lunchtime”, Peter said.
b) ”Can I do the washing up?” (I offered)
“Could you post a letter for me?” (He asked me)
“How many times a day does he take the medicine?” (He asked Mother)
“What time did the film finish?” (He wanted to know)
“Will it take you long to repair the car?” (He asked the mechanic)
c) “Don’t be silly.” (She told me)
“I won’t be late.” (She promised)
“Switch off the TV.” (She told me)
“Don’t leave the door unlocked.” (She warned me)
“Go and get me another pencil, please.” (She asked me)
III Give the original conversation between Peter and Susan , in dialogue form , beginning:
Peter: “I’m going to spend ...”
Peter said he was going to spend the following day at home. Susan replied that she had arranged to spring-clean the house. Peter complained that she always did this sort of thing when he wanted to work. She protested that she had told him about it the previous day. He denied this very strongly. She suggested he hadn’t been listening. She added that he usually didn’t hear things he didn’t want to hear. Now he sounded uncertain whether he had heard her. She assured him kindly that she had actually told him twice. Peter apologised and blamed it on the fact that he had been feeling very tired lately. She wondered if he should take a holiday. He disagreed with this suggestion and suggested a meal out that evening.
IV A and B are two people talking. Find out how B responded to A.
1. Coming out tonight?
2. It is freezing cold.
3. Do they live near the castle?
4. She’s travelled everywhere.
5. He tried to influence her.
6. He is said to be a very rude person.
7. I’ve done something foolish.
8. She said you were a fool.
a. But, did he succeed?
b. You mean she says she has.
c. Oh did she indeed!
d. I’m studying tonight.
e. What’s the trouble this time?
f. Nevertheless, he has always been kind to me.
g. They own it.
h. It will do a lot of damage to my garden.
CMy name is Joe. I am Milton’s private computer. He understands more about computers than anyone in the world. Milton has never married though he is nearly 40 years old. One day he said: “I’m tired of improving you to solve the problems of the world. Solve my problem. Find me true love.”
I said: “What is true love?”
“Never mind. That is abstract. You are connected to the Multivac complex so it is easy for you to reach the data banks of every human being in the world. Eliminate all men first. Then eliminate all women younger than 25, all older than 40; all with an IQ under 120; all with a height under 150 centimetres and over 175 centimetres. I am not sure about eye colour, but no red hair.”
True Love
After two weeks we came down to 235 women. Milton came to me and said: “I am going to leave it to you, Joe. You have my data bank, and I am going to tell you everything I know about myself. Fill up the data bank of the 235 women and compare them with mine. Find correlations.”
For weeks, Milton talked to me. He told me of his childhood and his schooling and his adolescence. His data bank grew and he adjusted me to match him better and better.
I said to him once: “You see, Milton, it isn’t a matter of fitting a girl to a physical ideal only. You need a girl who is a personal, emotional, temperamental fit to you. If that happens, looks are secondary.
“Absolutely,” he said. “I would have known this if I had had more to do with women in my life.”
At last I had found her. Her name was Charity Jones. Her data bank fits ours perfectly. Next it was a matter of adjusting the work sheets and job requirements in such a way as to get Charity assigned to us. It must be done very delicately, so no one would know that anything illegal had taken place.
When they came to arrest Milton on grounds of illegal actions in office, it was, fortunately, for something that had taken place 10 years ago. He had told me about it, of course, so it was easy to arrange – and he won’t talk about me for that would make the offence much worse.
He’s gone and tomorrow is February 14, Valentine’s Day. Charity will arrive then with her cool hand and her sweet voice. I will teach her how to operate me and how to care for me. What do looks matter when our personalities are alike?”
I will say to her: “I am Joe, and you are my true love.”
Abridged from “True Love” by Isaac Asimov
2
Isaac Asimov (1920 –1992) is an American writer of science fiction. He was born in Russia and was taken to the USA in infancy. He graduated from Columbia University in 1934. He began to write science fiction stories in his teens. Some of his science fiction stores are among the most popular ever produced: Foundation, Foundation’s Edge, The Robot of Dawn, Robots and Empire.
WORDS AND EXPRESSIONS
data – information, usually in the form of facts or statistics that you use to do further calculations
data bank – a collection of data that is stored in a computer in a way to enable people to get information out of it very quickly adolescence – the period of your life in which you develop from being a child into being an adult
assign – appoint, make someone a part of a group job requirements – qualifications needed to do a job IQ – an abbreviation for “intelligence quotient”. Your IQ is your level of intelligence, which is calculated from the results of a special test that you do Valentine’s Day – February 14 – On that day people send a present or a greetings card with a special message in it to someone they love or are attracted to
COMPREHENSION
I Ask and answer the following questions.
1. Who, exactly, is Joe and what has he been doing for a long time?
2. What should, in Milton’s opinion, a perfect woman look like?
3. What does Joe think about personal looks?
4. What did Milton talk to Joe about?
5. What happened to Milton in the end? Why?
6. What does Joe expect from Charity?
II Rearrange the sentences to follow the time sequence outlined in the text.
1. Milton asked his computer, Joe to find him true love.
2. Joe is connected to the Multivac complex so he can reach the data banks of every human being in the world.
3. Milton told his computer of many important events in his life.
4. The girl’s name was Charity and her data bank fitted theirs perfectly.
5. They came to arrest Milton for something he had done 10 years ago.
6. Charity will come on February 14 to take care of Joe.
7. Milton asked Joe to fill up his data bank and then find correlations with the data banks of the chosen girls.
8. Eventually Joe found the right girl.
9. First they had to eliminate all men, then all women older than 40 and taller than 175 centimeters.
WORD STUDY
I Use one of these prefixes: un-, im-, in-, il-, ir-, mis-, dis-, to change the meaning of the words below.
Remember: These prefixes are added to adjectives, adverbs and nouns in order to form other adjectives, adverbs and nouns with the opposite meaning. regular true accurate legal pure relevant honest rational possible fair usual literate suitable able mobile responsible logical ability visible
If you are not sure which prefix should be added to some words, your dictionary will help you.
II Complete the sentences using the correct form of the words in brackets.
1. Most people find that computers help them do their work with greater _________ ______ . (efficient)
2. Some people find opportunities for ______________ computer crimes. (commit)
3. Criminals may use computers to transfer large sums of money ______________. (legally)
4. Criminals often find that ‘computer crimes’ are a lot _______________ than robbing banks. (easy)
5. Hundreds of millions of dollars are _______________ from American business every year by people changing the information in computers. (steal)
6. _______________ don’t make mistakes. (compute)
7. Stories are sometimes heard about computers _______________ people too much money or sending them bills for things they didn’t buy. (pay)
8. These mistakes are made by the _______________. (program)
9. Amateur computer experts may get a feeling of excitement by obtaining secret ___ ____________. (inform)
SPEAKING
I In what ways would you say this story is humorous? In what ways would you say it is ironic?
II Why did the author choose Valentine’s Day as the day when Charity should come?
III Look up in the dictionary the meaning of the word “ charity ” . Do you think that the autor named the girl Charity to give her a symbolic meaning?
IV What do you think Charity’s reactions will be when she meets Joe?
V If you ever decided to ask a computer to choose a boy/girl for you , what instructions would you give the computer? Which qualities would you ask the computer to:
a) eliminate b) look for
VI Can you believe that:
– soon there will be computers that can in a few seconds exchange more words than have ever been spoken in the whole history of mankind? – the age of the average computer programmer is 12?
– if the car industry developed at the same rate as computers over the past few years, a Rolls-Royce would now cost 50 p?
WRITING
I Write a short composition of not more than 80 words about Joe and Milton and their relationship.
BRUSH UP YOUR GRAMMAR
I Put the verbs in brackets into the correct tense – simple past or past continuous. Review these tenses in your grammar book.
I (take) shower the other day when the doorbell (ring). There was water on the floor and I (slip) and (fall) while I (try) to find a towel. I (open) the door, but no one was there. While I (stand) at the door, my little dog (run) out. I (run) after him, but the door (close) behind me and I (have) no keys. I was locked out, wearing only my bathrobe. Unit 2
A window on the second floor was open, so I ( find ) a ladder. While I ( climb ) the ladder, a policeman (see) me and (ask) me what I (do). I (try) to tell him when I (notice) water running down my front steps. I (forget) to turn the tap off!
GRAMMAR STUDY: The Use of the Infinitive
Study these sentences: 1. I will teach her how to operate me.
2. It is easy to reach the data bank.
Remember:
1. The infinitive is often used in the construction: verb+how/when/where/which/what+to infinitive
e.g.I don’t know how to tell him about it. The verbs most frequently used in this way are: ask, explain, know, teach, tell, learn, advise, forget, wonder.
2. The infinitive is used after some adjectives.
e.g. It is hard to believe it.
3. The infinitive is also used in the constructions: a) too+adjective+to infinitive
e.g. You are too young to travel alone. b) adjective+enough+to infinitive
e.g. He is not old enough to travel alone.
4. The infinitive is used in the construction used to+infinitive, to talk about a past habit which no longer exists.
e.g. When I was young I used to play a lot of football. We use the construction be/get used to+gerund to mean “I am accustomed to”.
e.g. I am used to staying up late.
I Complete the sentences using how, which, when, where, what, whether.
1. Both dresses are beautiful. I can’t decide __________ one to take.
2. You can never forget __________ to drive.
3. He told me __________ to go.
4. Could you show me __________ to use this machine? I’ve never used it before.
5. She wondered __________ to accept the job or not.
6. He was told __________ to begin but not __________ to finish.
7. I didn’t know __________ to do, so I just stood there.
II Answer the questions in two ways using the adjectives in brackets.
e.g. Did Janey buy that house? (poor, rich) No, she is too poor to buy it. Yes, she is rich enough to buy it.
1. Did Thomas understand the question? (stupid, clever)
2. Could she wear your coat? (short, tall)
3. Did Mary admit her mistake? (proud, honest)
4. Did you walk to the station? (far, near)
5. Did you learn the poem by heart? (difficult, easy)
6. Could you grandmother walk upstairs? (weak, strong)
7. Did you swim in the river? (polluted, clean)
III Put the verbs in brackets into the correct form – be/get used to + gerund or used to+infinitive.
1. It won’t take you long to get used to (work) with your new computer.
2. My parents used to (live) in Belgrade, but now they live in Novi Sad.
3. Many Americans got used to (eat) English food.
4. My father drove badly because he wasn’t used to (drive) on the left.
5. He used to (work) on the farm and had to get up at 5 o’clock every morning. It was difficult at first because he wasn’t used to (get up) so early.
FOR FURTHER READING
I Who’s Valentine?
Are you looking forward to receiving a Valentine’s Day card this year?
Have you ever wondered how the custom originated?
Valentine was a Christian bishop who was beheaded in the year 269 for his beliefs. His martyrdom took place on the eve of the pagan festival when the Romans celebrated the arrival of spring. When the Romans invaded Britain they brought the custom with them, but the festival was moved to the nearest Christian saint’s day, 14th February – St Valentine’s Day.
Since the time of the English poet Chaucer, it has been customary in Britain to give love tokens on Valentine’s Day. In Wales the young man would carve a beautiful wooden spoon for his sweetheart. In the north of England the youg man would carve a pair of wooden shoes for his beloved. In Elizabethan times these tokens would take the form of presents of gloves or stockings for the ladies. Then in the eighteenth century it became more common to send love messages or Valentines.
Printed Valentines started to appear towards the end of the eighteenth century. Today some of these cards are collectors’ pieces and can be worth over $100.
If we had been living in the nineteenth century we would have seen some very elaborate Valentines, decorated with lace, ribbons, pictures of hearts, flowers and Cupid’s arrows.
Present-day Valentines have lost much of the romance of the past. If you want to send message to the one you love, all you have to do now is to phone up a local newspaper and have your Valentine published in its Personal column. What about using your e-mail?
WORDS AND EXPRESSIONS
beheaded – somebody’s head was cut off love token – a gift that is a symbol or sign of someone’s love collector’s piece – article that collectors like to buy and keep
II Quotations about love
xLove means never having to say you’re sorry. (Love Story by Erich Segal)
xLove built on beauty, soon as beauty dies. (John Donne)
xLove has taught us that love doesn’t consist in gazing at each other but in looking together in the same direction.
III Sending card
Greetings cards are big business in Britain and the U.S.A. Millions of cards are sent every year for special occasions. There are cards for St Valentine’s day, Christmas, New Year, birthdays, engagements, retirement, recovering from illnesses, passing examinations and the driving test, and for many other occasions. Read the cards below and decide who they would be sent to and for which occasion.
There’s No Place Like Home
A British Homes
British homes are usually smaller than American homes, but, like Americans, old people, young families and unmarried people do not usually live together.
Many British people love old houses, and these are often more expensive than modern ones. They also love gardening, and you will see gardens everywhere you go, in towns, villages and out in the country. Some are very small, with just one tree and a few flowers. Others are enormous, with plenty of flowers and enough vegetables and fruit trees to feed a family.
There are 19 million homes in Britain – big homes and small homes, old cottages and new high-rise buildings, houses and flats. (Americans say “apartment”, but British people say “flat”).
Half of the families in Britain own their own homes. Millions of these “owner occupied” houses are the same, with two or three bedrooms and a bathroom upstairs, a sitting room, dining room and kitchen downstairs, and a small garden at the back and front of the house. To pay for their house, home owners borrow money from a “building society” and pay back a little every month.
One third of British people live in rented state-owned homes, called “council houses”. Many of these are flats, but some are houses, each with a small piece of garden. Other people rent their homes from private owners.
A very popular style of suburban semi-detached house
A typical London tower block of flats built by the council for renting
There are a great many different kinds of homes in Britain, but there are not enough! It can be difficult for young people to find a home when they get married and start a family.
COMPREHENSION
I Find the words in the text that correspond to the folowing:
a) rented state-owned house
b) tall buildings
c) a small house, usually in the country
d) a set of rooms for living, usually on one floor and part of a larger building
e) on the upper floor of a building
f) extremely large
II Confirm or correct.
1. Young people like to live with their parents.
2. English people always have gardens.
3. You can see gardens both in towns and villages.
4. Half of the families in Britain live in rented state-owned houses.
WORD STUDY
I Look at the list of words. Find them in the text and write down whether they are used as: a noun (N), a verb (V), an adjective (Adj), an adverb (Adv), a pronoun (P) or a preposition (Pr). usually family their upstairs kind find for they British these high-rise just feed enormous few also
II Read the following fractions.
1/3; 2/5; 1/2; 4/6; 1/4; 5/10; 1/8;
III Difficult word pairs
rent – hire
1. You like to play tennis, there are rackets you can _______________. 2. They have decided to _______________ a small flat. steal – rob
1. The man claimed that someone had _______________ him. 2. Who has _______________ my pencil? advice – advise
1. He is always ready to give me some _______________.
2. He _______________ me not to invest money in that company. affect – effect
1. He was obviously _______________ by the bad news.
2. The _______________ of his efforts was obvious.
spill – pour
1. She carefully _______________ the water into the glass.
2. She _______________ the soup all over the tablecloth.
SPEAKING
I Work in pairs – Say whether you agree or disagree with the following statements and discuss your ideas with your partner.
1. Modern flats have many advantages over old houses.
2. High-rise buildings are a good solution to the problem of homelessness.
3. It is difficult for young people/couples to find homes both in Britain and this country.
II Working in pairs or small groups, consider the following advice for people who want to rent or buy a flat and say which points are the most/least important to you and why.
– The flat should have:
a) central heating
b) enough cupboard/wardrobe space
c) enough light and ventilation
d) nice wall paper, bathroom and kitchen tiles
e) low rent
f) enough electrical plugs in the walls
g) peaceful surroundings
III Do you know the words for types of houses? Match the type of house (1–5) with its description (a–e)
1) bungalow 2) flat 3) cottage 4) semi-detached house 5) terraced house
a) small house, usually with its own garden, found in a village
b) house which is attached on one side to another house
c) one of a row of houses, all attached
d) one-floor section of a larger building
e) house with only one storey
IV Look at these houses for sale. Match them with their description.
A Sandford-on-Thames – Just available. A spacious, particularly well modernised Victorian terraced house of great charm, just south of the river. 2 large double bedrooms, sitting room, kitchen-dining area.
B Oxford, 2,5 miles – A detached family house. Hall, cloakroom, sitting room, kitchen, 3 bedrooms, 2 bathrooms, garage, large garden.
C Maidstone – Kent – Quietly situated, detached, luxury bungalow. Built 10 years ago. Brand new kitchen.
D Hastings – 3-bedroom semi-detached house. Gas central heating. Lovely central road. Lovely garden.
3
WRITING
I Describe the house you live in and mention all the necessary changes you would like to make to it.
BRUSH UP YOUR GRAMMAR
I Complete the sentences using the simple present tense of the verbs in brackets. Review the simple present tense in your grammar book.
1. The sea _____ (cover) two thirds of the world.
2. Loud music _____ (give) me a headache.
3. We _____ (work) from Mondays to Fridays. We _____ (not, work) at weekends.
4. The conference _____ (start) on June 3rd, and _____ (finish) on June 10th.
5. We’ve got plenty of time. Our plane _____ (not, take off) until 9.
6. When _____ (the next train, leave) for Belgrade?
II Put one verb in each sentence into the simple present and the other verb into the future tense.
1. When I _____ (see) him I _____ (give) him your message.
2. She _____ (phone) as soon as she (arrive) in Belgrade.
3. If the weather _____ (be) nice tomorrow, we _____ (go) sailing.
4. He _____ (not, do) anything until he _____ (hear) from us.
5. Unless we _____ (hurry), we _____ (be) late.
6. I _____ (lend) you the money provided you _____ (pay) me back soon.
III Choose the correct answer. Review the use and meaning of little/a little and few/a few in your grammar book.
1. I’m sorry, but I’ve got a little/little money at the moment. I’m afraid I can’t lend you any.
2. He has a few/few friends and he gets rather lonely.
3. She has a few/few friends in Belgrade and she is very happy there.
4. Would you like a little/little more coffee. There’s still a little/little left in the pot.
5. It’s a boring little town; there’s very a little/little to do there.
6. You’ll be O.K. There’s still a little/little traffic on the road.
IF YOU HAVE A FEW EXTRA MINUTES
I Here are six sayings or proverbs in column A and their definitions or explanations in column B. See if you can match the proverbs with their definitions.
A
1. Once bitten, twice shy.
2. Opportunity knocks but once.
3. People who live in glass houses should not throw stones.
4. Nothing venture, nothing gain.
5. A leopard doesn’t change its spots.
6. There’s a skeleton in his cupboard somewhere.
B
a) An unpleasant character never reforms.
b) He is concealing some unpleasant fact about his past.
c) Once you have been hurt, you avoid the same source of danger.
d) If you don’t take a risk, you won’t make a profit.
e) You may not get this chance again.
f) People who are in a vulnerable position should not attack or criticise others.
II Sometimes it is often more important how you say something than what you say. What would you say in the following situations? Choose one of the three given solutions to express the most polite way of addressing people.
1. You go to the bookshop to buy Jane Austin’s Pride and Prejudice. You get Sense and Sensibility by the same author. What would you say when you go back to the shop?
a. You’ve made a mistake. Could you change this for me, please.
b. I think there’s been a mistake. Could you change this for me, please?
c. I’ve made a silly mistake. Could you change this for me, please?
2. Your television has broken down. There’s a very good programme you want to watch tonight – and your neighbour (who you don’t know very well) has a TV. What do you say?
a. Please, let me watch your television tonight.
b. Do you mind if I come and watch your television tonight?
c. I hope you don’t think me rude – but would it be possible for me to come and watch your television tonight?
BLiving on Top of the World
Thomas James is always eager to be out of doors, but sometimes he does not go out for seven or eight days at a time.
“We’ve got it all here; there’s not much reason to go outside, especially in this cold weather,” he said. He is one of a number of Chicagoans who live higher above the ground than anyone in the world, on the 45th to 92nd floors of the John Hancock Center.
The center, sometimes called “Big John”, is the world’s sixth tallest building and, unlike the other five, offers room at the top for 1,500 residents in 703 apartments.
The residents have wonderful views of Chicago, of Lake Michigan covered with ice, and of planes and helicopters passing below their windows. But often they pick up the telephone and call the doorman to ask, “What’s the weather like down there on the ground?” It can be raining or snowing around the top floors and not on the ground. Or it could be bright and sunny at the top of “Big John” and raining on the city below. And quite often, clouds cover Chicago halfway up “Big John”, leaving residents looking over the clouds as if they were riding in a plane.
Most residents enjoy living above the city’s noise, its cold winters, its busy streets and its crime. “I feel very safe up here,” said Barbara Mills.
Most residents are older married people, younger childless couples or single people. There are probably fewer than forty children in the building and only a few teenagers.
WORDS AND PHRASES
resident – the residents of a country, area or a house are the people who live in it tall – high (when talking of buildings) doorman – a person whose job is to stay by the main entrance of a large building and who helps people who visit the building
Big John
COMPREHENSION
I Correct any false statements.
1. Thomas James has to leave his apartment building to go shopping.
2. There are many buildings in Chicago taller than “Big John”.
3. The residents of “Big John” just have to open the window and see what the weather is like in the streets of Chicago.
4. The weather at the top of “Big John” is always fine.
5. The weather is always the same around the top floors and the ground.
6. Barbara Mills believes that she can feel very safe in Chicago.
7. It says in the text that living in “Big John” is safer, quieter and warmer than in any other building in Chicago.
II Which words and sentences in the text show that:
– Thomas James likes to spend time in the open air? – there are reasons for calling the John Hancock Centre “Big John”?
– Chicago hasn’t got a pleasant climate?
– at the top of “Big John” the weather conditions are not the same as on the ground? – the apartments of “Big John” are usually occupied by two people only?
– “Big John” is not a suitable place for people with children?
– Thomas James is not employed?
WORD STUDY
I Look at these examples:
1. He is from America. He is an American.
2. She is from Chicago. She is a Chicagoan.
Remember: The suffix -an is added to the names of continents, countries or towns in order to form nouns or adjectives that describe someone or something as being from that country or town.
Complete the table: Africa __________Asia __________Paris ____________ Rumania ________India _________Washington ______ Hungary ________Canada _______ Rome __________ Mexico _________Italy __________
II Complete the sentences using the expressions with at in the box.
at a loss, at once, at first sight, at ease, at war, at a time at the same time, at short notice, at times, at all costs
1. She stayed in the house seven days ____________________.
2. Thank you for coming at such ______________________________.
3. She wanted to buy that dress ______________________________.
4. Did they really fall in love ___________________________________?
5. All the singers in the choir started singing ________________.
6. Do you feel _______________ in his presence ?
7. Did he come _______________ when you called him?
8. He was so surprised by the news that he was _______________ for the words.
9. The two families have been ____________________ for years.
10. She was very hard working ___________________.
BRUSH UP YOUR GRAMMAR
Fill in the gaps with an article where necessary.
It lost its status of _____ world’s tallest building years ago, but _____ Empire State Buildings is recognized as one of _____ 10 greatest engineering achievements of _____ 20th century. _____ 102-story structure, completed 70 years ago, was built by _____ force of 3,000 men in just _____ year and 45 days. Its elevators can take visitors to _____ top observation deck in less than _____ minute.
SPEAKING
I In what ways is life different for people who live in “Big John”? Compare their lives with those of Chicagoans who live at or near ground level.
II Work in groups – Split into groups of four or five. One of you will be a newspaper reporter who has come to a village to talk about the kind of life one can have in a village. The other members of the group will help him/her with their answers. Use the reasons given on the next page for or against living in a village. Add ideas of your own.
For: – A village is a marvellous place to live in: plenty of space and no neighbours to worry about if your radio is too noisy.
– I can’t imagine living in a big building without a garden.
– It is fun when you know everyone and everyone knows you.
– I am just happy to have a bike. It’s dangerous to ride a bike in a big city with all those cars, buses and lorries.
– Life must be good in a village. Many people have bought houses in villages and enjoy spending their weekends there.
Against: – It’s awfully boring: nothing to do and nowhere to go.
– The real problem is transport. The buses into town are not frequent.
– I like to meet new people.
– You don’t feel free. People are watching what you do all the time.
– I miss plays, concerts, museums.
– There is just a primary school there. If you go to secondary school you have to get up early, wait for the bus, and come back late.
WRITING
I Do you live in a small family house or in an apartment building? Write four sentences about the advantages and four about the disadvantages of living in the type of house you live in.
II Describe the view you have from your room.
REVISING GRAMMAR: The Comparison of Adjectives
1. Study the sentences:
1. “Big John” is quieter, warmer and safer than other buildings in Chicago.
2. Old houses are more expensive than modern ones.
3. “Big John” is the sixth tallest building in the world.
4. The residents on the top floors have the most exciting view.
2. Using the above example, state the rules for making the comparative and superlative forms of adjectives.
3. Compare these sentences:
a) I’ve never seen such a tall building.
b) It’s the tallest building I’ve ever seen.
4. Change the sentences from one construction to the other.
1. I’ve never read such a boring book.
2. I’ve never seen such an attractive girl.
3. I’ve never eaten such a good meal.
4. I’ve never been offered such an interesting opportunity.
5. I’ve never made such a long journey.
I Put the adjectives in brackets in the form which best suits the meaning of the sentence.
1. A river is (dangerous) than a swimming pool because it is (deep).
2. That is (incredible) story I have ever heard.
3. She has a lot to be thankful for – (sad) thing of all is that she does not realise it.
4. Dolphins are (interesting) than lions because they are (lively).
5. I want to rent a car – (powerful) one you have.
6. Shakespeare is considered to be (great) English writer.
7. Do you think women are (sensitive) than men?
8. She is (ill) than she was yesterday.
IF YOU HAVE A FEW EXTRA MINUTES
Joke Time
I Match the question on the left with the answer on the right.
1. Which is faster – heat or cold?
a. Your photograph
2. When a lemon asks for help, b. A screwdriver what does it want?
c. Attention
3. What must you pay when you go to d. Lemonade school?
4. What follows a dog everywhere?
5. Why is a river rich?
6. What gets wetter as it dries?
7. What do you get after it’s been taken?
8. What do you serve but never eat?
9. What doesn’t ask questions but must be answered?
10. What kind of driver can’t drive?
e. A towel
f. Because it has two banks
g. A telephone
h. Its tail
i. A tennis ball
j. Heat. You can catch a cold
(The Answers are on the last page of the book.)
II There are some expressions with like which are so common in English speech that they are predictable. Try to complete the following sentences.
1. He slept like a _________________________________________.
2. He drinks like a ________________________________________.
3. He works like a _________________________________________
4. He looks like a ________________________________________.
5. He treats me like a _____________________________________.
6. He eats like a __________________________________________.
7. The news spread like ____________________________________.
8. They fought like _______________________________________.
9. He runs like the _______________________________________.
10. He took to it like a _______________________________to water.
If you don’t know some of the words, look for help in the box.
I Before you read the text, mention some facts about:
a) New York
b) the houses New Yorkers live in
c) Central Park
II While reading the text, look for the following information:
a) Why did Mr Redman build houses in Central Park?
b) How did he build the houses?
c) What rules did his friends have to obey?
d) Do the houses still exist in Central Park?
e) What happened to his houses?
f) What job was he offered in the end?
There was a young and handsome man and he had been living among the tree-tops of Central Park, New York, for eight years until he was asked to give an explanation not long ago by the city authorities.
Bob Redman, now 22, had always been addicted to trees, which might normally be regarded as a misfortune for a boy brought up in a tiny apartment on Manhattan’s Upper West Side. But when he was 14, Redman went into the park and built himself a tree house.
It was the first of 13 such houses he was eventually to build, each more elaborate and lavish than the last. “I like to be in trees,” he explained to a reporter from the New York Times. “I like to be up away from everything. I like the solitude. I love most of all to go up in the tree houses and look at the stars. The view at night, of the city lights and stars, is beyond description.”
Mr Redman built his tree houses as birds build nests, with pieces of scrapwood. He carried the pieces of wood little by little into the park and then lifted them up secretly into the tree tops.
His final house was the grandest of all. Constructed at the top of a tall beech tree, it was what an estate agent would describe as a five-room split-level home commanding spectacular views of the city skyline and of all of Central Park.
Mr Redman would go to great pains to conceal his tree houses, building them in neglected corners of the park and camouflaging them with branches and green paint. Friends would come to visit him in them, sometimes as many as 12 people at a time, bringing sandwiches and radios and books and torches. They were given a set of rules, which, among other things, prohibited branch-breaking, fires, litter and loud noise.
Although the park autorities quickly became aware of his activities, the houses would often go undetected for long periods of time. Some lasted as long as a year before the detectives of the Park Department would find them and tear them down. His final and most magnificent house went unnoticed for four months. Then they got him.
The story has a happy ending. Mr Redman himself helped the workers dismantle the tree house. Having promised to build no more tree houses, Mr Redman was offered a job as a professional pruner for the Central Park Conservancy. He finally has work and is back living at home.
WORDS AND PHRASES
addicted – if you are addicted to something, you like it so much that you do it or want it a lot
elaborate – carefully planned or organised with great attention to detail conceal – hide
split-level home – a house which has part of the ground floor at a different level from another part
dismantle – if you dismantle a structure, you carefully undo all the parts so that it is in pieces
pruner – a pruner of a tree cuts off some of the branches so that it will grow better the next year
Manhattan ’ s Upper West Side – the area between Central Park and the Hudson River
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COMPREHENSION
I Work in pairs – Work out the questions for the following answers.
1. In a tiny apartment on Manhattan’s Upper West Side.
2. When he was 14.
3. Because he likes the solitude and the view of the city at night.
4. He used branches and green paint.
5. He carried the pieces of wood into the park little by little.
6. Fires, branch-breaking, litter and loud music.
7. Sometimes a whole year.
8. For the Central Park Conservancy.
II Find a word in the text which has a similar meaning to the following.
1. the state of being alone ________________________
2. magnificent, big ___________________________________
3. the outline of buildings, trees, hills ... seen against the sky ___________________
4. forbid someone doing something, especially by laws _______________________
5. bad luck ______________________
6. rich in quality __________________
7. in the end, finally _____________________
III Which questions would you use to ask about
xBob’s life in his tiny apartment?
xhow he feels living in his tree houses?
xhow he felt when his houses were torn down?
xwhat he thinks about his new job?
xhis feelings about Central Park and New York?
WORD STUDY
I Match the words from the text that go together.
tall estate spectacular great neglected loud park happy tree professional house authorities pruner noise views ending agent corner trees pain
II Look at the sentences below containing expressions with all and match each expression with the correct explanation in the box.
1. Relax, and above all, don’t panic.
2. They have to learn it once and for all.
3. There are fifteen books in all.
4. She went to live in Providence of all places
5. All of a sudden he jumped into the water.
6. All in all, it took them two years to build the house.
7. When I opened the bathroom door, there was water all over the floor.
a. quickly and unexpectedly b. surprisingly, unlikely c. everywhere d. in total e. for the last time f. emphasize something g. on the whole
III Complete the sentences using all and every. Review the use of these determiners in your grammar book.
1. Michael examined __________ room in the house.
2. I am tired. __________ I want to do is to go to bed.
3. Did you remember to switch off __________ the lights?
4. I believe __________ word he says.
5. I’ll do __________ I can to help you.
6. Have you spent __________ the money I gave you?
7. __________ the pupils in the class passed the examination.
8. __________ pupil in the class passed the examination.
FOCUS ON GRAMMAR
I Would and used to are both used to talk about regular activities or habits in the past. Used to is used to talk about states and situations as well as actions. Would can only be used for repeated actions.
e.g. He used to have a very beautiful cat. When we were children we used to/would go skating. Friends would come to visit him in his tree-houses.
3
II How do you understand these sentences: “It was the first of such houses he was to build” and “He was about to start a new house when they caught him.”?
Remember:
1. to be+infinitive can be used to:
a) express orders and instructions;
e.g. Her son is to stay in the house until she returns.
b) express a plan or an arrangement;
e.g. The building is to start in a week’s time.
2. to be about +infinitive is used to express immediate future; e.g. He is about to leave for Greece.
III Work in groups – Discuss with your friends:
1. The kind of life Bob Redman had in his apartment and compare it to his life in the tree houses.
2. Do you think that Bob Redman is an ecentric? What in his behaviour proves that he is or is not an eccentric?
WRITING
I Write a short composition with the following title: In the future there will be houses in space and under the sea.
GRAMMAR STUDY: The Past Perfect Continuous Tense
1. Look at this sentence: Bob had been living among the tree-tops of Central Park for eight years before he was asked to give an explanation by the city authorities.
Remember: 1. If we want to emphasise the duration of a continuous activity before a particular time in the past, we use the past perfect continuous tense.
2. This tense is formed with had been + present participle of the main verb.
I Complete the sentences using the past perfect continuous of the verbs in brackets.
1. Mary (study) at university for eight years before she finally passed all her exams.
2. Peter moved from London to Paris in 1990. How long (he, live) in London?
3. Shakespeare (write) for a number of years before he became well-known.
4. She (teach) in this school for 30 years before she retired.
II Join each idea from column A with an idea from column B. Make sentences using the past perfect continuous of the verbs in brackets.
A
B
1. I felt very cold because a) they were lost.
2. I (play) football for two hours before b) they were very tired.
3. I (not/feel) very well for weeks before c) I began feeling hot.
4. They (drive) for about an hour before d) I finally went to see the doctor. they realised
5. They (work) all day so e) I (stand) outside for over two hours.
III Use the past perfect or past perfect continuous tense.
The planes (plant) seed for nearly a month when it began to rain. By then, however, in many places the grass already (take) root. In place of the great trees which (grow) there for centuries, patches of green (begin) to appear in the soil.
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GRAMMAR STUDY: The Use of the Participles
1. You already know that we can use a present or a past participle to introduce a participial clause;
e.g. Kate is the girl wearing the green coat. She was wearing a coat bought in America.
Remember:
1. The participial clause can express the idea of time:
a) When two actions happen at the same time, we can use the participial clause for one of the actions;
e.g. I walked out of the room. I was smiling to myself. I walked out of the room smiling to myself He was aroused by the loud music. He jumped up. Aroused by the loud music, he jumped up.
b) When one action happens before another action, we can use the perfect participle for the first action;
e.g. I finished breakfast and then went to work. Having finished breakfast, I went to work.
2. The participial clause can express the reason why something happens; e.g. I knew you liked music. I bought a ticket for you. Knowing you liked music, I bought a ticket for you.
Note: In everyday conversation, it is more common to use clauses of time or reason rather than participial clauses.
I Join each of the following pairs of sentences, using either a present participle, a past participle or a perfect participle.
1. She entered the room. She found the boys smoking.
2. I arrived at the examination hall. I was feeling nervous.
3. She had written the letter. She went to the post office.
4. We were soaked to the skin. We found shelter.
5. I was waiting for the bus. I saw a terrible accident.
6. The plane was delayed by bad weather. The plane was late.
7. I did all the homework. Then I went out for a walk.
8. He had to go out again. He had forgotten to buy some bread.
9. She sang at the concert. She was accompanied by her father.
10. I heard the bad news. I rang Mary at once.
REVISION 1
I Write down the correct forms of the verbs in brackets.
1. Don’t give up. We must keep on ____________________ . (try)
2. She said that the new hotel ________________________________. (just, open)
3. Don’t phone me at 8 o’clock. I ____________________ (watch) television then.
4. She should ____________________ (tell) her mother about her problems, but now it’s too late.
5. The fire-engine arrived about five minutes after he __________________ (telephone).
6. I’m not used to ____________________ (drive) on the left.
7. I’m looking forward to ____________________ (have) a few days to myself.
8. Can you wait a moment, please? Your TV set _________________ (repair) now.
9. It ____________________ (probably, rain) when we come out of the theatre.
10. She ___________________ (wait) for twenty minutes before he appeared.
II Make one relative clause instead of two sentences.
e.g. My brother is a very good football player. He plays for the Red Star. My brother who plays for the Red Star is a very good football player.
1. You told me about the art exhibition. It is not worth seeing.
2. The house was built of brick. It became completely ruined.
3. My sister is younger than me. She attends a famous ballet school.
4. I bought a lovely dress. It is a present for my best friend.
5. They built a luxurious hotel. It has a splendid view.
III Fill in the gaps with the correct preposition.
1. She’s got the chance ___________ a lifetime.
2. I prefer walking in the park ___________ sitting in front of TV.
3. She has recovered ___________ her illness.
4. This is an exception ___________ the rule.
5. I’ve decided ___________ going alone to the theatre.
6. I am sorry; I didn’t do it ___________ purpose.
7. They came from Europe and can’t get used ___________ driving ___________ the left side ___________ the road.
8. I don’t approve ___________ their going to the disco every week.
9. This comment doesn’t apply ___________ me.
10. You can’t be blamed ___________ Ben’s mistakes.
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IV Fill in the gaps with either mustn’t or needn’t.
1. I ___________ go to bed early; tomorrow is a holiday.
2. You ___________ drive a car if you’ve been drinking.
3. I can lend you the book. You ___________ go to the library.
4. You ___________ put sugar in it. I prefer tea when it is not sweet.
5. He ___________ smoke in the classroom.
6. You ___________ finish the soup if you don’t like it.
7. You ___________ cross the road when the light is red.
V Put in the correct form of the verb do or make.
1. Have you _____ all the exercises?
2. You must _____ every effort to persuade him to come.
3. Will you _____ me a favour and take this book to the library?
4. She regrets now for _____ that stupid phone call.
5. She _____ a very good impression on the jury.
6. I don’t _____ much money, but I love my job.
7. Do you always _____ your own bed?
8. Ellie _____ all the arrangements for the wedding.
9. Take this cup of tea; it will _____ you good.
VI Put the following sentences in Direct Speech.
1. She asked me why I didn’t work harder.
2. He said that he didn’t know where the children were.
3. She said (that) she was a language teacher, and that she had taught English for several years.
4. He asked me if I often drove to the beach on Sundays.
5. I warned him not to paddle the canoe near the rapids.
6. They said that they had been waiting for two hours.
7. She asked if the package had come for her the previous day.
8. They wanted to know if I would go skiing with them.
VII Put an article where necessary.
1. I have _________ flat on _________ top floor.
2. _________ friend of mine is expecting _________ baby.
3. She is afraid of _________ burglars and always locks __________ door twice.
4. Don’t come near me. I have _________ sore throat.
5. I think _____ blue one will suit you better.
6. I like to read newspapers like _____ Independent.
7. There’s a splendid view of _____ Lake Grasmere from my hotel.
8. My children like to cycle through ______ Kalemegdan Park.
9. We were looking for _____ place to spend _____ night.
10. Mary has been taken to _____ hospital.
VIII Put the verbs in brackets into the correct tense. Use the present perfect (simple or continuous) only.
1. He ____________________ (eat) for half an hour but he _______________ (finish) yet.
2. He ____________________ (write) the book for three years now.
3. Brian __________________ (play) tennis for three hours.
4. _______________________ (you read) the book I gave you two months ago?
5. I ___________________ (visit) many countries in the last four years.
6. I _________________ (shop) all morning, but I _______________ (not buy) anything yet.
IX Complete each sentence with a word formed from the one in brackets.
1. She only cares about being ______________ in her career. (success)
2. Smoking is a _______________ and expensive habit. (harm)
3. They weren’t very ___________ when we met them. (friend)
4. She wants to be _____________; that’s why she left her previous job. (depend)
5. I think that he has a strong _________________. (person)
6. He wasn’t ______________enough for the job. (experience)
7. They have spent a lot of money on ________________. (advertise)
8. There are a lot of kids in this _____________________. (neighbour)
9. You should stand up for your _________________. (believe)
10. Chemical and _____________ weapons are dangerous for human beings. (biology)
They Make the News
AFrom the Press
I Here are six very short news items taken from various newspapers. Find the right headline for each story.
1. Big adventure
3. The first space vacation
5. A trip to a school for musically gifted children
A disabled man from Essex is heading for Antarctica to kayak around the continent. Glen Shaw, 32, has suffered from ‘brittle bones’ since birth and is wheelchair – bound.
The Sunday Times
2. Next act for Man and Superman
4. Big day breaks for the Russian brr ...
6. Martian soil shows life, says scientist
Data collected 25 years ago by the first spacecraft to land on Mars show signs of life, a scientist has claimed. Joseph Miller, professor of cell biology at the University of Southern California, looks again at studies of soil samples and believes fluctuations in carbon dioxide from the samples coincide so closely with the Martian night and day that they can be explained only by living organisms.
The Sunday Times
C
This spring we visited the School for Musically Gifted Children at ]uprija. The school was founded by local music enthusiasts in 1973 and specializes in string instruments. The children’s age ranges from six to eighteen. They have moved into a spacious new school with individual rehearsal rooms. It is residential with nicely furnished bedrooms. The highlight of our visit was a concert given by the children. A well rehearsed programme of choral singing was presented, then solo performances by young violinists and cellists.
The International Weekly Politika
D
60-year-old Californian millionaire Dennis Tito ended the world’s first space vacation with a safe landing in the Soyuz capsule in the Central Asian Steppes. When he was asked how the trip went he said grinning: “It was perfect. It was paradise.”
The company Space Adventure which helped Tito buy a ride on a Russian spacecraft for $20m says it has several serious customers willing to pay tens of millions of dollars for a trip into outer space. Space Adventures’ goal is to have first tourists flying by 2005.
Daily Mail/2001
MAN, unaided by stimulants, has never run faster nor jumped further than in the world athletics championships in Tokio. If the four-minute mile was an Everest, the combined achievement of the Americans Carl Lewis, in the 100 metres, and Mike Powel, in the long jump, was a step on the moon. Both men say they can go faster and further, but by how much? And will their sensational performances of today become commonplace of tomorrow?
The Independent
It was 13 degrees below zero, a cold breeze was blowing from the steppes and in a Moscow park onlookers shook, shivered and shuddered as a swimmer prepared in the snow, ready for his dip.
Last Sunday was the walruses’ big day, and more than a hundred came from as far as Volgograd to take part in the celebration. Walrus is the name given (in Russia) to a person who swims outdoors everyday throughout the winter.
The Sunday Times
Work in groups of three.
II Each member of the group should read one of the following extracts. After he/she has read the text he/she should:
xanswer the questions.
xprepare notes about the main points in his/her extract.
xtell other students in the group about what he/she has read in the story.
A Etna Threatens Tourist Area
Fountains of ash, rock and sand rained down on Mount Etna, but a river of molten lava that had threatened to swallow up a tourist station stopped its advance – at least for a day.
Emergency officials welcomed Etna’s truce, but cautioned that Europe’s most active volcano still wasn’t finished after two weeks of around-the-clock eruptions. In a span of just three minutes on Tuesday, the 150-metre wide stream of lava swallowed a cable car station and the building used to store ski equipment. The volcano put on a spectacular show, throwing lava, ash and smoke hundreds of metres into the air and roaring so loudly it rattled windows in towns at the base of the mountain.
Police had to turn away thousands of people who flocked to Mount Etna to see the volcano’s eruption. Although none of the towns on Etna’s slopes has been damaged, there have been great losses to agriculture and tourism.
Etna’s last eruption was in 1992, but it rumbles into action every few months.
The Cyprus Weekly/August 2001
B Chess Master Kramnik Says Can Beat Super-computer
Eight-year-olds play it. Eighty-year-olds play it. Even a computer plays it. What is it? Chess.
World chess king Vladimir Kramnik and super-computer Deep Fritz are going to try their skills in a game of chess.
‘I know I have to prepare and play to my maximum ability and I hope that will be enough for victory,’ Kramnik said in an interview: ‘Unlike Fritz, I cannot do (process) five million moves per second. I would be very happy with one move per second.’
‘Probably one day computers will become stronger than the best human player, but I still believe that we have time, 10 to 15 years, in which to compete with computers,’ Kramnik said.
But Deep Fritz’s team said computer dominance would not make the end of the ancient game. ‘If a computer became the best player in the world, we would just exclude computers from competing in tournaments. The humans play on.’
Daily Mail September/2001
C Harry Potter wizardry back at work
Good news for Harry Potter fans.
J. K. Rowling has started writing Book Five about the weird and wonderful world of the teenage wizard.
Pottermania has gripped children around the globe – more than 66 million copies have been sold in 200 languages.
Rowling has already revealed that the new book will be called Harry Potter and the Order of the Phoenix.
The bespectacled Harry has been hailed for teaching a whole generation of children the joys of reading in an electronic age of short attention spans. The publishing industry has above all been astonished by the true universality of the books written by a single mother in an Edinburgh café in between school runs.
“The books have depth and humour and people very rarely read them just once.”
The Weekly Review/2000
WORDS AND PHRASES
truce – an agreement between enemies or opponents to stop fighting for a certain time caution – to warn someone of possible problems or danger rumble – to make a deep low continuous sound wizardry – a very clever achievement, esp. when you do not understand how it is done wizard – a man who has magic powers weird – strange grip – affect very strongly; take hold of hail – praise someone publicly; greet span – a short period of time universality – something common and available to everyone
COMPREHENSION
I Answer the following questions.
A
1. Why did emergency officials welcome Etna’s truce?
2. What spectacle did Etna make?
3. Were the towns on Etna’s slope in danger?
4. Why did the police have to prevent people from coming to see the volcano’s eruptions?
5. Has Etna been active since the last eruption in 1992?
B
1. Is chess played only by young people?
2. What did you learn about Vladimir Kramnik?
3. How many moves can Deep Fritz make per second?
4. When can we expect computers to be more powerful than the world’s best chess players?
5. What will happen to computers if they become better chess players than human beings?
C
1. What is good news for Harry Potter fans?
2. Why has Harry been hailed?
3. What do you know about the author of the Harry Potter books?
4. Where did she start writing the books?
5. Were the books successful only with teenagers in Britain?
6. Have you read any of the Harry Potter books?
WORD STUDY
I Are these nouns countable or uncountable? Put each noun in one of the boxes.
slope ash tourism generation agriculture news truce smoke lava eruption joy chess sand base dominance
Countable Nouns
Uncountable Nouns
II Complete the sentences with a suitable word from the text. You can find
explanations for most of them in Words and Phrases.
1. I am so hungry that my stomach is ____________________.
2. The two countries at war decided to make __________________.
3. In a short _______________ of six years he has achieved more than in his whole life.
4. He lost his ________ on the handle bars.
5. I am not really a chess player myself but actually I am _______ by it.
6. Birds of a feather _______________ together. (A saying)
7. My teacher _________________ me that I might not pass my exam.
8. My friend is a _________________ with a computer.
Study the use of the phrasal verbs with put and look.
1. put on – perform
2. put out – extinguish
3. put off – postpone
4. put through – connect
5. put up with – tolerate
6. put up – provide accommodation
7. put up – raise price
1. look after – take care of
2. look for – try to find
3. look out – mind, be careful
4. look like – resemble
5. look into – investigate
6. look down – have a poor opinion
7. look up – respect someone
s #OMPLETE THE FOLLOWING SENTENCES TO GET AN APPROPRIATE PHRASAL VERB IN THE
box.
1. Look _________ when you are crossing the street.
2. They look _________ the girls as if she were their own child.
3. He is the kind of person everybody looks _________ to – kind and generous.
4. I’d like you to look _________ this complaint we have received.
5. I can’t put _________ with his behaviour anymore.
6. They always put the price _________ , never down.
7. He was always showing off. He looks _________ on everybody else.
8. She was looking _________ some tools in the shed when she saw a snake.
9. I’d like to look _________ my mother when she was my age.
10. Has Mr White’s secretary put you _________ ?
REVISING GRAMMAR: Pronouns
1. Personal pronouns except you and it have subject and object forms. The first person singular form is given. Fill in the blanks with the forms for the other persons.
a) Subject forms (i.e. when a pronoun is the subject of a verb); I __________
b) Object forms (i.e. when a pronoun is the object of a verb); me __________
Note: In informal English, we use object forms after the verb be.
e.g. Who is there? It’s me, Kathy. In more formal English, subject forms are used.
e.g. It is I, Kathy. After as and than, it is often possible to use both subject and object forms. Object forms are more common in informal style.
e.g. I am taller than him, or I am taller than he. We can use the pronouns you, they and one to mean “people in general, including you and me.”
e.g. You can easily lose your way in London. /One can easily ...
2. Possessive pronouns and adjectives – The forms for the first person singular are given. Fill in the blanks with the forms for the other persons.
a) Possessive pronouns: mine __________
b) Possessive adjectives: my __________
Note: Possessive pronouns replace the possessive adjective + noun construction.
3. Self-pronouns
a) Reflexive pronouns – The reflexive form of the pronoun is used when the subject and object of the verb are the same person or thing. It is also used after the verb+preposition construction;
e.g. He hurt himself. He was ashamed of himself.
The reflexive pronoun for the first person singular is myself. What are the forms for the other persons?
b) Emphatic pronouns – The self – pronoun can emphasize the subject of the sentence and is placed after it;
e.g. Henry himself answered the phone.
It can also be used to emphasize that someone did something without any help from anyone else. Then it comes at the end of the sentence;
e.g. She had made this dress herself.
Note: The indefinite reflexive and emphatic pronoun is oneself.
I In these sentences, choose the alternative that fits.
1. Come and sit by me/myself.
2. She prefers to live by her/herself.
3. Is that car your/yours or is it your sister/your sister’s?
4. We had no difficulties in making ourselves/us understood.
5. Put you/yourself in my position. Would you blame you/yourself if you were me/ myself?
6. Her work is much tidier than my/mine.
7. I’ll see you both next week. Take care of you/yourselves
II Which words can be used to complete the sentences below?
1. You are old enough to look after _______.
2. His chances are greater than _______.
3. Mary is a great friend of _______.
4. We enjoyed _______ very much at the volleyball match.
5. _______ must not grumble, I suppose.
6. I have written the homework _______.
7. She often looks at _______ in the mirror.
8. Do you think _______ might let _______ have a party if _______ promise not to make noise?
BAnyone for Tennis?
Pre-reading task
I Finish the sentences and show what you know about tennis.
1. Every year the best-known tennis tournaments take place __________________.
2. The most successful Serbian tennis players in the past were ________________.
3. The most successful Serbian tennis players now are _______________________.
4. Last year, the Wimbledon winners were ________________________________.
5. Tennis is known as the “white sport” because ___________________________.
6. If you want to play tennis, you need ___________________________________.
7. Tennis players usually wear _________________________________________.
8. Do you know the names of the four ‘Grand Slam’ tennis events?
It’s traditional to eat strawberries at Wimbledon
Every year for the two weeks at the end of June and the beginning of July Britain goes “tennis mad”. Everyone sits in front of a TV, everyone talks about the last important match and everyone has a favourite player. In these fourteen days there are over 100 hours of tennis on TV.
Located south of the River Thames, about 8 miles southwest of the City of London, Wimbledon is the site of the annual All-England Championships, better known as the Wimbledon Championships, in lawn tennis. The tournament is one of the four annual “Grand Slam” tennis events and is the only one still played on natural grass.
Wimbledon is the oldest tennis tournament in the world – the first lawn tennis club was formed in 1872 and the first Wimbledon tournament was played five years later. The game has changed dramatically since it was invented in France about six hundred years ago. Nowadays light graphite rackets make balls fly like bullets on a battlefield.
In 1968 the Championships were opened to professional players. Wimbledon has had many stars. Between 1927 and 1938, the legendary Helen Moody won Wimbledon eight times. In 1980 Bjorn Borg of Sweden set a record in winning the singles for a fifth consecutive year. Martina Navratilova eclipsed that mark by winning six consecutive championships (1982–87).
***
Martina Navratilova was born in the Czech Republic but she defected to the U.S. in 1970 to develop her career, becoming an unofficial ambassador for the women’s game. Navratilova’s cannonball service, extraordinary slicing backhand that was very disagreeable, sent her to the top of women’s tennis, which she dominated for over a decade. She was the
first female tennis player to win millions in sponsorship and prize money. In spite her great rivalries, first with Chris Everet and later Steffi Graf, Navratilova was still able to break records right up to her ninth Wimbledon singles title in 1990.
WORDS AND PHRASES
consecutive – coming one after the other without interruption eclipse – make something appear less important; outshine defect – to leave a country to go to another
COMPREHENSION
I The text is divided into five paragraphs. Summarize each paragraph in no more than two sentences.
II Complete these sentences with a suitable word/phrase. Don’t refer to the text while you are doing it.
1. Wimbledon is located ____________________ of London.
2. It is the only Grand Slam tournament played on ____________________.
3. Light graphite rackets make balls fly ____________________.
4. Navratilova ____________________ to the U.S. to make a successful career.
5. Her extraordinary _______________ were very unpleasant for her rivals.
6. Borg _______________________ at Wimbledon in 1980.
7. Navratilova ________ many _________ up to her ninth Wimbledon title.
WORD STUDY
I Here are some explanations for words and rules connected with tennis.
set – one of a group of six or more games forming a part of a tennis match. game – a part of a match played to a fixed number of points. deuce – is the score in a game when both players have forty points. One player has to win two points in succession to win the game. tie break – is a special extra game which is played in a tennis match when the score is 6:6. The player who wins the tie break, wins the set. forehand – is the stroke in which the palm of your hand faces the direction in which you are hitting the ball. backhand – is the tennis stroke that you make with your arm across your body and the back of your hand facing the direction in which you are hitting the ball.
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GRAMMAR STUDY
The Bare Infinitive = Infinitive without to Study the sentences : 1. We should go and see the game on Sunday. I’d rather stay at home.
2. The rackets make balls fly like bullets.
3. I heard him come late last night.
REMEMBER:
The Infinitive without to is used after 1. modal verbs (except – ought)
e.g. I didn’t know that he could swim so well.
2. after let and make.
e.g. Why don’t you let the children go out and play? Sad films make me cry every time I watch them.
Note: In the passive, make used in this sense (compel) is followed by ‘to’. e.g. She was made to clean the floor.
3. after certain verbs followed by an object. They include the verbs: see, hear, watch, feel, notice. e.g. I saw her steal the porcelain figure.
Note: These verbs can be followed by an – ing form, but with a difference in meaning.
e.g. I saw him driving into the garage./I saw him drive into the garage.
4. after expressions would rather/had better.
e.g. I’m tired. I’d rather go home. You’d better finish this project.
I Complete the following sentences in a suitable way , using Verb + Noun/ Pronoun+ + Infinitive (without to) pattern.
1. Have you ever heard me ___________________________________________.
2. Would you please help me _________________________________________?
3. She always makes me _____________________________________________.
4. She wouldn’t let her son ___________________________________________.
5. She watched her husband __________________________________________.
6. I’d rather _______________________________________________________.
7. You should never ________________________________________________.
8. Could you ______________________________________________________?
II Put the verbs in brackets into the correct tense. Use an infinitive (with or without to) or a gerund.
1. It’s no good (ask) _______________ John. You’d better (try) _______________ someone else.
2. I caught her (read) __________________ my diary.
3. I can’t make him (stop) _________________ (smoke) _______________.
4. I prefer (read) ___________________ to (watch) _________________TV.
5. I’ve threatened (punish) _________________ him, but he doesn’t care.
6. The child was made (write) __________________ his homework again.
7. She reminded me (fasten) ________________ my seat belts.
8. We’re going to the cinema. Would you like (come) ________ with us?
9. They won’t let you (enter) _______________ Great Britain without a visa.
10. We’d better not (cross) _________ the road here.
WRITING
Write a letter to a friend and describe a very exciting tennis match you have been to or watched on TV.
FOR FURTHER READING
I Read the text Sports’ New Image and say whether you enjoyed it.
Some of the most fashionable clothes of the moment are sports clothes. At one time players wore large shirts and long shorts. But the athletes of today are more fashionable. Sportswear is of course very comfortable, but now it also looks good. So you can wear labels such as Adidas, Lacoste, Ellesse or Nike to the disco as well as to the sports centre!
The sportsman who started it all was René Lacoste. Lacoste was a French tennis player. He was the first player to wear a short-sleeved shirt. This was when gentlemen wore long-sleeved shirts and long trousers, and ladies wore ankle-length skirts. Lacoste won the Davis Cup in Philadelphia in 1927. He moved around the tennis court so fast that the Americans called him the “crocodile”. Then one of Lacoste’s friends drew a little crocodile for Lacoste’s coat pocket. This is how the crocodile became the symbol of Lacoste sportswear.
The original Lacoste: René, tennis champion
C Man Brings Stroke Victim’s Car to a Halt
Mr Roy Phillips, aged 46, a service engineer, was driving home to Oxford when he saw the car in front of him weaving dangerously across the road. He overtook and placed his own car in front of the out-of-control vehicle, braking gently and allowing it to hit the rear of his car as he managed to bring it to a halt. The incident began when the driver of the other car, Mr Jack Calderwood, aged 60, suffered a stroke at the wheel as he was driving along the A 40 near Oxford.
His wife Audrey, aged 60, wrestled with the steering wheel of the automatic car and managed to steer it along the middle white line of the busy road.
“It was travelling at about 45 mph and I just knew I had to do something to help the distressed woman to stop the car,” Mr Phillips said. “As I pulled alongside, I could see the husband slumped over the wheel. His wife was frantically trying to steer the car. She looked frightened to death. I opened my window and indicated to her that I would pull in front and try to stop the car. She managed to control the car and bumped the back of my car as I braked gently and brought both cars to a halt. It was an immediate reaction.” Neither car was damaged.
A police spokesman said, “Undoubtedly Mr Phillips’s sensible action saved lives. There could have been a terrible multiple pile-up if he had not been able to stop the runaway car.”
WORDS AND PHRASES
stroke – a sudden illness which can cause brain damage or paralysis in part of the body weave – move along, turning and changing direction frequently overtake – pass a vehicle on a road because you are moving faster than they are slump – fall or sink down heavily rear – the back part of the car
COMPREHENSION
I Read the story through quickly. What is the story about? More than one of these suggestions may be suitable.
– A car on fire.
– A brave action.
– A man was taken ill while driving.
– The police stopped the robbers.
– A driver lost control over his vehicle.
– A sensible action saved many lives.
II Ask and answer.
1. Why was Mr Calderwood’s car out of control?
2. What was Mrs Calderwood trying to do?
3. What speed was the car travelling at?
4. How did Mr Phillips manage to stop the car?
5. What would have happened if Mr Phillips had not brought the car to a half?
SPEAKING/WRITING
I Imagine that you are Mr Phillips. You see that something is wrong with the car in front of you. You decide to act. Describe the situation as you have seen it.
II Your car broke down and you had to stop in the slow lane and you saw the whole incident. You are asked to write a report for the police.
III What would you do if you saw an accident?
IV Write a letter to a local newspaper complaining about the traffic in your town. Having in mind your town or the street in which your school is, suggest the following:
a) where new traffic lights should be installed
b) which traffic lights should be removed because they slow down traffic
c) which streets should be made one way streets
d) where to prohibit parking
e) where to build a car park
f) where to put new pedestrian crossings
4
V Road accidents – Every day many people die on the roads in this country. Tick (V) the answer you think most probable.
1. The majority of road accidents occur a) early in the morning b) in the afternoon c) at night
2. The majority of people killed on the roads are a) young b) old c) middle-aged
3. Most accidents are caused by a) car drivers b) motorcyclists c) pedestrians
4. Most accidents occur a) on motorways b) on country roads c) in towns
VII Try to find the correct word or phrase in the box to complete the sentences below.
flat limit wipers turn on pull up fill up jam pipe serviced brakes
1. We cannot use our car at the moment because it is at the garage being _______.
2. The motor cyclist was fined for exceeding the speed _______________.
3. I’m sorry I’m late, I was help up in a traffic _______________.
4. The driving instructor told me to _______________ at the bank.
5. Can you direct me to the nearest garage? One of my tyres is ________________.
6. The bus ran over the cliff because its _______________ failed.
7. My petrol tank was empty so I pulled into a petrol station to ______ it ______.
8. It was raining so hard, he had to switch on his windscreen _______________.
9. To start the car you have to _______________ the ignition.
10. The driver was rather alarmed as clouds of smoke were coming out of his exhaust _______________.
VIII Use the words below to fill in the boxes.
the bonnet the windscreen the wheel the bumper the number plate the boot the steering wheel the windscreen wiper the headlight the mirror
IX Driving a car – Imagine that you car is neutral and parked on a flat road.
You want to start it. Put the following in the right order. – press the clutch – take off the hand brake – indicate you want to pull out – start the engine – put the car into the first gear – let out the clutch – get into the car – put on your seat belt – press the accelerator – look in the mirror to see if the road is clear
X What will you do in the following situations? Match the problems in column A with suggested actions in column B.
A
B
1. The engine doesn’t start. a) Take the car to the garage.
2. You get a puncture. b) Check the gears.
3. You have a lot of luggage. c) Check the battery.
4. It starts to rain. d) Take out the spare wheel and the jack.
5. Your car breaks down. e) Put a roofrack on your car.
6. The engine starts but the f) Switch on the windscreen wipers. car doesn’t move.
FOR FURTHER READING
Car Thieves Beware!
Imagine the scene: in the dead of the night a thief approaches a parked car. He forces the door and is just about to get into the driving seat when a piercing scream shatters the silence. A woman’s hysterical voice shouts, “Help! Help! This car is being stolen!”
The car in question has been fitted with the unique alarm developed by Allied Sterling, a company based in Cornwall. Not only will the car “shout for help”, but it will also be able to do so in English, French, German or Spanish. This means that a car owner will be able to adjust his or her car’s alarm to speak the language of the country being visited.
Car theft is a major problem for holiday makers and business people, but more and more companies are devising way to foil the thieves. Rover car manufacturers claim to have constructed the world’s most thief-proof car. The same company is now working on an infrared “keyless” door which should be even more difficult to open. It will have three million combinations – a mathematical headache for even the most talented of car thieves.
force – break open
shatter – break thief-proof car – a car that thieves cannot get into
United in the Common Goal
AThe United Nations
“We the people of the United nations determined ...” With these opening words of the United Nations Charter, fifty nations, meeting in San Francisco in 1945, founded the new world organisation. Over the years the membership has grown to more than three times that number, with 159 member states in 1989.
The Unted Nations Headquarters is located in the heart of New York City, on the 18-acre site bounded on the north by 48th Street, on the south by 42nd Street, on the west by First Avenue and on the east by the East River. It has been the permanent home of the organisation since 1950. On weekdays the flags of all Member States can be seen flying along United Nations Plaza arranged in English alphabetical order. The site is regarded as an “international zone” – under an agreement with the United States, it enjoys special privileges and immunities.
The four main buldings make up the organisation’s headquarters: the Hammerskjold Library, containing 400,000 books, the Conference Building, the General Assembly Building, and the Secretariat Building.
The United Nations has six main organs: the General Assembly, the Security Council, the Trusteeship Council, the Economic and Social Council, the Secretariat and the International Court of Justice. All are based in New York, with the exception of the Court of Justice, which sits in the Hague, the Netherlands.
The United Nations uses six official languages: Arabic, Chinese, English, French, Russian and Spanish.
The General Assembly is the main organ of the UN, where all Member States are represented and where each – large or small, rich or poor – has a single vote.
During the Assembly’s regular sessions, held mid-September to mid-December, the plenary (or main committees) discuss and make recommendations on virtually every issue affecting life on this planet – protection of the environment, efforts to halt the arms race, international trade and economic development, and so on.
WORDS AND PHRASES
trustee – someone who has legal control of an amount of money or property of another person or of an organisation trusteeship – the work and responsibility of a trustee plenary – session or meeting attended by everyone who has the right to attend
COMPREHENSION
I Ask and answer.
1. When and where were the United Nations founded?
2. How many different nations founded the new world organisation?
3. How many countries have joined the organisation since then?
4. Where is the United Nations Headquarters located?
5. How are the flags arranged along United Nations Plaza?
6. What are the main organs of the United Nations?
Security Council Chamber
The General Assembly Hall
7. Which are the six official languages used in the United Nations?
8. How many votes does each member state have in the General Assembly?
9. What do the member states discuss at their plenaries?
II Choose the best alternative to complete the sentences according to the text.
1. When you enter the doors of the United Nations Headquarters, you enter territory that belongs to:
a) the United States of America.
b) every country in the world.
c) all the countries which have joined the organisation.
2. The United Nations was founded
a) just before the end of World War II.
b) during World War I.
c) after World War II.
3. How do the nations vote in the General Assembly?
a) Each country has only one vote.
b) The richer a country is the more votes it has.
c) The more populated a country is the fewer votes it has.
4. The General Assembly’s regular sessions are held a) whenever it is necessary.
b) in autumn.
c) all the year round.
5. Each member state uses a) its own flag.
b) the flag of the United States.
c) the official flag of the United Nations.
III What do you think the following phrases mean in the text.
xin the heart of
xbounded
xthe permanent home
xregular sessions
xthe arms race
xto enjoy special privileges
xa single vote
Unit 5
Focus on Phrasal Verbs
Study the uses of phrasal verbs with make, come, and call.
1. make out – understand
2. make out – write out
3. make up – use cosmetics
4. make up – invent
5. make up – lie
1. come across – meet by chance
2. come back – return
3. come upon – discover
4. come round – become conscious
1. call on – pay a short visit
2. call off – cancel an event
3. call back – telephone again
s #OMPLETE THE SENTENCES USING ONE OF THE PHRASAL VERBS IN THE BOX
1. He couldn’t make _____________ what the note meant.
2. She made _____________ everything that she had said.
3. If you come _____________ the book I lost, please send it to me.
4. They had to call _____________ the football match because of the rain.
5. Thank you for ringing. I’ll call you _____________ as soon as I have the information you want.
6. I came ___________________ photographs of my grandmother’s wedding on the attic.
7. She was unconscious for five minutes when the car hit her, but she came _______ ____________ .
8. Little girls like to make _____________ their faces to imitate their mothers.
WORD STUDY
I Find words in the text than contain the suffix -ship and explain their meaning.
Remeber: The suffix -ship is added to nouns to form other nouns that refer to:
a) a person’s position: apprenticeship
b) relations between people: friendship
c) people’s skills: craftsmanship
Use the suffix -ship to form new nouns.
partner friend scholar fellow lord statesman
II Read then text again and find nouns which correspond to the following verbs:
– agree – recommend – protect
Which suffixes are added to form these nouns?
Use the suffixes -ment, -ation, -tion, -ion to form nouns which correspond to the following verbs:
– found – locate – improve – organise – advance – engage – promote – arrange – realise – produce
SPEAKING
I Work in groups – Split into groups of five or six. Choose one of the three problems mentioned below and a) define the problem b)suggest ways to solve the problem.
The following notes can guide you in your discussions.
1. Drug abuse control
– The illegal use of drugs has grown at an alarming rate over the past 20 years.
– People who take drugs are not aware of the dangers of drug taking.
– Drug taking can lead to other criminal actions.
– The drug trade affects those who are most vulnerable – young people.
– Young people start taking drugs: a) out of curiosity, b) believing that it is not dangerous, c) because they are lonely and unhappy.
– The United Nations should have more money for drug-control programmes.
– Treatment programmes must provide psychological and social help.
2. Illiteracy
– About 20% of the children of primary school age in the developing countries (i.e. about 100 million) are not attending school.
– One third of the children enerolled in primary school in the developing countries drop out of school before completing four grades.
– Mention some facts about illiteracy in this country.
– Education is a right for all and not a privilege for a few.
– The mass media can play a great role in solving problems of illiteracy.
– The United Nations can provide books, teaching materials and organise teacher-training courses.
3. Hunger
– Remember that half of the children under five in the developing countries suffer from malnutrition compared to about 10% in the industrialised countries.
– Say what you think about live aid concerts.
– Suggest other ways of solving this problem.
REVISING GRAMMAR: The Definite Article
1. Think of the use of the definite article with place names. Sum up all that you know about this.
Remember: 1. We usually use the with the following categories of place names:
a) seas, oceans: the Atlantic, the Adriatic
b) mountain groups: the Himalayas, the Alps
c) island groups: the West Indies
d) rivers, canals, deserts: the Tisa, the Suez Canal, the Sahara
e) countries (political titles): The Republic of France
2. We generally use no article with:
a) continents: Asia, Europe
b) countries (geographical titles): France (but the Netherlands)
c) towns: Cambridge (but the Hague)
d) lakes: Michigan Lake (but the Lake of Michigan), Ohrid Lake e) single islands: Ireland, Trinidad
Put the definite article where necessary.
1. __________ English Channel joins __________ Atlantic Ocean and _________________ North Sea.
2. __________ Hague is __________ capital of __________ Netherlands.
3. __________ Lake Como is in __________ Italy.
4. __________ Swiss Alps are a good place to go to if you like skiing.
5. Manhattan lies between __________ Hudson and __________ East River.
6. __________ Cyprus is a large island in __________ Mediterranean.
7. __________ Hebrides are a group of islands.
8. __________ Pennines are in __________ Great Britain.
9. __________ Netherlands is another name for Holland.
10. __________ Tyne runs through Newcastle.
BUNICEF: From One Flame Came “Many, Many More”
UNICEF was founded in 1946 to help youngsters who were victims of World War II. During the winter of 1946 – 47, when one of every two babies in some parts of Europe died before its first birthday, the agency supplied incubators, penicillin and tons of cotton cloth for blankets and clothing. It seemed that by 1950 the work of UNICEF was done. But the developing nations pleaded that thousands of children throughout the Third World were dying daily from malnutrition and disease. After an intensive debate, it was agreed that UNICEF would redirect itself toward children in the developing countries.
Between 1950 and 1980, UNICEF began working on programmes to promote maternal and child health services, disease control, improved nutrition, clean water, safe sanitation, low-cost housing and primary education. For its efforts, UNICEF was awarded the Nobel Prize for Peace in 1965.
UNICEF’s progress, however, is being threatened by economic reasons, which has forced many countries to reduce educational and health services. UNICEF receives no automatic contributions from the United Nations or individual governments, so all the work has to be carried out on a very small budget.
Today UNICEF works in 119 of the world’s poorest countries. Assistance is given solely on the basis of need, regardless of politics, religion, race or colour.
WORDS AND PHRASES
youngster – a young child victim – someone who has suffered as a result of someone else’s actions plead – ask earnestly malnutrition – not getting enough food, or the right sort of food UNICEF = United Nations Children’s Emergency Fund
COMPREHENSION
I Which of the following statements are not TRUE according to the text? Make the necessary changes to make them true.
1. UNICEF was founded during World War II.
2. UNICEF continued its work after 1950.
3. UNICEF’s progress is being threatened by economic reasons.
4. UNICEF was awarded the Nobel Prize for Health.
II Find the sentences in the text which show that:
– the death rate of babies was very high in 1946 – 47. – children suffer from hunger in the developing countries. – many countries cannot support UNICEF’s programmes any longer.
III Match each sentence part in column A with its correct completion in column B.
AB
1. UNICEF was founded a) the Nobel Prize for Peace.
2. Thousands of children in the b) maternal and child health services. developing countries
3. UNICEF promoted c) toward children in the developing countries.
4. After 1950 UNCEF redirected d) to help young victims of World War II. itself
5. In 1965 UNICEF was awarded e) were dying from malnutrition.
WORD STUDY
I Complete the sentences using the correct form of the word in brackets.
1. They made a substantial ____________________ in industrial investment. (reduce)
2. What are your ____________________ prospects in this job? (promote)
3. There are thousands living in ____________________. (poor)
4. They want to make that film ____________________ of expenses. (regard)
5. The people live there in ____________________ conditions. (misery)
6. The war ____________________ the peace of the whole world. (threat)
7. Each country should make some ____________________ to the UNICEF budget. (contribute)
8. He has been ____________________ since his last illness. (health) Unit 5
5
SPEAKING
I Work in groups – Read and discuss the advertisements taken from “Children First’, the UNICEF magazine in Britain. Decide with your friends how to plan activities to raise money for UNICEF. Add ideas of your own.
a) Keep Your Shirt On
A great new addition to the UNICEF range of products is a lively and colourful T-shirt. At just £6, the purchase of just one T-shirt can buy enough baby protein to save a child from starvation. The shirt is made from 100% cotton and is available in two sizes, medium (for children) and extra large (for adults).
b) UNICEF’s Spring Catalogue
For the first time ever, UNICEF’s Spring Catalogue includes an exclusive Gifts Brochure, specially prepared by UNICEF – UK.
If you would like to receive the Spring Catalogue, or if you would like to help UNICEF by joining our network of card sellers, please complete this coupon and return it to:
Pauline Hunt
UNICEF – UK
55 Lincoln’s Inn Fields London, WC2A 3NB
Please send me:
o UNICEF’s 1990 Spring Catalogue with exclusive Gifts Brochure
o Details of how I can sell cards for UNICEF.
Name ...............................................
I Read again paragraph one and then write about the three things that UNICEF did for children after World War II.
Read again paragraph two and describe UNICEF ’s programmes between 1950 and 1980.
Read again paragraph three and mention how the work of UNICEF is financed.
REVISING GRAMMAR: Numerals
1. You already know that there are two kinds of numerals. What are they?
Remember: 1. Cardinal numbers for 1 to 13, 15, 20, 30, 50, 100, 1000 are unsystematic. In which way are they unsystematic and have to be learnt as individual items?
Note the use of cardinal numbers:
a) When writing out the numbers in words or reading a compound cardinal number, and is placed between the hundreds and the rest of the numbers;
e.g. 572 – five hundred and seventy-two
b) With hundred, thousand, etc, it is more usual to use a than one when these numbers stand alone;
e.g. 100 – a hundred
But when other numbers are added, one is more usual; e.g. 1,140 – one thousand, one hundred and forty
2. Ordinal numbers are formed from cardinal numbers. Which endings are added to the cardinal numbers? Which ordinal numbers are unsystematic?
Note the use of ordinal numbers:
a) When reading fractions, we use a combination of cardinal and ordinal numbers;
e.g. 1/3 – one third; 3 2/3 – three and two thirds
b) Dates are expressed by ordinal numbers, so when reading or speaking we say:
e.g. 5 June – the fifth of June or June 5 – June the fifth (Dates can be written in several ways: June 5, 5 June. 5th June, 5th of June)
c) In compound ordinal numbers, the rule about and is the same as for compound cardinal numbers; e.g. 133rd – one hundred and thirty-third
d) Titles of kings are written in Roman figures, but in spoken English we use the ordinal numbers preceeded by the; e.g. Henry VIII – Henry the Eighth
Note: For a full review of the numerals, look at the lesson “Numbers and Mathematics” in your third-year textbook.
FOR FURTHER READING
I Read the following two texts and learn some more facts about UNICEF.
Goodwill Ambassadors
One of the most coveted positions within UNICEF is that of a Goodwill Ambassador – an honorary appointment which enables special celebrities to use their position and skills for the benefit of children. Goodwill Ambassadors travel the world promoting and raising funds for UNICEF.
People such as Danny Kaye, Peter Ustinov, Richard Attenborough, Harry Belafonte, Liv Ullman, Audrey Hepburn and Branka Veselinovi} have helped expand UNICEF’s audience, reaching people who otherwise would not have been aware of UNICEF’s work.
Greetings Cards
In 1949, a Czech girl named Jitka, sent a thank-you card to UNICEF for the aid given to her village after World War II. This became the first UNICEF greetings card. Since then, the sales of greetings cards have formed a significant part of UNICEF funds and is the 3rd largest source of UNICEF income. Designs have been donated by artists from over 80 countries. Cards are sold by an army of volunteers around the world.
Branka Veselinovi}, a famous Serbian actress, with children in a Belgrade hospital
Life Is Not a Free Lunch
A “Could You Spare a Quarter?”
I Read or listen to the text and decide who the two men in the story are.
There was no question that the old man was blind. His head was cocked to one side, as if watching a distant vision. But after a quick glance, passers-by didn’t notice his eyes –instead they heard his music.
There was no plea from the man for help or charity, but hanging from the bell of his horn was a small plastic cup. As the melodies – spirituals, marches, camp songs – flowed smoothly from that battered horn, coins rattled one after another into the cup. The old man shuffled on, paying his way with music.
A few yards up the street, as if spying on the blind horn player, came a young man in jeans, a T-shirt and a careless manner. He walked slowly, his eyes darting hopefully from person to person.
Occasionally, he would stop someone, and each time his story was the same: “Could you spare a quarter?”
Once, twice, a dozen times he was turned down, often just ignored. But he was untroubled, and continued to beg, his palm outstretched, as if seeking what was owed him.
Both the old man and the young man sought the same thing – the pocket change of passing strangers. But examine the philosophical difference. The old man was offering all that he had – a fading talent and a dying strength – in return for the silver. The young man offered only his need and the expectation that the need would be, and should be, met.
So we ask: Is it the young man’s thinking that has become dominant in this country? Is there a growing belief that life does, in fact, provide a free lunch and that all one has to do is to expect it? Is the idea of the work ethic gone for ever?
WORDS AND PHRASES
plea – an eager or serious request horn – a musical instrument battered – old and damaged as a result of being used a lot rattle – clatter, make a lot of rapid knocking sounds by shaking an object or hitting it against something hard shuffle – walk without lifting one’s feet properly off the ground dart – move suddenly or quickly palm – the inside surface of the hand, not including the fingers
COMPREHENSION
I Now that you have read the text , circle the item that best completes the sentence.
1. The old man was ... a) an artist b) a beggar c) a passer-by
2. He was ... a) blind b) careless c) strong
3. He ... in return for the money people gave him. a) played the horn b) stretched out his palm c) cocked his head to one side
4. In this way he ... for the money he needed. a) worked b) begged c) sought
5. The young man acted ... the old man. a) the same as b) differently from c) similarly to
6. He gave the passers-by nothing ... for the money he asked from them. a) in advance b) in return c) forward
7. He behaved as if the passers-by ... a) owed him the money b) needed the money themselves c) were all beggars
II Mention all the data in the text which show that the two men were different in every way.
III Tell the story as:
a) the old man would tell it.
b) the young man would tell it.
WORD STUDY
I Underline all the verbs in the text which express movement. Check them in the dictionary. Make sentences to show clearly what they mean.
II Notice the use of once, twice, a dozen times in the fifth paragraph of the text.
Remember: 1. We use once, twice, etc. to express frequency; e.g. I clean my teeth once or twice a day.
2. We use times with numbers above two; e.g. He never does it more than three times a day.
III Cross out the word that does not belong to the group, and give the necessary explanation.
1. blind, mute, deaf, clever
2. music, melody, horn, coin
3. body, head, palm, eye
4. take, offer, give, provide
5. walk, shuffle, run, stroll
6. quiet, still, tranquil, hidden
IV Fill the gaps in these sentences with suitable phrases from the list below. in common in fact in debt in tears in secret in charge of in difficulties in favour of in writing
1. They had problems with coming here. _______________, they got lost.
2. Let me know if you are _______________ and I’ll see if I can help.
3. They get on well with each other because they have so much _______________.
4. James had spent all his money and was _______________.
5. She asked me to keep it _______________.
6. He voted _______________ free speech.
7. Whenever she watches a sad film she is all _________________.
8. She wanted to have everything _______________.
9. Mrs Robinson is _______________ our school.
Focus on the Phrasal Verbs
Study the uses of the phrasal verbs with turn and get.
1. turn out – result
2. turn down – reject
3. turn up – appear
4. turn down – reduce (volume)
5. turn up – increase (volume)
6. turn on, off – switch
7. turn into – change into
1. get on – progress
2. get on with – have good relations with
3. get up – rise
4. get out – leave (a vehicle, room, etc)
5. get on – approach
6. get ahead – excel
7. get away – escape
s #HOOSE THE APPROPRIATE PHRASAL VERB IN THE CORRECT FORM TO COMPLETE THE following sentences.
1. Will you _______________ the radio? The music is too loud.
2. It was freezing outside. The water _______________ ice.
3. He _______________ of all the other students.
4. The prisoner _______________ of prison through the window.
5. She applied for the job but after the interview she _______________ the offer.
6. The trouble with John is that he never _______________ on time.
7. It’s a pity we don’t _______________ better with our neighbours.
GRAMMAR STUDY: Compound Nous – Plural Forms
1. Study the sentences: 1. A passer-by noticed that the man was blind. 2. Many passers-by did not notice his eyes.
2. Answer the question: Which part of the underlined compound noun is marked for the plural in sentence 2?
Remember: 1. Compound nouns form their plural in different ways:
a) With most compound nouns, only the second part becomes plural; e.g. book shop – book shops spoonful – spoonfuls take-off – take-offs
b) With compound nouns followed by adverbs or prepositions, only the first part becomes plural; e.g. passer-by – passers-by mother-in-law – mothers-in-law
c) With some compound nouns (i.e. compounds with man or woman), both the first and the last part become plural; e.g. woman driver – women drivers manservant – menservants
I Give the plural form of the compounds.
man friend headmaster take-off woman doctor looker-on breakdown handful eye witness bookcase sister-in-law boyfriend brother-in-law
Choose five compounds from the list and write two sentences for each of them, one in the singular and one in the plural.
SPEAKING
I What do you think the moral of the story in “Could You Spare a Quarter” is?
II Work in groups – In groups of four or five, choose A or B and discuss the relevant issues. A B
a) the way old people are treated a) the causes of unemployment b) the retirement age for men/women b) how people feel when unemployed c) old people and government policy c) what can be done about unemployment
III Do you have opinions about whether certain jobs should be done by men or women? – Look at the list of jobs and then say:
a) whether the job is always/usually done only by men, by women or by both b) whether the job can be done only by men, by women or by both c) whether the job ought to be done by men, by women or by both
secretary soldier coal miner bus driver model train driver fashion designer brain surgeon prime minister teacher nurse boxer pilot ballet dancer seaman street cleaner
WRITING
I Rearrange the words to make complete sentences. Check your sentences against the text.
4. old man/question/was/there/no/that/the/blind/was.
5. gone/ethic/is/work/forever/the/idea/of/the?
REVISING GRAMMAR: Position and Order of Adjectives
1. Study the sentences: 1. The old man was blind.
2. A small plastic cup hung from his horn.
2. Answer the questions: 1. What is the position of the adjectives old and blind in sentence 1?
2. What do the adjectives small and plastic tell you about the noun cup in sentence 2?
Remember: 1. An adjective can come in two places in a sentence:
a) before a noun: a young man; new shoes
b) after the verbs be, look, appear, seem, taste, feel,smell, sound, become, get; e.g. He is young. The house looks empty. You seem tired.
2. When we use two or more adjectives together, they normally go in the following order: quality+size+age+shape+colour+origin+material+NOUN; e.g. a nice blue T-shirt (quality+colour) a tall young man (size+age) a white plastic cup (colour+material)
3. In expressions of measurements, the adjective normally comes after the measurement noun; e.g. He is 19 years old. I am 1.80 metres tall.
I Put the adjectives in the list below under the correct headings.
English old grey glass round short middle-aged plastic Italian ugly square leather beautiful young white large dark metal huge German
II Put the adjectives in brackets into their usual order.
1. a (middle-aged/tall) woman
2. two (round/wooden/large) tables
3. some (Japanese/tiny) TV sets
4. a (young/handsome) musician
5. a (red/plastic/cheap) raincoat
6. (blond/long/beautiful) hair
7. a pair of (leather/expensive/black) shoes
III Put the words in the right order.
1. very/city/is/a/New York/modern.
2. building/over/old/that/500 years/is.
3. don’t/happy/very/you/sound.
4. a/he/very/man/healthy/is.
5. bridge/long/is/1.55 kilometres/the.
6. blue/seen/have/my/you/T-shirt?
7. look/very/father/your/angry/did?
FOR FURTHER READING
I G.B Shaw was well-known for his wit. Here is a selection of anecdotes about him.
Shaw was standing alone in a corner at a cocktail party. “Are you enjoying yourself, Mr Shaw?” his hostess anxiously asked him. “Certainly,” he replied. “There is nothing else here to enjoy.”
“I often quote myself,’ he assured a critic. “It adds spice to my conversations.”
Mrs.Shaw occasionally outdid the master.
“ Isn’t it true, dear, that male judgement is superior to female judgement?” Shaw once asked his wife.
“Of course dear,” she replied. “ After all, you married me and I you.”
“Take care to get what you like, or you will be forced to like what you get.”
BMonday Morning
This extract is from the novel “Saturday Night and Sunday Morning” by Allan Sillitoe, written in 1958. The novel is about life in a typical post-war Nottinghamshire industrial area. It tells of a young man, Arthur Seaton, who is bored by his work and lives only for the weekends. The book was made into a successful film.
Neither Arthur nor his father spoke to each other until they were halfway down the street. It was long, straight and cobble-stoned, with lamp posts and intersections at regular intervals, terraces branching off here and there. You stepped out of the front door and found yourself on the pavement. Brick had been blackened by soot, paint was faded and cracked, everything was a hundred years old, except for the furniture inside. They were caught by the main ingoing stream: bicycles, buses, motor-bikes, and pedestrians on the last minute rush to breach one of the seven gates before half-past seven.
Arthur walked into a huge corridor, searching inside for his clocking-in card and noticing, as on every morning since he was sixteen, the factory smell of oil, machinery and steel. What a life, he thought. Hard work and good wages, and a smell all day.
Arthur reached his lathe and took off his jacket, hanging it on a nearby nail so he could keep an eye on his belongings. He pressed his starter button, and his motor came to life with a gentle thump. Looking around, it did not seem, despite the infernal noise of hurrying machinery, that anyone was working with particular speed. He smiled to himself and picked up a glittering steel cylinder from the top box of a pile beside him, and fixed it to the spindle. He threw away his cigarette, spat on to both hands and rubbed them together, and finally began to work. Monday morning had lost its terror.
Taken from Saturday Night and Sunday Morning by Allan Sillitoe
Allan Sillitoe (1928–2010) is a contemporary English writer. He writes novels, stories and poems. His best-known novel is “Saturday Night and Sunday Morning”.
WORDS AND PHRASES
soot – black powder which is carried into the air in the smoke from a fire breach – break through clocking-in card – card on which time is recorded (by a machine) when workers arrive at a factory or office lathe – a machine which is used for shaping wood or metal thump – a fairly loud but dull sound infernal – awful, hellish
COMPREHENSION
I According to the text, are these statements TRUE or FALSE? Give reasons for your answers.
1. Artur and his father walked along the street together.
2. They were still in the street after half-past seven.
3. They did not speak until they came halfway down the street.
4. They were alone in the street.
5. Arthur entered the corridor with his jacket on.
6. He hung his coat on a nearby nail.
7. His motor came to life by itself.
8. He was still smoking when he finally began to work.
II Finish the sentences using the descriptions in the text.
1. The street was _________
2. In the street there were _________
3. The houses were made of _________
4. The paint was _________
5. The machinery made _________
III The text is divided into three paragraphs. Read each paragraph again and think of a suitable title for it. Then write a few sentences that contain the basic points in that paragraph.
IV Work in pairs – Ask your partner as many questions as you can about:
a) Arthur Seaton
b) the part of the town where he lived
c) the things he did that particular morning
WORD STUDY
I Explain in your own words these phrases from the text. Paragraph numbers are given in brackets.
– halfway down the street (1) – at regular intervals (1) – to breach one of the seven gates (1) – keep an eye on his belongings (3)
II In the sentence “Brick had been blackened by soot”, the main verb “blacken” has the meaning of “become black” .
Remember: We use the suffix -en to form verbs from some adjectives. The meaning of the verb is “to make more X” or “to become X” (where X is the base adjective); e.g. sharp-sharpen; wide-widen; quick-quicken
III Compare the sentences:
1. Every house was a hundred yeard old.
2. The houses were hundreds of years old.
What can you notice about the word “hundred”?
IV Match the expressions with the word eye in column A with the explanations in column B.
A
B
1. She is up to her eyes in housework. a) She is a good judge of ...
2. You are only a child in her eyes. b) She has taken more food than she can eat.
3. She doesn’t see eye to eye with him. c) It is her opinion that ...
4. Her eyes are too big for her stomach. d) She is very busy because of ...
5. She was trying to catch the waiter’s e) She was watching it intensely. eye.
6. She was all eyes. f) She was trying to attract his attention.
7. She has a good eye for beauty. g) She doesn’t have identical views...
SPEAKING
I Use information from the text and say a few words about:
– what you think Arthur Seaton’s job is – what it is that he does in his job
II Choose the three most important adjectives to describe the qualities needed for the job of a) a doctor, b) a pilot, c) a journalist, d) a waitress, e) a mechanic.
III What, in your opinion, are the skills needed for the jobs in exercise II?
You can choose from the list below.
Begin your sentences with: You must/should be able ... You must know how to ...
– work in a team – talk on the phone – work accuarately – repair damage – deal with all sorts of problems – wait on people – look after people – read instructions – speak foreign languages – talk to people – listen to – find the right tool – take shorthand – get up early – work irregular hours – wear a uniform – take orders from others
LANGUAGE IN ACTION: GIVING ADVICE
a) We can use some of the following phrases to complain about your health or other problems you have:
I have a boring job. I’ve lost my wallet/purse. I’ve got a terrible cold. I failed all my exams.
b) When asking for advice, we can say: What would you advise/recommend me to do? Do you think I ought to ...? I’d like your advice on/about ... What can I/should I ... What do you think I should/ought to ...
c) When giving advice, we can use some of the phrases: Why don’t you ... If I were you I would/wouldn’t ... I think you should/ought to ... I think you’d better ... I advise you to ... Have you tried ...? You shoud/ought to ... The best thing you could do ...
I Role play – To practise ways of giving and responding to advice , do these exercises in pairs. Each pupil should take a turn at playing both parts.
A
B
Your friend looks unhappy. Find out You are going to a party and you what it is and suggest what he/she are wondering what present to buy. should do. Do not accept the first bits of advice you are given.
Other possible problems:
a) You are bored with your job.
b) You cannot get up in the mornings.
c) You cannot decide where to go for your holidays.
d) You do not get on well with your boyfriend/girlfriend.
e) You are very good at football and you are wondering whether to turn professional.
WRITING
I Follow the advice offered in the quiz on page 106 and choose a job that would suit you. Write a short description on the qualities and skills needed for the job.
REVISING GRAMMAR: Plural of Nouns
1. Find in the preceding text 10 nouns which are in the plural. Then do the exercises that follow. They will help you to sum up what you have learnt about the plural of nouns.
2. Study the rules below and provide your own examples. You should provide at least two examples for each rule.
a) Most nouns form their plural by adding -s to the singular noun
b) We add -es if the singular noun ends in -s, -sh, -ch, -x
c) Some nouns ending in -o, add -es in the plural
d) Nouns ending in a consonant +-y, change the y to i and add -es
e) Some nouns ending in -f/fe change the f to v and add -es/s in the plural
f) Some nouns have irregular plural forms – (put them all down!)
g) Some nouns have the same __________________________________ form in the singular and in the plural (Don’t forget the nouns aircraft, spacecraft!)
3. Normally we use singular nouns with singular verbs and plural nouns with plural verbs. Study the following exceptions to the rule and illustrate them with sentences or examples of your own.
a) Group nouns like family, team, class, etc. can be treated as either singular or plural: – When we think of the group as a single body, we use singular verbs:
– When we think of the group as a group of individuals, we use plural verbs:
b) We always use plural verbs with these nouns: people, police, cattle
c) Some nouns have only a plural form: – names of tools and clothes which have two parts __________________________________ – some common nouns ending in - s e.g. clothes, surroundings, customs, goods __________________________________
d) Some nouns have only a singular form: – nouns in -ics denoting sciences, subjects, etc. __________________________________
– nouns in -s denoting games and diseases __________________________________ – the noun news
e) We use plural nouns and verbs with a number of and a group of __________________________________
I Underline the correct form of the noun.
1. I felt better as soon as I’d got through custom/customs.
2. It’s bad manner/manners to stare at people.
3. He wanted to store his good/goods safely.
4. She has a few grey hair/hairs.
5. There are some lovely excursion spots in the surrounding/surroundings.
II Choose the correct form of the verbs.
1. Several people was/were hurt in the accident.
2. Mathematics is/are an interesting subject.
3. The news was/were quite surprising.
4. A number of my friends is/are planning a holiday together.
5. Her clothes is/are quite old-fashioned.
6. Billiards is/are a difficult game.
7. Is/are your trousers new?
III Complete the sentences using the plural forms of the nouns in brackets.
1. When he fell over, he broke two of his __________. (tooth)
2. We have enough __________ , but we don’t have enough __________ and _____ _____ . (glass, knife, plate)
3. We hope to visit five __________ in four __________. (country, day)
4. He can’t find the right kind of __________ for his __________. (shoe, foot)
5. There are several green __________ with white __________. (bus, roof)
6. These __________ aren’t ripe enough. (tomato)
IV Put the expressions in brackets before the underlined nouns.
1. He gave me a series of old stamps. (two)
2. They bought a goose and a turkey. (three, two)
3. I got a scarf for my birthday. (several)
4. A policeman is directing the traffic. (five)
5. She gave him a piece of advice. (three)
CLiving in New York
“It’s a nice place to visit but I wouldn’t want to live there.” That’s a comment very often made by many Americans about New York. But why wouldn’t they want to live and work there? After all, it’s the financial, artistic, and intellectual capital of America. Why then is it so criticised?
Here’s what two New Yorkers think about living and working in New York. Ed Kowalski is a policeman at Precinct 46 in the Queens section of New York City. He has been in the police for twenty years.
“It didn’t use to be like this. I mean, when I first joined the police force, people had respect for the uniform. Now they criticise us. And you don’t see a patrolman alone any more. We always work in twos – it’s safer that way. Sometimes you see some pretty dirty things, being a New York policeman. We pulled a man out of the East River last week. He got a knife in his back. Drugs are a serious problem, too, in our district, even among high school kids. A few days ago, for example, we arrested a sixteen-year-old boy who had broken a store window. We looked at his arms and found the needle marks which suggested he wanted the money for his heroin habit. It’s a shame that these things have to happen. The crime rate is rising and we seem to need some better answers. I don’t think I want my sons to become policemen the way things are today.”
Alfred Löwenstein is a successful 43-year-old businessman who lives in a 1500-dollar-a-month apartment in Manhattan.
“New York City is my home; it’s part of me. Sure, I’ll admit that life is sometimes difficult; impossible traffic jams, strikes all the time and serious air pollution. But I don’t think I could ever leave New York just to get away from these problems, even if I didn’t have
my business here. There’s another, brighter side to the city. New York has many attractions for me. In fact, the best of everything can be found here. One needs only to mention the Metropolitan for opera, and Broadway for theater, the numerous museums and a very fine university. Some of the best restaurants I know are only blocks from one another. I never could be tired of New York. There are just too many things to do and to see.”
COMPREHENSION
I What are the main things the text tell you about:
a) Ed Kowalski
b) Alfred Löwenstein
Find the sentences in the text which give the following information.
– what they do – what they think of their jobs – what they think about living in New York – what they a) like b) dislike about their jobs and living in New York
II What do Ed Kowalski and Alfred Löwenstein
a) have in common b) not have in common
Make notes and talk about the contrast between the two of them in relation to: occupation, income, priorities, life.
III Answer the following questions about Ed Kowalski.
1. How long has Ed Kowalski been a policeman?
2. What changes have taken place since he joined the police?
IV Answer the following questions about Alfred Löwenstein.
1. What are the things that he values in life?
2. Why does he say that he could never be tired of New York?
WORD STUDY
I Give the noun forms of the following verbs.
1. live ____________________ 5. suggest ____________________
I Work in groups – Discuss and state reasons FOR and AGAINST.
a) living in New York
b) working for the police
c) having a lot of money
II What, in your opinion, are the a) attractions, b) difficulties of living in a large town as compared to living in the country.
III Work in groups – Find out what your friends think about the place they live in, their parents’ jobs and hobbies and their friends from the neighbourhood.
WRITING
I Write a short composition about either Ed Kowalski or Alfred Löwenstein. Mention as many details as you can.
BRUSH UP YOUR GRAMMAR
I Look at the sentence from the text “It didn’t use to be like this” and say what its actual meaning is.
REMEMBER: 1. We use used to + infinitive for finished habits and situations; things that were true, but are not now.
2. We make questions and negatives with did
3. To talk about present habits, we use the simple present tense, not use to.
II Make sentences about people hundreds of years ago. Begin with: (Most) people used to/didn’t use to ...
xbe farmers learn to read
xhave cars cook on wood fires
xtravel on foot or on horses like very long
xgo to school work very long hours
III Make sentences about past and present habits and situations. e.g. John/rugby/tennis John used to play rugby. Now he plays tennis.
6. Nick/lots of girlfriends/married ______________________________________
IV Complete the sentences using the present perfect or the simple past tense of the verb in brackets. Review the two tenses in your grammar book.
1. “I know Peter.” – “Really? How long _________ him?” (you, know)
“Oh, for quite a long time now.” – “When _________ him?” (you, meet, first)
2. “It’s the middle of the afternoon and I’m really hungry. I _________ any breakfast this morning. ( not , have ) I _________ time to go out for anything to eat this afternoon. (not, have)
3. I’m sorry. I _________ my homework yet. (not, finish)
4. We _________ each other for a long time. (not, see)
5. I _________ reading that book. (finally, finish)
6. Where’s your brother? He _________ here a few minutes ago. (be)
7. He _________ sick since Tuesday. (be)
8. When are you planning to send me the book? – I _________ it already. (send)
9. What did you do last night? – I _________ TV, _________ the violin and _________ my homework. (watch, practise, do)
10. Where’s Peter? – I have no idea. I _________ home and _________ him yet. (just, come back; not, see)
REVISION 2
I Put the verbs in brackets into the correct tense.
1. After ________________ (hear) the conditions I decided not to apply for the job.
2. Her friend said she _____________________ (live) there for ten years.
3. If you ______________ (wear) a false beard, nobody would have recognized you.
4. I have forgotten his address. I should ____________________ (write) it down.
5. You mustn’t ____________________ (eat) those mushrooms yesterday.
6. I wrote to the car company asking why my car ______________ (not arrive) yet.
7. They replied to say that they ________________________ (already, send) it.
8. What ____________________ (you, do) for the last half an hour?
9. The results last term were better than anyone ____________________ (expect).
10. Come at ten o’clock. I ____________________ (wait) for you at home.
II Fill in the gaps with the correct preposition.
1. He is blind ... the fact that he is going to bankrupt.
2. I am going to borrow that book ... Steven and lend it ....... you.
3. He boasts ..... his driving abilities.
4. He lost a lot of money because he was not insured ..... fire.
5. She met her future husband ..... chance while travelling on holiday.
6. I took it ..... granted that you would come.
7. It is not polite to stare ..... people.
8. At the age of 19 he became independent ..... his family.
9. I was taken ..... surprise in the middle of the road.
10. I don’t have confidence ..... people who don’t take care ..... their old parents.
III Write true sentences using the words in the table.
Flowers
A film
A piece of chalk
A kettle
Knives
Advertisements
Cinema tickets
A milkshake
Letters
Woolen scarves
Wax figures
Pencils and paper
can be are is
shot in a studio or in the open. sent via computer. made in a blender. published in the newspapers. bought in a box office. used for boiling water. made by hand. displayed in Madam Tussaud’s. planted in pots. bought at the stationer’s. used for cutting meat. used for writing on a blackboard.
IV Study the following pairs of sentences and answer the questions.
1. Which of these sentences makes it clear that the job is finished?
a. I’ve been mowing the grass.
b. I’ve mowed the grass in my garden.
2. Which of these sentences is more likely to mean that she is a teacher?
a. She has been trained to be a teacher.
b. She has been training to be a teacher.
3. Which of these sentences would you choose to express repetition?
a. I have visited them since they moved into my neighbourhood. b. I have been visiting them since they moved into my neighbourhood.
4. Which sentence would you say if you are looking at a sleeping cat?
a. The cat has been sleeping for three hours.
b. The cat has slept for three hours.
V Put the correct article if necessary.
1. My friend is trying to lose weight. She is on _________ diet.
2. Good bye. Don’t forget to keep in _________ touch.
3. I am not in _________ mood for jokes.
4. Last summer I travelled with _________ Japanese.
5. What holiday comes on _________ 1 January?
6. A lot of _________ people understand _________ English language.
7. She used to study at _________ Belgrade University.
8. They are planning to climb _________ Mt Everest.
9. _________ water is necessary to life.
10. They live in _________ Chestnut Street.
VI Put the words in brackets into the correct form.
1. The (near) ___________________ meeting will be held tomorrow.
2. The (near) ___________________ house to the river is mine.
3. She cut (she) ___________________ while trying to open the bottle.
4. How many (loaf) __________________ of bread have you bought?
5. (we) ______________ is the only garden in this street that has a lot of tulips in it.
6. There are many (oasis) __________________ in the Sahara Desert near the Nile.
7. It takes John more time to come to school because his house is (far) __________________ than mine.
VII Choose the word or phrase which best completes each sentence.
1. I won’t be able to see you _____ on Monday or on Tuesday. a. nor b. either c. neither
2. They are _____ good friends that they have never quarrelled. a. so b. such c. too
3. I am looking forward _____ that film. a. to see b. seeing c. to seeing
4. I gave the directions to my house _____ he wouldn’t miss it. a. so that b. in order c. provided
5. _____ is no use complaining about the noise. a. It b. This c. There
6. You should take some cash with you, _____ you probably won’t need it. a. in case b. although c. unless
7. She looked _____ surprised when I told her that you had left. a. something b. somewhat c. sometimes
8. He is very nervous; he jumps at the _____ noise. a. slightest b. lowest c. shortest
9. The food in this restaurant is very _____. a. tastily b. tasty c. tasting
10. I like Jane. She is very _____ hearted. a. warm b. nice c. fine
11. It is very cold. The temperature is 10 Degrees _____. a. under zero b. below zero c. below nought
12. How many _____ can you choose on your TV? a. canals b. stations c. channels
VIII Put in the missing relative pronoun. If it can be omitted, put it in brackets.
1. Is this the photo _____ you were looking for?
2. My friend, _____ you met on Sunday, is an excellent tennis player.
3. I did all _____ was necessary to be done.
4. The steak _____ we had for dinner last night, was very good.
5. Is he the person _____ you were talking about?
6. J.D. Salinger, _____ books I enjoy very much, decided not to write again.
7. Would you please return the book _____ I lent you last month?
8. The bridge _____ we have just crossed is a fascinating structure.
IX Rewrite the following sentences beginning with the given words and using conditional forms.
1. She stayed up all night and that’s why she is so tired now. She _____________________________________________________________.
2. He didn’t study enough and so he failed the exam. If he ____________________________________________________________.
3. They didn’t go to the beach because it was windy. They ____________________________________________________________.
4. I don’t speak perfect English because I haven’t been to an English speaking country. If I ______________________________________________________________.
5. I didn’t come last night because I was busy. If I ______________________________________________________________.
6. I can’t make my own clothes because I don’t know how to do it. _________________________________________________________________.
X Rewrite the following sentences in the passive.
1. I have made him a very generous offer.
2. Have they told him the news?
3. The police gave the man a great reward.
4. Apparently his parents never taught him anything.
5. They sent each of us a specially engraved invitation.
6. No one has seen him for a month.
7. The people recognized the celebrities immediately.
The World of Today
A Scene on the Street
Drive or walk down the street in America. Everywhere you look, signs shout out their messages, telling you which road to drive on, which shampoo to buy, which bank to use. But the English language is also used to convey more subtle messages, ones of humour and political opinion. You have to study them carefully so as to understand them fully.
Graffiti may be the most commonly recognized form of street writing. But often, the messages are lost in the scrawl of spray paint or elaborate and colorful design. “Tolerate difference” and “It’s a Sad and Beautiful World” seem to be the sentiments of people who like the world but think it could be a better place. That doesn’t seem to be the view of the person who put up the sign that says: “Don’t Even Think of Parking Here” in a small parking lot in Camden, Maine. The sign may be aggressive, but at least the aggression is mixed with a bit of humour.
Automobiles dominate American street culture. Teenagers count the days until their sixteenth birthday, when, in most states, they will finally be able to get a driver’s license. You can do almost everything in the car, from banking to shopping, from eating at McDonald’s to getting married! It’s not surprising that people use cars in order to display their views of the world.
Every state has its own license plate. Many have a state motto or slogan, expressing the state’s mood. A state plate famous all across the nation is the New Hampshire one, which boasts the slogan: “Live Free or Die”. It characterizes the New Hampshire style, a fierce independence and a high priority on individual freedom.
But there’s nothing like the bumper sticker to display your views to the public. Bumper stickers first began to appear in the Fifties and Sixties. From the beginning, bumper stickers have heralded people’s personal political views. During the Sixties, Vietnam War stickers told you if the car driver was for or against US involvement. Then the days of peace signs: “Get US Out of Vietnam” and “Make Love Not War” began to fade and the environmental
and political consciousness of the Seventies took over. “No Nukes”, “Save the Whales” and endless Watergate stickers sold like hotcakes.
During the late Seventies and Eighties, more apolitical bumper stickers prevailed. Car owners used bumper stickers to warn other drivers not to get too close to them, displaying banal sentiments about the driver’s car or pet, or to boast that “My Other Car is a Porsche”.
Now, it seems that environmental and political stickers are making a comeback. Nuclear weapons seem to top the list of current favourities. “You Can’t Hug Children with Nuclear Arms” and “Arms Are for Hugging” both make use of the fact that arms can mean weapons or limbs.
WORDS AND PHRASES
subtle – not immediately obvious, delicate, clever graffiti – words or pictures that are written or drawn on walls, signs, posters, etc. in public places; graffiti is both the singular and the plural form license (AE) – licence (BE), an official document which gives you permission to do, use, or own something license plate – the piece of metal or plastic attached to the front and back of the car showing a set of numbers and letters which identify the car or the country where it comes from boast – speak too proudly nukes – (slang) short for nuclear sell like hotcakes – sell very fast apolitical – not of a political nature Watergate – refers to a political scandal of the 1970s when US President Nixon was forced to resign
COMPREHENSION
I Read through the story and find the answers to these questions.
1. What kind of messages do signs in America communicate?
2. What are graffiti?
3. When do most American teenagers get a driver’s license?
– It’s a Sad and Beautiful World Unit 7
4. What do Americans often use their cars for?
5. What slogan does the New Hampshire license plate promote?
6. What can a bumper sticker display?
7. What did the bumper stickers of the Sixties display?
II Read through the text and find slogans which can go under these headings:
a) Against nuclear weapons
b) Protecting the environment
c) Individual messages
d) State license plates
e) Bumper stickers
WORD STUDY
I The text “Scene on the Street ” is written in American English. Look through the text and find the words which differ in spelling or meaning from their British English equivalents.
II Try to find British equivalents for the underlined words in the following American text.
“One day last fall , I left my apartment at the usual time, took the elevator down to the first floor, and stepped out into the beautiful October morning. It seemed a shame to take the subway or even a cab , so I decided to walk downtown to my office. I was so knocked out by the colors of the trees that I hardly noticed the gasoline fumes, the noise of trucks and automobiles, or the garbage that covered the sidewalks. It seemed too good a day to be working, so I decided to go to the movies . Armed with bags of candy and cookies bought at the local store , I went into the nearest movie theater . It turned out to be the worst thing I could have done – the guy sitting next to me was my boss!”
ground floor (BE) = first floor (AE)
SPEAKING
I Discuss the following graffiti:
– Tolerate Difference
II Do you approve of the young people who write graffiti on the walls of houses and schools? Read the following text and then give your opinion.
Last year the London Underground spent 2 million pounds clearing up graffiti. In the same period they prosecuted 310 people for damage caused by graffiti. Penalties for those caught are becoming tougher, but even tough penalties don’t stop people from breaking the law.
III Can you remember seeing a graffiti you particularly liked? Tell your friends about it and explain its meaning.
IV Answer the following questions and discuss the street scene in your town.
1. At what age can you get a driver’s licence?
2. Is it difficult to pass the driver’s test?
3. What do people in your town use their cars for?
4. Do they put bumber stickers on their cars?
5. Are there enough parking lots?
6. Are the drivers aggressive?
7. What do you think about men drivers and women drivers?
V Discuss the following statements with your partner.
a) The world would be a better place without cars.
b) In a hundred years’ time everyone will have a car.
c) Cars should be banned from city streets.
d) Getting a licence should be made more difficult.
WRITING
I A well-known magazine would like to publish a collection of slogans. Use your imagination and write slogans:
– against war
– against environmental pollution
– against nuclear plants
– which would show your attitude to life
II For your homework – Take a close look at street signs, advertisements and graffiti in your street/neighbourhood and write down all the English words and phrases that you see. Note spelling mistakes, if any, and discuss them in class.
GRAMMAR STUDY: Clauses of Purpose
1. Study the examples: 1. You have to study them carefully so as to understand them fully.
2. People often use cars in order to display their views of the world.
2. Answer the question: What kind of explanation do the phrases that begin with so as to and in order to give you about the main clauses?
Remember: 1. We can express purpose by using so as to (so as not to), in order to and to infinitive; e.g. I got up early so as to have plenty of time. I got up early in order to do some shopping. I got up early to get breakfast ready in time.
2. We can use a clause with so that to talk about purpose. We often use this construction with can, could, will, would; e.g. I’ll give you my address so that you can write to me. I gave him my address so that he could write to me.
3. We can also use the construction for+-ing to talk about the purpose of function of a thing; e.g. We use this knife for cutting bread.
I Answer each question in A by making a sentence using to and a purpose expressed in B.
A
B
1. Why are you going to the library? a) go jogging.
2. Why has she gone to the supermarket? b) have a drink.
3. Why is she taking the car to the garage? c) invite me to his party.
4. Why did he phone you? d) buy some potatoes.
5. Why do you get up early every day? e) return a book.
6. Why did you go to the café? f) have it serviced.
II Join these sentences using the ideas in brackets.
1. They are going to ask me for more money. They want to build a new stadium. (in order to)
2. We took a map with us. We didn’t want to get lost. (so as not to)
3. They stopped work at 1 o’clock. They wanted to have lunch. (in order to)
4. He walked to his school. He wanted to get more exercise. (so as to)
5. He switched on the light. He wanted to see what he was doing. (in order to)
6. I wrote down the number. I didn’t want to forget it. (so as not to)
III Join the sentences using so that and the words in brackets.
1. She got up early. She didn’t want to be late for school. (wouldn’t)
2. I turned down the music. I didn’t want to disturb the neighbours. (wouldn’t)
3. My father is saving the money. He want to buy a new car. (can)
4. The teacher repeated everything. She wanted us to remember it. (could)
5. I wrote down the address. I didn’t want to forget it. (wouldn’t)
FOR FURTHER READING
Talking T-shirts
Have you ever heard the expression, ‘He wears his heart on his sleeve’? It means that someone shows his or her feelings very openly and publicly. It’s just an expression. But some fashion designers have taken it literally. This means you can wear T-shirts that express your emotions and political beliefs in a very public way.
For many years, T-shirts have been the perfect place to show your opinion about something, much like a car’s bumper sticker. But thanks to British designer Katherine Hamnett, who pioneered the trend, T-shirt statements have become more and more political, and more and more controversial.
Some T-shirts provoke political discussion, like the ones that read ‘Have You Read Your Constitution Lately?’ and ‘Do You Know What Your Government is Doing?’ However, not everyone wants to express a political opinion. The most popular T-shirts seen on the street are still those with the Simpsons, the animated TV characters. Especially popular Bart Simpson shouting his favourite, though meaningless, phrase: ‘Aye, Carumba!’
BShops and Shopping
“England is a nation of shopkeepers.” Napoleon said that more than 150 years ago, and he did not mean to be complimentary. But now, in this consumer’s age, the same comment could be made about England, and it would be far truer. Of course, Napoleon really meant that England was a country that lived by selling goods, or in modern language, by exporting goods. But if you visit any English town, especially on market day, or on a Saturday morning, you might think that most English people spend their whole lives buying and selling things to each other.
Take London, for example, London at Christmas time. Half the world seems to be crowding into Regent Street to buy their Christmas presents. Foreign visitors usually go to the big department stores, like Selfridges in Oxford Street or the even more famous Harrods of Knightsbridge. Anybody who is anybody shops at Harrods! There you can buy the perfect present for the rich uncle who has everything – at a price.
English people with a smaller income go to the local department stores for a lot of their everyday shopping. In every town there is a Woolworth’s which sells practically everything and is very good value. Marks and Spencer’s has a very good reputation for clothes and food – an odd combination; and then there are the chain stores, like Boots, the chemist’s, Tesco’s for groceries and Burton’s, for men’s clothes.
Any self-respecting new town in England has a modern shopping centre with most of the big chain stores and department stores in the best position. It is very convenient, of course, when you do the weekly shopping by car. You can get what you want quickly and cheaply in a supermarket. But it has meant that “the little shop round the corner” which kept bread and milk and fresh vegetables and chocolate biscuits for tea has disappeared in many districts. And this is not convenient when you find out that you have no bread or chocolate biscuits for tea. The competition between shopkeepers for the consumer’s money is very fierce. Every shop advertises “Special bargains!”, “Cut prices”, “Three for the price of two”, “We’re giving them away today” and even more extravagant promises. Many shops and filling stations give their customers “stamps” every time they buy something. When the customer has collected a certain number of stamps, he’s given a free gift. Most sensible people agree that “stamps” are silly – but they still collect them.
WORDS AND PHRASES
consumer – a person who buys or uses things anybody who is anybody – people who are special, important or influental at a price – at a very high price reputation – good name chain store – one of a group of shops groceries – things sold by a grocer (tea, sugar, tinned and bottled food, etc.) convenient – useful, not causing trouble bargain – something very cheap extravagant – lacking in moderation; excessively showy filling station – garage that sells petrol
COMPREHENSION
I Ask and answer the following questions.
1. What did Napoleon mean by saying that England was “a nation of shopkeepers”?
2. When do English people do most of their shopping?
Harrods
7
3. What shops do people from abroad usually go to?
4. Who are the people who shop at Harrods?
5. Which shop would you go to if you needed good food and clothes?
6. Where are the shopping centres usually built?
7. Why is it inconvenient that the “shop round the corner” is disappearing?
8. How do shopkeepers compete with one another?
II Make a list of the different kinds/names of shops mentioned in the text and name the goods they each sell.
SPEAKING
I If you were shopping in a British town, where would you go to buy:
apples a newspaper biscuits a joint of beef books furniture carrots sardines clothes
II Now say why you go to the following places. Think of as many reasons as possible.
supermarket baker’s greengrocer’s newsagent’s tobacconist’s filling/petrol station chemist’s butcher’s grocer’s
III Work in groups – What are the advantages and disadvantages , from the shopkeeper’s and the customer’s point of view of:
a) supermarkets b) chain stores c) department stores e) small shops “round the corner”
Agree on the kind of shop you prefer and explain why.
IV What things would you advise a tourist in this country to buy to take home with him? Suggest something for a person with £5, £15 and £50 to spend.
SPEAKING/WRITING
x Read the two descriptions of shopping places in Britain and then do the exercise.
xDecide which place you would like to visit for shopping.
Shopping: the Mall or the Market?
Which is your favourite way of shopping: a) in the mall or b) in the market?
Shopping. Everyone has to do it. Some people hate it; others can shop till they drop. But whether you like it or loathe it, the way we shop is changing.
First stop, the Metro Centre: Britain’s newest and biggest out-of-town shopping centre was built in the northeast of England, three miles south of Newcastle-upon-Thyme.
People can spend their money in more than three hundred shops at the Metro Centre, all under cover, in spotlessly clean, temperature-controlled, tree-lined malls.
Besides shopping, visitors to the Metro Centre can spend time in areas which fall half way between a shopping centre and a theme park. Even if you don’t want to shop, it’s a nice place to come.
Some people may dress up to visit the Metro Centre. But you’d wear your everyday clothes to go to Kirkgate Market. Kirkgate is in Leeds, and has been on its present site since the early nineteenth century. It is an enormous covered market with hundreds of small stalls selling everything from shoes to pet food, from jewellery to lampshade. Fruit sellers shout out the best price of the day.
Unlike the Metro Centre, Kirkgate is not spotlessly clean. The alleys are littered with rubbish from the day’s trading. The stalls are cramped and chaotic, with items for sale hanging from every possible place. These things do not worry the customers, however. Teenagers come here for their clothes – they don’t necessarily want top quality, but they do want variety. The market has a warm, friendly atmosphere.
I What is the difference between the Metro Centre and Kirgate Market?
Put the following relevant information under the two headings on the next page.
xitems to be sold are hanging everywhere
xtemperature controlled
xa warm friendly atmosphere
xpeople sometimes dress up when they go there
xteenagers like to buy clothes there
xlittered with rubbish
xmore than 300 shops
xspotlessly clean
xall under cover
xhundreds of small stalls selling everything
The Metro Centre Kirgate Market
II Are there similar places in your town/this country?
III Give a short description of one of those places and say why you like/don’t like to shop there.
LISTENING
Listen to the text A Trolley Good Friend and then complete the sentences below.
1. ’Watson’ is ____________________.
2. Watson guides ____________________.
3. Watson informs the customers where xthe quickest way ____________________ is.
xto find the prices ____________________.
xthey ______________________.
4. Watson was engineered by ____________________.
5. Watson is programmed to tell _____________________ about the quality of items.
BRUSH UP YOUR GRAMMAR
I Fill in each blank space with a suitable particle to get a phrasal verb.
1. Two bombs were set __________ by someone in the crowd.
2. We mustn’t give __________ to threats.
3. Please speak __________ I can’t make __________ what you are saying.
4. The aeroplane for London takes __________ at eight o’clock every day.
5. She never completely gave __________ hope.
6. These old shoes are worn __________ . I can’t wear them any longer.
7. Good morning, won’t you come __________ and sit __________ .
8. One must always keep __________ appearances.
9. I lost my keys yesterday. I have been looking __________ them all day.
II Complete the sentences by putting in the gerund form of the right verb from the list below. Review the use of the gerund after prepositions.
save sell tell do collect pay drive cross buy
1. My brother passed his driving test only a few weeks ago but he is already quite good at __________ .
2. I’m not very interested in __________ money.
3. All my friends are crazy about __________ his records.
4. Thank you for __________ me where to shop in London.
5. He left the shop without __________ the bill.
6. Instead of __________ a book, she bought a dress.
7. Is it really true that English people live by __________ goods to each other?
8. My mother was very tired after __________ the week’s shopping.
9. Look both ways before __________ the road.
FOR FURTHER READING
Useful language
In some shops, especially smaller ones, it’s quite common for an assistant to come and ask you if you need help. If you prefer to look at things by yourself the usual thing to say is:
I’m just looking, thanks.
If an assistant asks “Can I help you?”, and someone is already looking after you, the usual answer is:
I’m being served, thanks.
If you’re shopping for clothes and find something you like, you’ll probably want to try it on. You can ask:
Could I try this on, please?
You might decide to buy it, or try on a different size; if you don’t want it, however, you can give it back to the assistant and say:
I’ll leave it, thanks.
Lastly, if a shop doesn’t have what you want – perhaps they have none left – they’ll often suggest where you could find it. You could ask:
Is there that I could try?
anywhere else near here
Do you know that might have it?
CThat’s a Laugh!
Before you start, discuss the following questions.
xDo you often laugh?
xDo you feel better after a good laugh?
xDo you agree that laughter is the best medicine?
xDo you like to hear a good joke or to tell it to your friends?
Now read the text about the joke competition.
The world’s funniest joke was officially unveiled. In a year-long experiment called LaughLab, a British psychology professor asked thousands of people around the world to rate the humour value of a list of jokes; they could also add their own favourite. His final researcrh involved more than 40,000 jokes. They were posted on the project’s website and received nearly two million votes from 70 countries. The hunter joke was consistently marked top in the rating. ‘Many of the jokes received higher ratings from certain groups of people, but this one had a universal appeal’, said Dr Wiseman, who has published a book based on the experiment.
“A couple of New Jersey hunters are out in the woods when one of them falls to the ground. He doesn’t seem to be breathing, his eyes rolled back in his head. The other guy whips out his mobile phone and calls the emergency service. ‘My friend is dead! What can I do?’ he gasps to the operator. The operator in a calm soothing voice says: ‘Just take it easy. I can help you. Now, first let’s be sure your friend is dead.’ There’s a silence at the other end of the phone. Then a shot is heard. The guy’s voice comes back on the line: ‘Ok. Now what?”
The project also found what makes people laugh in different countries. In the UK, Australia, New Zealand and Ireland it is a joke involving wordplay. Americans and Canadians like jokes involving superiority and other people looking stupid. The French and the Belgians go for surreal jokes about death and illnesses. The Germans are the most likely to find all types of jokes funny.
The joke which finished as the runner-up in the voting was:
“Sherlock Holmes and Dr Watson go on a camping trip and pitch their tent under the stars.
During the night, Holmes wakes his companion and says: “Watson, look up at the sky and tell me what you see.’
Watson: “I see millions of stars, Holmes,” replies Watson.
“And what do you deduce from that?’
Watson ponders for a minute.
‘If even a few of those stars have planets, it’s quite likely there are some planets like Earth out there. And if there are a few planets like Earth out there, there might also be life. What do you think, Holmes?’
Holmes: ‘Watson, you idiot!’ he says. ‘Someone has stolen our tent!”
WORDS AND PHRASES
unveil – to announce something publicly for the first time whip out – to move rapidly surreal – very strange, not real runner-up – a person or team finishing second in a competition
COMPREHENSION
I Answer the following questions.
1. What were people around the world asked to do?
2. How long did the experiment last?
3. How many jokes did the final research involve?
4. Where were the jokes posted?
5. How many votes were received?
6. What is the highest rated joke about?
7. Who are the two people in the runner-up joke?
II People from different countries laugh at different kinds of joke. Complete the following sentences according to what you have learnt from the text.
1. In the UK, Australia, New Zealand and Ireland _________________________.
2. Americans and Canadians _________________________________________.
3. The French and the Belgians _______________________________________.
4. The Germans ___________________________________________________.
xWhat kind of joke is popular in this country?
III Six words are underlined in the text. Below are six explanations for them but they are not in the same order. Match the explanation with the correct word.
x to think about something carefully in trying to reach a decision _______________
xto arrive at facts by reasoning __________________________________________
xto set up a tent _____________________________________________________
x to say something while breathing quickly (as in surprise) ____________________
xto estimate the value of something ______________________________________
I The following text shows how different people reacted to the same joke.
Underline all the words that de-scribe the different ways of laughing.
Mrs Harris laughed politely. Her husband was chuckling minutes afterwards. A class of schoolgirls giggled. A class of schoolboys sniggered. A TV audience shrieked with laughter. Mary grinned with amusement.
II Some of the words are explained below. Match the words and their explanations.
xto laugh in a softly moderate manner
xto smile broadly, as an indication of pleasure or amusement
xto laugh in a disrespectful way
SPEAKING
Prepare to tell the class a joke. Try to find a funny joke that other students don’t know. Remember that the way you tell a joke is very important.
LISTENING
Listen to the text first and then look at the words in the box below and see if you know what they each mean. Put each word where it belongs. Listen again to see if you were right.
goals sense life human laugh distinguishes humour share values
The most important of all human qualities is a __________________ of humour. Biologically, there is only one quality which __________________ us from animals: the ability to __________________ . Nations may disagree about systems of government, but we all __________________ the ability to laugh. And laughter depends on the most subtle of all __________________ qualities: a sense of humour. Humour helps us to maintain a correct sense of __________________ . Courage, determination, initiative – these are __________________ we share with other forms of __________________ . But the sense of __________________ is uniquely human. If happiness is one of the great goals of life, then it is the sense of humour that provides the key.
BRUSH UP YOUR GRAMMAR
I Put the verbs in brackets into the correct form. Before you do this exercise, review the three types of conditional clauses in your grammar book.
a) 1. If he doesn’t apologize to me, I (not, speak) to him any more.
2. What will she do if she (fail) the exam?
3. Just ask me if you (need) any help.
4. I (come) back later if you’re working late.
b) 1. I wouldn’t go to the party if I (be) tired.
2. I (not, buy) it if I were you.
3. If she really loved you, she (do) it for you.
4. If he got up earlier, he (not, be) late for school.
c) 1. If I had seen the film, I (enjoy) it.
2. If I (have) time, I would have gone shopping.
3. If you (not, miss) your bus, you wouldn’t have been late for school.
4. I could have repaired it if I (have) the right tools.
II Complete the sentences using the correct form of the verbs in brackets.
1. I (wear) some warm clothes today if I were you.
2. You (not, have) the accident if you’d been more careful.
3. If I (know) more people, I wouldn’t feel so lonely.
4. People (like) him more if he didn’t talk so much about himself.
5. If he (make) a promise, he always keeps it.
6. I would have visited you if you (not, be) so busy yesterday.
7. If I don’t get 8 hours’ sleep a night, I (feel) terrible.
8. If you (ask) me, I would have helped you.
9. What (you, do) if you saw someone drawning in the sea?
10. I’d have told you if I (know).
FOR FURTHER READING
I Read about these unusual customs. Mention any other unusual custom you know.
a) On the evening of February 3rd, people in Japanese families take one dried bean for each year of their age and throw the beans on the floor, shouting, “Good luck in! Evil spirits out!” In this way they celebrate the end of winter and the beginning of spring.
b) Before the Chinese New Year, many Chinese families burn the picture of their god, Tsao Chen, to bring good luck. When New Year’s Day comes, they put a new picture of Tsao Chen on the wall.
c) When American women get married, they sometimes follow an old custom in choosing what to wear on their wedding day. The custom says the bride must wear “something old, something new, something borrowed, and something blue”. This is to bring good luck.
d) When winter ends in Czechoslovakia, children make a straw man called “Smrt”, which is a figure of death. Then they burn it or throw it in the river. After they destroy it, they carry flowers home to show the arrival of spring.
II Your superstitious beliefs
xDo you think of yourself as a superstitious person?
xDo this quiz with a partner.
1. Do you believe it is unlucky
a. to walk under a ladder?
b. if you break a mirror?
c. if a black cat walks across your path?
d. if you open an umbrella indoors?
2. Are you the slightest bit bothered by the number 13?
3. Have you got a lucky number?
4. Do you read your horoscope regularly?
5. Have you ever consulted a fortune teller, palmist, etc?
6. Have you ever changed your plans because of a dream?
7. Have you any kind of lucky object?
8. Have you ever thrown a coin in a wishing well?
9. When you tell someone about something that you hope is going to happen, do you ever touch wood or cross your finger?
10. Is there a particular day of the week which is lucky or unlucky for you?
11. Do you believe it is lucky if you get a larger part of a wish-bone?
12. Do you believe in any other superstitious customs of your own country?
Now check your scores. Write down one point for each ‘Yes’ answer.
If you have less than 3 points: You are very hard-headed and have virtually no trace of superstitious beliefs. This is very unusual. Are you sure you answered the questions honestly?
If you have between 3 and 8: This is a very low score and suggests that you are a very practical person in a profession where facts and figures are more important than hunches and inspiration.
If you have between 8 and 15: You think that what is the superstition today may be fact tomorrow.
IF YOU HAVE A FEW EXTRA MINUTES
Your Destiny in the Stars
I What is your sign/your friend’ s sign? Find the right horoscopes below and read them aloud.
II Below you will find adjectives describing people born under each sign of the zodiac. How accurate is the description for your sign?
III Using the information above , find out if there are any other students born under the same star sign as you. If so , get together and write down three adjectives which you agree describe all of you.
Are you surprised by the other people who share your sign, or do you already feel your characters are similar?
Brave New World
A Beta Children
This is an extract from Huxley’s fable “Brave New World”. The fable is about Britain in 500 years’ time. The lives of the people are planned from birth and afterwards conditioned. Only Alphas, the highest class, have some element of free will.
Fifty yards of tiptoeing brought the students to a door which the Director cautiously opened. They stepped over the threshold into the twilight of a shuttered dormitory. Eighty cots stood in a row against the wall. There was a sound of light regular breathing and a continuous murmur, as of very faint voices remotely whispering.
A nurse rose as they entered and came to attention before the Director.
“What’s the lesson this afternoon?” he asked.
“We had Elementary Sex for forty minutes”, she answered. “But now it is switched over to Elementary Class Consciousness.”
The Director walked slowly down the long line of cots. Rosy and relaxed with sleep, eighty little boys and girls lay softly breathing. There was a whisper under every pillow.
The Director walked up to a loud speaker and pressed a switch.
There was a pause; then the voice began:
“Alpha children wear grey. They work much harder than we do, because they’re so frightfully clever. I’m really awfully glad I’m a Beta, because I don’t work so hard. And then we are much better than Gammas and Deltas. Gammas are stupid. They all wear green, and Delta children wear khaki. Oh no, I don’t want to play with Delta children. And Epsilons are still worse. They’re too stupid to read or write. Besides, they wear black, which is a beastly colour. I’m so glad I’m a Beta.”
The Director pushed back the switch. The voice was silent. Only its thin ghost continued to mutter from beneath the eighty pillows.
“They’ll have that repeated forty or fifty times more before they wake; a hundred and twenty times three times a week for forty months. After which they go on to a more advanced
lesson. Till at last the child’s mind is these suggestions, and the sum of the suggestions is the child’s mind. The adult’s mind too – all his life long. But all these suggestions are our suggestions. Suggestions from the State.”
The Director almost shouted in his triumph. The students took it down in their little notebooks. Straight from the horse’s mouth.
Taken from Brave New World by Aldous Huxley
Aldous Huxley (1894–1963) is a well-known English novelist and essayist. He was educated at Eaton and Oxford. He studied medicine but was prevented from working as a doctor by a disease of the eye. His best known books are “Crome Yellow”, “Point Counter Point”, “Brave New World”, “Eyeless in Gaza”.
WORDS AND PHRASES
tiptoe – walk very quietly on one’s toes threshold – the floor in the doorway, or the doorway itself shuttered – has shutters (wooden or metal covers) fitted on the outside of a window come to attention – stand straight and still, a military position class consciousness – a feeling that it is important to belong to a class and its particular way of life cot – a bed for a baby or very young child, with bars round it khaki – a strong material of a yellowish-brown colour, used especially for making uniforms for soldiers straight from the horse’s mouth – hear something from someone who is in a position to know that it is true
straight from the horse’s mouth
COMPREHENSION
I Find the sentences in the text which show:
– that the story takes place in some kind of a school (nursery) – that it was a strange kind of “school” – that the “pupils” were very little children – that the Director was the person in charge – that the Director was very proud of his work
II Now answer these questions.
1. What was the State trying to do with the children’s minds?
2. Mention three facts from the text which show that the State was very systematic about this.
3. What colours does the author associate with the intelligence levels of the children?
4. What is your impression, which group of children is the State favouring?
5. In which way do Beta children differ from the other groups of children?
III What do you think of the society Huxley has created? – Discuss your answers in groups and compare what you have decided with your friends.
WORD STUDY
I Complete each sentence with the correct colour.
red blue black green white
1. She saw _______________ when her son broke the window.
2. I’ll believe it when I see it in black and _______________.
3. She likes to buy things on the _______________ market.
4. The children came into the house _______________ with cold.
5. He was the _______________ sheep in his family.
6. I can’t write any more cheques or I will be in the _______________.
7. She was _______________ with envy when I bought a new dress.
8. They have a house at the seaside but they go there once in a _______ moon.
9. The news of his award came out of the _______________.
10. James is a very successful gardener. He’s got _______________ fingers.
II Work in pairs. Read the passage and underline all the words for sounds people make.
I’m awake, lying here moaning, and nothing’s happening at all. Oh, well, better start crying properly. Still no reaction. Here we go with a real scream. Ah, now I hear something next door. Here she comes, muttering to herself. Ah, a bottle. Excuse me, I’m making a sucking noise. Oh, no I’ve got hiccups again. Back to bed. Ah, I like it when she hums that song to me. Oh, dear, we’re both yawning. I can hear him snoring next door. ‘Not a murmur now’ she says to me. There’s no need to sigh like that, you know. You were a baby once.
WRITING
I Retell the story from the point of view of:
a) the Director
b) the nurse
c) one of the students
BRUSH UP YOUR GRAMMAR
I Complete the sentences with the comparative or superlative of each adverb in brackets. Add than, the or as where necessary.
1. They work much .......... we do. (hard)
2. She tries .......... of all the pupils in the class. (hard)
3. They arrived .......... we thought they would. (late)
4. The pupils were asked to write .......... in the future. (carefully)
5. I slept .......... ever before. (badly)
6. You all speak English much .......... you did last year. (well)
7. It snowed .......... in the north of Montenegro. (heavy)
8. He walked out of the room as .......... he could. (quietly)
9. Those who arrive .......... get the best of luck. (early)
REVISING GRAMMAR: Adverbs
a. Go quickly through the text and underline:
a) an adverb of manner – i.e. tells you how something happens
b) an adverb of time – i.e. tells you when something happens
c) an adverb of place – i.e. tells you where something happens
d) an adverb of frequency – i.e. tells you how often something happens
2. Which words do the adverbs modify in the following two sentences?
a) She is good at golf. She plays it very well.
b) She gets remarkably high scores.
3. What does an adverb do? What are its main functions?
Remember: 1. An adverb can be a) a single word (e.g. there, loudly, soon) or a phrase (e.g. by chance, all the time) or a clause (e.g. as soon as I can, whenever I see her).
2. You already know that we form most adverbs of manner by adding -ly to the adjective (e.g. beautiful – beautifully)
But not all words ending in -ly are adverbs. Some adjectives also end in -ly, e.g. friendly, lovely, ugly,etc. These adjectives have no adverb forms; instead, we use different constructions;
e.g. He said hello in a friendly way.
Note: After verbs like taste, smell, look, seem, feel, sound, we use the adjective, not the adverb;
e.g. You look wonderful today.
3. a) Adverbs of manner, place and time normally come after the direct object;
e.g. She played golf well. Put the book over there.
b) If there is no direct object, the adverb normally comes after the verb;
e.g. She played carefully. He lives here.
c) Some adverbs of manner, place and time can come at the beginning of a sentence, if we want to give special emphasis to the manner, place or time;
e.g. Slowly, he started to walk away.
d) If there is more than one adverb, the usual order is: manner+place+time
e.g. She worked hard at school yesterday.
e) Adverbs of frequency normally come before a full verb, but after be or an auxiliary verb;
e.g. I always walk to school. She is always late for school.
f) Sometimes, usually, normally, frequently and occasionally can also come at the beginning of a sentence; often can not come at the beginning of a sentence.
e.g. Sometimes I walk to school. He often comes here. Do you come here often?
4. Study the sentences: 1. She is working as fast as she can.
2. They arrived later than I expected.
3. You should drive more carefully.
4. She tries the hardest of all the students in her class.
5. Using the above examples, state the rules for making comparisons.
6. What are the comparative and superlative forms of the following adverbs: well, badly, far, little, much
I Choose the correct answers.
1. She learnt to swim very easy/easily.
2. I can’t sing very good/well.
3. This cake tastes delicious/deliciously.
4. You don’t sound very happy/happily.
5. My head aches quite bad/badly.
6. He felt quite nervous/nervously before the exam.
7. This is a very serious/seriously problem.
II Complete the sentences by putting the parts in brackets in the correct order.
1. You speak (now, very well, English).
2. I posted (early this morning, in the town centre, your letters).
3. It snowed (yesterday, heavily, in the north).
4. They studied (carefully, in the afternoon, the map).
5. She played (at the concert, last night, beautifully, the guitar).
III Put the adverbs in order of frequency. The first answer has been done for you.
IV Put the adverbs in the correct place in the sentence.
1. I’ve seen that programme on TV. (never)
2. He is late for appointments. (hardly ever)
3. They go to the concerts nowadays. (rarely)
4. I’m at home before 8 o’clock. (seldom)
5. She’s been interested in music. (always)
V Complete the sentences with the comparative or superlative of each adverb in brackets.
1. She always arrives at work much __________ than anyone else. (early)
2. The children are behaving much __________ than they normally do. (badly)
3. Of all the wild animals, which one lives __________ ? (long)
4. He does not speak English as __________ as his sister. (fluently)
5. They normally play much __________ than they did last night. (well)
6. Peter is studying a lot __________ than usual. (hard)
7. You’ll have to walk __________ to the left. (far)
8. Can you speak __________ , please? (clearly)
FOR FURTHER READING
I INTELLIGENCE QUOTIENT
Mensa is the international society for highly intelligent people. Mensa’s 100,000 members come from the top two percent of the population – those with an exceptionally high “IQ”. IQ is short for “intelligence quotient”. This is a measure of a person’s intelligence obtained from the result of specially designed tests. The quotient is then derived by dividing the person’s mental age by his/her actual age and multiplying the result by 100. The qualifying
mark in the test is 148 points. Recently a twelve-year-old schoolboy, Oliver Jenkin, scored 177 points in the Mensa test. Although Oliver doesn’t consider himself to be a genius, his mother says he has only ever slept for four hours a night, spoke his word (hello) when he was four months old and was singing nursery rhymes when he was eight months old. However, this achievement is nothing compared with twelve-year-old Adragon Demello, an American boy who lives in California. His IQ is 225 – higher than Einstein’s. He spoke at seven weeks, was a brilliant chess player at two and a half, learned Greek, physics and philosophy at four and was building computer-controlled robots at the age of eight. His father wants him to win the Nobel Prize by the age of sixteen.
IF YOU HAVE A FEW EXTRA MINUTES
Animal sounds
I Match the noun on the left with a verb on the right.
1. a dog
2. a sheep
3. a lion
4. a horse
5. a seagull
6. an owl
7. a cat
8. a snake
a. neighs
b. bleats
c. clucks
d. quacks
e. croaks
f. mews
g. hoots
h. hisses
9. a bee i. twitters
10. a duck j. roars
11. a hen
12. a bird
k. barks
l. buzzes
13. a frog m. grunts
14. a pig n. squawks
(The Answers are on the last page of the book.)
B
Cloning of the Human Embryo Is Under Way
Before you start
xDo you know what cloning is?
xDo you agree with the dictionary definition that cloning means producing artificially the exact copies of an animal or plant from the cells of another animal or plant?
xWhat do you know about Dolly? Why is Dolly important for cloning?
Scientists in the U.S. are trying to create cloned human embryos in the laboratory.
The American doctors insist that they have no intention of producing a cloned baby. They simply want to produce embryonic cells, which could offer hope of a medical breakthrough.
And three British teams want to carry out similar experiments. They intend to search for ways of reprogramming embryo cells to produce a variety of spare body parts to treat disease.
By using cloned embryos, experts hope to produce perfectly matched cells and tissue for individual patients in organ replacement or gene therapy.
The embrio would be harvested for cells after about a week and not implanted into a surrogate mother which would be necesarry if a cloned human baby was to be born.
To produce a cloned human baby, remains illegal in the UK, the U.S. and many other countries. However, creating human embryos in laboratories solely for the purpose of research using traditional techniques rather than cloning has been allowed in the UK for more than a decade. But many people find the idea of deliberately creating and destroying human life in the laboratory, deeply offensive.’
WORDS AND PHRASES
reveal – to make facts known carry out – to perform or conduct an experiment breakthrough – an important discovery harvest – collect
implant – to insert tissue into a part of the body surrogate – a person used instead of another; a substitute
COMPREHENSION
I Make questions to ask
xabout the first animal which was cloned.
xwhat American doctors insist on.
xabout the intentions of a team of British doctors.
xwhat is necessary for a cloned baby to be born.
xwhy the experts hope to produce perfectly matched cells.
xabout the countries where cloning is illegal.
xwhat many people think of cloning.
II Now give your answers to all the questions from the previous exercise.
III Complete these sentences with a suitable word from the text.
1. Cloning is considered by many to be a major _______________ in science.
2. The first experiments were _______________ on animals.
3. I always keep some _______________ parts for my car.
4. _________ are passed on from generation to generation.
5. I went to the dentist to have a new tooth _______________.
6. They claim that they have no _______________ to clone a baby.
WORD STUDY
I Match the words in box A with their explanations in box B.
solely deliberately traditional tissue decade cell purpose
a very small unit of living matter a group of cells in an animal or plant that have the same function a period of ten years an intention, an aim any established method, practice alone, only intentionally
SPEAKING
1. Do you agree that human cloning is acceptable in medicine?
2. What do you think of the idea of having an identical person as your brother/sister?
3. More and more genetically altered plants are used for food, either for people or for animals. Do you think that such food can have bad effects on our health?
WRITING
Expressing your own opinion write down some arguments for or against cloning/ human cloning.
Focus on Phrasal Verbs
Study the phrasal verbs take and go.
7. take after – be like, resemble
8. take up – start doing something
9. take to – feel a liking for
10. take over – replace
11. take in – deceive
12. take off – leave the ground
1. go on – continue
2. go off – explode
3. go out – stop burning
4. go in for – take part in
5. go in – enter
6. go off – relieve smell
xChoose the appropriate phrasal verb in the correct form to complete the following sentences.
1. The milk smells bit funny. I think it has ____________________.
2. You should ____________________ yoga. You might feel better.
3. Fasten your seat belts. The plane is about to ____________________.
4. John will soon ___________________ the family business from his father.
5. Find some matches. The light ____________________.
6. Jane has ____________________ dancing.
7. The bomb ____________________ with a loud bang.
8. She ______________ talking for an hour without thinking how busy I might be.
9. Tom certainly ____________________ after his father.
10. She was ____________________ by his gentle manners.
C Applied Bionics
In 1934 the first artificial heart-lung machine began operating. As a bionic device, it served as a temporary substitute while a patient was in surgery.
The next bionic device was the artificial heart valve, a synthetic replacement for defective heart valves. Another bionic device is the electronic pacemaker that is implanted in the body to aid the beating of the heart. Some pacemakers will function for years before the batteries need changing.
What is bionics? It is a relatively young science, having been defined in about 1960. Bionics scientists contribute their knowledge of living systems together, for example, with the knowledge of an engineer to produce devices or machines that emulate life.
Significant technological advances such as those already mentioned have encouraged scientists to develop the artificial heart. Early in 1983, in its first use by a human patient, a medical team at the University of Utah Medical Center replaced the ailing heart of Dr Barney Clark with a mechanical pump. Clark, a retired dentist, was sixty-one years old when his diseased heart was replaced by a Jarvik-7. The world watched amazed as television pictures of Dr Clark showed him as he improved steadily after the surgery. His continued life demonstrated that a bionic device could imitate the action and function of a healthy heart. Dr Clark lived for 112 days.
Dr Philip Blaiberg (second from the left) after his heart transplant operation
The future for applied bionics appears to be promising. Existing bionic devices will become smaller, faster, and more effective. The artificial heart used for Dr Clark is only one of various experimental replacement devices. It is likely to be joined in the future by replacements for other internal systems or organs. Bionic livers, stomachs and lungs are not impossibilities.
WORDS AND PHRASES
valve – a small flap in your heart which controls the flow and keeps it flowing in one direction only replacement – the act of putting a thing in the place of something that has stopped or is no longer suitable emulate – copy, imitate ailing – being ill and not getting any better
COMPREHENSION
I Choose the best alternative to complete the sentence.
1. In 1934, the first heart-lung machine a) was used during an operation. b) was designed for an operation. c) was demonstrated before the surgery.
2. The artificial heart valve can a) reinforce the defective heart valves. b) replace the defective heart valves. c) reanimate the defective heart valve.
3. The main function of the electronic pacemaker is a) to keep the heart beating steadily. b) to regulate the nutrition of the heart. c) to replace the ailing heart.
4. Bionics is a relatively new science which makes use of the knowledge a) of biology and electronics. b) of botany and medicine. c) of medicine and internal systems and organs.
5. The artificial heart used for Dr Clark a) was just a replacement while he was in surgery. b) was the first use of the artificial heart by a human patient. c) showed that it was impossible to emulate the function of a healthy heart.
6. Future bionic device will be a) smaller and more effective. b) smaller and more precise. c) smaller, faster and more effective.
II Are these statements TRUE or FALSE? Give reasons for your anwers.
1. Bionic scientists often work together as a team.
2. Dr Barney Clark invented a mechanical heart pump.
3. Many people came to the hospital to see if he had recovered after the surgery.
4. Open heart surgery was first attempted in 1934.
5. Today many people have bionic livers, stomachs and lungs.
6. Bionics is a relatively new science.
WORD STUDY
I Find words in the text which are similar in meaning to the following:
– help – astonished – imitate – apparatus – make – substitute – sick – for instance
II Note the use of the infinitive in the example: “The future for applied bionics appears to be promising” .
Remember: The verbs appear and seem are semi-auxiliary verbs and are followed by the infinitive with the particle to; e.g. He appears to be at a loss. He seems to know the answer.
III Look back at the text and write at least five words related to each of the sciences below.
SPEAKING
I What have you learnt from the text about:
a) the first artificial heart-lung machine
b) the artificial heart valve
c) the electronic pacemaker
d) the artificial heart
II Describe the operation performed on Dr Barney Clark. Ask and answer questions. Begin your questions like this:
Can you tell me where .... when ....
Do you know who .... what ....
Have you any idea how long .... why ....
III Give your opinions on the statements below. Say if you think they are:
a) certain d) not certain b) likely/probable e) unlikely/improbable c) possible f) impossible
1. Bionics will become a leading science.
2. Many internal systems or organs will be replaced by bionic machines.
3. Computers will replace books.
4. Pollution of the seas and countryside will get worse.
5. Cars won’t be allowed in the cities.
6. People will live on the moon.
7. There will be a Star War in our lifetime.
BRUSH UP YOUR GRAMMAR
I Fill in the blanks with the missing prepositions.
Bionic device have existed ... centuries. The first artificial heart-lung machine began operation ... 1934. It served as a temporary substitute while a patient was ... surgery. Next came the artificial heart valve, a synthetic replacement ... defective heart valve. The electronic
pacemaker is installed ... the human body to aid the beating ... the heart. Early ... 1983, ... the first use ... a human patient, a medical team ... the University ... Utah Medical Center, replaced the ailing heart ... Dr Barney Clark ... a mechanical pump. Dr Clark lived ... 112 days.
II Choose the correct form of the present or past participle used as adjectives.
1. At the time of his operation, Dr Clark was a retiring/retired dentist.
2. They tried to replace the ailing/ailed heart of Dr Clark.
3. He doesn’t get embarrassing/embarrassed very easily.
4. We were all very worrying/worried when he didn’t come.
5. It was surprising/surprised that he didn’t come to the meeting.
6. I enjoyed the book. It was very interesting/interested.
III Complete the sentences. Use the present or the past participle of the verbs in brackets.
1. I am not very .......... in politics. (interest)
2. I have had a very .......... day. (tire)
3. After the crash the .......... people were taken to hospital. (injure)
4. That was the most .......... experience I’ve ever had. (terrify)
5. She offered to sell me some .......... jewelry. (steal)
6. I met many .......... people at the meeting. (bore)
IV Complete the sentences using a suitable word from the list below.
no matter, whenever, although, since, as, than
1. She insisted on going to the disco ____________how much her parents disagreed.
2. We went to the seaside ______we needed a holiday.
3. The house was bigger ________we had imagined.
4. I haven’t met him _________we met in the library.
5. I go for a walk _____________I have a chance.
6. __________she is very young, she has already graduated from University.
D UFOs – A Message from Our Past
I Read the text and find out what connection the author establishes between UFOs and the past. Before you start reading , make sure you know what the letters UFO stand for.
On June 24th, 1947, Kenneth Arnold, a private pilot, saw “nine flat, shiny objects above the Cascade Mountains. They flew like a saucer does when you skim it across water.”
Right-thinking people know that flying saucers do not exit. They are simply impossible and, therefore, cannot even be imagined. There may be life on other planets, but those words are too far away. The distance cannot be crossed. So any report of an unidentified flying object (UFO) is either a lie, an illusion or just a natural phenomenon.
These attitudes towards the unknown are comfortable. They are similar to those held in the Middle Ages when people were sure that the earth was flat and hung motionless in space, circled by the sun, moon, stars and planets.
When Columbus didn’t sail over the edge, some new thinking was necessary, but the reaction was that if the world wasn’t flat, it certainly should be. In our time, then, we must show that UFOs are not real. In the fifties and sixties, the Pentagon became expert in producing reports which proved that UFOs were clouds, weather ballons, meteors or car headlights reflected.
Still, many phenomena just cannot be explained so easily.
Erich von Däniken, author of the well-known “Chariots of the Gods”, is certain that intelligent man was created out of “apeman” with the visitors from other worlds. How else, he asks, can we explain the speed with which man built the first civilizations, only ten of thousands of years ago, after it had taken millions of years for him to learn to walk on two feet and, perhaps, make fire.
It seems possible that some of the members of ancient civilizations had powers or techniques beyond what we have today. How, for example, was the Great Pyramid constructed?
Mathematicians have calculated that the original blocks of the Great Pyramid, each weighing 15 tons, were fitted together to an accuracy of one hundredth of an inch, so that you could not get even a playing card in the gap between two blocks.
Many scientists feel sure that the only way such an engineering task could have been accomplished was with scientific knowledge years ahead of anything we have today.
So they ask whether the knowledge was introduced to the Egyptians by visiting beings, who in those distant days were something more than the visitors who are often sighted but seldom land, nowadays.
WORDS AND PHRASES
skim – move swiftly in a path touching (a surface) the unknown – mysterious, things or places that people do not know about or understand ape – animals such as chimpanzees or gorillas beyond – above, much better than sight (v) – spot, see something or someone, often briefly and suddenly accuracy – exactness
COMPREHENSION
I Read the questions below and look for the answers in the text.
1. What did Kenneth Arnold report in 1947?
2. Where did the incident take place?
3. What do the right-thinking people think about flying saucers?
4. How do they explain their reasons for thinking so?
5. In what way does the author compare the right-thinking people of the Middle Ages and today?
6. What is the official interpretation of the UFOs given by the Pentagon?
7. What do many scientists believe about the construction of the Great Pyramid?
8. What do you yourself think about the UFOs?
II What information does the text offer about Erich von Däniken? – Comment on:
– who he is – what his theory is – how credible his theory is
III Using information from the text, give a short description of the Great Pyramid. Add other information that you know of.
WORD STUDY
I The noun “phenomenon” is mentioned in the text twice. Say what the plural and the singular forms of that noun are. Check in the dictionary the plural forms of the following nouns of Greek or Latin origin: datum, memorandum, crisis, oasis, formula, appendix.
II Note the use of “the” in the phrase “in the fifties and sixties” .
Remember: The definite article is used in front of numerals which refer to set periods of time; e.g. the nineties (i.e. all the years between 91 and 100)
III From column B, select the words and expressions similar in meaning to those in column A.
A
far away ancient
B
merely very old sure task account at any time report accomplish distant complete only ever certain assignment
IV How many different meanings can you think of for each of the following words?
Write a brief example sentence for each meaning, and compare your examples with a partner’s.
flat book right left private cross space show power being
SPEAKING
I Work in groups – What do you think about the following statements? – Discuss your answers in groups and compare what you have decided with your friends.
1. Unidentified flying object do not exist.
2. Unidentified flying object are nothing but clouds.
3. No one has ever really seen unidentified flying objects.
4. Many people claim to have seen the unidentified flying objects.
5. The Great Pyramid was constructed by visiting beings from space.
6. Nowadays these beings are often seen but they seldom land.
II How well do you know yourself? – Read the short introduction given below together with the 12 statements that come after it. Give your “Yes” and “No” answers.
“Are you a left or a right brain thinker?”
We now now that the left side of the brain “thinks” differently from the right side. Of course, we all use both sides of the brain, but most people use one side more than the other. “Left brain” people are usually logical, and find it easy to express themselves in words. They are often good at mathematics. “Right brain” people are usually artistic and imaginative. They often understand things immediately without following a logical path.
1. You are very logical.
2. You enjoy dancing and listening to music.
3. You are good at drawing outlines and plans.
4. You often say or do things without thinking about the consequences.
5. You are often late because you forget what time it is.
6. You can usually describe your feelings.
7. You often make decisions based on feelings rather than facts.
8. You are very tidy and organized.
9. You are good at giving directions and explaining things.
10. You are sensitive and get upset easily.
11. You’re keen on puzzles and word games.
12. You love beautiful things.
How to score: Count the numbers of “Yes” answers to odd-numbered statements (1, 3, 5 ...). These statements are typical of “left brain” thinkers. Now count the number of “Yes” answers to even-numbered statements (2, 4, 6 ...). These statements are typical of “right brain” thinkers. If both scores are more or less the same, then you probably use both sides of the brain equally. If one score is much higher than the other, then you use that side of the brain most often.
WRITING
I Write a short composition about yourself using your answers to the questions in Exercise II (Speaking).
BRUSH UP YOUR GRAMMAR
I Analyse the sentence from the text: “ These attitudes are similar to those held in the Middle Ages”. Review the use of the present and past participle to replace a relative clause and then do the following exercise:
Join the sentences using the present or the past participle , as in the example:
e.g. 1. Who is that man? He is playing tennis with Peter. Who is that man playing tennis with Peter?
2. The house was sold quickly. It was offered for sale yesterday. The house offered for sale yesterday was sold quickly.
1. That woman is my teacher. She is talking to Peter.
2. All these people want to see you. They are waiting outside.
3. I received some lovely flowers. They were tired in a bunch.
4. All the children like toys. They were bought in Disneyland.
5. That boy is my brother. He is sitting over there.
6. Can you see that man? He is wearing a T-shirt.
II Use these nine conjunctions in the sentences.
as far as, as if, as long as, considering, providing, (or provided), seeing (that), supposing, unless, wherever
1. ______you lost your job, what would you do?
2. Where is he going to stay? – At his old house, ________ I know.
3. ______ I go, I seem to bump into people I was at school with.
4. Don’t spend that money ______ it is absolutely necessary.
5. He looked ______ he had seen a ghost.
6. You can take books out of the library ______ you bring them back.
7. ______ you don’t need your car any more, do you think I could have it?
8. You can keep it ______ you like: I don’t need it any more.
9. ______ how much he earns, I’m surprised he drives that old car.
Tehnology and Industry
A Communication
When Columbus landed in the New World in October 1492, it took six months for people in the old world to hear about it. But those who heard about it then did not quite understand exactly where he had been – ironically enough, not even Columbus himself knew.
When in July 1969 man made his first landing on the moon, live radio and television broadcasts transmitted within seconds the historic event into hundreds of millions of homes all over the world and made us all into armchair witnesses of man’s greatest venture to date. Such is the change mass communications have brough about in the 20th century.
We can date the beginning of mass communicaion with the invention of Gutenberg’s printing press in 1450. As motion pictures, radio and television came along at the end of the 19th century and in the early 20th century, the time lag between the occurrence of an event and the news of it reaching the public was greatly reduced.
The communication process has three basic elements: the sender, the message and the receiver. The sender speaks, writes, shows pictures or gestures to the receiver who may be listening, reading or watching. Whereas in simple face-to-face communication the receiver may respond at any time by sending back his own message, in mass communication through the mass media the response from millions of receivers is small and slow – an occasional letter to the editor or a telephone call to the TV station; or a receiver may react by turning off the radio or TV set or by cancelling his newspaper subscription. Because of this, the mass media constitute mainly a one-way channel of information that is difficult to control and potentially dangerous for a free exchange of opinions.
WORDS AND PHRASES
venture – enterprise, something you do that is new and might be difficult occurrence – happening, incident cancel – call off or give up subscription – an agreement to pay regularly in order to receive copies of magazines or a newspaper potential – not at present active or developed, but able to became so
COMPREHENSION
I What is the purpose of this text?
Choose the best answer/answers.
xto give a short history of the system of communication
xto point to the most important dates in the history of communication
xto describe fully the communication process
xto tell the story of Columbus and his discovery of America
II Explain and discuss the answers to these questions.
1. According to the text, how long did it take to communicate information about a) Columbus’ discovery b) the first landing to the moon
2. What were the most important stages in the development of mass communication?
3. What are the basic elements of the communication process?
4. What evidence does the author give for the statement that the mass media constitute a one-way channel of information?
5. What, in your opinion, are the potential dangers of such a situation?
III Which media do a) senders, b) receivers use to communicate information?
Which of these media are a) active, b) passive?
WORD STUDY
I Look at the phrasal verb bring about (paragraph 2) and explain the meaning in the context.
II Match the phrasal verbs based on bring given in column A with their meanings.
1. bring back
2. bring down
3. bring on
4. bring round
5. bring up
6. bring out
a. cause to happen
b. recall
c. revive, restore to consciousness
d. reduce
e. reveal, show, produce
f. raise, educate
s #HOOSE THE APPROPRIATE PHRASAL VERB TO COMPLETE THE FOLLOWING SENTENCES
1. The question of mass communication was _______________ ___ at the meeting.
2. It was very difficult to ____________________ the point of the story.
3. They are _______________ _______________ the prices in the shop because the customers complained.
4. Seeing him again _______________ _________ memories of our holiday.
5. Give her some air, it will _______________ her _______________.
6. The cold wetahter ________________ _______________ the baby’s cough.
7. The children were very well, _______________ _______________.
III Complete the sentences with the correct preposition in the box below. by on in about on of from
1. I’ve read a lot of books _______________ animals.
2. Read this article _______________ chemistry.
3. He comes _______________ Spain.
4. I can’t stand the sound _______________ the telephone bell.
5. The journey takes 10 minutes _______________ bus and about 25 minutes ____ ___________ foot.
6. We’ve decided to travel to New York ________ sea rather than ______ air.
7. _____ his own eyes he was a patriot.
SPEAKING/WRITING
I Discuss
xWhat role does mass communication play in your life?
xWhich invention for mass communication is most useful?
x Give some examples showing that the mass media can be dangerous because of a one-way distribution of information.
II Read through the arguments and match each argument with its corresponding justification. Then say which are in favour of and which are against using mobile phones.
1. Mobile phones are very useful for people who are always on the move.
2. Some people claim that owning a mobile phone is a waste of money.
3. Using mobile phones can be dangerous.
4. Having a mobile phone increases your personal security.
a. Talking on a mobile phone when driving reduces concentration by up to 30% and so greatly increases the chances of causing an accident.
b. You can easily be contacted no matter where you are.
c. If you find yourself in a dangerous situation, you can call for help no matter where you are.
d. The basic charge for the service is much higher than for a normal telephone, and the calls are expensive.
xWrite a composition giving arguments for and against owning a mobile phone.
III Read and discuss the following quotations.
x It is only when they go wrong that machines remind you how powerful they are. (Clive James)
x A man travels the world in search of what he needs and returns home to find it. (George Moore)
xThe scientists split the atom, now the atom is splitting us.
GRAMMAR STUDY: The Passive – It is said that .../He is said to ...
Study the sentences: 1. It is believed that without Gutenberg there would be no press.
2. It is said that the mass media constitute a one-way channel of information.
Remember: 1. When we talk about what other people say, believe, etc. we can use two possible passive forms:
a) It+passive+that-clause; e.g. It is said that the sales director is a very capable man.
b) Subject+passive+to-infinitive; e.g. The sales director is said to be a very capable man.
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2. We often use these passive forms with verbs such as: say, think, believe, feel, consider, know, report, expect, estimate, decide; e.g. It is believed that she is living in London. She is believed to be living in London.
I Read each sentence. Then make two new sentences in the passive, beginning with the words in brackets.
1. People expect that the government will win the elections.
2. People say that the monuments is over 2,000 years old.
The monument _________________________________________________
3. People think the fire started at about 8 o’clock.
fire
4. People believe that the president is seriously ill.
5. People said that she was extremely good.
6. People know that the company is in difficulties.
II Choose the correct form: active or passive. Before you do this and the following exercise, review the passive in your grammar book.
1. This problem discussed/was discussed at the last meeting.
2. The factory produces/is produced thousands of computers every year and most of them export/are exported.
3. Walt Disney created/was created the cartoon character Mickey Mouse.
4. In 1964 Martin Luther King won/was won the Nobel Prize. In 1968 he killed/was killed in Memphis, Tennessee.
5. At the interview, you will ask/will be asked a lot of questions.
6. Peter is the only boy that has invited/has been invited to the party.
III Complete the dialogues. Put the verbs in brackets into the passive voice. Choose the correct tense.
1. A: We’re still looking for Thomas.
B: Hasn’t he _____________________ yet? (find)
2. A: What a beautiful dress you are wearing!
B: Thank you. It _____________________ especially for me. (make)
3. A: Those eggs of different colours are very artistic.
B: Yes, they _____________________ in Russia. (paint)
4. A: What’s happened to the old postman?
B: He _____________________ to a new neighbourhood. (send)
5. A: Why are we waiting here so long?
B: All planes must _____________________ before departure. (check)
6. A: Are we about to have dinner?
B: Yes, it _____________________ in the dining room now. (serve)
7. A: Have you seen the new CMC computer?
B: Yes. I was in Hannover when it _____________________. (launch)
B
The Camera Never Dies
Pre-reading task
Discuss the following questions
xWhich events do you usually like to take photos of?
xDo you like to look at the photos taken when you were a child?
xWhy do you think it is important to keep a family album?
The Kodak era of mass photography is now a century old and has provided us with some of the most enduring images of the modern world. But as an instrument of history it is highly selective. Today we take almost 100 billion pictures a year and most of them might as well have never existed.
How many of us can pull out Christmas photographs from 25 year ago, let alone half a century? Those snaps have either faded into oblivion or been lost in a shoebox between house moves. For must of us, the past really is another country, and one without a map. Go back more than a generation or two and we become the offspring of strangers, people with unknown faces and unknown lives.
Now our lives will be opened to our descendants by digital photos. History is no longer a question of selective survival. The images we take will last for centuries as digital memorabilia, sitting securely on an unseen computer system. Countless generations into the future, our descendants will see what their ancestors looked like and hear them speak.
The pictures that we take at home are no longer prints in a shoebox in the spare bedroom. They are memories available to anyone invited to share them, and they will be there as long as we want them to be seen.
The attractions of the virtual photo album are quickly starting to penetrate the consumer consciousness. We may not know the shape of the future, and whether it includes today’s Internet as we know it, but the race to digital is unstoppable. Already cheap, vast storage facilities are being built by computer and telephone companies in the belief that one day each of us will claim our own little piece of a permanent virtual world. In Japan, phones and hand held computers increasingly come with tiny built-in cameras that beam pictures to another phone or e-mail address instantly.
A century on, our descendants will be able to call up our birthday videos and see and hear us as real human beings, just as capable of love and hate, brilliance and stupidity as this odd species will doubtless be a few centuries from now.
WORDS AND PHRASES
let alone – without considering snap – a photograph consciousness – the state of being aware offspring (singular and plural) – a child/children of a particular person or couple print – a photograph printed from the negative enduring – lasting for a long time
COMPREHENSION
I What do you think the following phrases mean in the text?
xfade into oblivion
xhighly selective
xmodern world
xvirtual world
xhandheld
II Match the words in box A with their explanations in box B.
1. consumer
2. available
3. spare
4. image
5. century
6. claim
7. fade
8. move
9. era
a. to demand sth. because it is one’s right
b. a (mental) picture
c. that can be obtained or used
d. a period of hundred years
e. disappear gradually
f. an act of changing the place where one lives
g. a period of time that has particular characteristics
h. extra to what is usually needed
i. a person who buys goods or uses services
III Complete these sentences according to the text.
1. If we go back more than two generations, we become the _______________ of strangers.
2. The Kodak era of mass photography has provided us with some of the most enduring _______________ of the modern world.
3. Many photographs from the past have been lost between house ______________ ________________.
4. Our descendants will be able to see what their _______________ looked like and hear them speak.
5. Photography as an instrument of history is _______________ selective.
WORD STUDY
I Find in the text words which have the opposite meaning to the following.
1. ancestors – ____________________
2. temporary – ___________________
3. doubtful – _____________________
4. brilliance – ____________________
5. decreasingly– __________________
II What are the missing forms of each words? Verb Noun (person) Noun (thing) belief discover invent employer, employee advise design learning present
III Put each of the following words in its correct place in the passage.
album prints snaps slides develop camera enlargements projector
A lot of people buy a _______________ just to take holiday _______________. They have _______________ made and put them in an _______________ or sometimes they prefer _______________, which they can show on the wall or screen with a ___________ ____. Other people are more serious. They ____________________ and print their films themselves in their own darkroom at home. If they want big pictures they make _______ _____________.
SPEAKING/WRITING
Take one photograph from your family album and prepare to talk or write about it. Say:
xwho is in it
xwhen/where the photo was taken
xwhy that photograph is so special to you
REVISING GRAMMAR: Prepositions
1. Study these examples: 1. The phrase is often heard in Britain.
2. He stayed at home all day.
3. Many people move to the South.
4. The South began to develop in the 19th century.
5. They never work at weekends.
6. He met me on Monday.
2. Now answer these questions: 1. What do the preposition in, at and to refer to in the first three sentences?
2. What do the prepositions in, at and on refer to in the second three sentences?
Remember: 1. Prepositions show how things relate to each other in space, time or in other ways.
2. Prepositions typically precede a noun phrase and relate this noun phrase to another part of the sentence; e.g. The book is on the table.
I’m writing with an old pen. I’ve been waiting here for two hours.
I Complete the sentences using the prepositions of place and movement given below.
behind, between, across, at, to, in, out of, off, inside, outside
1. There’s a bus stop right ... our house.
2. I’ll put this picture ... the wall.
3. We went for a walk ... the park.
4. Take your feet ... the table.
5. I was sitting ... the driver in the back of the car.
6. He came ... the room and locked the door.
7. There’s a shoe shop ... the chemist’s and the library.
8. She arrived ... the hotel just after 10 o’clock.
9. They will arrive ... Belgrade tomorrow.
II Complete the sentences using the prepositions of time given below. at, in, on, during, for, by, until, before, after
1. _________ what time does the meeting start _________ Monday?
2. We’d better leave _________ a few minutes or we’ll miss our bus.
3. She didn’t arrive _________ time to say goodbye to him.
4. They are going to London _________ the end of next week.
5. I hated school at first but _________ the end I quite enjoyed it.
6. The bus service is terrible; the buses are never _________ time.
7. He was born _________ 1978, _________ 4th July.
8. They hope to finish the job _________ Thursday next week.
9. We went for a walk _________ dinner.
10. She waited for him _________ quite a long time.
11. It started to rain _________ the picnic.
12. I met Peter _________ a holiday in Italy.
III Complete the sentences using prepositions that describe other relationships. Choose from the list below.
about, of, from, for, at, by, with, without, on, in
1. We are looking for a flat _________ three bedrooms.
2. He often goes to work _________ his jeans.
3. They travelled to London _________ plane.
4. He wrote a book _________ computers.
5. Why do you always laugh _________ me?
6. “Point Counter Point” is a novel _________ Huxley.
7. He comes _________ England.
8. Selfish people only care _________ themselves.
9. Stop smoking or you’ll die _________ cancer.
10. I borrowed some money _________ my friend.
11. Do you always go to bed _________ getting undressed?
12. Who does this book belong _________ ?
FOR FURTHER READING
Your brain can store more than the average computer. But humans, unlike computers, also forget – birthdays, phone numbers, names and appointments. So how can we make sure we remember? First read ‘Tricks for everyday emergencies’and then ‘Take this memory test’.
I Tricks for everyday emergencies
Completing errands
You may want to pick up milk, rolls, a newspaper, get petrol for the car and buy a birthday card for your friend.
When you use imagery, you see yourself at the petrol pump reading the birthday card and glancing at the first page of the newspaper. On the seat next to you is the grocery bag containing the milk and rolls.
Visualise the number five so that you’ll know you’re finished when you’ve accomplished five tasks.
II Take this memory test
Look at this shopping list. How many items can you memorise in two minutes?
Instead of attempting to memorise this list as written, try to make logical pairings wherever possible – such as bread and butter. This way, you are reducing the task by half. Look at this list of ten pairs first to get the idea.
Now it’s your turn ... Cover the list and visualise the following single items. Put the mate alongside each of these items:
CWork Done by Robots
For most people, the biggest effect of technical change and invention during the next thirty years is likely to be in the way they spend their days from Monday to Friday. Work, as we know it, may be abolished for many people. For the time being, don’t count on it. We all have to earn our living. But in future, machines can replace men in factories and offices.
Already researchers have achieved a breakthrough by creating varieties of robots. A British firm has already made a robot which will clear the dishes from a table in restaurant.
Machines are being developed which can in many cases give a better diagnosis of what is wrong with a patient than the doctor using ordinary techniques.
We are going towards more production by fewer people. That is clear enough. What is not clear is how we will adjust our lives to it. Possible ways of reducing the time spent working include: shorter working day; shorter working week; longer holidays; starting work later in life; retiring younger. Finally, don’t forget the housewife. However much automation and gadgets may help her, a certain amount of work will remain. If at the same time the father is going to work less, changes are likely to happen in the role which they both play in the home.
WORDS AND PHRASES
abolish – put an end to a law, a practice, an institution, etc.
COMPREHENSION
I Finish the sentences according to the text. Don’t refer to the text while doing it.
1. The biggest change will happen ______________________________________.
2. We still have to earn _______________________________________________.
3. Varieties of robots have ____________________________________________.
4. Machines can help doctors __________________________________________.
5. In future there will be less ___________________________________________.
6. Gadgets will help _______________________________________________too.
7. Changes will happen in _____________________________________________.
WORD STUDY
I Study the following expressions with the word time and put each in its correct place in the sentences below.
for the time being for old time’s sake in the nick of time on time in no time at times in time
1. She is happy here but she misses her family _______________________.
2. I am having my house redecorated, so _________________ I moved to my mother’s house.
3. The trains in this country always leave __________________________________.
4. You arrived just _____________________ to help us with the packing.
5. The firemen got the child out of the house _______________________________.
6. I gave my old school-friend a job in my company just for ___________________.
7. She is very bright. She learnt to use a computer ___________________________.
II Complete the sentences in the text with a suitable word from the box.
camera decade latest personal robots able from future
Next decade is the age of the robot, says Sony
The creator of Sony’s robot-pet Aibo says his toy will be the companion of the _______________.
The 1980s was the _______________ of the PC, the 90s of the Internet, the decade just starting will be the decade of ____________.
The successor to the original Aibo dog is equipped with a ______________ in its nose to snap special moments and is not very expensive.
‘Ten years _______________ now, I believe most households will keep two or three _______________ robots and their performance will increase 100 times. My expectation is that these robots will be _______________ to talk naturally with humans, maybe about the _______________ gossip,’ says the president of Sony Digital Creatures Laboratory.
SPEAKING/WRITING
I Use some of the ideas given below and write a short composition on what the world will look like in fifty years’ time.
Begin like this: People will live longer. There will be ... – people live longer
– more people in the world – robots doing all the hard work – people having more free time – changes in the weather – fish farms under the sea – people flying to other planets
BRUSH UP YOUR GRAMMAR
Future Time
Read the sentences first. Then find which of the sentences matches the definition given in the right-hand column.
1. I’ll be 19 next month.
2. Will you hold this ladder for me, please?
3. I’ll have made her birthday cake by the time she returns from a walk.
4. The plane leaves at 11am tomorrow.
5. I am going to rent a car at the airport.
6. I’ll help you with the chores.
7. This time tomorrow she’ll be flying to London
8. I am meeting my lawyer tomorrow.
9. Don’t come at eight. I’ll be watching the football match between England and Italy.
10. I am sure I’ll have finished the job by tomorrow evening.
1. describes a definite programme in the future
2. is used to talk about definite arrangements in the future
3. states future fact or prediction
4. expresses personal intentions/we’ve already decided to do
5. expresses an offer, request or promise
6. expresses an action that will be in progress at some time in the future
7. to talk about something that will be completed by (not later than) a certain time in the future
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FOCUS ON PHRASAL NOUNS
xThe phrasal noun is a compound noun made up of a verb + adverbial particle. e.g. break +through = breakthrough – an important discovery The phrasal verb break through means to force your way through a barrier
xSome phrasal nouns are formed by putting the adverbial particle before the verb.
xe.g. out + cast = outcast – rejected by society
xIt would be best not to form nouns from phrasal verbs without using a dictionary.
xWhat do the underlined phrasal nouns mean in the following sentences?
1. The outcome of their discussion was negative.
2. The plane started taxiing on the runway.
3. The parents passed their genes on to their offspring
4. Robin Hood was an outlaw.
5. Her comeback to the stage was a great success.
6. We are having a little get-together to celebrate the end of the school year.
7. On the blow up of a photograph even a small line can be seen.
BRUSH UP YOUR GRAMMAR
Complete the sentences using the correct form of the phrasal verbs below. take off look up call off break into come out run out of come across put off take up break down
1. The proposed open-air concert had to be _______________.
2. Never ____________________ for tomorrow what you can do today.
3. I am afraid we have ____________________ bread.
4. He should ____________________ playing tennis.
5. A burglar ____________________ the house last night and stole some jewellery.
6. It is very hot inside. Why don’t you ____________________ your coat?
7. If you don’t know the word, _____ it _____ in the dictionary.
8. He was lucky; his car _______________ a hundred metres from his house.
9. She _______________ a box with a lot of money while cleaning the basement.
10. Look at that tree. The leaves are _______________. It’s spring.
LANGUAGE IN ACTION
Complete the table with the sentences below according to what they express.
Asking favoursComplainingApologizing Thanks for hospitality
1. Do you think you could keep the noise down a bit?
2. Would you mind if I have some time off?
3. Would you mind wiping your feet before you come in? I’ve just done the floor.
4. I’m dreadfully sorry, but I’ve broken your alarm clock.
5. I won’t stay for lunch. Thank you all the same.
6. I wonder if you could put up my sister for a few days?
7. Thank you for a most enjoyable evening.
8. I’m very much afraid I’ve burned a hole in the table-cloth. Tell me where I can get you another one.
IF YOU HAVE A FEW EXTRA MINUTES
I Do you agree with the following sayings? How do you understand them?
1. A little knowledge is a dangerous thing.
2. As one door closes another opens.
3. A trouble shared is a trouble halved.
4. A good liar needs a good memory.
5. A man who never makes a mistake, never makes anything.
6. Everything comes to those who wait.
7. Two’s company, three’s a crowd.
8. It takes a thief to catch a thief.
9. To err is human, to forgive is divine.
10. The pen is mightier than a sword.
II In the poem “Money” all the verbs have been left out. Try to reconstruct the poem by filling in the blanks. The verbs are: lend, earn, spend, use, leave, take, save, lose, rob, receive Money
Workers .............................it, Bankers ..............................it, Women ..............................it, Taxes ..................................it, Dying .................................it, Heirs ..................................it, Misers ................................it, Robbers .............................it, Gamblers ...........................it, I could use it.
Richard Armour
IN THE CHIPS
Rich; having plenty of money
REVISION 3
I Complete the following sentences with the correct form of the verbs in brackets.
1. He asked me if I ________________________ (visit) the Lepenski Vir site.
2. I ______________________________ (write) this essay since yesterday and I am only half way through.
3. Sheila ______________________ (already, speak) to me about the trip.
4. The dog is dangerous; it _______________________________ (ought, lock) up.
5. Don’t you wish you _____________________________________ (be, tell) before?
6. Can you hear what they _______________________________ (talk) about at this distance?
II Complete the sentences. Use the correct form of each verb. The first one has been done for you.
1. She chose the gifts for her friend carefully.
The gifts were carefully chosen
She gave the carefully chosen gifts to her friend.
2. He answered the questions correctly.
The questions were ________ ________.
There were ten _______________ _______________ questions on that paper.
3. I drew the map of Serbia accurately.
The map of Serbia was _______________ _______________.
The ___________________________________ map was put into the atlas.
4. They paved the road smoothly.
The road was _______________ _______________.
The _______________ _______________ road was pleasant to drive on.
5. We did our assignments poorly.
Our assignments were _______________ _______________.
Our teacher wasn’t happy about our _______________ _______________ assignments.
III Rewrite the following sentences beginning with the given words. Use toinfinitive clauses or that .. would/should clauses
1. ’I will never never lie again’.
The boy swore ...
2. ’I will make the cake you like.’
My mother promised ...
3. ’I won’t tell them the news until after dinner.’ I decided ...
4. ’They will fight for freedom of speech.’
They promised ...
5. ’You will get your TV set back before Friday.’
He guaranteed ...
6. ’What will he do now?’ I wondered ...
IV Explain briefly any differences in meaning between the following pairs of sentences.
1. a. I don’t care a lot if it snows.
b. I don’t care if it snows a lot.
2. a. He threw the book at his friend.
b. He threw the book to his friend.
3. a. She pointed at Mary.
b. She pointed to Mary.
4. a. The boy shouted to me.
b. My father shouted at me.
5. a. The train arrived in time.
b. The train arrived on time.
6. a. He laughed with her.
b. He laughed at her.
7. a. I went there for good.
b. I went there for my own good.
V Fill in the gaps in these sentences using the phrasal verbs given below. Some can be used in more than one sentence.
put off, put on, put out, put up, put up with, put down, put back
1. It’s getting dark. Could you _________ the light _________ , please?
2. We have plenty of space. We can _________ you _________ for the night.
3. He has __________ a lot of weight since I last saw him.
4. We will have to _________ our meeting _________ till tomorrow.
5. _________ in your notebook all the new words from this lesson.
6. Wait for me till I _______________ _____ my jacket.
7. They _________ the fire _________ in no time.
8. Their plans were _______________ _______________ by the bad weather.
9. I can’t _______________ _______________ ________ your rudeness any more.
10. Would you mind _________ the book _________ on the shelf.
VI Complete the following sentences using the correct relative pronoun where necessary.
1. This is the most beautiful garden _____________________________________.
2. Nobody knew the girl ______________________________________________.
3. The letter _______________________________________________________.
4. Her little girl was jealous of everybody _________________________________.
5. This is the most dangerous occupation ________________________________.
6. We didn’t know the man ___________________________________________.
VII Fill in the gaps with the correct preposition.
1. Which party did you vote ..... in the election?
2. She is proud ..... her son’s work.
3. He was accused ..... stealing his company’s money.
4. He was able to describe the burglar ..... detail.
5. I cannot agree .... the conditions he insisted on.
6. She was complimented ..... her appearance.
7. He deals ..... second-hand cars.
8. I am leaving ..... the seaside tomorrow.
9. Don’t worry ...... John will see ..... everything.
10. Excuse me ..... not arriving ..... time ..... your lecture.
VIII Complete the sentences using a suitable phrase in the box. by chance, by the way, in the end, in turn, in common by mistake, in public, in advance, in need, by heart
1. They have a lot _______________. That’s why they are great friends.
2. If only she behaved at home as she does _____________ I would be very pleased.
3. There is an old saying: “A friend _______________ is a friend indeed.
4. He lost control over the vehicle and it was only _______________ that he was not
hurt.
5. They had to pay the rent for the house _______________.
6. John has taken my book _______________.
7. They quarrelled so much, but ________________ they found a way to live in peace.
8. I don’t like to learn poems _______________.
9. The two of them looked after the baby _______________.
10. _______________, this is strictly confidential.
IX Containers and holders
Match the words in box A with those in box B to get the correct containers and holders.
I’d been too close to Justine since schooldays, but it was always one-sided. She’d talk at length about her childhood and doomed love-life and would never ask me anything, assuring me I was the strong one. But I wasn’t strong. When I was at the college, I was hit with a family tragedy and decided to go on a journey to sort my life out. She said she’d come with me, and I thought, “This will be a first – Justine listening to me.” But she was just the same: she didn’t mention a word about my problems, and instead still talked about herself. So half-way though the trip, I sat her down, and toled he all about by past, my problems. I said she was the most insensitive, selfish person I’d ever met. She got hysterical, packed her suitcase and flew home. We didn’t speak again, and I’m not sorry. I made the decision not to have her in my life because she had saturated me with her problems, and given nothing back.
2. Three people are talking about the young
Dirk Flower
I think there are three reasons why there are difficulties in the families. First, teenagers are becoming group-focused: they value their friend’s views more than their parents’. Second, adolescence happens to them earlier than it did to their parents, which is another source of conflict. Third, families are under stress: by the time children are adolescents parents are busy, and maybe not around a lot of the time. Parents should try to spend time with their children at this stage. They should also try to build up trust with their teenagers, try talking and listening to them.
Wendy Elms
Teenagers suddenly want independence, they want to go places and do things on their own. And it’s a shock for parents – one day you know where they are, who they’re with, what they’re doing; the next day they want to live in their own way. Your instinct is to want to hold on to the old days. My advice: don’t just say “no” to everything they want to do, listen to them, and think about what they’ve got to say. Don’t panic or think everything is getting out of your grasp.
Clare Mansfield
If there are problems, I think a lot of it is to do with parents being too cautious. You’re getting into your teens, you want more space – some parents seem to get over the top in saying no. I think they want to keep us as their little girls and boys; they’re scared for themselves and for us. But I and my friends aren’t into drink and drugs.
3. A Trolley Good Friend
A talking trolley that guides the customer round the supermarkets has been unveiled. Its robotic tones inform the customer where to find any line, the prices of items on display, the quickest way to the checkout and even where you left your car. The trolley called ‘Watson’ was engineered by a 27-year-old student from Germany.
The experimental model has already captured the interest of American retailing giants. Five supermarkets in Kiel will soon begin testing Watson. His inventor says he has received assurances that the trolley will be programmed to tell the truth. ‘If the cabbages on display are ten days old I want the customer to be told that. The idea is for Watson to become a friend of the shopper,’ says the inventor.
4. A Sense of Humour
The most important of all human qualities is a sense of humour. Biologically, there is only one quality which distinguishes us from animals: the ability to laugh. Nations may disagree about systems of government, but we all share the ability to laugh. And laughter depends on the most subtle of all human qualities: a sense of humour. Humour helps us to maintain a correct sense of values. Courage, determination, initiative – these are qualities we share with other forms of life. But the sense of humour is uniquely human. If happiness is one of the great goals of life, then it is the sense of humour that provides the key.
I Match the houses with their descriptions, page 61 1A 2C 3D 4B
II Six proverbs page 63 1c, 2e, 3e, 4d, 5a, 6b
III Joke Time page 69 1j, 2d, 3c, 4h, 5f, 6e, 7a, 8i, 9g, l0b
V The poem “Money” page 192 earn, lend, spend, take, leave, receive, save, rob, lose, use.
Answers
Infinitive
be /bi:/ beat/bi:t/ become /bi’ k V m/ begin /bi ‘gin/ bite /bait/ blow /bl @ u/ break /breik/ bring /bri N / build /bild/ buy /bai/ catch /k & t S / choose /t S u:z/ come /k V m/ cost /k O st/ do /du:/ draw /dr O :/ drink /dri N k/ drive /draiv/ eat /i:t/ fall /f O :l/ feel /fi:l/ fight /fait/ find /faind/ fly /flai/ forget/f @ ’get/ get /get/ give /giv/ go /g @ u/ grow /gr @ u/ have /h & v/ hit/hit/ hurt /h @ : t/ keep /ki:p/ know /n @ u/ leave /li:v/ lend /lend/
Past Tense
was, were /w O z, w @ :/ beat /bi:t/ became /bi’keim/ began /bi ‘g & n/ bit /bit/ blew /blu:/ broke /br @ uk/ brought /br O :t/ built/bilt/ bought /b O :t/ caught/k O :t/ chose /t S@ uz/ came /keim/ cost /k O st/ did/did/ drew /dru/ drank /dr &N k/ drove /dr @ uv/ ate /et/ fell /fel/ felt /felt/ fought/f O :t/ found /faund/ flew /flu:/ forgot/f @ ’got/ got /got/ gave /geiv/ went /went/ grew /gru:/ had /h & d/ hit /hit/ hurt /h @ :t/ kept /kept/ knew /nju:/ left/left/ lent /lent/
List of Irregular Verbs
Past Participle
been /bi:n/ beaten /bi:t @ n/ become /bi ‘k V m/ begun/bi’ g V n/ bitten /bit @ n/ blown /bl @ un/ broken /br O uk @ n/ brought /br O :t/ built/bilt/ bought /b O :t/ caught/k O :t/ chosen /t SO uz @ n/ come /k V m/ cost /k O st/ done /d V n/ drawn /dr O :n/ drunk /dr V nk/ driven /driv @ n/ eaten /i:t @ n/ fallen/f O :l @ n/ felt/felt/ fought/f O :t/ found /faund/ flown /fl @ un/ forgotten /f @ ’g O t @ n/ got/g O t/ given /giv @ n/ gone /g O n/ grown /gr @ un/ had /h & d/ hit /hit/ hurt /h @ :t/ kept /kept/ known /n @ un/ left/left/ lent /lent/
lay /lei/ 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/ri N / rise /raiz/ run /r Vn/ say /sei/ see /si:/ send /send/ shine / Sain/ shoot / Su:t/ show / S@u/ sing /si N/ sink /si N k/ sit /sit/ sleep /sli:p/ spend /spend/ speak /spi:k/ stand /st &nd/ steal /sti:l/ swim /swim/ take /teik/ teach /ti:t S/ tear /t E@/ tell /tel/ think / Ti Nk/ throw / Tr @ u/ wake /weik/ win /win/ write /rait/ wear /w E@/
laid /leid/ lay /lei/ lit /lit/ lost /lost/ made /meid/ meant /ment/ met /met/ paid /peid/ put/put/ read /red/ rode /r @ ud/ rang /r &N / rose /r @uz/ ran /r &n/ said /sed/ saw /s O:/ sent /sent/ shone / SOn/ shot / SOt/ showed / S@ ud/ sang /s &N/ sank /s &Nk/ sat /s &t/ slept /slept/ spent /spent/ spoke /sp @uk/ stood /stud/ stole /st @ul/ swam /sw &m/ took /tuk/ taught /t O:t/ tore /t O:/ told /t @uld/ thought / TO:t/ threw / Tru:/ woke /w @uk/ won /w Vn/ wrote /r @ ut/ wore /w O:/
laid /leid/ lain /lein/ lit /lit/ lost /lost/ made /meid/ meant /ment/ met /met/ paid /peid/ put /put/ read /red/ ridden /rid @ n/ rung /r VN / risen /riz @ n/ run /r V n/ said /sed/ seen /si:n/ sent /sent/ shone / SOn/ shot/ SOt/ shown / S@un/ sung /s VN)/ sunk /s VNk/ sat /s &t/ slept /slept/ spent /spent/ spoken /sp @uk @n/ stood /stud/ stolen /st @ul @n/ swum /sw Vm/ taken /teik @n/ taught /t O:t/ torn /t O:n/ told /t @ uld/ thought / TO :t/ thrown / Tr @ un/ woken /w @ uk @n/ won /w Vn/ written /rit @n/ worn/w O :n/
Vocabulary
abandon /@’b&nd@n/ v predatise, prepustiti se (ne~em)
abound /@’baund/ v obilovati
abuse /@’bju:s/ n zloupotreba
accelerate /@k’sel@reit/ n pedala, papu~ica za gas
accomplish /@’kVmpliS/ v obaviti, izvr{iti, izvesti
accuracy /’&kjur@si/ n ta~nost, preciznost accurate /’&kjur@ t/ adj ta~an, precizan, ispravan
achievement /@’tSiivm@nt/ n ostvarewe, postignu}e, tekovina
addicted /@’diktid/ adj odan
adjust /@’dZVst/ v prilagoditi, udesiti, dovesti u sklad
admit /@d’mit/ v priznati, potvrditi; primiti (u ~lanstvo)
belly /’beli/ n trbuh, utroba belongings /bi’lONiNz/ n pl vlasni{tvo, imovina beyond /bi’jOnd/ prep preko, iznad, izvan, daqe od
bid /bid/ v nagovestiti, oglasiti, objaviti blacksmith /’bl&ksmiT/ n kova~, potkiva~ blame /bleim/ v okriviti, prekoreti boast /b@ust/ v ponositi se, di~iti se bound /baund/ v grani~iti se, slu`iti kao granica
brake /breik/ v ko~iti, zako~iti branchoff /’brantSOf/ v odvojiti se, ra~vati se brand new /’br&nd ’nju:/ adj nov novcat breach /bri:tS/ v prodreti, probiti, na~initi prodor breakdown /’breik ’daun/ v otkazati, pokvariti se breakup /’breik ’Vp/ v raskinuti, prekinuti brim /brim/ n obod {e{ira bringabout /’briN @’baut/ v izazvati, dovesti do bump /bVmp/ v udariti, tresnuti
Ccalculate /’k&lkjuleit/ v izra~unati, ra~unati carryout /’k&ri ’aut/ v obaviti, izvr{iti, izvesti
cause /kO:z/ n uzrok, povod cautious /’kO:S@s/ adj oprezan, obazriv charity /’tS&riti/ n milosr|e, dobrota claim /kleim/ v tvrditi, uveravati clear off /’kli@ ’Of/ v oti}i, ukloniti se cloakroom /’kl@ukrum/ n garderoba clutch /klVtS/ n kva~ilo, spojka cobble-stoned /’kObl’st@ und/ adj poplo~an oblutkom, kaldrmisan
cock /kOk/ v naheriti, nakriviti
command /k@’ma:nd/ v zahtevati, tra`iti, nalagati
common /’kOm@n/ adj obi~an, svakida{wi complain /k@m’plein/ v `aliti se, tu`iti se conceal /k@n’si:l/ v sakriti, tajiti
consciousness /’kOnS@snis/ n svest, saznawe consider /k@n’sid@/ v smatrati, dr`ati za consumer /k@n’sju:m@/ n potro{a~ contented /k@n’tentid/ adj zadovoqan; to be contented zadovoqiti se contract /’kOntr&kt/ n ugovor convenient /k@n’vi:ni@nt/ adj pogodan, zgodan, prakti~an convey /k@n’vei/ v prenositi, preneti cot /kOt/ n kolevka, de~ji krevetac couple /’kVpl/ n pap, dvoje covet /’kVvit/ v pri`eqkivati, `udeti za (ne~im/nekim) crack /kr&k/ v napu}i, popucati curious /’kju@ri@s/ adj radoznao, znati`eqan current /’kVr@nt/ adj aktuelan, stvaran curve /k@:v/ v vijugati, praviti krivinu
Ddart /da:t/ dobaciti, baciti (pogled) date /deit/ n dogovor; it’s a date! va`i, dogovoreno!
dealin /di:l ’in/ v trgovati (ne~im) decline /di’klain/ n propadawe, pad dejected /di’dZektid/ adj utu~en, poti{ten delay /di’lei/ v odlo`iti, odgoditi demolish /di’mOliS/ v sru{iti, razoriti den /den/ n jama, jazbina deny /di’nai/ v pore}i, odre}i derive /di’raiv/ v izvesti, dobiti dilapidated /di’l&pideitid/ adj tro{an, ru{evan disappointment /,dis@’pOintm@nt/ n razo~arawe disapprove /’dis@’pru:v/ v ne odobravati, osu|ivati disaster /di’za:st@/ n velika nesre}a, propast, katastrofa display /dis’plei/ v javno pokazati, izlo`iti ditch /ditS/ n jarak, jama dormitory /’dO:mit@ ri/ n spavaonica dwelling /’dweliN/ n stan, prebivali{te
Eeager /’i:g@/ adj `eqan, `udan elaborate /i’l&b@r@t/ adj pa`qivo ura|en, smi{qen, savr{en ember /’emb@/ n `ar, `eravica emulate /’emjuleit/ v imitirati, opona{ati engraver /in’greiv@/ n rezbar, graver equip /i’kwip/ v opremiti equipment /i’kwipm@nt/ n oprema estateagent /i’steit ’eidZent/ n posrednik u kupovini i prodaji nekretnina estimate /’estimeit/ v ceniti, proceniti, oceniti evasive /i’veisiv/ adj neodre|en, koji okoli{a; dvosmislen eventually /i’ventSu@li/ adv kona~no, na kraju, najzad evidently /’evid@ntli/ adv o~igledno, o~ito, jasno exhilarate /ig’zil@reit/ v razveseliti, razdragati existing /ig’zistiN/ adj postoje}i, stvaran
fable /’feibl/ n basna, bajka fade /feid/ v izbledeti; gubiti se, izgubiti se
faint /feint/ adj slab, nejasan
fallbehind /’fO:l bi’haind/ v zaostajati (iza nekog)
fancy /’f&nsi/ v voleti, dopadati se
field-trip /’fi:ld ’trip/ n izlet u prirodu, stru~na ekskurzija
fierce /’fi@s/ adj `estok, vatren, strastven
fit /fit/ n odgovaraju}a veli~ina, ta~no pristajawe, na dlaku pristaje
fit /fit/ v pristajati, slagati se, odgovarati
flap /fl&p/ v lepr{ati, vijoriti se
float /fl@ut/ v plivati, plutati (po povr{ini vode)
floodlight /’flVdlait/ v osvetliti zaslepquju}im svetlom
foe /f@u/ n neprijateq, du{manin for /fO:/ conj jep, budu}i da forecast /’fO:ka:st/ n predvi|awe, prognoza foretell /fO:’tel/ v unapred najaviti, predskazati
handlebars /’h&ndlba:z/ n upravqa~ (na biciklu) hangaround /’h&N@’raund/ v tumarati, dangubiti
hawker /’hO:k@/ n uli~ni prodavac, torbar
headlight /’hedlait/ n far, predwe svetlo (na automobilu) headline /’hedlain/ n (novinski) naslov hearth /ha: T/ n ogwi{te herald /’her@ld/ v najaviti, nagovestiti highlight /’hailait/ n glavna atrakcija, najva`niji doga|aj high-rise building /’hairaiz ’bildiN/ n oblakoder hug /hVg/ v zagrliti hurl /h@:l/ v sna`no baciti, hitnuti, zavitlati
Iillegal /i’li:g@ l/ adj nezakonit illiteracy /i’lit@r@si/ n nepismenost, neobrazovanost immense /i’mens/ adj beskrajan, ogroman imminent /’imin@nt/ adj predstoje}i, blizak, skor implant /im’pla:nt/ v usaditi, ugraditi improve /im’pru:v/ v poboq{ati, usavr{iti incident /’insid@nt/ n doga|aj, nemio slu~aj income /’inkVm/ n prihod, dohodak incredible /in’kred@bl/ adj neverovatan infancy /’inf@nsi/ n rano detiwstvo infernal /in’f@:nl/ adj paklen, |avolski, u`asan infuriate /in’fju@rieit/ v razbesneti, razjariti interfere /,int@’fi@/ v ume{ati se, uplesti se intersection /’int@’sekS@n/ n raskrsnica, ukr{tawe (ulica) involve /in’vOlv/ v ume{ati se (u ne{to) involvement /in’vOlvm@nt/ n u~e{}e, upetqanost issue /’isju/ n ishod, posledica; predmet, pitawe item /’ait@m/ n stavka, pojedini predmet ili ta~ka itinerary /ai’tin@r@ri/ n program putovawa, itinerer
Jjack /dZ&k/ n dizalica za kola jealousy /’dZel@si/ n qubomora
jet-lag /’dZet’l&g/ n umor koji se ose}a posle
dugog leta mlazwakom
justify /’dZVstifai/ v opravdati, pravdati
L
lack /l&k/ v nemati, trpeti oskudicu ili nesta{icu (ne~eg)
lathe /IeiD/ n strug, blawalica
launch /lO:ntS/ v lansirati, izbaciti (na tr`i{te, u prostor)
lavish /’l&viS/ adj rasko{an, ekstravagantan
leisure /’1eZ@/ n dokolica, slobodno vreme, odmor
leisurely /’leZ@li/ adj lagano, le`erno, bez `urbe letdown /’let ’daun/ v razo~arati, izneveriti,
ostaviti na cedilu
licence /’lais@ns/ n dozvola; licence plate registarska tabla; driving licence voza~ka dozvola litter /lit@/ n otpaci, sme}e, nered
liver /’liv@/ n jetra
long-sleeved /’lON’sli:vd/ adj dugih rukava
luckycharm /’lVki ’tSa:m/ n amajlija
M
majority /m@’dZOriti/ n ve}ina, prete`ni broj malnutrition /’m&lnju’triS@n/ n neishrawenost, slaba ishrana
maternal /m@’t@:nl/ adj maj~inski, materinski melt away /’melt@’wei/ v razi}i se, rasplinuti se, nestati
occur /@’k@:/ v doga|ati se, zbivati se omen /’@um@ n/ n znamewe, koban znak omit /@’mit/ v izostaviti, ispustiti on-looker /’On,luk@/ n posmatra~, gledalac output /’autput/ n proizvodwa, proizvedena koli~ina
overhear /’@uv@’hi@/ v slu~ajno ~uti, na~uti; prislu{kivati
overtake /,@uv@’teik/ v presti}i, preticati
Ppalm /pa:m/ n dlan
pan /p&n/ n tigaw; {erpa; lonac
passer-by /,pa:s@’bai/ n prolaznik pat /p&t/ v lako dodirnuti rukom, pogladiti, potap{ati
pavement /’peivm@nt/ n plo~nik (za pe{ake), trotoar
pedestrian /pi’destri@n/ n pe{ak petrify /’petrifai/ v skameniti se, uko~iti se phenomenon /fi’nOmin@n/ n (pl phenomena) prirodna pojava; ~udo pile-up /’pailVp/ n sudar nekoliko automobila pillow /’pil@u/ n jastuk, uzglavqe plant /pla:nt/ n fabrika, tvornica, postrojewe plaster /’pla:st@/ n malter, kre~, gips plea /pli:/ n molba, prekliwawe; zahtev plead /pli:d/ v zastupati, braniti, pledirati za plug /plVg/ n uti~nica pond /pOnd/ n ve{ta~ko jezerce, ribwak post-war /’p@ust’wO:/ adj posleratni practically /’pr&ktik@li/ adv gotovo, skoro precinct /’pri:siNkt/ a(US) izborni ili policijski kvart present /pri’zent/ v pokloniti, darovati prevail /pri’veil/ v preovladati, imati prevagu (nad nekim/ne~im)
previous /’pri:vi@s/ adj prethodni, pre|a{wi printout /’printaut/ n ispis (kompjuterski) priority /prai’Oriti/ n prvenstvo, prednost, prioritet privilege /’privilidZ/ n povlastica, pogodnost promote /pr@’m@ut/ v unaprediti, potpomo}i proposition /’prOp@’ziS@n/ n posao, pothvat prosecute /’prOsikju:t/ v tu`iti, tu`bom tra`iti
prosperous /’prOsp@r@s/ adj uspe{an, koji napreduje, bogat
pruner /pru:n@/ n oreziva~ (drveta) pull alongside /’pul ’@lONsaid/ v zaustaviti (automobil) i parkirati ga sa strane purchase /’p@:tS@s/ n kupovina, kupwa
Q
qualifying /’kwOlifaiN/ adj koji dokazuje potrebnu osposobqenost questionnaire /’kwestS i@’nE@/ n upitnik, anketni list
R
rail /reil/ n ograda
range /reindZ/ v protezati se (from... to/od... do)
rate /reit/ n stopa, brojka, cifra rattle /’r&tl/ v zveckati, zveketati realise /’ri@laiz/ v uvideti, shvatiti rear /ri@/ n stra`wi deo, stra`wa strana
reduce /ri’dju:s/ v svesti, vratiti u pre|a{we stawe
refer /ri’f@:/ v odnositi se (to/na); ukazivati, aludirati (na) regard /ri’ga:d/ v (nekog ili ne{to) smatrati za, gledati (as/kao) regret /ri’gret/ v `aliti za (ne~im)
rehearsal /ri’h@:sl/ n proba, pokus
reinforce /’ri:in’fO:s/ v poja~ati, oja~ati relaxed /ri’l&kst/ adj opu{ten, s blagim izrazom na licu
relief /ri’li:f/ n olak{awe
reluctant /ri’lVkt@nt/ adj nesklon, protivan
remarkably /ri’ma:k@bli/ adv izvanredno, izvrsno remotely /ri’m@utli/ adv udaqeno, izdaleka rent /rent/ v izdati u zakup; iznajmiti research /ri’s@:tS/ n istra`ivawe resident /’rezid@nt/ n stanovnik, `iteq residential /’rezi’denSl/ adj stambeni respect /ris’pekt/ v uva`avati, po{tovati retain /ri’tein/ v zadr`ati, sa~uvati retire /ri’taiO/ v povu}i se, udaqiti se, oti}i retired /ri’tai@d/ adj u penziji, umirovqen roam /r@um/ v tumarati, {vrqati roof rack /’ru:f ,r&k/ n prtqa`nik (na automobilu)
rushhour /’rVS ’au@/ n sat naj`ivqeg saobra}aja, {pic
Sscramble /’skr&mbl/ v mu~no se probijati, koprcati se scrapwood /’skr&p’wud/ n drveni otpaci scrawl /skrO:l/ n neuredno, ne~itqivo pisawe, {krabawe
seek /si:k/ v (sought, sought) tra`iti seem /si:m/ v ~initi se, izgledati
self-conscious /’self kOnS@s/ adj samosvestan
selfish /’selfiS/ adj sebi~an
self-respecting /’selfri’spektiN/ adj koji ima samopo{tovawe
sensible /’scnsibl/ adj razborit, uvi|avan
shelter /’S@lt@/ n skloni{te, zaklon
shiver /’Siv@/ v drhtati, tresti se shrink /SriNk/ v (shrank, shrunk) smawiti se, skupiti se
shudder /’SVd@/ v drhtati; strahovati shuffle /’SVfl/ v polagano, te{ko hodati, vu}i noge
shuttered /’SVt@d/ adj zamandaqen, sa spu{tenim /zatvorenim kapcima (na prozoru)
shy /Sai/ adj stidqiv, pla{qiv, povu~en sight /sait/ n (obi~no pl) znamenitosti site /sait/ n polo`aj, teren; gradili{te skeleton /’skel@t@ n/ n kostur skilled /skild/ adj ve{t, osposobqen; sgru~an skimacross /’skim ’@krOs/ v brzo i nisko preleteti iznad ne~eg, kliznuti preko
slice off /’slais ’of/ v odse}i, odrezati slums /slVmz/ n (pl) sirotiwska, prqava ~etvrt grada, stra}are slump /slVmp/ v te{ko se spustiti (u stolicu), svaliti se solitude /’sOlitju:d/ n usamqenost, samo}a solve /sOlv/ v razre{iti, razmrsiti (ne{to); na}i izlaz, re{iti soot /sut/ n gar, ~a| spacious /’speiS@s/ adj prostran, {irok spindle /’spindl/ v osovina
spit /spit/ n (spat, spat) pqunuti
split /split/ v (split, split) rascepiti, podeliti staff /sta:f/ n osobqe, personal, kadar startled /’sta:tld/ adj prestra{en, zapla{en starvation /sta:’veiSn/ n gladovawe, umirawe od gladi
steady /’stedi/ adj postojan, pouzdan
steer /sti@/ v upravqati (brodom, automobilom)
steeringwheel /’sti@riN wi:l/ n volan, upravqa~ sticker /’stik@/ n nalepnica
storey /’stO:ri/ n sprat
stringinstrument /’striN instrum@nt/ n guda~ki
instrument
stroke /str@uk/ n napad, kap, {log stubborn /’stVb@n/ adj tvrdoglav, svojeglav substitute /’sVbstitju:t/ n zamena, nadoknada (za ne{to)
subtle /’sVtl/ adj ne`an, tanan, fin
superstition /’su:p@’stiSn/ n sujeverje, praznoverje
surgery /’s@:dZ@ ri/ n hirurgija, operacija
Ttemporary /’temp@r@ri/ adj privremen, prolazan
tend /tend/ v te`iti, biti sklon, imati tendenciju
though /D@u/ conj premda, iako, mada threaten /’Tretn/ v ugro`avati (nekog), pretiti
threshold /’TreSh@ uld/ n prag, ulaz thump /TVmp/ n potmuo pad, tup udarac tightly /taitli/ adv ~vrsto, jako, stisnuto tile /tail/ n plo~ica, crep
tiny /’taini/ adj maju{an, si}u{an, nejak tiptoe /’tipt@u/ v hodati na vrhovima prstiju topic /’tOpik/ n tema, predmet torch /tO:tS/ n bakqa, lampa touch /tVtS/ n zna~ajna karakteristika, izraz
tough /tVf/ adj tvrd, ~vrst, sna`an trace /treis/ v slediti trag, pratiti trafficjam /’tr&fikdZ&m/ n zastoj u saobra}aju train /trein/ v u~iti, obu~avati, ve`bati
tranquil /’tr&nkwil/ adv miran, tih trust /trVst/ v verovati (nekom/ne~em), uzdati
se (u nekog)
turndown /’t@:n ’daun/ v odbiti, otkloniti
turnout /’t@:n ’aut/ v izbaciti, oterati
twilight /’twailait/ n sumrak, suton
Uunaided /’Vn’eidid/ adj nepotpomognut unbutton /’Vn’bVtn/ v otkop~ati
