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TONTENTS

Er**n': skilts ar:d task in the lessons are higi'tliEhted in btue Grammar focus Warm-up (p.5) Listening: (matching) Vocabulary: PersonaLity 1 Autobiography 1p.o t1 Reading Strategies: Revision Vocabulary: WordbuiLding

2 Who Are You?

1p.s-r;

R e v i s i o n o f a l l t e n s e s ( g a p fi t l i n q , r u l t i r l e - c h o i c e , n t a l : c h i n q )

3 National ldentity (p.10'11) Listening Strategies: Revision Listening: (T/F, qap fittine) Vocabutary: lvlulti-part Verbs Function: Preferences

Language Awareness 1 Determiners (p.14)

W a r m - u p ( p . i 5 ) L i s t e n i n g : ( m a t c h i n g ) Vocabu[ary: Laughter

5 A Comic Novel 1p.lo'lz; Fi*ai! i n g S trat*gier;:

A.lsLoicring nt-i q uesilcrs Vocabulary: CoLLocations

6 Crazy But True (p.t8-1e) Past tenses, Past Perfect Continuous ( m a t c h i n g , g a p fi l l i n q )

7 What's So Funny? (p.20-21) Vocabutary: Multi-part Verbs

Listening Strategies: Ansrlering nl-c quesrioirs

Listening: (n-c queslions) Function: TelLing jokes

Language Awareness 2 Continuous and Simple Tenses (p.25)

Review ModuLes 1 and 2 (p.26-27) €ulture Corner 1 The History of EngLish (p'28)

Warm-up (p.29) L i s t e n i n g : ( m a t c h i n g ) R e a d i n g :

Vocabutary: 0pi nion adjectives

9 Street Art 1p.so-st1

i':,iai ; ;t,j 5xlia{.49i*5:

:''t.ti-:_l i I Il I ;+.. c: :tq,: a rrC p; i: g r.t p lt: Vocabutary: moke, get, hove i)r'.)

10 Body Language (p.32-33) Retative and particip[e clauses

1 1 B r a n d e d ( p . j a - 3 5 )

L i s t e n i n g : ( m a t c h i n g , g a p fi L l i n g , T / F ) Vocabulary: MuLti-part Verbs ! - i ; t e n i * 5 :i # i : * t i r : E : 4 n t " s : . l n g T , / F q u e s r i o n s

F u n c t i o n : i l t s c i i b i n g p e c l l e

Warm-up (p.39)

Listening: (matching, categorising) Vocabulary: Descri bi ng beautY

13 Poetry

@.<o-al)

Reading Strategies: Reading Poetry ii';/F, rnatclring)

Vocabutary: ldiomatic [a ngua ge

14 Wrapped

Up 1p.<z-ts1

The Passive (matching, sentence tra nsformaiion)

15 Music

@.aa-as)

Listen !*g Strategiesi l',1atchi ng p e o p l e a n d o p i ; r i o n s Listening: (matching) Vocabulary: MuLti-part Verbs Function: Aqreeing and Disaqrceing

Language Awareness 3 Pronouns (p.49) Review ModuLes 3 and 4 (p.50'51) Culture Corner 2 Peoples ofthe Russ'an Federation (p.52)

Warm-up (p.53) Listening: (matching) Vocabulary: Science

17 Eureka! (p.5a-5s) ill*fr di iiff Stsat*gi*s: trin:;weri r:g T/ F t $ e S l r c n s

Vocabu[ary: Compound words

18 Futurology (p.56-s7) The future, Future Perfect, Future Continuous (matching, gap fitting)

19 Artifi ciat Intelligence 1p.la-14 Listening: (answering questions, gap filting Listening strategies: Multiple maichlng Vocabulary: Mutti-parl Verbs

F u n c t i o n : L l a r i f i / i . g a n c l a s l , ' r g 0 u e r l i o r s

Warm-up (p.63) Listening: (matching) Reading: : Vocabulary: The body

21 Life Savers 1p.ot'-os1 ii,**ri!n g st,'at* -er*s: l ai.is \,'rlih t a i a . J r a i t r i l g i i t s

Vocabulary: Synonyms

22 Super Athletes (p.66-67) ConditionaLs, Mixed ConditionaLs

23 Brain Power (p.68-6e) ! - i s t e n i n g S t E a t e g i e s : [ c r n p l e i i n g a t e x t

L i s t e n i n g : ( g a p fi t l i n g , m a t c h i n g ) V o c a b u l a r y : M u L t i - p a r t V e r b s

F u n c t i o n : G i v i n g l a n d a s k i n g f o r a d v i c e

Language Awareness 4 ModaLity (p./3) Review ModuLes 5 and 6 (p.74-75) Culture Corner 3 EngLish around the WorLd (p./6)

W a t m - u p (p . 7 7 ) L i s t e n i n g : (m a t c h i n g ) Vocabutary: Describi ng pLaces

25 0n the Road 1p.ts-to1

'. t:lri'r;r lil;r::i*iii*:;: A:rs,,r,tr I;ii 'i,'i

'

V o c a b u t a r y : W o r d b u i L d i n g

26 Migrating (p.80-81) Verb patterns; -ing form, infinitive

2 7 Trans-conti nental P.az-s.t; L i s t e n i n g S t r a t e g i e s : I d e n r i ' y i r g s i t u a t i o n s a n d p e o p l e L i s t e n i n g : ( n r - c , g a p fi L L i n g ) V o c a b u l a r y : M u L t i - p a r t V e r b s S p e a k i n g S t r a t e g i e s : B e i n g P o l i t e F u n c t i o n : P o L : t e r e q u e s i - s

(3)

Communication Workhops

Language

Powerbook

4 Communication Workhops

( p . 1 2 - 1 3 )

Writing: A forma/informaI letter Speaking: A short presentation Speaking Strategies: Revision

Vocabulary: Persona[ity, wordbuilding Remember: ModaL verbs Grammar: Revisjon of tenses

Function: Expressing preferences Mutti-part Verbs Writing: A letter Word Power Language Awareness E x a m P r a c t i c e 1 : U s e o f E n g l i s h ; R e a d i n g ; W r i t i n g

(p. z-15)

8 Communication

Workhops

\p.22-24)

Writing: A book revjelv

Listening: A sketch (matching, m/c) S p e a k i n g : A t o p i c p r e s e n t a t i o n Spea kin g Strategies: Preparat'io n

Vocabulary: Laughter Remember: Past tenses Grammar: Past Perfect Continuous Function: Tetling a joke Multi-part verbs writing: A book review word power Language Awareness check your Grammar E x a m Z o n e (M o d u t e s 1 - 2 ) : S p e a k i n g ; L i s t e n i n g ; R e a d i n g ; U s e o f F n g l i s h ; W r i t i n g

( p . 1 6 - 3 1 )

12 Communication Workhops 1 p . 3 6 - 3 8 )

Writing: A description of a ptace L i s t e n i n g : A s o n g (g a p fi t l i n g ) S p e a k i n g : D i s c u s s i n g a t o p i c ( p i c t u r e d e s c r i p t i o n )

S p e a k i n g S t r a t e g i e s : G a i n i n g t i m e

Vocabulary: 0pinion adjectives Rememben Comparison of adjectives Grammar: Relative and participle clauses (p3z-a5) Function: Describing people Mutti-part verbs writing: A description of a place word power

E x a m P r a c t i c e 2 : U s e o f E n g l i s h ; R e a d i n g ; W r i t i n g

16 Communication

Workhops

@.a6-a8)

Writing: A fiLm review

Iistening: A conversation (matching) Speaking: PLanning an event Speaking Stntegies: Taking turns in group discussions

vocabulary: Opinion adjectives Remember: Active, passive and causatjve Grammar: The passive Function: Agreeing, disagreeing, asking for opinions Mutti-part Verbs Writing: A fiLm revjer,v Word power Language Awareness Check Your Grammar

E x a m Z o n e (M o d u l e s 3 - 4 ) : S p e a k i n g ; L i s t e n i n g ; R e a d i n g ; U s e o f E n g l i s h ; \ 1 / r i t i n q

(p.46-63)

20 Communication

Wbrkhops

(p.60-62)

Writing: A description of an event Listening: A song (matching) Speaking: A presentation Speaking Strategies: Givi ng presentations

24 Communication

Workhops

(p.70-72)

Writing: A discursive essay (1) Listening: A TV programme (completing sentences)

S p e a h n g : A d i s c u s s i o n

Speaking Strategies: Avoiding probLems

Vocabulary: Compound words Remember: wilt, going lo Grammar3 Future Perfect, Future Continuous Function: Clarifuing Multi-part Verbs Writing: A description of an event Word power

E x a m P r a c t i c e 3 : U s e o f I l g l i s h ; R e a d i n g ; \ l . / r i t i n g

(p.64-75)

Vocabulary: Parts ofthe body Remember: Conditiona[s Grammar: Mixed Conditiona[s Function: Giving advice (p.26-91) Multi-part Verbs Writing: A discursive essay Word Power Language Awareness Check your Gnmmar

E x a m Z o n e (M o d u L e s 5 6 ) : S p e a k i n g ; L i s t e n i n g ; R e a d i n g ; U s e o f E n g t i s h ; W r i t i n g

28 Communication

Workshops

(p.84-86)

Writing: A formal Letter Listening: A song

S p e a k i n g : A t o p i c p r e s e n t a t i o n

Vocabutary: WordbuiLding Remember: -ing form, jnfinitive Grammar: Verb patterns Function: Asking for permission Mutti-part Verbs Writing: A fornrai letter Word power l x a m P r a c t i c e 4 : U s e o f E n q l i s h ; R e a d i n q ; I ' V r i t i n g

(4)

CONTENTS

Warm-up (p.87) Listening: (matching) Vocabularv: GlobaI issues

29 Unnatural

Disasters

(p.88-8e)

Reading Strategies: Completing texts with s e n t e n c e g a p s Vocabulary: Prefixes

30 Gtobat

Warming

(p.e0-et)

Reporting, Reporting Verbs ( m a t c h i n g , s e n t e n c e transformation)

3 1 R i c h

a n d

Poor 1p.ez-os1

L i s t e n i n g Strategies: Taking Lecture notes L i s t e n i n g : ( T / F ) Vocabulary: MuLti-pa rt Verbs F u n c t i o n : J u s t i f y i n g a rg u m e n t s

3 2

Communication

Workhops

@.ea-e6)

Listening: A radio interview (gap fitlinq) Writing: A Letter of a ppLicatio n

Speaking: Discussing photos and texts Speaking Strategies: Using photos and texts i n d i s c u s s i o n s

Vocabulary: Wordbuitding (p.106-l Remember: Reporting

Grammar: Reporting verbs Function: Giving opinions, justifuing arguments Multi-part Verbs Writing: A Letter of appLication Word Power Language Awareness Check Your Grammar

Language Awareness 5 Impersonal report structures (p.88-89)

Review Modules 7 and 8 (p.98-99) Cutture Corner 4 Environmentaljssues in Russia (p.100)

3 3 G o l d e n

A g e s

(p.102-1a3) Reading Strategies: Summarisinq Vocabutary: Rich [a ng uage

3 4 C o n s u m e r

Society

$ . 1 0 a - L 0 5 ) C o m p l e x s e n t e n c e s :

3 5 U t o p i a

(p.106-107) Listening Strategies: U ndersta ndi ng culturaI references Listening: (answeri ng questions, matching) Vocabulary: Mutti-part Verbs Function: Making suggestions

39 Conftict

Resolution

(p.116-117) Vocabulary: Mutti-Listening Strategies: Identifying mood Listening: (T/F, m-c) Function: Arguing

3 6

Communication

Workhops

( p . 1 0 8 - 1 1 0 ) W r i t i n g : A d i s c u r s i v e e s s a y t 2 ) L i s t e n i n g : A s o n g ( m a t c h i n g ) Speaking Strategies: P r e p a r i n g f o r p r o b l e m solvi ng Speaking: Probtem solving

4 0

Communication

Workshops

( p . 1 1 8 - 1 2 0 ) Writing: A letter of c o m p l a i n t Listening: A f i l m s c r i p t (m a t c h i n g ) Speaking: A formaI te[epho ne conversatio n V o c a b u l a r y : S o c i a L ( p . 1 1 2 - 1 . p r o D L e m s R e m e m b e r : E x p r e s s r ' n g r e g r e t G r a m m a r : P e r s u a s i o n F u n c t i o n : S u g g e s t i o n s M u l t i - p a r t V e r b s W r i t i n g : A d i s c u r s i v e e s s a y Word Power

Exam Practice 5: Use of EngLish; R e a d i n g ; W r i t i n g

Vocabulary: @.132-1 C o n f l i c t w o r d s

Remember: Present Perfect G r a m m a r : E m p h a s i s F u n c t i o n : A r g u i n g M u l t i - p a r t V e r b s

W r i t i n g : W r i t i n g u n d e r p r e s s u r e Word Power Language Aware C h e c k Y o u r G r a m m a r E x a m Z o n e (M o d u L e s 7 - 1 0 ) : L i s t e n i n g ; R e a d i n g ; U s e o f E n g L i s h ; Writing M i n i - G r a m m a r ( p . 1 4 8 - 1 5 9 ) W a r m - u p ( p . 1 0 1 ) Listeningl (matching, tabte completion) Vocabutary: SociaI probLems

W a r m - u p ( p . 1 1 1 ) Listening: (matching) Vocabulary: Conftict

3 7 W a r

M e m o r i e s

( p . 1 1 2 - 1 1 i ) Reading Strategies: Questions with more ihan one type of examination task Vocabulary: Word fa mi Lies

Language Awareness 6 Review Modules 9 and L0

3 8 N e i q h b o u r s

from H-ett

( p J 1 a - l 1 5 ) Complex sentences: e m p h a s i s ( s e n t e n c e c o m p l e t i o n , s e n t e n c e tra nsfo rnratio n)

Perfective verb forms (p.J21) (p.122-123)

Literature Spots 1-5 Grammar Summary

(p.124-133) Writing Help (p.1.37-145) ftJa6-150) Lexicon (p.151-176)

(5)

. talk about different kinds of identity and give a short presentation about yourself. . listen to mono[ogues, a radio programme, an

'interview and a presentation.

. read extracts from an autobiography, a diary and letters; use listening and reading strategies.

. write a formaI or informal letter, . revise the main tenses in Enql"ish.

K E Y

W 0 R D S :

P e r s o * a t i t y

ambitious, caretess, chatty, cheerfut, chil.dish, competitive, considerate. conventionat, easy-g o i n easy-g , h a r d - w o r k i n g , i d e a [ i s t i c , i m p a t i e n t , individualistic, kind, l.ikeabte, moody, outgoing, popular, reckless, reUable, reserved, romantic, setfish, sensibte, sensitive, sentimentat, shy, sociab[e, sympathetic

(6)

I Aulobiogrophy

Before

you slart

1 r n i n l a b o u t a n i m p o r t a n t s c e n e i n y o u r l i f e that you remember very clearly. Tetl the class. Example A scene I remember very welL is when I won a competition at primary school ...

h l .

K e 0 o r n g

2 neaa the Strategies.

R e a d i n g S t r a t e g i e s : R e v i s i o n . Before r e a d i n g , l o o k a t t h e t i t l e , p i c t u r e s a n d th e f i r s t c o u p t e o f [ i n e s o f t h e t e x t . L o o k fo r c l u e s t o h e l p y o u p r e d i c t w h a t k i n d o f t e x t i t i s a n d w h a t it i s a b o u t . o R o a d t h e t e v t t o n e t t h p n p n p r : l i d c : I g n o r e w o r d s y o u d o n ' t k n o w . . Read t h e t e x t a g a i n . T r y to w o r k o u t t h e m e a n j n g o f i m p o r t a n t n e w w o r d s . U s e a d i c t i o n a r y i f y o u c a n ' t . . Read a n y c o m p r e h e n s i o n q u e s t i o n s a n d tr y t o t h i n k o f p o s s i b t e a n s w e r s . T h e n fi n d a n s w e r s t o t h e q u e s t i o n s i n t h e t e x t .

Use the Strategies to answer these questions about the texts.

Text I

1 W h a t ti m e o f y e a r d o y o u t h i n k i t i s ? W h y ? 2 W h o d o y o u t h i n k P e t e r i s ? H o w d o y o u t h i n k t h e d i a r y w r i t e r fe e l s a b o u t h i m ? 3 H o w o l d d o y o u t h i n k t h e w r i t e r is ? G i v e y o u r r e a 5 0 n s . 4 W h a t d o y o u t h i n k is u n u s u a I a b o u t t h e w r i t e r ' s s i t u a t i o n ?

Text

2

1 H o w w a s th e g i r [ d i f f e r e n t f r o m o t h e r c h i l d r e n ? W h y w a s h e r te a c h e r s o i m p o r t a n t f o r h e r ? H o w d i d s h e le a r n n e w w o r d s ? W h y d i d s h e fe e I h a p p y w h e n s h e u n d e r s t o o d t h e m e a n i n g o f t h e w o r d ' w a t e r ' ?

W h a t d o y o u th i n k h a p p e n e d

l a t e r to t h e

writers of the texts? Check

your answers

on

p a g e

1 3 5 .

Text 1

&

stge@{s'@@8*rte"t?:vtetr??4,lt,e*t4".::tt':'

he weather's been wonderful since yesterdav and I,ve perked up quite a bit. My writing, the best thing I have, is coming along well. I go to the attic almost every morning to get the stale air out of my lungs. This morning when I went there, Peter was busy cleaning up. He finished quickly and came over to where I was sitting on my favourite spot on the floor. The two of us looked out at the blue skv, the bare chestnut tree glistening with dew, the seagulls and other birds glinting with silver as they swooped through the air, and we were so moved and entranced that we couldn,t speak. He stood with his head against a thick beam, while I sat. We breathed in the air, looked outside and both felt that the soell shouldn't be broken with words. We remained like this for a long while, and by the time he had to go to the loft to chop wood, I knew he was a good, decent boy. He climbed the l ladder to the loft and I followed: during the fifteen minutes he was chopping wood, we didn,t say a word either. I watched him from where I was standing and could see he was obviously doing his best to chop the right way and show off his strength. But I also looked out of the open window letting 2 my eyes roam over a large part of Amsterdam, over the

rooftops and on to the horizon, a strip of blue so pale it was w almost invisible. As long as this exists,' I thought, ,this

sunshine and this cloudless sky, and as long as I can enjoy it,

how can I be sad?' )

Unless you write yourself, you can,t know how wonderful it is; I always used to bemoan the fact that I couldn,t draw, but now I'm overjoyed that at least I can write. And if I don't have the talent to write books or newspaper articles, I can always write for myself. But I want to achieve more than that. I can't imagine having to live like Mother, Mrs van Daan and all the women who go about their work and are then forgotten. I need to have something besides a husband and children to devote myself to! I don't want to have lived in vain like most people, even those I've never met. I wanr to go on living even after my deathl And that,s why I,m so grateful to God for having given me this gift, which I can use ro develop myself and to express all that's inside mel

.::

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2

3

4

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Cry

(7)

ldenttfu

Texl2

THE MOST IMPORTANT DAY I remember in all my life is the one on which my teacher, Anne Sullivan, came to me. It was three months before I was seven years old.

On the afternoon of that day, I knew that 5 something was happening. I went outside and waited on the steps of the house. I could feel the sun on my face and I could touch the leaves of the plants. Then I felt someone walking towards me. I thought it was my mother and she picked l0 me up and held me close. This was my teacher who had come to teach all things to me and, above all, to love me.

The next morning, the teacher took me into her room and gave me a doll. When I was playing ls with it, Miss Sullivan slowly spelled the word 'd-o-l-f

into my hand. I was interested and I imitated the movements with my fingers. I learned a lot of words like this, but only after my teacher had been with me for several weeks did I 20 understand that everything has a name.

One day, I didn't understand the difference between'mug' and'water'. I became angry and threw the doll on the floor. In my quiet. dark

world I didn't feel sorry for doing it. Then my 25 teacher took me out into the warm sunshine. We walked down to the well where someone was drawing water. My teacher put my hand under the water and spelled the word'w-a-t-e-r'

at the same time in my other hand. Suddenly, I 30 felt an understanding. The mystery of language was revealed to me. I knew then that'w-a-t-e-r' was the wonderful cool something flowing over my hand. That living word awakened my soul, gave it light, hope,joy, set it free! 3b

qur@

a b c d e f

I

i

r5

I

Vo

@'

cobulury:

Wordbuilding

(Revision)

Lexicon, page 157.

3 Us" the endings

below

to make

adjectives

from the

group of words (a-k). Some

groups

can have more than

o n e e n d i n g .

- y , - e d ,

- i n g , -f u L ,

- ( i ) o u s ,

- i s h ,

- ( i / a ) b l " e ,

- t e s s ,

- a t , -( t ) i c ,

- i s t i c ,

- ( e / a ) n t ,

- i v e

m o o d , s t u f f , h a p p i n e s s , c l o u d hope, care, hetp

pract.ice. nature, logic i d e a t , re a [ , i n d i v i d u a I

decision. create, imagination i Like, rely, sense importance, tolerate, djfference j interest. tire, bore

k s e t f . c h i t d

Make

adverbs

from the adjectives

in a, b and c. Then try

to add more adjectives

and adverbs

to each group.

Check

spetlings.

4 took at the words

in Exercise

3. In which of them is

there a change

in word stress?

Example

idgal - ideallstic,

Science

- scienlific

Q listen and check

your answers.

5 put the underlined

words

in the correct

form.

I h a v e s o m e v e r y 1 p t e a s e m e m o r i e s o f m y 2 c h i L d . W e L j v e d j n a 3 romance c o t t a g e i n t h e c o u n t r y w i t h 4 l o v e v i e w s o f L a k e W i n d e r m e r e . W e h a d a 5 w o n d e r g a r d e n w i t h lots of animats. However, ] 6 11_g1uo_ry one year 7 extreme wel"l". I was eight and one of my 8 f1v,o11 animals was a g o o s e c a l l e d M a b e l . A f t e r c o m i n g b a c k fr o m s c h o o [ . I u s e d t o 9 f o o d M a b e l " . W i t h m e , s h e w a s 1 0 u s u a l v e r y q u i e t a n d 1 1 friend. With everybody e l s e th o u g h , M a b e l w a s v e r y n a s t y a n d 1 2 a q q r e s s i o n . T h a t w i n t e r w a s v e r y c o t d a n d th e s n o w w a s n e a r l y a m e t r e 1 3 depth.0n Christmas D a y , w e h a d a 1 4 t r a d i t i o n [u n c h - g o o s e a n d C h r i s t m a s p u d d i n g . I w a s 1 5 c h e e r u n t i I I r e a l i s e d t h a t t h e q o o s e w a s . . . M a b e t l M y 1 6 h - i m m e d i a t e L y d i s a p p e a r e d - a n d I s p e n t th e r e s t o f t h e m e a I i n t e a r s .

6 Choose a memory from your tife. Write notes about t h e s e th i n g s :

y o u r a g e , p l a c e a n d ti m e , w h o y o u w e r e w i t h ,

w h a t h a p p e n e d , h o w y o u f e [ t , w h a t h a p p e n e d i n t h e e n d 7 Wort in pairs. Tetl your partner about your memory.

guoTn,....

u?wuoTn

'%

love

on.s"lf is the be{innin{ of a lifelon{

g mystery, ambition, da nger

h romance. sympathy, s c i e n c e

(8)

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. , . :

t ,

' 7 "7,'

7n,

f: rrf,i

*T#Hf*

*i 8ffi $|;jr,

LK# :::"ffi;+}i :;,:, i.,?^",

'

^s a

nd

i:tr4#' i::'

!i'

i ;;:

ffi : ::'

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r:

"

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(''n)

we

YtLb45-Before

you starl

1 t o o k a t t h e p i c t u r e s . W h i c h o f t h e t h i n g s c a n t e l l u s a b o u t o u r s e l v e s ? W r i t e y o u r o p i n i o n s o n a p i e c e o f p a p e r .

E x a m p l e

I think that astrology is interesting but I don't believe in horoscopes.

Tel[ the class.

2 toot< at the three styles of handwriting ( 1 - 3 ) . T r y to m a t c h t h e m w i t h t h e p e r s o n a l i t y d e s c r i p t i o n s ( a - c ) . a T h j s p e r s o n i s i n d i v i d u a l j s t i c - someone w h o U k e s d o i n g t h i n g s i n t h e i r o w n w a y . H e / S h e i s a [s o a p e r f e c t i o n i s t w h o a L w a y s m a k e s s u r e t h a t e v e r y t h i n g i s j u s t r i g h t . b T h i s p e r s o n i s a m b i t i o u s a n d id e a L i s t i c -s o m e o n e w h o h a s s t r o n g p r i n c i p t e s a n d h e l i e f q H e l S h e i s a l c n r r e r r i l o n i c a l c T h i s p e r s o n i s q u i t e c o n v e n t i o n a L -s o m e o n e w h o d o e s n ' t [ i k e to b e d i f f e r e n t . H e / S h e j s atso rather shy but is a good o b s e r v e r o f p e o p t e .

C h e c k y o u r a n s w e r s o n p a g e 1 3 5 .

2Who

Are

You?

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Revision:

Tenses

4 tooL at the undertined

verbs

in the three texts.

What time (past/present/future)

do they refer to?

5 M a t c h th e e x a m p l e s u n { q { i q q d i n t h e t e x t ( 1 - 2 0 ) w i t h t h e s e te n s e s a n d v e r b f o r m s ( a - i ) . rllidii

-ti+--3 W o r t in p a i r s .

G i v e

y o u r p a r t n e r

t h e p i e c e

o f p a p e r

w i t h y o u r h a n d w r i t i n g

o n it f r o m E x e r c i s e

1 . U s e

t h e

i n f o r m a t i o n

o n p a g e

1 3 5 to ' a n a l y s e ' y o u r

p a r t n e r ' s

h a n d w r i t i n g .

T e t l

y o u r p a r t n e r

y o u r analysis.

D o e s

y o u r

partner

agree

with it? Let your partner

telt the ctass.

E x a m p l e

Peter

says

I'm very

ambitious.

I don't think thqt's true!

i

a

tu

i

'll . Lo,,e ' : : : . ' € m , - , a

i {

a P r e s e n t S i m p L e b P r e s e n t C o n t i n u o u s c Present Perfect d P r e s e n t P e r f e c t C o n t i n u o u s e P a s t S i m p t e f P a s t C o n t i n u o u s g h I Past Perfect qoinq to i" w t t L

(9)

,t ,*"

t

.1,

6 u"t.tt the tenses

and verb tormEirom

Exercise

5 with the uses (1-9).

7

2

3

4

5

activities going on at the time of speaking/personal arrangements for the future/temporary routines or habits activities that are repeated regutarty/future fucts intentions for the future

a c t ' i o n s t h a t h a p p e n e d a t a s p e c i f i c t i m e i n t h e p a s t a c t i v i t i e s t h a t f o r m a b a c k q r o u n d t o e v e n t s i n t h e p a s t

6 events that happened before other past events 7 a c t i v i t i e s i n t h e p a s t w h e r e t h e t i m e i s n o t i m p o r t a n t / s t a t e s t h a t s t a r t e d i n t h e p a s t a n d a r e s t i [ [ t r u e 8 a c t i v i t i e s t h a t s t a r t e d i n t h e p a s t a n d c o n t i n u e u p t o n 0 w 9 p r e d i c t i o n s b a s e d o n o p i n i o n , b e t i e f o r k n o w t e d g e / d e c i s i o n s a b o u t th e f u t u r e ta k e n a t t h e m o m e n t o f s p e a k i n g

E4 Grammar Summary 1, poge 146.

P r o c t i c e

7 Undertine the contractions in these sentences. What auxiliary verbs do they stand for?

a He's been studying a [ot recently. b W e d i d n ' t d o i t o n p u r p o s e .

c I've had probtems with my computer latety. d W e ' r e g o i n g o u t t o n i g h t .

e I ' l " i t e L t y o u a s s o o n a s I f i n d o u t . f S h e ' s p t a n n i n g t o s t u d y p h y s i c s . g We'd seen the fitm before.

O 8 pronunciation

Listen to the sentences

and write

down

the contractions

you hear.

Exampte t --'s (has)

9 U a t c t t th e s e n t e n c e s ( 1 - 7 ) w i t h t h e s i t u a t i o n s

(a-s).

1 H a v e y o u b e e n p L a y i n g f o o t b a l l in t h e r a i n a g a i n ? 2 I ptay footbatl every day.

3 I ' m p l a y i n g a f o o t b a [ [ g a m e o n t h e c o m p u t e r . 4 I ' m p t a y i n g i n a f o o t b a t l m a t c h a t 1 0 o ' c t o c k . 5 I ' v e a t r e a d y p t a y e d a n d w o n 2 0 g a m e s . 6 I was playing footba[[ when ] fel.t badLy. 7 I h a d p i a y e d 4 0 g a m e s w h e n I w a s in j u r e d fo r t h e f i r s t t i m e . a a p r o f e s s i o n a I f o o t b a [ [ e r t a t k i n g a b o u t h i s jo b b a p a t i e n t t a t k i n g to t h e d o c t o r c s o m e o n e g i v i n g a n e x c u s e w h y t h e y c a n ' t h e [ p s o m e o n e n o w d s o m e o n e s a y i n g h o w g o o d th e y a r e e s o m e o n e e x p t a i n i n g w h y t h e y c a n ' t g o s h o p p i n g t h e n e x t d a y f a r e t i r e d f o o t b a t t e r l o o k i n g b a c k o n h i s c a r e e r g a m o t h e r t o a b o y w h o s e c t o t h e s a r e m u d d y

,";ffffHffi5tffiffTiffi

the verbs in brackets.

I s u p p o s e t h a t , i n m a n y w a y s , t t h w e b e * n ( b e ) L u c k y s i n c e t h e d a y I w a s b o r n . I w a s b o r n tw o m o n t h s p r e m a t u r e a n d I w a s v e r y i[ [ b u t s o m e h o w I 2 - ( s u r v i v e ) . T h e n , w h e n I w a s th r e e , I 3 - ( f u L t ) i n t o a p o n d o n a f a r m I4

(stay) at. My mum 5 - (go) into hospital for an o p e r a t i o n a n d s o m e f r i e n d s 6 - ( t o o k a f t e r ) m e at the time. Luckity, a man 7 (work) near the p o n d a n d h e 8 - ( p u t t ) m e o u t !

N o w I' m i n m y l a s t y e a r a t s c h o o I a n d a t [ m y f r i e n d s 9 - (think) I'm very lucky. For exampte, I 10

- (win) money on the lottery four or five t i m e s a n d I u s u a t l y 1 1 - ( b e a t ) e v e r y b o d y a t ca ro s.

I c a n ' t s a y I' m v e r y h a r d - w o r k i n g b u t I 1 2

( d o ) w e l . L a t e x a m s - the right questions a [ w a y s c o m e u p . I ' m a l s o tu c k y i n l o v e a n d ] 1 3 - ( g o o u t ) w i t h a n a m a z i n g g i r [ f o r t h e l a s t s i x m o n t h s . I h o p e m y l u c k t 4 - ( c o n t i n u e ) i n t h e f u t u r e .

I 15 - (take) my university entrance exams in t h e s u m m e r a n d a s s o o n a s I 1 6 - ( f i n i s h ) t h e m , I 1 7 - ( t r a v e L ) f o r a c o u p t e o f m o n t h s . Then, hopefutLy, I 18 (study) architecture at u nive rsity.

I 1 l o o t a t t h e q u e s t i o n s . I n w h a t s i t u a t i o n s c o u l d t h e y b e a s k e d ? W h o c o u t d b e t a t k i n g ?

Example 1. people who meet for the first tine 1 W h a t d o y o u d o ? 2 W h a t h a v e y o u b e e n d o i n g re c e n t l y ? 3 W h a t a r e y o u d o i n g to n i g h t ? 4 W h a t a r e y o u g o i n g to d o w h e n y o u f i n i s h s c h o o [ ? 5 W h a t w e r e y o u d o i n g o n S u n d a y e v e n i n g ? 6 W h a t h a v e y o u d o n e to d a y ?

In pairs, ask and answer the questions.

t2 Tat<e turns to say the sentences about your tife using the time expressions below.

E x a m p t e

I usually play bosketball on Tuesday night.

usuatty, never, now, this weekend, last year, since, i n t h e f u t u r e , n e x t y e a r , i n 1 . 9 9 9 , f o r t h r e e w e e k s , at ten o'c[ock, twice a week, when, white, recenttv, f o r a v e a r n o w

(10)

3 Nolionol

ldenti

you stort

1 put the words below into the correct categories in the Key Words box. a n i m a [ l o v e r s . a d v a n c e d , d e m o c r a t i c , emotiona[. friendty, [iberat, modern, noisy, nature lovers, outgoing, powerfut, violent

K E Y W 0 R D S : h i x * i * r : a l 5 * * n t i t y

{ * e . : 1 3 t r y : d e v e t o p e d , d e v e [ o p i n g , h i s t o r i c , innovative, multicultura[, wealthy,

w e t [ - o r g a n i s e d

* s * + l * : c t a s s - c o n s c i o u s , c o m m u n i c a t i v e , conservative. excitabte, fu mily-oriented, [aw-abiding, natjona[istjc, po[ite, proud, retigious, reserved, serious, traditiona[. toterant, suspicious of foreigners

2 loot< at the photos of Britain. Choose eight adjectives or expressions from Exercise 1 that reflect your view of Britain and the British. Te[l the class.

Example

To me the British seem to be auite traditionql.

[ i s l e n i n g

3 neaO

the Strategies.

Listening Strategies: Revision

. Before listening, look at the task. Try to guess answers to the o uestio ns.

. The first time you tisten, answer a s m a n y q u e s t i o n s a s y o u c a n . . The second t i m e , a n s w e r t h e q u e s t i o n s y o u m i s s e d .

. Do not worry if you don't understand every word.

Q t-isten

to a radio phone-in

programme.

Use

the Strategies

to

decide

if these statements

are true (T) or fatse (F). Then tisten

again and check

your answers.

1 I

G r e a t

B r i t a i n

i s m a d e

u p o f f o u r d i f f e r e n t

n a t i o n s :

E n q t a n d ,

N o r t h e r n

I r e [ a n d .

S c o t l a n d

a n d W a [ e s .

2 Z

3 I

i n a p o t t , B r i t i s h p e o p t e d e s c r i b e d t h e m s e t v e s a s a n i m a l l o v e r s a n d to [ e r a n t b u t s u s p i c i o u s o f f o r e i g n e r s a n d r e s e r v e d . E i g h t y - s e v e n p e r c e n t o f B r i t i s h p e o p [ e t h o u g h t t h a t t h e B r i t i s h w e r e c L a s s - c o n s c i o u s . T h e fi r s t c a t l e r t h i n k s B r i t a j n i s a n ' i n n o v a t i v e p [ a c e . S h e d e s c r i b e s h e r s e [ f a s E n g [ i s h r a t h e r t h a n B r i t j s h . T h e s e c o n d c a [ [ e r f e e t s E u r o p e a n . T h e th i r d c a t l e r i s o f I n d i a n o r i g i n . S h e th i n k s B r i t a i n i s m u l t i c u t t u r a I b u t t h e r e is a n i n t o l e r a n t minority. T h e [a s t c a t l e r t h i n k s B r i t a i n i s a m o d e r n c o u n t r y . H e is a S c o t t i s h n a t i o n a t i s t a n d d o e s n ' t f e e I B r i t i s h .

'fi,

4 5 6 7 8 9 1 0

T

T

I

T

T

T

T

(11)

ldentrftl

Speok

7 Uat<e a tist of good and bad things about tiving in your country, town or region.

Example

Good things: rock climbing, sailing, skiing N o w in p a i r s , a s k a n d a n s w e r th e q u e s t i o n s below. Use the expressions from the Function File. Example 1, I'm really into clubbing.

1 W h a t k j n d o f t h i n g s d o y o u [ i k e a b o u t t i v i n g i n . . . ?

2 W h a t s o r t o f t h i n g s d o y o u d i s t i k e a b o u t l " i v i n g i n . . . ?

3 W h e r e e l s e w o u l d y o u [ i k e to [ i v e ? W h y ? Te[[ the class.

Vocobulory:

Multi-port

Verbs

EF

Lexicon,

pages 170-176.

8 C o m p t e t e

t h e d e s c r i p t i o n

w i t h t h e s e

v e r b s

i n t h e

correct form.

get at, ring up. get to, take off, get by, put up with,

g e t on with, look forward

t o , c h e c k

i n

When I am abroad, I atways 7 /.oobforwaroLto getting back h o m e . I s t a r t fe e [ i n g h o m e s i c k a s s o o n a s t h e p t a n e 2

----=- . when I 3 - a new place. the first thing I do after I have 4 at the hotet, is t o 5 - m y f a m i L y a n d h a v e a c h a t w i t h t h e m . U n f o r t u n a t e l y , I h a v e t o t r a v e I a l o t o n b u s i n e s s a n d I often go to the States. I 6 t h e A m e r i c a n s v e r y w e [ [ - t h e y a r e a l w a y s v e r y fr i e n d [ y . I s p e a k g o o d E n g l i s h t o o , s o I c a n 7 i n t h e S t a t e s w i t h o u t a n y p r o b [ e m s . I ' m n o t v e r y k e e n o n A m e r i c a n f o o d b u t I c a n 8 --- i t . T h e p r o b t e m j s that I'm a stay-at-home. M y s i s t e r a l w a y s 9 - m e - s h e s a y s I ' m b o r i n g a n d u n a d v e n t u r o u s . B u t , a s t h e s a y i n g g o e s . ' h o m e s w e e t home'.

honpwtug

hn(trues

How would you describe

your country or region

and the people

from it?

puoTn

....

uNBuoTE

An Dn4lishn'an

is never

happy

rrnless

he is

rnisertle; a 9cotsyr,an

is never

at horne

but when

he is abroad.' Anonyn ous,

tSth century

O 4 lirt"n to an interview

with Ctaire.

What does she

like and distike about Britain? Where

would she [ike

to live for some time?

Q 5 I-isten

again and complete

the Function

File with

these

words:

?' 'd rather, woutdn't mind. can't stand, 'd prefer. [ove, -, hate, don't think I'd want, reatty into, reatly tike,

. don't Like. reatty keen on, just [ove, not keen on myself, '' 'd

[ove, prefer

Prefe

re n ces:

C o l l o q u i a

I E x p r e s s i o n s

I'm 1 -

ctubbing,

you know.

1 2 - d o i n g t h a t , t o o . I m e a n , I 3 - t h e v a r i e t y .

I ' m 4 - l i s t e n i n g t o h o u s e a n d g a r a g e . I 5 - r o c k c t i m b i n g .

I 6 - atl the traffic we've got. I 7 - s i t t i n g in t r a f f i c ja m s ! Another thing I'm 8 - is footbal.l. I 9 - a [ [ th e v i o t e n c e a r o u n d i t . I 10 - watching tennis myself. I 11 - tiving in Australia, for a while at least.

I t 2 - t o g o o u t t h e r e .

to live there for ever. to go just for a few months. A n d I l s

g o in their summer.

What is the difference in meaning between 'I love ...' and'I'd love to ...','I prefer...'and 'I'd prefer to ...'? Make a tist of the expressions that are foltowed by the ' - i n g ' f o r m .

6 Wtite your answers to these questions. 1 W h a t a r e y o u i n t o d o i n g a t w e e k e n d s ? 2 W h a t w o u t d y o u t i k e to d o t h i s w e e k e n d ? 3 W h a t s p o r t s a r e y o u k e e n o n w a t c h i n g ? 4 W h a t s p o r t s s t a r w o u l d y o u l o v e to m e e t ? 5 W h a t a r e th e t h i n g s y o u c a n ' t s t a n d d o i n g ? 6 W h a t th i n g w o u t d y o u p r e f e r n o t t o d o t o m o r r o w ? Work in pairs. Ask and answer the questions above. u r l

* l

z l o l r J l z l f l t ! l B u t I 1 3 1 7 4

(12)

W r i t i n g

Before

you

stsrt

1 Read

the two letters and the

email. Choose

the correct

tinking

words

undertined

in the letters.

2 Wtrlctr of the texts (1-3) is format? Find formal and informa[ examples of t h e s e th i n g s :

greeting . requests . punctuation . grammar . vocabulary . linking words . ending the letter . signing off

C h e c k y o u r a n s w e r s i n W r i t i n g H e l p 1 , p a g e 1 3 7 . idi@Wsffi H i t h e r e A n n a , D o n ' t k n o w if y o u g o t m y f i r s t m e s s a g e . I ' v e b e e n h a v i n g p r o b l e m s w j t h m y c o m p u t e r s o a m s e n d i n g i t a g a i n . L o o k f o r w a r d t o h e a r i n g a l l a b o u t y o u . W h a t k i n d o f m u s i c a r e y o u i n t o ? l ^ J h a t s o r t o f t h i n g s d o y o u d o i n y o u r f r e e t i m e ? W h a t a b o u t s p o r t ? I ' m a f o o t b a l I f a n a t i c m y s e l f ! G e t i n t o u c h s o o n ! A l l t h e b e s t , M a r k

A Letter

Write a reply to one of the letters. Fotlow the stages below.

H. Writing lletp x, page 137.

Stage

I

Write notes about what information you need to i n c l u d e .

Example FamiLy - Mum, Dad, Anna and me

Stage

2

Organise

your letter and ptan paragraphs.

Stage

3

Use your plan to write the letter.

Stoge

4

Check

your letter.

\

3

Dear

Ms Novak,

Thank

you for your enquiry

about

our summer

courses

at Exmoor

English

College.

I enclose

a brochure

with information

about

the

courses

we offer (6) pluslako

the accommodation

we provide,

It lists

the trips and activities

we organise,

(7) as well

aslsuch

as

canoeing

and horse

riding.

Exmoor

English

is a small

school.

(81

Alt[touqhlHowever,

we have

an

excellent

teaching

staff

and good

facilities

. (9) Becauselln

case

of

the small

numbers

of students,

there

is a friendly

atmosphere

at

the school.

(10)ln additionlAnUwaU,

I enclose

a brochure

with local

tourist

information.

(lll BecauselAlthough

Dulverton

is a small

town,

there

are plenty

of things

to do here.

(12)

Despitel|s

well

as being

situated

in the national

park of Exmoor,

the town is near

a

beautiful,

wild part of the coast.

(13)lffl,lhen

you are still interested

in the course,

I would

be

grateful

if you could

write

us a letter

about

yourself

(14)

becauselso

t f t a t

w e c a n

j u d g e

y o u r le v e l o f E n g l i s h .

I l o o k f o r w a r d

t o h e a r i n q

f r o m v o u .

Y o u r s

s j n c e r e l y ,

A n n e

D u t t o n

Talkbock

Work in pairs. Read

your partner's

letter and

m a k e

s u g g e s t i o n s

f o r i m p r o v i n g

i t .

. - ' - ' - ' \ ,

r ' l b

,,'* ,, t 'r^'

---":-'i."

. 'v' F '

W

ili rl

$li'

lf, !1i

4 Com

m

unicolion

Wotsfrops

Dearv HawT

Lef rrae i\tyo/urce r "yselP' }ny vratuae is Patfvick

MqYPhy attA l've jtasf

€oqnt/ oqf l'w, ^ cot^sih oQ Yours!

r,wr kinA oQ iy\fevestea irn the hisfovy os oqr

patwrily (l) so/\>eca^se

l've sfawte/ ioirtg sor^ae "eseawch' l've *oqhA ouf fhatf uay

qvar\A€4fhe v, fiAa'm, c^v e oveY fo flmericat iv\ the lf30s

|z;;A14** leatvurg lvelarrr'A' He wats

fhe brofhev oP yorav

gvavrAaA (sarwr)' . ', - ^--- ^ :.'-D^ ^'\^arrt- ue- I live i,1 Des l'loites' 66666) vJell/However, vle'e's sov're i\€o atborat

rT e' I live irr Des l"toilres'

lowar, wifh ray wi€e fCi"'y9 aurA two kill. {Part 18

ar\A giua 19' aVeve

arve atbora! €iQ+^7 oe * ii"g"tn e' he'et'Hsve's

at gictq"e oQ sowre oQ

us atf at vece\! weAAirrg' ti" tlne o\e o\-the €aw vighf' 6Q tnr adaiHo'r/A\yw;"tot^sin.(caur l5arll yora thart?)' carur

yor^ Ao Ae

at Patvov? Catt yora '"ni 'n"ar thoto oP yor"v

Patr"rily? lt'A be gveatf i*

vora cor^lA 6 Asad '"'^^ ^" atrry inlo yor'r harve

atbor'rf you" lolLs

batck irr the'ol/ cor'uttvY" I hoPe to hearv €vowr Yol^ soo\' Yoi YS/

Parf*ick MuvghY

(13)

. . t - r ' I

'ffi

d* * ghat'rnn

o

Speoking

Before

you start

1 Listen

to Richard's

presentation

and answer

these

questions:

1 W h a t

a r e R i c h a r d ' s

i n t e r e s t s

a n d h o b b i e s ?

2 W h y

d o e s

h e r e m e m b e r

t h e s i n g i n g

c o m p e t i t i o n

s o w e t [ ?

3 W h a t

k i n d o f jo b w o u l d

h e ti k e

t o d o ?

Was

the presentation

formaI or informat?

V a g u e

L a n g u a g e

O 2 lirr"n again. Complete

the sentences

with

these words.

some kind, fortyish or so, that sort of,

w h a t ' s i t s n a m e ? s o m e t h i n g t i k e , s o r t o f , a b o u t S o m e t i m e s I g e t u p a t 1

Next Saturday, we're playing at a club 2 at Echoes, that's it. T h e c o m p e t i t i o n w a s h e t d in 3 sports centre.

S h e w a s 4 a n d h a d a v e r y k i n d w o o o .. . It was made of 5

I fett 6 retaxed but excited at the s a m e t i m e . I t h i n k I ' d L i k e t o of a sports centre.

6 . 3 0 .

of face. ;.+€:=

"*

,:i=;-CF

*

':ti€!l:;-ldentffil

L i n k i n g

3 Classify the sentences below (1-7) into the following categories:

a starting the tatk b introducing topics c a d d i n g i n f o r m a t i o n d e n d i n g t h e t a l k 1 I'm also a keen basketbat[ ptayer.

2 So, to finish off, my ambitions and plans for the future.

3 0K, now something else about me.

4 l've been asked to te[[ you at[ about mysetf. 5 Another thing I'm realty interested in is

m u s i c .

6 Wett, that's it. Thanks for listening to me. 7 First, something about my interests and

[ifestyte.

A Short

Presenlation

Give a short presentation about yourself. Foltow the stages below.

Stage

I

M a k e n o t e s a b o u t t h e s e t h i n g s : . famity

. your tifestyl"e (interests, hobbies etc.)

. o n e o f t h e m o s t im p o r t a n t e x p e r i e n c e s i n y o u r l i f e o lour ambitions, p t a n s f o r t h e f u t u r e

Think of one or two false things to add.

Stage

2

Read

the Strategies.

Speaking

Strategies:

Revision

. When

y o u don't know

a w o r d

o r e x p r e s s i o n ,

t r y

not to stop comptetely.

. Use

' v a g u e

[ a n g u a g e ' t o

e x p t a i n

m o r e

o r l e s s

what you want to say,

e.g. it's a sort of ...

. Describe

things,

e.g. ft's a thing you use to ...

Work in groups.

Use your notes and the Strategies

to give a short presentation

about yourself.

Talkhack

Try to guess

the false information

in the

presentation.

E x a m p l e

I don't think it's true that ...

(14)

;i:'

=;m*

{$!il-14

,"F

==k

1 ReaU

the first part of a Shertock

Hotmes

story. What do you think happens

next?

'Wher-r

I called on Sherlock Holmes on thc st'concl nrorninq after Christmas, he was lying on the sofa next to sol-ne ne\vspapers. On a chair, there -uvas a very dirry old hat and a niaenifiring glass.

'l suppose,'

I said,'th:rt therc is a story about that hat which will help you solve :rnorhcr i n l \ \ t c r i ( ) u s c ' r ' i n r c . '

'There's

no crinre,' said Sherlock Flolmes laughing.'Just a stran€le little incident. Peterson, the door attendant, found the hat.At about four o'clock in the morning, he was coming back from a parry when he saw a tall rnan carrying a goosc. Sr-rddenl_v, two thugs appeared. One pushed the rnan and thc orhcl thus rried to 10 take the goose. Peterson went to protect the m:rn but seeing someone in uniform,

he dropped the goose and ran away. All the attackers disappeared so Peterson was left

1rc uroPPcLr Lrrc goose:rrl0 ran away.ml lne attacKers clsappearecl so l-eterson was IeIt

with both the goose and the old hat.There was a card with the goose saying'For Mrs Henr:y Baker'and the

initials'H.ll.'inside the hat, but there are a 1ot of Henry Bakers in London. Peterson did not know what to do rvith either the hat or the goose so he broueht both to n1e o1r Christm:rs mornins. I kept the hat and Peterson l5 had the goose for his Christnras dinner.'

'So

can you find any clues abor-rt thc r-nan liom this old hat?' 'What c:rn you see, Watson?'

'Well,

it is atr orditrary black hat.The lining is made of recl silk and there is no elastic.There is some dr,rst on it and sevcral spots. Someonc has tried to cover all of the spots with ink. But I can't sec any c1ues.'

20 'Well,Watson, the hat tel1s us a lot about the hat'.s owner. He used to be quite rich br-rt son'rctl-ring musr have hrppcncd ro hinr, 1'robirbly problems r,vith drink. His wife no longer loves hint. He is rniddle-aged rvith grey hair - rvhich he has had cut receutly. He doesn't do much exercise and hc hasn't got gas in his house.' 'You

nrust be joking Hohlcs. How do you knorv all tlrat information?' 'Elementarl',

r'r'ry dear'Watson...'

F i n d o u t w h a t h a p p e n s n e x t in t h e s t o r y and check your guesses to Exercise 1 on p a g e 1 3 4 .

R e f e r e n c e

( l ): Determiners

tr

6rsffintsr

Surnrnurtrt,

paEe

14g.

2 Transtate

the expressions

in red in the

text into your language.

3 t q a t c h

t h e d e t e r m i n e r s

( 1 - 3 ) with the

s i t u a t i o n s

( a - c ) .

7 the second

a there

is a choice

of

o n t y

t w o p e o p [ e

o r

t h i n q

s

2 snother

3 the other

b i t d o e s n ' t m a t t e r h o w m a n y p e o p t e o r t h i n g s t h e r e a r e c t h e t h i n g s o r p e o p [ e a r e c l e a r t y o r d e r e d 4 A n s r e t t h e s e q u e s t i o n s .

1 Why does the text say the sofa buta chair in the description o f H o l m e s ' s r o o m ? ( [ i n e 2 )

2 C o u l " d w e u s e o i n s t e a d o f t h e i n t h i s c o n t e x t ? H o w w o u t d th e m e a n i n g c h a n g e ?

3 The text first mentions a mqn and o goose (tine 8) and later t h e m s n ( L i n e 9 ) a n d th e g o o s e ([ i n e 1 0 ) . C a n y o u e x p t a i n w h y ? 5 C r o s s o u t t h e e x a m p t e s i n t h e t a b l e w h i c h a r e i n c o r r e c t . U s e th e e x a m p l e s i n t h e t e x t t o h e t p y o u . S r n e u m n c o U N T A B L E U l r c o u H t n s L r N O U N S N O U N S

P t u n n l

u o u H s

a/ a, k^qt M ffi+&ttr

toule sow*. hnt sotuo dttxt torr4.& tu.enl

aly

any hat

ory d^ot

aNy c/ue,s

ftD no hat n^o e/a,stic r,tD u4-e,n, se*,era/, seue*a./, spot se.uen/, fu.ut seuera.L spots u&"clt mar./o spot tuuh oxercae, wtzlu spats a, bt of a, lot of spat a,/"ot of oxe*u,re, o /"ot of spots ^A (rf) ^lL (tf) ilz rpot alL (of) that ^/L (tf) th^o spats

cnforwntiott,

(15)

read extracts from Lr'terature and newspaper articLes; use reading strategies for answering mu Ltip Le-choice q uestions.

t a l k a b o u t h u m o u r a n d t e [ [ j o k e s a n d a n e c d o t e s l i s t e n to a T V p r o g r a m m e , j o k e s , fu n n y s t o r i e s a n d a s k e t c h ; u s e l i s t e n i n g s t r a t e g i e s f o r a n s w e r i n g m u L t i p L e - c h o i c e q u e s t i o n s . revise past tenses and learn about the Past Perfect Continuous.

write a book review.

W o r m - u p

1 t o o k a t t h e p h o t o s

( A - D ) a n d q u o t e s

( 1 - 3 ) . W h i c h

i s t h e f u n n i e s t ?

T e l t

t h e c l a s s .

Q 2 f-oot at the Key Words.

Listen and identify

the types of taughter.

Say

in what situation

y o u might hear each

o n e .

K E Y

W O R D S :

b u r s t

o u t L a u g h i n g ,

c a c k l e ,

c h u c k l e ,

f a L L

a b o u t

L a u g h i n g ,

g i g g L e

Example 1" Someone might burst out laughing when they understand a joke,

Q 3 c n e c t y o u u n d e r s t a n d t h e w o r d s a n d e x p r e s s i o n s ( a - d ) . T h e n li s t e n t o f o u r extracts. In which is someone: a t e l t i n g a j o k e ? b p u l t i n g s o m e o n e ' s l e g ? c b e i n g s a r c a s t i c ? d d e s c r i b i n g a n i r o n i c s i t u a t j o n ? 4 w o r k i n p a i r s . A s k a n d a n s w e r th e questions betow.

Exampte 1 I remember giggling in a maths exqm. I was thinking about ...

1 H a v e y o u e v e r g i g g t e d w h e n e v e r y b o d y e l s e w a s s e r i o u s ? W h e n ? 2 D o a n y o f y o u r f r i e n d s m a k e y o u l a u g h a [ o t ?

w h v ?

3 H a s a n y o n e e v e r p u t l e d y o u r [ e g ? W h a t h a p p e n e d ? H o w d i d y o u f e e [ ? 4 D o y o u k n o w a n y o n e w h o js o f t e n s a r c a s t i c ? =jiil

(16)

Belore

you stort

I Wtrlctr of the Key Words are related to t h e s e th i n g s ? h a v i n g p r o b l e m s , b e i n g c o m f o r t e d , f e e t i n g d i s a p p o i n t e d KEY WORDS : : , t o b e p r o n e t o s o m e t h i n g , t o b u c k s o m e o n e u p . t o d o s o m e o n e g o o o , t o f e e l b a d a b o u t s o m e t h i n g , t o g i v e s o m e o n e a h a r d ti m e , ( s o m e o n e ' s ) h e a r t s i n k s , t o t a t k s e n s e , t o t a k e s o m e o n e ' s m i n d o f f t h i n g s , t o w a [ k o u t o n s o m e o n e

setf-pity. sitent misery, t e r r i b [ e i r o n y

2 Wort in pairs. Look at the photo of Rob. U s e th e K e y W o r d s t o t a l k a b o u t t h e y o u n g m a n i n t h e p h o t o s . W h a t s o r t o f p e r s o n d o y o u t h i n k h e i s ? H o w d o y o u t h i n k h e ' s f e e t i n g ?

R e o d i n g

u n d li s t e n i n g

O S Read and listen to the extract from High Fidelity by Nick Hornby. Check your guesses from Exercise 2.

4 Read the Strategies.

Reading Strategies:

A n s w e r i n g m u t t i p t e - c h o i c e q u e s t i o n s . Read the text to get the generaI idea.

T h e n re a d th e q u e s t i o n s a n d o p t i o n s . . Find parts of the text that are relevant to

the questions and read them carefutly. L o o k fo r s y n o n y m s o f w o r d s i n t h e q uestio ns.

Be carefu[ - the answer may not be stated expticitly in the text.

. Choose a n o p t i o n a n d m a k e s u r e y o u c a n e [ i m i n a t e t h e o t h e r s .

Rob is 35 years old. He used to uork as a DJ; nou be ouns a record shop. But business is bad ancl ltis long-time partneli Laura, bas just walked out on bim.

AII my life I've hated Sundays ... but this Sunday is a corker. I get back to the flat at one; by two, things have got so bad that I decide to go home - bome home, Mum and Dad home. It was 'waking up in the middle of the night and wondering where I belonged that did ir: I don't belong at home, and I don't want to belong at home, but at least home is a somewhere I know. . . . My parents are OK, if you like that sort of thing, which I don't. My dad is a bit dim but something of a know-all,which is a pretty fatal combination;you can tell from his silly, fussy beard that he's going to be the sort who doesn't talk much sense and won,t listen to any reason. My mum is iust a mum, which is an unforgivable thing to say in any circumstances except this one. She worries, she gives me a hard time about the shop, she gives me a hard time about my childlessness. I wish I wanted to see them more but I don't,and when I've got nothing else to feel bad about, I feel bad about that. They'll be pleased to see me, although my heart sinks when I see that Geneuieue is onTV this afternoon.

... V{hen I get there, the joke's on me: they're not in. I,ve come a million stops on the Metropolitan Line on a Sunday afternoon, I've waited eight years for a bus, Geneuieue is on the television and theyte not here.They didn't even call to let me know they wouldn't be here, not that I called to let them know I was coming. If I was at all prone to self-pity, which I am, I would feel bad about the terrible irony of finding your parenrs our when, finally,you need them.

But just as I'm abour to head back to the bus stop, my mum opens the window of the house opposite and yells at me. 'Rob! Robert! Come in!'

I I

\

t

(

t

,'

' l

v

l ) 20

)\

30

I

T

f l ' ( f( ' ( h . I s ') tt . I . I yr T IT A $

Y

o.

' l n .\

I've never met the people over the road, but it soon becomes obvious that I'm in a minority of one: the house is packed.

'What's the occasion?'

(17)

'Not Dad's home-made?'

'No.Proper wine.This afternoon it'sAustralian.W"e all chip in and a man comes and explains it all.'

'l didn't know you were interested in wine.' 'Oh, yes. And your dad loves it.'

... The room is full of people I don't recognise. I wasn't expecting this. I came for an afternoon of silent misery, not wild partying; the one thing I wanted from the afternoon was incontrovertible proof that my life may be grim and empty, but not as grim and empty as life in Watford. Wrong again!... Life in Watford is grim, yes;but grim and full.!7'hat right do parents have to go to parties on Sunday afternoons for no reason at all?

'Geneuieue

is on the tellv this afternoon. Mum.' 'l know.Ve're taping it.'

'Vrhen did you get a video?' 'Months ago.'

'You never told me.' 'You never asked.'

'ls that what I'm supposed to do every week?Ask you whether you've bought any consumer durables?'

... \\\\\7e go home and watch the rest of Geneuieue. My dad comes back maybe an hour later.

'We're all going to the pictures,'he says. This is too much.

'You don't approve of the pictures, Dad.'

'I don't approve of the rubbish you go to watch. I approve of nice well-made films. British films.'

'What's on?'my mum asks him.

'Howard's End.lt's the follow-up to A Room uitb a Viewl 'Oh, lovely, my mum says.'Is anyone else going from across the rcad?'

'OnlyYvonne and Brian. But get a move on. It starts in half an hour.'

1 'l'd better be going back,'I say. I have exchanged hardly a word I with either of them all afternoon.

I 'You're going nowhere,'my dad says.'You're coming with us. My I treat.'

| 'tt's not the money, Dad. It's the time. I'm working tomorrow.' |

'Don't

be so feeble, man.You'll still be in bed by eleven. It'll do I you Sood. Buck you up. Take your mind off things.'

I This is the first reference to the fact that I have things off which I my mind needs taking.

I end ary-way, he's wrong. Going to the pictures aged thirty-five I with your mum and dad and their insane friends does not take I lour minO off things, I discover. lt uery much puts your mind I o n t h i n S s . . .

I adapted lrom Higtt Fictetity by Nick Hornby I

I

+F"*

/aryhter

5 Use the Strategies to choose the best answer, a , b , c o r d . 1 R o b d e c i d e s t o v i s i t h i s p a r e n t s b e c a u s e a h e e n j o y s s p e n d i n g S u n d a y s t h e r e . b h e h a s n ' t g o t a n y t h i n g e l s e t o d o . c h e w a n t s t o g o b a c k a n d l i v e w i t h t h e m . d e v e r y t h i n g i s f a m j l i a r i n t h e j r h o m e . 2 W h i c h s e n t e n c e a b o u t R o b ' s p a r e n t s i s N O T t r u e ? a S o m e t h i n g a b o u t h i s f a t h e r ' s [ o o k s s u g g e s t s w h a t k i n d o f p e r s o n h e i s . b H i s m o t h e r i s r a t h e r o r d i n a r y . c H e w o r r i e s b e c a u s e h i s p a r e n t s m i s s h i m . d His parents like to watch their frvourite fitms on TV. 3 H o w d o e s R o b fe e l w h e n h e f i n d s o u t h i s o a r e n t s a r e n o t a t h o m e ? a f u r i o u s b a m u s e d c l e t d o w n d v e r y s a d 4 R o b ' s r e a I in t e n t i o n i n c o m i n q t o h i s p a r e n t s ' w a s t o m a k e s u r e th a t a h e w a s m o r e m i s e r a b [ e t h a n t h e m . b t h e i r s o c i a L l i f e w a s n o t a s w i [ d a s h i s . c t h e y w e r e a s s o c i a b L e a s b e f o r e . d t h e i r l i f e w a s e v e n w o r s e t h a n h i s . 5 W h i c h o f t h e s e s t a t e m e n t s a b o u t R o b ' s D a r e n t s i s N O T t r u e ? a T h e y e n j o y th e m s e l v e s o n S u n d a y a f t e r n o o n s . b T h e y n o [ o n g e r c a r e a b o u t th e i r f u v o u r i t e f i t m s . c T h e y h a v e b o u g h t a v i d e o p l a y e r . d T h e y h a v e c h a n g e d t h e i r o p i n i o n a b o u t g o i n g t o t h e c i n e m a . l r I I r l l

V o c o b u l o r y :

I o l l o c o t i o n s

a t i m e b s e n s e c b a c k d t i f e e b a d Ctassify the collocations above into the following categories:

4 >

E -

L e x i c o n ,

p o g e s 160-161.

6 Uatctt

the words

from the text that go together.

1 t a t k 2 h e a d 3 e m p t v 4 h a r d 5 f e e l

60 a v e r b + a d v e r b b a d j e c t i v e + n o u n c verb + adjective d v e r b + n o u n 75

7 W.it" six sentences using these coltocations. g e t b a c k . h i t b a c k , m o v e i n . c t e a n o u t , t h r o w o u t . e x p r e s s t h a n k s , e x p r e s s a n o p i n i o n . e x p r e s s h o r r o r , r a i n h e a v i t y , s L e e p h e a v i t y , e m p t y s p a c e , e m p t y s t r e e t s , e m p t y g e s t u r e , h a r d ti m e t l .

) p e 0 K r n g

8 W o r t i n p a i r s . A s k a n d a n s w e r t h e s e q u e s t i o n s . . Have y o u e v e r b e e n in a s i t u a t j o n l i k e R o b w h e n y o u e x p e c t e d o n e th i n g t o h a p p e n , b u t i n s t e a d . s o m e t h i n g c o m p t e t e t y d j f f e r e n t h a p p e n e d ? . W h a t h a p p e n e d a n d h o w d i d y o u f e e L ?

(18)

6 Crozy

Bul

True!

Before

you stort

I match

the headtines

with

t h e p i c t u r e s

( 1 - 3 ) a n d th e

newspaper

extracts

(A-C).

rica Glendale , at 2O years old, is one of the oldest cows in Britain. Erica has delivered 238,000 pints of milk in her life and used to be a champion dairy cow. 'She won prizes every year when she was in her prime and we would always celebrate together,' said farmer Bob Maxwell. Erica has retired from competitions but last week, after he had finished work, Bob took Erica for a birthday treat to the Red Lion Inn for a slice of cake and a drink. 'If you work with an animal for 20 years, you get pretty attached to it,' said Bob. 'All the regulars love Erica,' said one customer. 'But I think the Red Lion ought to think about getting a new carpet.'

2 Headtines in British newspapers often 'ptay'with words. Match the headtines with these references ( a - c ) .

a a n e x p r e s s i o n m e a n i n g t o b e i n a d a n g e r o u s p o s i t i o n b s a y i n g y o u a r e s o r r y o r w r o n g

c an expression meaning to be retired

Which of the stories did you like most? Why?

Revision:

Post

Tenses

3 ReaU sentences 1-5 from extracts A and B.

Match the tenses and verb forms with their uses (a-e). 1 We woutd atways celebrate together.

2 S h e u s e d to b e a c h a m p i o n . 3 He took Erica for a birthday treat. 4 Peop[e were waving at her. 5 S h e h a d t a k e n a w r o n g t u r n .

a a s i t u a t i o n t h a t c o n t i n u e d f o r s o m e t i m e in t h e n a s t b u t i s n o [ o n g e r t r u e

b a r e g u l a r t y r e p e a t e d a c t i o n i n t h e p a s t

c an event that occurred before other past events d a s i n g t e e v e n t in t h e p a s t

e a l o n g e r a c t i v i t y a r o u n d a n e v e n t in t h e p a s t

Eating llrrnrble

--,-., -'''" ""'iii#-Sf'

Pie

"

ffi# w,g

-',ili*

-ifhiti

,$H,

,r ii{ fir lt {:, {i yji

Mrs Janet Williams' of Wrexham' had ;;;Y shock last weekend' she was

;ili;

rt". "u' in chester'

when she

;;;t;"; peoPle were waving at her- as

;;;;;JJiv'

she.

started to set the

i""iirrg that something

was ***^l'^

*^"iirt"

had taken a wrong turn

anct

*l; ;;;c

on a frozen canal! she

-.".g"a

tJ get out of the car

just

f"f"t" lt ,"t'k thtoogh

the ice'

Mrs Merrick, 70, had just come back from Bodmin, where she had been shopping, when she was attacked by Billy, a runaway bull. When Mrs Merrick bravely tried to defend herself, Billy lcrocked her over and started eating the contents of her shopping bag. The pensioner was finally rescued by a man who had been working in a nearby garage. 'The farmer sent her a lovely steak and kidney pie,' said one neighbour. ,But he didn't say whether Billy was in it.'

4 put these events

from extract

B in the order in

which they actually

happened.

Some

events

may have

h a p p e n e d

a t t h e s a m e

t i m e .

J a n e t g o t o u t o f t h e c a r . P e o p l e w a v e d a t J a n e t . J a n e t to o k a w r o n g t u r n . J a n e t n o t i c e d t h e p e o p L e . T h e c a r s a n k . J a n e t d r o v e o n a f r o z e n c a n a [ . J a n e t fe l t s o m e t h i n g w a s w r o n g . a b c d e f g

Out to Grass

References

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